Intercultural Communication Coursepack 2018_10 (2).pdf

Universidad del Norte Instituto de Idiomas

(image from: http://driscoll-class.wikispaces.com/Global+Studies)

Exigencia Inglés VIII: Intercultural Communication

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Guided discovery: What’s in the book?

Work with a partner and find out the following information about what you will learn in this course.

1. How many modules are there? What are some of the themes you will study in each module? How is this course different from previous ones from the English Language Program? 2. Look at “How to categorize culture” and “The Dangers of a Single Story” from module 1. What are the different English language skills you will need in order to complete each exercise? 3. Look at some of the To Be Dominican is to not be Haitian article from module 2. Is it long or short? Do you think you will be asked to read it in the class or outside of class? Why? 4. Module 3 is about verbal and non-verbal communication. Read the first paragraph of each article. What will they discuss and why do you think it’s important to Intercultural Communication? 5. What do you think is the overall objective of this book?

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Table of Contents MODULE 1: CULTURE ................................................................................................................ 5 Definitions of Culture ...................................................................................................................... 7 Stereotypes and Generalizations .................................................................................................. 10 Stereotyping .................................................................................................................................. 11 The Danger of a Single Story ......................................................................................................... 17 Stereotypes in Korea ..................................................................................................................... 20 Gender, Stereotypes and Commercials ........................................................................................ 21 How to categorize culture? ........................................................................................................... 27 The Hofstede Model for Cultural Understanding ......................................................................... 37 Exam 1: Compare and Contrast..................................................................................................... 41 Contrast Signal Words ................................................................................................................... 50 Contrast Signal Words Practice ..................................................................................................... 51 Comparison Signal Words ............................................................................................................. 52 Comparison Signal Words Practice ............................................................................................... 53 MODULE 2: SUBCULTURE ........................................................................................................ 54 Subculture ..................................................................................................................................... 56 A Brief Summary of the Major World Religions ............................................................................ 59 TED TALK: Majede Najar – Why I wear a hijab .............................................................................. 64 Burkini ban: Why is France arresting Muslim women for wearing full-body swimwear and why are people so angry? ......................................................................................................................... 65 Afro-Latinos: Race and Racism in Latin America ........................................................................... 72 To Be Dominican is to Not Be Haitian: .......................................................................................... 73 Divided island: How Haiti and the DR became two worlds ................................................... 78 Bend It Like Beckham – Extension................................................................................................. 80 MODULE 3: NONVERBAL COMMUNICATION ........................................................................... 81 “Nonverbal Communication as Intentional Communication” ...................................................... 82 Paralanguage ................................................................................................................................. 85 Grammar Focus: Adjectives vs adverbs ........................................................................................ 88 Modern Family .............................................................................................................................. 90 Proxemics ...................................................................................................................................... 91 Kinesics .......................................................................................................................................... 93 3

Gestures ........................................................................................................................................ 97 Etiquette in West Africa: Four Gestures to Avoid ......................................................................... 98 Different Concepts of Time ......................................................................................................... 100 DANCING WITH THE DEAD IN MADAGASCAR ............................................................................. 105 Twenty Common Verb Preposition Collocations ........................................................................ 106 Phrasal Verbs............................................................................................................................... 107 WRITING SKILLS .................................................................................................................... 108 Research ...................................................................................................................................... 109 Fragments.................................................................................................................................... 110 Run-on Sentences & Comma Splices........................................................................................... 111 Passive Voice (Review) ................................................................................................................ 112 Avoiding Plagiarism ..................................................................................................................... 114 APA Referencing Format ............................................................................................................. 116 Parenthetical Citations ................................................................................................................ 120 Integrating Research ................................................................................................................... 124 Timed Writing for Citations (20 minutes) ................................................................................... 125 Peer Editing ................................................................................................................................. 127 References................................................................................................................................... 128

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MODULE 1: CULTURE ________________________________________________________ Objectives for Module 1: Students will… • Have a better understanding of concept of culture • Describe other cultures using descriptive, objective language instead of subjective, ethnocentric, or stereotypical language • Be familiar with cultural theory • Be more familiar with grammar concepts such as past tenses, hedging, the passive voice, split phrasal verbs and compare/contrast language.

________________________________________________________

What is culture? A nation's culture resides in the hearts and in the soul of its people. –Gandhi

(image from: http://www.swccd.edu/~ssh/Disciplines/index.asp?D654)

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Think about these questions and then write your answers… •

What do you think of when you hear the word “culture”? Write your definition of “culture” here:

•

Do you think we learn culture, or is culture innate? Do you think culture is directly related to a country? If not, where does culture come from?

•

What do we learn about culture from this iceberg?

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http://opengecko.com/interculturalism/visualising-the-iceberg-model-of-culture/

While you read the following text “Definitions of ‘culture”, underline the aspects of culture you identified on the previous page. Please also underline what you think is a key sentence from each definition and then answer the questions that follow.

Definitions of Culture “In 1952, two anthropologists surveyed the work of existing researchers in some 300 studies in an attempt to come up with a unified definition of culture. They failed in their attempt. Through their investigation, however, they did uncover three general characteristics of culture: its historical dimension, its interdependency of components, and its complex nature (Kroeber and Kluckhorn, 1952). In 1999, the National Standards in Foreign Language Education Project issued standards for foreign language teaching in the United States. This project based its definition of culture on three interrelated components: products, practices, and perspectives—which can also be described as artifacts, actions, and meanings (Morgan 2011: 23). Other researchers define culture as a set of basic ideas, practices, and experiences that a group of people share. DeCapua and Wintergerst (2004:11) describe culture as shared beliefs, norms, and attitudes that guide a group of people’s behavior and help explain their world. Communication scholar Stella Ting-Toomey (1999:10) defines culture as “a complex frame of reference that consists of patterns of traditions, beliefs, values, norms, symbols, and meanings that are shared to varying degrees by interacting members of a community.” Just like Peterson (2004). Ting Toomey compares culture to an iceberg. In this analogy, the deeper layers of culture consisting of traditions, beliefs, and values are hidden from our view below the surface. Uppermost layers of culture consist of fashion, trends, and pop music, as well as verbal and nonverbal cues which can be easily observed. Cross-cultural communication trainer Rober Kohls (1996:23) offers the following comprehensive definition. Culture = an integrated system of learned behavior patterns that are characteristic of the members of any given society. Culture refers to the total way of life of particular groups of people. It includes everything that a group of people thinks, says, does and makes—its systems of attitudes and feelings. Culture is learned and transmitted from generation to generation.” (excerpt from: McVeigh, J. & Wintergerst, A. (2011). Tips for Teaching Culture: Practical Approaches to Intercultural Communication. Pearson Education, Inc: NY, USA. Pp. 3-4).

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Cultures are not synonymous with countries. Cultures do not respect political boundaries. Border cities such as Juárez, El Paso, Tijuana, and San Diego can develop cultures that in some ways are not like Mexico or the United States. [Culture can refer to the following:] ▪

A community or population sufficiently large enough to be self-sustaining, that is, large enough to produce new generations of members without relying on outside people.

▪

The totality of that group’s thought, experiences, and patterns of behavior and its concepts, values, and assumptions about life that guide behavior and how those evolve with contact with other cultures. Hofstede (1994) classified these elements of culture into four categories: symbols, rituals, values, and heroes. Symbols refer to verbal and nonverbal language. Rituals are the socially essential collective activities within a culture. Values are the feelings not open for discussion within a culture about what is good or bad, beautiful or ugly, normal or abnormal, which are present in a majority of the members of a culture or at least in those who occupy pivotal positions. Heroes are the real or imaginary people who serve as behavior models within a culture. A culture’s heroes are expressed in the culture’s myths, which can be the subjects of novels and other forms of literature (Rushing & Frentz, 1978). Janice Hocker Rushing (1983) has argued, for example, that an enduring myth in U.S. culture, as seen in films, is the rugged individualist cowboy of the American West.

▪

The process of social transmission of these thoughts and behaviors from birth in the family and schools over the course of generations.

▪

Members who consciously identify themselves with that group. Collier and Thomas (1988) describe this as cultural identity, or the identification with and perceived acceptance into a group that has a share system of symbols and meanings as well as norms for conduct. What does knowing an individual’s cultural identity tell you about that individual? If you assume that that individual is like everyone else in that culture, you have stereotyped all the many, various people in that culture into one mould. You know that you are different from others in your culture. Other cultures are as diverse. The diversity within cultures probably exceeds the differences between cultures. So just knowing one person’s cultural identity doesn’t provide complete or reliable information about that person. Knowing another’s cultural identity does, however, help you understand the opportunities and challenges that each individual in that culture had to deal with.

We can have no direct knowledge of a culture other than our own. Our experience with and knowledge of other cultures is limited by the perceptual bias of our own culture. An adult Canadian will never fully understand the experience of growing up an Australian. To 8

begin to understand a culture, you need to understand all the experiences that guide its individual members through life: such things as language and gestures; personal appearance and social relationships; religion, philosophy, and values; courtship, marriage, and family customs; food and recreation; work and government; education and communication systems; health, transportation and government systems; and economic systems. Think of culture as everything you would need to know and do so as not to stand out as a “stranger” in a foreign land. Culture is not a genetic trait. All these cultural elements are learned through interaction with others in the culture. (Excerpt from: Jandt, F. (2007) An Introduction to Intercultural Communication: Identities in a Global Community, p. 104-105. Sage Publications: CA, USA)

Discussion Questions for definitions of culture 1. Figure out the meaning of the following terms from the text by rereading the sentences surrounding them: o Frame of reference – o Perceptual bias – o Genetic trait –

2. There is only one right definition of culture.

True

or

False.

3. Culture is…. (Choose all that apply) a. food, holidays, tourist locations, music, and dancing b. beliefs, values, ideals c. social norms and taboos d. behaviours within a larger society and with family and friends e. the same everywhere, regardless of country f. forms of government & religion g. a genetic trait

4. Go back to your original definition of culture on page 6. Is there anything that you would change based on what you just read? 5. “The diversity within cultures probably exceeds the differences between cultures.” What can we infer from this quote?

6. Based on what you have read, define “intercultural communication” and discuss why you think it is important in today’s world.

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Stereotypes and Generalizations Before you begin, consider these statements: 1. Chinese people are so quiet. 2. All Koreans eat dog meat. 3. People from Africa are poorly educated. Now complete the vocabulary section and fill the gaps with the correct term from the table. Vocabulary: Match the word to its definition 1. ___generalization a. so, as a result 2. . ___stereotype b. general statement based on fact 3. . ___othering c. treatment to show that someone is not “one of us” 4. . ___originate d. traits, descriptions 5. . ___ethnocentric e. a generalization, often judgmental, based on incomplete evidence 6. . ___thus f. the belief in the inherent superiority of one’s own culture 7. . ___characteristics g. to come from When does a generalization become a stereotype? What are the differences between generalizations and stereotypes? Do they have different origins? Different functions? Different effects? Generalizations: All statements of fact or truth require . A generalization is a statement based on a finite set of observations and experiences and yet which claims to hold true for the larger set, even for those cases that have not been seen or experienced. All generalizations, then, can be said to be theoretical. They offer a theory about how things are in general. , the statement "All trees have leaves" is a useful generalization, though no one person has ever been able to validate it by inspecting every tree on earth or every tree that has ever existed, and no one knows what trees will be like in the future. And of course most trees do not have leaves at various times of the year, and some trees are evergreens with needles instead of leaves. The generalization originates in a rational effort to categorize, not in an irrational effort to judge or to other. means treating individuals and groups in a manner to show that they are “not one of us.” The function of the generalization is to allow people to work better with trees, not to harm trees. Stereotypes: A is a particular kind of generalization, a subset of generalization. According to sociologist Joel Charon, they can be distinguished by several points: 1. stereotypes pass judgment. 2. stereotypes leave little or no room for exceptions. 3. stereotypes create categories that often dominate all other features of a person not allowing for other to be seen and appreciated. 4. stereotypes do not tend to change, even when proven wrong, which supports the idea that it is not backed by empirical evidence after all. 5. stereotypes are also not formed by said empirical evidence to begin with, but instead through anecdote or otherwise. 6. stereotypes do not help people understand their differences. 7. stereotypes other individuals. 8. stereotypes are recycled and accepted as truth to the point that some people who are subject to the stereotypes accept them as well. 9 . stereotypes are often . This is the implicit belief that one’s own culture is superior.

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A. Complete the sentence: ____________________are descriptive and based on facts, ______________are judgmental and based on few if no facts or direct experience. B. After reading the article, how do you think we can use language to help us to generalize rather than stereotype?

Stereotyping You are going to read a conversation between a British woman (Kath) and an American man (Jeremy) who live in Barranquilla. Answer the following question: •

Does Kath like living in Barranquilla? Why/Why not?

Kath: So how long have you been living in Barranquilla? Jeremy: Oh, let me see, about three years. You? Kath: I’ve only been here a year. Jeremy: Do you like it? Kath: Not really. Jeremy: Why not? Kath: Well, I’m not used to seeing so much poverty. It’s a bit of a shock. Jeremy: Yes, I know what you mean. And there seems to be so much trash everywhere! I remember the first time I went to the beach. After lunch, the family next to me just threw all their empty packaging away. I couldn’t believe it! I asked them to pick it up but they just laughed at me. Kath: If you ask me, Costeños are kind of inconsiderate. It’s not just the trash. For example, I used to live in a poor area of town. There was a festival one evening and my neighbour has these massive speakers. He set them up on his balcony and turned the volume up. Everybody had to listen to his Vallenato the whole evening. It was a Wednesday and I had to work the next day so at about 1am I asked my neighbour to turn the volume down because I couldn’t sleep. What did he do? He told me to go back to the States and turned the volume up even more! It got so bad that I even called the police. The police just laughed and hung the phone up. Unbelievable! Kath: But do you think that it’s a Costeño thing? I mean, you can find inconsiderate people everywhere, can’t you? Jeremy: Perhaps. Or perhaps it’s a developing country thing. Everybody knows that the police in Colombia are only there to protect the interests of the rich because they don’t get paid enough to care about the poor. That’s why they do nothing if someone plays loud music in a poor area. 11

Kath: Yeah. But if it’s in a rich area it’s kind of different. Jeremy: Absolutely. Kath: So maybe it’s not a Costeño thing. It’s possible that it’s like this in all countries where there’s a lot of poverty. SPEAKING Discuss the following questions in groups. a) Do you think that police in Colombia care about the poor? Why/Why not? b) Do you think that there is a lot of trash in Barranquilla? Why do you think this is? c) What do you think about Kath and Jeremy’s experiences in Barranquilla? a. Do you think their experiences would be different in other parts of Colombia? Why/Why not? b. Do you think their experiences would be different in other developing countries? Why/Why not? d) Think about your own stereotypes of people from the following countries. What are these stereotypes based on, do you think? o

China

o

France

o

The U.K.

o

The U.S.

o

Saudi Arabia

o

Nigeria

o

India

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GRAMMAR: SEPARABLE PHRASAL VERBS Phrasal verbs are verbs that consist of a verb + preposition or adverb (a particle) that gives the verb a special meaning. With some phrasal verbs the verb and the particle can be separated. For example: “I made the story up to protect my sister”. a) Underline all the phrasal verbs from the reading about stereotypes. Compare with your partner. b) Now match them with the synonyms below: 1. to increase 2. to arrange 3. to discard/dispose of 4. to lift something off something 5. to decrease 6. to end a phone call c) Three of the sentences below are incorrect. Which sentences are incorrect? Why? 1. The music was very loud. He turned up it when I asked him to turn down it. 2. I dropped my keys. My wife picked up them from the floor. 3. He set his speakers up on his balcony. 4. The police hung the phone up. 5. When they had finished the bottle, they threw it away. 6. He put off the meeting because of the protests. 7. They offered her a promotion but she turned down it.

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d) Now decide if the following are true (T) or false (F): 1. If the phrasal verbs are separable, you must put the object between the phrasal verb and the particle. (T/F) 2. If the object is a pronoun, you must put the pronoun after the particle. (T/F) 3. A phrasal verb must have at least two parts (T/F) SEPARABLE PHRASAL VERBS: PRACTICE e) Write each expression using a pronoun as the object of the phrasal verb. The first one has been done for you as an example. 1. Look up the new words. Look them up. 2. She called off the wedding. _____________________________________ 3. Please write down this number.__________________________________ 4. She tore up the letter. _________________________________________ 5. Don’t turn the TV on now. ______________________________________ 6. He handed out the exams. _____________________________________ 7. I left out two questions. ________________________________________ 8. Did you fill out the form?________________________________________ f) Complete the gaps in the dialogue below: Jeremy: Yes, I know what you mean. And there seems to be so much trash everywhere! I remember the first time I went to the beach. After lunch, the family next to me just 1. _________ all their empty packaging away. I couldn’t believe it! I asked them to pick 2. _______ up but they just laughed at me.

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Kath: If you ask me, Costeños are kind of inconsiderate. It’s not just the trash. For example, I used to live in a poor area of town. There was a festival one evening and my neighbour has these massive speakers. He set 3. _______ up on his balcony and 4. ______ the volume up. Everybody had to listen to his Vallenato the whole evening. It was a Wednesday and I had to work the next day so at about 1am I asked my neighbour to 5. ______ the volume down because I couldn’t sleep. What did he do? He told me to go back to the States and 6. ______ the volume up even more! It got so bad that I even called the police. The police just laughed and hung the phone up. Unbelievable! CONSCIOUSNESS RAISING: HEDGING a) Compare the following pairs of sentences. How certain is the speaker in sentence A? How certain is the speaker in sentence B? 1. A) I’m not used to seeing so much poverty. It’s a bit of a shock. B) I’m not used to seeing so much poverty. It’s a shock.

2. A) There seems to be so much trash everywhere! B) There’s so much trash everywhere!

3. A) Costeños are kind of inconsiderate. B) Costeños are inconsiderate.

4. A) Perhaps it’s a developing country thing. B) It’s a developing country thing.

5. A) If it’s in a rich area it’s kind of different. B) If it’s in a rich area it’s different.

6. A) It’s possible that it’s like this in all countries where there’s a lot of poverty. B) It’s like this in all countries where there’s a lot of poverty. b) We use hedging or “vague language” to qualify or “soften” the claims we make. Identify the examples of vague language in the sentences above.

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GRAMMAR PRACTICE: HEDGING c) Use “vague language” to qualify or soften the claims below. Some examples of vague language are given in the box below: sort of

kind of

tend to

perhaps

it’s possible that

might/could/can/should/may

possibly

there seems to be

there appears to be

a bit of a

likely

1. Culture is learned and transmitted from generation to generation. 2. The diversity within cultures exceeds the differences between cultures. 3. Culture is not a genetic trait. 4. Colombians people are less interested in schedules or punctuality. 5. Germans, like the Swiss, are really serious people. 6. Germans are very conscious of their history and their past d) Now discuss with your partner how many of the statements above you agree with. Give reasons for your answers.

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The Danger of a Single Story By Chimamanda Adichie Watch the TED talk called “The Danger of a Single Story” by Nigerian author Chimamanda Adichie, and answer the questions below. https://www.youtube.com/watch?v=D9Ihs241zeg

1. (0:53) When Chimamanda Adichie was a child she wrote stories. What were those stories about?

2. (2:50) In her youth, Adichie discovered African writers. She said that discovering African writers “saved me from having a ___________________ of what books are.” What does she mean?

3.

(3:01) What was Adichie’s home life like as a child?

4. (3:45) Adichie went to Fide’s village and saw that his brother had made a beautiful basket. This startled her. Why?

5. (4:22) Adichie’s roommate was surprised that Adichie listened to ________________. Why?

6. (6:35) Adichie says that Westerners have “a single story” about Africa. Where does this “single story” come from?

7. (7:40) Adichie’s advisor tells her that her first novel was not “authentically African.” Why do you think the advisor said that?

8. (8:25) Adichie visited Mexico and saw people going to work, rolling up tortillas in the market place, smoking, laughing. This surprised her, and then she felt ashamed. Why did she feel that way? 17

9. (9:25) Adichie says that to create a single story, you “Show a people as ____________________________, as only ____________________________, over and over again, and that is what they become.” What does she mean?

10. (10:22) Adichie quotes Palestinian poet Murid Barghouti - “if you want to dispossess a people, the simplest way to do it is to tell their story and start with “’secondly’.” What examples does she give?

11. (11:30) Adichie says that it would never occur to her to believe that Americans are serial killers just because she read the book American Psycho. Why?

12. (13:10) Adichie says that “the single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are____________________________. They make ______________________________ become _________________________________. What does she mean?

13. (13:45) The consequence of the single story is that it a. it robs people of _______________________ b. it makes our recognition of our _______________________ difficult c. it emphasizes how we are ___________________ rather than ___________________. 14. From minute 14:38 to 16:46, Adichie mentions several other examples of stories about Nigerians she knows. What are the examples she gives?

Adichie, C. (2009, Oct 7). The Danger of a Single Story. Retrieved from https://www.youtube.com/watch?v=D9Ihs241zeg

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Discussion Questions After you watch, discuss the following questions. 15. What is the danger of a single story? 16. Adichie says that (10:10) “Power is the ability not just to tell the story of another person, but to make it the definitive story of that person.” What doe she mean? When you watch the news about Nigeria or Egypt or China, who tells those stories? When you see stories about the U.S. who tells those stories? 17. Adichie quotes Palestinian poet Murid Barghouti - “if you want to disposess a people, the simplest way to do it is to tell their story and start with “secondly” What does she mean? Can you give examples of stories from life that change dramatically if you start with “secondly”? 18. (13:47) Adichie says that “it is impossible to engage properly with a place or a person without engaging with all of the stories of that place or that person.” What does she mean? 19. When we reject the single story, when we realize there is never a single story about a place, we regain a kind of paradise. What does she mean?

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Stereotypes in Korea Watch the following video about stereotypes of Koreans: http://www.youtube.com/watch?v=90Y4jx38DF4

Now, watch the following video about stereotypes of foreigners in Korea: http://www.youtube.com/watch?v=B_adFiVWYvQ&list=UU 3r_jLc_l6x11rYWcutmhUQ&index=7&feature=plcp https://www.cia.gov/library/publications/the-world-factbook/flags/flagtemplate_ks.html

1. Based off the posters in the videos, what stereotypes can you infer these people disagree with about themselves?

2. Why do people think these untrue things about them?

3. Think about stereotypes of Costeños or Colombians. Make a sign with your partner to show the class.

4. How do these videos help fight stereotypes? What do we learn about Intercultural Communication through these videos?

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Gender, Stereotypes and Commercials Adapted from http://krytyka.org/gender-stereotypes-in-mass-mediacase-study-analysis-of-the-gender-stereotyping-phenomenon-in-tvcommercials/

1. Think about commercials and telenovelas here in Colombia. How are men portrayed? How are women portrayed? Give some examples.

2. Commercials and advertisements show us images of what a “real man” and a “real woman” are like. Write a few adjectives to complete the sentences: A “Real Woman” is_________________________________________________________. A “Real Man” is____________________________________________________________.

Read the following excerpt about gender stereotypes in the media.

