英国特许语言家学会翻译考试评分标准
The Chartered Institute of Linguists (CIoL) The IoL Educational Trust (IoLET)
Preparing for the
Diploma in Translation (DipTrans)
Examination
A seminar for
candidates and course providers
with special reference to
translating from English into Chinese
May 2009
Preface
This seminar is based on the Diploma in Translation:Handbook and Advice to Candidates, and the
2004/6/7/8 Preparation Seminars. Both can be found at the CIoL website, in the ‘Diploma in Translation Materials & Publications’ section, at https://www.wendangku.net/doc/8b4431261.html,/nav.asp?r=LY0MV884377&3pid=LY0AL814419. Areas covered are:
?the description of the Diploma in Translation (DipTrans)
?the criteria used for assessing translation quality in the DipTrans examination
?the use of resources, both when preparing for and during the examination
?common pitfalls when doing a translation in examination conditions
? practice exercises
The languages used for illustrative purposes are English and Chinese (in traditional characters), but all examples are presented in such a way that they can be understood without a detailed knowledge of traditional Chinese characters. A number of the examples were selected from the Chief Examiners’ reports of the 2008 and 2009 DipTrans examinations, for which the IoLET is accordingly grateful.
We hope that the advice and ideas set out here will be of interest both to trainers and to candidates preparing for the examination in any language combination.
IoL Educational Trust
June 2009
Contents
1 Introduction
2 Description of the Diploma of Translation
3 Preparing for the Diploma of Translation
4 Criteria for assessing the quality of translated examination texts
General principles
Distinction
Merit
Pass
Fail
Resources
5 Using
When preparing for the examination
During the examination
notes
6 Translator’s
General principles
Assessing criteria
7 Traps to avoid
Description
Explanatory notes
8 Advice to candidates
9 Practice
exercises
10 In Conclusion
1 Introduction
Analysing your need
Before sitting the examination, ask yourself such questions as: why do you want to know about the DipTrans? What do you know about the DipTrans? What do you expect from the DipTrans as a professional language qualification? What career does you want to embark on?
What is the DipTrans?
The DipTrans is a postgraduate qualification intended for working translators, candidates who have reached a high level of linguistic competence, want to embark on a career in professional translation, and have already reached a level of linguistic competence at least equivalent to a good Honours degree in languages.
What does the DipTrans examination test?
Candidates’ ability to translate from a source language (hereafter SL) into the mother tongue to a professional standard, their awareness of the professional task of the translator, and the appropriate level of writing skills in their target language (hereafter TL).
What does the DipTrans examination test?
Candidates’ ability to translate from a SL into the mother tongue to a professional standard, their awareness of the professional task of the translator, and their writing competence in TL at an appropriate level.
What designation will you have?
Successful candidates are entitled to the designation DipTrans IoLET and eligible to apply for the CIoL’s Membership or Associate Membership.
Are you eligible for sitting in the DipTrans examination?
Even if a candidate were holding a degree in languages, one would still need to have additional experience or training. Candidates are therefore advised to attend relevant courses to prepare for the examination.
[For details, please refer to the Handbook, p.3]
The examination consists of three units:
Unit 01 General translation 3 hours
The exam text is of a demanding but non-specialised nature, approximately 600 words.
Unit 02 Semi-specialised translation 2 hours
The exam texts are of a semi-specialized nature, approximately 450 words in the following three subject areas:
2A Technology
2B Business
2C Literature
Unit 03 Semi-specialised translation 2 hours
The exam texts are of a semi-specialized nature, approximately 450 words in the following three subject areas:
3D Science
3E Social Science
3F Law
[For details, please refer to the Handbook, p.8]
Assessment Criteria:
General Principles
Candidates must achieve a Pass in each of the three aspects of performance assessed in order to gain an overall Pass/Merit/Distinction.
Translations with 5% or more of the source text (hereafter ST) missing will automatically be awarded a Fail mark.
General Paper (approx 600 words): 5% = 30 words
Semi-specialist papers (approx 450 words): 5% = 23 words
Possible marks
Distinction: 80-100% of the total marks
Merit: 70-79% of the total marks
Pass: 60% of the total marks
Fail: below 60% of the total marks
As with any other professional examination, the DipTrans requires highly focused preparation. No one can expect to pass the DipTrans if they are not good translators, but a good translator will not necessarily pass the examination, or perform to the best of their abilities under such circumstances. Two key aspects are therefore involved:
acquiring the skills to translate at the appropriate level: to prepare for the exam, not just language learning sitting the examination fully prepared: knowing the difference between preparation and the real exam. Acquiring the skills to translate at the appropriate level is a fundamental requirement for success. This involves a clear awareness of the criteria used in assessing translation quality. The following sections provide an analysis of the criteria used in terms both of general principles and of the specific criteria used to award a Pass/Merit/Distinction or a Fail.
It is self-evident that a competent translator must be able to understand and handle all of the grammatical features of both the SL and the TL. Linguistic knowledge is a fundamental requirement, but it is not enough on its own. It must be supplemented by sound cultural knowledge, as well as subject-area knowledge, particularly for the semi-specialist options. In the past, many candidates experience serious difficulties in translating the exam texts because their background knowledge is inadequate.
Preparation for the examination therefore must involve the building up of:
the ability to write well in the TL in all relevant subject areas
a detailed knowledge and command of all of the linguistic features of both the SL and the TL
a genuine interest in the SL and the source culture
fluent use of translation technology (where relevant)
sound cultural knowledge
good subject area knowledge
Good cultural and subject-area knowledge can be achieved in a number of ways:
carrying out detailed research on background points when doing practice translations (i.e. by using
dictionaries, encyclopaedias, reference books and the Internet, and by talking to informants)
visiting the country or countries where the SL is spoken (for translators not living there)
visiting the country or countries where the TL is spoken (for translators not living there)
reading books, newspapers, magazines and specialist publications regularly
watching television programmes (immensely useful for picking up contemporary idiom) and films
reading books about the country or countries where the SL is spoken (for translators not living there), and about the country or countries where the TL is spoken (for translators who do live there); books and websites in English about China might include:
?Hunter, Alan & Sexon, John. 1999 Contemporary China. NY: St Martin’s Press
?Robert E, Gamer, ed. 2008 Understanding Contemporary China. Publisher: Lynne Rienner, 3rd edition.
