| | Searching Current Courses For Fall 2016 |
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Course: |
IPP 290
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Title: | Skill Perform-Working Interp |
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Long Title: | Skill Performance Assessment for Working Interpreters |
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Course Description: | Involves a detailed diagnostic assessment of student work for the purpose of identifying patterns of performance that need to be enhanced or improved towards the goal of more accurate and reliable interpretation from ASL to English and English to ASL. Students will be introduced to a system of discourse analysis intended to help interpreters achieve a greater degree of understanding of the meaning of various ASL and English texts. As well, students will learn a system of self-assessment and peer review and feedback. All students will engage in skill development activities related to semantic awareness and semantic equivalence as the foundation for continuing skill development related to additional patterns in the next two courses within the the strand of study. |
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Min Credit: | 3 |
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Max Credit: | |
STANDARD COMPETENCIES:
I. Review the results of a comprehensive diagnostic assessment in order to identify the patterns of performance in ASL to English and English to ASL interpretation that require improvement and/or remediation.
II. Learn and apply a system of discourse analysis that fosters an understanding of the linguistic, contextual, situational, sociocultural, and intertextual coherence factors of various ASL and English texts.
III. Learn and apply a system of self-assessment and peer review and feedback for the purpose of enhancing self-monitoring and peer collaboration during the process of interpreting.
IV. Examine the factors that impact semantic awareness related to ASL and English texts.
V. Generate translations of ASL and English texts for the purpose of preparing dynamically equivalent messages.
VI. Generate retellings and/or translations of several ASL and English texts.
VII. Determine a series of five interpreting and/or language competencies that need to be addressed and create a skill development plan for addressing each.
TOPICAL OUTLINE:
I. Diagnostic Assessment of ASL to English Skills
II. Diagnostic Assessment of English to ASL Skills
III. Interpreting the results of the Diagnostic Assessment Report
IV. Major Features in ASL to English Interpreting Work
V. Major Features in English to ASL Interpreting Work
VI. Time Lag and the Implications for Error Analysis in Interpreting
VII. Ten Step Discourse Analysis Process
VIII. Application of the Ten Step Discourse Analysis Process
IX. Content Mapping and the Application to Interpreting
X Application of Content Mapping to Text Analysis
XI. Self-Assessment and Peer Review and Feedback
XII. Translation Activities: ASL to English
XIII. Translation Activities: English to ASL
XIV. Application of Self-Assessment and Peer Review and Feedback
XV. Factors Impacting Semantic Awareness
XVI. Determining Semantic Equivalency as a part of the Interpreting Process
XVII. Skills Development Activities
XVIII. Creating a Skills Plan based on Diagnostic Assessment Data
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