Assignment submission

Follow instruction on the submission of practicum portfolio (see practicum manual). Checked practicum portfolios will be returned to students via T&I Office. Email will be sent to students when they are ready for pick-up.

Unless students have negotiated an extension based on documented evidence of significant disruption to their studies, a penalty of 5% per day will apply to late submission of assignments.   

Again, unless otherwise negotiated, assignments will not be accepted at all AFTER the date on which the marked assignments are returned to all students in the unit. 

All the assignment should be submitted to tutors electronically or in hard copy. Follow tutors’ instructions.  

• fill in and include the cover sheet provided on the Linguistics web site:
• http://www.ling.mq.edu.au/support/coversheet.htm
• add a footer to each page of the assignment, with page numbering, your name and student number, and the unit code clearly marked e.g., Robin Brown, 40112333, LING923
• type double-spaced
• use the appropriate subject heading for the email (see below)
• use the appropriate file name for the attachment (see below).

Please note that assignments will not be accepted unless they have both the coversheet and the footer.

Please submit assignments one time only unless specifically requested.

Please do NOT submit assignments by email directly to the Unit Convenor

In case of electronic submission, you must submit the assignment in MS Word or RTF format or Excel spreadsheet.

Email subject headers: When emailing assignments, please use subject headings such as:

TRANGXXX ass1

TRANXXX ass2 option #

Please also ensure that your full name and student number appears in the body of the email message. It is often impossible to determine from whom an email comes by looking at the sender’s email address.

Naming files: It is suggested that assignments submitted electronically should use the format explained below for naming attached files. Please ensure that there are no symbols or strange characters in the file name.

If Noam Chomsky is submitting assignment one for LING927, the file should be named:

nchomsky_927_1

4d. Return of marked assignments

Students’ marked assignments will, in general, be returned to them within 3 to 5 weeks of submission. Please note that assignments cannot be accepted after the return of marked materials.  

Teaching and learning strategies

Three major interpreting modes, namely dialogue interpreting, consecutive interpreting, and sight translation, will be introduced through lectures and tutorials offered in specific language streams. Unlike Tran821, students are expected to practice interpreting in both language directions (A↔B). Through the program-arranged practicum, students will be able to participate in supervised practice and will be offered opportunities to practice in real and/or simulated interpreting settings.

As with those used in Tran 821, the teaching materials of Tran 822 are thematically selected from various sources including TV and radio news and current affairs programs, newspapers, magazine articles, scripted and recorded dialogues and speeches from the Internet, dealing with medical, legal, social, cultural, economic and political topics.

It is expected that students in this unit will form their own study groups and participate in group activities to further improve their interpreting skills; they should complete all of the exercises prescribed in the handouts, and take part in all practicum-related activities.

Required and recommended texts and/or materials

Prescribed unit materials will be handed out on the date when teaching is conducted.  In addition, students are encouraged to read books, articles and journals on interpretation. 

Reference books:

Lee, J. and Buzo, A (2009). Community Language Interpreting: A workbook. Annandale: Federation Press.

Brunette, Louise, Georges Bastin, Isabelle Hemlin & Heather Clarke (eds.) (2003) The Critical Link 3: Interpreters in the Community.  Selected Papers from the Third International Conference on Interpreting in Legal, Health and Social Service Settings, Montreal, Quebec, Canada 22-26 May 2001. Amsterdam/Philadelphia: John Benjamins.

Gile, D (1995) Basic concepts and models for interpreter and translator training Philadelphia : John Benjamins North America

Roy, Cynthia B. (2000) Interpreting as a Discourse Process.  New York: Oxford University Press.

Hatim, Basil and Mason, Ian. 1990. Discourse and the Translator, London: Longman Group UK Limited.

Hatim, Basil and Mason, Ian. 1997. The Translator as Communicator

Pochhacker, Franz & Miriam Shlesigner (eds.) (2002) The Interpreting Studies Reader. London & New York: Routledge.

Wandensjo, C (1998) Interpreting as interaction New York: Longman

Hale, S & Gibbons, J (1999) Varying Realities: Patterned Changes in the Interpreter’s Representation of Courtroom and External Realities Applied Linguistics 20/2: 203-220 Oxford University Press

Jones, Roderick (1998) Conference Interpreting Explained. Manchester: St. Jerome Publishing

Articles

Schweda-Nicholson, Nancy. (1993) “An Introduction to Basic Note-taking Skills for Consecutive Interpretation.”  In Keystones of Communication. Proceedings of the 34^th Annual Conference of the American Translation Association, Philadelphia, PA, 6-10 OCTOBER 1993. Ed. Edith F. Losa.  Medford, NJ: Learned Information.

Gile Daniel. (1995) “Fidelity Assessment in Consecutive Interpretation: An Experiment.” Target 7:1

Torres, Diaz, Maria Gracia. (1997) “Why Consecutive Note-taking is Not Tantamount to Shorthand Writing.”  In Proceedings of the 2^nd International Conference on Current Trends in Studies of Interpretation and Interpreting.  Eds. Kinga Klaudy, Janos Kohn.  Budapest: Scholarstica.

Alexieva, Bistra. (1998) “Consecutive Interpreting as a Decision Process.” In Translator Strategies and Creativity: Selected Papers from the 9^th International Conference on Translation and Interpreting. Prague, 1995. Eds. Beylard-Ozeroff, Ann, Jana Kralova & Barbara Moser-Mercer.  Philadelphia/Amsterdam: John Benjamins.

Sutton, Philippa. (1998) “Note-taking and the interpreting Process.”  Interpreting Research 14(7/2).

Ficchi, Velia. (1999) “Learning Consecutive Interpretation: An Empirical Study and an Autonomous Approach.” Interpreting 4:2

Mead, Peter.  (2002) “Exploring Hesitation in Consecutive Interpreting: An Empirical Study.”  In Interpreting in the 21^st Century Challenges and Opportunities.  Eds. Giuliana Garzone & Maurizio Viezzi.  Amsterdam/Philadelphia: John Benjamins, 2002, pp 73-82

Note: This list of references is not exhaustive. There are many other reference books and journals available in main library and NCELTR library.

There is a range of other resources available to Macquarie students, including:

• electronic access to a variety of book chapters and journal articles at http://www.lib.mq.edu.au/reserve/
• electronic access to journals at http://www.lib.mq.edu.au/journalfinder/
• electronic document delivery for journal articles and book chapters not available locally at http://www.lib.mq.edu.au/docsup/

See the following URL for more information:

http://www.ling.mq.edu.au/support/postresources.htm

The generic unit weekly outline is presented below, but specific contents may vary in each language stream.