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Course Syllabus: LIN 105 Contrastive Analysis: ASL and English Fall 2019

Time and place: Tuesdays 1:15-3:45, Payson Smith 202 Instructor: Judy Shepard-Kegl Office: Science Building, Room 310 (A-Wing); also Deaf Space Room 410 Office Hours: Tuesdays, after class or by appointment Email: kegl@maine.edu Phone, VP, text: 207-400-0493 (text, phone); 207-766-7097 (VP)Department Phone: 207-780-4582 (Kelly Fitzgerald, Administrative Specialist)

PREREQUISITES none, ASL 101 recommended, but not required

REQUIRED TEXTS None. Videos and digitized articles will be made available on Blackboard.

RECOMMENDED TEXTS (not required and available at the lab): Baker, C., & Cokely, D. 1980 [and subsequent editions] American Sign Language: A Teacher's Resource Text on Grammar and Culture. Washington, DC: Gallaudet University Press.

Lucas, C., & Valli, C. 1995. Linguistics of American Sign Language: An Introduction. Washington, DC: Gallaudet University Press.

Fromkin, V., & Rodman, R. 2010. An Introduction to Language (for linguistics). Belmont, CA: Wadsworth Publishing Company. [first edition 1974]

Note: Old editions of these books are fine and go for $2.50 and up. The latest editions run over $60.

Numerous recommended but optional digital articles and dissertations will also be made available with each module. These are not required but may enhance your experience in this course. Your best bet is to bring your lunch and hang out in the linguistics library at 305 Science Building Wing A and just root around going where your interest leads you. Everything you could want is there, including lots of interesting people to talk to about it. Want to sign about it? Pick a book or tape and go up to the Deaf Space 410 Science Building Wing A. We’re waiting for you.

COURSE DESCRIPTION This course does not presume knowledge of ASL. In fact, you could potentially take this course without taking ASL 101 or any linguistics. Most people in the class will have taken or will be in at least ASL 101 and perhaps higher. This class also does not presume prior knowledge of linguistics. While this class will give you an edge when you take concurrent or subsequent ASL or linguistic classes, you will not be at a disadvantage here entering without this prior experience. The idea in this course is to compare and contrast the grammars of two very different languages--one in the spoken/auditory modalities and the other in the visual/gestural modalities. These two languages while very different are also very much the same. They are dialects of the same language--The Human Language. Don’t be fooled. Even though we will not learn massive amounts of ASL vocabulary in this class, we will explore many interesting grammar issues in depth. You will be surprised at what you can do with just a handful of vocabulary, but a buttload of grammar.

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TECHNOLOGY CONSIDERATIONS 1. This course is web-based on Blackboard--login at bb.courses.maine.edu or from the USM webpage 2. This course requires frequent and dependable access to high speed internet. 3. Students should check university email accounts daily to make sure they have updated information. 4. Students should have access to video recording/viewing equipment and be prepared to submit some

assignments via YouTube accounts. These videos should be marked ‘unlisted’, not ‘private’. In most cases, a good smartphone will serve you fine, but there are cameras available in the ASL lab.

COURSE OBJECTIVES Upon completion of this course, students will be able to:

• understand parts of speech (noun, verb, adjective, preposition, adverb, etc.) and levels of linguistic analysis (phonetics, phonology, morphology, syntax, semantics, and discourse)

• recognize that American Sign Language and English are distinct languages with differing grammars.

• identify and discuss eight (8) areas in which ASL and English are different: o figure/ground constructions o classifiers and size and shape specifiers o determiner phrases and possessive constructions o verb agreement o direct and indirect address o phonetics and phonology o relative clauses o questions

• recognize the importance of non-manual features (face, posture, gaze) in signed languages • distinguish object classifiers, handling classifiers, and size and shape specifiers • explain how eyegaze and head tilt serve as agreement markers in ASL • engage in critical thinking about grammatical characteristics of ASL and English

COURSE POLICIES

1. Visual Attention to the instructor and to one's peers is essential in this class. � No texting during class. Please keep your phone put away, not face up on your desk. If you must make a

call or text, leave the room. � No side conversations during class—spoken or signed. Signing, while quiet, is like yelling while your

instructor is teaching. � Please don't be working on your laptop. � Please attend to your peers when they are asking questions or presenting in class. They are as much

a source of learning as the instructor is. Trust me on this, it is important. 2. Homework assignments must be submitted on time and in the proper format.

