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Main
UQU Programs

Translation of Literary Texts

ENG6403
3 hours English

Translation of Literary Texts

M6 Translation of Literary Texts
ENG5402 Translation of General Texts
3 hours One requisite
1 Introduction (1): / At this level of study, students are expected to have become more mature and refined in translation and, hence, the course of literary translation can be given to them. In the introduction to this course , emphasis is being laid on the special features of literary language that may set it apart from other types of language in general (e.g. elements of literariness including, figurative, rhetorical, literary, stylistic, connotative, cultural, expressive and emotional features of language). The aim of that is to demonstrate to students that literary translation is expected to be different from other types of non-literary translation. Reference is also made here to the possibility of giving two versions of translation for each literary text handled, one ordinary/non-literary, another literary, to be contrasted with each other to demonstrate to students the big differences between the two and, hence, the value of literary translation. Then focus is turned to the importance of literary translation both locally and internationally, the methods of translation appropriate for translating literature followed by concentration on the principles and problems of translating texts, in both theoretical and practical terms. The material used is mainly from English into Arabic, and just occasionally from Arabic into English at a late stage of the course. / Introduction (2): / In the second part of introduction, focus is turned onto the features of creativity of literary translation based on the creative aspects of literary style, the source of creativity in literary texts in particular. Students are introduced to these features and how to produce, or create them in translation. Then a detailed account of the prerequisites of a literary translator is dwelled upon to put the students in the picture of the tasks of translating literature put ahead of him/her
2 Translation of short stories: tackled for four weeks, being less difficult than the novel, drama and poetry texts to be introduced later on in the course. At the beginning, short paragraphs and passages from simple short stories (e.g. children’s short stories) are introduced with a view to translating them first ordinarily and directly, then literarily. The aim is to spot problems of translating short literary texts and how to practice a literary experience of translating a literary text in comparison to a non-literary translation of it. Due to reasons of difficulty, texts from English are primarily translated into Arabic, with occasional short extracts from simple Arabic short stories. Later on in the course, translating excerpts from short stories by well-known names in the world are attempted in the same way, suggesting two versions of translation for each text: ordinary and literary, to be juxtaposed with the aim to indicate the superiority of literary translation of literature. Then, problems of translating these texts are pointed out and sorted out
3 Translation of Narrative texts: texts here are a bit longer. Translations of narrative texts from famous English novels are attempted, but not quite complicated, though. More concern is laid with the translation of literary style into the Target Language, for, in many cases, style is more important than content in literature. Narrative excerpts of different origins and types, classical and modern, are approached by translating them with special attention to different features of literary style and language including repetition vs. variation, ambiguity, metaphor, relationship of synonymy vs. antonymy, simplicity vs. complexity, periphrasis, irony, and so on. Concentration is mainly on how to construct a creative translation of the literary style concerned in the TL. The practice of suggesting two translations for each text, ordinary and literary, is maintained here as well for the same purpose of valuing literary translation in contrast with ordinary/non-literary translation
4 Translation of Poetry: this stage toward the end of this course is dedicated to the translation of poetry. Simple stanzas from modern English poetry are picked up at the beginning, then later on, translation of some stanzas or short poems of classical English poetry are proposed. Focus is shifted onto the difficult problems of translating poetry, in theory first, then in practice. Since the core of poetic translation is the prosodic features (e.g. rhyme, rhythm, foot, meter, alliteration, consonance, assonance, parallelism, music, etc.), attention is paid entirely to how to produce, or imitate them in the TL (i.e. Arabic) in the best possible way, and the difficulties of achieving that, or else, meaning is translated only, with poorer effect than the original, though. Two translations are, as usual, provided for each poetic text, one non-poetic, another poetic, to be compared in terms of literary and non-literary translations
1.1 Mapped to: K5

Discuss the historical and cultural significance of literary translation and its role in cross-cultural exchange.

Teaching Strategy -Traditional lecturing. - Reading articles. - Seminars. - class discussion - Online discussion
Assessment Methods -Quizzes and exams. - Discussion - Prsentations
1.2 Mapped to: K5

Explain the unique challenges and principles involved in translating literary texts, including issues of style, tone, metaphor, and cultural context.

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

Apply advanced translation techniques to produce accurate, stylistically consistent, and culturally sensitive translations of literary texts.

Teaching Strategy - Traditional lecturing. - Class discussion. - Online discussion. - Reading articles. - Seminars. - Interactive workshops.
Assessment Methods Open-book quizzes. Analytical exam questions. Translation assignment. - Class discussion.
2.2 Mapped to: S3 and S4

Analyze and interpret literary texts in their source language, identifying nuanced meanings, literary devices, and cultural references for effective translation.

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

Revise and edit translations to ensure fidelity to the source text while maintaining creativity and literary quality in the target language.

Teaching Strategy - Class discussion. - Reading articles. - Interactive workshops.
Assessment Methods Translation assignment. - Analytical exam questions
2.4 Mapped to: S3 and S4

Critically evaluate different translations of the same literary work, identifying strengths and weaknesses in their approach to style, meaning, and cultural context.

Teaching Strategy Analyzing select articles. Reading articles. - Interactive workshops.
Assessment Methods -Class discussion. -Online discussion. -Translation assignment.
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

Generate the spirit of cooperation and community service by reinforcing empathy, open-mindedness and acceptance of other cultures and beliefs.

Teaching Strategy Traditional lecturing Class discussion. - Watching documentaries.
Assessment Methods Class discussion.
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%