In his 1994 article "Goals and methods for a course in translation theory"), Brian Mossop focuses on a specific perspective within translators education as he discusses what he terms the three basic types of translation courses, namely, Type 1 - Translation Methods; Type 2 Translation Studies; Type 3 - Translator Concepts. Drawing on a previous study aimed at proposing indexing guidelines for the discipline of Translation Studies (Vasconcellos & Pagano, 2004), this paper seeks to expand Mossop's Type 2 courses, oriented towards graduate students, by adding to Mossop's stated goals the idea of "developing students' awareness of the function of keywords in their research practice based on a repertoire of possible terms shared by the academic community they interact with". From this perspective, it aims at exploring the pedagogic implications of the debate started in Pagano & Vasconcellos (2003), where it was shown that indexing guidelines are necessary for the discipline so that there may be a metalanguage capable of allowing members of the Translation Studies community in Brazil to understand each other's work and discuss the main issues concerning the discipline through the use of a shared set of terms. In this sense, this paper purports to contribute to formulating an answer to a question posed to the novice researcher: "How can I represent/describe my own research by means of a structured and hierarchical set of keywords?"
