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Main
UQU Programs
Linguistic Studies 

Translation of General Texts

ENG5402
3 hours English

Translation of General Texts

M5 Translation of General Texts
ENG4401 Foundations of Translation
3 hours One requisite
1 Introduction: It defines general texts in clear terms as a reference to those texts whose main features are: (1) non-technicality/non-specialization, (2) simplicity of language and style and (3) generality of subject matter. They can be about general topics of different kinds. They are TL reader-oriented and aim at meeting his/her demands and purposes. Therefore, their translation can be described as freer, more communicative and more relaxing to readers as much as translators. This introduction to general texts and their translation stresses the point of adopting a simple, easy-going and lucid style of language and method of translation that may render meaning to the public as comfortably and simply as possible. Hence, a good idea about features of simple style and language is given to students at this initial stage of the course so that they can put it in application later on
2 Translating Major Types of General Texts: starting with personal correspondence of different kinds (e.g. business correspondence like business letters, e-mails, general letters, official letters, formal letters, memoranda, letters to the editor, recommendation/academic letters, personal letters, letters of invitation, etc. Each of these types of correspondence is illustrated in practice by a translated example followed by four points of discussion: (i) purpose of the translation; (ii) type of TL readership; (iii) translation problems; and (iv) translation strategies/procedures. The ultimate aim of the discussion of the translation of each of these texts is to make the translation clear for the students in terms of what, how and what for
3 Translating Leaflet (subsuming guides, prospectuses, catalogue and brochures): including public service, tourist, university, bank, instructions, religious, political, health and motorcar leaflets. Leaflets are usually designed to be clear in message, simple in language and style, of short sentences, uncomplicated, non-technical, target reader-oriented, attractive and short in titles, eye-catching and logical in presentation, capturing, careful in choice of headlines/titles, well-organized in layout, smart in appearance, and abiding by the brevity rule, “the shorter, the better”. All these points are to be taken into account at translating the many examples of leaflets provided in the course, alongside discussing the four major points (i) purpose of the translation; (ii) type of TL readership; (iii) translation problems; and (iv) translation procedures
4 Translating Advertisements: advertising is the promotion of goods or services for sale through the numerous mass media, especially radio, television, newspaper and the Web. Advertisements have one major aim, i.e., sell products to customers. Advertising is nowadays many types including search, newspaper, magazine, cell phone, direct mail, catalogue, leaflet, movie, TV, directory, product, , outdoor and transit, corporate, in-store, aerial, sales, covert, surrogate, industrial, in-door (etc.) advertising. Main types only are picked up to translate and discuss in terms of difficulties of translation, style, purpose of translation, readership and translation procedures. These types are: newspaper advertisements, TV commercials, Radio commercials online advertising, magazine advertisements, street and outdoor advertising, new media advertising, public notices. Special emphasis is being laid on the stylistic techniques and mechanisms of producing an eye-catching translation in the TL to match the catchy original
5 Translating the Media: Newspaper Articles: newspaper articles cover a wide range of topics directed to the general public, be the newspaper popular (or informal) or quality (or formal). However, there are differences of style in regard to grammar and lexis in particular. Prime among the newspaper articles are political (the most recurrent), social, scientific, humanitarian, fun/entertainment, cultural, health, economic, psychological, sports and weird articles. Although focus is turned onto political articles, other types are also important to the public with variations, though. Hence, all of these types are tackled by translators who already know that the purpose of their translation is to render the SL message rather than the literal and accurate meaning of the newspaper text to the TL readers in an effective, clear and lucid way as much as they can, leaving out technical, specialized, complex, complicated and awkward structures and expressions out. As usual, after each translated text is a discussion of the four major points (i)purpose of the translation; (ii) type of TL readership; (iii) translation problems; and (iv) translation strategies
6 Translating Miscellaneous General Texts: including texts about smoking, living in London, child abuse, humorous texts, informal conversation, stereotypes, character secret (Arabic-English), hollow men (Arabic-English), Friday Sermon (Arabic-English), and many others that can be described as of general nature. At this stage of the course, one or two interesting Arabic short texts can be introduced with care, though, to translate into English in as general and simple terms as possible. At the end of each translated, texts, again, a discussion relevant to it is put forward in terms of (i) purpose of the translation; (ii) type of TL readership; (iii) translation problems; and (iv) translation procedures
7 Translating Specialized Texts into General Purpose Texts: this last stage of the course represents a step forward in the application of purpose theory to texts of specialist nature to be translated into general texts according to purpose theory suggestions. For example, summarization of a specialized SL text into general TL outlines, turning a scientific SL text into a general TL text for educational purposes, normalizing a technical text (e.g. a driving lesson), non-technicalization of a medical text, de-jargonizing economic jargon (etc.), simplifying rhetorical texts (e.g. a Friday Sermon, or a presidential speech), euphemizing abusive language in general terms, etc. All translations are discussed with respect to the four major points: (i) purpose of the translation; (ii) type of TL readership; (iii) translation problems; and (iv) translation strategies
1.1 Mapped to: K5

