1. Deaf Eyes on Interpreting (15%)

Often interpreter programs focus on stereotypes, research-based learning about Deaf culture, test preparation but very rarely involve Deaf people telling stories about life on a day-to-day basis. There will be chapter readings and quizzes.

2. Bird of a Different Feather Assignments (15%)

Because viewing is vital for class discussions, students will be required to complete assignments and submit a summary for each in Blackboard prior scheduled class discussion. Viewing will be from ASL Literature Series: Bird of a Different Feather.

3. Analysis & Annotation Assignments (10%)

Students will be required to analyze various genre videos. The instructor will post video links in Blackboard and all work must be submitted in Blackboard. Students will be required to create an annotation for each work of literature in all genres.

4. Literature Projects (40%)

There will be seven production projects, one from each genre (folklore, narrative of personal experience, visual vernacular, personification, cinematic, ABC story, and ASL poetry). The video must meet filming requirements (i.e. video quality, proper lighting, plain background), which will be explained in detail. The videos will first need to be uploaded into GoReact video assessment site for feedback. 

5. Final Exam (20%)

The comprehensive/production final exam will be based on the principles you have learned from the class lectures/discussions and from the textbook. There will be no make-up of any exam except under circumstances I deem to be extreme or unique. 

1. Deaf Eyes on Interpreting
   Holcomb, Thomas K & Smith, David H. (2017) Gallaudet University Press. 
2. ASL Literature Series: Bird of a Different Feather & For a Decent Living
   Bahan, Ben & Supalla, Sam. (2007). San Diego, CA: DawnSignPress.

Focuses on the use of ASL discourse in formal as well as informal settings. Students explore the genres of public speaking, artistic expression, formal discussion, interview, and narrative. Development of ASL vocabulary in specialized areas not covered in previous courses.

A) Communication

1. Demonstrate expressive and receptive competence for narratives, stories, and so forth within a conversational format when describing and identifying people, places, locations, objects, and describing accidents.
2. Discuss various cultural, literary and contemporary social issues.
3. Decode the meaning of sentences and express signs with conceptual accuracy that reflects the intended meaning.

B) Cultures: Gain knowledge and understanding of Deaf cultures

Short films, video clips, vlogs, videos online, literary and cultural readings from the Deaf community will aid the student in this goal.

C) Communities: Participate in a community of language learners and in a multilingual world

Through group and class work, a sense of community will be developed as students practice their communicative skills, thereby preparing themselves to use ASL throughout their lives. As a group, students will explore their own notion of community as the compares to this concept in the Deaf community.

D) Comparisons: Make informed comparisons between English and ASL and themselves and others

Via video work and in-class discussions, students will be encouraged to make comparisons between their own known reality and the Deaf community. Students will reflect on how the structure of ASL compares to the structure of English and other languages they know.

E) Connections: The ability to connect this course to other courses and self to others

The different themes explored in each unit will inform students in such a way that they can make connections between their own cultural traditions and those of some members of the Deaf community, with particular emphasis on developing ideas through expressive activities.