Translation and Interpreting English

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04531207	Technical Translation	2	Autumn	3	3+0+0	4	4

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	English
Methods and Techniques	grup çalışması
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Res. Asst. Öznur YANAR TORBALI
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Res. Asst. Öznur YANAR TORBALI	C-	[email protected]

Basic Vocational Courses	X
Specialization / Field Courses	X
Support Courses
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
P1	Makes written or oral translations from source language to target language in accordance with the purpose.	5
P2	To be able to use the professional knowledge about various cultures, cultural differences and the integrative nature of translation in translation practice.	3
P3	Uses information technologies required by translation.	5
P4	Has a good command of the rules of use of the source and target languages to be used in translation.	5
P5	To be able to use analytical thinking skills and the necessary theoretical knowledge in translation criticism.	2
P6	In accordance with the interdisciplinary nature of translation studies, they translate in various fields (law, health, commerce, technical, etc.).	5
P9	Uses Quality Standards in Translation in his/her applications.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Has knowledge about translation theories.	P.1.1	6
O2	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	P.1.3	6
O3	Evaluates the translated text for final reading.	P.1.5	6
O4	Completes the process of reconstruction of the text in the target language.	P.1.6	6
O5	Has knowledge of the usage rules of both source and target language.	P.4.1	6
O6	Determines the linguistic-textual and semiotic elements considered in the source language for pre-translation decisions.	P.4.4	6
O7	Creates a text suitable for the purpose in the target language.	P.4.6	6
O8	Develops terminology and contextual knowledge in order to make translation applications in various fields (EU texts, law, health, trade, technical, commercial, media, etc.).	P.6.1	6
O9	To be aware of the existence of specific translation frameworks for specialised areas in translation.	P.6.2	6
O10	Derives terminology for texts on specialised areas.	P.6.3	6
O11	Analyses special field texts in terms of linguistic-textual and semiotic elements.	P.6.4	6
O12	Evaluates the special field text given in line with the theoretical knowledge.	P.6.5	6
O13	Makes appropriate translations in various special fields in line with the special features of the field.	P.6.6	6
O14	Follows the criteria for drafting a translation text in accordance with the Translation Standards.	P.9.3	6
O15	Creates a translation text in accordance with the standards.	P.9.6	6
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Students are presented the basics of technical writing and its role in people's daily life. Following the presentation section, in workshop, online learning game website "Arcade Game Generator"is used. Students are given an URL and using this link they are invited to play a flashcard game about the topic of today's lecture (writing types, audience and purpose).
2	Students are presented the "Structure and Content of a Manual, Installation and getting started, Instructions, Procedures". Following the presentation section, in workshop, students are asked to do a matching task on the website "turtlediary". Following the matching activity, as a group activity, they are asked to create a content page of a user manual. As a homework, each group prepares a poster presenting the content they have created in workshop.
3	In this lecture, students are presented the details of a technical research beside some parts of a user manual such as troubleshooting, tables, lists, warning and recommendations, warranty and contact details.
4	Students are presented the writing process of technical documents. Following the presentation section, in workshop, students are asked to take a photo of each stage of their work. Then, they are asked to find out a topic using one of the three freewriting techniques. (open, focused, looped) After defining the topic, they are asked to draw a map, make an outline and create a draft writing to shape their ideas.
5	Students are presented writing clear technical documents. Following the presentation section, in workshop, students are given a user manual and asked to work in groups of 3 to identify the points which seem problematic, complicated and hard to understand. Then, as a draft, they are asked to rewrite these points individually according to the conventions of clear writing for user manuals.
6	Students are presented the samples of clear writing styles and typical mistakes encountered in technical documents. Following the presentation section, in workshop, students keep working on the user manual they've previously assigned. As they are expected to complete the task in two weeks, they submit (GoogleDrive) the final version at the end of this week.
7	Students are presented the samples of clear writing styles and typical mistakes encountered in technical documents. Following the presentation section, in workshop, students keep working on the user manual they've previously assigned. As they are expected to complete the task in two weeks, they submit (GoogleDrive) the final version at the end of this week.
8	Mid-Term Exam
9	Students are presented the essentials of organizing technical documents (especially user manuals). Following the presentation section, in workshop, students are separated into groups of 3 and given a brochure. Then, they are asked to check the headings and subheadings to create an appropriate layout for the document using online layout and design software "Lucidpress".
10	Students are presented the essentials of instruction writing for a technical document. Following the presentation, in workshop, they are given a text including a set of instructions defining how to post a photo on Instagram. (in Turkish) As the instructions are not given in a clear format, students are asked to rearrange them and create a set of simple and user-friendly instructions. (Activity 1) Then, they are asked to translate their instructions for English speaking users (Activity 2) and design a poster with them using the website "Piktochart".
11	Students are presented the details of designing technical documents and the role of graphics in user manuals. At the end of the lecture, students are asked to design a simple graphical user manual using an online designer.
12	Students are presented the essentials of writing for the web and displayed how to create their own websites using free website creator "Wix". Following the presentation section, in workshop, students are asked to follow the required steps and plan their own website drafts. As homework, they are asked to find a sample user manual and examine, edit and redesign one page of the manual. Then, they are asked to publish their redesigned page on their own websites. (for two weeks)
13	Students are presented the essentials of writing for the web and displayed how to create their own websites using free website creator "Wix". Following the presentation section, in workshop, students are asked to follow the required steps and plan their own website drafts. As homework, they are asked to find a sample user manual and examine, edit and redesign one page of the manual. Then, they are asked to publish their redesigned page on their own websites. (for two weeks)
14	Students are presented the essentials of technical reading besides the differences between technical reading and other forms of reading. Following the presentation section, in workshop, they are given a text. Students are first asked to scan the text for the gist of the text and take notes. Then, they are separated into the groups of 3, asked to read it thoroughly and draw a draft workflow diagram defining the workflow explained in the text. They are asked to complete their workflow diagram and draw it using an online diagram maker.
15	Students are presented the concept of ethic in the frame of ethical behavior in workplace. Some samples of ethical dilemmas are brought into the classroom and discussed with students.
16	Final Exam

