Category: English

Discussion Video Post – initial post due Wed and response post due Sun

You must first read the required reading(s) for the week and then create a video using Studio.

Make sure that you are clear, specific, and detailed in your answers. Always tie things back to our class lectures, discussions, and material. Avoid anything that is surface level. This initial video post (least a minute recording and no longer than 2 minutes) is due Wednesday by 11:59. Next, you must respond to another student’s post (you may type a response of 8 to 10 sentences OR record at least a minute recording and no longer than 2 minutes) Either response must use their name and interact with the specifics of their video post.

For this discussion choose ONE the following prompts:

1. Why might it be harmful to have an overcoming disability narrative that is so often shared in books and movies? Does El Deafo stay away from this or is it part of this? Connect to one of our lectures.
2. This is a graphic memoir. Why is that important. Does it change anything that Cece is not represented as a little girl but instead as a rabbit? Connect to one of our lectures.
3. What responsibilities do authors have when writing autobiographical childrens literature? Does this novel hold to these responsibilities? Connect to one of our lectures.

About this Assignment

Communications 301: Intercultural Communication is an advanced undergraduate course that teaches students to examine how cultural norms, history, and worldviews and how they shape communication practices in different cultures. You will develop critical analysis skills, the ability to apply theory to practice, and essential intercultural competence through course content, research, and reflection.

For the Case Study Analysis: Intercultural Communication in Practice, you will analyze an intercultural communication setting in the real-world and use your analysis to identify key challenges and cultural influences. You will evaluate communication strategies the different parties in the case study use and recommend improvements using course concepts to guide your recommendations.

Course Learning Outcomes

The following course learning outcome is assessed in this assignment:

• Analyze elements of intercultural communication, including language, gender roles, ethnocentrism, privilege, racism, stereotypes, and nonverbal communication
• Assess how culture influences communication in professional and educational contexts such as schools, workplaces, and healthcare settings
• Evaluate ways to improve intercultural communication in schools, workplaces, and healthcare settings.

Related Lessons

Prompt

Select one of the following case studies of intercultural communication and analyze the scenario. You will need to:

• Identify primary cultural differences and communication barriers in the case study.
• Analyze how cultural norms (e.g., high-context vs. low-context communication) and nonverbal cues influenced the interaction.
• Evaluate the success and/or failure of communication strategies used in the scenario.
• Propose alternative strategies that could improve the final result.

Your analysis should be 1,250-1,500 words. It must apply course concepts and reflect a deep understanding thereof, supported by relevant theories (e.g., Hofstede’s dimensions, Contact Hypothesis).

Case Studies

Case Study A: Navigating Cultural Differences in a Business Meeting

Shannon, a project manager from the United States, is sent to Japan to negotiate a partnership with a Japanese company. Before traveling, Shannon does some research on Japanese culture but assumes that her experience in other international negotiations will be sufficient. The meeting takes place in Tokyo and involves Hiroshi, the Japanese company’s senior representative, and his team.

During the meeting, Shannon begins by outlining her agenda and directly presenting the potential benefits of the partnership. She uses a PowerPoint presentation with clear data points and emphasizes the urgency of moving forward quickly to seize market opportunities. Hiroshi and his team listen attentively but remain mostly silent throughout the presentation. Shannon perceives their silence as disinterest or disagreement and begins to feel frustrated, trying harder to persuade them by raising her energy and enthusiasm.

When Hiroshi finally speaks, he uses indirect language to express concerns about the timeline and asks if Shannon could provide additional information for further review. Shannon interprets this as hesitation and responds by reiterating the urgency of the deal, emphasizing the need for quick decisions. Hiroshi nods politely but does not offer any clear commitment.

After the meeting, Shannon feels that the negotiation was unsuccessful and wonders why Hiroshi’s team seemed unresponsive. Hiroshi, on the other hand, feels Shannon was too aggressive and rushed, which made it difficult for his team to build trust and understand the proposal fully.

