Board of Trustees of The City University of New York

RESOLUTION I.B.3 TO Approve a Master of Arts in Translation and Interpreting at Hunter College

October 7, 2019

WHEREAS, the language service industry remains among the fastest-growing job sectors, according to the Department of Labor and the Bureau of Labor Statistics, with demand for professionally trained translators and interpreters continuing to grow both in the New York area and across the country because of increasing globalization, shifting geopolitical dynamics, and the growing number of foreign-language speakers; and

WHEREAS, New York City is one of the most diverse cities in the world and has a singularly high demand for the availability of key translation and interpreting services in a range of sectors; and

WHEREAS, Hunter College’s Translation and Interpreting undergraduate program is nationally ranked, producing skilled graduates who have been highly sought after by organizations throughout the city including the Office of Language Access in the New York City Court System, the Department of Transportation, hospitals, research facilities, film production companies, and non-governmental organizations; and

WHEREAS, 50% of Hunter students pursuing degrees in languages have expressed a desire to pursue graduate studies in Translation and Interpreting at Hunter College; and

WHEREAS, Hunter College proposes to launch the Master of Arts Program in Translation and Interpreting, which will be an interdisciplinary collaboration across the Departments of Classical and Oriental Studies and Romance Languages, offering courses such as Translation Theory, Computer-Assisted Translation, Medical Translation, and Legal and Business Translation in Chinese, Russian, and Spanish language tracks; and

WHEREAS, the Master of Arts Program in Translation and Interpreting would be the first of its kind within The City University of New York and unique in the greater NYC area, focusing on the acquisition and development of practical and professional skills as well as emphasizing translation tools such as translation memory, field-specific research, and purpose-driven translation and interpreting; and

WHEREAS, the Master of Arts Program in Translation and Interpreting would provide real-world professional training in bidirectional interpreting and translation, which is critical to language-support jobs in the government, healthcare, law, non- governmental organizations, as well as the private sector

NOW, THEREFORE, BE IT

RESOLVED, That the program in Translation and Interpreting at Hunter College leading to the Master of Arts be approved effective October 29, 2019, subject to financial ability.

EXPLANATION: The proposed Master of Arts in Translation and Interpreting at Hunter College is a program focused on the training of translators and interpreters with emphasis on practical skills in language and translation-related technology. Proposed jointly by the Departments of Classical and Oriental Studies and Romance Languages, the new degree program provides instruction and training for professional employment in bidirectional interpreting and translation in language-support jobs in the government, healthcare, law, non-governmental organizations, as well as the private sector. The program aims to provide practical transferrable skills, including competence in computer-assisted translation technologies, language memory, terminology, and simultaneous and consecutive interpreting. GS-1227 1

HUNTER COLLEGE OF THE CITY UNIVERSITY OF NEW YORK

PROPOSAL TO ESTABLISH A PROGRAM IN Translation & Interpreting LEADING TO THE MASTER OF ARTS DEGREE

EFFECTIVE FALL 2020

SPONSORED BY Department of Classical and Oriental Studies Department of Romance Languages

APPROVED BY Hunter College Senate [December 12, 2018]

College Representative: Contact: Margarit T. Ordukhanyan, Department of Classical and Oriental Studies Telephone: (212) 650-3141 Fax: (212) 396-6457 Email: [email protected]

Provost’s Signature: ______Provost’s Name: Lon Kaufman

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Table of Contents 1. Abstract ...... 4 2. Purpose and Goals ...... 5 3. Need and Justification...... 7 4. Students ...... 9 A. Interest/Demand ...... 9 Fig. 1: Data from student survey ...... 10 B. Enrollment Projections ...... 10 Fig. 2: Projected total student enrollment with attrition...... 11 C. Admission Requirements ...... 11 5. Curriculum ...... 13 A. Program Learning Outcomes ...... 13 B. Curriculum Description, Rationale, and Overview ...... 13 C. Curriculum Structure ...... 14 1. Language-Neutral Core Courses (6 credits) ...... 14 2. Core Courses with a Language-Specific Component (6 credits) ...... 15 3. Elective (3 credits) ...... 15 4. Language-Specific Courses: Special Topics in Language (15 credits) ...... 16 Fig. 3: Sample Two-Year Academic Plan ...... 20 6. Cost Assessment ...... 21 A. Faculty ...... 21 B. Facilities and Equipment ...... 23 C. Advertising ...... 23 D. Budget ...... 24 7. EVALUATION ...... 25 A. Internal Evaluation and Outcomes ...... 25 B. External Evaluation ...... 25 8. Letters of Support ...... 26 APPENDIX A: List of US-Based MA Programs in Translation and Related Fields ...... 30 APPENDIX B: Employment and Career Opportunities ...... 32 APPENDIX C: Internships and Job Placements ...... 36 APPENDIX D: Existing Core Faculty ...... 42 APPENDIX E: Financial Tables...... 44

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APPENDIX F: NYSED Form and External Evaluation...... 56 APPENDIX G: Complete Syllabi...... 79

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1. Abstract

The proposed Master of Arts in Translation and Interpreting at Hunter College of the City University of New York is a program focused on training of translators and interpreters with emphasis on practical skills in language and translation-related technology. Proposed jointly by the Departments of Classical and Oriental Studies and Romance Languages, the new degree program provides instruction and training for professional employment in bidirectional interpreting and translation in language-support jobs in the government, healthcare, law, non-governmental organizations, as well as the private sector. The program aims to provide practical transferrable skills, including competence in computer-assisted translation technologies, language memory, terminology, and simultaneous and consecutive interpreting. The program is unique in the greater New York area in its exclusive focus on industry-oriented translation skills.

The demand for professionally trained translators and interpreters continues to grow both in the New York area and across the country. From providing interpreting at New York courts to preparing websites for companies in the increasingly globalizing world, the graduates of the Hunter College program will meet this demand by completing a curriculum that emphasizes industry-specific language skills and their application through rigorous practical training. Statistics from the Department of Labor and private research companies indicate that the language service industry remains among the fastest-growing job sectors, and the proposed program in Translation and Interpreting is well positioned to produce graduates who will become part of this growing workforce.

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2. Purpose and Goals

The Master of Arts Program in Translation and Interpreting (MATI) at Hunter College is a professional translation and interpreting degree that will train students for careers in translation and interpreting in local government, corporations, private enterprises, non-governmental organizations and other institutions in the private and public sectors. By offering a combination of practical and theoretical courses in translation and interpreting, the program will provide a clear career path for bilingual students, training them to perform community, legal, medical, and conference interpreting as well as written translation in various spheres of governmental and nongovernmental work. The program will combine rigorous linguistic and professional training with instruction in computer-assisted technologies and other transferrable skills. With Chinese-, Russian- and Spanish-language tracks already developed, the MATI, with a structured curriculum balanced between language-neutral and language-specific courses, is designed to easily add new language tracks.

The proposed program is unique in the greater NYC area in its focus on the acquisition and development of practical and professional skills and its emphasis on such translation tools as translation memory, field-specific research, purpose-driven translation and interpreting, and instruction in high-demand areas of translation and interpreting. While such programs as the MFA in translation at Columbia University offer training in literary translation, the program at Hunter College aims to provide training in areas of translation and interpreting that will directly contribute to the community needs of New York.1

The emphasis on practical application and identifiable career trajectories for graduating students is evident in the structure of the program: the students will be required to complete dedicated translation and interpreting courses in the professional fields with markedly high demand for qualified language services (most notably medical and legal), prepare for both consecutive and simultaneous interpreting, including practicums in community interpreting and simulated conference interpreting, and rigorously train for bidirectional written translation in various professional fields. The program will also address the growing need for technological competence in the field of translation by offering instruction in computer-assisted technologies (CAT). Additionally, the students will be required to complement their training by completing a course in the professional field relevant to their specialized area of interest, such as public health administration, business and management, comparative linguistics, or media and communication, in order to gain a broader understanding of the professional field of T&I they choose to enter upon graduation.

Hunter College has long been known both locally and nationally for providing affordable high- quality education and for attracting gifted students from various linguistic backgrounds. The Departments of Classical and Oriental Studies and Romance Languages have both created successful undergraduate programs in translation (and interpreting, in the case of Romance Languages). With the expertise of its faculty and the growing reputation of translation studies at

1 See Appendix A, “Full list of US-based Masters programs in the field of translation”

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Hunter College, the proposed program is poised to fill the niche created by a conspicuous shortage of competent graduate professional Translation and Interpreting programs in the Northeast and to matriculate students who can enter the language workforce. Given the close ties between the various academic departments at Hunter College and the local community, the MATI would train students to serve that same community while bridging the need for competent translators in the public and private sectors in the most multilingual city in the United States. Hunter College’s close working relationship with a large number of agencies around the city will allow the program an opportunity to have representatives of the industry give talks and lectures. Hunter College will also host regular translation pedagogy conferences, in order to foster an intellectual exchange between representatives of academia and the language-services industry, as it continues to expand the role of professional translation and interpreting in the curriculum.

Having a nationally ranked Translation and Interpreting program at Hunter College will attract graduates of language programs from across the country and abroad. It will allow Hunter College to retain its undergraduates with degrees in languages wishing to pursue graduate studies, who often switch to a different academic field for graduate work due to the absence of a viable Translation and Interpreting program in the area or move away from New York to enroll in MA programs in Translation and Interpreting elsewhere.

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3. Need and Justification

The increasing globalization of the workforce, the shifting geopolitical dynamics, and the growing number of foreign-language speakers in large urban centers in the USA all indicate that the demand for translation, interpreting, and other sectors of the language-service industry will continue to grow. In academic circles, the growing demand for qualified translators and interpreters was noted as early as in 2007, in the findings of the Modern Language Association Ad Hoc Committee on Foreign Languages.2 This information is substantiated by data from the U.S. Department of Labor, which estimates the job growth rate for Translation and Interpreting to be 18% for the years 2016-2026, a growth rate that far exceeds the national average, with the anticipated addition of 12,100 jobs for that time-period.3 The annual report by Common Sense Advisory supports the projected growth of the need of translation and related language- services.4 According to the 2017 report (most recent available), the demand for language services (which include both translation and localization management) in the private sector alone has been growing steadily at an annual rate of 5.52% and is expected to reach US$45 billion by 2020. Citing information from the American Translators Association, a CNBC report dated July 7, 2017 concludes: “The number of people employed in the translation and interpreting industry has doubled in the past seven years, and the number of companies in the industry has jumped 24 percent in that same time period. Through 2024, the employment outlook for those in the business is projected to grow by 29 percent, according to the Bureau of Labor Statistics.”5 In a similar finding, in April 2017, the United States Census Bureau released the report of its comprehensive survey of Translation and Interpreting services, revealing that “the industry’s total number of employees nearly doubled since 2008, rising from 15,484 in 2008 to 29,720 in 2015. From 2014 to 2015, employment growth stood at 6.58%, which puts language services among the top 15% in terms of job growth.”6 The same report also indicated a 23.6% growth among the number of companies that provide Translation and Interpreting services.

A similar trajectory of growth can be observed in the increasing demand for translation and language services in the technology sector. Byte Level Research, a company dedicated to “best practices in web and content globalization,”7 in its 2018 Web Globalization Report Card, indicates that the world’s top 150 websites are now available in at least 32 languages, a trend that is certain to continue with the increasing erasure of geographic borders in the world of technology.8

2 MLA Ad Hoc Committee on Foreign Languages, “Foreign Languages and Higher Education: New Structures for a Changed World” (May 23, 2007), http://www.mla.org/flreport. 3 https://www.bls.gov/ooh/media-and-communication/interpreters-and-translators.htm 4 http://www.commonsenseadvisory.com/Marketing/2016-largest-LSPs.aspx 5 “As the Earth feels ever smaller, demand for translators and interpreters skyrockets.” (https://www.cnbc.com/2017/07/07/as-the-earth-feels-ever-smaller-demand-for-translators-and- interpreters-skyrockets.html 6 https://slator.com/industry-news/us-language-industry-booms-doubles-headcount-within-7-years/ 7 https://bytelevel.com/about/ 8 For additional information substantiating the growing demand for Translation and Interpreting services, see, for example, http://brombergtranslations.com/2017/12/22/translators-interpreters- emerging-careers/.

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Against the backdrop of the national trend, the demographics of New York City consist of an even higher concentration of population that needs translation and interpreting services, driving a singularly high demand for availability of key services and information in a number of foreign languages, including the need for competent translation of all city agency materials into 10 key languages, of which Chinese, Russian, Spanish are ranked as the three critical ones. Combined with this is the high need for language assistance in the areas of healthcare, legal support, transportation, safety, and others. The entry-level salaries for full-time employment in the translation industry start at $46,000 and range up to $83,000.9

On an empirical level, the clear need for the creation of a graduate-level program in translation and interpreting emerged from the success of the undergraduate translation programs currently available in both Spanish and Russian at Hunter. The Translation and Interpreting concentration in Spanish has matriculated quality translators and interpreters who have been sought by various hospitals, governmental departments, and private enterprises around the city. The recently created Russian major concentration in translation has been steadily growing as well, graduating at least five students per year. The undergraduates in both programs are solicited for unpaid internships at both governmental and private organizations, and their level of professionalism and training garners the highest praise from their employers.10 The Chinese program, in turn, has been contacted by various organizations and city agencies for language support at a steadily growing pace and have recently proposed an undergraduate concentration in translation to accommodate this growing need.

The organizations that have solicited interns from the translation programs at Hunter College include the New York Central Court System’s Office of Language Access, the Department of Transportation, as well as various hospitals, research facilities, film production companies, and non-governmental organizations, to list only a few. These unpaid internships provide students with opportunities for professional development but also showcase the constant and surging need for well-qualified translators and interpreters. From hospitals to art galleries, from public library offices to international financial companies, New York is a hub of multilingualism and, therefore, translation. While translation increasingly becomes an inextricable part of global literacy and while translation and interpreting services occupy a growing part of the job market, post-baccalaureate programs in practical training of professionals in the industry have not reflected the trend. As such, very few universities in the Northeast offer MA programs in Translation and Interpreting in practical fields, leading to a market drop in the availability of trained and qualified professionals. The proposed program would be the first of its kind in the CUNY system.

9 See Appendix B for examples of post-graduate employment by Hunter College undergraduates who have matriculated with a concentration in translation, as well as representative job listings for which the proposed MATI would train its graduates. 10 While unpaid undergraduate internships are not indicative of post-graduate employment in the field, the broad range of organizations that have solicited students from Hunter College substantiate the high demand for professionals in the language-support industry. Therefore, in order to illustrate industry demand, Appendix C lists a representative sample of internship placements in Russian (Table 1) and Spanish (Table 2).

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4. Students

A. Interest/Demand According to the CUNYFirst public reports, the Spanish Major with concentration in translation and interpreting currently counts 25 students. Since launching in Fall of 2015, the Russian undergraduate major concentration in translation has become the most popular of the four major tracks offered in the program, with its enrollment, at 10 students in Spring of 2018, exceeding all other concentrations.11 With the programs’ reputation growing, we have been receiving a rising number of inquiries from students outside Hunter regarding our translation program and the professional opportunities it offers. The emphasis both the Spanish and the Russian programs place on pre-professional development, coupled with their partnerships with employers in various areas of the language-service industry, offer their students a path towards employment or graduate work. A recent student-interest survey indicates strong potential for enrollment for the proposed MA program. Of the 32 students polled, 16 (50%) marked

11 CUNYFIRST report, Spring 2018 Enrolled Not Acad Plan Sub-Plan Description Total in Term Enrolled Russian Ad RUSSAED-BA Ed BA 0 0 0 MHCRUSS-BA MHC Russian 0 0 0 Russian RUSSIAN-BA RECE RECE 3 2 1 Russian Lang RUSSIAN-BA RUSSLNCLT & Culture 7 6 1 Russian Lang RUSSIAN-BA RUSSLNG seq. 4 3 1 Russian RUSSIAN-BA RUSSTRNS Translation 10 9 1 Major Totals 24 20 4 Russian RUSSN-MIN Minor 3 3 0 Russian Lit & Culture RUSSLT-MIN Minor 0 0 0 Minor totals 3 3 0

Enrollment data for Spanish, as of Fall 2018: SPAN-BA SPANLIT 55 46 SPAN-BA SPANX 1 0 SPAN-BA SPENGTRNSL 25 23 SPAN-MIN 24 21 SPANLT-MIN 23 21

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themselves as “very likely” to apply to a MA program in Translation and Interpreting at Hunter, and another 8 (25%) as “likely.”

Fig. 1: Data from student survey

In its turn, the Chinese program at Hunter College counts upwards of 100 majors and is currently working on developing an undergraduate concentration in translation to meet the growing demand from both students and the workplace.

B. Enrollment Projections Based on current student interest and the industry needs delineated above, trajectory of enrollment in the Spanish and Russian major concentrations in translation, respectively, the number and growth trajectory of the Chinese majors, and enrollment numbers from MA programs in Translation and Interpreting at Middlebury Institute of International Studies (MIIS) and Kent State University,12 we anticipate the following enrollment numbers for the first five years of the program:

12 Based on data provided by the Dean of Enrollment, MIIS, the largest and most established professional translation program in the USA, matriculates 100-110 students in Translation, Interpreting, and Localization Management annually in six languages available at the school. Of these, Chinese accounts for 70, Russian enrolls 5-10 students, and Spanish—15-20. The MA program in Translation and Interpreting at Kent State University enrolls an average of 30 students, with Russian accounting for 2-5 students annually. However, taking into account the density of the Russian-speaking student population at Hunter College, the popularity of the undergraduate program in Russian, and the high demand for qualified Russian-language translators and interpreters in the greater NYC area, the proposed program anticipates higher enrollment for the Russian program.

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Fig. 2: Projected total student enrollment with attrition.

Year 1 Year 2 Year 3 Year 4 Year 5 Chinese 7 13 16 18 20 Russian 2 6 8 10 12 Spanish 6 11 14 15 16 Attrition 0 2 2 3 3

C. Admission Requirements13

The following admission requirements will apply to all applicants: 1) Completed BA degree (language and translation-related degrees preferred but not required), or equivalent 2) Fluency in language A (Level 3+ or higher on Interagency Language Roundtable (ILR) scale, corresponding to “Superior” on ACTFL scale)14 and full professional working proficiency in language B (Level 2+ or higher on ILR scale, corresponding to “Advanced High” on ACTFL scale), assessed at one of the currently available language testing centers (NYU, Columbia). Once the program has been established, Hunter College has the potential of becoming a testing site as well. Students matriculating from the undergraduate translation programs at Hunter College may have their language proficiency testing requirement waived based on their academic record and recommendation from language faculty. 3) For international students with BA (or equivalent) from a foreign institution of higher learning, TOEFL ITP scores of 102 or higher (corresponding to 7.5+ on IELTS scale).

The application will consist of the following components: • Personal essay/statement of purpose • Online application form • Undergraduate transcripts • Two letters of recommendation (for applicants with industry experience, one academic and one professional encouraged) • Interview, which will be conducted in languages A and B to further evaluate applicant’s ability to communicate and process information in both languages • The Language and Skills Test for language proficiency (http://www.icls.edu/language- skills-assessment/) • Students who score within a three-point range of target test scores may be admitted provisionally and required to take an additional Special Topics in Language course prior to the start of the program. In the Chinese track, students accepted

13 These requirements reflect informal reviews of the narrative portion of the program from Caitilin Walsh, the former president of American Translators Association and current chair of their Translation Pedagogy Committee, and Elizabeth Lowe, former director of the MA in T&I at University of Illinois. 14 http://www.govtilr.org/Skills/ILRscale1.htm https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

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provisionally will be required to complete one of the following existing courses: CHIN70500: Topics in Advanced Conversation; CHIN70600: Topics in Advanced Writing; CHIN70700: Topics in Advanced Reading; or CHIN70800: Topics in Chinese Culture and Society. In the Russian track, students accepted provisionally will be required to take TRNR 75100: Russian and English in Comparative Context. In the Spanish track, these students will be required to complete 6, rather than 5, Special Topics in Languages.

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5. Curriculum

A. Program Learning Outcomes

Upon the completion of the MA program in Translation and Interpreting, students will be able to: • Provide written bi-directional translation of texts from any requested discipline, including medicine, business, law, science, NGO administration, finance, political science, and various city-management fields • Execute various forms of professional interpreting tasks while demonstrating understanding of cultural and non-linguistic aspects of communication • Apply their knowledge of theoretical and ethical aspects of translation and interpreting • Plan, manage, and execute group translation projects using Wordfast, Memoq and Trados, and similar computer-assisted translation tools • Pursue professional careers in translation and interpreting in different professional sectors, including city and state offices, hospitals, courts, and local non-governmental and private organizations.

B. Curriculum Description, Rationale, and Overview

The MA program in translation and interpreting will launch with three language tracks—Chinese, Russian and Spanish. However, it is structured to allow for easy addition of new language tracks. It is intended for students who have completed a BA degree and who possess native or near- native fluency in English and one of the language tracks included in the program. The curriculum is therefore designed with the assumption that the students will require minimal language instruction; instead, it focuses on offering a combination of professional skills and theoretical knowledge specifically in the field of translation and interpreting. The courses and credit requirements for the program are structured to maximize student success and to provide a direct path to employment in different translation-related fields.

Students will be required to complete 30 credits for graduation. (Note: this number does not reflect the additional course that provisionally accepted students will be required to take prior to starting the program).

While linguistic and translational competence doubtlessly rank at the top of the required skills for successful translators, our experiences at the undergraduate level of translation work as well as evidence from other graduate programs in translation point to the need for matriculating students to possess additional knowledge in relevant fields of professional interest. So, for example, as illustrated in Appendix C, in a recent survey of graduating students in Translation and Interpreting at the Middlebury Institute of International Studies, 36% stated that they wished their undergraduate programs had offered more “knowledge of the world,” while only 21% expressed a wish that they had received better language preparation. Students in the Hunter College MATI will therefore be required to complement their linguistic and translation training by completing an elective course either within the program or in other academic departments of

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Hunter College. The courses will have to be selected with the approval of the program director and designed to complement the training received within the program.

C. Curriculum Structure

The program-wide curriculum will consist of the following components, detailed below: 1. Language-Neutral Core Courses (6 credits) 2. Core Courses with a Language-Specific Component (6 credits) 3. Elective (3 credits) 4. Language-Specific Courses, including Special Topics in Language (hereafter STL) (15-18 credits)

1. Language-Neutral Core Courses (6 credits) Certain translation-relevant skills exist outside specific languages and provide baseline knowledge to all students interested in careers in Translation and Interpreting. All students, regardless of language tracks, will be required to complete two core courses, offered in English in a language-neutral setting: TRN 75100: Translation Theory (3 credits) and TRN 75900: Computer-Assisted Translation (3 credits).

TRN 75100: Translation Theory While the MATI at Hunter College emphasizes practical skills and field-work, relevant translation theory is of paramount importance in the making of a good translator. Translation theory is intended to codify the awareness of such components of translation as intended audience, linguistic register, purpose and directionality of translation, and the translator’s responsibility towards the source and target texts. So, for example, understanding translation as a modified version of the Communicative Act Model will provide the students with the ability to divide a text into key components (author, message, linguistic register, intended audience, tone, context), helping them to select the appropriate linguistic register for the target text. Reading and discussing translation theory will also familiarize the students with seminal geopolitical and historical contexts of the 20th century and aid in the overall development of abstract critical thinking.

The translation course will take a chronological approach to the evolution of translation theory as a concept and eventually as an independent academic discipline; it will teach students key theories and their application to various aspects of translation concepts; it will familiarize them with such concepts as directional and natural equivalence, Skopos theory, visibility of the translator, and cultural (in)translatability, in order to arm them with the critical awareness and the vocabulary necessary for assessing their own work and the work of their peers.

TRN 75900: Computer-Assisted Translation Computer-assisted translation technologies have become an inextricable part of a successful translator’s portfolio. A quick glance at the job openings across a range of translation agencies (see, for example, http://acclaro.applicantstack.com/x/detail/a2ypv40kyqvz, and https://vistatec.com/en/company/careers/senior-language-quality-specialist) is sufficient to

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underscore the fact that competence in using these technologies is required to ensure successful employment for graduates from a translation program. This language-neutral course teaches the students the technological and terminological foundation for mastering any translation software. Using a dedicated translation computer lab, the students will master building and using translation memory, terminology management, as well as project management software. The students will familiarize themselves with the three most commonly used translation software, including SDL Trados, MemoQ, and Wordfast.

2. Core Courses with a Language-Specific Component (6 credits) The following courses are required for students enrolled in all language tracks. Each course is divided into a language-neutral portion, during which students receive theoretical training (including ethics, code of conduct, industry-specific information) and a language-specific component, conducted by a graduate teaching assistant in each respective language and consisting of vocabulary practice, role-plays, simulated translation and interpreting scenarios and peer feedback. These are and TRN 75500: Medical Translation (3 credits) and TRN 75600: Legal and Business Translation (3 credits).

TRN 75500: Medical Translation Medical translation remains among the most high-demand areas in New York City, with most major hospitals and research centers relying on certified medical translators and interpreters to communicate with patients and their families. The course will familiarize the students with discipline-specific vocabulary, basic operational principles of healthcare structure as well as the ethical guidelines for translation and interpreting in the medical field. The class will subsequently be divided into language-specific groups for practicums, role-play-interpreting, and vocabulary practice and assessment.

TRN 75600: Legal and Business Translation The course familiarizes students with the structure, operations, and function of the court system in the United States, such as the difference between family, civil, and criminal courts. In order to provide assistance in translation, the students must also have a basic understanding of due process and legal procedures involved in the operation of each court. Following the introduction to the court system and the ethics of court/legal translation and interpreting, the students will be divided into language-specific practicum groups. The course may be complemented by a 105-hour internship at the NY Central Court System currently available to the undergraduate students of the Spanish and Russian translation programs at Hunter College. The practicum component and the glossary work will be structured to prepare students to pass the certification exam mandated by the NY Courts.

3. Elective (3 credits) Students will select a course to complement their training in translation. The choice of the class will be dictated by the student’s professional interests and potential fields of employment. Requiring an elective will compel the students to gain field-specific knowledge outside of language. The inter-departmental character of the electives not only allows graduate students

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to avail themselves of the inter-departmental collaboration that forms part of Hunter’s tradition of academic excellence, but also model the interdisciplinary nature of any professional work environment. The students will select courses based on availability with the approval of the program director.

Sample topics and courses include: • English Linguistics (ENG 60700) • Rhetoric and Composition (ENG 61500) • The Nature of Written Language (ENG 78550) • Fundamentals of Health Policy and Management (PH 75600) • Healthcare Systems and Policy (NURS 70400) • Community Organizing and Development for Health (COMHE 75200) • Demographic Issues in Planning and Development (URBG 70300) • Social Welfare Policy and Services (SSW 70150) • Immigrants and Refugees: Policies and Issues (SSW 70219) • Literary Translation (Independent study) • Research and Methods (Independent Study) • Translating New York: Émigré Literature in Translation (independent study) • Translation and Interpreting Internship (by department permission)

4. Language-Specific Courses: Special Topics in Language (15 credits) The Special Topics in Language (STL) courses vary by language track. The language track is indicated in the course number (TRNC for Chinese; TRNR for Russian; TRNS for Spanish).

Chinese: Special Topics in Language TRNC 75100: Market Strategies and Critical Perspectives for Chinese-English Translators This course offers a critical perspective on opportunities and challenges for the entry level Chinese-English translator/interpreter today. It addresses translation as a business and translators as individuals who engage in a wide array of “conversations” in a competitive marketplace––with different agencies, organizations, and institutions. Students will examine the evolution of what is called “professional” (as opposed to literary or community) translation, and the specificity of freelance or start-up work as opposed to landing full-time positions in corporations of different scales, from the boutique agencies to the multinational LSPs (language service providers). While learning to strategize work opportunities and to market their skills, students will contemplate larger issues of social purpose and sustainability of the translator, the role of the translators/interpreter in corporate social responsibility, soft-power economics, climate change, and other social justice and humanitarian concerns.

TRNC 75200: Chinese-English Professional Translators Workshop Professional Translators Workshop serves as a preparatory overview in Chinese-English translation. The course provides a comprehensive skill-based induction into document translation as a multi-faceted and market-driven occupation, with emphasis on professional, that is, need-based, client-initiated, projects. Students will learn how to use key translation

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resources and implement appropriate strategies in translating and oral rendering/sight- translation between Chinese and English to serve real-world communicative purposes.

TRNC 75400: English<>Chinese Revising and Editing in Translation This course reinforces the basic principles of translation and its productive progression through levels of fine-tuning – proof-reading, revising, copy-editing, post-editing – from the rough drafts to the final copy. This course will address the mechanics of grammar and readability of target texts in English<>Chinese translation, with special emphasis on the translator’s handling of style, register, and idiom in the effort to represent the author’s voice and intent. Particular attention will be given to the cultural distance between English and Chinese and to the technicalities pertaining to discourse patterns, rhetorical conventions, and larger issues of differences in communicative norms and literary traditions between the two. The course will largely focus on the conventions of Standard English while also encouraging the students to account for dialectic and cultural variability of discourse.

TRNC 75600: Chinese to English Translation in Commercial Affairs This course concerns the practice of Chinese to English translation within the broad scope of commercial affairs as they pertain to fundamental industry sectors such as real estate, tourism and hospitality, banking, retail manufacturing, food catering, etc. Students will tackle translation on behalf of a range of corporate clients and public oversight bodies such as the consumer protection bureau, the stock exchange commission, the housing or transportation authorities, health and hygiene departments, and other agencies. While translating trade- specific and highly contextualized matters (catering to particular consumer demographics), students will be trained in functional, dynamic approaches in translation.

TRNC 76100: Fundamentals of Chinese-English Sight Translation & Interpreting This course provides a broad introduction to Chinese-English bidirectional interpreting in a variety or public, community, and business settings, with emphasis on sight translation (oral rendition of written texts) as a fundamental part of the process. The course will deliver an experiential training plan where students engage in role play exercises (simulating real world interactions) and hone specific skill sets and strategies cumulatively, at increasing levels of complexity. Students will practice and reflect on interpreting as a multi-faceted process broken into performance-based components including note-taking, listening, voice production, the use of verbal and non-verbal cues, memory training, and paralinguistic applications. The course will survey the role of interpreters in the US context addressing key settings in healthcare, public education, criminal justice, and the court system.

Additionally, students without an educational background in translation or scoring below the required proficiency level for admission will be required to take one of the following: • CHIN70500: Topics in Advanced Conversation • CHIN70600: Topics in Advanced Writing • CHIN70700: Topics in Advanced Reading • CHIN70800: Topics in Chinese Culture and Society

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Russian: Special Topics in Language

TRNR 75200: Advanced Comparative Russian-English Grammar and Stylistics for Translators (3 credits) The course offers a close comparative study of grammatical, syntactical and stylistic forms of English and Russian, along with emphasis on stylistics with practical usage. Most of the material studied and analyzed consists of original texts from literature, journalistic writing, medicine, business, and other relevant areas of language. Class work will consist of reading, discussion, grammar drills, as well as translation of original texts between Russian and English.

TRNR 75300 and TRNR 75400: Russian to English and English to Russian Translation (3 credits each) The Russian to English and English to Russian translation sequence prepares students for translating texts in a variety of academic and professional disciplines, focusing on issues of mutual translatability, glossary compilation, research, proof-reading and editing, and collaborative translation. Using a range of texts from NGO proposals to medical research essays, the students train to work independently in bidirectional translation. The students also practice mastery of CAT tools and project management.

TRNR 76100: English and Russian Consecutive Bilingual Interpreting (3 credits) Students learn the skills required for successful consecutive interpreting. Emphasis is placed on note-taking, analysis of sentence structure, and memory development. Students practice community interpreting with a practical focus on various community outreach initiatives around New York.

TRNR 76200: English and Russian Simultaneous Bidirectional Interpreting (3 credits) Simultaneous and conference interpreting rank among the most demanding areas of interpreting work. Students learn the fundamentals skills necessary for simultaneous interpreting, work on memory development and note taking, expand their vocabulary and practice simultaneous interpreting in simulated role-play exercises. The course will be offered in a translation language lab and requires specialized equipment.

Spanish Special Topics in Language Courses

TRNS 75200: Comparative English and Spanish Grammar & Stylistics for Translators (3 credits) The course offers a close comparative study of grammatical, syntactical and stylistic forms of English and Spanish, along with emphasis on stylistics with practical usage. The material studied and analyzed consists of original texts from literature, journalistic writing, medicine, business, and other relevant areas. Class work will consist of reading, discussion, grammar drills, as well as translation of original texts between Spanish and English.

TRNS 76100: English<>Spanish Consecutive and Community Interpreting (3 credits)

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Students learn the skills required for successful consecutive interpreting. Emphasis is placed on note taking, analysis of sentence structure, and memory development. Students practice community interpreting with a practical focus on various community outreach initiatives around New York.

TRNS 76200: English<>Spanish Simultaneous Interpreting (3 credits) Simultaneous and conference interpreting rank among the most demanding areas of interpreting work. Students learn the fundamental skills necessary for simultaneous interpreting, work on memory development and note taking, expand their vocabulary and practice simultaneous interpreting in simulated role-play exercises. The course will be offered in a translation language lab and requires specialized equipment.

Any two of the following three courses:

TRNS 75300: Spanish to English Translation (3 credits) The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from Spanish to English. Students will carry out intensive practice of the concepts, methods, and techniques learned in the program’s core courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. An important focus will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience.

TRNS 75400: English to Spanish Translation (3 credits) The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from English to Spanish. Students will carry out intensive practice of the concepts, methods, and techniques learned in the program’s core courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. An important focus will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience.

TRNS 75500: English<>Spanish Revising & Editing for Translators (3 credits) The course provides in-depth training in bilingual/monolingual review, revising and editing – services increasingly in demand within the translation market as well as in publishing. It includes a systematic approach to professional development in copyediting, stylistic editing, and structural editing, checking for consistency and content accuracy, revision parameters, degrees of revision, and quality assessment. Particular attention will be paid to International Organization for Standardization (ISO) requirements.

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Fig. 3: Sample Two-Year Academic Plan

Fall 1 Fall 2 • Translation Theory • STL 5 • STL 1 • Medical Translation • STL 2 Spring 1 Spring 2 • STL 3 • Legal/Business Translation • STL 4 • Elective • Computer-Assisted Translation

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6. Cost Assessment

A. Faculty

The two permanent full-time faculty members in the Russian Division, whose primary expertise is literature, have full teaching loads. The employment term of the doctoral lecturer on a substitute line, who teaches all undergraduate translation courses and bears all translation- curriculum responsibilities, ends in Fall 2019, although a search for a program director has begun. Most of the adjunct faculty teaches the maximum allowed number of courses. The same applies to the full-time faculty member in the Spanish program whose qualifications are relevant to the Translation and Interpreting program.15 If the program grows as planned, it will eventually require the addition of the four faculty positions (lecturers for each language and a language coordinator for Russian), but, considering the limited financial resources of the college, the hiring of all faculty other than the program director, will be contingent on enrollment and considered on a case-by-case basis.

In the interim, supporting adjunct faculty will be added to off-set the teaching loads of the current faculty. Additionally, adjunct instructors with industry experience will be hired to teach specialized professional courses. The language faculty in all of the programs come from academic backgrounds and excels in offering instruction in the academic setting; however, considering the focus of the program on professional skills and employment-readiness, it is essential for students to receive instruction from people with extensive industry experience who not only understand the current and ever-changing demands of employment but can also offer practical advice on how to market one’s skills.

Translation & Interpreting Program Director The MA program in Translation and Interpreting, along with the existing undergraduate Russian major with concentration in translation, require the leadership of a full-time program director who will oversee all aspects of the program’s maintenance, expansion, coordination; who will work on creating new professional opportunities for the students, maintain ties with the professional language-service community, ensuring that the curriculum remains current and expanding the resources available for student-training. The program director will supervise staff instructors and coordinate adjunct training. In addition to teaching one course per semester within the program, the director of the T&I program will be responsible for its annual assessment. Additionally, the director will work with other departments at Hunter College to expand the range of elective courses available to the students enrolled in the MA program. The program director will coordinate the existing language tracks within the program and work on adding new ones, attend to administrative aspects of running the translation program, and advise students. A program director who is familiar with the scope, purpose, and goals of the program, must be in place by the time the University begins reviewing applications for the first year of incoming students. The search for this position is currently underway:

15 See Appendix D for currently available teaching resources.

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(https://cuny.jobs/new-york-ny/distinguished-lecturer-translation-and-interpretation-classical- and-oriental-studies/E89984C348354D7C82D11B5B1C5543A8/job/).

Adjunct Instructor, Computer-Assisted Translation The program will need to retain an instructor at the adjunct level (MA degree required) to teach the Computer-Assisted Translation course as well as potentially offer an elective in Translation and Localization Management. The adjunct instructor will have to have extensive industry experience (10+ years); accordingly, the compensation will have to be at the top of the allowed adjunct scale to incentivize well-qualified professionals to commit to teaching.

Adjunct Instructor, Simultaneous Interpreting, Russian While the faculty within the Russian division includes professionally trained translators and interpreters, the simultaneous interpreting course must be taught by an industry professional with extensive experience interpreting at the conference level. The instructor must be able to provide not only first-hand knowledge of the current technologies, instruments, and specificities of the job but to provide guidance on practical aspects of the job. PhD not required. Same salary considerations as with CAT instructor must apply.

Adjunct Instructor, Consecutive Interpreting, Russian Simultaneous and consecutive interpreting require distinct forms of training. The consecutive interpreting course in Russian must be taught by a professional consecutive interpreter with extensive industry experience and first-hand knowledge of the local job market. PhD not required.

Adjunct Instructor, Interpreting, Spanish A professional with industry and teaching experience will be required to teach the simultaneous and consecutive interpreting or to serve as relief faculty in order for the currently available faculty member to take on the graduate teaching responsibilities.

Graduate Teaching Assistants Graduate teaching assistants will be required to assist with the courses on Medical Translation and Interpreting and Legal Translation and Interpreting. These courses combine a language- neutral component and language-specific sections for vocabulary assessment and role-playing. The graduate TA can be an advanced student within the program or a graduate student with required language proficiency from other CUNY graduate programs.

Adjunct Faculty Training At least in its initial stages, the proposed program will have to rely on adjunct faculty for a large portion of its instruction. It is instrumental to provide adjunct faculty training at the beginning of each semester to ensure cohesion among education approaches, a familiarity with the program’s short-term and long-term goals, learning outcomes, and evaluation criteria.

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B. Facilities and Equipment The program will require classroom and office space for new faculty. Additionally, it will require a dedicated translation lab that will house all of the translation-related equipment and where all relevant courses will be held. The following equipment will be required: • 15 Dell desktop computers (based on estimated enrollment of students in language- specific classes) • The following translation software (Memsource, which builds translation memory and serves to introduce the functionality of translation memory to students, and memo and SDL Trados Studio, the two most commonly required by translation agencies and in business translation settings16): o Memsource o memoQ o SDL Trados Studio • Equipment for simultaneous interpreting17 • Table-top simultaneous interpreting booth • Audio-visual console or remote connection screen

C. Advertising The proposed program will have to be advertised in various publications dedicated to higher education (such as The Chronicle of Higher Education), at professional conferences (such as the annual American Translators Association conference), and at regional universities.

16 See https://signsandsymptomsoftranslation.com/2014/08/08/memoq/ for a side-by-side comparison of the software features. 17 See https://conferencemicrophones.com/25-person-translation- system/?utm_medium=googleshopping&utm_source=bc&gclid=CjwKCAjwhcjVBRBHEiwAoDe5x0rlpwk2 GymmJdKtQUnzY1atOuZHyqSzSSxB5V21UUOr9s2NBfFjmxoCxSgQAvD_BwE for examples of requested equipment

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D. Budget

Please see the attached financial tables for revenue and expenditure projections in Appendix E.

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7. EVALUATION

A. Internal Evaluation and Outcomes

Learning outcomes for the proposed program have been outlined in Section 5A. These outcomes will be used for the internal evaluation of the program, along with assessment of student graduation and job placement rates. The internal evaluation will be conducted by the program director and a committee consisting of an equal number of faculty members from each language track and an invited Hunter College faculty member from a language not offered within the program. In the initial three-year period, the evaluations will be conducted at the end of every semester to ensure that the program not only adheres to its mapped goals but also adjusts as needed. The committee will also discuss faculty development, research, and planning. The director of the program will report to the Dean of School of Arts and Sciences on the state and progress of the MA program in Translation and Interpreting. A copy of the report will be distributed to all relevant department chairs.

B. External Evaluation

The proposed program has been favorably assessed by an external specialist in the field of translation: Aron Aji, Director of MFA in Translation, University of Iowa ([email protected]). We have also gotten informal feedback about the curriculum structure from Professor Elizabeth Lowe, former director of the MA program in Translation at University of Illinois at Urbana-Champaign ([email protected]).

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8. Letters of Support

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APPENDIX A List of US-Based MA Programs in Translation and Related Fields Name of University Degree Languages Credits Cost18 Notes Columbia University, MFA, Literary N/A 60 $44,500 p/y Literary New York, NY Translation translation only Drew University, MFA, Poetry and N/A 64 $18,314 Literary Madison, NJ Poetry in translation Translation only Fairleigh Dickinson MFA, Literary N/A 6 modules $4,307 per Literary University, Madison, Translation and 1 craft module; $1,000 translation NJ per residency only Kent State MA in Translation; French, German, 36 $16,000 p/y Variety of University, School of MA/MBA, Japanese, language Applied Linguistics. Translation Russian, tracks, Kent, OH Spanish, and emphasis on Arabic professional translation; no interpreting La Salle University, MA in Translation Spanish 45 $785 p/c Philadelphia, PA and Interpreting Middlebury Institute MA: Translation, Chinese, 60 $38,500 p/y Leader in of International Translation and Spanish, translation Studies, Monterey, Interpreting, Russian, and CA Interpreting, Korean, interpreting; Translation and German, strongest Localization Japanese program in the Management USA NYU, School of MS in Translation Chinese-English 36 $40,000 p/y Professional Studies, (on-site); New York, NY Spanish-English and French- English (online only) Queens College, MFA, Creative N/A 36 $440 p/c Literary CUNY, New York, Writing and (resident) translation NY Literary $805 p/c only Translation (nonresident) Wake Forest MA, Interpreting Spanish; 34 $37,500 p/y They also University, Winston- and Translation Chinese have a MA Salem, NC Studies program in teaching interpreting Western Oregon MA, Interpreting N/A 45-54 $619 p/c The program University, Studies (online credits does not Monmouth, OR only) specify language tracks University of MA, Technical Chinese 33 credits $1,770 p/c The credits Delaware Chinese include 6 for Translation internship University of Illinois, MA, Translation Supposedly 32 credits $12,488 p/y On-site and Urbana-Champaign and Interpreting available in all (resident); online options languages $26,980 p/y supported by the (nonresident) university

18 Approximate number, does not reflect living expenses.

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University of Iowa MFA, Literary N/A 48 credits $10,958 p/y Literary MFA, Translation (resident); translation $29,694 p/y only (nonresident) University of MA, Literary N/A 30 credits $1,596 p/c Literary Rochester, Translation translation Rochester, NY with secondary focus on publishing University of Texas, MA, Humanities, N/A 33 credits $473 p/c Focus Dallas, TX with translation (plus (resident); $888 exclusively on concentration portfolio) p/c(nonresident) literary studies and philosophy, with two literary translation workshops University of Texas, MA, Spanish Spanish 36 $473 p/c Rio Grande Translation and (resident); $888 Online only Interpreting (online p/c only) (nonresident)

University of BA/MA; MBA with Spanish, French Five year Varies based on The program Wisconsin, concentration in BA/MA program and offers courses Milwaukee, translation; MLIS program residency status on Milwaukee, WI with concentration professional in translation translation; however, the only MA programs are the MBA and the MLIS

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APPENDIX B EMPLOYMENT AND CAREER OPPORTUNITIES Part 1: Employment information for students matriculated from the Spanish and Russian undergraduate translation programs.

