In the design of Advanced Translation (I), attempt has been made not to stay far away from recent advances in translation pedagogy. Sparkling among them are bringing to the fore the process of translating, respecting real-world considerations, presenting a new definition of the roles of learners and instructors, and encouraging a type of learning that is constructed through experiences, collaborative work, and interactions with peers, instructor and learning material. Such concerns are typified in the book through the ten instructional units that are organized into two sections. In keeping with the objectives of the book, purposeful activities are designed so that they work in synergy with lesson descriptions. They, depending on their purpose, process and outcome, take the form of exercises, tasks and projects. While the three of them work as instructional scaffolding tools, guidance and prompting gradually diminish as learners move on to the end of each unit and start working on the projects. With such considerations in mind, it is hoped that Advanced Translation (I) marks a change of direction in the available practical translation textbooks and gears toward the needs of students.