Intercultural Communication Exam 1
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Intercultural Communication Exam 1
Spring/Summer 2019, Barthé
Deadline: June 24, 2019, 8PM
Create a file in MS Word and name it with the following convention:
Answer each question FULLY, and in paragraph form. Each paragraph MUST HAVE a thesis/topic sentence. That thesis/topic sentence must have EVIDENCE to back it up. You must give an EXPLANATION of your evidence, no matter how obvious that explanation may be. This is NOT NEGOTIABLE and a REQUIREMENT for every question.
Under no circumstances should you leave any question blank. Even if you are uncertain of your answer, giving any answer at all is better than not answering a question. Essay questions allow you to show what you know: so, show what you know, even if you are unsure of your answer. Any answer is better than no answer at all.
Each answer will be graded based on the following criteria:
-is the form of the answer correct/does the answer include evidence? I don’t have to agree with your arguments, but you have to articulate your answers as ARGUMENTS, and arguments include evidence (-4).
-is the answer logically consistent (-2)?
-does the answer make any non-factual assertions (-2)?
-is the grammar and language of the answer clear and correct (-2)
The final deadline for submission of this exam is 8PM, June 24, 2019. You must submit your finished exam, to me via email by then. If for any reason, you are unable to meet this deadline, you must contact me as soon as you realize that your submission will be late.
What is the difference between “standard objectivity” and Sandra Harding’s concept of “Strong Objectivity? Give evidence from her essay to make your case.
What is the conceptual difference, if any, between Harding’s “Standpoint Theory” and “relativism?” REFER TO THE HARDING TEXT for evidence for your answer.
Give examples of some components of “social location” and explain how these “locators” can impact a person’s access to knowledge.
How might a person from a marginalized social location experience the “problem” of multiculturalism differently from a person from a dominant social location?
What is meant by “gendered knowledge” and “gendered culture” and why do these things exist?
In his essay, “The Gulf War Did Not Happen,” does Jean Baudrillard’s use of the word “war” conform more to a “formative” use of language or a “figurative” use of language? Explain your position.
Words are the “means with which we create meaning” through a process that is symbolic, interpretive and transactional, and dependent on context. Explain these components, and how they interact with one another, in the process of knowledge production.
The Indian “caste system,” the British “class system” (as observed by Marx), and the European system of “race science” are all distinct from one another, but share underlying similarities, too. What distinguishes these institutions from one another, and what do they share in common?
How are the concepts of “race,” “nation,” and “ethnicity” related to one another, and what does it mean to say that these concepts are “historical artifacts” that have been “socially constructed?”
“Globalization” has been described as “Americanization writ large” and has been identified as a socio-cultural challenge unique to the Information Age. However, “globalization/Americanization” and “multiculturalism” are not equivalent concepts. What is the difference between the contemporary phenomenon of “globalization/Americanization,” and the historical reality of “multiculturalism” in places like the Mediterranean World, the Indian Subcontinent, Persia, Africa, and the (pre-colonial) Caribbean? Are there similarities between, and among, these contexts that are relevant to the contemporary reality of “globalization?”
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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