module specification

TR6W01 - Working in the Professional Environment (2018/19)

Module specification Module approved to run in 2018/19
Module title Working in the Professional Environment
Module level Honours (06)
Credit rating for module 30
School Guildhall School of Business and Law
Total study hours 300
 
12 hours Scheduled learning & teaching activities
108 hours Guided independent study
180 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   Placement report (2500 words)
Coursework 50%   Reflective analysis (2500 words)
Running in 2018/19
Period Campus Day Time Module Leader
Year North Tuesday Evening
Year North Monday Afternoon
Year North Wednesday Afternoon

Module summary

This module offers an introduction to real-life translation situations in the setting of a Translation Service Provider (TSP). To complement the students’ placement experience, employment-related workshops run by translation practitioners will be delivered to develop further knowledge of the characteristics of the translator’s professional environment.

Prior learning requirements

TR5050 Managing Translation (pre-requisite)

Syllabus

Students are introduced to the organisation of the work placement through a first seminar during the semester prior to their placement and are expected to find their own TSP,  with the support and guidance of the placement co-ordinator.

They will be expected to carry out a minimum of two months work for in-house placement or a minimum of 180 hours for freelance placement, which can be flexibly arranged in consultation with the employer, and a further estimated 108 hours working on their intermediate report (formative), log book and final report.

A second seminar will invite students to discuss  their own placement experience and the presentation of skills in the report.

Two other seminars will introduce students to the second assessment of the module and in addition, students will attend four talks given by speakers from professional associations, translation service providers and alumni. Students will be asked to reflect on these talks and the translator professional environment. LO1,LO2,LO3,LO4

Balance of independent study and scheduled teaching activity

You will critically observe the working environment, its structures, major activities and responsibilities and you will participate in tasks allocated to you by the placement provider. Typically, you may be involved in proof-reading, researching, producing first drafts of translations, but you will also  participate in the clerical and administrative activities necessary in a translation environment which offers opportunities for reflectiveness and PDP.

You will reflect on your experience  by writing a Statement of Learning Outcomes at the start of the placement, keeping a log throughout, writing an Intermediate report after 60 hours of work in which you will present the firm, your role and duties and your learning objectives and producing a portfolio at the end of your work placement.

All the materials for preparation to the placement, administrative forms, Health and Safety Information and assessment will be available on WebLearn.

Learning outcomes

On successful completion of this module, students will be able to:
1. Describe how they have acquired knowledge of the requirements of the professional translation environment, as well as of the structures, major activities, responsibilities and resources used in the organisation in which they were placed.
2. Demonstrate that they can extract and synthesise key information about the role of associations and regulatory bodies.
3. Identify the main characteristics of the client-translator relationship and their contractual duties and responsibilities.
4. Reflect critically on their place and performance in this organisation and illustrate that they have operated effectively, both independently and with others.

Assessment strategy

The assessment consists of one formative and two summative tasks.

Students produce an intermediate report (formative assessment), which has to be emailed to the module convenor after 60 hours work of work placement have been completed. The report shoud detail the company remit, the company activities and the students’ learning objectives (they must include their first learning log and the statement of learning outcomes).

In their final placement report (summative), students will evaluate the work they carried out for the TSP. They analyse how the tasks they performed helped them develop professional and soft skills and how these were relevant in the context of professional translation activities.

As part of the formative assessment two, students will write a reflective analysis of 2500 words. The latter will comprise a summary of four professional talks delivered by industry experts and a reflection based on their own research into the role of associations and regulatory bodies supporting translators. They will also research the characteristics of the client-translator relationship and their contractual duties both and responsibilities. Finally, they will evaluate the range of tools and resources available for a chosen field of specialisation.

Bibliography

Textbooks:

Core Text:
Samuelsson-Brown, G. (2010) A practical guide for translators, 5th edn. Bristol, Buffalo:  Multilingual Matters. [available as e-resource at London Met]
Other Texts:

Collin, S. (2004) Internet guide for translators: hints, tips and a directory of over  1,000  essential sites. Peter Collin Publishing.

Byrne, J. (2006) Technical translation: usability strategies for translating technical  documentation. Dordrecht: Springer. [available as e-resource at London Met]
Durban, C. (2010) The prosperous translator. Fire Ant & Worker Bee.

Hackett, S., Connell, T. (2006) Starting up as a translator. London: A City University  Monograph, Centre for Language Studies.

Evans, D. (1995) How to write a better thesis or report.  Melbourne: Melbourne UP.

Gouadec, D. (2007) Translation as a profession. Amsterdam: John Benjamins. [available  as e-resource at London Met]
Hackett, S. and Connell, T. (2006) Starting up as a translator, London: Centre for  Languages Studies, City University.

Matis, N. (2014) How to manage your translation projects. Belgium: Nancy Matis SPRL.

McMillan, K. and Weyers, J.  (2013) How to improve your critical thinking and reflective  skills. Harlow: Pearson Education. [available as e-resource at London Met]
Pears, R. and Shields, G. (2006) Cite them right: the essential guide to referencing and  plagiarism. Newcastle Upon Tyne: Pear Tree Books.

Picken, C. (1989) The translator’s handbook. London: Aslib.

Robinson, D. (2003) Becoming a translator: an introduction to the theory and practice  of translation. London: Routledge. [available as e-resource at London Met]

Samuelsson-Brown, G. (2006) Managing translation services. Clevedon: Multilingual  Matters. [available as e-resource at London Met]

Samuelsson-Brown, G. (2010) A practical guide for translators. Multilingual Matters: UK.

Sofer, M. (2009) The translator’s handbook, 7th edn. Rockville Md.: Schreiber Publishing  Inc.

Somers. H. (ed.) (2003) Computers and translation: a translator’s guide. Amsterdam:  John Benjamins. [available as e-resource at London Met]

Sprung, C. R. (2000) Translating into success. Amsterdam: John Benjamins.

Winship, I. and McNab, A. (2000) The student’s guide to the internet 2000-2001.  London: Library Association.


Journals:

Translator Journal. Available at: http://www.translationjournal.net

Websites:

Chartered Institute of Linguists. Available at: https://www.ciol.org.uk
Institute of Translation and Interpreting. Available at: https://www.iti.org.uk

Electronic Databases:

Translation.net. Available at: http://www.translation.net
Translatorsbase.com. Available at: http://www.translatorsbase.com
Proz.com. Available at: https://www.proz.com