CHIN 5001 - Translation Project: English to Chinese

North Terrace Campus - Semester 1 - 2015

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.

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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
Available for Study Abroad and Exchange	Y
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.

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 http://epress.lib.uts.edu.au/ojs/index.php/portal. (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
http://site.ebrary.com.proxy.library.adelaide.edu.au/lib/adelaide/docDetail.action?docID=10060655

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 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.

Workload

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

Schedule
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.

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 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 <http://www.adelaide.edu.au/student/exams/supps.html>

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

Submission

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 (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.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator