Sumários
Bible continued and Newmark's general translation methods
23 Setembro 2024, 11:00 • Rui Vitorino Azevedo
In today’s class, we thoroughly reviewed the homework assignments, paying special attention to how students approached both intralingual and interlingual translations of the selected Bible excerpts. We discussed the challenges they encountered and how they applied different strategies to manage these translation issues. After completing the homework review, we explored Peter Newmark’s general translation methods, focusing on strategies that demonstrate a bias toward either the Source Language (SL) or the Target Language (TL). We discussed examples of translations that reflect SL bias, where the translation remains closely aligned with the structure and meaning of the original text, as well as examples of TL bias, where the translation is more concerned with fluency and naturalness in the target language. These examples helped to illustrate the practical applications of Newmark’s theories in translation work.
Jakobson and Bible
18 Setembro 2024, 14:00 • Rui Vitorino Azevedo
We started by reviewing general concepts of translation and the role of a
translator, focusing on strategic decisions and decisions of detail. We then
examined Jakobson’s translation categories: intersemiotic, interlingual, and
intralingual. While the course will primarily focus on interlingual translation
(EN-PT), for the first assignment, students were asked to perform an
intralingual translation of an excerpt from the Bible—specifically, the Tower
of Babel passage (Genesis 11:1-9). The task required students to apply gist
translation, exegetic translation, and rephrasing strategies. We worked through
practical examples together, followed by an additional Bible excerpt (Genesis
3:1-10), where students were asked to create an intralingual gist translation
for a specific audience and then translate their version interlingually. Students
were also asked to do the assignment in pairs or groups of three and then
upload it on Moodle.
Jakobson and Bible
18 Setembro 2024, 11:00 • Rui Vitorino Azevedo
We started by reviewing general concepts of translation and the role of a
translator, focusing on strategic decisions and decisions of detail. We then
examined Jakobson’s translation categories: intersemiotic, interlingual, and
intralingual. While the course will primarily focus on interlingual translation
(EN-PT), for the first assignment, students were asked to perform an
intralingual translation of an excerpt from the Bible—specifically, the Tower
of Babel passage (Genesis 11:1-9). The task required students to apply gist
translation, exegetic translation, and rephrasing strategies. We worked through
practical examples together, followed by an additional Bible excerpt (Genesis
3:1-10), where students were asked to create an intralingual gist translation
for a specific audience and then translate their version interlingually. Students
were also asked to do the assignment in pairs or groups of three and then
upload it on Moodle.
Course Introduction
16 Setembro 2024, 14:00 • Rui Vitorino Azevedo
In the first class, we reviewed the syllabus, covering the course requirements
and assessment methods. This included a detailed explanation of the individual
translation project (template and guidelines) and the group presentation, which
will focus on the theme "Lost in Translation." For the
presentation, students are required to analyze mistranslations in film/series,
gaming, or marketing. Students were also instructed to form their groups and
submit their chosen topic within the first two weeks of the course.
Course Introduction
16 Setembro 2024, 11:00 • Rui Vitorino Azevedo
In the first class, we reviewed the syllabus, covering the course requirements
and assessment methods. This included a detailed explanation of the individual
translation project (template and guidelines) and the group presentation, which
will focus on the theme "Lost in Translation." For the
presentation, students are required to analyze mistranslations in film/series,
gaming, or marketing. Students were also instructed to form their groups and
submit their chosen topic within the first two weeks of the course.