Spring 2014 IPP 222 Kellie Stewart, M.Ed.

Faculty
Interpreting Skills Analysis Feedback Form

Student: Katie Bentley Date: 3/26/14

Lab Information: Live Assignment #2- Carolina Raptor Center

Student Goals: Minimum of 1 goal required

1. Keep composure throughout the interpretation and have a smooth recovery even if something
didnt go well

2. Attempt to use CL effectively whenever appropriate


English to ASL Interpreting:

Features Examples

Not Event to
Sometimes
Evident
Frequently
Evident (Patterns)
Effective
or
Ineffective

English
Comprehension
Understands
TL Meaning

0:18-0:23-TEASE NOT
BIG SCARY
0:55-1:03-different
sizes of owls like cats
and dogs
1:53-1:57-Great Horn
owls search for these
owls too
2:05-2:07-fully
camouflaged
2:13-2:16-very hard to
see at all





Effective ASL
Vocabulary -
Convey Meaning
Sign Choice;
Register;
Overall Msg.
Equivalence

2:05-2:07-fully
camouflaged
0:41-KIND
0:5-ADULT
1:17-LIKE (should
be SAME)
2:20-BEAR-IT

1:52-1:55-BIRDS P-R-
E-Y
1:56-ITSELF
2:26-GROUPS+++
2:31-2:34-U.S. ALL-
OVER
2:40-2:46-NORTH,
WEST (spatial
agreement)



Effective Use
of Space Mapping
Pronouns;
Constructed
Dialogue;

2:33-2:37-
(bodyshift) WEST
MANY RED TREE
(bodyshift) NORTH
BROWN TREE
6:06-6:10-US 7
BONES, (bodyshift)
GIRAFFE 7, INDEX
HAVE 14




Effective Use of
Classifiers
Accurate &
visual

3:35-owl sitting
straight up, tongue
out, etc.
1:46-1:48-swoop up
2:07-2:08/2:14-2:15-owl
sit in tree
3:36-3:38-fall out of



Spring 2014 IPP 222 Kellie Stewart, M.Ed. Faculty
tree
3:50-flap wings
4:09-4:27-skinning up
4:34-4:36-sitting in tree
while blowing in wind
5:18-eyes looking
around
5:33-move neck all the
way around
Effective Use of
ASL Grammar
O-S-V

0:45-0:49-MANY+
PEOPLE THINK
BABY NOT
0:58-1:01-ME
THINK OWL BIG
PEOPLE SAY
1:14-1:17-SMALL
OWLS EAT
DIFFERENT
1:30-1:32-SEARCH
SAME TIME
1:43-1:46-NOT
ONLY CALLED
BIRDS P-R-E-Y
6:41-6:44-BIRDS
SHOULD NOT-
HEAVY
2:16-2:19-GROUP++
2:30-2:35-DEPEND U.S.
ALL-OVER, WHERE?
3:00-3:03-SUPPOSE
YARD DIG
3:19-3:22-INDEX OWL
CL:2h bent-V swoop
up
4:41-4:43-FOOD
SEARCH FIND
5:35-5:38-OWLS
CL:fist move head
around, CANT
6:27-6:29-BIRD POOP
WILL
6:30-6:32-BIRD
POOP++ OFTEN
6:33-6:35-CAR WASH
HAVE
6:47- TEETH NOT-
HAVE





Effective Use of
ASL NMMs
Facial grammar

2:41-2:43-topic
comment
2:57-LOUD-eyebrows
up
4:40-WONDERFUL-
emphasis eyebrows
down
4:51-CHA- emphasis
eyebrows up sh mouth
5:01-SMALL- eyebrows
down pursed lips
6:15-ANY
QUESTIONS?
(eyebrows up)
6:30-6:32-BIRD
POOP++ OFTEN
(eyebrows up & puffed
cheeks)










Effective TL
Semantics
Effective
meaning

3:10-3:15-worm
screaming
3:16-3:20-drop the
worm
3:29-PLAY DEAD
4:09-AVOID
1:46-1:48-swoop up
2:07-2:08/2:14-2:15-owl
sit in tree
3:33-FAKE DEAD
3:36-3:38-fall out of
tree



Effectively
Conveyed Cultural
Meaning
American
Culture, Deaf
and/or Hearing
Culture

N/A in this
assignment

Spring 2014 IPP 222 Kellie Stewart, M.Ed. Faculty
Effective
Contextualization
Strategies
Expansions or
Contractions

