Course coordinator: Dr. Hong Cai

Lecturers: 

Dr. Hong Cai
RM 641, Kenneth Wills Building
Ph: +61 8 83132598
Email: hong.cai@adelaide.edu.au
Consultation hours: Wednesday 12pm-1pm or by appointments

A/Prof. Yixiao Xiang
RM 531, Kenneth Wills Building
Ph : +61 8 8313 4680
Email: yixiao.xiang@adelaide.edu.au 
Consultation hours: by appointments

Group A Monday – 8:10am – 10:00pm Mawson, 122, Madigan Room
Group B Monday – 2:10 pm– 5:00pm Napier, 205, Teaching Room
Group C Friday – 2:10pm – 5:00pm Napier, 209, Lecture Theatre

At the successful completion of this course, students will be able to:

1	Recognise basic syntactical and semantic differences and characteristics between English language and Chinese language
2	Understand the information conveyed in the source text for different contexts
3	Understand and respect socio-cultural differences and diversity through translation texts.
4	Diagnose mistranslation and loss of meaning in translation
5	Recognise and understand ethical issues in professional and intellectual contexts of translation.
6	Improve information literacy for problem solving purposes during a translation process.
7	Enhance translation capability through peer or group work
8	Employ basic information technology in a group work environment

Workshop practice materials will be given in class or through MyUni.

An English-Chinese Dictionary, and a Chinese-English dictionary, or an electronic dictionary.

The Barr Smith Library has a collection of books and journals on translation. Some of them are as below:

• Journals: Babel; Chinese Translators Journal (Zhong Guo Fan Yi); Meta; Target; Translation; TTR (Traduction, Terminologie, Rédaction); The Translator

• Valerie Pellatt, Eric T. Liu, Yalta Ya-Yun Chen. Translating Chinese culture : the process of Chinese-English translation; 2014, Call No. 495.1802 P385tr, e-book available
• Li, C. (2009). Fei wen xue fan yi = Non-literary translation / Li Changshuan zhu (Di 1 ban. ed., Quan guo fan yi shuo shi zhuan ye xue wei (MTI) xi lie jiao cai). Beijing Shi: Wai yu jiao xue yu yan jiu chu ban she. Call No. 495.1802 L6931f
• Li, Y., Xia, Zhiming, & Xie, Xiaolan. (2009). Lun Ying Han wen hua fan yi de li lun yu shi jian / Li Yanlin, Xia Zhiming, Xie Xiaolan deng zhu. (Dang dai xue zhe ren wen lun cong ; 20). Beijing: Zhongguo yan shi chu ban she. Call No. 495.1802 L6937l
• Jin, H. (2003). Kua wen hua jiao ji fan yi = Translation in intercultural communication, book 1 / Jin Huikang zhu. (Di 1 ban. ed., Fan yi li lun yu shi wu cong shu). Beijing Shi: Zhongguo dui wai fan yi chu ban gong si. Call No. 418.02 J618k

Course plans, assessment arrangments and learning materials will be provided on MyUni via announcements, Course materials, Turnitin, etc.

This course adopts a student-centred approach and skill-based training. The workshop includes two sections of work and exercise. One is practice from Chinese to English and the other is practice from English to Chinese. Workshop plans will be posted on MyUni.

1 x 3-hour workshop (or equivalent) per week	36 hours per semester
6 hours reading per week	72 hours per semester
2 hours research per week	24 hours per semester
2 hours assignment preparation per week	24 hours per semester
TOTAL WORKLOAD	156 hours per semester

Schedule

Week 1	Introduction; English – Chinese translation exercise
Week 2	English – Chinese translation exercise (continued)
Week 3	English – Chinese translation exercise (continued)
Week 4	English – Chinese translation exercise (continued)
Week 5	English – Chinese translation exercise (continued)
Week 6	English – Chinese translation test; Chinese – English translation exercise
Week 7	Chinese – English translation exercise (continued)
Week 8	Chinese – English translation exercise (continued)
Week 9	Chinese – English translation exercise (continued)
Week 10	Chinese – English translation test
Week 11	Group presentation
Week 12	Group presentation

In-class practicum in small groups during each week's workshop.

Assessment Task	Task Type	Weighting	Learning Outcome
English-Chinese in-class test	Formative and Summative - Category A	20%	1-8
Chinese-English in-class test	Formative and Summative - Category A	20%	1-8
Participation	Formative and Summative - Category B	10%	1-8
Translation project and oral presentation	Formative and Summative - Category C and D	50%	1-8

Assessment in this course is criteria-based, i.e. the desired learning outcomes are specified and are designed to indicate progress towards the learning outcomes. The assessment grade is a measure of the extent to which the student has achieved the learning outcomes. The standard of performance required for the award of a particular grade is a judgement based on the professional expertise of the staff who contribute to the assessment process and is informed by experience of accepted standards. There is no predetermined distribution of grades.

In-Class Tests
There will be 2 in-class tests: one for each direction (Chinese into English and English into Chinese). Each test is worth 20% of the semester total. The main criteria used for assessment include:
1. Evidence of ability to recognise basic syntactical and semantic differences and characteristics between English language and Chinese language.
2. Demonstrated ability to understand and apply basic theories and techniques in translation.
3. Demonstrated ability to understand and respect socio-cultural differences and diversity through translation texts.
4. Demonstrated ability to understand the information conveyed in the source text for different contexts.
5. Ability to use accurate and varied structures in English and Chinese written forms.

Participation: students are expected to attend and participate in all workshops. 

Translation project and oral presentation
This assessment item consists of the following three parts: individual translation on a chosen project, peer assessment and report in a group of three students and a group-based oral presentation. Students can choose a Chinese into English project or an English into Chinese project. The individual translation (approx. 1,000 words) and peer assessment and report (approx. 1,000 words) are to be handed in through TURNITIN by 11:50pm 17 June. Each group is required to demonstrate their work by an oral presentation during the last two weeks. The main assessment criteria include:
1. Evidence of ability to recognise basic syntactical and semantic characteristics and differences between English language and Chinese language.
2. Demonstrated ability to understand and apply basic theories and techniques in translation.
3. Application of basic translation research skills.
4. Demonstration of ability to understand and respect socio-cultural differences and diversity through translation texts.
5. Evidence of ability to recognise and understand ethical issues in professional and intellectual contexts of translation.
6. Demonstrated ability to use complex and varied structures in Chinese written form.

The peer assessment and report format is as follows: 
1. An original sentence of the source text;
2. Each group member's translation of the original sentence;
3. Comments on each member's translation and suggestions for the best or a better translation. 

Criteria for assessment are the 6 areas listed in the Group Seminar Presentation and Translation Work Section. Students will receive feedback in class regarding their tests as soon as is reasonably possible. Additional feedback can be arranged with the teaching staff during consultation times. Results of all tests will be available on the CHIN 3222 MyUni website.

Written assignments are to be submitted electronically through Turnitin and/or e-submission via MyUni.

The University places a high priority on approaches to learning
and teaching that enhance the student experience. Feedback is sought from
students in a variety of ways including on-going engagement with staff, the use
of online discussion boards and the use of Student Experience of Learning and
Teaching (SELT) surveys as well as CEQ surveys and Program reviews.

SELTs are an important source of information to inform individual teaching
practice, decisions about teaching duties, and course and program curriculum
design. They enable the University to assess how effectively its learning
environments and teaching practices facilitate student engagement and learning
outcomes. Under the current SELT Policy
(http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must
be conducted at least once every 2 years. Feedback on issues raised through
course SELT surveys is made available to enrolled students through various
resources (e.g. MyUni). In addition aggregated course SELT data can be found
at: http://www.adelaide.edu.au/planning/selt/.

Academic         Maths, writing       http://www.adelaide.edu.au/mathslearning/
Support           and speaking        http://www.adelaide.edu.au/writingcentre/
                       skills

Counselling     Personal              http://adelaide.edu.au/counselling_centre/
Service           counselling for 
                      issues affecting
                     study

International   Ongoing              http://www.international.adelaide.edu.au/support/isc/
Student Care   support              


Student Care Advocacy,            http://www.auu.org.au/site/page.cfm?u=69
                     confidential
                     counselling,
                     welfare support
                     and advice

Students with Alternative            http://www.adelaide.edu.au/disability/
a Disability      academic
                     arrangements

                     
                      Reasonable           http://www.adelaide.edu.au/policies/64/
                     Adjustments to
                     Teaching &
                     Assessment for
                     Students with a
                     Disability Policy

This section contains links to relevant assessment-related
policies and guidelines. all university policies can be obtained from: http://www.adelaide.edu.au/policies/

Academic Honesty and assessment   http://www.adelaide.edu.au/policies/230/
Obligatin for Coursework Students
policy and Academic Dishonesty
Procedures

Assessment for Coursework            http://www.adelaide.edu.au/policies/700/
Programs

Copyright                                      http://www.adelaide.edu.au/policies/2643/

Modified Arrangements for             http://www.adelaide.edu.au/policies/3303/
Coursework Assessment

Student Grievance Resolution          http://www.adelaide.edu.au/student/grievance/
Process

Unsatisfactory Academic Progress    http://www.adelaide.edu.au/policies/1803/
by Coursework Students