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SLIP 1911

This is an archive of the Common Course Outlines prior to fall 2011. The current Common Course Outlines can be found at http://www.gpc.edu/programs/Common-Course-Outlines.
Credit Hours 6
Course Title ASL Narrative And Discourse
Prerequisite(s) Acceptance into Sign Language Interpreting Program
Corequisite(s) SLIP 1911L
Catalog Description
This course is an advanced study of expressive and receptive American Sign Language narratives and conversation.  It is designed to provide a strong foundation for future interpreting courses.  The primary focus is on more complex grammatical features, expanded vocabulary and language fluency.  This course is taught predominately in ASL without voice.  
The corequisite SLIP 1931L MUST be taken with this course even if the student has taken and passed the lab previously.  

Expected Educational Results
Upon successful completion of the course the student will be able to sign an ASL narrative using appropriate sign production, vocabulary, sentence structure and narrative structure. The student will be able apply discourse analysis to American Sign Language. The component skills include the student being able to:

Entry Skills
1. Use components listed in entry-level competencies with more consistency and accuracy.

Sign Production

2. Produce known signs accurately
3. Identify the four parameters (handshape, palm orientation, movement, location) of a given sign
4. Analyze a signed work to identify sign production errors.
ASL Grammar

5. Identify and produce correct ASL sentence structure incorporating:
a. Conditional and When clauses
b. Verb modulation to express temporal aspects of frequency and duration
c. Appropriate non-manual components:
(1) Eye movements, eye gaze
(2) Mouth movement
(3) Head movement
d. Classifier used as:
(1) Pronouns
(2) Verbs
(3) Descriptors: size, shape, depth, texture
e. Distributional aspect of verbs
f. Pluralization

Vocabulary

6. Recognize unfamiliar vocabulary and determine semantic equivalent
7. Use expanded vocabulary which is conceptually accurate
8. Recognize and use common fingerspelled loans signs

Comprehension Skills

9. After viewing a narrative in ASL, students will demonstrate comprehension by summarizing or paraphrasing the narrative or by answering questions.
10. Participate in ASL conversations
11. Identify grammatical structures in ASL narrative

English Proficiency

12. Develop and follow a personal plan to increase English proficiency

General Education Outcomes
1. This course addresses the general education outcome relating to communications as follows:
a. Students learn to communicate more effectively with people who use American Sign Language as their native language.
b. Students develop strategies for communicating with people whose native language is different from their own.
c. Students develop a greater understanding of their own language and communication styles.
2. This course relates to the general education outcome relating to cultural diversity as follows:
a. Students learn about the culture of people who are Deaf.
b. Students learn about their own culture by comparing and contrasting it to Deaf culture.
c. Students recognize that cultures and languages may be different without being “lesser than.”
3. This course relates to the general education outcome relating to academic preparation as follows:
a. Students learn language skills they can use to communicate better at their present job, and enhance their workplace skills.
b. Students explore other career programs related to American Sign Language and deafness.

Course Content

This course is taught predominantly in the language of ASL without the use of voice.

1. ASL Grammar
a. Clauses and conditionals
b. Verb modulation for temporal aspect
c. Classifiers
d. Distributional aspect
e. Non-manual markers

2. Skills Development
a. Sign production
b. ASL vocabulary
c. English vocabulary
d. Conversational strategies
e. Comprehension

Assessment of Outcome Objectives
After each course, instructors will review materials, student surveys, grades and grading procedure and make recommendations for modification the following year.  Those recommendations and the other data will be kept on file. Every three years, a faculty committee will review the course. They will review the syllabus, the current literature, materials and samples of student work. A report included in the program review.

Last Revised: Mar. 25, 2009
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