CHIN 5001 - Translation Project: English to Chinese

North Terrace Campus - Semester 1 - 2014

This course aims to develop students' skills in translation from English into Chinese as well as a solid understanding of theories underpinning translation practice. The course incorporates theoretical concepts with practice. It introduces different approaches to translation to help students be aware of their own perceptions of translation, translation processes and translation difficulties. It takes an inter-disciplinary approach and utilises contrastive linguistic and cultural analyses to expose students to the features and requirements of text production in both Chinese and English for different genres and purposes. Translation practice covers areas relevant to students' research interests including cultural studies, gender studies and media studies.

  • General Course Information
    Course Details
    Course Code CHIN 5001
    Course Translation Project: English to Chinese
    Coordinating Unit Asian Studies
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 6
    Contact Up to 3 hours per week
    Assumed Knowledge Native Chinese speaker's proficiency level
    Assessment 1,000 word in-class activities and assessments (20%), oral group presentation (10%), 2,000 word group translation project (10%), 1,500 word final examination (30%), 4,000 word final translation project (30%)
    Course Staff

    Course Coordinator: Dr Delia Lin

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Articulate/communicate one’s own translation process, including contrastive linguistic analysis involved, choice of vocabulary, problem-solving strategies etc.
    2 Develop skills and confidence in participating in group discussion.
    3 Develop skills for analysing and critiquing the causes of misreading of texts
    4 Diagnose mistranslation and loss of meaning in translation
    5 Recognise syntactical and semantic differences and characteristics between English and Chinese.
    6 Develop a sophisticated understanding of the act of translation as a translingual and transcultural practice
    7 Develop awareness and knowledge of the relationship between the philosophy of language and translation
    8 Develop abilities to analyse, critique and negotiate socio-cultural differences and diversity through translating texts
    9 Recognise and understand ethical issues in professional and intellectual contexts of translation.
    10 Increase understanding and competence in deductive essay writing
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 5, 6, 7, 9
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3, 4, 8
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 1-9
    Skills of a high order in interpersonal understanding, teamwork and communication. 2, 10
    A proficiency in the appropriate use of contemporary technologies. 1, 10
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-10
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 1-10
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 8, 9
  • Learning Resources
    Required Resources
    Readings and workshop materials will be distributed in class.
    Recommended Resources
    An English – Chinese Dictionary

    Note: Students are permitted to use paper dictionaries ONLY at examinations and tests.

    Students are encouraged to prepare themselves with adequate cross-cultural awareness and translation theories. This can be done through extensive reading of relevant academic publications, some of which are listed below:

    1. Song, Xianlin and Kate Cadman (eds). Bridging Transcultural Divides: Teaching Asian Languages and Cultures in a Globalising Academy. Adelaide: University of Adelaide Press (2012)

    2. Song, Xianlin. ‘Writing Beyond the Wall: Translation, Cross-Cultural Exchange and Chen Ran’s A Private Life?’ with Kay Schaffer, Portal: Journal of Multidisciplinary International Studies (Vol. 3, no.2, July 2006), at (ERA ranking A)

    3. Song, Xianlin. ‘Intercultural Semiosis: Corporeal Semantics and Translation (Chinese- English)’ with Horst Ruthrof, Journal of Translation Studies (No. 7, July 2002), 17-43.

    4. Lefevere, André. Translation--history, culture : a sourcebook

    5. Chantler, Ashley and Dente, Carla. Translation practices: through language to culture, Call No. 418.02 C459t 6. Nida, E.A. & Taber, C.R. The theory and practice of translation, Call No. 418.02 N664
    More books on translation and transcultural communications can be ordered through the University library.
    Online Learning
    The MyUni site will be used to announce upcoming curricular and extra curricula events and host supplementary materials. Important notices will also be emailed to you on a regular basis, via MyUni announcements. It is each individual student's responsibility to check your Adelaide University e-mail account messages regularly and go to MyUni and if necessary, download MyUni course materials/information. Students are also encouraged to communicate with the lecturers and tutors at any time, via e-mail, for asking questions, making appointments, etc.

