Writing Assignment 2: Listening Styles Assignment Directions: Fall 2023 The revised Listening Styles Profile (LSP-R) measures four constructs including relational listening, analytical listening, task-oriented listening and critical listening (Bodie, Worthington & Gearhart, 2013) styles are outlined in chapter 8 of your textbook. For this writing assignment, you are asked to complete the Listening Styles Profile (LSP-R) and then answer the following prompts. Take time to read each of the following and assess how each statement applies to you by marking your level of agreement/disagreement with each item. Do not think of any specific listening situation. The stronger you disagree with a statement the lower the number you will write in the far-right column next to the statement. The stronger you agree with a statement, the higher the number you will write down. Your score for each item should reflect the following: Strongly Disagree = 1, Disagree =2, Somewhat Disagree =3, Unsure = 4, Somewhat Agree = 5, Agree = 6, Strongly Agree = 7. Calculate your scores for each of the four categories. 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 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. Task-Oriented 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 order 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 *Bodie, G. D., Worthington, D. L., & Gearhart, C. G. (2013). The Revised Listening Styles Profile (LSP-R): Development and validation. Communication Quarterly, 61, 72-90. Doi: 10.1080/01463373.2012.720343 After you have totaled your scores for each category you will begin the writing assignment. ? ? ? ? ? ? 1. 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. 1. Discuss the importance of listening in interpersonal relationships. 2. Analyze your results from the Revised Listening Styles Profile; each listening style (relational, task-oriented, critical, analytical) should be discussed in a complete paragraph. 3. Consider the responses that could increase your effectiveness as a listener and discuss nonverbal skills that will help you improve. Include a definitive conclusion that summarizes the key themes in the paper. x 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. 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. In the first part of the paper, discuss the importance of listening in interpersonal communication. Define the terms listening and hearing. Explain how hearing and listening are different. Describe an example of each term. 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:__________/ 2. 8 Possible Points In the next part of your paper, define each listening style, explain the listening style in your own words and discuss your results for each of the four listening styles. Each listening style should be a separate paragraph. In your discussion, provide your scores for each of the listening styles. Which styles did you score higher in? Which styles did you score lower in? Based on this data, what do you conclude about your listening? 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:__________/ 3. 8 Possible Points Now that you’ve identified your lowest listening style score, what do you think needs to change about your listening to strengthen your interpersonal relationships at work or at home? Based on the style you identified as your lowest score, what do you plan to do to improve your listening for the future? Be specific in your plans to improve your listening. Choose one or two listening responses, such as questioning and paraphrasing, that you could use more often. Define each response and explain how using it would improve your listening. Explain how you will use nonverbal skills such as appropriate body language, eye contact, and haptics in a listening environment to improve your listening. Refer back to Chapter 7 and identify specific skills you could use, define them, and explain how they would improve your listening. 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. Points Earned:__________/ 8 Possible Points Mechanics and Message Construction: Message Composition Unmet (0%) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) Excellent (90-100%) The paper does not include an introduction and conclusion. The body of the paper is either not complete or lacks clarity and logical sequence. Composition of the message (theme, introduction, and conclusion, and a sequence of points with transitions) is unclear, not included in their entirety or is only intermittently observable in the paper. Composition of the message (central theme, introduction, and conclusion, and a logical sequence of points with transitions) is observable throughout the paper. Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is adequate and consistently observable throughout the paper. Composition of the message (clear central theme, introduction, and conclusion, and a logical sequence of points with smooth transitions) is superior and observable throughout the paper. Points Earned: / 8 Points Possible Message Delivery Unmet (0%) Needs Improvement (5069%) Fair (70-79%) Good (80-89%) The paper does not meet the minimum standards of effectively communicating the central message or was not completed. The message delivery incorporates grammatically incorrect, inarticulate language that ineffectively communicates the central message. The message delivery incorporates minimal errors in grammar and includes language that is understandable and is able to communicate the central message. The message delivery incorporates grammatically correct and consistently thoughtful language that is understandable and effectively communicates the central message. Points Earned: Excellent (90-100%) The message delivery incorporates grammatically correct, articulate, imaginative language that is easily understandable and effectively communicates the central message in a compelling manner. / 8 Points Possible Citation Unmet (0%) The paper includes no citation of any sort. Needs Improvement (50-69%) There is some attempt at citation, BUT: a significant number of concepts are not cited; OR there is no in-text citation; OR paraphrases are not cited. Fair (70-79%) Some attempt at citation is included for most concepts used in the paper that are originally explained in a printed source AND most of these ideas are cited, whether they are paraphrased or directly quoted AND in-text citation is used but it is not in a recognizable style and/or a Works Cited may not be included. Good (80-89%) In-text citation is included for most concepts used in the paper that are originally explained in a printed source AND these ideas are cited, whether they are paraphrased or directly quoted AND the citation is in MLA or APA style, though there are some format errors AND a Works Cited is included at the end of the paper, though there are some format errors. Points Earned: Excellent (90-100%) In-text citation is included for all concepts used in the paper that are originally explained in a printed source AND all of these ideas are cited using correct in-text citation, whether they are paraphrased or directly quoted AND the citation is in correctly formatted MLA or APA style AND a correctly formatted Works Cited is included at the end of the paper. / 8 Points Possible Purchase answer to see full attachment

