Translating and Interpreting - Draft 2

PSPTIS107 Translate general purpose texts from English to LOTE_Draft 2

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Unit application and prerequisites




Translate general purpose texts from English to LOTE


This unit describes the performance outcomes, skills and knowledge required to translate general purpose texts from English to a language other than English (LOTE). It includes conveying the purpose and use of the source information in translated texts for a limited and known audience.


This unit applies to those working as translators of general purpose texts.


General purpose texts convey information written in plain language to a limited and known audience in translated texts, or to an audience in translated spoken or signed utterances that have the same functional effect as the source texts and that are accurate and appropriate to the context, target audience and end use. General purpose texts contain limited equivalence problems between source and target text, plain language and concepts accessible to the general public and there is limited requirement for research on the subject beyond client resources.


The skills in this unit must be applied in accordance with Commonwealth and State or Territory legislation, Australian Standards and industry codes of practice.


No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.









Heather Glass 05.06.2022 02.03PM

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Elements and performance criteria



Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Analyse English general purpose source texts.
    1. Receive and manage source texts according to client requirements and conditions and confirm they are complete and legible.
    2. Analyse source texts to determine key elements and potential translation problems.
    3. Choose approach to translation suitable to purpose and target audience.
  1. Translate English source texts to draft texts in LOTE.
    1. Research and apply established translation precedents and information from resources to ensure consistent outcomes.
    2. Analyse and adapt cultural and linguistic content of source texts as appropriate for document end use.
    3. Produce draft translations of source texts that are accurate and coherent and appropriate for end use.
    4. Record translation decisions and justification in glossary.
  1. Check draft translations.
    1. Identify and correct errors, fidelity issues and unsupported translation decisions.
    2. Check translations, correct errors and amend and improve target texts.
    3. Critically evaluate consistency, accuracy and functional equivalence of translated text.
    4. Submit draft translation and glossary to independent reviser for review.
  1. Revise translations.
    1. Assess and incorporate advice from independent reviser.
    2. Discuss and resolve outstanding issues with appropriate persons as necessary.
    3. Undertake further self-revision until target text accurately reflects content and intent of the source text.
  1. Finalise and evaluate translations.
    1. Use technology to format translated texts according to agreed client specifications and end use requirements.
    2. Proofread formatted texts using standard methods to annotate proof corrections.
    3. Submit final version of translated text and supporting documentation to clients.


PCs 3.1 and 3.2

"How are these two different? Consolidate into one."

Heather Glass 05.06.2022 02.09PM

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"The criterion, as per the unit application, is 'functional effect' and texts that are target audience focused; 'appropriate to the context, target audience and end use'. The criterion is NOT source text focus. Further, specifying accuracy, content and intent, is a tautology: by definition (cf. AUSIT Code of Ethics - accurate transfer conveys both the content and the intent of the source text. This PC also directly contradicts PC3.3, the unit application and the PE item below. It creates a fatal contradiction in the UoC in relation to the benchmark for competence. There can be no justification for keeping it. "

Heather Glass 04.06.2022 03.08PM

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"The criterion as per the unit application is 'functional effect', not functional equivalence."

Heather Glass 04.06.2022 03.04PM

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Foundation skills


Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.


Supersedes and is not equivalent to PSPTIS022 Translate general purpose texts from English to LOTE.


Companion Volume Implementation Guide


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Performance evidence


Assessment Requirements for PSPTIS107 Translate general purpose texts from English to LOTE.


Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • Translate general purpose texts from English to a LOTE on at least two occasions applying:
    • techniques as necessary to produce a translation that has the same functional effect as the source text and is accurate and appropriate for the context, target audience and end use
    • relevant resources, including glossaries, style guides and reference material
    • consistent register and style as applicable to the LOTE and appropriate to end use
    • correct and idiomatic collocation, lexis and syntax
    • current and consistent vocabulary, including foreign loan words
    • correct target language punctuation and paragraphing
    • textual devices that create cohesion and coherence, including cohesive markers and substitution devices
  • on each of the above occasions:
    • ensure factual correctness, including the following as applicable to the LOTE:
      • level of tense
      • gender
      • singular or plural
    • check content and formatting of translated text for consistency and accuracy, and correct as required
    • meet time and contractual requirements.


Observing deadlines and contracts

"Even introducing artificially timed assessments will not demonstrate competence to observe deadlines. Requiring a candidate to meet contractual obligations will require that prior to each assessment task, a contract will have to be drawn up. In both cases, we are now moving away from the competence of translation per se, to the competence of professional practice, which is covered in the code of ethics under 'maintaining professional relationships' and 'profession conduct' ( And just to be clear, there is no argument for introducing artificially timed assessments. How long I take to do a translation is up to me and my desired capacity to earn, based on a thorough understanding of the principles of chargeable time (PSPTIS146 and how to improve productivity PSPTIS130). This PE item is a red herring in this unit. Remove it."

Heather Glass 04.06.2022 03.31PM

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"So someone didn't 'get' the fact that language varieties involve different 'spelling' (e.g. American, British; simplified v. traditional Chinese), but now we've left out the requirement to choose the language variety as appropriate to the target audience, which is pretty fundamental. What about putting in something like 'orthography appropriate to audience'?"

Heather Glass 04.06.2022 03.25PM

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Relevant resources, etc.

"What is the point in specifying applicable resources, other than to create mandatory requirements on which auditors will insist? Also unclear what improvement has been made by not just keeping the original PE item: "ability to critically apply resources". This means understanding the context and the reliability of a resource to ensure that the candidate doesn't just pick the first transfer option they find in a dictionary, or worse, some random blog. Remove 'including' and thereafter. Restore the original wording."

Heather Glass 04.06.2022 03.16PM

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Knowledge evidence


Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • purpose and implications of translation, including types of translation
  • translation techniques relevant to general purpose assignments, including principles of:
    • direct and oblique translation
    • formal and dynamic translation
    • form based and meaning-based translation
    • literal and free translation
    • adaptation for clarity
    • contrastive analysis of meaning and language
    • equivalence at the level of discourse, pragmatics, syntax and word
    • grammatical function transposition
    • localisation
  • people who can act as revisers:
    • other translators
    • the client
    • subject matter advisors.



"We keep throwing in random concepts without definition or logic. Localisation has become synonymous with large-scale translation for global markets ( Do we in fact mean 'orthography appropriate to target audience'? Then let's just keep it simple, particularly as this is the Diploma level of translation for 'limited and known audiences'."

Heather Glass 04.06.2022 03.34PM

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Assessment conditions


Skills must be demonstrated in a workplace or simulated environment that reflects workplace conditions.


Assessment must ensure access to:

  • translation source and target texts
  • examples of research and glossaries
  • scenarios or examples of interactions with colleagues and clients that require diverse skills and strategies for translating general purpose texts from English to LOTE
  • word processing and document management technology.


Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.


Companion Volume Implementation Guide



"At the risk of being like a broken record: It is unclear why the statement about assessors satisfying RTO Standards can be included here, and a crucial statement that industry experts can be involved in assessment, and even more crucial definition of what constitutes an industry expert, cannot. If the resources training package can do it, why can't we?"

Heather Glass 04.06.2022 03.42PM

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Skills and strategies for translating...

"What evidence are we actually requiring here? How does interaction with colleagues and clients demonstrate skills and strategies for translating? If we mean collaboration with the reviser or subject advisor, then say that. And what use are scenarios in this unit exactly? Evidence must be valid and authentic ( Is someone able to provide some specific examples of what evidence might be valid and authentic in satisfaction of this auditable requirement?"

Heather Glass 04.06.2022 03.41PM

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