Homework 3 ( A question revisited) Name and ID# _____________________________________________________________________ Use your book. Identify the main communication issue(s). In this case, I direct you to Chapter 5. Usually I leave the choice up to you, but you’ve seen this topic already and I want you to focus on it in a different way. 4-5 Marks 2-3 Marks Answer shows both accurate Answer shows accurate recall of recall and ability to interpret and information, but little or no apply the concept(s) and interpretation is made vocabulary -answer appears to be – evidenced by originality, memorized or copied, examples and paraphrasing vocabulary too general 1 Mark 0 Marks Answer shows partial recall or partial understanding Answer does not reflect understanding of the concept or the vocabulary needed to discuss the question – answer is incomplete or not focused on the right area Shotgun approach may be seen Situation: You gave a speech in front of an audience of high school students. In your speech, you used a lot of jargon from your Major. You also used some euphemisms and even some profanity. You later discover some spelling and grammar errors on your Power Point slides. The audience was not very polite to you – and it was mostly your fault… Focus on Chapter 5 in your answer. There is more than one issue you can choose. COM 201 Chapter 5 Study Guide (Rev 191) MP Listening and Critical Thinking When you have read and thought about this chapter, you will be able to: • Discuss three reasons why Listening is so important in our lives • Devine and describe various types of listening • Analyze how noise, perceptions, and your own characteristics can influence the listening process • Use critical thinking, nonverbal and verbal strategies to become a better listener • Adapt strategies for effective listening to specific situations, including the workplace, the classroom, and in mediated environments i.e. TV, the internet, social media, etc. • Engage in ethical listening behaviors 1. The Importance of Listening 2. Defining Listening, Listening vs. hearing, (definition p. 93), Active Listening, Empathic Listening, Critical Listening 3. The Process of Listening / Attention (selective and Automatic) 4. Memory / Working Memory, Short-term Memory, Long-term Memory, Schema 5. Barriers to Listening (see Table 1 on p. 97) • Noise barriers (physical and mental distractions, multi-tasking… • Perception of Others (relative status, stereotypes, sights and sounds) • Yourself (egocentrism, defensiveness, personal bias, PSEUDO-LISTENING) 6. Ways to Become Better at Listening • Recognize Differences between people (see Table 2 on p. 99) • Listen and THINK Critically (p. 100) critical thinking, source credibility, observations vs inferences, 1st person vs 2nd-person observations • Use nonverbal and verbal skills as you listen (p 101-104) 7. Listening in the Workplace (p. 105) Listening is critically important at all levels in the workplace • Communication with colleagues • Communication between Management and Employees • Communication with customers and clients 8. Listening in the Classroom — Lecture Listening (definition on p. 106) • Watch for Lecture Cues = (verbal and nonverbal signals from the teacher) see Table 3 on p. 107. • If you take notes in class, you will already be watching for them. • Provide verbal and nonverbal feedback to the teacher • Anticipate what is coming next (skim and scan the chapter before class…) 9. Listening to the Media (including the web) • Information Literacy (definition on p. 107-8) • Be aware. Use critical thinking skills to evaluate the source and the information. 10. Ways to be an Ethical Listener (p. 109) Important Vocabulary: Active listening Critical Thinking Hearing Lecture Listening Long-term Memory Selective Attention Source Credibility Automatic attention Empathic Listening Information Literacy Listening (definition) Schema Short-term Memory Working Memory Critical Listening 1st-Person Observation Lecture Cues Enjoyment Listening 2nd-Person Observation Social Media Listening Chapter 5 Listening and Critical Thinking Distribute study guide Text and notebook ? When we finish this chapter, you will be able to: • 1. Discuss three reasons why listening is so important our lives • 2. Define and describe types of listening as processes • 3. Analyze how noise, perceptions, and your own characteristics influence the process of listening • 4. Use critical thinking, nonverbal and verbal strategies to become a better listener • 5. Adapt strategies for effective listening to specific situations — workplace, classroom, mediated environments (social media…) • 6. Engage in ethical listening behaviors Why is Listening so important to us? • 1. It is our most common communication activity. • According to research with college students, about 44% of their communication is listening, 25% speaking, 13% reading, 11% writing, 7% other. • See Figure 1 on p. 92) • 2. Listening helps us build and maintain relationships with others — • Parents • Spouse • Children • Friends • Classmates • … • 3. Listening is also recognized as an essential skill for business success Good listening skill in the workplace leads to: • Better decisions • Reducing misunderstandings • More productivity • Satisfaction • … Listening is… • The active process of receiving, interpreting and responding to verbal and nonverbal messages. • We give