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Department of English Translation and Interpreting
ETI 320 | Course Introduction and Application Information
| Course Name |
Subject Specific Translation
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ETI 320
|
Fall/Spring
|
3
|
0
|
3
|
6
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Elective
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | face to face | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkQ&ALecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | - | |||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The aim of this course is to provide students with the necessary theoretical and practical knowledge and skills in order to translate texts in fields related to the Sustainable Development Goals (SDGs) addressed within the scope of the course. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course targets translation of specialized texts. In the course, characteristics of language in different fields related to the Sustainable Development Goals (SDGs), challenges encountered in such texts, sources that can be used in translating these texts, and strategies employed by translators with awareness of the SDGs are discussed. |
| Related Sustainable Development Goals |
|
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses |
X
|
|
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation |
| 1 | Introduction | |
| 2 | Meeting and Creating a Safe Environment; Pre-test; Dating Violence: • Definition and Scope of Dating Violence • The Concept of the Cycle of Violence • Practice: Different Forms of Dating Violence; Safe Relationships • Practice: Equality, Not Power! • Relationship Spectrum • Safe Relationships | Cinsel Şiddetle Mücadele Derneği . Değişim Benimle Başlar (Kavramlar Sözlüğü) https://cinselsiddetlemucadele.org/wp-content/uploads/2024/09/Kavramlar-Sozlugu-Eylul-2024-web-1.pdf TABUKAMU, Cinsel Şiddetle Mücadele Derneği. Gençler için Güvenli İlişkiler Kılavuzu. https://cinselsiddetlemucadele.org/wp-content/uploads/2024/11/GUVENLIILISKILER_FINAL.pdf Cinsel Şiddetle Mücadele Derneği. Ne var Ne Yok? Gençlerle Güvenli İlişkiler Üzerine Çalışmak. Eğitimciler ve Danışmanlar için Uygulama El kitabı. https://cinselsiddetlemucadele.org/wp-content/uploads/2018/06/NVNY_gencler_kitap_web.pdf |
| 3 | Methods of Combating Relationship Violence Practice: Social Perception, Myths, and Facts Practice: What is Consent? Consent, Building Consent, Victim-Blaming Protective & Preventive Approach Working with Young People on Safe Relationships Approach and Core Principles Empowering and Supportive Resources | |
| 4 | Focus Group Meetings and Peer Group Interviews | |
| 5 | Group Presentations and Class Discussion | |
| 6 | Final Test Concepts of Activist/Engaged Translation Translation Examples and Applications through Various Texts | Maria Tymoczko (2000) Translation and Political Engagement, The Translator, 6:1, 23-47, DOI: 10.1080/13556509.2000.10799054 https://www.tandfonline.com/doi/pdf/10.1080/13556509.2000.10799054 |
| 7 | Feminist Translation Studies Translation Examples and Applications through Various Texts | F. Massardier-Kenney, “Towards a redefinition of feminist translation practice”, in The Translator, 3:1 (1997), 55-69. DOI: 10.1080/13556509.1997.10798988 [Online: https://www.tandfonline.com/doi/abs/10.1080/13556509.1997.10798988]. L. von Flotow, “Feminist translation: Contexts, practices and theories”, in Traduction, Terminologie, Rédaction, 4:2 (1991), 69–84. DOI: 10.7202/037094ar [Online: https://www.erudit.org/en/journals/ttr/1991-v4-n2-ttr1475/037094ar/]. S. Bozkurt, “Touched translations in Turkey: A feminist translation approach”, in Moment Dergi, 1(1) (2014), 104-124. DOI: 10.17572/mj2014.1.104124 [Online: https://dergipark.org.tr/en/pub/moment/issue/35620/396579]. |
| 8 | Translation Exercises with Sample Texts | |
| 9 | Midterm | |
| 10 | Translation Exercises with Sample Texts | |
| 11 | Translation Exercises with Sample Texts | |
| 12 | Translation Exercises with Sample Texts | |
| 13 | Translation Exercises with Sample Texts | |
| 14 | Film Analysis | |
| 15 | Semester Review | |
| 16 | Final Exam |
| Course Notes/Textbooks |
|
| Suggested Readings/Materials | Flört şiddeti ile ilgili Kaynaklar Cinsel Şiddetle Mücadele Derneği . Değişim Benimle Başlar (Kavramlar Sözlüğü) https://cinselsiddetlemucadele.org/wp-content/uploads/2024/09/Kavramlar-Sozlugu-Eylul-2024-web-1.pdf TABUKAMU, Cinsel Şiddetle Mücadele Derneği. Gençler için Güvenli İlişkiler Kılavuzu. https://cinselsiddetlemucadele.org/wp-content/uploads/2024/11/GUVENLIILISKILER_FINAL.pdf Cinsel Şiddetle Mücadele Derneği. Ne var Ne Yok? Gençlerle Güvenli İlişkiler Üzerine Çalışmak. Eğitimciler ve Danışmanlar için Uygulama El kitabı. https://cinselsiddetlemucadele.org/wp-content/uploads/2018/06/NVNY_gencler_kitap_web.pdf Çeşitli kaynaklardan alınmış dersin içeriğiyle ilgili metinler. F. Massardier-Kenney, “Towards a redefinition of feminist translation practice”, in The Translator, 3:1 (1997), 55-69. DOI: 10.1080/13556509.1997.10798988 [Online: https://www.tandfonline.com/doi/abs/10.1080/13556509.1997.10798988]. L. von Flotow, “Feminist translation: Contexts, practices and theories”, in Traduction, Terminologie, Rédaction, 4:2 (1991), 69–84. DOI: 10.7202/037094ar [Online: https://www.erudit.org/en/journals/ttr/1991-v4-n2-ttr1475/037094ar/]. S. Bozkurt, “Touched translations in Turkey: A feminist translation approach”, in Moment Dergi, 1(1) (2014), 104-124. DOI: 10.17572/mj2014.1.104124 [Online: https://dergipark.org.tr/en/pub/moment/issue/35620/396579]. Maria Tymoczko (2000) Translation and Political Engagement, The Translator, 6:1, 23-47, DOI: 10.1080/13556509.2000.10799054 [Online: https://www.tandfonline.com/doi/pdf/10.1080/13556509.2000.10799054] |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments |
1
|
30
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams | ||
| Midterm |
1
|
30
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
2
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
0
|
|
| Study Hours Out of Class |
14
|
2
|
28
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
0
|
||
| Portfolio |
0
|
||
| Homework / Assignments |
1
|
35
|
35
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
0
|
||
| Midterms |
1
|
35
|
35
|
| Final Exam |
1
|
34
|
34
|
| Total |
180
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
Program Competencies/Outcomes |
* Contribution Level
|
|||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
To be able to understand and use grammatical and semantic structures of the source and target languages, |
-
|
-
|
-
|
-
|
X
|
|
| 4 |
To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, |
-
|
-
|
-
|
-
|
-
|
|
| 5 |
To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, |
-
|
-
|
X
|
-
|
-
|
|
| 6 |
To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, |
-
|
-
|
-
|
-
|
-
|
|
| 7 |
To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, |
-
|
-
|
-
|
X
|
-
|
|
| 8 |
To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, |
-
|
-
|
-
|
-
|
-
|
|
| 9 |
To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, |
-
|
-
|
X
|
-
|
-
|
|
| 11 |
To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, |
-
|
-
|
-
|
-
|
-
|
|
| 12 |
To be able to relate the knowledge accumulated throughout the human history to their field of expertise. |
-
|
-
|
-
|
-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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