ASL 3200: Project 5 

For this project, I interpreted an elementary school science lesson on the respiratory, cardiac, and digestive systems. Notable areas of strength from this project are the representation of key vocabulary, the use of non-manual markers, and the use of processing time. These all correspond to official EIPA competencies under Romans I-F, III-E, and IV-E.

ASL 3200: Stephanie’s Ponytail 

For this assignment, I translated an elementary-school-level children's book called Stephanie's Ponytail. Throughout the video, I focused on the use of classifiers to represent different kinds of ponytails and on role-shifting between the different book characters.

ASL 4500: Deaf Literature and Film Poetry Recitation

This is a video of my poetry recitation project from Deaf Literature and Film. My poem is "On Valentine's Day,' by Vivienne Simmons. It tells the story of two people daydreaming about what their lives could look like as they talk to each other.

ASL 4020: Discourse Analysis Project: Sushi 

For this final project, I deconstruct and analyze eight discourse features from a short conversation in ASL. These features are attention-getting devices, genre, constructed action, non-manual markers, referencing expressions, eye-gaze, transition markers, and fingerspelling.

ASL 4010: ASL Linguistics presentation on videophones and VRS 

This PowerPoint presentation contains my analysis of an article on the ASL linguistic effects of videophones and VRS. The article I used hypothesizes about the potential effects of VRS interpreting and standardization in signs.

ASL 3150: Demand Control Schema Paper

For this paper, I analyze the demands and possible controls for an interpreter in a specific classroom based on an image I found myself. I have to address possible environmental, interpersonal, intrapersonal, and paralinguistic demands as well as possible solutions.

ASL 3150: The Importance of Deaf Student-Interpreter Relationships

For this paper, I analyze an article on the importance and effects of Deaf student-interpreter relationships. Key findings from the paper include a positive correlation between student-interpreter relationships and students' educational experience. Furthermore, this relationship can help teach a Deaf student to use interpreting services and provide them with the empowerment in adolescence that carries over into adulthood.