Presented by

Group No. 3
 Haiqa Zahid Abbasi
 Fatima Sarfraz
 Asma Zahid
 Sidra Naz
 Marzia Batool
LISTENING
COMPETENCY

Recognize explicit
relationship among
ideas
LISTENING
COMPETENCY
 DEFINITION

• Developing effective listening skills is a

basic competency for managing teams. Questioning
and observing a team member facilitates a team
member's sharing of important personal information.
Improving communication skills requires team
members to “listen” to both verbal and nonverbal
messages.
 Listening involves
psychological skills such
as recognizing words,
praising speech into
constituent parts and
processing the discourse
in terms of cohesion , logic
and relevant underlying
schemes as well as social
skills such as giving back-
channeling signals and
making improvements
when misunderstanding
occurs. Different tasks use
different listening
competences.
  We can develop competence
within each stage of the listening

DEVELOPENT process, as the following list

indicates:

OF
 To improve listening at the
receiving stage.
 prepare yourself to listen.

COMPEETNCE
 discern between intentional
messages and noise.
 To improve listening at the
interpreting stage.
 identify main points and
supporting points.
 use contextual clues from the
person or environment to
discern additional meaning.
 • To improve listening at the recalling
stage.
– use multiple sensory channels to

DEVELOPENT
decode messages and make more
complete memories.
• To improve listening at the evaluating

OF
stage.
– separate facts, inferences, and
judgments.

COMPEETNCE
– assess the credibility of the speaker
and the message.
• To improve listening at the responding
stage.
– ask appropriate clarifying and
follow-up questions and paraphrase
information to check
understanding,
– do not let the preparation and
rehearsal of your response diminish
earlier stages of listening.
Explicit Relationship
 Explicit communication refers to the things
we say or write, often messages intended
to influence the behavior of others. "Do
this" and "Don't do that" count as
examples of explicit communication.
 They leave as little room as possible for
interpretation or ambiguity.
How to recognize explicit
relationships:
 The reasoning or argument is very clear to
the listener.
 Possibility of logical relations and there are
no misinterpretation.
 Either the speaker is analytical or
persuasive.
 We always need to be concerned about the
consistency between our words and our
actions.
 Sometimes the listener can easily work out the
relationship between the ideas from the
context or their background knowledge.
 On the other hand, it is sometimes necessary
to make the direction of your argument clear.
LOGICAL AND
ORGANIZATIONAL
RELATIONSHIP
IN IDEAS
 Ideas don’t make much sense if they aren’t
arranged in some way.
 To determine that sequence, think of a piece as
being divided into parts, one for each group of
ideas the writer is working with.
 Come up with a beginning, think about the best
way. It can be with a transition, question, quote
etc.
 More original and unusual beginnings, especially
those with strong feelings, make readers take
notice and prepare them for the ideas to come.
 Arrange the groups so
that each one leads
naturally into the next in
a way that is interesting,
entertaining, and
consistent with the
reader’s expectations.
 Arrangements can be
on the basis of emphasis
like general to specific,
time, etc.
 End it when it feels
finished and gives the
reader something to
think about.
TRANSITION IN
IDEAS
 In both academic writing
and professional writing,
the goal is to convey
information clearly and
concisely.
 Transitions help you to
achieve these goals by
establishing logical
connections between
sentences, paragraphs,
and sections of your
papers.
 The clarity and
effectiveness of transitions
will depend greatly on how
well the information is
organized.
 Transitions cannot
substitute for good
organization, but they can
make organization clearer
and easier to follow.
 Effectively constructing each transition often depends
upon the ability to identify words or phrases that will
indicate for the reader the kind of logical relationships one
wants to convey.
Similarity also, in the same way, just as … so too, likewise,
similarly
Exception/Contrast but, however, in spite of, on the one hand … on
the other hand, nevertheless, nonetheless,
notwithstanding, in contrast, on the contrary, still,
yet
Sequence first, second, third, … next, then, finally
Time after, afterward, at last, before, currently, during,
earlier, immediately, later, meanwhile, now,
recently, simultaneously, subsequently, then
Example for example, for instance, namely, specifically, to
illustrate
Emphasis even, indeed, in fact, of course, truly
Asserted relationship
 To let listeners to feel that they should not
disagree or dispute what they read or hear;
rather, they should accept the idea or notion as
an indisputable fact.
 It has proved to be one of the best approaches
for speaker to express their personal feelings,
beliefs, and ideas in a direct way.
 This rhetorical style also expresses self-affirmation
and rational thinking of personal respect or
worth.
Does it exists among explicit
ideas?

 Lets see through the Activity 