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Essays on Sign Language

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A Critical Review on Watkins & Thompson’s Research on British Sign Language

Complications of acquiring sign language, my personal re-imagining of titus: making use of the sign language, teaching british sign language in school, hands that speak: exploring indian sign language, relevant topics.

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Essays on Sign Language

Faq about sign language.

American Sign Language Compare & Contrast Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Introduction

Description, works cited.

The American Sign Language has existed and has been used for quite some time now. It is said to have originated from Europe. One of its historical accounts states that it started in Italy. Literature also shows that a French man by the name Abbe De L’Epee constructed the earliest structure of sign language that was later on adopted and used by Americans (Lane 5).

Like in many areas of the globe, families with deaf and dumb children have always used sign language to speak to their children. The sign language is also taught in schools for the deaf all the way from early grade schools to secondary schools and in institutions of higher learning.

In the olden days it is believed that the sign language originated from families that were deaf and also had deaf children so their finger spellings were special signs of motion that indicated normal actions. The finger spelling was not well structured like the modern day one. In the old days the deaf moved their fingers to show an intended action.

They did this so that they could understand each other well. Linguistics also shows that the language was more of mimicry of actions. They showed crude actions that had no order and orientation. They were also symbolized activities that were going on in the physical world. The signs had no clarity to inexperienced observers (Padden and Humphries 13).

On the contrary modern sign language is said to be more organized, more regular and well balanced. It can at least be understood on small scale by people who have not taken sign language courses. In addition, it can easily be comprehended. The current sign language finger spelling uses hand shapes to represent letters that stand for different meanings.

The deaf and dumb also move their hands and fingers in a way that not only denotes actions but also names of things, directions, height, confirmation or approval and gender among other things through motioning their hands and fingers. It is noted that current sign language also includes symbols taken from the conversion of English words that have been finger spelled.

The ancient and modern way of finger spelling are similar since both of them involve movements of hands, communicate intended actions and both use gestures. The old one-handed alphabet as has been said was not well organized while the modern day one-handed alphabet shows shapes that stand for different letters that mean different things.

Currently, different numbers of fingers placed in a particular way are used to spell different words. For example, in spelling yes, three fingers are motioned from the hand shape of Y to E then finally to the hand shape of S (Mortensen 25).

Numbers also have unique ways of finger spelling. For example, two closed fists together symbolize the number ten while two fingers denote the number two and so forth. Apparently the finger spelling for numbers between one and ten is usually not hard to understand and can be comprehended by anybody.

It gets tough as the numbers increase. The other numbers follow the same way each number with its unique finger or hand motion. The hands are usually placed on the chest and touching the body for easy and proper visualization and communication. At times the person might need to stand up to be able to communicate well. The body posture is usually upright with different body movements that indicate various meanings.

The articulating or communicative positions also differ and are always in agreement with finger spelling. For example, if the translator or the communicator wants to show something done with the mouth, he or she will always move the fingers towards the mouth.

If it is to show someone was or is eating, the person will always point inside the mouth. To indicate someone who is running, the person will bend forward and move his or her hands in a running motion and at the same time use his fingers to show digits just in case a number is meant to accompany whatever the information he is communicating.

In cases like poetry and drama, the deaf and dumb or interpreters of the sign language normally motion their hands and fingers in the air to form various pictures that communicate different information. For instance, they move both the hands in a semicircular way to denote the heart. This can also be an expression of love. They can also put the hands on the face and make a face that shows crying (Stewart, Stewart and Little 32).

It is always important to understand the different movements of fingers so that no one uses any offensive sign to the deaf people. This is because different signs have different meanings and sign language just like any other normally spoken language has offensive signs too.

This is especially the case for translators who can communicate and at the same time use sign language, or people who are learning the sign language from others who are not experienced in teaching the language. Research has shown that sign language, just as spoken language, is also going through a drastic revolution thanks to the rapid modernization that is taking place.

Lane, Harlan. When the mind hears: a history of the deaf. New York: Random house 1984.

Mortensen, Viggo. Sign language. Michigan: The University of Michigan Press, 2002.

Padden, Carol, and Tom Humphries. Deaf in America: voices from a culture. Harvard: Harvard University Press, 1988.

Stewart, David, Elizabeth Stewart, and Jessalyn Little. American Sing Language the Easy Way . New York: Barron’s Educational Series, 2006.

• Rhetoric of “The ‘Other Side’ Is Not Dumb” by Blanda
• American Deaf Community and Its Challenges
• Strategies for Teaching Spelling
• The Direct Method
• Formal Written English is disappearing
• Contribution of Learning English as a Second Language
• Extinction of minority languages
• Speech in “Speaking ‘Like a Man’ in Teamsterville” by Gerry Philipsen
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2018, July 23). American Sign Language. https://ivypanda.com/essays/american-sign-language/

"American Sign Language." IvyPanda , 23 July 2018, ivypanda.com/essays/american-sign-language/.

IvyPanda . (2018) 'American Sign Language'. 23 July.

IvyPanda . 2018. "American Sign Language." July 23, 2018. https://ivypanda.com/essays/american-sign-language/.

1. IvyPanda . "American Sign Language." July 23, 2018. https://ivypanda.com/essays/american-sign-language/.

Bibliography

IvyPanda . "American Sign Language." July 23, 2018. https://ivypanda.com/essays/american-sign-language/.

  ASL University |  Lessons |   American Sign Language Research Paper Instructions: The goal of this assignment is to give you the opportunity to explore a topic related to ASL or Deaf Culture.  The following checklist of questions will help you How to write an ASL research paper that gets an "A" grade: "Is my paper ready to submit?"  Is my topic an  ASL  or Deaf Culture topic?  (Please do NOT submit a paper on "Fixing Deaf People Via Cochlear Implants" or a paper on famous people who are physically "deaf" but never had anything to do with American Sign Language or the Deaf community.)  Read that again folks: I'm asking you to NOT do Cochlear Implants as a topic.* _____  Did I do a  research  paper rather than a "book report?"  (Research papers utilize multiple, credible references, not just one book.) _____  Did I document where I got my information?  Did I cite at least 3 enduring, traceable sources of information in my references? (Blogs don't count.  Find REAL books or journal articles either online or hard copy with authors and publication dates, etc. that can be traced.) _____  Even if I have changed "every word" in the sentence-- if I've borrowed someone else's idea--did I provide a reference? _____  Did I use parenthetical expressions (citations) at the end of ideas that I've gotten from other people? Do these citations correspond to full references at the end of the paper?  Citations in the body of my paper use an opening parenthesis, author's last name, comma, year of publication and a closing parenthesis.  For example (Vicars, 2001). _____  Is my paper 500 words or more? _____  At the end of my research paper have I provided a list of references that include the author's last name and first initial, the publication date, the name of the article, book, or journal, the publisher and the place of publication? _____  If I have quoted directly out of a book or article did I make sure to cite the exact page number in my reference entry at the end of my research paper? _____  Any time I used another author's ideas word for word--did I put those words in quote marks?    _____  Did I  limit  the length of direct quotes from other sources in my paper? _____  Have I used online references  only  if I've been able to ascertain the actual  author's name , date of publication, title of the document, and name of the publisher? Have I provided at least three references that are relatively  enduring ? (Can those references be easily located later by readers of my paper?) _____  Have I checked my paper for spelling and grammar errors? _____  Have I asked a friend or colleague to read my paper and give me feedback? _____  Do I know when this paper is due? Am I submitting it on time? _____  Did I submit my paper in electronic format to the right email address prior to the due date? Did I cc myself and a local proctor so as to have a witness that I turned it in on time (in case of technical difficulties or dropped emails)? _____  I know that this paper might be posted / published by Lifeprint and I give them permission. When you write about Deaf and hard of hearing people it is okay and you are even encouraged to use the full phrase "Deaf and hard of hearing people" at least once during your paper or article near the beginning -- but afterward for efficiency sake just use the term "Deaf." After you've used the full phrase you do not need to add the "hard of hearing" phrase each time. You can instead just use the word "Deaf."   When referring to  culturally Deaf  people your teacher recommends that you capitalize the word Deaf, (even though capitalization of "Deaf" may not yet be common in the mainstream media).  It is also recommended that you reduce and to the  maximum extent  possible eliminate the use of the phrase "hearing impaired."  Most culturally Deaf people shun that phrase.  When directly quoting a source -- yes you need to use the words that the source used -- but if writing your own words then you should use the terminology preferred by the Deaf community.  Student Research Paper Rubric: Item: Needs improvement Okay/good Excellent 500 words or more Fewer than 500 words.  500 words that for the most part make sense and sort of flow well. 500 or more words that make sense and flow well. 3 or more citations in the body of the article. No mention in your article of where you got your ideas from. Less than 3 citations included or incorrect format. 3 or more citations, in correct format. 3 or more references at the bottom that go with the citations. No reference list at the bottom of your article telling people how to find the material from which you got your ideas. Less than 3 references included, incorrect format,  or can't backtrack to the actual information. 3 or more complete and traceable references to credible sources. Instructions for how to write a paper that gets you an  "F"  for the  course : 1.  Browse the internet and cut and paste until you have 500 words worth of  plagiarized information.   2.  Change a word here and there. Rearrange the information a bit so it looks like you are writing it. 3.  Format it really nice. 4.  Put your name on it and send it in.   Note: the way to avoid  plagiarizing is to document your sources and give credit (via citing) where credit is due. Instructions on how to write a "D-" paper that could drag your grade down: 1. Pick an ASL topic that looks easy. 2. Get a few lame references from some blog off the net that are hard to trace. 3. Write 500 words the night before it is due. Acceptable references: In the main section of your paper when you use another author's idea or words you can give them credit by putting the last name of the author and the year the author wrote or documented the idea -- for example, (Vicars, 2001). Then at the end of your document you put the word "References" followed by a list of the books and articles which influenced your writing.  If reference is a book : Author's last name, first initial. (year).  Title of book--underline it.  Place of publication: Name of publisher.   Example: Vicars, W. (1998).  Sign Me Up!  Salt Lake City, Utah: Lifeprint Institute. If reference is a Journal : Author's last name, first name. (year). Title of journal article only capitalize the first letter.  Name of journal underline it. Volume number,  starting page number-ending page number. Below is a "made up" example.  Make sure to use REAL journals in your paper: Smith, John. (1999). Teaching ASL online.  Journal of ASL. 7,  139-156. If you find an  online  source that specifies  the actual author's name, date of publication, title of the document, and name of the publisher.   If you can't find all of that information you can still use the source but it is not as good of a source as a source that provides all of that information.  Remember, your goal is to use an original source document (even if it is just web-based).  Avoid just quoting some other student's research paper leads to watered down research. Instead find true experts in the area you are researching. If reference is a web page : Author's last name, first name. (Year, Mo. day).  Title of the article or web page goes here, underline it and only capitalize the first letter and words that are always capitalized.   Title of the journal, general website, or book goes here. Name of the publisher or the sponsoring organization goes here. Retrieved day, Mo. Year: <full web address>.  Example: Vicars, William. (2001, Jan. 4).  Nonlinguistic communication.  Lifeprint Library. ASL University. Retrieved 12, Feb. 2001: < http://www.lifeprint.com/asl101/nonlinguisticcommunication.htm >. Hawk, Lori. (2007, Aug. 22).  Hearts and Hands: ASL Poetry.  Lifeprint Library. ASL University. Retrieved 06, Sept. 2007: http://lifeprint.com/asl101/topics/poetry.htm.   Below is a list of topics you might want to consider researching -- or come up with a topic of your own:   AI (Artificial Intelligence) and ASL AI (Artificial Intelligence) and ASL interpreting American Society for Deaf Children Andrew Foster's impact on the African Deaf community Artistic Signing ASL as a World Language (The worldwide spread of ASL) Deaf Smith DPN (Deaf President Now) Drug usage and Deaf people Facial Expression and Non-Manual Cues Formal vs. Informal Signing Furniture Vocabulary Gender and ASL Historical Change and ASL Iconicity of Signs Idioms (ASL) Incorporation of Intensity Incorporation of Time Indexing on the Non-Dominant Hand Inflections: Regularity and Duration Interpreters in the Educational Setting Juncture Markers Kinds of Sentences Laurent Clerc Law and the Deaf  Loan Signs Mental Illness and the Deaf Miss Deaf America Pageant Name Signs National Captioning Institute National Fraternal Society of the Deaf National Technical Institute for the Deaf National Theater for the Deaf Non-manual Cues Non-Manual Cues in Expressing Time Noun-Verb Pairs Numbering in ASL Ordinal Numbers Passive Voice in ASL Person Marker Regional Signing Role Taking Samuel Heinicke Simultaneous Communication using ASL and Spoken English (Is it effective?) Speechreading: "Why it isn't enough." Technology and the Deaf Telecommunication Relay Services Temporal Adverbs in American Sign Language Time Line Total Communication Video Phones and the Deaf Video Relay Interpreting and the Deaf   Most typical ASL topics have been "well researched" and thus you should be able to find some decent references that include the author, date, and publisher. Strive to use authoritative sources; otherwise you will likely be using inaccurate secondhand information. There are a number of style guides you can follow.  You may wish to use the "APA style guide" to help you format your paper.  For more information do an online search for: "APA style guide" and you will find quite a few resources and guides for how to format your paper. The formatting of your paper for this class is not meant to be a source of stress.  If taking an English class or writing class then yes�definitely make sure that you follow whatever specific formatting requirements have been provided to you by your instructor. However, for this ASL class formatting is not a concern�as long as the formatting of your paper is consistent, your information sources are cited, and your references are verifiable.   Remember: Provide enough information for the reader of your paper to  find  and read the original articles from which you got your ideas or information. Your paper can be about any aspect of American Sign Language or Deaf Culture.  However -- rather your instructor is not interested in papers that focus on attempting to "fix" Deaf people.  That means a paper on cochlear implants is NOT an acceptable paper for an ASL class. Your instructor is not interested in you studying how to "fix" Deaf people.  The goal is for you to learn more about ASL and/or the main users of ASL: "Deaf people." You are encouraged to focus on a topic that has personal meaning for you in terms of cultural impact.  For example many "Hearing" people are teaching their "Hearing" babies to use sign language but there are still organizations such as the Alexander G. Bell foundation that  discourage  the use of signing with "deaf" infants.  How can that be justified? Or is it "unjustifiable?" Is it a form of child abuse to withhold signing from a Deaf child?  Is this a form of "audism?" (Yes that is a word and it is spelled correctly.) In any case, please do strive to find three authoritative sources that can be  cited with confidence .      * Discussion: Question : Why do many ASL teachers prefer that you do " not " choose cochlear implants as a topic? Answer : Consider the fact that this is an ASL class and that cochlear implantation is basically an attempt to physically alter people in such a way as that they will not need to use ASL as a way of communication.  Thus an ASL student doing a paper on CI's is sort of like a student taking a French class and doing a paper on the continued globalization of English.  While the globalization of English is a  significant  topic, it doesn't lead one to have a greater understanding of nor appreciation of French.   While cochlear implants are a significant topic (and easy to find information on) they do not lead one to have a greater understanding of nor appreciation of  American Sign Language .      A student asks:  QUESTION :  "In my paper should I use the term "Deafness," or would "Deafhood" be better? Or another term altogether?" ANSWER :  Wherever possible it is recommended that you look for a way to get your point across other than the term "deafness."  For example you use the phrase "Deaf people." While some "political correctness" experts may disagree with the term "Deaf people" -- it is important to realize that most of them are not directly involved in the Deaf Community where the term "Deaf" is considered a positive term.  In your paper at least once near the beginning you may want to use the full phrase "Deaf and hard of hearing people." Then later you can shorten that to "Deaf people" and still later you can shorten it to "the Deaf" or "Many Deaf people feel...," or "being deaf," or some similar method.  The term "deafness" is occasionally appropriate for use in particular situations when you want to specifically refer to the condition of "not being able to hear sufficiently for typical speech-based communication situations" but the term should not be overused. The term "Deafhood" refers more to a Deaf person's personal journey through life and thus is not suitable as a general term referring to "Deaf people." Sure, Deafhood can refer to a "state or experience of being Deaf" but the Deafhood "journey" varies from person to person. It is recommended that you visit www.NAD.org and look over their front page and "recent" postings to see how one of the world's leading Deaf organizations refers to Deaf people. Also check out: http://nad.org/issues/american-sign-language/community-and-culture-faq  (which contains some older information but is still quite informative).  

American Sign Language Research Topics: Selected Websites

• Selected Websites
• Print Books LHS Library
• Database Articles

ASL Topics to Research

• History of American Sign Language
• Sign languages around the world
• Deaf theatre
• Communication with the hearing world -- interpreters, ITY
• History of Deaf education in the U.S.
• Deaf history
• Cued Speech v. Signed English (or SEE) v. ASL
• Medical and cultural views of Deafness
• New Perspectives on the History of American Sign Language
• Then and Now: The History of Sign Language
• A History of Sign Language
• American Sign Language: Roots and History
• N I D C D : National Institute on Deafness and Other Communication Disorders. Improving the lives of people who have communication disorders.
• American Sign Language and Other Deaf Communication Systems
• Wikepedia Entry for ASL Remember to use the related resources/websites and bibliography at the bottom of the article. These you can cite for research!
• Tober Morey Information for ASL

• Spread the Sign Website
• List of Sign Languages Wikipedia entry: do not cite directly. Use the bibliography near the bottom for additional resources/websites you CAN cite.
• World Federation for the Deaf
• Sign Languages of the World
• Sign Languages of the World LibGuide
• ToberMorey Sign Languages Around the World
• The World Atlas of Language Structures Online

• National Theatre of the Deaf
• National Theatre of the Deaf Wikipedia Entry Remember to not cite Wikipedia directly. Instead, use the bibliography near the bottom for additional websites you CAN cite.
• Deaf Theatre on the Web
• List of Deaf Theatre Companies
• Deaf West Theatre YouTube Channel
• National Theatre for the Deaf YouTube Channel
• National Theatre for the Deaf from Encyclopedia Brittanica
• Deaf Theatre Video
• Ability Magazine: Deaf West Theatre
• Tober Morey Finger Spelling on the Phone

• Sign Language and Hearing Aids
• Deaf Workers in a Hearing World
• Communication between Deaf and Hearing
• NIH Assistive Devices
• Two-Way Communication Device
• sComm Devices
• Devices Offer Easier Way to Communicate
• Technology for Deaf People
• Working with an Interpreter
• Deaf Communication by Innovation

• Sign Name Wikipedia Entry Remember, don't cite Wikipedia directly. Instead use the bibliography near the bottom. It's full of websites you CAN use.
• BBC: The Secret World of Sign Names
• Name Signs?
• Origin of Name Signing
• Tobermorey Name Signs
• Deaf World: Britain's first baby to be registered with a sign name

• ASL Teachers Association
• Deaf Education
• History of Deaf Education in the US Wikipedia Entry. Use the bibliography and do not cite wikipedia directly.
• Educating Children who are Deaf or Hard of Hearing
• Educating Children who are Deaf: Cochlear Implants
• School Placement Considerations for Students Who are Deaf and Hard of Hearing
• American School for the Deaf
• PBS: Through Deaf Eyes
• A brief history of the early days of Deaf education in the United States, 1800-1880
• NY Times: The Complicated History of Deaf Education
• History of Deaf Education Timeline
• Tober Morey Deafness vs. deafhood
• Deaf History
• Deaf History International
• Deaf History: Gallaudet University
• Deaf People in History
• National Association of the Deaf: Deaf History
• Deaf Culture, History and Importance
• Deaf History Wikipedia Entry Do not cite Wikipedia entry directly. Instead, scroll down to the bottom where the bibliography or references is. Use those links and you can cite them.
• The history of deafness

• ASL vs. Cued Speech – In Search of Sanity
• Cued Speech-- Wikipedia Entry. Do not cite Wikipedia directly. Scroll down to the bibliography or references section and use those links for research and citing.
• Cued Speech: Myths and Facts
• National Cued Speech Association
• Setting Cued Speech Apart from Sign Language
• Cued Speech and ASL: Why I Use Both
• Cued Speech
• In Defense of Cued Speech
• American Sign Language and Cued Languages: Partners in Bilingualism
• Communication Options

• Attitudes of Deaf Adults toward Genetic Testing for Hereditary Deafness
• Tobermorey: Medical & Cultural Views of Deafness
• Pathological Point of View on Deafness versus Cultural Point of View on Deafness What is the difference?
• Models of Deafness: Wikipedia Entry Do not cite this directly. You can use the links in the bibliography or references section and cite them.
• American Deaf Culture
• Deafness as a Culture
• Deaf Culture vs. Medicalization
• Should We View Deafness With a Medical Model Viewpoint or a Cultural Model Viewpoint? Or Both?
• Deaf Community the Pathological View and the Cultural View
• Ethnicity, Ethics, and the Deaf-World
• Deaf Culture & Community

Print Books in the LHS Library

• The Joy of Signing by Lottie L. Riekehof Call Number: 419 RIE Publication Date: 1980

Teacher Librarian

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• Last Updated: Jan 10, 2018 1:28 PM
• URL: https://lhslibpdx.libguides.com/asltopics

Sign Language Studies

ISSN 0302-1475

Editors: Erin Wilkinson , University of New Mexico Pilar Piñar , Gallaudet University

SPECIAL ISSUE

The first wave of sign language research, selected memoirs.

Guest Editors: 

Penny Boyes Braem

Virginia volterra, robbin battison, nancy frishberg, carol padden.

"A truly  stunning  collection from the who's who of early sign language research, and a very valuable gift to anyone wanting to learn about the sign language research community."  — Ceil Lucas, Professor Emerita, Gallaudet University

From the Introduction

"Fifty years after William Stokoe founded Sign Language Studies ( SLS ) in 1972, we have reason to give thanks for a half-century of research and discovery, and to reflect on its origins. Because much has changed since those early days. And many stories have not yet been told. . . . The resulting collection serves as historical documentation of how a new research field is born. We believe that the personal details and variety of motivations and settings will interest a wide range of readers—not only the veterans of the field who will recognize their pioneering friends, but also younger researchers seeking insights into the roots of sign language linguistics and related fields."

This special issue is included as part of the SLS subscription. 

If you would like to purchase a digital copy ($24/individuals) , please click here.

Aims & Scope Issues Submissions Manuscript Submission Guidelines Book Review Guidelines Special Issue Proposals Subscribe Purchase Digital Content The Editors Customer Service

Aims & Scope

Founded by William C. Stokoe, known by many as the father of the linguistics of American Sign Language, this quarterly journal presents a singular forum for groundbreaking research on the language, culture, history, and literature of signing communities and signed languages. The first journal published in the field, SLS continues to offer fresh content with a uniquely international, multidisciplinary focus.

" “Time and again, Sign Language Studies features some of the best articles in the field. The editing is solid, the issues are always pertinent and whether about a sign language of the world, or about the people who use it, the topics are invariably interesting.” —Carol Padden, Professor, Department of Communication, University of California, San Diego "

A common misconception about sign language is that it is universal. Check out our #SLStudies map to see the many different sign languages that are used across the globe! These are the sign languages that have been represented in Sign Language Studies .

New Features in Sign Language Studies

An annual list of completed sign language or sign language-related dissertations and master’s theses.

A section called In Brief , which features short pieces that are 3–4 pages in length, written by undergraduate and graduate students, that are not yet full articles but contain interesting information that should be shared.

History of SLS

William C. Stokoe began publication of Sign Language Studies in 1972. With the encouragement of Thomas Sebeok, Stokoe created this seminal journal as an outgrowth of his pioneering studies of the structure of American Sign Language and the dynamics of Deaf communities. From then until now, SLS has presented a unique forum for revolutionary papers on signed languages and other related disciplines, including linguistics, anthropology, semiotics, deaf studies, deaf history, and deaf literature.

After a three-year hiatus, Sign Language Studies commenced publication in the fall of 2000. The new editor was David F. Armstrong, an anthropologist and author of Original Signs: Gesture, Sign, and the Sources of Language and coauthor of Gesture and the Nature of Language with Stokoe and Sherman Wilcox. A long-time collaborator with Stokoe, Armstrong became a member of the SLS editorial board in 1986.

David Armstrong stepped down as editor at the end of 2009 and was succeeded by Ceil Lucas, Professor Emerita, Gallaudet University, who is the coauthor and editor of many Gallaudet University Press books, including Linguistics of American Sign Language and What’s Your Sign for PIZZA? , and is the founding editor of the Sociolinguistics in Deaf Communities series. She is also the author of a memoir, How I Got Here .

In 2022, the editorship moved to Erin Wilkinson and Pilar Piñar.

Back to top

Table of contents and article abstracts for current and previous issues are available at Project MUSE . All issues are fully searchable.

Search Project MUSE®

Publisher Limited To: Gallaudet University Press

Journal Limited To: Sign Language Studies

https://muse.jhu.edu

Submissions

Articles, book reviews, and other pieces.

Sign Language Studies invites submissions of high-quality papers focusing on research relevant to signed languages and signing communities from around the world. Topics of interest include linguistics, corpora development, anthropology, deaf culture, deaf history, and deaf literature. We are also interested in ongoing research reports, shorter pieces that are not full-fledged articles but contain information that should be shared with signing communities, and book and media reviews.

Articles and essays are welcomed from all countries. All submissions must be in English. Authors should submit papers electronically to [email protected] and [email protected] .

Original scholarly articles and essays relevant to signed languages and signing communities.

Word count limit: 8,000 to 10,000 words, including references

Ongoing Research Reports

Status reports of research being done on signed languages or issues relevant to signing communities.

Word count limit: 3,000 to 6,000 words

Pieces that are shorter in length (can be written by undergraduate and graduate students) and are not yet full articles but contain interesting information that should be shared.

Word count limit: 750 to 3,000 words

Book Reviews

Reviews of relevant books.

Word count limit: 600 to 1,000 words

Every fall, SLS publishes a list of doctoral dissertations related to signed language and signing communities that have been successfully defended that year. Please send citations for dissertations you’d like to see included in the list by early August in the following format:

Author. Year of Defense. Title. University. Database where the dissertation can be found or ProQuest order number if available.

Note: Please do not send full text of the dissertation.

Manuscript Submission Guidelines

A manuscript will be accepted for review on the condition that it has not been published or is not currently being considered for publication elsewhere. Once an article is accepted, the author will be asked to assign copyright to Gallaudet University Press in order to protect the article from copyright infringement. Gallaudet University Press will not refuse any reasonable request by authors for permission to reproduce their contribution to Sign Language Studies .

All articles will undergo peer review, be professionally edited and typeset, and be distributed in print and electronic format.

Length. Manuscripts can be between 8,000–10,000 words including the references. After an article has been accepted, the author will be asked to send the final version as an attachment to an email with the article saved in Word or Rich Text Format.

Format. The title of the article/essay and the author’s name, affiliation, and contact information (including email address) should be on page 1. This is the only page where the author’s name should appear.

Headings. Please do not number your headings (i.e., “3.1. Data Collection”). Also, please do not include cross-referrals to sections in your article's text (i.d., “see section 4.1.2”). If this appears, it will be removed during copy editing. Please do indicate head levels by either formatting them differently (bold, all caps for first-level heads, bold, initial cap/lowercase for second-level heads, bold italics for third-level heads) or by adding bracketed codes:

• <1> = first-level heads
• <2> = second-level heads
• <3> = third-level heads
• <4> = fourth-level heads.

