UNIVERSITY OF SULAIMANI

COLLEGE OF LANGUAGES
DEPARTMENT OF TRANSLATION

Guidelines for Translation

Projects

Prepared by

Raz Fraidoon Abdulrahman and Dr. Umed Qadir Muhammad Ameen

September 2022
1- Translation Project

A translation project is a piece of academic writing informed by a student’s own

translation of a source text. It consists of analysing a given source text, translating the source
text, commenting on the translational choices and writing conclusions.

The process of doing a translation project involves the following steps:

1- Selecting a source text (ST) for translation;

2- Submitting Translation Project Preference Form;
3- Submitting Translation Project Approval Form;
4- Providing reasons for choosing the ST;
5- Analysing the source text in terms of extra-textual and intra-textual features;
6- Setting a specific translation brief for translating the ST and describing the translation
process;
7- Translating the ST according to the translation brief;
8- Writing translation annotations, i.e. the student's comments on the translation problems and
the solutions provided in the target text (TT);
9- Writing concluding remarks.

2- Selecting the Source Text

1- Students themselves have to select the ST. They also have to provide their rationale behind
choosing the ST. They should choose the ST wisely rather than randomly. The ST must serve
to illustrate a particular argument. In other words, there must be a reason for using the ST and
that reason must be clearly stated in the project. To provide reasons, students could ask
themselves questions such as: why am I translating this particular ST? What is the importance
of the translation of the ST to the target readers and the target culture?

2- Students may choose a source text on any topic that interests them. However, they should
remember that the translation project is part of the fourth year of a university degree
programme, and the ST they have selected has to be of a standard and content appropriate to
this level of study.

3- While source texts that are too easy are clearly not acceptable, students should consider
whether or not the ST they are thinking of might be too difficult, especially if it contains a
large amount of specialized vocabulary or is written in an abstruse style. Therefore, in terms
of managing translation problems and solutions, the ST must not be too easy or too difficult.

4- It is extremely important that students consider who might constitute their potential
readership. This will help them decide whether the ST they are considering is worth
translating or not.

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5- Students have to select only ONE source text. In doing so, students are encouraged to look
for whole texts, collections of texts by the same authors or on the same themes, or self-
contained parts of a work, such as chapters from a book or acts from a play. However,
students are not allowed to mix two source texts or more to create a source text since they are
required to choose ONE source text. Therefore, the ST can be an article, a report, a chapter in
a book, an act of a drama, a short story, etc.

6- Students are not allowed to choose a source text that has already been translated into the
target language. Of course, it is impossible to know exactly what has been translated and what
has not, but students should search the Internet, look in bookshops and libraries, and consult
their supervisor. It is a good idea to avoid pieces by authors who are very well known as these
are very likely to have been translated. Of course, if students choose source texts from recent
issues of scholarly journals, literary magazines, or other such places where quality writing is
published, it is highly unlikely that it has been translated.

7- Students are not allowed to translate source texts that are translations themselves. The ST
must be originally written in English.

8- The length of the ST has to be between 1800-3600 words. Students are not allowed to
select an ST which is less than 1800 words. Similarly, they are not allowed to choose an ST
whose word count is more than 3600.

9- The supervisor’s role at this stage is to allow students to choose and translate the ST if it
fulfils the above-mentioned requirements.

3- Submission of Translation Project Forms

Students have to submit two forms in order to start with their project. The forms are as
follows:

A- Submitting Translation Project Preference Form

Students will be briefed on translation projects and will receive a form, namely Translation
Project Preference Form. Students have to fill and submit the form to the Department Office
and the deadline for submission will be set by the Department of Translation. In this form,
students must either indicate the title of their preferred ST and the reasons behind choosing
this ST or mention their area of interest in detail such as the genre of the ST they want to
translate, the topic of the ST and the works of a particular author. Students can also put down
the name of three supervisors as their preferred choice of a supervisor. However, there is no

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guarantee that their preferred supervisor will be allocated to them. A copy of Translation
Project Preference Form is available after Section 18.

B- Submitting Translation Project Approval Form

After the list of supervisors and their students is announced, students have to contact their
supervisors in order to discuss the selection of the ST. When students find an appropriate ST
and their supervisors approve it, they have to submit another form, namely Translation Project
Approval Form. A copy of Translation Project Approval Form is provided after Section 18.
Students have to fill and submit the form as follows:

1. Students have to provide the title of the ST and its translation (i.e. the TT title).

2. Students are required to write a short piece (approximately one paragraph) justifying their
choice of the ST. They should consider the merits of the ST. They also have to indicate the
potential readership of the ST and the TT.

