Writing Assignment 2 Listening Styles Assignment Directio.docx

Writing Assignment 2: Listening Styles
Assignment Directions: Spring 2019
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 7
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 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
*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.
includes a thesis statement introducing the main
ideas of the paper.
he 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.
n that summarizes the key
themes in the paper.
-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.
u 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.
-4 pages long,
and double spaced.
grammar, spelling, sentence structure, formatting and
other areas of paper mechanics should be kept to a minimum.
1. 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:__________/ 8 Possible Points
2. 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
the listening style.
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.
listening style AND provides
the overall score. However,
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
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.
Relational Listening

support.

the listening AND the student
score for the listening style,
explanation.

Analytical Listening
support.

the listening style, AND the

explanation.
Critical Listening

support.
the listening style, AND the

explanation.
3. 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 6 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%)
listening response OR the
section is not complete.
identify and define listening
responses. The definition is
not complete AND/OR there
is no example provided.

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.
and explains at least one
listening response, AND the
student provides an example
with evidence.
defines and explains two or
more listening responses,
AND the student skillfully
provides examples of the

listening responses with
excellent evidence.
Listening Behaviors
Unmet (0 %) Needs Improvement (50-69%) Fair (70-79%)
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.
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.
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.
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.
(central theme, introduction,
and conclusion, and a logical
sequence of points with
transitions) is observable
throughout the paper.
(clear central theme,
introduction, and conclusion,
and a logical sequence of

points with smooth
transitions) is adequate and
consistently observable
throughout the paper.
(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%) Excellent (90-100%)
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.
incorporates minimal errors in
grammar and includes
language that is
understandable and is able to
communicate the central
message.

correct and consistently
thoughtful language that is
understandable and effectively
message.
correct, articulate, imaginative
language that is easily
understandable and effectively
message in a compelling
manner.
Citation
Unmet (0%) Needs Improvement (50-69%) Fair (70-79%)
Good (80-89%) Excellent (90-100%)
The paper includes no
citation of any sort.
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.
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.
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.
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.

Part 1: True or False Questions. (10 questions at 1 point each)
1. T F
To have a Snort rule match on both inbound and outbound
traffic, the rule should use the
flow:to_server,from_client,established; option. Answer:
_____
2. T F
Host-based IDS can be used to monitor compliance with
corporate policies such as acceptable use of computer resources.
Answer: _____
3. T F
An on-demand operational IDS model is not suitable if legally
admissible data collection is required. Answer: _____
4. T F
Current criminal and civil procedure laws and rules of evidence
do not apply to digital and electronic forms of evidence such as
IDS logs. Answer: _____
5. T F
Snort unified output handling tools are used to off-load
computing tasks from the core Snort program to improve overall
performance. Answer: _____
6. T F
Thresholds used in Snort alert rules can cause false negatives if
the attacker works slowly enough. Answer: _____
7. T F
Network-based IDS provides no protection against internal
threats. Answer: _____

8. T F
When a “pass” rule is matched in Snort, no other rules are
evaluated for the packet. Answer: _____
9. T F
To ensure proper execution of Snort rules using the “uricontent”
option the HTTP Inspect preprocessor must be installed and
configured in Snort. Answer: _____
10. T F
There are no monitoring situations that justify real-time
intrusion response. Answer: _____
Part 2: Snort Rule Analysis. (5 responses at 2 points each)
Examine the following Snort rule, designed to detect attempts
by an organization’s employees to access a gambling website in
violation of acceptable use policy. This rule is syntactically
valid and will produce alerts when a user visits the Powerball
lottery website with a web browser. With an eye towards
minimizing false positives, identify five ways the rule could be
improved to more specifically target employees accessing the
Powerball website.
alert ip any any -> $EXTERNAL_NET any (msg:”Acceptable
use violation – Gambling – Powerball”; flow:stateless;
content:”powerball”; nocase; sid:3333333; rev:1;)
Improvements:
Part 3: Short Answer Questions. (10 questions at 5 points each)
1. Define and differentiate false positive and false negative.
Which is worse, and why? Give one example of each, drawn
from any context that demonstrates your understanding of the
terms.
Answer:
2. Explain the following Snort rule. What sort of attack is it
intended to detect? What network traffic pattern information is

