Sumários
Reviewed Practical 2 and Newmark’s Translation Methods
18 Fevereiro 2025, 15:30 • Rui Vitorino Azevedo
In today’s class, we reviewed the homework assignments (Practical 2), 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. We then 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.
Reviewed Practical 2 and Newmark’s Translation Methods
18 Fevereiro 2025, 11:00 • Rui Vitorino Azevedo
In today’s class, we reviewed the homework assignments (Practical 2), 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. We then 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.
Reviewed Practical 1 and Started Practical 2
14 Fevereiro 2025, 15:30 • Rui Vitorino Azevedo
We reviewed students’ translations of Practical
1 and then looked at two more examples of an intralingual translation of the
Tower of Babel passage. Students were asked to identify which translation strategies
had been applied, focusing on the intended target audience. We then started
Practical 2 which was 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 (i.e. into Portuguese).
Students were also asked to do the assignment in pairs or groups of three and
then upload it on Moodle so that we can review it in our next class.
Reviewed Practical 1 and Started Practical 2
14 Fevereiro 2025, 11:00 • Rui Vitorino Azevedo
We reviewed students’ translations of Practical
1 and then looked at two more examples of an intralingual translation of the
Tower of Babel passage. Students were asked to identify which translation strategies
had been applied, focusing on the intended target audience. We then started
Practical 2 which was 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 (i.e. into Portuguese).
Students were also asked to do the assignment in pairs or groups of three and
then upload it on Moodle so that we can review it in our next class.
Course Introduction / Jakobson and Bible
11 Fevereiro 2025, 15:30 • Rui Vitorino Azevedo
In the first class, we reviewed the syllabus, covering the course description, course requirements and assessment methods. After discussing the translator's role, focusing on strategic decisions and decisions of detail, we 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/faithful reproduction strategies. Students were put into groups/pairs and started working on their intralingual translation.