3. Students are also required to add to the form a sample of their ST and its translation (about
100 English words and their Kurdish translation). This will help them and their supervisor
decide whether the ST is in fact appropriate to their interests and capabilities.

4. When the supervisor approves the ST, s/he has to sign the form and submit the signed
approval form to the Department Office. The supervisor cannot accept the ST if it does not
fulfil the requirements mentioned in Section 2.

5. The deadline for the submission of the Translation Project Approval Form will be set by
the Department of Translation.

6. Students may start translating the ST before the approval of the ST by their supervisors;
however there will be a risk that their supervisors may ask them to change the ST on the basis
of not fulfilling the requirements mentioned in Section 2.

4-The Format of Translation Projects

The body of the project consists of three main parts, namely:

1- Translation preface: This part consists of four sections, namely, Introduction, The Reasons
behind Choosing the Source Text, Analysing the Source Text, and The Process of Translating
the Source Text.

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2- The ST and the TT: This part is just one section where the student provides the ST and its
translation.

3- The Translation Annotations: This part presents the student's comments on his/her
translation solutions and may be presented as footnotes or as a separate section (see Section 9
for details).

The different parts of the project that students are required to submit should be bound in the
following order:

 Cover
 Title page
 Supervisor's Report
 Table of Contents
 List of Tables1
 List of Figures
 Dedication
 Acknowledgements
 List of Abbreviations
 1. Introduction
 2. The Reasons behind Choosing the Source Text
 3. Analysing the Source Text
 4. The Process of Translating the Source Text
 5. The Source Text and the Target Text
 6. Translation Annotations
 7. Conclusion
 Glossary
 Appendices
 Bibliography

5- Physical Format of Translation Projects

A- Binding: The final draft of the student’s project must be bound in a way that looks formal
and tidy. Students have to use transparent covers so that the paper cover of the project can be
read without opening the transparent cover. Plastic rings (spiral binding) on the left-hand side
of the project must be used for binding. There must be no loose pages, and the bind should not
be too easily undone. No pages should protrude outside the edges of the cover. Before
binding, students have to make sure that the pages are in the correct order.

1
Sections written in italic are not compulsory.

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B- Paper and printing: Projects must be printed on A4 size paper (297mm x 210mm). The
paper must be white and the print must be black. The project has to be printed on one side of
the paper. Students should ensure that the printing of the final version is of good quality.

C- Font: Times New Roman has to be used for English and Unikurd Goran for Kurdish. The
font size must be 12 points for the main text and 10 points for footnote texts.

D- Titles: Titles must be written in Times New Roman, 14, bold.

E- Line spacing: One-and-a-half line spacing has to be used. Single spacing is not acceptable,
except in footnotes or for indented quotations.

F- Page numbers: Page numbers must be located centrally at the bottom of the page and must
be in the same typeface as the main text. They should neither be too close to the edge of the
page nor too close to the text. The cover, title page and supervisor's report must not have page
numbers and small Roman numerals must be used from Table of Contents to List of
Abbreviations. From Introduction to the end of the project, numbers must be used.

G- Indentation: A new paragraph should only be indicated by the use of a three-to- five-space
indentation in the first line, with the space between paragraphs being the same as that between
lines. Leaving a whole blank line between paragraphs with no indentation of the first line is
becoming more widespread in business and administration, but it is rarely used in academic or
literary writing, and thus should not be used in projects.

H- Margins: The left hand margin has to be 4cm (so as to ensure that the text is not too close
to the spine of the bound project), whereas the top, right and bottom margins should be 2cm.

I- Footnotes and endnotes: Footnotes have to be indicated with numbers rather than symbols,
and the number should appear as superscript after the section that is being footnoted in the
main text. However, in cases where there are both footnotes/endnotes in the source text as
well as in your own translation annotations, it is best to present the first one as footnotes and
the other as a separate section (i.e. having a section for translation annotations), and using
symbols (normally asterisks) for the footnotes.

6- Cover and Title Page

The cover and the title page must be clear, well set out, and carry all the information that is
required. Students are not allowed to add additional ornamentation here or elsewhere in the
copy for submission. The cover and the title page must provide the following information:

1. The name of the university, college and department to which the project is submitted.
These names must be written in capital letters on the left-hand side.