Mastering the Art of Online Learning: Your Guide to Acing Online Courses

Introduction

In recent years, the popularity of online courses has skyrocketed, offering learners the flexibility to acquire new skills and knowledge from the comfort of their homes. However, succeeding in online courses requires a different approach compared to traditional classroom settings. To help you make the most of your online learning experience, this article presents essential strategies and tips to ace your online courses.

1. Set Clear Goals and Plan Ahead

Before embarking on an online course, establish clear goals and objectives. Determine what you hope to achieve by the end of the course and break down your goals into manageable milestones. Create a study schedule that aligns with your other commitments, ensuring you allocate dedicated time for coursework, assignments, and revision.

2. Create a Productive Study Environment

Establishing a conducive study environment is crucial for online learning success. Find a quiet, well-lit space where you can concentrate without distractions. Remove any potential interruptions, such as notifications from social media or email. Organize your study materials and have a reliable internet connection to ensure seamless access to course materials.

3. Actively Engage in the Course

Active participation is key to mastering online courses. Engage with course materials, including videos, readings, and interactive components. Take comprehensive notes, highlighting key concepts and ideas. Participate in discussion boards, forums, and virtual meetings to interact with instructors and peers, fostering a sense of community and enhancing your understanding of the subject matter.

4. Manage Your Time Effectively

Online courses offer flexibility, but it’s essential to manage your time wisely to avoid falling behind. Create a detailed schedule, allocating specific time slots for coursework, assignments, and studying. Break down larger tasks into smaller, manageable segments to prevent procrastination. Prioritize tasks based on deadlines and dedicate focused time to each one, ensuring consistent progress throughout the course.

5. Develop Effective Communication Skills

Online courses often rely on written communication, making it crucial to hone your skills in this area. Be concise and clear in your written responses, paying attention to grammar and spelling. Actively participate in discussions, asking thoughtful questions and providing constructive feedback to your peers. Regularly check your course emails and notifications, ensuring you stay updated with any important announcements or changes.

6. Utilize Available Resources

Take full advantage of the resources provided by your online course platform and instructors. Familiarize yourself with the learning management system (LMS) and explore its features. Access supplementary materials, such as textbooks, lecture slides, and external resources recommended by instructors. Utilize online libraries, research databases, and tutorial services to deepen your understanding of the subject matter.

7. Stay Motivated and Engaged

Maintaining motivation throughout an online course can be challenging, particularly when faced with competing priorities or a lack of face-to-face interaction. Set short-term goals and reward yourself upon their completion. Connect with fellow learners through virtual study groups or online forums to foster a sense of camaraderie. Regularly remind yourself of the benefits and personal growth associated with completing the course successfully.

8. Seek Support and Clarification

Don’t hesitate to seek support or clarification when needed. Reach out to your instructors for guidance or clarification on course material. Utilize online discussion forums to ask questions or engage in collaborative problem-solving. Leverage the support services provided by your course platform or institution, such as technical support or academic advising.

Conclusion

Online courses present unique opportunities for self-paced learning and personal growth. By setting clear goals, creating a productive study environment, actively engaging with course materials, and managing your time effectively, you can maximize your chances of acing online courses. Remember to stay motivated, seek support when needed, and make the most of the available resources. Embrace the flexibility and adaptability of online learning to achieve your educational goals.