Culture Code Lesson Five: Chapters 7 and 8

Culture Code Lesson 5: Chapters 7 and 8

One. Based on American experiences with consumer goods, what is the Code for quality?

We read on page 133, that the American Code for quality is IT WORKS.

This is from imprinting, early experiences in which we were “let down” by a product that failed. For example, I owned a 1999 Volvo S70 GLT that cost me 11K in repairs from the years I owned it, which was 2001-2007. I will never buy a Volvo again. In fact, I will never buy a European car.

On the other hand, the author claims that perfection represents the end of a process.

Americans don't like the process to end, so they'd rather have imperfection, the author claims.

There can be no perfection for the American consumer because products are constantly evolving. That is part of our consumer madness, always needing better and better things.

We read we are less impressed with perfection because we have a negative code for perfection. According to Rapaille, “The Culture Code for perfection is DEATH” (134).

Since for Americans, life is movement, there must be constant change and evolution in consumer products.

Rapaille makes this claim: We as Americans are adolescent and don’t want to be responsible for holding high standards of perfection, as the Japanese are. Our pioneer spirit shies away from perfection and prefers rugged, messy adventure.

To be frank, Rapaille did not convince me of this claim. I know lots of Americans, myself included, who have high standards of perfection in our consumer goods, including cars.

Perhaps Rapaille is trying to force this chapter into his theory about Americans. Perhaps this is a weakness in Rapaille's book.

Further, we read that Americans find perfection boring. Again, I know lots of Americans, myself included, who prefer the "boredom" of perfection to a consumer product that has reliability problem.

Consumer Code for Americans

Our Code for consumerism is planned obsolescence, knowing that the old thing will be replaced with the new. Therefore, perfection cannot exist because products get better and better. This is unconscious, Rapaille reminds us (137).

Americans Love Service

Another Code for American consumerism is SERVICE. The Korean car company Hyundai has addressed this American trait with a 10-year bumper-to-bumper warranty resulting in dramatically increased US sales.

There is an implicit anti-Americanism in this claim. It appears Rapaille is implying that Americans are spoiled queens who need to be pampered. Is this true or an ugly American stereotype?

Two. What is the Code for feeding at the buffet?

Rapaille, from France, was astonished at American eating habits at buffets. They stuffed all kinds of foods on their plates, inhaled the food, and rushed back to the buffet table for more and more food. The vision was sickening and off-code for Rapaille but definitely on-code for Americans.

He noticed that he is a lover of wine but does not drink it to get drunk, yet Americans “go out to get drunk” in the way they go to buffets to binge themselves into sick fullness. In other words, Rapaille saw a parallel between these two binge behaviors.

Bingeing is driven by anxiety and depression, not codes.

So far Americans are arrogant, imperious gluttons with poor taste.

Three. What is “filling up the tank” mean to Americans?

“Filling up the tank” means the following:

quick

abundant

food diversity overload for efficiency (stuffing as many ingredients as possible on a plate for expedience)

In contrast, the French prefer small portions. In fact, an empty plate and wine glass are considered vulgar. This is also true in Iran.

The goal in American eating is to say, “I’m full” whereas the goal in French eating is to say, “That was delicious.”

This may be partly true, but it seems like an oversimplification. I think we can all agree that many Americans, perhaps most, desire food that allows them to say, "That was delicious."

Perhaps Rapaille's anti-American caricature is seeping through once again.

Four. What are the causes behind Americans’ love of the all-you-can-eat buffet?

America’s humble beginnings—poor and hungry—created a farmer mentality of eating. Fill my plate, please.

Farmers are the beginning of America's history. They wake up at 4 or 5 in the morning and eat steak, eggs, potatoes, pancakes, waffles, French toast, orange juice, milk, coffee, cream, donuts, pastries, etc., and then seven hours later it's time for lunch.

American hunger is so instinctive that Rapaille compares us to predators eating our prey with great urgency before competition comes to take it from us. American hunger compels us to eat like animals in case there is a long famine ahead of us.

We are engaged in Reptilian eating.

Further, we read that on an emotional or limbic level, Americans associate food with Mother’s unlimited love. If this is true, then HomeTown Buffet is a giant Food Momma.

In contrast, Italian culture, influenced by its aristocratic roots, shuns overeating as harmful to being able to appreciate taste.

Here we have another anti-American claim: Americans are feral creatures incapable of enjoying food as an eating experience. We don't eat, in Rapaille's judgment: We feed.

