Absence
Volume I
F ’64 - S ’65	Lecture 1	p. 7	(Non-absence) of a name
	Lecture 2	pp. 18-19	Of ceremonials
	Lecture 5	p. 38	Of membership in a unit
	Lecture 8	p. 60	M.I.R. categories & a notion of ‘absence’
	Lecture 11	p. 88	Located via ‘order of relevance’ “Let's talk about there being, for some collection of classes, an ' order of relevancy' with respect to categories. It seems that a set of circumstances can provide that order of relevancy for some membership class.”
	Lecture 12	p. 97	Of greetings

F ’65	Lecture 10	p. 190	Of ‘getting caught’
F ’65	Lecture 10	p. 190	Of ‘getting caught’

S ’66	Lecture 2 (R)	pp. 261-262	Of greetings
	Lecture 04b	pp. 293-295	Via ‘rounds’
	Lecture 5	p. 308	Via ‘invariably relevant’ items
	Lecture 29	p. 464	Via a set of categories
	Appendix A	pp. 493-495	Vis-à-vis children’s games

S ’67	Lecture 11	p. 575	“I don’t do X”

F ’67	Lecture 6	pp. 670-671	Via utterance pairs

S ’68	May 8	pp. 782-783	People’s orientation to what they’re missing…via absence of something to say
Volume II
F ’68	Lecture 3	pp. 35-36	Greetings vis-à-vis ‘noticeable absence’
	Lecture 5	p. 62	Greetings vis-à-vis ‘noticeable absence’
	Lecture 6	p. 67	Introductions can be ‘notably absent’

S ’70	Lecture 6	pp. 267-268	Discriminativeness necessary in reporting ‘what I didn’t do’.

W ’71	March 4	p. 315	“After 25 years” of what?

S ’71	April 19	p. 364	Lifting ‘transition relevance’; on somebody’s completion nobody talks and talk is not ‘absent’
S ’71	April 23	p. 368	Invitation to come over and ‘talk’ provides for an absence (at least ‘dinner’)

Academia
Volume I
F ’64 - S ’65	Lecture 4	pp. 29-30
	Lecture 10	p. 83
	Lecture 13	p. 105

S ’67	Lecture 9	p. 558
	Lecture 9	p. 558
	Lecture 12	pp. 582-583

F ’67	Introduction	p. 620
Volume II
F ’68	Lecture 1	p. 5
F ’68	Lecture 2	p. 17

W ’69	Lecture 3	p. 112

W ’70	Lecture 2	p. 187

S ’70	Lecture 7	p. 282

S ’71	April 2	pp. 335-337

F ’71	Lecture 1	p. 419
F ’71	Lecture 15	p. 507

S ’72	Lecture 3	pp. 549-550
S ’72	Lecture 5	p. 561	Re. prefaces as independent of what they precede.

Accountables, Accounts, Explanations, etc.
Volume I
F ’64 - S ’65	Lecture 1	p. 4	Accountable actions
	Lecture 2	pp. 19-20	Accountable actions
	Lecture 3	pp. 21-23 pp. 22-23 pp. 23-25	Getting an account via correction-invitation device Classes of accounts A3N = “Account apparently appropriate, negativer”
	Lecture 5	p. 32 p. 37
	Lecture 10	pp. 72-77	Accountable actions
	Lecture 12	p. 101	The problem of ‘giving an account for silence’
	Lecture 14	pp. 121-124	Among “competing facts”, the one with an explanation did occur.

F ’65	Lecture 8	p. 180
	Lecture 8	p. 180
	Lecture 10	pp. 190-191
	Lecture 11	p. 195	Explaining away an asserted rule
	Lecture 14	p. 208

S ’66	Lecture 8	pp. 337-340	“Stereotyped” statements as ‘explanations’
	Lecture 12	pp. 355-356	An explanation is the explanation; layers of accounts
	Lecture 15	pp. 380-381	Correction-invitation: a ‘possibly good account’
	Lecture 20	pp. 412-413	An explanation is the explanation
	Lecture 21	pp. 425-426	Explanation of another’s position via some membership category
	Lecture 27	p. 453	In therapy, routinely usable explanations can be “just about irrelevant”
	Lecture 28	pp. 457-459	‘Causally efficacious’ categories (usable to formulate explanations)
	Lecture 32	p. 480	‘How they got it’ explanation of imitation
	Lecture 33	p. 487	What would a scientific account look like?

W ’67	March 9	pp. 538, 542 pp. 545-546	Why say that now? Accounted for by talk to raised topics Why say that? Why now? Accounted for by its having been understood.

S ’67	Lecture 13	pp. 588-589	Category-bound action & its category explain why something happened: they do that.

F ’67	Lecture 9	p. 700	Rejecting the fact via rejecting the explanation: UFOs, the Dobu
Volume II
W ’69	Lecture 1	pp. 94-95	“This place costs too much money” to explain hole in shoe.

W ’70	Lecture 4	p. 195	Public vs. private accounts of sadness at a tragedy

S ’70	Lecture 6	pp. 263-266	Delicate relationship between problem and explanation (blind lady – Brad Crandall)

S ’72	Lecture 1	p. 530	Why say this now? Accounted for via adjacency pair sequencing

Activity-Occupied Phenomena

Volume I

W ’67

March 9

p. 543

“I did”

Adjacency, Adjacency Pairs
Volume I
F ’65	Lecture 4	p. 150	“Consecutive” utterances
Volume II
F ’68	Lecture 3	p. 43	“Adjacency relationship between utterances”
	Lecture 4	p. 47	Placement and “adjacency relationship”
	Lecture 5	p. 62	“Adjacency placing”… “ ‘utterance pairs’ ”

W ’70	Lecture 4	pp. 189-190	‘Greetings’ as “adjacency pairs”

S ’71	Lecture 1	pp. 521-532	Adjacency pairs: Scope of operation
S ’71	Lecture 2	pp. 533-537	Distribution rule for adjacency pairs

S ’72	Lecture 4	pp. 554-560	The relating power of adjacency

Affiliation (see also Agreement)
Volume I
F ’64 - S ’65	Lecture 12	p. 101	Jokes as ‘unaffiliated’

F ’65	Lecture 3	p. 148	Re. “We”

	Lecture 11	pp. 193, 195	Re. A maxim or rule
	Lecture 14	p. 206	As ‘military man’

S ’66	Lecture 16	p. 383	“My” in its ‘affiliative’ use
	Lecture 21	p. 421	“We’ve told you that”

S ’67	Lecture 16	pp. 605-606	“My” in its ‘affiliative’ use

Aggregate data (see ‘Collection’)

Agreement
Volume I
F ’65	Lecture 3	p. 147

S ’66	Lecture 21	p. 426

	Lecture 23	pp. 428, 430-434

F ’67	Lecture 13	p. 736	“ ‘Well’ signals disagreement”

S ’68	April 14	pp. 770, 771	Of a stock of stories, you remember the one that ‘agreed with the one you were told.
Volume II
F ’68	Lecture 2	p. 30	Agreement via “a same story,” disagreement via “a story which has you in a different position”

W ’70	Lecture 4	p. 199	Slaves requiredly agree with masters

S ’70	Lecture 5	pp. 252, 256	Claiming vs. proving agreement

Alternatives
Volume I
F ’64-S ’65	Lecture 14	p. 116	Alternative sets of categories available for any population of persons

F ’65	Lecture 3	p. 149	‘Company’ as a ‘general alternative category’
	Lecture 3	p. 149	‘Company’ as a ‘general alternative category’
	Lecture 7	p. 171	‘Company’
	Lecture 10	p. 192	Alternative strategies: getting away with it vs. tempting enforcers
	Lecture 14	pp. 205-206 pp. 214 ff	Alternative categorical formulations Personal- Impersonal

S ’66	Lecture 2	p. 252	Alternative categories
	Lecture 4a	p. 282	Proper alternative sequences
	Lecture 4	p. 305	Serious alternatives / alternation classes
	Lecture 5	p. 307	Alternative identifications
	Lecture 6	p. 313	Alternative identifications
	Lecture 7	p. 326	Alternative identifications
	Lecture 11	pp. 348-350	“Alternative meanings for a word”
	Lecture 12	p. 354 pp. 358-359	“Systematic differences in sorts of machinery invoked [for] doing warnings” “Complaining and applauding stand in some strong alternation to each other”
	Lecture 17	p. 392 p. 394	Alternative names for the same car Scope of a set of alternatives
	Lecture 18	p. 396	Alternative names of cars; teenager / hotrodder
	Lecture 20	pp. 415-416	Alternative name of cars
	Lecture 24	pp. 435-440	Alternative measuring systems
	Lecture 25	pp. 441-442	‘Alternation category: ‘company’
	Lecture 26	pp. 443-449	Dilemma: either alternative is ‘bad’
	Lecture 27	pp. 454	Doctor / patient: stranger / stranger (Freud)
	Lecture 31	p. 474	Legal-illegal / counts-doesn’t count
	Lecture 33	p. 486	Macro / micro: Catholicism / Protestantism
	Appendix A	pp. 496-497 pp. 501-502 p.504	Vowel / consonant in first words; simple alternating actions in first games Legal-illegal / counts-doesn’t count Fantasy-reality theory – practical efficacy

S ’67	Lecture 9	pp. 562 pp. 564-565	‘Doctor’ / ‘just a somebody’ Consequences of alternative answers

F ’67	Lecture 7	pp. 679	More alternativeness vs. oriented-to contrast-class
F ’67	Lecture 14	pp. 740-742	Alternative temporal references

S ’68	April 17	p. 753	Characterizations of persons...are in principle selections from alternatives.
Volume II
F ’68	Lecture 6	p. 73	Alternative formulations of a topic

W ’69	Lecture 2	pp. 98-99 pp. 114-115, 123	‘Save’ vs. ‘unsafe’ compliments / ‘female’ vs. ‘male’ Alternative sequences
	Lecture 7	p. 117	“Why did you do X?” vs. “Why the hell did you do X?”
	Lecture 8	pp. 133-136	Abstract vs. concrete talk

W ’70	Lecture 2	p. 183	‘Precise’ vs. ‘approximate’ Temporal references
W ’70	Lecture 4	p. 195	Public vs. private accounts of sadness at a tragedy

W ’71	March 4	p. 309	Alternative formulations for expressing position on reported event (“he had to go” vs. “he said he had to go”)

S ’71	April 30	pp. 378	Alternative name-types
S ’71	May 21	pp. 404-405 p. 407	Alternative formulations of a person (“he,” “Mr. Jones,” “her husband”) ‘Stranger’ as an alternative formulation

F ’71	Lecture 5	pp. 447-448	“…some identities, both of which are correct, can stand in an alternation relationship to each other.”
	Lecture 6	pp. 455-456	‘We were going to [do X] but [A&B], so we [did Y]?’ “Question: Why put I a rejected alternative?” Re. proposing ‘normalness and variance’
	Lecture 14	pp. 500-502	Wanted vs. unwanted possible Christmas gifts “I didn’t want an [X], I want a [Y] or a [Z].”

S ’72	Lecture 2	p. 538	“The oldest one in the class” does not have as its set of alternatives the “obvious semantic” set; i.e. positions of age. Rather, e.g., “Are you the only black executive at [X] company?” (Methodological consideration here)
S ’72	Lecture 3	p. 547	Alternative types of answers

Ambiguity
Volume I
F ’65	Lecture 6	pp. 165-167 p. 167	‘You’ as ‘systematically ambiguous’ in warnings
	Lecture 9	p. 186	Who is “the guy”?
	Appendix A	p. 225	Stage of life? family? (“baby”)

S ’66	Lecture 1	p. 239	Stage of life? family? (“baby”)
	Lecture 1 (R)	p. 247	Stage of life? family? (“baby”)
	Lecture 8	p. 335	“We”
	Lecture 11	p. 349	‘You’ as ‘systematically ambiguous’
	Lecture 19	pp. 406-407	‘Nice kid’ / ‘hotrodder’
	Lecture 20	p. 415	‘Not many people get picked up’

S ’67	Lecture 13	pp. 584-585	‘The baby cried’; the criminal confessed / the Catholic confessed.

F ’67	Lecture 6	pp. 671-672	Sequentialized ambiguity: serious or joke?
Volume II
S ’71	April 26	pp. 373-374	‘You’ as ambiguous

F ’71	Lecture 3	pp. 431-435	Re. obscene puns
F ’71	Lecture 12	pp. 489-490	Re. sounds of sex

Announcements

Volume II

W ’69

Lecture 1

pp. 87-91

‘Anonymous’ Interaction
Volume I
F ’64-S ’65	Lecture 1	pp. 3, 5	Agency / client
	Lecture 8	p. 59	And usability of ‘normal’
	Lecture 11	p. 92	Adequate for checking out a noticing
	Lecture 14	pp. 114, 116	Re. seeing what has happened in a story one has only heard part of. (“Didn’t you smack her one?”)

F ’65	Lecture 9	p. 185	Re. “Didn’t you smack her one.”
F ’65	Lecture 9	p. 185	Re. “Didn’t you smack her one.”

