Culture of United States of America
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Culture of United States of America
Americans are insincere; they are always smiling and are unrelentingly enthusiastic.
Americans are loud, crass, and effusive. They assertively introduce themselves to others.
Americans maintain a large physical distance from one another compared to many other cultures, and yawning, passing gas, and openly breastfeeding ar e frowned on.
The word American conjures up an image of a White, middle- class person. All other residents, including the area’s indigenous inhabitants, are hyphenated or identified with an adjective: Native American, African A merican, Asian American, Mexican American. The national census does not hyphenate Americans of European descent.
Americans celebrate several national holidays, but they are regarded more as family holidays than as celebrations of patriotism. The Fourth of July mark s the Declaration of Independence from Britain in 1776, but it is also a time for summer picnics and camping trips for friends and family. Thanksgiving is an annual feast that celebrates the hardships of early colonists. However, Thanksgiving is important not primarily because of its symbolism but because it is a significant family holiday and one of the few large and elaborate meals that families prepare.
Americans are generally not opposed to social benefits such as pensions, social security, and insurance of bank deposits. However, relief programs for th e poor, known as welfare, are controversial. In a country where many believe that all its citizens have an equal chance, where opportunity is unlimited, a nd where only the lazy are poor, programs for the indigent have been vulnerable to cutbacks.
Source: Adapted from United States of America. (2010). Countries and their cultures: Culture of United States of America. Retrie
ved from https://www.everyculture.com/To-Z/United-States-of-America.html
Communication Accommodation Theory
A number of communication theories can help us understand and improve how individuals from different groups or cultures interact with one another. The most significant of these th eories is communication accommodation theory (CAT), developed 45 years ago by commu nication scholar Howard Giles. Specifically, CAT describes how communicators from differe nt social groups or cultures choose to modify or adapt their nonverbal and verbal messages to accommodate, or adjust to, one another (Shepard, Giles, & LePoire, 2001). According to CAT, convergence occurs when we align our messages with those used by othe r communicators in an interaction. For example, we might speak at the same rate, use a sim ilar tone or accent, or disclose similar levels of information. Convergence is more likely whe n individuals seek to be like the person they are interacting with, and it is usually perceived as a positive communication strategy. For instance, women are more likely than men to us e emojis, but men will increase their emoji usage when communicating online with women (Fullwood, Orchard, & Floyd, 2013). However, there is also a risk of overaccommodation w hen a communicator goes beyond what is necessary to mitigate differences between comm unicators, and such accommodations might be perceived as insincere, offensive, or condesc ending (Sparks, Bevan, & Rogers, 2012). Speaking loudly to someone from a different cultur e is one example of overaccommodation, especially if a language difference, not an auditory impairment, is the true barrier to shared meaning.
RUBRIC
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. 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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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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