translation studies. retrospective and prospective views

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- aptitude à lire, à analyser et à interpréter des textes ; - aptitude à tisser des liens entre différents textes pour dégager une problématique ; - aptitude à mobiliser une culture littéraire fondée sur les travaux conduits en cours de français, sur des lectures et une expérience personnelles; - aptitude à construire un jugement argumenté et à prendre en compte d’autres points de vue que le sien ; - exercice raisonné de la faculté d’invention 10. En guise de conclusion La dissertation, en tant que texte académique, doit attester la compétence linguistique, la culture, la maîtrise du sujet et la capacité d'inventer de l’étudiant. Celui-ci doit prouver qu'il sait faire progresser sa pensée avec méthode et le soutenir d'exemples parfaitement analysés. De son côté, l’enseignant a sa propre façon de lire un texte, sa propre conception de la littérature, ses propres normes ; dans sa démarche évaluative il devra essayer de proposer ses commentaires, non d’imposer sa manière de voir. Références Bourdieu, P., Passeron, J.C., (1970). La Reproduction. Eléments pour une théorie du système d'enseignement, Paris, Minuit. De Ketele, J.-M. « L’évaluation conjuguée en paradigme », Revue Française de Pédagogie, n. 103, avril, mai, juin, p. 60 Document à l’attention du professeur, 1994, p.5, Evaluation à l’entrée en seconde générale et technologique, http://revue.recherches.free.fr/iso_album/recherches_n__21.pdf Genette, G. (1969). Rhétorique et enseignement, Figures II, Le Seuil, Points. 2006, novembre, Conseils pratiques pour la rédaction d’une dissertation critique. Pour une préparation efficace à l’Epreuve uniforme de français du collégial, L’ACCORD – Centre d’aide en français Collège de Maisonneuve. Sitographie (Bulletin officiel n°25 du 19 juin 2003) http://www.culturactif.ch/invite/poitry.htm http://id.erudit.org/iderudit/500563ar http://www.sauv.net/texteinter.htm http://www.cafe.umontreal.ca/genres/n-disser.html http://fr.wikipedia.org/wiki/Dissertation#La_dissertation_dans_le_secondaire http://www.sauv.net/dissertf.htm 10 http://www.education.gouv.fr/bo/2006/46/MENE0602948N.htm 206
Translation Studies: Retrospective and Prospective Views ISSN 2065 – 3514 (2008) Year I, Issues 1 Galati University Press Proceedings of the 3rd Conference Translation Studies: Retrospective and Prospective Views, 9 - 11 October 2008 – “Dunărea de Jos” University of Galaţi, ROMANIA Abstracts Online Collaboration in Translation Instruction among Students and Instructors Reima AL- JARF - King Saudi University, Riyadh, Saudi Arabia An asynchronous professional online translation discussion forum was used to post short and long texts to be translated by participating English-Arabic student translators from different countries around the world, who took turns in translating the texts and posting and re-posting them on the discussion board for feedback. The students could post texts of their choice. Volunteer English-Arabic translation instructors (from around the world) would read the translations and give communicative feedback on the location and types of errors. Errors were colour-coded. No correct translations were provided. Students revised their translations and re-posted them on the discussion board for further feedback. Each translation was subjected to several revisions and re-submissions before it reached an acceptable level. Translation tips were given by the different instructors. The students had access to a variety of general and specialized online Arabic-English and English-Arabic specialized dictionaries, translation literature and forum posts on the art and science of translating. At the end of the semester, participating students and instructors responded to a questionnaire regarding their online collaborative experience. I also kept a daily log on the difficulties I had with online translation instruction and the differences between online and in-class face-to-face instruction using an overhead projector or a tablet laptop. While the students benefited from the variety of online resources available and variety of feedback given by participating instructors, the process was tedious and time consuming. It was difficult to keep up with the speed and amount of resubmissions on the part of the students, especially when long or literary texts were posted for translation. I found online instruction to be effective in the case of short stretches of discourse. The fact that students could go online anytime and the sense of competition prevalent online made it difficult for an instructor to give feedback on a daily basis. Further reflections and recommendations on online translation instruction will be given. Dimitrie Bolintineanu’s Conrad and Its Romantic Model Simona ANTOFI - “Dunărea de Jos” University of Galaţi The first half of the 19 th century Romanian literature proposes the presentday reader a series of poems where the authors’ lyrical masks associate with the European and particularly with the English romantic heritage. Conrad, the most important Romanian poem of the period through which Bolintineanu wants to create the romantic poem of ideas, develops at all its levels like the Byronic poem. That is why one can find in this poem the problems, the type of hero, historical reconstructions marked by the lyrical tone peculiar to the text, the poetry of the sea and the exotic picturesque. 207
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2008 Year I Issue 1 TRANSLATION STU
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2008 Year I Issue 1 TRANSLATION STU
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Translation Studies: Retrospective
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The publication of the first three
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Ruxanda Bontilă is an associate pr
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study on language and literature, o
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are a very good exercise in the leg
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Byronic disabuse and cynicism are s
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waves,/Seemed, in the shadow of the
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has the special vocation of watchin
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(e) naming of motifs, cross-motifs,
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Richard’s journey from childhood
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(After I had outlived the shocks of
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naively assumed that the ‘white
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intense enough for a tragedy, is ir
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etter than what already existed; th
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explicitly order him to kill Claudi
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ody is destroyed, without even havi
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emphasising her “melodious lay”
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and his uncle as “mighty opposite
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As Mandelbrot points out, this idea
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the internal mirror, regardless of
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patterns by means of which a litera
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This metafictional aside may be rea
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Like Nicholas, Conchis is a self-co
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magic, of legend and myth, the stor
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of fiction that faithfully renders
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emark that Nicholas is a selfish an
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Katherine Tarbox, in her turn, stat
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En fait, la préface représente l
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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lame Sir Gawain? He enjoys the choi
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Textually, it presupposes a similar
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life in society and its repercussio
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The so-called A vocabulary constitu
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At this point, it seems necessary t
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tendencies fall into two categories
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professor-character is thus constru
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writing of a novel that does not re
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and indeterminacy” (Eagleton, 200
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consciousness, at a time when almos
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Though Bradbury makes a somewhat pa
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fragmentation, and in a whimsical m
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Thus, we can say that, instead of s
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It is known that the time frame in
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to the composition, the figure of C
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tympanum above the central west ent
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entrance, the pointed arch trimming
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trefoils and quatrefoils which exte
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Marino Malone, C. (2004). Façade a
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classes integrating email and the I
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text. III. Aims of the Online Cours
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4 components: (i) background knowle
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• Having students highlight the v
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Participating students and free-lan
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of time. It is much less time-consu
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Translation Journal, 11, 4. Steccon
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The ritual becomes both communicati
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evidence by formal or informal mark
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markers (markers for pronouns or ve
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social setting (the classroom life)
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• Classification based on text ty
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