While neither the Spanish nor the Russian department has the capacity or the resources to track the students’ professional trajectory after graduation, below is a representative list of program graduates currently employed in the field of translation:

Russian • Babaeva, Aziza: Tajik-English and Russian-English freelance interpreting in the sector of K-12 education and testing through TheBigWord (https://en-us.thebigword.com). • Babaeva, Nargiza: Russian-English freelance interpreting for the education sector through TheBigWord (https://en-us.thebigword.com); Russian-English freelance translation in the medical research sector through TransPerfect (https://www.transperfect.com/locations/newyork.html). Nargiza is currently the TA for jointly taught Spanish/Russian Medical Translation & Interpretation course, an experimental model of teaching translation in a multilingual classroom with language- specific elements. The course was designed jointly by Maria Cornelio and Margarit Ordukhanyan through a CUNY Central Career Success Grant. • Rafikov, Timur: freelance translation work through TransPerfect (https://www.transperfect.com/locations/newyork.html). • Yarko-McGowan, Anastasia: staff translator, New York Department of Education.

Spanish:

• Collazo, Carlos: Court Interpreter, NY Court System. • Collazo-Justiniano, Javier: Mayor’s Office for Immigrant Affairs, New York, NY. • Cruz, Juan: Main Interpreter, hospital in Tampa, FL. • Damiano, Tania: Translator, Trustforte Language Services, New York, NY. • De la Iglesia, Silvina: Coordinator, Language Assistance Program, Patient Service Center, Mt. Sinai Hospital, NY. • Esparza, Ximena: Interpreter & Patient Navigator, Jamaica Hospital, Queens, NY. • Euzent, Danielle: Language Line Translation/Interpretation Services. • Fernández, Rafael: Adjunct Instructor, Spanish Program, Hunter College Dept. of Romance Languages. • Gaviria, Marcela: Translator, NYC Dept. of Education. • González, Christian: Certified Medical Interpreter, Harlem Hosp.; Adjunct Instructor, Medical Interpreting, NYU School of Professional Studies; Adjunct Instructor, CCNY Medical Interpreter Certificate Program. • Hansen, Ryan: Editorial Assistant, United Nations, New York, NY. • Jones, Kevin: Translator, Trustforte Language Services, New York, NY.

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• Malone, Timothy: Special Education Translator / Interpreter, Rockford Public School District, Rockford, Illinois. • Olacklin, Johanny: Certified Medical Interpreter & Project Coordinator, Dept. of Preventive Medicine, Icahn School of Medicine, Mt. Sinai Hospital. • Parucki, Will: Translator, Trustforte Language Services, New York, NY. • Schauble, Erica: In-house translator, Trusteforte Language Services, New York, NY. • Veras, Nieves: Interpreter/Translator Girls Leadership Academy, Bronx, NY. • Zegarra, Yamilet: Certified Medical Interpreter, MediSys Health Network, Queens, NY.

Part 2: Sample Current Job Openings in the Language Support Sector

Below is a representative list of current job openings in the three language tracks. The job descriptions have been abridged to contain only information relevant to the proposal. The full text of each job listing is available at the respective link.

Job 1: Criminal Defense Practice Interpreter/Translator (Spanish) – Queens (Posted April 10, 2019)

The Legal Aid Society - New York City Queens, NY Full-time

The Legal Aid Society's Criminal Practice has one opening for a full-time English↔Spanish Interpreter/Translator for the Queens trial office. The Interpreter/Translator is responsible for interpreting and translating for defense attorneys, social workers, paralegals, psychiatrists, and any other personnel engaged in the defense of a person represented by The Legal Aid Society.

ESSENTIAL DUTIES/RESPONSIBILITIES • Provide simultaneous and consecutive interpretation services in legal subject matter • Provide interpretation services for attorneys and other staff with Spanish-speaking clients in the office and in court • Translate legal documents and other material • Transcribe and translate 911 calls, video and audio recordings, wire taps, etc. • Coordinate the provision of foreign language services for other office staff • Accompany attorneys, social workers, paralegals, or other staff members in need of interpreting services to correctional facilities, to interview clients or witnesses, etc. • Work in other borough offices when needed • Other duties as assigned

REQUIREMENTS

• Master's Degree in the field of languages, preferably in linguistics, translation, Spanish or English • Experience interpreting in New York State or New Jersey Court a plus • Excellent organizational and computer skills, including Microsoft Office

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• Excellent oral and written communication skills • Ability to work as part of a team • Ability to work independently

Full job listing: https://www.idealist.org/en/nonprofit- job/bca2f1d69c6245f3944869f64abd5974-criminal-defense-practice-interpretertranslator- spanish-queens-the-legal-aid-society-new-york-city-queens

Job 2: Chinese-English Translator/ Interpreter (Posted April 22, 2019) My Job Tank, Inc New York, NY Full-time

Company WeEducation is a multinational, fast-growing education company dedicated to delivering superior education solutions to the student who aims to study or work in the United States. We specialize in admissions success, GPA booster, and career advancement programs to help students and young professionals thrive in the US. WeEducation aims to cultivate the potential in every individual to assist in achieving academic excellence and career success by providing a variety of result-driven programs.

Job Description • Arrange and schedule meetings and conference calls for the president and internal or external parties. • Perform consecutive interpretation between Chinese and English during business meetings, accurately reflect all information exchanged. Summarize meeting notes in both languages afterward. • Attending events or informal meetings with the president and perform whisper simultaneous interpretation that reflects the general idea and key points to keep the casual conversation going • Translate and summarizing highlights for weekly and monthly reports from several departments for the president to review and give feedback on, including program status, budget, performance report, etc. • Translate confidential documents for the president accurately including contracts, financial reports, etc.

Required Skills • 2 years of translation and interpretation experiences • Bachelor or master's degree in English, translation or interpretation preferred • Certification or credential on translation or interpretation preferred • Bilingual in Chinese and English is required https://www.indeed.com/jobs?q=Bilingual%20Mandarin%20Chinese%20English&rbl=New%20Y ork%2C%20NY&jlid=45f6c4ded55c00bf&advn=6258333774095685&vjk=41401467328e8316

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Job 3: Hospital for Special Surgery, Interpreter - Language Services (Russian)

Overview In this role you will facilitate patient care by providing Russian interpreter services between patients and physicians, nursing staff or other hospital personnel. You will be relied upon to assist Russian-speaking patients and family members with the completion of required forms and surveys. You will also conduct structured phone interviews with Russian Speaking patients and maintain statistics on interpreter services provided.

Qualifications The successful candidate must have a minimum of 40 hours of coursework/certification for interpreting in the healthcare profession (i.e. – Culture Smart or Bridging the Gap). Minimum 2- 5 years of translation/interpretation field work experience required. Written and oral proficiency in English and Russian language also required. Well versed on code of ethics and protocols for interpreting in a healthcare facility is essential.

Must be proficient in Microsoft Office.

Bachelor’s degree preferred. https://www.glassdoor.com/job-listing/interpreter-language-services-russian-hospital-for- special-surgery-JV_IC1132348_KO0,37_KE38,66.htm?jl=2707945448

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APPENDIX C TABLE 1: Russian BA with Concentration in Translation Internships and Student Placements, Spring 2015-Spring 2018 STUDENT ACCOMPLISHMENT ORGANIZATION SUPERVISOR START DATE Margarita Internship Department of Eleanor DePalma Spring Alakhverdova Transportation [email protected] 2016

Victoriya Internship Central Court System of Kim Stephens Spring Abramyan NYC [email protected] 2018 Nadezhda Internship Central Court System of Kim Stephens Fall 2017 Aryfullina NYC [email protected] Aziza Babaeva Internship New York Presbyterian Wendy Froede Fall 2016 Brooklyn-Methodist Hospital [email protected] Internship Central Court System of [email protected] Fall 2017 NYC Nargiza Internship Memorial Sloan Kettering Javier Gonzales Fall 2015 Babaeva Cancer Center [email protected] Employment -Memorial Sloan Kettering Cancer Center off-site research assistant -Freelance Medical Interpreter at TransPerfect (contract with NYU Langone Center) -Applying to medical schools

Dmitry Babayev Internship Midwood Merchant Summer Development 2017 Allison Internship Bright Minds Anna Volkova Spring Berdichevsky [email protected] 2016 m Svetlana Internship Department of Eleanor DePalma Spring Buniatoff Transportation [email protected] 2015 Anna Internship Maya’s Hope NGO Maya Rowencak Spring Derevyanchenko Crauderueff 2017 [email protected] Internship Human Rights and Civil Melissa Hooper Fall 2017 Society hooperm@humanrightsfirs t.org Alina Khayrullina Internship New York Presbyterian Wendy Froede Summer Brooklyn-Methodist Hospital [email protected] 2017 Olga Koneva Internship Immigration Equality Fund Natalie Goncharov Spring ngoncharov@immigration 2016 equality.org Anna Kovalenko Internship Department of -Eleanor DePalma Spring Transportation [email protected] 2018

Hanna Mata* Internship -Department of -Eleanor DePalma Spring Transportation [email protected] 2017 -New York Central Court -Kim Stevens System [email protected] Graduate School MA in Translation and Fall 2017 Interpreting, Middlebury Institute of International Studies, Monterey, CA Rebecca Mitnik Internship Brooklyn Public Library Taina Evans Spring [email protected] 2016

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Yuri Probstein- Internship Russian America Nina Zaretskaya Spring Kazakov Documentary Series [email protected] 2015 “Emergency Exit” m Mitchell Employment -Law Firm of Theodore N. Spring Quatinetz* Coxe 2016 Timur Rafikov Internship Jigsaw Productions Erin Eideken Spring [email protected] 2018 Anastasia Internship Hebrew Immigrant Aid Hadas Yanay Fall 2017 Tyurina Society [email protected]

Internship Central Court System of Kim Stephens Spring NYC [email protected] 2018 Internship Jigsaw Productions Michael J. Palmer Spring michaeljarvispalmer@gma 2018 il.com

Ksenia Internship Department of Eleanor DePalma Fall 2017 Voronova Transportation [email protected] Internship Central Court System of Kim Stephens Fall 2017 NYC [email protected] Anastasia Internship Department of Eleanor DePalma June Yarko-McGeown Transportation [email protected] 2015 Full-time Department of -Eleanor DePalma December employment, Transportation [email protected] 2017- Russian present translator/interpreter, community associate Ruslan Zaishly Internship Central Court System of Kim Stephens Fall 2017 NYC [email protected]

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TABLE 2: Dept. of Romance Languages – Translation/Interpreting Program Internship: Student Placements – Spring 2008 to Spring 2018

Semester Student Organization / Company Spring 2008 Obregón, Denisse Academia Literaria, the Dept. of Romance Languages literary journal; literary translation Summer 2008 Gutierrez, Luigina Bronx Supreme Court; legal interpreting Fall 2008 Bonilla, Judy Hunter College Translation/Interpreting Program González, Christian Harlem Hosp; medical interpreting Saldarriaga, Maria Harlem Hosp; medical interpreting Spring 2009 Dutilh, Cristina Harlem Hosp.; medical translation/interpreting Morales, Marta Central Park Conservancy; translation of tourist brochures Surratt, Nehemiah Central Park Conservancy; translation of tourist brochures Londono, Samantha Connecticut Judicial Branch; legal interpreting Summer I - 2009 Cruz, Jennifer PS 64; translation/interpreting Veras, Nieves Girls Prep Charter School; translation/interpreting Summer II - 2009 Gaviria, Marcela NYC Dept. of Information Technology & Telecommunications; translation of Mayor Bloomberg’s Spanish-Language Website Fall 2009 Collazo, Carlos Bronx County Supreme Court; legal interpreting Gorska, Patrycja Mt. Sinai Hosp.; medical interpreting Mercado, Mariella Harlem Hosp.; medical interpreting Pineda, Evelyn NY Restoration Project; translation of documents Posada Karen ShowbizCafe.com (bilingual movie-review website) Rumbaut, Jazmin National Geographic TV; translation and review of scripts for documentary programs to be shown in Latin America Spring 2010 Fermin, José Harlem Hosp.; medical interpreting Pedraza, Rosa The Legal Aid Society, Criminal Defense Practice; legal translation/interpreting Samuels, Silvina Mt. Sinai Hosp., World Trade Center Treatment Program; medical interpreting. Fall 2010 Barrett, Lindsay Hotel Cumbres de Ayangue, Ecuador; translation of English-language website Gottlieb, Warren NY Community Media Alliance; translation of articles in community newspapers Kresa, Brianna Hotel Cumbres de Ayangue, Ecuador; translation of English-language website Joshi, Bhakti HSBC Bank; financial translation/interpreting Pérez, Yara Pathways to Housing, Inc.; taught Spanish to monolingual English-speaking staff; translation of social-service info. Spring 2011 Busgit, Marilyn Prison Health Services; translation for Rikers Island off-site general patient-information project Colby, Jordan Dr. Carlos Alfonso, D.D.S., M.S, F.A.C.P. – translating and interpreting for Spanish-speaking patients Guevara, Oxsana BML Language Consultants; translation/interpreting Fall 2011 Chica, Paola Coalition of Concerned Medical Professionals; translation/interpreting García, María Center for Puerto Rican Studies, Hunter College; translation of documents Morales, Yvette Translation of book chapter, El Planeta Dragn Raza, Marlene Center for Puerto Rican Studies, Hunter College; translation of documents Solís, Yolidavey Coalition of Concerned Medical Professionals; medical translation/interpreting Weir, Adam Translation of book chapter, El Planeta Dragn Yeung, Chyauyan Translation of book chapter, (Catherine) El Planeta Dragn

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Spring 2012 Martínez, Merlyn District Attorney’s Office, New York County; translation/interpreting Mata, Jordanna Legal Services NYC, Bronx; legal interpreting Rivero, Ana Center for Puerto Rican Studies, Hunter College; translation of documents Reyes, Adrián Hunter College Translation/Interpreting Program; translation of articles for department faculty Sánchez-Haller, Maya Translation into English of “Conference on the Oxcart, by René Márquez,” a lecture to be published by Prof. Marithelma Costa, Dept. of Romance Languages Singh, Darshani Translation into English of book chapter, El Planeta Dragn Soares, Geraldo District Attorney’s Office, New York County; legal interpreting Tineo, Marleni Hunter College Translation/Interpreting Program; translation of articles for department faculty Fall 2012 Collazo-Justiniano, Javier District Attorney’s Office, New York County; translation/interpreting Damiano, Tania District Attorney’s Office, New York County; translation/interpreting Fung-Feng, Carolina Intercultural Alliance of Artists & Scholars, Inc. translation and publication of bilingual poetry book Durán, Laura Coalition of Concerned Medical Professionals; medical translation/interpreting García, Paloma District Attorney’s Office, New York County; translation/interpreting González, Marjorie Intercultural Alliance of Artists & Scholars, Inc. translation and publication of bilingual poetry book Mancuso, Lavinia Translation into English of the book, Cartas de Peticin for Prof. María Luisa Fischer, Dept. of Romance Languages Spring 2013 Morán, Flor District Attorney’s Office, New York County; translation/interpreting Fernández, Rafael Harlem School of the Arts; translation of school website Fall 2013 Adames, Sandra Center for Puerto Rican Studies, Hunter College; translation of documents Donnadieu, Julie District Attorney’s Office, New York County; translation/interpreting Torres, Rafael Hostos Community College Study Abroad Seminar & Fieldwork in Caribbean Society, which took place at the University of Santo Domingo, Dominican Republic Spring 2014 Buitron, Victoria Princeton Institute of Languages, dba inlingua; translation and editing Cruz, Juan LogistiCare Solutions, LLC; interpreting Lara, Celina DeSales Media, Catholic Diocese of Brooklyn, NY; translation of newsletters and other information Nuñez, Miguelina NY Circle of Translators; assisted with the organization’s outreach and continuing-education activities for members. Olacklin, Johanny Mt. Sinai Hospital; medical interpreting Wellington, Christina Entrepreneur Capital (Opinno), Madrid, Spain; translator in the Marketing and Communications Dept. Zegarra, Yamilet Perubien.com (website of a company that offers tours to Peru and sells Peruvian products) Fall 2014 Castellanos, Silvia NY Eye & Ear Infirmary; medical interpreting Pardo, María Estefanía NYC Dept. of Transportation; translation and review of documents for NYC’s Spanish-speaking population Moreira, Angela NYC Dept. of Transportation; translation and review of documents for NYC’s Spanish-speaking population Spring 2015 Carollo, Simona M. Academy for Adolescent Health, Inc.; translation of a children’s book on prevention of child sexual abuse Jones, Kevin Trustforte Language Services; translation

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Ribeiro, Christian District office of Democratic Council Member Benjamin Kallos for District 5; translation/interpreting Rodríguez, Stephanie Center for Puerto Rican Studies; translation of documents Trigo, Daniela YMCA Staten Island; translation/interpreting Fall 2015 Esparza, Ximena Save Our Schools March; translation of webpages for this non-profit organization Gamón, Patricia NYC Department of Transportation; translation and review of documents for NYC’s Spanish-speaking population Urgilés, Flor America Works, an organization that helps hard-to-serve individuals gain employment; handled caseloads for Spanish-speaking clients and served as liaison between those clients and monolingual English-speaking staff. Zúñiga, Rossana Save Our Schools March; translation of webpages for this non-profit organization Spring 2016 Agüero, Carlos Richmond Univ. Medical Center, Staten Island; medical interpreting Bonilla, Kelly RecreArte, Inc., Santo Domingo, DR; translation of tourist brochures Bronstein, Angela NY Circle of Translators; assisted with the organization’s outreach and continuing-education activities for members. Spring 2016 Clemente, Sara Vivat International, a non-profit organization with (continued) consultative status at the UN; translated articles for website. Hurtado, Cinthya Coalition of Concerned Medical Professionals; translation/interpreting Luján, Sofía Brooklyn Flea; translation of website for an organization of flea markets in NYC Matute, Danubia Salvation Army; translation a variety of documents; also, Jela Restaurant Group, LLC; translation of three employee manuals from English into Spanish Osorio, Diana Vivat International, a non-profit organization with consultative status at the UN; translated articles for website. Pardo, Liliana Vimeo; reviewed and corrected the existing Spanish translation of an international video-sharing website and did original translation of new content and media uploaded to the site; also provided feedback and quality-control to their remote translation team. Rengifo, Paola Stone Street Properties; translated documents for a real estate firm working with the Spanish-speaking market; interpreted for the company’s Spanish-speaking contractors. Solórzano, Víctor District Attorney’s Office, New York County; translation/interpreting; and Vivat International; translation of articles for their website Zambrano, Dante Avianca Airlines, JFK Airport; translation/interpreting Fall 2016 Gamón, Patricia Center for Puerto Rican Studies, Hunter College; translation of documents Marte-Pilar, Wendy NYC Dept. of Transportation; translation and review of documents for NYC’s Spanish-speaking population Parada, Lina District Attorney’s Office, New York County; translation/interpreting Queria, Myriam Coalition of Concerned Medical Professionals; translation/interpreting Ruiz Ruiz, Maritza Partnership for Children’s Rights, a nonprofit law firm assisting low-income families of children with special needs; intern interpreted during interviews of new Spanish- speaking clients; worked with attorneys who represented Spanish-speaking clients; and translated documents for clients.

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Schauble, Erica District Attorney’s Office, New York County; translation/interpreting Zúñiga, Rossana Center for Puerto Rican Studies, Hunter College; translation Spring 2017 Cabrera, Gloricel Mt. Sinai Hospital; medical interpreting

Hansen, Ryan Review: Literature and Arts of the Americas, published by Routledge in association with City College (CUNY) translation/interpreting, research, and writing Queria, Myriam Coalition of Concerned Medical Professionals; medical translation/interpreting Spring 2017 (continued) Huswan, Andrea NYS Unified Court System – Language Assistance Unit; Parada, Lina legal interpreting Schauble, Erica Fall 2017 Castillo, Ana Columbia Univ. Med. Center, Dept. of Orthopedic Surgery; medical interpreting Griffiths, Lindsay Translated the book, “Burp: Apuntes Gastrómicos” by Spanish writer Mercedes Cebrián; the translation was published as “Burp: Grastronomical Writings,” by the NYC publishing house, Chatos Inhumanos. Hercules, Vivian Young Women’s Leadership Network & The College- Bound Initiative – a network of public secondary schools supporting programs for high-achieving minority students; translation Williams, Thandi Translation of pamphlets for parishioners; Catholic Diocese of Newark, NJ Spring 2018 Camarillo, Saira Translation of a script and subtitles for Repertorio Español, a NYC theater. The play’s premiere, using the translation, was February 23, 2018. Chand, Kiran Eriksen Translations; translation project manager Huswan, Andrea ShowbizCafe.com (bilingual movie-review website) Parucki, Will Univ. of Las Palmas of Gran Canaria, Canary Islands, Spain; translation into English of a student guidebook for the university’s international students. Euzent, Danielle New York Presbyterian-Brooklyn Methodist Hospital; medical interpreting

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APPENDIX D Existing Core Faculty Faculty Courses to be Full-time or Highest Additional qualifications which Member taught Part-time; if Earned demonstrate professional Name, Title, Full-time Degree, competence relative to the specific and Rank identify % Discipline, program. of time to IHE the program Margarit TRN 75100 Full-time PhD, Designed, directs and teaches in Ordukhanyan TRNR 75300 English the Russian BA with concentration TRNR 75400 Literature, in translation at Hunter College; Boston Has designed the MATI program College structure, language-neutral curriculum and Russian language curriculum; Has 15+ years of experience in translation and extensive track record of published translations from Armenian and Russian into English; Has spearheaded multiple translation pedagogy events, including a national translation pedagogy conference held at Hunter College, panels and workshops on translation pedagogy at translation conferences, and other professional activities aimed at increasing the presence and visibility of teaching professional translation at the undergraduate and graduate levels. Natalia TRNR 75100 Full-time PhD, Extensive track record of teaching Kazakova TRNR 75200 Russian excellence in advanced Language undergraduate Russian language and courses at Hunter College, Literature, including courses on comparative Moscow grammar of Russian and English, State pre-translation, and skill-specific University intensive language courses.

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Maria TRNS (Spanish) 30% (70% MA, Created and teaches in the BA in Cornelio courses allocated Spanish, U Spanish Translation/Interpreting TRN 75500 for her of Denver Program at Hunter work in Spanish Translation BA) Der-Lin Chao TRNC (Chinese) Full-time PhD, PI and Director, Chinese Flagship courses Applied Center, Hunter College Linguistics, NYU Ricardo TRN 75600 Legal Part-time PhD, Fluency in Spanish; currently Fernandez and Business Spanish, teaches Legal Translation, Translation; CUNY Consecutive Interpreting, and TRNS 76100 Graduate Simultaneous Interpreting in the English<>Spanish Center Hunter College BA in Spanish Consecutive Translation/Interpreting Program Interpreting at Hunter TRNS 76200 English<>Spanish Simultaneous Interpreting

Michael TRNS 752 Comp. Full-time PhD Fluency in Spanish; currently Rolland English and (Expected teaches Spanish Language; Spanish Spanish Grammar Spring Stylistics; Translation from Spanish & Stylistics 2020), to English; Translation from English TRNS 75300 Spanish, to Spanish in the Hunter College BA Span. to Engl. CUNY in Spanish Translation/Interpreting Translation Graduate Program at Hunter TRNS 75400 Engl. Center to Span. Translation TRNS 755 Engl.<>Span. Revising & Editing for Translators

GS-1227 44

APPENDIX E: Financial Tables

New Resources Expenditures Year 1 Year 2 Year 3 Year 4 Year 5 2020-21 2021-22 2022-23 2023-24 2024-25 Full-Time Faculty $ $ $ $ $ (Program Director: 111,123 113,345 115,612 117,925 120,283 $78,477 +$41.6% fringe); +2% inflation Part-Time Faculty (Adjunct $ $ $ $ $ teaching 4 classes per 15,429 15,738 16,052 16,373 16,701 year: $13,654 +13% fringe); +2% inflation

Full-Time Staff $ $ $ $ $ - - - - - Part-Time Staff (Teaching $ $ $ $ $ Assistants) 28,537 39,124 39,906 40,704 41,518

Library $ $ $ $ $ 5,000 5,000 5,000 5,000 5,000

Equipment (including $ $ $ $ $ software subscriptions 27,900 1,000 1,000 1,000 17,500 and replacing hardware in Year 5)

Laboratories $ $ $ $ $ - - - - -

Supplies & Expenses $ $ $ $ $ (OTPS) 2,000 - - - 2,000 (Table-top simultaneous interpretation booth) Capital Expenditures $ $ $ $ $ - - - - -

Other (Advertising) $ $ $ $ $ 2,000 2,000 2,000 2,000 2,000

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Total all $ $ $ $ $ 191,989 176,207 179,571 183,002 205,002

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Projected Revenue Related to the Proposed Program

Revenues 1st Year 2nd Year 3rd Year 4th Year 5th Year 2020-21 2021-22 2022-23 2023-24 2024-25 Tuition Revenue 01. From Existing Sources $0 $138,091 $182,114 $196,119 $222,947 02. From New Sources $164,315 $179,459 $205,505 $227,236 $249,755 03. Total $164,315 $317,550 $387,619 $423,355 $472,702 Other Revenue $0 $0 $0 $0 $0 07. From Existing Sources§ 08. From New Sources** $0 $0 $0 $0 $0 09. Total $0 $0 $0 $0 $0 Grand Total $0 $138,091 $182,114 $196,119 $222,947 10. From Existing Sources§ 11. From New Sources** $164,315 $179,459 $205,505 $227,236 $249,755 TOTAL $164,315 $317,550 $387,619 $423,355 $472,702

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DIRECT OPERATING EXPENSES 2020- 2021- 2022- 2023- 2024- 21 22 23 24 25 Include additional expenses incurred by other programs when satisfying needs of new program. Faculty need should be commensurate with "net section needs" based on enrollment (see "Enroll & Seat Need Projections" tab)

Current Full Time Faculty Overload (include Summer) New Full Time Faculty Base Salary (list $78,47 $80,04 $81,64 $83,28 $84,94 separately) 7 7 7 0 6 New Full Time Faculty Overload (include Summer) New Faculty Re-assigned Time (list seperately) Full Time Employee Fringe Benefits (41.6%) $32,64 $33,29 $33,96 $34,64 $35,33 6 9 5 5 8 Total (Links to Full-Time Faculty on $111,1 $113,3 $115,6 $117,9 $120,2 Program Exp Worksheet) 23 46 13 25 84

Part Time Faculty Actual Salaries Part Time Faculty Actual Fringe Benefits 0 0 0 0 0 (24.3%) Total (Links to Part-Time Faculty Program $ $ $ $ $ Exp Worksheet) - - - - -

Full Time Staff Base Salary (list separetely) Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0 Total (Links to Full-Time Staff on Program $ $ $ $ $ Exp Worksheet) - - - - -

2020- 2021- 2022- 2023- 2024- 21 22 23 24 25 PART-TIME STAFF (do not include library staff in this section) Part Time Staff Base Salary (list separately) Faculty Replacement Costs (replacement $ $ $ $ $ of full-time faculty - e.g. on release time - 15,429 15,738 16,052 16,373 16,701 with part-time faculty)

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Graduate Assistants $7,529 $15,73 $16,05 $16,37 $16,70 8 2 3 1 Student Hourly Part Time Employee Fringe Benefits $5,579 $7,648 $7,801 $7,957 $8,117 (24.3%) Total (Links to Part-Time Staff on $ $ $ $ $ Program Exp Worksheet) 28,537 39,124 39,906 40,704 41,518

LIBRARY Library Resources $5,000. $5,000. $5,000. $5,000. $5,000. 00 00 00 00 00 Library Staff Full Time (List Separately) Full Time Staff Fringe Benefits (41.6%) 0 0 0 0 0 Library Staff Part Time (List Separately) Part Time Employee Fringe Benefits 0 0 0 0 0 (24.3%) TOTAL (Links to Library on Program Exp $ $ $ $ $ Worksheet) 5,000 5,000 5,000 5,000 5,000

EQUIPMENT Computer Hardware & Software $27,90 $1,000 $1,000 $1,000 $1,000 0 Office Furniture Other (Specify) Total (Links to Equipment on Program Exp $27,90 $1,000 $1,000 $1,000 $17,00 Worksheet) 0 0

LABORATORIES Laboratory Equipment Other (list separately) TOTAL (Links to Laboratories on Program $ $ $ $ $ Exp Worksheet) - - - - -

2020- 2021- 2022- 2023- 2024- 21 22 23 24 25 SUPPLIES AND EXPENSES (OTPS) Consultants and Honoraria Office Supplies Instructional Supplies

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Faculty Development Travel and Conferences Membership Fees Advertising and Promotion $2,000 $0 $0 $0 $2,000 Accreditation Computer Software Computer License Fees Computer Repair and Maintenance Equipment Repair and Maintenance New Total Supplies and OTPS Expenses $ $ $ $ $ (Links to Supplies on Program Exp 2,000 - - - 2,000 Worksheet)

CAPITAL EXPENDITURES Facility Renovations Classroom Equipment Other (list separately) TOTAL (Links to Capital Expenditures on $ $ $ $ $ Program Exp Worksheet) - - - - -

Other (list separately)

TOTAL (Links to Other on Program Exp $ $ $ $ $ Worksheet) - - - - -

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The Five-Year Revenue Projections for Program SENIOR COLLEGE (GRADUATE) WORKSHEET

EXISTING FULL-TIME STUDENTS 2020- 2021- 2022-23 2023-24 2024-25 21 22 Tuition & Fees: # of EXISTING FULL-TIME, In-State 0 8 9 9 10 Students (linked from "Enroll & Seat Need Projections") Tuition Income (calculates 2% increase $0 $11,62 $11,858 $12,095 $12,337 per year after Fall 2015) 5 Total Tuition $0 $93,00 $106,71 $108,85 $123,36 0 8 2 5 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $93,00 $106,71 $108,85 $123,36 0 8 2 5

Tuition & Fees: # of EXISTING FULL-TIME, Out-of-State 0 1 1 1 1 Students (linked from "Enroll & Seat Need Projections") Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. $0 $21,24 $21,669 $22,102 $22,544 Calculates 2% annual increase after Fall 4 2015) Total Tuition $0 $21,24 $21,669 $22,102 $22,544 4 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $21,24 $21,669 $22,102 $22,544 4

TOTAL EXISTING FULL-TIME TUITION $0 $114,2 $128,38 $130,95 $145,91 REVENUE 44 6 4 0

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EXISTING PART-TIME STUDENTS 2020- 2021- 2022-23 2023-24 2024-25 21 22 Tuition & Fees: # of EXISTING PART-TIME, In-State 0 3 7 9 11 Students (linked from "Enroll & Seat Need Projections") Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. $0 $4,980 $5,080 $5,181 $5,285 Calculates 2% increase per year after Fall 2015) Total Tuition $0 $14,94 $35,557 $46,631 $58,133 0 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $0 $14,94 $35,557 $46,631 $58,133 0

Tuition & Fees: # of EXISTING PART-TIME Out of State 0 1 2 2 2 Students (linked from "Enrollment and Seat Need Projections") Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. $0 $8,907 $9,085 $9,267 $9,452 Calculates 2% increase per year after Fall 2015) Total Tuition $0 $8,907 $18,170 $18,534 $18,904 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $0 $8,907 $18,170 $18,534 $18,904

TOTAL EXISTING PART TIME REVENUE $0 $23,84 $53,727 $65,164 $77,037 7

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TOTAL EXISTING REVENUE (LINKS TO $0 $138,0 $182,11 $196,11 $222,94 REVENUE SPREADSHEET ROW 5) 91 4 9 7 NEW FULL-TIME STUDENTS 2020- 2021- 2022-23 2023-24 2024-25 21 22 Tuition & Fees: # of NEW FULL-TIME, In-State Students 8 9 10 11 12 (linked from "Enroll & Seat Need Projections") Tuition Income (Calculates 2% increase $11,62 $11,85 $12,095 $12,337 $12,583 per year after Fall 2015) 5 8 Total Tuition $93,00 $106,7 $120,94 $135,70 $150,99 0 18 7 2 9 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $93,00 $106,7 $120,94 $135,70 $150,99 0 18 7 2 9

Tuition & Fees: # of NEW FULL-TIME, Out-of -State 2 2 2 2 2 Students (linked from "Enroll & Seat Need Projections") Annual Avg # of Credits per FT student (24-30) Tuition Income (Specify Rate per credit. $21,24 $21,66 $22,102 $22,544 $22,995 Calculates 2% increase per year after Fall 4 9 2015) Total Tuition $42,48 $43,33 $44,205 $45,089 $45,990 8 8 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $42,48 $43,33 $44,205 $45,089 $45,990 8 8

TOTAL NEW FULL-TIME TUITION $135,4 $150,0 $165,15 $180,79 $196,99 REVENUE 88 55 1 1 0

NEW PART-TIME STUDENTS 2020- 2021- 2022-23 2023-24 2024-25 21 22 Tuition & Fees:

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# of NEW PART-TIME, In-State Students 4 4 6 7 8 (linked from "Enroll & Seat Need Projections") Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit. $4,980 $5,080 $5,181 $5,285 $5,391 Calculates 2% increase per year after Fall 2015) Total Tuition $19,92 $20,31 $31,087 $36,994 $43,124 0 8 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total In-State Tuition & Fees $19,92 $20,31 $31,087 $36,994 $43,124 0 8

Tuition & Fees: # of NEW PART-TIME, Out-of-State 1 1 1 1 1 Students Total Enrolled Credits (Enter Avg # credits per student per year-Fall+ Spring+Summer -- i.e. 6 Fall, 6 Spring, 3 Summer=15) Tuition Income (Specify Rate per credit) $8,907 $9,085 $9,267 $9,452 $9,641 calculates 2% increase per year Total Tuition $8,907 $9,085 $9,267 $9,452 $9,641 Student Fees (enter ANNUAL program fees other than standard CUNY fees) Total Fees 0 0 0 0 0 Total Out-of-State Tuition & Fees $8,907 $9,085 $9,267 $9,452 $9,641

TOTAL NEW PART-TIME REVENUE $28,82 $29,40 $40,354 $46,446 $52,765 7 4

TOTAL NEW REVENUE (LINKS TO $164,3 $179,4 $205,50 $227,23 $249,75 REVENUE SPREADSHEET ROW 7) 15 59 5 6 5

OTHER REVENUE 2020- 2021- 2022-23 2023-24 2024-25 21 22

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Other Revenue From Existing Sources (specify and explain)-LINKS TO REVENUE SPREADSHEET ROW 13) Other Revenue New (specify and explain) (LINKS TO REVENUE SPREADSHEET ROW 15)

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Projected Enrollment 2020- 2021- 2022-23 2023-24 2024- 21 22 25 Existing Full-time Students In-State - 8 9 9 10 Out-of-State - 1 1 1 1 Existing Full-time Total - 9 10 10 11

Existing Part-time Students In-State - 3 7 9 11 Out-of-State - 1 2 2 2 Existing Part-time Total - 4 9 11 13

New Full-time Students In-State 8 9 10 11 12 Out-of-State 2 2 2 2 2 NEW Full-time Total 10 11 12 13 14

New Part-time Students In-State 4 4 6 7 8 Out-of-State 1 1 1 1 1 New Part-time Total 5 5 7 8 9 NOTES: New students are students who would not otherwise have be enrolled in your college if this program were not offered. The proposal text should explain the basis for this enrollment estimate. Existing Students are students currently enrolled in another program at your college, or students who would have enrolled in another program at your college, had the new program not been established.

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APPENDIX F: NYSED Form and External Evaluation

THE STATE EDUCATION DEPARTMENT/THE UNIVERSITY OF THE STATE OF NEW YORK/ ALBANY, NY 12234

Application for the Registration of New Graduate and Undergraduate Curricula/Programs – Including Programs to be Offered in Distance Education Format

Important Information

1. This application is for use by institutions of higher education that hold an absolute charter or permanent authority to award degrees seeking to register general academic curricula.

2. Do not use this application for the following program proposals:

. Programs preparing teachers, educational leaders, or other school personnel . Programs preparing licensed professionals . Programs leading to doctoral level degrees . Programs leading to a credit-bearing Certificates or Advanced Certificates . Proposals for revisions to existing registered programs (including title changes, curricular changes, etc.)

3. Program registration is based upon standards in the Regulations of the Commissioner of Education (8 NYCRR Chapter II, Subchapter A). The Department registers individual curricula/programs rather than the institution as a whole, but the registration process includes, in some instances, an assessment of institutional-level compliance with some of the standards.

4. This application includes attestations/assurances, by the Chief Administrative or Academic Officer/Provost of the institution, on behalf of the institution, concerning the institution’s compliance with statutory and regulatory requirements related to the standards for curricula/program registration and operation of higher education programs in New York State.

5. The Department will audit compliance and, if an institution is found to be out of compliance with one or more standard to which it attested compliance, that finding may lead to denial of: (1) re-registration of the program, pursuant to §52.1(l) of the Regulations of the Commissioner of Education and (2) the ability of the institution to utilize attestations in future applications for program registration; and in certain circumstances may warrant deregistration of the program.

6. Program proposals from SUNY and CUNY System institutions must be submitted to the Department by the System Administration. Contact the System Administration for information concerning relevant proposal submission requirements.

7. The Department reserves the right to request additional information and/or clarification of any information provided by the institution that may be necessary for the Department to make a registration decision concerning the proposed program.

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Submission Instructions

Applications for program registration will be accepted in electronic format only via the instructions below. Hard copy applications will not be accepted or reviewed by the Department and will not be retained.

1. Create a single PDF document that includes the following documents:

• The completed Application for the Registration of New Graduate and Undergraduate Curricula/Programs, with all required signatures included; • Any request for a Master Plan Amendment and associated information and materials that may be required concerning this program proposal (see below); and • Any external review of the proposed program that is required (see below).

2. Attach the PDF document to an e-mail.

3. Send the e-mail (with attachment) to [email protected].

4. The subject line of the email should include the name of the institution, the degree award and the program title. For example: Subject: ABC College, Master of Science, English Literature.

Master Plan Amendments

If this program proposal necessitates a Master Plan Amendment, additional information and materials related to that request will be required. Please refer to information on the Department’s web site at: http://www.highered.nysed.gov/ocue/aipr/guidance/gpr2.html for information on Master Plan Amendments to determine if such an amendment is required for this program proposal and to access the Master Plan Amendment Supplement.

External Review

Please refer to http://www.highered.nysed.gov/ocue/aipr/guidance/gpr9.html for information about when an external review of a proposed program is required. If such a review is required, that material must be submitted with the program registration application.

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General Information

Institution (Legal Name) Institution Code

New York 332500 Hunter College of The City University of

Proposed Program Title Degree Award

Translation and Interpreting MA

Full-time or Part- Address of Any Campus Where the Proposed Program Will Be Offered time 19 (main and/or branch campuses)

Full-time. Cannot be 695 Park Avenue completed in one year. Students are New York NY 10065 not eligible for state financial aid.

All Program Format(s) (standard, distance education20, evening, weekend HEGIS Code and/or other)

Standard 1101.00

Total Number of Joint Registration IHE (if applicable) Credits

30

Lead Contact [First Name, Last Name, Title] Telephone Number

Dr. Margarit Ordukhanyan, Doctoral Lecturer 212-772-4960

Email Address

19 Please refer to §52.2(c) and §145-2.1 of the Regulations of the Commissioner for definitions and information concerning full and part time study. Note: Only programs registered as full time are eligible for TAP. Programs are subject to audit by the NYS Office of the State Comptroller and the Higher Education Services Corporation (HESC) for financial aid compliance purposes. 20 If a major portion of the program (50% or more) can be completed through study delivered by distance education then the program must be registered in the distance education format. Hybrid or blended courses do not count toward the 50%.

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[email protected]

Attestation and Assurances On behalf of the institution, I hereby attest to the following: That all educational activities offered as part of this proposed curriculum are aligned with the institutions’ goals and objectives and meet all statutory and regulatory requirements, including but not limited to Parts 50, 52, 53 and 54 of the Rules of the Board of Regents and the following specific requirements: That credit for study in the proposed program will be granted consistent with the requirements in §50.1(o). That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success of students and faculty in achieving the goals and objectives of the program, including the use of data to inform program improvements.21 That, consistent with §52.2(a), the institution possesses the financial resources necessary to accomplish its mission and the purposes of each registered program, provides classrooms and other necessary facilities and equipment as described in §52.2(a)(2) and (3), sufficient for the programs dependent on their use, and provides libraries and library resources and maintains collections sufficient to support the institution and each registered curriculum as provided in §52.2(a)(4), including for the program proposed in this application. That, consistent with 52.2(b), the information provided in this application demonstrates that the institution is in compliance with the requirements of §52.2(b), relating to faculty. That all curriculum and courses are offered and all credits are awarded, consistent with the requirements of §52.2(c).That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of the Regulations of the Commissioner of Education. That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall educational policy and its implementation are the responsibility of the institution’s faculty and academic officers, that the institution establishes, publishes and enforces explicit policies as required by §52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including learning objectives and methods of assessing student achievement, are made explicit by the instructor at the beginning of each term; that the institution provides academic advice to students as required by §52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6). That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the institution provides adequate academic support services and that all educational activities offered as part of a registered curriculum meet the requirements established by state, the Rules of the Board of Regents and Part 52 of the Commissioner’s regulations.

CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST Signature Date

4.1.19

21 The Department reserves the right to request this data at any time and to use such data as part of its evaluation of future program registration applications submitted by the institution.

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Type or print the name and title of signatory Phone Number

212 772 4150 Lon S. Kaufman

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Program Purpose, Objectives and Targets

Program Purpose Department Expectation: Clearly define a program purpose that is aligned to the degree award and program title.

The Master of Arts Program in Translation and Interpreting (MATI) at Hunter College is a professional translation and interpreting degree that will train students for careers in translation and interpreting in local government, corporations, private enterprises, non-governmental organizations and other institutions in the private and public sectors. By offering a combination of practical and theoretical courses, the program will provide a clear career path for bilingual students, training them to perform community, legal, medical, and conference interpreting as well as written translation in various spheres of governmental and nongovernmental work. The program will combine rigorous linguistic and professional training with instruction in computer-assisted technologies and other transferrable skills. With Chinese-, Russian- and Spanish-language tracks already developed, the MATI, with a structured and a curriculum balanced between language-neutral and language-specific courses, is designed to easily add new language tracks.

Program Objectives Department Expectation: Articulate between 1 and 3 program-level (curriculum-level) objectives that are clearly defined and directly aligned with the program purpose and proposed degree award. Upon the completion of the MA program in Translation and Interpreting, students will be able to: • Provide written bi-directional translation of texts from any requested discipline, including medicine, business, law, science, NGO administration, finance, political science, and various city-management fields

• Execute various forms of professional interpreting tasks while demonstrating understanding of cultural and non-linguistic aspects of communication

• Plan, manage, and execute group translation projects using Wordfast, Memoq and Trados, and similar computer-assisted translation tools • Pursue professional careers in translation and interpreting in different professional sectors, including city and state offices, hospitals, courts, and local non-governmental and private organizations.

Program Targets - Department Expectation: Establish realistic enrollment, retention, graduation, and job placement targets for this program that are connected to the reviewing system by which the success of students and faculty in achieving such goals and objectives of the program are determined. Note: There are not specific Department defined targets required for the registration of curricula. The Department expects institutions to establish targets that reflect the espoused quality of the program, and to periodically and systematically review such targets are they related to program implementation. Enrollment Projections The Department assumes that Year 5 enrollment projections will be full-capacity relative to existing and new resources planned.

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Year 1 Year 2 Year 3 Year 4 Year 5 Chinese 7 13 16 18 20 Russian 2 6 8 10 12 Spanish 6 11 14 15 16 Attrition 0 2 2 3 3

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Curriculum and Course Information

Please provide the following:

1. The applicable sample student program schedule table: • Table A: Undergraduate Program Schedule; or • Table B: Graduate Program Schedule

When completing the program schedule table please refer to the requirements in §52.2(c) of the Regulations of the Commissioner concerning completion of Associate, Baccalaureate and Master’s degree programs.

2. Please list the course titles for all new courses included as part of the proposed program, and, either attach the course syllabi or, if such syllabi are not yet available, provide course descriptions and objectives in the chart below.

