Austin Community College



Austin Community College

SLNG 2335 American Sign Language VI

Master Syllabus

Course Description:  Advanced practice in expressive and receptive communication within a variety of settings and contexts. Includes exposure to diverse ASL language models and registers.

Learning Outcomes: Student will

1. demonstrate fluent and appropriate communication with competent/native users of ASL maintaining a high degree of grammatical accuracy;

2. apply increasingly complex receptive and expressive skills in ASL discourse;

3. demonstrate the ability to comprehend information presented in American Sign Language, based on SIGNING NATURALLY LEVEL III

Required Texts/Materials:

1) Internet access to ACC Gmail, ACC Blackboard, and (MANDATORY)

2) Mikos, K., Smith, C., & Lentz, M.E. (2001). Sign Naturally Level 3 student workbook/videotext. San

Diego, CA: DawnSignPress

3) Supalla, S. & Bahan B. (1994, DVD edition) American Sign Language Literature Series – Bird of a Different Feather & For a Decent Living Student Workbook. DawnSignPress: San Diego, CA.

Course Grading System: Your grade will be evaluated regularly on your receptive skills and at the end of the semester on your expressive skills. You will also be evaluated on your preparation for class activities and your assignments outside of the class.

1. Topic Presentation 100

2. 12 Workbook Assignments from SN3 (10ea) 120

2 Workbook Assignments from BDF/FDL (40ea) 80

3. 4 Video Assignments (50ea) 200

4. 2 Debate/Argumentative Assignments (50 ea.) 100

5. Final Exam 300

6. Participation 100

1,000

1. Topic presentation: (100 pts) Each of you will be assigned a topic. You are required to compile about 30 a list of vocabulary/phrases. With this vocabulary/phrases list, ask the local native ASL signers (preferably Deaf) for signs for each of the vocabulary/phrases. Bring that knowledge and present it to the class on the your assigned date. There will be no make-up opportunity if you are unable to complete this assignment on their assigned date, except under circumstances I deem to be extreme or unique.

2. Workbook Assignments: (12 SN3@ 10ea; 2 BDF/FDL @ 40 ea = total 200pts) Students will answer selected questions from American Sign Language Literature Series – Bird of a Different Feather & For a Decent Living and Signing Naturally level 3 workbook/videotext student workbook/videotext and have the answers ready for discussion in the class on the due date. No assignments will be accepted after the due date, except under circumstances I deem to be extreme or unique.

4. Video Assignments: (2 @ 100ea. = 200 pts) Video assignments will be assigned throughout the semester. The students will follow the instructions listed as well as instructor's instruction on Blackboard. Assignments will require students to record themselves and those assignments MUST be recorded in the ASL lab, uploaded and saved via . No assignments will be accepted after the due date, except under circumstances I deem to be extreme or unique.

5. Debate/Argumentative Assignments: (2 @ 50ea. = 100pts) Students are expected to be prepared discuss or present in class on the due date. Students will be graded on the completion of each assignment and participation in class discussions. No assignments will be accepted after the due date, except under circumstances I deem to be extreme or unique.

6. Final Exam: (300 pts) Cumulative in nature; it will include comprehension and production, information from the handouts, video shown in and out of class, class assignments, and discussions. There will be no make-up of the final except under circumstances I deem to be extreme or unique.

7. Participation: (100 pts) All students will be encouraged to participate in class discussions and activities on a regular basis. “Participation” does not mean giving “right” answers. It means thinking about the material, sharing your thoughts, paying attention, and giving your best effort. Your participation will be graded at end of the class.

It’s crucial to maintain your attendance. Students cannot expect to pass this course with knowledge of the information in the workbook only. The instructor will withdraw any student who has missed three or more non-consecutive classes. Because you are given a leeway of 3 classes, doctor’s notes and other excuses are not accepted for absences. However, you are ultimately responsible for withdrawing yourself from the class. Please inform me if you have an exceptional circumstance that causes you to miss class.

**No extra credits accept except under circumstances I deem to be extreme or unique.**

***Please feel free to call, email or write me notes about any questions or concerns you may have. You may also request to meet with me with an interpreter during my office hours or by appointment.