Commercials are the vast source of gender stereotyping, because they are adapted to the specific, either male or female target, and are “the reflection of the recipient”. The aim of the modern commercial is not only the satisfaction of needs but also their creation. Women are more often presented in commercials, because they are seen as responsible for making everyday purchases. Men generally advertise cars, cigarettes, business products or investments, whereas women are shown rather in the commercials with cosmetics and domestic products. They are also more likely portrayed in the home environment, unlike men, who are shown outdoors. Another important distinction is the face-ism phenomenon in the commercials, which consists in showing the entire figure in case of women and close-up shots in case of men (Matthews, J. L. 2007). The first method lowers the receiver’s estimation of the intelligence of the person on the photo. The second one more often evokes positive associations. According to Steve Craig’s research (1997), women can be presented in commercials in several variants. The first one is the most popular: a housewife obsessed by a steam on a new tablecloth or a woman whose main problem is lack of ideas for dinner. The other examples are less traditional, however, they are still very stereotypical. One can distinguish commercials with female vamps – sexy seductresses, the objects of desire of every man. They mostly advertise cosmetics, but they also appear in the commercials directed to men. When a beautiful woman accepts and praises the male cosmetics, it is treated by men as a guarantee of its quality. Another type is a woman, whose major concern is to preserve her beauty. Hence, she presents a healthy life style, is physically active, uses a wide range of body and facial cosmetics. However, one can observe mainly the presence of very thin actresses in this type of commercials, which can lead to the assumption, that only thin women can be beautiful and healthy. As a result, many female receivers fall into the obsession with their weight, which sometimes can have negative effects. 21

Male stereotypes are also various. The first model is “a real man”, athletic, successful, professional, seducer with a beautiful woman by his side. He also has a branded car and a smartphone. The other type is less popular and presents men devoted to their families who can save enough time for them. Men are very rarely presented during housecleaning. And if they are, it is rather a satirical image – e.g. in the Mr. Muscle commercial – or they appear as the experts and they advise women, for instance, how to do laundry properly. Advertising specialists also use the stereotype of male friendship, which can be called “buddy narratives”; men are presented as acting together, for instance by going to a football match or to the pub. They share the same interests and opinions, and they enjoy spending time together by doing something extremely interesting and adventurous (Pawlica, Widawska 2001). More and more commercials are directed to children. They indicate “the proper place” in the society for girls and boys. Girls are shown as babysitters nursing dolls or cleaning house with a pink cleaning kit, whereas boys do sports or play computer games (ibid). If men and women appear in the commercials together, they are mainly presented as a couple or marriage. A sexual subtext is also often used in this case, even if the advertised product has nothing in common with the erotic sphere. In the situation of competition, women appear to be weaker than men (Lukas 2002).

After Reading 1. According to the article, how are women and men portrayed in advertisements?

2. Does this portrayal match what you have seen in commercials?

3. Think about the adults in your life. To what extent do they behave like the women and men on TV?

4. Have you seen any advertisements that break these stereotypes? Give examples.

Wolska, M. (2011). Gender stereotypes in mass media. A case study: analysis of the gender stereotyping phenomenon in TV commercials. Retrieved from http://krytyka.org/gender-stereotypes-in-mass-media-case-study-analysis-of-the-genderstereotyping-phenomenon-in-tv-commercials/

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Watch the following advertisements that play with gender stereotypes and take notes.

Commercial

What gender stereotypes were broken?

How did it make you feel?

Dave's #EpicStrut TV Ad | MoneySuperMarket https://www.youtube.com/watc h?v=YQ643U7ccpM (1:00) This Girl Can – A commercial from England designed to inspire women to exercise https://www.youtube.com/watc h?v=aN7lt0CYwHg (1:30) If Women’s Roles in Ads Were Played by Men https://www.youtube.com/watc h?v=2SrpARP_M0o (1:38) Always Like a Girl https://www.youtube.com/watc h?t=165&v=XjJQBjWYDTs (3:18) It’s Time https://www.youtube.com/watc h?v=_TBd-UCwVAY (1:55)

Discussion 1. Why do you think the commercials produced such different feelings? 2. Which ones reverse gender stereotypes? Which ones break gender stereotypes by showing real people?

3. What was the gender message of each commercial?

4. Do you think it makes men and women uncomfortable to be portrayed in a way that breaks gender stereotypes? Why or why not?

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Activity: Create a Commercial In groups, your challenge is to create a commercial that you will perform for the rest of the class. Your commercial must challenge gender stereotypes. However, your task is to do this without humiliating the characters (you can still be funny!). Think of the commercials you watched and the article for inspiration. Decide what product you want to promote, and get started.

As you watch each group perform, take notes in the chart below:

Commercial

What stereotypes were broken?

How did it make you feel?

Discussion 1. Did your classmate’s commercials show realistic depictions of men and women, or stereotypical depictions? 2. Have you ever seen men get angry or defensive if someone suggests they have feminine traits? Have you ever seen women get angry or defensive if someone suggests that they have masculine traits? Why or why not?

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Language input – the passive Look at the following sentences and answer the questions below: 1. Women are also more likely portrayed in the home environment. 2. Women can be presented in commercials in several variants. 3. A woman’s praise and acceptance of male cosmetics is treated by men as a guarantee of its quality. a) In the sentences above, underline the subjects. b) Who/What does the action in the sentences above? c) Who/What receives the action? d) Are we more interested in who/what receives the action or who does the action? e) Is it important or necessary to say who/what does the action in the sentences above? f) What do we call the thing or person that does the action in a passive sentence? PASSIVE: PRACTICE g) Rewrite the sentences so that the thing/person which does the action is the subject: 1. Women are also more likely portrayed in the home environment. Men… 2. Women can be presented in commercials in several variants. Men… 3. A woman’s praise and acceptance of male cosmetics is treated by men as a guarantee of its quality. Men… h) What do you notice about the structure of passive and active sentences? How are they different? What does every passive sentence need? i) With your partner, use your mobile phones to find out the answer to the questions below. Try to use passive structures, where appropriate. 25

j) Rewrite the sentences below in passive: 1. Bette Graham invented liquid paper in 1956. 2. Bulletproof vests have saved three thousand lives since the 1970s. 3. Women are inventing hundreds of life-changing products at the moment. 4. Babies use more than 55 million disposable nappies every day. k) Which form of the verb “to be” do you need to make passive in the following tenses? 1. Perfect tenses 2. Continuous tenses 3. Present simple 4. Past simple l) Are you surprised that these inventions were from females? Why? Try to use the passive in your answer.

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Read the first paragraph, which is an excerpt from the creator the theory. Can you think of any cultures that follow those descriptions? Then scan the text for the vocabulary given below and match the vocabulary with the culture type.

How to categorize culture? Linear-Active, Multi-Active, and Reactive Cultures Draw lines to match the adjectives from “Vocabulary to Know” to the appropriate culture below: Loquacious Excel (in nonverbal communication)

Reactive

Deferent Aspire (to leadership positions) Extrovert

Multi-active

Monologue (as form of communication) Introvert Multi-task

Linear-active

Compartmentalize tasks “The several hundred national and regional cultures of the world can be roughly classified into three groups: task-oriented, highly-organized planners (linear-active); people-oriented, loquacious interrelators (multi-active); and introverted, respect-oriented listeners (reactive)… (excerpt from: Lewis, R. (2006). When Cultures Collide: Leading Across Cultures. Nicholas Brealey Publishing: Boston, USA. Pp. 27) Linear Active and Multi-Active Cultures Sven Svensson is a Swedish businessman living in Lisbon. A few weeks ago he was invited by a Portuguese acquaintance, Antonio, to play tennis at 10:00 A.M. Sven turned up at the tennis court on time in tennis gear and ready to play. Antonio arrived half an hour late, in the company of a friend, Carlos, from whom he was buying some land. They had been discussing the purchase that morning and had prolonged the discussion, so Antonio had brought Carlos along in order to finalize the details during the journey. They continued the business while Antonio changed into his tennis clothes, with Sven listening to all they said. At 10:45 they got on the court, and Antonio continued the discussion with Carlos while hitting practice balls with Sven. 27

At this point another acquaintance of Antonio’s, Pedro, arrived to confirm a sailing date with Antonio for the weekend. Antonio asked Sven to excuse him for a moment and walked off the court to talk to Pedro. After chatting with Pedro for five minutes, Antonio resumed his conversation with the waiting Carlos and eventually turned back to the waiting Sven to begin playing tennis at 11:00. When Sven remarked that the court had only been booked from 10:00 to 11:00, Antonio reassured him that he had phoned in advance to rebook it until noon. No problem. It will probably come as no surprise to you to hear that Sven was very unhappy about the course of events. Why? He and Antonio live in two different worlds or, to put it more exactly, use two different time systems. Sven, as a good Swede, belongs to a culture which uses linear-active time—that is, he does one thing at a time in the sequence he has written in his date book. His schedule that day said 8:00 A.M. get up, 9:00 breakfast, 9:15 change into tennis clothes, 9:30 drive to the tennis court, 10:00-11:00 play tennis, 11:00-11:30 beer and shower, 12:15 lunch, 2:00P.M. go to the office, and so on. Antonio, who had seemed to synchronize with him for tennis from 10:00 to 11:00, had disorganized Sven’s day. Portuguese like Antonio follow a multi-active time system, that is, they do many things at once, often in an unplanned order. Multi-active cultures are very flexible. If Pedro interrupted Carlos’ conversation, which was already in the process of interrupting Sven’s tennis, this was quite normal and acceptable in Portugal. It is not acceptable in Sweden, nor is it in Germany or Britain. Linear-active people, like Swedes, Swiss, Dutch and Germans, do one thing at a time, concentrate hard on that thing and do it within a scheduled time period. These people think that in this way they are more efficient and get more done. Multi-active people think they get more done their way. Let us look again at Sven and Antonio. If Sven had not been disorganized by Antonio, he would undoubtedly have played tennis, eaten at the right time and done some business. But Antonio had had breakfast, bought some land, played tennis and confirmed his sailing plans, all by lunchtime. He had even managed to rearrange the tennis booking. Sven could never live like this, but Antonio does, all the time. Multi-active people are often less interested in schedules or punctuality. They are more likely to observe them if a linear-active partner insists. They consider reality to be more important than man-made appointments. Reality for Antonio that morning was that his talk with Carlos about land was unfinished. Multi-active people do not like to leave conversations unfinished. For them, completing a human transaction is the best way they can invest their time. So he took Carlos to the tennis court and finished buying the land while hitting balls. Pedro further delayed the tennis, but Antonio would not abandon the match with Sven. That was another human transaction he wished to complete. So they would play til 12:00 or 12:30 if necessary. But what about Sven’s lunch at 12:15? Not important, says Antonio. It’s only 12:15 because that’s what Sven wrote in his date book. A friend of mine, a BBC producer, often used to visit Europe to visit BBC agents. He never failed to get through his appointments in Denmark and Germany, but he always had trouble in Greece. The 28

Greek agent was a popular man in Athens and had to see so many people each day that he invariably ran over-time. So my friend usually missed his appointment or waited three or four hours for the agent to turn up. Finally, after several trips, the producer adapted to the multi-active culture. He simply went to the Greek agent’s secretary in late morning and asked for the agent’s schedule for the day. As the Greek conducted most of his meetings in hotel rooms or bars, the BBC producer would wait in the hotel lobby and catch him rushing from one appointment to the next. The multi-active Greek, happy to see him, would not hesitate to spend half an hour with him and thus make himself late for his next appointment. When people from a linear-active culture work together with people from a multi-active culture, misunderstandings may occur on both sides. Unless one party adapts to the other, miscommunication may continue. “Why don’t the Mexicans arrive on time?” ask the Germans. “Why don’t they work to deadlines? Why don’t they follow a plan?” The Mexicans, on the other hand, ask, “Why keep to the plan when circumstances have changed? Why keep to a deadline if we rush production and lose quality? Why try to sell this amount to that customer if we know they aren’t ready to buy yet?” Recently I visited a wonderful aviary in South Africa where exotic birds of all kinds were kept in a series of 100 large cages, to which the visiting public had direct access. There was plenty of room for the birds to fly around and it was quite exciting for us to be in the cage with them. You proceeded at your leisure, from cage to cage, making sure all the doors were closed carefully. Two small groups of tourists—one consisting of four Germans and the other of three French people—were visiting the aviary at the same time as we were. The Germans had made their calculations, obviously having decided to devote 100 minutes to the visit; consequently they spent one minute in each cage. One German read the captions, one took photographs, one videoed and one opened and closed the doors. I followed happily in their wake. The three French people began their tour a few minutes later than the Germans but soon caught up with them as they galloped trough the cages containing smaller birds. As the French were also taking pictures, they rather spoiled cage 10 for the Germans, as they made a lot of noise and generally got in the way. The Germans were relieved when the French rushed on ahead toward the more exciting cages. The steady German progress continued through cages 11 to 15. Cage 16 contained the owls (most interesting). There we found our French friends again, who had occupied the cage for five minutes. They filmed the owls from every angle while the Germans waited their turn. When the French eventually rushed out, the Germans were five minutes behind schedule. Later on, the French stayed so long with the eagles in cage 62 that the Germans had to bypass them and come back to see the eagles later. They were furious at this forced departure from their linear progression, and eventually finished their visit half an hour late. By then the French had departed, having seen all they were interested in. A study of attitudes toward time in a Swiss-Italian venture showed that, after some initial quarreling, each side learned something from the other. The Italians finally admitted that adherence at least in theory to schedules, production deadlines and budgets enabled them to clarify their goals and check on performances and efficiency. The Swiss, on the other hand, found that the more flexible Italian attitude allowed them to modify the timetable in reaction to unexpected developments in the market, to spot deficiencies in the planning that had not been evident earlier, and to make vital last-minute improvements with the extra time. 29

Germans, like the Swiss, are very high on the linear-active scale, since they attach great importance to analyzing a project, compartmentalizing it, tackling each problem one at a time in a linear fashion, concentrating on each segment and thereby achieving a near-perfect result. They may be confused working with people who follow a different construction of time, such as Arabs and those from many Mediterranean cultures. Americans are also very linear-active, but there are some differences in attitude. As Americans live very much in the present and race toward the near future, they sometimes push Germans into action before the latter want to act. Germans are very conscious of their history and their past and will often wish to explain a lot of background to American partner to put present actions in context. This often irritates Americans who want to “get on with it.” Reactive Cultures Japan belongs to the group of reactive, or listening cultures, the members of which rarely initiate action or discussion, preferring to listen to and establish the other’s position first, then react to it and formulate their own. Reactive cultures are also found in China, Taiwan, Singapore, Korea, Turkey and Finland. Several other East Asian countries, although occasionally multi-active and excitable, have certain reactive characteristics. In Europe, Finns are strongly reactive, but Britons, Turks and Swedes fall easily into “listening mode” on occasion. Reactive cultures listen before they leap. Reactive cultures are the world’s best listeners in as much as they concentrate on what the speaker is saying, do not let their minds wander and rarely interrupt a speaker while the discourse or presentation is on-going. When it is finished, they do not reply immediately. A decent period of silence after the speaker has stopped shows respect for the weight of the remarks, which must be considered unhurriedly and with due deference. Even when representatives of a reactive culture begin their reply, they are unlikely to voice any strong opinions immediately. A more probable tactic is to ask further questions on what has been said in order to clarify the speaker’s intent and aspirations. Japanese, particularly, go over each point many times in detail to make sure there are no misunderstandings. Finns, although blunt and direct in the end, shy away from confrontation as long as they can, trying to formulate an approach that suits the other party. The Chinese take their time to assemble a variety of strategies that will avoid discord with the initial proposal. Reactives are introverted; they distrust a surfeit or words and consequently are adept at nonverbal communication. This is achieved by subtle body language, worlds apart from the excitable gestures of Latins and Africans. Linear-active people find reactive tactics hard to fathom because they do not slot into the linear system (question/reply, cause/effect). Multi-active people, used to extroverted behavior, find them inscrutable—giving little or no feedback. The Finns are the best example of this behavior, reacting even less than the Japanese, who at least pretend to be pleased. In reactive cultures the preferred mode of communication is monologue—pause—reflection— monologue. If possible, one lets the other side deliver its monologue first. In linear-active and multi-active cultures, the communication mode is a dialogue. One interrupts the other’s 30

monologue with frequent comments, even questions, which signify polite interest in what is being said. As soon as one person stops speaking, the other takes up his or her turn immediately, since multi-active and linear-active people tend to have a weak tolerance for silence. People belonging to reactive cultures not only tolerate silences well but regard them as a very meaningful, almost refined, part of discourse. The opinions of the other party are not to be taken lightly or dismissed with a snappy or flippant retort. Clever, well-formulated arguments require— deserve—lengthy silent consideration. The American, having delivered a sales pitch in Helsinki, leans forward and asks, “Well, Pekka, what do you think?” If you ask Finns what they think, they begin to think. Finns, like the Japanese, Koreans, and other reactive peoples, tend to think in silence. An American asked the same question might well pipe up and exclaim, “I’ll tell you what I think!” allowing no pause to punctuate the proceedings or interfere with momentum. Reactive momentum takes much longer to achieve. One can compare reactions to shifting gears of a car, where multi-active people go immediately into first gear, which enables them to put their foot down to accelerate (the discussion) and to pass quickly through second and third gears as the argument intensifies. Reactive cultures prefer to avoid crashing through the gearbox. Too many revs might cause damage to the engine (discussion). The big wheel turns slower at first and the foot is put down gently. But when momentum is finally achieved, it is likely to be maintained and, moreover, it tends to be in the right direction. The reactive “reply-monologue” will accordingly be context centered and will presume a considerable amount of knowledge on that part of the listener (who, after all, probably spoke first). Because the listener is presumed to be knowledgeable, Japanese, Chinese, and Finns will often be satisfied with expressing a kind of compliment one pays one’s interlocutor. At such times multi-active, dialogue-oriented people are more receptive than linear-oriented people, who thrive on clearly expressed linear argument. As reactive cultures tend to use names less frequently than multi-active and linear-active cultures, the impersonal, vague nature of the discussion is further accentuated. Lack of eye contact, so typical of East Asia, does not help the situation. The Japanese, evading the Spaniard’s earnest stare, makes the latter feel that they are being boring or saying something distasteful. Inscrutability (often appearing on a Finn’s face as a sullen expression) adds to the feeling that the discussion is leading nowhere. Finns and Japanese, embarrassed by another’s stare, seek eye contact only at the beginning of the discussion or when they wish their partner to take their “turn” in the conversation. Small talk does not come easily to reactive cultures. While Japanese and Chinese trot out welltried formalisms to indicate courtesy, they tend to regard questions such as “Well, how goes it?” as direct questions and may take the opportunity to voice a complaint. On other occasions their overlong pauses or slow reactions cause multi-active and linear-active cultures to think they have nothing to say. Turks, in discussion with Germans in Berlin, complained they never got the chance to present their views fully, while the Germans, for their part, thought the Turks had nothing to say. A high-ranking delegation from the Bank of Finland once told me that, for the same reason, their group found it hard to get a word in at international meetings. “How can we make an impact?” they asked. The Japanese suffer more than any other people in this type of gathering. Finally, reactive cultures excel in subtle, nonverbal communication, which compensates for the absences of frequent interjections. Finns, Japanese and Chinese alike are noted for their sighs, 31

almost inaudible groans and agreeable grunts. A sudden intake of breath in Finland indicates agreement, not shock, as it would in the case of a Latin. The “oh,” “ha” or “e” of the Japanese is a far surer indication of concurrence than the fixed smile they often assume. Reactive people have large reserves of energy. They are economical in movement and effort and do not waste time reinventing the wheel. Although they always give the impression of having power in reserve, they are seldom aggressive and rarely aspire to leadership (in the case of Japan, this is somewhat surprising in view of its economic might).

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Now, having read the article for gist, go back and read for detail, filling in the chart. General Characteristics

Time Characteristics

Conversation Characteristics

Examples

LinearActive

MultiActive

Reactive

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Read the following extract from your handbook and answer the following question: •

Why is Sven unhappy? Sven is linear-active and plans things to be done in a sequence. This was getting in the way of his plan.

•

How many people are in the story?

4

Sven Svensson is a Swedish businessman living in Lisbon. A few weeks ago he was invited by a Portuguese acquaintance, Antonio, to play tennis at 10:00 A.M. Sven turned up at the tennis court on time in tennis gear and ready to play. Antonio arrived half an hour late, in the company of a friend, Carlos, from whom he was buying some land. They had been discussing the purchase that morning and had prolonged the discussion, so Antonio had brought Carlos along in order to finalize the details during the journey. They continued the business. While Antonio was changing into his tennis clothes, Sven was listening to all they said. At 10:45 they got on the court, and Antonio continued the discussion with Carlos while he was hitting practice balls with Sven. At this point another acquaintance of Antonio’s, Pedro, arrived to confirm a sailing date with Antonio for the weekend. Antonio asked Sven to excuse him for a moment and walked off the court to talk to Pedro. After chatting with Pedro for five minutes, Antonio resumed his conversation with Carlos, who was waiting, and eventually turned back to Sven, who was also waiting, to begin playing tennis at 11:00. When Sven remarked that the court had only been booked from 10:00 to 11:00, Antonio reassured him that he had phoned in advance to rebook it until noon. No problem. It will probably come as no surprise to you to hear that Sven was very unhappy about the course of events. Why? He and Antonio live in two different worlds or, to put it more exactly, use two different time systems. Sven, as a good Swede, belongs to a culture which uses linear-active time—that is, he does one thing at a time in the sequence he has written in his date book. His schedule that day said 8:00 A.M. get up, 9:00 breakfast, 9:15 change into tennis clothes, 9:30 drive to the tennis court, 10:00-11:00 play tennis, 11:00-11:30 beer and shower, 12:15 lunch, 2:00P.M. go to the office, and so on. Antonio, who had seemed to synchronize with him for tennis from 10:00 to 11:00, had disorganized Sven’s day. Portuguese like Antonio follow a multi-active time system, that is, they do many things at once, often in an unplanned order.

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Grammar - MIXED PAST TENSES: GUIDED DISCOVERY a) Which of these sentences do you remember from the story? What is the difference in meaning between these sentences? A)

1. Antonio arrived half an hour late 2. Antonio had arrived half an hour late

B)

1. Antonio was buying land from Carlos 2. Antonio bought land from Carlos

C)

1. Antonio and Carlos had been discussing the purchase that morning. 2. Antonio and Carlos were discussing the purchase that morning.

D)

1. Antonio had brought Carlos in order to finalize the details 2. Antonio was bringing Carlos in order to finalize the details

E)

1. Antonio had disorganized Sven’s day. 2. Antonio was disorganizing Sven’s day.

b) From the sentences above, identify an example of each of the following: 1. Past perfect continuous/progressive 2. Past simple 3. Past continuous/progressive 4. Past perfect c) Which of the tenses in b) are used: 1. To talk about completed actions, events and states in the past 2. To talk about an extended or repeated activity which started or took place before a particular point in the past (and which may or may not have finished) 3. To make it clear that something that took place and finished before another action in the past 4. To describe something which began before a particular point in the past and is still in progress at that point.

