Unit convenor and teaching staff |
Unit convenor and teaching staff
Other Staff
Mio Bryce
Contact via mio.bryce@mq.edu.au
Unit Convenor
Tomoko Koyama
Contact via tomoko.koyama@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
JPS301 or JPS303
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit focuses on developing students' advanced translation and writing skills. The unit gives students opportunities to compose and translate a wide range of texts in and into Japanese, covering different forms, genres and situations. This unit helps students to refine their usage of grammar, vocabulary and idiomatic expressions to suit particular text types and audiences. Both translation and creative writing tasks comprise a significant portion of assessment.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
---|---|---|
Unit Participation | 5% | Weekly |
Weekly Mini-Projects | 20% | Weekly |
Quiz | 15% | Weekly |
Mid-Term Class Test | 15% | Week 6 in class |
Translation Project | 15% | Week 13 (12 June) |
Take Home Examination | 30% | 18th June |
Due: Weekly
Weighting: 5%
Students are expected to come to class in time and well prepared. Unit participation includes regular attendance and active contribution to the class.
Due: Weekly
Weighting: 20%
Students are expected to submit a weekly review task in the proceeding week, hand-written on Japanse manuscript paper.
Due: Weekly
Weighting: 15%
Students will attempt Review Quiz via iLearn, uploaded in Weekly Folder.
Due: Week 6 in class
Weighting: 15%
The exam focuses on grammatical items and knowledge of idioms as well as writing skills of different genre. Duration is 90 minutes minutes 10 minutes reading time. Dictionaries are permitted during the test.
Due: Week 13 (12 June)
Weighting: 15%
Students will translate two short texts (Japanese into English; English into Japanese) of their selected genre. Each text should be presented in a genre specific format.
Place your assignment in JPS Assignment Box in W6A Foyer.
Due: 18th June
Weighting: 30%
Students will be given research questions. 1) Students will collect information and data, 2) Analyse and synthesise the collected data and information and 3) Write 3 short (300, 400 and 800 ji) essays of different genre and text type.
Questions will be given to students in Week 12 in class.
Place your assignment in JPS Assignment Box in W6A Foyer.
The unit will use:
iLearn
The webpage can accessed at: http://iLearn.mq.edu.au
Monday 13:00 - 15:00 W5C312
For update of workshop time/classroom, please consult the MQ timetables website: htto://timetable.mq.edu.au
There is no set text for this unit.
Course notes will be provided.
A dictionary and Genko Yoshi are necessary items in each class.
Week | Date | Workshop content | Assessment |
1 | 3 March |
Introduction Descriptive Writing |
Weekly homework Weekly Quiz |
2 | 10 March | Expository Writing |
Weekly homework Weekly Quiz |
3 | 17 March |
Analytical Writing |
Weekly homework Weekly Quiz Information Sheet (Mid-term Test) to be given in class |
4 | 24 March | Persuasive Writing |
Weekly homework Weekly Quiz |
5 | 31 March | Translation Workshop (Descriptive Text) |
Weekly homework Weekly Quiz |
6 |
7 April |
Mid-term test |
Mid term test (15%) Inoformation sheet (Translation Project) to be given in class |
7 | 28 April | Translation Workshop (Expository Text) |
Weekly homework Weekly Quiz |
8 | 5 May | Translation Workshop (Analytical Text) |
Weekly homework Weekly Quiz |
9 | 12 May | Translation Workshop (Persuasive Text) |
Weekly homework Weekly Quiz |
10 | 19 May |
Writing Japanese in your career 1 - applying different text types for different day-to-day scenario |
Weekly homework Weekly Quiz |
11 | 26 May |
Writing Japanese in your career 2 - applying different text types for different day-to-day scenario |
Weekly homework Weekly Quiz |
12 | 2 June | Creative Writing | Take-home Exam Questions to be given in class |
13 | 9 June | Queens Birthday No Class | Students complete Take-home Exam |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:
The link below has more detailed information.
http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study.
Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution.
In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc).
Each passing grade subsumes and goes beyond the grades lower than it.
The University will establish procedures for producing grades that will be consistent, fair and equitable.
http://mq.edu.au/policy/docs/grading/policy.html
This procedure outlines the requirements and processes to be followed where a student experiences unavoidable disruption of at least three (3) consecutive days duration and/or is prevented from completing a formal examination. The disruption is such that the student does not reach their usual demonstrated performance level.
http://mq.edu.au/policy/docs/special_consideration/policy.html
Assignments are compulsory and must be submitted on time. As a general rule, extensions will not be granted without a valid and documented reason (e.g. medical certificate). Late submissions will be penalised by 5% for each day (including weekends) the assignment task is late. No assignments will be accepted after assignments have been corrected and feedback has been provided. Assignment tasks handed in early will not be marked and returned before the due date.