Course Title: Build glossaries for translating and interpreting assignments
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: LANG5848C
Course Title: Build glossaries for translating and interpreting assignments
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C6154 - Advanced Diploma of Interpreting (LOTE-English)
Course Contact: Steph Palomares
Course Contact Phone: +(61 3) 9925 9228
Course Contact Email: steph.palomares@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Teaching Staff: Spoken languages: Steph Palomares steph.palomares@rmit.edu.au
Nominal Hours: 20
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None.
Course Description
This unit describes the skills required to develop glossaries for translating and interpreting assignments. It includes the ability to identify and source suitable reference material, and to make efficient use of tools and equipment.
This unit applies to those working as translators and interpreters who are responsible for minimising risks associated with inadequate preparation, or collaborating with colleagues in translating and interpreting tasks. This unit will be delivered in a cluster as follows:
Discourse Cluster (Spoken languages)
- LANG5845C Use complex subject area terminology in interpreting (LOTE-English)
- LANG5848C Build glossaries for translating and interpreting assignments
- LANG5849C Demonstrate complex English proficiency in different subjects and cultural contexts
or
Discourse Cluster (Auslan)
- LANG5845C Use complex subject area terminology in interpreting
- LANG5848C Build glossaries for translating and interpreting assignments
- LANG5851C Use complex education terminology in interpreting
- LANG5852C Use complex health terminology in interpreting
- LANG5853C Use complex legal terminology in interpreting
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
PSPTIS002 Build glossaries for translating and interpreting assignments |
Element: |
1. Analyse assignment information |
Performance Criteria: |
1.1 Obtain and analyse assignment documentation and related background material. 1.2 Consider assignment requirements and need for glossary sharing to decide approach and format. 1.3 Select and obtain tools and equipment and identify up-to-date, relevant and comprehensive resources. |
Element: |
2. Establish familiarity with topic and context |
Performance Criteria: |
2.1 Access and make critical use of sources of information and reference material. 2.2 Critically analyse terminology in context and record selections in assignment-specific glossary template. 2.3 Identify areas requiring further subject knowledge and seek additional information from client, specialist advisors, or colleagues. |
Element: |
3. Review and evaluate glossary |
Performance Criteria: |
3.1 Review preparation to confirm it addresses assignment requirements and update glossary as necessary. 3.2 Consider and implement adjustments to improve process and outcomes of future preparation. |
Learning Outcomes
Details of Learning Activities
As a cluster of two units, learning activities may include discussion of common interpreting and translating topics, identifying key terminology for assignments, and conduct simulated preparation by building bilingual terminology. Students will be required to work with peers to share ideas, discuss assignment preparation and review and complete the terminology list together. Learning activities also include English comprehension practices, note-taking practice, English into English / LOTE reproduction exercises, presentation in English individually or in a group to enhance dialogue/monolingual interpreting exercises.
Teaching Schedule
Topic Medical Legal Week 1 Introduction Introduction Week 2 Health system Legal system Week 3 Common terms Common terms Week 4 The human body systems Australia legal system Week 5 Common Terms for Body Parts - Reader 1-2 Criminal law Week 6 Reader 3-4 Criminal law Week 7 Reader 5-6 Family law Week 8 Reader 7-8 Family law Week 9 Reader 9-10 Tribunal law Week 10 Reader 11-12 Medico-Legal matters Week 11 Reader 13-14 Police interpreting Week 12 Reader 15 Civil law
Learning Resources
Prescribed Texts
References
Other Resources
The unit is supported online using CANVAS. CANVAS gives access to important announcements, staff contacts details, the teaching schedule, assessment timelines and a variety of important teaching and learning materials. Access to CANVAS can be found on RMIT website: https://www.rmit.edu.au/students
Overview of Assessment
Assessment will be ongoing during the semester, and you will receive feedback on your progress. You will undertake a variety of assessment tasks and activities to assess your level of competence against key elements and performance criteria.
The assessment tasks may inlcude, but are not limited to:
- practical demonstration
- roleplays
- real or simulated interpreting assignments via communication media
- self reflective reports
- action learning plans.
