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Due to the limited time, the interpreter only prepared based on the class notes. According to the class notes, the contents in the class, including the value of liberty and virtue ethics, the proponents for liberty, as well as the advocates for virtue ethics should be well understood. At the beginning of the class, the interpreter had generally read through the whole class notes, and before the class, the interpreter read through the class notes for Day Five and searched for information on the Internet about all the different proponents and their theories. When looking through the different proponents, the interpreter grasped the information for the Chinese version and the English version, and for the theories, the explanations in the notes were quite limited, which could not help the interpreter to better understand the content of the theories, so the interpreter also looked through the Internet, for example, to put the name and the theory of the proponent together and searched on the Internet. A better preparation here could reduce the pressure and the energy of the interpreter during interpreting. 

2.2 While-interpreting

In this part, the author will provide more details about the duration of the course, the interpreter’s roles in the class, the lecture features of the professor, and difficulties during interpreting. 

2.2.1 Course Process

The class started right at 8 a.m. Since it was the last day of this course, the class only lasted for nearly 4 hours in the morning, with 15 minutes for a tea break. The interpreter was responsible for all the interpreting tasks during the class. Nearly 2 hours of interpreting text will be chosen for analysis in this practice report. 

The interpreting task not only included the professor’s lecture but also the communication between the class and the professor. If anyone comments in the chat box, the interpreter also needed to do the sight interpreting and help with the communication between both sides. 

2.2.2 Challenges during Interpreting

Some challenges aroused during this interpreting assignment in the class. After giving the basic information in the slides, the professor often illustrated some further information or details related to the slides, which was a big challenge for the interpreter. The interpreter did not have too much time to have a complete picture of all the details before interpreting. Therefore, unfamiliar information in the lecture was a barrier for the interpreter to grasp the content in the lecture.  

Chapter Three Subjectivity ................................. 9

3.1 Interpreter’s Subjectivity ................................. 9

3.2 Application of Subjectivity ........................... 10

Chapter Four Challenges and Solutions .............................. 12

4.1 Unfamiliar Information ....................... 12

4.1.1 Challenges due to Unfamiliar Information ................ 13

4.1.2 On-site strategy: Omission ............................... 13

Conclusion .................................. 26

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