?Lubna Malik and Lynn White. 2007-8 Edition. Contemporary China: A Book List. edu/~lynn/chinawebs.doc> ?The Contemporary China Centre, Australian National University. Since 1970. Contemporary China ?Books. and those on the UK might include: ?Andrew Marr, A History of Modern Britain, Macmillan 2007 ?Norman Lowe, Mastering Modern British History, Palgrave, 3rd edition 1998 ?Rebecca Fraser, A People’s History of Britain, Pimlico 2004 Improving translation skills is a gradual process: start with easy materials, and gradually move on to more challenging material work slowly and thoroughly at first (over-check rather than under-check) If time is limited, doing 30% of a translation thoroughly is much more productive than trying to struggle through the whole text, and producing a poor translation. Only good, experienced translators can work at speed and under pressure. Translators should only consider attempting the DipTrans when they can consistently produce quality translations. However, as far as the examination itself is concerned, candidates must bear in mind that they will be working: in unfamiliar surroundings and conditions at speed in a stressful situation These problems of stress and speed are very similar to the conditions encountered in professional situations, where clients sometimes make unreasonable demands regarding speed and the quantity of work to be produced. Speed combined with quality comes with practice, but the basic principle should be: quality speed The unfamiliarity of the surroundings and conditions will affect stress levels (e.g. there is no opportunity for a coffee break, or for a quick run round the block to clear the brain). It will also affect the candidate’s approach to the translation, in particular because of: time constraints the limited space available for working (e.g. a small desk and no shelves) restrictions on resources the non-availability of a computer the possibility of having to produce a handwritten script Candidates need to prepare themselves by practising in examination conditions. This includes doing translations with pen and paper, translating against the clock (i.e. strictly in the time allowed, and with no breaks), and using only the resources (e.g. paperback dictionaries) that will be allowed on the day. All candidates will benefit from at least one mock exam in all papers, conducted in conditions that are identical to those of the examination itself (e.g. constraints on time, space and resources, no helping hand from the teacher/google search, and handwritten instead of keyboarding). The DipTrans examination is a fairly gruelling experience, and calls for mental stamina. Candidates should arrive in adequate time to prepare themselves. Both when learning to translate to the appropriate level and preparing for a specific examination, candidates will find many useful tips in: Robinson, Douglas. 1997. Becoming a Translator. London: Routledge. although the author does not discuss preparation for translation examinations as such. 黃邦傑. 1990.《譯藝譚》北京: 中國對外翻譯出版公司. Last but not least, all candidates must be fully conversant with Diploma in Translation. Handbook and Advice to Candidates, IoL Educational Trust, 2006. This important publication, which can be downloaded free of charge from the CIoL website, contains a wide range of immensely useful information for all the DipTrans candidates, and is compulsory reading. 4 The criteria for assessing the quality of translated examination texts General Principles The Diploma in Translation examination assesses and rewards basic professional competence in translating any language combination. Most candidates translate into, or out of, English, but the IoLET also runs examinations in combinations that do not include English. The underlying assessment principle recognises what constitutes a professionally acceptable standard of translation, and does so in practical terms and in the context of the texts set for the examination. Professionally acceptable means that the translated text reaches a standard acceptable for submission to a commercial client is functionally accurate and appropriate in terms of both style and register faithfully renders the style and meaning of the original piece of writing have the same intended effect on the target readership as the original did on the source readership Candidates therefore are expected to use analytical language skills handle specialist and semi-specialist terminology in both the SL and the TL know the differences in the relevant norms of the two languages in question respect any originality in the ST (e.g. syntax and vocabulary) and convey all cultural elements (e.g. local customs, manners, food and clothing), and render natural usage, colloquialisms, phatic language, routine formulations, common metaphors and technical terms in the target text (hereafter TT) write in their TL at mother-tongue level, and reach a high standard of accuracy Some commonly used expressions by examiners What is ‘basic professional competence’? What is a ‘standard acceptable for submission to a commercial client’? Gist translation, broad/loose semantic translation and adaptation are generally not acceptable. Flawless translation is seldom expected, but editing (by the clients) should be minimal. Sensitive to the seriousness of errors in relation to specific contexts is vital. A given error can be serious in one context but minor in another. What does writing ‘at mother-tongue level’ mean? Not all native speakers write well: some write better than others. Native speakers who normally write well do not necessarily write well when translating. Native speakers write some types of text well, and others not so well. Native speakers might also have problems with SL interference. A very small number of non-native speakers can write at mother tongue level, but the overwhelming majority cannot. What is a ‘high standard of accuracy’ when writing in the mother tongue? General mastery of all aspects of the TL, which includes: correct grammar (i.e. tenses, grammatical words such as articles, and agreements) correct spelling correct punctuation respect for TL textual conventions What does the ‘same intended effect’ involve? Establishing the function of ST Establishing the style of the ST Establishing the register of the ST Seeing the ST from the ST reader’s point of view Identifying the intended readership How important is specialist/semi-specialist terminology? The importance of terminology is dictated by text function and text type: terminology and accuracy (e.g. translating ‘remote recorders’as “偏遠地方的收音機” instead of “遙距記錄儀” is inaccurate) terminology and appropriateness (e.g. translating the phrase “An array of chips attached to your body...” in a technical text as “附設在身體的一組微片……” instead of “貼附在身體上的一排晶片” is inappropriate). terminology and tone (some subject areas are highly sensitive, and using the wrong term can be hurtful or offensive (e.g. ‘handicap’ instead of ‘physically challenged’, or the gender-exclusive ‘chairman’ instead of the gender-inclusive ‘chairperson’/‘president’). How important are cultural aspects, and how should candidates deal with them? Translation solutions are dictated by the requirements of the client (in real situation) or the examination (in this case). They are also shaped by text function and text type. Some useful techniques are to: explain, amplify or use a translator’s note (Please refer to the Handbook for a thorough description of translator’s note.) quote the item as in the ST import the foreign item into the TT (by putting it right after the translation and in brackets) Collocation: This is one of the more difficult notions for a language learner to come to grips with. It refer to the relationship between two words or groups of words that often go together and form a common expression. For example “帶動了…關注” (translation for “raising concerns”) “帶動”, “關注” are not collocates. A more acceptable translation is “這情況令人憂慮”). Colloquialism: This does not necessarily refer to familiar language. Colloquialisms are set expressions that are often, but not always, impossible to translate literally. For example, the English idiom “come off it” does not mean “出來” in the sentence “Come off it! I don’t believe what you’re saying.” It would be more appropriate to translate as “不要胡言亂語, 我不信你所講的話。”