Listening as an Act of Composing

Abstract

both of the University of Vermont A collection of 65 short, accessible essays that provide models of 18 important rhetorical elements and patterns. The concise but helpful apparatus includes a new general introduction on reading and writing short essays; chapter introductions; a headnote, study questions, vocabulary list, and writing suggestions for each reading; and a glossary of terms. Paperbound. 397 pages. January 1986 Instructor's Manual available Structuring Paragraphs A GUIDE TO EFFECTIVE WRITING Second Edition A. FRANKLIN PARKS, Frostburg State College JAMES A. LEVERNlER and IDA MASTERS HOLLOWELL, both of the University of Arkansas-Little Rock A comprehensive, carefully structured approach to the planning, organization, writing, and revising of paragraphs. The Second Edition offers many new models, expanded treatment of revision, additional work in sentence-combining, a complete new chapter on answering essay questions, and two separate chapters on methods of development. Paperbound, 212 pages. November 1985 Instructor's Manual available Beco:ndng a WriterA BASIC TEXT BILL BERNHARDT and PETER MILLER, both of the College of Staten Island, CUNY An activity-centered workbook for basic writers, consisting of innovative, class-tested worksheets that involve students in the act of writing from the outset, with questions for selfobservation and analysis that encourage students to examine their writing habits and experiences. Paperbound. 335 pages. January 1986 Instructor's Manual availableTo request an examination copy of any of these titles, please write us on your college letterhead specifying your course title, present text, and approximate enrollment.

Reading and Listening Ability Relative to Students’ Level of Performance

“…This is relative to the explanation of Rost (1994) that listening as an ability to identify and understand what the speaker is saying through understanding his accent, pronunciation, grammar, vocabulary and grasping his meaning, considered the following sub-components of listening that speakers need to master when dealing with this skill: discriminating between sounds , recognizing words, identifying stressed words and grouping of words, identifying functions such as apologizing in conversations , connecting linguistic cues to paralinguistic cues through intonation and stress and to non-linguistic cues in the form of gestures and relevant objects in the situation in order to construct meaning, using background knowledge and context to predict and then to confirm meaning, recalling important words, topics and ideas, giving appropriate feed back to the speaker, and reformulating what the speaker has said. This is further supported by the concept of Ronald and Roskelly (1985) about listening as an active process that requires the same skills of prediction, hypothesizing, checking, revising, and generalizing what writing and reading demand. In addition, respondents performed highest in the skill recognition of cohesive devices under listening ability perhaps due to their prior learning in class regarding the use of correct conjunctions in sentences and the exercises provided to them by their English teachers.…”

The need of listening comprehension in the teacher training programme in the faculty of education, Hodeidah University

“…Thus, the listener altruistically acknowledges concern for the speaker's welfare and interests. Ronald and Roskelly (1985) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and these authors present specific exercises to make students active listeners who are aware of the "inner voice" one hears when writing.…”

The need of listening comprehension in the teacher training programme in the faculty of education, Hodeidah Universit

“…The need of listening comprehension in the teacher training programme in the faculty of education, Hodeidah University…Dr. Shameem Ahmad Banani Ronald and Roskelly (1985) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and these authors present specific exercises to make students active listeners who are aware of the "inner voice" one hears when writing.…”