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 | Revisions Required (5 points) | Target |
Introduction Establishes thesis that (CACREP 2F.2.a, | Underdeveloped introduction; reason for unclear or missing; historical background is | Coherent introduction that includes a reason for historical background is | Engaging, well developed introduction that includes a detailed selection; historical background is accurate and |
Components | Unacceptable | Revisions Required (5 points) | Target |
Focus & Developed thesis and attentive focus on topic (CACREP 2F.2.a, | Missing thesis; confusion misunderstanding of topic; no sense of purpose | Simplistic and unfocused | Developed thesis; understanding of the |
Ideas, Development Supports (CACREP 2F.2.a, 2F.2.b, 2F.2.h)
| No or limited are provided to support ideas and reflections; evidence is incomplete, incorrect, or disconnected from the context | Provides necessary importance/relevance of all evidence/experiences is developed but does support and is placed properly | Relies on compelling and evidence/experiences to support ideas and importance/relevance of all evidence/experiences clearly stated; considers of evidence/experiences to intelligence |
Conclusion Establishes clear conclusion based upon evidence/experiences (CACREP 2F.2.a, | Missing or no connection of summarize the argument coherently | Limited connection between summarizes and thoughts but repeats ideas to | Engaging, strongly connects topics without repeating |
Structure Organization Text has | No paragraph structure; or single, rambling | Organization is confusing or disjointed; weak structure; transitions are | Clear organizational |
Audience Audience appropriate and consistent tone |
No awareness of |
Lacks awareness of the assignment; tone is |
Effective and accurate tone is appropriate for audience |
Sentence Demonstrates varied sentence structures to enhance meaning | Contains multiple and sentence structure: i.e. fragments, run-ons; unable to write simple | Formulaic sentence patterns simple sentences; errors | Effective and varied sentences; errors (if present) due to lack of |
Mechanics The text has few | Frequent | Contains several errors in agreement, verb | Virtually free of errors |
Components | Unacceptable | Revisions Required (5 points) | Target |
grammatical, spelling and punctuation errors. | spelling, and capitalization; intrusive and/or inaccurate communication is hindered | tense, spelling, capitalization, and punctuation (up to 6); errors interfere with meaning | spelling, capitalization, more than 3); errors do |
Vocabulary Usage Uses extended and appropriate vocabulary | Vocabulary is vocabulary or sophisticated vocabulary | Proper, but simple specific vocabulary used infrequently | Vocabulary is varied, |
APA Format/Citations Correctly uses APA style and formatting | Reference page includes than 3); no attempt was supporting sources intext; | Reference page in accurate free of errors (no more sources are cited in-text, but minor errors in APA | Reference errors; all supporting sources are cited in-text; APA format |