Indicate that course syllabi are attached or, New Course Titles provide course descriptions and objectives (if course syllabi are not available) TRN 75100 Translation Theory See MATI SYLLABI attached TRN 75500 Medical Translation See MATI SYLLABI attached TRN 75600 Legal and Business Translation See MATI SYLLABI attached TRN 75900 Computer-Assisted Translation See MATI SYLLABI attached TRNC 75100 Market Strategies & Critical See MATI SYLLABI attached Perspectives for Chinese-English Translators TRNC 75200 Chinese to English See MATI SYLLABI attached Professional Translators Workshop TRNC 75400 Chinese-English Editing and See MATI SYLLABI attached Revising in Translation

TRNC 75600 Chinese to English See MATI SYLLABI attached Translation in Commercial affairs TRNC 76100 Fundamentals of Chinese- See MATI SYLLABI attached English Sight Translation & Interpreting

TRNR 75100 Comparative Russian-English See MATI SYLLABI attached Grammar in Context TRNR 75200 Advanced Comparative See MATI SYLLABI attached Russian-English Grammar and Stylistics for Translators TRNR 75300 Russian to English See MATI SYLLABI attached Translation

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TRNR 75400 English to Russian See MATI SYLLABI attached Translation TRNR 76100 Consecutive Bidirectional See MATI SYLLABI attached Interpreting TRNR 76200 Simultaneous Bidirectional See MATI SYLLABI attached Interpreting TRNS 75200 Comparative English and See MATI SYLLABI attached Spanish Grammar and Stylistics for Translators TRNS 75300 Spanish to English See MATI SYLLABI attached Translation TRNS 75400 English to Spanish See MATI SYLLABI attached Translation TRNS 75500 English <> Spanish Revising See MATI SYLLABI attached and Editing for Translators TRNS 76100 English <> Spanish See MATI SYLLABI attached Consecutive Interpreting TRNS 76200 English <> Spanish See MATI SYLLABI attached Simultaneous Interpreting

Translation & Interpreting MA Proposal | 65 Curriculum and Course Information

Please provide the following:

1. The applicable sample student program schedule table: • Table A: Undergraduate Program Schedule; or • Table B: Graduate Program Schedule

When completing the program schedule table please refer to the requirements in §52.2(c) of the Regulations of the Commissioner concerning completion of Associate, Baccalaureate and Master’s degree programs.

2. Please list the course titles for all new courses included as part of the proposed program, and, either attach the course syllabi or, if such syllabi are not yet available, provide course descriptions and objectives in the chart below.

. Indicate academic calendar type: Semester Quarter Trimester Other (describe): . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed.

Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Translation & Interpreting MA Proposal | 66

Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Program Totals: Credits: Liberal Arts & Sciences: Major: Elective & Other:

Translation & Interpreting MA Proposal | 67 Cr:= credits LAS = Liberal Arts and Sciences Maj = major requirement New = new course Prerequisite(s) = list prerequisite(s) for the noted courses

Table B: Graduate Program Schedule

. Indicate academic calendar type: Semester Quarter Trimester Other (describe): . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed.

Term: Fall 1: Russian Term: Fall 1: Spanish Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75100 Translation Theory 3 X None TRN 75100 Translation Theory 3 X None TRNR 75200 Advanced Comparative 3 X None (except for those TRNS 75200 Comparative English and 3 x None Russian-English Grammar and Stylistics required to take TRNR Spanish Grammar & Stylistics for 75100 prior to start of Translators program) TRNR75300 Russian to English 3 X None (TRN75100 co- TRNS 75300 Spanish to English 3 x None Translation requisite) Translation

Term credit total: 9 Term credit total: 9 Term: Fall 1: Chinese Term: Spring 1: Russian Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75100 3 X None TRN 75900 Computer Assisted 3 x TRNS 75100: Translation Translation Theory

One of the following: TRNR 75200: Advanced Comparative Russian-English Grammar and Stylistics for Translation TRNR 75300: Russian-to- English Translation TRNR 75400: English-to- Russian Translation TRNC 75100 Market Strategies and 3 X None (TRN 75100 co- TRNR 75400: English to Russian 3 x TRN 75100: Translation Critical Perspectives for Chinese-English requisite) Translation Theory; TRNR 75200: Translators Advanced Comparative Russian-English Grammar and Stylistics; TRNR 75300: Russian-English Translation TRNC 75200 Chinese-English 3 X None (except for those TRNR 76100 Consecutive 3 x TRN 75100: Translation Professional Translators Workshop required to take an Bidirectional Interpreting Theory additional Chinese-language TRNR 75200: Advanced course prior to start of Comparative Russian-English program) Grammar and Stylistics for Translators

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Term credit total: Term credit total: 9 Term: Spring 1: Spanish Term: Spring 1: Chinese Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75900 Computer Assisted TRN 75900 Computer Assisted 3 x TRN 75100 Translation Translation Translation Theory TRN 75100 Translation Theory One of the following: TRNC 75300: Chinese- One of the following: English Professional TRNS 75200: Comparative Translators Workshop English/Spanish Grammar TRNC 75500: English- 3 X and Stylistics for Translators Chinese Revising and Editing TRNS 75300: English-to- in Translation Spanish Translation TRNC 75600: Chinese to TRNS 75400: Spanish-to- English Translation in English Translation Commercial affairs TRNC 76100: Fundamentals of Chinese-English Sight Translation & Interpreting TRNS 75400 English to Spanish TRNC 75400 Chinese-English Editing 3 x TRN 75100: Translation Translation and Revising in Translation Theory 3 X TRN 75100 TRNC 75200: Professional Translation Workshop TRNS 75500 English <> Spanish TRNC 75600 Chinese to English 3 x TRNC 75100: Market Revising and Editing for Translators Translation in Commercial affairs Strategies and Critical Perspectives for Chinese- 3 X TRN 75100 English Translators TRNC 75200: Professional Translator Workshop

Term credit total: 9 Term credit total: 9

Term: Fall 2: Russian Term: Fall 2: Spanish Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75500 Medical Translation 3 X TRN 75100: Translation TRN 75500 Medical Translation TRN 75100: Translation Theory Theory TRNR 76200 Simultaneous Bidirectional 3 X TRN 75100: Translation TRNS 76100 English <> Spanish 3 x Prerequisite: TRN 75100 Interpreting Theory; Consecutive Interpreting TRNR 75200: Advanced Russian-English Or Comparative Grammar and Stylistics for Translators; TRNS 762 English <> Spanish TRNR 76100: Consecutive Simultaneous Interpreting Interpreting

Term credit total: 6 Term credit total: 6

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Term: Fall 2: Chinese Term: Spring 2: Russian Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75500 Medical Translation TRN 75100: Translation TRN 75600 Legal and Business 3 x TRN 75100: Translation 3 X Theory Translation Theory TRNC 76100 Fundamentals of Chinese- TRN 751: Translation Elective 3 By permission of program English Sight Translation & Interpreting Theory director 3 X TRNC: 75200 Professional Translation Workshop

Term credit total: 6 Term credit total: 6

Term: Spring 2: Spanish Term: Spring 2: Chinese Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) TRN 75600 Legal and Business 3 X TRN 75100: Translation TRN 75600 Legal and Business 3 x TRN 75100: Translation Translation Theory Translation Theory Elective 3 By permission of program Elective 3 By permission of program director director

Term credit total: 6 Term credit total: 6

Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Program Totals: Credits: 30 cr

New = indicate if new course Prerequisite(s) = list prerequisite(s) for the noted course

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Faculty Information

Existing Core Faculty Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program.

Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name, Courses to be Full-time or Part- Highest Earned Additional qualifications which demonstrate Title, and Rank taught time; if Full-time Degree, Discipline, professional competence relative to the specific identify % of time to IHE program. the program Margarit Ordukhanyan TRN 75100 Full-time PhD, English Literature, -Designed, directs and teaches in the Russian BA with TRNR 75300 Boston College concentration in translation at Hunter College; TRNR 75400 -Has designed the MATI program structure, language- neutral curriculum and Russian language curriculum; -Has 15+ years of experience in translation and extensive track record of published translations from Armenian and Russian into English; -Has spearheaded multiple translation pedagogy events, including a national translation pedagogy conference held at Hunter College, panels and workshops on translation pedagogy at translation conferences, and other professional activities aimed at increasing the presence and visibility of teaching professional translation at the undergraduate and graduate levels. Natalia Kazakova TRNR 75100 Full-time PhD, Russian Language Extensive track record of teaching excellence in advanced TRNR 75200 and Literature, Moscow undergraduate Russian language courses at Hunter State University College, including courses on comparative grammar of Russian and English, pre-translation, and skill-specific intensive language courses. Maria Cornelio TRNS (Spanish) courses 30% (70% allocated for MA, Spanish, U of Created and teaches in the BA in Spanish TRN 75500 her work in Spanish Denver Translation/Interpreting Program at Hunter Translation BA) Der-Lin Chao TRNC (Chinese) courses Full-time PhD, Applied Linguistics, PI and Director, Chinese Flagship Center, Hunter College NYU Ricardo Fernandez TRN 75600 Legal and Part-time PhD, Spanish, Fluency in Spanish; currently teaches Legal Translation, Business Translation; CUNY Graduate Center Consecutive Interpreting, and Simultaneous Interpreting in TRNS 76100 the Hunter College BA in Spanish Translation/Interpreting English<>Spanish Program at Hunter Consecutive Interpreting

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Existing Core Faculty Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program.

Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. TRNS 76200 English<>Spanish Simultaneous Interpreting

Michael Rolland TRNS 752 Comp. Full-time PhD (Expected Spring Fluency in Spanish; currently teaches Spanish Language; English and Spanish 2020), Spanish, Spanish Stylistics; Translation from Spanish to English; Grammar & Stylistics CUNY Graduate Center Translation from English to Spanish in the Hunter College TRNS 75300 Span. to BA in Spanish Translation/Interpreting Program at Hunter Engl. Translation TRNS 75400 Engl. to Span. Translation TRNS 755 Engl.<>Span. Revising & Editing for Translators

Faculty to be Hired Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards.

Position Title, and Rank Highest Earned Degree, Courses to be taught Date by which they will begin Discipline, and additional job duties qualifications MATI Program Director, MA in translation-related TRN 75100; depending on the candidate’s set of Language A&B, Fall 2019 Distinguished Lecturer relevant professional field special topics in that respective language track required, PhD preferred

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Faculty to be Hired Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards.

Adjunct Lecturer, Russian MA, Russian (or interpreting- TRNR 76100; TRNR 76200 (3 credits per semester) Spring 2021 related degree); 10+ years of professional interpreting experience

Adjunct Lecturer, Spanish Ma, Spanish required, PhD TRNS 76100; TRNS 76200 (3 credits per semester) Spring 2021 preferred; demonstrable track of professional interpreting OR to serve as relief faculty for the current faculty member qualified experience to teach interpreting Adjunct Lecturer, CAT MA in Translation and TRN 75000 (3 credits per academic year) Spring 2021 Localization Management or Computer Assisted Translation; OR 10+ years of current professional experience with translation software Adjunct Lecturer, Spanish MA, Spanish (or interpreting- TRN 75600 (3 credits per academic year) Spring 2022 related degree) required, PhD preferred; demonstrable record OR to serve as relief faculty in order for the current faculty member of professional interpreting qualified to teach legal translation experience Language Teaching Assistants BA in respective languages TRN 75500; TRN 75900 Fall, 2021 (Chinese; Russian) required, MA preferred, plus at least 2 years of experience in professional translation.

The language TAs will supervise the language-specific components of the language- neutral/specific courses listed in the adjacent column.

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THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Office of College and University Evaluation

Evaluation Report Form for Program Proposals Please refer to the Department’s guidance on external reviews for information about when external reviews are required and the selection of external reviewers.

Institution: HUNTER COLLEGE of THE CITY UNIVERSITY OF NEW YORK

Program title: TRANSLATION AND INTERPRETATION

Degree: MASTER OF ARTS

Date of evaluation: March 17/2019

External Reviewer Name Aron Aji (please print): External Reviewer Title and Director, MFA in Literary Translation, University of Iowa Institution: President, American Literary Translators Association

External Reviewer Signature:

I. Program

1. Assess program purpose, structure, and requirements as well as formal mechanisms for program administration and monitoring.

Translation and Interpretation (TI) programs aim to train students in becoming professional translators or interpreters in business, industry, law and government, health care sector, education, cultural non-profits, conference and events, world wide web, among others. Combining curriculum in techniques, theories, methods, etc. with hands-on training opportunities through on-site internship options, TI provides students with proficiency in both content and application. Students are expected to possess proficiency in both source and target languages. In our global era, TI professionals are quite indispensable to the circulation of both material goods and information across the world. According to Forbes, TI is among the top ten career fields recording significant growth.

The proposed Masters degree program in TI at Hunter College involves interdisciplinary collaboration across Departments of Classical and Oriental Studies and Romance Languages. Initially, the program intends to train students in to become bi-directional translators and

Translation & Interpreting MA Proposal | 74 interpreters between Spanish and English, Russian and English, and Chinese and English. Uniquely focused on industry oriented TI, Hunter's Masters program capitalizes on programmatic resources and the wide ranging professional settings (private and public) that exist in New York and extensively depend on TI professionals to execute their operations.

Despite the critical role TI professionals play in multi-lingual communities and across the globe, there is a shortage of quality university programs of this kind in the US. The proposed program at Hunter is ideally located in a major metropolitan city, and would likely become a training hub for the North East. Given Hunter's reputation, I suspect it would also attract students nationally. The program is structured to provide students with training in theories, methods and techniques of TI.The degree requirements are optimal, showing a sound balance among training in (a) core proficiencies, (b) practical applications, and (b) study of topics on language, culture and sector-specific concerns. Courses in general core areas such as translation theory and computer assisted translation, are combined with language specific courses that focus on different professional sectors such as medicine, law, business, global finance and commerce. Quite wisely, the majority of these courses employ either workshop pedagogy or series of assignments for hands-on, practical application, effectively linking inquiry with experience. Additional coursework on such topics as healthcare systems and policy, social welfare policy and services, immigration and refugee services, will help students gain breadth concerning the complex environments in which to practice their TI skills. Just as attractive is the TI students' option to hold internships in the city, and complement their academic training with real- life application. Hunter's language departments should be commended for having fostered a wide network of internship sites, and these will no doubt provide rich opportunities for professionalization at the graduate level. The individualized advising and mentoring envisioned by the program design promises to be highly effective in guiding students according to their educational and language strengths as well as professional aspirations.

Regarding program administration and monitoring, two features of the proposal are especially salient. First, a dedicated program director is indeed the most effective means of administering an interdisciplinary program of this kind that will depend on the participation of faculty and students from different departments. Interdisciplinary programs are at times favored for being cost-efficient; but without centralized oversight (from schedule planning, faculty collaboration, curriculum design, to oversight of student progress, and assessment) these programs carry intrinsic vulnerabilities (competing needs of partner departments, local budget pressures, etc.) This is why it is crucial to have a dedicated program director who can foster a coherent and purposeful learning community to which students and faculty remain committed. The second feature concerns the TI program's plans to grow from within, at least in the early stage of implementation, by orienting some of the undergraduate curriculum toward preparing students for a master's level training in translation and interpreting. This close-knitting of undergraduate and graduate programs, carefully nurtured by the program director, should help with sustainability, and lead to growth and profile building, which, in turn, should position the TI program well for national recruitment.

2. Comment on the special focus of this program, if any, as it relates to the discipline.

The special focus of this program is to train career-ready graduates in industry oriented translation and interpreting. Historically, the academic field of translation has focused mainly on literary translation or translation studies (with emphasis on literature, linguistics and theory). While these subfields have their value and contributions, the translation and interpreting for professions have not received sufficient attention, despite the ever-growing need in our increasingly multi-lingual communities where even the most basic functions of

Translation & Interpreting MA Proposal | 75 civil society inevitably rely on language-mediators. Also given that our major centers of economy and population must function in the global environment, it is all the more critical that universities pay attention to professionalization of translators and interpreters. The proposed program at Hunter is therefore timely, relevant, and, with adequate support on recruitment and promotion, likely to become a flagship program for its intended mission and focus.

3. Comment on the plans and expectations for continuing program development and self-assessment.

The proposed MA in TI program will be developed in languages that enjoy robust enrollments at Hunter, in departments that already show strong curricular investment in translation study. Consequently, the projected trajectory of growth builds on existing strength of curricular resources and student interest which should make the MA in TI a highly attractive post-BA option. Especially given the popularity of the Russian undergraduate program, along with the growth strategies in place in Chinese and Spanish, the initial number of 7-9 MA students in year one appears realistic. The program growth is projected to run parallel to growth in faculty numbers. This is a responsible and sound strategy. The year five projection of 25 students also indicates a steady and sustainable growth pattern. The faculty members who have designed this proposal should be commended for linking the new MA program growth with concurrent growth in the undergraduate programs, and for doing so in a manageable five year pattern. This should give both the new program and the partner departments opportunity to support the new program without overtaxing the faculty resources.

As indicated earlier, the strategy of building from existing strengths will give the new program and the College time to develop a track record in professional placement that, in turn, will enable Hunter to recruit nationally. No matter how great the need is for a new program in TI, students will more readily gravitate toward one with demonstrated success and evidence-based reputation.

Regarding program assessment, probably the most promising factor is the involvement of regular Hunter faculty in both the design and delivery of this exciting program, which suggests that assessment will be from the ground-up and a natural extension of program development and maintenance.

4. Assess available support from related programs.

From the start, the new program will involve a strong partnership among three language programs--Russian, Spanish and Chinese. The range and scope of this partnership, combining both curricular and faculty resources, is uncommonly promising. At times, new programs, no matter how intellectually or professionally appealing, can be hamstrung by limited in-house support, and much energy gets spent in building support while also building the new program. Hunter College is definitely starting with a palpable advantage. The early success of the program, coupled with its integrative curriculum (language-neutral core, plus language-specific courses), should make it easier to incorporate other language departments and introduce additional language tracks.

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5. What is the evidence of need and demand for the program locally, in the State, and in the field at large? What is the extent of occupational demand for graduates? What is the evidence that demand will continue?

Data provided in the proposal convincingly demonstrate the very critical need and the 'conspicuous shortage' of rigorously trained and skilled professionals. At all levels, locally, State-wide, and in the field at large, the need is unquestionably real and so is the demand. In the era of globalization, translation and interpretation play a front-and-center role, in the production and distribution of intellectual and cultural goods, the critical appraisal and evaluation of those goods, and, of course, in myriad—print, audio/visual, digital—forms of information exchange that support the above activities. As a consequence, the training and practice of translation must take into account and equip the student with the proficiency in the complex, multifarious context in which information circulates. Also aided by the unprecedented range of human migration, globalization has engendered rich—and not uncomplicated—interactions between and among cultures, languages and purposes.

In a global metropolis such as New York City, these interactions practically define daily life--from the government, the courts, businesses, education, to commerce, the arts, and social services. That all City agencies strive to provide services in 10 key languages clearly demonstrate the relevance of professional translators and interpreters in the basic functions of the city. From simultaneous and consecutive interpreters, bi-directional written translators, to skilled users of computer-assisted language technology, TI professional are crucially needed.

Regionally and nationally, the picture is not different. The Middlebury Institute of International Studies, however impressive its operation, is not sufficient in addressing the national demand--which will only continue growing. Furthermore, Hunter's obvious advantage is its close cooperative ties to New York City--a complex and diverse metropolitan environment, which would lend Hunter's MATI a veritable learning laboratory.

II. Faculty

6. Evaluate the faculty, individually and collectively, in regard to training, experience, research and publication, professional service, and recognition in the field.

The faculty members who will be delivering the proposed MATI are well qualified and experienced, since they are the ones who have been teaching the translation and interpreting courses in the undergraduate level. The syllabi provided for the new courses are of high-quality and demonstrate clear and thorough understanding of the subject matter, the current practices in the field, and the courses incorporate rich opportunities for applied learning through active translation and interpretation practice—a crucial dimension of professionalization. Each partner program (Russian, Spanish, and Chinese) have designated faculty members, indicated by their work in designing the syllabi and producing this exciting program proposal. This indicates a strong level of commitment and bodes well for the future of the partnerships.

Translation & Interpreting MA Proposal | 77

Margarit Ordukhanian is exceptionally equipped to lead the MATI from implementation, through growth, to national re cognition, Not only has she been indispensable in developing the array of internships and other professionalization opportunities for the Russian translation curriculum, she is also a very well-known and respected expert in the field. She has led or co-led several high-visibility initiatives for teaching translation for the past six years, including panels and seminars at the annual meetings of The American Literary Translators Association, and the American Translation and Interpreting Studies Association. It is in no small part due to her professional profile and credibility that the Teaching Translation conference at Hunter in April 2019 will host more than 30 scholars and instructors of translation and interpretation.

7. Assess the faculty in terms of size and qualifications. What are plans for future staffing?

As the proposal outlines it, the staffing plan for the MATI relies primarily on existing faculty members. To make this possible, the proposal requests a number of faculty and staff who will be hired to teach courses in the undergraduate curriculum and provide relief for the existing faculty to redirect their expertise to the graduate program. This is a very sound strategy for two reasons: first dedicated Hunter faculty members are likely to remain invested in the new program, insuring sustainability and growth; second, new instructional faculty will be incorporated into ongoing language programs where they can be mentored and supported. A win-win strategy. Additionally, it should be noted that this staffing plan is also the most cost-efficient way to launch a new graduate program with strong growth potential.

8. Evaluate credentials and involvement of adjunct and support faculty.

The staffing plan envisions hiring experienced professionals from the community and industry to serve as adjunct and support faculty for sector-specific courses (medicine, law, business, etc.) and courses that introduce students to best practices in the profession (CAT utilization, simultaneous interpreting, etc.). Again, this is the correct strategy for several reasons: first, it will capitalize on local expertise; second, it will strengthen the MATI’s ties to the professional communities in NYC where its graduates are likely to seek employment; and third, the program as well as the core faculty will benefit greatly from the participation of these active professionals whose experience and expertise will contribute to student learning as well as faculty development.

III. Resources

9. Comment on the adequacy of physical resources and facilities, e.g., library, computer, and laboratory facilities; practica and internship sites; and support services for the program, including use of resources outside the institution.

Faculty members involved in the planning of MATI have already started procuring laboratory equipment and software for immediate use by the students. The proposed budget includes funds for further development of resources and a dedicated computer lab. The very strong record of experiential learning in the undergraduate programs, especially Russian, indicates the availability of an active network of

Translation & Interpreting MA Proposal | 78 internship sites also for graduate students who wish to seek internships and other professionalization experiences. That Hunter language faculty have been forging fruitful collaborations at community and industry sites (see letters of endorsements by community partners) also bodes well for future placement efforts on behalf of MATI graduates.

10. What is the institution's commitment to the program as demonstrated by the operating budget, faculty salaries, and the number of faculty lines relative to student numbers and workload.

The institutional commitment for MAI is amply demonstrated by the amount of funds dedicated in the budget for implementation and operation. Both the faculty and the administration should be commended for designing a multi-year, multi-stage budget that makes steady investments during the growth stage of the program while also remaining sensitive to sustaining ongoing, successful programs. The rate of enrollment growth is commensurate with the rate of investments, which spells a development strategy that is neither too fast nor too slow. Salaries earmarked for program director and new instructional faculty are consistent with those at Hunter, as well as in comparable institutions, insuring that job searches will be competitive and successful.

IV. Summary Comments and Additional Observations

11. Summarize the major strengths and weaknesses of the program as proposed with particular attention to feasibility of implementation and appropriateness of objectives for the degree offered. Include any further observations important to the evaluation of this program proposal and provide any recommendations for the proposed program.

The members of the faculty and administrative team that prepared the MATI proposal should be commended for their excellent work. They make a compelling and convincing case about the need for the program, drawing in equal part from thorough national research and from their keen understanding of Hunter’s traditional strengths. The timeliness of the proposal cannot be overstated. For the past five years, the translation as a field of academic study is experiencing a conspicuous renaissance, steadily being incorporated in undergraduate curriculum. in 2018-2019 alone, we will have had four major professional development events, including two national conferences, one summer-school, and one summer workshop. The level of energy is high and demonstrates the importance of rigorous attention to translation as the indispensable mode of circulation and literacy it has become in the global environment. It should also serve as compelling evidence that Hunter’s MATI—with its explicit focus on rigorous and professional training in translation and interpreting--is exactly the kind of programs that the field needs, and urgently so.

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APPENDIX G: Complete Syllabi

DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRN 75100 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Translation Theory Pre and/or Co None Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description:

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A. The course provides an overview of the evolution of translation studies and translation theory. It prepares the students to discuss concepts of intention, translatability, purpose, and function of translation. B. The students will be required to submit a 15-20 page research paper, along with short response papers and an essay-format take-home exam.

4. Rationale: (Justification) Translation theory familiarizes students with professional vocabulary for discussing translation as a product and as a process. It provides the necessary guidelines for assessing translation and establishing evaluation rubrics. It further trains the students to depart from the traditional perception of translation as a mere recreation of a source text in a target language; instead, it refocuses them to recognize the importance of the intention and purpose of the text, the role of the translator in cultural and linguistic mediation, and the vast socio-cultural framework within which translation functions. No professional translation training can succeed without the introduction of seminal concepts of translation theory.

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course prepares the students to become competent translators and interpreters, to function as cultural mediators, and to approach their work as determined not only by linguistic competence but also by the larger socio-cultural context of communication. It offers the students an opportunity to forge individualized approaches to translation and interpreting based on solid theoretical and historical information.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

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e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

B. The following additional information must be supplied in the special instances noted: 1. When ENGL 12000 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment 25 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program, Chinese

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Chinese, Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X] YES Have you consulted the subject liaison? [ ] NO [X ] YES [] N/A For new courses or programs, please consult. Library liaison Lisa Finder ([email protected]) will prepare a reserve shelf of readings in consultation with the instructor.

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7. TRN 75100: Translation Theory

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description Translation theory introduces the students to the most important theoretical and philosophical questions regarding translation that have emerged from the late 19th century into the present day. The course explores such fundamental questions as what fidelity and literality mean in translation, introduces the translation theories that have shaped the current discourse on accuracy in translation, including the Theory of Natural Equivalence and Skopos Theory, and explores the political, cultural, social, and historical factors that have impacted various approaches to translation. Additionally, the course traces the moment when translation separated from the purely linguistic and literary realm to become an independent field of study. In this connection, the course examines the overlaps between the simultaneous rise of translation, feminist, and postcolonial studies and explores the overlaps between these three fields. Further, the course addresses issues of ideology and neutrality in translation and establishes such notions as “activist” and “visible” translation.

Learning Outcomes The course aims to familiarize the students with theoretical knowledge and relevant terminology for discussing and evaluating translation as a process and a product. Through theoretical readings and discussions, it aims to prepare the students to examine not only linguistic accuracy but to consider relevance, equivalence, and purpose of translation and to acquire the ability to approach their own translation critically. By the end of this course students will be able to:

• discuss the historical evolution of translation studies • distinguish and critique a range of theoretical approaches to translation • generate individual translation theory by examining and synthesizing existing theories and approaches • apply theoretical concepts to translation practice

Method of Evaluation The students will be evaluated on their familiarity with and understanding of the texts, their ability to present convincing arguments, and to apply theoretical readings to various practical assignments. These include homework assignments (usually short essays in response to specific questions), blackboard discussion questions, in-class practical exercise, a final research essay, as well as a take- home final exam. The grade will be calculated as follows: • Participation in classroom discussions and in-class practical exercises 15% • Blackboard Posts 15% • Final Paper 20% • Final Exam 25% • Homework Assignments 25%

Required Texts The textbooks are available at Shakespeare & Company. Please note that it is the students’ responsibility to download and print the course-pack materials. • Bassnett, Susan. Translation. London: Routledge, 2014. • Pym, Andrew. Exploring Translation Theories. London: Routledge, 2010.

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• Venuti, Lawrence Venuti, ed. The Translation Studies Reader. 3rd edition. London: Routledge, 2012. • Coursepack on Blackboard (indicated as BB in the course schedule).

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Recommended Texts • Baker, Mona, ed. The Routledge Encyclopedia of Translation Studies. London: Routledge, 1998. • Bassnett, Susan. Translation Studies. London: Routledge, 2002. • Bellos, David. Is That a Fish in Your Ear?: Translation and the Meaning of Everything. New York: Farrar, Straus, and Giroux, 2012. • Bermann, Sarah and Michael Woods, eds. Nation, Language, and Ethics of Translation. Princeton: Princeton University Press, 2005. • Cohen, Raymond. Negotiating Across Cultures. Washington: United States Institute of Peace Press, 2002. • Colina, Sonia. Fundamentals of Translation. Cambridge: Cambridge University Press, 2015. • Hatim, Basil & Ian Mason. The Translator as Communicator. London: Routledge, 1997. • Munday, David. Introducing Translation Studies: Theories and Applications. London: Routledge, 2016. • Newmark, Peter. A Textbook of Translation. London: Longman, 2005. • Nida, Eugene. The Theory and Practice of Translation. Brill: Brill Academic Publishers, 2003. • Schulte, Rainer and John Biguenet. Theories of Translation: An Anthology of Essays from Dryden to Derrida. Chicago: University of Chicago Press, 1992. • Steiner, George. After Babel: Aspects of Language and Translation. Oxford: Oxford University Press, 1998. • Venuti, Lawrence. Translator’s Invisibility. London: Routledge, 1995.

Proposed weekly schedule

Week 1 Translation in the 19th Century Readings: . Friedrich Schleiermacher, “On the Different Methods of Translating” (in Translation Studies Reader) . Johann Wolfgang von Goethe, “Translations” (in Translation Studies Reader) . Friedrich Nietzsche, “The Gay Science” (BB)

Homework Assignment #1: . Identify the two types of translation defined by Schleiermacher. How many types of translation does Goethe offer? How do they compare to Schleiermacher’s?

Week 2 The Task of the Translator Readings: . John Dryden, “From the Preface to Ovid’s Epistles” (in Translation Studies Reader, further TSR) . Walter Benjamin, “The Translator’s Task” (in TSR)

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. Ortega y Gasset, “The Misery and Splendour of Translation” (BB)

Homework Assignment #2: . Identify four metaphors that Walter Benjamin uses to describe the relationship between the original and the translated text. In what way do these metaphors redefine the traditional notions of the limits and capabilities of both?

Week 3-4: Writers as Translators and the Issue of Fidelity Readings: . Dante Gabriel Rossetti, “Preface to the Early Italian Poets” (BB) . Ezra Pound, “Guido’s Relations” (TSR) . Vladimir Nabokov, “Problems of Translation: Onegin in English” (TSR) . Octavio Paz, “Translation: Literature and Letters” (BB) . Jorge Borges, “Pierre Menard, Author of the Quixote” (BB) In-Class Practicum: Compare multiple translations of Eugene Onegin (select stanzas) into English. Identify problems facing translators and different choices they have made. Prepare your own translation of one stanza.

Homework Assignment #3: . Using Walter Benjamin’s definition of a masterpiece and a work’s afterlife, explain why Eugene Onegin has so many translations into English.

Week 5: Linguistic Aspects of Translation Readings: . Roman Jakobson, “On Linguistic Aspects of Translation” (TSR) . Henry Schogt, "Semantic Theory and Translation Theory" (BB) . Edna Andrews and Elena Maksimova, “Preliminaries to Translation as a Proces” (BB)

Homework Assignment #4: Complete an intralingual translation of the assigned excerpt from Homi Bhabha’s Location of Culture for an intended audience of first-year college students taking an “Introduction to Postcolonial Studies” course. Describe the challenges you faced in your translation.

Week 6: Translation and Equivalence Readings: . Eugene Nida, “Principles of Correspondence (TSR) . Anthony Pym, Exploring Theories of Translation, Chapters 2-3

Homework Assignment #5: What is the difference between “natural” and “directional” equivalence? Which of these is described in Nida’s essay?

Week 7: Emergence of Translation Studies as a Discipline Readings: . Susan Bassnett, Translation, Chapter 1 . George Steiner, “The Hermeneutic Motion” (iTSR) . Itamar Even-Zohar, “The Position of Translated Literature Within The Literary Polysystem” (TSR)

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Homework Assignment #6: Explain the 4th step of Steiner’s hermeneutic motion of translation and provide an example.

Week 8: Translation with Purpose Readings: . Hans Vermeer, “Skopos and commission in Translation Theory” (TSR) . Anthony Pym, Chapter 4 . In-class practicum: intralingual translation practice

Homework Assignment #7: What practical application does Skopos theory have for translating non-literary texts? Describe an example of a text that would change significantly based on the purpose of translation.

Week 9: Translation in the Postcolonial Era Readings: . Susan Bassnett, Chapter 2 . Antoine Berman, “Translation and the Trials of the Foreign,” (TSR) . Vicente L. Rafael, “Translation, American English, and the National Insecurities of Empire” (TSR) . Homi Bhabha, “How Newness Enters the World: Postmodern Space, Postcolonial Times, and the Trials of Cultural Translation” (BB) . Christi Merrill, "Postcolonial Issues" (BB)

Homework Assignment #8: Why do you think Translation Studies and Postcolonial Studies emerged as academic fields within the same time-period? What are some of the most obvious overlaps between the two?

Week 10: Cultural Translation Readings: . Anthony Pym, Chapter 8 . Andre Lefevre, “Mother Courage’s Cucumbers” (TSR) . Susan Bassnett, “The Translation Turn in Cultural Studies” (BB) . Lynn Visson, “Simultaneous Interpretation: Language and Cultural Difference” (BB) . Annie Brisset, “The Search for a Native Language: Translation and Cultural Identity” (TSR)

Homework Assignment #9: How does translation work to mediate and underscore cultural difference? Discuss using one example from this week’s readings.

Week 11: Translation and Gender Readings: . Susan Bassnett, Chapter 3 . Lori Chamberlain, “Gender and the Metaphorics of Translation” (TSR) . Gayatri Chakravorty Spivak, “The Politics of Translation” (TSR) . Barbara Godard, “Theorizing Feminist Discourse/Translation” (BB)

Homework Assignment #10:

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How does Spivak challenge Chamberlain’s notion of feminist translation? What element does she introduce to underscore the potentially problematic definition of a unified “feminist” translation?

Week 12: Translator’s Visibility Readings: . Theo Hermans, “The Translator’s Voice in Translated Narrative” (BB) . Susan Bassnett, Translation, Chapter 5 . Lawrence Venuti, Translator’s Invisibility, selections (BB)

In-class translation practicum

Homework Assignment #11: . How does Venuti’s discussion of the translator’s invisibility reflect the earlier dichotomizations of translation as “foreignized” and “domesticated”? Should a translator make himself visible in his/her work?

Weeks 13 Translation and Ideology Readings: . Brian Baer, ““Literary Translation and the Construction of a Soviet Intelligentsia” (BB) . Susanna Witt, “Totalitarianism and Translation in the USSR” (BB) . Maria Tymoszko, “The Space and Time of Activist Translation (BB) . Zrinka Stahuljak, “War, Translation, Transnationalism: Interpreters in and Of the War” (BB) . Andrew Sand, "Interpreters: True Heroes of Afghan War" (BB) . Antonia Carcelen-Estrada, “Covert and Overt Ideologies in the Translation of the Bible into Huao Terero” (BB) . N. T. Wright, “The Monarchs and the Message” (BB) . Jeremy Munday, “Political Ideology and Translation” (BB)

Homework assignment #12: . How is an activist translator different from a visible translator? What devices does the activist translator deploy, and which of these do you consider especially effective?

Week 14: Translation in the 21st Century Readings: . Andrew Pym, Chapter 7, “Localization” . Susan Bassnett, Chapter 6, “Redefining Translation in a Global Age” . Michael Chronin, “The Translation Age: Translation, Technology, and the New Instrumentalism” (TSR) . Gideon Lewis-Krauss, “The Great A. I. Awakening” (https://www.nytimes.com/2016/12/14/magazine/the-great-ai-awakening.html)

Homework assignment #13: . Select a one-paragraph excerpt from any Anglophone work of fiction that has been previously translated into your L2. Run the passage through Google Translate in this sequence: L1-L2-L1- L2-L1. At each step, record the changes occurring in the text. Compare the original with the final product. What are some examples of what Google does and does not translate properly? What are the limitations of machine translation, based on your own experience with this exercise?

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Week 15: Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRN 75500 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Medical Translation Pre and/or Co TRN 75100: Translation Theory Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. This course will provide an overview of translation for medicine and related sciences. The course introduces the students to key terminology, skills, as well as ethics of work in this field. B. Writing Requirement: Students will translate and discuss passages of about 500 words in class and complete at-home translation assignments. At the end of the semester students will independently translate a medical document (approximately 2,400 words in length), with emphasis on consistency of terminology and writing style.

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They will write a 10-12 page introduction to the final translation project detailing the strategies and techniques they used and providing a theoretical context for their choices.

4. Rationale: (Justification) Medical translation is one of the two highest-demand fields in the New York area, with language support required among a wide range of services from healthcare to hospital care, and from doctor- patient interactions to translation of sophisticated research. Precision in translation and interpreting is invariably important, but nowhere else does accuracy matter more than in medicine, where wrong word choices can have dire consequences. Medical translation not only covers industry-specific terminology but also requires that translators know how to decode and interpret statistical data, that they adhere to the norms of professional ethics, and that they not only understand the healthcare system but possess the linguistic and cultural awareness to explain it in the target language. Medical translation must be taught as a separate subject to ensure that students matriculating from the MATI are prepared to work in the field.

A. Nature of the proposed course: 3. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) The aim of the proposed MA program in Translation and Interpreting is to prepare students for professional work as translators and interpreters in various fields, including medicine. The course therefore addresses all critical aspects of work in the medical field: ethics of professional behavior and conduct, nature and specifics of the healthcare system in the USA, and key terminology in medicine and healthcare. In order to prepare students for field work, the course includes simulated translation scenarios, regular glossary and terminology assessments, peer evaluation, and written translation practice. For the Learning Goals and Outcomes of the proposed program, please see p. 11 of the proposal, “Program Learning Outcomes.”

4. If the proposed course is part of an established academic program, present a rationale that includes:

g. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

h. The way in which the proposed course relates to other courses within the department of origin;

i. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

j. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

k. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

l. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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5. Projected Enrollment 15 students

6. Consultation Statement d. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting, Chinese

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A Since the course is being proposed as part of a MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks. e. Is this course cross-listed? If so, please list all courses affected. No (Depending on the success of the experimental Russian-Spanish undergraduate course on Medical Translation and Interpreting, SPAN39000/RUSS24620, the course may be cross- listed. In this case, the graduate and undergraduate students will attend the same lectures but engage in different language practicums and complete different assignments at appropriate levels of difficulty). f. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES ] N/A Library liaison: [email protected] The library will prepare reference materials and a reserve shelf of additional materials to consult.

7. TRN 75500: Medical Translation

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description This course introduces students to all professional, linguistic and ethical aspects of translation in the fields related to medicine and healthcare. It explains the comparative differences between the healthcare system in the USA and Russia and Spanish-speaking countries, respectively. It further addresses the code of conduct of translation in medicine and focuses on skills and strategies for providing professional translation. The course trains students to conduct self-guided background research in preparation for translation, to compile and manage individualized glossaries, to correctly identify the linguistic register of the source text and select an appropriate register in the target language, to generate and manage individualized glossaries, and to translate different types of relevant texts, ranging from standard medical forms to academic research. Additionally, the course introduces students to key terminology, and uses supervised role-plays, reviews, and peer assessment to develop professional skills and habits. Lastly, the course offers transcription practice and oral-to-written translation. The course consists of a theoretical component conducted in English and language-specific sections conducted in respective second languages.

Learning Outcomes

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The course trains students for professional translation in the medical and healthcare fields. Its purpose is to familiarize students with language-specific as well as conduct-specific aspects of this field. The course teaches students to:

• Adhere to the ethical standards of medical translation • Apply the theoretical and linguistic knowledge to real-life scenarios through directed role-play • Compile and use relevant terminology pertaining to anatomy/physiology and other essential vocabulary in English and target language (TL) related to the musculoskeletal, vascular and organ systems, diseases and their treatments, medical specialties, addictions, psychiatry, lab, imaging, and emergency medicine • Analyze and identify proper registers of language based on intended target audience (high and low registers) • Translate the most common documents in various subfields, including clinical, research and didactic materials, while becoming proficient in independent research and use of parallel texts.

Method of Evaluation The students will be evaluated on the quality of their translation using the modified rubric of the American Translators Association, based on the accuracy of the message, clarity and quality of language and demonstrable understanding of syntactic and semantic aspects of source and target languages (the grading rubric will be provided and explained to students in the beginning of the semester). Additionally, they will be assessed on their ability to edit their work and provide constructive criticism to their peers, to substantiate choices they have made in translation, and to apply theoretical readings to various practical assignments. The grade break-down for the course is as follows: • Final project, including essay 40% • Homework 30% • Language-specific component 30% (includes vocabulary tests, role-plays, and peer review)

Required Readings

Theoretical readings (all readings and discussion of material below is conducted in English) • Albin, Verónica. (1998). “Translating and Formatting Medical Texts for Patients with Low Literacy Skills.” Translation and Medicine. American Translators Association Scholarly Monograph Series. Volume X. Philadelphia: John Benjamins. • Brislin, R. W. (1970). Back-translation for cross-cultural research. Journal of Cross-Cultural Psychology, 1, 185–216. • Brislin, R. W. (1986). The wording and translation of research instruments. In W. L. Lonner & J. W. Berry (Eds.), Field methods in cross-cultural research. (pp. 137–164). Beverly Hills, CA: Sage. • Capitulo, K.L., Cornelio, M.A., and Lenz, E. “Translating the Short Version of the Perinatal Grief Scale: Process and Challenges." Applied Nursing Research. Vol. 14, No. 3. (August 2001). pp.165-170. • Catesby Jones, Anne. “Regulatory Language in a Pharmaceutical Manufacturing Environment.” The ATA Chronicle. (July 2006). pp.24-27, 49. • Clayman, Charles, Ed., (1995) The Human Body: An Illustrated Guide to its Structure, Function and Disorders, DK Publishing: New York, NY. • Colina, S., Marrone, N., Ingram, M., and Sánchez, D. “Translation Quality Assessment in Health Research: A Functionalist Alternative to Back-Translation.” Evaluation and the Health Professions. (Sage Publications, 2016). pp. 1-27.

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• Colina, S. (2008). “Translation quality evaluation: Empirical evidence for a functionalist approach.” The Translator, 14, 97–134. • Colina, S. (2009). “Further evidence for a functionalist approach to translation quality evaluation.” Target, 21, 215–244. • Doak, C.C., Doak, L.G., Root, J.H. Teaching Patients with Low Literacy Skills. (Philadelphia: J.B. Lippincot Co., 1996) 2nd Ed. • Douglas, S. P., & Craig, S. C. (2007). “Collaborative and iterative translation: An alternative approach to back-translation.” Journal of International Marketing, 15, 30–43. • Douglas, S. P., & Nijssen, E. J. (2003). “On the use of ‘borrowed’ scales in cross-national research: A cautionary note.” International Marketing Review, 20, 621–642. • Eremenco, S., Cella, D., & Arnold, B. J. (2005). “A comprehensive method for the translation and cross-cultural validation of health status questionnaires.” Evaluation and the Health Professions, 28, 212–232. • Fischbach, H. “Translation, the Great Pollinator of Science: A Brief Flashback on Medical Translation.” Scientific and Technical Translation. (l993) pp.89-100. • Flores et al. (2003). “Errors in Medical Interpretation and Their Potential Clinical Consequences in Pediatric Encounters.” Pediatrics, Vol. III No.1, 6-14. • Fourie, J., & Feinauer, I. (2005). “The quality of translated medical research questionnaires.” Southern African Linguistics and Applied Language Studies. 23, 349–367. • González, Roseann Duenas, Victoria F. Vasquez, and Holly Mikkelson. (1991). Fundamentals of Court Interpretation. Durham, NC: Carolina Academic Press. o ‘Categories of Interpreter Error’, chap. 23 o ‘Consecutive Interpretation’ chap. 27 a • Guillemin, F., Bombardier, C., & Beaton, D. (1993). “Cross-cultural adaptation of health- related quality of life measures: Literature review and proposed guidelines.” Journal of Clinical Epidemiology. 46, 1417–1432. • Herdman, M., Fox-Rushby, J., & Badia, X. (1997). “‘Equivalence’ and the translation and adaptation of health-related quality of life questionnaires.” Quality of Life Research. 6, 237– 247. • Jonas, S., Goldstein, R., and Goldstein, K. (2007). An Introduction to the U.S. Health Care System. New York, NY, Springer Publishing Company. • Maneesriwongul, W., & Dixon, J. K. (2004). “Instrument translation process: A methods review.” Journal of Advanced Nursing. 48, 175–186. • Montalt Resurrecció, V. and González Davies, M. Medical Translation Step by Step. (2014). London: Routledge. • National Board of Certification for Medical Interpreters. Certified Medical Interpreter Candidate Handbook. o Vol. 1 & 2. 2018. • National Council on Interpreting in Health Care. National Code of Ethics and National Standards of Practice for Interpreters in Health Care; Guide to Interpreter Positioning; “Sight Translation and Written Translation: Guidelines for Healthcare Interpreters.” • http://www.ncihc.org/assets/documents/publications/Translation_Guidelines_for_Interpreters_F INAL042709.pdf • Rudvin, M., and Tomassini, E. (2012). Interpreting in the Community and the Workplace: A Practical Teaching Guide.. New York, NY, Palgrave McMillan. Chapter 3, “Background: Health Services, Legal Institutions, Business Sector.”

