Department of Interpretation

COURSE SYLLABUS
Course number:
Course title:
Credit hours:
Semester:
Class day and time:
Classroom:
Class duration:
Last withdrawal date:

INT 325-01
Fundamentals of Interpreting
3
Fall 2015
Wednesdays and 2:00 4:50 pm
HMB 1004
September 2, 2015 to December 14, 2015
October 27, 2015 - Last day to withdraw with WD grades (forms
must be signed and returned to the Registrars office by 4:30 p.m.)

Instructor:
Teacher Assistants:
Virtual hours:
GU email address:

Dr. Keith M. Cagle

Mark Halley and Ricardo Ortiz
Mondays, 12-2 pm. Best way is to email to make an appointment.
keith.cagle@gallaudet.edu, mark.halley@gallaudet.edu and
ricardo.ortiz@gallaudet.edu
Videophone/phone:
202-250-2911
Office location:
HMB 1413
Preferred contact method: email

I.

COURSE DESCRIPTION

This course focuses on the foundation skills required for effective translation and
interpretation. The course includes critical analysis and application 1) for systematically
analyzing interactions and texts in order to ascertain where meaning lies, and 2) of
understanding and developing the cognitive skills for translating and interpreting.
Students will be introduced to and practice intralingual translation and interpretation text
analysis techniques through main point abstraction, summarization, paraphrasing, and
restructuring a message while retaining its meaning. Discussions will address theoretical
aspects of translating and interpreting techniques as well as specific issues related to
interpreting skills. This class focuses specifically on analysis and restructuring in
interactive settings e.g., ASL-spoken English interaction, ASL-TASL interaction,
intermediary interpreting teams. This course will help students increase their range of
proficiency, comprehension, and production of ASL and English.
Prerequisites: Admission to the program, successful completion of INT 223 with a grade
of B or above, an ASLPI of 3 or higher (the INT Department will verify student ASLPI
score before granting course registration permissions) or permission of the instructor.

Note: Students with an ASLPI of 2 or 2+ must take ASL 213 and have a weekly ASL
coaching, and then retake ASLPI by the first week of November.
II.

OUTCOMES

a. Course Student Learning Outcomes (SLOs)

Course SLOs

BAI
SLOs

1.Analyze texts from a

wholistic view, creating
interactions and contexts,
including form and
meaning, topic, situation,
participants, and
participants relationships
to one another.

1, 2, 3

2. Analyze and identify

interactions and texts for
their component parts:
goals/functions, themes,
main points, subordinate
point, and linguistic
aspects.

1, 2, 3

3. Demonstrate effective
discourse mapping and
visualization strategies.

1, 2, 3

GU SLOs
1,2,3,4

CCIE
Standards
6.1, 6.2 &
7.4

Assessment
Project
In class
exercises,
mid-semester
project
and

Pass with at
least B grade on
the rubrics for
mid-semester
project and final
project

final project
1,2,3,4

6.1, 6.2 &

7.4

In class
exercises,
mid-semester
project,
final project
and final test

1,2,3,4

6.1, 7.1, 7.2,

7.4

In class
exercises,
mid-semester
project,
final project
and final test

4. Demonstrate
development of cognitive
processing skill and
strategies, including
concentration and
comprehension, short term
memory, prediction and
closure, abstraction,
paraphrasing,
summarization, and
restructuring.

Assessment
Tool

1,2,3

1,2, 3, 4

6.1, 7.1, 7.2,

7.4

In class
exercises,
mid-semester
project,
final project
and final test

Pass with at
least B grade on
the rubrics for
mid-semester
project and final
project, and on
final test
Pass with at
least B grade on
the rubrics for
mid-semester
project and final
project, and on
final test
Pass with at
least B grade on
the rubrics for
mid-semester
project and final
project, and on
final test

5. Demonstrate selfanalysis including

linguistic analysis of
discourse features, and
compiled in a research
reporting format.
6. Demonstrate appropriate
academic ASL and
academic English writing
skills.

7. Demonstrate
professional and ethical
behaviors in alignment
with the DOI Student Code
of Professional Conduct.

1,2,3

1, 2, 3, 4,

6.1, 7.2, 7.3

Mid-semester
project,
final project
and final test

1,2,3

2,3,4

7.1

Mid-semester
project
and
final project

1,2,3

2,3,4

3.0, 6.2

Teachers
observation

Pass with at
least B grade on
mid-semester
and final project
rubric and final
test
Pass with at
least B grade on
the rubrics for
mid-semester
project and final
project that
include
Academic ASL
and English
components
At least
satisfactory on
S-CPC rubric.

CCIE stands for Commission on Collegiate Interpreter Education. Here is the link to CCIE standards.
http://ccie-accreditation.org/standard

b.

BAI Program Student Learning Outcomes

1.

Graduates of the Interpretation Program apply academic, professional, real world and current
events knowledge to the choices and decisions they make while interpreting.

2.

Graduates of the Interpretation Program demonstrate an understanding of multi-cultural

approaches to the work of interpretation and are able to demonstrate effective bi-lingual and bicultural practice within their work and with diverse populations.

3.

Graduates of the Interpreting Program assess and analyze their own competencies for interpreting
in relation to a variety of interpreting settings and in relation to a variety of participants in
interpreted interactions.

4.

Graduates of the Interpretation Program effectively interpret face-to-face encounters in

dialogic/one-on-one, small group and low-risk monologic settings with a variety of participants.

5.

Graduates of the Interpretation Program apply professional standards, practices, and ethics, not
limited to the tenets of the Code of Professional Conduct, to their work.

6. Graduates of the Interpretation Program effectively conduct a small research project on topics
related to interpretation.

7. Graduates of the Interpretation Program demonstrate professional boundaries with consumers, with
respect and tact.

Here is the link to the BAI program outcomes above.

http://www.gallaudet.edu/interpretation/ba-program.html

c.

University Student Learning Outcomes

1.
2.
3.
4.
5.

Language & Communication: Students will use American Sign Language and written English to
communicate effectively with diverse audiences, for a variety of purposes, and in a variety of settings.
Critical Thinking: Students will summarize, synthesize, and critically analyze ideas from multiple
sources in order to draw well-supported conclusions and solve problems.
Identity & Culture: Students will understand themselves, complex social identities, including deaf
identities, and the interrelations within and among diverse cultures and groups.
Knowledge & Inquiry: Students will apply knowledge, modes of inquiry, and technological competence
from a variety of disciplines in order to understand human experience and the natural world.
Ethics & Social Responsibility: Students will make well-reasoned ethical judgments, showing awareness
of multiple value systems and taking responsibility for the consequences of their actions. They will apply
these judgments, using collaboration and leadership skills, to promote social justice in their local, national,
and global communities.

For more information about the university outcomes, go to this link.

http://admissions.gallaudet.edu/generalstudies/kittyi/index.html

III.

COURSE MATERIALS

Readings may be added or modified during the semester

Required books
Cartwright, B. & Bahleda, S. (2012). Multiple Meanings in ASL. Alexandria, VA: RID
Press.
Recommended readings
Taylor, M. M. (1993). Interpretation skills: English to American Sign Language.
Edmonton, Alberta, CA: Interpreting Consolidated.
Taylor, M. M. (1993/2002). Interpretation skills: American Sign Language to English.
Edmonton, Alberta, CA: Interpreting Consolidated.
Assigned articles (Posted in the courses Blackboard)
Bahan, Benjamin (2005). Memoir upon the formation of a visual variety of the human
race. In Eldredge, B., D. Stringham, and M.M. Wilding-Diaz (eds.), Deaf studies