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MIXED PAST TENSES: PRACTICE d) How would you make the negative and question form of each of the sentences below? 1. Antonio arrived half an hour late 2. Antonio was buying land from Carlos 3. Antonio and Carlos had been discussing the purchase that morning. 4. Antonio had brought Carlos in order to finalize the details. e) Complete the gaps in the sentences below using the word given. Pay attention to the tense. Sometimes more than option is possible with a change in meaning. 1. By the time Sven arrived at the tennis court, Antonio………………… (leave). 2. While Antonio………………… (play) tennis, his phone rang. 3. The tennis court was still wet when Carlos arrived. It…………………(rain) heavily. 4. Antonio and Sven…………………(talk) for hours before Carlos arrived. 5. After they…………………(finish) playing tennis, they went for a beer. 6. Pedro…………………(discuss) a new business deal with Antonio before Sven and Antonio started playing tennis. f) Make some notes on the following: When was the last time a meeting with an acquaintance/friend made you unhappy? •

Where were you?

•

What were you doing?

•

What made you feel unhappy about the situation?

•

How did you react?

•

What lesson did you learn?

g) Tell your partner your story: who was unhappier? Why?

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The Hofstede Model for Cultural Understanding Match the vocabulary to their definitions, then read the following article and fill the gaps with one of the terms from the box. Vocabulary: Match the words to their definitions 1. ___inequalities a. to show, offer, present 2. ___exhibiting b. as a whole; in general 3. ___strive c. the condition of being unequal; lack of equality; disparity 4. ___at large d. with the use of; owing to 5. ___ambiguity e. to try hard 6. ___thrift f. doubtfulness or uncertainty as regards interpretation: 7. ___by means of g. wise economy in the management of money and other resources; frugality Geert Hofstede measures cultures according to the following six criteria.

Power Distance Index (PDI) This dimension expresses the degree to which the less powerful members of a society accept and expect that power is distributed unequally. The fundamental issue here is how a society handles …………….. among people. People in societies …………….. a large degree of Power Distance accept a hierarchical order in which everybody has a place and which needs no further justification. In societies with low Power Distance, people …………. to equalise the distribution of power and demand justification for inequalities of power. Individualism Versus Collectivism (IDV) The high side of this dimension, called individualism, can be defined as a preference for a looselyknit social framework in which individuals are expected to take care of only themselves and their immediate families. Its opposite, collectivism, represents a preference for a tightly-knit framework in society in which individuals can expect their relatives or members of a particular in-group to look after them in exchange for unquestioning loyalty. A society's position on this dimension is reflected in whether people’s self-image is defined in terms of “I” or “we.” Masculinity Versus Femininity (MAS) The Masculinity side of this dimension represents a preference in society for achievement, heroism, assertiveness and material rewards for success. Society …………….. is more competitive. Its opposite, femininity, stands for a preference for cooperation, modesty, caring for the weak and quality of life. Society at large is more consensus-oriented. In the business context Masculinity versus Femininity is sometimes also related to as "tough versus gender" cultures. Uncertainty Avoidance Index (UAI) The Uncertainty Avoidance dimension expresses the degree to which the members of a society feel uncomfortable with uncertainty and …………….. The fundamental issue here is how a society deals with the fact that the future can never be known: should we try to control the future or just let it happen? Countries exhibiting strong UAI maintain rigid codes of belief and behaviour and are intolerant of unorthodox behaviour and ideas. Weak UAI societies maintain a more relaxed attitude in which practice counts more than principles. Long Term Orientation Versus Short Term Orientation (LTO) Every society has to maintain some links with its own past while dealing with the challenges of the present and the future. Societies prioritize these two existential goals differently. 37

Societies who score low on this dimension, for example, prefer to maintain time-honoured traditions and norms while viewing societal change with suspicion. Those with a culture which scores high, on the other hand, take a more pragmatic approach: they encourage …………. and efforts in modern education as a way to prepare for the future. In the business context this dimension is related to as "(short term) normative versus (long term) pragmatic" (PRA). In the academic environment the terminology Monumentalism versus Flexhumility is sometimes also used. Indulgence Versus Restraint (IND) Indulgence stands for a society that allows relatively free gratification of basic and natural human drives related to enjoying life and having fun. Restraint stands for a society that suppresses gratification of needs and regulates it …………….. strict social norms.

Predictions: Draw a bar-graph to predict how you think Colombia scores in each category.

Explanation: PDI: A high score means people accept social inequality. A low means people do not. IDV: A high score means a society is very individualistic. A low means very it is more collectivist. MAS: A high means success and achievement are important. A low means that consensus, modesty, and caring for the weak is more important. UAI: A high means there is a rigid code of belief and a suspicion of unorthodox ideas. A low means a more relaxed attitude regarding new ideas. LTO: A high score means people prepare for the future through thrift and efforts in education. Low means people prefer to stick to traditions and view social change with suspicion. IND: A high score means it is ok to seek gratification and pleasure. Low means that people should control their desires through strict social norms.

100 90 80 70 60 50 40 30 20 10 0

PDI

IDV

MAS

UAI

LTO

IND

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Case Study: Colombia – match the titles with their description: Power Distance Index (PDI) Masculinity Versus Femininity (MAS)

Individualism Versus Collectivism (IDV) Uncertainty Avoidance Index (UAI)

Long Term Orientation V Short Term O.. (LTO) Indulgence Versus Restraint (IND)

1. ……………………………………. At 67 Colombia scores high on the scale of this dimension, so it is a society that believes that inequalities amongst people are simply a fact of life. This inequality is accepted in all layers of society, so a union leader will have a lot of concentrated power compared to his union management team, and they in turn will have more power than other union members. A similar phenomenon will be observed among business leaders and among the highest positions in government. 2. ……………………………………. With a low score of 13, Colombian culture is classified as normative. People in such societies have a strong concern with establishing the absolute Truth; they are normative in their thinking. They exhibit great respect for traditions, a relatively small propensity to save for the future, and a focus on achieving quick results. 3. ……………………………………. At 64 Colombia is shown as a highly success oriented and driven country. Colombians are competitive and status-oriented, yet collectivistic rather than Individualist. This means that competition is directed towards members of other groups (or social classes), not towards those who are perceived as members of your own in-group. People seek membership in groups which give them status and rewards linked to performance, but they often sacrifice leisure against work, as long as this is supported by group membership and by power holders. 4. ……………………………………. Colombia scored a very high 83 in this dimension. People in societies classified by a high score in this category generally exhibit a willingness to realise their impulses and desires with regard to enjoying life and having fun. They possess a positive attitude and have a tendency towards optimism. In addition, they place a higher degree of importance on leisure time, act as they please and spend money as they wish. 5. ……………………………………. At a score of 13 Colombia is amongst the lowest scores in this category; in other words, it lies amongst the most collectivistic cultures in the world, beaten only by Ecuador, Panama and Guatemala. Since the Colombians are a highly collectivistic people, belonging to an in-group and aligning yourself with that group’s opinion is very important. Combined with the high scores in PDI, this means that groups often have their strong identities tied to class distinctions. Loyalty to such groups is paramount and often it is through “corporative” groups that people obtain privileges and 39

benefits which are not to be found in other cultures. At the same time, conflict is avoided, in order to maintain group harmony and to save face. Relationships are more important than attending to the task at hand, and when a group of people holds an opinion on an issue, they will be joined by all who feel part of that group. Colombians will often go out of their way to help you if they feel there is enough attention given to developing a relationship, or if they perceive an “in-group” connection of some sort, however thin. However, those perceived as “outsiders” can easily be excluded or considered as “enemies”. The preferred communication style is context-rich, so public speeches and written documents are usually extensive and elaborate. 6. ……………………………………. At 80 Colombia has a high score in this category, which means that as a nation they are seeking mechanisms to avoid ambiguity. Emotions are openly expressed; there are (extensive) rules for everything and social conservatism enjoys quite a following. This is also reflected in religion, which is respected, followed by many and conservative. Rules are not necessarily followed, however: this depends on the in-group’s opinion, on whether the group feels the rules are applicable to their members and it depends, ultimately, on the decision of power holders, who make their own rules. In work terms this results in detailed planning that may not necessarily be followed in practice. The combination of high score here with the scores on the previous dimensions means that it is difficult to change the status quo, unless a figure of authority is able to amass a large group of people and lead them towards change. After Reading: 1. Were your predictions true? 2. Which model do you think is more accurate, the Lewis (Multi Active, Linear Active, Reactive) or the Hofstede model? 3. Look up other countries on the Hofstede website and see how they rate. Make predictions before you look them up using hedging language then present the information to other members of your group. These could be related to your chosen project country. Website: https://www.hofstede-insights.com/product/compare-countries/

Vocabulary Review: Write seven sentences to summarize the article you just read. Use one vocabulary word/term in each sentence. 1. 2. 3. 4. 5. 6. 7. The Hofstede Centre. (n.d.). National Culture. Retrieved from http://geert-hofstede.com/nationalculture.html

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Exam 1: Compare and Contrast Before you read about Iraq and the Netherlands, write down some ideas that you know about each country:

After you have read, come back and add more information that you have learned. Vocabulary: Match the words to their definitions 1. ___blunt a. belief in the equality of all 2. ___egalitarian b. polite behavior and rules 3. ___etiquette c. giving jobs to relatives (even if they are less qualified) 4. ___hierarchical d. direct, perhaps too direct 5. ___nepotism e. belief in a system of social rank

Step 1: Read about either Iraqi or Dutch culture.

IRAQ Facts and Statistics Location: Middle East, bordering the Persian Gulf, between Iran and Kuwait Capital: Baghdad Climate: mostly desert; mild to cool winters with dry, hot, cloudless summers; northern mountainous regions along Iranian and Turkish borders experience cold winters with occasionally heavy snows that melt in early spring, sometimes causing extensive flooding in central and southern Iraq. Population: 28,221,180 (July 2008 est.) Ethnic Make-up: Arab 75%-80%, Kurdish 15%-20%, Turkoman, Assyrian, or other 5% Religions: Muslim 97%, Christian or other 3% Government: parliamentary democracy Language in Iraq The official language of Iraq is Arabic. Many other languages are spoken by a variety of ethnic groups, most notably Kurdish. “Iraqi Arabic” (also known as Mesopotamian Arabic [Mesopotamian Qeltu Arabic, Mesopotamian Gelet Arabic, Baghdadi Arabic, Furati, 'Arabi, Arabi, North Syrian Arabic) is a variety of Arabic spoken in the Mesopotamian basin of Iraq south of Baghdad as well as in neighbouring Iran and eastern Syria.

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Iraqi Society and Culture The People The Iraqi population includes a number of ethnic groups, about 77% of whom are Arabs, 19% Kurds, and the rest a variety of different groups, including Turkomens, Assyrians, and Armenians. There is also a distinct sub-group of Iraqi Arabs, called the Ma'dan or Marsh Arabs, who inhabit miles of marshy area just above the point at which the Tigris and Euphrates join together. Religion The majority of Iraqis are Muslims regardless of ethnicity. Islam´s position in Iraq went through a transition during Saddam Hussein’s regime as the state moved from a secular one to one needing Islam to prop up their actions. At this stage the words “Allahu Akbar” (God is the Greatest) was added to the flag. During Saddam’s regime only Sunnis held real power. With the overthrow of Saddam’s regime the Shia majority now hold more power and influence than in the past. As well as the power shift people have also been able to express their religious identities a lot more freely. The Shia and Sunnis are similar in over 95% of their beliefs and practices. The differences are not as acute as one would think. Essentially the split occurred due to the political question of who should succeed the Prophet Muhammad as the leader of the community. Major differences between the two occur in Islamic jurisprudence (i.e. how to pray, how to marry, inheritance) and minor elements of faith. Regardless of orientation, Islam prescribes a way of life and it governs political, legal, and social behavior. It organizes one’s daily life and provides moral guidance for both society and the individual. The rules of Islam come from the Quran and sayings of the Prophet Muhammad (known as “hadith”). Hospitality Hospitality is an Arab and Muslim tradition deeply engrained in the culture. Visitors are treated as kings and must always be fed and looked after. A tradition within Islam actually stipulates someone is allowed to stay in your home for three days before you can question why they are staying and when they will leave. Invitations to a home must be seen as a great honor and never turned down. Family and Honor Iraqis consider family and honor to be of paramount importance. The extended family or tribe is both a political and social force. Families hold their members responsible for their conduct, since 42

any wrongdoing brings shame to the entire family. Loyalty to the family comes before other social relationships, even business. Nepotism is not viewed negatively; in such a culture it naturally makes more sense to offer jobs to family, as they are trusted. It is common for large extended families to live in the same house, compound, or village. In urban areas, families do not necessarily live in the same house, although they generally live on the same street or in the same suburb. Etiquette and Customs in Iraq Meeting People  The most common greeting is the handshake coupled with eye contact and a smile.  The standard Arabic/Islamic greeting is "asalaamu alaikum" ("peace be with you"), to which the response is "wa alaikum salaam" ("and peace be unto you").  Good friends of the same sex may greet each other with a handshake and a kiss on each cheek, starting with the right.  Expect to be introduced to each person individually at a small social function. At a large function, you may introduce yourself.

Gift Giving Etiquette  If you are invited to an Iraqi’s home, bring a box of cookies, pastries or a box of chocolates. A fruit basket is also appreciated.  Flowers are being given more and more but only to a hostess.  If a man must give a gift to a woman, he should say that it is from his wife, mother, sister, or some other female relation.  A small gift for the children is always a good touch.  Gifts are given with two hands.  Gifts are generally not opened when received.

Dining Etiquette The culture of hospitality means Iraqis like to invite people to their homes. If you are invited to a home:     

Check to see if you should remove shoes. Dress conservatively and smartly. Do not discuss business. Iraqi table manners are relatively formal. If the meal is on the floor, sit cross-legged or kneel on one knee. Never let your feet touch the food mat.  Use the right hand for eating and drinking. 43

 It is considered polite to leave some food on your plate when you have finished eating.

Business Etiquette and Protocol Meeting and Greeting  Iraqi businesspeople are relatively formal in their business dealings.  The common Islamic/Arabic greeting is "asalaamu alaikum" (peace be with you), to which you should respond "wa alaikum salaam" (and peace be with you).  The most common business greeting is the handshake with direct eye contact.  Handshakes can be rather prolonged; try not to be the first person to remove your hand.  A man should wait to see if a woman extends her hand before extending his.  Business cards are given out.  It’s a nice touch to have one side of your card translated into Arabic.

Communication Styles The need to save face and protect honor means that showing emotions is seen negatively. Displays of anger are a serious no-no. If you must show disapproval it is always best to do so in a one-onone setting, quietly and with tact. Always keep your word. Do not make a promise or guarantee unless you can keep it. If you want to show a commitment to something but do not want to make cast iron assurances then employ terms such as “I will do my best,” “We will see,” or “insha-Allah” (God willing). Iraqi businesspeople are not afraid of asking blunt and probing questions. These may be about you, your company or its intentions. Business Meetings Due to the hierarchical nature of organisations or businesses the leader of an Iraqi team does most of the talking for his company or department. Subordinates are there to corroborate information or to provide technical advice and counsel to the most senior Iraqi. It is a good idea to send any information or agendas in Arabic in advance. If you are bringing a team, send the names, titles, and a brief business bio of people attending. Decisions are generally made by the top of the company, but this will be based on recommendations from pertinent stakeholders and technical experts who sit in on meetings. Expect interruptions during meetings when phone calls may be taken or people enter the room on other matters. This should not be seen negatively; one should simply remain patient and wait for the meeting to resume.

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Iraqis often have several side discussions taking place during a meeting. They may interrupt the speaker if they have something to add. They can be loud and forceful in getting their point of view across.

THE NETHERLANDS Facts and Statistics Location: Western Europe, bordering Belgium 450 km, Germany 577 km Capital: Amsterdam Population: 16,318,199 (July 2004 est.) Ethnic Make-up: Dutch 83%, other 17% (of which 9% are non-European in origin mainly Turks, Moroccans, Antilleans, Surinamese and Indonesians) (1999 est.) Religions: Roman Catholic 31%, Protestant 21%, Muslim 4.4%, other 3.6%, unaffiliated 40% The Dutch Language Dutch, the official language, is spoken by around 90% of the population. Around 350,000 people, or 2.2% of the population, speak Frisian as their first language, mainly in the northern province of Friesland, where it is recognized as an official language. Turkish and Arabic are also spoken in the Netherlands, each by over 0.6% of the population. Dutch Society & Culture The Role of the Family The Dutch see the family as the foundation of the social structure. Families tend to be small, often with only one or two children. Relatively few women work outside the house full-time as compared to many other cultures. This allows mothers to be more available to their children throughout the entire day. Dutch Demeanor Appearances are important to the Dutch. They are disciplined, conservative, and pay attention to the smallest details. They see themselves as thrifty, hardworking, practical and well organized. They place high value on cleanliness and neatness.
At the same time, the Dutch are very private people. They do not draw attention to themselves and do not value the accoutrements of success highly prized by other western societies. They dislike displays of wealth, as they run counter to their egalitarian beliefs. They do not boast about their accomplishments or their material possessions.

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Egalitarianism The Dutch are egalitarian and highly tolerant of individual differences. Their children are raised without gender biases. There is practically no abject poverty in the country because of the social programs, which, however, also increase the tax burden on workers. This egalitarian outlook is carried over into the workplace. Even in hierarchical organizations, every person has a right to their opinion and to have it heard. The boss may be the final decision maker, but she or he will typically want input from the workers and will strive for consensus. Everyone is valued and shown respect. Dutch Privacy The Dutch are reserved and formal when dealing with outsiders. They are private people and do not put their possessions or emotions on display. Self-control is seen to be a virtue. The Dutch do not ask personal questions and will refuse to answer should you be foolish enough to intrude on their privacy. Personal life is kept separate from business. If a friendship develops at work and is carried into the personal arena, this camaraderie will not be brought into the office. Etiquette and Customs in The Netherlands Meeting and Greeting The handshake is the common form of greeting. It is firm and swift, accompanied by a smile, and repetition of your name. Shake hands with everyone individually, including children. Very close friends may greet each other by air kissing near the cheek three times, starting with the left cheek. Most Dutch only use first names with family and close friends. Wait until invited before moving to a first-name basis. Gift Giving Etiquette If invited to a Dutch home bring a box of good quality chocolates, a potted plant, a book, or flowers to the hostess. Flowers should be given in odd numbers, but not 13, which is unlucky. Avoid giving white lilies or chrysanthemums, as these are associated with funerals. Gifts should be wrapped nicely. Wine is not a good gift if invited for dinner, as the host may already have selected the wines for dinner. Do not give pointed items such as knives or scissors as they are considered unlucky. Gifts are usually opened when received. Dining Etiquette Dining is fairly formal in the Netherlands. Table manners are Continental -- the fork is held in the left hand and the knife in the right while eating. Remain standing until invited to sit down. You may be shown to a particular seat. Men generally remain standing until all the women have taken their seats. If you have not finished eating, cross your knife and fork in the middle of the plate with the fork over the knife. Do not begin eating until the hostess starts. Most food is eaten with utensils, including sandwiches. The host gives the first toast. An honored guest should return the toast later 46

in the meal. Salad is not cut; fold the lettuce on your fork. Always start with small amounts so you may accept second helpings. Finish everything on your plate. It is offensive to waste food in the Netherlands. Indicate you have finished eating by laying your knife and fork parallel across the right side of your plate. Business Etiquette and Protocol Building Relationships & Communication Many Dutch are familiar with doing business with foreigners since the Netherlands has a long history of international trade. They will want to know your academic credentials and the amount of time your company has been in business. The business community is rather close and most senior level people know one another. Older, more bureaucratic companies may still judge you by how you are introduced so it is wise to have a third-party introduction if possible, although it is not mandatory. The important thing is to demonstrate how your relationship would be beneficial for both sides. The Dutch take a long-term perspective when looking at business, so be clear what your company's intentions are. Since the Dutch value their personal time, do not ask them to work late or come in over the weekend if you want to foster a good working relationship. The Dutch are hospitable, yet this is often reserved for family and friends. In business they tend to be reserved and formal. They do not touch one another and appreciate it when those they do business with maintain the proper distance, do not demonstrate emotion or use exaggerated hand gestures. The Dutch are extremely direct in their communication. They may sound blunt if you come from a culture where communication is more indirect and context driven. They do not use hyperbole, and likewise they expect to be told yes or no in clear words. In general, ideas will be discussed quite openly at meetings, with everyone entitled to their opinion. Information is shared across departments and corporate strategies and goals are usually communicated to all employees, especially in more entrepreneurial companies. Decisions are often consensus-driven in these cases. Always appear modest and do not make exaggerated claims about what you or your company can deliver. Your word is your bond and making claims that later prove to be untrue will brand you as unreliable. Business Meeting Etiquette Do not try to schedule meetings during the summer (June through August), as this is a common vacation period. Punctuality for meetings is taken extremely seriously. Being late may mark you as untrustworthy and someone who may not meet other deadlines. If you expect to be delayed, telephone immediately and offer an explanation. Canceling a meeting at the last minute could jeopardize your business relationship. Meetings are rather formal in nature. Little time is spent on pleasantries. Meetings adhere to strict agendas, including starting and ending times. Do not attempt to deviate from the agenda. Maintain direct eye contact while speaking.

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Negotiations The Dutch prefer to get down to business quickly and engage in relatively little small talk. Communication is direct and to the point, and may seem blunt. Make sure your arguments are rational as opposed to emotional. Use facts and figures to confirm your statements. Business is conducted slowly. The Dutch are detail-oriented and want to understand every innuendo before coming to an agreement. Decision-making is consensus driven. Anyone who might be affected by the decision is consulted, which greatly increases the time involved in reaching a final decision. Avoid confrontational behavior or high- pressure tactics. Once a decision is made, it will not be changed. Contracts are enforced strictly.(Retrieved from http://www.kwintessential.co.uk/resources/country-profiles.html)

Step 2: Fill out the chart in class with a partner, comparing both cultures. Dutch Culture

Iraqi Culture

Cultural Aspect 1

Cultural Aspect 2

Cultural Aspect 3

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Cultural Aspect 4

Step 3: Switch partners and teach them about what you´ve learned.

Using the information from the chart, as well as the grammar practice below, write a short paragraph comparing and contrasting the two cultures.

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ In the second project, you will be expected to compare and contrast your chosen culture with that of Colombia. Please keep in mind the need for using different compare/contrast language depending on sentence structure and meaning.

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Contrast Signal Words NP=Noun Phrase

STC=Sentence

Transition Words and Phrases however nevertheless nonetheless still in contrast in (by) comparison on the other hand

Millions of people go on diets every year. However/nevertheless/nonetheless/still, very few succeed in losing weight.

Vallenato is popular primarily in Colombia. In contrast/In comparison/On the other hand, salsa has become famous across the globe. Jazz is not just one style of music. On the contrary, jazz has many styles such as Chicago jazz, Dixieland, ragtime, swing, bebop, and cool jazz, to name a few.

on the contrary*

*On the contrary contrasts a truth and an untruth.

although even though though*

Although/Even though/Though organic food is often quite expensive, more and more people are buying it.

Subordinators

More and more people are buying organic food although/even though it is often quite expensive. while* whereas*

While/whereas New Orleans-style jazz features brass marching-band instruments, ragtime is played on a piano. *If you use though, while, or whereas in the middle of a sentence, put a comma before it.

Others despite (NP, STC) in spite of (NP, STC)

Despite/In spite of a decades-long investigation, scientists are still not able to read Zapotec script. Scientists are still not able to read Zapotec script despite/in spite of a decadeslong investigation.

differ (from)

Present-day rock music differs from early rock music in several ways.

compared (to/with)

Present-day rock music has a greater sound compared to/compared with early rock.

