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Professor Alisa Shubb
Office D311; Phone 484-8468
Hours: MWF 9:00 - 9:50; TR 8:30 – 9:30 and by appointment
The purpose of Speech 6 is to understand and become competent in the skills required of the listener in communication. Because listening is a most valuable life skill, this class will focus on listening in a number of contexts: listening for content, listening for critical evaluation, listening in relationships, listening for aesthetic pleasure. Students will learn concepts and skills of listening through selected readings, lectures, activities, and most importantly their own willingness to participate and practice.
GRADING POLICIES
Speech 6 -Course Calendar: Spring 2000 TR/ 11:00 – 12:15 D216
| Tuesday | Thursday |
| 1/18 Introduction to class Read: pp 5-24 |
1/20 I. The Importance of Listening: Listening in Communication Read: Ch. 2 |
| 1/25 The Listener - assessment Read: Ch. 4 |
1/27 The Listener – goals discussion |
| 2/1 Exam #1 Turn in Listening Journals (#1) |
2/3 II. Understanding the Listening Process Axioms of Listening Read: pp 25 - 31 |
| 2/8 The Process of Active Listening (Sensing) Read: Ch. 3 |
2/10 Attending |
| 2/15 Understanding/Assigning Meaning |
2/17 Remembering & Responding |
| 2/22 Feedback activities . |
2/24 Exam #2 Turn in Journals (#2) |
| 2/29 III. Listening Tools 5 Power Tools of Listening |
3/2 Activity: "Talk Show" |
| 3/7 "PIM" |
3/9 Preparation to Listen (assign papers) Read: Ch. 10 |
| 3/14 Exam #3 Turn in Journals (#3) |
3/16
Functions of Listening |
| 3/21 Discriminative Listening Read: Ch. 5 |
3/23 Utilizing Nonverbal Information Culture and NonVerbal Communciations |
| 3/28 Comprehensive Listening Read: Ch. 6 |
3/30 Memory & Notetaking |
| 4/4 Determining Main Points |
4/6 Critical Listening Read: Ch. 8 |
| 4/11 "A.R.G" Conditions |
4/13 "A.R.G." Condition Activity |
| 4/18 SPRING BREAK |
4/20 SPRING BREAK |
| 4/25 Empathic Listening Read: Ch. 7 |
4/27 Utilizing Different Feedback Styles |
| 5/2 Paraphrase-Plus |
5/4 Disclosure, Self Concept & Trust Nonverbal Cues Activity |
| 5/9 Appreciative Listening Read: Ch. 9 |
5/11 Listening Papers Due Turn in Journal (#4) |
| 5/16 Exam #4 |
Purpose:
To record your listening goals, progress towards achieving those goals, the results of your listening activites and practices, and your thoughts and insights regarding listening. The listening journal is a serious commitment to this class.
Requirements:
Your listening journal must be bound (book form, note book or stapled, the important part is that all entries are kept together) with dated entries and written or typed in ink.
Content:
You are responsible for one entry per class session, plus doing and writing up one activity of your choice from each assigned chapter of your reading (to be done at the time the reading is assigned). The two entries per week are to correspond to the topic for each class session. The following calendar with strongly suggested journal topics is provided.
