assessment, xv, 9, 19, 41, 108–109, 113–115, 200, 280

authoritarian, 188–204

authority, xii, xv–xvi, 15–16, 31–32, 39, 81, 125, 133, 169, 192, 195, 198, 201–202, 204, 211, 213–214, 219–220, 224–226, 229

Bologna Declaration, 110

Bologna Process, 107–111, 117–118

bureaucratization, 116

Calabria, 74–75, 82–83, 88–89, 92–94, 96–101

Cambodia, xiv–xv, 74–76, 81, 86–87, 92–95, 101

Canada, 10–11, 16, 30–31, 42, 123, 125, 130, 135, 138, 267–268

Canadian, 124, 271

academic, 135

classroom, 31–32, 125

professors, 31

university, 124

Caribbean islands, 28

China, xv, 32, 126–127, 132–133, 138–139, 141

Chinese immigrant, 12, 126

Chokwe, 242, 249, 254–255

colonial, 127, 129

communication problem, 23–24

communication styles, 54

community of practice, 79, 93, 98

Companhia de Diamantes de Angola (Diamang), 241–243, 249, 255

composition, xvi–xvii, 14, 128, 151–156, 158–159, 164, 173–176

contrastive rhetoric, 156, 173–175

five-paragraph essay, 153, 155–156, 166

composition (continued?)

general-particular patterns, 163

genre analysis, 156–157, 173

grammatical metaphor, 167–168

matching relations, 163

problem-solution, 156, 162–164, 166–167

thematic patterns, 173

Theme-Rheme, 170, 173

critical awareness, 190, 193

critical consciousness, 191, 209

cross-cultural, 3, 20, 66, 75, 174, 189

cultural

analysis, 65–66

assumptions, 54, 213

awareness, 65

capital, xiv, 79–80, 93, 97

differences, 20, 41, 54, 60, 62, 174, 188, 198, 211

distance, 36, 43, 57–58

interchange, 53–54, 57

culture, xi–xv, 3–6, 8–9, 14–15, 17–21, 30, 34–38, 40–42, 54–60, 62–63, 65–66, 75, 77, 80, 100, 126, 132–133

biological roots of, 34

collectivist-minded, 35

individuality-personality model, 34

power distance, 34–35

uncertainty avoidance, 34–35

culture learning, 30, 63

culture shock, xiv, 9, 30, 58–60, 63, 65

cyberspace, 38, 40

dialectal differences, 22

discourse analysis, xiii, 14, 43, 156–157, 159–160, 165, 175