(be) different (from)

(be) unlike

The punk, rap, grunge, and techno styles of today are very different from/unlike the rock music performed by Elvis Presley 50 years ago, but they have the same roots. Unlike Cali, which is known for salsa, Buenos Aires is primarily famous for tango.

Adapted from Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains: Pearson Education.

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Contrast Signal Words Practice A. Fill in the blanks with the correct contrast signal word. Remember to use correct punctuation as needed. 1. The World Cup in Brazil has been very popular. _____________ there are many people who are quite critical of it. 2. Many Brazilians have celebrated the games and are actively participating in the festivities. ________________ others have staged large protests against what they see as the excesses of the games. 3. ________________ the protesters have been vocal, their demands have not been met. 4. Each team has two jersey colors. _______________ the home color may be blue, the away color might be red. 5. The playing style of the Colombian team ______________ that of the Japanese team. B. Complete the sentences. Remember to use correct punctuation as needed. 1. The fans know that soccer players often pretend to be hurt. Still ___________________ _________________________________________________________________________ 2. Unlike football hooligans, who are often violent after games, regular fans___________ _________________________________________________________________________ 3. Whereas the Colombian team wears a yellow jersey ____________________________ _________________________________________________________________________ 4. Despite years of practice, _______________________________________________ _________________________________________________________________________ 5. _______________________________________________________________________ ______________________________ even though the tickets are very expensive. C. Read the list of contrast signal words again. Pick three words that you have difficulty with, and write sentences with them in the spaces below. 1. _______________________________________________________________________ 2. _______________________________________________________________________ 3. _______________________________________________________________________

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Comparison Signal Words NP=Noun Phrase

STC=Sentence

Transition Words and Phrases similarly likewise

Human workers can detect malfunctions in machinery. Similarly/Likewise, a robot can be programmed to detect equipment malfunctions.

also too

Robots have been designed to make human life easier. Also, they may cost less to operate in the long run. Human workers can detect malfunctions in machinery. A robot can also/too.

Subordinators just as

Robots can detect malfunctions in machinery, just as human workers can.

Coordinators both…and not only…but also* neither…nor

Both robots and human workers can detect malfunctions in machinery. Not only can robots detect malfunctions in machinery, but they can also repair them. Neither robots nor human workers are perfect. *Remember to invert the word order in the first clause when using not only…but also.

Others like (+NP) just like (+NP)

Robots, like/just like, human workers, can detect malfunctions in machinery.

be like (+NP)

Robots are like human workers in their ability to detect malfunctions in machinery.

be alike* be similar*

Robots and human workers are alike/are similar (in their ability to detect malfunctions in machinery). *You can end a sentence with be alike/be similar.

Adapted from Oshima, A., & Hogue, A. (2006). Writing academic English (4th ed.). White Plains: Pearson Education.

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Comparison Signal Words Practice A. Complete the following sentences. 1. Lemons and oranges are alike in that_________________________________________ _________________________________________________________________________ 2. Eating fruit is a good way to stay healthy likewise _______________________________ _________________________________________________________________________ 3. Lulos, like zapote, ________________________________________________________ _________________________________________________________________________ B. Rewrite the following sentences using not only…but also. 1. Mangoes are great as juice. Mangoes are great in salads. _________________________________________________________________________ 2. The farmers grew pineapple. Farmers sold pineapples to distributors. _________________________________________________________________________ C. Rewrite the following sentences using neither…nor. 1. Limes are not sweet enough without sugar. Lulos are also too sour. _________________________________________________________________________ 2. Jaime doesn’t like granadillas. He also doesn’t like guavas. _________________________________________________________________________ D. Read the list of comparison signal words again. Pick three words that you have difficulty with, and write sentences with them in the spaces below. 1. _______________________________________________________________________ 2. ______________________________________________________________________ 3. _______________________________________________________________________

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MODULE 2: SUBCULTURE ________________________________________________________ Objectives for Module 2: • Understand the concept of subculture • Identify subcultures based on religion, race and ethnicity. • Recognize subcultures in Colombia • Grammar objectives: Reported speech and would (past tense)

________________________________________________________

What is a Subculture? Using the people in the pictures as representative examples of Subcultures and your own knowledge of the world, write a definition for “subculture” in the space provided. When you have your definition written, compare it with a classmate.

A subculture is…

a.

b.

c.

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Read the following definitions and compare them to the one you wrote in the box above. a. In sociology, a subculture is a culture or set of people with distinct behavior and beliefs within a larger culture. The essence of a subculture, that distinguishes it from other social groupings, is awareness of style and differences in style, in clothing, music or other interests. Retrieved from http://www.wordiq.com/definition/Subculture Nov. 01, 2010.

b. An identifiably separate social group within a larger culture, especially one regarded as existing outside mainstream society Retrieved from http://encarta.msn.com/dictionary_1861716431/subculture.html Nov 01, 2010

c. An ethnic, regional, economic, or social group exhibiting characteristic patterns of behavior sufficient to distinguish it from others within an embracing culture or society Retrieved from http://www.merriam-webster.com/dictionary/subculture Nov. 01, 2010

How close was your definition in exercise 1 to the ones above? What do the people in these pictures have in common? ______________________________________________________________________ What are examples of subcultures in Colombia? How are they perceived? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Subculture Vocabulary: Match the words to their definitions 1. ___counterculture a. majority culture, with power and control 2. ___cultural b. distinguish ,mark as different appropriation 3. ___differentiate c. a subculture that goes against the dominant culture 4. ___dominant culture d. something passed down to us from ancestors, like culture (not herencia) 5. ___heritage e. something that is against the mainstream, like the government 6___majority f. majority culture copying superficial aspects of a subculture without following the beliefs or traditions 7. ___mainstream g. the principal, dominant culture of a society 8. ___minority h. the largest part 9. ___subversive i. a subculture within a majority culture, often with less power and control

Complex societies such as the United States are made up of a large number of groups with which people identify and from which are derived distinctive values and norms and rules for behavior. These groups have been labeled subcultures. A subculture resembles a culture in that it usually encompasses a relatively large number of people and represents the accumulation of generations of human striving. However, subcultures have some important differences: They exist within dominant cultures and are often based on economic or social class, ethnicity, race, or geographic region. Economic or Social Class It can be argued that socioeconomic status or social class can be the basis for a subculture (Brislin, 1988). Social class has traditionally been defined as a position in a society’s hierarchy based on income, education, occupation, and neighborhood. Gilbert and Kahl (1982) argue that in the United States, the basis of social class is income and that other markers of social class follow from income level. For example, income determines to some extent whom you marry or choose as a lover, your career, and the neighborhood in which you are likely to live. Kohn (1977) has shown that middle-class and working-class parents emphasize different values when raising children. Middle-class parents emphasize self-control, intellectual curiosity, and consideration for others. The desired outcomes of self-direction and empathic understanding transfer easily to professional and managerial jobs that require intellectual curiosity and good social skills. Working-class parents emphasize obedience, neatness, and good manners. Gilbert and Kahl (1982) argue that these lead to concern with external standards, such as obedience to authority, acceptance of what other people think, and hesitancy in expressing desires to authority figures. These working-class concerns can be a detriment in schools, with their emphasis on verbal skills. The resulting learned behaviors transfer more directly to supervised wage labor jobs. Although these observations are based on large numbers of students, they should not be interpreted to apply to any one family. Working-class parents who encourage verbal skills through reading and conversation have children who are as successful in school. Although the United States does have social classes 56

that have been shown to have different values, many people in the United States believe that these barriers of social class are easier to transcend in the United States than in other countries. Ethnicity Another basis for subcultures is ethnicity. The term ethnic group is like the term race in that its definition has changed over time. Its different definitions reflect a continuing social debate. Ethnic group can refer to a group of people of the same descent and heritage who share a common and distinctive culture passed on through generations (Zenner, 1996). For some, tribes would be a more understood term. In Afghanistan, for example, people identify by tribes—Tajiks and Pashtuns. According to some estimates, there are 5,000 ethnic groups in the world (Stavenhagen, 1986). Ethnic groups can exhibit such distinguishing features as language of accent, physical features, family names, customs, and religion. Ethnic identity refers to identification with and perceived acceptance into a group with shared heritage and culture (Collier & Thomas, 1988). Sometimes the word minority is used by some. Technically, of course, the word minority is used to describe numerical designations. A group might be a minority, then, if it has a smaller number of people than a majority group with a larger number. In the United States, the word majority has political associations as in the “majority rules,” a term used so commonly in the United States that the two words have almost become synonymous. According to the Oxford English Dictionary, the term minority was first used to describe ethnic groups in 1921. Since that time, advantage has been associated with the majority and disadvantage has been associated with the minority. (Excerpt from: Jandt, Fred E. (2007). An Introduction to Intercultural Communication: Identities in a Global Community. Sage Publications: CA, USA) In sociology, anthropology, and cultural studies, a subculture is a group of people with a culture (whether distinct or hidden) which differentiates them from the larger culture to which they belong; for example, if a particular subculture is characterized by a systematic opposition to the dominant culture, it may be described as a counterculture. As early as 1950, David Riesman distinguished between a majority, "which passively accepted commercially provided styles and meanings, and a 'subculture' which actively sought a minority style ... and interpreted it in accordance with subversive values." In his 1979 book Subculture: The Meaning of Style, Dick Hebdige argued that a subculture is subversion of normalcy. He wrote that subcultures can be perceived as negative due to their nature of criticism of the dominant societal standard. Hebdige argued that subcultures bring together like-minded individuals who feel neglected by societal standards and allow them to develop a sense of bonds. The study of subcultures often consists of the study of symbolism attached to clothing, music and other visible affectations by members of subcultures, and also the ways in which these same symbols are interpreted by members of the dominant culture. According to Dick Hebdige, members of a subculture often signal their membership through a distinctive and symbolic use of style, which includes fashions, mannerisms, and argot. 57

It may be difficult to identify certain subcultures because their style (particularly clothing and music) may be adopted by mass culture for commercial purposes. Businesses often seek to capitalize on the subversive allure of subcultures in search of cool, which remains valuable in the selling of any product. This process of cultural appropriation may often result in the death or evolution of the subculture, as its members adopt new styles that appear alien to mainstream society. This process provides a constant stream of styles which may be commercially adopted. Retrieved from http://www.curryguide.com/topic/114/Subcultures (Feb 08, 2011) Tasks 1. What is not a characteristic of a subculture? a. smaller group of people that exist within a larger group b. based upon ethnicity, religion, social class, sexuality, etc. c. thinks they’re superior to the dominant culture d. often discriminated against by majority culture 2. What is the difference between race and ethnicity? 3. According to the article, how does class influence the values that parents teach their children? How do these values eventually affect their possible careers? Can you think of any counterarguments? ___________________________________________________________________________________________________ ____________________________________________________________ _____________________________________________________________________________ 4. A counterculture agrees with the dominant culture. True

or

False?

5. How have the images of Che Guevara and Bob Marley been culturally appropriated into mainstream culture? ___________________________________________________________________________________________________ _______________________________________________________________ ____________________________________________________________________________ 6. Which of the following are subcultures in Colombia? (Choose all that apply) a. emos b. hippies c. skaters d. surfers e. punk rockers N.B. Look at the underlined phrases in paragraph 2. Grammatically, what are they examples of? Why do you think these grammar points have been used in these cases?

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A Brief Summary of the Major World Religions Vocabulary: Match the words to their definitions 1. ___achieve a. a person who starts something 2. ___attain b. to abstain from food or drink 3. ___deed c. to reach some status 4. ___enlightenment d. the state that Buddhists and Hindus wanto to reach where they are free from the suffering of rebirth – comparable to “heaven” in some ways 5. ___founder e. clear thinking that is free from delusion; the mental state of a spiritual master 6. ___to found f. to attain something through effort 7. ___holy g. sacred 8.____monotheism h. belif in many gods 9.___polytheism i. an action 10.___nirvana j. the idea that actions have consequences 11.___karma k. to start an organization 12.___to fast l. belief in one God

A. Before you read: 1. Your teacher will assign you a religion to read about. As you read, prepare to teach your group about it, especially concerning main beliefs (including quotes), holy books, founders, dates, relationships to other religions, and other interesting facts. 2. As the other group-members present their assigned religion, take notes in the chart below the readings. 1. BUDDHISM Buddhism comes from the region that is present-day Nepal, a region that followed Hindu beliefs. Buddhism developed out of the teachings of Siddhartha Gautama who, in 535 BCE, reached enlightenment and assumed the title Buddha. He promoted 'The Middle Way' as the path to enlightenment rather than the extremes of mortification of the flesh or hedonism. Long after his death the Buddha's teachings were written down. This collection is called the Tripitaka. Buddhists believe in reincarnation and that one must go through cycles of birth, life, and death. After many such cycles, if a person releases their attachment to desire and the self, they can attain Nirvana. In general, Buddhists do not believe in any type of God, the need for a savior, prayer, or eternal life after death. However, since the time of the Buddha, Buddhism has integrated many regional religious rituals, beliefs and customs into it as it has spread throughout Asia, so that this generalization is no longer true for all Buddhists. This has occurred with little conflict due to the philosophical nature of Buddhism. Meditation and acting out of kindness are important practices in Buddhism. “Holding on to anger is like grasping a hot coal with the intent of throwing it at someone else but you are the one who gets burned” — The Buddha.

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2. CHRISTIANITY Christianity is a monotheistic religion centered on the life and teachings of Jesus of Nazareth as presented in the New Testament. Its followers, known as Christians, believe that Jesus is the son of God and the Messiah (or Christ) prophesied in the Old Testament, the part of their scriptures they have in common with Judaism. To Christians, Jesus Christ is a teacher, the model of a virtuous life, the revealer of God, and most importantly the savior of humanity who suffered, died, and was resurrected in order to bring about salvation from sin. Christians maintain that Jesus ascended into heaven, and most denominations teach that Jesus will return to judge the living and the dead, granting everlasting life to his followers. Christians describe the New Testament account of Jesus' ministry as the Gospel, or "good news". - 2 - Like Judaism and Islam, Christianity is classified as an Abrahamic religion. It began as a Jewish sect in the eastern Mediterranean. The disciples were first called Christians (Greek Χριστιανός) by or about 44 AD,[9], meaning "followers of Christ", in Antioch. Ignatius of Antioch was the first Christian to use the label in self-reference. The earliest recorded use of the term Christianity (Greek Χριστιανισμός) was also by Ignatius of Antioch, around 100 AD. By the 4th century, Christianity had become the dominant religion in the Roman Empire. During the Middle Ages, most of the remainder of Europe was Christianized, with Christians also being a (sometimes large) religious minority in the Middle East, North Africa, and parts of India. Following the Age of Discovery, through missionary work and colonization, Christianity spread to the Americas and the rest of the world. As of the early 21st century, Christianity has between 1.5 billion and 2.1 billion adherents, representing about a quarter to a third of the world's population. It is the state religion of at least fifteen countries. There are a multitude of forms of Christianity which have developed either because of disagreements on dogma, adaptation to different cultures, or simply personal taste. For this reason there can be a great difference between the various forms of Christianity. They may seem like different religions to some people. The main branches are the Catholic, Protestant, and Orthodox faiths. Sacred Writings: The Bible "But love your enemies, and do good, and lend, expecting nothing in return; and your reward will be great, and you will be sons of the Most High; for He Himself is kind to ungrateful and evil men.” Luke 6:35, The New Testament 3. HINDUISM The origins of Hinduism can be traced to the Indus Valley civilization in present-day Pakistan and India, sometime between 4000 and 2500 BCE. Though believed by many to be a polytheistic religion, the basis of Hinduism is the belief in the unity of everything. This totality is called Brahman. The purpose of life is to realize that we are part of God, and by doing so we can leave this plane of existence and rejoin with God. This enlightenment can only be achieved by going through cycles of birth, life and death known as samsara. One's progress towards enlightenment is measured by his karma. This is the accumulation of all one's good and bad deeds and this determines the person's next reincarnation. Selfless acts and thoughts, as well as devotion to God help one to be reborn at a higher level. Bad acts and thoughts will cause one to be born at a lower level, as a person or even an animal. Hindus follow a strict caste system which determines the standing of each person. The caste one is born into is the result of the karma from their previous life. Only members of the highest caste, the Brahmins, may perform the Hindu religious rituals and hold positions of authority within the temples. 60

Sacred Writings: The Vedas, The Upanishads, The Mahabharata, The Ramayana “The person who is always involved in good deeds experiences incessant divine happiness.” – The Rig Veda 4. ISLAM Islam was founded in 622 CE by Muhammad the Prophet, in Mecca, present-day Saudi Arabia. Though it is the youngest of the Abrahamic religions, Muslims do not view it as a new religion. They believe that it is the same faith taught by the prophets, Abraham, David, Moses and Jesus. The role of Muhammad as the last prophet was to formalize and clarify the faith and purify it by removing ideas which were added in error. The two sacred texts of Islam are the Qur'an, which are the words of Allah 'the One True God' as given to Muhammad, and the Hadith, which is a collection of Muhammad's sayings. - 3 -The duties of all Muslims are known as the Five Pillars of Islam and are: • Recite the shahadah at least once. • Perform the salat (prayer) 5 times a day while facing the Kaaba in Makkah • Donate regularly to charity via the zakat, a 2.5% charity tax, and through additional donations to the needy. • Fast during the month of Ramadan, the month that Muhammad received the Qur'an from Allah. • Make pilgrimage to Makkah at least once in life, if economically and physically possible. Muslims follow a strict monotheism with one creator who is just, omnipotent and merciful. They also believe in Satan who drives people to sin, and that all unbelievers and sinners will spend eternity in hell. Muslims who sincerely repent and submit to God will return to a state of sinlessness and go to Paradise after death. Alcohol, drugs, and gambling should be avoided, and Muslims reject racism. They respect the earlier prophets, Abraham, Moses, and Jesus, but regard the concept of the divinity of Jesus as blasphemous and do not believe that he was executed on the cross. Sacred Writings: The Qur’an, The Hadith “The well-to-do and the rich among you should not fail to give to relatives, the destitute, and Emigrants for the cause of God. Be considerate and forgiving. Do you not want God to forgive you? God is All-forgiving and All-merciful.” - The Qur’an, as translated by Muhammad Sarwar 5. JUDAISM Judaism, Christianity, Islam and the Baha'i faith all originated with a divine covenant between the God of the ancient Israelites and Abraham around 2000 BCE. The next leader of the Israelites, Moses, led his people out of captivity in Egypt and received the Law from God. Joshua later led them into the promised land where Samuel established the Israelite kingdom with Saul as its first king. King David established Jerusalem and King Solomon built the first temple there. In 70 CE the temple was destroyed and the Jews were scattered throughout the world until 1948 when the state of Israel was formed. Jews believe in one creator who alone is to be worshipped as absolute ruler of the universe. He monitors people’s activities and rewards good deeds and punishes evil. The Torah was revealed to Moses by God and cannot be changed though God does communicate 61

with the Jewish people through prophets. Jews believe in the inherent goodness of the world and its inhabitants as creations of God and do not require a savior to save them from original sin. They believe they are God's chosen people and that the Messiah will arrive in the future and gather them into Israel. There will be a general resurrection of the dead, and the Jerusalem Temple destroyed in 70 CE will be rebuilt. Sacred Writings: The Law and The Prophets, The Psalms, The Talmud “Who takes vengeance or bears a grudge acts like one who, having cut one hand while handling a knife, avenges himself by stabbing the other hand.” — Jerusalem Talmud, Nedarim 9.4 6. SIKHISM The Sikh faith was founded by Shri Guru Nanak Dev Ji in the Punjab area, now Pakistan. He began preaching the way to enlightenment and God after receiving a vision. After his death a series of nine Gurus (regarded as reincarnations of Guru Nanak) led the movement until 1708. At this time these functions passed to the Panth and the holy text. This text, the Shri Guru Granth Sahib, was compiled by the tenth Guru, Gobind Singh. It consists of hymns and writings of the first 10 Gurus, along with texts from different Muslim and Hindu saints. The holy text is considered the 11th and final Guru. Sikhs believe in a single formless God with many names, who can be known through meditation. Sikhs pray many times each day and are prohibited from worshipping idols or icons. They believe in samsara, karma, and reincarnation as Hindus do but reject the caste system. They believe that everyone has equal status in the eyes of God. During the 18th century, there were a number of attempts to prepare an accurate portrayal of Sikh customs. Sikh scholars and theologians started in 1931 to prepare the Reht Maryada -- the Sikh code of conduct and conventions. This has successfully achieved a high level of uniformity in the religious and social practices of Sikhism throughout the world. Sikhs often follow five practices: 1) Uncut hair which is covered by a turban, 2) Carrying a small dagger, 3) Wearing a steel bracelet symbolic of resilience, 4) Wearing a small wooden comb in their hair, and 5) Men wear special cotton boxer shorts, symbolic of self control. Men often have the last name Singh, while women have the last name Kaur. Sacred Writings: Shri Guru Granth Sahib “Where there is forgiveness, there God resides — Kabir Ecumenical and Multifaith Unit, Diocese of New Westminster. (n.d.) A brief summary of the major world religions. Retrieved from http://www.vancouver.anglican.ca/portals/0/downloads/program/emu-worldreligions.pdf

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B. After you read: Fill out the chart as your classmates teach you about each religion Buddhism

Christianity

Hinduism

Islam

Judaism

Sikhism

After you read and present to one another, discuss: 1. List the religions from oldest to youngest.

2. What is the relationship between Christianity, Islam, and Judaism?

3. What is the relationship between Hindusim, Buddhism, Sikhism (and to some extent Islam)? 63

TED TALK: Majede Najar – Why I wear a hijab Before you watch the video, to the right is a photo of the speaker, Majede Najar. Explain to your partner why you think she wears her headscarf (hijab) and how you think it makes her feel.

https://www.youtube.com/watch?v=_SYvYBxt_Dg

Listening activity: a) Medeje mentions four reasons for wearing the hijab. What are they? 1. 2. 3. 4. b) Complete the sentence from the listening: “The hijab symbolizes ………….. to women, not ……………….” Based on what you heard, what does Majede mean by this?

Vocabulary: lexical sets. One way of learning vocabulary is through theme. This is when you think of an overall topic and learn vocabulary related to that topic. For example, cat, dog, bird and crocodile all belong to the lexical set of animals. The following article is based on the themes of religion and law. Before we begin, think about what words you know related to law. When you’ve finished reading the text, add the extra vocabulary you read which is also related to law.

Law

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Reading task 1: Match the heading to the correct part of the article a) How widespread is it? b) Why has the ban been implemented? c) Is there a backlash? d) Why are we asking this now? e) What are people saying about it?

Burkini ban: Why is France arresting Muslim women for wearing full-body swimwear and why are people so angry? The Big Question: As more towns are bringing in bans - what impact are they having on France? 1. ………………………………………………………. What started as a temporary rule brought in by a single resort in France has spread along the country’s world-famous Riviera and beyond to become a lightning rod for a multitude of divisive issues. The imposition of local by-laws on swimwear may seem minor but the “burkini bans” have tapped into division over immigration, sexism, religion and extremism as the country continues to reel from a series of deadly terror attacks by Isis supporters. The debate is seeing France’s constitutional secularism pitted against freedom of religion, with emotions running high on both sides. Proponents argue the move preserves “security and secularism”, while critics have condemned it as a sexist attack on human rights that can be a valuable recruiting tool for Isis and other jihadist groups propagating the idea of a war on Muslims in the West.