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• Tyupa, S. (2011). “A theoretical framework for back-translation as a quality assessment tool.” New Voices in Translation Studies, 7, 35–46. • Wang, R., Lagakos, S., Ware, J., Hunter, D., and Drazen, J. (2007). “Statistics in Medicine — Reporting of Subgroup Analyses in Clinical Trials.” The New England Journal Of Medicine, November 22, 2007. https://www.nejm.org/doi/full/10.1056/nejmsr077003

Russian-Language Translation Resources • Baldwin, Yuliya. English-Russian Russian-English Medical Dictionary and Phrasebook. London, Routledge 2013. • https://www.healthinfotranslations.org/language/russian/275021/ • Center for Immigrant Health English-Russian Medical Glossary. • Kuznetsova, N. A., Samoilenko, T. A. “Nekotorye problem perevoda meditsinskogo teksta.” http://www.rusnauka.com/ONG/Philologia/6_kuznecova%20n.a.%20samoylenko%20.doc.htm

Spanish-Language Translation Resources • Navarro, F.A. Diccionario crítico de dudas inglés-español de medicina. 2a ed. Madrid/NY: McGraw-Hill Interamericana, 2005. • Stedman Bilingüe. Diccionario de ciencias médicas ingles-español/ español-inglés. Buenos Aires: Editorial Médica Panamericana, 1999. • http://www.merriam-webster.com [Has four very useful tabs: Dictionary, Thesaurus, Spanish- English, Medical] http://www.medicalspanish.com/dictionary/spanish-english

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Proposed Weekly Schedule

Week 1 Introduction. The role of the medical translator. Ethics, attitude, commitment, professional standards. Issues of confidentiality and government privacy regulations regarding patients' medical information. Read: Montalt and Davies, Chapter 1; “National Council on Interpreting in Health Care;” Rudvin and Tomassini.

Week 2 Analyzing a text from the translator’s perspective (author; intention; format and syntax; target audience). The uses and limitations of back translation. The language of medicine: contrastive analysis between source language and target language. Read: Tyupa; Herdman, Fox-Rushdy and Badia; Fischbach; Montalt and Davies, Chapter 3.

Week 3 How to determine register; raising and lowering language complexity. Clarity of expression and precision of language. Read: Albin; Colina (2008); Colina (2009); Doak, Doak and Root; Montalt and Davies, Chapter 2.

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Practicum (Here and throughout, practicums indicate language-specific practice relevant to assigned readings and topics of discussion)

TERMINOLOGY TEST #1

Week 4 Translating for various groups. Learning to write for intended audience. Students will apply the concepts learned in the previous week’s readings and adapt documents for the needs of specific audiences, such as children, low-literacy adult populations, and the elderly. Read: Montalt and Davies, Chapter 4.

Practicum

Week 5 Translation of patient-education materials (general information; diet and nutrition; management of chronic illness).

Read: Guillemin, Borbardier, and Beaton; Elemenco, Cella and Arnold.

Practicum

Week 6 Continued: translation of patient-education materials (pre- and post-operative instructions; physical therapy instructions; information sheets on drug interactions and side effects). Students apply concepts learned in previous week’s readings to translation practice.

Read: Douglas and Nijssen

Practicum

Terminology Test #2

Week 7 Translation of medical reports such as lab tests, x-ray reports, medical insurance exams.

Read: Clayman, Charles; Maneesriwongul and Dixon

Practicum

Week 8 Documents related to the research and development of drugs (INDs – investigational new drugs; NDAs – new drug applications; NDIs – new drug indications).

Read: Catesby; Colina, Marrone, Ingram and Sánchez; Capitulo, Cornelio and Lenz.

Practicum

Week 9 Government regulations pertaining to clinical trials and their impact on the writing and translation of

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Practicum

Terminology Test #3

Week 10 Documents related to studies with animals and clinical trials in humans (case report forms; adverse event report forms). Emphasis on creating and updating glossaries with relevant terminology. Read: Montalt and Davies, Chapter 6

Practicum

Week 11 Translating reports of statistical data. What the translator needs to know about validity and reliability in medical and scientific research. Read: Portland State University. Quantitative Research: Reliability & Validity; Wang et. al.

Practicum Terminology Test #4

Week 12 Bibliographic and stylistic guidelines of biomedical journals. Translation of research papers and journal articles. Read: Brislin (1970); Brislin (1986); Fourie, J., & Feinauer.

Weeks 13-14 Translation of research papers, continued. Translation of medical textbooks. Read: Montalt and Davies, Chapter 7; Flores; González, Duenas, Vasquez, and Mikkelson

Practicum

Terminology Test #5

Week 15 Presentation of final projects

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office

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of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRN 75600 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Legal and Business Translation Pre and/or Co Prerequisite: TRN 75100 Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course applies translation techniques and problem-solving strategies to translating texts in the legal field. B. Students will complete weekly translation assignments, vocabulary quizzes, as well as a final exam and an independent final translation project.

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4. Rationale: (Justification) In keeping with the overall aim of the MA in Translation and Interpreting—preparing its graduates for employment in professional fields related to language services, the Legal and Business Translation course provides instruction on how to apply techniques and strategies acquired in the first year of the program to work in various legal fields. The course combines information about the structure of legal system, introduction to the ethics and code of professional conduct, understanding of the court system, as well as competence is identifying and translating legal forms and documents. Special emphasis is allocated to the students’ ability to generate and manage individualized glossaries as well as their proficiency in using preexisting references in identifying and translating specialized vocabulary in a register- appropriate way. The course thus offers both specialized information and transferrable skills in preparation for post-graduate employment

A. Nature of the proposed course: 5. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course prepares the students to become competent translators within the legal field, to function as cultural mediators, thus demonstrating not only linguistic but also cultural competence. It offers the students an opportunity to forge individualized approaches to Translation and Interpreting based on solid theoretical and historical information.

6. If the proposed course is part of an established academic program, present a rationale that includes:

m. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

n. The way in which the proposed course relates to other courses within the department of origin;

o. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

p. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

q. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

r. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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5. Projected Enrollment 15 students

6. Consultation Statement g. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

h. Is this course cross-listed? If so, please list all courses affected. No

i. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A

For new courses or programs, please consult. Subject liaison: Lisa N. Finder

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TRN 75600: Legal and Business Translation

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description Legal translation provides students with insight into professional translation in a globalized world where individuals, businesses, institutions, government and non-government agencies and organizations require quality legal translation. It provides information on the comparative aspects of legal structures and systems, introduces the students to the theoretical and ethical aspects of work in legal translation, discusses resources and strategies for field-specific translation, and arms students with appropriate vocabulary. With its coverage of the various legal fields, the course aims to equip students with the competencies and skills necessary to enhance their career opportunities. The course reviews and reinforces translation techniques and problem-solving strategies acquired in previous courses and applies them to specialized texts. The course covers different genres of specialized legal texts, placing a special emphasis on the linguistic, textual, and discursive conventions of each type of text. The course enables students to read and translate a varied range of business and legal texts including advertising, business correspondence, contracts and legal texts, to enhance understanding of cultural and ethical issues in relation to business and legal translation. Theoretical readings and discussions are conducted in English; students also participate in language-specific practicums for terminology assessment and translation practice.

Learning Outcomes Upon completion of the course students will be able to: • compare the legal systems in the USA with the legal systems of the respective Spanish- and Russian-speaking countries and to classify the differences between them; • analyze the main legal genres and apply appropriate translational procedures for translating them; • translate complex legal texts between Languages A and B accounting for specific linguistic, textual, and discursive conventions; • develop their aptitude for logical analysis so as to be able to self-correct, critique, edit, and proofread their own translations; • use specific terminological and textual resources (dictionaries, glossaries, research) to solve translation problems within specialized genres.

Method of Evaluation The students will complete assigned readings and translation assignments, prepare oral presentations about various aspects of translation within the field (such as research, use of glossaries and dictionaries, parallel texts, computer-assisted translation) in the context of individual translation projects, and take a mid-term and final exam assessing their familiarity with terminology and their translation skills. The grade distribution will be as follows:

• Participation in classroom discussions and in-class practicums (20%): • Homework (30%) • Terminology and language practicum: (30%) • Final project/oral presentation: 20%

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Required Texts The textbooks are available at Shakespeare & Company. Please note that it is the students’ responsibility to download and print the course-pack materials. • Alcaraz, Enrique, Brian Hughes, and Anthony Pym. Legal Translation Explained. Routledge, 2014. • Asensio, Roberto Mayoral. Translating Official Documents. Routledge, 2014. • Cao, Deborah. Translating Law. Channel View Publications, 2007. • Cragie, Stella. Thinking English Translation: Analysing and Translating English Source Texts. Routledge, 2017 (excerpts on BB) • Farnsworth, E. Allan. An Introduction to the Legal System of the United States. Oxford: Oxford University Press, 2010. • Hjort-Pedersen, Mette. “Free Vs. Faithful: Towards Identifying the Relationship Between and Academic and Professional Criteria for Legal Translation.” Elope. December 2018 13(2). • Olsen, Frances, Alexander Lorz, and Dieter Stein. Translation Issues in Language and Law. Palgrave Macmillan Limited, 2009 • Roberto, M. A. Translating Official Documents. Hoboken: Taylor and Francis, 2014.

Russian-language resources • Antonov, Boris. “Iazyk prava Rossii I SShA: sravnitel’nyi analiz” https://cyberleninka.ru/article/n/yazyk-prava-rossii-i-ssha-sravnitelnyy-analiz-1 • www.lawtran.ru (online Russian<>English dictionary of legal terms) • Levitan, Konstantin. English-Russian and Russian-English Law Dictionary. Moscow: Prospect, 2014. • Levitan, Konstantin. Iuridicheskii perevod: osnovy teorii i praktiki. Moscow: Prospect, 2014. • Stepanova, Valentina. “Translation Strategies of Legal Texts IEnglish>Russian)” Procedia, 237 (2017): 1329-1336.

Spanish-language resources • Alcaraz Varó, Enrique and Brian Hughes. Diccionario de términos jurídicos: inglés-español, Spanish-English. Barcelona: Ariel, 2002. • Alcaraz Varó, E. El inglés jurídico norteamericano.Barcelona: Ariel, 2007. • Borja Albi, A. Estrategias, materiales y recursos para la traducción jurídica inglés-español. Castelló de la Plana: Universitat Jaume I, 2007. • Comparative Law for Spanish–English Speaking Lawyers. Derecho comparado para abogados anglo- e hispanoparlantes. S. I. Strong, Katia Fach Gómez and Laura Carballo Piñeiro. Edward Elgar Publishing, 2016.

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion. Students attend both lectures and language- specific practicums.

Proposed weekly schedule

Week 1: Introduction and Overview • What is legal translation? • Ethics and code of conduct

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• Culture and translatability Read: Peter Geraghty, “Don’t Get Lost in Translation” https://www.americanbar.org/publications/youraba/2016/november-2016/don_t-get-lost-in-the- translation.html Asensio, Chapter 2, “Professional Practice” and Chapter 3, “Social Context”

Week 2: American Legal System • Introduction to American Legal System • Terminology and glossary study

Read: Farnsworth, Chapter 4, “The Judicial System” and Chapter 5 “Case Law”

Practicum Identify key differences between legal systems of USA and Russia/Latin-American countries, respectively. Prepare a list of key terms.

Week 3: Linguistic Characteristics of Legal Texts • Nature and Characteristics of Legal Language • Comparative Differences between English, Russian and Spanish • How to address syntax and grammar within legal language

Read: Cao, Chapter 2, “Law, Language, and Translation” Stella Cragie, “English as a Source Language” (BB)

Terminology Quiz #1

Week 4: Translation Competence in the Context of Legal Translation • Identifying goals and needs • Preparing for translation • Translation competence and assessment • Glossary work continued

Read: Cao, Chapter 3, “The Legal Translator” Hjort-Pedersen, “Free Vs. Faithful: Towards Identifying the Relationship Between and Academic and Professional Criteria for Legal Translation” (BB). Practicum Glossary practice

Week 5: Legal Terminology • Translating Legal Concepts • Backtranslation and parallel texts • Finding and choosing terminology Read: Cao, Chapter 4, “Legal Terminological Issues in Translation”

Practicum Study existing legal glossaries in respective TLs. Identify key differences. Individual glossary work continued.

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Terminology Quiz #2

Week 6: Identifying and Addressing Problems in Translation; Issues of Register • Transparency in translation • Translating for different discourse registers • SL vs TL oriented translation • Writing conventions in SL and TL

Read: Asensio, Chapter 6, “Different Ways of Translating” andChapter 7, “Common Problems and Frequent Solutions.” Alcazar and Hughes, Chapters 7-8, “Practical Problems in Translation, Explained I-II”

Practicum Translation practice

Weeks 7-10: Identifying and Translating Documents • Identifying types of documents • Source language vs. target language specificity: appropriate terminology and issues of translatability • Self-guided research and parallel texts Read: Asensio, Chapter 4, “Documents” and Chapter 8, “On the Translation of Different Documents. Cao, Chapter 5, “Translating Private Legal Documents”

Practicum: Translation practice: o Professional Letter o Business Letter o Power of Attorney o Disclaimer o Diploma o Foreign Credentials Evaluation in USA o Vital Records

Terminology Quiz #3 (week 8)

Week 11: Domestic Legislation: Structure, Documents, and Translation • Common linguistic features of legislative texts • Identifying intended audience • Understanding legislative system of the USA Read: Cao, Chapter 6, “Translating Domestic Legislation” Farnsworth, Chapter 6, “Legislative System”

Practicum: Translation practice

Terminology Quiz #4

Week 12: Reading and Translating Business Contracts • How to avoid ambiguity in language

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• Finding equivalence where there is none • Translation strategies and procedures Read: Farnsworth, Chapter 11, “Private Law”

Practicum Translation practice, glossary work continued.

Weeks 13-14: Court System and Translation • Court Structure; types of courts • Terminology and interpreting practice

Read: Farnsworth, Chapter 12, “Public Law” https://www.nycourts.gov

Practicum Translating court forms

Terminology Quiz #5

Week 15: Final Projects

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

c. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). d. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or

Translation & Interpreting MA Proposal |10 5

Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRN 75900 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Computer-Assisted Translation Pre and/or Co Pre-Requisites Requisites TRNS 75100: Translation Theory (specify which are pre-, For Russian track, one of the following: co-, or both) TRNR 75200: Advanced Comparative Russian-English Grammar and Stylistics for Translation TRNR 75300: Russian-to-English Translation TRNR 75400: English-to-Russian Translation For Spanish Track, one of the following: TRNS 75200: Comparative English/Spanish Grammar and Stylistics for Translators TRNS 75300: English-to-Spanish Translation TRNS 75400: Spanish-to-English Translation For Chinese Track, one of the following: TRNC 75300: Chinese-English Professional Translators Workshop TRNC 75500: English-Chinese Revising and Editing in Translation TRNC 75600: Chinese to English Translation in Commercial affairs TRNC 76100: Fundamentals of Chinese-English Sight Translation & Interpreting

Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

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Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course teaches students the command of technology tools used in translation. Through the use of various computer-assisted translation tools, the students learn practical industry skills such as building field-specific terminology lists, reviewing and editing, multilingual project management, invoicing, and project analysis. The students also develop transferrable skills that can be applied to new technologies. The course is language-neutral and taught in English. B. The students will be required to submit a final group project consisting of an approximately 1500-word assignment and a written portion describing their choice of a CAT tool, the rationale for using it, as well as a description of this tools’ comparative advantages over the other technologies learned in the classroom. The students will also complete homework practicums based on classwork; however the expense associated with the purchase and installation of these tools will largely limit their work to the translation classroom.

4. Rationale: (Justification) In the age of quickly developing technologies, Computer-Assisted Translation (CAT) tools have become a required part of every professional translator’s work. A quick search of job openings within most large translation agencies will reveal that CAT experience is required and expected of job applicants. CAT technologies allow future translators to work with a variety of file formats; participate in large multilingual translation projects; and compile, maintain, and regularly update terminology lists in various professional fields. The course offers essential skills in the field of professional translation and gives the students who complete it a competitive edge in the work force.

A. Nature of the proposed course: 7. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the objectives for the proposed MA in Translation/Interpretation (see p. 11 of program proposal), the program seeks to prepare its graduates for work in professional translation by teaching them the most in-demand skills in today’s job market. Competent use of CAT technologies ranks very high on the list of skills a translator is expected to have.

8. If the proposed course is part of an established academic program, present a rationale that includes:

s. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

t. The way in which the proposed course relates to other courses within the department of origin;

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u. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

v. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

w. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

x. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment The course is required for students in all current and future language tracks in the program; its enrollment will correspond to the total number of students enrolled. The course must be taught in a dedicated translation computer lab, with specialized software, so the number of students in each section will be dictated by the size of the lab.

6. Consultation Statement j. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of a MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

k. Is this course cross-listed? If so, please list all courses affected. NO

l. Does this affect the Library? [X ] NO [ ] YES Have you consulted the subject liaison? [ ] NO [ ] YES [X ] N/A For new courses or programs, please consult.

7. TRNS 75900: Computer-Assisted Translation

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description

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Competence in using translation technologies ranks among the top priorities for most employers within the translation industry, and especially systems geared towards compiling and updating translation memory and terminology lists. Through hands-on training in computer-assisted translation tools, this course not only teaches students competence in the use of individual technologies but also a critical faculty for assessing the comparative advantages of each of these tools. The course is structured around projects based on real- life scenarios to enable the students to acquire a full range of essential professional skills including pricing, quoting, file formats, proofreading and reviewing, exchanging resources, finalizing projects, invoicing, and performing project analyses. The course will introduce students to the applications most commonly used in the translation industry, focusing on terminology management, translation of documentation and content in a variety of file formats, and also software localization and project management.

Learning Outcomes The course introduces the students to a wide range of available CAT tools and teaches them transferrable skills that can be applied to master new technologies in the future. Upon the completion of this course, the students will learn to: • Analyze and compare functionality of each individual CAT technology • Apply CAT tools in the practical tasks of terminology management, translation of documentation, and software localization • export and import translations and terminology between different applications evaluate the relative merits of different tools • Manage multilingual translation projects

Method of Evaluation The students will be evaluated on participation, successful completion of classwork and homework assignments, as well as their final project. The grade will be calculated as follows: • Participation in classwork and practical exercises 50% • Homework Assignments 25% • Final Project 25%

Required Texts • There are no required textbooks for this course.

Course Requirements Students are expected to participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Proposed weekly schedule

Weeks 1-2 Introduction - History and operation of CAT: • The origins of CAT tools • The differences between Machine Translation (MT) and Computer Assisted Translation (CAT) • Basics of translation memory (TM) & terminology management • Benefits of using TM • Concepts: segmentation, match levels, fuzzy matching • Word counts and pricing • Common features between CAT tools

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• Open standards, TMX and XLIFF

Week 3 OmegaT: A simple CAT tool • Creating a project • Importing documents • Obtaining a word count • Completing a translation • Exporting target content • TM file

Week 4 MateCAT- a free online tool: • Creating a project • Importing documents • Obtaining a word count • Completing a translation • Exporting target content

Weeks 5-6 Memsource – A complex online tool basics: • Creating a project • Importing documents • Obtaining a word count • Completing a translation • Exporting target content • Project Management features • Translating complex file formats • Exercises

Week 7 memoQ - Translation Process Basics: • Creating a empty TM in memoQ • Analyzing Files • Translating a simple Word document • Understanding formatting in memoQ • Exporting a target file

Week 8 memoQ: Creating Translation Memories from already translated materials: • How to create TMs from previously translated documentation • Wsing "Align" to create a TM from previously translated documentation memoQ – Complex files: • Import options and Analyzing complex file formats • Translating HTML and XML files • Editor interface

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Week 9 Terminology Management Basics: • Using memoQ termbase • Turning a list of source/target terms into a usable terminology database • Manually adding terms to the terminology database • Using the terminology database in conjunction with memoQ Editor during translation of documents

Week 10 memoQ – Completing a project in memoQ from beginning to end • Exercises with different file types based on lessons leaned in previous sessions • Using MT plugin • Demonstration of other functions of memoQ • Questions on memoQ

Week 11 SDL Trados Studio - Translation Process Basics: • Creating empty TM in SDL Trados Studio • Analyzing Files • Translating a simple Word document • Understanding formatting in SDL Trados Studio • Exporting a target file Creating TMs from already translated materials • How to create TMs from previously translated documentation • Using "Align" to create a TM from previously translated documentation

Week 12 SDL Trados Studio – Complex files: • Import options and Analyzing complex file formats • Translating HTML and XML files • “Fuzzy” vs. “Perfect/100%” Matches in SDL Trados Studio • Using "Concordance" searches and the Editor window to ease the editing process of “fuzzy” and "non" matches

Week 13 Terminology Management Basics: • Using SDL Trados Studio "Multiterm" • Turning a list of source/target terms into a usable terminology database • Manually adding terms to the terminology database • Using the terminology database in conjunction with SDL Trados Studio Editor during translation of documents

Week 14 SDL Trados Studio – Completing a project in Trados from beginning to end • Exercises with different file types based on lessons leaned in previous sessions • Using MT plugin

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• Demonstration of other functions of SDL Trados Studio • Questions on Trados

Week 15 Course conclusion • Budgeting for CAT tools • What to look for in a CAT tool • Exploring what tool is right for you and asking the right questions • Wrap-up

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNC 75400 Course Title Chinese-English Editing and Revising in Translation Pre and/or Co Prerequisites: Requisites TRN 75100: Translation Theory (specify which are pre-, TRNC 75200: Professional Translation Workshop co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with ____ World Cultures and Global Issues the proposal and ____ Individual and Society syllabus.) Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description:

A. This course reinforces the basic principles of translation and its productive progression through levels of fine-tuning – proofreading, revising, copy-editing, post-editing – from the rough drafts to the final copy. Editing and Revising in Translation will address the mechanics of grammar and readability of target texts in English, but more importantly, also the process of appreciatively revising the efficacy and merit of translated works in English in terms of the translator’s handling of style, register, and idiom. As translation often occurs in urban environments of robust linguistic contact and change, the course will account for English as Englishes in the world and challenge prescriptive linguistics by addressing variation in English usage; the course will identify the pitfalls of word-for-word or literal translation with focus on differences in the rhetoric and discourse structures between languages. Theoretical discussion on approaches to translation and types and levels of proofing and editing emerge naturally in this context.

B. Students will produce a minimum of 8 take-home projects in 500-700 words each editing/revising and theoretical articulation of the processes; as a final product students

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present a project demonstrating editing and revision skills and the ability to reflect on and analytically articulate the editing process while critiquing the relative merits and shortfalls of the two.

4. Rationale: (Justification)

This course speaks to the increasing professionalization of language services and the corollary need for qualified interlingual translation editors or what might be called trans-editors. From the standpoint of translation training the course prepares students specifically to take an evaluative stance on editing and revising translated works and the dynamic perspective of linguistic migration from the source to the target text. With the advance of MT technologies and the sheer volume of work and speed that characterize the language industry today, the trans-editor along with the copyeditor plays a critical role in quality assurance, representing the multi-dimensionality of human (as opposed to machine) translation.

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

The course prepares students to not only translate but self-assess, edit, and revise their own work) as well as evaluate the work of others. Through the practice of trans-editing, revision, and proofing final deliverables, students will reinforce their skills in translation while developing richer insights into the process and workflow involved in professional language services.

5. Projected Enrollment 15 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program Classical & Oriental Studies, Russian Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X ] YES

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Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Subject liaison: Lisa N. Finder

7. TRNC 75400: English <> Chinese Revising and Editing in Translation Derlin Chao, Hunter College, CUNY [email protected]

Course Description

This course reinforces the basic principles of translation and its productive progression through levels of fine-tuning – proofreading, revising, copy-editing, post-editing – from the rough drafts to the final copy. Editing and Revising in Translation will address the mechanics of grammar and readability of target texts in English, but more importantly, also the process of appreciatively revising the efficacy and merit of translated works in English in terms of the translator’s handling of style, register, and idiom in the effort to represent the author’s voice and intent. Particular focus will be given to the grammar and structure of Standard English as the default lingua franca in global business. However, as translation often occurs in urban environments of robust linguistic contact and change, the course will account for English as Englishes in the world and challenge prescriptive linguistics by addressing variation in English usage; the course will identify the pitfalls of word-for-word or literal translation with focus on differences in the rhetoric and discourse structures between Chinese and English. Theoretical discussion on approaches to translation and types and levels of proofing and editing emerge naturally in this context.

Course Learning Outcomes

Based on general principles of professional translation this course aims to familiarize students with the work process through levels of fine-tuning – proofreading, revising, copy-editing, post-editing – from the rough drafts to the final copy.

By the end of this course, students will be able to:

● Analyze various types of editing in the large work process of messaging and publishing ● Perform the hands-on tasks of proofreader, copy editor, and editor under time constraints ● Thoroughly explicate the decision-making processes when translating, editing and revising; make queries and comment o the author’s work in a professional manner ● Reference style manuals and English-language grammar and usage guides

Course Expectations

Students will produce a minimum of 8 take-home projects in editing/revision and theoretical articulation of the processes; through the course students will maintain an editor's log of issues encountered in editing/proofreading as an ongoing exercise in reflection and the articulation of style guides. As a final product, students present a project demonstrating editing and revision skills and the ability to reflect on and analytically articulate the editing process while critiquing the relative merits and shortfalls of the two.

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Method of Evaluation

Students in this course will be assessed individually on an ongoing (formative) as well as cumulative (summative) basis. Formative performance will address the individual’s overall professional comport, and may include short in-class exercises, impromptu discussion response, forum posts, and group or individual presentations. Summative performance will include the student’s written assignments (homework in proofing, translation, and self- or peer-editing, open source editing and other written assignments) and midterm and final exams or projects. Specifically, the course will be assessed per 100 points in four components distributed as follows:

1. Take-home Written assignments 40% 2. Professional Comportment 20% 3. Mid-Term Exam 20% 4. Final Project 20%

● 40% of your grade is based on the on-time submissions of written assignments (2 to 3 pages or 300-400 words) completed individually or collaborative in steps over 2 or 3 weeks. Most assignments are assessed (quantitatively) per edit item and (qualitatively) in terms of complexity and richness of particular edit issues, usually to be demonstrated in editor comment mode or footnotes; where relevant assignments may be assessed for extent of research and strength of argument.

● 20% of the course final grade (calculated per 100 points) will be awarded to professional comportment which is based on the student’s overall accountability and delivery including attendance and self-presentation during class and active participation in the form of thoughtful contribution to discussion (including forum prompts), and group and individual presentations.

● 20% of the grade is given to the course midterm exam which will consists of an editing project to be completed within time constraint.

● 20% of the final grade is given to the course final project which will be assessed according to guidelines and requirements of the project (to be specified).

Readings and Reference

Brian Mossop. Editing and Revising for Translator, 2nd Edition. New York. Routledge, 2014.

The McGraw-Hill Desk Reference for Editors, Writers, and Proofreaders (with CD-ROM). New York: McGraw-Hill Education, 2006.

The Chicago Manual of Style 16th Edition (Chicago: University of Chicago Press, 2010) Also available as a searchable online database by subscription, with 30-day free-trial period Recommended books for reference and reading:

William Strunk Jr. and E. B. White. The Elements of Style, 4th Edition. New York. Pearson Longman, 1999.

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Valerie Pellatt, Eric T. Liu & Yalta Ya-Yun Chen. Translating Chinese Culture. New York. Routlege, 2014.

Tony, Crowley. Standard English & the Politics of Language. Ch 3, 4. Palgrave: Macmillan. 2003.

Proposed Weekly Schedule

WEEK 1. The Editor in Translation TOPICS: Overview of Roles and Tasks: Editor, copyeditor, proofreader; mono or duo-lingual IN-CLASS: 1. Group work_BrandProofing. Comments 2. Pop-Edit: 凤凰测 HW: 1.R2R_Microsoft Word Basics. 2. Using Editor’s Marks Improve/Submit

WEEK 2. Editing Translation with Purpose TOPICS: “Standard English”, Prescriptivism. C>E translation - History/Current Reality IN-CLASS: Survey Ex_Brands: How “Correct” do you want it?. Ex_1-Step Audio-Written Translation HW: 1. R2R_Authority on Language; 2. Ex_Grammar1 3. Self-Edit/Justify_Transcriblation

WEEK 3. Respecting Genre, Trade Jargon, Professional Conventions TOPICS: On Style, Convention, Jargon, Term of Style: Working with Style Guides & Glossaries IN-CLASS: Discuss Contrastive Stylistics of Recipe V. Automobile Factsheet HW: 1. Edit per Chicago Style Guide_Articles_of_Assn

WEEK 4. Respecting Style and Voice of Source Text TOPICS: Trans-Editor as Reader: Burden or Resource, Types of Source Text IN-CLASS: Free Flow on Signage – Identify Voice Distance. HW: 1. Ex_Subtitling Trans-Edit/Swop on Bianxuai – Get that Swag 0:19 https://www.youtube.com/watch?v=EHbio4Zg2YE

WEEK 5. Editing for Coherence in Target TOPICS: Workflow and other adultery issues (time lag, split project), Product Integrity IN-CLASS: 1. Review and Peer Edit 2. Use Style Guide/ Trade Glossary HW1. R2R_On Coherence HW 2. Short Multiplex_Ex.

WEEK 6. Editing for the Target “Client” TOPICS: Revisiting Concept of Integrity, Skopos, Reader/Commissioner’s Expectation IN-CLASS: Read Wuhan ST with Editor’s Lens in English | Mid-Term_Wuhan HW1. R2R_Translation & Art of Revision_S.Bernofsky.2015. Commit to Dintaifeng

WEEK 7. Copy-editing & Methods of Querying Author TOPICS: Editing tools, processes, articulation IN-CLASS: Group Reporting - 1st Draft_Dintaifeng – Practice Methods of Querying HW1. CopyEditing Stage 1,2, 3_Open Society Foundations webpage

WEEK 8. Editor as Translator-Reviser I TOPICS: Back to basics, Reach for the Star. From Mechanics to Politics IN-CLASS: 3_Indiv Reporting: Compare 1st and 2nd draft_Dintaifeng – select new segment.

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HW. Ex. Putting it All Together_Stories

WEEK 9. Editor as Translator-Reviser II TOPICS: Mossop’s Revision Parameters – Theory of Translation Revisited IN-CLASS: Group Ex_Evaluate Trans A & B_Trump and Cai HW1. Ex. A.P. Tips for Journalists on attribution verbs. 2. Create Style Guide for Trump/Cai

WEEK 10. On Transformation and Authenticity TOPICS: Translated Authenticity; Choosing an English; Englishes, Standard, and Global English IN-CLASS: Pop Quiz_Proofreading for Standard English V. Proofreading translated poem HW 1. R2R – Choosing an English 2. Submit text - for final project

WEEK 11. Editor’s Role in Trans-Advocacy TOPICS: Trans-Advocacy, Satire as key vehicle for change: Nursery Rhymes in China IN-CLASS: 1. Pop Tran_BackTranslate_Idioms 2. Ex.Concision and Cliches HW 1. R2R: McGraw-Hill Is it clear & compelling (p 87-102). Edit: Nursery Rhymes

WEEK 12. Stepping back – Editing, Writing, Translating TOPICS: Professional Development and Community Development IN-CLASS: Trans-Editor's Role – children's literature and change REVIEW: Chinese Nursery Rhymes | HW: Watch & Critique: Bride Wars_Subtitles (Choose 5 minutes) https://www.youtube.com/watch?v=4RDeEKeggFc

WEEK 13. Editor’s Role in Pop Culture/Contemporary Art TOPICS: Accuracy, Accessibility, Credibility IN-CLASS: Presentation of Subtitles | FINAL EXAM

WEEK 14. Editing in Translation REVIEW: Final Exam; Summary - Techniques, Tools, Parameters FINAL REVIEW: That was then. How do you proceed now> PRE-PROJECT: Q&A

WEEK 15. The Translator-Reviser Speaks PRESENTATION: Final Project | Feedback Discussion ORAL SUMMATION: Reflection | Course Evaluation .

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for

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assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender-based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on- Sexual-Misconduct-12-1-14-with-links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNC 75100 Course Title Market Strategies & Critical Perspectives for Chinese-English Translators Pre and/or Co Co-Requisite TRN 75100: Translation Theory Requisites (specify which are pre- , co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for ____ English Composition the Common Core, ____ Math and Quantitative Reasoning please use CUNY ____ Life and Physical Science Common Core ____ Scientific World Submission Forms ____ Creative Expression [see section VI below]. ____ U.S. Experience in its Diversity The form must be ____ World Cultures and Global Issues submitted along with ____ Individual and Society the proposal and syllabus.) Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description:

A. This course offers a critical perspective on opportunities and challenges for the entry level Chinese-English translator/interpreter today. It addresses translation as a business and translators as individuals who engage in a wide array of “conversations” in a competitive marketplace–– with different agencies, organizations, and institutions. Students will examine the evolution of what is called “professional” (as opposed to literary or community) translation, and the specificity of freelance or start-up work as opposed to landing full-time positions in corporations of different scales, from the boutique agencies to the multinational LSPs (language service providers). While learning to strategize work opportunities and to market their skills, students will contemplate larger issues of social purpose and sustainability of the translator, the role of the translators/interpreter in corporate social responsibility, soft-power economics, climate change, and other social justice and humanitarian concerns.

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B. Students will produce a minimum of 6 analytical response papers (600-800 words) in various forms (e.g. letters to particular agencies, conference posters, business proposals, and critical responses to readings). As a final project, the student will produce a critical assessment (1200- 1500 words) of a major corporate client or provider of language services addressing issues of sustainability, CSR, and its viability for the individual translator/interpreter.

4. Rationale: (Justification)

The course addresses the real-world logistics and constraints that translators and interpreters must face amidst competing interests in today’s vast and diffused language service industry. While skill- based translation and interpreting courses are rightly focused on the hard skills of interlingual communication, Market Strategies & Critical Perspectives will expose students to the market realities of actual demand factors and the workings of agencies that determine what gets translated, how it’s done and paid for, who gets employed, how individuals may market their skills while ensuring professional growth and a sustainable way of life. In the midst of globalization and the gig economy, it is important that students not only hone their craft but also strategically navigate diverse agencies and work models, learn to take a critical view of "growth" and "capital," and question the excess of corporate practice that has come to hurt a vast majority of language professionals.

A. Nature of the proposed course:

1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

Given the applied nature of the field and its focus on the skills and processes of service delivery, this course provides the necessary exploratory and critical angle for students to step back and assess their own position in terms of larger real-world indices – work models, market forces, social purposes, equity and sustainability issues, etc. This course contributes to a rounded high-level academic preparation of the professional translator as befits a master's degree program in Translation and Interpreting.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

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d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 15 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Subject liaison: Lisa N. Finder [email protected]

7. TRNC 75100: Market Strategies & Critical Perspectives for Chinese/English Translators Derlin Chao, Hunter College, CUNY [email protected]

Course Description

This course offers a critical perspective on opportunities and challenges for the entry level translator/interpreter in the global market today. The course explores the evolution of translation in light of globalization and technological advances. Students will examine various employment models for translation, including freelance and corporate work. In addressing larger issues of social purpose and sustainability of the translator, students will look at the role of the translators/interpreter in corporate social responsibility, soft-power economics, climate change, and other social justice and humanitarian concerns.

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Course Learning Outcomes

The course aims to investigate the workings of select agencies and language service providers in terms of opportunities and challenges for individual workers; assess and critique the varied real world circumstances that support or impede the livelihood of individual translators. The student will look ‘behind’ the billable assignment of day-to-day by way of exploring the economic and social issues that underlie what calls for translation, in what direction, and why.

At the end of the course, students will be able to: ● Self-source and evaluate the market value of prospective translation and language consulting projects (consider purpose and context and engage stakeholders of specific industries) ● Navigate resources to market themselves, negotiate personal skill sets and knowledge perspectives to credentialize and promote specific value propositions ● Critically evaluate the practice of language service providers to optimize one's interests, manage risks, and reflect on the role and viability of the individual translator/interpreter ● Practice strategic planning based on a critical understanding of different work models ● Continue to pose questions and develop insights with respect to diverse interests in the marketplace

Method of Evaluation

Students will be evaluated on an ongoing (formative) as well as cumulative (summative) basis. Formative assessments include short in-class exercises, sight translation, impromptu discussion response and forum posts. Such assessments may be provided in the form of verbal feedback and letter grades and will formed the basis of summative assessment under Professional Comport. Summative and final assessments will include the student’s written assignments, exams, proposal presentations, and the individual’s overall professional comport score. Specifically, these components will tally to a maximum of 100 points distributed as follows:

● 40% - Written Assignment. A combination of translation samples and critical assessment/analytical responses to set questions/themes, per average of six (6) best pieces. Academic writing will be assessed for the student demonstrated rigor in research and strength of argument (according to a specific rubric in each case).

● 20% - Midterm Exam. A creative response and quick handling and presentation of a sample translation pitched to a corporate client of choice. (An ‘A’ is a convincing pitch with a competent, readable, though not perfect, translation)

● 25% - Final Project. A critical assessment of a major corporate client or provider of language services addressing issues of sustainability, CSR, and its viability for the individual translator/interpreter. Assessed for original thinking, quality of research, substance, and strength of argument. Much weight given to effort here as this part is the course’s unique take away.

● 15% - Student’s Professional Comport. Contribution to consistently substantive in- class discussion; timely submission of work including individual and group presentations

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throughout the course and the personal portfolio; attendance, punctuality and accountability to the class, sharing of resources and source materials

Required and Recommended Material

This course has no required textbook. Reference will be made to the following materials which are highly recommended readings:

• Melby, A., Fields, P., Hague, D., Koby, G. & Lommel, A. “Defining the Landscape of Translation.” Tradumàtica. Number 12 (2014): 392-403 • Marion Crain, et al. 2016. Invisible Labor: Hidden Work in the Contemporary World. California University Press • Judy Jenner, Dagmar Jenner, The Entrepreneurial Linguist. A Business School Guide to Freelance Translation. EL Press, 2010 (Amazon Digital Version). • Venuti, L. "The Scandals of Translation”. New York: Routledge, 1998. • Heller, M. 2010, “The Commodification of Language.” Annual Review of Anthropology. Volume 39 (2010): 101-114 • Kirkpatrick, A. & Xu, Z.C. “Chinese Pragmatic Norms and ‘China English’” in World Englishes. Vol 21, Issue 2 Jul (2002): 269-279. • Jorge Diaz Cintas “Clearing the Smoke to see the Screen. Ideological Manipulation in Audiovisual Translation” in Meta, LVII, 2, 2012

Expectations & Requirements

Students will survey particular industries based on pre-selected documents and practice probing and engaging proactively with the client-sector in question; the student will look ‘behind’ assigned projects by way of exploring real world economic and social issues as they pertain to what calls for translation, in what direction, and why. Acting as marketing consultant or language specialist, each student will produce 2 to 3 strategic proposals pitched to specific industries of choice. In small groups or pairs, students may be called upon to role- play and critique the competing interest positions of project manager, translator/interpreter, client/commissioner, educator, trainer, etc. Throughout the course, students will also share source materials, databases, glossaries and other resources related to the topics under discussion.

To fulfill coursework requirements the student will:

1. Complete a minimum of six (6) take-home written assignments according to specifications, which may be in the form of translations, letters, posters, commentaries, business proposals, and responses to readings 2. Complete one midterm in-class project analysis/response with emphasis on strategic marketing perspectives 3. Complete one final project (oral presentation with PPT) as an original assessment/critique of a language service client or provider

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4. Through the course, individually or in groups, present two to three work plans pitched to specific industries or individual clients, with focus on the marketability of particular products/services or job prospects involving translation or interpreting in their language pair of choice 5. Demonstrate overall professional comport which refers to the student’s accountability to the course, specifically, in timely submission of written work, clear and effective oral presentation (cf. item 4 above), satisfactory attendance, and contribution to class discussion and group work; in-class participation includes proactive posing of questions and comments when someone else is presenting, and ongoing record-keeping in the form of an evolving portfolio

Proposed Weekly Schedule

Session I "Professional" –– the Defensive Asset TOPICS: Why Professional Translation and what about Translation Studies? IN-CLASS: How can I get work? Branding & Self Promotion Assign – Fengshui: Defining your skills around content and niche clientele. Session 2 Insider/Outsider Dialectic – Translator as Outlier, Imposter TOPICS: Freelancer Paradise Lost and Death of the Trade Union IN-CLASS: Making work tangible? Relationship between Self & Work ASSIGN: R2R – Crain, et al. Chap 2. REVIEW: North/South

Session 3 Legalities and Liabilities – On Logistics, Locale, and the Gig- Economy TOPICS: Types of Businesses/Employment, How to set up? IN-CLASS: Web Resources – Self-Proprietorship or Partnership? ASSIGN: “Go-Chinese Proposal”/TRANS sampling_self-select

Session 4 Considering Voice: Translate, Interpret, or Speak? TOPICS: What is “Free” in freelancing? What about rights? IN-CLASS: Presentation – Personal Validation and the NDA ASSIGN: R2R – Crain, et al. Chap 4. Virtual Work/Invisible Labor

Session 5 The LSP: Patron or Predator? TOPICS: Corporatization and the LSP universe IN-CLASS: Brainstorm – Gig-Economy and alternative models of work ASSIGN: 1. Trans-Proposal: Invest in Sichuan | 2. Partnership_Start-up

Session 6 Good and Bad Partners – Value Beyond Language TOPICS: Autonomy V. Automation, Alienation, Vendor, Practitioner IN-CLASS: Flesh out – Conceiving your own Partnership/Start-up ASSIGN: Trans_Hubei Business Plan

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Session 7 Media and Entertainment – Translators in Cultural Appropriation TOPICS: Authenticity, Pop Culture, Global V. Local Knowledge IN-CLASS: Presentation “Partnership Start-up” | Midterm Exam_HBO ASSIGN: Forum Posting – Journalism/Investigative translation

Session 8 Artisan Model for the Areal Expert – Interpreter in Community TOPICS: Translator as Artisan, Educating Corporate Client, Global V. Local IN-CLASS: Presentation II “Partnership Start-up” | Artisan Small- Business REVIEW: Midterm_HBO ASSIGN: Zhejiang Disclosure: Collaborative-Research/Editing Process

Session 9 Global Penetration – Translating Intellectual Property

TOPICS: Global flattening, cloud, shared server, bunkering IN-CLASS: Job Hunting_Jack be Nimble, Jack be Quick ASSIGN: Job Application to NETFLIX | Presentation

Session 10 Translator as Consultant/Expert I – Define your Scope TOPICS: If your work is cooking, what are the ingredients? IN-CLASS: Explore subject fields – narrow down to 3 jobs ASSIGN: Go-ChinaGaming – TIPP | PREVIEW: Final Project

Session 11 Translator as Consultant/Expert II – Playing the Game! TOPICS: LSP, Localization – Master their game: Voice of Empathy IN-CLASS: Presentation: Go-China Gaming ASSIGN: Subtitling_Keep Cool – TIPP

Session 12 Social Purpose I – Investigative Reporting, Exposé Translation TOPICS: Corporatization, CSR, Excess and Inequity IN-CLASS: How can translators save lives, take a stance? ASSIGN: Voices on Pollution | Q&A_Final Project: The Translator’s Purpose Session 13 Social Purpose II – Translator as Advocate, Activist TOPICS: Social Justice and Linguistic Racism IN-CLASS: Debate – language owners and workers ASSIGN: Every issue is a language issue

Session 14 Beware: Professional Development & the Prosperity Gospel TOPICS: ATA, Commodification of Higher Ed., Credit Cards and the American dream Final Presentation: Critical Assessment of "Provider" or "Client"

Session 15 Review: Purpose and voice in 21st century translation Final projects

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Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf” DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNC 75200 Course Title Chinese to English Professional Translators Workshop Pre and/or Co None Requisites (specify which are pre- , co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No

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Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for ____ English Composition the Common Core, ____ Math and Quantitative Reasoning please use CUNY ____ Life and Physical Science Common Core ____ Scientific World Submission Forms ____ Creative Expression [see section VI below]. ____ U.S. Experience in its Diversity The form must be ____ World Cultures and Global Issues submitted along with ____ Individual and Society the proposal and syllabus.) Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description: A. Professional Translators Workshop serves as a preparatory overview in Chinese/English translation; the course provides a comprehensive skill-based induction into document translation as a multi-faceted and market-driven occupation, with emphasis on professional, that is, need-based, client-initiated, projects, as opposed to recreational or literary translation. Students will learn how to use key translation resources and implement appropriate strategies in translating and oral rendition/sight-translation between Chinese and English to serve real- world communicative purposes.

