study guide -...

ASL – English Interpretation Program

Study Guide

INTR 204

ASL VIII

Fall 2015

University of Northern Colorado

American Sign Language – English Interpretation Program

Copyright 2015 by the University of Northern Colorado-Distance Opportunities for

Interpreter Training Center

All rights reserved. No part of this publication may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other

electronic or mechanical methods, without the prior written permission of the UNC-DO

IT Center.

The faculty and staff of the DO IT Center and the University of Northern Colorado bring

expertise and many years of experience, passion, and dedication to supporting students

working towards educational goals. While students can grow substantially from that

platform of support, individual success or failure in achieving the outcomes of your

specific program is ultimately your own responsibility. Communication is especially

important within any distance education program. If questions or concerns arise or if

something outside your control is interfering with your education, please contact your

instructor, advisor or the administrative office.

DO IT Center

UNC @ Lowry Campus

1059 Alton Way, Box 7

Denver, CO 80230

1-866-885-6087

http://www.unco.edu/doit

http://www.unco.edu/doit

Table of Contents Course Overview...................................................................................................................... 1

Purpose ................................................................................................................................... 1

Impact ..................................................................................................................................... 1

Goals and Objectives ............................................................................................................... 1

Portfolio Considerations .......................................................................................................... 2

Required Materials .................................................................................................................. 2

Grading Scale ........................................................................................................................... 3

Late Assignment Policy ............................................................................................................ 3

Course Preview ........................................................................................................................ 4

Course Organization ................................................................................................................ 4

Plagiarism Policy ...................................................................................................................... 5

Inclusivity Statement ............................................................................................................... 5

Students with Disabilities ......................................................................................................... 5

Course Roadmap ..................................................................................................................... 6

Assignment Overview. ........................................................................................................... 19

Course Summary ................................................................................................................... 20

Conclusion ............................................................................................................................. 20

Key Points .............................................................................................................................. 20

Next Steps… ........................................................................................................................... 20

INTR 204 Page 1

Course Overview

Purpose The purpose of this course is to focus on the analysis and application of specific parameters of ASL, such as: classifiers, non-manual markers, fingerspelling and numbers. This course provides a review and expansion of the essential skills of American Sign Language. Emphasis is placed on the progressive development of expressive and receptive skills, study of authentic and representative literacy and cultural texts, and linguistic features of ASL. Upon completion, students should be able to communicate and present effectively, accurately, and creatively using American Sign Language. Pre-requisite for this course is Advanced ASL 3.

Impact This course focuses on the development of skills that are essential for effective interpretation. These skills will provide the foundation upon which your interpreting skills will be built.

Goals and Objectives

Goal 1: To assist students in developing their ASL receptive and expressive skills.

The student will be able to comprehend ASL texts in consultative and formal register. (Receptive skill)

The student will be able to use features of ASL correctly, (i.e. grammar, contextualization, contrastive strategies, and constructed dialogue).

The student will produce effective semantic meaning in ASL, including conceptual accuracy in ASL lexicon.

The student will be able to produce effective expansion techniques necessary to convey meaning in ASL.

The student will be able to demonstrate his/her expressive skills in a grammatically correct manner using consultative and/or formal register through prepared presentations. (Expressive skill)

The student will be able to apply ASL public speaking strategies to generate prepared presentations. (Expressive skill)

The student will be able to perform a self-analysis report on his/her presentation. (Expressive skill)

Goal 2: To assist students in understanding the linguistic features of American Sign Language.

The student will demonstrate his/her understanding and application of ASL linguistics features that mark consultative and formal register in/of American Sign Language. (Knowledge)

The student will demonstrate his/her understanding and application of ASL linguistic features associated with public speaking in American Sign Language. (Knowledge)

INTR 204 Page 2

Goal 3: To enhance students’ understanding about the Deaf Community and Culture, and their application to ASL skills.

The student will demonstrate an understanding about Deaf Community and Culture, through the online discussions. (Knowledge)

The student will demonstrate an ability to incorporate appropriate Deaf cultural behaviors in his/her ASL signing. (Cultural behaviors)

Goal 4: To support students through a research process, including a literature review.

The student will demonstrate a basic ability to research a topic, collect and read materials, critically assess their pertinence, write a review of their use in a paper about the presentation mentioned above.

