Course Requirements COMM 490 (Special Topics Course)

1. ATTENDANCE: Because of the course format and because improvement in listening abilities requires physical presence and practice, attendance in this course is required. More than four (4) absences will result in your participation grade being lowered at least one letter grade.

2. PARTICIPATION: It is not enough to just be present in the classroom. You are expected to exemplify active, participative listening behaviors each class period. This should have a carryover effect to your other classes since good listening habits can be learned through conscious efforts and practice. Since this is a class in which considerable sharing will occur, it is also expected that the personal privacy of others will be respected. In addition to the exercises in class, several written assignments will be given during the term such as creating a list of your listening objectives for the class or writing your answers to a series of thought questions. These will allow you to participate more fully in class discussions and exercises, and will be included in your final portfolio. Quality and quantity will be taken into consideration when determining the participation portion of your final grade.

3. EXAMINATIONS: There will be four (4) examinations specifically covering the textbook material. These exams will include mostly objective questions and a few short essay questions. In addition, the "final exam" will be a portfolio of work done throughout the term, plus a concluding essay. The portfolio will represent your comprehensive final exam.

4. PAPERS:

(A.) LITERATURE REVIEW. The literature review has the purpose of exposing you to other literature on listening behavior. Select a book from the bibliography in the textbook or another book which focuses on listening OR select three (3) journal articles on listening (copies of the JOURNAL OF THE INTERNATIONAL LISTENING ASSOCIATION will be on reserve at the library all semester). The review should provide the following:

    (1.) Bibliographic information (must use APA stylesheet format)

    (2.) A SHORT summary of the main, important points of the book or article.

    (3.) An IN-DEPTH analysis of the work. For example:

        (a) Are the author’s points clear?

        (b) Are they valid?

        (c) Do they contribute anything substantial to an understanding of listening?

    (4.) A concluding section in which you relate the information in the work to your own communication/listening, and discuss the value of the work to you and your listening development.

(5.) Specifications: At least 9 pages in length.  (If journal articles are examined rather than a book, the three papers should be at least 3 pages each.) Use 12 font and double spacing. APA Format.  Correct spelling and grammar are expected.  Brief oral summary in class on due day.

(B.) INTERVIEW PAPER. Interview a professional listener (that is, someone who uses listening as a major part of their work, such as a counselor, therapist, interviewer, customer relations representative, attorney, minister, judge, air traffic control personnel, etc.). Set up the interview and prepare a series of questions in advance that you’d like answered about how this professional does listen. Focus your questions on listening techniques, roles, problems, importance, and what the individual feels is the role of listening in his/her field. Ask what specific techniques this person has found to be helpful in functioning as a listener. After you have completed the interview, write a report of the interview which: (1) identifies the interviewee; (2) briefly describes the interview, including a list of the questions you asked; (3) summarizes thoroughly the interviewee’s observations on listening; and (4) conclude what you have learned about listening from this individual and from the listening experience. Pay special attention to how the person listens to you during the actual interview. You do NOT have to submit a verbatim transcript of this interview. The report will be discussed in class (see class calendar for date) on the date it is due. Criteria for assessing the report:

    (1.) Does the report describe the interviewee (who he/she is and why the writer chose this person)?

    (2.) Does the student describe the interviewee’s listening practices?

    (3.) Does the report describe the interviewee’s perception of the role of listening in his/her work?

    (4.) Does the writer discuss what he/she has learned about listening behavior from the interview experience?

    (5.) Does the report CLEARLY describe the above points in the paper? In the oral discussion?

    (6.) Specifications: Using 12 font and double spacing, the paper should be at least 6 pages in length.  Correct spelling and grammar are expected.

5. PORTFOLIO: Your personalized listening portfolio will be turned in at the end of the class (see class calendar for exact due date). It will include the following items: Objectives Statement, Journal (optional), Other Materials, and a Final Essay.

(A.) LISTENING NEEDS AND OBJECTIVES STATEMENT. Based on your early readings and your own experiences, write a statement in which you honestly discuss your objectives for the class, the areas you want to improve, and your listening needs. You may want to update this as the class continues. Mark which items are updates so progress can be noted. Your final portfolio essay should address these objectives and how you have progressed in reaching these listening goals.

(B.) OTHER ITEMS. Include any other written items you want such as answers to "thought questions" given as assignments in class worksheets from exercises and listening tests, activity sheets, 2-day log, Journal (optional), cartoons or newspaper clippings you found on listening, or anything else related to listening you wish to include.  Do not include all the class handouts.

(C.) FINAL ESSAY. Near the end of the class write a concluding essay in which you discuss the following areas:

    (1.) Discuss the criteria for effective listening based on all the material covered during the class.

    (2.) Thoroughly discuss what you perceive to be the major responsibilities or responsibility of the listener. Chapters 4 & 10 may be helpful to you as you think about this, ;but I do not want a "pat answer" from the book--think! You may want to focus on a specific type of listening, set up a basic premise, and illustrate it concretely. This part of the final essay will be easier if you keep a list of what you see as listener responsibilities throughout the semester (if you do, include the list in your portfolio under the section on "other materials").

    (3.) Do a thorough evaluation of your own listening strengths and weaknesses based on those criteria. Include references to the objectives you developed for yourself early in the course and an assessment of your progress on each.

    (4.) State your plans for future listening development. What listening skills do you want to work on next and why?

    (5.) Specifications: Using 12 font and double spacing, the paper should be at least 6 pages in length.  Correct spelling and grammar are expected.

6. OPTIONS FOR BONUS POINTS:

(A.) JOURNAL OPTION. 100 point bonus -- Not required. Your own listening journal is to be kept during the semester. A total of 20 entries should be included. The journal will be awarded up to 100 points toward your final grade based on the quality and thoroughness of the entries. The journal must follow the format outlined in the textbook (see page 98 for a complete explanation and sample entries). The journal should include the type of listening, a brief description of the listening experience, how you responded as a listener, and what you learned about your listening from the experience. There must be at least three (3) entries for each of the five types of listening. Criteria for grading include the following:

    (1.) Are the journal entries thorough, including the material assigned in the format?

    (2.) Does the student have a variety of listening experiences (e.g., not just descriptions of listening at work, at school, or at home, but in different settings and with different types of listening and with different people)?

    (3.) Does the writer attempt to get different, challenging listening experiences (e.g., attend a musical performance, a technical lecture in another field, a guest speaker on campus, a faculty colloquium, and English Coffee Hour, etc.)?

    (4.) Does the writer reflect well on how he/she is or is not listening effectively with the different purposes (e.g., comprehensive listening, etc.)?

    (5.) Does the writer demonstrate he/she is growing as a listener throughout the journal?