B. The students will be required to produce a minimum of 8 short translation projects (400-500 words each) and submit translations as final client-ready deliverables; students will complete a midterm and final exam and a final project as a simulated work presentation pitched to a direct client or a language service agency.

4. Rationale: (Justification) The translation field has been greatly impacted by advances in technology and changes in corporate practices in the globalized era. Thus, the successful translator/interpreting will need develop a breadth of knowledge and inter-linguistic mediation techniques to handle the full scope of language needs in the rapidly evolving marketplace; additionally to be competitive and sustainable, the translator must be well-versed in the business aspects of the profession.

The proposed course introduces students to current resources, MT tools, subject fields, and workflow models in professional translation. Delivered as a workshop for burgeoning translators this course provides rigorous hands on practice and knowledge grounding in some of today's fastest growing business sectors that call for Chinese/English translation/interpreting – including healthcare, e-commerce, education, etc. This foundational course should be an essential part of any degree program in translation and interpreting today.

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A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

The proposed course prepares students to work competently in Chinese and English translation particularly from Chinese to English in their diverse professional capacities as cultural and linguistic mediators –– in public relations, diplomacy, law enforcement, advertising, education, and so on. In keeping with the program objectives, the course provides the essential skill and knowledge preparation in the practical subject fields of translation, specifically in need-based and market-driven translation serving myriad industry sectors in New York and around the world.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 15 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with

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the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Subject liaison: Lisa N. Finder [email protected]

7. TRNC75200: Chinese to English Professional Translators Workshop Der-Lin Chao, Hunter College, CUNY [email protected]

Course Description This course serves as an introductory overview of professional translation for students working in Chinese and English particularly from Chinese to English. Structured as a workshop, the course provides a comprehensive skill-based induction into document translation as a multi-faceted and market-driven occupation. The course will familiarize students with the business of translation, the use of key resources and tools, as well as identifying real-world contexts of projects, building and managing terminology databases and determining criteria for self-assessment and evaluation. Working in draft, revision, and peer-editing mode students learn to estimate time frames for projects, set fees competitively, and pace themselves as they work.

Course Learning Outcomes The course aims to familiarize students with the in-demand subject fields and current work processes involved in professional translation. Through hands on practice, readings, and in-class discussion, students will develop the necessary skills and real-world knowledge to work as effective and sustainable translators and linguistic/cultural mediators in other capacities across diverse industry sectors.

At the end of the course, students will be able to: ● Produce professional quality translation of various in-demand text types from Chinese to English ● Deliver sight translation, script interpreting, and other modes of oral-written rendition between Chinese and English as part and parcel of professional practice ● Critically select and use key translation resources including dictionaries, online information, style guides, pre-existing translations, etc., apply knowledge of translation technologies such as MT software, CAT tools, and translation memory databases to effectively bid for and secure projects ● Manage the life cycle of a translation project to control worktime, make sound estimates, keep accounts and optimize earnings ● Maintain glossaries and other project filing systems to facilitate for day-to-day work.

Methods of Evaluation Students will be assessed on an ongoing (formative) as well as summative basis with all components tallying to a maximum of 100 points. Formative assessments include short in-

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class exercises, sight translation, impromptu discussion/response and shared-doc, group chat, or online forum (where applicable). Such assessments will be provided in the form of verbal feedback or written response (in the case of forum); based on these ongoing exercises, a numerical score out of 15 points will be allocated to Professional Comport. Summative assessments include the student’s written assignments (an aggregate of the best 5 pieces), mid and final term exams, and a final presentation (where applicable). The final grade for the course is distributed as follows: • 50% - Written Work per average of five (5) best pieces of translation, translation analysis and other academic essays where applicable. Translation is assessed according to pre-set rubrics with normally 40-50% of the project grade allocated to semantic transfer. Other academic writing will be assessed for the student demonstrated rigor in research and strength of argument (according to a specific rubric in each case).

• 15% - Midterm Exam. This one-sitting exam is assessed for the student's creative response and quick handling and presentation of a translation project. (An ‘A’ is a convincing pitch with a competent, readable, though not perfect, translation.)

• 20% - Final Term Project/Final Exam – A Final Project presentation is assessed for the quality of research and substance presented in a compelling fashion; a Final Exam is assessed for recall of the subject matter and theoretical perspectives discussed, and application of skills learned through the course.

• 15% - Student’s Professional Comport. Points are awarded for the student's consistently substantive contribution to discussion, timely submission of work, punctuality and accountability to the class, sharing of resources and source materials.

Required Texts

● Ye, Z. and L. Shi. 2009. Introduction to Chinese-English Translation. Hypocrene Books: NY ● Pallatt, V., E.T. Liu and Y.Y. Chen. 2014. Translating Chinese Culture. Routledge: New York. ● Pattatt, V. & Liu E.T. 2010.Thinking Chinese Translation: A course in translation method Chinese to English. Routledge: New York.

Expectations & Requirements

The students are expected to complete all in-class and take-home assignments, conduct technical assessment, and participate in peer-editing. Throughout the course, students will share all source materials, databases, glossaries and other resources related to the topics under discussion.

To fulfill coursework requirements the student will: • Complete in a timely fashion all in-class and take home translation assignments • Complete one mid-term and one final term exam. • Make a final presentation of one piece of translation as a bid for a larger project. • Demonstrate overall professional comport as in: satisfactory attendance and in-class

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work performance; timely submission of written work; clear and effective oral presentation; contribution to discussion, which includes proactive posing of questions and comments during a peer-led discussion/presentation

Recommended Texts

● Bellos, David. Is That a Fish in Your Ear?: Translation and the Meaning of Everything. New York: Farrar, Straus, and Giroux, 2012. ● Colina, Sonia. Fundamentals of Translation. Cambridge: Cambridge University Press, 2015. ● Enrique Torrejón Celia Rico. Controlled Translation: A New Teaching Scenario Tailor-made for the Translation Industry. ● Drugan, Jo. Quality in Professional Translation. Bloomsbury Publishing PLC. 2013. ● Hatim, Basil & Ian Mason. The Translator as Communicator. London: Routledge, 1997. ● Munday, David. Introducing Translation Studies: Theories and Applications. London: Routledge, 2016. ● Mustapha Taibi and Uldis Ozolins. Community Translation. Bloomsbury Collection 2016. ● Pym, Anthony. 2011. What technology does to translating. In International Journal for Translation & Interpreting Vol 3, No 1. ● Unschuld, Paul. 1988. Approaches to Traditional Chinese Medical Literature: Proceedings of an International Symposium on Translation Methodologies and Terminologies. Springer: Netherlands.

Proposed Weekly Schedule

Week 1 Definitions and Responsibilities: "Professional" as a Noun and Adjective

Disc/Lec Why not "Professional Dentist"? Readings Shi & Ye 2009 (Ch 1) – Formal V. Functional Equivalence IC-Exercise Sight Translate "Toss a Coin" –'Literal' or 'Free'? Preview HW Translate and Justify: "Dealer Wins" Part II

Week 2 Judgment and Decision-Making in Translation

Disc/Lec What makes a "good" translation? SP-Disc "Dealer Wins" Part II – Justify form, function, intent. Readings Traders' perspective https://www.export.org.uk/news/386348/What- makes-a-good-translation.htm

Week 3 Professionalization & the Corporate Model

Disc/Lec The Corporate Client & the Corporatized Translator: Quality and Assessment IC-Activity Let's find faults! Exercise in peer evaluation (3 iterations.) Readings/Prese Shi & Ye 2009 (Ch 2) Compare using own sampling CE – Lexicon, nt Syntax, Discourse Drugan 2013 (Ch 2) Translation Quality: Importance and Definitions.

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Week 4 Practice, Credence, and the Language Service Provider

SP/Disc Quality Assessment and negotiating linguistic distance between C and E Tricks of the Trade: From Quote to Delivery IC-Activity Fast-Track Translation: Breaking News! Preview HW: Sneak-Peak: Test Translate Subtitling for Games

Week 5 The Official Voice: Translating for Public Affairs

LEC/Disc Official "Voice" and the Ethics of "Up" or "Down" Translation IC-Activity Sight Translate, Scripting and Revision: Performance Translation! Preview HW: Translate Keynote on the Stock Market

Week 6 ATA, United Nations, & other Promise Lands LEC/Disc Navigating Testing and Credentialing processes Introducing Schema and linguistic elements in text (Pellatt & Liu. 2010:Ch.2) IC-Mid Term Translate and provide translator's notes – UN Procedurals Readings/SP: Ye & Shi 2009. (Ch 6/7/8) Present with original illustrations

Week 7 Handling Documentary Evidence and Paralegal Translation SP Pellatt & Liu 2010 (Ch 2) Schema, Perspectives, and Translating Up or Down LEC/Disc Oral History: life of an asylum court translator Preview/HW: Proposal Bid: Package Language Services – US Immigration Applicant Dossier

Week 8 On Integrity and Professional Communication

LEC/Disc Translator's Voice in Formulaic, Faulty, or False documents Review I Proposal Bid – educating the client Review II Legalise in UN Procedurals: Background research (Test) https://languagecareers.un.org/dgacm/Langs.nsf/page.xsp?key=Recruitment- Translators Preview/HW: GHW-4: Translate Fun or Frightful Product

Week 9 Transcreation & Literary Translation Forever!

LEC/Disc Equivalence revisited: Art of commercial messaging IC-Activity Role-play Client Relations: Talk-the-talk- "I've a job for you." (own sampling) Readings Ye & Shi. 2009 (Ch. 12/13/14) on Metaphors, Idioms, Text Preview/HW GHW-5: Translate All, Pick five and provide alternatives (for advertising)

Week 10 Client-Ready Translation and Paradox of Invisibility

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LEC/Disc Is Translation a service or product? A learning experience? SP Ye & Shi. 2009 (Ch. 12/13/14) on Metaphors, Idioms, Text (own illustrations) IC-Activity Literal or Free Revisited – Exercise with Pellatic & Liu, 2010. Preview/HW GHW-6: Online publishing and collaborative translation “School's Open!"

Week 11 Medical Translation in the US

LEC/Disc Text in Context: Technical Constraints & Cultural Gap IC-Activity Role-play Outpatient clinic: Transcribe and Translate Colloquialism Preview/HW Sight/Gist Translation: We need it tomorrow – It's only a page

Week 12 Investigative Translation/Survey and Application of Tools

LEC/Disc Real world look at software: Explore open source and free trials IC-Activity Internet: Explore and Share CAT options, pros and cons Review Revision and Translating out load: 开学了 (use Google share doc) Readings/HW Read/Present: Translating 'technical' content for popular audience http://www.weather.com.cn/weather1d/101050101.shtml GHW: Summary translation: Food Safety in Taiwan https://www.taiwanartist.tw/09reported/hygiene/foods13.htm

Week 13 In-house Linguist: Case of Translating for Dept of Health

LEC/Disc What is translation worth? How to charge, bill, and get paid? Review Liability and Accountability in Translation: It's only a page SP/Disc Role of Translator in Food Safety. And what about Pouching?

Week 14 From Professional to Practice and Play!

Projects come to an End, Craft is Forever Reflection on Sustainability, Final Thoughts

Week 15 Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter

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College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for New Course

Prefix & Five Digit TRNC 75600 Course Title Translation in Commercial Affairs (CHINESE-ENGLISH) Pre and/or Co T Requisites (specify which are pre- , co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for ____ English Composition the Common Core, ____ Math and Quantitative Reasoning please use CUNY ____ Life and Physical Science Common Core ____ Scientific World Submission Forms ____ Creative Expression [see section VI below]. ____ U.S. Experience in its Diversity The form must be ____ World Cultures and Global Issues submitted along with ____ Individual and Society the proposal and syllabus.) Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description: A. This course concerns the practice of Chinese to English translation within the broad scope of commercial affairs as they pertain to fundamental industry sectors such as real estate, tourism and hospitality, banking, retail manufacturing, catering, etc. Students will practice translation on behalf of a range of corporate clients and public oversight bodies such as the consumer protection bureau, the stock exchange commission, the housing or transportation authorities, health and hygiene departments, and other agencies. While translating trade-specific and highly contextualized matters (catering to particular consumer demographics), students will be trained in functional, dynamic approaches in translation.

B. Students will produce three analyses (800-1000 words in essay form) addressing the approaches and text types involved in the translation of specific commercial matters and complete a minimum of 8 short translation projects (500-700 words each); as a final project, students will make a high-level pitch to a real-world employer addressing industry-specific needs to

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demonstrate the skill and knowledge portfolio of a commercial translator. This project will be an 8-10 minute oral presentation accompanied by a PowerPoint slideshow of 15-20 slides.

4. Rationale: (Justification) Commercial translation lies at the heart of all translation, which is today fundamentally driven by varied and ever-changing demands of communication in the global marketplace. This course addresses both formal and functional strategies in the rendering of a wide range of documents/situations that call for translation from Chinese to English; in exploring affairs of the commercial domain students are grounded in the sorts of dynamic nimbleness and generalist outlook that are critical to the long-term success of all translators today.

Translation in Commercial Affairs proceeds from the notion of “commercial” in the broadest sense, concerning all affairs of buying and selling and the exchange of goods and services in the marketplace. Accordingly, students are required to survey a range of document types and analyze the real-world contexts of translation, and thereby develop a personal "filing cabinet" of resources (terminology databases, text styles, parallel documents) that will serve them in years to come.

A. Nature of the proposed course:

1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

The proposed course represents a major subject domain in the field of professional translation preparing students to tackle all manner of translation in business and commercial affairs between Chinese and English. In keeping with the program objectives, the course provides a broad knowledge grounding as students are exposed to a spectrum of need-based and market- driven translation projects serving myriad industry sectors in New York and around the world.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 15 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program Classical & Oriental Studies, Russian Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Subject liaison: Lisa N. Finder [email protected]

7. TRNC: Chinese to English Translation in Commercial Affairs Derlin Chao, Hunter College, CUNY [email protected]

Course Description This course prepares students for the practice of Chinese to English translation within the broad scope of commercial affairs as they pertain to fundamental industry sectors such as real estate, tourism and hospitality, banking, retail manufacturing, food catering, etc. Students will practice translation on behalf of a range of corporate clients and public oversight bodies such as the consumer protection bureau, the stock exchange commission, the housing or transportation authorities, the department of health and hygiene, and other agencies. The course will provide hands on practice and students will be called upon to survey various industries, identify and analyze text types and build terminology databanks based on real-world projects. While translating trade- specific and highly contextualized matters (catering to particular consumer demographics), students will be trained in functional, dynamic approaches in translation.

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Learning Outcomes The course aims to provide students with a firm grounding in a broad generalist perspective on the translation of commercial affairs from Chinese to English. Through hands on practice, readings, and in-class discussion, students will develop the necessary skills and real-world knowledge to work as effective and sustainable translators in a wide range of business (retail, manufacturing, and service) sectors that call for linguistic/cultural mediation from Chinese to English.

At the end of the course, students will be able to: ● Accurately and effectively translate authentic source (Chinese) documents into English ● Explore pertinent terminology databases & create their own glossary systems ● Develop an articulate knowledge of the linguistic (stylistic) features that characterize commercial – business, financial, and marketing materials – as opposed to other styles of written text in English ● Apply research skills and real-world business knowledge and the linguistic acumen necessary to meaningfully assess the quality of alternative and comparable versions of translation.

Method of Evaluation This course is assessed on an ongoing (formative) as well as summative basis with all components tallying to a maximum of 100 points per student.

Formative assessments include short in-class exercises, sight translation, impromptu discussion/response and shared-doc, group chat, or online forum (where applicable). Such assessments will be provided in the form of verbal feedback or written response (in the case of forum); based on these ongoing exercises, a numerical score out of 15 points will be allocated to Professional Comport.

Summative assessments include the student’s written assignments (an aggregate of the best 5 pieces), mid and final term exams, and a final presentation (where applicable).

The final grade for the course is distributed as follows:

• 50% - Written Work per average of five (5) best pieces of translation, translation analysis and other academic essays where applicable. Translation is assessed according to pre-set rubrics with normally 40-50% of the project grade allocated to semantic transfer. Other academic writing will be assessed for the student demonstrated rigor in research and strength of argument (according to a specific rubric in each case).

• 15% - Midterm Exam. This one-sitting exam is assessed for the student's creative response and quick handling and presentation of a translation project. (An ‘A’ is a convincing pitch with a competent, readable, though not perfect, translation.)

• 20% - Final Term Project/Final Exam – A Final Project presentation is assessed for the quality of research and substance presented in a compelling fashion; a Final Exam is assessed for recall of subject matter, theoretical perspectives discussed, and application of skills learned through the course.

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• 15% - Student’s Professional Comport. Points are awarded for the student's consistently substantive contribution to discussion, timely submission of work, punctuality and accountability to the class, sharing of resources and source materials.

Required Readings There will be no required readings in this course. All relevant material will be provided by the instructor.

Recommended Readings ● Olohan, M. 2010. Commercial Translation. In Gambier Y. & Doorslaer Luc v. (2010) Handbook of Translation Studies. ● Pallatt, V., E.T. Liu and Y.Y. Chen. 2014. Translating Chinese Culture. Routledge: New York. ● Pattatt, V. & Liu E.T. 2010.Thinking Chinese Translation: A course in translation method Chinese to English. Routledge: New York. ● Schåffer, D. 2018. Translation History, Knowledge, and Nation Building in China. In the Routledge Handbook of Translation and Culture. 2018

Expectations & Requirements

The student as "apprentice translator" is expected to complete all in-class and take-home assignments treating the instructor's specifications as client requirements; the student will at times take on the role of project manager and lead a technical assessment of a translation or demonstrate a peer-edit exercise, and at times the role of the ‘client’, articulating the real-world interest position (needs) of the audience or the communicative situation at hand. Throughout the course, students will share all source materials, databases, glossaries and other resources related to the topics under discussion.

To fulfill coursework requirements the student will: • Complete in a timely fashion all in-class and take-home translation assignments • Complete one mid-term and one final term exam. • Make a final presentation of one piece of translation as a bid for a larger project. • Demonstrate overall professional comport, as in: satisfactory attendance and in-class work performance; timely submission of written work; clear and effective oral presentation; contribution to discussion, which includes proactive posing of questions and comments during a peer-led discussion/presentation

Proposed Weekly Schedule Week 1 What is Commercial? Definition, Scope, and Expectations

Disc/Lec Contextualizing subject domains in market place: Commercial, Financial, Legal Readings C-Trnas.Olohan in Handbook-Vol 1 IC-Exercise In-class Exercise –Document Scoping Preview HW Wallets for 20 Bucks – Formal V. Functional Equivalence

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Week 2 Nature of Retail – Products & Warranty

Disc/Lec Consumer Rights and Responsibilities SP-Disc Documents derived from "Buyer's Remorse": When things go wrong. View Video Consumer Rights: http://nyu.kanopystreaming.com/video/know-your- consumer-rights-and-responsibilities Preview-HW ABC Hotel/ "I agree" to complete your purchase. Authentication/SSL, etc.

Week 3 Consumer Type & Behavior/ Consumer Rights

SP-Disc Translating "I agree" provisinos. Source V. Target Orientation. Review Application of Formal V. Functional Equivalence in "Wallets going at 20" Activity- Explore Products Specification. Translate: Rice Cooker. Preview

Week 4 Soft Sell, Big Purchase: From Titles and Registrations to Leases

SP/Disc Case Studies: Loyalty Lost and Found; IC-Activity Survey of performative documents – binding, dissolution, renewal Preview HW: In the voice of "friendly reminder": Club Rules

Week 5 Dynamic Translation: Vendor's Perspective

LEC/Disc Under/Over Translation; Transcreation and "Copywriting" SP/Disc Presentation of commercial billboards – Interpretive Translation – TIPP model Preview HW: E-coffee: Interpretive, multi-modality from 1-flyer to 4 carousel panels

Week 6 Consumer Banking, Corporate America, and TL Legacy LEC/Disc How money works: Bank Products and Services Review E-coffee: Introducing schema and linguistic elements in text (Pellatt & Liu. 2010:Ch.2) IC-Activity In-class sight translation and revision: Lesson in Back Translation Preview HW: Translator takes charge: Tone & Attitude in Commercial Translation

Week 7 Documents used in Lending & Investment SP Survey: Overview of Investment Culture and Two Types of Loans IC-MidTerm Mid-Term: Tone & Attitude – justifying loose or tight strategies in translation. Preview/HW: Transcreate Banker's Instructions

Week 8 A Dose of the Financial Market – Translation Resources

IC-SP Sharing Financial Resources – Where to look for what LEC/Disc Financial management, financial news – www.ftChinese.com IC-Activity Backtranslation – Wang Zhou's list; https://glosbe.com/zh/en/投資報酬率

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Preview/HW: Select-translate 350 characters from ftChinese.com: Discuss backtranslation resources

Week 9 Concerning Global Real Estate!

LEC/Disc Comparing Forest Hills with Dalian Jinzhou – Cultural Considerations IC-Activity Team Translate 8a_Buying Basics View Video Translator's role? https://search.alexanderstreet.com/view/playlist/527089

Week 10 Home Buyers' Perspective, Renter's Plight LEC/Disc Commercial translation in global context: transmigration, displacement Review Local context and pragmatics in Open House: Goldwater Preview/HW Housing in New York City: the flip role of translation – translator for social justice?

Week 11 Arts, Entertainment, Stereotypy and Exploitation Survey opportunities: What is in it for translators – China/Taiwan v. SP/Disc N.America IC-Activity Radically opposed messaging: Foreignizing or Localizing? Try it with Kungfu Preview/HW Translating: Body Trade and Orientalism

Week 12 Tourism, Hospitality, China's Soft Power Messaging

LEC/Disc Is Translation always a good thing? ● Culture Propaganda versus Appropriation ● Transcultural writing in http://www.theworldofchinese.com IC-Activity- Objectified translation: Beijing Comrades; Non-translation: Crazy Rich Asians HW http://www.shuku.net/novels/beijing/beijing.html Review Do you censor yourself? Body Trade and Orientalism

Week 13 Commercial Translation and Transcultural Reproduction

LEC/Disc On ownership and residence: Dislocation and Rehosting SP/Disc Beijing Comrades – Considering "pure" translation in the age of commerce Preview-HW What's the Secret in Hainan? Grace Young's monolingual food translation

Week 14 Ultimate Treachery: Translator's Voice of Authority

LEC/Disc On Food, TCM, and other "Exotics" Review What's the Secret in Hainan? Final Exam Translate on the Fly: Linguist as cultural consultant

Week 15 Final projects/Final Exam

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Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNC 76100 Course Title Chinese-English Fundamentals of Sight Translation & Consecutive Interpreting Pre and/or Co TRN 751: Translation Theory Requisites TRNC: 75200 Professional Translation Workshop (specify which are pre- , co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for ____ English Composition the Common Core, ____ Math and Quantitative Reasoning please use CUNY ____ Life and Physical Science Common Core ____ Scientific World Submission Forms ____ Creative Expression [see section VI below]. ____ U.S. Experience in its Diversity The form must be ____ World Cultures and Global Issues submitted along with ____ Individual and Society the proposal and syllabus.) Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description:

A. This course provides a broad introduction to Chinese-English interpreting in a variety or public, community, and business settings, with emphasis on sight translation (oral rendition of written texts) as a fundamental part of the process. Students will engage in role-play exercises (simulating real-world interactions) and hone specific skill sets and strategies cumulatively, at increasing levels of complexity. Students will practice and reflect on consecutive interpreting as a multi-faceted process broken into performance-based components including note-taking, listening, voice production, the use of verbal and non-verbal cues, memory training, and paralinguistic applications. The course will survey the role of interpreters in healthcare, public education, criminal justice, and the court system.

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B. Students will practice weekly interpreting using online or improvised role-play materials. Through the course students will produce a minimum of six peer/self-assessments (recordings of in-class interpreting exercises) based on role-played scenarios; as a final project, students will make a high-level role-played demonstration of formal consecutive interpreting and a self- critique of the work done.

4. Rationale: (Justification)

Professional verbal interpreting has become an indispensable counterpart of text translation services in today's globalized economy. In the recent decade or so, the US has seen increasing and often pressing demand for well-qualified and reliable oral translators or Interpreters, particularly in the languages of our major immigrant communities such as Spanish, Chinese, and Russian. For students working in Chinese and English, this course serves as the primer in professional interpreter preparation.

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

The proposed course provides the essential introduction to the work of professional interpreting that represents an important in-demand component of preparation in the translation field today, particularly for students specializing in Chinese and English. As a skill-based regime addressing sight translation and consecutive interpreting in a range of real-world settings, the course (replicable in other languages paired with English) may serve as a foundational requirement or an elective in the MA curriculum in Translation and Interpreting.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 15 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting Program Classical & Oriental Studies, Russian Translation and Interpreting Program

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of an MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Subject liaison: Lisa N. Finder [email protected]

7. TRNC 76100: Fundamentals of Chinese-English Sight Translation & Interpreting Derlin Chao, Hunter College, CUNY [email protected]

Course Description

This course provides a broad introduction to Chinese-English interpreting in a variety or public, community, and business settings, with emphasis on sight translation (oral rendition of written texts) as a fundamental part of the process. The course will engage students in role play exercises (simulating real world interactions) and hone specific skill sets and strategies at increasing levels of complexity. Students will practice and reflect on interpreting as a multi-faceting process divided into performance-based components including note-taking, listening, voice production, verbal and non-verbal cues, memory training, and paralinguistic applications. The course will survey the role of interpreters in the US context addressing key settings in tourism, healthcare, public education, criminal justice, and the court system. Referring to established theoretical studies in inter-lingual oral communication, students will analyze the client/user dynamic of interpreting services acquire an articulate command of the mechanics of interpreting, make self/peer assessment, and develop performance criteria for their own effective delivery and sustainable growth in the field.

Course Learning Outcomes

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The course aims to equip students with the essential skill sets involved in the practice of sight translation and consecutive interpreting serving a range of public, community, and business settings.

At the end of the course, students will be able to:

● Demonstrate analytical understanding of the challenges and dynamics of spontaneous oral communications between the linguistic-cultural systems of Chinese and English ● Interpret in the consecutive mode between Chinese and English with emphasis on spontaneous utterances from Chinese in English, and sight translation from English into Chinese ● Apply specific performance criteria process strategies including the use of non-verbal cues, block listening, note-taking, and technological resources to deliver accuracy and complete verbatim interpreting in sight translation or interpreting in the consecutive mode ● Manage the 'life-cycle' of an interpreting assignment from research to on-site preparation, teamwork and post-assignment business ● Make informed decisions on global approaches to interpreting based on a professional understanding of user/client needs in the various in-demand settings, such as healthcare, business, the court system, and social services.

Evaluation Methods

Students are evaluated on an ongoing (formative) as well as summative basis with all components tallying to a maximum of 100 points.

Formative performance includes in-class role-played interpreting, sight translation (oral rendition), and recorded prompt-response exercises; and the overall professional comport of the student. Summative performance includes one midterm reflection paper and one final exam based on in-person delivery (unscripted and scripted).

The final grade for the course is distributed as follows:

● 40% - Evaluation of role-play and other forms of in-class Interpreting and translation activities based on semantic accuracy, speed, clarity, tonal inflection, appropriate register, and handling of situational exigencies.

● 25% - Mid-Term Response/Reflection: This one-sitting exam requires that student listens to an interpreting performance and produce a analytic evaluation/reflection based on professional criteria.

● 20% - Final Project: The final project will be a 12-minute role-played demonstration of formal consecutive interpreting and a self-critique of the work done. Evaluation is based on the key professional indices covered in the course: precision, speed, modulation, control, and articulation in self-assessment.

● 15% - Student’s Professional Comport. "Comport" refers to the student's engagement with the course as a whole – the student's consistent substantive contribution to discussion, timely submission of work, punctuality and accountability to the class.

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Required Readings

● Llewellyn-Jones, Peter & Robert G. Lee. 2014. Redefining the Role of Community Interpreter. UK: SLI Press ● Liu, Minhua 2008. 逐步口译与笔记. (Consecutive Interpreting and and Note-Taking) Taiwan: Shulin, ISBN 9-78957-445-2552* ● (Multiple papers) In Interpreting: International Journal of Research and Practice in Interpreting. Volume 17:2. 2015

Recommended Readings

● Zwischenberger, Cornelia & Behr, Martina (eds.). Interpreting Quality: A Look Around and Ahead. Berlin: Frank & Timme, 2015. ISBN 3732901912

● Seleskovitch, Danica. Interpreting for International Conferences: Problems of Language and Communication. Pen & Booth, 1994. ISBN 0960568638

● Phelan, Mary. The Interpreter’s Resources. Multilingual Matter, 2001. ISBN 1853595152

Expectations & Requirements

The students are expecting to complete all in-class and take-home assignments as simulated communicative events. The students will participate constructively in role-play exercises and peer feedback and assessment. Throughout the course, students will share all source materials, databases, glossaries and other resources related to the topics under discussion. In order to complete the course, the students will: • Perform all in-class role-play or sight-translations assignments including impromptu in class exercises • Complete a series of recordings in a timely fashion (a minimum of six) in-class/take home assignments • Complete one mid-term exam and one final term project. • Demonstrate overall professional comport as in: satisfactory attendance and in-class work performance; timely submission of written work; clear and effective oral presentation; contribution to discussion, which includes proactive posing of questions and comments during a peer-led discussion/presentation

Proposed Weekly Schedule

Week 1 Professional Interpreting: Definition, Scope, and Expectations Disc/Lec Listening and retelling – Verbatim v. Paraphrasing IC-Exercise In-class Exercise – Active Listening and Recall Preview HW 1. Learning from Actors | 2. Everyday Life Practice

Week 2 What is "Technical" in Everyday Communication?

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Disc/Lec Characteristics of Spontaneous Interaction: Small talk to Emergencies IC-Exercise Role-Play – Lost and Found Preview HW Document analysis – Identity affidavit

Week 3 Flow and Control in Consecutive Mode – Note-taking/Shadowing

Disc/Lec Characteristics of high level discourse : Mouthpiece speech IC-Exercise Sight Translation Practice – Affidavit Preview HW Record and share spontaneous crosstalk

Week 4 Throw out the Script! From Sight Translation to Paraphrasing & Shadowing

Disc/Lec Characteristics of Spontaneous Interaction: Moving with the Message IC-Exercise Role-Play – Lost and Found Preview HW Document analysis – Affidavits and Disclosures

Week 5 Module 1-Part I: Medical Interpreting

Disc/Lec Translating up or down in consecutive mode IC-Exercise Try it – Register and Admit the Patient – Sight Translate Medical Preview HW Disclosure (E>C) Reflect on "Register and Admit" using performance criteria

Week 6 Module 1-Part II: Medical Interpreting

Disc/Lec Performance criteria and Client's Expectations IC-Exercise Handling medical records (C>E): make shift, interruption, disclaimer Preview HW Analyze RP recording to present: Doctor-Patient Dialogue (E>C>E)

Week 7 Module 2-Part I: Law Enforcement/Paralegal Interpreting

Disc/Lec Recall: Dialogue in Emergency – Interpreter mental state/non-verbal and verbal dynamic IC-Exercise Role-Play: Enter, Search, and Arrest. Sight Translation of and around Mid Term Miranda Rights Exam Listen and respond using performance criteria Preview HW Criminal Justice Resources: Present one scenario, identify other documents of need

Week 8 Module 2-Part II: Legal Interpreting in Consecutive Mode

Disc/Lec More than verbal gymnastics! Scope of Work in Pre-Trial, Trial and Deposition IC-Exercise Role-Play: Asylum Hearing; Plea Bargain; Personal Injury EBT Preview HW Analyze RP recording to present: Assault "probable cause investigation" (E>C>E)

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Week 9 Module 2-Part III: Medical Records in Legal Setting Disc/Lec Interpreter's responsibility: Assignment life-cycle, prepping, and meta- interpreting IC-Exercise In-class Exercise – Handling medical records at trial (E>C>E) Preview HW Explore interpreting needs in social services – present life-cycle of assignment

Week 10 Module 3-Part I: Social Service/Community Interpreting

Disc/Lec Role of Interpreter: Paradox of "Neutrality" and "Empathy" IC-Exercise Role-Play – Interpreter as Escort/Counselor: Voice "off the record" Preview HW Explore: Farewell, Will, Vows, and other solemn texts

Week 11 Module 3-Part II: Social Service/Community Interpreting

Disc/Lec Interpreter in Performative Mode: Stagecraft IC-Exercise Role-Play – Public Hearing (NYCHA, Port Authority) Preview HW Listen and Critique: Balancing clarity, speech, completeness

Week 12 Module 3-Part III: Limelight Interpreting

Disc/Lec Handling high-profile assignments: Stagecraft IC-Exercise Role-Play – Interpreter as Emcee/Event Host (scripted E>C) (C>E) Preview HW Prepare to present RP: "Interpreter jump to the rescue"

Week 13 "Off-duty", Multi-modal Interpreting

Disc/Lec From Emergency to Sight Translation and Counseling IC-Exercise Try it – "The Incident at Spicy Town" Preview Finals Prepare to present: "Put it altogether" Reflection/Critique

Week 14 Overview: Performance Criteria and Client Expectations Disc/Lec Divergent Perspectives on Role, Responsibility, and Service Delivery Final Interpreting and Meta-Interpreting around "A High-Stake Encounter" Presentations

Week 15 Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement

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“In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 75100 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Comparative Russian-English Grammar in Context Pre and/or Co None Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. A brief description for the College Catalog. The course prepares students for successful graduate work in Russian<>English Translation and Interpreting by strengthening their knowledge of grammar, emphasizing the comparative grammatical, lexical, syntactic and semantic aspects of the two languages, as well as providing cultural context and vocabulary practice.

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B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. Considering the emphasis on linguistic proficiency, the course focuses on exercises targeting specific language skills: grammar and vocabulary drills, practice exercises from the textbook, occasional short responses (each not exceeding 500 words) as well as short translation exercises (each not exceeding 300 words).

4. Rationale: (Justification) A good translator/interpreter is required to possess multiple skills, including cultural awareness, close attention to detail, ability to work independently and in small groups of people, to name a few. None of these, however, surpass the need for strong proficiency in both source and target languages. This course is intended for students interested in pursuing a graduate career in Translation and Interpreting who meet all other admission requirements and come close to meeting the standards for language proficiency, placing just below the required 4th level. The course is offered the summer before the beginning of the first full semester of graduate work and provides the necessary training to bring their language proficiency to the level required to perform in the other language-specific courses within the program. The inclusion of this course allows the new program to retain strong and promising students while expanding the pool of applications and admitted students.

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) Considering the fact that students will come to the MA program in T&I from a variety of linguistic backgrounds, the course provides baseline instruction in linguistic proficiency to allow the students to successfully enroll in the courses within the program. It will provide cultural and linguistic context for cross-linguistic work. 2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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B. The following additional information must be supplied in the special instances noted: 1. When ENGL 12000 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment 12 students. The enrollment in the course will be dictated by the overall number of students admitted to the program; 12 students is the target enrollment once the program is fully operational. Considering the remedial nature of the course, it is essential to maintain a small classroom size.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [X ] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [X ] N/A

b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Library liaison: Lisa Finder [email protected]

7. TRNR 75100 Comparative Russian-English in Context

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description The course reinforces language skills for students who are interested in pursuing a MA in Russian Translation and Interpreting but have not met the required language proficiency level to begin the program. The course incorporates a close study of grammatical and syntactical forms in the two languages with practical usage. Most of the material studied and analyzed consists of original texts from literature, journalistic writing, medicine, business, and other relevant areas of language. Concepts of style and genre are discussed and literary elements are identified where appropriate. Since the course is designed to prepare students for work as translators, a lot of attention is given to the comparative structure, grammar, and stylistics of English and Russian, with special emphasis on adequate rendering of the original in the target language. Class work consists of reading, discussion, grammar drills, as well as translation of original texts between Russian and English.

Learning Outcomes

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The course aims to facilitate the improvement of Russian language skills in all areas of competency: speaking, reading, writing and aural comprehension, including an understanding of the structure and history of the Russian language. Upon the completion of the course students should be able to: • Discuss a broad range of topics from Russian current events to Russian literature and cultural history in Russian • Acquire the ability to produce Russian and English texts characterized by good organization, coherent development and appropriate grammar, syntax and diction • Apply their understanding of rules of Russian and English grammar to practice • Independently use materials and resources for expanding both general and specialized vocabulary.

Method of Evaluation A number of instruments will be used to measure the students’ mastery of the course material. These include oral and written quizzes, homework, tests, class participation/responses, and in-class writing exercises. Close attention is given to assessing the student's knowledge of vocabulary, forms, and syntax in context. These tools include comprehension questions, transformation exercises, substitution exercises, as well as translation into the target language. Classroom drills that involve the whole class together as well as those that involve one student at a time are utilized for practice and ongoing evaluation by both teacher and student. The grade will be calculated as follows: • Participation in in-class practicums and exercises, including language lab 30% • Homework (including exercises and short responses) 35% • Tests and quizzes 35% (25% for tests and 10% for quizzes)

Required Texts • Kagan, Olga, Anna Kudyma, and Frank Miller. RUSSIAN: From Intermediate to Advanced. Routledge: New York, 2015. • Coursepack on Blackboard (including video materials)

Free companion websites: • http://www.russian.usla.edu/AdvancedRussian • Reference grammar: www.gramota.ru • Russian encyclopedias • https://en.wikipedia.org/wiki/Russian_Wikipedia o Online Media Resources o www.bbc.news (in Russian) o www.gazeta.ru o www.ria.news o http://www.1tv.ru

Course Requirements Students are required to participate in class discussions, submit written homework for each class meeting, and attend a language lab (at least one hour per week). They are required to complete vocabulary quizzes and biweekly tests.

Proposed Course Schedule Week 1-1 Topic: Chapter 1: Oбразование и 21 век (Education in the 21st century). In class: Course introduction and description Reading: Иван Бунин, « В Париже» (Ivan Bunin, “In Paris”). Listening to the news online (translation). Grammar: Genitive case without Prepositions (review), p.17, ex. 1-36 (Textbook, henceforth TxB)

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HW: Text – “On Studying” pp.1-3 (TxB) Word formation: the verb «учить» with prefixes, p.13, exs.1-27-28 (TxB)

Week 1-2 Topic: Education in the 21st century, cont. In class: “Applying to College,” p. 7 (TxB). Reading and discussion. Vocabulary work, pp. 7-8 (TxB). Grammar: Time expressions (Genitive case, temporal prepositional) p.19-20 (TxB) HW: Exs. 1-13-17. ex.1-39 (TxB), handouts for translation.

Week 2-1 Topic: Education in the 21st century, cont. In class: Video presentation on education, discussion, pp. 28-29 (TxB). Grammar: temporal conjunctions p.21-22 (TxB), Listening to the news online (translation). HW: ex.1-40-42 (TxB). Prepare for a vocabulary quiz.

Week 2-2 Topic: Education in the 21st century, cont. In class: Reading “University” pp.15-16. Vocabulary work, p.10, ex.1-20 (TxB). Grammar: Verbal Tense and Aspect pp.23-25, ex .1-43 (TxB). HW: p.16 ex. 1-33-34 ex.1-22 (TxB). Vocabulary quiz

Week 3-1 Topic: Education in the 21st century, cont. In class: Grammar: Reported speech pp.24-25, Translation p.24 (TxB). Listening to the news online. Reading “University”, pp. 15-16 (TxB): discussion/translation. Challenges of being an exchange student in Russia. HW: A note to your Professor about the reason for your absence, pp.26-27 (TxB). Prepare an oral presentation on the history of a university in this country or in Russia.

Week 3-2 Topic: Education in the 21st century, cont. In class: Oral presentations on the history of a university. Chapter 1 Review. Introduction to Chapter 2: grammar, vocabulary. HW: Prepare for Test 1.

Week 4-1 Topic: Chapter 2: Работа и жизнь (Life and Work). In class: TEST ON CHAPTER 1 Иван Бунин, «Солнечный удар» (Ivan Bunin, “Sunstroke”): reading and vocabulary work. Discussion: Where do you work? Searching for a job, pp.36-37 (TxB). Grammar: Genitive case without prepositions p.51 (TxB). HW: ex.1-2-5 (TxB). Essay on “Sunstroke”.

Week 4-2 Topic: Работа и жизнь (Life and Work) cont. In class: Discussion: What interests you most? Crafting your CV for working in Russia, pp.40-44 (TxB). Grammar: Genitive case with prepositions p.51-52 (TxB). Reading: Article on Russian education from Argumenty i fakty Vocabulary work. HW: ex.2-36 (translation) (TxB). Prepare for vocabulary quiz.

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Week 5-1 Topic: Работа и жизнь (Life and Work) cont. In class: Discussion: Crises at work. Job insecurity, p.47 (TxB), ex. 2-27. Grammar: Conditional sentences, particle “бы”, p.57 (TxB). Reading: Article on Russian education from Argumenty i fakty, cont. Listening to the news online. HW exs.2-37 (translation), 2-38 (TxB). Vocabulary Quiz.

Week 5-2 Topic: Работа и жизнь (Life and Work) cont. In class: Discussion: Crises at work. Job insecurity, cont. pp.48-50, ex.2-28-30 (discussion) (TxB). Grammar: guidelines for using aspect in the infinitive p.54-55, ex.2-41-42, p.56 (TxB). Word formation--«работать» with prefixes, pp.45-46 (TxB). Reading: Article on unemployment from Kommersant. Review of Chapter 2. HW: Prepare for Test 2.

Week 6-1 Topic: Chapter 3: Свободное время и образ жизни (Hobbies and Daily Life). In class: TEST ON CHAPTER 2. Reading: Тэффи Н.А., “Банальная история” (Teffi, “A Trivial Story”) (Handout) Discussion: How do you spend your free time? pp. 69-70 (TxB). Grammar: Accusative case without prepositions, p.87 (TxB). HW: vocabulary work, grammar exercises (handouts).

Week 6-2 Topic: Свободное время и образ жизни (Hobbies and Daily Life), cont. In class: Reading: Тэффи Н.А., “Банальная история” (Teffi, “A Trivial Story”), cont. Grammar: Accusative case with prepositions. “Although” in Russian. Vocabulary work. HW: Essay about your vacation (questions on pp. 74-76 of TxB). P.88, ex.3-33; p.88-89, exs.3-34-36 (TxB). Prepare for a vocabulary quiz.

Week 7-1 Topic: Свободное время и образ жизни (Hobbies and Daily Life), cont. In class: Discussion: Art and Museums, pp.77-78 (TxB). Vocabulary work. Grammar: use of aspect in the Imperative pp.90-91 (TxB). Word formation p.79; diminutives, terms of endearment, and augmentative suffixes pp.79-80 (TxB). Listening to the news online (translation) Vocabulary Quiz. HW: ex.3-17-21 (TxB); prepare an oral presentation on a famous world museum based on your online research.

Week 7-2 Topic: Свободное время и образ жизни (Hobbies and Daily Life), cont. In class: Oral presentations on famous world museums. Discussion: New technology in Russian museums, pp.83-84 (TxB). Grammar: Word formation: the verb «читать» with prefixes, pp.81-82. Reading: Тэффи Н.А., “Банальная история” (Teffi, “A Trivial Story”), cont. Review of Chapter 3. HW: Prepare for Test 3.

Week 8-1 Topic: Chapter 4: Семья и семейные отношения (Family Relations).

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In class: TEST ON CHAPTER 3. Discussion: My Family, pp.104-105 (TxB), vocabulary work. Grammar: Accusative case without prepositions and with prepositions (в, за, на) pp.124-125, ехs. 4- 42-43 (TxB). Listening to the news online (translation). Reading: Тэффи Н.А., “Банальная история” (Teffi, “A Trivial Story”), cont. HW: handout on Russian verbs in context.

Week 8-2 Topic: Chapter 4: Семья и семейные отношения (Family Relations), cont. In class: Discussion: Family Problems, pp.107-109, ex.4-9-12 (TxB). Grammar: verbs of motion without prefixes, p.126-127 (TxB). Reading: Article on families in Russia from Izvestiia. HW: exs. 4-44-45; 4-9-12. Prepare for a vocabulary quiz.