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2. ………………………………………………………. The bans have been implemented individually by various cities and communes in France’s coast, with each giving slightly different reasons. The first city to announce the prohibition was Cannes, where mayor David Lisnard said he wanted to prohibit “beachwear ostentatiously showing a religious affiliation while France and places of religious significance are the target of terror attacks” to avoid “trouble to public order”. A by-law said anyone wearing swimwear deemed not to “respect good customs and secularism” would be barred from visiting the resort’s beaches or swimming. The second commune to announce a burkini ban, Villeneuve-Loubet, was not so direct with allusions to terror and extremism. Its rule stipulates that only clothing that “is respectful to morality and secular principles, and in compliance with hygiene and safety rules” is allowed. Mayor Lionnel Luca also cited unspecified “hygiene reasons” for banning full-body swimwear. A tribunal in Nice that upheld the ban in Villeneuve-Loubet on Monday ruled that it was “necessary, appropriate and proportionate” to prevent public disorder. None of the orders have directly mentioned burkinis – an all-encompassing term for modest swimwear that covers the body and hair – and some people have questioned whether police would enforce the ban for wetsuits, nuns’ habits and other garments.

3. ………………………………………………………. Authorities in at least 15 towns and cities have so far brought in bans, with the most recent being Cagnes-sur-Mer in Provence. It announced its degree on Tuesday evening, following several nearby areas. Many more are said to be considering drawing up similar laws, although a wave of new prohibitions is considered less likely as the summer draws to a close.

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But the news of burkini bans has spread around the world, gaining support from right-wing politicians. Germany is separately considering a nationwide ban on full-face veils, which is already enforced in Belgium.

4. ………………………………………………………. Right-wing politicians have praised the ban, which comes as France continues its nationwide prohibition on full-face veils in public. Marine Le Pen, leader of the far-right Front National, claimed the “soul of France is in question”, writing in a blog: “France will not lock away a woman’s body, France does not hide half of its population under the fallacious and hateful pretext that the other half fears it will be tempted.” But critics have compared the enforcement of the ban to repression in Saudi Arabia and Iran, arguing that ordering women what to wear is a violation of human rights in any context Some have condemned attempted justifications by local authorities as mere “excuses” for sexist and Islamophobic discrimination. The bans are widely perceived to be a response to increased tensions and public fears following the Nice attack, when an Isis supporter mowed down 86 people celebrating Bastille Day on 14 July, and the murder of a Catholic priest by Isis supporters. Some rights groups have said the new laws amount to the “collective punishment” of Muslims following the terror attacks and amid friction over immigration and the refugee crisis. France’s Human Rights League said the burkini bans were a “serious and illegal attack on numerous fundamental rights” and an abuse of France’s secular principles.

5. ………………………………………………………. Yes. The hashtag #WTFFrance was trending on Wednesday as outrage spread around the world over photos of a Muslim being forced to remove her top by armed police on a beach in Nice.

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There was widespread condemnation over the stark image of a kneeling woman taking off her top while surrounded by three male police officers, standing around her armed with guns and pepper spray. Footage of several other incidents has provoked alarm, showing women being fined or ordered to get out of the sea, with some onlookers shouting racist or xenophobic abuse. Some opponents have been calling for a “Burkini Day” or for flashmobs to take to France’s beaches to protest the rules. Meanwhile, terror analysts are warning that the dispute will fuel jihadist propaganda as groups like Isis attempt to portray France and other Western countries as at war with Muslims. “If the aim of the terrorists who took so many innocent lives in Paris, Nice and elsewhere was to foment hatred and conflict, and to provoke the French state into an overreaction, then the French authorities have more than fulfilled their unsavoury ambitions,” an Independent editorial said. “Victimising and bullying Muslim women on holiday is not only bad PR, it is wrong in principle and entirely counterproductive.” Extract taken from https://www.independent.co.uk/news/world/europe/burkini-ban-why-is-france-arresting-muslim-women-forwearing-full-body-swimwear-and-why-are-people-a7207971.html

Reading task 2: comprehension tasks Complete the following table with reasons for and against the burkini ban in France.

Reasons for the ban

Reasons against the ban

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Grammar a) What is the name of the underlined grammar from the text? Why is it used? Lisnard said he wanted to prohibit beach wear which shows religious affiliation.

b) Match the examples of the grammar on the left with the direct speech on the right: Direct “Critics have compared the enforcement of the ban to repression in Saudi Arabia and Iran.” “France will not lock away a woman’s body.”

“I want to prohibit beach wear which shows religious affiliation” “Why are we asking this now?”

“There was widespread condemnation over the stark image…” “… critics have condemned it as a sexist attack on human rights that can be a valuable recruiting tool for Isis…” “Is there a backlash?” “Meanwhile, terror analysists are warning that the dispute will fuel jihadist propaganda…”

Indirect Lisnard said he wanted to prohibit beach wear which shows religious affiliation. The article remarked that there had been widespread condemnation over the stark image… The article stated that critics had compared the enforcement of the ban to repression in Saudi Arabia and Iran. The article claimed that terror analysists were warning that the dispute will fuel jihadist propaganda. Marine Le Pen said that France would not lock away a woman’s body. The article suggests that the ban could be a valuable recruiting tool for Isis. The author asks why we are asking this now. The author wonders whether there would be a backlash.

c) Complete the gaps below with the appropriate word or phrase: To report something in the present simple we usually use ___________. To report something in the present perfect we usually use ___________. To report something in the past simple we usually use ___________. To report something in the present continuous we usually use ___________. To report ‘will’ we use ___________. To report ‘can’ we use ___________. We don’t need ‘if’ or ‘whether’ to report ‘wh’ questions. Instead we use __________. To report questions beginning with auxiliaries and modals we use ‘if’ or __________. 69

GRAMMAR: EXAM PRACTICE d) The following exam questions are from the APTIS. What do you think the correct answer is in each case? 1. “I have something to tell you”. He told me _____________ something to tell _____________. 2. “Can you bring me the bill, please?”. He asked the waiter _____________ he _____________ bring him the bill. 3. “I’ll call the manager”. She said she _____________ call the manager. 4. “I’ve stopped eating meat”. She said she _____________ eating meat. 5. “Alice was living in Detroit when I met her”. She said that Alice _____________ living in Detroit when she _____________ her. e) Now choose from the 3 options given: 1. “I have something to tell you”. He told me _____________ something to tell _____________. a) he had / me b) he has / me c) he had / him

2. “Can you bring me the bill, please”. He asked the waiter _____________ he _____________ bring him the bill. a) ----------- / could b) if / could c) why / can

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3. “I’ll call the manager”. She said she _____________ call the manager. a) will b) would c) must

4. “I’ve stopped eating meat”. She said she _____________ eating meat. a) is stopped b) have stopped c) had stopped

5. “Alice was living in Detroit when I met her”. She said that Alice _____________ living in Detroit when she _____________ her. a) was / had met b) had been / had met c) was being / had met

f) Rewrite the following text in reported speech “I am a Muslim woman living in Nice. A few weeks ago I was invited to go to the beach with some friends. I arrived at 10.00 with my mum, who was dropping me off. We were having a great time listening to music and I got hot, so I decided to go for a swim. All of a sudden, a police officer asked me to get out of the sea and told me that I had to go home as my burkini was offending other people on the beach. I couldn’t believe it.”

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Afro-Latinos: Race and Racism in Latin America Watch the following clip from Al Jazeera focusing on Afro-Latinos in Latin America. As you listen, answer the questions.

Skin Color in the Dominican Republic http://www.youtube.com/watch?v=zubBxJsqdlI&feature=plcp

1. Why can`t Angel Luis Josep get a Dominican passport in order to get a visa to play baseball in the US? a. his parents are Dominican-born c. he`s black

b. he was born in Haiti d. he`s no longer considered a citizen

2. In 1937, under Trujillo`s regime, _______________ Haitians were massacred in order to ``whiten`` the Dominican Republic. 3. Tahira Vargas laughed when she said Dominicans call her rubia. What can we infer about Dominican ideas of blondness? Rubia means… a. having blond hair b. having white skin c. having blue eyes

d. being mestiza

4. What do you know about the history of the Dominican Republic and Haiti? 5. What do you know about racism in Latin America?

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To Be Dominican is to Not Be Haitian: Development of Dominican Racial Identity through Antihaitianismo and the Indio Myth

by Lissette Hazoury, '16

Vocabulary: Match the word to its definition 1.__ of a. admit, accept as true (African/European/Indigenous) descent 2. __inquire b. admit 3. __phenotype c. get rid of 4. __acknowledge d. having ancestors from a certain place 5. __inhabitants e. as measured by, in relation to 6. __concede f. inclination, prejudice, viewpoint 7. __cast off g. firmly established, as by long conditioning; deep-seated 8. __in terms of h. To seek information by asking a question 9. __bias i. To come to accept; become reconciled to or used to something 10. __farfetched j. residents, people who live in a place 11. __ingrained k. The observable physical expression of a trait; what someone looks like 12. __come to terms with l. implausible, extreme, unrealistic

Indio. A word that means so little, to Dominicans means so much. As a child growing up in Dominican Republic, the word Indio was a part of my daily vernacular. It was the only “polite” way I knew of referring to someone who was black or of African descent. I recall my uncle’s tales about his Dominican friend who moved to London. Explaining how one day, as his friend was getting his visa renewed, a British officer inquired, “quite rudely,” about the meaning of the word Indio on his official documents. The man recited as if he was reading from a handbook, “Indio means of color. It is not black per se but means tan or beige, trigeño as we might say in the Dominican Republic”. The officer gave him a quizzical look not quite understanding what he meant and almost without hesitation said, “I don’t know about this Indio sir, but here, you are just black.” To most Dominicans, this story exhibits the extent of racism that exists in countries outside our sphere of interaction. Yet Dominicans fail to recognize that the term Indio holds racist implications as well. The officer was only describing the man’s phenotype, which was a required part of her 73

job. The man was not Indio by any meaning of the word. Indio, in the simplest sense, refers to indigenous peoples, or people native to a land. The man most likely had no genetic connection to the indigenous Tainos that roamed the Island of Hispaniola in pre-colonial times, seeing as they were almost entirely annihilated. Nevertheless, he, and all Dominicans for that matter, refuse to embrace their phenotypical characteristics or admit that they are in fact black. We hesitate in identifying as black, regarding the word almost as an insult. Dominicans face more than just racism; they suffer from a serious racial identity crisis. Indio: Creation of the Myth Three out of four Dominicans are of mixed European and African descent making it the nation with the highest amount of mulattos in the Americas. When asked to describe the Dominican race and identity, most people will contend that Dominicans are not “pure,” but a mix. Second only to Brazil, the Dominican Republic has the largest amount of categories for race and color. Colors range from blanco (white), trigueño (wheat), indio or canela (brownish), moreno (dark brown), and negro (black), Indio being the most popular form of expressing race and color. Indio alludes to the indigenous people who lived on the island before the colonial era, but by acknowledging their Indigenous race, Dominicans fail to acknowledge their African ancestry. Dominicans have recently begun to recognize that the term Indio is made up. Descendants of Africans slaves adopted the term Indio in an effort to purge themselves of their slave background. They could never attain the status attributed to white, but wanted to get rid of their African past, which was associated with slavery. In an effort to conform, they adopted the word Indio as a way of romanticizing their physicality by connecting it to the annihilated Taino natives. Yet today, some confusion lies on whether Indio refers to color, or whether it refers to the indigenous past. David Howard outlines the three main hypotheses of what many believe the term Indio to be. The first implies that the term refers purely to color. In other words, Indio refers to being of the same color of the indigenous race, of brownish tones, or that of the people from India. This idea entails that Dominicans understand that they do not have any indigenous descent. The second hypothesis refers to the idea that Columbus believed he had landed in India when he came to the new world, making the inhabitants of the new world Indios.The third concedes to the idea that people who consider themselves Indio believe they are direct descendants of the indigenous Tainos. This last hypothesis has been defined as the rise of what is loosely described as Indigenismo. Accounts of Indigenismo are most commonly associated with post revolutionary Mexico’s attempt to emphasize indigenous elements in their national culture. Indigenismo in Dominican Republic is associated with the emphasis on Taino culture as a way of defining the Dominican identity. Unlike in Mexico where indigenous peoples still exist today, Indigenismo in Dominican Republic is based on a myth. In the 19th Century, Dominicans took what information they could gather about the native Tainos from the colonial era and constructed a culture around it. Little is really known about the native Tainos, but Dominicans managed to incorporate it into a large part of their culture, romanticizing events and people. 74

The zenith of Indigenismo in Dominican Republic is the story of Taino leader, Enriquillo. The story tells the tale of a noble savage who fought against oppression and converted to Christianity. This and other forms of Indigenismo are attempts to fulfill a psychological need for continuity between the indigenous people and the population today. As Indigenismo fills the gap between Tainos and Dominicans today, it slowly widens the divide between Dominicans and their African past. Antihaitianismo and the Indio Myth: Indio is not only the denial of an African ancestry, but also the rejection of Haiti. In other Latin American countries, terms like Mestizo or Mulatto are used to describe a racial mixture of people. In Dominican Republic, the word Mulatto has a negative connotation because it refers to an African past. Dominicans don’t see themselves as Mulattos because Mulattos are dark and ‘to be dark is to be Haitian’, which is something Dominicans don’t want to be. Most of the countries in the Americas formed their national Identity in opposition to a European power, but the Dominican Republic formed their identity in opposition to Haiti. The Dominican Republic is the only country in the Americas who does not celebrate their independence from a European power, but instead celebrate their separation from Haiti in 1844. After the independence was won, Dominicans cast off everything Haitian, including language, culture and to a certain degree, color. Since Haiti was predominantly black, being black meant being Haitian, and the hateful idea of Antihaitianismo emerged. Indio again became a leeway for Dominicans to describe their dark color without having to consent to having African descent or being associated with Haitians, which other terms, like Mulatto, did not offer. Until the 1930s, the term Indio was only used on a day-to-day basis, as a way of Dominicans defining color and race. It wasn’t until the dictatorship of Rafael Leonidas Trujillo that the term became official. When Trujillo came to power, he had the opportunity of redefining the population as Mulattos, seeing as he was of African descent himself. Instead, he conceded to the Hispanophillia of the white elite and sought to make Dominicans “the most Spanish people of the Americas.” Trujillo redefined blacks and Mulattos as Indios, making it the official description of the Dominican race. By allowing Indio to be used on the Cedula, the official Dominican identification card, the myth of Indio became institutionalized. In the Dominican Republic, Cedula and census state officials are responsible for categorizing people’s color and individuals are rarely consulted for their input. Since so many different color variations exist, categorizing a person under a certain racial group can prove difficult. State officials, and Dominicans in general, define how they view color in terms of how much darker or lighter they view themselves. There is, therefore, no precise way to identify a person’s color other than their own biases or perceptions. Hence, the actual phenotype of idividuals categorized as Indio can range from dark brown to creamy brown. In a study done by Kimberly E. Simmons in the Dominican JCE (Junta Central Electoral) she witnessed that out of the 150 Cedulas made, 125 people were categorized as Indio, one of the 5 racial categories offered.

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Categorization of color does not only involve skin color, but also hair and eye color. For example, if a person of dark skin has light colored eyes and thin hair, they are more likely to be categorized as Indio than as Mulatto, which is considered darker on the Dominican color spectrum. State officials also tend to categorize people in lighter terms so as “not to cause offense”. This can also be attributed to the government’s way of whitening the country as to have it be perceived as more Hispanic than African. Conclusion The cultivated history of Haitian-Dominican tensions transformed Dominicanidad (Dominican Identity) to being non-Haitian and to neglect their African ancestry. Through the formation of Antihaitianismo and the Indio myth, Dominican political figures shaped Dominican racial identity creating a negro-phobic culture of racist principles. Even though traces of an African ancestry remain in Dominican music, language and religion, Dominicans regard themselves as a predominantly a white, Hispanic influenced, nation. We can only contemplate the extent to which future Dominican governments will take it upon themselves to repair the social and cultural damaged caused by theories of white supremacist powers. Based on the recent politics, meeting expectations seems farfetched. In search of deeper racial understanding, the Dominican public must get educated. They must become aware of the Africanidad through the avocation of afro-Dominican entities as well as the return of Dominican Diaspora. Looking back at my uncle’s anecdote about his friend in the United Kingdom, I realize the importance it carries. The man’s denial of his African backdrop represents centuries of a cultivated ideology that is ingrained in the Dominican psyche. By experiencing what he believed to be an example to racism, this man was actually taking one step towards coming to terms with his blackness. Once Dominicans stop hiding behind their supposed indigenous descent and begin to embrace their African legacy, then we will have truly acknowledged their Dominican identity. Today we disguise ourselves behind tainted masks, created by our own, perpetuated, misconstructions of race.

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After Reading 1. In paragraph 1, why is “quite rudely” in parentheses?

2. With your partner(s), explain what “The Indio Myth” is? Write a definition, and use as many vocabulary words as you can.

3. Why is the relationship between Antihaitianismo and racial identity in the Dominican Republic? Write your answer, using as many vocabulary words as you can.

4. Why was the uncle at the beginning of the story offended?

Hazoury, L. (2015). To be Dominican is not to be Haitian. Retrieved from http://www.sobremesamagazine.com/on-the-dominican-racial-crisis/

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Divided island: How Haiti and the DR became two worlds https://www.youtube.com/watch?time_continue=790&v=4WvKeYuwifc

1. Why was a market established on the border of these two countries? Is the market fulfilling its purpose? 2. The speaker says that the merchants take a grueling boat ride. Based on his description, what do you think grueling means? 3. Select the phrases from the answer choices and match them to the group to which they relate: the French colonists or the Spanish colonists. Two of the answer choices will not be used. A. Exploited the land and destroyed the soil Initially left to go to other countries after they colonized the land B. Used the natives to form an army to fight foreign wars C. Brought fewer slaves D. Forced the indigenous people to captain the boats for transportation between the two countries E. Created a strong economy and generated a lot of profit in the colony F. Had to deal with resentful slaves who rebelled G. Eventually integrated themselves with the colony and created a racially diverse community H. Massacred the indigenous population I. Did not create a very profitable colony

French colonists in Haiti ---------Spanish colonists in the DR -------------

4. In what way is Haiti the first of its kind? 5. The narrator lists all of the following as reasons for Haiti’s current hardships EXCEPT A. Haiti was isolated by many other countries of the world when it became independent B. Haiti did not have enough slaves in the past to maintain strong workforce C. After its independence, Haiti spent a lot of money to pay back a debt to France D. There have been a series of dictators, corruption, and embargoes 6. Describe the process of regularization in The Dominican Republic. Why does the speaker say this is a euphemism?

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7. A 2013 Dominican law stated that A. A person is a citizen of the DR if they are born after 1929 in the DR no matter where their parents are from B. Any citizen who had been born in the DR to undocumented parents after 1929 would have their citizenship taken away C. Both people of Dominican descent and people of Haitian descent must register for the regularization program D. It is illegal for the government to take away the citizenship of a Dominican citizen 8. Many Dominican born people of Haitian descent have recently moved from the DR to Haiti. Why has have they been moving there in such large numbers? 9. What evidence from the film shows that the security personnel at the border is racially motivated? 10. The narrator shows us the different landscapes of Haiti and the DR as he is traveling on the border road. How was this difference in landscape affected by each country’s history?

Group discussion question: Do you think any Colombians suffer from racism? If so, where do you think it comes from? Try to give examples and evidence for both sides of the argument.

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Bend It Like Beckham – Extension As you watch Bend It Like Beckham, take notes in the chart below comparing aspects of British and Indian cultures. This film is centered on Jesminder "Jess" Bhamra, an 18-year-old daughter of Punjabi Sikhs in London. Jess loves soccer but is forbidden to play it by her parents because she’s a girl.

Aspects of Culture

British

Indian

Religious Beliefs Values

Concepts of Beauty Food/Eating Habits Gender Roles Attitudes about Sexuality Gestures

Social Etiquette

Discussion: How does being part of a subculture affect Jess’ life? How do you think it would be different if she were part of a Sikh family growing up in India?

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MODULE 3: NONVERBAL COMMUNICATION ________________________________________________________ Objectives for Module 3: • Understand the various aspects of verbal and nonverbal communication. • Understand the impact of nonverbal communication on verbal communication and within culture. • Grammar: Parts of speech: adverbs vs adjectives.

________________________________________________________

1. In the space below, write your own definition of “Nonverbal Communication:”

2. Based on your definition, think about two examples of what could be considered nonverbal communication common among Colombians:

3. Do you consider nonverbal communication to be important? Why?

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“Nonverbal Communication as Intentional Communication” Vocabulary: Match the words to their definitions 1.___decline a. unable to read 2. ___designate b. reduce, to say no 3. ___illiterate c. able to read 4. ___likeness d. to mark, identify 5. ___literate e. a strip of material or fabric 6. ___ribbon f. similarity Definition Exactly what is meant by the term nonverbal communication must be specified. Nonverbal communication can be narrowly used to refer to intentional use, as in using a nonspoken symbol to communicate a specific message. From this perspective, nonverbal communication refers to a source’s actions and attributes that are not purely verbal. For example, communication scholars Judee Burgoon and her colleagues (Burgoon, Boller, & Woodall, 1988) define nonverbal communication as those actions and attributes of humans that have socially shared meaning, are intentionally sent or interpreted as intentional, are consciously sent or consciously received, and have the potential for feedback from the receiver. The term can be more broadly defined to refer to elements of the environment that communicate by virtue of people’s use of them. The color of the walls in the room in which you are interviewed for a job may in some way affect your performance and how you are perceived. Thus, from this perspective, wall color may legitimately be labeled a nonverbal element of communication (Hickson & Stacks, 1989). Functions One way to demonstrate how nonverbal communication can be used to intentionally convey messages is to look at the functions typically performed through nonverbal communication: ▪

Replacing spoken messages. There are situations in which words cannot be used. In a very noisy manufacturing facility, for example, communicators might use hand gestures to replace spoken messages. Communicators who do not share a language may try to make themselves understood with gestures. Nonverbal symbols can communicate utilitarian messages (Knapp, 1990).

