ASL English Interpretation Program. Study Guide INTR 204 ASL VIII

Transcription

1 ASL English Interpretation Program Study Guide INTR 204 ASL VIII Fall 2016

2 University of Northern Colorado American Sign Language English Interpretation Program Copyright 2016 by the University of Northern Colorado-Department of ASL & Interpreting Studies (ASLIS) 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- ASLIS. The faculty and staff of the ASLIS 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. UNC Department of ASL & Interpreting Studies McKee Hall, Box 106 Greeley, CO

3 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 Course Summary Conclusion Key Points Next Steps... 20

4 Course Overview Purpose Impact 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. Prerequisite for this course is Advanced ASL 3. 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 1

5 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 GoReact Media You will be using GoReact to submit and to receive feedback on all of your expressive assignments. The link to subscribe can be found in the Blackboard Course Materials folder. There is a $19.95 fee for the service which will be paid online in the GoReact site. 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. DVD #2: LIVE AT SMI: Mary Miller [DVD] (1993). Burtonsville, MD: Sign Media, Inc. Online Video (Suggest you bookmark them.) Depiction, Blending, and Constructed Action... Oh My! Parts I & II by Miako Rankin, Ph.D. (Use audio only as necessary to make sure you get the information. Trust yourself.) Deaf & Hearing Worlds: Enculturation and Acculturation by Nigel Howard. CIT, 2014 Saturday Plenary presentation, streamed by StreetLeverage found at: (The class uses only minutes 51:00 1:06:00. Watching, working through, the rest is optional and highly recommended.) INTR 204 Page 2

6 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), Ross, L.L., & Berkowitz, M.C. (2008). Academic ASL: It looks like English, but it isn t. PEPNet Conference Proceedings: Putting the Pieces Together, Lawerence, S. (2007, December). Expansion and Compression. RID VIEWS, pp. 1, Grading Scale The points for all the assignments in a course will add up to 100 points and letter grades are assigned as follows for UNDERGRADUATE classes: A = superior achievement of course objectives B = above average achievement of objectives (Reminder: You must maintain at least a B per class to meet graduation requirements.) C/D = 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 3

7 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 Nigel Howard s 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. You will use GoReact for the online exchange of video and feedback with your instructor. 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 GoReact; 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: 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: Presentation - Toward the end of the course, you will give your presentation, record and submit it, 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 4

8 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: Student Conduct Code 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 Please visit the CEBS Diversity and Equity Committee website for more information on our commitment to 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) , or fax (970) , or visit as soon as possible to ensure that accommodations are implemented in a timely fashion. INTR 204 Page 5

9 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 8/22-8/28/2016 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/ 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/ Online Discussion: Discuss the article He Said What?! Constructed Dialogue in Various Interface Modes. By 8/ ASL Comprehension - View these two ASL stories: Grandpa s Radio by Mary Beth Miller Uncle Richard ( The Mouth Story is amusing, if you ever want to watch for fun.) Due: 8/ Assignment 2A: After viewing both stories, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool. INTR 204 Page 6

10 Points Dates Activities Done! Week 2 8/29-9/4 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language Objective: The student will examine the ASL discourse feature of register and constructed action. 8/30 9/ Online Discussion of project begun in INTR 210: Share your ideas for the further development, or change, of your Presentation topic, to gather classmate s input on your ideas, and make suggestions for theirs. WATCH: Depiction, Blending, and Constructed Action... Oh My! Parts I and II, by Miako Rankin, Ph.D. (Use audio if...) 9/3-5 Enjoy Labor Day break! Week 3 9/5-9/11 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language 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/ Online Discussion: Discuss Depiction, Blending, and Constructed Action... Oh My! Parts I and II, by Miako Rankin, Ph.D. INTR 204 Page 7

11 Points Dates Activities Done! By 9/ Due: 9/ Assignment 4a - Presentation Topic Finalized: Submit your proposed topic decision, to the assignment tool for instructor for approval. Submit 3+ Research Analysis Worksheets as soon as ready (different from those done during the summer). 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 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.] ASL Comprehension: View these two ASL stories performed by Mary Beth Miller: Speech Class Star Spangled Banner Assignment 2B: After viewing both stories by Miller, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool. Week 4 9/12-9/18 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language. Objective: The student will examine the ASL discourse feature of register and constructed action. 9/ Online Discussion: Inform your classmates of your final Presentation topic and your rationale for its selection. Due: 9/14 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 INTR 204 Page 8

12 Points Dates Activities Done! Due: 9/ Assignment 2C: After viewing all 3 stories, choose one to analyze and summarize. Upload your summarization and analysis to the Assignment Tool. Week 5 9/19-9/25 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language Objective: The student will examine the ASL discourse feature of register and constructed action / / Due: 9/ Read Article: Academic ASL: It Looks Like English, But it Isn t, by Linda L. Ross and Marla C. Berkowitz 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. Online Discussion: Explain which video you learned the most from, related to ASL register and constructed action, and why those specific examples made a difference for you. ASL Comprehension: View DVD #1, Topic #2 Softball, by Jimmy Beldon. Assignment 2D: After viewing Softball analyze and summarize this ASL text. Upload your summarization and analysis to the Assignment Tool. INTR 204 Page 9

13 Points Dates Activities Done! Week 6 9/26-10/2 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language. Objective: The student will demonstrate his/her understanding and application of ASL linguistic features associated with public speaking in American Sign Language. (Knowledge) 9/28 10/2 6.1 ASL Comprehension: View minutes 51:00 1:06:00 of the online video Deaf & Hearing Worlds: Enculturation and Acculturation by Nigel Howard. By 9/ By 9/ Due: 9/ Due: 10/2 6.5 Flyer Preparation (for Assignment 4c): After reserving a date, time and location for your presentation, create a flyer announcing the presentation. Evaluation Prep (for Assignment 4d): Develop an evaluation form for your presentation. See sample Evaluation of Presenter form in Course Materials, Week 6 folder. Assignment 4c - Flyer Finalized Submit your finalized Presentation flyer via the Assignment Tool. 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 10/3-10/9 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/ / Online Discussion: Compare and contrast the 2 ASL texts, Softball and Deaf & Hearing Worlds examining similarities and differences of register and ASL features. Online Discussion: Share your Presentation evaluation form for participants with your classmates, including why you think some issues in the evaluation form are important. INTR 204 Page 10

14 Points Dates Activities Done! Due: 10/ Assignment 4d Presentation Evaluation Form Finalized Submit your Evaluation form to the Assignment Tool. Week 8 10/10-10/16 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language Objective: The student will examine the ASL discourse feature of Expansion and Compression. 10/ Due: 10/ 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. Assignment 4e Presentation Outline Finalized Submit your presentation outline to the Assignment Tool. 8.3 Read RID VIEWS Article: Expansion and Compression, by Shelley Lawrence. INTR 204 Page 11

15 Points Dates Activities Done! Week 9 10/17-10/23 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 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 (as appropriate). 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) Goal 3: To enhance students understanding about the Deaf Community and Culture, and their application to ASL skills. Objective: The student will demonstrate an ability to utilize Deaf Cultural behaviors in his/her ASL Signing. (Cultural Behaviors) 10/ Online Discussion: Discuss the article, Expansion and Compression. 10/ Presentation Rehearsal (for Assignment 4) Spend time practicing your Presentation in preparation for recording. Due: 10/ Assignment 4f Finalized: Formal Presentation Practice Presentation Record your 15-minute practice presentation to GoReact. INTR 204 Page 12

16 Points Dates Activities Done! Week 10 10/24 10/30 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 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 (when appropriate). 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) Goal 3: To enhance students understanding about the Deaf Community and Culture, and their application to ASL skills. Objective: The student will demonstrate an ability to incorporate Deaf Cultural behaviors in his/her ASL Signing. (Cultural Behaviors) 10/ Online Discussion: Discuss your presentation practice with your classmates. 10/ 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: 10/ 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. Submit your ASL summary via GoReact. 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 13

17 Points Dates Activities Done! Week 11 10/31-11/6 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 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 (when appropriate). 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 Textual Summary (Expressive Skill) Goal 3: To enhance students understanding about the Deaf Community and Culture, and their application to ASL skills. Objective: The student will demonstrate an ability to utilize Deaf Cultural behaviors in his/her ASL Signing. (Cultural Behaviors) 10/31 11/ Online Discussion: Discuss your Initial ASL textual summary of Animal Conservation with your peers. TBD 11.2 Due: 11/ Go-To-Meeting On-line Session (REQUIRED): Discussion and general feedback on the Initial (practice) ASL Textual summary for Animal Conservation. 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 and submit the Final ASL summary via GoReact. INTR 204 Page 14

