Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04450001	Composition I	3	Autumn	5	3+0+0	5	5

Course Type	Elective
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Prof. Mahmut KAFES
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Prof. Mahmut KAFES	-	[email protected]

Basic Vocational Courses
Specialization / Field Courses
Support Courses	X
Transferable Skills Courses
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P2	Ability to make appropriate written or oral translations between the source language and the target language, individually or by taking an active role in team work.	5
P3	Knowing the rules and cultures of the source and target languages ​​to be used in translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Ability to express oneself verbally or in writing on different topics.	P.2.1	1
O2	Ability to do written and oral translation.	P.2.3	1
O3	Ability to analyze written or spoken source text.	P.2.4	1
O4	Being able to express cultural elements of foreign languages ​​he/she knows.	P.3.1	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	The Turkish text titled "Arabs whose languages we learned"was translated into Arabic by the students on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text first by himself/herself and then by the students standing at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Arabs lived in the Arabian Peninsula before the jahiliyya period. Bedouins lived in tents in the deserts and grazed animals in the pastures. A few lived in towns and villages and engaged in trade and agriculture. The Arabs of that period were mostly engaged in animal husbandry. Each tribe has a head/sheikh. Their language is Arabic. However, each community had its own dialect and spoke that dialect. The most famous and widespread dialect is the Quraysh dialect, and it is in this dialect that the Holy Qur'an was revealed.
2	BEYTU'L-HIKME The Turkish text entitled "Beytu'l-Hikme"was translated into Arabic by the students standing at the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. The students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and given homework to prepare for the next lesson. After the conquests, Muslims recognized the sciences of other nations, gave importance to them and started to learn them. Because they knew that progress would be realized through science. Harun Rashid, one of the Abbasid caliphs, built a library in Baghdad for this purpose. This library was named Beytü'1-Hikme. His son al-Ma'mun added different sections to this library to be used in translation and writing works, invited some well-known translators there and paid them salaries. The translators translated into Arabic many books written in Greek, Hindi and Persian in many fields. For this reason, the period of al-Ma'mun was called the period of development.
3	The Turkish text titled "The Birth of Mehjar Literature"was translated into Arabic by the students on the blackboard in the classroom under the supervision of the teacher, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Two centuries ago, some Arab countries were living under the oppression of the colonizers. Some Arab youth who wanted to escape from this oppression started to migrate to North and South America and some European countries from the end of the 19th century. Some of these young people were Christians. There were also literary figures among them. The literature produced by these emigrants was called Mahjar literature. This literature aimed to create a free and strong society. Mahjar literati were educated and cultured people. They were divided into two groups: Southern Mahjar literati and Northern Mahjar literati. Both groups played an important role in the emergence of this type of literature. Some of them settled in their homelands and some of them returned to their countries.
4	The Turkish text titled "From Arabic Proverbs"was translated into Arabic by the students standing at the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson from the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and given homework to prepare for the next lesson. Proverbs Meydani attached great importance to Arabic proverbs and collected more than six thousand of them in his book Majma al-Amsal. This book was published in two volumes in many editions. Some proverbs have a clear origin and are based on an important event. The proverb "Let your dog starve and he will obey you"has an interesting story. One of the kings of Hume used to oppress his people excessively, his wife was worried that he would end badly and warned her husband. Upon his warning, the king uttered this saying. This saying later became a proverb and spread among the people. But the king could not escape a bad end.
5	The Turkish text titled The Book of Kalile and Dimne was translated into Arabic by the students who stood up on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson from the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and given homework to prepare for the next lesson. The stories of Kalile and Dimne were first translated from Hindi into Persian and then from Persian into Arabic. This book was the first work to be translated into Arabic. It was translated into this language by Abdullah b. Muqaffa of Iranian origin. Kalililah and Dimna contains stories written in the language of animals and birds. These stories show people the right path and give them advice. People loved those stories very much. The Sasanian ruler Enushirvān sent his doctor Berzawayh to India to find this book and bring it back. After Berzawayh brought it back, he translated it into Pahlavi. The book was translated into many other languages besides this one.
6	BONES The Turkish text titled Arabs, whose language we learned, was translated into Arabic by the students on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Bone is an industrial raw material. Developed countries use bones in various fields. Knife handles, buttons, combs are some of those areas. Bone vapor is also used in sugar, various food and vegetable oil refineries. The bones arriving at the factory are thrown into hot water boiling over a fire and left in the water until the fat adhering to them melts. When the water cools, the fat freezes and floats on the surface of the water. After these fats are removed, the bones are taken out of the water and sent to factories for production. Industrialized countries import large quantities of bones every year and pay a lot of money for them.
7	The Turkish text titled The Story of the Invention of the Microscope/Magnifying Glass was translated into Arabic by the students on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Human beings have always wanted to be aware of what is happening around them. One of these is living organisms. Man has always wanted to know the nature of these organisms. Some of them can be seen with the eye and some can only be seen with special devices. The magnifying glass (microscope, lens) is one of these devices and was invented in the XI century. The magnifying glass first appeared in Germany and the story is as follows: The two sons of a man who sold lenses were playing at their father's workplace when they accidentally put two lenses on top of each other, looked at an object and saw it magnified. The first eyeglasses were produced in Italy in the eighteenth century. At that time, glasses were considered a luxury item, not a necessity.