Portfolio Considerations

1.1 Demonstrate world knowledge.

2.3 Demonstrate respect for ASL, English and contact varieties of ASL by using cultural norms appropriate to each language while conversing and interpreting.

3.3 Demonstrate advanced and effective public speaking skills in both ASL and English through the spontaneous delivery of an informal and a prepared formal presentation.

Required Materials

Media

DVD #1: Practice to Mastery DVD Series (2008). Interpreting scenarios. Denver, CO: University of Northern Colorado DO IT Center.

o Scenario #2 “Softball” by Jim Beldon.

o [Scenario #3 “Youth Leadership” by Dr. Frank Turk – if needed]

DVD #2: LIVE AT SMI: Mary Miller [DVD] (1993). Burtonsville, MD: Sign Media, Inc.

Online Video (Suggest you bookmark it.)

“Deaf & Hearing Worlds: Enculturation and Acculturation, by Nigel Howard” (The

class uses only minutes 51:00 – 1:06:00. Watching the rest is optional.)

CIT, 2014 Saturday Plenary presentation, streamed by StreetLeverage found at:

http://www.streetleverage.com/cit-2014-plenary-deaf-hearing-worlds-enculturation-

and-acculturation/

eReserves (In order of use – recommend you download all at once.)

Young, L., Morris, C., & Langdon, C. (2012). He said what?! Constructed dialogue in various

interface modes. Sign Language Studies, 12(3), 398-413.

Quinto-Pozos, D., & Mehta, S. (2010). Register variation in mimetic gestural complements

to signed language. Journal of Pragmatics, 42, 557-584.

http://www.streetleverage.com/cit-2014-plenary-deaf-hearing-worlds-enculturation-and-acculturation/



INTR 204 Page 3

Ross, L.L., & Berkowitz, M.C. (2008). Academic ASL: It looks like English, but it isn’t.

PEPNet Conference Proceedings: Putting the Pieces Together, 193-198.

Lawerence, S. (2007, December). Expansion and Compression. RID VIEWS, pp. 1, 15-16.

Grading Scale

The points for all the assignments in a course will add up to 100 and letter grades are assigned

as follows for UNDERGRADUATE classes:

A = 100 - 91 superior achievement of course objectives

B = 90 - 81 above average achievement of objectives (Reminder: You must maintain at least a “B” per class to meet graduation requirements.)

C/D = 80 - 61 below acceptable achievement of objectives

60 or below is considered not passing.

Late Assignment Policy

Late assignments will be accepted and graded for up to 72 hours after the due date and time but

the final grade will be dropped one letter. Late assignments submitted after the 72 hours that

have not been approved in advance by your instructor, or section facilitator, will NOT be graded

and students will receive a zero as the assignment grade.

Extensions of an assignment due date and time must be approved in advance by the instructor,

or section facilitator, based on the following criteria:

The extension is requested at least 24 hours in advance of the due date and time.

An extension is requested no more than once during any given semester.

No late work will be accepted in the last three days of this course.

Exceptions to the above criteria will only be considered based on documented evidence of

special circumstances—such as illness, hospitalization or death of a family member. Keeping the

instructor informed is important if such a situation arises.

INTR 204 Page 4

Course Preview During this course you will study in depth how to tell stories and make presentations in ASL. You will examine and identify the important storytelling and presentation skills used by Deaf signers and use them appropriately when using ASL in narrative form.

Course Organization

Each week of the course will follow a similar pattern involving the following activities:

Assignment 1: Discussion Participation – See Assignment 1 for details.

Assignment 2: ASL Comprehension and Analysis - As the course progresses you will view a

total of 11 ASL texts.

Out of these 11 texts, you will analyze and write textual summaries on 5 of them:

Three (3) selected texts on the DVD “LIVE AT SMI: Mary Miller,” DVD #1/Scenario 2

(Softball), and a section of “Deaf & Hearing Worlds: Enculturation and

Acculturation.”

You will view these texts and analyze them using a template that will assist you in identifying

various ASL features. Then you will summarize the meaning of each ASL text and submit it

to the course Assignment Tool.

Assignment 3: English to ASL Text Summaries and Self-Analysis - You will read three

English texts and create ASL summaries, and a self-analysis, of them. The first text will be

summarized in ASL twice, once as an opportunity to practice, followed by a redo of the same

text. The summaries must incorporate appropriate ASL grammar, syntax, contextualization

and contrastive strategies, constructed dialogue and ASL features (i.e. numbers,

fingerspelling, use of space, classifiers, non-manual markers, etc.) The summaries will be

recorded and uploaded into YouTube; and the links, and the Self-Analyses, for the three

final versions, are submitted to your instructor. The ASL Features Assessment Worksheet is

in the Course Materials.

Assignment 4: Grand Presentation Building Blocks – Assignment 5 (below) is a live

presentation to a public audience about the Deaf community, Deaf culture, Hearing culture,

ASL, or Interpreting. Assignment 4 is designed to guide your preparations as you (a)

choose a topic and get it approved by the instructor, and then create the following: (b) an

abstract for your flyer, (c) a flyer advertising your presentation, (d) a presentation evaluation

form, (e) a presentation outline, and (f) a rehearsal video of your presentation. These steps

occur during the first half of the course.

Assignment 5: Grand Presentation - Toward the end of the course, you will give your

presentation, record it, load it to YouTube, and submit the link, your self-analysis, and a

summary of the audience evaluations. The Roadmap guides you through each phase of

preparation and finalization of Assignments 4 and 5.

INTR 204 Page 5

Plagiarism Policy

Policy on Plagiarism: Plagiarism is the act of appropriating the written, artistic, or

musical composition of another, or portions thereof; or the ideas, language, or

symbols of same and passing them off as the product of one's own mind.

Plagiarism includes not only the exact duplication of another's work but also the

lifting of a substantial or essential portion thereof (UNC definition). Regarding

written work in particular, direct quotations, statements which are a result of paraphrasing or

summarizing the work of another, and other information which is not considered common

knowledge must be cited or acknowledged, usually in the form of a footnote. Quotation marks

or a proper form of indentation shall be used to indicate all direct quotes. Regarding class

projects, you are not to use as your entire presentation the completed works of faculty

members, fully imported websites, or any other body of work in which you are not the

author. Of course, with proper referencing, you can import portions of such works and websites

to enhance and illustrate your presentation, and you can provide references to these other

works for students who have an interest in pursuing a topic further.

For further information, go to the following website:

http://www.unco.edu/dos/Conduct/codeofconduct.html

Inclusivity Statement

The College of Education and Behavioral Sciences (CEBS) supports an

inclusive learning environment where diversity and individual differences

are understood, respected, appreciated and recognized as a source of

strength. We expect that students, faculty and staff within CEBS will be

accepting of differences and demonstrate diligence in understanding how

other peoples’ perspectives, behaviors, and world views may be different

from their own. Furthermore, as stated by UNC, “The University will not engage in unlawful

discrimination in…educational services against any person because of race, religion, gender, age,

national origin, disability, or veteran status. It is the University’s policy to prohibit discrimination

in…educational services on the basis of sexual orientation or political affiliation.” (See

http://www.unco.edu/hr/AAEO_TitleIX.htm).

Please visit the CEBS Diversity and Equity Committee website for more information on our

commitment to diversity (http://www.unco.edu/cebs/diversity).

Students with Disabilities Accommodations Statement

Students who believe that they may need accommodations in this class are encouraged to

contact the Disability Support Services, Voice/TTY (970) 351-2289, or fax (970) 351-4166, or

visit www.unco.edu/dss as soon as possible to ensure that accommodations are implemented in

a timely fashion.

http://www.unco.edu/dos/Conduct/codeofconduct.html

http://www.unco.edu/hr/AAEO_TitleIX.htm

http://www.unco.edu/cebs/diversity

http://www.unco.edu/dss

INTR 204 Page 6

Course Roadmap The following roadmap provides a schedule for what will be happening each day in class along with due dates for homework and assignments.

Points Dates Activities Done!

Week 1 8/24 - 8/30

Goal 2: To assist students in understanding the linguistic features of American Sign Language

Objective: The student will examine the ASL linguistic feature of constructed dialogue.

8/24 - 25 1.1 Online Discussion: Post your introduction in Blackboard. Include information on your education, experience, and work situation. Answer the question: What do you expect to learn from this course? (Part of Assignment # 1)

1.2 Read Article: “He Said What?! Constructed Dialogue in Various

Interface Modes,” by Lesa Young, Carla Morris and Clifton

Langdon

By

8/26 - 28

1.3 Online Discussion: Discuss the article “He Said What?! Constructed Dialogue in Various Interface Modes.”

By

8/28 - 31

1.4 ASL Comprehension - View three ASL stories performed by Mary Beth Miller:

“Left Hand vs. Right Hand,” “Grandpa’s Radio” “Uncle Richard”

Due: 8/31 Assignment 2A: After viewing all 3 stories by Mary Beth Miller, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool.

INTR 204 Page 7


Week 2 8/31 - 9/6

Goal 1: To assist students in developing their ASL receptive Skills.

Objective: The student will be able to comprehend ASL texts in consultative and formal

register. (Receptive skill)


Objective: The student will examine the ASL discourse feature of register and constructed

action.

9/4 - 6 2.1 Online Discussion of project begun in INTR 210: Share your ideas for the further development, or change, of your Grand Presentation topic, to gather classmate’s input on your ideas, and make suggestions for theirs.

2.2 Read Article: “Register Variation in Mimetic Gestural

Complements to Signed Language,” by David Quinto-Pozos,

Sarika Mehta

9/5 - 7 Enjoy Labor Day break!

Week 3 9/7 - 9/13





Objective: The student will examine the ASL discourse feature of register and constructed action.

Goal 3: To enhance students’ understanding about the Deaf Community and Culture, and their application to

ASL skills.

Objective: The student will demonstrate an understanding about the Deaf Community and Culture,

through the online discussions. (Knowledge)

9/8 - 10 3.1 Online Discussion: Discuss the article “Register Variation in

Mimetic Gestural Complements to Signed Language.”

By 9/12 Assignment 4a - Presentation Topic Finalized: Submit your proposed topic decision, to the assignment tool for instructor for approval. Submit 3+ Research Analysis Worksheets for the References as soon as ready.

INTR 204 Page 8


3.3 Presentation Abstract Preparation (for Assignment 4b): Begin developing an explanatory paragraph for the flyer. (Example of an “abstract” is in the Week 3 folder.) Flyer Preparation (for Assignment 4c): Begin researching possible locations for your Grand Presentation and develop a list. Consider the audience, location, lighting, accessibility, etc. Begin to narrow down your options. [Note: These arrangements can be challenging, so finalize them ASAP.]

3.4 ASL Comprehension: View the ASL stories performed by Mary Beth Miller:

“Speech Class” “Star Spangled Banner” “The Mouth Story”

Due: 9/13 Assignment 2B: After viewing all 3 stories by Miller, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool.

Week 4 9/14 - 9/20





Objective: The student will examine the ASL discourse feature of register and constructed action.

9/14-16 4.1 Online Discussion: Inform your classmates of your final Grand Presentation topic and your rationale for its selection.

Due: 9/16 Assignment 4b: Presentation Abstract Finalized Submit your presentation abstract to the Assignment Tool. (See Sample Abstract in Course Materials in Week 4 folder.)

4.2 ASL Comprehension: View the ASL stories performed by Mary Beth Miller:

“New York, New York” “Sign Language Class” “Improvisation”

Due: 9/20 Assignment 2C: After viewing all 3 stories, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool.

INTR 204 Page 9


Week 5 9/21 - 9/27





Objective: The student will examine the ASL discourse feature of register and constructed

action.

5.1

Read Article: “Academic ASL: It Looks Like English, But it Isn’t,”

by Linda L. Ross and Marla C. Berkowitz

9/21 - 23 5.2 Online Discussion: Share your presentation preparation process and its status (e.g. reserving room, developing a flyer), and your list of References; and, offer others your suggestions. This gives you the opportunity to get ideas from your classmates before completing Activity 6.1.

9/24 - 25 5.3 Online Discussion: Explain which the “Mary Beth Miller Live at SMI” stories you learned the most from, related to ASL register and constructed action, and why those specific examples made a difference for you.

5.4

ASL Comprehension: View DVD #1, Topic #2 “Softball,” by

Jimmy Beldon.

Due: 9/27 Assignment 2D: After viewing “Softball” analyze and summarize this ASL text. Upload your summarization and analysis to the Assignment Tool.

INTR 204 Page 10


Week 6 9/28 - 10/4


Objective: The student will be able to comprehend ASL texts in consultative and formal register.