Identify and explain the fundamental principles and techniques used in the translation of general texts.

Teaching Strategy - Traditional lecturing. - Reading articles. - Seminars.
Assessment Methods Quizzes and exams.
1.2 Mapped to: K5

Identify the linguistic and cultural challenges involved in translating non-specialized texts across different contexts and genres, and recognize the importance of register, tone, and style in producing accurate and culturally appropriate translations of general texts.

Teaching Strategy - Traditional lecturing. - Reading articles. - Seminars.
Assessment Methods Quizzes and exams.
2.1 Mapped to: S4

Analyze general source texts to identify meaning, context, and tone, ensuring accurate and context-sensitive translations.

Teaching Strategy Traditional lecturing. Class discussion. Online discussion. Reading articles. Seminars. Interactive workshops.
Assessment Methods Open-book quizzes. Analytical exam questions. Assignments
2.2 Mapped to: S4

Apply appropriate translation strategies to produce clear, fluent, and culturally relevant target texts for general audiences.

Teaching Strategy Traditional lecturing. Reading articles. Research seminars. Interactive workshops.
Assessment Methods Translation assignment. Exams
2.3 Mapped to: S4

Revise and edit translations to enhance accuracy, coherence, and readability.

Teaching Strategy Class discussion. Reading articles. Interactive workshops.
Assessment Methods Translation assignment. Analytical exam questions.
3.1 Mapped to: V1

Demonstrate ethical behavior in all professional, personal and academic contexts.

Teaching Strategy Traditional lecturing Reading scholarly articles.
Assessment Methods -Class discussion.
3.2 Mapped to: V2

Work responsibly and autonomously when performing a task individually or within a team.

Teaching Strategy Traditional lecturing Class discussion. - Watching audiovisual content
Assessment Methods -Class discussion. - Projects - Assignments
Assessment
Weight
Midterms or Quizzes: The exam should contain at least 10% subjective questions dedicated to measuring the students’ ability to analyze and think critically. Students should be held responsible for language mistakes. A “reasonable” percentage of the grade should be allocated to language and punctuation problems. A clear rubric should be followed.
20%
Analytical essay and/or Creative projects: -Topics, guidelines and deadlines should be specified at the beginning of the course. Assignments should be marked for structure, punctuation, content and proper citation of sources. A clear rubric should be followed.
20%
Discussion in class and online: Students should be encouraged to speak up and express their opinion on a variety of topics and issues related to the course.
10%
Final: The exam should contain at least 20% subjective questions dedicated to measuring the students’ ability to analyze and think critically. Students should be held responsible for language mistakes. A “reasonable” percentage of the grade should be allocated to language and punctuation problems. A clear rubric should be followed.
50%
Total
100%