S ’66	Lecture 4b	pp. 297-298	Re. organizing greetings & introduction
	Lecture 20	p. 414	How “I will be seen by somebody unknown to me personally…”
	Lecture 24	p. 438	Between drivers, re. “How do you drive?”
	Lecture 32	p. 481	Seeing someone ‘imitating’
	Lecture 33	p. 485	General statement
	Appendix A	p. 492 pp. 504-505	In children’s games Across cultures (games)

S ’67	Lecture 8	pp. 555, 556	Vis-à-vis “How are you?”
	Lecture 9	pp. 558, 559, 560	Vis-à-vis “How are you?”
	Lecture 12	p. 580	Controlling impressions for whomsoever
Volume II
W ’69	Lecture 1	pp. 95-96	Taxes as anybody’s complaint

W ’70	Lecture 4	p. 191 pp. 194-195 p. 197	Greetings routinely done by people who are otherwise unacquainted Making one’s mind available to anonymous persons who encounter you Caring what anonymous people think of you

S ’70	Lecture 1	p. 221	Pedestrian-driver communication
	Lecture 4	p. 248	You should tell your friends a story in the same way “anybody should tell it to anybody”
	Lecture 7	pp. 280-281	“The rules of conversation are designed for anonymous parties”
	Lecture 15	pp. 510-511	Utterly conventional characterization in telling of an “intimate” problem: “there’s a way in which the story is about nobody in particular.”

Answers [See “Questions & Answers”]

Appearance
Volume I
F ’64-S ’65	Lecture 2	p. 20	Re. Job’s Problem
	Lecture 14	pp. 120-121	Raymond [One Boy’s Day] and Adam

F ’65	Lecture 7	p. 173	Being seen as, e.g., ‘a hotrodder’


S ’66	Lecture 13	pp. 363-366, 369 pp. 404-409	Useability of, to create a false appearance (Button-Button) ‘Appearance verbs’
Volume II
F ’68	Lecture 6	pp. 79-80	Arranging to be seen in a “characteristic appearance”

Argument
Volume I
F ’65	Lecture 8	pp. 179-181	Argument → name-calling
	Lecture 14	p. 207	The ‘unclean hands’ argument, etc.

S ’66	Lecture 10	pp. 344-346	Position markers “I still say though…”


S ’67	Lecture 17	p. 614	Position markers “I still say though…”

F ’67	Lecture 10	pp. 707-708	Communist vs. Republican / ‘people like us’ vs. ‘people like us’.
	Lecture 13	pp. 736-737	Locational marker “I still say though…”
Volume II
F ’68	Lecture 4	p. 49	Violation → Argument

S ’71	April 5	pp. 344-347	Argument re. whether New Pike is “depressing” or not.

F ’71	Lecture 3	p. 433	It’s a characteristically known thing that talk on any topic can “end up in an argument”

Assembling Activities
Volume I
F ’64- S ’65	Lecture 1	pp. 10-11
	Lecture 4	pp. 27, 30
	Lecture 11	p. 89	(and ‘decomposing’)
	Lecture 13	p. 112	(assembling potential description)
Volume II
W ’70	Lecture 1	p. 169

Assessments
Volume I
F ’64- S ’65	Lecture 9	pp. 66-69

F ’65	Lecture 14	p. 206

S ’68	May 29	p. 800
Volume II
S ’71	May 3	pp. 384-390	Person’s technique for assessing possible correctness of offered solutions to their problems.

Azande Oracle

Volume I

F ’64-S ’65

Lecture 5

pp. 34-35

Base Environment
Volume I
F ’64-S ’65	Lecture 1	pp. 8-9
Volume II
S ’71	April 30	p. 380	(Same phenomena as ‘base environment’ but not so referred to)

Believing, Believability, Reliability
Volume I
F ’64-S ’65	Lecture 8	pp. 62-64	Cry Wolf, missiles, etc.
Volume II
W ’71	March 4	pp. 309-310	Exhibiting the believability or not of another’s reported talk (e.g. “he had to go” vs. “he said he had to go”)

F ’71	Lecture 7	pp. 462	“He said he went to acting school with Kirk Douglas. And I believe him.” (Here, he pre-positions “Nice looking guy” - cf. e.g. W ’70 Lecture 7 pp. 274-276 Re. pre-positioned characterizations, etc.)
	Lecture 10	pp. 479, 481	‘Suspension of disbelief’
	Lecture 16	pp. 516-517	“How do you believe your brain?” (cat dream)

Biblical Materials, Issues
Volume I
F ’64-S ’65	Lecture 2	p. 20	Job’s Problem
	Lecture 4	p. 28	Bible study as a model
	Lecture 14	p. 118 p. 121	Job’s Problem Adam

F ’65	Lecture 7	p. 171	Abraham the Hebrew

S ’66	Lecture 18	pp. 396-397	Abraham the Hebrew
	Lecture 20	p. 412	Job’s Problem
	Lecture 23	pp. 430-431	Ten Commandments / Hittite vassalage agreements
Volume II
F ’68	Lecture 4	p. 51	“That it may go well with thee…”

S ’70	Lecture 1	p. 220	Lot’s Warning Re. Sodom & Gomorrah

Biology
Volume I
F ’64-S ’65	Lecture 4	p. 27 ff
	Lecture 12	pp. 98-9

Case-by-Case Procedure
Volume I
F ’64 - S ’65	Lecture 8	p. 62	(Dealing with ‘odd’ suicides)
	Lecture 10	p. 78	(Kids testing Class I [causal] rules / Class II [normative] rules)
	Lecture 11	p. 89	(“A stream of odd ones”)


F ’65	Lecture 11	pp. 196-197	(Dealing with possible suicides)

Categories and Classes, Categorizing
Volume I
F ’64 - S ’65	Lecture 6	pp. 40-48 p. 45	M.I.R. ‘Categorizing the categorizer’
	Lecture 8	pp. 58-59 p. 60 p. 64	“Normal” M.I.R. And ‘reliability’
	Lecture 9	pp. 68-71	M.I.R. ; ‘imitation’
	Lecture 9	pp. 68-71	M.I.R. ; ‘imitation’
	Lecture 11	pp. 86-87 p. 88	M.I.R. “classes & their categories permit you to see” A categorizing B, gets a sense of C. (cf. Lecture 6 above, p. 45: ‘Categorizing the categorizer’ and Schegloff’s Introduction, p. xxxiv)
	Lecture 14	pp. 116-117	Inference = (among other things), categorizing an event one has not seen.

F ’65	Lecture 3	pp. 148-149 p. 149	‘We’ can refer to a category ‘Company’ as a ‘general alternation category’
	Lecture 7	pp. 170-172	‘Company’
	Lecture 8	pp. 179-181	Category-bound activities
	Lecture 9	pp. 183-185 p. 186	‘Character appears on cue’ Category-bound activities
	Lecture 11	p. 195	Category assigned to a position being esposed
	Lecture 12	p. 201	‘Returning spirits…’ as a category for handling strangers
	Lecture 14	p. 205 ff	Alternative categorical formulation
	Appendix A	p. 225 ff p. 228	Categorical use of “the mommy”

S ’66	Lecture 1	p. 238 ff pp. 241-242	‘Membership categorization device’ Category-bound activities
	Lecture 1 (R)	p. 246 ff pp. 248-250	Membership categorization device Category-bound activities
	Lecture 2	pp. 252-254	Category-bound activities
	Lecture 2 (R)	pp. 259-261	Category-bound activities
	Lecture 04.b	pp. 298-299	Locating appropriate set of categories
	Lecture 4	pp. 301-302	Category-bound activities / identification
	Lecture 5	p. 306	Vis-à-vis identification
	Lecture 6	p. 313 pp. 314-315 pp. 317-319	Vis-à-vis identification Vis-à-vis omni-relevant devices Vis-à-vis ‘cover identifications’
	Lecture 7	pp. 326-327	Vis-à-vis identification; relational pair
	Lecture 8	pp. 334-340 pp. 336-340	‘Membership categorization device” Category-bound activities
	Lecture 10	pp. 346-347	‘Positioned’ categories
	Lecture 13	pp. 367-368	Categories aren’t persons; ‘family’ device
	Lecture 18	pp. 396-403	‘Hotrodders’ as a revolutionary category
	Lecture 19	pp. 406-407 pp. 408-409	‘Nice kid’ If you look like someone who does X, then what you’re doing is X.
	Lecture 21	pp. 417-418 pp. 425-426	Vis-à-vis identification Position in an argument as category-bound
	Lecture 25	pp. 441-442	Alternative category: ‘company’
	Lecture 26	pp. 444-449	Cops, teachers, etc.: “a special class of people” vis-à-vis teenagers; for “giving lip back”
	Lecture 27	p. 454-455	Doctor / patient vs. stranger / stranger (in Freud)
	Lecture 28	p. 457 p. 459	‘Causally efficacious’ categories (usable to formulate explanations) Re. social sciences using Members’ devices to formulate its accounts (cf. Lecture 04b. pp. 295, 299)
	Lecture 29	pp. 464-466	Male-female (safe compliments)
	Lecture 30	pp. 467-469	Selection problem for social scientists
	Lecture 32	pp. 480-481	Inverse to category-bound activities (imitation).
	Appendix A	pp. 490-499 pp. 502-503	Members categorization devices in children’s games Categories in children’s games

W ’67	February 16	p. 515	Omni-relevant device, patient-therapist
W ’67	March 2	p. 532	Invokability of ‘patient-therapist’

S ’67	Lecture 8	p. 550 p. 552 p. 553 pp. 555-556	Category-bound ‘correctness’ Class: ‘proper conversationalists’ Class: ‘non-proper conversationalists’ Classes: Personal States and Value States
	Lecture 9	p. 562	‘Doctor’ vs. ‘just a somebody’
	Lecture 11	p. 577	‘Stereotypes’ as valuable
	Lecture 12	pp. 582-583	Critique of ‘category-bound activities’
	Lecture 13	pp. 584-588 pp. 585-587 pp. 588-589	Proving that something is a ‘category-bound activity’ ‘Positioned’ categories An important use of ‘category-bound activities’
	Lecture 14	pp. 590-594 pp. 594-596	Category ‘partitioning’ ‘Omni-relevant’ category collection
	Lecture 15.1	pp. 597-600	Category ‘partitioning’
	Lecture 15.2	p. 601	‘Category-bound’ topic: automobile discussion

F ’67	Lecture 1	p. 630	Vis-à-vis expressing an opinion
F ’67	Lecture 011	pp. 712-713 pp. 713-714	Focusing on a relevant identity category via “he” Categorical vs. personal reference via “we” / “they”

S ’68	April 17	p. 757	Attention to ‘topic’ via co-class membership (e.g. cigars and pipes)
S ’68	May 29	p. 797	‘Negro woman’ vs. ‘employee’
Volume II
F ’68	Lecture 4	p. 52	Interruption as a case of the class rudeness
F ’68	Lecture 6	p. 78	“Characteristic” way of doing ‘member’ talk

W ’69	Lecture 2	p. 99 pp. 101-102 p. 103	Set of people by reference to ‘male-female’ Vis-à-vis determining what an action done by A to B is doing to C. Partitioned categories
	Lecture 3	pp. 104-111 p. 110 p. 112	‘Patients / observers’ as ‘performers / audience’ Partitioned categories Producing “a correct sequence of actions for some set [of categorized terms].”
	Lecture 7	pp. 120-121	“Higher ranked person can correct.”

W ’70	Lecture 2	p. 182	“‘They’ is in principle a pronoun not for plurals but for categories…”
W ’70	Lecture 4	pp. 194-197	Stranger-stranger interaction during disaster / tragedy

S ’70	Lecture 5	p. 250	A class: “1st Stories”; a class: “2nd Stories”

W ’71	February 19	pp. 296-298	Host / guest vis-à-vis complainables

S ’71	April 19	pp. 360-366	Caller / Called
S ’71	May 21	pp. 405-407	Service personnel doing a job vs. “stranger” being “bothered”

F ’71	Lecture 10	p. 482	A “crucially ‘mother-daughter’ interaction”
	Lecture 11	p. 490	The ‘mother-daughter’ joke
	Lecture 15	p. 510	A ‘rational’ ‘father’ and ‘emotional’ ‘mother’: Adequate characterizations (Verges in categorical-bound activities.)

S ’72	Lecture 2	p. 538	“The oldest one in the class” as a ‘unique position’, akin to “the only (cop, Negro, woman) in the class.”
	Lecture 3	pp. 542-553 p. 544	‘Caller-Answer-Called’ etc. Pone-call ‘answerer’, etc. as “categories and not merely the person they are”
	Lecture 5	p. 569	“Whole classes of types of relationships in social structural terms, employers / employees, etc., are characterized by admitting beginnings [of conversation] and no more; specifically not admitting transforms of beginnings into first topics.”

Causality / Chance
Volume I
F ’64 - S ’65	Lecture 2	p. 14	‘Causally bound’ relationships
	Lecture 5	pp. 34-35 p. 36	Azande vs. us. Private calendars: ‘causally powerful’
	Lecture 10	pp. 77-78	Children and Class I, II rules

	Lecture 14	pp. 124-125	A phenomenon? Or statistical chance? (Miracles, psychic research)

S ’66	Lecture 28	p. 457	‘Causally efficacious’ categories

Ceremonials
Volume I
F ’64 - S ’65	Lecture 2	pp. 14-19 pp. 15-16	“How are you?” “Fine”, etc. Jokes, games, performances
F ’64 - S ’65	Lecture 7	p. 55	Re. “holding the floor”
Volume II
S ’71	April 26	pp. 370-372, 374	‘An evening together’ as “a ceremony of some sort.”

