Sumários
Translation and Procedural Analysis (Tasks 3 & 4)
27 Março 2026, 15:30 • Rui Vitorino Azevedo
The second part of the lesson moved from planning to production. Students translate the full source text into Portuguese, with the dual objective of maintaining the surface conventions of a pedagogical grammar handout while preserving the emotional undertow running beneath it. As they work, they mark passages where a conscious procedural decision is being made, which sets up Task 4: a written procedures table applying Vinay and Darbelnet's framework to a minimum of one general procedure and three specific procedures. For each selected passage, students provide the source extract, their target solution, and a justification that goes beyond merely naming the procedure — they must explain why that particular procedure, and not an alternative, was the most appropriate choice at that point in the text, with reference to genre conventions, the double register, and the intended effect on the target reader.
Translation and Procedural Analysis (Tasks 3 & 4)
27 Março 2026, 14:00 • Rui Vitorino Azevedo
The second part of the lesson moved from planning to production. Students translate the full source text into Portuguese, with the dual objective of maintaining the surface conventions of a pedagogical grammar handout while preserving the emotional undertow running beneath it. As they work, they mark passages where a conscious procedural decision is being made, which sets up Task 4: a written procedures table applying Vinay and Darbelnet's framework to a minimum of one general procedure and three specific procedures. For each selected passage, students provide the source extract, their target solution, and a justification that goes beyond merely naming the procedure — they must explain why that particular procedure, and not an alternative, was the most appropriate choice at that point in the text, with reference to genre conventions, the double register, and the intended effect on the target reader.
Analysis and Pre-Translation Decisions (Tasks 1 & 2)
24 Março 2026, 15:30 • Rui Vitorino Azevedo
This session centers on close reading and strategic preparation before any translation takes place. Students begin by analyzing "Professor Malloy's First Lesson Back…" (a piece of flash fiction by Leila Murton Poole) as both a linguistic and literary artefact. The text mimics the format of a grammar teaching handout while concealing a deeply personal narrative of grief and trauma beneath it, and students must identify the genre conventions it follows, the moments where those conventions are deliberately broken, and at least three points of collision between the formal-pedagogical and confessional registers. Research into Portuguese-language grammar teaching materials is also required, so that students arrive at the translation stage with an informed sense of target-culture genre norms. The session closes with structured pre-translation decisions: groups discuss whether a direct or oblique approach best serves the text, how to handle the unusually long title and its institutional rhythm, and they identify at least five specific anticipated challenges across four categories: grammatical terminology, idiomatic and culturally bound expressions, structural transposition, and register effects.
Analysis and Pre-Translation Decisions (Tasks 1 & 2)
24 Março 2026, 14:00 • Rui Vitorino Azevedo
This session centers on close reading and strategic preparation before any translation takes place. Students begin by analyzing "Professor Malloy's First Lesson Back…" (a piece of flash fiction by Leila Murton Poole) as both a linguistic and literary artefact. The text mimics the format of a grammar teaching handout while concealing a deeply personal narrative of grief and trauma beneath it, and students must identify the genre conventions it follows, the moments where those conventions are deliberately broken, and at least three points of collision between the formal-pedagogical and confessional registers. Research into Portuguese-language grammar teaching materials is also required, so that students arrive at the translation stage with an informed sense of target-culture genre norms. The session closes with structured pre-translation decisions: groups discuss whether a direct or oblique approach best serves the text, how to handle the unusually long title and its institutional rhythm, and they identify at least five specific anticipated challenges across four categories: grammatical terminology, idiomatic and culturally bound expressions, structural transposition, and register effects.
Direct vs. Oblique Translation: Vinay and Darbelnet’s Framework
20 Março 2026, 15:30 • Rui Vitorino Azevedo
We examined Vinay and Darbelnet’s approach to translation, exploring the distinction between direct and oblique translation methods along with their associated procedures. After reviewing key concepts and analyzing examples of their application in Portuguese, students began a practical where they were asked to apply these procedures strategically while preparing a short commentary addressing translation difficulties.