ASL 1
"Anything But Silent" by Mark Drolsbaugh (Fourth Edition)
*******************************************************************
Due Date: Thursday, February 21
Part 1 (30 points)
*******************************************************************
Goals for the reading assignment:
a. To continue exploring Deaf culture and the Deaf community.
b. To develop an understanding and respect of why many culturally
Deaf people actually appreciate and love being deaf.
Preface: Anything But Silent “takes the reader on a journey into the rich
tapestry that comprises the Deaf community. Mark Drolsbaugh
demonstrates the many ways one can be deaf in the world and through his
use of humor, the reader is able to understand what it essentially means to
be a deaf person (Drolsbaugh).” As you answer each of the questions, it is
expected that you will take the time to honestly consider if and how your
own understandings and opinions about deafness have shifted.
Assignment: Some of the questions below ask for factual information
provided in the book. Other questions ask you to provide your own opinions or
perspectives about the content or episodes in the book. Please provide
succinct and concise responses to all your questions (in other words don’t
ramble, consider your words carefully and get to your point).
In-class discussion: During class we will discuss the book, your responses,
and any questions you might have. Your participation in the discussion is
considered to be part of the assignment.
For this Part 1, you will earn 30 points, 25 points for the written responses
and 5 points for participating in the class discussion.
Anything But Silent, Part 1 Questions
(Introduction to ASL: Not Guilty, pp. ix to 41)
Introduction: (2 points)
a. Why is this book attractive to many different people?
b. In what ways does this book help you, in terms of Deaf community and Deaf
culture?
c. What does this author hope for you from your reading this book?
Anything But Silent: (2 points)
The author says “nothing in the deaf world is silent”. Explain what this means and
give a couple of examples.
I Hate Cold Cuts: (2 points)
a. What kind of struggles did this author experience at the deli counter?
b. Can you think of a similar experience that a deaf person would have at a
different public place that you would consider a struggle? Give an example.
c. What would be a good solution in this situation?
We’ve Come a Long Way, But …: (3 points)
a. From reading this one article, what is the one main thing that comes to your
mind?
b. As a current ASL student, if you received an assignment to “advocate deaf
awareness” to your K-12 teachers, how would you do it?
c. Explain how PSE (Pidgin Sign English) differs from ASL.
d. What does “Deaf”, not “deaf” mean (capital D vs. lowercase d)?
e. Drolsbaugh asks, “What with many viewpoints of the hard of hearing, deaf,
culturally Deaf, late-deafened or hearing, how do we really understand deafness?”
List four examples Drolsbaugh gives as an answer.
Say What?: (3 points)
a. Define “prelingually deaf” and “postlingually deaf”.
b. What would be the most effective communication strategy between Deaf and
hearing people when ordering a burger at a fast food restaurant?
c. Imagine a prelingually deaf person who can speak fairly well (but remember s/he
has a deaf voice). If s/he decides to use his/her speech and verbally orders a
burger at McDonald’s, what would you predict on how effective this communication
would be? Why?
Martial Arts: The Door to “I Can”: (2 points)
a. Define the meaning of “but you can’t” mentality.
b. Other than taking up martial arts, how do you empower a deaf child or even
yourself? Give a few examples.
I Work With Problem Children…Or Do I?: (2 points)
a. Define “SEE” also known as Signing Exact English.
b. Imagine you are in a room with a television. This TV has no sounds at all and you
are required to watch this TV for an hour. Describe your experience in this
situation.
The Right to Know: (2 points)
a. Summarize what “The Right to Know” means from this chapter.
b. Have you encountered anyone and said something like “Oh, he said something
funny. I will tell you later”? And after reading this chapter, what are your
thoughts now?
An ASL Perspective: (2 points)
a. When you are evaluating someone Deaf, what are the skills you need to have in
order to do it accurately?
b. If someone evaluated you, I am sure you would want that person to have
experienced the same things you have, in order to understand you, but that is not
always possible. So what would you suggest the evaluator do?
ASL is a Bridge, Not a Barrier: (3 points)
a. How is signing “a bridge, not a barrier,” for the Deaf person?
b. Drolsbaugh can’t believe it when he hears, “hearing parents of deaf children will
lose their kids to Deaf culture.” Why is this not true?
c. For Deaf people who cannot speak or cannot sign, what is happening to them?
ASL: Not Guilty: (2 points)
a. ASL is not guilty of what?
b. Illiteracy in the deaf community is so widespread. What causes it?
c. How can the Deaf person’s illiteracy be improved?
d. Would a child acquiring two languages at the same time benefit anything? Why
or why not?