Week 9-1 Topic: Chapter 4: Семья и семейные отношения (Family Relations), cont. In class: Discussion: History of the Russian Family pp.119-120. Article on families in Russia from Izvestiia, cont. Grammar: constructions of causality (with prepositions) pp.129-130, p.132, ex.4-47-48 (TxB). Listening to the news online (translation). Vocabulary Quiz HW: exs.4-35-36 (pp.119-120); p.132, exs.4-47-48 (TxB). Verbs of motion (handout).

Week 10-1 Topic: Chapter 4: Семья и семейные отношения (Family Relations). In class: Review of Chapter 4. Discussion: Russian and American Women p.138-140, ex.4-61-64 (TxB). Grammar: constructions of causality (cont.) pp.130-131, ex. 4-49 (translation) (TxB) Reading: Article on families in Russia from Izvestiia, cont. HW: Ex. 4-50 (TxB). Essay on Teffi’s story. Prepare for Test on Chapter 4.

Week 10-2 Topic: Chapter 5: Город и деревня (City and Village). In class: TEST ON CHAPTER 4. Discussion: My City, pp.146-147 (TxB). Reading: Solzhenitsyn, Matrenin dvor. Grammar: Dative case with and without prepositions, p.168, ex. 5-47-48 (TxB). Listening to the news online (translation) HW: pp. 146-147, exs.5-1-3 (TxB).

Week 11-1 Topic: Город и деревня (City and Village), cont. In class: Discussion: Provincial City vs. the Capital pp. 148-152 ex.5-11-15 (TxB). Grammar: Verbs of motion with prefixes (aspect formation) pp.169-171,172, ex.5-50 (TxB). Reading: Matrenin dvor, cont. HW: handouts on verbs of motion.

Week 11-2 Topic: Город и деревня (City and Village), cont In class: Discussion: City or Village? Vocabulary work, pp. 153-154 (TxB). Grammar: Verbs of motion with prefixes, p.172, ex.5-51 (TxB). Reading: Matrenin dvor cont. Listening to the news online (translation).Vocabulary Quiz. HW: handouts on verbs of motion.

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Week 12-1 Topic: Город и деревня (City and Village), cont. In class: Discussion: Urbanization (Why Move to the City?) pp.160 -163, exs. 5-34-36 (TxB). Grammar: Verbs of motion with prefixes, expressing purpose, pp.174-175 (TxB). Reading: Matrenin dvor, cont. HW: handouts on verbs of motion and expressions of purpose

Week 12-2 Topic: Город и деревня (City and Village), cont. In class: Discussion: Big Cities and their Problems, pp.182-183. Grammar: Verbs of motion with prefixes (cont.) translation, expressing purpose (conjunctions). Reading: Matrenin dvor. HW: pp.182-183, exs. 5-67-70; pp.175-176, exs. 5-59-60.

Week 13-1 Topic: Город и деревня (City and Village), cont. In class: Discussion: The City in Russian Literature (handouts) Grammar: Review of declension (handouts); Reading: Article on Russian demographics (handout. HW: Declension of nouns and adjectives (handout)

Week 13-2 Topic: Город и деревня (City and Village), cont. In class: Discussion: The City in Russian literature, cont. Reading: Crime and Punishment, cont. Grammar: Review of conjugation (handouts) HW: Essay on Matrenin dvor and the portrayal of the village. Verb conjugation (handouts). Prepare for Test on Chapter 5.

Week 14-1 Topic: Politics Today. In class: TEST ON CHAPTER 5. Discussion: Elections in Russia and the US. Reading: articles on political events (handouts). Grammar: Review of Verbs of Motion (handout) HW: Prepare for oral presentations on Politics Today.

Week 14-2 Topic: Politics Today In class: Oral presentations. Review for the final test.

Week 15 Oral presentations, cont. FINAL TEST.

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter

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College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

e. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). f. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 75200 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Advanced Comparative Russian-English Grammar and Stylistics for Translators Pre and/or Co None Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course offers an advanced comparative study of grammatical, syntactical and stylistic forms of English and Russian, along with emphasis on stylistics and usage. The course focuses on lexical, grammatical and cultural equivalence, builds vocabulary and prepares students for work in professional translation by introducing basic concepts in translation. The course also provides a cultural foundation for language learning and familiarizes the students with different

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registers of speech through exercises based on published periodicals, electronic resources and scientific essays, among others. B. The students will complete oral and written quizzes, homework, tests, and in-class writing exercises 4. Rationale: (Justification) Admission to the MATI program is contingent upon native or near-native proficiency in English and Russian. While language instruction is not intended to be part of the program, the comparative grammar course serves to establish a baseline of knowledge for all incoming students and to prepare them for rigorous forms of textual, syntactic, and lexical analysis they will be expected to perform in the translation seminars. Moving beyond mere fluency in a language, the course will also provide the students with critical terminology to facilitate further work within the program.

A. Nature of the proposed course: 3. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) The aim of the proposed MA program is to prepare students for professional work as translators and interpreters, which presupposes a firm grasp of the comparative aspects of Russian and English, along with professional fluency. The course addresses issues of syntax, grammar and stylistics in context and prepares students for translation of more complex materials in the translation seminars. It also trains students to work independently with language resources and to strengthen their knowledge of professional terminology. For the Learning Goals and Outcomes of the proposed program, please see p. 11 of the proposal, “Program Learning Outcomes.”

a. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. g. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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5. Projected Enrollment 12 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X] YES – If yes, list department/program: Chinese, Romance Languages, Spanish Translation and Interpreting

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A Since the course is being proposed as part of a MA in Translation and Interpreting with Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks. b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [ ] NO [X ] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A Library liaison Lisa N. Finder [email protected]

7. TRNSR 75200 Advanced Comparative Russian-English Grammar in Context

Margarit T. Ordukhanyan [email protected] Hunter College, CUNY

Course Description Advanced Russian Grammar prepares students for the rigorous translation work required for the completion of the MA program requirements. The course incorporates a close study of grammatical and syntactical forms with practical usage. Most of the material studied and analyzed consists of original texts from literature, journalistic writing, medicine, business, science, and other professional fields. Concepts of style are discussed and literary elements are identified where appropriate. Since the course is designed to prepare students for work as translators, a lot of attention is given to the comparative structure, grammar, and stylistics of English and Russian, with special emphasis on adequate rendering of the original in the target language. Class work consists of reading, discussion, grammar drills, as well as translation of original texts between Russian and English.

Learning Outcomes The course aims to facilitate the improvement of Russian language skills in all areas of competency: speaking, reading, writing and aural comprehension, including an understanding of the structure and history of the Russian language. Upon the completion of the course students will be able to:

• Listen to, understand and discuss a broad range of topics from Russian current events to Russian literature and cultural history • Participate in courses taught exclusively in Russian • Assess their own levels of ability in all four aspects of Russian (speaking, reading, writing, understanding speech)

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• Identify sources for acquiring materials for language use.

Method of Evaluation A number of instruments will be used in assessing the students’ mastery of the material in the course. These include quizzes (both written and oral), homework, tests, class participation/response, and in- class writing exercises. Tests and quizzes include both prepared and sight material. Grammar, syntax, vocabulary knowledge and linguistic analysis are assessed through identifications, substitutions, completions, and composition. Close attention is given to assessing the student's knowledge of vocabulary, grammatical forms, and syntax in context. These tools include comprehension questions, transformation exercises, substitution exercises, as well as translation into the target language. Tests include material that the student has not seen before (such as sight-reading passages or sentences) to assess the student’s ability to apply knowledge to new contexts. They also include previously studied and memorized forms and vocabulary in context. Classroom drills that involve the whole class together as well as those that involve one student at a time are utilized for practice and ongoing assessment by both teacher and student. The grade will be calculated as follows: • participation in in-class exercises and activities, lab participation—20% • quizzes and homework—30% • midterm exam—20% • final exam—30%

Required Texts • Kagan, Olga, Anna S. Kudyma and Frank J. Miller. RUSSIAN: From Intermediate to Advanced. London: Routledge, 2015. • Grammar handouts provided by the instructor and/or posted on Blackboard. • Video materials provided by the instructor. Free companion websites: • http://www.russian.usla.edu/AdvancedRussian • Reference grammar: • www.gramota.ru • Russian encyclopedias • https://en.wikipedia.org/wiki/Russian_Wikipedia • Online Media Resources • www.bbc.news (in Russian) • www.gazeta.ru • www.ria.news • http://www.1tv.ru Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Recommended Text Cruise, Edwina. English Grammar for Students of Russian. Second edition. Ann Arbor: Olivia and Hill Press, 1993. Proposed weekly schedule

Week 1-1 Topic: Chapter 6: Молодежь и общество (Youth and society). In class: Course introduction and description

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TxB, pp.193-196 (new vocabulary). Reading: В.Набоков «Красавица» (V. Nabokov “A Beauty”). Listening to the news online (translation). Grammar: Dative case without prepositions (verbs), p.215, ex.6-48 (Textbook, henceforth TxB) HW: Text p.193–194, p.195 ex.6–7(essay), p.215, ex/6-48 (translate), additional material (Dat. case) (TxB)

Week 1-2 Topic: Молодежь Москвы, молодежные субкультуры (Moscow youth, youth culture). In class: text pp.196-197 (TxB). Reading and discussion. Vocabulary work, pp. 196, 198 (TxB). Video: p.200, ex.6-15 (translation) (TxB) Grammar: Dative case with prepositions (k, по), translation, p.215 ex.6-49 (TxB) HW: p.198–199 (text), p. 215, ex-6-50 (TxB), handouts for translation, Nabokov (read, prepare to discuss).

Week 2-1 Topic: Проблемы молодежи (The Challenges young people face). In class: text, pp. 204 –205. Reading and discussion, ex. 6-26-28 (TxB). Read also the article on youth culture at: http://xreferat.com/47/3849-1-molodezhnaya-kul-tura.html Grammar: Formation of adjectives. Prefixation, pp. 202-203, ex.6-22 (TxB), The verb сказать with prefixes, p.204–105, p.203, 6–23 (translation) Listening to the news online (translation). HW: p.204, ex.6-24 (TxB). Prepare for a vocabulary quiz.

Week 2-2 Topic: The Challenges (cont.). In class: pp.206–209, vocabulary work (TxB). Grammar: Figurative and idiomatic use verbs of motion p.217, ex.6-51-52 (TxB) Reading and discussion: Nabokov and the article on youth culture Vocabulary quiz HW: p.218, ex. 6-52(TxB).

Week 3-1 Topic: Как вернуть себе жизнь. Молодежь и наркотики. (Getting your life back. Youth and addiction). In class: pp.210-214, new vocabulary (TxB). Grammar: Reflexive verbs p.218 only (TxB) Listening to the news online (translation) Reading: Article on the addiction epidemic among youth from »Здоровье» (handout). HW: p.220, ex.6-53, handouts for translation.

Week 3-2 Topic: Цель жизни. (Life’s Goals). In class: p.223, pp.226-227 Grammar: Reflexive verbs (cont.), p.219, p.220.exs.6-55-56 Reading: Discussion of the addiction article HW: p.220, ex.6-54, essay “Fathers and Sons” (for oral presentation in class).

Week 4-1 Topic: Здоровый образ жизни. (Your health. Healthy lifestyle). In class: p.234–235 (TxB). Grammar: The prepositional case (в, на, о), verbs with prepositional case p.252–253. ех.7-40-42 (TxB)

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Listening to the news online (translation) Oral presentations. HW: p.234–235 (read), p.235. 7-4, p.236, ex.7-5 .

Week 4-2 Topic: Плохие привычки (Bad habits). In class: p. 236 (new vocabulary), pp.237–239 (TxB). Video: p.236, answer questions. (TxB). Grammar: Participles, pp.254-255, handouts. Reading: pp.262-263, ex.7-58 (TxB). Vocabulary work. HW: participles (handout), p.263, ex.7-61 (translation). Prepare for vocabulary quiz.

Week 5-1 Topic: Здоровье. Health (Visit to the doctor) In class: pp.240–241, new vocab.), exs.7-16-18 (TxB), Video: p.250. ex. 7-35 Grammar: Formation of adverbs p.242-243, ex.7-22, participles (TxB). Listening to the news online (translation) Vocabulary Quiz. HW p.255, participles (handout), p.244, ex.7-23-24 (TxB).

Week 5-2 Topic: Health (cont.) In class: new vocabulary, (translation) p.241, ex.7-19 (TxB). Grammar: participles cont. (handout), translations (TxB). The verb писать with prefixes, pp.245–246 (TxB). HW p.245, ex.7-26, p.246 ex.7-28, participles (handout)

Week 6-1 Topic: Болезнь (Ilness). In class: pp.248 -249, new vocabulary. Video on health: p.250. ex.7-35, discussion.(TxB). Reading: Article on safe sex Grammar: Participles, translations (cont.). Expressing generalization, pp.256-257 (TxB). HW: vocabulary work, grammar exercises (handouts), p.257, ex.7-48 (TxB).

Week 6-2 Topic: Скорая помощь (Ambulance). In class: p.258–260, ex.7–51 (listening and conversation). Grammar: Participles (cont.), pp.266-267, rules of punctuation p.415-417, ex.7-69 (TxB). Vocabulary work. Discussion of the article. HW: p.265-266 (read), new vocabulary (please, memorize), ex.7-65, 66 (essay) (TxB). Prepare for a vocabulary quiz.

Week 7-1 Topic: Население и политика (Demographics and politics). In class: Discussion: pp.273-274, (TxB). Vocabulary work. Grammar: The instrumental case without prepositions p.291, with the preposition перед, p. 292, verbs and instrumental case, p.292, ex. 8-38,39.(TxB). Reading: Article on demographics (handout). Listening to the news online (translation) Vocabulary Quiz. HW: 274 (read), new vocabulary, p.292, ex.8-38 (TxB)

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Week 7-2 Topic: Социальные проблемы (Social problems) In class: пp.275-278, (TxB) Video and discussion: p.278, ex.8-10, 8-11TxB). Grammar: Passive constructions p.292-294. Ex.8-40 HW: pp.279-280, 8-13-16, pp.292-3 read, ex.8-40 (in writing). PREPARE FOR TEST 1 (MIDTERM)

Week 8-1 MIDTERM Week 8-2 Topic: Власть и выборы (State power and elections). In class: p.280-282, p. 281 (new vocabulary) (TxB) Grammar: Passive constructions (cont.), negative adverbs pp.282–283, ex.8-23-24 (TxB). Listening to the news online (translation). Reading: article on elections from «Политика и общество» (handout) HW: handout on Russian verbs in context.

Week 9-1 Topic: Политическая структура России (Political structure of Russia) In class: Discussion: p.285-286 (TxB). Reading and discussion of the article. Grammar: Passive constructions (cont.) additional material (TxB). Reading and discussion: Article on elections, cont. HW: p.287, ex.8-31, 8-32 Prepare for a vocabulary quiz.

Week 9-2 Topic: Political structure of Russia, cont. In class: p.287-290, 8-37 (video) Grammar: Passive constructions (cont.) additional material (translation). The verb говорить with the prefixes p.284 (TxB). Listening to the news online (translation). Vocabulary Quiz HW: prepare for oral presentations on the political structure of Russia, p. 289 (TxB). Passive constructions (handout, translation)

Week 10-1 Topic: Dоходы населения в России (Incomes in Russia). In class: p.310–312, Discussion (TxB). Grammar: The instrumental case with prepositions (с, перед, над, за) p.331–332, ex.9-47-48 (TxB) Reading: Article on income inequality from Kommersant (handout) Oral presentations. HW: p.310, ех.9-3 (translation), p.332 ,ex.9-49 (TxB). Read and summarize: Article on income inequality from Kommersant.

Week 10-2 Topic: Богатые и бедные в России (Rich and Poor in Russia). In class: p.313-315, vocabulary work (TxB). Discussion: The Russians’ attitude Russians to money, p.316-317 (TxB), p. 318. Grammar: Verbal adverb p. 333–334, ex.9-50(TxB). Listening to the news online (translation) HW: p.316 (new vocabulary), p. 318, ex.9-18 ( essay) (TxB).

Week 11-1 Topic: Mои финансы (Personal budgeting).

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In class: p.319–321, words with the same root, p. 321, ex.9-26 (TxB). Grammar: Verbal adverbs (cont.), p.334.ex.9–51, handout (TxB). HW: Verbal adverbs (handouts), p.320 .ex. 9-22, p.321, 3-24 (memorize, please) (TxB)

Week 11-2 Topic: Бюджет России (Russia’s budget). In class: Discussion: Russia and the US, pp.326–328. Grammar: Verbal adverb translation), handouts, verbs derived from adjectives and nouns p. 322-323 (TxB). Listening to the news online (translation) HW: handouts (verbal adverb), p.328 ,ex.9-42 ( essay).

Week 12-1 Topic: Инфляция (Inflation). In class: p.329–330, (TxB). Video: p.330. ex. 9-46. Grammar: Reading and writing fractions and decimals p.335-336, ex.9-52 (TxB). HW: p.336, ex.9-52 (write, please), p. 334 ex.9-51 ( translation) TxB).

Week 12-2 Topic: Мой бизнесс (My business). In class: p.342–343, p. 344 (Video), ex.9-71 Grammar: Reading and writing fractions and decimals (cont.); the verb делать with prefixes p. 324, ex.9-33 (TxB) HW: p.345, ex.9-73 (essay), p.324.ex.9-34 (TxB)

Week 13-1 Topic: Глобализация. (Globalization). In class: pp.350-352, discussion. Grammar: Review of declension (handouts), genitive and accusative cases, pp.369-370 (TxB). HW: p. 353, ex.10-9 (prepare for oral presentation), declension of nouns and adjectives (handout).

Week 13-2 Topic: Эмиграция (Emigration). In class: p.360-362, new vocabulary. Grammar: Review of conjugation (handouts), words with the same roots p.356, ex.10-15 (TxB). HW: (history of my family (emigration) essay, verb conjugation (handouts).

Week 14-1 Topic: Дети эмигрантов (The children of immigrants). In class: p.368, ex.10-43, discussion, new words. Grammar: review of word formation p.356–357, review of declension (handouts, dative and prepositional cases p.372.ex.10-47(TxB). HW: p.372.ex.10-47(translation) (TxB).

Week 14-2 Topic: Globalization: pro/contra In class: p.381-382 discussion.

Week 15 Oral presentations, cont. FINAL TEST.

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on

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Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

g. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). h. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL AND ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 75300 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Russian to English Translation Pre and/or Co Co-requisite: TRNR 75100: Advanced Russian Grammar Requisites Pre (or co)-requisite: TRN 75100: Translation Theory (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course prepares students for Russian-to-English translation of texts in various professional fields, teaches key translation approaches and strategies, and introduces students to computer-assisted technologies in the translation field. B. The students will complete the following writing assignments: • Twice-weekly translation assignments of 500-750 words in length

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• One group translation project, consisting of an original translation and peer editing, to be presented at the end of the semester, of 1,500 words in length • Approximately 10 responses to specific translation-related issues, of no more than 250 words each.

4. Rationale: (Justification) Solid translation skills, combined with the ability to conduct topic-specific research, compile glossaries, seek out parallel texts, and deploy appropriate translation strategies and procedures lies at the foundation of being a successful translator and/or interpreter. It is insufficient to be fluent in two languages in order to be a successful translator. In order to prepare professional translators, it is essential to provide students with an overview of the components of translation, to make them cognizant of translation as a process and to equip them with the ability to critically assess the final product. The course will prepare the students for future translation work in various professional fields while reinforcing their knowledge of their A and B languages. The separation of translation into Russian>English and English>Russian offers a chance for students to translate into their primary and secondary languages, respectively. Through practice of intralingual translation and the examination of the issues framing the field of translation, the students will learn to properly interpret the meaning of sentences and full texts and to successfully render them into foreign languages. They will become versed in translating different textual genres, factoring in target audience and culturally sensitive issues.

A. Nature of the proposed course: 4. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the program objectives for the proposed MA in Russian Translation and Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course, aimed at strengthening the students’ competence in Russian>English translation, extends far beyond teaching them linguistic competence, focusing instead on arming them with the tools to independently and successfully translate texts in any given discipline, providing the highest quality of professional work grounded in research, familiarity with both languages, and up-to-date vocabulary. It offers the students self-assessment tools to function with little supervision in the professional field and provides the fundamentals that will later be developed in subsequent translation courses in the program.

5. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

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c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of a MA in Translation and Interpreting with Chinese, Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [ X] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Library liaison: Lisa N. Finger [email protected]

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7. TRNR 75300 Russian-English Translation

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description The course introduces students to the practical aspects of Russian>English translation, focusing on grammatical, lexical, semantic and cultural issues of translatability. In addition to rigorous translation practice, students learn to conduct research, compile and verify subject-specific glossaries, edit their translations, as well as engage in collaborative translation projects. The students focus on issues of linguistic and cultural translatability from Russian into English while continuing to build their advanced proficiency in both languages. The students familiarize themselves with the evaluation rubrics and basic translation strategies and procedures while submitting twice-weekly translation assignments and peer-reviewing each other’s work. The course is conducted in Russian.

Learning Outcomes The course introduces the students to various practical aspects of translation. From lexical and grammatical equivalence to cultural translatability, the students learn direct and indirect translation procedures and strategies to translate texts in a wide variety of disciplines. Translation as a process and as a product is considered through practical assignments, self- and peer-assessment and directed research. The course teaches the students to:

• Translate texts from Russian into English • Identify key aspects of a source and target text (intended audience, linguistic register, purpose) • Conduct research and compile relevant glossaries when translating texts from unfamiliar disciplines • Evaluate translation, recognize and adhere to translation rubrics, and collaborate on translation projects.

Method of Evaluation The students will be evaluated on the quality of their translation, their ability to edit their work and provide constructive criticism to their peers, their ability to substantiate choices they have made in translation, and to apply theoretical readings to various practical assignments. The assessments include homework assignments (twice-weekly bidirectional translation texts and exercises from the textbook), in-class practical exercises, and a final translation project, to be both presented to the class and submitted to the instructor in written form. The grade break-down for the course is as follows: • Participation in class exercises, activities and peer-editing 20% • Homework Assignments 50% • Final Project 30%

Required Texts The textbook is available at Shakespeare Book Company. Additional assignments will be posted on Blackboard. • Edna Andrews and Elena Maksimova. Russian Translation: Theory and Practice. London: Routledge, 2010.

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

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Final Project The students will work in pairs to prepare an independent translation project. The selection of the text is up to each group. However, all texts must meet the following criteria: • No previously translated texts are allowed • Texts must belong to the category of scientific, academic, or research texts, or be samples of documents (NGO proposals, descriptions of government policy) • No works of fiction or creative non-fiction are allowed • Each text must be approximately 1,500 words in length • Both the oral presentation and the written submission must be accompanied by a discussion of the problematic aspects of the text (lexical, grammatical, cultural, and semantic), and a detailed description of at least three translation techniques used to resolve these issues.

Recommended Texts • Newmark, Peter. A textbook of translation. London: Longman, 2005. • Robinson, Douglas. Becoming a Translator. London: Routledge, 2012. • Strelkova, Natalia. Introduction to Russian-English Translation. New York: Hippocrene Books, 2011.

Proposed weekly schedule

Week 1: Translation as a Process Russian Translation, Chapter 1 “Preliminaries to translation as a process” • Adapting Communicative Act Model for translation • Intralingual Translation Assignments: Practical I.I (p. 5); Practical I.2 (p. 6-7), Practical 1.3 (p. 8)22 Weeks 2-3: Translation as a Product Russian Translation, Chapter 2 “Preliminaries to translation as a product” ATA Translation Evaluation Rubric

• Minimizing loss in translation • Numerals and graphics in translation • Evaluation of translation product Assignments: Practical 2.1 (pp 17-18), Practical 2.4 (p. 21); translating Russian academic transcripts and other enrollment-related materials into English Week 4: Cultural issues in translation Russian Translation, Chapter 4, “Cultural issues in translation and CAM2” • Cultural transposition between source text and target text as well as source audience and target audience • Translation of emotive language • Issues of equivalence and loss in cultural transposition

22 Unless otherwise indicated, the assignments correspond to chapters and page numbers in Russian Translation.

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Assignments: Compile list of expressions of regret in English and Russian; Practical 4.I (pp. 45-46), Practical 4.3 (pp. 49-51), Practical 4.4 (p. 52) Week 5: Compensation and Semantic Shifts Russian Translation: Chapter 5, “Compensation and semantic shifts” • Minimizing difference between ST and TT through contextual and textual compensation • Identifying problematic grammatical categories (gender, formal/informal address)

Assignments: Practical 5.3 (p. 57), Practical 5.4 (p. 58), Practical 5.5 (pp. 59-60); Comparative analysis of documents in Russian and English on one of the following: education, transportation safety, public service announcement. Identify the key semantic and cultural differences.

Week 6-7: Translation Strategies and Procedures Aleksand Zaytsev, A Guide to English-Russian and Russian-English Nonliterary Translation, Excerpt “Translation Techniques” (BB) • Discussion of direct and indirect translation techniques • Detailed analysis of each category of techniques

Assignments: Provide one example of each of the techniques detailed in the chapter; translate practice texts from Natalia Strelkova, Introduction to Russian-English Translation, Chapter 9 (BB). Week 8: Genre and Medium; Purpose Russian Translation, Chapter 6, “Textual genre, text types, and translation”23 • The significance of textual genre of the source text and its impact on the target text • Considering the target audience and the purpose of translation (Skopos theory) • Oral-to-written and written-to-written texts

Assignments: Practical 6.I (pp. 65-69); Practical 6.2 (p. 70); select a 3-minute youtube video narrated in Russian, transcribe and translate. Week 9: Idiomatic language and translation issues Russian Translation, Chapter 8, “Literal and figurative meanings” and Chapter 9, “Discourse, register, and translation” • Identifying and translating words that contain multiple meanings • Meaning and form: how much liberty to take • Translating discourse markers Assignments: Practical 8.I (p. 85), Practical 8.3 (p. 87), Practical 9.3 (pp. 98-102), Practical 9.8 (pp. 106-107); BB assignment comparing Russian phrases and their English counterparts (based on Aleksand Zaytsev, A Guide to English-Russian and Russian-English Nonliterary Translation). Week 10: Research and parallel text: how to translate texts in unfamiliar disciplines Russian Translation, Chapter 12, “Documents of everyday life” • How to find reliable parallel texts when translating unfamiliar vocabulary • Glossary compilation and research

23 Students are encouraged to read “Trumpslation: why Donald Trump’s words give translators so much trouble” (http://theconversation.com/trumpslation-why-donald-trumps-words-give-translators-so-much-trouble-81968)

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Assignments: Practical 12.3 (p. 136-137), Practical 12.6 (pp. 140-143); «Основные направления развития финансового рынка Российской Федерации на период 2019-2021 годов» [Primary areas of development for the financial market of the Russian Federation for 2019-2021], pp 3-13 (https://www.cbr.ru/Content/Document/File/44185/onfr_2019-21(project).pdf) Week 11: Translation of Academic and Informational Texts Russian Translation, Chapter 11, “Scientific and academic texts” • Establishing the author’s goals and the target text’s audience • Parallel texts and research, continued • Use of specialized resources • Non-discipline-specific jargon in Russian and English academic texts Assignments: Practical 11.1 (pp. 121-123), Practical 11.6 (pp. 126-129). Translate “Gastric Cancer” by Selchuk and Nikulin (https://www.rmj.ru/articles/onkologiya/Rak_gheludka/). Along with your translation, provide two parallel texts as well as names of 2 specialized language resources (dictionary, online glossary, translation platform) that you used in your translation. Week 12: Translating the digital age Russian Translation, Chapter 13, “The language of computers and the internet” • Translating digital terminology • Calques vs. original words in translating computer-related texts Assignments: Practical 13.2 (p. 149), Practical 13.3 (pp. 149-151), Practical 13.4 (pp. 151-152). Translate «Как устроен биткоин: преимущества и риски для безопасности» [How bitcoin is made: advantages and safety risks”] (https://www.megachange.is/blog/kak-ustroen-bitkoin-preimushhestva-i- riski-dlya-bezopasnosti/), providing two examples of parallel texts you used for your translation.

Week 13: Issues of Cultural Translatability: Explicitation, Implicitation, Adaptation Lynn Visson, What Mean?: Where Russians Go Wrong in English, Chaps 2, 3, and 4 (BB) • Making cultural shifts to avoid incorrect syntax • Deciding how much cultural material must be adjusted and explained in translation Assignments: Compile a list of positive-to-negative and negative-to-positive translation Russian- English pairs; translate examples provided in Visson’s chapters.

Week 14: Revision and assessment Russian Translation, Chapter 15, “Revising and editing TTs” • Using assessment rubrics in revising own and others’ translations • Feedback and additional research • Accuracy, fidelity, and good translation Assignments: Practical 15.2 (175-180). Translation evaluation exercise based on Zverev’s book (BB). Peer revision exercise: using the ATA evaluation rubric, sample of your partner’s work on final project. Week 15: Presentation of final projects

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

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ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

i. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). j. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Department of Classical and Oriental Studies Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 75400 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title English to Russian Translation Pre and/or Co Pre-requisites: TRN 75100: Translation Theory; TRNR 75200: Requisites Advanced Comparative Russian-English Grammar and Stylistics; TRNR (specify which are pre-, 75300: Russian-English Translation co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course prepares students for English>Russian translation of texts in various professional fields, teaches key translation approaches and strategies, and introduces students to computer-assisted technologies in the translation field. B. The students will complete the following writing assignments: • Twice-weekly translation assignments of 750-1,000 words in length • One individual translation project of 1,500-1,750 words in length

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• One final translation project, consisting of an original translation and peer editing, to be presented at the end of the semester, of 1,500 words in length • Approximately 10 responses with reflections on specific translation-related issues, of no more than 250 words each.

4. Rationale: (Justification) Solid translation skills, combined with the ability to conduct topic-specific research, compile glossaries, seek out parallel texts, and deploy appropriate translation strategies and procedures are all required for successful translation. In order to prepare professional translators, it is essential to provide students with an overview of the components of translation, to make them cognizant of translation as a process and to equip them with the ability to critically assess the final product. The course will prepare the students for future translation work in various professional fields while reinforcing their knowledge of their A and B languages. The division of translation into Russian>English and English>Russian offers a chance for students to translate into their stronger and secondary languages, respectively. Through practice of intralingual translation and the examination of the issues framing the field of translation, the students will learn to properly interpret the meaning of sentences and full texts and to successfully render them into foreign languages. They will become versed in translating different textual genres, factoring in the target audience, and culturally sensitive issues.

A. Nature of the proposed course: 6. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the program objectives for the proposed MA in Russian Translation/Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course, aimed at strengthening the students’ competence in English>Russian translation, extends far beyond teaching them linguistic competence, focusing instead on arming them with the tools to independently and successfully translate texts in any given discipline, providing the highest quality of professional work grounded in research, familiarity with both languages, and up-to-date vocabulary. It offers the students self-assessment tools to function with little supervision in the professional field and provides the fundamentals that will later be developed in subsequent translation courses in the program.

7. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

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d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Romance Languages, Spanish Translation and Interpreting, Chinese

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

Since the course is being proposed as part of a MA in Translation and Interpreting with Chinese, Russian and Spanish language tracks, all courses have been designed in close consultation with the faculty of Spanish Translation and Interpreting program to ensure maximum uniformity and consistency between the language tracks.

b. Is this course cross-listed? If so, please list all courses affected. No

c. Does this affect the Library? [ ] NO [ X] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A For new courses or programs, please consult. Library liaison: Lisa N. Finger [email protected]

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7. TRNR 75400 English to Russian Translation

Margarit Ordukhanyan Hunter College, CUNY [email protected]

Course Description The course introduces students to the practical aspects of English>Russian translation, focusing on grammatical, lexical, semantic and cultural issues of translatability. In addition to rigorous translation practice, students learn to conduct research, compile and verify subject-specific glossaries, edit their translations, as well as engage in collaborative translation projects. The students focus on issues of linguistic and cultural translatability from Russian into English while continuing to build their advanced proficiency in both languages. The students familiarize themselves with the evaluation rubrics and basic translation strategies and procedures while submitting twice-weekly translation assignments and peer-reviewing each other’s work. The course is conducted in Russian.

Learning Outcomes The course aims to introduce the students to various practical aspects of translation. From lexical and grammatical equivalence to cultural translatability, the students learn direct and indirect translation procedures and strategies to translate texts in a wide variety of disciplines. Translation as a process and as a product is considered through practical assignments, self- and peer-assessment and directed research. The course teaches the students to:

• translate texts from English into Russian • identify key aspects of a source and target text (intended audience, linguistic register, purpose) • conduct research and compile relevant glossaries when translating texts from unfamiliar disciplines • evaluate translation, recognize and adhere to translation rubrics, and collaborate on translation projects.

Method of Evaluation The students will be evaluated on the quality of their translation (including proximity to original, grammatical and lexical clarity in the target language and ability to use direct and indirect translation strategies), their ability to edit their work and provide constructive criticism to their peers, their ability to substantiate choices they have made in translation, and to apply theoretical readings to various practical assignments. The assessments include homework assignments (twice-weekly bidirectional translation texts and exercises from the textbook), in-class practical exercises, and a final translation project, to be both presented to the class and submitted to the instructor in written form. The grade break-down for the course is as follows: • Participation in class activities, peer-editing, and practicums20% • Homework Assignments 50% • Final Project 30%

Required Texts There are no required textbooks for this course. All translation assignments will be posted on BB.

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

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Final Project The students will work in groups of 2 to prepare an independent translation project. The selection of the text is up to each group. However, all texts must meet the following criteria: • No previously translated texts are allowed • Texts must belong to the category of scientific, academic, or research texts, or be samples of documents (NGO proposals, descriptions of government policy) • No works of fiction or creative non-fiction are allowed • Each text must be 1,500-1,750 words in length • Both the oral presentation and the written submission must be accompanied by a discussion of the problematic aspects of the text (lexical, grammatical, cultural, and semantic), and a detailed description of at least 3 translation techniques used to resolve these issues. Recommended Texts • Newmark, Peter. A textbook of translation. London: Longman, 2005. • Nida, Eugene A. The Theory and Practice of Translation. Brill: Brill Academic Publishers, 2003. • Pym, Anthony. Exploring Translation Theories. London: Routledge, 2014. • Robinson, Douglas. Becoming a Translator. London: Routledge, 2012.

Proposed weekly schedule

Week 1: Translation as a Process: Preparing to Translate • Background research and glossary compilation • Intralingual Translation • Identifying context, cross-referencing spelling of proper nouns

Assignments: translate “Dignitaries React to Death of Barbara Bush,” Maggie Astor (https://www.nytimes.com/2018/04/17/us/politics/barbara-bush-dead-reactions.html)24

Weeks 2-3: Translation as a Product ATA Translation Evaluation Rubric

• Minimizing loss in translation; compensation strategies • Numerals and graphics in translation • Evaluation of translation product (based on ATA rubric)

Assignments: • Part 1, “Strategic Planning for Jumpstarting NGOS,” a document prepared by City Hall in November 2016; • excerpts from Department of Transportation’s “Vision Zero” documents;

Week 4: Cultural issues in translation

24 Here and throughout, the assignments serve as representative samples of work that the students will complete. While the scope and the difficulty level will remain steady, the assignments will change to reflect the most current developments in relevant spheres.

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• Cultural transposition between source text and target text as well as source audience and target audience • Translation of emotive language • Issues of equivalence and loss in cultural transposition

Assignments: • Compile list of expressions expression requests, wishes, and negation in English and Russian; • ”State Education Department Awards My Brother’s Keeper Grants for Exemplary School Models and Practices” (http://www.nysed.gov/news/2018/state-education-department- awards-my-brothers-keeper-grants-exemplary-school-models-and); • “Gotcha: Sacha Baron Cohen and Nathan Fielder” by Emily Nussbaum, New Yorker Augut 6, 2018

Week 5: Compensation and Semantic Shifts • Minimizing difference between ST and TT through contextual and textual compensation • Identifying problematic grammatical categories (gender, formal/informal address)

Assignments: • Translate “Sample Domestic Employee Contract” (http://www.ustraveldocs.com/SampleEmploymentContract.pdf) • Find and compare equivalent documents (one in English and one in Russian) in one of the following categories. In table format, note key differences between the English and Russian documents: o official communication from the Department of Education or school; o letter from medical service provider; o legal notice. Identify key differences between the notices.

Week 6-7: Translation Strategies and Procedures Aleksand Zaytsev, A Guide to English-Russian and Russian-English Nonliterary Translation, Excerpt “Translation Techniques” (BB) Table of Direct>Indirect Translation Strategies • Discussion of direct and indirect translation techniques • Detailed analysis of each category of techniques

Assignments: • Provide one example of each of the techniques detailed in the chapter; • Translate Part 2 of “Strategic Planning for Jumpstarting NGOs” (BB), highlighting at least 5 different translation techniques used in the process of translation; • Translate standard letter explaining HIPPA practices from a medical office (BB); • Working in pairs, select and compare advertisements of the same product in English and Russian, respectively. Record and discuss the verbal and nonverbal differences between the two versions.

Week 8: Genre and Medium; Purpose • The significance of textual genre of the source text and its impact on the target text • Considering the target audience and the purpose of translation (Skopos theory)

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• Oral-to-written and written-to-written texts

Assignments: • Prepare a written translation of the NYC public service announcement “ThriveNYC: • NYC's Mental Health Roadmap” (BB) and the fundraising statement of the same initiative (https://www1.nyc.gov/site/fund/initiatives/mental-health.page). • Identify key differences between the recorded public announcement and the written text; discuss how the medium impacted the decisions you made in translation.

Week 9: Translating Medical Texts: how to translate texts in unfamiliar disciplines • Self-guided research and compiling an individual glossary • Use of parallel text • Cultural adjustment in translation of scientific texts

Assignments: • Translate “Oleocanthal rapidly and selectively induces cancer cell death via lysosomal membrane permeabilization” (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4568762/). Select and present one equivalent medical text in Russian along with a glossary.

Week 10: Translating Business Texts Research and parallel text, continued • How to identify reliable parallel texts when translating unfamiliar vocabulary • Glossary compilation and research

Assignments (Note: For each translation, supply two parallel texts (accompanied by a paragraph explaining why/how you have selected these particular parallel texts) and a glossary): • Translate “Russia Set to Vote on Legalizing Cryptocurrency Trading on Official Exchanges” (http://www.newsweek.com/russia-bitcoin-cryptocurrencies-legalize-trade-781125)al • Translate “How Fintech Initiatives are Driving Financial Services Innovation” (https://www.forbes.com/sites/ciocentral/2018/07/10/how-fintech-initiatives-are-driving- financial-services-innovation/#2da0663954fa) • Read “Deutsche Bank London Threatens to End Business with Russian” https://www.bloomberg.com/news/articles/2018-08-23/deutsche-bank-london-threatens-to- terminate-business-with-russia and “Лондонское подразделение Deutsche Bank пригрозило правительству России разорвать отношения” (https://www.vedomosti.ru/finance/articles/2018/08/23/778812-deutsche-bank- prigrozilo?utm_source=facebook&utm_campaign=share&utm_medium=social&utm_content= 778812-deutsche-bank-prigrozilo). Identify key glossary terms and cross-reference the parallel text. Write a paragraph discussion the seminal differences between the two articles and how you would address the ideological bias in translation.

Week 11-12: Translation of Academic and Informational Texts • Establishing the author’s goals and the target text’s audience • Parallel texts and research, continued • Use of specialized resources • Non-discipline-specific jargon in Russian and English academic texts

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• Identifying intended audience for source text and target text, respectively Assignment: • Translate the following excerpt on research and water safety from the EPA website (https://www.epa.gov/water-research/methods-models-tools-and-databases-water-research) • Translate “Implications of Recent Patent Law Changes on Biotechnology Research and Biotechnology Industry” (http://vjolt.org/wp- content/uploads/2017/Articles/vol1/issue/vol1_art2.html) o Along with each translation, provide two parallel texts as well as names of 2 specialized language resources (dictionary, online glossary, translation platform) that you used in your translation. • Working in pairs, translate pp 24-32 of “Cell Nucleus” from David Cormack’s Essential Histology for an audience of college educated people with minimal-to-zero knowledge of molecular biology. Write a one-page description of the adjustments and terminology modification that you had to undertake.

Week 13: Translating Forms and Form Documents Assignment: • Visit https://www.schools.nyc.gov/search-results?keyword=school%20forms; using the menu, select three school forms from the NYC DOE website and translate them into Russian • From the https://www1.nyc.gov/site/oath/hearings/hearings-division-forms.page website, select two forms available in both English and Russian. Compare the translations with the originals, noting all compensation strategies deployed. Using the ATA evaluation rubric, write a one-page assessment of the translations. • Translate standard document package available on BB.

Week 14: Revision and assessment Using assessment rubrics in revising own and others’ translations • Feedback and additional research • Accuracy, fidelity, and good translation • Preparation for final projects Assignments: working in pre-assigned pairs, evaluate your peers’ draft of the final project based on the ATA evaluation rubric. Identify at least three direct and three indirect translation strategies. Write a one-page assessment.

Week 15: Presentation of final projects

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office

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of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

k. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). l. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 76100 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Consecutive Bidirectional Interpreting Pre and/or Co Prerequisites: Requisites TRN 75100: Translation Theory (specify which are pre-, TRNR 75200: Advanced Comparative Russian-English Grammar and co-, or both) Stylistics for Translators

Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. A brief description for the College Catalog. The course teaches background skills for consecutive Interpreting (memory training, concentration and note-taking) along with practice in simulated real-life settings.

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B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. The course focuses on the development of oral Interpreting skills; therefore students will not be required to complete lengthy writing assignments. They will complete homework assignments of about 1-2 pages in length associated with terminology memorization and glossary building, as well as transcription and note-taking practice. All other assignments will center on the students’ ability to perform oral Interpreting in a variety of settings.

4. Rationale: (Justification)

A. Nature of the proposed course: 1) If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for Translation and Interpreting work in various professional fields, including hospitals, courtrooms, NYC departments and services, as well as the private sector. Providing oral Interpreting, including consecutive, quick consecutive, and whispered Interpreting, form a large portion of demand in hospital, courtroom and business settings, as well as in community outreach programs. Part of the students’ training for consecutive Interpreting includes learning to transcribe meetings and facilitate exchange in bilingual settings. Most employers will expect translators to execute both written and oral translation and to competently use technology involved in bilingual communication. Furthermore, consecutive Interpreting introduces such seminal skills as memory building and note-taking, which also prepare students for simultaneous and conference Interpreting. See p. 11 of the program proposal for a complete list of the program’s objectives and learning outcomes.

2) If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

B. The following additional information must be supplied in the special instances noted: 1. When ENGL 120 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment

In initial stages of the program, the projected enrollment would be 6-8 students. Once fully enrolled, the course (required for completion of the MA) will enroll 12-15 students.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [X] N/A b. The course fits within the language-specific portion of the curriculum for the MA in Translation and Interpreting and will therefore not impact other languages and programs.

c. Is this course cross-listed? If so, please list all courses affected. No d. Does this affect the Library? [ ] NO [ X] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A

Library liaison Lisa N Finder, [email protected] will work with the program to purchase necessary reference materials.

Additional Note: This course requires the following resources: • Language lab (complete multi-channel booths setup adequate for all students to practice at the same time). • Two individual recording devices per student (one to be used for the recording of oral production in class to identify weaknesses in delivery, vocabulary, accuracy and completeness; one to be used for home assignments in simultaneous Interpreting and handed in to the instructor for evaluation).

7. TRNR 76100 Consecutive Interpreting

Margarit Ordukhanyan Hunter College, CUNY

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[email protected]

Course Description

Consecutive Interpreting (English<>Russian) introduces the students to the background skills for consecutive interpreting (memory training, concentration and note-taking), as well as consecutive practice in simulated real-life settings where bilingual communication is required, such as public services, healthcare offices, courts, business meetings, and accompanying foreign delegations. In addition to in-class instruction and lab work, the students will work independently to compile individual glossaries on each topic covered in class. The course further harmonizes various linguistic skills for optimal performance in the market, including translation, transcription/translation, sight translation, targeted reading for information, whisper concurrent interpreting (without the equipment), introduction to simultaneous interpreting with portable equipment, switching between modes, and other transferrable interpreting skills.

