04官雨悦第五次课翻译
1. 独立的原创
上节课我们讲到的严谨性，是一种学术的态度，即是EAP课程的教学过程中说应该具有的，也是该课程追求的并致力实现的目的之一。举例来说，这种态度，到底指的是“the ability of something to limit someone‘s “freedom very much”，还是“the quality of being impossible to change or persuade”（c.f. “the quality of being stiff, fixed, or impossible to bend”），或者就是“the qualities of being careful and accurate”。如果认真地经过调查、对比，并将原始信息在归纳与抽象后最终萃取，结合自己的理解形成了新的认识与见解，那么就能真正理解我们说的严谨性，到底是rigidity还是strictness，抑或是precision（preciseness），这也是本课学习过程的重要意义之一。
以上过程的一开始，一定是个人独立的行为，哪怕本课要涉及到“讨论”，在此之前，每位讨论的成员也必须带着个人的成果与他人进行交流。原创性有时的确可以是集体的成果，但须建立在个体成员的努力（或付出）之上。因此，独立的观点对于原创性是先天的，必须的，而原创性也是之后个人或团队观点证实的必经之路——只有你或你的团队才知道你们的命题是通过什么方式“证实”或“证伪”的，否则，我们如何在讨论中说服别人？
1. Independent originality
The rigor we talked about in the last lesson is an academic attitude, which is what the EAP course should have in the teaching process, and it is also one of the goals that the course pursues and strives to achieve. For example, this attitude refers to "the ability of something to limit someone's." freedom very much", or "the quality of being impossible to change or persuade" (c.f. "the quality of being stiff, fixed, or impossible to bend", or "the qualities of being careful and accurate". If you carefully investigate, compare, and finally extract the original information after induction and abstraction, and combine your own understanding to form a new understanding and insight, then you can really understand the rigor we say, whether it is rigidity or strictness, or precision (precision), which is also one of the important meanings of the learning process of this lesson.
At the beginning of the above process, it must be an act of personal independence, even if this lesson involves "discussion", before that, each member of the discussion must communicate with others with their personal results. Originality can sometimes be a collective product, but it must be based on the efforts (or contributions) of individual members. Therefore, independent ideas are innate and necessary for originality, and originality is also the only way to confirm the individual or team opinion later—only you or your team know how your proposition is "confirmed" or "falsified", otherwise, how can we convince others in a discussion?
2. 批判的创新
这样说来，我们还可以检讨自己做过的任务，从反思中总能学到知识。批判并不是我们通常理解的一个贬义词，也并不完全就是“批评”（给别人挑刺？）。它在学术的语境中，多半是个中性词，在本课的学习中，我认为这就是个褒义词。批判自己或他人的观点，批判已有的共识，当然要在提供充分证据的基础上，是创造新的知识与观点的重要途径。
拿我们做过的任务举例吧，例如，要学习英语，不可避免地要付出，要注重任务过程中的收获，而非尽快完成任务本身。翻译本身并不是把两种语言换个方式表达而已，翻译过程中的信息筛选与提取，语言内容的归纳与抽象，才是学习本身严谨性的体现。如果要批判自己在上一个任务中是否有所收获，只要问自己：我的任务成果是完全原创的吗？还是找到百度翻译直接复制粘贴就完成了？
事实上，我们还能做得更好，我们在批判自己任务完成的过程中，形成了个人的观点：怎样学才是最有助于自己真正的语言的提高，才是真正的收获。有一些在形式上完成了任务，但事实上却仅仅是完成了“老师的”任务；诸如此类的批判和思考，在这场讨论后，还能让我们不断自我改进，走得更远。
于是我们提到了更多的要素，如“依据”、“来源”等。“依据”是和佐证相关的，让我们的观点更扎实，而“来源”是和信息相关的，让我们可以追溯到自己形成判断的观点到底受到了哪些其他因素的影响。简单来讲，我们在目前阶段，只要能说清楚信息（数据）从哪里来，作者是谁，什么时候获取的，或是什么时候创建的，就可以了。也许以后需要用到具体的格式来表现这种来源，但用在今天这节课的讨论中，已经“绰绰有余”。
2. Critical innovation
In this way, we can also review the tasks we have done and always learn from reflection. Criticism is not a pejorative term as we usually understand it, nor is it exactly "criticism" (picking on others?). ）。 It is mostly a neutral word in an academic context, and in the study of this lesson, I think it is a positive word. Criticizing one's own or others' views, criticizing existing consensus, of course, on the basis of providing sufficient evidence, is an important way to create new knowledge and perspectives.
Take the tasks we have done, for example, to learn English, it is inevitable to pay, and focus on the gains in the process, rather than completing the task itself as quickly as possible. Translation itself is not just a different way of expressing the two languages, the screening and extraction of information in the translation process, the induction and abstraction of language content, is the embodiment of the rigor of learning itself. If you want to criticize yourself for what you gained from your previous task, just ask yourself: Is the outcome of my mission completely original? Or find Baidu Translate and copy and paste it directly? In fact, we can do better, and in the process of criticizing the completion of our own tasks, we have formed a personal opinion: how to learn is the most conducive to the improvement of our real language, is the real gain. Some formally complete the task, but in fact only complete the "teacher's" task; Such criticism and thinking, after this discussion, can also allow us to continue to improve ourselves and go further. So we mentioned more elements, such as "basis", "source", etc. "Evidence" is related to supporting evidence, which makes our point of view more solid, while "source" is related to information, allowing us to trace back to other factors that influenced our own judgments. To put it simply, at this stage, we can clearly explain where the information (data) came from, who the author is, when it was obtained, or when it was created. Perhaps a specific format will be needed to represent this source in the future, but it is "more than enough" for the discussion in today's lesson.