today: A kaleidoscope of knowledge, learning and understanding, 2004 conference

proceedings. Utah: Deaf Studies Today.
Hawkins, Barbara (1991). Teaching children to read in a second language. In
Marianne Celec-Murcia (ed.) Teaching English as a Second or Foreign Language.
Boston MA: Heinle and Heinle Publishers, pp. 169-184. Focus only on pages 176-178
Reading and Schema/Script Building.
Ingram, Robert (2000). Why discourse matters. In Cynthia Roy (ed.) Innovative
Practices for Teaching Sign Language Interpreters. Gallaudet University Press:
Washington D.C., pp. x-xv.
Smith, Frank (1985). Reading Without Nonsense, Chapter 3 Problems and
Possibilities of Memory. NY: Teachers College Press, p. 36-47.
Smith, Theresa (1998). An anthropologist looks at register: Beyond using big words.
In Joseph A. Alvarez (ed.) The Keys to Highly Effective Interpreter Training,
Conference of Interpreter Trainers 14th National Conference Proceedings, p. 299-309.
The instructor will attach additional readings when appropriate on the Blackboard during the
semester.
IV.

COURSE ASSIGNMENTS
1) Reading summary and reflection. Due Weeks 2, 3, 4, 5 and 6.
2) Participation in class exercises various topics for ASL-to-English and Englishto-ASL.
3) Weekly homework for in-class exercises Due Weeks 2 - 14.
4) Mid-semester project Due Week 7
5) Final project Due on Week 12.
6) Final test Wednesday, December 16th during final exam week.

Reading summaries (10% of final grade) Each reading summary is worth 30 points.
By Monday at 5pm each week you are required post the following in Blackboard for each
reading:
1. Provide a one-half page summary of the article
2. Discuss your reflection.
3. Create three substantive questions for class discussion
Participation in class discussions and class exercises (10% of final grade) Each
class is worth 10 points.

Weekly homework for in class exercises (a: Cartwright homework activities; b:

other activities; 30% of final grade)
Throughout the semester, you will be required to complete exercises, maps, paraphrasing
works, and other activities, including leading the sub-group discussions. Parts a and b are
each worth 20 points per week.
Mid-semester project (20% of final grade) You will complete an English-to-ASL
translation from an English text. This skill development exercise will include a selfanalysis component. You will be given the text to perform your translation project. Please
use the format provided by the teacher for your project. For your self analysis in this
project, you will utilize Marty Taylors text.
Final project (20% of final grade) You will complete an ASL-to-English translation
from an ASL text. This skill development exercise will include a self-analysis
component. You will be given the video to perform your translation project. Please use
the format provided by the teacher for your project. For your self analysis in this project,
you will utilize Marty Taylors text.
Final test (10% of final grade) This test will be used in order to assess your
understanding of the content from our readings, in-class discussions, and homework
assignments.
Writing style:
All submitted work must follow DOI formatting instructions and style guides (citations
following APA 6). Please see http://goo.gl/rCTyG for a basic introduction to APA 6.

V.

ASSESSMENT SUMMARY

a.

Grading for Assignments

Although some adjustments in percentages may be necessary, the following should give you a
fair picture of how your work is weighted to determine your final grade:

Activity

Percentage

Reading summaries

10%

Participation

10%

Homework

30%

Mid-semester project

20%

Final project

20%

Final test

10%
Total

b.

100%

Grading Scale and GPA Value

Grade GPA Value Definition

A

4.0

Outstanding

A-

3.7

Very good

B+

3.3

Good

3.0

Passed

B-

2.7

Unsatisfactory

C+

2.3

2.0

C-

1.7

D+

1.3

1.0

0.0

XF

0.0

Failing, no credit

The excerpt above can be found on:

https://www.gallaudet.edu/academic-catalog/registration-and-policies/undergraduate-policies/gradingsystem.html

VI.

TIME ALLOCATION FOR COURSE

This course earns 3 credits; therefore, it will meet for at least 37.5 hours of instructional time and
students are expected to spend at least 75 hours on outside-of-class preparation (e.g., readings,
assignments).

VII.

COURSE OUTLINE

Course outline will be posted by Week 2

VIII.

POLICIES

A.

University Policies:

1.

Academic Integrity

It is the students responsibility to familiarize themselves and comply with the Gallaudet
University Undergraduate Academic Integrity Policy, which can be found in the Gallaudet
University Undergraduate Catalog or on the Gallaudet University website at:
https://www.gallaudet.edu/academic-catalog/registration-and-policies/undergraduate-policies/academicintegrity.html

2.

Student with Special Needs

Office for Students with Disabilities (OSWD) Accommodation policy

Students have the responsibility of formally requesting accommodation through the Office for
Students With Disabilities (OSWD) at the beginning of the semester:

http://www.gallaudet.edu/office_for_students_with_disabilities.html
For information on your rights under the ADA and Section 504 of the Rehabilitation Act please
see: http://www.gallaudet.edu/af/section-1-general/110-reasonable-accommodation.html

3.

For online courses

By registering for a Web-based course, you have made a commitment to participate in your
online class discussions and other activities as assigned. Please plan to participate regularly (e.g.
daily or weekly basis). You will note in the grading scale that your online participation counts
towards your final grade Insert the following link on netiquette:
http://www.studygs.net/netiquette.htm
4.

Diversity

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.
Source: Gallaudet Undergraduate and Graduate Catalogs 2012-2013, p 6.

B.

Department Policies:

For more information about academic integrity, electronic devices, language use and antioppression framework, please see:
http://www.gallaudet.edu/Interpretation/Beyond_the_Classroom.html

C.

Program Policies:

The DOI has established a strict attendance policy for all classes. On time and regular attendance
is a requirement in the workplace and developing appropriate attendance behaviors is part of the
expectations of your education here at Gallaudet. Good attendance habits also demonstrate
respect for the classroom environment, your instructors, and your peers. Poor attendance habits
are disruptive to everyones learning experience.
Many of our classes are experiential with much of the learning occurring through discussion and
interaction; therefore attendance is a top priority as it will not be possible to reconstruct the
experiential aspect of the classes. It will be important to work closely with your instructor and/or
Program Chair to address problems in this area.
BA in Interpreting program (BAI):

Attendance is mandatory. It is important that you come to class prepared to participate.

You are expected to arrive early and ready to begin on time. You are expected to
complete assigned readings and homework and be ready to participate in discussions and
activities based on these assignments.
For online course, the students must start the course on the first day through participation,
otherwise they would be dropped from the online course.
Classes that meet for 75 minutes: Students with 7 absences will fail the course,
regardless of the number of assignments completed and level of participation in other
areas. Starting with the third absence, 2.5 percentage per absence will be deducted from
the final grade percentage. Students are responsible for all material and/or information
covered or assigned in class during any absence.
Classes that meet for 150 minutes: Students with 4 absences will fail the course,
regardless of the number of assignments completed and level of participation in other
areas. Starting with the second absence, 5 percentage per absence will be deducted from
the final grade percentage. Students are responsible for all material and/or information
covered or assigned in class during any absence.
If the student is one minute late, it is counted as a tardiness. He/she is responsible for
informing the instructor at the end of class in order that his/her attendance can be
recorded. For each tardiness, 5 points will be deducted from the participation grade.

Special thanks to the following individuals for their work in reviewing the SLOs for this
course in the spring of 2014: Dr. Keith Cagle, Ms. LeWana Clark, Ms. Janis Cole, Dr.
Steven Collins, Dr. Valerie Dively, Dr. Melanie Metzger, Dr. Cynthia Roy, and Dr.
Christopher Stone.
Student Code of Professional Conduct (S-CPC)
Posted in Blackboard

Gallaudet University
Department of Interpretation

SYLLABUS READING

Please read, sign, and date this page, tear it from your syllabus and give to your
instructor.

Semester/Year:

__________

Course Number Section:

__________

Course Name:

________________________________

Instructor Name:

________________________________

I have read the syllabus for the above class. I understand that I am accountable for all the
information contained in this syllabus. I have been given the opportunity to clarify any
questions that I have. I understand that the course schedule and assignment due dates
initially set forth are subject to reasonable change by the instructor at any time. These
changes may be announced during class session or by any method agreed upon with the
class. It is my responsibility to be aware of any such information that may be announced.

Students Name (Please Print) _____________________________________

Students Signature _____________________________________________
Date ________________________________________

File: October 27, 2014