    All written assignments are to be submitted through e-submission and TURNITIN via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Workshops are conducted with an interactive approach. Students are given research papers and texts of translation in or before the workshop. The texts given are discussed in workshops in groups or with the teaching staff. Individual and group research activities are also a part of the learning in this course.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    1 x 3-hour workshop per week 36 hours per semester
    6 hours reading per week 72 hours per semester
    12 hours assignment work/workshop preparation per week 144 hours per semester
    5 hours translation project work per week 60 hours per semester
    TOTAL WORKLOAD 312 hours per semester
    Learning Activities Summary
    Week 1 Introduction to the course: What is Translation?
    Week 2 An Australian's perception of a Chinese business person
    Complexity of translation
    Week 3 Translating Australian academic culture 1
    Translation process, strategies and criteria
    Week 4 Translating Australian academic culture 2
    Functional translation
    Theories of equivalence
    Texts and Contexts
    Week 5 Translating Australian academic culture 3
    Differences between Chinese and English
    Information sequencing and rhetorical organisation
    Induction and Deduction
    Week 6 Translating ideas and ideologies 1
    An Introduction
    Week 7 Translating ideas and ideologies 2
    Reviewing Reflection paper #1
    Challenging the notion of equivalence
    Translation as translingual and transcultural practice
    Week 8 Translating ideas and ideologies 3
    The Politics of translation
    Negotiating and Reconstructing meaning in translation
    Week 9 Translating ideas and ideologies 4
    Representation and translation
    Week 10 Translating creativity 1
    Hermeneutic philosophy of language and translation
    Fusion of horizons in translation
    Week 11 Translating creativity 2
    Translation and its metaphors
    Week 12 Translation exam
    Specific Course Requirements
    Students are expected to attend all workshops, come to the class well-prepared, and then demonstrate their preparation by contributing to discussion in a constructive manner. This means you must:
    · Attend the workshops
    · Complete the translation and reading tasks for the week
    · Think about the issues and problems encountered in completing the translation tasks, and contribute to the critical debate
    · Bring along any questions or problems you are having with translation material and transcultural communication.

    Students who miss more than two workshops will be required to do extra written work. Should you (i.e. students) need to leave before the end of the workshop, please let the lecturer know in advance.
    Small Group Discovery Experience
    Small group discovery is an integral part of the learning process. Techniques such as Think-Pair-Share will be used regularly in workshops. Accumulative snow-balling and brainstorming techniques will be used to negotiate complex concepts and texts and challenge ideas.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Attendance, participation and homework * Formative and Summative 20% 1-10
    Reflection paper #1
    (1000 words)
    Formative and Summative 10% 1, 3-8. 10
    Reflection paper # 2
    (1000 words)
    Formative and Summative 10% 1, 3-8. 10
    Translation project (4000 words) Formative and Summative 40% 3-8
    Written Examination Summative 20% 3-8
      *Students must gain at least 50% of this component to pass the entire course.
    Assessment Related Requirements
    Supplementary Examination
    Supplementary Examinations are offered to provide an opportunity for students whose academic performance was affected by circumstances beyond their control in the final examinations. There are three grounds on which students may be eligible to take a supplementary examination: medical, compassionate, and academic.

    Please refer to the section 4.12 Supplementary Examinations available at <>
    Assessment Detail

    Homework: reading and translation from English to Chinese - 20% weighting
    Reflection Papers (2x1000 words) - 20% weighting
    Translation research project (4000 words) - 40% weighting

    Written examination  - 20% weighting

    Weekly translation homework is to be submitted to the lectuerer via email by 5pm Monday each week.
    Reflection papers and translation projects are to submitted to the lectuerer via email on or before their respective due dates.
    Course Grading

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
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