(Receptive skill)


Objective: The student will demonstrate his/her understanding and application of ASL

linguistic features associated with public speaking in American Sign Language. (Knowledge)

By 10/1 6.1 Flyer Preparation (for Assignment 4c): After reserving a date, time and location for your presentation, create a flyer announcing the presentation.

By 10/1 6.2 Evaluation Prep (for Assignment 4d): Develop an evaluation form for your presentation. See sample “Evaluation of Presenter” form in Course Materials, Week 6 folder.

10/2 Assignment 4c - Flyer Finalized Submit your finalized Grand Presentation flyer via the Assignment Tool.

10/2 - 4 6.3 ASL Comprehension: View minutes 51:00 – 1:06:00 of the

online video “Deaf & Hearing Worlds: Enculturation and

Acculturation” by Nigel Howard.

Due: 10/4 Assignment 2E: After viewing of the specified section of ASL “Deaf & Hearing Worlds,” analyze and summarize it. Upload your summarization and analysis to the Assignment Tool.

Week 7 10/5 - 10/11

Goal 3: To enhance students’ understanding about the Deaf Community and Culture, and their application to

ASL skills.

Objective: The student will demonstrate an understanding about the Deaf Community and

Culture, through the online discussions. (Knowledge)

10/5 - 7 7.1 Online Discussion: Compare and contrast the 2 ASL texts, “Softball” and “Deaf & Hearing Worlds.” Examine similarities and differences of register and ASL features.

10/9-10 7.2 Online Discussion: Share your Grand Presentation evaluation

form for participants with your classmates, including why you

think some issues in the evaluation form are important.

INTR 204 Page 11


Due: 10/12 Assignment 4d – Presentation Evaluation Form Finalized Submit your Evaluation form to the Assignment Tool.

Week 8 10/12 - 10/18





Objective: The student will examine the ASL discourse feature of Expansion and Compression.

10/12 - 14 8.1 Online Discussion: Share your presentation outline and Review of the Literature you have so far with classmates, and give each other your feedback. See a sample presentation outline in Course Materials, Week 8 folder.

Due: 10/18 Assignment 4e – Presentation Outline Finalized Submit your presentation outline to the Assignment Tool.

8.2 Read RID VIEWS Article: “Expansion and Compression,” by

Shelley Lawrence.

INTR 204 Page 12


Week 9 10/19 - 10/225

Goal 1: To assist students in developing their ASL expressive skills.

Objectives:

The student will be able to use features of ASL correctly, (i.e. grammar, contextualization, contrastive strategies, and constructed dialogue)


The student will be able to produce effective expansion techniques necessary to convey meaning in ASL (as appropriate).




Objective: The student will demonstrate an ability to utilize Deaf Cultural behaviors in

his/her ASL Signing. (Cultural Behaviors)

10/20 - 22 9.1 Online Discussion: Discuss the article, “Expansion and Compression.”

10/23 - 25 9.2 Grand Presentation Rehearsal (for Assignment 4)

Spend time practicing your Grand Presentation in preparation for filming.

Due: 10/25 Assignment 4 Finalized: Grand Presentation Building Blocks – Practice Presentation Submit the YouTube link recording of your 15-minute practice presentation to the assignment tool.

INTR 204 Page 13


Week 10 10/26 - 11/1


Objectives:



The student will be able to produce effective expansion techniques necessary to convey meaning in ASL (when appropriate).



Objective: The student will demonstrate an ability to incorporate Deaf Cultural

behaviors in his/her ASL Signing. (Cultural Behaviors)

10/26 - 28 10.1

Online Discussion: Discuss your presentation practice with your classmates.

10/29 - 31 10.2 Online Discussion: Discuss the English Text “Animal

Conservation” in preparation for submitting a textual summary

of this text in ASL.

NOTE: The Assignment 3 English texts are in the Assignments 3

document instructions.

Due: 11/1 10.3 INITIAL English to ASL Text Summary: Read and prepare a

practice ASL summary of the English text “Animal

Conservation.”

Assignment 3a - Initial Animal Summary: After reading the English text “Animal Conservation,” generate an ASL textual summary of it. Record your ASL summary and upload it into YouTube. Submit the unlisted (not private) YouTube link to assignment tool.

NOTE: For “Animal Conservation” you will create two ASL text

summaries: a practice version (3a) and then, taking advantage

of the experience and feedback, a Final one (3b). Both versions

are graded.

