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Deaf Gain Critical Reading and Thinking Essay
Deaf GainCritical Reading and Thinking Essay
Your task is to explore and apply the concept of Deaf Gain through the skills of critical reading, researching, thinking, and writing.
First, take the time to carefully and closely “read” the 2“texts” that are required sources for your essay:
- “Deaf Gain an Introduction” See PDF on Bb.
- “On Becoming Hearing: Lessons in Limitations, Loss, and Respect”
Dirksen Bauman,TEDxGallaudetvideo presentation
https://www.youtube.com/watch?v=yCuNYGk3oj8
You should address the following questions incorporating your critical reading skills of the sources:
- What is the historical foundation of this term and why is it only recently being recognized?
- What is the current understanding of the term and what is its relationship with other concepts such as audismand the pathological versus cultural views of being deaf.
- What new insights does this concept give us in understanding the Deaf community anddeaf people’s influence ofsociety at large.
Now attempt to apply Deaf Gainby researching and synthesizing at least two additional sources and providing examples of your application (you should cite at least 4 sources in total). Apply the notion of Deaf Gain to two out of the following five areas and discuss specific examples from each of these two areas.
- American Sign Language
- A deaf person in history
- DeafSpace architecture
- Technology invented by a deaf person or technology originally created to only benefit deaf people
- Deaf art.
Simply answering the above questions and providing examples may not be sufficient to earn a top grade on this essay. Theses instructions are brief to allow you the opportunity to demonstrate creativity and synthesis.Review the attached grading rubric carefully to provide you additional guidance this assignment. College level writing and thinking are expected for this essay.
All sources used should be documented (in-text citations and Works Cited/References page must be included using MLA or APA format). You do not need a cover page. I strongly encourage you to use section headers and transition sentences in your work to structure your essay and guide readers.A cohesive essay is expected; you should not just respond to each bullet point in turn above.
If you have questions about the expectations, please clarify before submitting.
The final report should be at least 2 ½ pages (not including reference page). Use 12 point font, double-spaced lines, 1 inch margins. Review your own paper for errors and cohesive writing before submitting.
EKU Critical Reading Rubric
|
COMPETENCIES |
Accomplished
(Exceeds Course Expectations) |
Competent
(Meets Course Expectations) |
Developing
(Incomplete in Meeting Course Expectations) |
Beginning
(Does Not Meet Course Expectations) |
|
Comprehension
|
Demonstrates accurate, clear, and precise comprehension of significant concepts in the text(s).
Objective assessment criterion: Not applicable. |
Demonstrates accurate comprehension of significant concepts in the text(s).
Objective assessment criterion: Correctly answers 75% or more of the factual questions about the text or materials |
Demonstrates limited or inexact comprehension of significant concepts in the text(s). (Not always accurate)
Objective assessment criterion: Correctly answers 50-74% or more of the factual questions about the text or materials. |
Fails to demonstrate comprehension of significant concepts in the text(s). (Not accurate)
Objective assessment criterion: Correctly answers 49% or less of the factual questions about the text or materials. |
|
Analysis
|
Provides accurate, relevant, and precise analysis by recognizing the parts or aspects of the text that contribute to understanding the purpose of the text. | Provides accurate and relevant analysis by recognizing the parts or aspects of the text that contribute to understanding the purpose of the text. | Provides limited relevant analysis by recognizing the parts or aspects of the text that contribute to understanding the purpose of the text. (Not always accurate) | Fails to provide relevant analysis by recognizing the parts or aspects of the text that contribute to understanding the purpose of the text. (Not accurate) |
|
Synthesis
|
Accurately, deeply, and broadly connects and integrates relevant and significant concepts from text(s) to construct and support explanations, conclusions, or arguments. | Accurately connects and integrates relevant and significant concepts from text(s) to construct and support explanations, conclusions, or arguments. | Accurately connects and integrates some relevant and significant concepts from text(s) to construct and support explanations, conclusions, or arguments. | Fails to or inaccurately connects and integrates relevant and significant concepts from text(s) to construct and support explanations, conclusions, or arguments. |
|
Evaluation |
Demonstrates the use of methods, models, or perspectives to evaluate the accuracy, relevance, logic, or significance of the text(s). | Demonstrates the use of methods, models, or perspectives to evaluate the accuracy and relevance of the text(s). | Demonstrates limited success in the use of methods, models, or perspectives to evaluate the relevance of the text(s). (Not always accurate) | Fails to demonstrate the use of methods, models, and/or perspectivesto evaluate the relevance of the text(s). (Not accurate) |
Note. Italicized words are Intellectual Standards (Paul & Elder)