Course Policies:

You are responsible for knowing the policies and procedures below. You can pick up a copy of the Student Handbook in a counseling office on any campus or access it online from our web page austincc.edu. Please take special note of the following: Students with Disabilities, withdrawal policy, Incompletes, Scholastic/Academic Dishonesty, Prohibited Acts, Unattended Children, Children in the Classroom, and Student Discipline Policy.

Students with Disabilities/Americans with Disabilities Act (ADA) Accommodations:

Each ACC campus offers support services for students with documented disabilities. Students with disabilities who need classroom, academic or other accommodations must request them through the Office for Students with Disabilities (OSD) Students are encouraged to request accommodations when they register for courses or at least three weeks before the start of the semester, otherwise the provision of accommodations may be delayed.

Students who have received approval for accommodations from OSD for this course must provide the instructor with the form ‘Notice of Approved Accommodations’ from OSD before accommodations will be provided Arrangement for academic accommodations can be made. Students with approved accommodations are encouraged to submit the Notice of Approved Accommodations to the instructor at the beginning of the semester, but no later than 3 weeks into the semester because a reasonable amount of time may be needed to prepare and arrange for the accommodations.

Additional information about the Office for Students with Disabilities is available at .

Withdrawal Policy: Student who are absent for more than three (3) consecutive classes will be required to withdraw from the course, . Refer to the student handbook (austincc.edu) for the withdrawal policy under other circumstances. If you have a very unique or extreme situation, please discuss it with your instructor. The last day for student initiated withdrawal is Monday, November 26, 2012.

Incompletes: Incompletes will be given only under very unique or extreme circumstances.

Scholastic Dishonesty:

A student attending ACC assumes responsibility for conduct compatible with the mission of the college as an educational institution. Students have the responsibility to submit coursework that is the result of their own thought, research, or self-expression. Students must follow all instructions given by faculty or designated college representatives when taking examinations, placement assessments, tests, quizzes, and evaluations. Actions constituting scholastic dishonesty include, but are not limited to, plagiarism, cheating, fabrication, collusion, and falsifying documents. Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an “F” in the course and or expulsion from the college. See the student Standards of Conduct and Disciplinary Process and other policies at

Student Rights and Responsibilities:

Students at the college have the rights accorded by the U.S. Constitution to freedom of speech, peaceful assembly, petition, and association. These rights carry with them the responsibility to accord the same rights to others in the college community and not to interfere with or disrupt the educational process. Opportunity for students to examine and question pertinent data and assumptions of a given discipline, guided by the evidence of scholarly research, is appropriate in a learning environment. This concept is accompanied by an equally demanding concept of responsibility on the part of the student. As willing partners in learning, students must comply with college rules and procedures.

Safety Statement:

ACC is committed to providing a safe and healthy environment for study and work. You are expected to learn and comply with ACC environmental, healthy and safety procedures and agree to follow ACC safety policies. Additional information on these can be found at .

Because some healthy and safety circumstances are beyond our control, we ask that you become familiar with the Emergency Procedures poster and Campus Safety Plan map in each classroom. Additional information about emergency procedures and how to sign up for ACC Emergency Alerts to be notified in the vent of a serious emergency can be found at .

Please note, you are expected to conduct yourself professionally with respect and courtesy to all. Anyone who thoughtlessly or intentionally jeopardizes the health or safety of another individual will be dismissed from the day’s activity, may be withdrawn from the class, and/.or barred from attending future activities

Use of ACC email:

All college email communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify you of any college related emergencies using this account. Students should only expect to receive email communication from their instructor using this account. Likewise, students should use their ACCmail account when communicating with instructors and staff. Instructions for activating an ACCmail can be found at

Important Information: Please feel free to call, email or write me notes about any questions or concerns you may have. You may also request to meet with me with an interpreter during my office hours or by appointment.