our Attention (either Selective or Automatic) • It also involves the ability to retain information and react empathically and/or appreciatively to these messages • Listening and Hearing are not the same thing. Types of Listening (p. 93) • Active Listening = listening with a purpose = Listening carefully by using all available senses = paraphrasing mentally and verbally= checking understanding and giving feedback… It includes the following: • Empathic Listening — trying to understand the other person’s viewpoint and feelings • Critical Listening — challenging the speaker’s message, evaluating both accuracy and utility of the message and on the contents of the message) Listening for Enjoyment Not all listening has to be hard mental work. Listening for Enjoyment can be relaxing or fun. We often use sound as a background for other activities. It helps reduce stress and can even reduce pain for hospital patients. PSEUDO Listening — pretending to listen but your mind is elsewhere….. Attention • Two types: (p. 94) • Selective Attention — when we make a choice to focus on something we think is important Ex: We choose to focus on our mobile phone, or on the lesson • Automatic Attention — when we react to an emergency or surprise without thinking Ex: You are swimming in the Red Sea … suddenly someone screams ‘SHARK!’ Ex: Someone knocks on our classroom door and comes in — we all look at him… Retaining Information Short-Term memory (p. 95-96) • Temporary storage place in the mind • Limited space (capacity) • Limited time (about 20 seconds — unless you practice…) Long-Term memory (p. 96) • Permanent storage • Organized by SCHEMA Schema • Long-term memory is organized by Schema — like a ‘filing system’ for memory. (p. 96) • Pieces of information are connected to other pieces. One piece ‘reminds us’ of another piece… • The more information you have in long-term memory, the more connections you can make Ex: Learning vocabulary helps your speaking, spelling and writing skills improve… Working Memory • Working memory is the part of our mind that interprets and assigns meaning to things we perceive (p. 95) • Working memory compares new input with stored long-term memories — recognizes patterns, looks for short-cuts, …it’s quick • Very important in language-learning • and Remember Closure? … Barriers To Listening Many factors can make Listening difficult (p. 97) • • • • Noise -(physical or mental distractions) Multitasking (which is a type of noise) Factual and Semantic distractions Perception Of Others- (status, stereotypes, sights and sounds, prejudice) • Yourself –(Egocentrism, Experiential Superiority, Personal Bias, Defensiveness) • Pseudo-Listening (just pretending to listen) Ways To Improve Recognize that people listen differently (p. 99) Think Critically Critical thinking involves analyzing the speaker (or other source) the situation, as well as the message — as mentioned before. Consider: Is this source qualified? Do I trust this source? Are these Observations, or Inferences? Is the speaker giving First-Person or SecondPerson observations? (= Source Credibility) Ways To Improve 2 Use Nonverbal Communication Effectively (see p. 102-103 for full list and details) • Demonstrate bodily responsiveness • Use direct bodily orientation • Use positive, responsive facial expressions and movements • Sit or stand close to the speaker • Provide supportive utterances Use Verbal Communication Effectively As a listener, include verbal feedback (p. 103-4) • Invite additional comments • Ask questions • Mention (identify) areas of agreement or common experience — if any • Provide descriptive, non-evaluative responses • Avoid complete silence (it could be perceived as not-caring) Listening in the Workplace • About 80% of the (U.S.) workforce in serviceoriented industries (education, healthcare, retail sales, governmental agencies) — ALL of these require employee-customer interaction • Listening skills increased revenue ($$$) • Managers and workers all depend on Listening skills to do their jobs Listening in the Classroom • Lecture Listening = The ability to listen to, mentally process, and recall lecture information (p. 106) • Lecture Cues — signals that the teacher is changing topics or making an important point Listening to Media • Information Literacy = The ability to recognize when information is needed, and the ability to locate, evaluate, and use this information appropriately• How do you know if a source (website or ? ) is reliable or not? (Does it have a .gov or .edu file extension?) Is the content believable? • Does it have working web links? Is it updated? • If you Google the author, is he/she ‘for real’? Listening to the Media 2 • Recognize that media can be biased • Bias = favor for ONE side = (not impartial) • Use critical thinking when forming your opinions — recognize that some things you hear or read might not be accurate. Be an Ethical Listener (p. 109) • Recognize the sources of your own conversational habits • Monitor yourself — you may be using poor listening behaviors • Apply general ethical principles when you respond • Adapt to others • -end- Purchase answer to see full attachment Explanation & Answer: 100 Words Tags: Information Literacy actively listening Audience Inattentiveness working memories of the students use of euphemism and profane language User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.