Simone Mann Ms. Gutestein Deborah Ellis Deborah Ellis started writing at age 11-12 inspired at a young age she grasped her talent. As a kid she was constantly moving from place to place due to her father’s work‚ and used writing as a coping method. When she grew up‚ her work and writing was mainly done by traveling and talking to others that have problems and taking note of everything. She started to write the book I am currently the Breadwinner her first book. The Breadwinner takes place
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Speech 20 October 23‚ 2013 Listening Behavior Listening examples: Person – My friend Circumstance – We were playing disc golf. My friend was telling me about his job sending him to Japan for 3 months. Listening Behavior – We were playing a game so we were not continuously looking at each other‚ I would occasionally input my feedback and opinion on the matters he spoke of. Our conversation on this topic lasted a good 20 minutes. Additional Comments – My friend was worried about leaving
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Listening is a difficult skill that few people ever learn. Experts say the average person has 25% listening efficiency. Listening with understanding‚ is more than just sitting back and letting words flow into your ears. Listening is an active skill that is at least as hard as talking‚ maybe harder. There is no real communication unless the listener understands‚ accepts‚ and will take action based on what was said. The person who develops good listening skills has a head start on providing the
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communicating‚ of which 45 percent is spent listening. Nixon and West give the following breakdown for the average time an individual spends communicating. Writing 9 % Reading 16 % Speaking 30 % Listening 45 % Since almost half of the time spent communicating is spent listening‚ it is important to overcome any obstacles that obstruct our ability to listen and to learn new ways to improve our listening ability. Barriers to Listening Anything that interferes with our
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Pseudo means false or insincere. So a pseudo listener isn’t listening properly. They may be distracted and concentrating on something else (watching tv‚ in a daydream‚ or texting). They may say ah huh‚ yes‚ but aren’t really listening at all. The six types of non-listening are as follows; Pseudo Listening‚ Monopolizing‚ Selective Listening‚ Defensive Listening‚ Ambushing and Literal Listening. As stated in the chapter‚ Pseudo Listening is when one pretends to listen. When we pseudolisten
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Active listening is a communication technique that requires the listener to feed back what they hear to the speaker‚ by way of re-stating or paraphrasing what they have heard in their own words‚ to confirm what they have heard and moreover‚ to confirm the understanding of both parties. When interacting‚ people often "wait to speak" rather than listening attentively. They might also be distracted. Active listening is a structured way of listening and responding to others‚ focusing attention on
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Listening Analysis 1 The test was divided into three individual sections. The sections were as follows; empathetic listening‚ active listening‚ and preparing to listen. In taking the assessment listed above altogether‚ I scored a 52 out of 70. According to the assessment‚ I obtain great listening skills. Listening gives you the ability to learn about new things and new people. The better at listening you are‚ the more productive you will be in your career and more opportunities will come to you
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Robert Shurtleff‚ also known as Deborah Sampsom was‚ and still is known for showing great bravery by dressing up as a man‚ and going to war. Deborah Sampsom grew up in a very poor home. She was the oldest of six kids. When Deborah was only a young girl‚ her father left her family by going on a ship and sailing away. Somehow Deborah’s mother had to find a way to provide for her family. Shortly after‚ Deborah’s mother got sick‚ and couldn’t provide for her family. Her mother then shipped away all of
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Kinds of Listening Informational Listening -This is simple‚ straightforward listening. The speaker intends to get a message across‚ and the listener’s goal should be to understand that message as completely as possible. The listener might need to ask questions or request clarification to get the full message. A good way to improve your informational listening skills is to rephrase and repeat the speaker’s message back to her. If the speaker affirms what you’ve said‚ you have understood the message
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Harris points out that students are just using this as an excuse to eat more and not feel as guilty. Students continuously made excuses throughout their papers as to why their eating habits were so bad. This source is very credible. The author‚ Deborah A. Harris uses many other professionals to back up her claims and cites each one of them. Harris may be a bit one sided‚ but she touches on why students act this way and how they should take responsibility for their own actions. Also‚ the
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