Tables and Figures. All tables and figures should be mentioned in the text, should include a title or caption, and should be numbered consecutively. Tables should not be embedded in the running text but appended at the end of the article. Figures should not be embedded in the file with the text. They should be submitted as separate files in the format in which they were created. Do not embed the figures in a Word document. All figures should be in reproducible form, with type that is clearly legible at a reduction of 50 percent.

Endnotes and Footnotes. Footnotes should be used sparingly and should be numbered consecutively. Endnotes should also be numbered consecutively and should follow the form detailed in The Chicago Manual of Style (CMOS) , 17th ed. Endnotes should be placed together in a section following the main body of the text.

References. All sources cited in the text should appear in the reference list at the end of the chapter. Text citations should include the author, year of publication, and page number, where applicable: (Wilcox 2000, 120). Books and articles listed in the references should take the following form:

Brueggemann, B. J. 1999. Lend Me Your Ear: Rhetorical Constructions of Deafness. Washington, DC: Gallaudet University Press.

Winston, E., and C. Monikowski. 2000. Discourse Mapping: Developing Textual Coherence Skills in Interpreters. In Innovative Practices for Teaching Sign Language Interpreters , ed. C. Roy, 15–66. Washington, DC: Gallaudet University Press.

Stokoe, W. C. 2000. Commentary. Sign Language Studies 1(3): 5–10.

For other types of citations, consult The CMOS , 17th ed.

Permissions. Authors are responsible for obtaining permission to reprint tables, figures, illustrations, and large excerpts. Copies of the permission letters must accompany the manuscript.

Proofs. One set of proofs will be sent to the lead author. Authors are responsible for proofreading and returning the proofs within three days of receipt.

Graphics. Please submit all graphics in a size that is clearly legible when reduced 50 percent. Please note that all graphics must be in grayscale or black and white. Color graphics are not acceptable. Line art should be saved in files separate from the article, preferably in Adobe Illustrator .eps files. Photographs should be scanned as TIFF or PNG files—do not send them as JPEGs.

Please make a separate file for each graphic submitted. Do not embed the graphic in a Word document (this reduces resolution and will affect how well the graphic appears on the printed page). When scanning line art or halftones for submission, please scan to 300 dpi. This is the minimum resolution required for good printing results.

Book Review Guidelines

Sign Language Studies considers the following genres for book reviews:

• Scholarly monographs and contributed volumes on sign language linguistics and/or sociolinguistics, deaf history, deaf education, deaf studies, deaf literature studies, sociology, anthropology, psychology

• Nonfction—memoirs, biographies, autobiographies

• Fiction and poetry

• Alternative media—videotexts, online multimedia texts

• Double-spaced 12 pt. Times Roman text.

• Length: 800–1,200 words (does not include references).

• Include a one-sentence author biography for the reviewer.

Example: Christina Young is an associate professor in the Department of History at the University of Virginia.

Bibliographic Citation:

The book review should begin with a bibliographic citation of the book under review following the format below:

Author/Editor’s name(s). (Translator’s name, if required). Book title. Publisher (Page count, price, ISBN, additional format, price, ISBN). URL or DOI if available.

Example: Mary H. Wright. Sounds Like Home: Growing up Black and Deaf in the South. Twentieth Anniversary Edition. Gallaudet University Press (282 pages, $32.95, paperback: ISBN 978-1-944838-58-4, ebook: ISBN 978-1-944838-59-1).

Writing a scholarly book review requires careful analysis, critical thinking, and the ability to communicate your thoughts and opinions effectively. Here is a step-by-step guide:

1.  Read the book thoroughly: Begin by reading the book from start to finish. Take notes while reading, paying attention to the main arguments, evidence, and the author's writing style. It's essential to have a clear understanding of the book's content. Questions to ask while reading:

• What is the author's main argument that they want to get across?

• What are the smaller arguments the author argues contribute to the main one? Are you persuaded that these more specific reasons support the author's wider thesis? If not, why not? (this is also an excellent time to think about any key terms the author uses or invents to discuss a specific problem or occurrence. How do they improve upon what we already know?)

2. Understand the book's context: Research the author's background, their previous works, and the broader context in which the book was written. Consider the book's genre, its significance within the field, and any relevant historical, cultural, or social aspects that may inform your review.

3. Structure your review: Start by providing a concise summary of the book, highlighting its main themes, arguments, and contributions. Then, organize your review by discussing specific aspects of the book in separate sections, such as the author's methodology, the strength of their arguments, the quality of evidence, the writing style, and the overall impact of the book.

4. Provide evidence and examples: Support your evaluation with specific evidence from the book. Quote relevant passages, cite specific examples, and reference any data or research the author presents. Use these examples to illustrate your points and provide a solid foundation for your analysis.

5. Engage with the text critically: Evaluate the strengths and weaknesses of the book. Consider the author's arguments, the evidence they provide, and their overall effectiveness in conveying their ideas. Identify any gaps or limitations in the book's approach, and analyze how it contributes to the existing body of knowledge.

6. Situate the book within the field: Assess the book's contribution to the broader scholarly conversation. Determine whether the book introduces new insights, challenges existing theories, or offers a fresh perspective on the subject matter. Discuss how the book aligns with or diverges from other works in the field and its potential impact on future research.

7. Develop a clear and coherent argument: Present your analysis in a logical and organized manner. Use clear language and concise sentences to convey your thoughts effectively. Make sure to back up your assertions with evidence and examples from the book.

8. Balance objectivity and subjectivity: While a scholarly book review requires objectivity, it's also acceptable to include your own subjective opinions and reactions. Just make sure to clearly differentiate between the author's work and your personal perspective.

9.  Conclude your review: Summarize your main points and provide a final evaluation of the book. Offer a concise recommendation or judgment regarding the book's overall quality, usefulness, and significance.

10. Edit and proofread: Review your work for grammar, spelling, and punctuation errors. Ensure your review is clear, coherent, and well-structured. Consider seeking feedback from peers or colleagues to refine your review further.

Remember, a scholarly book review should be thoughtful, well-reasoned, and objective. It should provide readers with a comprehensive understanding of the book and its contributions to the field while offering your own critical analysis and evaluation.

Suggested Structure for the Review

1. Introduction

   a. Begin with a brief introduction that includes the book's title, author, publication information, and any relevant background information about the author or the book's context.

   b. Provide a concise overview of the book's main topic or subject matter.

   c. State your overall purpose for writing the review and mention the main points you will address. What is at stake here? Why should scholars be interested in this work? Grab the reader’s attention right away, locating the book in established debates and controversies.

2. Summary of the Book

   a. Provide a summary of the book's main arguments, ideas, and supporting evidence. Include the major themes and key concepts.

   b. Be concise but ensure that you cover the essential aspects of the book. Within the first two paragraphs, it’s important to try to explicitly state the primary argument of the book (e.g., “Smith’s main argument revolves around/centers on/is…”). What is the larger point of this book, and why should readers care?

3. Analysis and Evaluation

   a. Analyze the strengths and weaknesses of the book. Consider aspects such as the author's argumentation, evidence, methodology, organization, and writing style. Please strive to be fair and considerate while offering critique. However, you can disagree with the book's claims if you believe they are incorrect, exaggerated, misguided, or for any other reason. On the other hand, you can talk about how much you loved the book and explain what specifically fascinated, persuaded, or revolutionized your perspective about the argument or idea.

   b. Assess the book's contribution to the field or discipline. Evaluate whether it adds new insights, challenges existing theories, or provides a unique perspective.

   c. Support your analysis with evidence from the book. Quote relevant passages or provide examples to substantiate your points.

4. Discussion and Interpretation

   a. Engage in a critical discussion of the book's content. Analyze the implications of the author's arguments and ideas.

   b. Consider the book's significance in relation to broader academic debates or the field of study.

   c. Offer your own interpretations and insights, presenting your perspective on the book's strengths, weaknesses, and overall value.

5. Conclusion

   a. Summarize your main points and findings from the analysis and evaluation.

   b. Provide a clear and concise overall assessment of the book.

   c. State your final thoughts and opinions on the book, including any recommendations for further reading or research.

6.  References

   a. Include a list of references for any sources cited or referenced in your review. Follow the Chicago Manual of Style ’s author-date format.

Potential Book Reviewers

We are always looking for new book reviewers interested in various disciplines. If you wish to become a book reviewer, write to us along with your CV. You can send us a few titles that you would like to review or just your areas of interest. Please contact our editors at [email protected] .

Special Issue Proposals

Guest editor guide.

We know that there is a lot to take on when assuming the role of guest editor. We have therefore put together this guide, which leads you through the most important aspects of the role and what you can expect from the process of editing a special issue.

What is a special issue of a journal?

Special issues of a journal are generally centered around a theme. These articles can come from papers/presentations at workshops, symposia, or conferences. The guest editors can also issue a call for papers about a particular topic. Some special issues are festschrifts honoring a certain scholar’s contributions to their field.

In the past, Sign Language Studies has featured special issues on:

• Linguistic ethnography and sign language studies (guest editors: Annelies Kusters and Lynn Hou; vol. 20, no. 4)
• Creative sign language in the Southern hemisphere (guest editors: Rachel Sutton-Spence and Michiko Kaneko ; vol. 20, no. 3)
• Rural sign languages (guest editors: Connie De Vos and Victoria Nyst ; vol. 18, no. 4)
• Language planning and sign language rights (guest editor: Joseph J. Murray; vol. 15, no. 4)
• (This is not an exhaustive list of our special issues—it’s just a sampling.)

What are the responsibilities of guest editors?

As a guest editor, you are assuming the responsibilities of the journal editors. They will be available to give advice but you are responsible for the following:

• coming to an agreement with the SLS editors on a specific deadline to submit the final version of the papers
• gathering the initial submissions
• identifying appropriate peer reviewers and asking if they are available to peer review
• sending out and tracking the submissions for peer review (you may have to nudge some reviewers to meet your deadlines)
• deciding whether or not to accept the submissions as is, with revisions, or whether to reject
• communicating your decisions to the submissions’ authors
• sending out the contributor contracts to the accepted submission authors
• gathering all the signed contributor contracts and forwarding them to GU Press along with each author’s snail-mail address (in order to facilitate sending out the comp copies after the issue is printed) and each contact author’s email address
• submitting a table of contents to GU Press to indicate the articles’ order and to help market your issue
• writing an introduction to the special issue
• submitting the final manuscripts with all of their art, tables, appendixes, etc., to GU Press by the established deadline
• reviewing the typeset proofs (these will also be sent to the article authors)

Before submission

Unless one of SLS ’s editors has directly approached you about guest editing an issue, you will need to submit a proposal. The proposal should include:

• the potential papers and authors with a brief description of each paper (these papers don’t need to be already written, though they might be in progress)
• the timeframe in which the special issue could be produced (include time for paper writing, peer reviewing, and submission of final copy to the journal) if the proposal is accepted
• short biographies of all authors and guest editors
• any special timing, associated events, funding support, partnerships, or other links or relationships that could influence the issue
• any other information that you feel is relevant

A special issue normally contains around five full-length articles, in addition to an editorial written by the guest editors (occasionally the SLS editors might want to include their own editors’ note).

Please submit your proposal to [email protected] .

Disclosure and conflicts of interest

Conflict of interest exists when an author (or the author’s institution), reviewer, or editor has financial or personal relationships that inappropriately influence (bias) their actions.

The special issue may publish submissions from the guest editors but the number should normally not exceed one by each guest editor (except where specifically approved by the SLS editors). The guest editor cannot be involved in decisions about papers that they have written themselves. Peer review of any such submission should be handled independently of the relevant guest editor/coeditor and their research teams.

The peer review process

Confidentiality

The guest editor should protect the confidentiality of all material submitted to the journal and all communications with reviewers. The guest editor must not disclose reviewers’ identities.

Selection of papers and the decision process

You are responsible, along with any other guest editor(s), for making sure that the review process is conducted in an appropriate manner and in line with normal review practices for the journal. You may consult with the SLS editors about the procedure to be followed.

You will make the decision on all manuscripts based on peer review and your own expertise (as well as that of any co-guest editors).

Selection of reviewers

As guest editor, you should select reviewers who have expertise in the field. You also must ask for and review all disclosures of potential conflicts of interest made by reviewers in order to determine whether there is any potential for bias.

Publication process

Once all the peer reviews are finished and you are satisfied with the final accepted articles, they should be submitted with all of their art, tables, videos, contact email addresses, and any other supplementary material to [email protected] . She will review the articles to make sure they are complete and then they will be sent out for copy editing.

Once the copy editor has finished, the articles will be returned to their respective authors for their review. Typically, there is a one- to two-week turnaround. Once the authors are finished, the manuscripts are returned to GUP for clean-up. If time is available, the clean version of the articles is re-sent to the authors for a final check before being sent to typesetting.

After the issue is typeset, proofs of each article are sent to their respective authors and a proof of the entire issue is sent to the guest editor(s). At this point in the process, we are checking for typos and any serious factual errors. Changes such as rewriting paragraphs or moving figures and tables around are not acceptable at this stage (anything that affects the pagination is very costly to change and the authors may be charged for these changes).

The article authors have the prime responsibility for proofreading their typeset articles but you may also review them and submit corrections. Once all the proofs have been returned, the GU Press managing editor will combine all of the changes onto a single marked-up proof and will return that to the typesetter. GU Press will then check all subsequent proofs to make sure the changes have been made correctly.

Final “print-ready” files are then sent to the printer, ERIC (Education Resources Information Center at the U.S. Department of Education), and to electronic library platforms such as Project MUSE and JSTOR. Once the issue is printed, hard copies of the issue will be sent to each of the guest editors and article authors.

SLS (ISSN #0302-1475) is published four times a year: fall, winter, spring, and summer.

Click here for subscription information.

Purchase Digital Content

Click here for information about purchasing digital copies of articles or issues.

The Editors

Erin Wilkinson and Pilar Piñar Editors

SLS Editorial Board

Robert Adam University College London

Glenn Anderson University of Arkansas

Dirksen Bauman Gallaudet University

Karen Emmorey San Diego State University

Jordan Fenlon Independent Researcher

Maribel Gárate Gallaudet University

Brian Greenwald Gallaudet University

Joseph Hill National Technical Institute for the Deaf at Rochester Institute of Technology

Julie A. Hochgesang Gallaudet University

Lynn Hou University of California, Santa Barbara

Tom Humphries University of California, San Diego

Terry Janzen University of Manitoba

Arlene B. Kelly Gallaudet University

Christopher Krentz University of Virginia

Gaurav Mathur Gallaudet University

Kazumi Matsuoka Keio University

Carolyn McCaskill Gallaudet University

Johanna Mesch Stockholm University

Rezenet Moges-Riedel California State University Long Beach

Soya Mori Institute of Developing Economies

Erin Moriarty Gallaudet University

Ronice Müller de Quadros Universidade Federal de Santa Catarina

Elena Radutzky Mason Perkins Deafness Fund

Timothy Reagan University of Maine

Octavian Robinson Gallaudet University

Kristin Snoddon Toronto Metropolitan University

Rose Stamp University of Haifa

Gladys Tang Chinese University of Hong Kong

John Vickrey Van Cleve Gallaudet University

Sherman Wilcox University of New Mexico

Betsy (Elizabeth) Winston Teaching Interpreting and Mentors Center

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• Academic writing

Forging good titles in academic writing

Published on March 20, 2015 by Shane Bryson . Revised on July 23, 2023.

The title is the first thing your reader will see, and most readers will make their first judgements of your work based on it. For this reason, it’s important to think about your titles carefully.

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Table of contents

Informative, striking, appropriate, title templates, writing effective headings, other interesting articles, informative title.

Your title should, above all else, convey the topic of your paper. In other words, no matter how witty, clever, original, or otherwise appealing your title may be, it fails if it is not informative.

Decide whether you’ve given a sense of the paper’s topic and claims by comparing your title’s content to the most important aspect(s) of your dissertation statement or hypothesis and conclusions.

Striking title

A striking title is one that entices your audience to read, so know your audience’s tastes.

The analogy of cultivating sexual attraction in a prospective mate is useful here: some audiences will be enticed by a title’s edginess (as with, for example, V. Alneng’s “‘What the Fuck is a Vietnam?’ Touristic Phantasms and the Popcolonization of [the] Vietnam [War],” published in Critique on Anthropology ); others will almost always prefer a more straightforward title (as with J.C. Henderson’s “War as a tourist attraction: The case of Vietnam,” published in the International Journal of Tourism Research ).

You should be able to gauge how edgy your title can be by the tone of your discipline or the publication you’re submitting to, and your main concern should be forming a title that appeals to your readers’ specific tastes.

Consider also that a title that highlights the paper’s fresh insights will often be striking.

An endocrinologist, for example, might become very excited upon seeing the collaboratively authored article “Comparison of the effects on glycaemic control and β-cell function in newly diagnosed type 2 diabetes patients of treatment with exenatide, insulin or pioglitazone: A multicentre randomized parallel-group trial,” published in 2015 in the Journal of Internal Medicine .

This rather long title is more acceptable in the sciences, where what readers tend to find provocative in a title is the degree to which it reveals the paper’s specifics.

Appropriate title

Ensuring that your title is appropriate in a way of making sure not only that your audience understands it, but also that its appeal contributes to its meaning. To make sure the title will be understood, you need to consider how familiar your research topic will be to your audience.

In an academic essay, you can use highly technical terms in your title, but generally avoid terms that the average well-read person in your discipline might not know.

In any writing that has a broad audience, titles need to avoid language that is too sophisticated; a news article, for example, should be easily understood by all.

As a second consideration of appropriateness, make sure that your title does not entice without substance.

The title of Alneng’s paper, for example, does not use “fuck” merely to shock and therefore entice the reader; the uncommon use of a swearword here helps convey the topic of the article: more or less vulgar representations of Vietnam.

The same is true for other striking titles, such as Nancy Tuana’s “Coming to Understand: Orgasm and the Epistemology of Ignorance,” published in Hypatia .

The title’s sexually charged play on words (“coming to understand”) hooks the audience, but is not merely a hook. The pun is directly relevant to the essay’s argument, which is that sexual pleasure offers an important form of knowledge.

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• Use key terms. Find words that your audience can easily identify as markers of the topic matter. These will include, for example, terms that convey the field of research, central concepts, or subjects of study.
• Identify the context (sometimes called “the location”). By context, I mean the source or the setting of the discussion, depending on discipline. In a history paper this might be a certain century or era; in literary studies a certain book or author; and in the sciences an organism or compound.

The following is a list of title formats, with examples of each. I’ve given the names of the publications in brackets to give a sense of how different disciplines treat titles.

Note that these are not mutually exclusive patterns (i.e. it’s possible to have various combinations; e.g. General & interesting: Informative & specific). Note also that this is not meant to be an exhaustive list.

• Striking: Informative – The Specter of Wall Street: “Bartleby, the Scrivener” and the Language of Commodities ( American Literature )
• Informative: Striking – Carbon capture and storage: How green can black be? ( Science )
• General: Specific – The issues of the sixties: An exploratory study in the dynamics of public opinion ( Public Opinion Quarterly )
• “Quotation”: Discussion (social studies) – “I’d rather not talk about it”: Adolescents’ and young adults’ use of topic avoidance in stepfamilies ( Journal of Applied Communication Research )
• “Quotation”: Discussion (literary studies) – “I Would Prefer Not To”: Giorgio Agamben, Bartleby and the Potentiality of the Law ( Law and Critique )
• Simple and precise – Methodological issues in the use of Tsimshian oral Traditions (Adawx) in Archaeology ( Canadian Journal of Archaeology )
• Topic: Method – Mortality in sleep apnea patients: A multivariate analysis of risk factors ( Sleep )
• Topic: Significance – LC3 binds externalized cardiolipin on injured mitochondria to signal mitophagy in neurons: Implications for Parkinson disease ( Autophagy )
• Technical and very specific – Single-shot quantum nondemolition measurement of a quantum-dot electron spin using cavity exciton-polaritons ( Physical Review )

Although similar, headings are not the same as titles. Headings head paragraphs and help structure a document. Effective headings make your paper easily scannable.

Common high level headings in dissertations and research papers are “Methods”, “Research results”, and “Discussion”. Lower level headings are often more descriptive.

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Essay Title Generator

Essay titles are not the easiest things to come up with on your own. We know. That’s why we developed our Essay Title Generator to help you create the title your paper deserves. How does it work? Simple. Just enter the topic you’re interested in researching and a random title will be generated from our database based on the parameters you provide.

Why start with a title? Easy. The best way to start your research is to identify a specific focus within your topic—and that’s what a title does. It tells precisely what your paper is going to be about. So if you’re lost and confused about where to start, try our essay title generator.