Children
Volume I
F ’64 - S ’65	Lecture 9	p. 70	(and Negroes: imitation)
	Lecture 10	pp. 76-77 pp. 78-79	(and infantile adults: “X told me to”) (and Class I and II rule)
	Lecture 11	p. 84	(Unentitled wisdom as ‘error’)
	Lecture 11	p. 84	(Unentitled wisdom as ‘error’)
	Lecture 12	p. 98	(and a ‘minimal conversation’)
	Lecture 13	pp. 111-112	(Learning ‘potential description’)
	Lecture 14	pp. 114-115 p. 120	(First lie) and subversions

F ’65	Lecture 4	pp. 155-156	Children’s speech (‘buildups’)
	Lecture 6	p. 167	and Warnings (see Class I, II Rules, pp. 78-79)
	Lecture 7	pp. 172-174	‘Teenager’ vs. ‘hot rodder’
	Appendix A	p. 226 pp. 227-228	Use of “it”: pronouns available Use of “the mommy”: family device
	Appendix B	p. 230	Restricted rights to talk → “You know what?”

S ’66	Lecture 2	pp. 255-258 pp. 256-258	“Competence to lie” / building stories Restricted rights to talk
	Lecture 2 (R)	pp. 263-265	Restricted rights to talk
	Lecture 11	p. 348	‘Build-ups’
	Lecture 13	pp. 363-369 p. 368	Button-Button Use of expanded ‘family’ device
	Lecture 16	pp. 386-387	Kid recognizing a ‘possessitive’
	Lecture 18	pp. 398-399	Children’s culture
	Lecture 30	p. 472	Children’s vocabularies
	Lecture 31	pp. 473-478 p. 474	Games: legal / illegal Children’s memory for correct speech

S ’67	Lecture 9	p. 565	When children begin systematically to lie
	Lecture 13	p. 588	Kids learn ‘programmatic relevance’ early
	Lecture 14	p. 591	Preparing for ‘adult roles’

F ’67	Lecture 1	p. 629	Two children of the British autocracy
	Lecture 7	p. 680	Kids’ play with language involves specific attention to ‘the formal features of a language’.
	Lecture 8	p. 689	Children “rather well attuned to the pre-sequence phenomena.”
	Lecture 14	p. 739	Young child doing paraphrasing.

S ’68	April 17	p. 760	Children have strong place-memory
Volume II
F ’71	Lecture 12	pp. 489-490 pp. 490-492	Children’s puzzlement re. sounds of sex Children’s encounters with scope of application of rules.

Claiming vs. Demonstrating
Volume I
F ’65	Lecture 3	pp. 146-147
Volume II
S ’70	Lecture 5	pp. 252, 260

F ’71	Lecture 3	p. 436

Closings
Volume I
F ’64 - S ’65	Lecture 12	p. 96	No generic way to close a conversation

F ’65	Lecture 5	pp. 160-161	Closing an insult sequence (“Face the music”)

S ’66	Lecture 2	pp. 255-256	A story close / built as an ending
	Lecture 2 (R)	p. 263	A story close / proper ending
	Lecture 21	pp. 420-421	Withdrawing from an insult sequence (“Face the Music”)

F ’67	Lecture 7	pp. 678-679	Closing an insult sequence with “Thank you”

S ’68	May 8	p. 778	Closing a call with reintroduced reason for call / Relationship between beginnings and closings.
Volume II
W ’69	Lecture 1	p. 88	Closing is collaboratively done and takes a sequence

S ’71	April 19	pp. 363-366	“It’s caller’s business to find a place to stick in a possible closing.”
S ’71	May 21	pp. 402-403	SPC:NYE call closing

S ’72	Lecture 3	p. 552	“Calleds are ‘forced’ off the phone: ‘I’ve got to go do something,’ Callers ‘offer’ to get off the phone: ‘I’m holding up your line’…that…suggests that it is Caller’s business to get off the phone first, Calleds doing it in extremis.”

Coincidence
Volume II
S ’70	Lecture 3	pp. 238-240

F ’71	Lecture 10	pp. 478-479

Collaborative Utterances
Volume I
F ’65	Lecture 3	pp. 144-147
F ’65	Lecture 6	p. 167

S ’66	Lecture 7	pp. 321-323
	Lecture 15	p. 379
	Lecture 21	p. 421

W ’67	March 2	pp. 528-529

F ’67	Lecture 4	pp. 651-655
Volume II
F ’68	Lecture 5	pp. 57-60
F ’68	Lecture 6	pp. 71, 82-83

Collections: Working with, Arguing via, etc.
Volume I
F ’64 - S ’65	Lecture 1	p. 3 p. 9 p. 11	“I have a large collection of these conversations” “In my materials, again and again [X occurs].” “We’re talking about objects that can be found elsewhere
	Lecture 2	p. 13 p. 14 p. 15 p. 16 p. 17 p. 19 p. 20	“Recurrently in these conversations [X occurs]. And…I have things from police reports where [X occurs]. “Persons who [do X] talk about themselves routinely as [Y].” “Routinely if you look at [X conversations] they begin like [Y]. “I came across a very frequently recurring kind of statement.” “A recurrent thing I’ve seen throughout their stuff is…” “One of the things reported about persons who [do X] is [Y]. “Most people, when [X occurs], will say [Y].”
	Lecture 3	p. 23 p. 25	“These things are not only recurrent, but…they do work...” “Again and again we find that [X occurs].”
	Lecture 4	p. 29	[The more material you have at your command, the more you ought to be able to…see…recurrence. But the way to proceed is item by item.”
	Lecture 5	p. 36	“I came across [X] several times in the telephone conversation I’ve been analyzing.”
	Lecture 6	p. 45	“There is…a whole large bunch of [X statements].”
	Lecture 7	p. 49	60 first lines of ‘pickups’; “more than 50 were questions.”
	Lecture 8	p. 57 p. 64	“Recurrently in these conversations [X occurs]” “Maybe it just happened that time. Not so. Recurrently [X occurs].”
	Lecture 9	p. 66	“Suicidal persons recurrently say [X].”
	Lecture 11	p. 94	(Re. “basic assumption, which could have been wrong”: “But…I know that people can do this, I’ve watched it many times...[But] it could have been the case that everybody came back and said, ‘No, I never saw that happen.’ And that’s possible. It might be something that’s dying out. A thing our forefathers had. Like God.”
	Lecture 12	p. 102	“I got 60 first lines [of ‘pickups’], of which just under 60 were questions. What I had wanted to be saying [to the class], and which they could see once they had these collections, was…”
	Lecture 13	p. 105	“Homans’ procedure for starting a book is one of the most recurrent you’ll find”
	Lecture 14	pp. 121-124	4 cases of a procedure: “It’s absolutely routinely used.”

F ’65	Lecture 6	p. 166	(Re. “you”) “I have a lot of very subtle usages.” “Those kinds of uses are recurrent”
	Lecture 7	p. 174	(Re. not recognizing moves of a non-member) “That kind of thing is very regularly done for all sorts of other things. “[Volkswagons don’t get waved at].”
	Lecture 10	p. 192	“…in very different materials on finds the same [phenomenon].”
	Lecture 11	p. 195	“We can get lots of examples of [X].”

S ’66	Lecture 2 (R)	p. 263	“Kids around the age of three [do X].”
	Lecture 04.a	pp. 283-284	‘Rule detection’ via collection vs. single case
	Lecture 5	p. 306	For some assertion, “provide alternative’ independent materials…”
	Lecture 12	p. 354 p. 355 p. 359	[X] can be “dug out of such materials as we’ve got (but I take it you’d need a considerable amount to do it)…” [X] would involve some larger corpus of materials, since [it’s] basically a statistical argument “…some people do [X] with immense regularity.”
	Lecture 21	p. 417	“…we want to ask…whether such activities…occur recurrently in the order they occur in here”
	Lecture 27	p. 455	“I take it that [X] is quite formulatable and probably very recurrent.”
	Lecture 31	p. 473	“And here is another, similar piece of data…”

W ’67	March 2	p. 533	“It’s all over the place”…”It’s seeing [various features] and then when you look back to it seeing that it’s all over the place, that I then understand, Alright now, attention has to be paid…[to X].
W ’67	March 9	p. 540 p. 545	“We would have to check out whether such things are in fact done, so that we could see [that a move in this fragment is indeed] not legitimate, conventional, preferred, etc.” “Indirect reference” as “the most usual ways to talk.”

S ’67	Lecture 8	p. 549	“In some tape I had, I came across a statement that I’d heard before…”

F ’67	Lecture 4	p. 651	Re. collaborative completions: “[I first thought] it must be quite rare, even though that they do it at all is an extremely important fact. But it turns out to be an extremely frequent and routinely doable thing.”
	Lecture 5	p. 662	“It is typically, routinely, overwhelmingly the case that…”
	Lecture 7	p. 682	Floor seekers are “terribly widely used.”
	Lecture 11	p. 723	“A very characteristic way to [do X] is [Y]. Here’s some cases.” (3 cases shown)
	Lecture 12	p. 725	“I won’t quote cases of that sort, but I take it that one can see that it’s so.”

S ’68	May 29	p. 798	Re. letters sent to Governor Brown during Chessman case. “Something like 40,000 letters, and I’ve read several hundred of them…you get one standard pattern…”
Volume II
F ’68	Lecture 1	p. 5 p. 6 p. 11 p. 13 p. 14	Re. 2nd stories’ intense relationship to 1sts : “What we need to do…is to watch conversations hereafter and see.” Re. work of 2nd story: “So, for example, in other materials [X occurs].” “[X] is not at all common, usual, done” “[X] is an enormously common thing, and to get a sense of it as a usual piece of rhetoric, here’s a yesterday-instance of it.” “And anybody knows that when somebody [does X they’re telling you [Y].”
	Lecture 2	pp. 19-20 p. 20 p. 25 p. 25	“If it’s not too easy to see the point with one case, then with another case you might be able to get a glimpse of a kind of parallel thing going on.” “If you look at stories comparatively…” “Answers are, with some recurrence, not sentences.” “One might figure that [X is] incidental, so I’ll read another. If you get two you might feel a little better. Or you might figure it’s still just chance.”
	Lecture 5	p. 59	“When I first found [X] I was absolutely awed…And then [I thought] ‘Does it ever happen?’ And we searched around and found it’s really extremely common”

W ’69	Lecture 9	p. 138 p. 143	“To make [X] argument you need…to have different cases so as to be able to see what is being argued. That’s why I picked two cases…and indeed it was noticing the two cases that set the whole thing up.” “[X] is the sort of phenomenon that, given one instance you might figure it’s a very rare case, but you could collect a bunch of them in a week.”

W ’70	Lecture 1	pp. 168-169	“To come to [X notion], we need…a series of other calls in which we could say, establish ‘normal [Y]’…”
	Lecture 2	pp. 175-176	“[X phenomena] require a consideration of some collection of [Y’s]…”
	Lecture 5	p. 208	“And if we find it hard to empathize with the particulars of this conversation, we might imagine other sorts of things…”

S ’70	Lecture 3	p. 230	Having X phenomenon, “one could then collect various other ways that [such things] are done.”

W ’71	February 19	p. 292	“I find an awful lot of [X phenomenon]. And usually, once I find an awful lot of something I wonder if there isn’t something to it, and begin to develop an account of how it would happen. Finding one, you could just say, Well, I’m being artful in finding it…”

F ’71	Lecture 1	pp. 422-423	Recommendation: “Take an object like proverbial expressions. Subject them to a distributional investigation to see what’s done with them.”
	Lecture 2	p. 429 p. 430	“A common recurrence in a word misuse is [X]…” It happens that I have lots of materials involving these people and it’s a very common thing for [X and Y to occur] It doesn’t particularly add all that much to these materials that that’s so…” “A typical kind of incompletion which won’t get completed by someone else: where you’re…going to report on something obscene.”
	Lecture 10	p. 481	“Routinely the materials used in a punch line involve [X]…”
	Lecture 16	p. 512	“I saw this [datum] and began to puzzle about it by virtue of having had such an experience…it occurred to me that there was good reason to think that it might be an instance of the same thing.”

S ’72	Lecture 1	p. 530	“Characteristically stories begin with something that we call a ‘story preface’…[which is] typically a sentence [like X]…”
S ’72	Lecture 3	p. 543 p. 547	“If you look at [X event], it turns out that this [Y occurrence] is not at all odd.” “We would want to do an investigation as to whether [X} occurs…with some interesting frequency.”

Commitment
Volume I
F ’64 - S ’65	Lecture 1	p. 5	To an account
	Lecture 3	p. 25	To correctness of proverbs
	Lecture 9	p. 66	To what the society holds is important or sacred

F ’65	Lecture 7	p. 174	To being a hotrodder
F ’65	Lecture 10	pp. 193, 194	To rule-makers, enforcers, etc.

S ’66	Lecture 29	pp. 465	To some position / to “the special characteristics of this girl”
Volume II
W ’70	Lecture 2	pp. 186-187	To a trust in ‘vision’…what one “simply sees”.

S ’70	Lecture 5	p. 259	To the proper operation of your memory in conversation time

S ’71	April 30	p. 380 p. 380	By suicidal callers, to “this world” Asking suicidal callers to give their name is asking for a problematic sort of commitment.