Signs and symbols can replace spoken messages when they are used to identify and to direct attention to the things they designate. Signs are sometimes arbitrary in character, sometimes based on a real or fancied analogy, and usually simpler than symbols. For example, arrows are used to point direction. Symbols frequently are based on likeness, metaphor, or comparison. In Japan, for example, the cherry blossom is a symbol of the samurai because it is beautiful, blooms

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early, and dies soon. Still, symbol use is arbitrary. For example, the color red is a symbol for Christian charity and for communism and class conflict. As symbols are independent of language, they can be used to communicate across language barriers. For example, symbols were used along ancient roadways. More recently, international events such as the Olympics make extensive use of symbols. In fact, Katzumie Masaru, the art director of the Tokyo Olympics, developed many of the symbols in use today (Modley, 1976). World travel today is facilitated by symbols known to literate and illiterate people alike on highways; at airports; in hospital, factories, and schools; and on packages and clothing. Almost anyone can function in any international airport. From the symbols, you can find restaurants, rest rooms, and telephones. Not all symbols, however, are universally understood. What is commonly called the swastika in the United States and Europe has long been understood in other parts of the world as a symbol for blessings and, when posted outside, is meant to bestow good wishes on passersby. It is a commonly used symbol to mark Buddhist temples throughout Asia and is often used on maps to designate the locations of Buddhist temples. In this sense, it is similar to the cross in Christianity. Imagine the misunderstanding if one does not know the symbols’s diverse meanings. http://www.foreigners-inchina.com/buddhist-religious-symbols.html Symbols continue to be invented. In 1992, Jeremy Irons was the first celebrity to wear the red AIDS ribbons, to bring attention to the AIDS epidemic. Later in 1992, during the Emmy Awards telecast, Jamie Lee Curtis explained the meaning of the symbol, and by the next year, the red AIDS ribbon had become one of the most recognized symbols worldwide. It was so successful as a symbol that soon there were pink ribbons for breast cancer, lavender ribbons for abused women, and so on. Its use then declined, but it raised the public’s awareness of AIDS. ▪

Sending uncomfortable messages. Some messages are awkward or difficult to express in words, but the meaning can be conveyed with nonverbal communication without hurt feelings or embarrassment. Imagine being on your way home and being stopped by an acquaintance who wants to talk. The message in your mind that you want to communicate is, “Don’t bother me, I don’t have time for you now.” You may not want to say those words, but you can communicate that meaning by slowly continuing to walk away. Your nonverbal communication followed by the verbal message of “I really have to go” is received without bad feelings because it’s clear you really do have to leave. Likewise, you may find it difficult or awkward to say, “I love you,” but eye contact, touch, and close proximity deliver the message.

▪

Forming impressions that guide communication. We all attempt at times to manage the impressions that others have of us. Think about how you would give some thought to what you would wear to a job interview. You intentionally choose to wear certain 83

clothes and groom in a certain way to send a message about who you are to the employer. ▪

Making relationships clear. Communication messages have both content and relationship information. Content refers to the subject matter of the message. Relationship information refers to the relationship between the communicators. As relationship information might be uncomfortable if spoken, nonverbal communication removes the threat. For example, think of the nonverbal messages on the job that replace the spoken words “I am your boss and you do as I say, even though you may not like it.” In the United States, most nonverbal communication at work reinforces power. According to Mehrabian (1981), status manifests itself by a relaxed posture and way for interacting. Those of lower status display more rigidity.

▪

Regulating interaction. Have you ever considered how you know when it’s your turn to talk in a conversation? If you didn’t know when to start talking, you’d be interrupting others all the time. Directing turn taking is an example of how nonverbal communication regulates people’s interaction.

▪

Reinforcing and modifying verbal messages. Nonverbal cues can be metamessages that affect the decoding of the spoken message. Nonverbal messages can reinforce the verbal message. You can use your hands to indicate how close another car came to hitting your car as if to say the same message in words. Nonverbal messages can also modify—and even negate—the meaning of the verbal message.

Another way to define nonverbal communication is by category. Perhaps you’ve experienced that a nonverbal symbol can mean different things depending on where you are. The kinds of nonverbal communication given the most attention by travelers and researchers alike are proxemics, kinesics, chronemics, paralanguage, silence, haptics, clothing and physical appearance, territoriality, and olfactics. (Excerpt from: Jandt, F. (2007). An Introduction to Intercultural Communication: Identities in a Global Community. Sage Publications: CA, USA. 99-104) List the functions of non-verbal communication and an example for each. 1. 2. 3. 4. 5.

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Paralanguage Vocabulary – Match the word to its definition 1.__ argue a. cry 2. __ ban b. to give reasons for or against an idea 3. __ cite c. a person employed in an office or in customer service 4. __ clerk d. how far something extends 5. __ extent e. to ask for, oficially or politely 6. __ request f. to outlaw, to make something illegal 7. __ sob g. something that behaves in unexpected ways 8. __ unpredictable h. to quote, give evicence The nonverbal elements of the voice are referred to as paralanguage and include the following: ▪ ▪ ▪

Vocal characterizers, such as laughter and sobs Vocal qualifiers, such as intensity (loud/soft), pitch (high/low), extent (drawl and clipping) Vocal segregates, such as “uh,” “um,” and “uh huh.”

The sounds of “psst” is an acceptable way of calling a waiter in Spain. In India, whistling is considered offensive. Thais speak in a very soft and gentle voice and manner. This is based on the cultural belief that speaking softly is how one shows good manners and that they have been well raised. Voices are raised only to show the emotion of anger or in a heated argument or confrontation. When first hearing persons in the United States speak so noisily, some Thais believe the speakers are particularly rude and angry or even don’t like Thais because people from the United States speak incredibly loudly. Another example is tonal languages. Speakers of English do use tone to some extent but most often to express emotion. Think of how you would say “thank you” to convey a degree of sarcasm. However, in true tonal languages such as Mandarin Chinese and Vietnamese, the denotative meaning of some words depends on the context and how the word is said. Japanese is replete with homophones where the meanings of many words are distinguished only by stress and intonation, which in turn convey the emotional nuances of anger, surprise, sincerity, and displeasure. Accent may be considered an aspect of paralanguage. British ears can detect a speaker’s educational background in the accent. It can be said that everyone has an accent; it’s just that accent-the rhythm and intonation with which people speak drawl-slow way of speaking homophone-two words pronounced the same way but with different meanings some accents are more accepted than others. Accent may present problems and even lead to 85

charges of racism (Ryan, 1974). One study in San Antonio, Texas (de la Zerda & Hopper, 1979), had employment interviewers listen to taped speech samples of males speaking with varying accents and make a hiring prediction. Standard speakers were significantly favored for supervisory positions and accented speakers for semiskilled positions. Collier (1988) as well has shown that Whites note Hispanics’ inability to speak English as socially inappropriate. In recalling conversations, Whites cite examples of Spanish language used and “broken English” as inappropriate and difficult to understand. Midlevel Asian-American employees can find promotion to management closed—particularly if spoken English is perceived as non-fluent. In Honolulu, a Filipino man was denied a job as a city clerk. He sued on the basis of racial discrimination. Attorneys for the city argued that his heavy Filipino accent would have kept him from working effectively as a clerk. The case was appealed to the Supreme Court, and in Fragante v. City and County of Honolulu, the Court let stand a federal appeals court decision supporting the city. In Massachusetts, parents petitioned their local school board to ban first- and second-grade teachers with pronounced accents. The opposition argued that such a ban would be discrimination based on national origin and would violate the Fourteenth Amendment, which provides equal protection for everyone under the law. In Anaheim (Orange County), California, a radio station contest was based on telephoning convenience-store clerks and asking listeners to identify the clerks’ nationalities. Some refugee organizations charged the contest was racism disguised as humor. (Excerpt from: Jandt, F. (2007) An Introduction to Intercultural Communication: Identities in a Global Community., p. 110-111. Sage Publications: CA, USA) Silence is [also considered] a part of the paralinguistic channel. Hasegawa and Gudykunst maintain that silence is the lack of verbal communication or the absence of sound. Hasegawa and Gudykunst assert that culture influences the meaning and use of style. In their research, they compared the use of silence among Japanese and Americans and found that, in the United States, silence is defined as pause, break, empty space, or lack of verbal communication. Hasegawa and Gudykunst maintain that silence generally is not a part of Americans’ everyday communication routines. They argue that although silence is acceptable among intimate others, when meeting strangers, Americans are very conscious of silence and find it quite awkward. In Japan, however, silence is a space or pause during verbal communication that has important meaning. Pauses, or silence, are to be interpreted carefully. Stylistically, Japanese are taught to be indirect and sometimes ambiguous to maintain harmony. Silence, then, can be used to avoid directness, such as bluntly saying “no” to a request. Charles Braithwaite has studied silence across cultures and argues that silence is a central nonverbal component of any speech community. He argues that some communicative functions of silence may be universal and do not vary across cultures. For example, Braithwaite maintains that among Native American groups, Japanese, Japanese Americans in Hawaii, and people in rural Appalachia, the use of silence as a communicative act is associated with communication situations where the status of the interactants is uncertain, unpredictable, or ambiguous. In addition, Braithwaite argues that silence as a communicative act is associated with communication situations where there is a known and unequal distribution of 86

power among interactants. In other words, when interactants consciously recognize their differential status, they consciously use silence. Braithwaite cites evidence of this in many cultures, including the Anang of Southwestern Nigeria, the Wolof of Senegal, the Maori of New Zealand, the Malagasy in Madagascar, urban African American women, and some working-class White Americans. (excerpt from: Neuliep, J. (2009). Intercultural Communication: A Contextual Approach. SAGE Publications, Inc: California, USA. Pp. 263) Discussion Questions for Paralanguage •

List the main types of paralanguage and give an example of each. 1. 2. 3. 4. 5. 6.

•

What are some examples of paralanguage you have recently observed?

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Grammar Focus: Adjectives vs adverbs Read the following excerpt from the book: Thais speak in a very soft and gentle voice and manner. This is based on the cultural belief that speaking softly is how one shows good manners and that they have been well raised. Voices are raised only to show the emotion of anger or in a heated argument or confrontation. When first hearing persons in the United States speak so noisily, some Thais believe the speakers are particularly rude and angry or even don’t like Thais because people from the United States speak incredibly loudly. Complete the following table with the underlined words:

Adjectives

Adverbs

a) Discuss with your partner: how do you know when to use an adjective or an adverb? Are there any clues? b) Fill in the gap with either adjectives or adverbs.

1. __________ go before nouns 2. __________ describe verbs, adjectives or adverbs 3. __________ usually end in “ly” 4. __________ go after the verb “to be” 5. Irregular __________ include “well”, “fast” and “hard” 6. __________ describe nouns

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c) Read the short story below. Choose the correct word to fill in the gaps. It was a beautiful summer afternoon with the sun shining _______ (bright/brightly). I phoned my friends asking them to come over for a barbecue. After making the calls I drove into town to buy some food and drink. When I arrived at the shops I was _________ (surprised/surprisingly) at busy it was. Everyone must have been shopping for a barbecue! The first butchers I visited had _________ (amazing/amazingly) run out of sausages. I didn’t realise that I’d have to look so _________ (hard/hardly) for some sausages! The next shop had some left so I bought some. After visiting a few more shops, I had finished my shopping. But I was starting to feel worried as it was 6 pm and I had invited my friends to visit at 6.30 pm. I _________ (quick/quickly) rushed to the car park with all of my shopping and threw it _________ (hasty/hastily) into the boot. I noticed that the cars were moving out of the car park really _______ (slow/slowly) and there was a bit of a traffic jam! Once I got out of the car park I was able to drive _______ (fast/fastly), but it was still past 6.30 pm when I arrived home and I was worried. As I drove into my driveway, I smiled when I saw my friends sitting in my front garden. ________ (Luckily/lucky) they had realised I was stuck at the shops and they waited for me. We had a wonderful barbecue! d) Aptis style speaking practice. Compare and contrast the following photos with your partner. Remember to describe the whole of the photos using comparative language and using your knowledge of adjectives and adverbs. Try to speak for a minimum of 45 seconds. Your partner should time you and note down your use of adjectives and adverbs. 1. Person 1

2. Person 2

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Modern Family Watch the “Coal Digger” episode of (Season 1, Episode 5) and take notes on the paralanguage you observe using the chart. Character

Paralanguage Observed

Situation

Gloria

Jay

Claire

Phil

Haley

Luke

Cam (Cameron)

Mitchell

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How does paralanguage affect communication? How could paralanguage cause problems between people of different cultures?

Proxemics 1. Watch the You Tube video (https://www.youtube.com/watch?v=sgJ24hknbHs ) Vocabulary – Match 1.__ caste 2. __ elaborate 3. __ queue 4. __ upbringing •

the word to its definition a. worked out in great detail b. to wait in line, or the line that you wait in c. the way your parents raise you d. in general, a rigid system of social distinctions, specifically, in India What is proxemics according to the speaker in the video? What are the four zones mentioned? Do you think all cultures have the same zones?

2. Read the following excerpt that describes “proxemics” through examples. “The term given to the study of our use of personal space is proxemics. Edward Hall’s (1959) work has demonstrated clearly that cultures differ substantially in their use of personal space. His general theory is that we exist inside an invisible “bubble” or personal space. How much space we want between ourselves and others depends on our cultural learning, our upbringing in our families, the specific situation, and our relationship with the people to whom we’re talking. Although the physical distance we want between ourselves and others does vary, Hall reports the range is fairly consistent for most people in North America. Experience shows that these distances vary in diverse cultures. In India, there are elaborate rules about how closely members of each caste may approach other castes, and Arabs of the same sex do stand much closer than North Americans. North Americans in an elevator maintain personal space if the physical space permits it. An Arab entering an elevator might stand right next to another person and be touching even though no one else is in the elevator. Queuing means how you form a line while waiting. The traditional first-come, first-served line was typical in 19th century France, but today, along with the Italians and Spaniards, the French are among the least queue conscious in Europe. Until recently, the British were known to stand in line— usually—and have elaborate “rules of queuing” (i.e., “cutting in line,” “saving places,” etc.). Some explain the absence of queues in Europe and in the Mediterranean areas as a sign of feelings against unwarranted regulation and interference. Hall (1959) argues that queues are more likely to be found in cultures whose people are treated as equals.” (Jandt, F. (2007) An Introduction to Intercultural Communication: Identities in a Global Community., p. 104-105. Sage Publications: CA, USA)

• •

What specific examples of proxemics within cultures does Jandt mention? How big is your “invisible bubble”? Do people queue in Colombia?

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Distance

Description

Voice

Intimate

Touching to 18 inches (0.46 meters)

Private situations with people who are emotionally close. If others invade this space, we feel threatened.

Whisper

Personal

18 inches to 4 feet (0.46 meters to 1.2 meters)

The lower end is “handshake” distance—the distance most couples stand in public.

Soft Voice

Casual

4 feet to 12 feet (1.2 meters to 3.7 meters)

The lower end is the distance between salespeople and customers and between people who work together in business.

Full Voice

Public

Greater than 12 feet (3.7 meters)

Situations such as teaching in a classroom or delivering a speech.

Loud Voice

•

Using this chart, what kind of Proxemics would you use in these situations?

1. _____________________ You meet your uncle for his birthday. 2. _____________________ You meet your teacher for tutoring. 3. _____________________ You see your friend at La Troja. 4. _____________________ You meet your teacher at Buena Vista. 5. _____________________ You are eating lunch at Café du Nord with your friends. 6. _____________________ You are at a soccer game. 7. _____________________ You greet a new student from Cali. 8. _____________________ You meet a new student from Japan. 9. _____________________ You are eating at a crowded El Corral. 10. ____________________ You give a speech at your graduation.

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Kinesics Silent-movie actors like Charlie Chaplin were the pioneers of body-language skills, as this was the only means of communication available on the screen. Each actor’s skill was classed as good or bad by the extent to which he could use gestures and body signals to communicate to the audience. When talking films became popular and less emphasis was placed on the nonverbal aspects of acting, many silent-movie actors faded into obscurity and only those with good verbal and nonverbal skills survived. http://www.reocities.com/hollywood/1096/chaplin.htm Vocabulary – Match 1.__ chin 2. __ cue 3. __ inborn 4. __ pioneer 5.__ research 6.__researcher 7.__signal 8.__thigh

the word to its definition a. the first to do something b. a person who performs academic investigation c. something you are born with d. an act or symbol or hint e.a hint, a sign f.the upper part of your leg g.academic investigation h. bottom part of your face below your mouth

As far as the academic study of body language goes, perhaps the most influential twentiethcentury work was Charles Darwin’s The Expression of the Emotions in Man and Animals, published in 1872, but this work tended to be read mainly by academics. However, it spawned the modern studies of facial expressions and body language, and many of Darwin’s ideas and observations have since been validated by researchers around the world. Since that time, researchers have noted and recorded almost a million nonverbal cues and signals. Albert Mehrabian, a pioneer researcher of body language in the 1950’s, found that the total impact of a message is about seven percent (words only) and 38 percent vocal (including tone of voice, inflection, and other sounds) and 55 percent nonverbal. Anthropologist Ray Birdswhistell pioneered the original study of nonverbal communication—what he called “kinesics.” Birdwhistell made some similar estimates of the amount of nonverbal communication that takes place between humans. He estimated that the average person actually speaks words for a total of about ten or eleven minutes a day and that the average sentence takes only about 2.5 seconds. Birdwhistell also estimated we can make and recognize around 250,000 facial expressions.

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Like Mehrabian, he found that the verbal component of a face-to-face conversation is less than 35 percent and that over 65 percent of communication is done nonverbally. Our analysis of thousands of recorded sales interviews and negotiations during the 1970’s and 1980’s showed that, in business encounters, body language accounts for between 60 and 80 percent of the impact made around a negotiating table and that people form 60 to 80 percent of their initial opinion about a new person in less than four minutes. Studies also show that when negotiating over the telephone, the person with the stronger argument normally wins, but this is not so true when negotiating face-to-face, because overall we make our final decisions on what we see rather than on what we hear. Despite what it may be politically correct to believe, when we meet people for the first time we quickly make judgments about their friendliness, dominance, and potential as a sexual partner— and their eyes are not the first place we look. Most researchers now agree that words are used primarily for conveying information, while body language is used for negotiating interpersonal attitudes and, in some cases, is used as a substitute for verbal messages. For example, a woman can give a man a “look to kill” and will convey a very clear message to him without opening her mouth. Regardless of culture, words and movements occur together with such predictability that Birdswhistell was the first to claim that a well-trained person should be able to tell what movement a person is making by listening to their voice. Birdwhistell even learned how to tell what language a person was speaking, simply by watching their gestures. Many people find difficulty in accepting that humans are still biologically animals. We are a species of primate— Homo sapiens—a hairless ape that has learned to walk on two limbs and has a clever, advanced brain. But like any other species, we are still dominated by biological rules that control our actions, reactions, body language, and gestures. The fascinating thing is that the human animal is rarely aware that its postures, movements, and gestures can tell one story while its voice may be telling another.

http://lifezwonderful.blogspot.com/2010/08/nonverbal-communication.html Body language is an outward reflection of a person’s emotional condition. Each gesture or movement can be a valuable key to an emotion a person may be feeling at the time. For example, a man who is self-conscious about gaining weight may tug at the fold of skin under his chin; the woman who is aware of extra pounds on her thighs may smooth her dress down; the person who

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is feeling fearful or defensive might fold their arms or cross their legs or both; and a man talking with a large-breasted woman may consciously avoid staring at her breasts while, at the same time, unconsciously use groping gestures with his hands. The key to reading body language is being able to understand a person’s emotional condition while listening to what they are saying and noting the circumstances under which they are saying it. This allows you to separate fact from fiction and reality from fantasy. In recent times, we humans have had an obsession with the spoken word and our ability to be conversationalists. Most people, however, are remarkably unaware of body language signals and their impact, despite the fact that we now know that most of the messages in any face-to-face conversation are revealed through body signals. For example, France’s President Chirac, U.S.A’s President Ronald Reagan, and Australia’s Prime Minister Bob Hawke all used their hands to reveal the relative sizes of issues in their mind. Bob Hawke once defended pay increases for politicians by comparing their salaries to corporate executive salaries. He claimed that executive salaries had risen by a huge amount and that proposed politicians’ increases were relatively smaller. Each time he mentioned politicians’ incomes, he held his hands a yard apart. When he mentioned executive salaries, however, he held them only a foot apart. His hand distances revealed that he felt politicians were getting a much better deal than he was prepared to admit. (Eisner 1990)

http://smg.media.mit.edu/people/judith/Thesis/CityAndBody.frame.html

Inborn, Genetic, or Learned Culturally? When you cross your arms on your chest, do you cross left over right or right over left? Most people cannot confidently describe which way they do this until they try it. Cross your arms on your chest right now and then try to quickly reverse the position. Where one way feel comfortable, the other feels completely wrong. Evidence suggests that this may well be a genetic gesture that cannot be changed.

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Much debate and research has been done to discover whether nonverbal signals are inborn, learned, genetically transferred, or acquired in some other way. Evidence has been collected from observation of blind people (who could not have learned nonverbal signals through a visual channel), from observing the gestural behavior of many different cultures around the world, and from studying the behavior of our nearest anthropological relatives, apes and monkeys. The conclusions of this research indicate that some gestures fall into each category. For example, most primate babies are born with the immediate ability to suck, showing that this is either inborn or genetic. The German scientist Eibl-Eibesfeldt found that the smiling expressions of children born deaf and blind occur independently of learning or copying, which means that these must also be inborn gestures. Ekman, Friesen, and Sorenson supported some of Darwin’s original beliefs about inborn gestures when they studied the facial expressions of people from five widely different cultures. They found that each culture used the same basic facial gestures to show emotion, which led them to the conclusion that these gestures must also be inborn. Debate still exists as to whether some gestures are culturally learned and become habitual, or are genetic. For example, most men put on a coat right arm first; most women put it on left arm first. This shows that men use their left brain hemisphere for this action, while women use the right hemisphere. When a man passes a woman in a crowded street, he usually turns his body towards her as he passes; she instinctively turns her body away from him to protect her breasts. Is this an inborn female reaction or has she learned to do this by unconsciously watching other females? [And] Just as verbal language differs from culture to culture, so some body-language signals can also differ. Whereas one gesture may be common in a particular culture and have a clear interpretation, it may be meaningless in another culture or even have a completely different meaning. (Pease, A. and Pease, B. (2006). The Definitive Book of Body Language. Pp.9-20. Bantam Dell: New York, NY).

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•

Is body language (kinesics) learned, genetic, or instinctive? Support your answer with examples from the text.

•

What do you learn about nonverbal communication from the two graphics in this article?

•

Why do you think it is important to understand the uses of body language in relation to intercultural communications and even within your own culture?