� Assignments handed in after the due date will not be accepted. Many times your homework serves as the basis for the next class. Classes refer to and build upon homework assignments. Late submission of homework will not be an accommodation. I will give students homework in advance to allow for extra time.

3. Attendance is required. � Attendance at the midterm and pamphlet presentations is mandatory. If you have an accommodation that

allows you to take the midterm in a quiet location, let me know and I will make the materials available through DSC.

� Please email ahead of time when you will be absent. Homework must still be submitted by the deadline to be accepted. No exceptions. Don’t miss class because you didn’t do your homework. That will only compound things.

� Much of the material is given in class presentations; a missed class is not easy to make up. An additional assignment will be given to make up for a missed class, usually an article to read and review. It is easier to show up for a class than to make one up.

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� Students are welcome to office hours to go over class material and work on their projects; however, the instructor will not re-teach the class in office hours if a student is absent.

Grading

Your grade will be calculated as follows:

• ATTENDANCE This class requires regular attendance. The majority of information is transmitted through the lectures and in-class activities. Given that this is a once a week class, missing more than two classes could seriously jeopardize your ability to pass this class.

• ASSIGNMENTS

Class attendance and participation in Blackboard Discussions......................................... 12% Introduction posted with picture 3% Figure Ground Assignment (#1) [easy points don’t blow it off]...9/6............................... 5% Classifier Assignment (#2)....9/11.......................................................................................... 15%

Midterm ..................................................................................................................................... 20%

Midterm Revision. (Can raised your midterm grade, potentially to 10; 15 if you originally got ≥10)….. Who Am I Problem (#3)........................................................................................................... 20% Pamphlet (15), draft (5) and Presentation (5)............................................................................25% DOG CHASE CAT COME HOME problem (#4)................................................................. 15% Lack of Attendance at any pamphlet presentations -5% Total............................................................................................................................................... 115%* *Note: While you can earn up to 115 points, your grade is based on 100 points, provided you do all assignments and tests. So, you have some wiggle room.

GRADING PROCEDURES AND CLASS SCHEDULE

1. GRADE DISTRIBUTION AND COMPUTATION: I will use the following grading scale in this course: A 91-100% B 81-90% C 70-80% D 61-69% F <61% [repeat course]

Week Learning Activities

Module 1: PART 1: Starting Your Course; Figure & Ground Week 1: 9/3 [3]

This week is both content and course orientation: 1. Please explore and familiarize yourself with Blackboard. 2. Make a bookmark on your toolbar for Blackboard.

Deliverable 3 points (due Friday)

3. Use USM resources to assure that you can: —enter Blackboard and find your course —find the first module entitled "Starting this course" —post a written introduction [POST in DISCUSSIONS with a picture] by

Friday 4. Read and review the materials in MODULE 1: Figure and Ground 5. Figure/Ground Assignment [POST to your ASSIGNMENT 1] 6. Look over the Introduction to MODULE 2: Object Classifiers, Handling

Classifiers, and SASSs for next week Note: Some students blow off these first assignments thinking it doesn't matter. While this first Assignment is pretty easy, blowing it off will lose you an easy (3) points you may regret losing later on in the course. Late submissions will not be accepted. 10 points can make the difference between an A and a B or a B and a C, etc.

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Module 2: Ground and Figure Week 2: 9/10 [8]

What are Figure and Ground? 1. Exploration of Figure and Ground in ASL 2. Post your Figure/Ground Assignment on Blackboard and bring a copy

with you to class next week to refer to (it can be on laptop, pad or phone)

3. Read the materials in MODULE 2: CLASSIFIERS & SASSs for next week 4. View the video “Star Spangled Banner” on your own or with others before

class and see if you can find examples of Figure & Ground, Classifiers, and SASSs

Deliverable 5 points (due before class)

Module 3: Identifying Object Classifiers and Handling Classifiers Week 3: 9/17

1. In-class activity showing differences between object classifiers, handling classifiers, and SASSs. Bring something that is hard to describe in words.

