Gallaudet

University
DST 710-HY01: Literary Traditions in the Deaf Community (3 credits)
Syllabus - Summer 2017

Professors & Course Dates:
Note: This course will have co-professors, but one professor will responsible for the online portion
of the course, while the other professor will responsible for the onsite portion only. Grades from
both professors will be totaled into students final grades.

Professor: Ben Jarashow, PhD candidate
Email: benjamin.jarashow@gallaudet.edu
Online: May 15th June 16th

Online Office Hours: Find me on Gallaudet gmail chat list and IM me, we can chat via IM or video.
If I am not on Gallaudets e-mail chat list, just email me for an appointment.

Professor: Andrew Bottoms, MA
Email: andrew.bottoms@gallaudet.edu
Onsite: July 10th 21th, 8:30am 11:50am
Classroom: SLCC 3102
Office Hours: See me during class breaks, after class, and contact via email for an appointment.

Deadline to Drop Course Dates:
Deadline to drop course with full refund: 5/8/17
Deadline to drop with 50% refund: 5/14/17
Deadline to drop with no refund: 5/15/17
Deadline to drop with WD grade: 5/26/17
Deadline to drop with WP/WF grade: 8/4/2017

Course Description:
This course is designed as a thorough exploration of the literary traditions in the Deaf community.
Attention will be given to the unique face-to-face nature of signed literature and its numerous
traditional forms. Students will become versed in the stylists, poetics, and cultural contexts of
signed literature in its live as well as video-text formats.

Sign Language Education Masters Program Student Learning Outcomes:
Graduates from the MA program in Sign Language Education will:
1) Demonstrate theoretical knowledge and display competence in classroom settings regarding
methodological and socio-political issues involved in sign language teaching, curriculum
development and assessment;
2) Produce graduate-level Sign Language and English texts that demonstrate knowledge of and
critical inquiry into key concepts in the sign language teaching field;
3) Recognize the importance of the Sign Language teacher as a system change agent and apply
this in practice utilizing effective leadership, advocacy, consultation, and collaboration to
influence change on the individual, group, and organizational and systemic levels; and
4) Demonstrate preparedness to seek and obtain employment as a teaching professional in the
field of sign language education.


 Course Student Learning Outcomes:
After completing this course, students will be able to:
1. Students will describe and contrast the face-to-face nature of sign languages with the
dynamic nature of oral tradition.
2. Students will be able to identify, describe, analyze and critique various forms of signed
literary works assigned in this class in well-organized English and ASL essays.
3. Students will be able to classify literary genres and compare stylistics across various sign
artists.
4. Students will be able to deduce the cultural themes in various works of literature and the
cultural context in which they are produced and received.
5. Students will conduct literary project (research or creative) and present their work through
video and/or written essays.

Learning Outcomes Alignment:
Program Outcomes
Course Student Learning Student Learning Assessment Method 1 2 3 4
Outcomes Opportunities
1. Students will describe and contrast Participation Participation Rubric
the face-to-face nature of sign X X
languages with the dynamic nature of Critical Thinking Essay Critical Thinking Essay Rubric
oral tradition.
2. Students will be able to identify, Participation Participation Rubric
describe, analyze and critique various X X X
forms of signed literary works
ASL Literature Critique ASL Literature Critique Rubric
assigned in this class in well-
organized English and ASL essays.
3. Students will be able to classify Participation Participation Rubric
literary genres and compare stylistics Critical Thinking Essay Critical Thinking Essay Rubric X X
across various sign artists. ASL Literature Critique ASL Literature Critique Rubric
4. Students will be able to deduce the Participation Participation Rubric
cultural themes in various works of X
literature and the cultural context in Critical Thinking Essay Critical Thinking Essay Rubric
which they are produced and ASL Literature Critique ASL Literature Critique Rubric
received.
5. Students will conduct literary ASL Literature Project ASL Literature Project Rubric
project (research or creative) and X X X X
present their work through video ASL Literature Curriculum ASL Literature Curriculum
and/or written essays. Rubric

Required Course Materials & Technology:

Required Textbooks:
1. A Study of American Deaf Folklore by Susan D. Rutherford
a. 1st edition
b. ISBN-13: 978-0932130174; ISBN-10: 0932130178
2. Signing the Body Poetic: Essays on American Sign Language Literature by H-Dirksen L.
Bauman, Jennifer L. Nelson, and Heidi M. Rose
a. 1st edition
b. ISBN-13: 978-0520229761; ISBN-10: 0520229762

Note: Additional articles and videos will be posted on course Blackboard.
Required Technology:
1. Computer/laptop
2. Video recording devices
3. Consistent access to high-speed internet

Grading Distribution and Letter Grade Equivalent:

A+ = 97.6 - 100
A = 93.6 97.5
A - = 89.6 93.5 Congratulations! You passed!
B+ = 87.6 89.5
B = 83.6 87.5
A B- grade is considered failing according to Gallaudet Graduate Catalog. You can
only receive one B- in your entire program of study and you must have a
B - = 79.6 83.5 cumulative GPA of 3.0 at completion of the program in order to not have to retake
the course.
C + = 77.6 79.5
C = 73.6 77.5 A C+ grade or below grades indicate you have failed the course, and this puts you
C - = 69.6 73.5 on academic probation and possibly qualifies you for academic dismissal from the
program. A C+ or below indicates automatic retake of the course, that is, if you are
F = 69.5 or below
not dismissed from the program.

Note: The grade average you see in your course grading center at the end of the course will
translate into the letter grades above. No end-of-course requests or negotiations for grading
alterations, rounding-off or extra credit will be responded to. Strive to do your best on each
assignment.

A B- grade or below indicates you have performed unsatisfactorily in the course, and this puts you
on academic probation and possibly academic dismissal from the program. You are only allowed
one B- grade as you complete the courses within your graduate program.

The grading system for graduate students can be found in the graduate catalog here.

Incomplete Grades:
A grade of Incomplete [I] is given only when student performance in a course has been satisfactory,
but the student is unable to complete the latter requirements of a course due to circumstances
beyond their control. This student must be passing the course and have no more than 25% of the
course requirements remaining before the possibility of an incomplete will be considered. The
decision to give a grade of I is made by the instructor, with approval from the coordinator, and only
reserved for extraordinary circumstances (hospitalization or death in family). To be eligible for
credit in a course which an I is recorded, students must complete the requirements of the course by
the date agreed up on in writing with the instructor; otherwise, the grade will automatically become
an F.

For all other questions, concerns, grievances or disputes that are not covered in this syllabus, please
refer to the current University Graduate Catalog.

Credit Hour Policy Compliance:
ASL 745: Sign Language Teaching, Culture and History hybrid course is a non-traditional 3-credit
bearing experience course, which requires a minimum of 112.5 hours of course work.

Note: All 3 credit courses requires 112.5 hours of course work, its up to you how to distribute those
hours online and onsite, including time spent in class as long at least 112.5 hours are documented
below.

Academic Activity Hours
1) Participation 25+
2) Critical Thinking Essay 20+
3) ASL Literature Critique 25+
4) ASL Literature Project 25+
5) ASL Literature Curriculum 20+
TOTAL: 115+ hours

Grading Allocation:

Assignments Languages Weight
1) Participation ASL and English 10%
2) Critical Thinking Essay English 20%
3) ASL Literature Critique ASL 30%
4) ASL Literature Project ASL or English 20%
5) ASL Literature Curriculum English 20%
TOTAL: 100%

Assignment Expectations:
Note: More information on assignments can be found at course Blackboard.

1) Participation:
By registering for a hybrid course, you have made a commitment to participate in your
online/onsite class discussions and other activities as assigned. To make this course a more
successful one, each student is required to contribute to online/onsite discussions as often
as possible, applying critical thinking skills.
Deadline: N/A
Rubric: Participation Rubric

2) Critical Thinking Essay:
Students will be assigned questions related to ASL Literature, to be discussed and answered
in each critical thinking essay.
Deadline: May 21, May 28, June 4, and June 16
Rubric: Critical Thinking Essay Rubric






 3) ASL Literature Critique:
Students will be assigned a specific work in ASL to critique. The critique should include a
discussion of the strengths and weaknesses of the work, how the storyteller/poet delivered
their work, and how the student as the audience, reacted to it.
Deadline: May 24, May 31, June 7, June 11, and June 14
Rubric: ASL Literature Critique Rubric

4) ASL Literature Project:
Students are to do an individual project. Students have two choices for their project: 1. Do a
research project on any topic under the ASL Literature category. 2. Create a high quality,
original work of ASL Literature.
Deadline: July 14
Rubric: ASL Literature Project Rubric

5) ASL Literature Curriculum:
Students are to do a group project creating a curriculum for teaching a specific ASL
Literature genre in classrooms for pre-school children up to the 12th grade.
Deadline: July 20
Rubric: ASL Literature Curriculum Rubric

Schedule:

