Sumários
Applying Nord’s TOSTA Model to Source Text Analysis
24 Setembro 2025, 14:00 • Rui Vitorino Azevedo
We
reviewed students’ Shakespeare translations, focusing on how their work
differed depending on the method applied. Comparisons were made between
faithful and semantic translation, and then contrasted with communicative
translation. We then turned to Nord’s TOSTA model, briefly discussing the
extratextual and intratextual factors she outlines, as well as the skopos or
purpose of translations and how this shapes the method chosen by the
translator. I introduced a table/template for in-depth source text analysis,
which students will now be expected to use for practical exercises. For this
session’s exercise, students worked with an excerpt from the VisitScotland
website (focusing on the Highlands). They read the text, explored the website,
and began collaborating on the ST analysis using the template. We will review
their work in the next class.
From the Tower of Babel to Shakespeare: Exploring Newmark’s Translation Methods
22 Setembro 2025, 15:30 • Rui Vitorino Azevedo
We
reviewed students’ previous assignment on the intralingual translation of the Tower
of Babel passage (Genesis 11:1–9, King James Version, 1611). The focus was
on how different translations use different strategies (gist, faithful,
exegetic) depending on the target audience. After this, we explored Newmark’s
translation methods by going through definitions, key features, and cases where
each might be applied, supported with examples from English into Portuguese. To
finish, we looked at lines from three Shakespearean plays. Students were asked
to translate each line using both the semantic and communicative translation
methods. As we ran out of time to review these together, the task was assigned
for homework.
From the Tower of Babel to Shakespeare: Exploring Newmark’s Translation Methods
22 Setembro 2025, 14:00 • Rui Vitorino Azevedo
We
reviewed students’ previous assignment on the intralingual translation of the Tower
of Babel passage (Genesis 11:1–9, King James Version, 1611). The focus was
on how different translations use different strategies (gist, faithful,
exegetic) depending on the target audience. After this, we explored Newmark’s
translation methods by going through definitions, key features, and cases where
each might be applied, supported with examples from English into Portuguese. To
finish, we looked at lines from three Shakespearean plays. Students were asked
to translate each line using both the semantic and communicative translation
methods. As we ran out of time to review these together, the task was assigned
for homework.
Practical 1: Intralingual Translation of the Tower of Babel
17 Setembro 2025, 15:30 • Rui Vitorino Azevedo
In Practical 1, students translated the Tower of Babel passage (Genesis 11:1–9, King James Version, 1611) into contemporary English. The task required: (1) analyzing translation challenges such as archaic vocabulary, obsolete verb forms, biblical register, cultural references, and syntax; (2) selecting a strategy—gist, faithful, or exegetic translation—while adapting the passage for a specific target audience (e.g., children, modern readers, secular audiences, social media users, or religious congregations); and (3) justifying all adaptation decisions with reference to source text features, modernization choices, alignment with strategy, and consideration of alternatives. This exercise encouraged sensitivity to historical language variation, strategic decision-making, and awareness of how purpose and audience shape translation. Submissions are due Friday via Moodle.
Practical 1: Intralingual Translation of the Tower of Babel
17 Setembro 2025, 14:00 • Rui Vitorino Azevedo
In
Practical 1, students translated the Tower of Babel passage (Genesis
11:1–9, King James Version, 1611) into contemporary English. The task required:
(1) analyzing translation challenges such as archaic vocabulary, obsolete verb
forms, biblical register, cultural references, and syntax; (2) selecting a strategy—gist,
faithful, or exegetic translation—while adapting the passage for a specific
target audience (e.g., children, modern readers, secular audiences, social
media users, or religious congregations); and (3) justifying all adaptation
decisions with reference to source text features, modernization choices,
alignment with strategy, and consideration of alternatives. This exercise
encouraged sensitivity to historical language variation, strategic decision-making,
and awareness of how purpose and audience shape translation. Submissions are
due Friday via Moodle.