Five. What do Americans love more than eating?

Movement, being on the go, staying ahead of the competition.

In America, if you’re not moving, if you’re not doing something, if you’re not active, you’re not alive.

Therefore, our Food Code is fast food. We love fast food, protein bars, eating in cars, eating in classrooms, etc.

Food is FUEL for movement (146).

Americans spend more money on fast food than higher ed, computers, software, and new cars, movies, books, magazines, newspapers, and videos combined (146).

In 1970, Americans spent 6 billion on fast food. Today Americans spend over 100 billion on fast food.

In America, food is Code for ACTION.

In contrast, in France Code for food is pleasure. In Japan, food is Code for perfection.

In France, alcohol is Code for enjoyment and celebration.

In America, alcohol is Code for rebellion against authority, “being naughty,” intoxication, and reckless, violent behavior.

Going out to get drunk is uniquely American.

Sadly, alcohol is associated with violence.

“The American Culture Code for alcohol is GUN” (151).

Rapaille writes, “Think of the Old West Saloon and the recurring image of people getting drunk and getting into gunfights . . .” (152).

Essay Assignment The Culture Code

In a 1,000-word essay, typed and double-spaced, support, refute, or complicate the assertion that The Culture Code evidences that marketing and advertising are evil agencies preying on anthropology, sociology, human psychology, the unconscious, the reptilian, and neuroscience to manipulate people into becoming helpless consumers. Be sure to use Toulmin model of argumentation and have a Works Cited page with no fewer than three sources.

Sample Introduction and Thesis

Clotaire Rapaille’s The Culture Code has a dollop of wisdom and brilliant insight about the unconscious triggers that too often control our desires and consumer habits. However, the underlying agenda of Rapaille’s screed is an insidious and disgusting anti-Americanism that paints Americans as ugly caricatures. Every chapter gives “codes” of American character and if these codes are to be believed Americans are ugly stereotypes characterized as belligerent, gun-toting, arrogant, teenage drunks who are over-sentimental for Momma, rifles, guns, and apple pie. These caricatures of Americans discredit Rapaille’s book because these ugly American portraits are based on half-truths, over simplifications, distorted interpretations, and ignorant stereotypes.

Thesis statements or claims go under four different categories:

One. Claims about solutions or policies: The claim argues for a certain solution or policy change:

America's War on Drugs should be abolished and replaced with drug rehab.

Two. Claims of cause and effect: These claims argue that a person, thing, policy or event caused another event or thing to occur.

Social media has turned our generation into a bunch of narcissistic solipsists with limited attention spans, an inflated sense of self-importance, and a shrinking degree of empathy.

Three. Claims of value: These claims argue how important something is on the Importance Scale and determine its proportion to other things.

Global warming poses a far greater threat to our safety than does terrorism.

Four. Claims of definition. These claims argue that we must re-define a common and inaccurate assumption.

In America the notion of "self-esteem," so commonly taught in schools, is in reality a cult of narcissism. While real self-esteem teaches self-confidence, discipline, and accountability, the fake American brand of self-esteem is about celebrating the low expectations of mediocrity, and this results in narcissism, vanity, and sloth.

Thesis with Concession Clause

While Author X is guilty of several weaknesses as described by her opponents, her argument holds up to close examination in the areas of _________________, ______________, _____________, and ______________.

Even though author X shows weakness in her argument, such as __________ and ____________, she is nevertheless convincing because . . .

While author X makes many compelling points, her overall argument collapses under the weight of __________, ___________, ___________, and ______________.

Strategies for Writing Your Essay (adapted from The Arlington Reader, Fourth Edition)

One. Know what type of writing your doing:

Description
Comparison and contrast
Process analysis (how to do something)
Narrative (we write narratives for many reasons: catharsis of demons, explanation of an epiphany that changed our lives, an account of remarkable suffering and resilience, an account of something that was excruciatingly funny, to name a few examples)
Define a term that your reader needs to understand in greater depth
Persuasion (persuade readers and/or listeners to act as opposed to argumentation which is to win people’s minds over an issue, but not necessarily change their behavior)
Cause and effect analysis
Argumentation

The takeaway from the above is that you should always know what type of essay is generated from the assignment options the professor gives you.

Brainstorm of list of topics and thesis statements that are relevant to the essay.

Most writers need to get the bad stuff out of the way, so there’s no shame in coming up with five bad thesis statements before getting to a good one. That’s a natural course of events.