ASL 6 *Tentative* calendar

|dates |Reading/Discussion/Lecture/Video clips |Group/Assignments/Exams DUE |

|Week 1 |Syllabus; Introduction | |

| |Topic drawing for topic presentation | |

| |Body shop talk handout | |

|Week 2 |SN3: Unit 22 |Participation: Body shop talk |

| |Body shop talk (read handout) | |

|Week 3 |SN3: Unit 22 |SN3 Workbook assignment # 1 “A Teacher I’ll Never Forget” (SN3, |

| |Economics |p.232-233) |

| | |SN3 Workbook assignment # 2 “The Whistle Stops the Game” (SN3, |

| | |p.238) |

| | |Participation: Share your major purchase experience(s) |

|Week 4 |ASL Phraseology |SN3 Workbook assignment # 3 “Never above the Waist” (SN3, pp. |

| |SN3: Unit 23 |234-235) |

| | |SN3 Workbook assignment # 4 “Buying a Car – New or Used” (SN3, |

| | |pp. 118-122) Participation: Share your major decision(s) (see |

| | |SN3, p.139) |

|Week 5 |SN3: Unit 23 |SN3 Workbook assignment # 5 DUE “Can you Spare a Quarter?” (SN3, |

| | |p. 241) |

| | |SN3 Workbook assignment # 6 DUE “Deciding to Marry” (SN3, p. 138)|

| | | |

| | |Topic #1 presentation |

|Week 6 |SN3: Unit 23 |SN3 Workbook assignment # 7 DUE “Some Thoughts on Fingerspelling”|

| |Academic ASL: |(SN3, p.237) |

| |Douglas Tilden: Behind the Diary |SN3 Workbook assignment # 8 DUE “The Igorot People” (SN3, p. 242)|

| |() |Topic #2 presentation |

| |Redefining D-E-A-F () | |

| |Transgressing the Object: The Laboratory | |

| |() | |

|Week 7 |SN3: Unit 24 |Video #1 |

| |Anatomy |Topic #3 presentation |

|Week 8 |SN3: Unit 24 |Debate/Argumentative assignment #1 |

| |Read issues for debate/argumentative discussion (see | |

| |blackboard). | |

|Week 9 |SPRING BREAK |

|Week 10 |SN3: Unit 24 |SN3 Workbook assignment #9 DUE “How One Breathes” (SN3, |

| |Medical case scenarios |pp.156-157) |

| | |SN3 Workbook assignment # 10 DUE “Parkinson’s Disease” (SN3, pp. |

| | |181-183) |

| | |Topic #4 presentation |

|Week 11 |SN3: Unit 25 |SN3 Workbook assignment # 11 DUE “A Lesson about Sound” (SN3, p. |

| |Read science related topics (see blackboard) |236) |

| | |SN3 Workbook assignment # 12 DUE “Ordering at McDonald’s” (SN3, |

| | |p. 239-240) |

| | |Topic #5 presentation |

|Week 12 |SN3: Unit 25 |Bird of a Different Feather Assignment |

| | |Topic #6 presentation |

|Week 13 |SN3: Unit 25 |Video #2 |

| |Watch assigned ASL literature video clips (see blackboard) |Topic #7 presentation |

|Week 14 |SN3: Unit 25 |For a Decent Living Assignment |

| |ASL Phraseology & Academic ASL |Topic #8 presentation |

|Week 15 |REVIEW |Debate/Argumentative assignment #2 |

|Week 16 |FINAL [in ASLIT lab, RGC room 018] |

SN3 Workbook Assignments Details

Workbook assignment # 1: “A Teacher I’ll Never Forget”

SN3, pp.232-233

Follow the instructions in the workbook (including developing a detailed outline of the video story on a separate paper).

Workbook assignment # 2: “The Whistle Stops the Game”

SN3, p.238

Follow the instructions in the workbook (answer all #1-7)

Workbook assignment # 3 “Never above the Waist”

SN3, pp. 234-235

Follow the instructions in the workbook (answer all #1 – 21)

Workbook assignment # 4 “Buying a Car – New or Used”

SN3, pp. 118-122

Follow the instructions in the workbook including definitions.

Workbook assignment # 5 “Can you Spare a Quarter?”