, and “Keep one’s finger crossed” would be more appropriately translated as “祝願成功” not “交叉某人的手指”. False friends: These are lexical items that are identical, or dangerously similar, in two languages, but which have different, perhaps completely different, meanings. Many words fall into this category. For example “Actions speak louder than words.” usually carries positive connotations meaning “Actions get things done.” in English. The translation “說不如作” is appropriate in most cases, but in some contexts, it can be taken as an insult as “Talk is cheap!” in Chinese. Another example is the word “travel”, which simply means going from one place to another in English, can be misleading to Chinese readers when it is translated as “旅遊”, which implies going on holiday (for fun). “In the same boat” means “in the same situation” and should not be translated as “同舟共濟” or “風雨同舟” because both Chinese idioms carry the feelings of solidarity and helping each other. Metaphors: This is a part of speech involving a word or expression used in a non-literal sense or in an unusual setting (e.g. “straight from the horse’s mouth” or “the lion’s share”). These can cause particular difficulties when trying to understand the ST. For example, the sentence “Things are difficult for him at the moment, but he usually manages to fall on his feet.” “Fall on his feet” is nothing to do with walking or standing. Instead it means to be in good or improved condition after a difficult experience. A plausible translation is “化險為夷”. Phatic language: This refers to those features in a text which are meant to establish or maintain communication. Some greetings, for instance, are simply used to acknowledge someone’s presence, and a reply is not expected (e.g. Hello! and Hi!). Register: A style or a set of techniques in writing intended for a particular readership such as medical or legal professionals. In order to gain an overall Pass/Merit/Distinction, candidates must achieve a Pass in each of the three Aspects of Performance assessed. Distinction To be awarded a Distinction, candidates would need to meet the following criteria: Aspect of Performance 1: Comprehension, Accuracy and Register The translation shows an excellent command of the subject matter with accurate transfer of information throughout. The choice of language and register are entirely appropriate to the subject matter and to the spirit and intention of the original. Aspect of Performance 2: Grammar, Cohesion, Coherence and Organisation of work The translation reads like a piece originally written in the TL. The sentence structure, grammar linkages and discourse are all entirely appropriate to the TL. Aspect of Performance 3: Technical points relating to spelling, accentuation, punctuation and the transfer of dates, names, figures, etc The spelling, accentuation, punctuation, and transfer of dates, names and figures in the translation are faultless. Pass In order to be awarded a Pass, candidates should meet the following criteria: Aspect of Performance 1: Comprehension, Accuracy and Register The translation shows an adequate command of the subject matter. There are no serious errors or omissions in the transfer of information. Any inaccuracies or omissions are minor and will not give false or misleading information to the reader. Acceptable translator’s notes, where given. Aspect of Performance 2: Grammar, Cohesion, Coherence and Organisation of work The sentence structure is sound, though with some awkwardness and lapses in grammar, nothing too serious. Aspect of Performance 3: Technical points relating to spelling, accentuation, punctuation and the transfer of dates, names, figures etc The translation is correct in all major technical elements but with one or two serious lapses of spelling and with some errors in punctuation. Merit Candidates who were awarded a ‘Merit’ would have met the following criteria: Aspect of Performance 1: Comprehension, Accuracy and Register This requires the correct transfer of information and evidence of complete comprehension of the ST. The translation shows a good command of the subject matter although at times there is some under- or over-translation or a slight lack of clarity. The vocabulary, terminology and idiom chosen are appropriate throughout, though occasionally a more appropriate rendering than that given in the translation may be found. The register chosen is faithful to the register of the ST. Aspect of Performance 2: Grammar, Cohesion, Coherence and Organisation of work The translation is well organised, with good sentence structure and overall coherence. While not perfect, it has clearly been written as if it were an original piece of writing in the TL, with appropriate reorganisation of the information contained in the ST where necessary. Aspect of Performance 3: Technical points relating to spelling, accentuation, punctuation and the transfer of dates, names, figures, etc There are only minor technical lapses. Fail Translations with 5% or more of the ST missing will automatically be awarded a Fail mark. General Paper (approx 600 words): 5% = 30 words Semi-specialist papers (approx 450 words): 5% = 23 words Translations that satisfy only one or two of the three Aspects of Performance will be regarded as Fails. The criteria constitute a Fail are as follows: Aspect of Performance 1: Comprehension, Accuracy and Register The translation shows an inadequate grasp of the informational content. There are a number of inaccuracies, both major and minor, leading to information being conveyed wrongly at several points. There may also be serious omissions. The translation contains a number of clumsy or inappropriate renderings, which impair or distort the message. There may be some incorrect choice of register and terminology, and some idiomatic usage may not correspond to the intention or sense of the original. Aspect of Performance 2: Grammar, Cohesion, Coherence and Organisation of work The translation does not read like an original piece of writing; it may be stilted and incoherent with little attempt to modify the sentence structure of the original to the TL. There may be over-elaboration and excessive paraphrasing. Aspect of Performance 3: Technical points relating to spelling, accentuation, punctuation and the transfer of dates, names, figures etc A considerable number of technical faults are present