Culture and Perception paper
Culture and Perception paper
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Class:Elements of Intercultural Communication
Culture & Perception Essay 1,000 – 1,250 words APA style
Culture Chosen: Hispanics
1. Describe the cultural identity of a particular cultural group. Describe how the culture’s identity is represented symbolically in the cultures: communication patterns, values, language, art, architecture, pastimes, relational roles, societal systems, behaviors, etc. (Comp 2.1 Interpret the meaning of symbols across cultures.).
2. Compare and contrast symbolic representations of a particular cultural group via media channels in (1) that culture’s media, (2) in the U.S. media, and (3) academic research findings.
3. Evaluate the role of mass media channels in intercultural communication (for the selected culture and in general). What impact do mass media have on intercultural perceptions and interactions?
Organize your paper with section headers to include: an introduction, the 3 required sections above, and a conclusion (total of 5 sections). Consider using an outline to organize your content before writing.
Prepare this assignment according to the formatting guidelines for academic papers found in the APA Style Manual. Include a title page and APA formatted references page, with corresponding in-text citations. An abstract is not required.
Project must incorporate a minimum of 5 scholarly sources, besides our textbook. All sources must be credible, written by a named author or editor, and may not be from a wiki page, travel website, or blog.
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Topic 4 Benchmark: Cultural Perception
| Criteria | % Value | 1: Unsatisfactory | 2: Less Than Satisfactory | 3: Satisfactory | 4: Good | 5: Excellent |
| % Scaling | 0% | 65% | 75% | 85% | 100% | |
| Content – 53% | ||||||
| Describe the cultural identity of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. (Comp 2.1) | 15% | Product does not provide a description of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. | Product provides a vague or inaccurate description of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. | Product provides a description of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. | Through research, product provides a clear description of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. | Through current research, product provides a clear and thorough description of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. |
| Compare and contrast symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings. | 15% | Product does not compare and contrast symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings. | Product vaguely compares and contrasts symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings, or it is missing one of these areas in the comparison (e.g., does not mention research, or does not mention U.S. media, etc.) | Product compares and contrasts symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings. | Product compares and contrasts symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings seamlessly with sound evidence. | Product clearly compares and contrasts symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings seamlessly with comprehensive, insightful, and current evidence. |
| Evaluate the role of mass media channels in intercultural communication. What impact do mass media have on intercultural perceptions and interactions? | 15% | Product does not provide an evaluation of the role of mass media channels in intercultural communication and the impact is has on intercultural perceptions and interactions. | Product vaguely provides an evaluation of the role of mass media channels in intercultural communication and the impact is has on intercultural perceptions and interactions. | Product provides an evaluation of the role of mass media channels in intercultural communication and the impact is has on intercultural perceptions and interactions. | Through well-developed research support, the product provides a clear evaluation of the role of mass media channels in intercultural communication and the impact is has on intercultural perceptions and interactions. | Through current research, product provides a clear and thorough evaluation of the role of mass media channels in intercultural communication and the impact is has on intercultural perceptions and interactions. Product articulates these connections in a highly sophisticated way. |
| Project must have a minimum of 5 scholarly sources. | 8% | No outside sources are cited. | Some sources may be cited but they are not scholarly and/or relevant or are connected in an inaccurate or vague way. | At least five relevant, scholarly sources are cited in a satisfactory way. | At least five relevant, scholarly sources are cited in a well-connected way and elaborated on. | At least five relevant, scholarly sources are cited and are flawlessly integrated into the essay to support the claims made therein. |
| Organization and Effectiveness – 17% | ||||||
| Thesis Development and Purpose | 6% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 6% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationship to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. |
| Format – 30% | ||||||
| Paper Format (use of appropriate style for the major and assignment) | 15% | Appropriate template is not used appropriately or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate template is used, and formatting is correct, although some minor errors may be present. | Appropriate template is fully used; There are virtually no errors in formatting style. | All format elements are correct. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 15% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Culture and Perception Rough Draft |
In 1,000‐1,250 words, write an academic paper on an approved cultural group to include the following:
- Describe the cultural identity of a particular cultural group. Describe how the culture’s identity is represented symbolically in the cultures: communication patterns, values, language, art, architecture, pastimes, relational roles, societal systems, behaviors, etc. (Comp 2.1 Interpret the meaning of symbols across cultures.).
- Compare and contrast symbolic representations of a particular cultural group via media channels in (1) that culture’s media, (2) in the U.S. media, and (3) academic research findings.
- Evaluate the role of mass media channels in intercultural communication (for the selected culture and in general). What impact do mass media have on intercultural perceptions and interactions?
Organize your paper with section headers to include: an introduction, the 3 required sections above, and a conclusion (total of 5 sections). Consider using an outline to organize your content before writing.
Prepare this assignment according to the formatting guidelines for academic papers found in the APA Style Manual, located in the Student Success Center and at http://apastyle.org. Include a title page and APA formatted references page, with corresponding in-text citations. An abstract is not required.
Project must incorporate a minimum of 5 scholarly sources, besides our textbook. All sources must be credible, written by a named author or editor, and may not be from a wiki page, travel website, or blog.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Submissions must not exceed 10% similarity.
References
Allison, B. N., & Bencomo, A. (2015). Hispanic Families and Their Culture: Implications for FCS Educators. Journal of Family and Consumer Sciences, 107(2), 56–61. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1072296&site=eds-live&scope=site
Ruiz, E. (2005). Hispanic Culture and Relational Cultural Theory. Journal of Creativity in Mental Health, 1(1), 33–55. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ844335&site=eds-live&scope=site
Rios, D. I. (2003). U.S. Latino Audiences of “Telenovelas.” Journal of Latinos and Education, 2(1), 59–65. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ659895&site=eds-live&scope=site