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 2. The names must be followed by writing TRANSLATION PROJECT on the left-hand
side.
3. The university logo. The logo must be placed on the right-hand side.
4. The full title of the project in English and Kurdish. Students can highlight the title by
using larger font sizes, but 18 points should be the maximum.
5. The full name of the student.
6. The full name of the supervisor.
7. The month and year of submission (e.g. May 2017)

The following figure clearly presents the cover and the title page.

7- Writing the Translation Preface

1- The length of the translation preface has to be at least 1000 words.

2- The translation preface consists of four sections: Introduction, The Reasons behind
Choosing the Source Text, Analysing the Source Text, and The Process of Translating the
Source Text.

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3- The introduction introduces the translation project and provides any necessary
contextualisation for the reader, i.e. it provides a brief introduction to the source text and the
body of the project.

4- The rationale for selecting the ST: Thoughtful justifications behind selecting the ST have to
be provided.

5- The analysis of the ST: To analyse the ST, students have to talk about the ST author
(including stance, attitude, roles, etc.), publisher, language variety, layout, font, visuals, genre,
text type, readership, and any translation-relevant issues. The analysis will help students to
decide how to translate the ST and examine those aspects of the ST that might give rise to
translation problems.
For example, when a student attempts to analyse the genre of the ST, s/he has to identify
the genre to which the ST belongs. In this case, the student has to use conventionalised labels
for indicating the genre of the ST. This is based on the idea that genre refers to
conventionalised labels used for classifying texts according to the contexts in which they
occur, such as "editorial", "contract", "novel", "food recipe", etc. Analysing the genre of the
ST will help the student to identify the ST characteristics which are significant to be
considered during the translation process.
Students have to apply Nord's (1991) model of translation-oriented text analysis while
trying to analyse the ST. This model helps students to identify the extratextual and
intratextual factors that influenced the production of the ST.

6- Setting the translation task and describing the translation process: Students have to
formulate a translation brief for translating the ST. The translation brief can be formulated
based on the analysis of the ST and/or the translation purpose. The translation brief must
clearly indicate how the ST will be translated and students have to translate the ST (i.e. make
translational choices) according to the translation brief. In addition, students have to explain
how they translated the ST and talk about the strategies, methods, principles or theories that
have been utilised in translating the ST. Further, students have to discuss the challenges they
have faced during the translation process and how they overcame these challenges. An
example of these challenges might be the lack of specialised English-Kurdish dictionary in
relation to the topic of the ST.

8- Presenting the Source Text and the Target Text

1- When presented in the body of the project, the ST and TT have to be aligned.

2- For the alignment, the ST and TT must stand parallel to each other. In other words, the ST
and TT must correspond to each other line by line wherever this is possible.

7
 3- Using table is one of the easy methods of aligning the ST and the TT. Students are allowed
to increase the line spacing between the paragraphs of the ST so as to align them with the
paragraphs of the TT. Generally, the ST will be shorter compared to the TT.

4- If an item in the ST (e.g. a word, phrase, idiom, etc.) causes a translation problem and
requires a solution, the ST item and its solution in the TT have to be underlined and numbered
between brackets.

First Sample2: Written Texts

Source Text Target Text

Separation Anxiety Disorder ‌‫شێُی‌دڵًڕاَكێی‌دابڕان‬
‌ ‌
ً‫پ‬
Diagnostic Criteria
‫كاوی‌ديستىیشاوكردن‬
‌ ‌ ‫پێُي‬
‫ري‬‌
309.21 (F93.0)
309.21 (F93.0)

A. Developmentally (1) inappropriate and ‌ً‫ب‬

‌ ‌ ‫دير‬
‌ ً‫ب‬
‌ ‫ڕادي‬
‌ ‌ ‌ً‫ ‌ترش ‌یاخُد ‌دڵً‌ڕاَكێی ‌وً‌گُوجاَ ‌َ ‌ل‬.‫أ‬

excessive fear or anxiety concerning ‌َ‌ً‫باريی‌دابڕان‌ل‬

‌ ً‫ل‬‌ ‌)1( َُ‫شًی‌تاكی‌تُشب‬
‌ ً‫گ‬
‌ ‌‌ً‫بًراَرد‌ب‬
‌
separation from those to whom the ‌‫بً ‌بَُوی ‌الوی‬ ‌ ‌ ‌ً‫ ‌ك‬،‫ٌۆگري‬
‌ ‌ ‫یان‬
‌ ‌‫كً ‌پێُي‬
‌ ‌ً‫ساوًی ‌كً‌ ‌تاك‬
‌ ً‫ك‬ ‌
individual is attached, as evidenced by at
‌:‫َي‬
‌ ‌ً‫پشتڕاست‌ديكرێت‬
‌ ‌‌‫ماوًی‌خُاري‌َي‬
‌ ً‫م‌سیان‌ل‬
‌ ‌
ً‫ك‬
least three of the following:
‌

