Consecutive Interpreting
ASL3350

Learning & Assignment Goals

Among other self-reflective assessments you’ll make this semester, based on expected learning outcomes, there are three main tactical categories of assignments:

• Language and interpretation production. Arguably, the most important technical task new interpreters can practice is the production of interpretation. The process of interpreting has to become familiar in order for it to improve and become more efficacious. So you’ll be doing lots of language. Lots.
1. In-class participation, presentations, and producing interpreting work. Interpreting necessitates 1) feeling comfortable in front of a group and 2) learning how to create equivalent renderings of topics. Participation in in-class interpreting assignments, exercises, and feedback sessions is, needless to say, mandatory.
2. Labs and exercises. This is a 3:3:1 course; in other words, you get three credits in exchange for three weekly hours of coursework and one hour of lab work. Our text, Patrie’s Effective Interpreting Series is formatted as a workbook, perfect for capturing language lab self- and dyad-paced efforts. From time to time, we may spend time in class working on one of a unit’s exercises, but you should plan to complete two exercises during your weekly lab time (you’re completing the third as a video portfolio entry). All lab assignments and due dates (we’ll be checking those in class) are identified on the class schedule in orange.
3. Creation of a video portfolio. One of the stresses of a large class is the lack of in-class individualized attention. This semester you’ll be producing interpretations (of the .3 lab in each chapter) and then posting them (with/for commentary) on the video sharing site of your choice. This exercise benefits in two ways: 1) you’re producing work and 2) you get helpful formative commentary on your work. Scary? Maybe. But super helpful. Did I mention you’re producing work? See the class schedule for posting dates identified in blue.

• Critical reading and thinking. An imperative skillset to be developing at this point in your career is becoming familiar with relevant literature, learning how to observe the interpreting environment, and then articulating those observations. You’ll have assignments that provide formative opportunities for these skills.
1. Unit readings. There are additional readings associated with each unit. This list may or may not change as we go through the semester; new and relevant articles are always being published. See the class schedule.
2. Group quizzes. We’ll be engaging in group quizzes (given in conjunction with the beginning of workbook units) to discuss our chapter readings. These quizzes are intended to 1) not only assess your understanding of concepts discussed in lectures, readings, and handouts but also 2) allow you to dialog with fellow students. See the class schedule.
3. Exam. That’s right: singular exam. There will be one performance (interpreted) exam—the final—given at the end of the semester. There’s only one of these, so unless there’s an exceptional reason, there is no makeup final exam. See the class schedule.
4. Congratulations, you’re going to be an author. As part of a collaborative class assignment and as an overall contribution to the literature on this topic, we’re going to create chapters of a wiki-based textbook on signed language-based consecutive interpreting. You’ll work in groups for this assignment, collecting research about and writing a chapter on your group’s topic. (We’ll decide about topics in class.) You’ll have a chance to present your chapter progress at midterm and your final chapter at the end of the semester. Check the class schedule for due dates.

• Community exposure. In order to become a contributing member of the professional community in which you’re about to join, you need to become familiar with...well, the professional community. You’ll have at least one opportunity (and more, if you like, for additional credit) to do that this semester.
1. Based on the criteria described at left under “Community Experience Projects,” post your experience(s) on Canvas. In your posting(s) discuss:
   • Your thoughts during this interaction with people in relation to the interpreting field. Be honest. Be detailed. Were you surprised at what you learned? Did your feelings about interpreting change during this assignment? How? Why? Explain.
   • Other people’s actions and reactions towards you and your reactions to their behavior.
   • Any new awareness and/or insight about interpreting in the community that you had not expected or thought of. Did you gain any new understanding as to the reasons for certain behaviors or cultural morés that Deaf people have? Explain.
   • Any anecdotes or descriptions of events that happened that seemed significant or helpful to your experience.

Self Evaluations

1. Student-teacher contract. Determine the parameters of a contract between you and the instructor that will help determine the evaluation and measurement of your in-class performance this semester. What grade do you want? Why? Thoughtfully include what requirements, stipulations, and conditions you’ll need to satisfy in order to warrant the grade you want to earn from this class. Additionally, explain what you feel the instructor can do/should do to enable your best performance. See the class schedule; this contract is worth ten points. Late submissions will not be accepted.
2. Midterm Evaluation. About halfway through the semester, it’ll be time for a kumbaya of sorts, let the instructor know how you’re doing— “great,” “bored,” “frustrated”: get it out. It’ll be anonymous of course, but it will help you and the instructor do any course correcting if needed. Watch the class schedule in October for this; this evaluation is worth an easy-peasy ten points. Late submissions will not be accepted.