| Tuesday | Thursday | |
| 1/18 Class topic: Introduction to class Suggested journal topic: Define what listening means to you and why you think it is important. |
1/20
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| 1/25 Class topic: The Listener - assessment Suggested journal topic: Assess your own listening skills. What kind of a listener are you? What kind would you like to be? |
1/27 Class topic: The Listener – goals discussion Suggested journal topic: What are your primary listening goals? What do you think will be the most important steps to take in order to reach these goals? |
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| 2/1 Exam #1 Turn in Listening Journals (#1) Turn in journals |
2/3 II. Understanding the Listening Process Class topic: Axioms of Listening Suggested journal topic: Which of the axioms are most revealing to you and why? |
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| 2/8 Class topic: The Process of Active Listening Sensing Suggested journal topic: Which step of the listening process is most important to you and why? OR Describe what happens when you take own sense away and listen. |
2/10 Class topic: Attending Suggested journal topic: Devise a plan for changing your own focusing policies. AND Try an eavesdropping session and jot down the stimuli which draw in your attention. |
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| 2/15 Class topic: Understanding/Assigning Meaning Suggested journal topic: Describe an example of willingly suspending your own disbelief. What was the result of using this technique? |
2/17 Class topic: Remembering & Responding Suggested journal topic: Describe the how you know (when you are a speaker) what kind of feedback the listener is giving you. Now analyse the feedback you give others. |
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| 2/22 Class topic: Feedback activities Suggested journal topic: Explore how you did on today’s activity. |
2/24 Exam #2 Turn in Journals (#2) Turn in journals |
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| 2/29 III. Listening Tools Class topic: 5 Power Tools of Listening Suggested journal topic: Explore your reactions to the "5 Power Tools" and explain how you can use them in every day listening situations. |
3/2 Class topic: Activity: "Talk Show" Suggested journal topic: Explore your reactions to today’s activity either as a participant or an observer. What behaviors can you take from this activity into "real life"? |
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| 3/7 Class topic: "PIM" Suggested journal topic: Explore how you might use Pictures In Mind in situations outside of the classroom. |
3/9 Class topic: Preparation to Listen Suggested journal topic: Although you will map out a listening plan for the specific listening event you choose for your paper, devise a general "preparation to listen" plan you think you can use in most listening situations. |
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| 3/14 Exam #3 Turn in Journals (#3) Turn in Journal. |
3/16 Suggested journal topic: Explore some recent listening situations you have been in and what type of listening was involved. Describe both a situation where you were doing the "right" kind of listening and a situation where you were doing the "wrong" kind of listening. |
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| 3/21 Class topic: Discriminative Listening Utilizing Nonverbal Information Suggested journal topic: What are the nonverbal cues you pay most attention to as a listener? Does this help or hinder your ability to listen well? Is there anything you would like to change? OR How well do you think you can detect deception? What nonverbal cues do you utilize and why are these cues important to you? |
3/23 Class topic: Culture and NonVerbal Communciation Suggested journal topic: Describe a situation where you have made inaccurate assumptions based on a sender’s nonverbal communication. What will you do to prevent this in the future? |
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| 3/28 Class topic: Comprehensive Listening Suggested journal topic: List the situations you have or would be likely to find yourself in where comprehensive listening is important. |
3/30 Class topic: Memory & Notetaking Suggested journal topic: Explore your reactions to the note-taking technique you used in class. AND Practice and use one of the memory techniques more than once and explore your responses to it. |
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| 4/4 Class topic: Determining Main Points Suggested journal topic: What verbal and nonverbal signals do you use to determine a speakers main points AND what memory strategy can you employ to remember those main points? |
4/6 Class topic: Critical Listening Suggested journal topic: Describe a recent situation where critical listening should have been used. Based on this situation and others, evaluate your ability to listen critically. |
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| 4/11 Class topic: "A.R.G" Conditions Suggested journal topic: Find and write about a few "real life" examples of arguments which do not meet the A.R.G. conditions. |
4/13 Class topic: "A.R.G." Condition Activity Suggested journal topic: How difficult is it to apply A.R.G. conditions to listening situations which happen in a real time format? What can you do to increase you ability to listen and think quickly in these situations? |
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| 4/18 SPRING BREAK |
4/20 SPRING BREAK |
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| 4/25 Class topic: Empathic Listening Suggested journal topic: List some situations where you feel it has been important to listen empathically. Rate both your own ability and desire to listen empathically. |
4/27 Class topic: Utilizing Different Feedback Styles Suggested journal topic: What was it like trying out the different feedback styles? Which new style did you think worked best for you? Did any feel strange or inappriopriate? |
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| 5/2 Class topic: Paraphrase-Plus Suggested journal topic: Try paraphrase-plus in conversation with a willing friend. What sort of response do you get? |
5/4 Class topic: Disclosure, Self Concept & Trust Nonverbal Cues in Empathic Listening Activity Suggested journal topic: Explore your reactions to the class activity OR examine your own self concept as it relates to empathic listening. |
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| 5/9 Class topic: Appreciative Listening Suggested journal topic: Try, and write about your experiences using appreciative listening in two ways: #1, listening to something completely new, and #2, listening to something familiar in a new way. |
5/11 Listening Papers Due Turn in Journal (#4) |
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| 5/16 Exam #4 |
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Listening Paper - Requirements and Procedures
1. Choose a listening event which you can characterize as discriminitive, evaluative, appreciative, or reflective (self-listening) in nature.
2. Research the listening you will be doing at your event by reading (at minimum) one related book OR three journal article.
3. Prepare a short report on the research you have conducted.
4. Create a listening plan.
5. Attend the event
6. Write up results. This final analysis paper should be a scholarly work addressing such issues as: what was gained from this experience; what was learned about listening in the particular context you chose; how effective were you in your use of listening techniques; what can be learned for this for future listening in similar situations?
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