COURSE SYLLABUS OUTLINE

 

Course Title and Number:  Listening and Feedback, CMM 345  

                Semester and Year:              Spring 2006

 

*Course with Special Designation:  Writing Intensive

 

Text Information:  Required Text(s): ):              Brownell, Judi.  Listening: Attitudes, Principles , and Skills. Third Edition. Allyn and Bacon, Boston, MA 2006.               

 

Computer Requirements:                    Email.  Occasional internet searches.

 

Instructor:             Name:                     Robert Edmunds

                                Office:                    SH 249   and OM 236

                                Office Hours:        9:00—11:30 MWF  (OM 236)  1-3 T  SH 249

                                Phone/E-mail:      696-2805 or 696-2494     edmunds@marshall.edu; rfedmunds@msn.com

 

Course Description; Credits; Prerequisites: 

A study of listening/feedback behavior as an integral part of the communication process, development of listening/feedback skills, and an awareness of barriers to effective listening and feedback.  3 credit hours. (Prerequisites CMM 103, 207, YGS 161)

 

This Course meets General Education Core Outcome 1. Communication Skills

Competency in WAC/Communication Skills will be met by assessing the following objectives:  

 

1.             Introduction (or some other disciplinary-specific section):  Students will state the subject of a writing project concisely, clearly, specifically, and accurately (only if evaluated by faculty in student’s discipline), showing recognition of the subject’s worth, significance, and pertinence.  This section will demonstrate appropriate focus, unity, and use of transitions. 

2.             Integration of Evidence:  Students will present evidence, appropriate according to the disciplinary conventions, which they have identified/named as evidence, selected, extracted, and attributed, including quotations or paraphrased citations, tables, figures, statistics, or other discipline-specific forms of evidence. 

3.             Development of Ideas/Evidence and Discussion: Based on this evidence, students will analyze and/or explain and/or exemplify and/or synthesize and/or describe points, claims, or positions clearly, accurately (discipline specific), specifically (not vaguely), insightfully (discipline specific), in detail, and purposefully (without extraneous information).  This development/discussion must maintain and continue the unity and focus provided in the introduction in very paragraph and/or part.

4.             Writing Organization: Students will format their writing project through the following organizational structures as determined by specific disciplinary and/or course guidelines for formatting:

a.             titles which connect to project’s thesis and elicit interest,

b.             appropriate sections or parts, with or without heading (according to expectations of disciplinary audience),

c.             formal paragraphs and sentences, containing recognizable topic sentences and internal transitions with all sentences unified by topic sentence, and

d.             citations (format appropriate to discipline).

These structures must be coherent, unified, consistent, interconnected, focused, complete/thorough, and explicit.

5.             Grammar and Mechanics: Students will follow the conventions of standard American English, including syntax, spelling, punctuation, capitalization, and abbreviations that are appropriate to disciplinary conventions.

6.             Diction: Students will use diction appropriate to common usage and to current disciplinary language/conventions.

 

Desired Learner Outcomes/Objectives:  When finished with this course you should be able to:

 

                1.             Articulate the process of listening in oral communication;

                2.             Articulate the role of listening in oral communication;

                3.             Critically evaluate research and materials developed in listening;

                4.             Listen more effectively in terms of the components of listening, the various contexts of listening and the various purposes of listening;

                5.             Apply the principles of effective feedback behaviors.

                6.             See an improvement in your writing skills.

 

 

Evaluation/Measurement/Assessment of Learner Outcomes:

                1.  Three tests.  Tests will be administered to cover the content material found in the text and in class exercises.  Tests will be both multiple choice and short answer type. 

                2.  Analysis paper on one or two of the parts of Brownell’s HURIER model.  1200-1500 words with appropriate research—at least 2-5 outside sources.  I will give instructions for the analysis paper before the end of week 2.

                3.  Prompts and prompt portfolio   (Prompts will be assigned in class and due on the dates listed in the syllabus. Prompts will be graded with a √-; √; or √+) Prompt Portfolio will be graded. The whole portfolio will be taken into account when I grade the work.  You will need an analytical cover sheet to accompany your revised prompts. 

                4.  In class writing exercises, listening exercises and quizzes. 

 

Grading Policy:

               

                Tests:   100 points each                                                      300 points

                Analysis Paper                                                                     150 points

                Prompts and Prompt Portfolio                                            100 points

                In class writing exercises                                                      50 points

                Quizzes/vocabulary tests                                                     50 points

                Research Article written/oral                                               50 points

 

Grades will be determined by the number of points you accumulate during the semester.   637+  = A; 567—636 = B;  497—566 = C;  427—496 = D;  0—426 = F  

 

Plagiarism Policy/Academic Honesty/Academic Integrity:  See Marshall University Catalogue pp. 105-109

 

Policy statement on major projects, examinations and other assignments (due dates, make-ups):

Major due dates are listed in the daily schedule.  In-class listening activities may not be made up.  If you are absent on the day when this activity is done, you will miss up to ten points. University excuses will be allowed with prior notification.  Examination I will be given during the 7th week, examination II will be given during the 13th week and examination III will be given during the final examination period.  If for any reason you must miss one of these tests please make arrangements before the exam.  I am not unreasonable, but do not take advantage of me. 

 

Attendance Policy:  Inclement Weather Policy:   See Marshall University Catalogue pp. 92-92.  See pp. 128ff

You should make every effort to attend all class sessions. Sometimes, we will not be doing the most exciting things, but we'll try.  Remember, we will have in-class listening exercises and if you miss one you will not be allowed to make it up.  So, limit the number of class absences to a minimum.  I will allow two unexcused absences, but after that you must suffer the consequences.  When you must be away from class for a letigitimate reason

 

Statement Concerning Learning Disabled Students:

Consideration toward learning disabled students will be in accordance with university policy.  Please make sure that I am aware of any special needs.

 

Course Philosophy and Themes to be developed:

Listening is one of the four communication skills (reading, writing, speaking, listening) which receives the least amount of formal study, but is utilized the most.  We hear all the time and we must process much of that aural data we receive.  This class is designed to heighten your awareness levels of the listening process and to realize and recognize the importance of this everyday activity.

 

 

 

Course Outline/Daily/Weekly Schedule: