| Competences |
| Type A | Code | Competences Specific |
| A1 | Identify the social role of the translator and apply and integrate professional ethical standards to the translation practice. | |
| A2 | Negotiate with the client and manage workloads, stress, costs and income and continuous training. | |
| A3 | Produce and present a translation in accordance with clients' instructions. | |
| A4 | Produce a translation following Spanish or English rhetoric conventions and applicable textual genre standards. | |
| A5 | Identify and transfer linguistic variation, cultural elements and pragmatic features in English and Spanish texts. Recognize their function and meaning. | |
| A6 | Describe and self-evaluate comprehension problems in English and Spanish and apply strategies to solve them. | |
| A7 | Identify information and documentation needs and develop strategies for documentary and terminological research. | |
| A8 | Prepare drafts, reformulate, restructure, synthesize and post-edit effectively in English and Spanish. | |
| A9 | Use effectively a set of CAT tools in translation, correction, publishing, terminology, formatting and documentary research (e.g. word processors, spell checkers and grammar, Internet, translation memories, terminology databases , speech recognition programs). | |
| A10 | Prepare and produce a translation in different formats and for different media / technical means. | |
| A12 | Create and manage databases and files for their use in the field of translation and linguistic consulting. | |
| Type B | Code | Competences Transversal |
| B1 | Learning to learn | |
| B2 | Effectively solve complex problems in multidisciplinary contexts related to the field of translation. | |
| B3 | Autonomy, responsibility and initiative | |
| B5 | Communicate information, ideas, conclusions, problems and solutions – and the underlying reasons – clearly and effectively in public or in a particular technical ambit. | |
| Type C | Code | Competences Nuclear |
| C1 | Be advanced users of the information and communication technologies | |
| C2 | Be able to manage information and knowledge | |
| C3 | Be able to express themselves correctly both orally and in writing in one of the two official languages of the URV | |
| C5 | Be able to define and develop their academic and professional project |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Respon adequadament als problemes ètics que pugui originar l'encàrrec de traducció | |
| A2 |
Sap calcular els costos i facturar serveis en l'àmbit de la traducció i l'assessoria lingüística Planteja de manera clara i efectiva els seus dubtes respecte a l'encàrrec de traducció i les condicions del mateix | |
| A3 |
Segueix amb efectivitat les instruccions especificades en l'encàrrec de traducció | |
| A4 |
Identifica la funció pràctica d'un text en anglès i espanyol Transfereix amb èxit el tipus textual, la forma lingüística i la funció textual de manera bidireccional en el parell anglès-espanyol en funció de l'encàrrec de traducció Identifica la funció pràctica d'un text especialitzat en anglès i espanyol | |
| A5 |
Transfereix amb èxit elements estilístics, pragmàtics i culturals de manera bidireccional en el parell lingüístic anglès-espanyol en funció de l'encàrrec de traducció | |
| A6 |
Desenvolupa estratègies per solucionar els propis problemes de comprensió de manera bidireccional en el parell lingüístic anglès-espanyol | |
| A7 |
Maximitza els recursos al seu abast per solucionar els problemes de traducció de manera autònoma Utilitza amb aprofitament diccionaris, recursos de documentació i bases de dades en la producció de traduccions especialitzades Gestiona la informació recopilada i els coneixements adquirits mitjançant les TIC | |
| A8 |
Domina les diferents tècniques de revisió per a l'edició i postedició de traduccions Identifica i soluciona problemes d'expressió en la llengua d'arribada | |
| A9 |
Aprofita les tecnologies de la traducció disponibles per augmentar l'eficiència de l'acompliment professional Sap utilitzar les eines informàtiques més avançades per a l'exercici de la tasca traductora Aprofita les tecnologies de la traducció disponibles a l'hora d'editar i posteditar una traducció | |
| A10 |
Presenta les traduccions al format físic i electrònic adequat a l'encàrrec de traducció | |
| A12 |
Gestiona arxius de forma eficient en funció de l'ús al que estiguin destinats | |
| Type B | Code | Learning outcomes |
| B1 |
Autonomously adopt learning strategies in each situation. | |
| B2 |
Identify problems and take decisions to solve them. Provide alternative solutions to a problem and evaluate risks and advantages. Find appropriate solutions. | |
| B3 |
Recognize the good and bad points of their approach to a particular task. Decide how to do a particular job so that it is of the highest quality possible. | |
| B5 |
Control their nerves sufficiently to be able to express themselves in public. Structure their presentations and comply with any requirements should there be any. Use other media to support the message of their presentations. Reply to the questions that they are asked. Understand that non-verbal language is appropriate to verbal discourse. Plan their communications: generate ideas, search for information, select and order the information, make schemes, determine the type of audience and the objectives of the communication, etc. Make interesting and persuasive presentations. Analyze, appraise and respond to the questions they are asked during an oral presentation. Draft documents with the appropriate format, content, structure, language accuracy and register, and illustrate concepts using the appropriate conventions: formats, titles, footnotes, captions, etc. Prepare their presentations and use a variety of presentation strategies (audiovisual support, eye contact, voice, gesture, time, etc.). | |
| Type C | Code | Learning outcomes |
| C1 |
Use software for off-line communication: word processors, spreadsheets and digital presentations. Use software for on-line communication: interactive tools (web, moodle, blogs, etc.), e-mail, forums, chat rooms, video conferences, collaborative work tools, etc. | |
| C2 |
Locate and access information effectively and efficiently. Critically evaluate information and its sources, and add it to their own knowledge base and system of values. Have a full understanding of the economic, legal, social and ethical implications of accessing and using information. Reflect on, review and evaluate the information management process. | |
| C3 |
Produce grammatically correct written texts Produce well-structured, clear and rich written texts Produce written texts that are appropriate to the communicative situation | |
| C5 |
Develop resources and strategies that will ease their transition into working life. |
| Selection technique and assignment |
| Procedures |
|