18 Points Dates Activities Done! Week 12 11/7-11/13 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 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 (as appropriate). 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 Textual Summary. (Expressive Skill) Goal 3: To enhance students understanding about the Deaf Community and Culture, and their application to ASL skills. Objective: The student will demonstrate an ability to utilize Deaf Cultural behaviors in his/her ASL Signing. (Cultural Behaviors) Due: 11/ / / Assignment 3b (Part 2) Final - Animal Analysis: Submit a selfanalysis for your Animal Conservation ASL textual summary to the Assignment Tool. (See Assignment 3 for the Assessment form.) Assignment 5 Preparation - Rehearsal: Continue rehearsing for your Formal Presentation. Online Discussion: Read and Discuss the English Text What is Asthma? in preparation for submitting a summary of this text in ASL. Due: 11/ 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 submit it via GoReact. INTR 204 Page 15

19 Points Dates Activities Done! Due: 11/ Assignment 3d - Asthma Analysis: Submit a self-analysis for the What is Asthma? ASL summary to the assignment tool. Week 13 11/14-11/20 Goal 1: To assist students in developing their ASL expressive skills. 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language Objective: The student will demonstrate his/her understanding and application of ASL linguistic features associated with public speaking in American Sign Language. (Knowledge) 11/ Online Discussion: Discuss your textual summary for the English Text What is Asthma? 11/ Due: 11/ Presentation Preparation - Rehearsal (for Assignment 5): Continue rehearsing for your Presentation. Assignment 4g: Presentation Research Paper Submit the completed paper by this date. Week 14 11/21 11/27 Goal 1: To assist students in developing their ASL expressive skills. 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) Goal 2: To assist students in understanding the linguistic features of American Sign Language Objective: The student will demonstrate his/her understanding and application of ASL linguistic features associated with public speaking in American Sign Language. (Knowledge) By 11/ Live Formal Presentation (for Assignment 5) By this date, give your 15-minute Formal Presentation to the public audience, record it, and collect evaluations from the audience. INTR 204 Page 16

20 Points Dates Activities Done! Due: 11/ Assignment 5a: Formal Presentation [Where this is to be submitted, via GoReact or Blackboard, is to be determined.] 11/23 27 Enjoy Fall/Thanksgiving break! Week 15 11/28-12/4 Goal 1: To assist students in developing their ASL expressive skills. Objectives: Be watching for this! 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 (when appropriate). 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 Textual Summary (Expressive Skill) 11/ 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. Once closed it cannot be reopened. Online Discussion: Discuss the English Text Types of Newspapers in India in preparation for submitting a summary of this text in ASL. Due: 12/ Assignment 5b: Formal 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/ 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 in GoReact. INTR 204 Page 17

21 Points Dates Activities Done! Due: 12/ Assignment 3f Newspapers Analysis: Submit a self-analysis for the Types of Newspapers in India ASL textual summary to the assignment tool. Week 16 12/4-12/9 Objective: Students will be able to reflect on their learning. 12/ Online Discussion: Discuss your textual summary for the English Text Types of Newspapers in India. 12/ Online Discussion: Discuss your learning this semester. 12/9 Last Day - congratulations! Final grades are posted by three business days after the end of semester (next Wednesday). INTR 204 Page 18

22 Assignment Overview See Roadmap and Assignments & Rubrics document for details. Assignment 1 Assignment 2 Assignment 3 Description 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. ASL Comprehension and Analysis (7 Points each) View, analyze, and write textual summaries on a total of 5 ASL texts. Four English to ASL Text Summaries, three Self-Analyses) Prepare four ASL summaries, working from three English texts and submit them via GoReact : 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. Points Assignment 4 Assignment 5 Formal Presentation Building Blocks: In preparation for your Formal Presentation, submit the following preparation pieces necessary for your Formal Presentation according to the Road Map: a) Proposed Presentation Topic (1 pt.) b) Presentation Topic Abstract (1pt.) 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) Formal 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 skilldevelopment plan (needs-improvement). Total points available: 100 points INTR 204 Page

23 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 Formal 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: Next Steps 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. 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? INTR 204 Page 20

24 Quality Instruction Preparing Qualified Interpreters