What is the definition of listening style

Writing Assignment 2: Listening Styles Fall 2019

Part I: Discuss the importance of listening in interpersonal relationships. Define the word “Listening”. It might be beneficial to pick a specific relationship (i.e. parent/coworker/significant other/child/friend/teacher). Give a story on how listening is important to that specific relationship.

Part II: Take time to read each of the following statements (in the chart below). Score each of the statements on a scale from 1-7 Strong Disagree – 1 Disagree – 2 Somewhat Disagree – 3 Unsure – 4 Somewhat Agree – 5 Agree – 6 Strong Agree – 7

Analyze your results. Tell me which category you are best at and why. Tell me what you are worst at and why you think you are bad at it. NOTE: I do not need to see your results. Do NOT post the chart! Part III: On pages 210-212 in the book you will see The Challenges of Listening. Choose one of the barriers discussed. For example “information overload” or “defensive listening” or “ambushing”. You need to first DEFINE the word you are using. Second you need to EXPLAIN to me how this word applies to you and how you plan on getting better at it.

Relational Listening

When listening to others, it is important to understand the feelings of the speaker.

When listening to others, I am mainly concerned with how they are feeling.

I listen to understand the emotions and mood of the speaker.

I listen primarily to build and maintain relationships with others.

I enjoy listening to others because it allows me to connect with them.

When listening to others, I focus on understanding the feelings behind words.

Relational Listening Total Score

Analytical Listening

I wait until all the facts are presented before forming judgments and opinions.

I tend to withhold judgment about another’s ideas until I have heard everything they have to say.

When listening to others, I attempt to withhold making an opinion until I’ve heard their entire message.

When listening to others, I consider all sides of the issue before responding.

I fully listen to what a person has to say before forming any opinions.

To be fair to others, I fully listen to what they have to say before making judgments.

Analytical Listening Total Score

Task-Oriented (Transactional) Listening

I am impatient with people who ramble on during conversations.

I get frustrated when people get off topic during a conversation.

When listening to others, I become impatient when they appear to be wasting time.

I prefer speakers who quickly get to the point.

I find it difficult to listen to people who take too long to get their ideas across.

When listening to others, I appreciate speakers who give brief, to the-point presentations.

Transactional Listening Total Score

Critical Listening

When listening to others, I focus on any inconsistencies and/or errors in what’s being said.

I often catch errors in other speakers’ logic.

I tend to naturally notice errors in what other speakers’ say.

I have a talent for catching inconsistencies in what a speaker says.

When listening to others, I notice contradictions in what they say.

Good listeners catch discrepancies in what people say.

Critical Listening Total Score

Your paper should be typed, approximately 3-4 pages long, and double spaced.

The paper should also be proofread, and mistakes in grammar, spelling, sentence structure, formatting and other areas of paper mechanics should be kept to a minimum.

Be sure to include a complete introduction to the paper that includes a thesis statement introducing the main

ideas of the paper.

Organize the body of the paper into main ideas that fit with your thesis statement. Include a definitive conclusion that summarizes the key themes in the paper.

Include proper in-text citations in either APA (see https://owl.english.purdue.edu/owl/resource/560/02/ ) or

MLA (see https://owl.english.purdue.edu/owl/resource/747/02/ ) format.

Be certain that you include the textbook definitions of the concepts you use and that you cite these definitions correctly. A reference list (see https://owl.english.purdue.edu/owl/resource/560/05/ ) or works cited (see https://owl.english.purdue.edu/owl/resource/747/05/ ) should be included at the end of your paper.

Listening vs. Hearing

Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the importance of listening AND/OR it is not complete.

The student attempts to address the importance of listening but fails to provide definitions AND/OR fails to explain or provide examples. The student may be developing ideas but the introduction of the paper needs improvement to meet minimum requirements.

The student addresses the importance of listening and identifies the differences between hearing and listening. However, the definitions are incomplete, not explained

well or examples may not be provided OR some of the information is addressed but the overall answer lacks evidence.

The student identifies and explains the importance of listening within communication, AND the student explains how listening and hearing are different by defining each term AND the explanation of listening and hearing is clear AND the student provides examples to support his or her explanation.

The student clearly identifies and explains the importance of listening within interpersonal communication, AND the student skillfully explains how listening and hearing are different by defining each

term AND the explanation of listening and hearing is clear and articulate AND the student provides excellent examples to skillfully support his or her explanation.

Points Earned: / 8 Possible Points

Task-Oriented Listening

Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the listening style.

The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score.

The student addresses the listening style AND provides the overall score. However, the overall answer lacks support.

The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style AND the student discusses why he or she believes they scored the

way they did AND the student provides evidence to support his or her explanation.

The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to skillfully support his or her explanation.

Points Earned: / 8 Possible Points

Relational Listening

Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the listening style.

The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score.

The student addresses the listening style AND provides the overall score. However, the overall answer lacks support.

The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening AND the student discusses why he or she believes they scored the way they did AND the student provides evidence to support his or her explanation.

The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to skillfully support his or her explanation.

Points Earned: / 8 Possible Points

Analytical Listening

Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the listening style.

The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score.

The student addresses the listening style AND provides the overall score. However, the overall answer lacks support.

The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student discusses why he or she believes they scored the

way they did AND the student

provides evidence to support his or her explanation.

The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to skillfully support his or her explanation.

Points Earned: / 8 Possible Points

Critical Listening

Unmet (0 %) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the listening style.

The student attempts to address the listening style but may fail to provide his or her score AND/OR fails to compare the score. There is little to no discussion as to the results of the score.

The student addresses the listening style AND provides the overall score. However, the overall answer lacks support.

The student identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student discusses why he or she believes they scored the

way they did AND the student

provides evidence to support his or her explanation.

The student clearly identifies, defines and explains the listening style, AND the student provides his or her score for the listening style, AND the student clearly discusses why he or she believes they scored the way they did AND the student provides excellent evidence to skillfully support his or her explanation.

Points Earned: / 8 Possible Points

Listening Responses

Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed listening response OR the section is not complete.

The student attempts to identify and define listening responses. The definition is not complete AND/OR there is no example provided.

The student identifies, defines and explains at least one listening response AND the student provides an example of the listening response. However, the definition may be incomplete or incorrect AND/OR the example is not

clearly connected. The overall example may lack evidence.

The student identifies, defines and explains at least one listening response, AND the student provides an example with evidence.

The student clearly identifies, defines and explains two or more listening responses, AND the student skillfully provides examples of the listening responses with excellent evidence.

Points Earned: / 8 Possible Points

Listening Behaviors

Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%) Good (80-89%) Excellent (100%)

The student has not addressed the listening behaviors OR the section is not complete

The student is developing or fails to demonstrate understanding of listening behaviors AND/OR does not identify a way to improve his or her listening to verbally presented information. The student does not provide examples.

The student demonstrates some understanding of listening behaviors by identifying one way to improve his or her listening to verbally presented information. The student may discuss examples but does not provide specificity.

The student demonstrates understanding of listening behaviors by identifying one or more ways to improve his or her listening to verbally presented information as evidenced by discussion of

examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker.

The student demonstrates superior understanding of listening behaviors by identifying multiple ways to improve his or her listening to verbally presented information as evidenced by discussion of examples that may include but are not limited to: appropriate body language, eye contact, and responses/reactions to a speaker.