8	The Turkish text titled PARA Para (Money) was translated into Arabic by the students standing at the blackboard under the supervision of the teacher in the classroom, the Arabic sentences written were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and given homework to prepare for the next lesson. In the past, exchange transactions were done through barter. That is, people exchanged the goods they had with each other. Over time, economic relations developed between them and temporary markets and fairs were established. This continued for a while. Then the population increased and barter became insufficient. For this purpose, it was necessary to find/invent a tool that was easy to carry and that people could use. This medium was called money. People exchanged the commodities they sold or bought for money. For this reason, people started to use gold and silver as money because of their properties. Because they were easy to transport, could be broken into pieces and did not lose their value. Every state has a currency. Our currency is the Turkish lira and the kurus.
9	The Turkish text titled BANKALAR Bankalar (Banks) was translated into Arabic by the students on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. In ancient times, people kept their valuables in special places. No one knew about them and no hands could reach them. Some people would entrust their possessions to others and receive a document in return. When they wanted to get their property back, they would give this document and get their property. As the years passed, this system changed, banks were established, checks were printed and started to be used. Banking schools were opened and graduates of these schools started to work in banks. Today, banks have important duties. They contribute to the development of countries in economic, commercial, industrial and agricultural aspects. Banking has become an important sector in the world.
10	TRAFIC RULES The Turkish text titled Traffic Rules was translated into Arabic by the students standing at the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Traffic rules must be followed by every driver and pedestrian. Drivers should stop at red lights, should not speed, should not drive while intoxicated Many people are killed or injured and material damages are caused by traffic accidents in our country every year. All citizens should heed the advice and warnings given.
11	The Turkish text titled "Physical Education"was translated into Arabic by the students standing up on the blackboard in the classroom under the supervision of the teacher, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Sport is a physical activity. It strengthens the body and protects it from many diseases. Governments care about the health of their citizens and try to raise health awareness among them. Sports competitions between students are organized in schools. Young people should start playing sports at an early age and choose a sport that suits their body. Archery, swimming, horse riding, athletics, weightlifting, boxing, wrestling and shot put are the most common sports. In the same way, young people who play sports should pay attention to their nutrition, eat on time, drink on time and avoid harmful habits such as smoking, drinking and drugs. These are harmful for athletes
12	BESİN/GIDA The Turkish text titled BESİN/GIDA was translated into Arabic by the students standing up on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Nutrition plays an important role in human life. After being examined, a patient asked his doctor how many years he would live. Doctor: Tell me what you eat every day and I will tell you how many years you will live. Some people say that a person digs his own grave with the spoon and fork with which he eats. Eating too much food makes a person fat, causes indigestion and leads to many diseases. Some people think that diseases are caused by cold or contagion. However, some diseases are caused by gluttony/eating too much. People should eat less and leave the table when they are full.
13	Adaptation to the Environment The Turkish text titled "Adaptation to the Environment"was translated into Arabic by the students standing at the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Every living thing in the world lives in a unique environment. Environment is the environment in which living things live. The characteristics of this environment are climate, air, water, soil, food and other living things. If a living thing can survive in its environment, it is said that the environment is suitable for it. Living things cannot live without environment. Living things should be able to find food, reproduce and live together with other living things in their environment. For this, people should not harm the natural environment in which they and other living things live. It is very important to protect the ecological balance. The environment is indispensable for living things.
14	The Turkish text titled KAN BANKALARI Kan Bankaları (Blood Banks) was translated into Arabic by the students on the blackboard under the supervision of the teacher in the classroom, the Arabic sentences were checked and the mistakes were corrected. Similar texts were given and students were asked to translate them into Arabic. All students in the class participated in the translation of the text. Each student was asked to translate the text section by section, first by himself/herself and then by the students who stood up at the blackboard. Students were given brief information about the next lesson in the textbook Arabic Composition and Translation Texts (by Mahmut Kafes) and were given homework to prepare for the next lesson. Blood is a vital fluid that circulates throughout the body and nourishes it. When blood runs out, it must be replaced with blood from the same group. For this purpose, in some countries there are organizations/institutions such as blood banks, Red Crescent and Red Cross established for this purpose. These organizations/institutions store donated blood. This blood is first stored in refrigerators and then delivered to those in need. Various organizations call/encourage citizens to donate blood. Blood is divided into groups. A person needs to know his/her own blood group. No blood group is compatible with another group. People should donate blood first for themselves and then for others.

Resources	Arapça Çeviri Kılavuzu Yazar: Prof. Dr Emrullah İşler-Prof. Dr. Musa Yıldız
	Arapça Çeviri ve Diyalog Tamamlama Soruları Yazar: Prof. Dr. Nurettin Ceviz ve diğerleri
	Arapça Kompozisyon ve Çeviri Metinleri Yazar: Prof. Dr. Mahmut Kafes.

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	6	84
Midterms	1	10	10
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	14	14
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P2	P3
O1	Ability to express oneself verbally or in writing on different topics.	5	-
O2	Ability to do written and oral translation.	3	-
O3	Ability to analyze written or spoken source text.	4	-
O4	Being able to express cultural elements of foreign languages ​​he/she knows.	-	5