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Cultural Membership and Interpersonal Communication
Cultural Membership and Interpersonal Communication
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
Cultural Membership and Interpersonal Communication
We can also exercise communication divergence if we shift our verbal and nonverbal communication away from other communicators in an interaction. Divergent messages emphasize social distance from others and whether or not one is a member of a particular group. Using divergent communication is often negatively perceived and is considered a signal that the communicator dislikes or is uninterested in the interaction (Sparks et al., 2012).
An example of cultural divergence is refusing to learn the language or customs of a foreign country where you are a visitor and instead behaving as if yours is the dominant culture. How can CAT help you improve your intercultural communication and reduce cultural communication barriers? First, it is important to consider altering or accommodating your communication when you interact with members of other cultures or co- cultures. Trying to encode convergent messages when you interact with others will increase communication competence. But be careful not to overaccommodate because then your messages could be perceived as an insult, imitation, or overzealous attempt to gain acceptance, thus creating a cultural communication barrier. Instead, let the conversation naturally flow. At the same time, monitor the other communicator’s responses to your messages, and be mindful of how the person adjusts his or her messages.
3.3 Cultural Membership and Interpersonal Communication
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Both verbal and nonverbal messages can reflect one’s social background and heritage.
In his classic book The Silent Language, anthropologist Edward T. Hall states, “culture is communication and communication is culture,” suggesting that culture and communication necessarily go hand in hand (1959, p. 186). In his view, culture governs our communication, and communication creates and reinforces culture by transmitting it through language and nonverbal communication. Think back to the idea of perceptual filters; your culture is the framework that tells you what is important to attend to, how to organize what you see, and h ow to interpret it. For example, suppose that someone in a room holds up an index finger. If you are from the United States, you may or may not notice the gesture. However, if the per son were, instead, to hold up the middle finger of his or her hand, it would probably get you r attention.
This second gesture communicates a specific shared message to members of American culture, and if you are familiar with that culture, you would quickly make sense of and interpret the gesture based on cultural norms. Because our dominant culture and our important co- culture(s) reinforce what communication behaviors we engage in, culture is, in a sense, communication— and vice versa! Our communication behaviors create and reinforce our culture, and our cult ure creates and reinforces our communication behaviors. Both verbal and nonverbal messages reflect your social background and heritage, as well as the experiences, beliefs, values, attitudes, and role expectations supplied by your dominant culture and the co- cultures that are important to your identity.
Cultural Membership and Interpersonal Communication
The language that you learn and use in your ev everyday communication with others is culturally bound, as is the nonverbal communication that you use or do not use. For example, though Americans and the British both speak English, certain words have different meanings depending on these specific cultures— elevator versus lift, or chips versus crisps, for example. Americans also frequently make direct eye contact with their conversational partners, whereas members of a number of Asian c ultures shy away from direct eye contact, believing that eye contact can be disrespectful.
When you come into contact with people from other cultures, you cannot assume they will encode and decode messages the same way you do— their perceptual filters have been structured differently from yours. Indeed, the cultural, social, and historical context in which the message occurs must be considered to increase the likelihood that meaning will be shared (Hall, 1976). It is true that you can encounter communication difficulties with people from your own culture. For example, when a group of indi viduals from the U.S. order soft drinks together, they may have difficulty sharing meaning: Americans on the West Coast refer to this drink as “soda,” the Midwest calls it “pop,” and th e South refers to the drink with the singular brand name “Coke” (Vaux & Golder, n.d.). How ever, the incidence of such problems increases when you interact with people from entirely different cultures. In the personal, professional, and mediated arenas, cultural differences c an cause communication difficulties, as can different languages and different interpretation s of nonverbal messages. We discuss some of these potential communication barriers next.
Cultural Membership and Interpersonal Communication
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. 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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