Each of the three Final ASL text summaries will be followed by a

self-analysis due shortly afterwards. (No analysis requested for

the practice Animal Conservation.)

INTR 204 Page 14


Week 11 11/2 - 11/8


Objectives:






The student will be able to perform a self-analysis report on his/her Textual Summary (Expressive Skill)




11/2 - 5 11.1 Online Discussion: Discuss your Initial ASL textual summary of “Animal Conservation” with your peers.

TBD 11.2 Go-To-Meeting On-line Session (REQUIRED): Discussion and general feedback on the Initial (practice) ASL Textual summary for “Animal Conservation.”

Due: 11/8 11.3 Assignment 3b (Part 1) – Final Animal Summary: Complete the Final, refined, ASL summary version of “Animal Conservation,” incorporating feedback from your instructor and your learning. Record this ASL text summary and upload it to YouTube. Submit the YouTube link to the assignment tool.

INTR 204 Page 15


Week 12 11/9 - 11/15


Objectives:

The student will be able to use features of ASL correctly (i.e. grammar, contextualization, contrastive strategies, and constructed dialogue).


The student will be able to produce effective expansion techniques necessary to convey meaning in ASL (as appropriate).



The student will be able to perform a self-analysis report on his/her Textual Summary. (Expressive Skill)




Due: 11/9 Assignment 3b (Part 2) Final - Animal Analysis: Submit a self-analysis for your “Animal Conservation” ASL textual summary to the Assignment Tool. (See Assignment 3 for the Assessment form.)

11/9 -15 12.1

Assignment 5 Preparation - Rehearsal: Continue rehearsing for your Grand Presentation.

11/10 - 13 12.2 Online Discussion: Read and Discuss the English Text “What is Asthma?” in preparation for submitting a summary of this text in ASL.

Due: 11/14

Prepare an ASL summary of “What is Asthma?”

Assignment 3c - Asthma Summary: After reading the English text “What is Asthma,” generate a textual summary of this English text in ASL. Record the ASL summary and upload it into YouTube. Submit the YouTube link to the assignment tool.

Due: 11/15 12.5 Assignment 3d - Asthma Analysis: Submit a self-analysis for the “What is Asthma?” ASL summary to the assignment tool.

INTR 204 Page 16


Week 13 11/16 - 11/22


Objectives: The student will be able to demonstrate his/her expressive skills in a

grammatically correct manner using consultative and/or formal register through prepared

presentations. (Expressive Skills)




11/16 - 18 13.1 Online Discussion: Discuss your textual summary for the English Text “What is Asthma?”

11/16 - 22 13.2 Presentation Preparation - Rehearsal (for Assignment 5): Continue rehearsing for your Grand Presentation.

Due: 11/22 13.3 Assignment 4g: Presentation Research Paper –Submit the completed paper by this date.

Week 14 11/23 – 11/29


Objectives: The student will be able to demonstrate his/her expressive skills in a

grammatically correct manner using consultative and/or formal register through prepared

presentations. (Expressive Skills)




By 11/23 14.1 Live Grand Presentation (for Assignment 5)

By this date, give your 15-minute Grand Presentation to the public audience, record it, and collect evaluations from the audience.

Due: 11/24 Assignment 5a: Grand Presentation - Upload recording,

submit the link

Load your Grand Presentation into YouTube and submit the link

to the assignment tool.

INTR 204 Page 17


11/25 - 29 Enjoy Fall/Thanksgiving break!

Week 15 11/30 - 12/5


Objectives:






The student will be able to perform a self-analysis report on his/her Textual Summary (Expressive Skill)

11/30 - 12/2 15.1 Online Discussion: Discuss the English Text “Types of Newspapers in India” in preparation for submitting a summary of this text in ASL.

Due: 12/3 Assignment 5b: Grand Presentation Finalized – Self-Analysis and Evaluations Submit your self-analysis report with the evaluation of presenter, and the summary of participants’ workshop evaluations, to the Assignment Tool.

Due: 12/5 15.3 Generate an ASL textual summary of “Types of Newspapers in India.” Assignment 3e – Newspapers Summary: Record your ASL textual summary of “Types of Newspapers in India” and upload it into YouTube. Submit the YouTube link to the assignment tool.

