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CMNS205
Writing Assignments: The Critical Analysis
General Instructions
Relations of power between different cultural groups play a crucial, but often obscured, role in intercultural communication. As communication scholars (Macedo and Gounari, 2006; Shome and Hegde, 2002b, cited in So
els, 2010, 180) argue, multiculturalism and diversity serve to obscure the centuries of historical injustice, exploitation, and asymmetrical relations of power that have conditioned today’s race, class, and gender-based inequity. Using the Globe and Mail article (attached) as an example of an intercultural communication event in Canada, you are required to write a critical analysis essay to make sense of the dynamics of power between groups and individuals in Canada. In your writing, you will need to demonstrate your ability to apply concepts and theories you have learned from our CMNS 205 to critically evaluate practical issues in Canadian society.
DUE DATE
Date
Time
Weight
Week 11
23:59 pm
15%
Required Sources:
In your essay, you must use all the following sources. critical analysis paper.
Bascaramurty, D. (2020, Jun 13). How class and race are playing into COVID restrictions and access to leisure. The Globe and Mail Retrieved from https:
search-proquest-com.ezproxy.columbiacollege.bc.ca:2443/docview/ XXXXXXXXXX?accountid=132048
Martin, J. N., & Nakayama, T. K XXXXXXXXXXChapter 3 Culture, Communication, Context, and Power. In Intercultural Communication in Contexts.
So
ells, Kathryn XXXXXXXXXXRe-imagining Intercultural Communication in the Context of Globalization. In Nakayama, Thomas K.; Halualani, Rona Tamiko (eds), The Handbook of Critical Intercultural Communication (pp XXXXXXXXXXWiley Blackwell.
So
ells, Kathryn XXXXXXXXXXChapter 4 (Dis)placing Culture and Cultrual Space: Locations of Nonve
al and Ve
al Communication. In Intercultural Communication: Globalization and Social Justice, 2nded (pp XXXXXXXXXXThousand Oaks, CA: SAGE
Joshua F. Hoops & Richie Neil Hao. (2016). "Cultural Space and Intercultural Communication". In Kathryn So
ells & Sachi Sekimoto (ed.,). Globalizing Intercultural Communication: A Reader (pp XXXXXXXXXX). Thousand Oaks, CA: SAGE
NB: the critical analysis essay is NOT a research paper per se. It is optional for you to use more academic or media sources outside the required sources. The primary metric upon which your analysis is evaluated is your ability to thoughtfully apply the theories and concepts of CMNS205 in analyzing the real-world applications.
Grading:
You will be graded on the quality and thoroughness of your analysis. Writing skills are essential to enable you to communicate your ideas to others. Therefore, grading is also based on the clarity, flow, and overall cohesiveness of the writing in your paper. The ru
ic - the marks you can earn for each desirable skill demonstrated - is posted on the “course documents” in your portal.
Organization, Structure & Format:
How to structure your assignment
Introduction: Set up a thesis statement in which you
iefly identify and summarize the point(s) you will make.
Main body: The next part should provide your analysis of the article’s argument(s). Your analysis should use concepts and theories you have learned in class.
Conclusion: Briefly draw the evaluation together in a short concluding paragraph.
NOTE: Any references you cite should be identified in APA format and listed at the end of the paper. They do not count toward the word limit.
Length
Your assignment should have words between 800-1,000 (excluding the title page and the reference list). You need to seriously limit the space you devote to summarizing and quoting the sources. I am looking for a critical analysis and your arguments. Perhaps the biggest mistake you can make is submitting a writing assignment that is largely a summary of the assigned sources.
Format
You must do the following:
Your assignment must be typed, double - spaced and have a font size of at least 12 points in Times New Roman.
Put the word count of your assignment in parentheses at the end. For example, “(800 words)”
The title page should have your full name, student id number and the class information (i.e., CMNS205).
The file you submit must be a Microsoft word document.
Files must be named Student Id Number_CMNS205_Paper.
If you fail to follow the instructions regarding the format of your assignment, there will be deductions.
Logistics:
Submit your paper to your portal under “writing assignment”
1 of 3 Pages
Penalties:
You will receive a 10 per-centage point penalty for submitting an assignment after the deadline, and an additional 10 per-centage point penalty assessed every 24 hours.
No extensions will be granted under any circumstance (except verified illness).
We will deduct 2% if you fail to show the word count, exceed the word count, submit an unacceptable file format, use an improper file name, choose the wrong font, etc.
For each additional failure, 4% will be deducted.
Be aware that there is no cap on the total penalty.
Academic Integrity:
Columbia College takes incidents of plagiarism very seriously and prosecutes them vigorously. Not knowing what constitutes plagiarism is not a defense.
Writing Tips:
Some essential writing tips:
Give attention to your sentence structure and avoid sentences too long.
Accurate punctuations and complete sentences.