Always make sure your thesis addresses the essay prompt.

Your thesis is a single sentence that drives your whole essay. The thesis in argumentation is often called your claim.

Generally speaking, a thesis is the main argument or controlling idea of your essay. It makes a claim that intellectually sophisticated, challenging to common assumptions, compelling, and can is supportable with evidence.

The more obvious a thesis, the less compelling it is to write. The more a thesis reaches for insight or challenges common assumptions, the more compelling and sophisticated it is.

Bad thesis:

Smartphones are a nuisance in the class.

Better thesis

Rather than ban students from using their smartphones in the class, college instructors should integrate these and other personal technological devices into their classroom teaching.

Writing an introduction to your essay

Before transitioning from your introduction to your thesis, you should look at some effective introduction strategies:

Briefly narrate a compelling anecdote that captures your readers’ attention.

State a common false argument or false perception that your essay will refute.

Offer a curious paradox to pique your readers’ interest.

Ask a question that your essay will try to answer.

Use a fresh (not overused) quotation or parable to stir your readers’ interest.

How to Set Up a Counterargument in Your Rebuttal Section (The Templates)

Some of my critics will dismiss my claim that . . . but they are in error when we look closely at . . .

Some readers will 0bject to my argument that . . . However, their disagreement is misguided when we consider that . . .

Some opponents will be hostile to my claim that . . . However, their hostility is unfounded when we examine . . .

Transition Words and Phrases

Agreement / Addition / Similarity

The transition words like also, in addition, and, likewise, add information,reinforce ideas, and express agreement with preceding material.

in the first place

not only ... but also

as a matter of fact

in like manner

in addition

coupled with

in the same fashion / way

first, second, third

in the light of

not to mention

to say nothing of

equally important

by the same token

again

and

also

then

equally

identically

uniquely

too

moreover

as well as

together with

of course

likewise

comparatively

correspondingly

similarly

furthermore

additionally

Opposition / Limitation / Contradiction

Transition phrases like but, rather and or, express that there is evidence to the contrary or point out alternatives, and thus introduce a change the line of reasoning (contrast).

although this may be true

in contrast

different from

of course ..., but

on the other hand

on the contrary

at the same time

in spite of

even so / though

be that as it may

then again

above all

in reality

after all

but

(and) still

unlike

(and) yet

while

albeit

besides

as much as

even though

although

instead

whereas

despite

conversely

otherwise

however

rather

nevertheless

nonetheless

regardless

notwithstanding

Cause / Condition / Purpose

These transitional phrases present specific conditions or intentions.

in the event that

granted (that)

as / so long as

on (the) condition (that)

for the purpose of

with this intention

with this in mind

in the hope that

to the end that

for fear that

in order to

seeing / being that

in view of

... then

unless

when

whenever

while

because of

since

while

lest

in case

provided that

given that

only / even if

so that

so as to

owing to

inasmuch as

due to

Examples / Support / Emphasis

These transitional devices (like especially) are used to introduce examples assupport, to indicate importance or as an illustration so that an idea is cued to the reader.

in other words

to put it differently

for one thing

as an illustration

in this case

for this reason

to put it another way

that is to say

with attention to

by all means

important to realize

another key point

first thing to remember

most compelling evidence

must be remembered

point often overlooked

to point out

on the positive side

on the negative side

with this in mind

notably

including

to be sure

namely

chiefly

truly

indeed

certainly

surely

markedly

such as

especially

explicitly

specifically

expressly

surprisingly

frequently

significantly

particularly

in fact

in general

in particular

in detail

for example

for instance

to demonstrate

to emphasize

to repeat

to clarify

to explain

to enumerate

Effect / Consequence / Result

Some of these transition words (thus, then, accordingly, consequently, therefore, henceforth) are time words that are used to show that after a particular time there was a consequence or an effect.

