東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

What's Translation Got to Do with It...

Markussen, Prairie L.

FindBook

Google Book

Amazon

博客來

What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers./
作者:	Markussen, Prairie L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	195 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Rhetoric. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27959746
ISBN:	9798645499143

What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers.
Markussen, Prairie L.

What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 195 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2020.

This item must not be sold to any third party vendors.

Translation has historically played a central role in the field of rhetoric and composition; despite this, the fields of translation studies and rhetoric and composition have not historically engaged with one another or drawn from each other's pedagogies. Recently, there has been interest in the use of translation in the composition classroom (Fraiberg; Horner and Tetreault; Milu; Wang), which may in part be attributed to the burgeoning scholarship around translingualism and translingual pedagogies (Canagarajah; De Costa et al.; Horner and Tetreault) in the field of rhetoric and composition. This dissertation is situated at the intersection of translation studies, language studies, and rhetoric and composition, and catalogues a study conducted in two online sections of ENGL 307 Business Writing. This study integrates translation activities into the composition classroom with an aim to cultivate recognized moments of rhetorical and cultural awareneness in student writers. The data, though limited, reveals that students were experiencing changes in their rhetorical and cultural awarenesses as a result of translation activities and reflections. This dissertation argues that a translation pedagogy for the composition classroom (TPCC) can be critical, if the teacher enacting it is explicit in her reasons for doing so. For a critical TPCC to be effective, students must be made aware of how their participation in translation work has ideological implications and of how each choice sediments and contributes to a certain ideological narrative. This dissertation also argues that a TPCC can also be a critical pedagogy when/if viewed through a feminist lens. Feminist translation scholars offer ways of approaching and performing translation that disrupts domestication vs. foreignization binaries and repositions the translator in full view. This research aligns with Horner and Tetreault who argue, "While it may not seem initially obvious how questions about translation enter into a space like the composition classroom, we argue that translation offers a particularly rich framework for work in composition insofar as it brings to the fore the negotiation of language difference as well as ideologies of language difference that a translingual approach calls for. Writing instruction has always been institutionally structured as a key site for the negotiation of language ideology" ("Translation as" 17).

ISBN: 9798645499143Subjects--Topical Terms:

516647
Rhetoric.
Subjects--Index Terms:

Business writing

What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers.
LDR:03751nmm a2200385 4500 001 2278038
005 20210611082008.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798645499143
035 $a (MiAaPQ)AAI27959746
035 $a AAI27959746
040 $a MiAaPQ $c MiAaPQ
100 1 $a Markussen, Prairie L. $3 3556398
245 1 0 $a What's Translation Got to Do with It?: How Translation Activities in the Composition Classroom Can Cultivate Recognized Moments of Rhetorical and Cultural Awarenesses in Student Writers.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 195 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Ramirez, Cristina Devereaux.
502 $a Thesis (Ph.D.)--The University of Arizona, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Translation has historically played a central role in the field of rhetoric and composition; despite this, the fields of translation studies and rhetoric and composition have not historically engaged with one another or drawn from each other's pedagogies. Recently, there has been interest in the use of translation in the composition classroom (Fraiberg; Horner and Tetreault; Milu; Wang), which may in part be attributed to the burgeoning scholarship around translingualism and translingual pedagogies (Canagarajah; De Costa et al.; Horner and Tetreault) in the field of rhetoric and composition. This dissertation is situated at the intersection of translation studies, language studies, and rhetoric and composition, and catalogues a study conducted in two online sections of ENGL 307 Business Writing. This study integrates translation activities into the composition classroom with an aim to cultivate recognized moments of rhetorical and cultural awareneness in student writers. The data, though limited, reveals that students were experiencing changes in their rhetorical and cultural awarenesses as a result of translation activities and reflections. This dissertation argues that a translation pedagogy for the composition classroom (TPCC) can be critical, if the teacher enacting it is explicit in her reasons for doing so. For a critical TPCC to be effective, students must be made aware of how their participation in translation work has ideological implications and of how each choice sediments and contributes to a certain ideological narrative. This dissertation also argues that a TPCC can also be a critical pedagogy when/if viewed through a feminist lens. Feminist translation scholars offer ways of approaching and performing translation that disrupts domestication vs. foreignization binaries and repositions the translator in full view. This research aligns with Horner and Tetreault who argue, "While it may not seem initially obvious how questions about translation enter into a space like the composition classroom, we argue that translation offers a particularly rich framework for work in composition insofar as it brings to the fore the negotiation of language difference as well as ideologies of language difference that a translingual approach calls for. Writing instruction has always been institutionally structured as a key site for the negotiation of language ideology" ("Translation as" 17).
590 $a School code: 0009.
650 4 $a Rhetoric. $3 516647
650 4 $a Translation studies. $3 3310485
650 4 $a Pedagogy. $3 2122828
653 $a Business writing
653 $a Critical pedagogy
653 $a Cultural awareness
653 $a Feminist pedagogy
653 $a Rhetorical awareness
653 $a Translation
690 $a 0681
690 $a 0213
690 $a 0456
710 2 $a The University of Arizona. $b Rhetoric, Composition & the Teaching of English. $3 1022099
773 0 $t Dissertations Abstracts International $g 82-01A.
790 $a 0009
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27959746