2. Pamphlet topics handed out. Please start exploring your topic now. The ASL lab is a good place to start.

3. Assignment 2: Classifiers &SASSs handed out. 4. View the Video Star Spangled Banner by MJ Herrema Olson in class. See if you

can recognize the signs that go with the song. Can you find classifiers? 5. Read and review the materials on classifiers and SASSs

Module 4: Review of Classifiers; Identifying SASSs Week 4: 9/24

What does a SASS look like in English? Bring in candidates for SASSs in English. 1. Assignment 2: Classifiers handed out. Start working on it. 2. Re-view The Star Spangled Banner. Identify CLs and HCLs. On your worksheet. 3. Read the PowerPoint “The Linguistics of SASSs in English and ASL”

Module 5: The Linguistics of Classifiers and SASSs in English and ASL Week 5: 10/1

1. Read and Review the PowerPoint “The Linguistics of Classifiers and SASSs in English and ASL” 2. Work on Assignment 2. Identify SASSs. 3. Come and see me if you are struggling on Assignment #2.

Module 6: Who am I? Week 6:

10/8 [23]

1. Assignment #2: Classifiers & SASSs is due today. Post your analysis of classifiers under ASSIGNMENTS before class and bring a copy of your work with you. 2. Study the topics that were posted on Blackboard for the Midterm. 3. Assignment 3: Who am I? Problem will posted. 4. Review for the Midterm.

Deliverable 15 points Assignment #2 Classifiers/SSB (due before class)

10/15 Fall Break NO CLASS

Module 7: MIDTERM Week 7: 10/22 [43]

1. Midterm (in class)-one hour at beginning of class. 2. Optional revision of Assignment 2 due before class. 3. Assignment #3 Who Am I? will be introduced. 4. Assignment 4: DOG CHASE CAT COME HOME problem will be

handed introduced and sentence assignments will be given out. 5. Read the Intro to PowerPoint “What's the Point?”

Deliverable Midterm 20 points (in class) Possible points from Assignment 2 revision

Module 8: What's the Point? Week 8:

Oct. 29 1. What's the Point? 2. Note the verb, determiner, pronoun, and adverb agreement in the Who

Am I? Problem 3. Bring your face and your Homework #4 sentence every week from now on. 4. Note the verb agreement in your DOG CHASE CAT COME HOME.

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Module 9: Non-manuals in ASL; Questions and Conditionals

Week 9: 11/5

1. Bring your face and your Homework #4 sentence. 2. The structure of WH- and yes/no questions (facial spreading) 3. Conditional sentences in ASL 4. Note possible questions and conditional in your DOG CHASE CAT COME HOME

Module 10: Relative Clauses Week 10: 11/12 [48]

1. What is a relative clause? 2. ASL signers have headless relatives 3. Bring your face and your sentence from Assignment 4. 4. Read the materials in the PowerPoint “Roleshift and Role 5. Under ASSIGNMENTS submit your primary reference(s) for your pamphlet;

a rough draft of your pamphlet indicating the focus of each panel and one relevant example in English and ASL.

Deliverable Pamphlet reference and draft (due before class)

Module 12: Direct Quotation and Direct Action in ASL Due/Do by Week 12: 11/19

You will now have all the pieces you need to complete Assignments 3 and 4. 1. Roleshift and Role Prominence in ASL 2. Note the Roleshift in the Who Am I? Problem 3. Bring your face and your sentence to class. We will work on people's sentences.

Bring your phone or camera. Maybe you will get done. 4. All pamphlets must be posted to Pamphlet Assignment before noon today. 5. Work on Who Am I? Assignment #3 finish up. 6. DOG CHASE CAT COME HOME #4 finish up.

Module 13: Putting all the pieces together and feeling like Mr. Bean Due/Do by Week 13: 11/26 [68]

1. Videos of an 8th and 9th generation ASL signers doing sentences from Assignment #3.

2. Who Am I? Assignment 3 due today before class. 3. If required, revise your pamphlet for submission at presentation session.

