Technical-Scientific Translation Practice (English to Portuguese)
On completion of this module, students should be able to:
1) explain the relevance of translation in creating and communicating knowledge in a range of areas and scenarios (inc. sanitary and financial crises)
2) explain the mediating role of English in creating and communicating knowledge, and use this knowledge to adequatly translate for and from translation
3) explain the characteristics and typologies of scientific and technical texts
4) understand the role of agends and differen workflows on scientific and technical translation
5) analyse scientific and technical texts in English and Portuguese, in preparation for translation
6) translate scientific and technical texts via and from English into Portuguese, using suitable translation strategies and digital resources while adhering to ethical and professional standards
7) justify translation solutions, using the metalanguage in the field
8) critically assess own translation and revise (in)complete work.
Hanna Marta Pieta Candido
Weekly - 4
Total - 168
This unit will be taught in English and will involve tranlating from English into Portuguese. Students are thus required to have active and passive competences in these languages (C2 level)
Byrne, Jody. (2012). Scientific and Technical Translation Explained: A Nuts and Bolts Guide for Beginners. London: Routledge.
CEN. (2015). Translation Services: Requirements for translation services. BS EN ISO 17 100:2015. Brussels: CEN.
Olohan, Maeve. (2015). Scientific and Technical Translation. London: Routledge.
Pym, Anthony. (2021). Translator Ethics. In Kaisa Koskinen & N. K. Pokorn (Eds.), The Routledge Handbook of Translation and Ethics. London: Routledge.
Sandset, Tony Joakim. (2021). Translating Global Epidemics: The Case of Ebola. In Şebnem Susam-Saraeva & Eva Spišiaková (Eds.), The Routledge Handbook of Translation and Health (pp. online). London: Routledge.
Wright, Sue Ellen and Leland Wright (eds) (1993). Scientific and Technical Translation. Amsterdam and Philadelphia: John Benjamins.
The course centres around in-class group activities and individual work developed ouside the classroom. Students are required to translate five different texts (representative of differen sci-tech genre), in line w the following MO:
a) pre-translation: outside the classroom, students familiarize themselves with the source text and look for two non-translated texts that serve as a model for generating a specific textual genre; texts are discussed in class, which serves as a spring
b) translation: outside the classroom, students translate the source text, drawing on previous inisghts; and keeping a reflective blog about the challenges involved. Inside the classromm, students discuss their translation solution and upload their renditions to Moodle.
c) post-translation: students receive feedback on their translation, as well as guidence for revision and further reflection.
Evaluation Methodologies - - E-portfolio(40%), - Submissions on Moodle(25%), - Test:(25%), Attendance and Participation(10%)
1. Introduction to technical and scientific translation
- key concepts
- characteristics and typologies
- ethical issues
- professional ecosystem of subtitling: approaching new clients (CV, electronic portfolio) and interacting with fellow professionals (professional associations and social media)
2. Reflective practice: analysis, translation and revision of a range of scientific and technical texts (inc. abstracts of scientific articles, Wikipedia entries, science news, leaflets, technical instructions and data sheets).
The topics to be covered are subject to change depending on developments in academic research and interests of the class.
Programs where the course is taught: