Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Look at the two above videos with two different communication circumstances. Respond to the questions below. You should utilize entire phrases and be two to four phrases each inquiry.
1 – Chris & Damien: Scenario 1:
a. Identify, for each scene, and offer an example, two major barriers to listening.
c. Was Damien listening attentively or hearing at all? To back up your claim, use examples.
c. Was Chris listening attentively or hearing attentively? To prove your claim, use examples.
d. Identify, and give an example for each one, at least two of the probable listening responses given in Chapter 7 Canvas Outline (in the Modules Section).
Scenario 2: Trevor & Med: a. Identify, for each scene, at least two frequent hurdles to listening. (Select two that are different for scenario 1 above from the ones you used).
b. Was Trevor listening attentively or listening without thought? To prove your claim, use examples.
c. Was Med listening attentively or listening attentively? To prove your claim, use examples.
d. Identify, and give an example for each one, at least two of the probable listening responses given in Chapter 7 Canvas Outline (in the Modules Section). (Select two that are different for scenario 1 above from the ones you used).
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Common Listening barriers assignment exercise |
Common Listening barriers assignment exercise