How to Use our Essay Title Generator

1. Select your "essay topic" or "type of essay" from drop down menu 2. Click the button for "Generate Essay Title." 3. Read the title that our auto-generating system produces. 4. Want more? Click the button for "Generate More Essay Titles." 5. That’s all there is to it! Use our title to help get yourself started on your research.

Essay Title:

Topic not listed in drop down? Search your specific topic

Essay Titles

Why would generating an  essay title  help you get started in your research? Think about it. Picking a focus for your paper is no walk in the park. How do you whittle down a broad topic to a narrow subject? Well, here’s a way! Try thinking of a snappy title first and going from there! Of course, not everybody is good at whipping up a creative title to get the juices flowing. That’s why we’re here to help.

All you have to do is select your topic from the drop down menu. If you have more than one topic in mind, use the generator more than once and get a bundle of titles to pick from. If you go berry-picking you don’t head out with a basket and come back with one berry, do you? NO! You fill that basket up with as many berries as you can find, then you sort them out, select the best ones, and make yourself a delicious berry pie!

That’s what we’re doing here with our essay title generator. We’re helping you to create a great essay by helping you take the first step in that process. Get your title, get your engine revving, and get going!

Important! Don’t stress—no one likes stress, and it doesn’t help anyone—ever! So leave your stress at the door and see for yourself how simple this can be. No more worries that you can’t think of anything, no more fretting over whether you’ll ever be able to focus and create a thesis. This is easy. You tell us the topic. We tell you a title idea. Want another? Click the generator button again. Need another after that? Keep clicking. Our database is filled with great titles that will launch you into the stratosphere of great ideas quick than a SpaceX Falcon rocket. So strap yourself in because we are going for a ride!

Essay Titles Generate Ideas

The title is just the beginning. It’s where the action starts. Getting a great title can be like getting a ray of sunlight that cuts right through the fog. Everything clears up and suddenly you can see where to go. There down in the valley is your essay and laid out in a path all the way to it are the stones that your essay title has tossed out. Look how they stretch out down into the valley of sweet success.

Think about it—that’s what an essay title can do for you! It gets you elevated and out of the haze so that the research becomes accessible. In the dark, you’re fumbling for a way in, unable to find the key. Well, quit fumbling! The essay title is the key. It is the way in. It opens the door for you and turns on the lights. It points you in the right direction so all you need to do is follow the straight and narrow path

As you get started on that path, stop to look around at all the fruit that pops up along the way on the vines and trees that line the path. These are the ideas that our essay titles have been designed to generate in your own mind. You see, our essay title generator is not just a generator of titles: it is a generator of ideas. It supplies the fuel that will get your brain humming and before you know it your imagination will take over and all the information you have at your disposal will suddenly start clicking into place. That’s what a good essay title does, after all. It gets all cylinders firing!

Brainstorming Essay Titles

The brainstorming process is one of the most important steps when it comes to writing. Though some professors say you should wait until after you’re finished writing to come up with a title, the reality is that sometimes starting with a title can jumpstart the brainstorming process. This is especially true when you’re having writer’s block and can’t come up with a focus for your paper. You may have the topic, but where do you go from there? There are a thousand ways you could approach it, so which one do you choose? Or—worse—you can’t think of a single one! How do you know how to start, or, if see some options, how do you know which will get you where you need to go and not end up just getting you lost?

Brainstorming is the key! So how do you brainstorm successfully? You generate ideas! And how do you do that?

Why, you pick your topic, click the generate title button, and let the brainstorming process begin!

These titles have been specially designed to stimulate your brain and get you thinking about all the possibilities to pursue with your topic. Our titles are filled with ideas. They are brimming with possibilities. There are more potential ideas in our titles than there are grains of sand on a sandy beach. Okay, so maybe there aren’t that many—but you get the idea.

Let’s get started! You need a title, and we have the answer: our essay title generator will give you exactly what you need to get going. Don’t even think about how to come up with that perfect, snappy title. Just enter in your topic and click the button. Our titles will keep you coming back for more and keep you buzzing with ideas. We’re sure you’ll find one that hits you the right way and gives you the spark to get started with your research. Our titles help to illuminate the research process. They give you an indication of where you can go and what you can do. As soon as you feel like you’re getting stuck and need some help, don’t delay. Come get the title you need and deserve. Life’s hard. Don’t wait. Select your topic from the drop down menu and click the blue button. Generate that title, and get some great ideas—let’s go!

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Essay Title Generator (Free & No Login Required)

Discover the perfect title for your next essay with our AI-powered Essay Title Generator! Designed for students and writers, this tool creates unique and engaging essay titles based on your topic or main ideas. Simply enter your subject, such as ‘the benefits of renewable energy’, and receive a list of potential titles in seconds.

How to Use the Essay Title Generator

Using the Essay Title Generator is a breeze. Just type in your essay topic, key concepts, or main points into the generator, and with a single click, you’ll receive a variety of title suggestions. Browse through the generated titles and choose the one that best fits your essay’s theme and captures your intended message. Once you’ve found the perfect title, you can use it for your writing assignment, research paper, or academic project. This tool is user-friendly and suitable for writers of all levels, making the process of finding a great title quick and easy.

What is the Essay Title Generator?

The Essay Title Generator is an AI-based tool that creates original and thought-provoking essay titles. By analyzing your input keywords or themes, it generates a range of titles suitable for various academic disciplines and writing styles. This tool is a helpful resource for students and writers looking to create titles that accurately reflect their essay’s content and grab the reader’s attention. Whether you’re working on a persuasive essay, an expository piece, or a narrative essay, these AI-generated titles can provide inspiration and help you get started on your writing journey. The Essay Title Generator aims to simplify the process of finding the perfect title, allowing you to focus on crafting a compelling essay.

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Language Essay Titles

IELTS Essay Questions for the Topic of Language. All essay questions below are reported by IELTS candidates and seem to have been repeated over the years. Regardless of the years the questions were reported, you could get any question below in your test. You should, therefore, prepare ideas for all questions given below. The topics below could appear in both GT and Academic IELTS Writing Task 2.

IELTS Writing Task 2 Language Essay Questions

As computers translate quickly and accurately, learning foreign languages is a waste of time? To what extend do you agree or disagree. (2017, 2020, 2023)

Scientists predict that all people will choose to talk the same global language in the future. Do you think this is a positive or negative development? (appears most years in the test)

Some schools are no longer teaching children how to write with a pen. Do you think children should learn handwriting skills? (2024)

Some people think that a person can never understand the culture of a country unless they speak the language. Do you agree with this opinion?

Some people think that you can never become fluent in a language unless you have spent time living or working in that country. To what extent do you agree?

Some people think that all children in school should learn a foreign language at an early age. What are the advantages and disadvantages of doing this? (2020, 2023)

Reported essay questions are from students who have taken their IELTS test. That means questions may have appeared more frequently than have been reported. These questions may vary slightly in wording and focus from the original question. Also note that these questions could also appear in IELTS speaking part 3 which is another good reason to prepare all topics thoroughly.

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