Sumários
Practical 14
23 Maio 2025, 11:00 • Rui Vitorino Azevedo
We began by finishing
the correction of the second recipe from Practical 13, which had been assigned
as homework. We then moved on to Practical 14, which involves localizing a
cover letter written by a recent graduate applying for a job.
Students were asked to
adapt the provided source text into Portuguese, not only linguistically but
also culturally and contextually. The aim is to ensure the final version aligns
with Portuguese cultural and professional norms, resulting in a document that
feels natural and appropriate for its intended audience, which in this case is a
Human Resources Hiring Manager in Portugal.
Practical 13
20 Maio 2025, 15:30 • Rui Vitorino Azevedo
I introduced Practical 13, which consists of translating an instruction manual for a stick blender set. Students were asked to translate the entire manual into Portuguese, using accurate technical terminology and maintaining an instructional tone that is clear and focused on safety. They were also instructed to adapt the wording appropriately for a Portuguese-speaking consumer market.
In terms of
translation strategies, I asked students to identify and explain at least one
example of each of Chesterman’s strategy types: Syntactic, Semantic, and Pragmatic.
For each example, they must state why the strategy was necessary, describe the
challenge it addressed, and explain how it improved the final version.
As students began
working on the translation in class, we reviewed the first page together. The
second page was assigned for homework.
Practical 13
20 Maio 2025, 11:00 • Rui Vitorino Azevedo
I introduced Practical
13, which involves translating two English-language recipes for inclusion in a
cookbook to be published in Portugal, aimed at home cooks. I emphasized that
the translations should prioritize clarity, idiomatic language, and usability,
with appropriate adaptations to Portuguese culinary conventions, ingredients,
and measurement units.
In addition to
selecting an overall translation strategy, students were asked to identify and
explain at least three significant translation decisions, drawing on
Chesterman’s categories. These may include lexical choices, structural
adjustments, cultural adaptations, or the clarification or omission of certain
elements.
We reviewed the first
recipe translation together in class, and the second was assigned as homework.
Practical 12 reviewed
16 Maio 2025, 15:30 • Rui Vitorino Azevedo
This class focused on analyzing
a popular science excerpt about the evolutionary and behavioral origins of
disgust, particularly through the lens of Parasite Avoidance Theory (PAT). The
source text aims to inform and educate a general audience about how disgust may
have evolved as a protective mechanism against disease, drawing on both
biological and cultural perspectives.
Its style blends scientific
explanation with a conversational, often playful tone. Technical terms (e.g. trypanosomiasis,
encephalitis) appear alongside informal expressions (“the nasty, the
foul, and the stinky”), making complex content accessible. This stylistic
hybridity is typical of popular science writing, which seeks to bridge academic
content and public understanding.
Practical 12 reviewed
16 Maio 2025, 11:00 • Rui Vitorino Azevedo
This class focused on analyzing
a popular science excerpt about the evolutionary and behavioral origins of
disgust, particularly through the lens of Parasite Avoidance Theory (PAT). The
source text aims to inform and educate a general audience about how disgust may
have evolved as a protective mechanism against disease, drawing on both
biological and cultural perspectives.
Its style blends scientific
explanation with a conversational, often playful tone. Technical terms (e.g. trypanosomiasis,
encephalitis) appear alongside informal expressions (“the nasty, the
foul, and the stinky”), making complex content accessible. This stylistic
hybridity is typical of popular science writing, which seeks to bridge academic
content and public understanding.