Abstract
This proverb condenses the philosophical underpinnings for the Declaration of Bologna and the transformation of the methodological scenario in higher education. The process of harmonisation and convergence of educational curricula in the European Higher Education Area (EHEA) has involved undertaking far-reaching transformations in university systems at all levels. This also entails new implications and challenges for teachers and students: changes in learning objectives and teaching methodologies, the use of ICTs and new ways of gaining access to knowledge and communication, changes in evaluation systems and organisation of resources, etc.
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Appendix: Project Documents
Appendix: Project Documents
1.1 Pre-translation Analysis – A Model
1.1.1 1. Declarative Knowledge
(a) Contextual information
Original text | ST | TT |
Author (identity, field of expertise, functions, status) | ||
Type of publication: | ||
Date: | ||
Length (word count) | ||
Translation commission | ST | TT |
Commissioner/client | ||
Client’s brief |
(b) Textual information
Genre (of text) | ST | TT |
Communicative aim (informing, persuading, explaining, making the receivers (not) do something) | ||
Readership | ||
Co-text & context | ||
Macro-structural traits (of specific genre) | ||
Register (of text) | ST | TT |
Field (= theme) | ||
Tenor: | ||
1. Text type (descriptive, narrative, expository, argumentative, instrumental) | ||
2. Linguistic & textual analysis | ||
Phonological & Graphological level | ||
Morphology & Syntax | ||
Vocabulary | ||
Discourse & Pragmatics | ||
3. Linguistic varieties | ||
4. Degree of formality | ||
5. Style | ||
6. Ideology | ||
Mode: |
1.1.2 2. Procedural Knowledge
Translation method | ST | TT |
(Global) translation method (communicative, literal, free, philological) | ||
Ethical position | ||
Documentation | ST | TT |
Resources and basic tools | ||
Parallel/comparable texts | ||
Auxiliary texts | ||
Terminology | ST | TT |
Glossaries | ||
Key terminological items | ||
Established terms, neologisms |
1.2 Project Manager Report – A model
Project description | |
---|---|
Client’s brief (specifications) | |
Author of the ST | |
Title of the ST | |
Publication | |
Readership | |
Word count | |
Estimated delivery time |
Schedule | |||
Task | Date of assignment | Role | Due date |
Problems/difficulties of team members | ||||
When | Role | Problem | Action taken | Results |
Quality Assessment | |
---|---|
Supervision of the documentation specialist’s work | |
Relevance of comparable texts | |
Relevance of auxiliary texts | |
Usefulness/adequacy of paper resources | |
Usefulness/adequacy of electronic resources | |
Contribution to team/group theme-related archive | |
Supervision of the terminologist’s work | |
Glossary of the ST: Preparation and relevance/usefulness | |
Glossary of other texts: Preparation and relevance/usefulness | |
Collaboration in identifying needs in the pre-translation analysis | |
Collaboration with the documentation specialist | |
Creation/enrichment of the team/group’s terminological bank | |
Supervision of the translator’s work | |
Preparation of the draft translation | |
IPDR (identification of problems, suggested translation, alternatives, justification of the decisions made, etc.) | |
Collaboration with the documentation specialist and the terminologist | |
Collaboration with editor/reviser and project manager in the final version | |
Preparation of a list of resources | |
Supervision of the editor/reviser’s work | |
Check the documentation and glossaries to work on the final version | |
Study the requirements of the translation commission | |
Complete the IRER | |
Project formatting (front cover, page numbers, headings and subheadings, layout, etc.), according to the project’s specifications | |
List of resources: |
Integrated Problem and Decision Reporting (IPDR) – A model (Adapted from Hurtado (1999; ed.) and Gile (2009))
Text: | |
Problem 1: | |
Type of problem: | |
Proposed translation: | |
Other alternatives: | |
Justification: | |
Problem 2: | |
Type of problem: | |
Proposed translation: | |
Other alternatives: | |
Justification: | |
Problem 3: | |
Type of problem: | |
Proposed translation: | |
Other alternatives: | |
Justification: | |
(Copy if extra needs grids are needed) | |
Resources: |
Integrated Report for Editing and Revising (IRER) – A model
Text: | |
Correction 1: | |
Type of error: | |
Translator’s option: | |
Suggested correction: | |
Justification: | |
Correction 2: | |
Type of error: | |
Translator’s option: | |
Suggested correction: | |
Justification: | |
Correction 3: | |
Type of error: | |
Translator’s option: | |
Suggested correction: | |
Justification: | |
(Copy if extra needs grids are needed) | |
Resources: |
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Maruenda-Bataller, S., Santaemilia-Ruiz, J. (2016). Project-Based Learning and Competence Assessment in Translation Training. In: Carrió-Pastor, M. (eds) Technology Implementation in Second Language Teaching and Translation Studies. New Frontiers in Translation Studies. Springer, Singapore. https://doi.org/10.1007/978-981-10-0572-5_11
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