Case Study B: Intercultural Communication in a Classroom Setting

Ms. Johnson, a high school English teacher in the United States, is teaching a diverse group of students, including Ahmed, a recent immigrant from Egypt. Ahmed is a quiet and diligent student who excels in grammar and writing but rarely participates in class discussions. Ms. Johnson notices that Ahmed avoids making eye contact with her and often keeps to himself during group activities. When called upon to answer a question in class, Ahmed speaks softly and hesitates, even when his answer is correct.

One day, Ms. Johnson assigns a group project where students must collaborate to analyze a short story and present their findings. During the group discussion, Ahmed contributes minimally, focusing on the written portion of the project instead. His classmates perceive this as a lack of interest and exclude him from the presentation planning. When the group presents their project, Ahmed stands quietly in the back while his classmates take turns speaking.

After class, Ms. Johnson feels frustrated because she believes Ahmed is disengaged and not making an effort to participate fully in class activities. Ahmed feels anxious and isolated, worried that he is not meeting the expectations of his teacher and classmates.

Case Study C: Cross-Cultural Communication in a Healthcare Setting

Dr. Patel, an Indian-American physician, is treating Mrs. Liu, a 68-year-old patient who recently immigrated from China. Mrs. Liu arrives at the clinic with her daughter, Mei, who serves as her informal translator. Mrs. Liu is experiencing severe back pain, and Dr. Patel suspects it may be related to her osteoporosis, which has gone untreated for years.

During the appointment, Dr. Patel explains the diagnosis to Mei, emphasizing the importance of starting medication and physical therapy immediately to prevent further deterioration. Mei translates this information to her mother, but Mrs. Liu appears hesitant. She avoids eye contact and nods silently while Mei speaks. Dr. Patel takes this as agreement and proceeds to explain how the prescribed treatments work, using medical jargon to emphasize the benefits.

After the appointment, Mei privately tells Dr. Patel that her mother does not feel comfortable with the proposed treatments. Mrs. Liu believes that her pain is a natural part of aging and prefers to manage it through traditional Chinese remedies, such as acupuncture and herbal medicine. Mei explains that her mother also feels overwhelmed by the complex medical instructions and is worried about the cost of treatment.

Dr. Patel becomes frustrated and insists that Mrs. Liu must follow the prescribed plan for her own well-being. Mei nods, but her body language suggests discomfort with the conversation. Mrs. Liu ultimately decides not to follow the treatment plan, and her condition worsens over the next few months.

Formatting & Sources

Please write your case study recommendations in APA format. You will need to provide sources to support your analysis and recommendations. You may refer to the course material for supporting evidence, but you must also use at least 5 sources and cite them using in-text citations and a reference page in APA format. Secondary sources are sufficient for this paper, but you need at least three sources from a scholarly peer-reviewed journal. If you use any Study.com lessons as sources, please also cite them in APA format (including the lesson title and instructor’s name).

• Primary sources are first-hand accounts such as interviews, advertisements, speeches, company documents, statements, and press releases published by the company in question.
• Secondary sources come from peer-reviewed scholarly journals, (e.g., International Journal of Intercultural Relations, Journal of Intercultural Communication Research, Journal of Communication, Communication Monographs, etc.). You may use sources like JSTOR, Google Scholar, Sage Publications, and Elsevier to find articles from these journals. Secondary sources may also come from reputable websites with .gov, .edu, or .org in the domain. (Wikipedia is not a reputable source, though the sources listed in Wikipedia articles may be acceptable and can be a helpful place to start.)

If you’re unsure about how to use APA format to cite your sources, please see the following lessons:

As we near the end of the semester, take this opportunity to reflect on the writing tasks you have completed as well as what you have learned about your writing process. First, identify at least ONE of the course learning objectives from the course syllabus that was new, enlightening, and/or useful to you as you developed your writing abilities in this class. The course learning objectives are also listed here: MAJOR COURSE LEARNING OBJECTIVES Upon successful completion of this course, students will be expected to: Compose texts that exhibit appropriate rhetorical choices, including attention to audience, purpose, context, genre, culture, and convention. Develop and apply strategies for critical reading, critical thinking, and information literacy. Demonstrate a proficiency in locating, evaluating, and analyzing academically appropriate research material. Analyze and synthesize researched information to develop and support original claims. Develop and advance thesis-driven compositions in an organized progression with appropriate supporting information. Engage in writing as a process through invention, multiple drafts, collaboration, reflection, revision, and editing. Employ correct techniques of style, formatting, and documentation when incorporating quotes, paraphrases, and summaries from sources into compositions. Produce texts that demonstrate control over style and writing conventions, including sentence variety and complexity, word choice, tone, punctuation, grammar, usage, and spelling. Clearly identify and quote your selected course learning objective. Next, explain how this objective has helped you think critically about your personal writing process. Then describe how you have grown as a writer as you attempted to meet this objective, how successfully you feel you have achieved it, and how it has impacted your writing for this class. Remember: Be specific! Identify one or more specific activities, lessons, or assignment(s) in which you grasped and applied the specific learning objective and explain how it has helped you improve some aspect of your writing process. Second, respond to at least ONE the following questions regarding various writing techniques developed in this class (such as summary, response, analysis, argumentation, library research, peer response, using one or more They Say / I Say moves, etc.): Which techniques were new to you this semester? Which skills have been the most challenging? Which have been the easiest to understand or apply? Why? Which techniques, if any, do you think will be the most valuable to you in your future classes, career, or other parts of your life? How so? In what ways have you used one or more of these techniques in your other classes, on the job, or in your daily life? How has this class improved your use of these techniques in these settings? How do you think all these techniques you have been learning and practicing fit together? What advice would you give to a future ENGL 111 student on achieving success in this class? Be sure to provide one or more examples from your work this semester or from your life experience to support your points. Please write at least 300 words.

Discussion Instructions:

1. Watch the Assigned YouTube Video: Carefully watch the video on cross-cultural communication. Pay close attention to the key points and examples presented.
2. Summarize Key Takeaways: In your own words, briefly summarize what you learned from the video. Focus on the main themes and any specific cultural etiquette or customs discussed.
3. Contribute Additional Examples: Provide one or two examples of cross-cultural communication etiquette or customs not mentioned in the video. These can come from personal experience, research, or observations. Be sure to explain their cultural context and significance. https://www.youtube.com/watch?v=45BRrYjsBfc

Paper #1:

Rhetorical Analysis of an Advertisement

(at least 4 double-spaced pages; see rubric below)

Introduction and Background: In Ch. 1 of Inventing Arguments, readers are introduced to argument and rhetoric, two terms that intersect each other and share a common goal: persuading an audience to see the wisdom of a position. Argument is the act of asserting, supporting, and defending that position; Rhetoricthe art of persuasionis used to make the argument persuasive. To help you understand how rhetoric is used in arguments to persuade an audience, were going to turn to advertising. In Ch. 1, rhetorics general application in advertising is briefly discussed:

One of the most obvious uses of rhetoric is in advertising…Americans are profoundly influenced by advertising rhetoricso much so that it has become an art form. Companies spend billions of dollars each year in a rhetorical race for our attention. They shape every sentence and carefully select every image so each ad will have the most dramatic effect on the audience. (Mauk and Metz 10)

The next several weeks of class will assist you to think rhetorically about not only writing, but also communication in our multi-media world today that utilizes rhetoric in a combination of modalities: textual (words appearing on a screen), visual (live, still, or motion images on a screen), and auditory (sound of spoken or sung words, nonverbal music or ambient sound, or noise). The Rhetorical Analysis Essay assignment is grounded in the belief that (1) we need to be aware of possible rhetorical strategies that are used by others to influence us, and that (2) we need to be able to utilize rhetorical strategies ourselves to influence others in academic, civic, social justice, or general, every day, practical situations.

Directions: For this assignment, you are to choose your own advertisementcommercial video or print/digital image. After that, you will write an argument analysis that explains the use of rhetoric in the ad. The purpose of your analysis is to identify and discuss the ways in which the sponsor of your chosen ad utilizes rhetorical strategies that influences, persuades, and/or convinces audiences in context of your ads rhetorical situation. More specifically, your argument analysis involves interpreting the ad in terms of the ads rhetorical situation, sponsor and audience, the claim the sponsor makes to the audience, the support (evidence, examples, and appeals) that is provided, how the ad engages with opposition (counterarguing, conceding, and qualifying), along with the hidden layers (assumptions and underlying values) that are present. Your paper should do the following:

-Have an introduction paragraph that explains the rhetorical situation of the adwho the sponsor is, who the audience is, where and when the ad was published/presented, as well as the sponsors exigence (need or urgency) to present the ad, and the main claim being asserted to the audience.

-Have three or more body paragraphs that explain and analyze how different types of support and appeals persuade the audience, how the ad engages with opposition (or omits doing so for rhetorical purposes), and how assumptions and underlying values are present in the ad.

-Have a conclusion paragraph that evaluates the effectiveness of the ads rhetoric and briefly discusses whether the ad was persuasive and whether that sponsor achieved their purpose.

Due: submit in Brightspace by 11:59 p.m. on Sunday (2/15); please submit your assignment in a Word doc, Google doc, or pdf

As a school prefect, write to your District Municipal or Metropolitan Chief Executive requesting for the maintenance of the buildings of your school

Attached is the Template that has to be used. This has to be color coded, please see the template for specifics. The screenshot labeled order of paper is the thought process I originally had planned for the paper. The Notecards with thoughts and citations, has to be used, it is the key concepts, the citation quotes that I wanted to use and my paraphrasing for it. The citations are in there as well.

Rhetorical essay over this youtube video 3-5 pages

Rhetorical essay over this youtube video 3-5 pages

BIBLICAL WORLDVIEW PAPER ASSIGNMENT INSTRUCTIONS

OVERVIEW

The ideological worldview under which one operates can take many forms. It may be a spiritual

one that is informed by the Bible or it may be entirely secular in nature. Our response to crisis

naturally follows the path of the lens through which we view the world. The Bible has a very

different perspective than secular research literature when it comes to many areas that may

constitute crises that a law enforcement officer may encounter. Examples include suicide,

abortion, divorce, promiscuity, and homosexuality. Officers may be called to respond to any of

these situations with individuals who may possess either a Biblical or secular worldview. The

officers own worldview may inform their approach to managing the crisis as well. It is

important that respondents are aware of ways in which their own worldview can influence their

actions. Just as a researcher must bracket their own bias in order to conduct objective studies,

police officers must be aware of how their own worldviews influence their crisis response. The

primary purpose of this assignment is to help your potential crisis response by exploring areas

where the Bible and secular literature are different. When you have a more complete

understanding of this, you will avoid relying on a one-dimensional approach to managing a

crisis.

INSTRUCTIONS

Your Biblical Worldview Paper Assignment must be 2-3 pages. You may want to consider

using the same topic for which you are completing the Research Paper Assignment. In the first

page, you should introduce your topic and provide definitions for Biblical and secular

worldviews respectively. For the second page, it is important that you make the distinction of

where and how the secular literature differs with the Bible as it applies to your chosen topic.

Expose the gaps or omissions in the literature regarding a Biblical worldview. Finally, offer a

brief discussion of how this topic may impact law enforcement crisis intervention and finish with

a conclusion under its own APA header. Ensure that you integrate appropriate scripture and peer

reviewed literature into your paper. Organize and format your paper according to the current

APA style, using at least three properly formatted references. Acceptable sources for references

include the textbook, the Bible, and peer reviewed journal articles such as the ones found in the

Liberty University library.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.