Resources	Eren, Cüneyt (2000) Modern Tercüme Metotlarına Giriş. Erzurum. EKEV yayınları.
	Eruz, Sakine (2000) Çeviride ve Çeviri Eğitiminde Koşut Metinler. İstanbul. Multilingual.
	Hasdemir, Yılmaz (2000) Translation Methods - Çeviri Teknikleri. İstanbul: Alfa.

In-Term Studies	Quantity	Percentage
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
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	3	42
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	10	10
Other	0	0	0
Total Work Load:			104
Total Work Load / 30			3,47
Course ECTS Credits:			3

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

#	Learning Outcomes	P1	P4	P6	P9
O1	Has knowledge about translation theories.	5	5	5	5
O2	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	5	5	5	5
O3	Evaluates the translated text for final reading.	5	5	5	5
O4	Completes the process of reconstruction of the text in the target language.	5	5	5	5
O5	Has knowledge of the usage rules of both source and target language.	5	5	5	5
O6	Determines the linguistic-textual and semiotic elements considered in the source language for pre-translation decisions.	5	5	5	5
O7	Creates a text suitable for the purpose in the target language.	5	5	5	5
O8	Develops terminology and contextual knowledge in order to make translation applications in various fields (EU texts, law, health, trade, technical, commercial, media, etc.).	5	5	5	5
O9	To be aware of the existence of specific translation frameworks for specialised areas in translation.	5	5	5	5
O10	Derives terminology for texts on specialised areas.	5	5	5	5
O11	Analyses special field texts in terms of linguistic-textual and semiotic elements.	5	5	5	5
O12	Evaluates the special field text given in line with the theoretical knowledge.	5	5	5	5
O13	Makes appropriate translations in various special fields in line with the special features of the field.	5	5	5	5
O14	Follows the criteria for drafting a translation text in accordance with the Translation Standards.	5	5	5	5
O15	Creates a translation text in accordance with the standards.	5	5	-	5