Sumários
Practical 4
28 Fevereiro 2025, 11:00 • Rui Vitorino Azevedo
We revised Practical
4, focusing on the pre-translation analysis of The Semplica Girl Diaries.
Key points included maintaining the tone, irony, and fragmented style, as well
as preserving the contrast between the casual tone and the disturbing themes.
We discussed handling culture-bound terms and the importance of retaining the
short, fragmented sentence structure with minimal restructuring. Finally, we
reviewed students’ translations, emphasizing the need to preserve the source
text’s stylistic features, including intentional agrammaticality.
Pre-Translation Analysis and Practical 4 Kickoff
25 Fevereiro 2025, 15:30 • Rui Vitorino Azevedo
We concluded our
revision of Practical 3, focusing on alternative translation choices and aiming
for a more faithful/semantic translation, given the literary nature of the
text. Following this, we introduced the Pre-Translation Source Text Analysis
Table using Nord’s TOSTA model. We reviewed its key components—text type and
purpose, subject matter, text organization, vocabulary, sentence structure, and
style—discussing their relevance to translation decisions.
Students then began Practical
4, applying this framework to an excerpt from The Semplica Girl Diaries
by George Saunders. After reading the excerpt, they were put into pairs/groups
and started working on the practical, which is due by Friday’s class. Tasks
included conducting a detailed pre-translation analysis, outlining a general
translation strategy, translating the text into Portuguese, and reflecting on
translation challenges, strategies, and instances of translation loss.
Pre-Translation Analysis and Practical 4 Kickoff
25 Fevereiro 2025, 11:00 • Rui Vitorino Azevedo
We concluded our
revision of Practical 3, focusing on alternative translation choices and aiming
for a more faithful/semantic translation, given the literary nature of the
text. Following this, we introduced the Pre-Translation Source Text Analysis
Table using Nord’s TOSTA model. We reviewed its key components—text type and
purpose, subject matter, text organization, vocabulary, sentence structure, and
style—discussing their relevance to translation decisions.
Students then began Practical
4, applying this framework to an excerpt from The Semplica Girl Diaries
by George Saunders. After reading the excerpt, they were put into pairs/groups
and started working on the practical, which is due by Friday’s class. Tasks
included conducting a detailed pre-translation analysis, outlining a general
translation strategy, translating the text into Portuguese, and reflecting on
translation challenges, strategies, and instances of translation loss.
Newmark’s Translation Procedures and Revision of Practical 3
21 Fevereiro 2025, 15:30 • Rui Vitorino Azevedo
In today’s class, we
examined Peter Newmark’s translation procedures, which encompass specific
strategies for addressing translation challenges. Just to name a few of the
strategies we discussed, these included: transference, which involves
carrying over words directly from the source language, particularly when
dealing with cultural terms; modulation, which changes the point of view
to better fit the target language; and paraphrase, used when a more
detailed explanation is required due to linguistic or cultural differences.
After explaining these and all the other procedures/specific strategies mentioned
by Newmark and providing examples for each, we started our revision of Practical
3. This task involves translating a short story, where students were asked
to use one (or more) of Newmark’s general methods to the entirety of the text.
Newmark’s Translation Procedures and Revision of Practical 3
21 Fevereiro 2025, 11:00 • Rui Vitorino Azevedo
In today’s
class, we examined Peter Newmark’s translation procedures, which encompass
specific strategies for addressing translation challenges. Just to name a few
of the strategies we discussed, these included: transference, which
involves carrying over words directly from the source language, particularly
when dealing with cultural terms; modulation, which changes the point of
view to better fit the target language; and paraphrase, used when a more
detailed explanation is required due to linguistic or cultural differences.
After explaining these and all the other procedures/specific strategies mentioned
by Newmark and providing examples for each, we started our revision of Practical
3. This task involves translating a short story, where students were asked
to use one (or more) of Newmark’s general methods to the entirety of the text.