This document provides an overview of the course "Scientific and Technical Translation in English: Week 5". It discusses the following key points: - The course outline, covering topics across 15 weeks such as introduction to translation tools, research article structure, translating assignments, and group presentations. - This week's topics of disciplinary specificity and glossary building using a Google spreadsheet and homework assignments to add terms. - Homework also includes starting to build a connectives glossary and creating an ad hoc bilingual corpus of research articles on a specific topic to produce word frequency lists. The document provides details on course assignments including e-portfolios, a midterm, group presentation, and final. It also outlines

1. Scientific and Technical
Translation in English: Week 5
Dr. Ron Martinez

2. General course outline
• Week 1: Introduction to translation and CAPA
• Week 2: Research article structure, common discourse problems
• Week 3: Hands-on introduction to electronic tools
• Week 4: Translation of research articles (1st assignment on e-folio)
• Week 5: Disciplinary specificity; glossary building (e-folio)
• Week 6: Review of 1st assignment, feedback from Writing V
• Week 7: Midterm assessment (in-class)
• Week 8: New teams, new “live” assignments
• Week 9: Assignments continued
• Week 10: Feedback from Writing V
• Week 11: Completion of final translations
• Week 12: Group presentations
• Week 13: Group presentations
• Week 14: Final exam (in-class)
• Week 15: Final polishing of e-Portfolios

3. Your translations...

6. First let’s talk about how it went
• (‘depoimentos’)

8. Always think:
OK, so what’s
the story
here?

9. What do you think of this paragraph?
Para realizar uma meta-síntese de acordo com os
preceitos apresentados por Hoon (2013), deve-se
efetuar a síntese interpretativa em sua condução, pois
o objetivo da meta-síntese é a construção de teoria a
partir da extração, análise e síntese das evidências
qualitativas encontradas nos estudos de caso
selecionados. Para que assim, os resultados e
informações valiosas sejam sintetizados, e conforme as
recomendações/técnicas propostas por Yin (2015),
Eisenhardt (1989) e Miles e Huberman (1994), sejam
feitas as análises individual e cruzada dos dados.

11. Look at my suggestions and changes
(and at whole document!)
• APPLE: 1-39
• BANANA: 40-71
• KIWI: 72-242
• AVOCADO: 243-323
• LEMON: 324-348

12. In class, with your group
• On the Google doc, add comments where you
need input from the authors;
• This doc will be sent to the authors to check
before submitting our final version.

13. CAPA workflow
• Author(s) sends manuscript to CAPA
• Manuscript to CAIPA (Comitê Assessor Intersetorial)
• CAIPA to Revisor(a) or CAPA
• CAPA: supervised translation “team” working in same space
• Finalized translation to English editing team
• Finalized edit to Chief Editor
• Manuscript returned to author(s).
• Layers of quality control: peers, supervisor, MT (x2), the
skillset of the translators, the authors themselves, the
English editors, and the Chief editor. Multiple layers of
quality assurance!

14. BOLSAS

15. Assessment
• e-Portfolio (50%)
• Midterm (10%)
• Group presentation (10%)
• Final (15%)
• Participation (15%)

16. E-Portfolio (blog)
1. In Word, write BRIEF summary of the first 4
weeks of this course (max. 4 sentences).
2. + “one of my favorite things about this class
so far has been...” / “What I hope to be able
to learn/do by the end of this class is...”
3. Transfer to your blog (Ron will provide
tutorial)
4. Insert your translated segments, +
commentary

17. Midterm (April 27th)
• You will be required to demonstrate translation skills as
covered so far in class.
• You will translate a short document in SmartCAT.
• You will need to show you can post-edit in 3-column
format.
• You will also use “Steps Recorded” to record all other
resources you use in order to arrive at your translation.
• You will provide a brief report of the entire translation
experience.
• You will need to show you can create an ad hoc corpus,
and conduct basic analyses of that corpus using
AntConc.

18. General course outline
• Week 1: Introduction to translation and CAPA
• Week 2: Research article structure, common discourse problems
• Week 3: Hands-on introduction to electronic tools
• Week 4: Translation of research articles (1st assignment on e-folio)
• Week 5: Disciplinary specificity; glossary building (e-folio)
• Week 6: Review of 1st assignment, feedback from Writing V
• Week 7: Midterm assessment (in-class)
• Week 8: New teams, new “live” assignments
• Week 9: Assignments continued
• Week 10: Feedback from Writing V
• Week 11: Completion of final translations
• Week 12: Group presentations
• Week 13: Group presentations
• Week 14: Final exam (in-class)
• Week 15: Final polishing of e-Portfolios

19. Bilingual Glossaries
• Start ‘Method’ glossary in class: Google
spreadsheet
• For homework: try to add 3 new terms to that
spreadsheet (can be from any research
article).
• Also for homework: start building the
‘Connectives’ glossary (link on class website)
• You will post your glossaries to your e-Folio
next week.

20. Using a corpus in STT: ad hoc corpora

21. Also for homework:
• Build an ad hoc bilingual corpus of at least 10 research
articles (5 in English, 5 in Portuguese) on the subject
of...
• coffee beans...
• or elevators...
• or emoji...
• or yogurt...
• or something (specific!) of your choice.
• Produce a word frequency list for each language. Be
sure to save it and have access to it for next class.