AMERICAN ETIQUETTE

1. Summary
Chapter 4 – American Etiquette – deals with the importance of manners in American culture
and provides tips on how to avoid social blunders.
It discusses how Americans view good manners and social behavior, including the origins of the
term “etiquette” and common American attitudé about equality, respect and social interactions.
This passage also offers suggestions on how to make American friends and be polite, such as not
asking overly personal questions , not smoking without permission, and beign willing to express
your opinions respectfully. Overall, the passage aims to provide guidance on navigating social
situations and demonstrating good manners in American cultural contexts. It also provides
advice on American etiquette and social norms, focusing on how to behave and interact
appropriately in various social situations. Some key points include:
Etiquette around smoking and respecting ‘non-smokers’ preferences
Appropriate physical distance and avoiding forced intimacy when interating with casual
acquaintances
Guidelines around touching and physical contact with people you do not know well
Avoiding ethnic slurs or negative comments about different cultural or ethinic groups
Proper protocols for introductions and addressing people by their correct titles or names. The
overall theme is providing guidance on navigating social interactions and demonstrating respect
and consideration for others in American cultural contexts.
The next part provides guidance on American etiquette and social custons, focusing on
introductions and proper forms of address. Key points include:
When introducing people of different genders, it is polite to say the woman’s name first.
For introductions between people of the same sex, the older or more important person’s name
or title should come first.
Appropriate responses to an introduction include “How do you do?” or simply “Hello”
Handshaking is a common custom when meeting someone new, and the older or more
important person is expected to extend their hand first.
The etiquette around handshaking extends beyond just introductions – friends may also shake
hands when meeting and concluding conversation.
Proper forms of address can be confusing for foreigners, as Americans tend to use first names
more casually than in some other cultures. Overall, the passage aims to provide insights into
Americans social norms and expectations around introductions and addressing people, to help
navigate these customs appropriately. In casual contexts, people often address each other by
first names, but when dealing with professionals or authority figures, it is typical to use their
title and last name.
Titles like “Mr.”, “Mrs.”, “Ms.”, and “Dr.” Are used to show respect and indicate marital status.
When introducing two people, there are traditional rules about whose name should be started
first, often based on gender, age, or status.
Adressing a strager properly is important – using “sir” or “ma’am” is considered polite.
In academic and professional settings, certain titles like “Doctor” or “Professor” are commonly
used, while in more informal college environments, first name usage is encouraged. The overall
focus is on navigating the appropriate ways to address and introduce people in American
cultural contexts.
The next part provides guidance on American etiquette and customs around congratulations,
condolences, and apologies. Key points include:
It is polite to enthusiastically say “Congratulations!” when someone has accomplished
something, such as graduating, getting a new job, or having a child.
Invitations that include “RSVP” indicate a request to respond about attendance, while “RSVP
regrets only” means you only need to respond if you cannot attend.
When expressing condolences, it is best to simply say “I was so sorry to hear about you loss”
rather than using more specific language about death or religion.
The phrase “I’m sorry” can be used to express sympathy or regret, but it has different
connotations depending on the context. Overall, the passage outlines appropriate ways to
handle common social situations involvinf celebration, loss, and apologies in American culture.
Next, it provides guidance on American dining etiquette and manners between men and
women. Key points include:
Dining etiquette:
When invited to an American friend’s home for dinner, it is best to arrive on time, but not too
early. Calling the host if you will be late is considered polite.
If served food you do not like or cannot eat for religious or medical reasons, eat what you can
and politely explain your restrictions.
It is considered rude to overstay your welcome at the end of the meal. Thank the host again the
next day.
When dining out, it is recommended to make a reservation and avoid lengthy wait times. In
most American restaurants, tips are not automatically included in the bill.
There are some differences in American table manners compared to European styles, such as
the way the napkin is placed and using silverware.
Manners between Men and Women:
The text notes that the women’s liberation movement of the 1960s and 1970s benefited women
in terms of job opportunities and advancement.
In addition, it also discussed the evolution of manners and social norms between men and
women in American culture, particularly in terms of dating, work relationships, and the impaxt
of the women’s liberation movement.
Key points:
Traditionally, men were expected to adopt a “protective attitude” towards women, but this
dynamic has shifted as women have gained more independence and equality.
Today, American women are less reliant on male protection and more casual about traditional
courtesies, while many men continue to perform traditional gestures.
In dating, the norms have changed – it is now common for a woman to invite a man out and pay
for the expenses, versus the traditional expectation of the man picking up the woman and
covering the costs.
In the workplace, women have gained positions of authority and responsibility, requiring men to
show respect regardless of gender.
The text notes that sexual harassment lawsuits have become a concern for companies, leading
them to provide training on appropriate workplace conduct. Overall, the passage illustrates the
significant societal changes in gender roles and norms that have occured in America, particularly
since the women’s liberation movement of the 1960s-70s.
This passage discusses how the women’s liberation movement has affected classroom etiquette
and student-teacher relationships in American colleges and universities. Some key points:
The relationship between students and teachers is more informal in the U.S. compared to other
countries, especially at the college level.
American students do not typically stand up when the teacher enters the room.
Students are genẻally encouraged to ask questions during the class, visit the professor’s office,
or contact them by phone or email as needed. Most teachers allow students to arrive late or
leave early if necessary.
Despite the informality, students are still expected to be polite and considerate of their teacher
and classmates. Interrupting a lecture with a question is seen as rude, and talking to a classmate
during a test is considered both rude and risky.
American teachers tend to assume that students talking to each other during a test are
cheating, which can result in test grades of zero. Overall, the text highlights how the women’s
liberation movement has contributed to more casual and informal student-teacher dynamics in
American higher education, while certain traditional courtesies and expectations still remains.
The last part provides guidance on appropriate language etiquette for non-native English
speakers in American classrooms. The key points include:
Americans are generally tolerant of non-native speakers who have trouble understanding
English, but can become annoyed if the person does something incorrectly due to
misunderstanding. The advice is to politely ask the person to repeat if you do not understanding
what they said.
For a confused non-native English speaker, there are polite ways to request clarification such as
“Could you please repeat that?” or “What does the word ……. Mean?”
There are some common polite English expressions that are important to know, like “Thank
you” and appropriate responses to “How are you?”
When in a group where not everyone speaks the same language, it is considered polite to
converse in a shared language that everyone present understands, rather than switching to a
language that excludes some participants.
Overall, the text suggests this review of good manners in the U.S. will help non-native speakers
be polite and encourage American friends ti ve polite towards them as well.

2. Assesment
The matter of great concern to me is the appropriate ways for non-native English
speakers to ask for clarification or repetition in an American classroom setting. It states:
“For the confused nonnative English speaker, there are several ways to ask for help, for
example, “Could you please repeat that?” or “Would you please speak more slowly?” If a
definition is needed, ask “What does the word …… mean?” To find out how to express a
particular idea in English, ask “How do you say …… in English?”
This guidance is very helpful for non-native speakers. It provides specific, polite language
frames they can use to navigate situations where they are struggling to understand
something said in English.
Asking for repetition or clarification in a courteous manner, rather than just appearing
confused, shows respect for the speaker and helps avoid potential misunderstandings.
The examples given like, “Could you please repeat that?” and “What does the word …..
mean?”, demonstrate the kind of polite, direct questions that are appropriate. This takes
the guesswork out for non-native speakers and gives them a script to follow when they
need assistance.
Overall, this advice promotes effective communication and mutual understanding
between native and non-native English speakers in the classroom context. It empowers
non-native speakers to advocate their comprehension needs while maintaining good
manners. This type of guidance can go a long way in making non-native students feel
included and supported.