Online: May 15th June 16th
Date of week Topic of week Assignment due
Week 1: Unit 1: May 21: Essay #1
May 15 19 o Theory of Oral Literature and Video as Text
o The Making of a Storyteller
Week 2: Unit 2: Unit 3: May 24: Critique #1
May 22 26 o Controls of Storytelling o Folklore May 28: Essay #2
o Narratives of Personal o Deaf Humor
Experiences
Week 3: Unit 4: Unit 5: May 31: Critique #2
May 29 June 2 o Personification o Classifier Stories June 4: Essay #3
o Group Narrative o Cinematographic Stories
o Visual Vernacular
Week 4: Unit 6: Unit 7: June 7: Critique #3
June 5 9 o Stories with Handshape o Poetry June 11: Critique #4
Constraints
Week 5: Unit 8: June 14: Critique #5
June 12 16 o Song June 16: Essay #4
o ASL Literature and Technology

Onsite: July 10th 21th
Date of day Monday, July 10 Tuesday, July 11 Wednesday, July 12 Thursday, July 13 Friday, July 14
Topic of day ASL Literature Names of Storytellers & Narratives of Personal Folklore ASL Literature
Resources Poet Experiences Deaf Humor Project
Date of day Monday, July 17 Tuesday, July 18 Wednesday, July 19 Thursday, July 20 Friday, July 21
Topic of day Personification Classifier Stories Stories with Handshape ASL Literature TBA
Group Narrative Cinematographic Constraints Curriculum
Visual Vernacular Stories Poetry
Song
Course Policies:

Student Responsibilities: Students are expected to actively participate in online
discussions, completing assigned activities on time, respect diverse perspectives and
opinions, and support opinions and answers with reasons, explanations and documentation
from a variety of sources.

Deadlines: All assignments are due by 11:59 PM in your time zone on the due date, unless
we have made alternate arrangements in advance. Assignments that are not turned in by the
deadline will lose some points. Graded work is final. No make-ups or extra credit. Strive to
do your very best. Early submissions are welcome, with the understanding that the grade
given is final. If I have not yet graded your early submission, and you submit multiple
submissions, the last assignment submitted before the deadline will be graded.

Peer Network: Each student is responsible for getting access to and understanding what is
expected of each assignment. Please form a network with your peers. If you need
information about assignments or class schedule, go to your course Blackboard and ask other
classmates or post your question in the Q&A section of Blackboard Discussion Board.

Text Submissions: I will accept the submissions in the following format: .pages, .docx, .pptx,
and .key. I will also accept .pdf submissions. Please be aware that .pptx, .key and .pdf do not
allow for the same level of feedback I can give via the tracking and comment function
available in .pages and .docx.

Video Submissions: For your video submissions, please use YouTube for the majority of
your assignments unless instructed otherwise do not modify the speeds of your videos.
Edited videos are acceptable, as long as the edits happen at end of sentences/paragraphs.
Mid-sentence editing is unacceptable.

Academic ASL/English: We will communicate using academic ASL/English, which is a
specialized type of discourse for academic settings. Use only academic ASL/English in
classroom and during video assignments throughout the course. Professional academic
discourse requires giving credit to original authors for their ideas, so citations and references
are required, both in ASL and English. Use American Psychological Association (APA) format
when citing and referencing other peoples ideas. Using written ASL terms in your
typed/written work or English-based signing in your video work is not acceptable.

Communication: I welcome emails, Glides, GoogleIMs/videos, text/videos sent to me via
iMessage, calls via FaceTime, but will not accept or respond to excessively colloquial register
choices in either language. This is your opportunity to practice ASL and English in academic
settings, on a consistent basis. An important part of effectively using ASL and English in
academic settings is the ability to be concise.

Editing ASL/English assignments: You are strongly encouraged to have your ASL/English
assignments edited. Unedited work will be graded accordingly. I reserve the right to return
heavily unedited work for a zero.



 Technology: All assignments are to be posted on Blackboard or as instructed. The Gallaudet
Technology Services staff can assist you with technical issues throughout the course or you
can visit http://www.gallaudet.edu/gts/help_desk for assistance. You are to post all of your
assignments in Blackboard, unless otherwise instructed. For large files, upload them to
GoogleDrive or DropBox and share the link.

Problem Resolution: If you have any problems or concerns about the course, please see me
first. If you do not feel comfortable, or if I am unable to resolve your concerns, you may
contact the MASLED Coordinator, Miranda Medugno through email at
masled@gallaudet.edu.

Disclaimers: The course schedule and assignment due dates initially set forth are subject to
reasonable change at any time. These changes may be announced during class session. It is
the students responsibility to be aware of any such information that may be announced.