Deliverable Assignment #3 (20 points)

Module 14: Pamphlet Distribution and Presentation Week 14:

12/3 [98]

1. DOG CHASE CAT COME HOME problem due before class today. Post video link and transcription of your sentence and link to you signing it on YouTube under Assignment 4. If you present today, you may have an extension until next week if needed.

2. Distribution of all final revised pamphlets the class will happen today for everyone. Make 30 copies of your pamphlet and distribute them at the beginning of class TODAY. (They can be grayscale, but bring one color copy for me.) They must be trifold with 6 panels.

3. Half of you present a short timed elevator speech on your pamphlet topic today: 3 minutes + 1 question. The other half will present next week.

Deliverable Assignment #4 (15 points) Pamphlet (15 points)

Module 15: Remaining Pamphlet Presentations Week 15:

12/10 [103]

1. Distribution of all final revised pamphlets to members of the class will be 12/3 (last week).

2. The remaining short presentations on pamphlet content will take the form of a timed elevator speech: 3 minutes + 1 question.

Deliverable Pamphlet

Presentation 12/3 or 12/10

(5 points) Module 15: EXAM WEEK: We will meet this week only if we have more than one snow day.

Week 15: 12/18 [115]

I am not currently planning on a final exam for this course. However, if we lose more than one day to snow, or if we lose week 14 or 15 for presentations, then we will use this as a make-up day. We do live in Maine after all, so please plan to be here.

Deliverable Attendance & Participation for semester (12 points)

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At any point in the semester, if you encounter difficulty with the course or feel that you could be performing at a higher level, consult with me. Students experience difficulty in courses for a variety of reasons. The following are resources on campus for students, including even some departmental, course-specific options for tutoring. Please don’t wait. Something that doesn’t always come to light via DSC but has popped up before is color blindness. If you have a vision issue that may be complicated by the colors that I use on slides, please let me know and we can work on a solution. Below are some of the many resources the University offers you.

ACADEMIC SUPPORT For writing skills or time management, you can make an appointment to see a student tutor at the Learning Commons located in both the Portland and Gorham libraries. For more information, visit http://www.usm.maine.edu/learningcommons. The Writing Center at LAC is also available to all USM students and is a great option for students living in the greater Lewiston/Auburn area. For more information, please visit http://usm.maine.edu/writingcenter. The Writing Center is not just a place to go if you are having problems. Meeting with people about your writing should become a habit for anyone in academics. So take advantage of this resource.

DISABILITY ACCOMMODATIONS The university is committed to providing students with documented disabilities equal access to all university programs and services. If you think you have a disability and would like to request accommodations, you must register with the Disability Services Center. Timely notification is essential. The Disability Services Center can be reached by calling 207- 780-4706 or by email dsc-usm@maine.edu. If you have already received a faculty accommodation letter from the Disability Services Center, please provide me with that information as soon as possible. Accommodations will not be made retroactively. Please make a private appointment so that we can review your accommodations and plan ahead. COUNSELING Counseling is available at USM. The best way to schedule an appointment is to email usm.health@maine.edu. More information is available at https://usm.maine.edu/uhcs. TITLE IX The University of Southern Maine is committed to making our campuses safer places for students. Because of this commitment, and our federal obligations, faculty and other employees are considered mandated reporters when it comes to experiences of interpersonal violence (sexual assault, sexual harassment, dating or domestic violence, and stalking). Disclosures of interpersonal violence must be passed along to the University’s Deputy Title IX Coordinator who can help provide support and academic remedies for students who have been impacted. More information can be found online at http://usm.maine.edu/campus-safety-project or by contacting Sarah E. Holmes at usm.TitleIX@maine.edu or 207-780-5767. If students want to speak with someone confidentially, the following resources are available on and off campus: University Counseling Services (207-780-4050); 24 Hour Sexual Assault Hotline (1-800-871-7741); 24 Hour Domestic Violence Hotline (1-866-834-4357).

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