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Assignment: Socioeconomic Status Quo
Assignment: Socioeconomic Status Quo
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Assignment: Socioeconomic Status Quo
Assignment: Socioeconomic Status Quo
Assignment: Socioeconomic Status Quo
Socioeconomic status is a person’s perceived impor- tance and influence based on such factors as income, occupation, and education level. In Europe, Asia, the Middle East, and other parts of the world, centuries-old tradi- tions of acknowledging status differences still exist today. Status differences exist in the United States but are often more subtle. A general estimate of your audience members’ incomes, occupations, and education levels can be helpful as you develop a message that connects with listeners.
● Income. Having some general idea of the income level of your listeners can be of great value to you as a speaker. For example, if you know that most audience members are struggling to meet weekly expenses, it will be unwise to talk about how to see the cultural riches of Europe by traveling first class. But talking about how to get paid to travel to Europe by serving as a courier may hold considerable interest.
● Occupation. Knowing what people do for a living can give you useful infor- mation about how to adapt your message to them. Speaking to teachers, you will want to use different examples and illustrations than if you were speaking to lawyers, ministers, or automobile assembly-line workers. Many college-age students may hold jobs but not yet the jobs they aspire to after they graduate. Knowing their future career plans can help you adjust your topic and supporting material to your listeners’ professional goals.
● Education. About one-third of U.S. high school graduates obtain a college diploma. Less than 10 percent of the population earn graduate degrees. The educa- tional background of your listeners is yet another component of socioeconomic sta- tus that can help you plan your message. For example, you have a good idea that your classmates in your college-level public-speaking class value education because they are striving, often at great sacrifice, to advance their education. Knowing the educational background of your audience can help you make decisions about your choice of vocabulary, your language style, and your use of examples and illustrations.
Adapting to Diverse Listeners The most recent U.S. Census figures document what you already know from your own life experiences: We all live in an age of di- versity. For example:
● Two-thirds of emigrants worldwide come to the United States.11
● It is estimated that more than 40 million U.S. residents speak something other than English as their first language, including 18 million people whose first language is Spanish.12
Focus on a target audience, but use strategies to accommodate a diverse audience, too. Use a vari- ety of supporting materials, tell stories, balance logical and emo- tional support, and appeal to commonly held values. You can also use visual materials to rein- force your message and help overcome any language barriers. [Photo: Getty Images/Digital Vision]
socioeconomic status A person’s perceived importance and influence based on income, occupation, and education level
92 CHAPTER 4 Analyzing Your Audience
● Whites are the minority ethnic group in nearly half of the largest cities in the United States.13
● People who have traditionally been called minorities are now in the majority in four states: Hawaii (75 percent), New Mexico (57 percent), California (57 percent), and Texas (52 percent).14
● During the past decade in the United States, the combined population of African Americans, Native Americans, Asians, Pacific Islanders, and Hispan- ics grew thirteen times faster than the non-Hispanic White population.15
Virtually every state in the United States has experienced a dramatic increase in for- eign-born residents. If trends continue as they have during the past quarter-century, cultural and ethnic diversity will continue to grow during your lifetime. This swell of immigrants translates to increased diversity in all aspects of society, including in most audiences you’ll face—whether in business, at school-board meetings, or in your col- lege classes.
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.