University Policies:

The Gallaudet Credo (link)
The MASLED program would like to emphasize this section: We believe that every person
should be treated with civility and that our community is strengthened by the broad diversity
of its members. Therefore, we will promote and applaud behaviors that support the dignity of
individuals and groups and are respectful of others' opinions. We will especially discourage
behaviors and attitudes that disrespect the diversity of individuals and groups for any reason
including religion, race, ethnicity, gender, age, sexual orientation, disability, hearing status, or
language and communication preference.

University Policies (link)
All university policies may be found in the Graduate Catalog. The standards of professional
behavior and communication discussed in the catalog will be mandated in this course and
program.

Academic Integrity Policy (link)
All students must read and understand the Gallaudet University Graduate School Academic
Integrity Policy. This policy applies to both ASL and English.

Academic Accommodation Policy (link)

Students are to request accommodation through the Office for Students With Disabilities
(OSWD) at the beginning of the semester prior to course start date. This is to be
communicated immediately with the course instructor in order to ensure accommodations
are being made as soon as possible.

Gallaudet Technology Services (GTS) HelpDesk (link)
Submit your ticket to request for help with various technology issues you may experience with
your accounts and courses.



 Gallaudet University Library (link)
Visit the Gallaudet University website to search for resources for your course assignments and
to request for help if needed, using their online chat feature.

Appendix: Rubrics

Participation Rubric
Poor Needs Work Excellent/Advanced
Requirements Does not meet 3 or more Does not meet 1-2 requirements Answers all questions posed to the
requirements here: answers all here: answers all questions posed to fullest extent, answer concisely, and
questions posed to the fullest the fullest extent, answer concisely, cite other ideas when appropriate.
extent, answer concisely, and cite and cite other ideas when Posting clearly rehearsed and
other ideas when appropriate. appropriate. Posting clearly organized.
Posting clearly rehearsed and rehearsed and organized.
organized.
Weight: 25% Points: 0-8 Points: 9-17 Points: 18-25
Critical Reasoning Does not answer questions posed by Answers questions posed by Actively listens to the contributions
instructor with a satisfactory degree instructor with satisfactory degree of others and adds to them;
of reflection; does not actively listen of reflection; does not seem to contributions to discussion indicate
to contributions of others; actively listen to contributions of preparedness for the discussion and
contributions does not indicate others; contributions indicate a high degree of reflection about the
preparedness; does not challenge preparedness most of the time; topics discussed; brings up relevant
thinking and understanding; goes sometimes brings up relevant questions to challenge thinking and
off on tangents. questions to challenge thinking and understanding; incorporates
understanding; may go off on information from assignments or
tangents. outside of course.
Weight: 50% Points: 0-17 Points: 17-33 Points: 34-50
Language & Includes frequent ungrammatical Some ungrammatical phrases, Exhibits fluent academic ASL skills
Formatting phrases, English language English language interferences or (grammar, production and
interferences or colloquial ASL. colloquial ASL use detected. May structure) and discourse skills
Frequent issues with discourse, have issues with discourse, register, (including appropriate register,
register, transition skills and/or transition skills and/or poise. opening, transitions between ideas,
poise. Overall language use not Overall language use acceptable, but and closing) as well as intonation
acceptable for graduate level could be more appropriate for (e.g. poise). Overall language use
discussions. graduate level discussions. very appropriate for graduate level
Video is of subpar quality - does not Video is of satisfactory quality - may discussions.
take into consideration lighting, not take into consideration lighting, Video is of high quality - takes into
attire and/or background. attire and/or background. consideration lighting, attire and
background.
Weight: 25% Points: 0-8 Points: 9-17 Points: 18-25














 Critical Thinking Essay Rubric
Poor Needs Work Acceptable Excellent/Advanced
Content & - Little or no development - Limited development of - Sufficient development - Sophisticated
Development of the topic for narrative the topic for narrative and of the topic for narrative development of the topic
and descriptive writing. descriptive writing. and descriptive writing. for narrative and
- Unclear thesis statement - Limited thesis statement - Sufficient thesis descriptive writing
and development of and development of statement and - Sophisticated thesis
informative and informative and development of statement and
persuasive writing. persuasive writing. informative and development of
- Unclear or no focus. - Limited progression of persuasive writing. informative and
- Few or no examples, ideas. - Progression of ideas. persuasive writing
evidence and/or relevant - Limited use of examples, - Sufficient use of - Well executed
details. evidence and/or relevant examples, evidence progression of ideas
- Little use of analogies, details. and/or relevant details. - Strong use of examples,
illustrations or anecdotes. - Limited use of analogies, - Sufficient use of evidence or relevant
illustrations or anecdotes. analogies, illustrations or details
anecdotes. - Strong use of analogies,
illustrations or anecdotes
Weight: 90% Points: 0-15 Points: 16-25 Points: 26-35 Points: 36-45
Work Cited None of the citations have Some citations have all the Most citations have all All citations have all the
all the required elements. required elements. required elements. required elements.
Weight: 10% Points: 0-2 Points: 3 Points: 4 Points: 5