Procedure for choosing topic: The Master's Final Project is an autonomous and original work in which the students demonstrate the acquisition of the competences and formative contents associated to the master. Given the professional character of the master, the work will consist of a translation commission. The procedure for choosing topics will be as follows: O TFG tutors propose a list of translation assignments related to the specialized translation courses offered in the master, from simple tasks of scientific-technical, audiovisual, legal, financial or literary translation to translation and revision projects in the same areas of specialty. These assignments will be offered as if they were real job offers via a board in Moodle. O The assignment of works will be made based on the budgets and CV sent to cover the charges. Each student will be able to choose up to three translation assignments by sending their CV to the "work" offer a budget to do it. The assignments will be assigned to the most suitable student for the position. O Although the students can not propose the type of assignment, the tutors involved in the TFM will ensure, as far as possible, the optativeness in the different areas of specialization and the directionality of the assignment. Likewise, charges proposed by the students will be assessed provided they are carried out under professional conditions (sample translation, letter of presentation and justification of the need for such translation). O Choice of tutors: students can not choose their tutor, although the tutors propose the topics according to their own specialty. However, all tutors have the necessary competence to handle any type of assignment. In the Masters Final Project, the student has to describe not only the decision-making process, but also the problems, global strategies, tools used, and his/her experience of relation with the client, as well as budgeting and billing. |
| Planning |
| Methodologies :: Tests | |||||||||||||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | ||||||||||||||||||
| Introductory activities |
|
1 | 0 | 1 | |||||||||||||||||
| Selecting/assigning the bachelor’s degree/master’s degree thesis |
|
1 | 0 | 1 | |||||||||||||||||
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
|
7 | 8 | 15 | |||||||||||||||||
| Drafting of the bachelor’s degree/master’s degree thesis |
|
0 | 420 | 420 | |||||||||||||||||
| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
1 | 12 | 13 | |||||||||||||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | |||||||||||||||||||||
| Specific action plan / execution |
| Description | |
| Introductory activities | Briefing on the TFM work plan. Presentation of a list of projects and tutors. Doubts resolution. |
| Selecting/assigning the bachelor’s degree/master’s degree thesis | The student chooses up to four projects among those offered by tutors, by sending a commercial translation proposal (budget) and CV. The TFM coordinator assigns the projects in accordance with the provisions of the regulations regarding selection and assignment procedures |
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis | There will be 4 tutoring sessions through synchronous communication tools, which should cover the progress and problems in the preparation of the work in order to detect difficulties and propose courses of action to solve them. It will also take care of the specific needs of the students, using asynchronous communication tools to solve specific problems and doubts. |
| Drafting of the bachelor’s degree/master’s degree thesis | Supervised by the tutor and developed individually by the student, it implies not only the deployment of professional skills, but also an exercise of reflection on the translation activity itself. |
| Presentation and defence of the bachelor’s degree/master’s degree thesis | Oral presentation of about 30 minutes (questions of the evaluation committee included) about the translation project developed by the student. |
| Coordination and monitoring mechanisms |
| Description | |||
|
The tutors act as dynamizers and facilitators of the learning process solving doubts, detecting problems and redirecting tutoring in the process of developing the TFM if necessary. Tutors also have the role of clients. There will be 4 tutoring sessions between tutor and tutoring through synchronous communication tools, which present the progress and problems in the preparation of the work in order to detect difficulties and propose courses of action to solve them. It will also take care of the specific needs of the students, using asynchronous communication tools to solve specific problems and doubts. |
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| Evaluation criteria and procedures |
| Methodologies | Competences | Description | Weight | ||||||||||||||||||
| Mechanisms for coordinating and monitoring the bachelor’s degree/master’s degree thesis |
|
The evaluation includes a soem weight for the tutor's report on the work elaboration process. The participation of the tutoring in the face-to-face tutorials, their attitude and motivation as well as the interest shown are valued. It also evaluates the self-evaluation report of the tutoring, assessing the self-criticism of the tutor. |
10% 5% |
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| Drafting of the bachelor’s degree/master’s degree thesis |
|
The final Master's Project iis evaluated by the same committee of experts that evaluates the presentation and defense of the TFM, and takes into account the explanatory clarity, the organization, and the degree of fulfillment of the objectives set for the work by the tutor . |
35% + 20% |
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| Presentation and defence of the bachelor’s degree/master’s degree thesis |
|
The presentation and defense can be given in person or virtual way using synchronous communication tools. It will consist of an oral presentation before a committee of experts formed by the tutor of the student and two other teachers involved in the teaching of the master, which will fundamentally assess the adequacy of the answers to the questions asked by the committee. | 30% | ||||||||||||||||||
| Others | |||||||||||||||||||||
| Other comments and second exam session | |||||||||||||||||||||
|
According to current academic regulations for the Bachelor's and Master's degrees, "Students registered at the URV follow the ECTS system and have the right to two examination sessions". |
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| Sources of information |
| Basic |
MºLuisa Rodríguez, Juan Llanés, Com elaborar i tutoritzar un treball de fi de Màster, AQU, 2013
Joanna Dybiec-Gajer, Maria Piotrowska, Verba volant, scripta manent. How to write an M.A. thesis in Translation Studies , Universitas, 2012 |
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| Complementary | |||||||||
| Recommendations |
| Other comments | |
| El TFM s'entén com un encàrrec professional i es valorarà també l'aspecte de relació traductor-client. El coordinador de TFM informarà a l'alumnat quan sigui pertinent de la possibilitat de sol·licitar un ajornament de la defensa a setembre, sempre que es justifiqui apropiadament i compti amb el vistiplau del coordinador del màster. |