Learning Outcomes

The students learn to facilitate communication between non-English speakers and non-Russian speakers as bilingual interpreters for court proceedings, administrative procedures, healthcare facilities, business negotiations and other formal settings. Upon the completion of the course, the students will have acquired the following skills:

• Executing all stages of consecutive interpreting while maintaining professional ethical guidelines • Creating a personalized database of relevant samples, documents, and other materials, such as individualized glossaries • Distinguishing between registers of speech and selecting appropriate registers in the target language during interpreting • Assuming responsibilities of a service provider to manage bilingual situations and to organize work space (audibility, necessary pausing, one person talking at a time, establishing a rapport, asking for clarifications, self-correction, note-taking opportunities) • Marketing own skills as consecutive interpreters, conducting translation/interpreting market research and successfully fulfilling professional requirements.

Method of Evaluation Considering the emphasis on mastering oral interpreting, the students will not be expected to complete tests or quizzes. Instead, they will be evaluated based on their performance in class, individual portfolio of glossaries and personalized reference materials, and attendance and participation in class and lab work.

Students' progress and mastery of the material will be assessed as follows: • Participation in all classroom activities, role-plays, discussions, and exercises 25% • Lab, ongoing assessment - 40% • Homework (individual glossaries, terminology memorization) - 35%

Required texts (with audio supplementation where applicable) Lynn Visson. From Russian Into English, An Introduction to Simultaneous Interpretation. Ann Arbor: Ardis, 1991.

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Holly Mikkelson and Jim Willis. The Interpreter's Edge, Generic Edition plus Russian-specific add- on. Monterey: ACEBO, 1995. (audio/video resource) Pavel Palazhchenko. Vsio poznaetsia v sravnenii,ili nesistematicheskii slovar trudnostei, tonkostei, i premudrostei angliiskogo iazyka v sopostavlenii s russkim. Moscow: Valent, 2000. Coursepack on Blackboard (including audio and video materials and short handouts)

Course Requirements Students are required to attend classes and participate in class discussions, complete in-class and lab Interpreting assignments, engage in assessment and self-assessment by recording their interpreting practice, complete homework assignments, and submit coursework in a timely fashion.

Proposed weekly schedule

WEEK 1 Interviews Introduction: Interpretation modes. Interpretation settings (conference interpreting in both modes vs. community interpreting in both modes; teamwork vs. working alone; purpose and style awareness). Working with dictionaries and other reference materials: www.multitran.ru

Lab work: Interview simulation. o Immigration interview. o PTI interview. o Healthcare interview. o Media interview. o (In combination with sight translation). Filling out forms/questionnaires with the client.

Homework: Compile a glossary of equivalents for the most common personal identifying information (CV), such as degrees, occupations, positions, and military ranks. Start a translator database of useful forms such as driver licenses, marriage certificates, diplomas of education, etc.

WEEK 2 Escorting Delegations Classwork: Russian vs English speech etiquette: avoiding literalisms. Introduction to basic information and terminology relevant to state and local government. Samples for consecutive interpreting will be modeled on typical Community Connections programs run by city-level organizations involved in citizen diplomacy and international relations.

Lab work: o Welcome and introductory meetings. o Orientation meetings and household announcements. o Citizen diplomacy: informal settings.

Homework: Study and interpret: Lynn Visson, "Practicum", Text 25 (Русско-американский семейный опыт). Compile a glossary of basic terms of the US history and government, state and local government.

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WEEK 3 Community-Oriented Interpreting Note-taking exercises (identifying and noting down key words). Samples will include simultaneous components with emphasis on distinguishing and switching between modes of interpreting. Introduction to whisper concurrent interpreting without equipment.

Lab work: o Transportation. o Board of education. o Social security agencies. o Landlord-tenant disputes.

Homework: Compile automotive and medical glossary for personal injury cases based on lab work and examination of available glossaries and reference resources.

WEEK 4 Court Interpreting: Depositions Warm-up: Note-taking (names, numbers, schematic note-taking for action content). General overview of the US court system; the role and involvement of the interpreter for different jurisdictions (federal, state and municipal), different proceedings, on behalf of different parties, and for different types of cases. Etiquette for the exchange with the parties to clarify details. The challenge of working with clients partially proficient in English.

Lab work: o Personal injury cases (car accidents). o Personal injury cases (other than car accidents). o Medical malpractice cases.

Homework: Studying available glossaries of law terms/medical terms. Students are encouraged to use materials used in the Medical and Legal Translation courses.

WEEK 5 Court Interpreting: Mediation Lab work: o Uncontested divorce (with simultaneous components; this will introduce interpreting with portable equipment). o Contested divorce mediation: property settlement and child custody. o Domestic violence (seeking assistance with appropriate agencies).

Homework: Compiling a personalized glossary for terminology relevant to family and juvenile court.

WEEK 6 Court Interpreting: Witness Testimony

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Warm-up: Memory exercises: visualization of action content. Short-hand and schematic note-taking. Role of check interpreter and working with one at depositions.

Lab work: o Witness testimony (eyewitness of a violent crime) - consecutive mode (Russian- speaking witness). o Witness testimony (eyewitness of a dynamic scene: bank robbery, burglary, drive-by shooting) - consecutive mode (Russian-speaking witness)

Homework: Review and complete assigned ACEBO materials.

WEEK 7 Court interpreting: Sentencing

Lab work: o Interview with a probation officer. o Pre-sentencing interview. o Pre-sentencing report and recommendations (sight translation). o Sentencing (including defendant's statement into English).

Homework: Preparing a glossary of relevant terminology for expert witness testimony.

WEEK 8 Business and Civil Litigation

Classwork: Studying relevant terminology, including contracts, agreements, incorporation documents, deeds, agent authorization and proxies

Lab work: Simulations: o Breach of contractual obligations (deposition). o Bankruptcy (attorney-client conference). o Fraud (examination of the defendant).

Homework: ACEBO materials for interpreting and self-recording. Glossary work.

WEEK 9 Transcribing Russian-Language Audio with Subsequent Transcript Translation Classwork: Formal requirements. Presentation. Verbatim versus non-verbatim standards for accuracy and completeness. Handling slang, colloquialisms, "bad language" and "coded language." Technical tips on transcription. Evaluating prospective amount of work.

Lab work: Transcription and translation of assigned audio samples.

Homework: Glossary study.

WEEK 10 Public Health

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Classwork: Presentation of background information on public health in the United States; comparative analysis of healthcare in US and Russia.

Labwork: Simulation o Explanation of health insurance benefits (Q&A, consecutive). Forms (sight translation). o Medicaid program (Q&A, consecutive). o Healthcare technology (instructions for the patient before various medical procedures). o Health screening requirements for immigration purposes.

Homework: ACEBO materials to interpret consecutively (medical exams, rape victim testimony).

WEEK 11 Medical Interpreting in Community Settings. Lab work: Simulations o Vaccination (supplemented with translation of vaccination records). o Physical therapy session. o Mental health. Anger-management counseling (following court order). o Mental health. Non-voluntary commitment hearing.

Homework: Audio samples to interpret.

WEEK 12 Medical Interpreting: Human Body, Symptoms Classwork: Terminology of human anatomy, glossary of medical terms including those relevant to health technology, reproductive health, description of physical symptoms (Russian<>English), discussion of cultural awareness and translatability.

Lab work: Terminology practice using short simulated samples for sight translation and consecutive interpreting.

Homework: Audio samples of medical exams and procedures to interpret. Students must record the assignments and submit them for review and assessment.

WEEK 13 Pharmaceutical and Food Industries Lab work: Simulation o Formula and baby food (bilingual Q&A session) o Inspection of a CMO (contract manufacturing organization) for GMP compliance (Good Manufacturing Practices). o Teleconference between the main office and internationally located branches/distributors.

Homework: Study hand-outs (pharmaceutical industry acronyms, common types of products).

WEEK 14 Media and Education Translation of handbooks for parents, sight translation, and working with the Board of Education.

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Lab work: Simulation o Nazarbayev Intellectual Schools - accompanying a Kazakhstan delegation on a visit to a US company developing learning software. o Accompanying a delegation of Tajik journalists on visits to newspapers and TV stations.

Homework: Lynn Visson, Text #22 (Interview with Mikhail Shvydkoy). Text #25 (Interview with Victoria Fyodorova).

WEEK 15 • Final retesting for background skills: memory; anticipation (prognostic ability); vocabulary; variant flexibility (grammar and vocabulary). The evaluation is for information and reference purposes only and will not be used in calculating the final grade for the course.

• Discussion and practice of teamwork for simultaneous interpreting (switching, consistency, collaboration during the preparation stage, assisting each other while interpreting, productive use of one's own off-shifts).

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. m. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). n. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

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CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF CLASSICAL & ORIENTAL STUDIES Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNR 76200 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Simultaneous Bidirectional Interpreting Pre and/or Co Prerequisites: TRN 75100: Translation Theory Requisites TRNR 75200: Advanced Russian-English Comparative (specify which are pre-, Grammar and Stylistics for Translators co-, or both) TRNR 76100: Consecutive Interpreting

Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X_ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. A brief description for the College Catalog. The course introduces students to foundations of simultaneous interpreting, including focus on memory and note-taking, use of relevant technology as well as such transferrable skills as glossary building, multi-tasking, and subject-specific research. The course is offered in Russian.

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B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. The course focuses on the development of oral interpreting skills; therefore students will not be required to complete lengthy writing assignments. They will complete homework assignments of about 1-2 pages in length associated with terminology memorization and glossary-building, as well as transcription and note-taking practice. The majority of the completed work, both in class and at home, will consist of oral interpreting practice and simulation.

4. Rationale: (Justification)

A. Nature of the proposed course: 1) If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for translation and interpreting work in various professional fields, including hospitals, courtrooms, NYC departments and services, as well as the private sector (see p. 11 of “Program Proposal”). Highly specialized and difficult to master, simultaneous interpreting serves as the pinnacle of one’s interpreting skills and is often demanded in business and policy-related meetings, court settings, as well as during multinational conferences. The course offers the foundational skills required for one to begin mastering simultaneous interpreting, including memory-building, note-taking, and self-guided research. It will allow the graduates of the MA program to gain a competitive advantage over other applications in the job market. It will also continue to build upon the skills learned in the other

2) If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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B. The following additional information must be supplied in the special instances noted: 1) When ENGL 120 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2) In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment In initial stages of the program, the projected enrollment would be 6-8 students. Once fully enrolled, the course (required for completion of the MA) will enroll 12-15 students.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ X] NO [ ] YES – If yes, list department/program: b. Has the Department/Program been consulted? [ ] NO [ ] YES [X] N/A The course fits within the language-specific portion of the curriculum for the MA in Translation and Interpreting and will therefore not impact other languages and programs.

c. Is this course cross-listed? If so, please list all courses affected. No d. Does this affect the Library? [ ] NO [ X] YES

Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A

Library liaison Lisa N Finder, [email protected] will work with the program to purchase necessary reference materials.

Additional Note: This course requires the following resources: • Language lab (complete multi-channel booths setup with the capacity to allow all students to practice simultaneously). • Two individual recording devices per student (one to be used for the recording of oral production in class to identify weaknesses in delivery, vocabulary, accuracy and completeness; one to be used for home assignments in simultaneous interpreting and handed in to the instructor for evaluation). 7. TRNR 76200 Simultaneous Interpreting

Margarit Ordukhanyan Hunter College, CUNY [email protected]

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Course Description

Simultaneous interpreting serves as the pinnacle of interpretational art. The course introduces students to the foundational skills necessary for performing this highly complex task, focusing predominantly on English-to-Russian interpreting (in real-life scenarios, simultaneous and conference interpreting is performed almost exclusively into languages other than English). Building upon the skills acquired in the Consecutive Interpreting course (TRNR 76100), students build memory skills and continue to develop note-taking and self-guided field-specific research skills. In addition to gaining an understanding of simultaneous interpreting as a complex mult-itasking technique, students will learn to prepare for meetings requiring simultaneous interpreting, i.e. work with materials, compile glossaries, and do research that is crucial for subsequent successful performance. Special attention will be given to the two most in-demand areas of simultaneous interpreting: court interpreting (most demanded on the national level) and conference interpreting (most demanded on the international level). The students will learn and practice various compensation techniques, such as paraphrase, summary, self- correction, deliberation omission and others required where no direct interpreting is possible. The course will also provide specific tools for continued self-improvement in such targeted language skills as vocabulary, complex grammar, style sensitivity, standard accent/pronunciation, and diction/delivery. It will also train students on how to present relevant knowledge and skills when entering the job market upon graduation.

Learning Outcomes

The course prepares the students to perform simultaneous interpreting in court settings and international conference applications. Upon the completion of this course, the students will be able to: • Perform court interpreting in various modes • Apply simultaneous Interpreting techniques for multinational events such as conferences, escorting delegations, facilitating professional and cultural exchanges, and Assisting commercial activities • Acquire and expand language memory to ensure accurate Interpreting along with proper diction and enunciation • Develop purpose-awareness and command of appropriate compensations techniques, such as summarization, paraphrase, self-correction, deliberate omission and addition • Master “booth behavior,” including operating simultaneous interpreting technology and working as a member of a two-person team (standard setting for simultaneous interpreting).

Method of Evaluation Considering the course’s focus on developing oral interpreting skills, there will be no written tests and quizzes and minimal written homework. Each interpreting performance, both in-class and recorded, will be subject to ongoing evaluation, creating the basis for the final grade.

Students' progress and mastery of the material will be assessed as follows: 1. Accuracy (content accuracy and appropriate vocabulary). 2. Completeness (including appropriate use of compensation techniques). 3. Delivery (smooth uninterrupted performance).

The final grade will be calculated as follows:

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• participationin all classroom activities and lab, ongoing evaluation 40% • homework (self-assessment and repeat Interpreting of the material practiced in class, interpreting and self-recording of new audio material) 35% • two simultaneous interpreting marathons, including partner evaluation 25%

Required texts (with audio supplementation where applicable) • Mikkelson, Holly and Jim Willis. The Interpreter's Edge, Generic Edition plus Russian- specific add-on. Monterey: ACEBO, 1995. (audio/video resource) • Palazhchenko, Pavel. Vsio poznaetsia v sravnenii,ili nesistematicheskii slovar trudnostei, tonkostei, i premudrostei angliiskogo iazyka v sopostavlenii s russkim. Moscow: Valent, 2000. • Visson, Lynn. From Russian Into English, An Introduction to Simultaneous Interpretation. Ann Arbor: Ardis, 1991. • Coursepack on Blackboard (including audio and video materials and short handouts)

Course Requirements Students are required to attend classes and participate in class discussions, complete in-class and lab interpreting assignments, engage in evaluation and self-evaluation by recording their interpretings, complete homework assignments, and submit coursework in a timely fashion.

Recommended Texts • ATA Chronicles (the American Translators Association publication) • SlavFiles (ATA Slavic Division publication) • Davis, Kenneth. Don't Know Much About History, New York, Random House, 2003 (audio resource).

Proposed Weekly Schedule

WEEK 1 Introduction to simultaneous interpreting and equipment Classwork: Background skills; memory and concentration; anticipation and prognostic ability; vocabulary, locution and idiomatic flexibility. Learning to use interpreting equipment. Written assessment of students for short-term memory, prognostic ability and structural flexibility in the target language (to be used for documenting term-end progress).

Lab work: Sample interpreting for diagnostic purposes: • Identifying strengths and weaknesses in Languages A and B, respectively • Self- and group evaluation for the three key criteria in interpreting: accuracy, completeness and delivery.

Homework: Practice interpreting standard conference clichés: introductions, congratulations, condolences, expressions of gratitude, sympathy, etc. Samples for interpreting and reading Visson, From Russian into English, Chap 13, “Conference terminology” and Visson Practicum, Text 1.

WEEK 2 US history and government

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Classwork: Warm-up—shadowing exercises (focus, concentration and delivery; matching speaker’s speed and emotive intent). English-language audio materials from www.wnyc.org; Russian-language audio materials from www.echomsk.radio.net (Echo of Moscow radiostation) Idiomatic rendering as an aspect of simultaneous interpreting.

Lab work: Review foundational texts on US history and government (federalism and state autonomy, Constitution, Bill of Rights, Sunshine laws, local government). Samples for interpreting modeled on the standard introductory lecture given to the participants of the US State Department IVLP programs.

• Homework: Working with .gov websites and conducting research and gathering information as preparation for interpreting. Draw a Russian-language chart of the US Government. Record interpreting of following samples requiring note-taking for terms, names, and numbers: https://www.youtube.com/watch?v=4QnGjGgbmmw (The oddities of the first American election) • https://www.youtube.com/watch?v=k3kcl2HDlww (Inventing the American presidency)

WEEK 3 Conference Interpreting Classwork: Sight translation (agendas, lists of participants, background information for meetings). Interpreting multiple participatns’ introductions; cross-referencing printed agenda and requesting pertinent client information before the meeting. Communicating the main idea: summarized interpreting.

Lab work: Self-evaluation on repeated simultaneous interpreting samples. Reaching the effect of “previously rehearsed” interpreting: meeting preparation, research, use of materials provided by meeting organizers. Handling interpreting situations with limited materials; conducting pertinent research in the absence of materials.

Homework: Summary interpreting of short audio clips from http://unreasonableinstitute.org and other Social Good Summit websites.

WEEK 4 Court Interpreting Note: this and all subsequent court interpreting classes will use two modes of interpreting: a) interpreting a direct feed into a recording device without earphones, to simulate courtroom interpreting; and b) using a booth for training expediency. Classwork: Paraphrasing and intralingual interpretation; anticipation exercises using sight translation of partially eliminated texts. Completeness as an aspect of simultaneous interpreting.

Lab work: Frequently recurring semi-standard text. o Voir dire. o Jury charge. o State court: Instructions for small claims litigants.

Homework: Interpreting of ACEBO materials and audio materials prepared by various state courts to train court interpreters. Self-recording for subsequent instructor evaluation.

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WEEK 5 Court Interpreting, continued

Classwork: Sight translation practice (indictments and complaints). Lag time. Control over lag time according to speech sample and control over own speech rate.

Lab work: o Attorneys' opening statements. o Attorneys' closing statements.

Homework: Interpreting of ACEBO materials and audio materials for interpreting and self-recording.

WEEK 6 Court Interpreting, continued Classwork: Interpreting action content: translating verb tenses into English (continuous action, completed action, incomplete and repeated action where Russian makes no distinction).

Lab work: o Arraignment (drug crime); o DWI hearing (municipal court); o Russian>English: Visson, Practicum, Text 12

Homework: ACEBO materials for interpreting and self-recording.

WEEK 7 Court Interpreting: Expert Witness Testimony Classwork: Technical translation/interpreting and advance preparation. Memory exercises directed at retaining very detailed information; note-taking in the course of simultaneous interpreting with emphasis on numbers.

Lab work: o Expert witness testimony (fire arms); o Expert witness testimony (forensic)

Homework: ACEBO materials for interpreting and self-recording.

WEEK 8 Court Interpreting: Financial Crimes Lab work: o Extortion. o Tax evasion. o Insider trading.

Homework: ACEBO materials for interpreting and self-recording.

WEEK 9 Court Interpreting, Conclusion

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Classwork: Teamwork, relying on and assisting your partner.

Lab work: • Pair work: uninterrupted 60-minute simultaneous interpreting in teams of two, with switches every 15 minutes. Making notes and providing feedback on partner’s performance. Note: both your performance and your feedback will count towards your final grade.

Homework: Preliminary research and glossary review for health and medicine. Students are expected to use glossaries prepared in RUSS76100.

WEEK 10 Publish Health Lab work: o English>Russian: Principles and practice of public health surveillance. Reporting obligations of a health practitioner (CDC and NIH materials). o Russian>English: Visson, Practicum, Text 13 (Interview with Professor Mironov). Homework: Interpret and record assigned short audios.

WEEK 11 Biomedical: Conference Interpreting Classwork: Committing to memory introductory clichés, such as technological breakthroughs, customer-centricity, etc.

Lab work: o DOT training program for Russian-speaking TB specialists. o Research reports (based on sight translation of abstracts). o Consumer protection (products linked to health hazards).

Homework: Russian>English: Visson, Practicum, Text 11 English>Russian: Independently selected audio samples on consumer protection.

WEEK 12 Biomedical Interpreting Classwork: Condensing information as a crisis-management interpreting technique.

Lab work: o US Federal Policy for the protection of human subjects. o Clinical studies (simultaneous mode). o Teleconferencing for joint clinical studies (consecutive mode).

Homework: Glossary review, self-recorded sight translation practice.

WEEK 13 Pharmaceutical and Food Industries Classwork: Background information on FDA and regulatory infrastructure.

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Lab work: o Manufacturing process description (food industry). o Biopharmaceuticals (therapeutic products created through genetic manipulation). o QA/QC procedures, analytical chemistry and equipment.

Homework: Compiling and expanding industry-specific glossaries.

WEEK 14 Cultural Exchanges Lab 1: Purpose awareness and resulting decisions in terms of accuracy and style register

o English>Russian: Timed sight translation of a video (Russian 9-11 Memorial video) o Russian>English: Visson, Practicum, Text 24.

Lab 2: o Samples requiring idiomatic rather than literal interpreting. o Samples requiring diplomatic rather than literal interpreting. o Samples requiring verbatim interpreting, even if it “does not make sense”. o Samples to increase awareness of stylistic register.

Homework: Read “Bible words and phrases” in Palazhenko; read excerpt from Igor Korchilov’s Translating History. (Coursepack)

WEEK 15 Final Assessment: Simultaneous Interpreting Marathon Students will work in teams of two for 60 minutes, with 15-minute switches. Evaluation and self- evaluation.

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including

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CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. o. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). p. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Department of Romance Languages Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit TRNS 75200 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Comparative English-Spanish Grammar & Stylistics

Pre and/or Co None Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. This course will compare and contrast English and Spanish grammar and stylistics within their historical context and their evolution to modern times. These grammatical concepts will serve as the means for applying practical solutions to language-transfer challenges in translation exercises. Students will also be guided to understand and use the fundamental concepts of stylistics and their implication for the study and practice of translation.

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B. Writing Requirement: Students will practice their skills in analyzing and writing texts in both English and Spanish from the perspective of the grammatical, syntactical, and stylistic forms of each language as well as the rhetorical patterns found in a variety of text types and genres.

4. Rationale: (Justification) Admission to the MA Program in Translation and Interpreting requires native or near-native proficiency in English and Spanish. Language instruction as such does not comprise a significant portion of the program curriculum; however, the comparative grammar course serves to establish a baseline of knowledge for all incoming students. Through focus on comparative aspects of the two languages, it prepares them for rigorous forms of textual, syntactic, and lexical analysis they will be expected to perform in the translation seminars. The course also teaches the students key terminology for discussing and edition translated texts in subsequent classes.

A. Nature of the proposed course: 9. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

Professional work in the language support services requires detailed knowledge and understanding of the comparative aspects of English and Spanish, together with linguistic and cultural fluency. The course addresses issues of syntax, grammar and stylistics in context and prepares students for translation of more complex materials in the translation seminars. It also trains students to work independently with language resources and to strengthen their knowledge of professional terminology. For the Learning Goals and Outcomes of the proposed program, please see p. 13 of the proposal, “Program Learning Outcomes.”

10. If the proposed course is part of an established academic program, present a rationale that includes:

y. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

z. The way in which the proposed course relates to other courses within the department of origin;

aa. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

bb. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

cc. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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dd. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students

6. Consultation Statement m. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Russian Division, Chinese Studies in Department of Classical and Oriental Studies

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

The MA program is designed jointly by Division of Russian within the Department of Classical and Oriental Studies and Spanish Translation and Interpreting Program of the Romance Languages Department.

n. Is this course cross-listed? If so, please list all courses affected. No

o. Does this affect the Library? [] NO [ x] YES Have you consulted the subject liaison? [ ] NO [ x] YES [ ] N/A A reserve list of recommended readings and translation resources will be prepared for the enrolled students. Library liaison: Lisa Finder, [email protected]

7. TRNS 75200 - Comparative English-Spanish Grammar & Stylistics Maria Cornelio - Hunter College, CUNY [email protected]

Course Description This course will compare and contrast English and Spanish grammar and stylistics within their historical context and their evolution to modern times. These grammatical concepts will serve as the means for applying practical solutions to language-transfer challenges in translation exercises. Students will also be guided to understand and use the fundamental concepts of stylistics and their implication for the study and practice of translation.

Course Objectives The course provides a firm base for understanding the structural similarities and differences between English and Spanish as a foundation for producing quality translations. At the end of the course, students will be able to: • recognize the linguistic mechanisms that render explicit and implicit meaning in texts • define the stylistic aspects employed by an author and identify the expressive values of the words employed • apply appropriate concepts of differential stylistics to the process of translation • apply the concepts of sociolinguistics in order to recognize the different communication styles and strategies used by various socioeconomic and cultural groups

Method of Evaluation

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Students will be evaluated on their understanding of the grammatical, syntactical, and stylistic concepts discussed in class and how well they apply them to their translation assignments.

The course grade will consist of the following: • Practical Translation Exercises: based on assigned textbook sections 15% • Integrated Translation Assignments: longer passages on specific text types 15% • Course Project 40% • Final Exam 30%

Texbooks: • Hill, Sam, Maria Myberry, and Edward Baranowski. Bilingual Grammar of English-Spanish Syntax. 3rd ed. University Press of America, 2014. • Martínez Rojas, Ignacio. Curso práctico de gramática comparada (inglés-español). Sevilla: ICS, 2005.

Supplemental Readings: • El País. Libro de estilo. Madrid: Ediciones El País, 2003. • Farrell, Edith R. and C. Frederick Farrell, Jr. Side by Side Spanish and English Grammar. 2nd ed. N.Y.: McGraw Hill, 2004. • Holt, Marion and Julianne Dueber. 1001 Pitfalls in Spanish. New York: Barron’s Eucational Series, 2003. • Martínez Rojas, Ignacio. Curso práctico de gramática comparada (inglés-español). Sevilla: ICS, 2005. • Martínez Rojas, Ignacio. Curso superior de español para estudiantes de habla inglesa. Sevilla: Int’l. College of Seville, 2001. • Matte, Francisco. Gramática Comunicativa del español. 2 vols. Madrid: Edelsa, 2000. • Náñez, Emilio. Uso de las preposiciones. Madrid: SGEL, 2003. • Quirk, Randolph & Sidney Greenbaum. A University Grammar of English. London: Longman, 2000. • Sarmiento, Ramón y Aquilino Sánchez. Gramática básica del español. Madrid: SGEL, 1999. • Spinelly, Emily. English Grammar for Students of Spanish. Michigan: The Olivia & Hill Press, 2002. • Stockwell, R.P., J.D. Bowen, J.W. Martin. The Grammatical Structures of English and Spanish. Chicago: The University of Chicago Press, 1965. • Swan, Michael. Basic English Usage. London: Oxford, 2004. • Thomson, A.J. and A.V. Martinet. A Practical English Grammar. Oxford: Oxford UP, 2004. • Whitley, Melvin Stanley. Spanish/English Contrasts: A Course in Spanish Linguistics. 2nd ed. Washington, D.C.: Georgetown Univ. Press, 2002.

Translation Resources http://www.merriam-webster.com [Has three very useful tabs for this course: Dictionary, Thesaurus, Spanish-English]

Course Requirements

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Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Level of technology and/or lab use: The class will be taught in a computer lab with internet access. Class exercises will include using the internet to do terminological and content research, as well as to find parallel texts in English and Spanish. Students are expected to use the internet in doing exercises at home.

Proposed Weekly Schedule Note: The weekly topics follow the guidelines for translator training recommended in the Hill and Bradford text.

Week 1 • Introduction • Basic Syntax and Verbal Forms o basic word order in English and Spanish o the Spanish imperfect-preterit contrast Week 2 • Basic Syntax and Verbal Forms (continued) o basic sentence structure in English and Spanish o modal auxiliaries and their equivalents

Week 3 • The Complex Noun Phrase o nouns and articles o descriptive and limiting adjectives o possessive and demonstrative adjectives and pronouns

Week 4 • The Complex Noun Phrase (continued) o expressions of possession o partitive constructions o English and Spanish personal pronouns

Week 5 • The Complex Noun Phrase (continued) o reflexive and reciprocal actions o sentences with indefinite subjects o English and Spanish contractions

Week 6 • Verb Phrase Complementation o adverbs and prepositions o the Spanish personal accusative

Week 7

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• Verb Phrase Complementation (continued) o the Spanish subjunctive o Spanish and English verb + relator construction Week 8 • Verb Phrase Complementation (continued) o Spanish and English conditional sentences and unreal comparison o expressions of comparison Week 9 • Verb Phrase Complementation (continued) o Spanish integrated and English separable interrogatives o relative words used between clauses

Week 10 • Syntactic and Lexical Variances o the English and Spanish imperative systems o the present participle and infinitive o verb contrasts Week 11 • Syntactic and Lexical Variances (continued) o passive constructions o affirmative words and their negative counterparts

Week 12 • Syntactic and Lexical Variances (continued) o admirative expressions o elliptical verbal usages and verification tags Week 13 • Syntactic and Lexical Variances (continued) o por versus para o verbal expressions using Spanish dar, hacer, and tener Week 14 • Syntactic and Lexical Variances (continued) o Spanish constructions with gustar, faltar and similar verbs o miscellaneous contrasts Week 15 • Final Exam

Academic Integrity Statement

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“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

c. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). d. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Department of Romance Languages Hunter College, CUNY

Proposal for a New Course

Prefix & Five Digit Course TRNS 75300 Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Spanish to English Translation

Pre and/or Co Requisites Co-requisite: TRN75100: Translation Theory (specify which are pre-, co-, or both)

Credits 3 Contact Hours (per week) 3 Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is being ____ Common Core: (also indicate category below) considered for the Common ____ English Composition Core, please use CUNY ____ Math and Quantitative Reasoning Common Core Submission ____ Life and Physical Science Forms [see section VI below]. ____ Scientific World The form must be submitted ____ Creative Expression along with the proposal and ____ U.S. Experience in its Diversity syllabus.) ____ World Cultures and Global Issues ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from Spanish into English. Students will carry out intensive practice of the concepts, methods, and techniques learned in the program’s Stucore courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. An important focus will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience.

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B. Writing Requirement: Students will complete twice-weekly homework translation assignments of approximately 500 word in length and a final project of approximately 1,500 in length, as well as short practice exercise in class (not to exceed 300 words).

4. Rationale: (Justification) Solid translation skills, combined with the ability to conduct topic-specific research, compile glossaries, seek out parallel texts, and deploy appropriate translation strategies and procedures lies at the foundation of being a successful translator and/or interpreter. In order to prepare professional translators, it is essential to provide students with an overview of the components of translation, to make them cognizant of translation as a process and to equip them with the ability to critically assess the final product. The course will prepare the students for future translation work in various professional fields while reinforcing their knowledge of their A and B languages. The separation of translation into Spanish>English and English>Spanish offers a chance for students to translate into their stronger and secondary languages, respectively. They will become versed in translating different textual genres, factoring in the target audience, and culturally sensitive issues.

A. Nature of the proposed course: 11. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) As stated in the program objectives for the proposed MA in Translation and Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course, aimed at strengthening the students’ competence in Spanish>English translation, focuses on offering tools to independently and successfully translate texts in any given discipline, in order to enable to them to provide the highest quality of professional work grounded in research. It offers the students self-assessment tools to function with little supervision in the professional field and provides the fundamentals that will later be developed in subsequent translation courses in the program.

12. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

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e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Russian Division, Department of Classical and Oriental Studies

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

The course is offered jointly by the Russian Division of the Department of Classical and Oriental Studies and Spanish Translation and Interpreting Program of the Romance Languages Department. b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [] NO [ x] YES Have you consulted the subject liaison? [ ] NO [ x] YES [ ] N/A A reserve list of recommended readings and translation resources will be prepared for the enrolled students.

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7. Spanish to English Translation Maria Cornelio, Hunter College, CUNY [email protected]

Course Description The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from Spanish to English. Students will carry out intensive practice of the concepts, methods, and techniques learned in the program’s core courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. Attention will be paid to the structural differences between Spanish and English, as well as the issues involved in intercultural communication. An important focus will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience. The use of real-world documents will allow students to gain familiarity with professional practice. The course will have a practical focus on the text types most commonly translated from Spanish to English in the US market.

Course Objectives The course aims to provide students with the conceptual and practical tools to become thoughtful and skillful translators from Spanish to English. By the end of the course students will be able to: • identify translation difficulties and resolve them using appropriate instruments and documentation • apply the techniques and research methods necessary to produce polished and well-crafted documents • articulate specific strategies for dealing successfully with textual ambiguities and culture- bound terms • recognize the style, format, and presentation of various text types in Spanish, and • render them into the appropriate style, format, and presentation in English

Method of Evaluation Students will be assessed on the quality of their translations, their ability to edit their own work, and their ability to substantiate their choices in applying theoretical readings to practical translation assignments. The course grade will consist of the average grade of all the exercises done throughout the semester and the final exam.

The grade break-down is as follows: • Participation in classroom activities, exercises and practicums 20% • Homework assignments 40% • Final exam 20% • Final project 20%

Required Texts: • Hervey, S.; Higgins, Ian; Haywood, Louise. Thinking Spanish Translation: A Course in Translation Method: Spanish to English. (2009) New York & London: Routledge. 2nd ed. • Grossman, Edith. 2010. Why Translation Matters. New Haven, CT: Yale Univ. Press.

Supplemental Readings:

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• Brushwood, John S. “Two Views of the Boom: North and South.” Latin American Literary Review. 15:29. (1987): 13-31. • Cook, G. The Discourse of Advertising. London: Routledge, 1992. • Cohen, Jonathan. “The Early History of Neruda in English (1925–1937).” Romance Notes 22 3 (1982): 272–76. • Cohen, Raymond. Negotiating Across Cultures. Washington. United States Institute of Peace Press. Third Printing. 2002. ISBN 1878379720 • Cohn, Deborah. “Retracing The Lost Steps: The Cuban Revolution, the Cold War, and Publishing Alejo Carpentier in the United States.” CR: The New Centennial Review 3.1 (2003): 81–108. • Figueroa, Esperanza. "Pablo Neruda en inglés." Revista Iberoamericana 82–83 (1973): 301–47. • Howard, Matthew. “Stranger than Fiction: The Unlikely Case of Jorge Luis Borges and the Translator Who Helped Bring His Work to America.” Lingua franca: The Review of Academic Life 7.5 (1997): 40–49. • Guzmán, Maria Constanza. Gregory Rabassa's Latin American Literature: A Translator's Visible Legacy. (2011) Lanham, MD: Bucknell University Press • Peden, Margaret Sayers. “Translating the Boom: The Apple Theory of Translation.” Latin American Literary Review 15.29 (1987): 159–72. • Samuelson-Brown, Geoffrey. (2010) A Practical Guide for Translators. 5th ed. Clevedon, UK; Phila. US: Multilingual Matters. • Torrents del Prats, Alfonso. (1989) Diccionario de dificultades del inglés. 2nd ed. Barcelona: Editorial Juventud.

Internet Resources • Real Academia Española: www. rae.es

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Level of technology and/or lab use: The class will be taught in a computer lab with internet access. Class exercises will include using the internet to do terminological and content research, as well as to find parallel texts in English and Spanish. Students are expected to use the internet in doing translation exercises at home.

Proposed Weekly Schedule

Week 1 • Introduction • The Pre-translation Process: o Reading the original text and detecting potential problems o Researching parallel texts in the target language o Compiling a glossary o Identifying acronyms, numbers, measurements, metaphors, etc., to be translated o Register to be used in the translation. Week 2 • Translation strategies/techniques and their practical application

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o Oblique translation procedures: transposition, modulation, equivalence, adaptation, amplification, explication, omission, and compensation o Direct translation procedures: calque, borrowing, and literal translation

Week 3 • Translating Cultural Differences o Cultural and literary aspects of Spanish-language texts vs. English-language texts o Translations into English of the literature of Latin America and Spain Read: Various articles provided by the course instructor on the history of translation from the Spanish-speaking to the English-speaking world.

Week 4 • Comparative Spanish-English Grammar/Stylistics and Translation Techniques Read: Various articles provided by the course instructor Week 5 • Translating Spanish texts for US vs. Global English Read: Various articles provided by the course instructor

Week 6 • Commercial translation (business letters; invoices; corporate documents) Read: Various articles provided by the course instructor

Week 7 • Economic and financial translation o articles from the economic and financial press o translation of a corporate website Read: Various articles provided by the course instructor

Week 8 • Legal Translation Read: Various articles provided by the course instructor

Week 9 • Advertising - Analysis of Spanish vs. English Advertising Discourse Read: Various articles provided by the course instructor

Week 10 • Instructional/Didactic/Academic Texts Read: Various articles provided by the course instructor

Week 11 • Audiovisual Translation

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Read: Various articles provided by the course instructor

Week 12 • Medical Translation Read: Various articles provided by the course instructor

Week 13

• Scientific and Technical Translation; Patents; Instruction Manuals Read: Various articles provided by the course instructor

Week 14 • Tourism Read: Various articles provided by the course instructor

Week 15 • Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

a. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). b. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123.

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CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Department of Romance Languages Hunter College, CUNY Proposal for a New Course

Prefix & Five Digit Course TRNS 75400 Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title English to Spanish Translation

Pre and/or Co Requisites TRN75100: Translation Theory (specify which are pre-, co-, or both)

Credits 3 Contact Hours (per week) 3 Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is being ____ Common Core: (also indicate category below) considered for the Common ____ English Composition Core, please use CUNY ____ Math and Quantitative Reasoning Common Core Submission ____ Life and Physical Science Forms [see section VI below]. ____ Scientific World The form must be submitted ____ Creative Expression along with the proposal and ____ U.S. Experience in its Diversity syllabus.) ____ World Cultures and Global Issues ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from English into Spanish. Students carry out intensive practice of the concepts, methods, and techniques learned in the program’s core courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. Special emphasis will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience.

B. Writing Requirement: The students will complete twice-weekly translation assignments of about

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500 words in length as well as a final project of approximately 1,500-1,750 words in length.

4. Rationale: (Justification) Successful translation requires not only fluency in two languages but also solid translation skills, combined with the ability to conduct topic-specific research, compile glossaries, seek out parallel texts, and deploy appropriate translation strategies. In order to prepare professional translators, it is essential to provide students with an overview of all components of translation, to make them cognizant of translation as a process, and to equip them with the ability to critically assess the final product. The course will prepare the students for future translation work in various professional fields while reinforcing their knowledge of their A and B languages. Students will become versed in translating different textual genres.

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the program objectives for the proposed MA in Translation and Interpreting, the program seeks to prepare its graduates for work in practical fields of translation, especially in various New York City departments, services, and offices. Each graduate of the program must therefore be prepared to translate texts and genres between his/her A and B languages in a wide variety of disciplines. The proposed course, aimed at strengthening the students’ competence in English>Spanish translation, focuses on offering tools to independently and successfully translate texts in any given discipline, in order to enable to them to provide the highest quality of professional work grounded in research. It offers the students self-assessment tools to function with little supervision in the professional field and provides the fundamentals that will later be developed in subsequent translation courses in the program.

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Russian Division, Department of Classical and Oriental Studies

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A The course is offered jointly by the Russian Division of the Department of Classical and Oriental Studies and Spanish Translation and Interpreting Program of the Romance Languages Department. b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [] NO [ x] YES Have you consulted the subject liaison? [ ] NO [ x] YES [ ] N/A A reserve list of recommended readings and translation resources will be prepared for the enrolled students.

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7. English to Spanish Translation Maria Cornelio, Hunter College, CUNY [email protected]

Course Description The course highlights both the cultural and linguistic aspects of translation while students learn to solve the specific challenges posed by translating from English to Spanish. Students will carry out intensive practice of the concepts, methods, and techniques learned in the program’s core courses and apply them to texts in a variety of academic and professional fields such as journalism, advertising, business, tourism, etc. Attention will be paid to the structural differences between English and Spanish, as well as the issues involved in intercultural communication. An important focus will be on analysis of the source text and the choices involved in rendering the most appropriate translation for the intended purpose and target audience. The use of real-world documents will allow students to gain familiarity with professional practice. The course will have a practical focus on the text types most commonly translated from English to Spanish in the US market.

Course Objectives The course aims to provide students with the conceptual and practical tools to become thoughtful and skillful translators from English to Spanish. By the end of the course students will be able to: • identify translation difficulties and resolve them using appropriate instruments and documentation • recognize the style, format, and presentation of various text types in English and render them into the appropriate style, format, and presentation in Spanish • apply the techniques and research methods necessary to produce polished and well-crafted documents • articulate specific strategies for dealing successfully with textual ambiguities and culture- bound terms

Method of Evaluation Students will be assessed on the quality of their translations based on the adjusted ATA rubric, their ability to edit their own work, and their ability to substantiate their choices in applying theoretical readings to practical translation assignments. The course grade will consist of the average grade of all the exercises done throughout the semester, the final project and the final exam.

The grade break-down is as follows: • Participation in class activities, discussions, and peer editing 20% • Homework assignments 40% • Final project 20% • Final exam 20%

Required Text: J. G. López Guix and J. Minett Wilkinson, Manual de traducción inglés-castellano. Barcelona: Editorial GEDISA, 2012

Supplemental Readings: • El País. (1996) Libro de estilo. El País, Ediciones El País, S.A., 12th ed. • García Yebra, Valentín. (2004). Traducción y enriquecimiento de la lengua del traductor. Madrid: Editorial Gredos.

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• ______. (1997). Teoría y práctica de la traducción. Vol. 1 & 2. Madrid: Editorial Gredos. 3rd Ed. • Moliner, María. (1998) Diccionario de uso del español. 2nd ed. Madrid: Editorial Gredos. • Moya, Virgilio. (2000) La traducción de los nombres propios, Madrid: Ediciones Cátedra. • Orellana, Marina. (2001) La traducción del inglés al castellano. Santiago, Chile: Editorial Universitaria. • Prado, M. (2001) Diccionario de falsos amigos. inglés – español, Madrid, Gredos. • Samuelson-Brown, Geoffrey. (2010) A Practical Guide for Translators. 5th ed. Clevedon, UK; Phila. US: Multilingual Matters. • Seco, Manuel. (2003) Diccionario de dudas y dificultades de la lengua española. 10th ed. Madrid: Espasa Calpe. • Seco, Manuel. (2012) Diccionario del español actual. Madrid: Aguilar. 2nd ed. • Torrents del Prats, Alfonso. (1989) Diccionario de dificultades del inglés. 2nd ed. Barcelona: Editorial Juventud.

Internet Resources • Real Academia Española: www. rae.es • Research Institute for the Study of U.S. Spanish: www.RIUSS.org

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Level of technology and/or lab use: The class will be taught in a computer lab with internet access. Class exercises will include using the internet to do terminological and content research, as well as to find parallel texts in English and Spanish. Students are expected to use the internet in doing translation exercises at home.

Proposed Weekly Schedule

Week 1 • Introduction • The Pre-translation Process: o Reading the original text and detecting potential problems o Researching parallel texts in the target language o Compiling a glossary o Identifying acronyms, numbers, measurements, metaphors, etc., to be translated o Register to be used in the translation. Week 2 • Translation strategies/techniques and their practical application o Oblique translation procedures: transposition, modulation, equivalence, adaptation, amplification, explication, omission, and compensation o Direct translation procedures: calque, borrowing, and literal translation

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Week 3 • Translating Cultural Differences o Cultural aspects of English-language texts vs. Spanish-language texts o history of translation in Latin America and Spain Read: Various articles provided by the course instructor on the history of translation in the Spanish-speaking world.

Week 4 • Comparative English-Spanish Grammar/Stylistics and Translation Techniques Read: Various articles provided by the course instructor

Week 5 • Plain Language and Translating for US Spanish Read: Various articles provided by the course instructor

Week 6 • Commercial translation (business letters; invoices; corporate documents) Read: Various articles provided by the course instructor

Week 7 • Economic and financial translation o articles from the economic and financial press o translation of a corporate website Read: Various articles provided by the course instructor

Week 8 • Legal Translation Read: Various articles provided by the course instructor

Week 9 • Advertising - Analysis of English vs. Spanish Advertising Discourse Read: Various articles provided by the course instructor Week 10 • Instructional/Didactic/Academic Texts Read: Various articles provided by the course instructor

Week 11 • Audiovisual Translation Read: Various articles provided by the course instructor Week 12 • Medical Translation Read: Various articles provided by the course instructor

Week 13

• Scientific and Technical Translation; Patents; Instruction Manuals

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Read: Various articles provided by the course instructor

Week 14 • Tourism Read: Various articles provided by the course instructor

Week 15 • Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

c. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). d. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Department of Romance Languages Hunter College, CUNY Proposal for a New Course

Prefix & Five Digit TRNS 75500 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title English – Spanish Revising & Editing for Translators

Pre and/or Co TRN75100: Translation Theory Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course.

