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Name:
Submission
Date:
Hilda A Pettit
12/6/2013
Organization: Vacca Office of Student Services
Course Catalog Update
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Course Catalog Update Information:
STU0004
Reference Number: CCU005826
Date: 12-JUL-13
Level: 2.00 of 2.00
Currently On The Worklist Of: Joanne Arhar, jarhar
Owner: Office of Curriculum Services, 330-672-8558 or 330-672-8559, curriculum@kent.edu
Basic Course Data
Change type: Revise
Faculty member submitting this proposal: Kathy Geething
Requested Effective Term: 201480
Campus: Kent
College: EH-Education, Health and Human Services
Department: LDES-Lifespan Development and Educational Sciences
Course Subject: SPED-Special Education
New Course Subject:
Course Number: 43110
New Course Number:
Course Title: DISCOURSE ANALYSIS FOR INTERPRETERS
Title Abbreviation: DISCOURSE ANALYSIS FOR INTERP
Slash Course and Cross-list Information: SPED 43110 + SPED 53110
Credit Hours
Minimum Credit/Maximum Credit: 3 to 3
Contact Hours: Lecture - Minimum Hours/Maximum Hours: 3 to 3
Contact Hours: Lab - Minimum Hours/Maximum Hours:
Contact Hours: Other - Minimum Hours/Maximum Hours:
Attributes
Is this course part of the LER, WIC or Diversity requirements: No
If yes, course attributes: 1.
2.
3.
Can this course be repeated for credit: No
Repeat
Course Limit:
Course Level: Undergraduate
Grade Rule: B-Standard letter
OR Maximum Hours:
Rationale for an IP grade request for this course (if applicable):
Schedule Type(s): 1. LEC-Lecture 2.
3.
Credit by Exam: N-Credit by exam-not approved
Prerequisites & Descriptions
Current Prerequisite/Corequisite/Catalog Description: Spoken English and American Sign Language usage are studied
as they appear in conversational, situational and interpreted contexts. Analysis of discourse and self-analysis of classroom
discourse are targeted. Prerequisite: SPED 43100 and SPED 43102 and SPED 43106 and SPED 43107.
Catalog Description (edited): This course will explore the field of discourse analysis and its relation to the work of an
interpreter. Students will complete the course with an understanding of terminology specific to discourse analysis, a better
understanding of one’s own discourse style, and a better idea of how English and ASL use various discourse features. These
features include the following: Turn-taking, Conversational Repair- false starts, Discourse Markers, Constructing Dialogue &
Action, Cohesion, Rhythm, Rhyme, & Repetition.
Prerequisites (edited): ASL 39201; and SPED 43100; and SPED 43102; and SPED 43106; and SPED 43107
Corequisites (edited): SPED 43103
Registration is by special approval only: No
Content Information
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Content Outline:
Content Hours
per Course
Topic
6
3
6
3
3
3
3
3
3
3
3
3
3
Topic Description
English grammar (academic English;
punctuation; pronunciation; passive
structures; meta-linguistics awareness;
reading, writing, speaking and
listening)
The field of discourse analysis;
approaches to discourse analysis
(speech act theory; interactional
sociolinguistics; ethnography of
communication; pragmatics;
conversational analysis; variation
analysis); contributors
Hymes’ SPEAKING Model (Setting;
Participants; Ends; Act sequence;
Keys; Instrumentalities; Norms;
Genre)
Callow’s types of discourse (Narrative,
Procedural, Hortatory, Explanatory,
Argumentative, Conversational)
Discourse markers (English and ASL)
Rhythm (ABC stories), rhyme
(assonance, alliteration,
onomatopoeia; poetry; handshape;
movement path, location, and nonmanual rhyme) and repetition
(emphasis)
Constructed action and constructed
dialogue blends (previous terms)
False starts and repair (self-initiated,
self-completed, other initiated, other
completed, word search repair); space
and eye gaze use
Goffman’s system restraints (channel
open close signals; back-channeling
signals; turnover signals; acoustically
adequate and interpretable messages;
bracket signals; non-participant
constraints; preempt signals; Gricean
norms for communication)
Baker’s regulators (initiation,
continuation, shift, termination); rests
(full, half, quarter)
Roy’s turn-taking information (overlaps
vs. interruptions; ways to handling;
collaborative floor)
Tannen’s gender information
(boastfulness; politeness
powerlessness; tag questions; silence;
apologizing)
Halliday and Hassan’s cohesion
information (Lexical Cohesion;
Reference; Substitution; Ellipsis;
Conjunction)
Display/Hide Delimited Course Outline
Total Contact Hours: 45
Textbook(s) used in this course: Assigned journal articles on ERES.
Writing Expectations: Three research papers and additional smaller assignments that necessitate the use of academic
English. Grad students also have vocabulary quizzes.
Instructor(s) expected to teach: Staff
Instructor(s) contributing to content: Pam Luft
Proposal Summary
Explain the purpose for this proposal:
https://workflow.kent.edu/ccu/approve.aspx
12/6/2013
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The purpose of this revision is to update the course content, course description, pre-corequisites, writing expectations,
textbook, and instructor information in order to formalize the course sequence and keep the course current with the field.
The goal of this course is to compare and contrast English and American Sign Language and recognize how communicative
goals are accomplished in each language. The readings enforce the features of ASL discourse and allow the students to
recognize tacit differences between the two languages, as opposed to learning them unconsciously or anecdotally. 1) Be
familiar with the features of American Sign Language discourse. These features consist of turn-taking, conversational repair
and false starts; discourse markers; cohesion; constructed action and dialogue; and rhythm, rhyme, and repetition. 2)
Recognize researchers in the field of discourse analysis. They will know what contributions individuals made. 3)
Demonstrate college level research and writing skills. Students need to be able to read scholarly articles and synthesize
information from them. In this course, students will read for content and participate in class discussions and application
assignments. Additionally, students will read for content in order to share their findings with classmates. They will construct
a timeline that consists of important researchers in the field of discourse analysis. They will do a cohesion project which
entails voicing a sample and finding cohesive features and discourse markers. 4) Students will analyze discourse samples in
American Sign Language and English and recognize where these features occur. They will incorporate these also into their
signing and interpreting in order to become more native-like.
Explain how this proposal affects program requirements and students in your unit:
No effect.
Explain how this proposal affects courses, program requirements and student in other units:
No effect.
Explain how this proposal affects enrollment and staffing:
No effect.
Units consulted (other departments, programs or campuses affected by the proposal):
None.
Revisions made to form (if applicable):
Course Content
Number
Credit by Exam
Prerequisites
Credit Hours
Schedule Type
Cross-Listed / Slash
Subject
Description
Title
Diversity
Title Abbreviation
Grade Rule
Writing-Intensive (WIC)
Liberal Education Requirement (LER)
Other
Comments (500 Character Maximum):
NOTE: Please do not use the following restricted characters: (~ * / \ --)
Approve
Comments:
Date
User
12/5/2013 Susan M
Augustine
Return To Initiator
Return To Prior Approver
Deny
Comment
Other Revisions: writing expectations, textbook
and instructor information.
History:
Date
User
Status
12/5/2013 Susan M Augustine Approved
7/29/2013 Stacey M Dickman Submitted
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12/6/2013
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12/6/2013