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Camille Cox

May 13, 2018

Diagnostic: Week Two

Pre-Interpreting

Obviously having seen and heard this stimulus previously I was pretty well prepared to deal with its content. I did, however,

take the time to try and review my peers videos for more strategies to use in my own interpretation, review their comments to each

other, and review their comments about my own video. I feel this was exceedingly helpful to me, as my peers have the experience to

render this subject much more understandable. I was able to see some very effective strategies and incorporate those ideas into my

own interpretation.

How effective was the interpretation? What could have been more effective?

Overall, though this interpretation was much improved from my last attempt, it was only partially effective. However, I believe

I was able to incorporate many of my peer’s comments, even though I still stumbled in some of the same areas they had pointed out

previously. Frank Peralez pointed out some patterns in my work (fingerspelling on my non-dominant side, a tendency to use the space

on my non-dominant side, repetition of certain signs unnecessarily) that I was partially successful in reducing. I still noticed myself

wanting to use my non-dominant side for several concepts and had to deliberately think about my use of space. I believe keeping in

mind my peers’ comments, the strategies I had decided to try to adapt to my video from my peers’ videos, and remembering the

content of the video (and not getting ahead of the speaker), played a large role in the times that I stumbled or hesitated. I also started to
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second-guess some of the decisions I had made and thinking of better ways to interpret the message as I was in the process of

conveying it. Eventually, after I had started and stopped recording myself several times I decided I just had to try my very best to

incorporate and keep everything I wanted to do in mind and go ahead with my interpretation. The more I perseverated on all the ways

I wanted to change my interpretation, the less I was able to actually focus on conveying the speaker’s words.

My use of space, facial expressions, listing, processing time, and many other aspects of the message were improved on this

rendition of the source message, though not enough to render the message as faithfully as I should have. In particular, I felt that I

could make my processing time even longer at times in order to properly structure the message. However, that eventually became a

detriment to my practice, as I allowed large chunks of the message to pass me by while I only interpreted the bare minimum of those

areas and moved on to catch up. If I had tried to be more flexible with my processing time, increasing and decreasing in a balanced

manner instead of only increasing, I could have presented a clearer message.

Transcript and Taylor Miscues

Starting from the beginning of the video to five minutes in.

HELLO LONG-TIME-AGO WORLD HISTORY WELCOME THIS FS: flipped CLASSROOM DIFFERENT

Hi, Ancient World History, and welcome to our flipped classroom, welcome to the first lesson that we’re going to have on Ancient

World History.

Accurate
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1. Fingerspelling was accurate and clear.

42. Meaning is conveyed.

Miscues
50a. Does not use clear referents. Did not keep eye-contact with the area I was placing ancient history so it seems as though I
am saying hello to the audience and starting at random.
47a. Errors are ignored and left without corrections.

10 sec
Topic marker
UNDERSTAND THIS FIRST LESSON FOR LONG-TIME-AGO WORLD HISTORY

Puffed cheeks
THIS CLASS WILL DISCUSS START WORLD HISTORY CL: left hand palm in near right shoulder, left palm in touches back of

right hand and moves out “range of time”

RH
Right hand points at edge of range WHAT CL: 2h make a ball, right hand hovers over left hand side of ball WEST FS: hemisphere

PEOPLE SEARCH CL: left hand palm in near right shoulder, left palm in touches back of right hand and moves out “range of time”

THIS CLASS

We’re going to go from the beginning of recorded history, the beginning of empires, the beginning of civilizations, all the way through

exploration of the Western Hemisphere. And we’re going to start off looking at the advancement of the world, the advancement of

civilization, of technology, of language, of trade and we’re going to start looking at these ancient river civilizations.
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Accurate
1. Fingerspelling was accurate and clear.
42. Overall meaning is conveyed.
44. The speaker’s intent is partially realized.

Miscues
42b. Omissions. Many details are not retained.
48a. Errors increase with time and speed.

35 sec
Topic
BUT TODAY WILL ANALYZE (near the right shoulder) LONG-TIME-AGO COMMUNITY FS: civilization UNDERSTAND right

hand points to the right and behind WILL FOCUS WHAT List hand 1of1: INDIA, 2of2: CHINA, 3of3: MIDDLE EAST

FIRST SPECIFIC PLACE FS: Mesopotamia I SIGN M hand goes in a clockwise circle palm facing down AREA

Hands down, topic marker, mouth: ‘this’ RH

Right hand points to the right and behind SHOWS SPECIFIC EMPHASIS QUESTION WHAT FOR POWERPOINT SEE Right hand

points right and behind List Hand 1of1: WHAT CIVILIZATION SET-UP WHY List Hand 2of2 SET-UP CIVILZATIONS

CONTINUE++ HOW 3of3: THESE CIVILIZATIONS NEED WHAT

And you can see on this map here we’re going to be centering around India, China, and the Middle East. and the first

civilizations we’re going to be looking at take place in that orange section but you can see in the background and that is the

area of Mesopotamia. So let’s get started now in every PowerPoint you’re going to see we’re going to have some questions

some essential questions, the things that we are really going to focus on learning through this PowerPoint. And the essential
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questions for this PowerPoint are, why does civilization arise, how does it endure, and what factors are necessary for it to

really advanced and flourish. So let’s take a look at answering those questions while looking at Mesopotamia.

Accurate
1. Fingerspelling was accurate and clear.

Miscues
19b. Movement of a sign is inaccurate. FOCUS looks like WELCOME
42b. Omissions. Many details are not retained.
20a. Limited vocabulary.
20b. ASL vocabulary is repetitive. Frequent use of the sign SET-UP
36c. Statement structure is incomplete.

1:21
Hands down, topic marker RH
NOW MESOPOTAMIA LOOK ANALYZE THIS UNDERSTAND WHERE NEAR RIVER (on the right) FS: Euphrates RIVER (on

the left) FS: Tigress AND OCEAN Right hand shows area on right FS: Mediterranean

Now Mesopotamia is a section of the Middle East around the Tigris and Euphrates river and also along the border of the
Mediterranean Sea.

Accurate
Though the formation of the Mediterranean was inaccurate the placement of the two rivers was accurate.

Miscues
24c. Shows location of objects inaccurately. Shows Mediterranean vertically instead of horizontally.
29a. Spatial relationships are inaccurate. Shows Mediterranean in wrong area.
1a. Words are fingerspelled inaccurately. The second ‘s’ in Tigress is left out.

1:31
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THAT AREA CL: right hand index and thumb form a horizontal crescent in the are between the rivers CALLED FS: fr… fertile

crescent THAT MEANS FOOD PLENTIFUL AREA

UNDERSTAND FOR CIVILIZATION SET-UP NEED (right hand points) FOOD REQUIRED IF FOOD NONE MEANS

CIVILIZATION DISSOLVE REQUIRE FOOD

THAT AREA FS: fertile crescent SET-UP CIVILIZATION

And what you’re looking at right now is referred to commonly as the Fertile Crescent, because thousands of years ago this was

a plentiful area for food particularly wheat and barley. And one thing that’s very important that we’re going to learn about

civilization is, for civilization to arise you have to have a great food source that could be corn, or yams, or wheat, or barley, or

rice,. And if you don’t have a very strong food source that can give you a lot of energy and protein, civilization won’t endure

because they don’t have the proper food sources.

Accurate
Other than one fingerspelled word, every other word is fingerspelled accurately.

Miscues
1a. Words are fingerspelled inaccurately. Fertile is spelled with an ‘f’ and an ‘r’ and then corrected.
48a. Errors increase with time and speed.
42b. Omissions. Many details are not retained.
54b. There is a pause in the flow of the interpretation.
44c. Interpretation is inaccurately expressive. There is too much emphasis placed on certain concepts.
20b. Vocabulary is repetitive. Overuse of the sign FOOD.

2:07
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UNDERSTAND THAT CL: 2h bent show “flat” MOUNTAINS NONE CL: 2h bent show “flat” MEAN TREE, METAL, ROCK

NOT LOTS SO PEOPLE MESOPOTAMIA LIVE THERE DO-DO WITHOUT METAL, WOOD, List hand: gesture to all five

fingers

So in the Fertile Crescent we have the Sumerians. Now the Fertile Crescent it’s self is very, very flat and it doesn’t have natural

resources in the way of building materials. And we’re going to find out what the people of Mesopotamia did to grow their

civilization and overcome that.

Accurate
Visual descriptions are accurate.

Miscues
48a. Errors increase with time and speed.
42b. Omissions. Many details are not retained.
3a. Words are omitted. Sumerians are not mentioned in the interpretation.
43a. There is an overuse of English structure.
36c. Structure is incomplete. The rhetorical question at the end is not answered.

