Bibliographic record
Abstract
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%. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".