Make sure your paragraphs are self-contained and coherent: put only one main idea in each paragraph. Avoid too long (more than 1/3 of a page) or too short (one or two sentences only) paragraphs.
Make your main point early on, and make sure that everything you write serves to support your main point (even your counter - arguments serve to support your main point).
Support each argument with evidence, such as examples or other scholars’ researches and arguments.
How class and race are playing into COVID
estrictions and access to leisure
DAKSHANA BASCARAMURTY . The Globe and Mail ; Toronto, Ont. [Toronto, Ont]13 June 2020: A10.
ProQuest document link
FULL TEXT
The photo, of a Toronto park with grass so green it looked colourco
ected, popped up in the group chat of two
dozen cricket-loving friends with a directive from one of the young men: "Be at the field 6 pm."
For a few years, the friends, many of whom lived in a nea
y housing project, had gathered in the park twice a week
from May to August to play cricket, but physical-distancing measures in the wake of COVID-19 had delayed and
threatened to cancel their season. Now, it seemed, someone was trying to organize a game, restrictions be
damned.
Another member of the group asked whether he was serious.
"Haha I wish," he replied. "They locked the entrances."
"Yo white mans r playing ball," someone piped up, pressing a collective
uise.
This group was composed of many first- or second-generation Canadians from places such as Bangladesh,
Pakistan and Somalia.
All were passionate about a sport whose local popularity was driven by immigrants.
COVID-19 has had an outsized effect on Canada's marginalized populations, infecting immigrants, racialized
populations and low-income earners more often than others. And now, after three months of lockdown, those
same populations are also feeling the loss of leisure most acutely.
The closing of recreational facilities across Canada and policing of spaces such as basketball courts and sports
fields by bylaw officers has been a major blow to the people who rely on them most - the ones without backyards,
summer cottages or tennis club memberships. Service providers and those who research the sociocultural
dimensions of sport stress that the impact goes far beyond mere restlessness - there could be serious long-term
effects on mental health and safety and a lost sense of community that should be weighed against the COVID-19
isk.
"You live in a high-density neighbourhood, high-rise tower, no balcony, no yard to go to and if you can go there,
there's concerns about physical distancing," says Simon Ba
ick, a PhD candidate at the University of Calgary who
is studying race, ethnicity and sport in Canada. "Forcing people to stay indoors for long periods of time definitely
creates health consequences, whether that's physical, mental or emotional health."
Obaid-Ullah Aleem, 18, one of the cricket players in the group chat, had discussed with his friends the possibility of
using antiseptic to wipe down the ball between plays. Ultimately, they abandoned plans to play. Earlier in the
spring, bylaw officers in Brampton, west of Toronto, issued 11 fines of $880 to a group of men of South Asian
descent for playing cricket in a park.
"The fine part weighs a lot as I don't want to get a meaningless fine for playing a sport," Mr. Aleem said. "If golf
courses are open, then they shouldn't be fining people for playing sports [because] golf is a sport, too."
In Toronto, $402,275 of fines have been issued to those who have contravened rules put in place to limit the
spread of COVID-19 - half were for use of park amenities, such as exercise equipment, sports fields or courts.
The first phase of Ontario's gradual reopening included golf courses and tennis courts, sports that "generally tend
to skew more upper class, they're predominantly white," says Mary Louise Adams, a professor of kinesiology and
health studies at Queen's University.
https:
search.proquest.com/newspapers/how-class-race-are-playing-into-covid/docview/ XXXXXXXXXX/se-2?accountid=132048
https:
search.proquest.com/newspapers/how-class-race-are-playing-into-covid/docview/ XXXXXXXXXX/se-2?accountid=132048
"Who are the advocates for different kinds of facilities, and do all facilities in all neighbourhoods have the same
kind of clout?" she asked.
After Kelly-Ann Williams saw the news about which sport facilities would open first in Ontario, she shared he
amused reaction with another friend, who also works in the community sector.
"We were having this conversation, you know, it's very interesting that golf courses and those types of sports have
opened up, that they have the priority," said Ms. Williams, the executive director of the Erin Mills Youth Centre in
Mississauga, home to a popular multi-use court that draws basketball-obsessed youth from three nea
y high-
ises and townhouses.
The court has been closed off for months, and Ms. Williams says she wo
ies about how youth who usually spend
every day of the spring and summer there will cope.
It has become a haven where community members - most of whom are Black - can hang out without feeling like
they are under surveillance. Part of the drive to build the court (which was previously a parking lot) was spu
ed by
youth complaining that they felt harassed by police at city-run courts, or that they had to spend all their money
from part-time jobs to play ball at private gyms or take transit to courts across town.
The Broadway Neighbourhood Centre, a non-profit centre in inner-city Winnipeg, was forced to close its doors due
to COVID-19 in mid-March, shutting out the dozens of youth who were regulars. The centre, which has