CHIN 3222 - Translation for Chinese Speakers: Project
North Terrace Campus - Semester 1 - 2016
General Course Information
Course Code CHIN 3222 Course Translation for Chinese Speakers: Project Coordinating Unit Centre for Asian Studies Term Semester 1 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Prerequisites CHIN 3221 or CHIN 2213 Corequisites CHIN 3221 (if not meeting the prerequisite) Assumed Knowledge Completion of junior secondary school or above in China, other Chinese speaking countries or regions, or equivalent with native or near native Chinese language proficiency (including Chinese dialects) Course Description This course is a practical project that engages students to apply the translation knowledge and skills learned from the Translation courses in practice. Students will practise translation techniques through translation exercises from Chinese into English and from English into Chinese in the workshops each week. In addition, each student will conduct a major translation project on a topic agreed by the lecturer.
Course Coordinator: Dr Hong CaiCourse coordinator: Dr. Hong Cai
Dr. Hong Cai
RM 641, Kenneth Wills Building
Ph: +61 8 83132598
Consultation hours: Wednesday 12pm-1pm or by appointments
A/Prof. Yixiao Xiang
RM 531, Kenneth Wills Building
Ph : +61 8 8313 4680
Consultation hours: by appointments
The full timetable of all activities for this course can be accessed from Course Planner.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
Course Learning OutcomesAt 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
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1,3,5,6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2,4,6,8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
7,8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
2,3,4,5,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2,3,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesWorkshop practice materials will be given in class or through MyUni.
Recommended ResourcesAn 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
Online LearningCourse plans, assessment arrangments and learning materials will be provided on MyUni via announcements, Course materials, Turnitin, etc.
Learning & Teaching Activities
Learning & Teaching ModesThis 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.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
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
Learning Activities Summary
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
Small Group Discovery ExperienceIn-class practicum in small groups during each week's workshop.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
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 DetailAssessment 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.
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.
SubmissionWritten assignments are to be submitted electronically through Turnitin and/or e-submission via MyUni.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
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 GOS 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 the conclusion of each term/semester/trimester for every course offering. 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 is available.
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
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
Academic Maths, writing http://www.adelaide.edu.au/mathslearning/
Support and speaking http://www.adelaide.edu.au/writingcentre/
Counselling Personal http://adelaide.edu.au/counselling_centre/
Service counselling for
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
Students with Alternative http://www.adelaide.edu.au/disability/
a Disability academic
Students with a
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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
Assessment for Coursework http://www.adelaide.edu.au/policies/700/
Modified Arrangements for http://www.adelaide.edu.au/policies/3303/
Student Grievance Resolution http://www.adelaide.edu.au/student/grievance/
Unsatisfactory Academic Progress http://www.adelaide.edu.au/policies/1803/
by Coursework Students
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.