Week |
Subject |
Related Preparation |
1) |
Introduction to the Course
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2) |
Current Status of Translation Criticism
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3) |
Anton Popovic – The Concept of Shift of Expression
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4) |
Translational Shift practice
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5) |
Raymond van den Broeck’s Descriptive Translation Criticism Model
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6) |
Discussion on articles on translation criticism |
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7) |
In-class translation practice
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8) |
Student presentations
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9) |
Student presentations
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10) |
Student presentations
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11) |
Student presentations
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12) |
Current issues in translation criticism
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13) |
In-class practice: Theater |
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14) |
In-class practice: Poetry
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Course Notes / Textbooks: |
- Chesterman, A., & Wagner, E. (2002). Can Theory Help Translators: A Dialogue Between the Ivory Tower and the Wordface. Routledge.
- Reiss, K. (2000). Translation Criticism- Potentials and Limitations: Categories and Criteria for Translation Quality Assessment. Routledge.
- Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge. |
References: |
- Chesterman, A., & Wagner, E. (2002). Can Theory Help Translators: A Dialogue Between the Ivory Tower and the Wordface. Routledge.
- Reiss, K. (2000). Translation Criticism- Potentials and Limitations: Categories and Criteria for Translation Quality Assessment. Routledge.
- Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge. |
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Program Outcomes |
Level of Contribution |
1) |
To have the sufficient background in the field of translation and to use the theoretical and applied knowledge in translation |
4 |
2) |
To find, define, formulate and solve the possible problems in translation and interpreting |
5 |
3) |
To select and use the technical equipment in the applications of translation and interpreting; to be able to use simultaneous interpreting booth equipment |
3 |
4) |
To analyse, criticize and comment on translated texts |
5 |
5) |
To access information and to do research in line with that; to use databases, translation programs and other information resources |
5 |
6) |
To develop efficient individual and group working skills; to take responsibility |
5 |
7) |
To build efficient verbal and spoken communication skills; to establish fluency in English and to acquire at least one foreign language |
5 |
8) |
To build the awareness for life-long learning; to catch the developments in science and technology and to sustain continuous personal development |
5 |
9) |
To gain the awareness of professional and ethical responsibility |
4 |
10) |
To build awareness about project management and the rights of employees and the legal consequences of translation and interpreting applications |
4 |
11) |
To build awareness about the universal and societal dimensions of translation and interpreting applications and to be informed about the problems of the contemporary world |
5 |