23 May Locate A Person Who Was Not Born In The United States And Who Lived A Significant Part Of His Or Her Life Outside The U.S, Then Immigrated To The U.S. (A Person Who Came To The United States As An Infant Will Not Meet The Requirement For The Assignment.)
Locate a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. (A person who came to the United States as an infant will not meet the requirement for the assignment.) Ask the person’s permission to use his or her name and quotations in the paper, and ensure that their name is spelled correctly.
Use the questions in “Resource 1: Intercultural Communication Interview.” Review the questions ahead of time and think about how well your words and your accent will communicate with the person, depending on his or her facility with English. Find out about the person’s experience as an immigrant.
Write an essay of 500-750 words about the experience. Do not write it as a verbatim account of the interview. Use quotes as needed, but write the paper as an essay. Where did you meet the person? How long did you visit? What did you learn?
Reflect on how much this experience stretched your comfort zone and how this observation could affect your intercultural communication. If you were going to do this assignment over, what could you do that would make it more valuable to you and, perhaps, to the other person?
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.
Intercultural Communication Interview
Prepare for your interview ahead of time. Consider if the questions you plan to ask might be offensive in some way. Consider the discomfort you might feel if you were from a different culture and someone asked you these questions. Be sensitive as you do the interview to the other person’s discomfort. Are your questions clear and understandable to him or her? Is your accent easy for him or her to understand? Is your word choice appropriate? When you are ready to begin, start by introducing yourself and then very politely say something like… “Thank you for allowing me to interview you for my Intercultural Communication class. Please allow me to ask you some questions that will guide our discussion. Feel free to add any information you feel will help me understand your perspective as a person from a culture different than the one I have experienced, living here in the United States for most of my life.”
First, may I have your permission to quote you in my paper? If so, please tell me how to spell your name correctly and tell me the correct title I should use for you.
1. Where did you live?
2. What is the dominant language?
3. What are the other languages spoken, if any?
4. What are some common gestures, sounds, or symbols that the students would need to know if they wanted to communicate in your home country?
5. What is the dominant religion in your home country?
6. What are important customs or celebrations?
7. Are these celebrations based on religion, or were they originally?
8. Do any of these celebrations cause a conflict within you because of your faith? Why?
9. How are families organized in your culture?
10. Does one person take the lead role in decision-making in your culture?
11. How are children, youth, and the elderly treated in your culture?
12. How are decisions made in your culture?
13. Is there a dress-code that you should follow in your culture?
14. How should I dress if I were to visit?
15. What roles do people have in the family or larger society?
16. Are there roles that you are expected to play in your society that you find hard to do?
17. What are things about your culture that are vitally important to you that a foreigner would not understand?
18. What are some things about your culture that you wish other people knew so that they would communicate better with your culture?
19. What are some things that I should not miss about your culture or country if I could visit?
20. What is the thing you miss most about your culture while you are away?
21. What surprised you most about the American culture?
22. What adjustments did you have to make to feel comfortable in this new culture?
23. What do you think you would miss most about this culture if you were to return to your country?
Interview With an Immigrant
| 1 Unsatisfactory 0.00% |
2 Less than Satisfactory 65.00% |
3 Satisfactory 75.00% |
4 Good 85.00% |
5 Excellent 100.00% |
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| 70.0 %Content | ||||||
| 25.0 %Immigrant Authenticity | The essay does not clearly indicate that the student located a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. The essay is significantly lacking in communicating the immigrant’s experience in light of the questions in Intercultural Communication Interview resource. | The essay makes clear the student located a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. The essay less than adequately communicates the immigrant’s experience in light of the questions in Intercultural Communication Interview resource. | The essay makes clear the student located a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. The essay satisfactorily communicates the immigrant’s experience in light of the questions in Intercultural Communication Interview resource. | The essay makes clear that the student located a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. The essay does a good job of communicating the immigrant’s experience in light of the questions in Intercultural Communication Interview resource. | The essay makes clear the student located a person who was not born in the United States and who lived a significant part of his or her life outside the U.S, then immigrated to the U.S. The essay excellently communicates the immigrant’s experience in light of the questions in Intercultural Communication Interview resource. | |
| 25.0 %Application of Intercultural communication concepts | The essay includes too much of a verbatim account of the interview and not the student’s reflection on the interview in which the student makes an effort to apply intercultural communication concepts from the textbook or supplemental readings. | The essay is mostly the student’s reflection on the interview, and the student makes an effort to apply intercultural communication concepts from the textbook or supplemental readings, but the students relies too heavily on a verbatim account of the interview. | The essay is not a verbatim account of the interview. Quotes are used as needed, but the paper is largely the student’s reflection on the interview, and the student makes an effort to apply intercultural communication concepts from the textbook or supplemental readings. | The essay is not a verbatim account of the interview. A good selection of quotes is used as needed, and the paper is largely the student’s reflection on the interview. There is a good application of intercultural communication concepts from the textbook or supplemental readings in the essay. | The essay is not a verbatim account of the interview. Highly effective quotes are used as needed, and the paper is largely the student’s reflection on the interview. The essay reflects a sophisticated application of intercultural communication concepts from the textbook or supplemental readings. | |
| 20.0 %Reflection | The essay is significantly lacking in terms of a reflection on how much this experience stretched the student’s comfort zone and how this observation could affect the student’s intercultural communication. The essay does not include a reflection on what the student could change about the interview that would make it more valuable to him or her and, perhaps, to the other person. | The essay includes a minimal reflection on how much this experience stretched the student’s comfort zone and how this observation could affect the student’s intercultural communication. The essay does not include an adequate reflection on what the student could change about the interview that would make it more valuable to him or her and, perhaps, to the other person. | The essay includes a reflection on how much this experience stretched the student’s comfort zone and how this observation could affect the student’s intercultural communication. The essay includes a reflection on what the student could change about the interview that would make it more valuable to him or her and, perhaps, to the other person. | The essay includes a thorough reflection on how much this experience stretched the student’s comfort zone and how this observation could affect the student’s intercultural communication. The essay includes a thorough reflection on what the student could change about the interview that would make it more valuable to him or her and, perhaps, to the other person. | The essay includes a thorough and insightful reflection on how much this experience stretched the student’s comfort zone and how this observation could affect the student’s intercultural communication. The essay very effectively communicates what the student could change about the interview that would make it more valuable to him or her and, perhaps, to the other person. | |
| 20.0 %Organization and Effectiveness | ||||||
| 7.0 %Thesis Development and Purpose | Paper lacks any discernible overall purpose or organizing claim. | Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. | Thesis and/or main claim are apparent and appropriate to purpose. | Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. | |
| 8.0 %Paragraph Development and Transitions | 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, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships 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. | |
| 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |
| 10.0 %Format | ||||||
| 5.0 %Paper Format (Use of appropriate style for the major and assignment) | 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. | |
| 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. | |
| 100 %Total Weightage | ||||||
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