Notice bibliographique
Résumé
In this article, I discuss how I came to work on Rap, Gun Show, Gun Culture, an excerpt of L'Amerique saigne (Gun Blesse America) by Franketienne and Claude Dambreville (257-301), in an Introduction to translation course at Grand Valley State University. I describe my own autobiographical process as a professor-translator, the content and philosophy of the course, the six students' attitude, and the other components of the course. I explain why this was a stimulating intellectual experience and how this type of course could be an example for colleagues who seek to fully engage students in an hand-on learning experience. I am not a professional translator or a specialist in translation. However, I have extensive knowledge of translation because I completed a Licence de Langues Etrangeres Appliquees (a bachelor's degree) in English and Spanish at the University of Paris III Censier in Paris, and the focus of this degree was translation. I have completed several translations, including a French-to-English translation of poet and playwright Victor Segalen's Siddhartha. I have also been living in the United States for more than 20 years and have been teaching French at the university level for twenty-five years (first at the University of Southern California as a graduate student and then as an assistant and associate professor at Grand Valley State University). Living in the US and teaching French language, culture and literature to American students has given me, over the years, an increased understanding and sensitivity for the many layers of discrepancy between these two cultures and languages. In the fall of 2004, for the first time, I taught an introductory class on translation at Grand Valley State University (GVSU) in Michigan. The class met twice a week for an hour and fifteen minutes. It was a small class of six students. The class goals were that students would learn the basics of translation, and the main difficulties in translating from French to English and from English to French. My method was to give students an effective review of grammar, and an opportunity to gain greater knowledge of the peculiarities of both French and English grammar. I also considered that in learning to translate, students would become more knowledgeable of culture and how it affects language. The introductory translation course could be taken as an elective for all tracks in GVSU's French major program (literature, culture or linguistics) and as credit for students minoring in French. The course was three credits and was conducted as a seminar, intended to serve the students and address their particular needs. I requested that the students alert me to any special interests they had, or any particular type of translation they would like to practice. As a prerequisite, students had to complete four semesters of French; preferably, including an advanced grammar class. The required texts for the translation course were as follows: 1. Watson Rodger, Valentine. Apprendre a traduire. 3eme edition. Canadian Scholars' Press Inc, 2004. 2. Robert & Collins French-English, English-French Dictionary 3. Dictionnaire Le Petit Robert 4. A college-level English-English dictionary 5. A grammar manual. Grades were based on seven assignments or projects: 1. Exercises in the book Apprendre a traduire - 15% 2. Translations (from French to English, and English to French) - 15% 3. An oral presentation on one particular translation 10% 4. A four-page paper on the student's practice of translation developed from their notebook on the practice of translation - 10% 5. A final translation of a five-page (minimum) text of the student's choice, approved first by the professor -20% 6. The translation project of the class: a part of L'Amerique saigne (Gun Bless America) by Franketienne and Claude Dambreville. Students had to complete a minimum of five pages per person and participate in the various revisions until the final version was accepted by the professor - 30%. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».