Note that for and because are placed before the cause/reason. The other devices are placed before the consequences or effects.

as a result

under those circumstances

in that case

for this reason

in effect

for

thus

because the

then

hence

consequently

therefore

thereupon

forthwith

accordingly

henceforth

Conclusion / Summary / Restatement

These transition words and phrases conclude, summarize and / or restateideas, or indicate a final general statement. Also some words (like therefore) from the Effect / Consequence category can be used to summarize.

as can be seen

generally speaking

in the final analysis

all things considered

as shown above

in the long run

given these points

as has been noted

in a word

for the most part

after all

in fact

in summary

in conclusion

in short

in brief

in essence

to summarize

on balance

altogether

overall

ordinarily

usually

by and large

to sum up

on the whole

in any event

in either case

all in all

Obviously

Ultimately

Definitely

Time / Chronology / Sequence

These transitional words (like finally) have the function of limiting, restricting, and defining time. They can be used either alone or as part of adverbial expressions.

at the present time

from time to time

sooner or later

at the same time

up to the present time

to begin with

in due time

as soon as

as long as

in the meantime

in a moment

without delay

in the first place

all of a sudden

at this instant

first, second

immediately

quickly

finally

after

later

last

until

till

since

then

before

hence

since

when

once

about

now

formerly

suddenly

shortly

henceforth

whenever

eventually

meanwhile

further

during

in time

prior to

forthwith

straightaway

by the time

whenever

until now

now that

instantly

presently

occasionally

Many transition words in the time category (consequently; first, second, third; further; hence; henceforth; since; then, when; and whenever) have other uses.

Except for the numbers (first, second, third) and further they add a meaning of time in expressing conditions, qualifications, or reasons. The numbers are also used to add information or list examples. Further is also used to indicate added space as well as added time.

Space / Location / Place

These transition words are often used as part of adverbial expressions and have the function to restrict, limit or qualify space. Quite a few of these are also found in the Time category and can be used to describe spatial order or spatial reference.

in the middle

to the left/right

in front of

on this side

in the distance

here and there

in the foreground

in the background

in the center of

adjacent to

opposite to

here

there

where

from

over

near

above

below

down

under

further

beyond

nearby

wherever

around

between

before

alongside

amid

among

beneath

beside

behind

across

Integrating Sources and Avoiding Plagiarism

Summarizing Sources

“A summary restates the main idea of a passage in concise terms” (314).

A typical summary is one or two sentences.

A summary does not contain your opinions or analysis.

Paraphrasing Sources

A paraphrase, which is longer than a summary, contains more details and examples. Sometimes you need to be more specific than a summary to make sure your reader understands you.

A paraphrase does not include your opinions or analysis.

Quoting Sources

Quoting sources means you are quoting exactly what you are referring to in the text with no modifications, which might twist the author’s meaning.

You should avoid long quotations as much as possible.

Quote only when necessary. Rely on summary and paraphrase before resorting to direct quotes.

A good time to use a specific quote is when it’s an opposing point that you want to refute.

Using Signal Phrases or Identifying Tag to Introduce Summary, Paraphrase, and Quoted Material

According to Jeff McMahon, the grading rubric in English classes is used in such a way by instructors that soon there will be no such thing as an “easy” or “hard” professor. They’ll all be the same.

Jeff McMahon notes that the grading rubric in English classes is used in such a way by instructors that soon there will be no such thing as an “easy” or “hard” professor. They’ll all be the same.

The grading rubric in English classes is used in such a way by instructors, Jeff McMahon observes, that soon there will be no such thing as an “easy” or “hard” professor.

The grading rubric in English classes is used in such a way by instructors that soon there will be no such thing as an “easy” or “hard” professor, Jeff McMahon points out.

Common identifying tags (put link here)

Lesson on Evaluating Your Sources (adapted from The Arlington Reader, fourth edition)

We use sources to establish credibility and to provide evidence for our claim. Because we want to establish credibility, the sources have to be credible as well.

To be credible, the sources must be

Current or up to date: to verify that the material is still relevant and has all the latest and possibly revised research and statistical data.

Authoritative: to insure that your sources represent experts in the field of study. Their studies are peer-reviewed and represent the gold standard, meaning they are the sources of record that will be referred to in academic debate and conversation.

Depth: The source should be detailed to give a comprehensive grasp of the subject.

Objectivity: The study is relatively free of agenda and bias or the writer is upfront about his or her agenda so that there are no hidden objectives. If you’re consulting a Web site that is larded with ads or a sponsor, then there may be commercial interests that compromise the objectivity.

Checklist for Evaluating Sources

You must assess six things to determine if a source is worthy of being used for your research paper.

The author’s objectivity or fairness (author is not biased)

The author’s credibility (peer reviewed, read by experts)

The source’s relevance

The source’s currency (source is up-to-date)

The source’s comprehensiveness (source has sufficient depth)

The author’s authority (author’s credentials and experience render him or her an expert in the field)

Warning Signs of a Poor Online Source

Site has advertising

Some company or other sponsors site

A political organization or special interest group sponsors the site.