5:40-5:56-270
DEGREES, NOT
360, 270 DEGREES
3:29-3:35-PLAY
DEAD LIKE DOG
1:04-1:10-different
sizes of owls




Effective Cohesion
& Prosody
Transitions;
Cohesion of
ideas; pacing
pausing

1:17-1:21- LIST-3
animal names
1:31-1:34-LIST-3
animal names
2:19-2:23-LIST-3
colors
2:55-3:17- LIST-3
strategies
5:15-
MEANS(transition)
6:02-
REASON(transition)
7:19-7:22-THINK
CUTE UP-UNTIL
HAPPEN





Effective
Fingerspelling
Clear; Fluid;
Necessary

0:33-0:39- H-E-R-M-E-S
0:40-0:43-E-A-S-T-E-R-
N S-C-R-E-E-C-H
1:25-1:27-G-R-E-A-T H-
O-R-N
1:44-P-R-E-Y
4:06-4:08- S-K-I-N-N-I-
N-G U-P
1:50-1:52- G-R-E-A-T
H-O-R-N
6:38-B-L-A-D-D-E-R






Effective
Processing/Dual
Taking
Processing
time;
adjustments,

6:00-6:06-REASON
HAVE TWICE..
6:30-6:35-BIRDS
POOP+++
6:40-6:44-BIRDS
SHOULD, NOT
HEAVY
6:54-6:57-BLADDER
DELETE
7:00-7:05-BIRDS
ALWAYS POOP
REASON





Composure; role Poise; control of
the process;
recovery;


Throughout


Overall Flow and
Fluidity of the
interpretation
Looks natural;
smooth

0:00-0:22-ME
TEASING NOT BIG
SCARY
0:35-0:50-kind of owl
Throughout



Appearance, dress Clothing,
grooming,


Throughout




Spring 2014 IPP 222 Kellie Stewart, M.Ed. Faculty
Demand-Control Analysis (Minimum of 3 demands Required)

Environmental:
1. Some of the terminology used to explain the owl, skinning up, camouflage, etc.
2. Sightline to the owl to reference when the presenter talked about something on the owls
body.
Intrapersonal:
1. Nervousness of the live assignment, began to calm down and get into the groove and time
was up to switch.
2. Other peers observing the interpretation.

Controls:
Pre-Assignment:
1. Research the birds of prey that were going to be discussed in the presentation.
2. Research ways to sign some of the terminology and concepts that may come up in
the presentation.
3. Consult with team interpreter to discuss how to try and most effectively work
together during the assignment.
Intra-Assignment:
1. Deep breathing right before my turn to switch and begin interpreting to calm my
nerves.
2. Refer to my team interpreter for feeds throughout the interpretation when I was
unsure of how to convey a concept.
3. Index/reference by pointing to the owl when it was being referred to.
4. Use of classifiers to attempt to explain specific concepts in ASL.

Post-Assignment-
1. Debrief from the assignment with other peers.
2. Research other, more effective ways to sign a concept in ASL.
3. Analyze and self-reflect on what aspects were interpreted effectively and what could
use improvement.

I felt for this assignment, that there were not as many demands as there normally are for me.
With the nature of this assignment and only one Deaf person present I felt that there were less
demands. What possibly could have been a paralinguistic issue was resolved at any time since the
other team interpreter, interpreting at the same time as me, was voicing for the consumer. This also
eliminated any sightline issues seeing as the consumer was not actively watching the interpretation that
I was providing. There were also no interpersonal demands for me since there was not much
interaction between the hearing and Deaf consumers and again if there was, the other interpreter was
handling it.
As far as the demands I listed, I felt these were really the only demands that presented
themselves during this assignment. One thing for me that I am slowly working out are my nerves. I
still tend to get nervous before live assignments that we do in class. For some reason they still cause
some nerves, where as at Co-Op I normally feel very relaxed. I am not sure, maybe it is because all of
my other peers are watching me as well. The main demand that I felt was an issue for me during this
assignment was how to convey some of the concepts that the presenter was talking about. This
interpretation required many classifiers to be used to accurately to convey the meaning of what the
Spring 2014 IPP 222 Kellie Stewart, M.Ed. Faculty
speaker was explaining. I felt that sometimes these were effectively convey but sometimes I do not
think I used the appropriate classifiers. There were also some concepts and terminology such as
camouflage that I just wasnt sure how to explain.