SN3, p. 241

You are to learn the story well enough to retell and/or discuss the story. Develop a detailed outline of the video story on a separate paper. If you are unsure about parts of the story, seek help from fellow students, Deaf friends, interpreters, and/or ASLIT lab staff.

Workbook assignment # 6 “Deciding to Marry”

SN3, p. 138

Follow the instructions in the workbook.

Workbook assignment # 7 “Some Thoughts on Fingerspelling”

SN3, p.237

Follow the instructions in the workbook.

Workbook assignment # 8 “The Igorot People”

SN3, p. 242

Follow the instructions in the workbook.

Workbook assignment # 9 “How One Breathes”

SN3, pp.156-157

Type/write all answers for questions #1-5.

Workbook assignment # 10 “Parkinson’s Disease”

SN3, pp. 181-183

Answer all questions including the Language Features section (p. 183).

Workbook assignment # 11 “A Lesson about Sound”

SN3, p. 236

Follow the instructions in the workbook (typewritten translation of Mary Telford’s story).

Workbook assignment # 12 “Ordering at McDonald’s”

SN3, p. 239-240

Follow the instructions in the workbook (typewritten translation of John Maucere’s story including #4 underlining the parts of the translation you had the most trouble with.)

ASL Literature: Bird of a Different Feather & For a Decent Living

ASL Lit Assignment #1 Bird of a Different Feather

There are two parts to this assignment. Students will answer selected questions from American Sign Language Literature Series – Bird of a Different Feather student workbook/videotext and bring the answers to class and be ready for discussion in the class on the due date. See Blackboard for more details.

ASL Lit Assignment #2 For a Decent Living

There are two parts to this assignment. Students will answer selected questions from American Sign Language Literature Series –For a Decent Living student workbook/videotext and bring the answers to class and be ready for discussion in the class on the due date. See Blackboard for more details.

“Presentation” Assignments

Assignment #1 Argumentative

Students will prepare to be well armed with strong and convincing arguments concerning one of the chosen topics for an argumentation presentation. The arguments are the facts or statements which will support your position. Students can use their own personal position and insight as a basis of their work, but the main point is that their personal views have to be supported by founded arguments, reasons, and evidence. Students also needed to be ready for opposing discussion.

Assignment #2 Group Discussions/Debate

Students will be working in a small group together as a team to prepare a debate against another team with an opposing position. Students will use what has been discussed and learned in class about ASL rules for debate and formal register.

Video Assignments Details (total 2 videos)

Each Video assignment topics will be announced in the class.

Grading criteria (also see video assignment rubric)

- role shift was consistent

- spatial agreement was maintained

- classifiers were sequenced appropriately

- reactions were well timed and appropriate (reflection of character[s])

- transitions were used appropriately (prosody/discourse markers)

- overall – cohesion: the story flowed logically from one part to the next

- elaborations were sufficient to add color, texture, and dimension

- use and range of vocabulary was appropriate

- pacing was comfortable

- presentation engaged the audience

- well-prepared/well-researched

- proper use of ASL syntax

- none or minimal use of English mouthings

Tip – do not use a script! A simple outline is ok.

Presentation Assignments Details

Your topic: ________________________________

Presentation date: __________________________________

Instructions:

You are to compile 30 words/phrases (appropriate/realistic high school/college level, no elementary words) related to your topic. Then ask several deaf from different backgrounds (TSD, neighbor, co-worker, ASLIT lab staff*, deaf club, etc) preferably those who are identified with the deaf community. Don’t forget to cite them like you would do with your history or other school subjects paper – you will have to document where you get the information from.

Print out handouts for your peers (the handouts will be helpful for your final examination). Prepare to present about 45 minutes to an hour; showing a couple of varied signs for each words/phrases. You can use powerpoints as well as using activities to support your presentation and your peers to remember the signs.

*do not depend solely on ASLIT lab staff!

Note: Professor may interrupt at any time during your presentation to ensure that you are showing the class proper signs and/or to make clarification.

-----------------------

Grade Conversion Table:

1000 – 900 points = Final grade “A”

899 – 800 points = Final grade “B”

799 – 700 points = Final grade “C”

699 – 600 points = Final grade “D”

599 – 0 points = Final grade “F”

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download