Due: 12/6 15.4 Assignment 3f – Newspapers Analysis: Submit a self-analysis for the “Types of Newspapers in India” ASL textual summary to the assignment tool.

INTR 204 Page 18

Week 16 12/6 - 12/12

Objective: Students will be able to reflect on their learning.

Please complete the course evaluation when it becomes available. Check your Bearmail for the dates the course evaluations are open. We do make changes based on your suggestions.

12/7 - 9 16.1 Online Discussion: Discuss your textual summary for the English Text “Types of Newspapers in India.”

12/10 - 11 16.2 Online Discussion: Discuss your learning this semester.

12/16

16.3

Last Day - congratulations!

Final grades are posted by three business days after the end of semester.

INTR 204 Page 19

Assignment Overview

See Roadmap and Assignments & Rubrics document for details.

Description Points

Assignment 1

Online Discussions: Participant regularly and consistently in online discussions about course readings, and activities. Please do the original posting in the first 1-2 days of the Discussion so they are quickly available to all for reflection and response.

15

Assignment 2

ASL Comprehension and Analysis (7 Points each)

View, analyze, and write textual summaries on a total of 5 ASL texts.

35

Assignment 3

Four English to ASL Text Summaries, three Self-Analyses)

Prepare four ASL summaries, working from three English texts and upload

them to YouTube:

“Animal Conservation,” (once for practice, 4 pts., and a Final, 7 pts.)

“What is Asthma?” (7 pts.)

“Types of Newspapers in India” (7 pts.)

Do a self-assessment for the three Final ASL summaries, and upload them into the appropriate Assignment Tool.

NOTE: For the first English text, “Animal Conservation,” you will submit two

ASL Summaries – one for practice and a Final version.

25

Assignment 4 Grand Presentation Building Blocks: In preparation for your Grand Presentation, submit the following preparation pieces necessary for your Grand Presentation according to the Road Map:

a) Proposed Presentation Topic (1 pt.) b) Presentation Topic Abstract (1) c) Presentation Advertisement Flyer (2) d) Presentation Audience Evaluation Form (1) e) Presentation Outline (2) f) Submit a video of your Practice Presentation (3) g) Presentation Research Paper with review of the literature (5)

15

Assignment 5

Grand Presentation:

1. Perform a 15-minute presentation to the public, record, upload it, and submit the link to your instructor. (5 points)

2. Write and submit a Self-Analysis Report about your presentation, and a summary of the evaluations from the participants. (5 points)

Your Self-Analysis Report must include the following:

a) Completed Evaluation of Presenter form b) Narrative about what you noticed in your ASL summary that worked

well (strengths), your thoughts on what you would do differently if you did it again, and what you noticed that you could put on a skill-development plan (needs-improvement).

10

Total points available: 100 points

INTR 204 Page 20

Course Summary

Conclusion During this course you have improved your ASL comprehension skills by analyzing and summarizing various ASL texts. You have improved your ASL expressive skills through generating ASL Textual Summaries of three English Texts and through your final Grand Presentation. Throughout this process, you have concentrated on using ASL discourse features and register in various texts. You have also gained further insight into Deaf culture and ASL usage by viewing the presentations and stories by Deaf presenters. The next course in this series is INTR 205, which will focus on specific individualized learning needs for ASL.

Key Points

What we hope you will remember from this class:

1. Important Points for Storytelling and Presentation

2. Discourse Markers (cohesive markers) from the Deaf presenters’ videos

3. Register

4. Advanced ASL Semantics

5. Better understanding of Deaf Culture from storytelling.

Next Steps

While this course is still fresh in your mind, pause to review your learning, looking through the

lens of your final portfolio that is due at the end of your ASLEI journey. Consider the following:

1) Identify any applicable Entry-to-Practice Competencies that may be related to the

course objectives;

2) Identify possible evidence items;

3) Identify potential reflection pieces that could be used in the narrative of the

Coversheet;

4) Use your organizational system to house these items and thoughts until you are

ready to work on writing future Coversheets; (Hint: If it's possible to work on all or

part of a Coversheet at this time, why not draft it now?!) and finally,

5) Check in with classmates to see if some collaborative thinking might be worth your

investment of time – what did others identify and how are they thinking of using the

learning from this course?

Quality Instruction

Preparing

Qualified Interpreters

study guide -...

Documents