1. The Translation Syllabus Ian Mason Heriot Watt University

2. Surveys of course design in European Universities  Under-researched  Variety of practice  Underlying principles?

3. Question for discussion  Given a course lasting 20 weeks, one session per week,  How could we structure the syllabus?  What are the different kinds of themes, topics, etc. we could try to cover?  Selection, grading, presentation of materials? for example…

4. The Grammatical Model  Translating noun phrases  Translating verbs and tense  Translating questions  Translating conditional sentences  Etc.

5. The Cultural Model  Ecology  Flora, fauna, topography, climate, etc.  Material culture  Food, clothes, buildings, transport, etc.  Social culture  Professions, trades, social behaviour, etc.  Social organisation  Political, administrative, religious, history  Custom  Gesture, habit, folk beliefs, etc. (adapted from Newmark 1988)

6. The Interpretive Model  Text analysis –Translating cohesion –Translating coherence –Translating register (field, mode, tenor) –Translating author’s perspective –Etc.

8. Topic as an organising principle  Social services  Education  Government and politics  Law  Science and technology  Art and culture

9. Genre as an organising principle  Patents, contracts, legislation  Abstracts  Reports  Business  News  Critical reviews  Advertising  Slogans  Promotional literature  Creative literatureetc.

10. Text type as an organising principle  Rhetorical function –To narrate, to describe, to argue…  Texts are hybrid  Dominant rhetorical function –Plans towards goals  Text-type focus determines structure  Structure organises texture  These socio-textual practices are cultural

11. Text Type versus Genre  Same text type found across a variety of genres –e.g. argument in editorials, academic articles, advertising, etc.  Certain genres attract certain text types –e.g. instruction in legal contracts  So, text type and genre can be combined in the syllabus

12. Text types  Dominant rhetorical focus –Narration (focus on organisation of events in time) –Description (focus on organisation of objects in space) –Exposition (analysis and synthesis of concepts) –Argumentation (focus on evaluation) –Instruction (focus on future behaviour)

13. A Text Typology (Hatim & Mason 1990) Exposition NarrationDescription Conceptual exposition

14. A Text Typology (Hatim & Mason 1990) Argumentation Through- argument Counter- argument

15. A Text Typology (Hatim & Mason 1990) Instruction With option Without option

16. Rationale for a text-type syllabus  Different text types place different demands on the translator.  Main distinguishing features = degree of evaluativeness.  Ability to perceive dominant rhetorical focus assists translator in decision making at lower levels.

17. English-Arabic/Arabic-English Translation. A Practical Guide B.Hatim (1997)  Translating legal texts –The Preamble, The Legal Article, etc.  Translating detached exposition –The Summary, The Abstract, The Report (detached), The News Report (less detached).  Translating argumentation –Through-argument, Counter-argument, The suppressed counter-argument.

18. Illustrations  Instruction without option –Regulation: ‘shall’/’will’ –Scope: ‘any’; ‘pursuant to’; ‘specified in’; ‘subject to’; ‘in the event of’; ‘except for’; ‘provided that’… –Specification: ‘inherent in… political and constitutional, inclusive of… and’; ‘including…’; ‘general or particular’; ‘contained in or endorsed on’; ‘by payment or.. by reinstatement or repair’

19. Instruction with option  Purpose: ‘to prevent… make sure…’; ‘to prevent… store…’; ‘To store… cover…’; ‘To make… melt…’; ‘To make… stir…’; ‘To serve, carve…’  Order: ‘Before… read’; ‘Handle… until’; ‘Cook… until’; ‘then’; ‘and’; ‘Next’.  Advice: ‘can be used’; ‘would go well’; ‘is recommended’.

20. Argumentation  The counter-argument –(Tone- setter) ‘The country’s troubles…’ –Thesis cited (to be opposed) ‘Algeria’s strengths’ –(Substantiation) ‘children’, ‘investment’, etc. –Opposition ‘These strengths are being wasted’ –(Substantiation) ‘jobs… currency…’ –(Conclusion)

21. Argumentation  Highly evaluative argument = maximum translator intervention, e.g. –Promotional text for a restaurant:  ST: Lovers of the flavours and colours of the South will adore.  TT If you like the flavours and colours of the South, it’s just the place for you.

22. Translator mediation: register adjustment  Promotional text for Champagne –Personalisation: ‘you’ –Word order: ‘When you are choosing’ –Lexical choice: ‘idem’ > ‘the same thing’; ‘carbonic gas’ > ‘bottle fermentation’ –Syntax, nouns to verbs: ‘the mode of cooking’ > ‘the way the dish is prepared’; ‘spontaneity’ > ‘make a spontaneous choice’…

23. The Interpreting Syllabus  Some general principles

24. Processing focus  SIMULTANEOUS  Limited access to context and structure  Focus on texture  CONSECUTIVE  Note-taking  Focus on structure  LIAISON (DIALOGUE)  Face-to-face  Focus on context

25. Dialogue Interpreting  Spontaneous speech  Dominant text type focus does not apply.  Progression by type of event

26. Progression from – to + Evaluative  The Question- and-Answer Session  Police interrogation; courtroom examination  The Interview  Media interviews; press conference; cultural events, etc.  The Debate  Exchange of views; argument  The Negotiation  Business meetings; diplomacy