Gestures Read the following excerpt about gestures with different meanings in different cultures. How could misreading a gesture cause intercultural communication problems? “The forefinger-to-thumb gesture forming a circle can mean “okay” in the United States. In France, it means zero or worthless. In Japan, the same gesture can mean “money,” but it is a symbol many times more offensive than the raised middle finger in Brazil. Curling the middle three fingers into the palm, extending the thumb and little finger, and then twisting the hand back and forth from the wrist is the Hawaiian greeting “hang loose.” To the University of Texas Longhorn fans, the pinkie and index finger raised up with the middle two fingers and thumb folded into the palm means “Hook ’em horns.” But in parts of Africa, the same gesture is a curse, and to Italians, it is the cornuto signaling that one’s wife is being unfaithful. Extending one hand, palm forward, means “stop!” in the United States, but in Greece, it’s the moutza or hand push, a sign of confrontation. In West Africa, the same gesture is more insulting than the upraised middle finger… Although most cultures do indicate “yes” by an up-and-down nod of the head and “no” by shaking it from side to side, there are variations: In Albania and Bulgaria, the yes-no gestures are reversed. In Sri Lanka, a yes answer to a specific question is indicated by a slow sideways swaying of the head. For greetings in the United States, a firm handshake is considered too rough and rude, a quick handshake with only slight pressure is preferred. In Latin America, a hearty embrace is common among women and men alike, and men may follow it with a friendly slap on the back. In Ecuador, to greet a person without a handshake is a sign of special respect. In India, the handshake may be used by Westernized citizens, but the preferred greeting is the namaste— placing the palms together and nodding one’s head. In Japan, the traditional form a greeting is a bow or several bows…” (Excerpt from: Jandt, F. (2007) An Introduction to Intercultural Communication: Identities in a Global Community., p. 106-107. Sage Publications: CA, USA)

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Etiquette in West Africa: Four Gestures to Avoid Vocabulary – Match 1.__ fist 2. __ forbidden 3. __ harsh 4. __ obscene 5.__refrain (from__ing) 6.__sole 7.__tactful

the word to its definition a. vulgar b. avoid doing something c. prohibited d. behaving without being offensive e.your hand with all fingers closed f.strict, cruel g. the bottom of your foot

There are an immense variety of gestures and non-verbal communications throughout West Africa that vary in meaning from one locale to another. Ghana is not synonymous with Nigeria, nor is Sierra Leone with Liberia. But there are some basic codes of conduct that can serve as helpful guidelines for respectful behavior. It is worthwhile, therefore, to be aware of some local gestures that may be considered offensive or, in some cases, even obscene. A list of four gestures is by no means comprehensive, but these points can be a useful starting point when dealing in West African cultural circles. 1. The Forbidden Left hand: A general rule of thumb to live by when in Africa is to avoid taking or passing anything with your left hand. Objects are to be handled or passed with the right or both hands, but never the left hand, as this is considered the unclean hand (the hand used for personal hygiene). Do not eat, shake hands, gesture "hello" or give someone something with your left hand as it is seen as something used to do dirty things. It is this belief that informs the African proverb, “You do not use the left hand to point the way to your father's village”, which means: use respect when you gesture and learn to appreciate and admire what you have. 2. Displaying the sole of your foot: Particularly among Muslim cultures, and other groups who traditionally sit on the floor, it is improper to allow the sole of your foot to point at another person. As the bottom of the shoe touches the ground, it is considered to be the dirtiest part of the body. If you find yourself in this setting, avoid showing the soles of your shoes to anyone as it is considered by some to be rude and insulting. The best advice is to sit with your feet flat on the floor.

3. The “Thumbs up”: Throughout West Africa, the thumb lying on the index finger of a vertical fist with arm extended is equivalent to the American “middle finger”; insult is emphasized by motioning the thumb up (like “thumbs-up”) and down repeatedly.

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4. Harsh disagreement with an older person: If you have a difference with someone who is elderly, try to refrain from harsh disagreement, especially in public. Keep in mind that Africans are very conscious of age and status differences. Being sensitive to someone’s age or seniority in an organization guides the way people communicate or interact with one another. For example, a younger person may be more able and competent than an older person, and everybody may recognize that, but the younger one will still show deference to the older one. Not only does this serve as job security for the younger person, but it also keeps the elder from publicly losing ‘face’. To use their skill set effectively, a savvy subordinate employee will find more tactful means to deliver their message. So instead of resorting to harsh disagreement with a person of senior status, which may be misinterpreted as personal attack rather than constructive criticism, try instead to use subtleties and express differences with sensitivity. Copyright © 2011 Erika Amoako-Agyei http://africabusinessreview.net/etiquette-in-africa-four-gestures-toavoid-by 1. All countries in West Africa have the same nonverbal communication. True or False? 2. If you shook someone`s hand with your left hand in West African countries, they would be insulted. Why? 3. If you are sitting on the floor in West Africa, you should sit with your feet _______________________________. 4. Giving someone a ``thumbs-up`` is a good way to make friends in West African countries. True or False? 5. Harsh disagreement with an elderly woman or man… (Choose all that apply) a. violates West African cultural values of respecting the elderly b. causes the elderly to lose face c. is interpreted as constructive criticism d. should be replaced with subtle hints and sensitive comments

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Different Concepts of Time •

As you read, think about how your concept of time lines up with the ones mentioned in the following text.

Vocabulary – Match the word to its definition 1.__ accurate a. excitement 2. __ commodity b. goal 3. __ crop c. careful, free of error 4. __ flow d. plants grown by farmers 5.__ forecast e.take, hold 6.__scarce f. take power, one after another 7.__ seize g. a product, a thing 8.__ succeed h.prediction about weather or money 9.__target i.something that causes an event, suddenly 10.__thrill j.rare, not enough of 11.__trigger k.move like a river

Many American Indian peoples understand time to be cyclical, whereas Western cultures think of time in the linear sense of a flow from the past to the present to the future. It is said that the idea of linear time became commonly accepted as we became aware of change—that is, aware that things were different before change and after change. Acceptance of some religious beliefs necessitates the acceptance of the understanding of time as linear. For example, the Christian belief that Christ’s birth and death were unrepeatable events necessitates the acceptance of the understanding of time as linear. It existed in the past of our present, and since it could only occur then, it could not be repeated in our future. Precision time keeping came with the invention of the pendulum clock by Dutch scientist Christian Huygens. The clock introduced a new consciousness—the clock, rather than the sun, became the arbiter of time. Our technological world demands even more accurate timekeeping. How we use time varies from culture to culture. That cultures use time differently can be a barrier to intercultural communication. What time you are expected to arrive for an 8 p.m. party varies as to where the party is. How long you should be kept waiting—if at all—for a business appointment varies as well. And once a meeting has begun, it varies how much informal conversation there is before the actual business discussion begins. Arabs, for example, engage in up to half an hour of informal conversation before turning to business.(Jandt, F. (2007) An Introduction to Intercultural Communication: Identities in a Global Community.p. 108-110. Sage Publications: CA, USA) Linear Time For an American, time is truly money. In a profit-oriented society, time is a precious, even scarce, commodity. It flows fast, like a mountain river in the spring, and if you want to benefit from its passing, you have to move fast with it. Americans are people of action; they don´t like to waste

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time. The past is over, but the present you can seize, parcel and package and make it work for you in the immediate future. If you have 40 years of earning capacity and you want to make $4 million, that means $100,000 per annum. If you can achieve this in 250 working days, that comes to $400 a day or $50 an hour. With this orientation Americans can say that their time costs $50 an hour. Americans also talk about wasting, spending, budgeting, and saving time. This seems logical enough, until one begins to apply the idea to other cultures. Has the Portuguese fisherman, who failed to hook a fish in two hours, wasted his time? Has the Sicilian priest, failing to make a convert on Thursday, lost ground? Have the German composer, the French poet, the Spanish painter, devoid of ideas last week, missed opportunities that can be qualified in monetary terms? The Americans are not the only ones who sanctify timekeeping, for it is practically a religion in Switzerland and Germany, too. These countries, along with Britain, the Anglo-Saxon world in general, the Netherlands, Austria and Scandinavia, have a linear vision of time and action. They suspect, like the Americans, that time is passing (being wasted) without decisions being made or actions being performed. These groups are also monochromic; that is, they prefer to do only one thing at a time, to concentrate on it and do it within a fixed schedule. They think that in this way they get more things done—and more efficiently. Furthermore, being imbued with the Protestant work ethic, they equate working time with success: the harder you work—the more hours, that is—the more successful you will be and the more money you will make. This idea makes perfect sense to American ears, would carry less weight in class-conscious Britain, and would be viewed as entirely unrealistic in Southern European countries, where authority, privilege and birthright negate the theory. Multi-Active Time Southern Europeans are multi-active, rather than linear-active. The more things they can do at the same time, the happier and the more fulfilled they feel. They organize their time (and lives) in a different way from Americans, Germans, and the Swiss. Multi-active peoples are not very interested in schedules or punctuality. They consider the present reality to be more important than appointments. In their ordering of things, priority is given to the relative thrill or significance of each meeting. Spaniards, Italians and Arabs place a different kind of importance on the passing of time if it means that conversations will be left unfinished. For them, completing a human transaction is the best way they can pass their time. For an Italian, time considerations will usually be subjected to human feelings. “Why are you so angry because I came at 9:30?” he asks his German colleague. “Because it says 9:00 in my diary,” says the German. “Then why don’t you write 9:30 and we’ll both be happy?” is a logical Italian response. The business we have to do and our close relations are so important that it is irrelevant at what time we meet. The meeting is what counts. Germans

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and Swiss may have difficulty adapting to this, as it offends their sense of order, or tidiness, of planning. A Spaniard would take the side of the Italian. In countries inhabitated by linear-active people, time is clock- and calendar- related, segmented in an abstract manner for our convenience, measurement, and disposal. In multi-active cultures like the Arab and Latin spheres, times is more event- or personality-related, a subjective commodity which can be manipulated, molded, stretched, or dispensed with. “I have to rush,” says the American, “my time is up.” The Spaniard or Arab, scornful of this attitude to schedules, would be unlikely to use expressions like this. Cyclic Time Both the linear-active northerner and the multi-active Latin think that they manage time in the best way possible. In some East Asian cultures, however, the adaptation of humans to time is seen as a viable alternative. In these cultures, time is viewed neither as linear nor event—relationship related, but as cyclic. Each day the sun rises and sets, the seasons follow one another, the heavenly bodies revolve around us, people grow old and die, but their children reconstitute the process. We know this cycle has gone on for 100,000 years and more. Cyclical time is not a scarce commodity. There seems always to be an unlimited supply of it just around the next bend. As they say, when God made time, he made plenty of it. It’s not surprising, then, that business decisions are arrived at in a different way than in the West. Linear and multi-active cultures often expect people in cyclic cultures to make a quick decision or to treat a current deal on its present merits, irrespective of what has happened in the past. East Asians find this inappropriate. The past formulates the contextual background to the present decision, about which in any case, as Asians, they think long term—their hands are tied in many ways. Americans see time passing without decisions being made or actions performed as having been “wasted.” Asians do not see time as racing away unutilized in a linear future, but coming around again in a circle, where the same opportunities, risks, and dangers will represent themselves when people are so many days, weeks or months wiser. The American, German and Swiss will go home satisfied if all tasks have been completed. The French or Italian might not mind leave some “mopping up” for the following day. John Paul Fieg, author of A Common Core: Thais and Americans, describing the Thai attitude toward time, saw it as a pool one could gradually walk around. This metaphor applies to most East Asians, who, instead of tackling problems immediately in sequential fashion, circle around them for a few days or weeks before committing themselves. In a Buddhist culture (e.g. Thailand, Tibet), not only time but also life itself goes around in a circle. Whatever we plan, however we organize our particular

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world, generation follows generation; governments and rulers will succeed each other; crops will be harvested; monsoons, earthquakes and other catastrophes will recur; taxes will be paid; the sun and moon will rise and set; stocks and shares will rise and fall. Back to the Future In the linear-active, industrialized Western cultures time is seen as a road along which we proceed. Life is sometimes referred to as a “journey”; death is often referred to as the “end of the road.” We imagine ourselves as having traveled along the part of the road that is behind us (the past) and we see the untrodden path of the future stretching out in front of us. Linear-oriented people do regard the future as entirely unknowable, for they have already nudged it along certain channels by meticulous planning. American executives, with their quarterly forecasts, will tell you how much money they are going to make in the next three months. The Swiss stationmaster will assure you, without any hesitation that the train from Zurich to Luzern will leave at 9:03 tomorrow morning and arrive at exactly 10:05. He is probably right, too. Watches, calendars and computers are devices that not only encourage punctuality but also get us into the habit of working toward targets and deadlines. In a sense, we are “making the future happen.” We cannot know everything (it would be disastrous for horse racing and detective stories), but we eliminate future unknowns to the best of our ability. Our personal programming tells us that over the next year we are going to get up at certain times, work so many hours, take vacations for designated periods, play tennis on Saturday mornings and pay our taxes on fixed dates. Cyclic time is not seen as a straight road leading from our feet to the horizon, but as a curved one which in one year’s time will lead us through “scenery” and conditions very similar to what we experience at the present moment. Observers of cyclic time are less disciplined in their planning of the future, since they believe that it cannot be managed and that humans make life easier for themselves by “harmonizing” with the laws and cyclic events of nature. Cultures observing both linear and cyclic concepts of time usually see the past as something we have put behind us and the future as something that lies before us. In Madagascar, the opposite is the case. The Malagasy imagine the future as flowing in to the back of their heads, or passing them from behind, then becoming the past as it stretches out in front of them. The past is in front of their eyes because it is visible, known and influential. They can look at it, enjoy it, learn from it, even “play” with it. The Malagasy people spend an inordinate amount of time consulting their ancestors, exhuming their bones, even partying with them. By contrast, the Malagasy consider the future unknowable. It is behind their head where they do not have eyes. Their plans for this unknown area will be far from meticulous, for what can they be based on? Buses in Madagascar leave, not according to a predetermined timetable, but when the bus is full. The situation triggers the event. Not only does this make economic sense, but it is also the time that most passengers have chosen to leave. Consequently, in Madagascar stocks are not

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replenished until shelves are empty, filling stations order gas only when they run dry, and hordes of would-be passengers at the airport find that, in spite of their tickets, in reality everybody is wait-listed. The actual assignation of seats takes place between the opening of the check-in desk and the (eventual) departure of the plane. (Lewis, R. (2006). When Cultures Collide: Leading Across Cultures. Nicholas Brealey Publishing: Boston, MA. Pp. 53-62) •

Describe each of type of time and give an example:

Linear – Multi active – Cyclic – How do people in Colombia see time, in general? Is this because of religious reasons? Cultural reasons?

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In the previous article, you read about how the Malagasy people of Madagascar spend time with their ancestors. Watch the following video and answer the questions.

DANCING

WITH

THE

DEAD

IN

MADAGASCAR

http://video.nytimes.com/video/2010/09/05/world/africa/1248068971617/dancing-with-the-dead.html

1. Describe the ritual performed in the video.

2. What is the general atmosphere at the ceremony?

ttp://www.banderasanimadas.com/img/madagascar-

flag-3_w470.html

3. What does John Badiste say is the purpose of the ceremony?

4. How often are these events held? How many people attend?

5. What are some of the costs involved in holding this event?

6. How does their concept of time affect their relationship with their ancestors?

7. How is this different from the way Colombians honor the dead?

8. What was your first reaction when watching this video? After considering their relationship with time and their reasons for `dancing with the dead,` can you understand their ritual in a more objective manner?

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Twenty Common Verb Preposition Collocations Prepositions include words such as on, at, in, for, from, about, and over. You have five minutes to read the following sentences and mark the ones that use preposition collocations incorrectly. Do not look up the answers in the chart below. This is a chance to measure what you already know. 1. The argument consists in two main parts. 2. I cannot comment on that subject, as I do not understand it well enough. 3. My parents do not approve about my choice to study music. 4. They have contributed greatly for our understanding of how the brain works. 5. The distance that a puma can run depends on many factors. 6. Many people are not aware about the environmental damage caused by littering. 7. Camels are capable of walking long distances without water. 8. The Free Trade agreement has affected to the economy in several ways. 9. Societies benefit greatly for having health services accessible to everyone. 10. After graduating from the university, I no longer had to rely on my parents for support. Go over the answers with your teacher. Then correct the sentences that used preposition collocations incorrectly. SB=Somebody STH=Something Preposition Collocation Example to (dis)approve of SB/STH Some voters disapprove of the current policies. to affect SB/STH El Niño has affected the weather negatively. to be (un)aware of/that STH Farmers were initially unaware of the consequences of El Niño. to benefit from STH The crops would benefit from some rain. to connect STH to STH else Scientists have connected greenhouse gases to climate change. to be (in)capable of STH They are not capable of watering their crops without rain. to comment on STH The president has not yet commented on the power outages. to concentrate on STH It is difficult to concentrate on one’s work during a power outage. to consist of STH Plans to decrease arroyos consist of several different measures. to contribute (STH) to STH The students contributed some of their savings to disaster relief. to depend on SB/STH Agriculture depends on predictable annual rainfall. to take notice of SB/STH Initially, scientists did not take notice of climate changes. to emerge from STH Two important findings emerged from the research findings. to get rid of SB/STH We have to get rid of all the leftover paper, but we prefer to recycle it. to be ignorant of STH They were ignorant of the effects of climate change. to offer justification for STH Both candidates offered justification for their policies. to submit STH to SB Should I submit this assignment to the teacher? to rely on SB/STH The program relies on funding from private institutions. an increase in STH There has been an increase in graduation rates among students. to refer to STH El Niño refers to a weather pattern that affects the western hemisphere. Adapted from: Taylor, J. & Moore, P. (2001). Prepare and practice for the computer-based TOEFL test: The truly comprehensive approach to the new TOEFL CBT. Newbury: Express Publishing.

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Phrasal Verbs Phrasal verbs are verbs that consist of two or more words but take on a different meaning when used together. In Chart A below, match the sentence parts together. Each sentence includes one phrasal verb.

Chart A Column A 1. The train wreck came… 2. It was Juan who came … 3. During the drought, residents had to do… 4. Mark had fallen … 5. Teenagers often try to fit… 6. Remember not to leave… 7. Silvio didn’t think… 8. If you are not busy, drop… 9. I regret that I passed… 10. I like your suggestion. I will run…

Column B a)…without long, luxurious showers. b)…about as a result of the engineer’s negligence. c)…behind so badly in his studies that he was unable to graduate on time. d)…anyone out when you count the attendance. e)…by my house later this evening and we’ll have a drink. f)…it by my friends and see what they think. g)… up with the new scheduling system. h)…up that great opportunity. i)…through his decision to start a fight. j)…in with their friends by wearing the same style of clothes.

Chart B List the phrasal verbs from Chart A in the chart below. Then write one sentence with each phrasal verb. Phrasal Verb Example Sentence 1. 2. 3.

5. 6. 7. 8. 9. 10. Adapted from: Miller, G. S., (2001) Cracking the TOEFL. New York: Princeton Review.

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WRITING SKILLS ________________________________________________________ Objectives for Essay and Writing section:

• • • •

Research: Use APA format to cite your research How to paraphrase Correct fragments, comma splices, and run-ons Review passive voice

________________________________________________________

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Research Before you begin writing your paper, you must research the topic that you have chosen. We will do research together in class, using Uninorte`s library databases to look for books and academic journals. You may have one of your sources from a website; the other source must be from the library database.

How to Use the Library Databases 1. Log into your Uninorte account at http://www.uninorte.edu.co/ Click on `Mis Servicios`. Click on `Biblioteca Karl C. Parrish`. 2. Click on `Multidisciplinarias`. On the right hand side, you´ll find a list of databases. Possible ones you can use are Encyclopedia Britannica Online, ProQuest, Jstor. If you use the Encyclopedia Britannica Online, it counts as only one source of information. You still need to find two other sources. Two, out of three, of your sources must be from the library data base. 3. Here`s an example of how to navigate ProQuest when searching for information: Click on `ProQuest`. Click on `Ciencias sociales`. Scroll down until you find `ProQuest Research Library: Social Sciences`. Click on `Search`. 4. Click on `Avanzada.` In the spaces provided, enter terms to search, for example ´American culture`. You might find that your original search doesn´t bring up any material; conversely, you might find that your search is too general and you have too many options to look through. `American culture` brought up 436,724 results. So, I need to further refine my search. Go back to the `Avanzada` page and add more words if you need to. I added `Women` and `Rights`. That resulted in 16,981 results. Don´t get frustrated as it can take time to find good sources. Try changing the words that you`re using to search for material. 5. On the `Avanzada` page, there is a `Opciones de busqueda` section. There you can click on `Texto completo` which will limit your search to complete articles. You need complete articles for your paper. A summary, review, or synopsis of an article will not work. All of your sources must be in English. No translations will be accepted. 6. Show your 4 sources to your instructor. You cannot leave class until your instructor has approved of your sources. 7. Save your sources. You need to save all your sources on the Google Classroom document. Do not email your sources to your hotmail or Facebook accounts as some of the computers in the lab do not allow access to those accounts. Remember, you will be writing your essay in class so you need to have easy access to your sources. 8. Click on the `Citar` button in the top right-hand corner of the page. Copy and paste each citation as you will need these for the Reference List for your paper. While you must write the paper in class, you can complete your Reference List ahead of time and email it to yourself 109

Fragments In English, every sentence must have both a subject and a verb. If a sentence does not have both a subject and a verb, it is called a fragment, which means “broken piece.” A sentence fragment is only a piece of a sentence, not a complete sentence. For example: •

No subject o has very good players like Cristiano Ronaldo.

•

No verb Portugal situated in southwestern Europe.

•

No subject or verb •

(Adapted from Singleton, Jill, and Ann O. Strauch. Writers at Work. Cambridge: Cambridge UP, 2005. Print.)

Correct the following fragments, taken from previous students’ writings, by adding something to it. There are several ways to fix each fragment. 1. In order to understand Yemen better, is necessary to know many

details about their customs, culture, religion, family and social structure. 2. When the guest in Argentina has to go, must say goodbye to

everyone. 3. Because of this, the Swiss an excellent communication with the world. 4. Greece a country full of tradition, culture, history, festivals and

manners that have to be discovered. 5. Taekwondo was born in Seoul, South Korea, and is widely spread

around the world and basically is about how to stop fights using parts of your body. 6. Some countries that are part of this country such as England,

Wales, Scotland and Ireland. 7. I´m sure your answer “no” but even if is “yes” there are a lot of

interesting aspects about Japanese culture waiting to be shared to the world. 8. The economic crisis is hurting the German federal education budget,

although the increasing student body.

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Run-on Sentences & Comma Splices A common writing mistake is a run-on sentence. A run-on sentence happens when two simple sentences are run together without correct punctuation to separate them. For example:

o Hindus believe in reincarnation, cows are sacred in India. To correct a run-on sentence, the two most common options are as follows: o Hindus believe in reincarnation. Cows are sacred in India. o Hindus believe in reincarnation, so cows are sacred in India. (Adapted from Singleton, Jill, and Ann O. Strauch. Writers at Work. Cambridge: Cambridge UP, 2005. Print.)

Correct the following comma splices and run-ons, taken from previous students’ writings, by adding periods and capital letters, colons, or coordinating conjunctions. There are several possible ways to fix each. 1. One day, when I was in high school, my Russian teacher forgot about the exams we would do in our class, she said she realized it when she was right in front of her house door but she couldn’t go back inside because then something wrong could happen to her, so she said that “Russians are very superstitious people” and continued with her class. 2. During the trip I ate more than any time in my life, lunches were always composed of three dishes and Italians always eat that way. 3. Also the influence of religion is important in Laos, for example there is at least one monastery in almost every settlement. 4. It was a very complicated period in Spanish history, these facts affected their gestures. 5. China has many regional cultures because of its large size, each border country has influenced Chinese culture. 6. There is another kind of taboo which involves vocabulary there are two words that can´t be mentioned, sex and excretion.

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Passive Voice (Review) Often in academic writing, we don't want to focus on who is doing an action, but on who is receiving or experiencing the action. The passive voice is thus extremely useful in academic writing because it allows writers to highlight the most important participants or events within sentences by placing them at the beginning of the sentence.