which would render even an otherwise good translation unacceptable in professional terms. Serious errors that may lead to a Fail. In a professional context – indeed, in any context – mistakes can have serious consequences. For instance, they can: cause a company to lose a lot of money cause a serious accident because the wrong figure is quoted cause a machine to overload and break down because the wrong connections have been given render experimental results meaningless because of incorrect data cause a death because the wrong dosage is quoted Such errors can be the result of one simple mistake, for example: an incorrect punctuation a missing digit a missing letter (e.g. 10g instead of 10mg) a mistranslated preposition an incorrect pronoun a wrongly written Chinese character For example, in a financial report, it can be a very serious error if one translates “0.03%” as “百分之零點三” (which is 0.3%) in the sentence “retail sales fell by 0.03%”. This will probably lead to a Fail in an examination situation regardless of the quality of the rest of the translation. The seriousness of an error however depends on the context, and a given error can be serious in one context, but minor in another. 5 Using resources When preparing for the examination DipTrans candidates must focus on: preparing to carry out a translation in examination conditions developing professional translation skills – both translation quality and speed Both of these activities are important for success in the examination, and they justify the use of extensive resources, although many of them are not available during the examination. Paper resources Dictionaries, encyclopaedias and glossaries: monolingual dictionaries (SL and TL) bilingual dictionaries (general and specialist) encyclopaedias (general and specialist) glossaries (in the translator’s own special areas) these have a number of drawbacks: ?no dictionary or encyclopaedia can be comprehensive ?no dictionary or encyclopaedia is totally accurate ?entries can be misleading ?they can easily become out-of-date Textbooks, manuals, catalogues, newspapers, magazines and journals: These have a number of advantages: they present lexical items in context, and related items will be presented together, therefore speeding up the translation process; they are much more likely to be up-to-date; they are more likely to be accurate, as they will use the language of the specialisation, rather than the language that linguists (and non-specialists) feel to be correct. Non-paper resources Dictionaries and encyclopaedias on CD-ROM These have the same advantages and disadvantages as paper dictionaries and encyclopaedias, but also have the advantage of speed, flexibility and access. Others on-line dictionaries and terminology banks web-based sources, including parallel texts and material in the TL and SL on a given topic from specialist sources human sources (e.g. clients, fellow translators and specialists in the subject area) some drawbacks are: ?availability is never guaranteed (some online dictionaries are often down, and the technology can fail); ?accuracy is variable, as anyone – both specialists and others – can put material up on the net (general dictionaries in particular are often compiled by non-specialists); ?it can be quite difficult and/or time-consuming to get precise information from an informant; ?informants sometimes give the information they feel they ought to give, rather than the correct information. some advantages are: ?when on-line resources are working properly, searching and cross-checking is very quick; ?the material is much more likely to be up-to-date (some on-line dictionaries are updated on a monthly basis); ?it is very easy to get hold of material in context, and therefore obtain correct information; ?people can be invaluable for clarifying problems such as ambiguous structures, and cultural conundrums. Expanding your pool of resources Specialist translators might also investigate the possibility of joining a professional association that focuses on the field they specialise in. Even if full membership is not possible, these associations sometimes hold meetings and conferences that are open to the general public. In order to develop linguistic knowledge, cultural knowledge of the SL and specialist subject knowledge, sources other than standard monolingual and bilingual dictionaries should be used extensively. There is a clear correlation between, on the one hand, linguistic, cultural and specialist knowledge and, on the other, translation skills, including accuracy and speed. During the examination Only paper dictionaries and other reference materials are allowed. Candidates may use dictionaries and other reference works, including their own glossaries. There are no restrictions on the paper reference materials that candidates may take into the examination room, but the time available for checking and looking words up is limited. Candidates should pay attention to the following essential requirements: Accuracy always use bilingual and monolingual sources together; never rely on the bilingual dictionary alone; always use the monolingual dictionary to cross-check unfamiliar equivalents suggested in the bilingual dictionary; use sources which provide a context whenever possible. Speed One should have finger-tip familiarity with all resources used (no two dictionaries present material in the same way); a high level of linguistic competence in the SL and the TL a high level of cultural and background knowledge a good basic specialist knowledge (e.g. for science, a sound knowledge of basic scientific procedures and processes is essential) Minimum requirements one monolingual SL dictionary (one which includes proper names and acronyms) one monolingual TL dictionary (one which includes proper names and acronyms) one general bilingual dictionary 6 Translator’s notes Professional translators sometimes use translator’s notes in real-life situations, for example: where a text lacks clarity and it is not possible to consult the author when there is need to inform a target audience of any issues (e.g. cultural matters) that may not otherwise be clear General principles Translator’s notes may be used in all three units of papers. They should however reflect their use in a professional context and provide the target readership with an explanation or resolve an issue in situ. Candidates should bear in mind that: translator’s notes are the exception and not the rule. They should be used sparingly, and only if absolutely necessary; translator’s notes are not meant to be an opportunity for the translator to display knowledge. Unnecessary translator’s notes are likely to be penalised; in the DipTrans, translator’s notes should be addressed to an imaginary client and not to the examiner; not every translation will require translator’s notes; translator’s notes may appear at the bottom of the page as footnotes, at the end of the translation, or on a separate sheet. They do not need to be preceded with the heading ‘Translator’s note(s)’ (although this is standard practice in a professional context) since standard footnotes do not feature in the examination papers, and there is therefore no risk of confusion between author’s footnotes and translator’s notes. Translator’s notes may be used: to indicate that there is, or may