Students’ Experiences While Learning American Sign Language
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Students’ Experiences While Learning American Sign Language
Topic: A COMPARISON IN STUDENTS’ EXPERIENCES WHILE LEARNING AMERICAN SIGN LANGUAGE THROUGH ONLINE AND IN-PERSON INSTRUCTION IN THE TWIN-CITIES
Paper details: This is the sample of one page paper I am seeking from the writer. I am currently looking for a university or college who is willing to accept me to ask their students to do the surveys/questionnaires for my dissertation. Currently I am looking for the school to be willing to sign the Research Cooperation Agreement (RCA) to allow me to collect the surveys from their students at the university.
This is the sample of what I am looking to have it written like this. Greetings ASL Interpreting and ASL educators, this is first round email to you. This is (my name) and I am doctoral student at the Saint Mary’s University of Minnesota. I am conducting a mixed-method study and I am inviting you to participate in this study. (This information I would like to change it to what fit my chapter 1-3).
A significant area of social justice that is part of the positive change we are seeing in our field includes pay equity. There is much published research regarding Deaf people and employment in the United States, with one of the most comprehensive and informative recently published by the National Deaf Center (Garberoglio et al., 2019). There have also been publications regarding the experiences of Deaf and hard-of-hearing faculty in higher education (Burke & Nicodemus, 2013; McDermid, 2009: Pine, 2012; Smith & Andrews, 2015).
A review of the literature resulted in a lack of data regarding wage ranges for educators of ASL and educators of ASL English interpreters. Anecdotally, there are stories of Deaf faculty members holding adjunct positions. In contrast, the permanent positions (contract and/or tenure-track) are held more by hearing faculty, which creates significant income disparity in our field. A wide range of pay has been shared incidentally that seems not necessarily to align with the cost of living, the rate of interpreter income in a given area, position requirements, expertise, four-year versus two-year institutions, and more.
To date, quantitative data has not been available. This lack of information may disempower pay negotiations. We desire to learn about your experiences! Criteria for participation in this study are identified as Deaf or hearing educators who work in a post-secondary setting and teach ASL English interpretation and/or ASL courses. If you are willing to participate, please use the link to fill out the consent and reply to the survey at: (survey inserted here). The survey is anticipated to last around 30 minutes. An informed consent form is attachlryed to the email for your record.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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Students’ Experiences While Learning American Sign Language
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