Cultural Immersion Paper General Instructions Use textbooks, class materials, outside sources, and use APA format (Note: first person expression is expected). Reflect on your experiences and your prior preconceived
Cultural Immersion Paper
General Instructions
Use textbooks, class materials, outside sources, and use APA format (Note: first person expression is expected). Reflect on your experiences and your prior preconceived ideas. Which of those preconceived ideas are now open to re-interpretation and why? What have you learned about yourself and “them” now that the immersion is over? Take what you have learned about this group and yourself and apply it in a counseling context. Assume you have a client from this group and discuss each of the following:
• Use the insights you gained into your preconceived ideas of this group to identify ways you will cope with your internal dialogue about clients from this group. Have your biases shifted, and how will you keep your internalized biases at bay?
• What are some likely counseling issues you might expect from this group and why?
• What approaches (counseling and systemic) will you use and why?
• What are the ethical and legal issues inherent in counseling a client from this group?
• What will you do now to be ready to meet this future client?
• What did you learn in this experience that you will use with future multicultural/diverse clients?
• Write 8-10 pages; Graded; 25 pts, APA and outside resources required
• If you are a non-counseling major, instead of applying your experience to the
"counseling" area, please apply it to your area of education (i.e. teacher, administrator, etc..)
• Also, place your Cultural Immersion papers in the Discussion Board if you wish to share with your classmates.
CACREP Standards Addressed: 2F.2.a, 2F.2.b, and 2F.2.h
Scoring Guidelines
Points available: 100.
|
Components |
Unacceptable
(0 points) |
Revisions Required (5 points) |
Target
(10 points) |
|
Introduction Establishes
historical background and defensible thesis that
supports a logical line of reasoning (CACREP 2F.2.a,
2F.2.b, 2F.2.h) |
Underdeveloped introduction; reason for
culture selection is unclear or missing; historical background is
inaccurate or missing |
Coherent introduction that includes a reason for
culture selection; historical background is
accurate but limited |
Engaging, well developed introduction that includes a detailed
reason for culture selection; historical background is accurate and
thorough |
|
Components |
Unacceptable
(0 points) |
Revisions Required (5 points) |
Target
(10 points) |
|
Focus &
Purpose Developed thesis and attentive focus on topic (CACREP 2F.2.a,
2F.2.b, 2F.2.h) |
Missing thesis; confusion
about or misunderstanding of topic; no sense of purpose
|
Simplistic and unfocused
ideas; limited sense of purpose |
Developed thesis;
represents sound understanding of the
assigned topic; focused |
|
Ideas,
Support & Development Supports
ideas and reflections using specific and relevant examples of
evidence/experiences (CACREP 2F.2.a, 2F.2.b, 2F.2.h) |
No or limited
evidence/experiences are provided to support ideas and reflections; evidence is incomplete, incorrect,
oversimplified, or disconnected from the context |
Provides necessary
evidence/experiences to support ideas and reflections; the importance/relevance of all
pieces of evidence/experiences is
unclear or under developed but does support
the ideas and reflections presented and is placed properly
within the context |
Relies on compelling and
detailed evidence/experiences to support ideas and
reflections; the importance/relevance of all
pieces of evidence/experiences
is clearly stated; considers
alternate interpretations of evidence/experiences to
enhance demonstration of cultural intelligence |
|
Conclusion Establishes clear conclusion based upon evidence/experiences (CACREP 2F.2.a,
2F.2.b, 2F.2.h) |
Missing or no connection of
evidence and analysis to the reflections; fails to summarize the argument coherently |
Limited connection between
evidence and analysis to reflections; summarizes
some ideas and thoughts but repeats ideas to
support reflections |
Engaging, strongly connects
evidence and analysis to reflections; summarizes the main topics without repeating
previous ideas |
|
Structure
& Organization Text has
unity and coherence to accomplish the focused purpose |
No paragraph structure; or single, rambling
paragraph; or series of isolated paragraphs |
Organization is confusing or disjointed; weak
paragraph structure; transitions are
missing or inappropriate |
Clear organizational
structure; easily followed; includes transitions; structured format |
|
Audience
& Tone Audience appropriate and consistent tone |
No awareness of
appropriate audience for assignment; tone is inappropriate |
Lacks awareness of
appropriate audience for the assignment; tone is
inconsistent |
Effective and accurate
awareness of audience; tone is appropriate for audience
and assignment |
|
Sentence
Structure Demonstrates varied sentence structures to enhance meaning |
Contains multiple and
serious errors of sentence structure: i.e. fragments, run-ons; unable to write simple
sentences |
Formulaic sentence patterns
or overuse of simple sentences; errors
in sentence structure |
Effective and varied sentences; errors (if present) due to lack of
careful proofreading |
|
Mechanics The text has few |
Frequent
errors in agreement, verb tense, |
Contains several errors in agreement, verb |
Virtually free of errors
in agreement, verb tense, |
|
Components |
Unacceptable
(0 points) |
Revisions Required (5 points) |
Target
(10 points) |
|
grammatical, spelling and punctuation errors. |
spelling, and capitalization; intrusive and/or inaccurate
punctuation; communication is hindered |
tense, spelling, capitalization, and punctuation (up to 6); errors interfere with meaning |
spelling, capitalization,
and punctuation (no more than 3); errors do
not interfere with meaning |
|
Vocabulary
& Word Usage Uses extended and appropriate vocabulary |
Vocabulary is
unsophisticated; or subject specific vocabulary or sophisticated vocabulary
used incorrectly. |
Proper, but simple
vocabulary used; subject specific vocabulary used infrequently |
Vocabulary is varied,
specific and appropriate; uses subject specific vocabulary correctly |
|
APA Format/Citations Correctly uses APA style and formatting |
Reference page includes
frequent errors (more than 3); no attempt was
made to cited supporting sources intext;
contains multiple errors in APA format
|
Reference page in accurate
and virtually free of errors (no more
than 3); all supporting sources are cited in-text,
but minor errors in APA
format are present |
Reference
page in accurate and free of errors; all supporting sources are
properly cited in-text; APA format
is correct and accurate |