F ’71	Lecture 1	p. 420	To the use of observation as a basis for theorizing
F ’71	Lecture 6	p. 457	To “the normal preferences”

Comparison / Equivalence
Volume I
S ’66	Lecture 23	p. 431
	Lecture 24	p. 439
	Lecture 28	pp. 456-460
	Lecture 29	p. 464

W ’67	February 16	p. 522	(Equivalence of settings)

S ’67	Lecture 9	p. 560	Terms within each subsets of [+] [0] [-] are treated as equivalent (Re. responding to HAY)

F ’67	Lecture 14	pp. 740-743	(Non-equivalent ‘identicals’: “Tuesday” vs. “November 11, 1967”)

S ’68	May 29	pp. 789-790	(“X is just like Y”)
Volume II
F ’68	Lecture 6	p. 77	Constraints on to whom somebody can be compared

S ’72	Lecture 5	pp. 568-569	Second speakers for talk about (e.g. disasters as events in “our lives”) talk about them comparatively (1st speaker says X happened, 2nd says “to me too” or “not to me”, etc.), “Though the events didn’t happen comparatively.”

Complaints
Volume I
S ’66	Lecture 12	pp. 358, 359-360

S ’67	Lecture 8	pp. 549-550

S ’67	Lecture 11	pp. 575-577
S ’67	Lecture 15.1	pp. 599-600	‘Safe’ complaints

F ’67	Lecture 2	p. 634-638	About violations of ‘one at a time’
Volume II
F ’68	Lecture 4	pp. 45-55	“You interrupted me”

F ’69	Lecture 1	pp. 94-97	“This place costs too much money.”
F ’69	Fragment	pp. 150-151	“You never take me anywhere”

W ’71	February 19	pp. 296-298	“Wasn’t that the dirtiest place?”
W ’71	March 4	pp. 313-314 p. 316	A ‘fragile’ complaint (Louise’s Friday night) Building a reasonable complaint

F ’71	Lecture 3	p. 433	Having made a complaint, the complaining itself becomes the topic.
F ’71	Lecture 14	pp. 502-503	“That guy” in a complaint by wife about husband

Completion
Volume I
F ’64 - S ’65	Lecture 12	pp. 96, 103

F ’65	Lecture 5	pp. 158-159	‘Incomplete utterances’

S ’66	Lecture 5	pp. 310-311	‘Adequate complete utterances’; ‘utterance completers’
S ’66	Lecture 15	pp. 376-377	Indicating that a sentence is not a complete utterance

W ’67	March 2	pp. 524-526, 527	Orientation to completion

F ’67	Lecture 3	pp. 643-645	Orientation to completion / complete and incomplete utterances. “transition events”
	Lecture 4	pp. 647-655	Utterance completion
	Lecture 5	pp. 656-659	Utterance completion / complete actions
Volume II
F ’68	Lecture 3	pp. 33-34 pp. 39-40 p. 43	‘Completion-transition points’ Recognizably complete utterances ‘Adequate complete utterance’
	Lecture 4	p. 44	“First ‘possible completion’ to be treated as actual completion
	Lecture 5	pp. 57-58 pp. 59,60	Listening for ‘completion’ “Possible utterance ends”

W ’69	Lecture 3	p. 109	Seeable completion of a one-word utterance
W ’69	Lecture 9	pp. 144-146	Signaling utterance completion / incompletion

W ’70	Lecture 2	p. 182	Signaling utterance completion / incompletion
W ’70	Lecture 4	p. 191	A greeting as an ‘adequate complete utterance’

S ’70	Lecture 2	p. 224 p. 228	“Next possible completion” Story completion
S ’70	Lecture 8	pp. 286-287	Packaging one’s opinions into a story ‘what she said, what I said’, etc. giving no chance for quarrel by current coparticipants “at each sentence-end.”

F ’71	Lecture 2	p. 430	Incompletion vis-à-vis obscenity
F ’71	Lecture 4	p. 438	Completing another’s utterance

S ’72	Lecture 1	p. 527	‘Possible completion’ via adjacency pairs

Compliments
Volume I
F ’64 - S ’65	Lecture 8	pp. 60-61	‘Safe compliment’

S ’66	Lecture 29	pp. 464-465	‘Weak, safe compliment’

S ’67	Lecture 15.1	pp. 597-599	‘Safe’ compliments

S ’68	May 29	pp. 793-794	Compliments produced as ‘indirect quotes’ (“I just wanted to say how much I enjoyed your class this morning”)
Volume II
W ’69	Lecture 2	pp. 98-103	‘Safe compliments’

S ’70	Lecture 7	pp. 272-273 p. 278	“Boy there goes a great gal” ‘Safe compliments’

W ’71	February 19	p. 296	Complimenting person who brought you to a restaurant, instead of the chef

Context
Volume I
S ’66	Lecture 14	pp. 370-375
	Lecture 27	pp. 450-455

Contrast
Volume I
F ’64 - S ’65	Lecture 11	p. 88

S ’66	Lecture 12	p. 358

F ’67	Lecture 7	pp. 679-680	Vis-à-vis sarcasm
F ’67	Lecture 13	p. 736	Via emphasis: “No let’s take my car.”

S ’68	May 29	pp. 787-788 pp. 798-800	Contrast class ‘true-false’ In-and-out
Volume II
W ’70	Lecture 1	pp. 171-172	‘Today’ as one among a contrast class: ‘time references’ vs. unique applicability

W ’71	March 4	pp. 315-316	Finding a ‘deleted’ term via occurrence of its contrast: “After 25 years [of X] they got divorced.” X=marriage.

S ’71	Lecture 4	p. 558	Contrast-stressing intonation

Conveying Information (See also ‘Getting Something Done…”)
Volume I
S ’66	Lecture 04.a	p. 283	Via order of introductions

Correction-Invitation Device
Volume I
F ’64 - S ’65	Lecture 2	pp. 21-23

S ’66	Lecture 15	pp. 380-381

Correctness / Truth
Volume I
F ’64 - S ’65	Lecture 13	pp. 105, 110-111	Proverbs as “correct for something”
	Lecture 14	pp. 114, 116 p. 118 p. 118-119	Of a guess ‘Presumptive correctness’ of an application of a procedure (Job’s Problem) Presumptively correct descriptions
	Lecture 14	pp. 114, 116 p. 118 p. 118-119	Of a guess ‘Presumptive correctness’ of a application of a procedure (Job’s Problem) Presumptively correct descriptions

F ’65	Lecture 14	p. 206	Incidentally correct for [X]
	Lecture 6	p. 166	Proverbially correct
	Lecture 12	pp. 358, 360	Of some possible fact

S ’66	Lecture 21	pp. 424-425	Of “if we start out discussing, we end up fighting”
	Lecture 26	p. 444	Of a statement
	Lecture 30	p. 469	Of something the natives say.
	Lecture 31	pp. 474-475	Children’s monitoring of correctness in speech
	Appendix A	p. 501 p. 506	Young children’s talk Children’s correcting of errors in speech
	Appendix A	p. 501 p. 506	Young children’s talk Children’s correcting of errors in speech

S ’67	Lecture 9	pp. 557-566 p. 564	Truth of a Member’s statement (“Everyone Has to Lie”) Answers constructed by reference to a procedure’s use and not by reference to what is ‘correct’
	Lecture 12	p. 581	‘Correctly’ produced hints; ‘correctly’ need not mean ‘true’. (vis-à-vis ‘phoney’)
	Lecture 14	pp. 740-742	Of alternative ‘correct’ temporal references, one can be appropriate, another crazy.
	Lecture 14	pp. 740-742	Of alternative ‘correct’ temporal references, one can be appropriate, another crazy.

S ’68	May 29	p. 787	‘Showing an intention of truth by some statement.’…‘exhibiting “correctness”.’
Volume II
F ’68	Lecture 6	pp. 74, 80	“Because it’s true” is irrelevant as an account.

W ’69	Lecture 7	pp. 115-116	‘Password’ answers as ‘correct’ in some independence of being true.

S ’70	Lecture 2	pp. 222	Correctness vs. relevance
S ’70	Lecture 3	pp. 234-236	Assessable correctness of a story

W ’71	March 4	pp. 316-317	Possible correctness of a members’ formulation (“He was being very rational”)

S ’71	May 3	pp. 384-390	Persons’ techniques for assessing possible correctness of an offered solution to their problem.
S ’71	Lecture 4	p. 443	Listening technique for spouses: monitoring the other’s stories for its correct presentation; putting in corrections.

F ’71	Lecture 5	p. 447	One “correct” identity replaced by another instead of cumulated.

Counting
Volume I
F ’64 - S ’65	Lecture 8	pp. 60-63

F ’65	Lecture 14	p. 208

S ’66	Lecture 4	p. 305
	Lecture 12	pp. 360-362
	Lecture 24	pp. 435-440	Measurement Systems

Couples-talk
Volume I
F ’67	Lecture 8	p. 690	Vis-à-vis pre-invitations
F ’67	Lecture 10	p. 703-704	Vis-à-vis separation of sexes at gatherings
Volume II
F ’71	Lecture 4	pp. 437-443	How to listen to spouse’s retold stories
	Lecture 14	pp. 502-503	“That guy” in complaint by wife about husband
	Lecture 15	pp. 506-507	‘Wives’ perhaps not in full agreement with a story version (Kim: “We should have just left everything alone” and Jan: “He probably knew”)

Description
Volume I
F ’64 - S ’65	Lecture 4	p. 30-31
	Lecture 6	p. 42
	Lecture 8	p. 65
	Lecture 13	pp. 110-112	‘Potential descriptions’: Proverbs

F ’65	Lecture 12	p. 201	‘Potentially correct description’
F ’65	Appendix A	p. 228-229	‘Potentially correct description’

S ’66	Lecture 1	p. 237	‘Possible description’ (baby cried…)
	Lecture 1 (R)	p. 245 ff	‘Possible description’ (baby cried…)
	Lecture 2	p. 252 ff	‘Possible description’ (baby cried…)
	Lecture 30	pp. 469-471	Describability
	Appendix A	pp. 498-500	Describability of children’s games

S ’67	Lecture 13	p. 588	Identification via category bound action as ‘correct description’

S ’68	May 29	p. 795	Describing events via that they happened in teller’s life.
Volume II
W ’69	Lecture 9	pp. 147-149	Preference for ‘you know what I’m talking about’ description
W ’69	Fragment	pp. 150-151	Alternative descriptive verbs; e.g., ‘helping X’ vs. ‘doing’; ‘taking X to’ vs. going to’.

W ’70	Lecture 2	pp. 180-181	“Recognition-type descriptions”

S ’70	Lecture 1	pp. 215-221	Descriptions built to be ‘ordinary’
S ’70	Lecture 3	pp. 231-232, 236 pp. 234-236	“Course-of-action” report, into which a story is placed. Assessable correctness of a description

S ’72	Lecture 2	pp. 540-541	Descriptions vary across to whom the thing is being described

Directedness of an Utterance
Volume I
F ’65	Lecture 14	p. 219	News reporter’s question on behalf of public

S ’66	Lecture 04.b	pp. 296-299	Instructions directed to A, hold for B, C, D
	Lecture 15	pp. 377-378	1st speaker rule regulates speaker and non-speakers
	Lecture 16	p. 388	Possessive pronoun use shifts via who’s being talked to.

W ’67	March 2	pp. 529-534	Instructions directed to A, hold for B, C, D. Doing X to A is doing Y to B.

S ’67	Lecture 17	p. 610	Possessive pronoun use varies by reference to who is talking to whom.

F ’67	Lecture 6	pp. 665-666	Instructions directed to A, hold for B, C, D. Doing X to A is doing Y to B.
Volume II
W ’69	Lecture 1	p. 91 p. 93	Noticing directed to the person who was just talking ‘Conversational action’: saying X about Y’s Z can be ‘flirting’, ‘insulting’, etc.
W ’69	Lecture 2	pp. 99-102	Doing X to A is doing Y to B

W ’70	Lecture 4	pp. 191-192	Greetings directed to “somebody”; to whom can be “a technical problem”.

S ’70	Lecture 7	pp. 276-281	What does a non-“direct recipient” of an utterance make of it? ; Doing X to A is doing Y to B.

S ’72	Lecture 3	p. 553	Telephone answerer as ‘overhearing’ called’s feelings about called, exhibited in how caller asks answerer for called.