1. Recurrent excessive distress when ‌‫بًدي‌ر ‌لً‌كاتی‬

‌ ‌‫بَُيَي‌ ‌َ ‌لً‌ڕادي‬
‌ ‌‫ بێساری ‌دََباري‬.1

anticipating or experiencing ‌‫زمُوكردوی‌دابڕان‌لً ‌ماڵ‬

‌ ‌
ً‫یاخُد‌ئ‬ ‌ ‫پێشبیىیكردن‬
‌
separation from home or from
‌َُ‫كییاوًی ‌كً‌ ‌تُشب‬
‌ ‌ ً‫س‬
‫ري‬ ‌ ‌ ً‫س‬
‌ ‌ً‫لًَ ‌ك‬
‌ ‌ ‫یاخُد‬
major attachment figures (2).
.)‌2(‌‫پێُي‌یان‌ٌۆگري‬

2. Persistent and excessive

worry ‌‫ی‬
‌ ‫باري‬
‌ ‌ً‫دير ‌ل‬
‌ ‌ً‫ڕاديب‬
‌ ‌ً‫رديَام ‌َ ‌ل‬
‌ ‌ً‫ویگًراوی ‌ب‬
‌ ‌ .2
about losing major attachment
‌َُ‫كً‌تُشب‬
‌ ‌‫كییاوًی‬
‌ ‌‫سًري‬
‌ ‌ً‫س‬
‌ ً‫َ‌ك‬
‌ ً‫ستذاوی‌ئ‬
‌ ‌ ً‫ل‬
‫دي‬‌
figures or about possible harm to
them, such as illness, injury, ‌‌ً‫َ‌زیاواوًی‌ك‬
‌ ‌ ‌‫ی‬
ً‫ئ‬ ‌ ‌‫یاخُد‌لًباري‬
‌ ‌ ‌‫پێُي‌یان‌ٌۆگري‬

disasters, or death. ‌،‫ ‌وً‌خۆشی‬،‫ديكرێت ‌دََچاری ‌ببه ‌َي‌ك‬

‌
[…]

2
The ST and the TT in this sample have been taken from a translation project entitled "Separation Anxiety
Disorder".

8
 .‫‌یاخُد‌مردن‬،‫‌كاريسات‬،‫بریىذاربَُن‬
‌

[…]

Second Sample3: Subtitling

No. Time ST TT
Imagine being unable to say, ‌‫بیٍێننىپ‌پننێو‌چنناَت‌لپ‌تُاواتننذا‌وپبێننت‬
0:00:18.847-
1 "I am hungry", "I am in pain"
0:00:24.021 "‫‌"ئازارم‌ٌپیپ‬،"‫بڵێیت‌"برسیمپ‬

"thank you," or "I love you." ‌‫"‌يننننننننننننننننان‬،‫"سُپاسننننننننننننننننت‌د پم‬

0:00:24.280 -
2
0:00:26.816 ".‫"خۆشمذ َێیت‬

Being trapped inside your

3
0:00:26.840 - ،‫لپواَ‌جپستپی‌خۆتذا‌گیرتخُاردبێت‬
0:00:28.936 body,
a body that doesn't respond to ‌‫جپسننتپیپو‌َ دمننذاوپَ ی‌وپبێننت‌بننۆ‬
0:00:28.960 -
4 commands (1).
0:00:31.960 ‌.(1) ‫فرماوپ اوی‌مێشک‬

0:00:32.119 - Surrounded by people, ‌َ‌‫بپخپڵک‌چُارد َردرابیت‬

5
0:00:33.776
yet utterly alone.
6
0:00:33.800 - ‌.‫ٌێشتاش‌تپَاَ‌تپوٍا‌بیت‬
0:00:35.416
Wishing you could reach out ‌‫ئاَاتپخُازبیننننت‌كپ‌بتُاو ننننت‌د وگننننت‬
7 0:00:35.440 - (2),
‌،(2) ‫بگپيپو ت‌بپ‌خپڵک‬
0:00:37.136

9- Writing Translation Annotations

1- Translation annotations can be written as footnotes or as a separate section.

