Developed to provide proficiency in language translation whilst encouraging agency and reflexivity, this technique sees students locate and translate a source text from their language of study into English; as well as produce a written (reflexive) commentary on the task. Students are encouraged to choose a 500-700 word document or extract that aligns with their personal or academic interests. Source texts can be from fields as diverse as fiction, science, history, journalism, health etc. In addition to the translation, students submit drafts of their work and a commentary detailing the strategic approach adopted to produce the final translation; information on the text's target audience;  issues that arose while completing the translation; and other salient themes discussed in class. The original source text, a workshopped draft, final draft, and commentary are submitted together. This technique is best suited to 3rd year classes where students are expected to have higher level critical thinking and translation skills. This assessment has been run with great success in FREN3310, with direct transferability within Languages and Cultures. However, this technique is also readily appropriated outside of language translation to broader traditions using qualitative data analysis , as in semiotic, conversation, or thematic analyses using a stimulus piece.
PLEASE NOTE: The academic integrity information displayed on this page is currently under review. Some examples and descriptions were developed before the widespread availability of generative AI tools and may not reflect current approaches to assessment security. When adapting an assessment idea, staff should consider how the design supports authorship, verifies student achievement of learning outcomes, and mitigates inappropriate use of AI and other forms of academic misconduct.

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