Dreams

Volume II

F ’71

Lecture 16

pp. 512-518

Eating Together
Volume I
S ’68	May 29	pp. 791-792, 794
Volume II
W ’70	Lecture 5	pp. 203-204

W ’71	March 11	pp. 318-331	(‘Herring’)

Emblems
Volume I
S ’66	Lecture 17	pp. 392-395
Volume II
S ’67	Lecture 17	p. 612

Entitlement
Volume I
F ’64- S ’65	Lecture 9	pp. 68-69
F ’64- S ’65	Lecture 11	p. 91

F ’65	Lecture 8	p. 180
Volume II
S ’70	Lecture 4	pp. 243-248	Entitlement to experience

Erasability
Volume I
F ’64- S ’65	Lecture 8	pp. 61-62
	Lecture 13	p. 108

Error
Volume I
F ’64 - S ’65	Lecture 11	p. 84	Experts’ errors

F ’65	Lecture 9	p. 186	Grammatical awkwardness (“the guy’ll pick the guy up”) provides occasion for emphasis (the repeat of “dirty grubby tee shirt”)

S ’66	Lecture 8	p. 337	No occasions for seeing ‘incorrect’ness
	Lecture 31	pp. 474-475
	Appendix A	p. 506	Detectable errors

F ’67	Lecture 3	pp. 641-642	Grammatical awkwardness provides for unplannedness of a rebuke. (“I thought I could help him with supervision”)
	Lecture 8	pp. 690-691	A request for information ‘corrected to’ a pre-request (“What is – what are those, cigars?”)
	Lecture 12	p. 724	Names: predictably wrongly transcribed
	Lecture 13	pp. 730-735	Tying based mis-hearings
Volume II
W ’69	Lecture 9	p. 143	‘Gist preserving errors’

W ’71	March 4	p. 307	“Roof” instead of ‘ceiling’ via a sound sequence: “room” → “roof”

F ’71	Lecture 2	p. 429 p. 430	Error: “roof” instead of ‘ceiling’: common occurrence: recipients focus on it and…correct it. A piece of research: see whether if someone produces a possible error, others later exhibit that they picked up on it, though they didn’t say anything at the time.
F ’71	Lecture 12	p. 491	Language errors via over-application of a rule

Etiquette
Volume I
F ’64 - S ’65	Lecture 1	pp. 7, 8

S ’66	Lecture 04.a	p. 284
S ’66	Lecture 04.b	p. 297
Volume II
F ’68	Lecture 5	p. 61 p. 64

W ’70	Lecture 5	p. 208

S ’71	April 30	p. 380
S ’71	May 21	p. 408

Evidence
Volume I
F ’64 - S ’65	Lecture 1	pp. 24-25
	Lecture 13	p. 105

‘Ex-Relationals’

Volume II

F ’71

Lecture 7

pp. 462-463

Exemplary Occurrences

Volume I

F ’65

Lecture 11

pp. 196-198

Explanations [See Accountables, Accounts, Explanations, etc.]

“Face-to-face” Materials, Observations, etc.
Volume I
F ’64 - S ’65	Lecture 7	p. 50-51	Cigarette-lighting
F ’64 - S ’65	Lecture 12	p. 102-103	Physical co-presence → conversation

F ’67	Lecture 6	p. 673	“Eye-monitoring” for speaker-selection in multi-party conversation
Volume II
F ’68	Lecture 5	pp. 65-66	Physical movements prior to being introduced; timing of eye contact

W ’69	Lecture 1	p. 91	Looking at speaker → noticing something about them
W ’69	Lecture 8	pp. 130-131	Re-arranging physical proximities

W ’70	Lecture 1	p. 167	Noticing changes in someone’s appearance, possessions, etc. (Private calendar)
W ’70	Lecture 4	p. 193	Approaching parties withholding greetings until such a point as they can achieve a greeting-only interaction.

S ’71	May 10	pp. 394-395	Male doctor lighting female patient’s cigarette

S ’72	Lecture 6	pp. 571-572	Other occurrences during a ‘laughing together’: change color, move, look at each other

Fitted Talk
Volume I
F ’64 - S ’65	Lecture 1	p. 4	Greetings

S ’66	Lecture 6	p. 313	Reciprocal Identification

W ’67	March 9	p. 537	2nd stories

F ’67	Lecture 7	pp. 675-676	‘Language shifts’ in ‘utterance pairs’
F ’67	Lecture 9	p. 693

S ’68	April 17	pp. 753-754	Characterizations fitted to topic (e.g. “The woman who lives there now”; e.g. “across the street” from Bullock’s)
	April 24	pp. 769-771	2nd stories
	May 8	pp. 781-782	2nd stories
	May 29	pp. 795-797	2nd stories
Volume II
W ’69	Lecture 3	pp. 112-113	Fitted actions show understanding

Foreshortened / Expanded Sequences

Volume II

W ’70

Lecture 1

pp. 159-169

Re. greeting sequences

Formulation
Volume I
F ’64 - S ’65	Lecture 9	pp. 68-69
	Lecture 10	p. 78
	Lecture 12	p. 103	A 1st conversation as a version of an Nth

F ’65	Lecture 6	p. 166	‘We’ formulated in terms of ‘you’
	Lecture 8	pp. 180-181
	Lecture 10	pp. 190-191
	Lecture 14	pp. 205-207	Alternative categorical formulations

W ’67	February 16	pp. 515-522	Vis-à-vis ‘settings’
W ’67	March 9	pp. 543-544	No room in the world for ‘just formulating’

F ’67	Lecture 2	pp. 637-638	No free room for ‘just formulating’

S ’68	April 17	pp. 753-754	Characterizations of persons, places and ‘age class’ by reference to the topic at hand.
Volume II
F ’68	Lecture 4	p. 46	Not a sharp enough characterization, i.e. that “X is a formulation”
F ’68	Lecture 6	pp. 73-74	‘Orientational’ formulations

W ’69	Lecture 8	pp. 126-129 pp. 133-135	‘Identification reformulations’ ‘Abstract’ vs. ‘concrete’ formulations

W ’70	Lecture 2	p. 181	‘Gifts’ vs. ‘giftware’ (“formulation of who it is that’s talking to whom”)

S ’70	Lecture 1	pp. 218-219	Banal characterizations: “It was nothing much”, “It was outta sight.”

W ’71	February 19	pp. 293-294	“Parties” (vs. e.g. groups) & “giftware” as terminology by personnel, not clientele
W ’71	March 4	p. 309	Alternative formulations for expressing positions on reported event (“had to go” vs. “said he had to go”)

S ’71	April 23	pp. 367-369	Re. “Talk, you mean get drunk…” ‘Correct partial formulations’
	April 26	p. 371 p. 374	‘Going out with parents’ as “an altogether drastic reformulation” of ‘going out and getting drunk’ “…what some evenings are to be charaterizably devoted to, without regard to how anyone happens to spend an evening.”
	May 21	pp. 404-405	“Mr. Jones came into the room” vs. “he came into the room”
	May 24	p. 413	Post-“What?” reformulation

F ’71	Lecture 7	pp. 463-464
F ’71	Lecture 15	pp. 507-509

Freedom of Occurrence
Volume I
F ’64 - S ’65	Lecture 1	p. 6	“I can’t hear you”, “Huh?” as ‘occasionally usable’ device: can come at any place

F ’65	Lecture 9	p. 183	Freedom of positioning of clauses
F ’65	Lecture 14	p. 209 p. 213	Freedom of positioning of clauses In choosing 1st person in ‘a series’ of introductions
Volume II
W ’71	February 19	p. 293	Freedom of occurrence of expletives

F ’71	Lecture 11	p. 485	Freedom of occurrence of jokes

S ’72	Lecture 2	pp. 534-535	‘Freedom of occurrence rule’ for adjacency pair first pair parts.

Games / Play
Volume I
F ’64 - S ’65	Lecture 1	p. 7	(Imagine)…skipping a move
	Lecture 6	p. 48	As “model conflict situations”
	Lecture 11	p. 87	Poker as a model for currencies
	Lecture 13	pp. 106-107	‘Families’ of games

F ’65	Lecture 5	pp. 160-161	Insult games, playing the dozens
	Lecture 10	p. 191	Hotrodders vs. cops
	Lecture 11	pp. 193-194	Schelling’s war games

S ’66	Lecture 5	p. 307	Re. “I’m a military man”
	Lecture 12	pp. 360-362	Hotrodders vs. cops (countable successes)
	Lecture 13	pp. 363-369	Button-Button
	Lecture 31	pp. 473-478	Legal and illegal actions in games
	Appendix A	pp. 489-506	‘On some formal properties of children’s games’

W ’67	March 2	pp. 531-532	Playing at challenges

F ’67	Lecture 7	p. 679	Playing the dozens
Volume II
W ’69	Lecture 3	pp. 105-107, 110 p. 112	Re. “Turn on the microphone” Imitative play

W ’70	Lecture 1	p. 161	“Voice recognition games”

S ’72	Lecture 3	p. 550	Voice “recognition games”

Getting Something Done Without ‘Doing’ It
Volume I
F ’64 - S ’65	Lecture 1	p. 4 p. 7	Getting someone to give their name (providing a slot vs. asking)
	Lecture 2	pp. 15-16	Avoid giving helps (treat trouble as a joke)
	Lecture 10	p. 76	Providing that help will be offered without being asked for. (request for information) [cf. “Can you fix this needle?”]

S ’66	Lecture 04.b	p. 293	Mistreating someone (not doing to them what is being done in a round)
S ’66	Lecture 7	pp. 324-325	Hotrodders vs. cops
Volume II
F ’68	Lecture 6	pp. 73-74	Inviting-rejecting a new entrant via formulation of topic

W ’70	Lecture 2	pp. 176-178 pp. 180-181	Conveying information without requiring a response (“Did you have the day off?” and “Mac…put [your newspaper] up on your porch” Conveying a scurrilous suggestion without being nasty

S ’70	Lecture 7	pp. 272-274	“Boy there goes a great gal”: dealing with awhile-ago events; utterances “specifically intended to be connected in some way, while also having their connectedness not directly available in other ways.”
S ’70	Lecture 8	p. 284	Where saying that an unfair question is unfair, is problematic, you can, by your answer, make it, show it to be, an unfair question. (Hippie producer)

S ’71	May 24	p. 413	“What?” can get a clarification without disclosing lack of understanding (can pass as the ‘preferred’ hearing problem)

F ’71	Lecture 6	p. 455	Indicating that something was “normal” without saying it.

Glancing
Volume I
F ’64 - S ’65	Lecture 7	p. 50
	Lecture 11	pp. 81-94

Gossip
Volume I
F ’67	Lecture 2	pp. 639-640
F ’67	Lecture 10	pp. 703-704

S ’68	May 8	p. 776
Volume II
F ’68	Lecture 4	pp. 52-53	“People in that neighborhood are rude”

W ’69	Lecture 8	p. 132

Greetings
Volume I
F ’64 - S ’65	Lecture 1	p. 4
F ’64 - S ’65	Lecture 12	pp. 96-99 p. 97	No rule of exclusion

S ’66	Lecture 04.a	pp. 284-285	Greeting substituted vis-à-vis ‘no-naming’
S ’66	Lecture 5	pp. 308-309	‘Ahistorically relevant’ / no rule of exclusion

S ’67	Lecture 8	pp. 551-554 p. 554	‘Ahistorically relevant’ / no rule of exclusion ‘Greeting substitute’
Volume II
F ’68	Lecture 3	pp. 35-36	No exclusion rule / “remain relevant”

W ’70	Lecture 1	p. 158-169	‘Greeting sequence’ (foreshortened / expanded)
W ’70	Lecture 4	pp. 188-199

S ’72	Lecture 3	p. 544	Answerer’s “Hello” as a “greeting” by a possible ‘Called’ to a possible to-called-caller.

Groups
Volume I
F ’65	Lecture 3	pp. 145-146
	Lecture 6	p. 168
	Lecture 7	pp. 169-170
	Lecture 8	pp. 175-176

F ’67	Lecture 10	p. 703
Volume II
F ’68	Lecture 5	p. 65	Introducing someone to ‘members of a group’
F ’68	Lecture 6	p. 78 pp. 78-79	‘Member’ talk: asserting a variable without stating its value (e.g. “It’s a 1950.” (cf. pp. 235-236, “Competence” via “usualness measures” vs. “more precise characterizations”) Simmel’s notion of ‘completeness’

W ’69	Lecture 7	pp. 121-123	Membership in “kids’ groups” (hotrodders, hippies)

Happenstance vs. Systematic
Volume II
F ’68	Lecture 1	pp. 3-4	Re. 2nd stories’ similarity to 1sts
F ’68	Lecture 2	p. 25	Re. one is incidental, 2 maybe not

W ’71	February 19	p. 292	Re. poetics phenomena
W ’71	March 4	p. 305	Re. 2nd stories similarity to 1sts

S ’71	April 30	p. 377	Re. SPC caller not giving her name
S ’71	May 21	p. 404	Re. a replicated triplet: the 1st at start of call, the 2nd at close.

Hell as a Mnemonic Technique
Volume I
S ’68	April 17	pp. 759-760
Volume II
S ’71	May 17	p. 399

‘Helping’

Volume I

S ’68

April 29

pp. 788-789

Hinting
Volume I
S ’66	Lecture 1 (R)	pp. 249-250	“I was a hair stylist…”
S ’66	Lecture 08	pp. 329-332

S ’67	Lecture 12	pp. 578-581	“I was a hair stylist” etc. etc.
S ’67	Lecture 14	p. 595	A seeable ‘hint; a ‘hint’ in a double sense (“What’s new, gentlemen?”)
Volume II
F ’71	Lecture 3	pp. 431-435	Allusive talk: sex

Identification (See also ‘Categories & Classes’)
Volume I
F ’64 - S ’65	Lecture 1	pp. 5-6	Stranger-stranger (vs. helper-helper)

S ’66	Lecture 04.a	pp. 289-290	‘Sufficiency of an identification’ problem (“Who’s Jim Reed?” / “Who’s Fido?”)
	Lecture 5	pp. 306-307	‘Proffering an identification’
	Lecture 6	p. 313 pp. 317-319	‘Proffering an identification’ ‘Cover identifications’
	Lecture 7	pp. 326-327	‘Unique solution’: via category bound to activity (cf. pp. 714-715) (“That’s Una’s mother”) Nth person solution: relational pairs.
	Lecture 08	pp. 328-332	Orientation: ‘phony’ / hinting
	Lecture 12	p. 362	Via. Making a complaint
	Lecture 18	p. 399	‘Uniquely-selected’ identification category via category bound to activity.
	Lecture 21	pp. 417-420	‘Intentional misidentification’

W ’67	March 2	p. 532	“Possible identifications invocable in a sense”
W ’67	March 9	p. 544	‘Intentional misidentification’ (broken down into intentional mis-address; ‘intentional mis-reference’.)

