Gallaudet University

DST 710-HY02: Cultural Practices in the Deaf Community (3 credits)

Syllabus - Summer 2024

Professor: Ben Jarashow Teacher Assistant: Kristine Hall

Email: benjamin.jarashow@gallaudet.edu Email: kristine.hall@gallaudet.edu

Course Dates:
Online: May 13th – June 9th
Online Office Hours: Just email me for an appointment.

Onsite: July 1st – 12th, 1:30pm – 5:00pm

Classroom: SLCC 2302
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: 5/13/24
Deadline to drop with 50% refund: 5/17/24
Deadline to drop with no refund: 5/23/24
Deadline to drop with WD grade: 7/12/24

Course Description:
This course is designed as a thorough exploration of the literary practices influenced by cultural
traditions in the deaf community. Attention will be given to the unique face-to-face nature of signed
literature and its numerous traditional forms as well different types of cultural productions,
including online media. Students will become versed in the stylistics, 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:

Course Student Learning
Outcomes
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.
Student Learning
Opportunities
• Participation
• ASL Literature Critique
• Participation
• ASL Literature Critique
• Poetry Lesson
• ASL Literature Lesson
• Participation
• ASL Literature Critique
• Participation
• ASL Literature Critique
• Poetry Lesson
• ASL Literature Lesson
• Creative Signing
• ASL Literature Lesson
Program Outcomes
Assessment Method 1 2 3 4
• Participation Rubric
• ASL Literature Critique Rubric X X
• Participation Rubric
• ASL Literature Critique Rubric X X X
• Poetry Lesson Rubric
• ASL Literature Lesson Rubric
• Participation Rubric
• ASL Literature Critique Rubric X X
• Participation Rubric
• ASL Literature Critique Rubric X
• Poetry Lesson Rubric
• ASL Literature Lesson Rubric
• Creative Signing Rubric
• ASL Literature Lesson Rubric X X X X

Required Course Materials & Technology:

Required Textbooks:
1. Introducing Sign Language Literature: Folklore and Creativity by Sutton-Spence & Kaneko
a. 1st edition
b. ISBN-13: 978-1137363817; 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
F = 73.5 or below 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
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.

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:

DST 710: Cultural Practices in the Deaf Community online 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 require 112.5 hours of course work, it’s 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 30+
2) ASL Literature Critique 40+
3) Creative Signing 20+
4) Poetry Lesson 10+
5) ASL Literature Lesson 15+
TOTAL: 115+ hours

Grading Allocation:

Assignments Languages Weight

1) Participation ASL or English 10%
2) ASL Literature Critique ASL or English 40%
3) Creative Signing ASL 20%
4) Poetry Lesson ASL 10%
5) ASL Literature Lesson ASL 20%
TOTAL: 100%

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

1) Participation:
By registering for an online course, you have made a commitment to participate in your
online class discussions and other activities as assigned. To make this course a more
successful one, each student is required to contribute to online discussions as often as
possible, applying critical thinking skills.
Deadline: May 17, May 24, May 31, and June 7
Rubric: Participation Rubric

2) ASL Literature Critique:

Students will be assigned a variety of works of ASL literature. Students will be required to do
research on, watch and critique the works, as well as do a review on a film documentary.
Deadline: May 19, May 26, June 2, and June 9
Rubric: ASL Literature Critique Rubric

3) Creative Signing:
Students will have the opportunity to create their own piece of ASL literature.
Deadline: July 7
Rubric: Creative Signing Rubric

4) Poetry Lesson:
Students will be paired up in teams and each team will be assigned one ASL poem. Each team
will go through their poem and prepare a classroom lesson on their poem. They will then
perform that lesson in class, as if they are teaching their classmates.
Deadline: July 8-12
Rubric: Poetry Lesson Rubric
 5) ASL Literature Lesson:
Students will create an educational video on an ASL Literature work.
Deadline: July 11
Rubric: ASL Literature Lesson Rubric
Schedule:

Online: May 13th – June 9th

Date of week Topic of week Assignment due
Week 1: Unit 1: Theories of Literature May 17: Discussion
May 13 – 19 o Page 1: Theory of Oral Literature and Video as Text & May 19: ASL Literature Critique #1
The Making of a Storyteller
o Page 2: Controls of Storytelling
Week 2: Unit 2: Classification of Stories May 24: Discussion
May 20 – 26 o Page 3: Narratives of Personal Experiences #1 May 26: ASL Literature Critique #2
o Page 4: Narratives of Personal Experiences #2
o Page 5: Folklore
o Page 6: Deaf Humor
Week 3: Unit 3: Storytelling Techniques May 31: Discussion
May 27 – June 2 o Page 7: Personification June 2: ASL Literature Critique #3
o Page 8: Group Narrative
o Page 9: Visual Vernacular
o Page 10: Classifier Stories
o Page 11: Cinematographic Stories
Week 4: Unit 4: Poetic Devices & Future June 7: Discussion
June 3 – 9 o Page 12: ABC Stories June 9: ASL Literature Critique #4
o Page 13: Number Stories
o Page 14: One-Handshape Stories & Word Stories
o Page 15: Intro to ASL Poetry & Clayton Valli
o Page 16: Ella Mae Lentz, Patrick Graybill, Debbie Rennie,
& Peter Cook
o Page 17: ASL & International Sign Language Poetry
o Page 18: Percussion Signing & Translated Songs
o Page 19: Original Songs
o Page 20: Interpreting Songs
o Page 21: ASL Literature and Digital Arts & Animation
Storytelling

Onsite: July 1st – 12th, 1:30pm – 5:00pm

Date of day Monday, July 1 Tuesday, July 2 Wednesday, July 3 Thursday, July 4 Friday, July 5
Topic of day ASL Lit Resources Poetry Poetry Holiday - No Class Poetry
Poetic Devices

Date of day Monday, July 8 Tuesday, July 9 Wednesday, July 10 Thursday, July 11 Friday, July 12
Topic of day Narratives of Folklore Group Storytelling Classifier Stories Teaching ASL
Personal Experiences Deaf Humor Visual Vernacular Cinematographic Literature
Personification Stories

Assignment Due:
• Sunday, July 7: Creative Signing
• Monday-Friday, July 8-12: Poetry Lesson
• Thursday, July 11: ASL Literature Lesson
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 (Eastern Standard Time) 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. Late discussion will lose 5 points. Late ASL literature
critique and creative signing will lose 15 points. Late ASL literature lesson will lose 30 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 people’s 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, Marco Polo, text/videos sent to me, 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 HelpDesk for assistance. You are to post all of your assignments in Blackboard,
unless otherwise instructed.

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 program director, Dr. Kenneth De Haan at kenneth.de.haan@gallaudet.edu.

Names and Personal Pronouns: If you prefer to use a name other than the name the
University officially uses, please let me know. Likewise, if you have a preferred personal
pronoun, please let me know.

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 student’s responsibility to be aware of any such information that may be announced.

University Policies:

The Gallaudet Credo: 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: 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: 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: 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: Submit your ticket to request for help with
various technology issues you may experience with your accounts and courses.

Gallaudet University Library: 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
Requirements Does not meet 3 or more
requirements here: answers all
questions posed to the fullest
extent, answer concisely, and cite
other ideas when appropriate.
Posting clearly rehearsed and
organized.
Weight: 25% Points: 0
Critical Reasoning Does not answer questions posed by
instructor with a satisfactory degree
of reflection; does not actively listen
to contributions of others;
contributions does not indicate
preparedness; does not challenge
thinking and understanding; goes
off on tangents.
Weight: 50% Points: 0-1
Language & Includes frequent ungrammatical
Formatting phrases, English language
interferences or colloquial ASL.
Frequent issues with discourse,
register, transition skills and/or
poise. Overall language use not
acceptable for graduate level
discussions.
Video is of subpar quality - does not
take into consideration lighting,
attire and/or background.
Weight: 25% Points: 0
Needs Work
Does not meet 1-2 requirements
here: answers all questions posed to
the fullest extent, answer concisely,
and cite other ideas when
appropriate. Posting clearly
rehearsed and organized.
Points: 1
Answers questions posed by
instructor with satisfactory degree
of reflection; does not seem to
actively listen to contributions of
others; contributions indicate
preparedness most of the time;
sometimes brings up relevant
questions to challenge thinking and
understanding; may go off on
tangents.
Points: 2-3
Some ungrammatical phrases,
English language interferences or
colloquial ASL use detected. May
have issues with discourse, register,
transition skills and/or poise.
Overall language use acceptable, but
could be more appropriate for
graduate level discussions.
Video is of satisfactory quality - may
not take into consideration lighting,
attire and/or background.
Points: 1
Excellent/Advanced
Answers all questions posed to the
fullest extent, answer concisely, and
cite other ideas when appropriate.
Posting clearly rehearsed and
organized.
Points: 2.5
Actively listens to the contributions
of others and adds to them;
contributions to discussion indicate
preparedness for the discussion and
a high degree of reflection about the
topics discussed; brings up relevant
questions to challenge thinking and
understanding; incorporates
information from assignments or
outside of course.
Points: 4-5
Exhibits fluent academic ASL skills
(grammar, production and
structure) and discourse skills
(including appropriate register,
opening, transitions between ideas,
and closing) as well as intonation
(e.g. poise). Overall language use
very appropriate for graduate level
discussions.
Video is of high quality - takes into
consideration lighting, attire and
background.
Points: 2.5