Look at the following examples and identify who is the focus of the action in the sentences. 1. Scientist classify glass as a solid. 2. Glass is classified as a solid. The second sentence focuses on how glass is classified, rather than on who classifies glass. Sometimes in academic writing it might be necessary to use the passive voice in order to avoid naming the 'doer' of an action so that the message of your text is less aggressive; for example, compare the following excerpt:

In this ideology the argument used to sustain the subjugation of women has largely rested on premises about biological difference - the biological differences between men and women have been used to legitimate hierarchical structures of social inequality. Women, because of their biological function as child bearers, have been traditionally confined to the domestic sphere and excluded from the world 'out there'.

In this ideology the argument used to sustain the subjugation of women has largely rested on premises about biological difference - society has used the biological differences between men and women to legitimate hierarchical structures of social inequality. Society has traditionally confined women, because of their biological function as child bearers, to the domestic sphere and excluded them from the world 'out there'.

Text from: Jagtenberg, T. & D'Alton, P. (1989) Four dimensional social space: Class, gender, ethnicity and nature. Harper Row: Sydney.

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After looking at the excerpt, answer the following questions. Then compare with a partner. What is the difference of emphasis between the two texts? _________________________________________________________ _________________________________________________________ Which one is more descriptive?______________________________ Which one is more accusatory? _______________________________ Why?_____________________________________________________ Read the following paragraph. Change it from active to passive

Last summer I painted our house. The job took about two weeks. First, I washed the exterior using warm water and a mild detergent. Then I sealed the chinks and pores in the walls with cement. After the cement dried, I painted the exterior. I used latex paint, because it is easy to apply and cleans up with water. I needed a whole week to finish this part of the job. I applied the paint evenly, to keep from applying two coats. I used a color that was very close to the original color. Our house is a two-story house, so I used a tall ladder to do the second story. The paint balanced on the top step of the ladder while I worked. I felt a great deal of satisfaction when the job was finished. I patted myself on the back. Even my dad said that I did a good job. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

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Avoiding Plagiarism Watch the video “Ten Types of Plagiarism” (3:58) https://www.youtube.com/watch?v=EF5eFeJMplA

Read the following excerpts about artists Frida Kahlo and Diego Rivera. Next, read the subsequent paragraphs and decide whether they are examples of plagiarism or whether they have been cited correctly.

Frida Kahlo Frida Kahlo was one of four daughters born to a Hungarian-Jewish father and a mother of Spanish and Mexican Indian descent. She did not originally plan to become an artist. A survivor of polio, she entered a pre-med program in Mexico City. At the age of 18, she was seriously injured in a bus accident. She spent over a year in bed recovering from fractures to her spine, collarbone and ribs, a shattered pelvis, and shoulder and foot injuries. She endured more than 30 operations in her lifetime and during her convalescence she began to paint. Her paintings, mostly self-portraits and still life, were deliberately naïve, and filled with the colors and forms of Mexican folk art. At 22 she married the famous Mexican muralist Diego Rivera, 20 years her senior. Their stormy, passionate relationship survived infidelities, the pressures of careers, divorce, remarriage, Frida's bisexual affairs, her poor health and her inability to have children. Frida once said: "I suffered two grave accidents in my life…One in which a streetcar knocked me down and the other was Diego." The streetcar accident left her crippled physically and Rivera crippled her emotionally. Biography. (2014). Welcome to the Frida Kahlo Website. Retrieved from http://www.fridakahlo.com/

Diego Rivera Although Diego Rivera had success as a cubist painter in Europe, the work he would do in his career greatly changed. The Mexican Revolution in 1914/15 strongly influenced him, as did the Russian Revolution in 1917. During a trip to Italy he took an interest in murals and depicting the struggles of the people he grew up around. Upon returning to Mexico to continue his work in 1922, he received government funding to work on public buildings. By the time he married another artist, Frida Kahlo, in 1929, he already had several children from previous relationships. Diego Rivera, his paintings and murals. (2010). Diego Rivera, paintings, murals, biography, quotes. Retrieved from http://www.diegorivera.org/

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1. To understand Frida Kahlo’s art it is necessary to understand her life. As a survivor of polio, she first started studying medicine in Mexico City. At 18, she was injured in a bus accident and spent a year recovering from factures to her spine, ribs, and collarbone, as well as a shattered pelvis and foot injuries. It was during this time that she began to paint. Her paintings, mostly self portraits and still life, were filled with the colors and forms of Mexican folk art. Her life experiences are clearly visible in her art. 2. Although Diego Rivera had success as a painter in Europe and the Americas, it is possibly his wife who is even more famous. He married Frida Kahlo, 20 years his junior, when she was 22 years old. Their stormy, passionate relationships survived infidelities, the pressures of careers, divorce, remarriage, Frida’s bi-sexual affairs, her poor health and her inability to have children. In the end, she turned her pain into art that in the eyes of many, would outshine even his. 3. To understand Frida Kahlo’s art it is necessary to understand her life, as many of the themes from her lived experiences are visible in her art. As a result of a devastating bus accident, Kahlo lay injured for close to a year, and during this time began to paint (“Biography,” 2014). In addition, she often painted self-portraits, and this solitary theme of reoccurs throughout her work. 4. Diego Rivera was greatly influenced by politics in his art. In fact, themes from great political events figured prominently in most of his art. As his biographers point out, “The Mexican Revolution of 1915/15 strongly influenced him, as did the Russian Revolution in 1917” ("Diego Rivera,” 2010). He is, however, not alone in being influenced by these momentous events. It was probably impossible to create art in the early 20th century without responding to such world events. Nevertheless, remains strongly linked to these themes in the minds of art lovers across the globe. 5. Although Frida Kahlo experienced a great deal of pain in her life, not all her art reflects this. She is recorded as saying that I suffered two grave accidents in my life…One in which a streetcar knocked me down and the other was Diego. From this, we might assume that much of her art should be about heartache and tragedy. However, much of it focuses on the pride she took in her culture. 6. One of the most famous artist couples was Frida Kahlo and Diego Rivera. According to “Biography” (2014), “Frida Kahlo was one of four daughters born to a Hungarian-Jewish father and a mother of Spanish and Mexican Indian descent. She did not originally plan to become an artist… At 22 she married the famous Mexican muralist Diego Rivera, 20 years her senior. Their stormy, passionate relationship survived infidelities, the pressures of careers, divorce, remarriage, Frida's bi-sexual affairs, her poor health and her inability to have children.” Diego Rivera, however, was arguably more influenced by politics. “The Mexican Revolution of 1914/15 strongly influenced him, as did the Russian Revolution in 1917. During a trip to Italy, he took an interest in murals, and depicting the struggles of the people he grew up around. Upon returning to Mexico to continue his work, in 1922 he received government funding to work on public buildings” (Diego Rivera, 2010).

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In academic writing, and any type of writing for that matter, it is important to know how to combat and avoid plagiarism. The best way to avoid plagiarism is by trying to use your own words as much as possible, and when you need to use information from another source (website, news article, research, books, magazines, journals, etc…) always use parenthetical citations and references. By using citations and references you give credit to the original author(s) and, thus, avoid plagiarizing. For this course we will be focusing on:

APA Referencing Format APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.

Making a reference list for your essay:

Basic Format for Books Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher.

Note: For "Location," you should always list the city and the state using the two letter postal abbreviation without periods (New York, NY). For the "Title," capitalize the first word of the subtitle and all proper nouns. Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association. Edited Book, No Author Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New York, NY: Russell Sage Foundation. Edited Book with an Author or Authors Plath, S. (2000). The unabridged journals. K. V. Kukil (Ed.). New York, NY: Anchor. Article or Chapter in an Edited Book

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Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. A. Editor & B. B. Editor (Eds.), Title of book (pages of chapter). Location: Publisher. Note: When you list the pages of the chapter or essay in parentheses after the book title, use "pp." before the numbers: (pp. 1-21). This abbreviation, however, does not appear before the page numbers in periodical references, except for newspapers. O'Neil, J. M., & Egan, J. (1992). Men's and women's gender role journeys: A metaphor for healing, transition, and transformation. In B. R. Wainrib (Ed.), Gender issues across the life cycle (pp. 107-123). New York, NY: Springer. Multivolume Work Wiener, P. (Ed.). (1973). Dictionary of the history of ideas (Vols. 1-4). New York, NY: Scribner's.

Article From an Online Periodical Online articles follow the same guidelines for printed articles. Include all information the online host makes available, including an issue number in parentheses. Author, A. A., & Author, B. B. (Date of publication). Title of article.Title of Online Periodical, volume number(issue number if available). Retrieved from http://www.someaddress.com/full/url/ Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from http://www.alistapart.com/articles/writeliving Article From a Database Please note: APA states that including database information in citations is not necessary because databases change over time (p. 192). However, the OWL still includes information about databases for those users who need database information. When referencing a print article obtained from an online database (such as a database in the library), provide appropriate print citation information (formatted just like a "normal" print citation would be for that type of work). By providing this information, you allow people to retrieve the print version if they do not have access to the database from which you retrieved the article. You can also include the item number or accession number or database URL at the end, but the APA manual says that this is not required. If you are citing an article from a database that is available in other places, such as a journal or magazine, include the homepage's URL. You may have to do a web search of the article's title, author, etc. to find the URL.

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For articles that are easily located, do not provide database information. If the article is difficult to locate, then you can provide database information. Only use retrieval dates if the source could change, such as Wikis. For more about citing articles retrieved from electronic databases, see pages 187-192 of the Publication Manual. Author, A. A., & Author, B. B. (Date of publication). Title of article.Title of Journal, volume number, page range. Retrieved from http://www.someaddress.com/full/url/ Smyth, A. M., Parker, A. L., & Pease, D. L. (2002). A study of enjoyment of peas. Journal of Abnormal Eating, 8(3), 120-125. Retrieved from http://www.articlehomepage.com/full/url/ Newspaper Article Author, A. A. (Year, Month Day). Title of article. Title of Newspaper. Retrieved from http://www.someaddress.com/full/url/ Parker-Pope, T. (2008, May 6). Psychiatry handbook linked to drug industry. The New York Times. Retrieved from http://well.blogs.nytimes.com Electronic Books Electronic books may include books found on personal websites, databases, or even in audio form. Use the following format if the book you are using is only provided in a digital format or is difficult to find in print. If the work is not directly available online or must be purchased, use "Available from," rather than "Retrieved from," and point readers to where they can find it. For books available in print form and electronic form, include the publish date in parentheses after the author's name. For references to e-book editions, be sure to include the type and version of e-book you are referencing (e.g., "[Kindle DX version]"). If DOIs are available, provide them at the end of the reference. De Huff, E. W. (n.d.). Taytay’s tales: Traditional Pueblo Indian tales. Retrieved from http://digital.library.upenn.edu/women/dehuff/taytay/taytay.html Davis, J. (n.d.). Familiar birdsongs of the Northwest. Available from http://www.powells.com/cgi-bin/biblio? inkey=1-9780931686108-0 Online Encyclopedias and Dictionaries Often encyclopedias and dictionaries do not provide bylines (authors' names). When no byline is present, move the entry name to the front of the citation. Provide publication dates if present or specify (n.d.) if no date is present in the entry. Feminism. (n.d.). In Encyclopædia Britannica online. Retrieved from http://www.britannica.com/EBchecked/topic/724633/feminism Graphic Data (e.g. Interactive Maps and Other Graphic Representations of Data)

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Give the name of the researching organization followed by the date. In brackets, provide a brief explanation of what type of data is there and in what form it appears. Finally, provide the project name and retrieval information. Solar Radiation and Climate Experiment. (2007). [Graph illustration the SORCE Spectral Plot May 8, 2008]. Solar Spectral Data Access from the SIM, SOLSTICE, and XPS Instruments. Retrieved from http://lasp.colorado.edu/cgi-bin/ion-p?page=input_data_for_ spectra.ion Audio Podcast For all podcasts, provide as much information as possible; not all of the following information will be available. Possible addition identifiers may include Producer, Director, etc. Bell, T., & Phillips, T. (2008, May 6). A solar flare. Science @ NASA Podcast. Podcast retrieved from http://science.nasa.gov/podcast.htm Video Podcasts For all podcasts, provide as much information as possible; not all of the following information will be available. Possible addition identifiers may include Producer, Director, etc. Scott, D. (Producer). (2007, January 5). The community college classroom [Episode 7]. Adventures in Education. Podcast retrieved from http://www.adveeducation.com Please note: There are no spaces used with brackets in APA. When possible, include the year, month, and date in references. If the month and date are not available, use the year of publication.

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Parenthetical Citations Most people do not have these rules memorized. Most commonly, people always refer to a reference website or have a referencing rule book, on hand when they are writing an essay or piece of academic writing. In this course, you do not need to memorize these rules, but you MUST be familiar with the concepts and know where to find referencing information should you need it.

APA citation basics When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, for example, (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper. If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication and not the page number in your in-text reference. All sources that are cited in the text must appear in the reference list at the end of the paper. In-text citation capitalization, quotes, and italics/underlining • •

Always capitalize proper nouns, including author names and initials: D. Jones. If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose. (Note: in your References list, only the first word of a title will be capitalized: Writing new media.)

• • •

•

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When capitalizing titles, capitalize both words in a hyphenated compound word:Natural-Born Cyborgs. Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo." Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documentaries, or albums: The Closing of the American Mind; The Wizard of Oz; Friends. Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cry."

Short quotations If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by "p."). Introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses. According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers? If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number in parentheses after the quotation. She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as to why. Summary or paraphrase If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is not required.) According to Jones (1998), APA style is a difficult citation format for first-time learners. APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

Citing an Author or Authors A Work by Two Authors: Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word "and" between the authors' names within the text and use the ampersand in the parentheses. Research by Wegener and Petty (1994) supports... (Wegener & Petty, 1994) Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Titles of books and reports are italicized or underlined; titles of articles, chapters, and web pages are in quotation marks. A similar study was done of students learning to format research papers ("Using APA," 2001).

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Note: In the rare case the "Anonymous" is used for the author, treat it as the author's name (Anonymous, 2001). In the reference list, use the name Anonymous as the author. Organization as an Author: If the author is an organization or a government agency, mention the organization in the signal phrase or in the parenthetical citation the first time you cite the source. According to the American Psychological Association (2000),... Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the reference list, separated by a semi-colon. (Berndt, 2002; Harlow, 1983) Authors With the Same Last Name: To prevent confusion, use first initials with the last names. (E. Johnson, 2001; L. Johnson, 1998) Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation. Research by Berndt (1981a) illustrated that...

Citing Indirect Sources If you use a source that was cited in another source, name the original source in your signal phrase. List the secondary source in your reference list and include the secondary source in the parentheses. Johnson argued that...(as cited in Smith, 2003, p. 102). Note: When citing material in parentheses, set off the citation with a comma, as above. Also, try to locate the original material and cite the original source. (Taken from http://owl.english.purdue.edu/owl/resource/560/01/)

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Decide which sentences, from past student papers, have incorrect in-text citation. Then, fix these errors. 1. The “Korean wave of cultural exports”, as Norimitsu (2005) calls this event, has been a big hit in Asian countries like Taiwan, China, Vietnam and Japan.

2. Adventure Guide. New Zealand affirmed that “At universities gates we can see girls and boys dressed according to the seasons” (Flagler, B., 2005).

3. As Joseph Hobbs said in his article “People and caves in Madagascar,” “there is a complex and powerful spiritualism among cultures of Madagascar…” (2001).

4. Although Russia doesn’t have an official religion (Russia, 2013), “Religion plays a prominent role in the public and spiritual life of today’s Russia.” (Russia, 2013).

5. According to Travel & Geography “Mexican society is ethnically and regionally diverse, and there are sharp socioeconomic divisions within the population”.

6. Anti-social behaviors like drug abuse, teenage pregnancy, alcoholism, and bullying have a very low incidence with Amish students (Ediger, 2005).

7. On the business point of view, Pramila Rao said (2010), “India is considered a major player in the world economy (p.129) today”.

8. The traditional greeting in Maori culture is a light touch of the noses between two people which is known as the Hongi. New Zealand, Greetings (2013) culture crossing. Retrieved from: http://www.culturecrossing.net/basics_business_student_details.php?Id=7&CID =148

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Integrating Research Now we know how not to plagiarize. But, how do we correctly integrate quotes from our academic sources so that our reports have accurate facts and interesting statistics without data dumping? Data dumping is writing in which students dump information on readers, without trying to figure out how best to use the research and without explaining it. Here is an example: The U.S.-Colombia Free Trade Agreement (FTA) benefits both the US and Colombia. According to The Economist , “the pact will add 10% to exports and one percentage point of economic growth this year, creating around 300,000 new jobs.” Also, American exports to Colombia could rise by $1.1 billion. Furthermore, the Colombian government thinks that the FTA will create approximately 300,000 new jobs (2012). We can clearly see that the FTA will improve both countries’ economies.

Also, watch out for dive-bomb quotes! This is writing in which students include a direct quotation, but without providing an adequate introduction or context for it. Here is an example: Some question who will benefit the most from the FTA. “Many Democratic members of Congress argued that it should not be approved until they were satisfied Colombia had done enough to stop violence against union organisers. There was also opposition from Colombian trade unions, who expressed concern about whether the country was developed enough to compete.” (Colombia-US, 2012). So, some people will receive more money from the FTA than others.

Instead, try to integrate your research: introduce the source, paraphrase information from it, and then explain how the research was used and/or how it connects to your research topic. Here’s an example: Fair Trade Agreements between the US and other countries, like the recently passed FTA with Colombia, have complicated implications for all involved. Supporters of this FTA cite economic benefits for both countries. For instance, The Economist (2012) states that “American farm products such as soyabeans, top-quality beef, bacon, cotton and most fruit and vegetables can now enter Colombia duty-free, as can machinery, some vehicles, and textiles. The deal should also encourage investment in Colombia, both by American companies and by firms using the country as a base from which to export to the United States.” This clearly shows that both countries will increase revenues based off of more imports and exports between these two countries as well as others. Conversely, 124

opponents of FTA point out people who will stand to lose revenue, in this case Colombia's rice growers and poultry farmers. “American chicken will come in at half the price of the Colombian stuff.” Aside from a large price disparity, Colombian “hygiene certificates are not recognized” in the US (Colombia’s free-trade, 2012). While Colombia may benefit economically, not all Colombians will find the FTA to be an advantage, as we can see for rice growers and poultry farmers. It remains to be seen in the coming years who will benefit from the US-Colombian FTA and who will not. Will Colombia be able to find a way to aid those citizens who are harmed by the FTA? Will the advantages outweigh the disadvantages? And, for whom?

Timed Writing for Citations (20 minutes) Now, use the “U.S.-Colombia Free Trade Agreement (FTA) Data Sheet” and write a paragraph about the FTA. It´s your decision to support or oppose the FTA. Make a point to include one counterargument sentence, followed by one refutation sentence. Also, include a direct and indirect quote from this source into your writing as you need to know this skill for your essay. Essentially, you’re practicing how to correctly write an argumentative paragraph to prepare for your essay. U.S.-Colombia Free Trade Agreement (FTA) Data Sheet Colombia-US free trade agreement comes into force. (2012, May 15). BBC News.

http://www.bbc.co.uk/news/world-latin-america-18069469 The accord, signed during President George W Bush's administration, was opposed by US labour groups, who feared job losses. Many Democratic members of Congress argued that it should not be approved until they were satisfied Colombia had done enough to stop violence against union organisers. There was also opposition from Colombian trade unions, who expressed concern about whether the country was developed enough to compete. Colombia’s free-trade deal: A long-awaited pact comes into force. (2012, May 19). The Economist Newspaper. http://www.economist.com/node/21555592

SHORTLY before midnight on May 14th a planeload of freshly cut roses, carnations and lilies took off from Bogotá and headed for Miami. By the time it landed, a free-trade agreement had come into effect, allowing the flowers, and thousands of other Colombian products, tariff-free entry into the American market.This prompted celebrations of a new 125

era in trade between the two nations. In fact, the flowers would have avoided tariffs anyway, thanks to decade-long trade preferences under the Andean Trade Promotion and Drug Eradication Act. This already covered nearly 80% of Colombian exports, in exchange for efforts to reduce the supply of drugs. The new pact makes those benefits permanent, and extends them to almost everything else. Meanwhile American farm products such as soyabeans, top-quality beef, bacon, cotton and most fruit and vegetables can now enter Colombia duty-free, as can machinery, some vehicles, and textiles. The deal should also encourage investment in Colombia, both by American companies and by firms using the country as a base from which to export to the United States. As ever, there will be some losers. Colombia's rice growers and poultry farmers look to be on the wrong side of comparative advantage. The poultry industry association, Fenavi, calculates that American chicken will come in at half the price of the Colombian stuff. In any case, adds Jorge Quintero, general manager of Quinsagro, a poultry producer in Bucaramanga, Colombia “can't sell a single feather in America” because its hygiene certificates are not recognised there. The trade minister, Sergio Díaz-Granados, has offered help to industries that suffer. Overall, Colombia should benefit greatly. The government thinks the pact will add 10% to exports and one percentage point of economic growth this year, creating around 300,000 new jobs. The American government calculates that the value of exports to Colombia could rise by $1.1 billion (last year's bilateral trade was worth $35 billion). The United States sends machinery, chemicals, oil derivatives, and cars south, while Colombia sends oil, gold, flowers and coal in the other direction. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________ 126

________________________________________________________________________ Adapted from Writing Communities and Identities. Ed. Cynthia Debes et al. 6th ed. Plymouth, MI: Hayden-McNeil Publishing, 2009. 50–58.

Peer Editing Partner:_______________________________________________________________ 1. What opinion does he/she have about the FTA?_____________________________ 2. Underline any modals. Are must, had better, or should used correctly to assert a point? Are may, might, could, can or would used correctly to acknowledge an opposing opinion? Make suggestions for changes where necessary. 3. Do the ideas progress smoothly from the topic sentence to the conclusion? Yes or No? If not, what suggestions for changes would you make to the writer? _______________________________________________________________________ _______________________________________________________________________ 4. Look at the supporting details in the paragraph. Are they related to the topic sentence? If not, underline the details that need revision. 5. Did the writer include a direct quote and indirect quote? Did she or he correctly cite the source of the quote? Did they include the first few words of the title of the article and the year of publication? Did they integrate the quote by first introducing the quote, then explaining its importance to their paragraph and opinion about the FTA? If not, what suggestions for changes would you make to the writer? _______________________________________________________________________ _______________________________________________________________________ 6. Reread the paragraph and look for any faulty or incorrect logic. If you find any, write it here and suggest a way to eliminate or change the logic so that it makes sense. _______________________________________________________________________ 7. Find the counterargument and refutation sentences. Is the counterargument stated clearly? Yes or No? Is the refutation strong? Yes or No? Does it make another point in support of the writer’s argument? Yes or No? If necessary, suggest changes to the writer to make the counterargument and refutation more effective.

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8. Is the conclusion sentence effective, that is, does it restate the writer’s opinion? Yes or No? If not, how can the conclusion be improved? Is there a ‘so what’ in the conclusion? What do we learn from this paragraph? What was the point of reading it, aside from your professor making you?_______________________________________________________ (Adapted from Folse, Keith S., April Muchmore-Vokoun, and Elena Vestri. Solomon. Great Essays: An Introduction to Writing Essays. Boston: Houghton Mifflin, 1999. p. 120-122, 163, 165. Print.)

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Record: Use the following chart to keep track of your test scores throughout the level.

Exam 1 Projec 15% t1 15%

Homework 10%

Project 2 15%

APTIS 30%

Exam 2 15%

Class Grade

133