S ’67	Lecture 12	pp. 580-581	‘Hints at identification’
	Lecture 13	pp. 588-589	Selecting identifications via category bound activities
	Lecture 14	pp. 592-594	‘Cover’ identifications

F ’67	Lecture 7	pp. 676-680	‘Intentional mis-address’
F ’67	Lecture 011	pp. 712-713	Focusing on relevance of an identification category

S ’68	April 17	p. 753	Identifications as ‘’topic carriers’: people & places
S ’68	May 8	pp. 774-775	Request and rejection via identification ‘stewardess’
Volume II
F ’68	Lecture 6	p. 73	Vis-à-vis orientation formulations

W ’69	Lecture 8	pp. 126-129	‘Identification reformulation’

W ’70	Lecture 5	pp. 201-202	Identity transformation

W ’71	March 11	pp. 327-330	Identity transformation
W ’71	May 21	pp. 404-405	“Mr. Jones” vs. “he” (Virginia Woolf)

F ’71	Lecture 5	pp. 444-452	Selecting identifications; preference for Type I over Type II identification
	Lecture 8	p. 466	Identity transformation
	Lecture 10	p. 482	Re. “a series of identities”, where ‘mother-daughter’ is “crucial”.
	Lecture 12	p. 490	Re. “a series of identities”, where ‘mother-daughter’ is “crucial”.

S’72	Lecture 3	pp. 542-553	‘Caller-Answerer-Called’ etc.

Ideology
Volume I
F ’64 - S ’65	Lecture 9	p. 70

F ’65	Lecture 14	p. 214
Volume II
W ’70	Lecture 2	p. 187	‘The ideological foundations of perception’

Idioms, Tokens, etc.
Volume I
F ’64 - S ’65	Lecture 1	pp. 8-10	“May I help you”

F ’65	Lecture 4	p. 156
F ’65	Lecture 14	pp. 212, 220	“I don’t lose any sleep over it”

S ’66	Lecture 12	pp. 358-359	“That’s the problem with society.”
Volume II
F ’68	Lecture 5	p. 58	“Through circumstances” “beyond their control”

S ’71	May 17	pp. 396-397	Various spatialized idioms in SPC:NYE call

F ’71	Lecture 1	p. 421	“They need…something to look up to.”

Images
Volume I
F ’64 - S ’65	Lecture 1	p. 4 p. 7	“Multi-dimensional jigsaw puzzle” Game
F ’64 - S ’65	Lecture 13	p. 111	Human language, as “alike to that of other animals”: narrative commentary

F ’65	Lecture 5	p. 159	“The warehouse”

S ’66	Lecture 1	pp. 237-238	“The little tiny things that God might have forgotten”
	Lecture 11	pp. 348-349	“Interruption and completion” involves passing a sentence like a relay race
	Lecture 21	p. 425	“Warehouse”
	Lecture 33	p. 484	“A machine with a couple of holes in front…spew[ing] out garbage” from the back.
Volume II
W ’69	Lecture 9	p. 138	“In the worn out stone that was a statue; you can see a smoothed down face…”

W ’70	Lecture 1	p. 169	“Over aim is to…transform, in almost a literal, physical sense, one view of what happen[s]…to interactions being spewed out by machinery, the machinery being what we’re trying to find”
W ’70	Lecture 3	p. 240	Machinery produces orderly events, but most orderly events are byproducts.

S ’70	Lecture 8	p. 282	“You could always figure if [a question] is one you mind it’s in other people’s minds. It’s like a fly that’s moving around the room and now it’s ion your shoulder; it just happened to settle there…”

W ’71	March 4	p. 313	Delicate perspectives, “like a seven-layer cake or a flickering candle, get passed on for generations as a reasonable characterization of the world, without getting smashed…”

F ’71	Lecture 2	p. 428	Duck / rabbit illusions vis-à-vis proverbial expressions’ empirical / proverbial sense vis-à-vis unnoticed puns.
	Lecture 8	p. 469	“It’s as thought the stories in people’s heads are more or less constantly alert for the occasions for which they are distinctly apt.”
	Lecture 12	p. 493	Dirty jokes “can move within the groups…informing its members of [matters] of distinct interest to just those groups, [as], e.g., private newsletters for small or large stockholders can do that kind of a job, or a motorcycle magazine can do that for motorcyclists.”

S ’72	Lecture 3	pp. 548-549 p. 553	Re. introduction of the telephone. “Now what happens is, like any other natural object, a culture secretes itself onto it in its well-shaped ways…This technical apparatus is, then, being made at home with the rest of our world.” Answerer’s ‘Hello’, “if it exhibits an emotion; exhibits an emotion to the world… So that it’s a flair sent up as compared to an aimed emotion.”

Imitation
Volume I
F ’64 - S ’65	Lecture 9	pp. 70-71

S ’66	Lecture 31	p. 477
	Lecture 32	pp. 479-482
	Appendix A	pp. 503-504
Volume II
W ’69	Lecture 3	pp. 111-112

Importance, Interestingness, etc.
Volume I
F ’64 - S ’65	Lecture 1	p. 7	Rules of etiquette
F ’64 - S ’65	Lecture 4	p. 28	Kings, votes, revolution

S ’66	Lecture 04.b	p. 293	Scandal, discourse of kings, etc. vs. greetings
	Lecture 6	p. 312	‘Deviance’, ‘failure of integration’, ‘role strains’
	Lecture 23	pp. 428-430	Where is language deep and interesting, “What not to study”
	Lecture 30	pp. 470-471 pp. 471-472	Why do scientists do science? ‘Attitudes toward authority’ (Student Q)
	Lecture 33	p. 483ff	Finding “good” problems: crime rate, bank loan rate, political order, etc.

W ’67	February 16	p. 522	Jet set, Pentagon Chart Room…4 kids on a Saturday morning…All settings are equivalent.
W ’67	March 9	pp. 541-542	‘One’s life’ / ‘a promise’ vs. ‘embarassability’/‘respect for topical organization’

S ’67	Lecture 9	p. 563	“Everyone has to lie” sounds interesting, “everyone is in a position to have to choose whether to lie or not” sounds uninteresting

F ’67	Lecture 5	p. 664	“The things in the world that are going to count theoretically…will not necessarily come with labels on them: ‘Look at me, I’m really important.’”
F ’67	Lecture 14	p. 741 p. 743	“Why do people stop at stoplights?” & “Why don’t people rape their neighbors?” vs. “You are only at the point where sociology is interesting when you can see that ‘Tuesday’ is the right sort of answer…and ‘November eleventh’…would get you committed.” “The sheer appropriateness of such an answer as ‘Tuesday’ beguiles you into figuring that there could be nothing interesting present in its being done.”
Volume II
F ’68	Lecture 4	p. 57	Interestingness of collaborative utterances
F ’68	Lecture 5	p. 62	‘Nothing much’ phenomenon can be an object for regulation (upper-class English return whatever greeting they’re offered.)

W ’69	Lecture 8	pp. 133-134	“Large scale interest” of possible preferences for concrete (vs. abstract) conversation

W ’70	Lecture 5	p. 204	“Really interesting mechanisms going on” in “these incredibility nothing-happening happenings of conversation”

S ’70	Lecture 1	p. 215	“What sort of large-scale interest does what people make stories of or what they don’t make stories of, have?”
	Lecture 2	p. 226	Story preface as ‘interest arouses’
	Lecture 4	pp. 247-248	Locating the importance of a story’s events

W ’71	March 11	p. 325	Treating the ‘poetics’ phenomenon as ‘really outrageously’ important

F ’71	Lecture 1	p. 420	Interesting aspects of the world, that are as yet unknown, are accessible to observation.
F ’71	Lecture 8	p. 467	“A question that can be either banal or deep…is this: Why do people transmit information to others?”

S ’72	Lecture 3	p. 542	“There is a rule for telephone-call beginning which may sound awfully trivial but has turned out to have varieties of interesting theoretical implications.
	Lecture 4	pp. 554-555	“A lot of this [consideration of ‘next position’] will sound awfully banal but it’s far from that…it’s not, after all, something anyone could have said; it’s not that it’s nothing; it’s not that it has no consequences.”
	Lecture 5	pp. 562-563	Re. talk about disasters goes at the beginning of conversations. Specification: if introduceable as a “How are you” – type questions. “And that little specification may turn out to wag the disasters.”

Incongruity

Volume I

F ’64 -

S ’65

Lecture 11

pp. 89-90, 92

A
	Abraham the Hebrew (2) [See Biblical Materials and Issues]
	Absence (22)
	Academia (16)
	Accountables, Accounts, Explanations, etc. (31)
	Activity-Occupied Phenomena (1)
	Adjacency, Adjacency Pairs (8)
	Advice [see Warnings, Advice, Threats, etc.]
	Affiliation (7) [see also Agreement]
	Aggregate Data [See Collection]
	Agreement (8)
	Alternatives (49)
	Ambiguity (15)
	Announcements (1)
	‘Anonymous’ Interaction (23)
	Answers [See “Questions & Answers”]
	Appearance (5)
	Argument (9)
	Assembling Activities (5)
	Assessments (4)
	Azande Oracle (1)
B
	Base Environment (2)
	Believing, Believability, Reliability (5)
	Biblical Materials, Issues (10)
	Biology (2)
C
	Case-by-Case Procedure (4)
	Categories and Classes, Categorizing (95)
	Causality / Chance (6)
	Ceremonials (4)
	Children (35)
	Claiming vs. Demonstrating (3)
	Closings (11)
	Coincidence (2)
	Collaborative Utterances (9)
	Collections: Working with, Arguing via, etc. (71)
	Commitment (12)
	Comparison / Equivalence (10)
	Complaints (13)
	Completion (24)
	Compliments (8)
	Context (2)
	Contrast (9)
	Conveying Information (1) [see also Getting Something Done]
	Correction [see Repair]
	Correction-Invitation Device (2)
	Correctness / Truth (32)
	Counting (5)
	Couples-talk (5)
D
	Description (20)
	Directedness of an Utterance (13)
	Dreams (1)
E
	Eating Together (3)
	Emblems (2)
	Entitlement (4)
	Erasability (2)
	Error (14)
	Etiquette (8)
	Evidence (2)
	‘Ex-Relationals’ (1)
	Exemplary Occurrences (1)
	Explanations [see Accountables, Accounts, Explanations, etc.]
F
	“Face-to-Face” Materials, Observations, etc. (10)
	Fitted Talk (10)
	Foreshortened / Expanded Sequences (1)
	Formulation (26)
	Freedom of Occurrence (7)
G
	Games / Play (18)
	Getting Something Done Without ‘Doing’ It (13)
	Glancing (2)
	Gossip (5)
	Greetings (11)
	Groups (9)
H
	Happenstance vs. Systematic (6)
	Hell as a Mnemonic Technique (2)
	Helping (1)
	Hinting (5)
I
	Identification (29) [see also ‘Categories & Classes’]
	Ideology (3)
	Idioms, Tokens, etc. (7)
	Images (18)
	Imitation (5)
	Importance, Interestingness, etc. (27)
	Incongruity (1)
	Indexical Expressions (27)
	Indirect Actions [See ‘Getting something done without doing it’]
	Inference (2)
	Informants (1)
	Information: Packaging and Transmission (9)
	Innocence [See Playing Dumb]
	Institutional Use of Ordinary Devices (3)
	Insults (7)
	Interruption [See ‘Turn-taking’]
	Intimacy (13)
	Intonation (10)
	Introductions (4)
	Invitations (11)
J
	Job’s Problem (3) [See Biblical Materials and Issues]
	Jokes (12)
K
	Knowledge (18)
L
	Laughing (9)
	Lay-Professional / Lay-Scientific, etc. (19)
	Lies, Lying (12)
	Linguistics (5) [See also Social Sciences]
	Lists, Listing (15)
	Literature (8)
	Localizing the World (21)
	Logic (10)
M
	Macro / Micro (15) [See also ‘Importance, Interestingness, etc.’]
	Meaning (2)
	Measurement (5)
	Membership Categorization Device: [See ‘Categories & Class’]
	Memory (12)

