AMES-551S
TRANSLATION: THEORY/PRAXIS
Offered Fall 2026
Term
Overview
Feedback is mostly positive. The strongest signal is that discussion is a clear strength. Best for students who will actually talk in class instead of sitting silent. The sample is still thin, so treat this as directional rather than definitive.
DepartmentAMES
Terms offeredSpring
Typical enrollment18–18
Semesters of data1
4.4
Hrs / week
8
Responses
18
Enrollment
44%
Response Rate
Evaluation Scores
Overall quality
Teaching, content, and experience combined.
4.3
Intellectually stimulating
Challenges students to think deeply.
4.3
Instructor effectiveness
Explains concepts and facilitates learning.
4.6
Difficulty
Higher means harder.
2.6
Feedback Analysis
Feedback Analysislow
Analysis based on student evaluations
Based on 18 comments across 1 sections
Feedback is mostly positive. The strongest signal is that discussion is a clear strength. Best for students who will actually talk in class instead of sitting silent. The sample is still thin, so treat this as directional rather than definitive.
Student Reports
How hard is the A?
A is doable but not automatic
The signal here is more do-the-work-and-you-should-be-fine than easy-A chatter. Students do not describe the A as automatic, but the evidence also does not paint grading as punishing.
Homework Load
Moderate homework load
Homework load looks moderate. The recurring signal is steady weekly work, but not a course that turns every assignment into a grind.
Lecture Load
Lighter lecture burden
Student comments describe this as more discussion-, seminar-, or workshop-driven than lecture-dependent. The lecture burden itself does not sound like the main source of friction.
Strengths
• Discussion is a clear strength; students repeatedly describe the class conversation as engaging and useful.
• Students repeatedly say the course teaches something concrete, whether that is content mastery, research skill, or a strong foundation.
Tradeoffs
• There is no single dominant complaint theme, but the feedback is not uniformly glowing either.
Best fit for
Best for students who will actually talk in class instead of sitting silent.
Watch out for
• Most of the signal comes from a limited sample, so be careful about over-generalizing.
• A large share of the evidence comes from one instructor's version of the course, so this may not generalize cleanly.
Student Responses
Translation theory. Translation practice. Critical thinking.
Spring 2025 · Chow, Eileen
Translate! Trans-late! And listen
Spring 2025 · Chow, Eileen
I learned theories of translation and comparative literature, and in-depth translating devices, such as styles, word choices, and different genres.
Spring 2025 · Chow, Eileen
I gained substantial theoretical knowledge related to translation, deepening my understanding of key concepts and frameworks in the field. The course included engaging discussions on various translation-related topics, such as AI translation, dialectsand accents, which were both interesting and thought-provoking. Through my own translation practice and learning about my classmates' projects, I acquired valuable practical insights and improved my translation skills.
Spring 2025 · Chow, Eileen
Translation theories.
Spring 2025 · Chow, Eileen
Rating History
Rating history
Error bars show \u00B11 std dev
| Term | Instructor | Overall | Difficulty | Hrs/wk | Enrolled |
|---|---|---|---|---|---|
| Spring 2025 | Chow, Eileen 4.3Rate My ProfessorsQuality4.3Difficulty1.9Would retake100%Based on 16 ratingsClick to view on RMP → | 4.3 | 2.6 | 4.4 | 18 |
Instructor
Chow, EileenAMES
Also teaches
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