2- Students should provide translation annotations (i.e. their comments) for any translation
problems that occur during the translation of the ST. A translation annotation refers to
reflective comments on a specific translation problem that has been faced by a student and the
solution that has been provided for addressing this problem.

3
The ST and the TT in this sample have been taken form a translation project entitled "How my mind came back
to life – and no one knew".

9
3- Each translation annotation has to contain an argument or a set of arguments that are
illustrated by the translation choice and should open up the process of theoretically informed
reflection that lies behind the creation of the translation product.

4- The structure of translation annotation: when a word, a compound or any other linguistic
item in the ST is problematic to be translated to the target language and the student wants to
comment on them, first the student must indicate what creates the translation problem and
then mention the translation solutions that might be available in the TL and comment on the
solution s/he chooses to solve the problem. Here, students have to discuss the application of
the translation procedures that have been used with their advantages and disadvantages in any
single case.

5- Students have to write at least 1500 word translation annotations.

Sample4: Translation Annotation

1- Subtitle No. 4: 0:00:28.960 - 0:00:31.960

ST: A body that doesn't respond to commands.
TT: .‫‌جپستپیپو‌َ دمذاوپَ ی‌وپبێت‌بۆ‌فرماوپ اوی‌مێشک‬

BT: A body that doesn’t respond to brain commands.

The translation of "commands" causes a translation problem because its Kurdish

correspondent "‫ "فرمنان‬makes the TT somehow ambiguous and implicit if it is not explained

accurately. "Command" means "an order given" (Merriam Webster, n.d.). If we translate this
sentence as "‫( "جپسنتپیپو‌َ دمنذاوپَ ی‌وپبێنت‌بنۆ‌فرماوپ نان‬BT: A body that doesn't respond to

commands.), the word "‫( "فرماوپ نان‬BT: commands) could be easily taken for commands

coming from others whereas the author actually means that his body does not respond to the
commands of his own mind.
To avoid any possible confusion for the TT audience we preferred using Vinay and
Darbelnet’s explicitation procedure, (cited in Munday, 2016, p.92) and added the word
"‫( "مێشنک‬BT: brain) to the sentence. So our translation solution for "commands" is ‌‫"فرماوپ ناوی‬

" ‫( مێشن‬BT: brain commands). The advantage of using this procedure is that it makes the TT

explicit for the TT audience. Since "explicitation in translation may also add to text length "
(cited in Munday, 2016, p.309) and this could cause problem in subtitling, using this

4
This sample has been taken form a translation project entitled "How my mind came back to life – and no one
knew".

10
procedure here can be considered as having disadvantages. But in this case and other cases
where we have used procedures that increase the length of the TT, we made our decisions
based on the necessity of the addition and making sure not to break any subtitling constraints.
This procedure has been also used in translating "be the same "(46) and "window" (95) in
subtitles no. 105 and 199 respectively.

10- Writing Conclusion

1- The conclusion must be an answer for: What the student has learned from doing the project
(i.e. from analysing and translating the ST and commenting on his/her translation solutions)?
and what will the student do when s/he translates a similar ST? In other words, the student
writes about the experience s/he gained in doing the project and how his/her acquired skills
will guide him/her in translating similar texts.

2- Any ST-related translation problems should also be discussed. In other words, students
have to discuss the translation problems that are due to the characteristics of the ST.

3- Students have to avoid discussing the topic of the ST.

4- Use academic English style for writing conclusion. (Avoid using personal pronouns such as
I, my, we, our and us, and use passive voice instead).

Sample5: An excerpt of conclusion

5
This sample has been taken form a translation project entitled "How my mind came back to life – and no one
knew".

11
11- Citation and Referencing

1- Students have to use the Harvard style for citation and referencing.

2- When a student takes ideas and quotations from a sources, e.g. a book, the internet, an
article, a chapter, etc., s/he has to cite the source in the body of the project and then
provide full information about it in the bibliography.

3- Examples:

A- Citation:
Baker (1992, p. 15) refers to register as "a variety of language that a language user considers
appropriate to a specific situation".