3. Course Description: A. In this course students will acquire the skills necessary to provide professional-level bilingual/monolingual review, revising and editing of texts – services increasingly in demand within the translation market and in the field of publishing. The course introduces key terminology, skills, as well as ethics of work in this field.

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B. Writing Requirement: Students will acquire skills in both the reading and writing aspects of revision and editing. Class exercises and at-home assignments will require the students to analyze previously-translated documents (on issues such as grammar, factual information, proper metric conversion, and mistranslations) and provide any needed corrections together with written evaluations and quality-assessment of said documents, as well as justification for their own changes to the text.

4. Rationale: (Justification) Bilingual editing and translation review rank among the most in-demand areas of language support services. While students receive basic training in editing as part of their translation courses, they can only receive the required instruction and practice, together with a supervised opportunity to hone their close reading, copyediting, proofreading and assessment skills in a specialized class. Training the students to read and compare texts in a variety of genres and disciplines will prepare them for the rigors of the work place and arm them with transferrable skills to be applied to their own translation work.

A. Nature of the proposed course: 1) If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) The course reflects the commitment of the proposed MA program in Translation and Interpreting to prepare students for employment in professional translation and language support services. It emphasizes practical skills—editing, copyediting, stylistic editing, proofreading, assessing equivalence of texts in two languages—in the context of translated and bilingual materials. The course enhances the students’ mastery of Languages A and B, respectively. The students also apply their training in recognizing textual genres and linguistic registers to editing texts.

2) If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted.

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(Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

5. Projected Enrollment 12 students

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ ] NO [X ] YES – If yes, list department/program: Russian Division, Department of Classical and Oriental Studies

Has the Department/Program been consulted? [ ] NO [ X] YES [ ] N/A

The course is offered jointly by the Russian Division of the Department of Classical and Oriental Studies and Spanish Translation and Interpreting Program of the Romance Languages Department. b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [] NO [ x] YES Have you consulted the subject liaison? [ ] NO [ x] YES [ ] N/A A reserve list of recommended readings and translation resources will be prepared for the enrolled students.

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7. English to Spanish Revising & Editing for Translators Maria Cornelio - Hunter College, CUNY [email protected]

Course Description This course provides in-depth training in bilingual/monolingual review, revising and editing – services increasingly in demand within the translation market as well as in publishing. It includes a systematic approach to professional development in copyediting, stylistic editing, and structural editing, checking for consistency and content accuracy, revision parameters, degrees of revision, and quality assessment. Particular attention will be paid to International Organization for Standardization (ISO) requirements and the different linguistic/writing/cultural conventions of Spanish and English.

Course Objectives The course prepares students for professional work in the growing field of revision and editing. Its purpose is to familiarize students with language-specific as well as conduct-specific aspects of this field. The course teaches students to: • gain familiarity with both theoretical and empirical aspects of revising and editing • compile and use relevant terminology and essential vocabulary pertaining to the revising/editing and publishing fields • analyze and compare the translation brief with its resultant translation in order to o identify proper registers of language based on intended target audience (high vs. low registers) o identify and correct in the translated text any errors of grammar, syntax, content, vocabulary, meaning • use proofreader’s marks, computer aids available to editors and revisers, and appropriate revision procedures • adhere to the ethical standards of revision and editing

Method of Evaluation Students will be assessed on the quality of their reviews/revisions, their ability to edit their own work, their ability to substantiate choices they have made in reviews/revisions of translations and original works by others, and their ability in applying theoretical readings to various practical assignments. The course grade will consist of the average grade of all the exercises done throughout the semester and the final exam. The grade break-down is as follows: • Participation in class practice, discussions, and peer editing 20% • Revision exercises 50% • Final exam 30%

Course Textbook: Mossop, Brian. (2001). Revising and Editing for Translators. (Manchester, U.K. & Northampton, MA: St. Jerome).

Supplemental Readings: • Colina, Sonia. (2008). “Translation Quality Evaluation.” Translation Quality Evaluation, The Translator, 14:1, 97-134. https://doi.org/10.1080/13556509.2008.10799251 • Cornelio, Adaptation from the American Translators Association’s Framework for Standard Error Marking (class handout) • Hunter, Leon. “Buenas prácticas en revisión de traducciones.”

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https://www.leonhunter.com/buenas-practicas-en-revision-de-traducciones/ • International Standards Organization (ISO). “Requirements for Translation Services.” https://www.iso.org/obp/ui/#iso:std:iso:17100:ed-1:v1:en. • Künzli, Alexander. (July 2007). “The ethical dimension of translation revision. An empirical study.” The Journal of Specialised Translation. Issue 8, 42-56. • Vivanco, H. et.al. (1990) “Error Analysis in Translation: A Preliminary Report.” Meta: Translators' Journal. 35: 3, 538-542.

Translation/Revising/Editing Resources These two are the key resources no general proofreader should be without. • http://www.merriam-webster.com [Has three very useful tabs: Dictionary, Thesaurus, Spanish- English] • The Chicago Manual of Style, 17th Edition (CMOS). CMOS offers a free 30-day online trial. A yearly subscription to the online version is $39. Alternatively, students may purchase the print edition at a cost of about $53 on Amazon.

Course Requirements Students are required to attend classes and participate in class discussions, complete homework assignments, and submit coursework in a timely fashion.

Level of technology and/or lab use: The class will be taught in a computer lab with internet access. Class exercises will include using the internet to do terminological and content research, as well as to find parallel texts in English and Spanish. Students are expected to use the internet in doing revising/editing exercises at home.

Proposed Weekly Schedule Week 1 • Introduction • Why Editing and Revising are Needed o The difficulty of writing o Enforcing rules o Balancing interests o Quality o Limits to editing and revision o Summary Read: Mossop, Ch. 1; ISO. Week 2 • The Work of an Editor o Tasks of Editors o Editing, rewriting and adapting o Mental editing during translation o Degrees of editing and editing procedure Read: Mossop, Ch. 2. Week 3 • Copyediting o Rules o House style o Spelling and typographical errors

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o Syntax and idiom o Punctuation o Usage o Exercises in copyediting Read: Read: Mossop, Ch. 3. Week 4 • Stylistic Editing o Tailoring language to readers o Smoothing o Readability versus clarity o Stylistic editing during translation o Exercises Read: Mossop, Ch. 4.

Week 5 • Structural Editing o Physical structure of a text o Problems with prose o Problems with headings o Structural editing during translation o Exercise Read: Mossop, Ch. 5.

Week 6 • Content Editing o Macro-scale content editing o Factual errors o Logical errors o Mathematical errors o Content editing during translation o Content editing after translation Read: Mossop, Ch. 6; Cornelio; Vivanco.

Week 7 • Checking for Consistency o Degree of consistency o Pre-arranging consistency o Over-consistency o Exercise and discussion Read: Mossop, Ch. 7. Week 8 • Computer Aids to Checking o Work on screen or on paper? o Editing functions of word processors o Bilingual text alignment Read: Mossop, Ch. 8. Week 9 • The Work of a Reviser

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o The revision function in translating organizations o Revision, quality control, checking and re-reading o The brief o Balancing the interests of authors, clients, readers and translators o Time and quality o Revision of machine translation o Revision and self-revision o Quality control/Quality assurance o Quality checking by clients o Revision and specialization Read: Mossop, Ch. 9; Colina. Week 10 • The Revision Parameters o Accuracy; Completeness; Logic; Facts; Smoothness; Tailoring; Sub-language; Idiom; Mechanics; Layout; Typography; Organization. Read: Mossop, Ch. 10; Hunter.

Week 11 • Degrees of Revision o Factors in determining degree of revision o Some consequences of less-than-full-revision o The relative importance of Transfer and Language parameters o Discussion and exercises Read: Mossop, Ch. 11.

Week 12 • Revision Procedures o Order of operations o Some principles for making corrections o Handling unsolved problems o Inputting changes/Checking presentation o Procedures, time-saving and quality o Discussion and exercise Read: Mossop, Ch. 12.

Week 13

• Self-revision o Integration and self-revision into translation products o Self-diagnosis o Exercises Read: Mossop, Ch. 13.

Week 14 • Revising the Work of Others o Relations with revisees; Diagnosis; Advice o Exercises

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Read: Mossop, Ch. 14; Künzli.

Week 15 • Final Exam

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College.

e. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). f. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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Romance Languages Department Hunter College, CUNY Proposal for a New Course

Prefix & Five Digit TRNS 76100 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Consecutive Interpreting Pre and/or Co Prerequisite: TRN 75100 Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X__ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC

3. Course Description: A. A brief description for the College Catalog. The course teaches background skills for consecutive interpreting (memory training, concentration and note-taking) along with practice in simulated real-life settings.

B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified. Students will complete homework assignments of about 1-2 pages in length associated with terminology, memorization, and glossary-building, as well as transcription and note-taking practice. They will also be required to complete a short research paper (5-8 pages) on one of the aspects of consecutive interpreting covered during the semester (with instructor’s approval).

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4. Rationale: (Justification)

A. Nature of the proposed course: 1) If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix) As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for translation and interpreting work in various professional fields, including medical, judicial, educational, and a wide range of agencies they contract with to provide social and legal services; besides the private sector, media, business, non-for-profit, intergovernmental and international organizations. Courses in consecutive interpreting explore complex legal and medical concepts, policy and current reference to relevant subjects, in the practice of the profession of language interpreter. Practicum in this course sets in motion skills development, which appropriately monitored, guided, evaluated and assessed results in the professionalization of an occupation. Spoken language interpreting in the consecutive and sight modes is in great demand worldwide, which creates the need for a systematic approach to teaching, in order to meet students’ learning outcomes. Most employers will expect practitioners to excel in oral interpreting and to competently use technology involved in bilingual communication. Lab room training hours in consecutive interpreting introduce students to such seminal skills as memory building, note-taking techniques, text transcription and sight translation, as well as to practicing other channels of communication, where not in-person meetings take place (remote, telephone, webinars, video, audio, be, aiding student’s progress to prepare for simultaneous interpreting. (See page 13 of the program proposal for a complete list of the course objectives and learning outcomes).

a. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

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B. The following additional information must be supplied in the special instances noted: 3. When ENGL 120 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 4. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment

12-15 students.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [X] N/A The course fits within the language-specific portion of the curriculum for the MA in Translation and Interpreting and will therefore not impact other languages and programs. b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [ ] NO [ X] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A Library liaison Lisa N Finder, [email protected] will work with the program to purchase necessary reference materials.

Additional Note: This course requires the following resources: • Language interpreting laboratory room equipped with one multi-channel communication device per student (transmitter and receiver) plus an instructor’s monitoring unit (control center/interpreting console that inputs/outputs audio signals). This setup also provides for student’s self-evaluation as well as peer and instructor’s feedback. Practicum requires individual, “in pairs” and in-groups preparatory exercises whether for consecutive or simultaneous interpreting practice. For the latter, this setup, including microphone, headphones and console would require a booth (full or partial) for practice and recordings. • Adequate transceiver for bi-directional (two-language) interpreting, also in-channel with the receiver-only unit, would complete the equipment for a multi-language activity (relay). • Computers and transcribing machines are necessary tools for remote and telephone interviews, as well as for audio, video and sight interpretings. This technology is crucial for training students in the use of the multi-communication channels that are an integral part of the field today. • Individual recording device to be provided by the student (for self-monitoring performance, a must in class and Lab (parameter feedback). A rubric will be used as a tool to help evaluate each scaled level of achievement. The interpreted messages will be matched to set parameters in each specific mode of language interpreting (novice, journeyman and master levels).

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7. TRNS 76100 Consecutive Interpreting Course Syllabus Maria Cornelio Hunter College, CUNY [email protected]

Course Description This graduate course acquaints students with the craft and discipline of spoken language interpreting in the consecutive mode. Theory and its application in different sector-based settings are studied in the Spanish/English combination, where each of them, according to the task at hand, becomes source or target language. By developing active listening and concentration skills (memory and note-taking training exercises), students are immersed in the “hands-on-learning” required to accomplish a successful short and long consecutive interpreting practice. With a variety of case scenarios studied throughout the semester, this course will reflect different professional settings to provide students with practice in the creation of linguistic glossaries in various fields, carrying out tasks, and creating awareness of codes of professional conduct. This course emphasizes the major sectors where consecutive interpreting takes place: judicial (state and federal), community, (health, education, social and legal services, outreach, media, etc.), conference and private (business enterprise) interpreting settings (one-on-one dialogue, interview, bilateral local, national and international meetings).

Learning Outcomes

Throughout this course, students learn essential aspects of oral language interpreting in the consecutive mode. Case studies involve limited English/Spanish proficient speakers who are assisted by interpreters for the judicial process, administrative sessions, social services, healthcare procedures, business negotiations and other formal and informal proceedings in public and private sectors.

Upon completion of the course, students will have acquired the following skills:

• Executing all stages of consecutive interpreting while observing professional ethical guidelines and codes of responsibility • Creating a personalized database of relevant samples, documents, and other materials, such as individualized glossaries (setting-specific terminology, code of ethics, etc.) • Distinguishing between registers of speech and selecting the appropriate one, when rendering language interpreting in English and Spanish • Identifying task characteristics for each setting presented, detecting potential interpreting issues and challenges (linguistic, cultural, ethical), and learning how to solve them (techniques, means and protocols) • Using self-evaluation techniques and revision aiming at improving their own performance for interpreted sessions • Marketing their skills as consecutive interpreters, conducting translation/interpreting market research and successfully fulfilling professional requirements

Method of Evaluation Considering the emphasis on mastering oral interpreting in the consecutive mode, students’ interpreting performance evaluation (class and Lab recordings) is rubric-based (assessment criteria),

Translation & Interpreting MA Proposal |241 where parameters (language and text accuracy, completeness, consequential/inconsequential error, omission, addition, voice intonation, fluidity and grammaticality) mark the scaled level of accomplishment (B-/F, below it; B/B+, up to standards; A-/A+, surpasses it). Students' progress and mastery of the material will be assessed and finally graded as follows:

• Class preparation and participation in class exercises 25% • Lab hours/assignments timely completion 25% (voice/video recordings) • Individual Research monograph 25% (End of semester final paper) • Midterm and Final examination 25% (10% and 15%)

Required textbooks: 1. Dueñas González Roseann, et al., Fundamentals of Court Interpretation: Theory, Policy and Practice. 2nd ed. Durham: Carolina Academic Press, 2012. 2. Hale, Sara Beatriz. Community Interpreting. Research and Practice in Applied Linguistics. New York: Palgrave Macmillan, 2007. 3. Jones, Roderick. Conference Interpreting Explained. Manchester: St Jerome Publishing, 2002.

Required readings (Hunter Library Reserve): 1. Mikkelson, Holly. Edge 21: Consecutive Interpreting. Holly Mikkelson. ACEBO, 2006. 2. ------. The Interpreter’s Companion. 4th ed. ACEBO, 2000. 3. ------. The Interpreter's Rx. ACEBO, 1994. 4. Taylor-Bouladon. Conference interpreting. Principles and Practice. 2nd edition. National Library of Australia. Australia, 2007. 5. Medical Terminology for Interpreters. 3rd ed. Cross-Cultural Communications. Culture and Language Press, 2010.

Course requirements Students are required to attend every class and to participate in class discussions and practical exercises. They must complete in-class and lab room consecutive interpreting and homework assignments and engage in Bb’s self and peer feedback, by recording their interpreting practice and comments and submitting their work in a timely fashion.

Proposed weekly schedule

Week 1 Course Introduction: Syllabus Review and first consecutive exercises • The consecutive and sight translation modes of language interpreting Bi-directional question and answer sessions (short term consecutive and dialogue interpreting) Memory development (techniques in long-term consecutive) • Based-setting sectors (Class texts and course literature): • The Judiciary:

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Court levels (federal, state) and branches (civil, criminal). Court interpreting principles, code of ethics and professional responsibility. Low and high linguistic registers commonly found in court settings: jargons, Spanglish, legalese (online and library reserve reference tools) • Community interpreting (online and library reserve reference tools, reading assignments and library reserve): Health (hospital, clinic, visiting services, specialties) Education (children issues, parent/teacher/officials) Public and private services (legal and social) Media (information access) • Homework: beginning bilingual glossaries on subject matters (case scenarios at hand). Class- related reading assignment postings on Blackboard; Library reserve. • Lab assignment: lab requirements and managing equipment orientation in preparation for individual, with partner, and group exercises.

Week 2 First week review and assignments feedback (self/peer/instructor’s) • Judicial vs. community: a little history (court vs. legal interpreting) State, Federal certifications; US/NY; court system structures, levels and branches; agencies; tasks and terminologies, memory aid, note taking techniques. Civil service vs. Per Diem. • Consecutive with sight translation and text transcription / translation guidelines. • Medical certifications in the US; practicing in NY (Per Diem vs. staff). Medical interpreter/navigator roles; settings and overlapping code of ethics. Medical interpreting literature (medical, bilingual dictionaries; vocabulary, terminology, procedures) • Practicum: 1st interpretating practice (one-on-one meetings) o Immigration interview (citizenship) o Parent/child-teacher (disciplinary) o Hospital/Clinic-patient (pre-post-operatory) o Attorney-client (in-person and remote; civil court deposition before trial and criminal’s jail interview) o Mediation session: mediator, parties and interpreter o Form from various settings (in combination with sight translation; filling out questionnaires with LEP client) • Homework: ongoing bilingual glossaries on subject matters (case scenarios at hand). Class related reading assignment postings on Blackboard; Library reserve (class texts) Lab assignment: 1st recordings due.

Week 3 Week 2 review and assignment feedback (self/peer/instructor’s) • Court interpreting (formal and informal settings, participants, ethics, protocols, errors and corrections on and off the record). General overview of the US court system; the role and involvement of the interpreter for different jurisdictions (federal, state and municipal).

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• Practicum: Witnesses on trial. Case scenarios in NY Civil and Criminal branches of the Supreme Court: civil claims, $25,000 and up, petitions, matrimonial (divorce), surrogate's, criminal. Case scenarios in Civil and Criminal courts (civil, up to $25,000; Landlord-tenant; small claims (up to $5,000); family (custody and visitation) and criminal (misdemeanors and violations). The District Attorney's Office and the Grand Jury indictment and felony charges (over one- year jail sentence).

• Homework: ongoing legal, bilingual glossaries on subject matters (case scenarios at hand). Class related reading assignment postings on Blackboard and Library reserve. Lab #2 recordings due

Week 4 Week 3 review and assignment feedback (self/peer/instructor’s) • Continuing court interpreting practice: code of ethics, protocols, formal vs. informal settings. The witness before the court, deposition before trial (dbt); frozen language (court) vs. colloquial language (layperson); vocabulary and terminology. • Long consecutive interpreting challenges and guidelines on working with limited English proficient clients (witness, plaintiff, District Attorney’s victim, defendant, respondent) Review of notes taken while interpreting consecutively • Practicum: continuing with witnesses on trial; sight translation interpolations; courtroom challenges and text transcription (audio and video tape records and reference tools) • Homework: ongoing legal, bilingual glossaries on subject matters (case scenarios at hand). Class related reading assignment postings on Blackboard and Library reserve. Lab #3 recordings due

Week 5 Week 4 review and assignment feedback (self/peer/instructor’s) • Court interpreter summary and final arguments. • Final research paper: worksheet guidance for Court Interpreting (worksheet approval) Community Interpreting begins: case scenarios samples will include simultaneous components (hybrid) with emphasis on distinguishing and switching between modes of interpreting. • Sectors and sub-settings Medical interpreting practice (hospital/clinic vs. home visit; mental health, voluntary and non- voluntary commitment; overlapping court’s psychiatric evaluation, confinement and hospital's courtroom activities) • Practicum: Class and lab room case scenarios; terminology and vocabulary • Homework: ongoing medical glossaries (case scenarios and specialties; civil court related cases: automobile accident and personal injury); reading requirement (texts on library reserve) • Lab room practice and recordings; sight translation/interpreting test and transcription (medical #1 due)

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Week 6 Week 4 review and assignment feedback (self/peer/instructor’s) o Medical Interpreting continues: class and lab vocabulary and whole-body terminology, overview of systems (nervous, blood, lymphatic, cardiovascular, respiratory, etc.); identify and define words and subjects; medical sub-settings and performance challenges, ethics); Healthcare technology (instructions for the patient before/after various medical procedures); health screening requirements • Homework: ongoing medical glossaries (case scenarios and specialties; civil court related cases: automobile accident and personal injury); reading requirement (texts on library reserve) • Lab room practice and recordings (medical #2 due)

Week 7 Week 6 review and assignment feedback (self/peer/instructor’s) • Medical Interpreting continues: class and lab consecutive interpreting practice (short and challenges in long consecutive) • Summary of medical interpreting (theory and practice: final considerations • Final research paper: worksheet guidance for Medical Interpreting (worksheet approval) • Education interpreting begins: • Practicum: consecutive interpreting in school settings. School interview: parent/teacher and Board of Education officials (child performance, disciplinary meetings and complaints against children, and parents for neglect; family and criminal court overlapping); class and lab room case scenarios, sight translation of forms, note taking review. • Homework: ongoing medical and educational glossaries continues (case scenarios) Preparatory exercises and assignment of texts for Midterm Examination begin: court, medical and educational case scenarios (midterm examination sample review). • Lab room practice and recordings (medical #3 due; educational #1 due)

Week 8 Week 7 review and assignment feedback (self/peer/instructor’s) • Practicum: Court, medical and educational interpreting continues; review of performance rubrics, parameters and levels; cursing and the interpreting of “bad language” for the record. • Midterm Examination (previously assigned texts): Class (whole class duration) and Lab sessions. Recordings/graded works are to be posted on Blackboard. • Homework: Idiomatic expressions (in both languages) glossaries, reference tool research and exercises • Lab room practice and recordings (educational #2 and #3 due)

Week 9 • Midterm Examination Review. • Educational #2 and #3 review and assignment feedback (self/peer/instructor’s)

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• Practicum: Court, medical and educational interpreting continues; review of performance rubrics, parameters and levels. • Text Sight translation continues. • Homework: ongoing glossaries (cumulative review); reading requirement (texts on library reserve) • Lab room practice and recordings (preparatory exercises continue; settings and texts provided) • Final research paper: worksheet guidance for Educational Interpreting (instructor’s worksheet approval)

Week 10 Week 9 review and assignment feedback (self/peer/instructor’s) • Media (broadcasting and the press): consecutive (dialogue) interview (community outreach, culture and the arts programs, public, private, national and international figures) • Practicum: the transcription devices, practice and evaluation of transcribed and translated materials (class and lab texts) • Homework: Transcription and translation of assigned audio and video samples (lab #1 and #2 English >< Spanish and vice versa are due).

Week 11 Week 10 review and assignment feedback (self/peer/instructor’s) • Conference related interpreting (one-on-one dialogue and bi-lateral meetings; delegates, intergovernmental (the UN) and international organizations • Private sector: business enterprise related interpreting (one-on-one bi-lateral organizations; interpreting in the field to accompany international representatives into settings (research oriented) • Public sector: services and benefits (agencies: requirements and compliance); sight translation of written forms (NY and US, legal and non-legal) • Practicum: class and lab case scenarios practicing in short consecutive interpreting practice (bi- directional) • Interpreter's work at the United Nations • Final research paper: worksheet guidance for one-on-one interpreting in public, private and conference interpreted sessions in the consecutive mode of language interpreting (instructor’s worksheet approval) • Homework: case scenario #1, #2 and #3 texts recordings due (one-on-one dialogue, bilateral meetings due)

Week 12 Week 11 review and assignment feedback (self/peer/instructor’s) • Final examination preparatory exercises (class and lab) begins • Final research paper control individual session for research final approval • Practicum on all subjects matters • Homework: final recordings review on all subject matters and settings

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Weeks 13, 14 and 15 • Final examination practicum review continues on all subjects • Review of final sight translation and transcription/translation due • Final Examination (twofold): Class and lab recordings (previously assigned texts on Blackboard) • Final research approved paper due. • All Answer keys will be posted on Blackboard

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. q. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). r. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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DEPARTMENT OF ROMANCE LANGUAGES Hunter College, CUNY Proposal for a New Course

Prefix & Five Digit TRNS 76200 Course Number (XXXXX) Check with the Registrar’s Office to make sure the course # has never been used. Course Title Simultaneous Interpreting Pre and/or Co TRN 75100: Translation Theory Requisites (specify which are pre-, co-, or both) Credits 3 Contact Hours (per 3 week) Liberal Arts [ X ] Yes [ ] No Core Requirement __X_ Not Applicable (Note: If course is ____ Common Core: (also indicate category below) being considered for the ____ English Composition Common Core, please ____ Math and Quantitative Reasoning use CUNY Common ____ Life and Physical Science Core Submission Forms ____ Scientific World [see section VI below]. ____ Creative Expression The form must be ____ U.S. Experience in its Diversity submitted along with the ____ World Cultures and Global Issues proposal and syllabus.) ____ Individual and Society

Grading Method A-C, F Undergraduate A-F; Graduate A-C, F; C/NC NOTE: If the new course is also proposed for the Core Requirement, Writing Intensive, Pluralism & Diversity, and/or STEM, separate rationale statements must be submitted for each. It is recommended that applications for inclusion of the new course in any of these categories be submitted at the same time as the proposal for the course. 3. Course Description: A. A brief description for the College Catalog. The course introduces students to simultaneous interpreting, including focus on memory and note- taking, use of relevant technology as well as such transferrable skills as glossary-building, multitasking, and subject-specific research. The course is offered in Spanish. B. Writing Requirement: the number of papers and their approximate length, the extent to which library or electronic research is expected, or a statement of other writing requirements. Any absence of a formal writing requirement must be specified.

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Although this is an eminently practical course, each student must also complete a research paper (5-8 written pages) by the end of the semester, in which she/he explores a specific aspect of simultaneous interpreting, in the field and setting of his/her choice. Weekly homework may also include written reports (1-2 pages in length) assigned to associate field terminology memorization, vocabulary, bilingual idiomatic expression glossaries, and note-taking techniques when working in teams (booth, courtroom, private, public event). All other assignments (audio/video recordings) will center on the students’ ability to perform spoken language interpreting in the simultaneous mode in a variety of settings.

4. Rationale: (Justification)

A. Nature of the proposed course: 1. If the proposed course is part of a new academic program, refer to the overall objectives of the program (i.e., on a cover sheet or Appendix)

As stated in the program objectives for the proposed MA in Translation & Interpreting, the program seeks to prepare its graduates for translation and interpreting work in various professional fields, including health, education, public service, private sector (community); court interpreting (judicial), and conference interpreting. Highly specialized and difficult to master, simultaneous interpreting serves as the pinnacle of one’s interpreting skills and it is often demanded in business and policy- related meetings, court settings, as well as during intergovernmental and international conferences. The course offers the foundational skills required for a candidate to begin mastering essential tasks, including speed, fast speakers and related omission (under duress), summarizing and recapitulation, explanation and anticipation, rendering ideas vs. verbatim constructions of texts in renditions, and self- guided research and quality evaluation. It will allow the graduates of the MA program to gain a competitive advantage over other applicants in the job market. (see p. 11 of “Program Proposal")

2. If the proposed course is part of an established academic program, present a rationale that includes:

a. The advantages offered by the proposal and/or the needs met by the course (i.e., student, departmental, community, job market needs);

b. The way in which the proposed course relates to other courses within the department of origin;

c. The way in which the course relates to courses in other departments, divisional or interdisciplinary programs (if appropriate, possibilities for interdisciplinary use might be given);

d. Justification for any substantial overlap with other courses in the college curriculum, indicating the unique/specific focus of the course proposed;

e. Please specify if this course was offered as a topics or experimental course in the past and state the prefix and number.

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f. List of courses, if any, which are to be withdrawn when the new course is adopted. (Note: Dropping courses requires a separate Substantive Change in Existing Course proposal.)

B. The following additional information must be supplied in the special instances noted: 1. When ENGL 120 is to be specified as a Pre- or co-requisite, the rationale must justify this in terms of the writing that is to be done in the course. 2. In the case of courses given in non-organized classes such as field work, internship, independent study, etc., an explanation must be given as to how the student will earn the credits consistent with the student effort required in organized classes. It should be noted that a course may not carry more credits than contact hours. Laboratory courses usually carry one credit per two contact hours.

5. Projected Enrollment 12-15 students.

6. Consultation Statement a. Is the proposed change likely to affect other Departments or Programs? [ X] NO [ ] YES – If yes, list department/program: Has the Department/Program been consulted? [ ] NO [ ] YES [ ] N/A The course fits within the language-specific portion of the curriculum for the MA in Translation and Interpreting and will therefore not impact other languages and programs.

b. Is this course cross-listed? If so, please list all courses affected. No c. Does this affect the Library? [ ] NO [ X] YES Have you consulted the subject liaison? [ ] NO [ X] YES [ ] N/A Library liaison Lisa N Finder, [email protected] will work with the program to purchase necessary reference materials.

Additional Note: This course requires the following resources: • Language interpreting laboratory room equipped with a multi-channel communication device per student (transmitter and receiver) plus an instructor’s monitoring unit (control center/interpreting console that inputs/outputs audio signals). This setup also provides for student’s self-evaluation as well as peer and instructor’s feedback. Practicum requires individual and “in pairs" (team interpreting) preparatory exercises in simultaneous interpreting practicums. This setup, including microphone, headphones and console requires a booth (full or partial) for practice and recording simulated (manipulated) conference performance. • Adequate transceiver for bi-directional (two-language, also in-channel with the receiver-only unit, would complete the equipment for a multi-language activity (relay from a third language). • Computers and transcribing machines are necessary tools for remote and telephone interviews, as well as audio, video conferences training in today’s readily available multi-communication channels. Some channels underline the use of voice overs (radio, tv, film, theatre productions). • Individual recording device is provided by student (self-monitoring performance a must in class and Lab (parameter feedback). Rubric is a tool to help evaluate each scaled level of achievement. Rendering interpreted messages match set parameters in each specific mode of language interpreting (novice, journeyman and master levels).

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7. TRNS 76200 Simultaneous Interpreting [email protected]

Course Description This graduate course acquaints students with the craft and discipline of spoken language interpreting in the simultaneous mode. By developing active listening and concentration skills (memory, paraphrasing, note-taking exercises, teamwork), students are immersed in the “hands-on-learning” required for simultaneous interpreting. In addition to gaining knowledge and understanding of simultaneous interpreting, students will learn to prepare for meetings requiring their expertise, i.e. work with research materials, note-taking, compiling glossaries, preparing subsequent aligned performances, as well as applying relevant code of ethics and professional responsibility. Special attention will be given to the two most in-demand areas of simultaneous interpreting, whose requirements differ from one to the other: court interpreting (state, federal) and conference interpreting (international level). The course will also provide specific tools for self, peer and instructor´s evaluation in the various sectors. Parameters in rubrics measures scaled levels and improvement in rendering simultaneous interpreting in the target language. This cumulative course will also train students on how to present relevant knowledge and skills when searching and entering the job market upon graduation.

Learning Outcomes

The course prepares students to perform simultaneous interpreting in court, conference and community fields and related settings. Upon the completion of this course, the students will be able to: • Perform individual and team court interpreting in the simultaneous mode at various speeds in a variety of court settings; • Learn the code of ethics that must be observed in each field; • Explore and manage cross-cultural aspects, crucial in international communications • Develop purpose-awareness and command of appropriate compensations techniques, such as summarization, paraphrasing, self-correcting omissions and misinterpretations; • Master “booth behavior,” including operating simultaneous interpreting equipment and working in teams (standard setting for simultaneous interpreting in different fields)

Course requirements:

Students are required to attend every class and to participate in class discussions and practical exercises. They must complete in-class and lab room simultaneous interpreting practicums and homework assignments and engage in Bb’s self and peer feedback, by recording their interpretations and comments and submitting their work in a timely fashion.

Required textbooks: Dueñas González, Roseann, et al., Theory, Policy and Practice. 2nd ed. Durham: Carolina Academic Press, 2012. Taylor-Bouladon, Valerie. Conference interpreting. Principles and Practice. 2nd ed. Hindmarsh: Crawford House Publishing, 2007.

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Reading requirement (Hunter Library Reserve): Collados Aís, Ángela et al., La evaluación de la calidad en interpretación simultánea: parámetros de incidencia. Granada: Editorial Comares, 2007. Gaiba, Francesca. The Origins of Simultaneous Interpretation: the Nuremberg Trial. Ottawa: Ottawa Press, 1998. Hale, Sara Beatriz. Community Interpreting. Research and Practice in Applied Linguistics. Sara Beatriz Hale. New York: Palgrave Macmillan, 2007. Jones, Roderick. Conference Interpreting Explained. Manchester: St Jerome Publishing, 2002. Mikkelson, Holly. Edge 21: Simultaneous Interpreting. ACEBO, 2006. -----. The Interpreter's Companion. 4th ed. ACEBO, 2000.

Interpreting laboratory (Lab room): 1. In-person Every student must participate in the Lab portion of the class, which requires individual and in pairs work to complete preparatory and recording assignments. Students should possess good working knowledge of Lab’s equipment. 2. On Blackboard (Bb) The class has its own site on Blackboard. All information, class program, assignments, activities and reference material citations are posted by instructor every week. Students also post their completed assignments and comments (audio, video, written peer feedback) on Bb’s voice thread pages.

Homework assignments: Students should complete/submit homework assignments in a timely manner. Required and recommended reading materials are placed on-reserve (Hunter Library Reserve; online access for some articles and book chapters).

Examinations: There will be oral midterm and final examinations, consisting of two parts each: live class consecutive interpreting and lab interpreted recording session.

Individual research paper: Every student will develop and write a research paper (5-8 pages) on any theme-aspect covered throughout the semester (instructor’s research worksheet approval).

Method of Evaluation: Considering the emphasis on mastering oral interpreting in the simultaneous mode, students’ interpreting performance evaluation (class and Lab recordings) is rubric-based, where parameters (accuracy, text completeness, consequential/inconsequential error, omission and correction, voice intonation and pleasantness, fluidity and grammaticality) mark the scaled level of accomplishment (B- /F, below it; B/B+, up to standards; A-/A+, surpasses it). Final grade is calculated as follows: • Class preparation and participation 25% (Attendance, homework, class performance) • Lab hours/assignments timely completion 25% (voice/video recordings) • Individual Research monograph 25% (End of semester final paper)

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• Midterm and Final examination 25% (10% and 15%, respectively) (Class and lab room final recordings)

Recommended readings (Full bibliography on Bb): Collados Aís, Ángela. La evaluación de la calidad en interpretación simultánea: la importancia de la comunicación no verbal. Granada: Editorial Comares, 1998. Davis Jones, Betty. Comprehensive Medical Terminology. 5th ed. New York: Cengage Learning, 2015. Gile, Daniel. Basic Concepts and Models for Interpreter and Translator Training. Benjamins Translation Library V. 8. Amsterdam/Philadelphia: J. Benjamins Publishing, 1995. Pöchhacher, Franz. Introducing Interpreter Studies. London: Routledge, 2004. ----- and Miriam Shlesinger, eds. The Interpreting Studies Reader. New York: Routledge, 2002.

Proposed Weekly Schedule:

Week 1 and 2 Course Introduction: Syllabus review and first simultaneous exercises and recordings. The required use of equipment (Class and lab room presentations). Introduction to Rubric's parameters and quality assessment (self, peer/audience, instructor's) • The simultaneous mode of language interpreting: fields and settings: Conference and Court Interpreting: A, B and C languages difference in use explained (Class texts and course literature) The Judiciary: interpreting in court Court levels (federal, state) and branches (civil, criminal). Court interpreting principals, code of ethics and professional responsibility. Mode's use in hearings and trials (both, A and B, source and target languages); the expert witness (subject matters); “legalese” and specialized terminology (legal, medical in criminal and civil matters; online and library reserve; reference tools reading assignments and bibliography).

Conference interpreting: local, national. Public and private community events and conferences (local, public service, education, media outreach, non-for-profit, culture, language and the arts (online and library reserve reference tools, reading assignments and library reserve).

Conference interpreting: intergovernmental and international United Nations and affiliated programs and organizations: a review of the forefront of the world political, scientific and cultural issues (Spanish cabin at UN; Spanish as target language). Information and reference research begin.

• Homework: beginning bilingual glossaries on subject matters (case scenarios at hand). Practice interpreting standard conference clichés: introductions, congratulations, condolences, expressions of gratitude, sympathy, etc. Class related reading assignment postings on Blackboard; Library reserve. • Lab assignment: lab requirements and managing equipment orientation in preparation for individual and pair exercises and recording sessions (A and B, active and passive languages). Background skills; memory and concentration; anticipation and prognostic abilities; locution

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and idiomatic flexibility, the use of note-taking in team interpreting. First recordings (practice texts in class; library reserve)

Week 3 Review of weeks 1 and 2: exercises and Bb's recordings • Court interpreting: US history in government. Warming-up exercises: shadowing in the same language. Class interpreting (focus, concentration and rendering messages; matching speaker’s speed and emotive intent in context with general and subordinate ideas). Hearings and trials background continue; samples of expert testimony (Medical examiner; NYPD criminality, weapons and narcotics) • Homework: bilingual glossaries on subject matters continued (case scenarios at hand). Practicum: preparing terminology related to civil and criminal courts. Reading assignment and texts on the law; seminal cases; due process, court interpreter's act, amendments, etc., postings on Blackboard; Library reserve. • Lab assignment: practice and recordings texts (frozen court language; expert testimony in hearings and trials; civil and criminal texts in class and library reserve) First recordings due; expert testimony recordings begin

Week 4 Review of week 3: exercises and Bb's recordings (self-peer and instructor's feedback) • Court interpreting (federal, state) continued. Easiest and most difficult challenges reviewed (adjournment; expert witnesses; international delegations visiting NYS courts); arraignments, adjournments, pleas, and case resolutions; systematic approach to courtroom tasks and the use of audio mobile equipment in class and in the field. • Homework: ongoing bilingual glossaries on subject matters (case scenarios at hand). Class related reading assignment postings on Blackboard; Library reserve (class texts) • Lab assignment: matrimonial, family and criminal fusion; recordings due; creation and sharing recordings of experts on Bb's voice thread

Week 5 Review of week 4: subject matter exercises and Bb's recordings (self-peer and instructor's feedback) • court interpreting continues: federal versus state certification examinations, an overview on modes and format. • civil and criminal matters of the NY Supreme court and the trip-state area: superior vs. supreme courts (tasks and terminology variations); chronology of criminal and civil cases; readings in class and on reserve. • class exercises and recordings: 1. opening and closing arguments in jury and bench trials 2. arraignments, pleas and brief court records 3. jury instructions 4. stenographer's read-backs 5. sexual offender's risk assessment 6. DUI; SWI charges, hearings and sentences (fines, license suspension-revocation; DMV programs; ignition device compliance and violation language and terminology

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• Homework: ongoing bilingual glossaries on subject matters (case scenarios at hand). Class related reading assignment postings on Blackboard; Library reserve (class texts) • Lab assignment: practicing and recordings of class's exercises and last court recordings (texts in class an on Bb) due; preparatory exercises for midterm examination begin.

Week 6 Review of week 5: subject matter exercises and Bb's recordings (self-peer and instructor's feedback) • Court interpreting summary: court settings, tasks of simultaneous interpreting; from civil claims and criminal complaints to pleas, verdicts and diversion resolutions. Theory and practice; final recordings in preparation for midterm examination. • Final research paper on court interpreting (worksheet guidance and approval due) • Homework: ongoing bilingual glossaries on court interpreting matters due (case scenarios: hearing and trial). Class related reading assignment postings on Blackboard; Library reserve (class texts) • Lab assignment: practicing and recordings of class's exercises on (texts in class an on Bb) due; preparatory exercises for midterm examination continued

Week 7 Review of week 6: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback) • Midterm Examination is twofold: whole class duration simultaneous oral performance and Lab room recordings (Midterm exam's texts previously posted on Bb and library reserve) • Homework: bilingual glossaries on court interpreting due (case scenarios at hand). • Community and the simultaneous interpreting begin • Lab assignment: practicing and recordings of class's exercises and community case scenarios; practice and first recordings (texts in class an on Bb) due.

Week 8 Midterm examination review: recordings and evaluation criteria (self-peer and instructor's feedback). • Community interpreting continues; field tasks, code of ethics and professional responsibility in formal and informal setting Events and conferences, practicing case scenarios in class and lab 1. school conference samples (specialized HS guidance and applications; interpolated sight and written translations) 2. neighborhood center/program for the arts (conference/event) 3. a series of scripted dialogues in community scenarios useful for controlling content, grammatical structures and general vocabulary; acting out required when practicing registers in two lines of discourse (split attention; clearly listening to both, oneself and speaker • Homework: bilingual glossaries on subject matters continued (case scenarios at hand). Practicum: preparing terminology related to community simulated scenarios. Reading assignment and texts on community interpreting on library reserve.

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• Recordings due; dialogue scenarios in lab; student work in pairs

Week 9 Review of week 8: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback)

• Community interpreting in the simultaneous mode: final considerations • Final research paper on subject (worksheet approval due) • Final review of settings and tasks: recordings and glossaries due • Homework: Conference interpreting (intergovernmental and international). The UN and its affiliates; preparatory readings for staff-guided visit to the UN, the Spanish cabin interpreters (library reserve) • Lab room: political, scientific and cultural speech training begins (library reserve); first simulated cabin recordings due (full or partial soundproof cover)

Week 10 Review of week 9: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback) • Whole class and lab room practicum: preparatory exercises; a variety of texts and many subjects; posting on Bb's voice thread recordings due • International organizations: vocabulary and terminology (environment, health, cooperation agreements and delegates) • Homework: literature on Bb and library subject research • Lab room: text preparation and performance (recordings and review)

Week 11 Review of week 10: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback) • Challenges reviewed: speaker's speech in English as a second language; listening comprehension and concentration with accents, diction, grammar and the resulting difficulties in understanding, processing and delivering the message • Homework: interpreting a speaker of English as a second language (case scenarios texts on library reserve) • Lab: final conference recordings due. • Final examination preparatory exercises and guide begins

Week 12 Review of week 11: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback) • Final examination continues in class and lab room. General review of monitored improvement, glossaries on conference interpreting recordings, vocabulary and terminology glossaries. • Lab: final practices and preparatory sessions

Week 13

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Review of week 12: class and lab exercises and posted Bb's recordings (self-peer and instructor's feedback) • Final examination texts and materials covered in class and lab room. • Student feedback and peer comment on subject matters and final examination linguistic and speech delivery speed challenges. Final considerations before exam: research paper; texts subject matters

Weeks 14 and 15 Final last subject (conference) and course review. • Final examination (twofold): classes (whole classes' duration) and lab room recordings of previously given and chosen subjects and texts; in class, Bb and library reserve. • Final research paper due.

Academic Integrity Statement “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

ADA Statement “In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter College is committed to ensuring educational access and accommodations for all its registered students. Hunter College’s students with disabilities and medical conditions are encouraged to register with the Office of AccessABILITY for assistance and accommodation. For information and appointment contact the Office of AccessABILITY located in Room E1214 or call (212) 772-4857 /or TTY (212) 650-3230.”

Hunter College Policy on Sexual Misconduct “In compliance with the CUNY Policy on Sexual Misconduct, Hunter College reaffirms the prohibition of any sexual misconduct, which includes sexual violence, sexual harassment, and gender- based harassment retaliation against students, employees, or visitors, as well as certain intimate relationships. Students who have experienced any form of sexual violence on or off campus (including CUNY-sponsored trips and events) are entitled to the rights outlined in the Bill of Rights for Hunter College. s. Sexual Violence: Students are strongly encouraged to immediately report the incident by calling 911, contacting NYPD Special Victims Division Hotline (646-610-7272) or their local police precinct, or contacting the College's Public Safety Office (212-772-4444). t. All Other Forms of Sexual Misconduct: Students are also encouraged to contact the College's Title IX Campus Coordinator, Dean John Rose ([email protected] or 212-650-3262) or Colleen Barry ([email protected] or 212-772-4534) and seek complimentary services through the Counseling and Wellness Services Office, Hunter East 1123. CUNY Policy on Sexual Misconduct Link: http://www.cuny.edu/about/administration/offices/la/Policy-on-Sexual-Misconduct-12-1-14-with- links.pdf”

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