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. ...

1. 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.

2. 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.

3. 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.

4. 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,

5. 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

6. 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.

7. 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

8. 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.

9. 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.

10. 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.

11. 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

12. 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