Majmaah University
Institution:
Academic Department : English
BA
Programme :
.411
Course :
Hanan Ahmed Sanad
Course Coordinator :
Programme Coordinator : Dr Mona Abdelhafez.
…./ … / …… H
Course Specification Approved Date :
Institution: Majmaah University
College/Department : College of Sciences and Humaniterian studies/ Department
of English .
A. Course Identification and General Information
1. Course title and code: Eng. 411 – Translation II
2. Credit hours: 2 hours
3. Program(s) in which the course is offered: B.A. in English Language and
Literature
4. Name of faculty member responsible for the course : Hanan Ahmed Sanad
5. Level/year at which this course is offered : Level 6/ 3rd year
6. Pre-requisites for this course (if any): Preferably, ENG 118 Translation (E-A) & ENG 212
Translation I
7. Co-requisites for this course (if any): None
8. Location if not on main campus: Al-ghat
B. Objectives
Students should be able to:
1. Produce grammatically and structurally correct English translation of various unseen Arabic and
English texts of different types.
2. Communicate the connotative meaning of the original text as well as its pragmatic effect.
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C. Course Description
1. 1 Topics to be Covered
3. Course components (total contact hours per semester):
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3. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to
develop;
 A description of the teaching strategies to be used in the course to develop
that knowledge or skill;
 The methods of student assessment to be used in the course to evaluate
learning outcomes in the domain concerned.
a. Knowledge
(i) Description of the knowledge to be acquired:
1. Students will differentiate between the semantic and linguistic
English and Arabic.
2. Students will translate from Arabic into proper English (form and structure)
3. Students will translate from English into proper Arabic (form and structure)
elements
of
(ii) Teaching strategies to be used to develop that knowledge
1.
2.
3.
4.
5.
Lectures
Class discussion
Exercises and practice (such as think aloud activities)
Individual, pair and group in-class work
Providing extra helpful material s
(iii) Methods of assessment of knowledge acquired
1.
2.
3.
4.
Class participation and homework.
Quizzes.
Midterms.
Final written exam
b. Cognitive Skills
(i) Cognitive skills to be developed
1. Thoroughly practice translating from Arabic into English, thus opportunity
to practice writing as well as applying required skills
2. Apply information from previous courses to differentiate between
English and
Arabic structures
(ii) Teaching strategies to be used to develop these cognitive skills
1. Lectures/ direct teaching of analysis .
2. Class discussions and collaborative and individual practice .
3. Direct instruction on helpful cognitive strategies such as analyzing sentences ,
4. recognizing relationships and patterns, practicing, reasoning, summarizing ,
grouping, and associating
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3. Individual meetings with students/ students are encouraged to ask for help or repetition
4. (iii) Methods of assessment of students’ cognitive skills
1. Class participation
2. In-class collaborative and pair work activities
3. Think aloud activities
4. Error analysis
5. Midterms and exams
6. Assignments
b. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility
to be developed:
1. Students will hand in assignments in due time
2. Students will participate in class individually as well as in group work.
3. Students will be able to use the necessary skills to communicate
(ii) Teaching strategies to be used to develop these skills and abilities:
1. Incorporating teaching strategies of time management, self-monitoring and
evaluation.
2. Giving students course description and outline with dates of midterm exams to
help them organize their study time and prepare for exams from week one.
3. Think aloud activities which will aid teacher in analyzing and finding weak
points at every stage then helping students to overcome them.
Individual counseling on areas of concern to the student during office hours.
5. In-class pair and group work where much of the most effective learning comes
from students' discussion.
(iii) Methods of assessment of students interpersonal
skills and capacity to carry responsibility
1. . Active class participation reflects the students' willingness to learn
2. Quizzes will show if students are keeping up with the course
3. 3. Assignments required to be handed on certain dates reflect students’ ability to
take on responsibilities
4. 4. Performance on midterms and final exams are evidence of the students’ ability
to recollect and synthesize information
c. Communication, Information Technology and Numerical Skills
(i) Description of the skills to be developed in this domain.
i. . use the internet to download information
2. use available web links for practice
3. use the internet to communicate with the teacher
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(ii) Teaching strategies to be used to develop these skills
- Students will be encouraged to make extensive use
of material on the web
Students will be encouraged to communicate through
the course website
(iii) Methods of assessment of students numerical and communication skills
- Students are encouraged to use the web and that use is
counted as part of class participation
d. Psychomotor Skills (if applicable)
Not Applicable
4. Schedule of Assessment Tasks for Students During the Semester
Assessment
Assessment task
test,
group
examination
(eg. essay, Week due
project,
Proportion
etc.) of
Final
Assessment
1
Quizzes and assignments
Assigned periodically
10%
2
3
4
First mid term
Second mid term
Final exam
5
9
End of semester
20%
20%
50%
E. Learning Resources
1. Required Text(s)
Enani, M. M. (2005). TRANSLATION MANUAL , Cairo University.
- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach
List)
F. Course Evaluation and Improvement Processes
1 . Strategies for Obtaining Student Feedback on Effectiveness of Teaching
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1.
2.
3.
4.
5.
6.
7.
8.
Midterm evaluation feed-back form to increase instructor’s awareness of the weak
and strong points of the class
End of term college evaluation of course by students ( to be collected by the
department)
End-of-term debriefing in class of students and teacher regarding what went well and
what could have gone better
Small group instructional diagnosis (SGID) whereby instructors exchange classes
and gather information from each others’ students on specific points outlined by the
i. department and the instructor being evaluated
2 . Other Strategies for Evaluation of Teaching by the Instructor or by the
Department
1. Peer observation to benefit from colleagues’ objective
feedback and suggestions for improvement.
3 Processes for Improvement of Teaching
1. Training sessions
2. Workshops to facilitate the exchange of experiences amongst faculty members
3. Regular meetings where problems are discussed and solutions given
4. Discussion of challenges in the classroom with colleagues and supervisors
5. Encouragement of faculty members to attend professional development
conferences.
6. Keep up to date with pedagogical theory and practice
7. Set goals for achieving excellence in teaching at the beginning of
each new semester after reviewing last semester’s teaching strategies
and results
4. Processes for Verifying Standards of Student Achievement
(eg. check marking by an independent faculty member of a sample of student
work, periodic exchange and remarking of a sample of
assignments with a faculty member in another institution)
1. Check marking of a sample of examination papers either
by a resident or visiting faculty member
2. Students who believe they are under graded can have their papers checked by a
second reader
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