be, an error in the ST, for example a spelling mistake, or an error in dates, figures or units. Given that the assumed error may not actually be one, the tone of the comment should be diplomatic; to indicate an ambiguity in the text which cannot be clarified (in a real-life situation, the translator would need to consult the client or the author of the ST); when a specialist equivalent cannot be traced, given the resources available in the examination room, the candidate needs to indicate the specific source(s), for example, a specific online dictionary, a website or a specialist, that could be consulted in order to solve the problem. A generic translator’s note such as ‘If I had access to the Internet, I would…’ is insufficient; to provide necessary information for the reader, for example, in the case of culture-bound issues, if this information cannot be provided within the body of the translation, for example, because it would be too cumbersome, or because it would break the flow of the text; Translator’s notes must never be used to explain a translation problem or to justify the solution that the translator has opted for. Assessing criteria The lack of translator’s notes will not mean automatic penalisation. Translations will be eligible for Pass, Merit or Distinction grades with or without translator’s notes. Any translator’s notes used must be concisely and relevantly expressed. They must be essential to comprehension because its main use is to clarify a point. 7 Traps to avoid Candidates should avoid falling into the following traps: 1 Time management and organisation (For details, please refer to Explanation Notes 1 below) assuming there will be time to write a neat copy as well as a draft leaving gaps unflagged leaving alternative renderings unflagged spending too long choosing the options for Papers 2 & 3 (i.e. the semi-specialist options) changing options half-way through 2 Approach to the ST (For details, please refer to Explanation Notes 2 below) not taking time to read the ST carefully (ideally twice) before starting to translate not establishing the function/style/register of the ST not using the context of a word (or group of words or sentence) to understand or clarify the meaning not using, or not even having, background knowledge (e.g. of cultural or technical issues) needed to understand or clarify the meaning not understanding a syntactic structure not understanding less common grammatical words not understanding technical or scientific processes not seeing the ST from a ST-speaker’s point of view not standing back from the ST to see it as a whole not considering a familiar lexical item may have a meaning other than the familiar one(s) adopting a linear approach or tunnel vision when reading the ST 3 Use of resources (For details, please refer to Explanation Notes 3 below) using the bilingual dictionary exclusively to clarify the meaning of an item using the first equivalent suggested without pausing for thought not consulting an appropriate monolingual source in order to confirm a suggested equivalent not considering whether the resource used may be incomplete, incorrect or misleading 4 Approach to the TT (For details, please refer to Explanation Notes 4 below) leaving parts of the ST untranslated adopting a linear or tunnel vision approach attempting to translate into the TL when writing skills are not of native-speaker standard inappropriately guessing a meaning or an equivalent not seeing the TT from the TT-reader’s point of view not standing back from the TT in order to see it as a whole not considering issues of style, register and text function not addressing issues of cultural transfer not converting figures and units of measurement when required not editing out spelling and grammatical errors not using punctuation and TL conventions appropriately not checking the translation at the end for errors, flagged alternatives and good presentation Explanation notes 1 Time management and organisation Time is at a premium in all three papers. Doing the General Paper in three hours, and the semi-specialist papers in two hours, is no easy task, particularly if things need to be looked up and resources consulted. Candidates are strongly urged not to hand in very poorly presented scripts (e.g. with untidy handwriting, scribbles, a lot of words crossed out, and arrows indicating where last-minute insertions have been written). Candidates who hand in such professionally unusable scripts are likely to fail, as are those who wrongly think that they have enough time to produce a neat fair copy. Candidates are advised, but not instructed, to write on alternate lines. It is essential to leave time at the end for checking and ‘proof-reading’. A working definition of a ‘professionally usable document’ might be one that can be handed to a secretary with minimal, or no, knowledge of the TL for typing. When translating, it is perfectly reasonable to leave difficult problems till later, and to get on with the rest of the translation first, but by spending too much time on a tricky item, the candidate may be unable to finish the translation. At all events, it is vital to flag all such gaps, as they may otherwise never be dealt with. Always remember the 5% rule leading to an automatic Fail. Candidates may wish to note alternative renderings that come to mind if the solution is not immediately obvious, and leave the final decision till later. However, it is vital to flag these as well, so that only one rendering remains. It is up to the candidate to choose the final rendering, not the examiner. If two or more renderings are offered, the candidate is always penalised, even if one of them is correct. Candidates have only two hours to do the semi-specialist options. That is not long. Those who spend more than ten minutes choosing between the three options may well run out of time. Very able candidates have been known to fail a semi-specialist option for this reason. Once the choice is made, it is extremely risky to change halfway through. Again, time is at a premium. The option should be chosen before the examination, or within the first few minutes. 2 Approach to the ST It is ideal to understand the ST thoroughly before any translations take place. In order to produce a TT that is accurate and achieves the same effect as the ST, candidates must look at factors such as style and register, and determine the function of the text, and of particular elements within the text. The meanings of many words, groups of words and sentences are not always obvious, and often depend on the immediate or broader context. It is also wise to remember that some words can be used metaphorically rather than literally. Background knowledge (i.e. of the subject matter and/or cultural issues) can play an important part in interpreting the meaning of words, groups of words and sentences. In many languages, this can be particularly important when trying to work out what particular pronouns refer to. Texts do not consist of words simply strung together. Candidates who rely on leaner approach or tunnel vision when trying to understand a text are likely to make serious errors. Syntax and word order are all vital features. A frequent problem is the mishandling of less common grammatical words. Many candidates would benefit from a thorough study of the SL’s more