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Scientific and Technical Translation in English - Week 5

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Focus on Method section, and Intro do corpora

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Scientific and Technical Translation in English - Week 5

  1. 1. Scientific and Technical Translation in English: Week 5 Dr. Ron Martinez
  2. 2. General course outline • Week 1: Introduction to the course; Important concepts in translation • Week 2: Research article structure, common discourse problems • Week 3: Hands-on introduction to electronic tools; grammar in CARS • Week 4: Intro to post-editing and glossaries; First IMRaD Team translation • Week 5: Review of team translations; Introduction to corpus tools • Week 6: Midterm preparation (no class, consultations only) • Week 7 (4 April 2019): Midterm assessment (in-class) • Week 8: Midterm review; New teams, new “live” assignments • Week 9: Assignments continued • Week 10: Assignments continued • Week 11: Completion of final translations • Week 12: Completion of final translations • Week 13: Group presentations • Week 14: Group presentations • Week 15: Certificates and meet-the-author
  3. 3. Aims for today • Review translation of “Ciências Farmacêuticas” text from last week • Go over the translation assignment done in SmartCAT • Consider the Methods section, especially • Intro to Glossaries and Corpora • Looking ahead to Midterm test (due April 4th)
  4. 4. Which group wins the translation prize? • “PROGRAMA DE PÓS-GRADUAÇÃO EM CIÊNCIAS FARMACÊUTICAS – UNISO” (Segment 1) • “O programa tem área de concentração em...” (Segment 3) • “Visa desenvolver projetos relacionados” (Segment 5) • “Implica conhecimentos específicos e atualizados...” (Segment 7)
  5. 5. Discuss • What did you like about working in groups? • Anything you did not like? • What did you think about the post-editing process? • Were there any examples in which the MT was helpful? • What about examples where MT was more detrimental?
  6. 6. “Good MT!”
  7. 7. “Bad, bad MT!”
  8. 8. “Not your fault, MT, I know...”
  9. 9. “Not your fault, MT, I know...”
  10. 10. Now form new groups: 1. Bruna, Paulo, Renata (segments 1-23) 2. Ricardo, Thainá, Amanda Belardo (24-38) 3. Amanda Borges, Ana Luiza, André (39-48) 4. Carolina, Dayene, Edimara (49-60) 5. Fabio, Flavia, Gabriela (61-112) 6. Isabel, Janice, João, João (113-230) 7. Luciana, Marcos, Marena, Mauren (231-245) 8. Lola, Thais, Valeria, Olívia (246-276)
  11. 11. Log into SmartCAT, and discuss: 1. Is the Introduction good? Is the contribution/gap (CARS Move 2) clear? 2. Were you able to understand that overall “story” that the authors were trying to tell? Are they good “storytellers”? 3. Now that you have read the article, what do you think about the title? 4. Did you feel the need to ask the authors questions at any point? Give examples. 5. Discuss your specific segment assignments. Did you find the task easy/challenging? Be prepared to talk about your segments with the rest of the class. 6. When done, please confirm your segments in SmartCAT!
  12. 12. Moves from the international journal
  13. 13. Moves from the Brazilian journal
  14. 14. Tip: know the journal
  15. 15. McKercher et al. (2007)
  16. 16. Find the translation mistake below
  17. 17. Do you understand this table? How can you? Does it matter?
  18. 18. Do you understand this table? How can you? Does it matter?
  19. 19. Key paragraph in the story:
  20. 20. Key paragraph in the story:
  21. 21. In general... • Researchers have to check for a “normal distribution”
  22. 22. Normally distributed data
  23. 23. Key paragraph in the story:
  24. 24. In general... • Researchers have to check for a “normal distribution”. • If normal, then a parametric test can be used.
  25. 25. Example (source: statisticsbyjim.com)
  26. 26. In general... • Researchers have to check for a “normal distribution”. • If normal, then a parametric test can be used. • Usually, confidence intervals and significance (“p” values) are reported.
  27. 27. Confidence Interval
  28. 28. P value
  29. 29. P value
  30. 30. Key paragraph in the story:
  31. 31. But why use statistics in the first place?
  32. 32. Statistics are part of the story • Have to think what they are trying to say • Ignoring the statistics can lead to translation mistakes • Consider building a glossary
  33. 33. glossary examples
  34. 34. forest engineering https://docs.google.com/spreadsheets/d/1u3dboEQZ W5OtPw9xQia9aJ0Z0mzc4rYx_lYMaIshE3U/edit?usp= sharing
  35. 35. earth sciences https://docs.google.com/spreadsheets/d/1PRDDfzdlCsjBjaEc6OFiy-05b_1oXsBJ- CCWWwevkqc/edit?usp=sharing
  36. 36. physical education/therapy https://docs.google.com/spreadsheets/d/1ZLj8CV- IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us p=sharing
  37. 37. physical education/therapy https://docs.google.com/spreadsheets/d/1ZLj8CV- IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us p=sharing corpus
  38. 38. physical education/therapy https://docs.google.com/spreadsheets/d/1ZLj8CV- IXE7yDOga4a2DDfFLwAlcNX1qNTnw7DJkr3Q/edit?us p=sharing corpus
  39. 39. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0
  40. 40. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  41. 41. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  42. 42. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  43. 43. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  44. 44. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  45. 45. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  46. 46. university https://docs.google.com/spreadsheets/d/189wvSozX DTcemOmxlcvfHahplGaTq20Dun9vvzh8PmA/edit#gid =0 C O R P U S
  47. 47. What is a corpus?
  48. 48. On our website
  49. 49. Based on our in-class tutorial... 1. Use OneLook to find a good academic synonym for “give up” (e.g. “The participants gave up after five minutes.”) 2. Use SKELL to find which words collocate with “apply” 3. Use COCA to find good academic synonyms for “easy” 4. Use COCA to find the difference between “wide” and “broad” 5. Use the RCPCE corpus to find verbs that collocate with “t-test”
  50. 50. Find the 2 translation mistakes
  51. 51. MIDTERM TEST: APRIL 4, 2019 • This is both an in-class and out-of-class assessment. • Your task will be to translate a “live” manuscript (pre- and in-class), and provide a 1-page (minimum) summary of the translation process. • You may and are encouraged to work in pairs or groups. You can turn in an individual translation, or a pair/group translation. The summary may also be individual or pair/group. • You may use any resource you like. • You will have two weeks to complete this assignment, including the full class period of April 4th. After 17:30 on that date, the assessment will be finished – no exceptions. • The teaching assistants will be available on April 28th, during class time, to answer questions and help. The classroom(s) may also be used during this period to meet.
  52. 52. Assessment • Class participation (20%) • Midterm (30%) • Group presentation (15%) • Final translation (35%)
  53. 53. MIDTERM TEST: ASSESSMENT CRITERIA • Translation quality – 70 points - You must submit (to stt2019.1@gmail): 1. The final translation in Word or Google Doc link. 2. The edited segments in Word or Google Doc link (do not work directly in SmartCAT) 3. In the email, please specify if you are submitting an individual assignment, or pair/group (with names). • Summary – 30 points (which may include): – evidence of resourcefulness – evidence of lateral thinking/thinking outside the box – evidence of soft skill deployment and/or development – evidence of awareness of key elements of the research article genre (and not just “translation”) – evidence of awareness of the author(s) and what questions/queries would be appropriate to ask her/him/them.

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