ASL Literature Critique Rubric

Poor
Summary Poor summary and too
short or too long.
Weight: 20% Points: 0-3
Analysis Lack of critical thinking
analysis, don’t have
specific strengths and
weaknesses, don’t have
examples to support
strengths and weaknesses.
Weight: 60% Points: 0-6
Evaluation Poor evaluation, doesn’t
explain why you like or
don’t like the work.
Weight: 20% Points: 0-3
Needs Work
Weak summary and
missed some important
information.
Points: 4-6
Weak critical thinking
analysis, few specific
strengths and weaknesses,
provides few examples to
support strengths and
weaknesses.
Points: 7-14
Weak evaluation, doesn’t
clearly explain why you
like or don’t like the work.
Points: 4-6
Acceptable
Good summary, but too
short or too long.
Points: 7-8
Good critical thinking
analysis, some specific
strengths and weaknesses,
provides some examples
to support strengths and
weaknesses.
Points: 15-22
Good evaluation, clear
explanation of why you
like or don’t like the work.
Points: 7-8
Excellent/Advanced
Excellent summary and
right length.
Points: 9-10
In depth critical thinking
analysis, excellent specific
strengths and weaknesses,
provides many examples
to support strengths and
weaknesses.
Points: 23-30
Excellent evaluation, very
detailed explanation of
why you like or don’t like
the work.
Points: 9-10
 Creative Signing 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.
Weight: 80% Points: 0-10 Points: 11-20 Points: 21-30 Points: 31-40
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: 20% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10

Poetry Lesson Rubric

Poor Needs Work Acceptable Excellent/Advanced
Analysis Lack of critical thinking Weak critical thinking Good critical thinking In depth critical thinking
analysis, don’t have analysis, few specific analysis, some specific analysis, excellent specific
specific strengths and strengths and weaknesses, strengths and weaknesses, strengths and weaknesses,
weaknesses, don’t 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: 20% Points: 0-5 Points: 6-10 Points: 11-15 Points: 16-20
Interpretation Lack of critical thinking Weak critical thinking Good critical thinking Deep critical thinking
interpretation; poor interpretation; weak interpretation; good interpretation; excellent
analysis on symbols and analysis on symbols and analysis on symbols and analysis on symbols and
metaphors. metaphors. metaphors. metaphors.
Weight: 20% Points: 0-5 Points: 6-10 Points: 11-15 Points: 16-20
Presentation Ineffective in delivering Somewhat effective in Effective in delivering the Highly effective in
the presentation delivering the presentation delivering a well-polished
demonstrating below presentation demonstrating good presentation. All group
average/poor demonstrating average communication skills. All members presented
communication skills. communication skills. group members presented equally. Preparation was
Lack of preparation was Some members presented and preparation was strongly evident.
evident. more than others. More evident for the most part.
preparation was needed.
Weight: 10% Points: 0-3 Points: 4-6 Points: 7-8 Points: 9-10
 ASL Literature Lesson Rubric
Poor
Analysis Lack of critical thinking
analysis, don’t have
specific strengths, don’t
have examples to support
strengths.
Weight: 70% Points: 0-25
Video Quality Video is of poor quality,
unedited and bad light.
There are no transitions
added or transitions are
used so frequently that
they detract from the
video. There are no
graphics.
Weight: 20% Points: 0-5
Language Provides little or no
evidence of a command of
grade-level conventions.
Errors throughout.
Weight: 10% Points: 0-3
Needs Work Acceptable Excellent/Advanced
Weak critical thinking Good critical thinking In depth critical thinking
analysis, few specific analysis, some specific analysis, excellent specific
strengths, provides few strengths, provides some strengths, provides many
examples to support examples to support examples to support
strengths. strengths. strengths.
Points: 26-40 Points: 41-55 Points: 56-70
Video is unedited and Video is edited and good Video is well edited and
basic light. A limited of light. A variety of perfect light. Video runs
transitions are used and transitions are used and smoothly from shot to
few transitions help tell most transitions help tell shot. A variety of
the story. Most of video the story. Most of video transitions are used to
has weak pacing and has good pacing and assist in communicating
timing. Graphics are used timing. Graphics are used the main idea. Shots and
basically. appropriately. scenes work well together.
Graphics explain and
reinforce key points in the
video.
Points: 6-10 Points: 11-15 Points: 16-20
Provides evidence of an Provides evidence of an Provides evidence of a
adequate command of adequate command of consistent and strong
grade-level conventions. A grade-level conventions. A command of grade-level
few errors. few errors. conventions. Error free.
Points: 4-6 Points: 7-8 Points: 9-10