What did you learn? Was this person’s attitude typical? How, specifically, did the person native to your state treat the tourist?

Locate a person who has lived in your state his/her whole life or at least 90% of their life. Ask the person’s permission to use his or her name and quotations in the paper, and ask the individual how to correctly spell their name. Prepare your questions ahead of time and craft them well. Find out about the person’s experience with tourists and/or transplants.

Write an essay of 250-500 words about the experience. Do not write it as a verbatim account of the interview. Use quotes as needed, but write the paper as an essay. Where did you meet the person? How long have they lived here? What did you learn? Was this person’s attitude typical? How, specifically, did the person native to your state treat the tourist?

Reflect on how much this experience stretched your comfort zone and how this observation could affect your intercultural communication.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

 

 

 

Interview With a Native of Your State

  1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content  
10.0 %Native of Your State The essay does not indicate where the student located an individual who was a native of their state or lived 90% of their life in their state. Does not obtain the person’s permission to use their name or quote them. The essay vaguely indicates where the student located an individual who was a native of their state or lived 90% of their life in their state. They do obtain the person’s permission to use their name or quote them. The essay indicates where the student located an individual who was a native of their state or lived 90% of their life in their state. They do obtain the person’s permission to use their name or quote them. The essay clearly indicates where the student located an individual who was a native of their state or lived 90% of their life in their state. They do obtain the person’s permission to use their name or quote them. The essay clearly and precisely indicates where the student located an individual who was a native of their state or lived 90% of their life in their state. They do obtain the person’s permission to use their name or quote them.
20.0 %Native of Your State’s Attitude Toward Tourists and Transplants The essay does not address the subject of the native’s treatment of tourists and transplants. The essay vaguely and inconsistently addresses the native’s treatment of tourists and transplants. The essay addresses the native’s treatment of tourists and transplants. The essay clearly addresses the native’s treatment of tourists and transplants. The essay thoroughly addresses the native’s treatment of tourists and transplants.
40.0 %Reflection On the Interview The essay does not reflect on how much this experience stretched their comfort zone and how this interview could affect their intercultural communication. The essay does not reflect on where they met the person, how long they lived here, what they learned, or the native’s attitude. The essay vaguely reflects how much this experience stretched their comfort zone and how this interview could affect their intercultural communication. The essay vaguely reflects on where they met the person, how long they lived here, what they learned, or the native’s attitude. The essay reflects how much this experience stretched their comfort zone and how this interview could affect their intercultural communication. The essay reflects on where they met the person, how long they lived here, what they learned, or the native’s attitude. The essay clearly reflects how much this experience stretched their comfort zone and how this interview could affect their intercultural communication. The essay clearly reflects on where they met the person, how long they lived here, what they learned, or the native’s attitude. The essay thoroughly reflects how much this experience stretched their comfort zone and how this interview could affect their intercultural communication. The essay clearly reflects on where they met the person, how long they lived here, what they learned, or the native’s attitude.
25.0 %Organization and Effectiveness  
10.0 %Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
10.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format  
5.0 %Paper Format (Use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Appropriate template is used, and formatting is correct, although some minor errors may be present. Appropriate template is fully used; There are virtually no errors in formatting style. All format elements are correct.
100 %Total Weightage