	Minority Groups (22)
	M.I.R. Device (2)
	Moves (9) [See also Turn-taking, Sequence]
N
	Names, No-Naming, etc. (14)
	News (5)
	Normal, Standard, Routine, Normative, etc. (29)
	Norms (16)
O
	Obligations [see Rights and Obligations]
	Observability – Observables, etc. (19) [See also Recognizability]
	Offers (1)
	“On the Way Home” = ‘The Story is about to Come’ (1)
	Opinion (1)
	Overall Structural Organization (1)
P
	Pacing (9)
	Pairing Off (1)
	Pairs (21)
	Paradox (4)
	Paranoia (3)
	Paraphrasing (5)
	Pause [See ‘Silence/Pause’]
	Performatives (4)
	Philosophy (5)
	Phoney (4)
	Placement, Positioning (46)
	Playing Dumb, Feigning Innocence (3)
	Poetics of Ordinary Talk (14)
	Poetry (8)
	Politeness (1)
	Possessables & Possessitives (2)
	Power (1)
	Practical Mysticism (1)
	Preference (24)
	Pre-Sequences (5)
	Preservable Features of an Interaction for Another Interaction (6)
	Private Calendars (3)
	Programmatic Relevance (5)
	Pronouns [See ‘Indexical Expressions’]
	Proverbs (8)
	Psychiatric Issues, Materials, etc. (39)
	Puns (3)
Q
	Questions, Answers, Q-A (51)
R
	Reason-for-a-Call (7)
	Recasting a Prior Action (2)
	Recipient Design (14)
	Recognizability (19) [Also see Observability]
	Recurrence [See Collections, Working with, Arguing via]
	Reference (9)
	Relevance (42)
	Repair (17)
	Repeats, Repeat Requests, etc. (11)
	Representative(ness) (4)
	Reproducibility (2)
	Requests (8)
	Rights and Obligations (22)
	Roles (3)
	Rounds (4)
	Rules, Procedures, Constrains, etc. (62)
S
	Sampling (4)
	Search For Help (2)
	Second Speakership (6)
	Sentences (19)
	Sequence (46) [Also see ‘Sequencing’ & ‘Turn-taking’]
	Sequencing (28) [Also see ‘Placement’; ‘Sequence’; ‘Turn-taking’; ‘Tying Rules’]
	Setting (3)
	Signaling (14)
	Silence/Pause (14)
	Simplicity / Complexity (6)
	Singular Events, Single-Case Analysis, etc. (9)
	Slots (7)
	Social Sciences – Reference to, Comments on, etc. (66)
	Socialization (8)
	‘Standardization’ [See Normal, Standards, Routines, etc.]
	Statistics (14)
	Status (4)
	Stories, Storytelling (39)

	Subjectivity/Objectivity (6)
	Subversion (8)
	Suicide (7)
	Symbols (1)
T
	Telephone as a New Institution (3)
	Tellability (6)
	Thankables (5)
	“The [X]” as Claiming Possession (1)
	Thinking (24)
	Tickets (6)
	Topic (36)
	Trash Mail (1)
	Troubles (14)
	Turn-Taking (42) [See also, ‘Sequence’ & ‘Sequencing’]
	Tying “Rules” / “Structures” / “Techniques” (15)
U
	“Uh” (5)
	“Uh huh”, et al. (12)
	Understanding (10)
	Utterances (16)
V
	Verbs (3)
	Violations (16)
	Voice Recognition Tests (2)
W
	Warnings, Advice, Threats, Challenges, etc. (9)
	Warrants, Good Grounds, etc. (18)
	“Why?” (6)
	Word Searches (6)

Indexical Expressions
Volume I
F ’64 - S ’65	Lecture 5	p. 32

F ’65	Lecture 3	pp. 148-149	‘We’
	Lecture 4	pp. 150-154
	Lecture 6	pp. 164-168	“You”… ‘We’
	Lecture 7	p. 169	‘We’
	Lecture 9	p. 182
	Lecture 14	p. 206	‘You’

S ’66	Lecture 8	pp. 333-336	‘We’
	Lecture 10	pp. 342-343	Pro-verbs
	Lecture 11	pp. 348-353	‘You’…‘We’…‘it’
	Lecture 14	pp. 374-375	Re. Tying Rules
	Lecture 15	pp. 376-378 p. 377	Re. Tying Rules Pro-verbs
	Lecture 16	pp. 382-383, 387-388	Possessive pronouns
	Lecture 29	pp. 461-463	Place references (‘here’, etc.)

S ’67	Lecture 11	pp. 568-575	‘We’
	Lecture 16	pp. 605-606	Possessive pronoun ‘my’
	Lecture 17	pp. 613-615	Pro-verbs

F ’67	Lecture 7	p. 675	Pronouns are not substitutes for nouns
F ’67	Lecture 011	pp. 711-715	Various pronouns (“tying phenomenon”)
Volume II
W ’69	Fragment	pp. 153-154	Pronoun use in early logic

W ’70	Lecture 2	p. 182	“They”

W ’71	February 19	p. 291	“WE went [to a bar] and…THEY had an after dinner drink.”

S ’71	April 26	pp. 373-374	Ambiguity of ‘you’ as to singular / plural reference.
	May 10	p. 391	“We” & “They” are not only plural references, but also…‘organizational references’
	May 21	pp. 404-405	“He” to identify someone entering, in Virginia Woolf novels

F ’71	Lecture 5	pp. 445-446	Pronoun & relational terms vis-à-vis recipient design

Inference
Volume I
F ’64 - S ’65	Lecture 14	p. 115ff	Definition: “Deal[ing] with, categoriz[ing] and mak[ing] statements about an event [one] has not seen.”
Volume II
F ’71	Lecture 6	p. 457	Re. “warding off inferences that could be made from [a] specific event [being described].”

Information: Packaging and Transmission
Volume I
F ’64 - S ’65	Lecture 13	pp. 110-111
F ’64 - S ’65	Lecture 14	p. 116
Volume II
F ’68	Lecture 6	pp. 69-71	In Introductions

W ’70	Lecture 2	pp. 176-178 pp. 180-181	Conveying information without requiring a response to it (here, doing a favor without requiring “Thanks”; answering return of husband without making it a topic Conveying information via ‘elaborating a recognition type description’

F ’71	Lecture 8	pp. 466-469	Preserving and transmitting knowledge via stories
	Lecture 11	pp. 485-486	Dirty jokes: ‘pass with discretion’
	Lecture 12	pp. 489-490 pp. 492-494	Sexual information packaged in dirty joke Dirty joke as “a private newsletter”

Institutional Use of Ordinary Devices
Volume I
F ’64 - S ’65	Lecture 1	p. 8	“May I help you”
F ’64 - S ’65	Lecture 2	p. 22	Police use correction-invitation device
Volume II
S ’71	April 30	p. 380	“May I help you”

Insults
Volume I
F ’65	Lecture 5	pp. 160-161

S ’66	Lecture 11	p. 351
	Lecture 21	p. 419
	Lecture 26	p. 446

F ’67	Lecture 7	pp. 678-679	Closing off an insult sequence
Volume II
S ’70	Lecture 7	pp. 276-280

S ’71	April 26	pp. 374-375	You can be offended at how someone figures you spend Saturday night even if you spend it in an even feebler way than what they’d proposed. (talk vs. get drunk vs. going to dinner with parents).

Intimacy
Volume I
F ’64 - S ’65	Lecture 2	p. 14 pp. 17-19	‘A special class of others’ Invitations no longer relevant
F ’64 - S ’65	Lecture 10	pp. 73-74	Accounts of how one came to the call; such accounts not used between intimates

S ’67	Lecture 9	pp. 560-562	Restrictions on exchange of ‘personal state’ information
Volume II
F ’68	Lecture 4	p. 50	‘Interruption’ as index of intimacy

W ’70	Lecture 1	p. 162	Re. call scheduling
	Lecture 4	p. 196	Between strangers doing tragedy / disaster
	Lecture 5	p. 204	Re. telephone call openings

S ’70	Lecture 4	p. 248	“Even…what you thought was a friend” will require an “anybody” storytelling

W ’71	March 4	p. 311	‘Intimate complaining’

S ’71	May 21	pp. 405-406	Caller to SPC apologizing to the professional for the “bother” “is focusing on that we might be intimates but we’re not.”

F ’71	Lecture 15	p. 511	Intimate problem (family) talked about conventionally, unintimately.

S ’72	Lecture 3	p. 544	“Intimate conversation of sorts” between caller and phone-answerer-not-called

Intonation
Volume I
S ’66	Lecture 14	p. 373	Question-intonation?

W ’67	March 9	p. 543	Systematically characterizable activities “I did”, “I did”

F ’67	Lecture 4	p. 651	“Intonation contour”
F ’67	Lecture 13	pp. 735-736	Accent (emphasis); e.g. “I did”, “I did” “No let’s take my car”

S ’68	May 29	p. 788	“I thought X” vs. “I thought X”
Volume II
F ’68	Lecture 2	p. 22	“I did”, “I did”

W ’70	Lecture 1	pp. 160, 162	“Yeah” vs. “Yeah?” by called, to “[Name]?”
W ’70	Lecture 5	p. 203	“Yeah” vs. “Yeah?” by called, to “[Name]?”

S ’72	Lecture 1	p. 526	Question intonation in the course of an utterance; coparticipant does “Uh huh”
S ’72	Lecture 4	pp. 558-559	Intonation can position an utterance (e.g. doubting “We:::ll,” e.g. contrast stressing.)

Introductions
Volume I
F ’65	Lecture 3	p. 148

S ’66	Lecture 04.a	pp. 281-291
S ’66	Lecture 04.b	pp. 292-299
Volume II
F ’68	Lecture 6	pp. 69-71

Invitations
Volume I
F ’64 - S ’65	Lecture 2	pp. 18-19
F ’64 - S ’65	Lecture 10	p. 73

F ’65	Lecture 8	pp. 175-176

S ’66	Lecture 4	pp. 301-305
	Lecture 6	pp. 312-313
	Lecture 29	pp. 465-466

S ’68	May 29	pp. 791-793	Interactionally generated invitations
Volume II
W’ 70	Lecture 5	pp. 210-211	Interactionally generated invitations

S ’71	April 23	pp. 367-368	‘First-preference invitations’

S ’72	Lecture 1	pp. 528-529	Invitations as ‘first pair parts’
S ’72	Lecture 6	p. 571 p. 575	Re. “whether laugh offerings are accepted or not.” Interactionally generated invitations

Jokes, Joke-Serious Alternation, etc.
Volume I
F ’64 - S ’65	Lecture 2	pp. 12-16 p. 16	Treating announcement of suicidalness as a joke Joking response to “How are you?”
F ’64 - S ’65	Lecture 12	pp. 99-100	Sequential character of

S ’66	Lecture 04.b	pp. 294-295	Jokes come in rounds
S ’66	Lecture 27	p. 451	Obscene jokes / “a chaining of humor”

F ’67	Lecture 7	pp. 682-684	Announcing that a joke is forthcoming
Volume II
W ’69	Lecture 8	p. 131	Laughing at someone’s joke to show sexual interest in taller.

W ’70	Lecture 5	pp. 205-206	Joking relationships

F ’71	Lecture 9	pp. 470-477	The dirty joke as a technical object
	Lecture 10	pp. 478-482	The dirty joke as a technical object
	Lecture 11	pp. 483-488	The dirty joke as a technical object
	Lecture 12	pp. 489-494	The dirty joke as a technical object

Knowledge
Volume I
F ’64 - S ’65	Lecture 1	p. 8	“I don’t know”
	Lecture 3	p. 23	Common knowledge
	Lecture 5	p. 33	“I don’t know”
	Lecture 6	pp. 40-42, 46
	Lecture 9	p. 69
	Lecture 10	p. 83	‘Feigning ignorance’
	Lecture 13	pp. 109-110

F ’65	Lecture 8	p. 180	‘Protected against induction’
	Lecture 11	pp. 196, 198	‘Protected against induction’
	Lecture 12	p. 202	Lay vs. scientific
	Lecture 14	p. 222	Greek “know thyself” as not private

S ’66	Lecture 8	pp. 336-340	‘Protected against induction’
	Lecture 14	p. 374	“I don’t know”
	Lecture 17	pp. 394-395	‘Protected against induction’ (scientists’ sins as otherwise reasonable procedures.)
	Lecture 19	p. 406	How do you know your own appearance?
	Lecture 30	pp. 470-471	Why do scientists do science?
Volume II
S ’70	Lecture 4	pp. 244-245	“Stock of knowledge” vs. “stock of experiences”

F ’71	Lecture 8	pp. 466-469	Preserving & transmitting knowledge via stories (vis-à-vis one’s own experiences)

Laughing
Volume I
F ’67	Lecture 14	pp. 745-746	“Laughing is one prototypical thing that people can be doing together…”
Volume II
W ’69	Lecture 8	p. 131	Laughing at someone’s joke to indicate sexual interest

W ’70	Lecture 5	p. 207	Getting someone ‘laughing along’ before doing touchy business (‘Power tools’)

S ’70	Lecture 7	pp. 274-276 p. 280	Pre-positioned “heh”s in a story
S ’70	Lecture 8	pp. 284-288	“heh Wh(hh)en I grow up! heh heh …” Heckling (stories)

S ’71	May 10	p. 395	((Laughs)) “You’re making me laugh. I must be feeling better”

F ’71	Lecture 11	p. 486	“Laughing in an appropriately timed way sufficiently indicates an appreciation of [a] joke.”

S ’72	Lecture 6	pp. 570-572	Laughing together

Lay-Professional / Lay-Scientific, etc.
Volume I
F ’64 - S ’65	Lecture 1	p. 10	Diagnostic term “regressed” / lay affiliate
	Lecture 5	pp. 38-39	Re. non-conformance to a theory
	Lecture 6	p. 42	Lay theories of social actions
	Lecture 8	p. 59	‘Normal’ as “a medical device”
	Lecture 9	p. 69	[Lay] theory of how men select a mate
	Lecture 14	p. 115 p. 121	Lay notion: simple actions, simple explanations, vs. scientists trying to describe 6-year-olds’ talk, activities of molecules. Something has occurred, our job is to explain it; vs. (for possible lies, etc.) that possible-fact which has an explanation is the one that occurred.

