Chat with us, powered by LiveChat Grand Canyon University Amish People Culture and Perception Assignment | Abc Paper
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1200 words. use the attached rubric. no plagiarismComplete the following in your essay:1. Describe the cultural identity of a particular cultural group and how the culture’s identity is represented symbolically in the culture’s communication patterns, values, language, architecture, pastimes, art, relational roles, societal systems, behaviors, etc. (Comp 2.1 Interpret the meaning of symbols across cultures.).2. Compare and contrast symbolic representations of a particular cultural group via media channels in that culture, in the U.S. media, and academic research findings.3. Evaluate the role of mass media channels in intercultural communication. What impact do mass media have on intercultural perceptions and interactions?4. Project must have a minimum of five scholarly sources.Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.You will turn this paper into 2 places by the deadline (Day 7): 1) submit it into the assignment dropbox, and 2) post it into the FORUM under the folder for Culture and Perception Peer Review. (Your final draft of this assignment will be due by Day 7 of Topic 3.)
culture_and_perception_rubric.docx

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Topic 4 Benchmark: Cultural Perception
Criteria
% Value
% Scaling
1: Unsatisfactory
2: Less Than
Satisfactory
3: Satisfactory
4: Good
5: Excellent
0%
65%
75%
85%
100%
Content – 53%
Describe the
cultural identity of
a particular cultural
group and how the
culture’s identity is
represented
symbolically in the
culture’s
communication
patterns, values,
language,
architecture,
pastimes, art,
relational roles,
societal systems,
behaviors, etc.
(Comp 2.1)
15%
Product does not
provide a description
of a particular cultural
group and how the
culture’s identity is
represented
symbolically in the
culture’s
communication
patterns, values,
language,
architecture,
pastimes, art,
relational roles,
societal systems,
behaviors, etc.
Product provides a
vague or inaccurate
description of a
particular cultural
group and how the
culture’s identity is
represented
symbolically in the
culture’s
communication
patterns, values,
language,
architecture,
pastimes, art,
relational roles,
societal systems,
behaviors, etc.
Product provides a
description of a
particular cultural group
and how the culture’s
identity is represented
symbolically in the
culture’s
communication
patterns, values,
language, architecture,
pastimes, art, relational
roles, societal systems,
behaviors, etc.
Through research,
product provides a
clear description
of a particular
cultural group and
how the culture’s
identity is
represented
symbolically in the
culture’s
communication
patterns, values,
language,
architecture,
pastimes, art,
relational roles,
societal systems,
behaviors, etc.
Through current
research, product
provides a clear and
thorough description
of a particular
cultural group and
how the culture’s
identity is
represented
symbolically in the
culture’s
communication
patterns, values,
language,
architecture,
pastimes, art,
relational roles,
societal systems,
behaviors, etc.
Compare and
contrast symbolic
representations of a
particular cultural
15%
Product does not
compare and contrast
symbolic
representations of a
Product vaguely
compares and
contrasts symbolic
representations of a
Product compares and
contrasts symbolic
representations of a
particular cultural group
Product compares
and contrasts
symbolic
representations of
Product clearly
compares and
contrasts symbolic
representations of a
© 2019. Grand Canyon University. All Rights Reserved.
group via media
channels in that
culture, in the U.S.
media, and
academic research
findings.
Evaluate the role of
mass media
channels in
intercultural
communication.
What impact do
mass media have on
intercultural
perceptions and
interactions?
15%
particular cultural
group via media
channels in that
culture, in the U.S.
media, and academic
research findings.
particular cultural
group via media
channels in that
culture, in the U.S.
media, and
academic research
findings, or it is
missing one of these
areas in the
comparison (e.g.,
does not mention
research, or does
not mention U.S.
media, etc.)
via media channels in
that culture, in the U.S.
media, and academic
research findings.
a particular
cultural group via
media channels in
that culture, in
the U.S. media,
and academic
research findings
seamlessly with
sound evidence.
particular cultural
group via media
channels in that
culture, in the U.S.
media, and
academic research
findings seamlessly
with comprehensive,
insightful, and
current evidence.
Product does not
provide an evaluation
of the role of mass
media channels in
intercultural
communication and
the impact is has on
intercultural
perceptions and
interactions.
Product vaguely
provides an
evaluation of the
role of mass media
channels in
intercultural
communication and
the impact is has on
intercultural
perceptions and
interactions.
Product provides an
evaluation of the role of
mass media channels in
intercultural
communication and the
impact is has on
intercultural
perceptions and
interactions.
Through welldeveloped
research support,
the product
provides a clear
evaluation of the
role of mass media
channels in
intercultural
communication
and the impact is
has on
intercultural
perceptions and
interactions.
Through current
research, product
provides a clear and
thorough evaluation
of the role of mass
media channels in
intercultural
communication and
the impact is has on
intercultural
perceptions and
interactions.
Product articulates
these connections in
a highly
sophisticated way.
© 2019. Grand Canyon University. All Rights Reserved.
Project must have a
minimum of 5
scholarly sources.
8%
No outside sources are
cited.
Some sources may
be cited but they
are not scholarly
and/or relevant or
are connected in an
inaccurate or vague
way.
At least five relevant,
scholarly sources are
cited in a satisfactory
way.
At least five
relevant, scholarly
sources are cited
in a wellconnected way
and elaborated on.
At least five
relevant, scholarly
sources are cited
and are flawlessly
integrated into the
essay to support the
claims made
therein.
Organization and Effectiveness – 17%
Thesis
Development and
Purpose
6%
Paper lacks any
discernible overall
purpose or organizing
claim.
Thesis is
insufficiently
developed or vague.
Purpose is not clear.
Thesis is apparent and
appropriate to purpose.
Thesis is clear and
forecasts the
development of
the paper. Thesis
is descriptive and
reflective of the
arguments and
appropriate to the
purpose.
Thesis is
comprehensive and
contains the essence
of the paper. Thesis
statement makes the
purpose of the paper
clear.
Paragraph
Development and
Transitions
6%
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, or
cohesiveness. Some
degree of
organization is
evident.
Paragraphs are generally
competent, but ideas
may show some
inconsistency in
organization or in their
relationship 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
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.
© 2019. Grand Canyon University. All Rights Reserved.
appropriate to
purpose.
Mechanics of
Writing (includes
spelling,
punctuation,
grammar, language
use)
5%
Surface errors are
pervasive enough that
they impede
communication of
meaning.
Inappropriate word
choice or sentence
construction is used.
Frequent and
repetitive
mechanical errors
distract the reader.
Inconsistencies in
language choice
(register) or word
choice are present.
Sentence structure
is correct but not
varied.
Some mechanical errors
or typos are present,
but they are not overly
distracting to the
reader. Correct and
varied sentence
structure and audienceappropriate language
are employed.
Prose is largely
free of mechanical
errors, although a
few may be
present. The
writer uses a
variety of
effective sentence
structures and
figures of speech.
Writer is clearly in
command of
standard, written,
academic English.
Format – 30%
Paper Format (use
of appropriate style
for the major and
assignment)
15%
Appropriate 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.
Documentation of
Sources (citations,
footnotes,
references,
bibliography, etc.,
as appropriate to
assignment and
style)
15%
Sources are not
documented.
Documentation of
sources is
inconsistent or
incorrect, as
appropriate to
assignment and
style, with numerous
formatting errors.
Sources are
documented, as
appropriate to
assignment and style,
although some
formatting errors may
be present.
Sources are
documented, as
appropriate to
assignment and
style, and format
is mostly correct.
Sources are
completely and
correctly
documented, as
appropriate to
assignment and
style, and format is
free of error.
© 2019. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.

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