B- Referencing:
Baker, M. (1992) In Other Words: A Coursebook on Translation. London and New York:
Routledge.

4- An excellent guide for learning about citation and referencing is: Cite Them Right: The
Essential Referencing Guide by Graham Shields and Richard Pears, pages 14-64.

12- Academic Integrity

Students should bear in mind that the project represents their own work. Occasional
consultations with their peers about overall translation strategies or the treatment of some
small portions of the supervised part may facilitate the learning process and should therefore
be permissible or even encouraged. However, to seek help in doing a substantial part of your
project, especially from professionals such as translators, professional editors or the staff of
English, Kurdish or Translation Department, will constitute plagiarism. In case of plagiarism,
the project will be assessed depending on the amount of plagiarism and the penalty ranges
from losing grades to failure in the project.
In addition, the following actions in the project are also regarded as plagiarism:

 presenting someone else's work (e.g. translation) as your own;

 presenting a work written by professional translators, translation agencies or other
persons;
 copying words or ideas from someone else's work (e.g. from a book, the Internet, etc.)
without mentioning the source;
 failing to put quotation marks where they are required;
 giving incorrect citation and referencing for the source of a quotation;
 changing words but copying the sentence structure of a source without giving credit;
 paraphrasing someone else's work and presenting it as your own;

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  copying so many words or ideas from a source that it makes up the majority of your
project, whether you give credit or not.

13- Supervision

1- Since a substantial proportion of the Department's teaching resources are allocated to the
Project, which is the cornerstone course of the whole Translation Programme, project
supervision sessions should be taken as seriously as, or even more seriously than, regular
classes. This means that once a session is fixed, it should not be cancelled either by the
student or his/her supervisor unless there are reasons at least as important as those that may
justify the cancellation of a regular class. If a session is cancelled or severely interrupted (say,
for more than 10 minutes), an extra session should be arranged to make up for it as soon as
possible.

2- After the list of supervisors and their students is announced, students must contact their
supervisor as soon as possible and fix a time for supervision. The teaching load allocated for
project supervision is 1 hour per week. This means that the student and the supervisor should
have at least sixteen one-hour supervision sessions. If necessary, extra sessions may be
arranged by mutual agreement.

3- Students must arrive punctually for each session. If they arrive late or do not show up
without a proper reason, the session will be regarded as having taken place starting from the
appointed time.

4- Students will have to bear the consequence if the quality of their work is affected by
insufficient supervision. If they are found to have failed repeatedly to submit their work to
their supervisor in good time or make themselves available for the supervision meeting, their
project may face a penalty of 10% of the mark.

5- Supervisors will give marks to their students based on the student's work during conducting
the project and the final draft of the project.

6- If the supervisor accepts the project, s/he has to sign the Supervisor's Report form which is
available after Section 18. When the Supervisor's Report is not signed, this gives a clear hint
to the examiners regarding the low quality of the project.

14- Progress Checking

The progress of students in doing the project will be checked by two examiners. The date
of progress checking will be scheduled by the Translation Department. Further, students
should know that progress checking must be conducted before the end of the allocated time.

13
Progress checking has to be conducted in the English language and students must be able to
explain their progress in doing the project.
The following points indicate the requirements that students have to provide for the
progress checking:
1- Students have to bring all the work that they have done for their projects (such as
drafts, notes, summaries, the ST and TT) as well as any materials that they are using
for their projects (such as laptops and software).
2- Students have to have at least a draft of the translation preface and the translation of
half of the ST. These parts must be printed and given to the examiners on the day of
progress checking.
3- Students have to email the ST on a Word file to the examiners TWO days before the
progress checking date. The examiners will assess the appropriateness of the ST for
the translation project in relation to the requirements of ST selection that have been
mentioned in Section 2.

15- The Format of the Final Draft of the Project

The above-mentioned guidelines are set out in order to assist students to present their project
in an acceptable format. Students who submit work that is not in accordance with these
guidelines might be asked to re-submit their work and/or be penalised during assessment.
Students who, for exceptional reasons, wish to present work in a different format must seek
permission from the Translation Department well before the submission date.

16- Submission of the Final Draft

Students have to submit three copies of their project to the Department Office in person.
The deadline for the submission of the final draft is 01:00 pm on Wednesday of the twelfth
week of the second semester, i.e. 3-5-2022. Projects submitted one day late may face a
penalty of 20% of the mark. Submissions more than 1 day late will not be accepted.