F ’65	Lecture 3	p. 146	Literary aid lay use of collaborative utterances
F ’65	Lecture 12	pp. 200-203	Lay use of psychiatric terms

S ’66	Lecture 4	p. 304	First Five Minutes as “lay”-analytic

S ’67	Lecture 9	p. 558	Lay psychology

S ’68	April 17	p. 752	Lay approach to ‘topic’
Volume II
F ‘68	Lecture 1	p. 4 p. 8 p. 15	“Lay observation” Second stories are similar to the prior story “Anybody could say that” Lay formulations of time and place
F ‘68	Lecture 2	p. 18	Re: Stories. Technical features of lay characterization
S ‘70	Lecture 1	p. 217	Laymen would not venture an opinion of chemistry or physics, but feel free to make psychological remarks (Freud)
	Lecture 6	p. 267	“as a lay matter”, noticing defensiveness.
	Lecture 7	p. 269-71	“What’s going on in a lay sense”
S ‘71	April 9	p. 348	“Technical competition in conversation”

Lies, Lying
Volume I
F ’64 - S ’65	Lecture 10	p. 79
F ’64 - S ’65	Lecture 14	pp. 114-115

F ’65	Lecture 9	p. 185

S ’66	Lecture 2	p. 255
	Lecture 13	pp. 365-366
	Lecture 20	pp. 411, 414
	Lecture 26	pp. 448-449

S ’67	Lecture 8	p. 556
S ’67	Lecture 9	pp. 563-565

S ’68	April 24	p. 772
Volume II
S ’71	April 30	p. 380	Suicidal callers to SPC will not give their names, but also will not lie.
S ’71	May 10	p. 394	Mr. Smith’s bluff called by suicidal caller.

Linguistics
Volume I
F ’64 - S ’65	Lecture 4	p. 26ff
	Lecture 12	pp. 95, 99
	Lecture 13	pp. 107-108, 112

S ’66	Lecture 23	pp. 428-430
Volume II
F ’68	Lecture 1	p. 5

Lists, Listing
Volume I
F ’65	Lecture 3	pp. 148-149
	Lecture 5	p. 159
	Lecture 7	p. 169

S ’66	Lecture 27	p. 450-451	Relevance of a list to the hearing of an nth

F ’67	Lecture 12	pp. 726-727	Orientation to a list generates a puzzle

S ’68	May 22	pp. 784-785	Speaking a list
S ’68	May 29	p. 800	Partitioned items on a list
Volume II
F ’68	Lecture 1	p. 13	X, Y “also”
F ’68	Lecture 5	p. 65	“And” placed before last item on a list

W ’71	March 4	p. 316	“I don’t want an X, I want a Y or a Z.”

S ’71	May 21	p. 404	A replicated triplet

F ’71	Lecture 9	p. 475	At least and no more than 3 events needed to exhibit the last of them as peculiar
F ’71	Lecture 14	pp. 500-502	“I don’t want an X, I want a Y or a Z.”

S ’72	Lecture 5	p. 562 p. 565	Lists as “ideal natural objects for getting at some sorts of commonness of meanings.” (re. “How did you survive the quake? And the fires and the floods and everything.”) Re. a question that contains a list can propose topicality vs. just Q-A.

Literature
Volume I
F ’64 - S ’65	Lecture 13	p. 112

F ’65	Lecture 3	pp. 145, 146, 147

S ’66	Lecture 1	p. 242	“Computers could build novels”
S ’66	Lecture 7	p. 322	Masters, Freud, Donald Duck.

S ’68	May 29	p. 791
Volume II
S ’70	Lecture 1	p. 216, 217
S ’70	Lecture 3	pp. 238-239	What Gogol did to Western literature (de-economization)

S ’71	May 21	pp. 404-405	What Virginia Woolf did to the novel (de-identification)

Localizing the World
Volume I
F ’64- S ’65	Lecture 5	pp. 36-38	Private calendars

S ’66	Lecture 28	p. 458-460	Local environment adequate for making comparisons & attributing causes

S ’68	April 24	p. 770	Storyteller making an event (auto wreck) into something in her life.
	May 8	p. 780	“We’ll have an unusual experience to talk about” (1st day in concentration camp)
	May 29	p. 791 p. 794-795, 798	(“Privatizing the world”) (“Adequacy of very local environments”)
	April 17	pp. 753-754	“Two police cars across the street”
Volume II
F ’68	Lecture 1	pp. 13-15	“Goshawful wreck” happened “on the way home”
F ’68	Lecture 2	p. 28	Making an event (auto wreck) into one’s own experience

W ’69	Lecture 1	pp. 92-93	‘Local resources’ for making conversation
W ’69	Lecture 8	pp. 134-135	“The collection of co-participants defines the population of ‘to whom [an utterance’s action] would be done.”

S ’70	Lecture 1	pp. 215-221	Doing ‘being ordinary’
	Lecture 4	pp. 243-248	Entitlement to experiences
	Lecture 5	pp. 258-259	Story experience in terms of your place in them

W ’71	February 19	pp. 296-298	Adequacy of local collection of people as compliment / complaint recipients about whatsoever.

F ’71	Lecture 8	pp. 467-468	“People…are built to be the custodians of just about only their own experiences.”
F ’71	Lecture 11	pp. 483-484	NB data re. RFK assassination: “It would have ruined your whole trip” and kid’s home run “the only good thing that happened to me this week.” (i.e. “it is her life that the assassination has happened to.”)

S ’72	Lecture 3	pp. 548-549 p. 551	Re. making the telephone “at home with the rest of our world.” “Each new object becomes the occasion for seeing again what we can see anywhere; seeing people’s nastinesses or goodnesses and all the rest…” Re. telephone as source of family conflict
S ’72	Lecture 5	p. 563 pp. 568-569	Re. ‘disasters’ as a conversational topic: People talk “overwhelmingly…about things insofar as thing happened to them. Talking about whatever, it comes home to ‘us’.” Making events into talk by turning them into ‘something for us’.

Logic
Volume I
F ’64- S ’65	Lecture 5	p. 37	Counterfactual conditionals
	Lecture 9	pp. 66-67	Suicide possibility as “logical”
	Lecture 13	p. 112	And ‘potential descriptions’

F ’65	Lecture 6	p. 164	Transiency of references: indexicals

S ’66	Lecture 8	p. 333	And ‘indexical expressions’

W ’67	February 16	pp. 517-518	And ‘indicator terms’

S ’67	Lecture 11	p. 568	Vis-à-vis ‘contradictory statements’

F ’67	Lecture 8	p. 687	Re. paraphrased quotations of Q-A.
	Lecture 9	pp. 696-697	Re. the Stoic paradoxes
	Lecture 14	pp. 741-742	Re. “Tuesday” vs. “November 11, 1967.”

SUBJECT INDEX

Macro / Micro (See also ‘Importance, Interestingness, etc.’)
Volume I
F ’64 - S ’65	Lecture 1	p. 3	Agency’s concern / addressed question
	Lecture 2	p. 17 p. 19	‘Structure of society’ / focusing kinds of troubles “Comparative dynamics of the persons” / “Just examining an interchange”
	Lecture 3	pp. 22-23 p. 24	“A larger sense” (murder interrogation) / other matters Apparent complexity / possible simplicity
	Lecture 4	pp. 27-28	Durkheim: macro
	Lecture 8	p. 65	[Sacks addresses the terms ‘macro’ / ‘micro’]

F ’65	Lecture 7	p. 170	Institutional vs. Conversational decision
F ’65	Lecture 8	p. 178	Sacred vs. mundane

S ’66	Lecture 1	pp. 237-238	“Fine power of a culture”
	Lecture 1 (R)	pp. 245-245	“Fine power of a culture”
	Lecture 33	pp. 483-486	Overview

F ’67	Lecture 14	p. 742	Relevancies of a detail (“Tuesday” vs. “November 11, 1967”) are so powerful and so extensive…“Not just stopping at the red light, but preceding properly with each detail.”

S ’68	May 8	p. 783	2nd stories can be “gigantically consequential”
S ’68	May 29	p. 795	“Your friends are just as good to thank as the gods.”

Meaning
Volume I
F ’64 - S ’65	Lecture 13	p. 112

F ’65	Lecture 12	pp. 200-201

Measurement
Volume I
F ’64 - S ’65	Lecture 8	pp. 57-62

S ’66	Lecture 24	pp. 435-440

F ’67	Lecture 14	pp. 742-743	Approximate vs. precise numbers
Volume II
W ’70	Lecture 2	p. 183	Approximate vs. precise time reference

S ’70	Lecture 3	pp. 235-236	“Usualness” measures vs. “more precise” characterizations [cf. F ’68 Lecture 6 p. 78, ‘member talk’: “asserting a variable without stating its value”] Here, to do with “competence”.

Memory
Volume I
S ’68	April 17	pp. 759-760 p. 761	Place and memory Memory touched off by a word
Volume II
F ’68	Lecture 1	pp. 4-8	Memory search for 2nd story
F ’68	Lecture 2	pp. 21-24 pp. 27-28	“I remember” proposes ‘topical coherence’ Remembering “in conversation terms”, amnesia

S ’70	Lecture 5	pp. 257-260	Memory & 2nd story; storing information, etc.

W ’71	February 19	p. 299	Memory can be trusted to store & release items into conversation

S ’71	April 12	p. 356	“Relative amnesia for specifically last topic”
S ’71	May 17	p. 399 pp. 400-401	Spatializing techniques and memory Memory & mind control

F ’71	Lecture 7	pp. 462-463	Memory for ‘famous ex-relationals’ [‘X-relationals’ ed.]
F ’71	Lecture 16	pp. 512-514	Remembering a dream vs. remembering a real event

Minority Groups
Volume I
F ’64- S ’65	Lecture 6	pp. 42-48
	Lecture 9	pp. 68, 70
	Lecture 10	p. 74
	Lecture 11	p. 82

F ’65	Lecture 5	p. 160
	Lecture 7	pp. 171-174
	Lecture 10	p. 191

S ’66	Lecture 8	pp. 336-340
	Lecture 18	pp. 396-403
	Lecture 26	pp. 446-449
	Lecture 28	pp. 458-459
	Lecture 32	pp. 479-480

S ’67	Lecture 11	p. 577
	Lecture 12	pp. 582
	Lecture 13	p. 586
Volume II
W ’69	Lecture 7	pp. 118-123

W ’70	Lecture 2	pp. 180-181 pp. 185-187
W ’70	Lecture 4	pp. 198-199

S ’70	Lecture 8	pp. 282-284

F ’71	Lecture 7	p. 459 (data)	“Kirk Douglas is Jewish too”

S ’72	Lecture 2	pp. 538, 539	“Unique position”: the oldest in the class, by far; the only black, woman, cop in the class, etc. “How do you get along with…all those others who are younger, white, male, etc.”

M.I.R. Device
Volume I
F ’64- S ’65	Lecture 6	pp. 40-48
	Lecture 9	pp. 68-69

Moves (See also Turn-taking, Sequence)
Volume I
F ’64- S ’65	Lecture 1	pp. 6-7	Skipping a move
F ’64- S ’65	Lecture 12	p. 96	Proper ‘move’: a greeting after a greeting

F ’65	Lecture 5	p. 160
	Lecture 9	p. 184
	Lecture 10	p. 190
Volume II
F ’65	Lecture 5	p. 160
F ’65	Lecture 9	pp. 21-24 pp. 27-28

W ’70	Lecture 1	pp. 159, 162	Greeting sequence by analogy to a chess game

Names, No-Naming, etc.
Volume I
S ’66	Lecture 04.a	pp. 284-285 pp. 289-290	No-naming Names as insufficient identification
S ’66	Lecture 20	pp. 414-416	Names as “disguised descriptions”

F ’67	Lecture 12	p. 724	Names: predictably wrongly transcribed
Volume II
F ’68	Lecture 5	pp. 61-62 pp. 63-64	No-naming Name-types in introductions
F ’68	Lecture 6	pp. 68-69	Name-types in introductions

W ’69	Lecture 7	p. 115 pp. 117-118	Motor → engine → “thing” (no-naming) “Thunderbird” vs. “Ford” / a car named Voodoo vs. “I call my TV Charlie”
W ’69	Lecture 9	pp. 146-149	Place names

W ’70	Lecture 1	pp. 160, 162 p. 161	Caller does “[Name]?” to get to 1st topic Name types in phone call openings
W ’70	Lecture 5	pp. 203, 204	Caller does “[Name]?” to get to 1st topic

S ’71	April 30	pp. 377-380	SPC caller not giving her name

News
Volume II
F ’68	Lecture 1	pp. 11-16	“Goshawful accident” as candidate ‘local news’

W ’70	Lecture 1	pp. 172-173	What happened at Bullocks today as ‘potential news’

S ’70	Lecture 3	pp. 230-231, 238	“Goshawful accident” as possible local news

S ’72	Lecture 5	pp. 563-564	Non-local character of events that are ‘news’. Turning a disaster into “something for us.”
S ’72	Lecture 6	pp. 572-574	Announcements of “big news” followed by “expression of surprise” by recipient.

Norms
Volume I
F ’64- S ’65	Lecture 10	p. 77
F ’64- S ’65	Lecture 11	p. 93

F ’65	Lecture 10	p. 190
F ’65	Lecture 14	p. 206

S ’66	Lecture 2	pp. 253-254
	Lecture 2 (R)	p. 260

	Lecture 18	p. 399

W ’67	March 9	p. 545	To ‘direct reference’ the “norm”?

F ’67	Lecture 2	p. 634
	Lecture 4	p. 649	The sentence as a ‘normative production’
	Lecture 14	p. 740	A ‘normative feature’ of paraphrases
Volume II
F ’68	Lecture 2	p. 21	“There’s’ a major sort of norm against repeating the same thing to the same persons.”