sophisticated grammatical features. Problems often arise in the semi-specialist options because candidates fail to understand processes (including very basic ones). It is essential to acquire, at the very least, a basic understanding of the rudiments of particular specialist fields before attempting to do the examination. To be able to see the ST from a ST-speaker’s point of view, candidates would need to read extensively related materials written in the language of the ST, and to understand its culture accordingly. The most common problem faced by novice translators is the difficulty involved in seeing what they are writing from the point of view of the TT reader. They know what they are trying to say, but they cannot always see that the reader will understand something different. Some items, elements and aspects (e.g. figures in a business text, the name of the species in a scientific text, or style in a literary text) are vital within a specific text, and poor translations are likely to result in a serious misrepresentation of the ST, and lead to a Fail. It is always wise to assume that one’s knowledge of the ST is imperfect, and in particular that a familiar item may have a meaning which was hitherto unfamiliar – and which may not be listed in the bilingual dictionary. It is vital to read and understand the ST as a whole, not just word by word or sentence by sentence. 3 Use of resources No bilingual dictionary is perfect, and the only safe way of using bilingual dictionaries is to look upon them as a source of suggested equivalents – and only when the full meaning is clear. Where the definition of a particular word is divided into sub-entries, it is wise to check each one, even though the exercise may be tedious and time-consuming. Choosing the first equivalent suggested may be an attractive option, but it is more likely than not to be unreliable. Bilingual dictionaries are never perfect. They quickly get out-of-date, the entries may be incomplete (e.g. a particular meaning may have been omitted), the equivalents suggested may be incorrect, or they may be correct in one context, but not in the context described in the text. Unless the bilingual dictionary has reminded the translator of an equivalent that s/he knows is correct, it is essential to crosscheck in a monolingual source. It is essential to combine monolingual and bilingual resources, and to combine dictionaries with other resources (e.g. encyclopaedias that give lexical items in a broad context). 4 Approach to the TT It is remarkably easy to leave parts of the ST untranslated – words, groups of words, titles, and even whole lines or sentences. Omission of 5% or more of the text leads to an automatic Fail, so it is always worth checking and double-checking. Translating the ST one bit at a time may be satisfying (‘Good! I’ve done that. I can forget about it and move on to the next bit.’), but it invariably leads to inaccuracy, and to problems of cohesion and coherence, as the translator fails to take into account what has gone before and what comes next. The standard expected when writing in the TT is that of a good native user. Those candidates whose skills are not of that standard are bound to fail. It is important to be able to work things out from the context and on the basis of background knowledge, but there are situations where guessing (e.g. the meaning of an item, or an equivalent) without checking will land the candidate in serious trouble. [An issue here can be the ability to distinguish between false friends and the best equivalent. Some translators automatically assume that if an equivalent is very close, it must be a false friend. This is true in some cases, but not invariably so. There are some situations where the best equivalent is the one that is the closest in form to the ST item.] The most common problem faced by novice translators is the difficulty involved in seeing what they are writing from the point of view of the TT reader. They know what they are trying to say, but they cannot always see that the reader will understand something different. Distancing oneself from the TT is a vital skill, and it takes practice. Candidates are expected to render the ST accurately. This relates not only to the semantic content, but also to issues of style, register and function, as defined in the rubric. The importance of each of these aspects will vary according to the type of text, and where it is not possible to render all aspects, candidates will need to demonstrate that they are able to prioritise. In a literary text, for instance, issues of style may take precedence over issues of semantic content, but only if this is the best way of preserving, say, the rhythm that is an essential feature of the ST. Candidates need to demonstrate that they are aware of problems of culture transfer, and that they can deal with them as the context demands, using equivalents, amplification and so on as appropriate. Depending on the text type, failure to convert figures and units of measurement accurately and appropriately will very likely lead to an automatic Fail. A small number of spelling and grammatical errors will be tolerated (as stated in Aspect of Performance 3). This will include the incorrect use of accents and upper and lower case, and the incorrect use of agreements. Candidates are expected to use punctuation appropriately, remembering that punctuation can alter the meaning of a sentence/text, that some rules of punctuation are compulsory (although others are optional), and that these rules are not the same in all languages. In all texts, appropriate TL conventions must be followed in the presentation of dialogue. Leaving enough time for going through the translated texts at least once is very important. 8. Advice to candidates The examination texts are that translators and technical translators will be asked to embark on in ‘real life’. It is therefore appropriate, but is not necessarily easy to translate. Many expressions in the original texts are difficult even for proficient native speakers of English. In real life, translators would negotiate with their clients in order to get enough time to: check on translation equivalents in dictionaries/glossaries locate and use translation programs/translation memory systems seek advice from knowledgeable native speakers in order to understand the ST more fully have colleague(s) check through the final translation In this examination, time governs the completion of a translation. No live negotiation (with a ‘client’) could be possible. Candidates therefore need to understand the requirements of the examination, and be well equipped and prepared to finish all questions in good time. While preparing for the examination, they are advised to: read the Diploma in Translation Handbook thoroughly, pp.7-16 in particular, so as to know the level of work they are expected to achieve; enrol in a course that could help them improve their general linguistic competence in both source and target languages, and in their translating skills; read the examiners’ reports; practise by working on as many past DipTrans examination papers as possible; develop the habit of reading their translation aloud so as to become more aware of the need for editing their own work; visualise the scene when translating especially literary texts; familiarise themselves with the history and current affairs of the locales in which they translate. This includes getting to grips with idiomatic expressions in the relevant language(s); put the original numbers and proper names in brackets after the translations; bring along reliable dictionaries or glossaries to assist their translation work (to set against the disadvantage of not being free to google unfamiliar terms in real-life situations); translate appropriately and think before simply adopting phrases from dictionaries; avoid creating simplified characters that are not recognised by the PRC; leave enough time for proofreading. 