ASL Literature Critique Rubric
Poor Needs Work Acceptable Excellent/Advanced
Summary Poor summary and too Weak summary and Good summary, but too Excellent summary and
short or too long. missed some important short or too long. right length.
information.
Weight: 20% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10
Analysis Lack of critical thinking Weak critical thinking Good critical thinking In depth critical thinking
analysis, dont have analysis, few specific analysis, some specific analysis, excellent specific
specific strengths and strengths and weaknesses, strengths and weaknesses, strengths and weaknesses,
weaknesses, dont have provides few examples to provides some examples provides many examples
examples to support support strengths and to support strengths and to support strengths and
strengths and weaknesses. weaknesses. weaknesses. weaknesses.
Weight: 60% Points: 0-6 Points: 7-14 Points: 15-22 Points: 23-30
Evaluation Poor evaluation, doesnt Weak evaluation, doesnt Good evaluation, clear Excellent evaluation, very
explain why you like or clearly explain why you explanation of why you detailed explanation of
dont like the work. like or dont like the work. like or dont like the work. why you like or dont like
the work.
Weight: 20% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10













 ASL Literature Project Rubric
Poor Needs Work Acceptable Excellent/Advanced
Creativity - Displays limited - Demonstrates some - Demonstrates adequate - Demonstrates
creativity. creativity, originality and creativity, originality and exceptional creativity,
- Lacks an appropriate inventiveness. inventiveness. originality and
focus, but suggests some - Establishes but does not - Maintains a clear focus; inventiveness.
organization. always maintain an exhibits a logical sequence - Maintains a clear focus;
- Little use of concrete appropriate focus; some of ideas through exhibits a logical, coherent
language, literary devices inconsistencies in appropriate transitions. structure through
or sensory detail in sequence of ideas. - Assignment uses appropriate transitions.
assignment. - Some use of concrete concrete language; - Creative, concrete
language, literary devices, literary devices and language; uses literary
and sensory detail in sensory detail. devices and rich sensory
assignment. detail.
Research - Papers purpose is - Thesis is somewhat clear - Thesis is clear and - Thesis is exceptionally
unclear/thesis is weak or and arguable. arguable statement of clear, arguable, well-
missing. - Information relates to position. developed, and a
- Information has weak or the main topic, few details - Paper is well-researched definitive statement.
no connection to the and/or examples are in detail and from a - Project is exceptionally
thesis. given. variety of sources. researched, extremely
- Lack of analysis. - Some analysis. - Good analysis. detailed, and historically
- Lacks development of - Somewhat clear and - Clear and logical order accurate.
ideas with weak or no logical development with that supports thesis with - Excellent analysis
transitions between and basic transitions between good transitions between - Exceptionally clear,
within paragraphs. and within paragraphs. and within paragraphs. logical, mature, and
- None of the citations - Some citations have all - Most citations have all thorough development of
have all the required the required elements. required elements. thesis with excellent
elements. transitions between and
within paragraphs.
- All citations have all the
required elements.
Weight: 90% Points: 0-44 Points: 45-59 Points: 60-74 Points: 75-90
Language Provides little or no Provides evidence of an Provides evidence of an Provides evidence of a
evidence of a command of adequate command of adequate command of consistent and strong
grade-level conventions. grade-level conventions. A grade-level conventions. A command of grade-level
Errors throughout. few errors. few errors. conventions. Error free.
Weight: 10% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10

ASL Literature Curriculum Rubric
Poor Needs Work Acceptable Excellent/Advanced
Lesson Plans Instructional goals and Instructional goals and Instructional goals and Instructional goals and
objectives are missing or objectives are unclear or objectives are stated. objectives are clearly
incomplete. difficult to understand. stated and outline what
students will know and be
able to do.
Weight: 45% Points: 0-12 Points: 13-23 Points: 24-33 Points: 34-45
Suggested Little to no materials and Limited materials and Adequate materials and A wide variety of
Materials resources are included in resources are included in resources are included in materials and resources
the guide. the guide. the guide. are included in the guide.
Weight: 45% Points: 0-12 Points: 13-23 Points: 24-33 Points: 34-45
Design Design distracts from ease Design does not help or Design helps in Design facilitates use with
of use. distract from use. organization of content appealing features and
but is not appealing. navigation ease.
Weight: 10% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10