it looking for?
alert ip any any -> any any (msg:"BAD-TRAFFIC same
SRC/DST"; sameip; reference:bugtraq,2666;
reference:cve,1999-0016;
reference:url,www.cert.org/advisories/CA-1997-28.html;
classtype:bad-unknown; sid:527; rev:8;)
Answer:
3. What are the key differences between user-centric and target-
centric monitoring in behavioral data forensics? Is one
perspective preferred over the other? If so, what are some of the
advantages of the preferred choice, or disadvantages of the non-
preferred choice?
Answer:
4. Write a rule using Snort syntax to detect an internal user
executing a Windows “tracert” command to identify the network
path to an external destination. Identify what changes, if any,
and revise/rewrite the rule to make it work effectively for a
Unix/Linux “traceroute”.
Answer:
5. Most network IDS tools are designed to optimize
performance analyzing traffic using a variety of protocols
specific to TCP/IP wired networks. Describe at least two
intrusion detection scenarios where other, specialized types of
intrusion monitoring and analysis are called for (that is, where
typical NIDS like Snort are not appropriate or effective),
explaining what limitations exist in conventional NIDS that
make them insufficient to provide effective intrusion detection
in the environments corresponding to these scenarios.
Answer:
6. What is a multi-event signature? Provide at least two
examples of multi-event signature activities or patterns that
might be monitored with an intrusion detection system.

Answer:
7. What are the operational requirements necessary to perform
anomaly-based intrusion detection? How does the information
gathered about network traffic by anomaly-based IDS tools
differ from the information gathered by signature-based NIDS?
Answer:
8. Many people perceive intrusion detection to be a constant,
all-the-time security function. Identify and describe at least two
“part-time” intrusion detection operational models, and for each
give an example of a usage scenario that would call for part-
time monitoring.
Answer:
9. Are organizations legally obligated to use intrusion detection
capabilities? Why or why not?
Answer:
10. Imagine you are tasked with monitoring network
communication in an organization that uses encrypted
transmission channels. What are the limitations of using
intrusion detection systems in this environment? What methods
would you employ to accomplish this task?
Answer:
Part 4: Essay Questions. Maximum length: 3 double-spaced
pages each, excluding references. (Two questions at 15 points
each)
1. In 2003, a well-publicized report from IT analyst firm

Gartner predicted that the market for stand-alone IDS tools
would soon disappear and urged Gartner clients to cease
investing in IDS tools in favor of firewalls. Clearly, this
prediction has not come true, due in part to significant increases
in the technological capability, processing speed, and accuracy
of IDS tools in the more than 15 years since the erroneous
prediction.
Contemporary enterprises have a wide array of network and
platform security tools from which to choose, and as we have
seen in this course there is substantial overlap in the
capabilities of different categories of tools such as firewalls,
IDS, anti-malware, vulnerability scanners, and so forth. What
factors would exert the most influence on an organization and
lead it to choose to implement IDS technology? In your
response please identify potential benefits of IDS, potential
drawbacks, and any considerations about an organization’s
operating environment that might drive its decision.
2. Beginning about 10 years ago, the U.S. Department of
Homeland Security established programs intended to expand the
government’s intrusion detection capabilities, in particular
citing a need to move to mandatory real-time intrusion detection
for federal government networks. The current manifestation of
this goal is the Einstein program, which is now in widespread
use across the government and received some negative (and
partly inaccurate) publicity in early reports of the large-scale
data breach announced in 2015 involving systems operated by
the U.S. Office of Personnel Management. [The current
administration has de-emphasized this and other security
initiatives promoted by the previous administration. See the
brief description of Initiative #3 of the Comprehensive National
Cybersecurity Initiative
(http://nsarchive.gwu.edu/NSAEBB/NSAEBB424/docs/Cyber-
034.pdf).]
Using what we have learned in this course and your own
knowledge of IDS operational models, requirements, and other
characteristics associated with selecting and using the most

appropriate types of intrusion detection and prevention, what is
your response to the government’s approach of trying to
implement comprehensive intrusion detection and prevention for
all network traffic to or from U.S. government agencies? What
are some of the key obstacles faced in rolling out an intrusion
detection capability of this sort? Identify and describe at least
three (3) challenges that DHS should consider with its Einstein
deployment.
Page 6 of 6

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