9 Practice exercises Candidates might wish to work through the following seven practice exercises using the framework below. They should however bear in mind that the Chinese texts are NOT model answers, but adaptations of the work of past candidates. The aim of these exercises is to raise candidates’ awareness of how the marking scheme works and indicate how candidates might benefit from making themselves familiar in advance with the marking criteria. Suggested procedures: Step 1 Read the full paper. Step 2 Translate the extracted sentences. Step 3 Compare your answers with the translations provided. Step 4 Evaluate both the given translations and your own against the above marking criteria. Practice 1 UNIT 1: GENERAL TRANSLATION Step 1 Read the following paper: 5 10 15 20 25 30 35 UNIT 01: GENERAL TRANSLATION For information only, not to be translated: The following edited extract has been taken from an article by Simon Jenkins that was published in The Sunday Times in August 2008. Translate into your target language for inclusion in a current affairs magazine publishing a series of short pieces by European social commentators about trends in their own countries. Et voilà, France has a better way of justice TRANSLATION TO BEGIN HERE: A friend recently arrived at his French country house to find the windows smashed and the television stolen. He accepted this as another sign of the crime-ridden society familiar back home. He did, however, mention it to the mayor at the fair held in the local village every Saturday. The mayor was shocked. The following day, a young man arrived at the house, crestfallen, and said that his parents would repair the windows and restore the property. He was sorry. No police were involved. That story is inconceivable in Britain. But it offers a backdrop to last week’s diatribe against modern society by the chief rabbi, Sir Jonathan Sacks, at the Lambeth Conference, when he was the latest cleric to call down hellfire on modern society. Sacks is not the first to take this line. Earlier this year Gordon Brown adopted the mien of John Knox and declared the nation accursed by “shallowness”. Families had apparently disavowed their responsibilities. The young were riding the buses drunk and were drugged to their eyeballs, despite 10 years of Labour rule. Not since John Major went “back to basics” with his call to revive something called Victorian values has the presumed link between spiritual and social conditions been so confidently asserted. All this is grist to the mill of religious fundamentalism – that is, religion not as a source of private consolation but as an active participant in drawing up and forcing norms on society. If society is going to the dogs, say the priests, then it must be because they and their message are neglected. This cry is as old as that of Savonarola in Florence, of the mystics and millenarians to whom every misfortune, plague, war and famine was the result of a failure to pay due obeisance to mother church. This brings us back to the rabbi and my French friend. In such classics of French history as Montaillou, the story of a medieval Cathar village, or Graham Robb’s superb new work, The Discovery of France, the role of the communal authority, initially that of the church, is near absolute. It laid down the law and was the source of guidance and leadership. Robb’s thesis is that until the 18th century “there was no such thing as France, nor even French provinces”. There was certainly no universal language. There were families, clans, tribes, dialects, communes, mayors, continuing in many inaccessible places even until the first world war. These communities did not regard themselves as French. They identified only with their village or town, much as did medieval English communities. People’s lives were ordained by those they knew, respected and, later, elected. To a large extent, that is still true in France today and in other European countries where such decentralisation persists. There is nothing old-fashioned about localism. 40 45 The French mayor in my story clearly enjoyed status and authority by virtue of his election and his delegated power. He had tax money at his disposal. He controlled planning permissions and the barter that implied. His ear was to the ground. He was present at the fair. He could lean on the relevant parents. In Britain, in such an incident, someone would have called the police and nothing would have happened. Had the miscreant ever been caught, probably after multiple offences, he would have experienced no restorative justice as in France. He would have come before the police, then a magistrate and, if he persisted, would have gone to prison and been destroyed for life. That is the British way. It is unnecessary, expensive and unproductive. But show me a politician who believes that the French way is better. Step 2 Translate the following sentences L4-6: The following day, a young man arrived at the house, crestfallen, and said that his parents would repair the windows and restore the property. He was sorry. No police were involved. L7-9: But it offers a backdrop to last week’s diatribe against modern society by the chief rabbi, Sir Jonathan Sacks, at the Lambeth Conference, when he was the latest cleric to call down hellfire on modern society. L10-1: Earlier this year Gordon Brown adopted the mien of John Knox and declared the nation accursed by “shallowness”. L14-6: Not since John Major went “back to basics” with his call to revive something called Victorian values has the presumed link between spiritual and social conditions been so confidently asserted. L19-20: If society is going to the dogs, say the priests, then it must be because they and their message are neglected. L39: His ear was to the ground. Step 3 Compare your answers with the translations below L4-6: 第二天, 一個垂頭喪氣的青年來到朋友家, 表示他的父母會負責修補窗戶和賠償損失。青年向朋友道歉。整件事並沒有及涉警察。 L7-9: 但這事可以引起我們反思上周首席拉比喬納森.賽克斯 (Sir Jonathan Sacks) 在林伯克會議 (Lambeth Conference) 上對現代社會的抨擊。他是最近期嚴厲譴責現代社會的傳教士。 L10-1: 今年較早前, 首相白高敦 (Gordon Brown) 就曾擺出一副約翰諾克斯 (John Knox) 的姿態, 指出國家正被「膚淺」所咒詛。 L14-6: 直至馬卓安 (John Major) 提出要「反樸歸真」, 回復所謂「維多利亞時代的價值觀」後, 心靈與社會狀況之間假定的的聯繫才得以肯定。 L19-20: 教士們常說, 世風日下, 沒有人理會他們，也沒有人聽他們講道。 L39: 他對一齊瞭如指掌。 Step 4 Evaluate both the given translations and your own against the above marking criteria Use either the marking criteria (pp.11-2) or the mark sheet (p.13) in Diploma in Translation:Handbook and Advice to Candidates to evaluate your translation. 利兹大学是英国久负盛名的大学之一，并且是英国目前规模最大的大学之一，在英国泰晤士报的2013年排名里居30位。利兹大学的语言类专业开设时间悠久，尤其是翻译类专业，是近几年国内学生非常热衷的专业。 