2:24
RH
UNDERSTAND THAT AREA CIVILIZATION SET-UP WHY RIVER (on the right) CL: left hand anchors with palm out, right

hand fingers flutter up and down left hand anchor “dirt on riverbank” DIRT WATER LEAVE CL: right hand shows water flowing

down LEAVE+ DIRTY DIRT FS: silit

UNDERSTAND WOW CAN’T PREDICT BUT FS: silt IMPORTANT

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IF … HAVE THAT WATER CL: 2h palms down both hands move up “flooding” (on the right) WATER CL: 2h palms down both

hands move up “flooding” (on the left) CL: 2h one from each ‘flood’ come together in the middle DESTROY PLANTS BUT

FARMER Right hand points to the right THEY CAN LEARN CONTROL HOW FS: irrigation THAT MEANS RIVER (on the right)

CL: left hand index and thumb delineates a trough, right hand claws scoop something out of the trough WATER CL: right hand

flutters down the trough ‘water flowing’ Right hand points at left hand FARM LAND CONTROL THAT

THAT GROW THINGS

These civilizations of Mesopotamia are going to be around the Tigris and Euphrates rivers and the reason why we’re going to

see the civilizations arise, especially around these river areas, is because of silt. I cannot emphasize how important this silt is.

This is new soil that has been deposited along riverbanks that’s really good for farming. Now when civilizations learn to

control this, because the Tigris and Euphrates were very unpredictable with flooding and depositing this new silt, and so it’s

very difficult to farm until you can use irrigation. And again irrigation is basically digging ditches and trenches that lead water

away from a stream or river, and into farming territory. And this is going to control that flooding. This is going to allow regular

crops to be grown.

Accurate
Emphasis is accurately used.

Miscues
1a. Words are fingerspelled inaccurately. Silt is spelled silit.
43a. There is an overuse of English structure. There is no indication as to what THINGS are growing.
48a. Errors increase with time and speed.
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42b. Omissions. Many details are not retained.

36c. Statement structure is incomplete.

3:20
UNDERSTAND BEFORE FARMLAND DO-DO PEOPLE TRAVEL+++ (bouncing from one place to another) NONE ONE AREA

STAY ESTABLISH NONE BUT THAT TRAVEL++ BRUSH-ASIDE HUNTING FINISH BRUSH ASIDE

Nod
NOW BECOME FARM ESTABLISH BUILDING STAY

Specifically in Mesopotamia it is wheat, and barley, but this is also going to do something very important because before this,

people were constantly moving. They were nomadic, they were hunting they were gathering but they were never staying in

one place. Now that you have people that are growing food in one spot they are now going to be tied to this land. So they now

are going to build permanent dwellings. They are now going to become farmers, more so than hunters, nomadic people who

follow groups of animals.

Accurate
Dismissal of the two practices is accurately conveyed.

Miscues
42b. Omissions. Many details are not retained.
43a. There is an overuse of English structure.
42b. Omissions. Many details are not retained.

3:52
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NOW BUMP-DOWN NEGATIVE THAT AREA UNDERSTAND List Hand: 3, gesture to all three, 1of3 RIVER on the right CL: 2h

palms down both hands move up “flooding” RIVER on the left CL: 2h palms down both hands move up “flooding” CAN’T

PREDICT HAPPEN WHEN

NOW SEE PICTURE point to the right and behind SHOW PEOPLE WORKING SEE RIVER (on the right) Right hand points right

and behind DO-DO RIVER (on the right) CL: left hand index and thumb delineates a trough +++, right hand scoops dirt out of

troughs++ WATER CL: right hand shows water flowing out of troughs FOR FARMLAND

BUT UNDERSTAND FLOODING CAN’T PREDICT

Now here we have the disadvantages of the Fertile Crescent and the solutions that the people of Mesopotamia had. Now again,

we talked about unpredictable farming so you create irrigation. And you can see in the bottom right-hand picture, irrigation

that the Mesopotamians had used. You can see there the river, or body of water off to the top left of that picture. And you can

see that they dig these trenches that will take it to different areas for farming.

Accurate
Delineation of subjects is effective.

Miscues
48a. Errors increase with time and speed.
42b. Omissions. Many details are not retained.
24c. Shows location of objects inaccurately.
29a. Spatial relationships are inaccurate.
20b. Vocabulary is repetitive. Overuse of the sign UNDERSTAND.

4:23
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rh
NOW BUMP DOWN List Hand: 2of3 OTHER PEOPLE ARE (on the left) TAKE-OVER (on the right) TEND WHAT RS: right SEE

MOUNTAINS (on the right) I CAN’T CL: right hand jumps over the mountain TAKE-OVER

Another disadvantage to the Fertile Crescent is, there are not natural barriers. For a civilization to really arise you need some

sort of barrier to stop other peoples from coming in and wiping you out. A lot of times that could be oceans, or deserts, or

mountains. So what the people of Mesopotamia did is, they build walls. Large walls with mud bricks to make man-made

barriers... from possible invaders. 4:55

Accurate
Role-shifting, though not entirely effective, is clear.

Miscues
42b. Omissions. Many details are not retained.
20a. Limited vocabulary.