17- Discussion

A- The project has to be assessed based on the following criteria:

1- The translation preface is not assessed separately but is rather an integral part of the
project. If it explains clearly the translation purposes and the corresponding strategies of
translation and these are carried out in the translation, the project may get good marks. If, on
the contrary, the translation work conflicts with, or does not utilise, the strategies or aims laid
out in the translation preface, this may bring down the overall grade. The quality of writing in
the translation preface and annotation is as important as it is in the translation.

14
2- The appropriateness, formulation, and academic value of the purpose of translation (i.e. the
translation brief).

3- The quality of writing in the target text (e.g. mistakes in grammar, syntax, etc.) has to be
considered in assessing the TT.

4- The overall quality of the translation (e.g. diction, syntax, style, etc.) in terms of the extent
to which it fits the translation purpose.

5- The accuracy of the translation (e.g. did the student mistranslate sections of the ST?).

6- The level of difficulty of the source text.

7- The implementation of the various strategies, theories, etc. that the student discussed in the
translation preface and/or annotation.

8- The completion of the supervision process, i.e. going through the entire project with the
supervisor through one-to-one meetings, online meetings and email.

9- The appropriateness, accuracy and clarity of the translation annotations and conclusion.

10- Student's ability to defend the project during the discussion. The discussion of the project
has to be conducted in the English language.

B- After the discussion of the project, students have to submit one copy of their revised
project to the Translation Department. The revised copy of the project is the one in which
students make corrections based on the examiners' notes during the discussion. The revised
copy must be checked by the examiners and then students can submit it to the Translation
Department. Students will fail in the project if they do not submit the revised copy. Further, in
assessing students' performance in the discussion, the examiners must also take into
consideration the corrections made in the revised copy. In the end, a library code will be
assigned to each revised project.

18- Reading List

Baker, M. (1992) In Other Words: A Coursebook on Translation. London and New York:
Routledge.

Hatim, B. and Mason, I. (1990) Discourse and the translator. London and New York:
Longman.

15
Munday, J. (2012) Introducing Translation Studies: Theories and Applications. 3rd ed.
London and New York: Routledge.

Nord, C. (1991) Text Analysis in Translation: Theory, Methodology and Didactic Applications of
a Model for Translation-Oriented Text Analysis. 2nd ed. Amsterdam and New York: Rodopi.

Nord, C. (1997) Translating as a Purposeful Activity: Functionalist Approaches Explained.

Manchester: St. Jerome Publishing.

Palumbo, G. (2009) Key Terms in Translation Studies. London and New York: Continuum
International Publishing Group.

Reiss, K. (1971/2004) 'Type, Kind and Individuality of Text: Decision Making in

Translation'. Trans: Susan Kitron. In: Venuti, L. (ed.) The Translation Studies Reader. 2nd ed.
New York and London: Routledge, pp.168–179.

Shuttleworth, M. and Cowie, M. (1997) Dictionary of Translation Studies. Manchester: St.

Jerome Publishing.

Vermeer, H. J. (1989/2004) 'Skopos and Commission in Translational Action'. In: Venuti, L.

(ed.) The Translation Studies Reader. 2nd ed. New York and London: Routledge, pp.227-238.

16
 UNIVERSITY OF SULAIMANI
COLLEGE OF LANGUAGES
DEPARTMENT OF TRANSLATION

Translation Project Preference Form

Student Name

Source Text Title

Reason(s) behind Selecting

the Source Text

Area of Interest

1-
Preferred Supervisor 2-
3-
 UNIVERSITY OF SULAIMANI
COLLEGE OF LANGUAGES
DEPARTMENT OF TRANSLATION

Translation Project Approval Form

Student Name

Source Text Title

Target Text Title

Reason(s) behind
Selecting the Source
Text

Source Text Target Text

Readership Readership
A Sample of the Source Text and the Target Text
ST TT

Supervisor's Approval
(Name and Signature)
 Supervisor's Report

I certify that this translation project, entitled "ST Title" and translated into "TT
Title", and accomplished by "Student's Name", was prepared under my supervision
at the Department of Translation, College of Languages, University of Sulaimani as a
partial fulfilment of the requirements for the degree of Bachelor of Arts in Translation
and Interpreting.

Signature
Supervisor's Full Name
Academic Title in Field of Study (e.g. Lecturer in Translation Studies)
Date: / / 2023