Assessment Tasks
AT1 Research and building glossaries for interpreting assignments AT2 Research and building glossaries for translating assignments Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Assessment Matrix
PSPTIS002 - Build glossaries for translating and interpreting assignments
Element |
Performance criteria |
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Assessment Task 1: Research and building glossaries for interpreting assignment |
Assessment Task 2: Research and building glossaries for translation assignment |
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1. Analyse assignment information |
1.1 Obtain and analyse assignment documentation and related background material. |
Assessment Criteria 1 |
Assessment Criteria 1
|
1.2 Consider assignment requirements and need for glossary sharing to decide approach and format. |
Assessment Criteria 4 students will also consider the assignment requirements when researching for Part A how they use the template to format and share their glossary in Part B |
Assessment Criteria 4 students will also consider the assignment requirements when researching for Part A how they use the template to format and share their glossary in Part B |
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1.3 Select and obtain tools and equipment and identify up-to-date, relevant and comprehensive resources. |
Assessment Criteria 1
|
Assessment Criteria 1
|
|
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2. Establish familiarity with topic and context
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2.1 Access and make critical use of sources of information and reference material. |
Assessment Criteria 1 Assessment Criteria 3 Assessment Criteria 8
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Assessment Criteria 1 Assessment Criteria 3 Assessment Criteria 8
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2.2 Critically analyse terminology in context and record selections in assignment-specific glossary template. |
Assessment Criteria 1 Assessment Criteria 8 Assessment Criteria 2 Assessment Criteria 6 |
Assessment Criteria 1 Assessment Criteria 8 Assessment Criteria 2 Assessment Criteria 6 |
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2.3 Identify areas requiring further subject knowledge and seek additional information from client, specialist advisors, or colleagues. |
Assessment Criteria 5
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Assessment Criteria 5
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3. Review and evaluate glossary
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3.1 Review preparation to confirm it addresses assignment requirements and update glossary as necessary. |
Assessment Criteria 5
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Assessment Criteria 5
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3.2 Consider and implement adjustments to improve process and outcomes of future preparation. |
Assessment Criteria 11
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Assessment Criteria 11
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Performance Evidence | ||
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Assessment Task 1: Research and building glossaries for interpreting assignment |
Assessment Task 2: Research and building glossaries for translation assignment |
Evidence required to demonstrate competence must satisfy all the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following in at least two assignments: for written languages one translating, one interpreting assignment; for languages without written form, two interpreting assignments. |
Students create two glossaries, one interpreting assignment for Task 1 and one translation assignment for Task 2. Students who have a language without a written form will complete two interpreting assignments across Task 1 and 2. |
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making efficient use of suitable print, electronic and human resources
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Assessment Criteria 1
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Assessment Criteria 1
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Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 11 |
Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 11
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Assessment Criteria 1
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Assessment Criteria 1
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Assessment Criteria 4 Assessment Criteria 7 Assessment Criteria 10 Assessment Criteria 11
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Assessment Criteria 4 Assessment Criteria 7 Assessment Criteria 10 Assessment Criteria 11
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Assessment Criteria 1 Assessment Criteria 3 Assessment Criteria 5
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Assessment Criteria 1 Assessment Criteria 3 Assessment Criteria 5
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Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 11 |
Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 11
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Knowledge Evidence | ||
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Assessment Task 1: Research and building glossaries for interpreting assignment |
Assessment Task 2: Research and building glossaries for translation assignment |
Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate |
Students will be creating glossaries for simulated interpreting and translation assignments in domains that are common to the industry. |
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file and information management procedures, including processes for storing, retrieving and returning assignment material |
Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 5 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 9 Assessment Criteria 10 Assessment Criteria 11
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Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 5 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 9 Assessment Criteria 10 Assessment Criteria 11
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key sources of information to inform assignment preparation
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Assessment Criteria 1
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Assessment Criteria 1
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privacy and confidentiality requirements |
Part C, Q2: (assessment criteria 9)
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Part C, Q2: (assessment criteria 9)
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requirements for shared glossaries |
Assessment Criteria 10
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Assessment Criteria 10
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structure and function of interpreting and translation glossaries |
Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 10 Assessment Criteria 11 |
Assessment Criteria 2 Assessment Criteria 4 Assessment Criteria 6 Assessment Criteria 7 Assessment Criteria 10 Assessment Criteria 11 |
Assessment conditions |
Describe how assessments meet the assessment conditions |
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Evidence must include examples of glossaries developed for assignments.
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Students will develop two glossaries – one for an interpreting and one for a translation assignment |
Grading
This course uses a competency-based assessment and will be graded as follows:
CA (Competency Achieved)
NYC (Not Yet Competent)
DNS (Did Not Submit)
All competency-based assessment tasks for this course must be completed at the required level (see the elements and key performance criteria for each unit) in order to achieve a CA (Competency Achieved). If a student has not completed ALL the assessment tasks or they have completed them but some or all are not at the required level, they will be assessed as NYC (Not Yet Competent).
If a student does not submit assessment tasks at all, a DNS result will be entered.
Other Information
Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. An application for extension of time must be lodged with your course coordinator as early as possible, and before the due date for submission.
You can apply for an extension using the University’s Extension Application Form – http://mams.rmit.edu.au/seca86tti4g4z.pdf – OR by emailing your course coordinator directly.
An extension of up to seven calendar days may be granted if good reason can be demonstrated, namely that you have been affected by unexpected or extenuating circumstances. Include supporting evidence (such as medical certificates) with your application. Failure to keep a back-up copy of your assessment, planned house moves, regular extra-curricular activities, other assessments and regular work commitments are not usually accepted as grounds for granting extensions.
Extensions beyond seven calendar days cannot be granted by course coordinators, tutors or the School. To apply for an extension of time greater than seven calendar days you must lodge an application for Special Consideration.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration
Penalties for Late Submission
If you have not been granted an extension or special consideration, late submission will be penalised as follows:
1. Assessment tasks submitted after the due date of submission shall automatically receive a penalty of five per cent of the grades available for that assessment per day for each calendar day (or part thereof) late.
2. No assessment task shall be accepted more than three weeks after the original due date without special consideration.
Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
a) You believe an error has occurred in the calculation of the grade; or,
b) You believe the assessment did not comply with criteria published in the Course Guide; or,
c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/appeals
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your course coordinator or the academic integrity website: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
• Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
• Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
• Piecing together text from one or more sources and adding only linking sentences;
• Copying or submitting whole or parts of computer files without acknowledging their source;
• Copying designs or works of art and submitting them as your original work;
• Copying a whole or any part of another student’s work; and
• Submitting work as your own that someone else has done for you.
• Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/academic-integrity –– and the RMIT Student Conduct Regulations – https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/student-responsibilities/conduct
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student Complaints Procedure: https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/complaints/steps-to-take
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Course Overview: Access Course Overview