In case you want to know how I grade your translation papers Fichier

Repérage des fautes de langue dans la production écrite des étudiants : quelques abréviations couramment utilisées
pour le thème, et quelques exemples de pénalités :
( J’indique entre parenthèses la pénalisation en ‘points faute’ généralement utilisée, les exemples sont tirés du thème de
rattrapage L1 de janvier 07)
o ou sp : orthographe (1) :
fourty ; the staf
P : ponctuation (1)
inex : inexact (1) :
sailors au lieu de fishermen
l’équipage dont il faisait partie: the men who were with him on the boat
md : mal dit (1ou 2)
the drunk man (- 1)
as it’s often the case (-1)
FS (faux sens)/lex : faute de vocabulaire pas particulièrement choquante (2) :
Chacune de ses affirmations : each speech he made
history au lieu de story
prep : erreur de préposition (2 ou 3) :
on sea au lieu de at sea
art : erreur sur l’article (2 ou 3) (a/the/…)
tmd : très mal dit (3) :
with the others of the crew
gr : faute de grammaire (3)
The teams’ members
(synt : syntaxe : -3, sorry, no example)
gall (gallicisme)/ calque (mauvaise traduction mot-à-mot) (3) :
Quant à son aventure, elle était … : And about his adventure, it was …
imp : impropre (le mot existe en anglais, mais pas dans le sens où l’étudiant l’utilise) (3) :
une carte (géographique) : a card, ses affirmations : his affirmations
tps : faute de temps ou d’aspect (3, si plus grave > GR) :
we invited him au lieu de we had invited him (-3); he was doing au lieu de he did
mod : erreur sur le modal (3 ou 4) : may/must/can etc
GR : grosse faute de grammaire (4 ou 6) :
il avait disparu : he was vanishing (-4)
the others members (- 4)
his team which he was part (-4)
we had invited him to drink with us and told us his stories (- 6)
the fishermen whose were … (-6)
he had writing (- 6); we had invite him (-6); to drunk (-6)
V irrég : verbe irrégulier (4 ou 6) :
we knowed (-6)
CS : contresens (4 ou 6) :
elle était exemplaire: it was a good example (-4: wrong meaning for the whole sentence)
B : barbarisme (5) :
the ivrogn (-5) ; aventure : aventury (-5)
NS : non sens (5 ou 6) :
he fought with his black finger a piece of map
CH : charabia (non sens sur toute une phrase ou plus, gros NS) (6 et +) :
pour entendre quelques unes de ses histoires : for listening someone of his history (-6)
You add up the ‘points fautes’ for each paper, and then you put the ‘copies’ in increasing order.
You look roughly half way down the pile to try and find the papers you think are worth a ten and see how many points fautes
they got.
Then you look at the best paper and at the worst one, and decide how much they should get. For instance you may end up
with something like: 15 points fautes: 16 out of twenty; 45 (or 44, or 46) : 10/20; 110 points fautes : 2
So you make up a scale on which you can place all the other papers:
10 pf: 17/20
(12 pf: 16.5/20)
15 pf: 16/20
20pf: 15/20
etc
40 pf: 11/20
45 pf: 10/20
(if you don’t want the weakest papers to get a negative grade, often you need to go down more slowly than you go up, and do
something like the following:)
48-9 pf: 9.5/20
52 pf: 9
59 pf: 8
66 pf: 7
etc
94 pf: 3/20
101 pf : 2/20
in theory: 108 pf : 1/20, so your last paper at 110 pf should get 1/20, but you don’t want to go that far down, so you give them
a 2/20 anyway.
If the text was short and easy, you’ll find that you want to fail anyone who got more than 30-35 points-fautes. If it was long
or difficult, you may want to fail only those who got 53 and more. This changes every time.
Good luck with the grading!