How to adapt to listeners from high-context and low-context cultures.
Assignment: Low-power Cultures.
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Assignment: Low-power Cultures.
Assignment: Low-power Cultures.

Assignment: Low-power Cultures.

Analyzing Your Audience before You Speak 89

How to adapt to listeners from high-context and low-context cultures. Listen- ers from low-context cultures will need and expect more detailed and explicit in- formation from you as a speaker. Subtle and indirect messages are less likely to be effective.

People from high-context cultures will pay particular attention to your de- livery and to the communication environment when they try to interpret your meaning. These people will be less impressed by a speaker who boasts about his or her own accomplishments; such an audience will expect and value more indirect ways of establishing credibility. A listener from a high-context culture will also ex- pect a less dramatic and dynamic style of delivery.

● Tolerance of uncertainty and need for certainty. Some cultures are more comfortable with ambiguity and uncertainty than others. Those cultures in which people need to have details nailed down tend to develop very specific regulations and rules. People from cultures with a greater tolerance of uncertainty are more comfortable with vagueness and are not upset when all the details aren’t spelled out. Cultures with a high need for certainty include those of Russia, Japan, France, and Costa Rica. Cultures that have a higher tolerance for uncertainty include those of Great Britain and Indonesia.

How to adapt to listeners from cultures that tolerate or avoid uncertainty. If you are speaking to an audience of people who have a high need for certainty, make sure you provide concrete details when you present your message; they will also want and expect to know what action steps they can take. People who value cer- tainty will respond well if you provide a clear and explicit preview of your message in your introduction; they also seem to prefer a clear, logical, and linear step-by- step organizational pattern.

People from cultures that are more comfortable with uncertainty do not necessarily need to have the explicit purpose of the message spelled out for them. In addition, they are generally less likely to need specific prescriptions to solve prob- lems, compared to listeners who want to avoid uncertainty.

● High-power and low-power cultures. Power is the ability to influence or control others. Some cultures prefer clearly defined lines of authority and responsi- bility; these are said to be high-power cultures. People in low-power cultures are more comfortable with blurred lines of authority and less formal titles. Austria, Is- rael, Denmark, Norway, Switzerland, and Great Britain typically have an equitable approach to power distribution. Cultures that are high on the power dimension in- clude those of the Philippines, Mexico, Venezuela, India, Brazil, and France.

How to adapt to listeners from high-power and low-power cultures. People from high-power cultures are more likely to perceive people in leadership roles— including speakers—as credible. They will also be more comfortable with solutions that identify or acknowledge differences in social class.

Those from low-power cultures often favor more shared approaches to lead- ership and governance. They will expect a more democratic collaborative approach to solving problems and will value the extra time it may take for many people to be consulted in order to reach consensus on an issue.

● Long-term and short-term orientation to time. Some cultures take the view that it may take a long time to accomplish certain goals. People from Asian cultures, for example, and from some South American cultures such as that of Brazil often value patience, persistence, and deferred gratification more than do people from cultures with a short-term orientation to time. People with a short-term time ori- entation, which is often a characteristic of industrialized Western cultures such as those of Canada and the United States, are very attuned to time and time manage- ment. Short-term cultures also value quick responses to problems.

How to adapt to listeners from cultures with long-term and short-term time orientations. When speaking to people who take a long-term orientation to time,

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.ADDITIONAL INSTRUCTIONS FOR THE CLASSDiscussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.