利兹大学的翻译类专业课程 MA Applied Translation Studies MA Audiovisual Translation Studies MA Conference Interpreting and Translation Studies - 2 Languages MA Conference Interpreting and Translation Studies - Bidirectional 立思辰留学360英国部留学顾问指出，每个专业对学生的要求都有区别，以MA Applied Translation Studies 为例，该课程教授学生高级翻译和项目管理技巧，学生将体验直译和利用工具翻译的实践，并提供理论支持。 专业背景要求：国内211学校80分以上，非211学校85分以上。所有申请人都必须通过考试或2种语言的翻译。 语言背景要求：雅思7.0（单项6.5） 学生可以先向校方递交申请，校方回复邮件中会要求完成考试，并会要求具体截止日期。只有学生完成测试并按照要求提供申请材料，校方才会继续下一步的审理。针对所有申请翻译类专业的学生来说，持 有雅思成绩申请是最基本要求，而且不要期望校方会针对翻译类专业学生开设语言课，翻译类本身就是语言应用最多最重点的专业，如果语言达不到要求，对你的申请会非常不利。 虽然每年学习翻译的学生非常多，不过真正达到翻译水平，可以从事翻译工作的人非常少，很多学生只是以此为跳板而已，不过翻译专业并不好学，所以顾斌老师建议只是有兴趣又语言基础不强的学生不要申请。 考试课程：英国文学史及选读考核类型：A 卷 考试方式：闭卷出卷教师: XXX 考试专业：英语考试班级：英语xx班 I.Multiple choice (30 points, 1 point for each) select from the four choices of each item the one that best answers the question or completes the statement. 1._____，a typical example of old English poetry ,is regarded today as the national epic of the Anglo-Saxons. A.The Canterbury Tales B.The Ballad of Robin Hood C.The Song of Beowulf D.Sir Gawain and the Green Kinght 2._____is the most common foot in English poetry. A.The anapest B.The trochee C.The iamb D.The dactyl 3.The Renaissance is actually a movement stimulated by a series of historical events, which one of the following is NOT such an event? A.The rediscovery of ancient Roman and Greek culture. B.England’s domestic rest C.New discovery in geography and astrology D.The religious reformation and the economic expansion 4._____is the most successful religious allegory in the English language. A.The Pilgrims Progress B.Grace Abounding to the Chief of Sinners C.The Life and Death of Mr.Badman D.The Holy War 5.Generally, the Renaissance refers to the period between the 14th and mid-17th centuries, its essence is _____. A.science B.philosophy C.arts D.humanism 6.“So long as men can breathe, or eyes can see,/So long lives this, and this gives life to thee.”(Shakespeare, Sonnets18)What does“this”refer to ? A.Lover. B.Time. C.Summer. D.Poetry. 7.“O prince, O chief of my throned powers, /That led th’ embattled seraphim to war/Under thy conduct, and in dreadful deeds/Fearless, endangered Heaven’s perpetual king”In the third line of the above passage quoted from Milton’s Paradise Los t, the phrase“thy conduct”refers to _____conduct. A.God’s B.Satan’s C.Adam’s D.Eve’s Allegory is a tale in verse or prose in which characters, actions, or settings represent abstract ideas or moral qualities. Thus, an allegory is a story with two meaning, a literal meaning and a symbolic meaning. Bildungsroman: a novel that traces the initiation, development, and education of a young person. Examples are Dickens’s David Copperfield and James Joyce’s Portrait of the Artist as a Young Man. Byronic hero is a character-type found in Byron’s narrative Childe Harold’s Pilgrimage. He is a boldly defiant but bitterly self-tormenting outcast, proudly contemptuous of social norms but suffering for some unnamed sin. Emily Bronte’s Heath cliff is a later example. Conceit: a kind of metaphor that makes a comparison between two startlingly different things. A conceit usually provides the framework for an entire poem. An especially unusual and intellectual kind of conceit is the metaphysical conceit, used by certain 17th-century poets, such as John Donne.. Comedy of manners is a kind of comedy representing the complex and sophisticated code of behavior current in fashionable circles of society, where appearances count for more than true moral character. Its humor relies chiefly on elegant verbal wit and repartee. In England, the comedy of manners flourished as the dominant form of Restoration comedy in the works of Etheredge, Wycherley and Congreve. It was revived in a more subdued form in the 1770s by Goldsmith and Sheridan, and later by Oscar Wilde. An epic is a long narrative poem in elevated or dignified language, typically one derived from ancient oral tradition, narrating and celebrating the deeds and adventures of heroic or legendary figures or the past history of a nation. Epiphany(顿悟）: a sudden revelation of truth about life inspired by a seemingly trivial incident Heroic couplet is the rhymed couplet of iambic pentameter. Intrusive narrator: an omniscient narrator who, in addition to reporting the events of a novel’s story, offers further comments on characters and events, and who sometimes reflects more generally upon the significance of the story. Iambic pentameter: a poetic line consisting of five verse feet, with each foot an unstressed syllable followed by a stressed syllable. Iambic pentameter is the most common verse line in English poetry. Metaphysical poetry: the poetry of John Donne and other 17th-century poets who wrote in a similar style. It is characterized by verbal wit and excess, ingenious structure, irregular meter, colloquial language, elaborate imagery, and a drawing together of dissimilar ideas . Metaphysical Poetry Metaphysical Poetry is commonly used to name the work of the 17th century writers who wrote under the influence of John Donne. With a rebellious spirit, the metaphysical poets try to break away from the conventional fashion of the Elizabethan love poetry. They are characterized by mysticism in content and fantasticality in form. John Donne is the lead ing figure of the “metaphysical school.” Naturalism: a post--Darwinian movement of the late 19th century that tried to apply the laws of scientific determinism to fiction. The naturalists went beyond the realists’ insistence on the objective presentation of the details of everyday life to insist that the materials of literature 解读英国大学翻译硕士专业 英国是英语的发源地，在英国还能学到迷人的英式英语。所以去英国留学学习英语相关的语言专业是留学生的不二之选。英国的翻译类教育有悠久的历史，英国有很多持续了几十年甚至上百年的翻译类语言院校，因此英国是非常适合学习英语的国家。接下来索学网为大家介绍一下英国大学翻译硕士专业有哪些学校值得推荐。 翻译专业中，威斯敏斯特大学(University of Westminster)、巴斯大学(University of Bath)和纽卡斯尔大学(Newcastle University)都是不错的选择。 英国大学翻译硕士专业推荐：威斯敏斯特大学翻译课程 威斯敏斯特大学，是欧盟同传学位机构EMCI的成员之一，是其在英国唯一指定的培养同传的机构。 如果取得硕士学位，经专门考核并通过后都可获得由EMCI颁发的专业资格证书，证明其有资格在欧盟从事同声传译的工作。此外，中国外交部翻译司将威斯敏斯特大学选择为外交翻译人员的定点培养学校。 英国大学翻译硕士专业推荐：巴斯大学翻译课程 巴斯大学是欧洲最早提供翻译课程的学校之一，已有近四十年的历史，在翻译领域中的地位非常高。虽然英国没有对翻译专业进行特别的排名，但在搜寻资料中可以发现，巴斯大学的翻译课程在英国大学中居翘楚之位。 巴斯大学很重视学生的翻译和口译的实践，课程以实用的课程为主，有机会的话，还可以到一些在英国举行的国际上的会议进行观摩。 英国大学翻译硕士专业推荐：纽卡斯尔大学翻译课程 纽卡斯尔大学的中英/英中口译/翻译研究所被誉为世界三大顶级高级翻译 学院之一，是英国大学中设有中英/英中历史最悠久的。 学习期间，有机会的话，学校每年会带队学生自费前往欧盟和联合国参观及学习国际会议口译。 纽卡斯尔大学的两年翻译硕士课程中，第一年是为期九个月的高级翻译文凭(Diploma)，接下来是第二年为期12个月的硕士课程(MA)。申请者可按照自己的兴趣和专长选择四种不同的专业：MA Translating翻译硕士、MA Interpreting 口译硕士、MA Translating & Interpreting 翻译及口译硕士、MA Translation Studies翻译学硕士。 英国留学网最新资讯：https://www.wendangku.net/doc/8b4431261.html, 《英国文学史及选读》第一册复习要点 1. Beowulf: national epic of the English people; Denmark story; alliteration, metaphors and understatements （此处可能会有填空，选择等小题） 2. Romance （名词解释） 3. “Sir Gawain and the Green Knight”: a famous roman about King Arthur’s story 4. Ballad（名词解释） 5. Character of Robin Hood 6. Geoffrey Chaucer: founder of English poetry; The Canterbury Tales (main contents; 124 stories planned, only 24 finished; written in Middle English; significance; form: heroic couplet) 7. Heroic couplet (名词解释)8. Renaissance（名词解释）9.Thomas More——Utopia 10. Sonnet（名词解释）11. Blank verse（名词解释）12. Edmund Spenser “The Faerie Queene” 13. Francis Bacon “essays” esp. “Of Studies”（推荐阅读，学习写正式语体的英文文章的好参照，本文用词正式优雅，多排比句和长句，语言造诣非常高，里面很多话都可以引用做格言警句，非常值得一读） 14. William Shakespeare四大悲剧比较重要，此外就是罗密欧与朱立叶了，这些剧的主题，背景，情节，人物形象都要熟悉，当然他最重要的是Hamlet这是肯定的。他的sonnet也很重要，最重要属sonnet18。（其戏剧中著名对白和几首有名的十四行诗可能会出选读） 15. John Milton 三大史诗非常重要，特别是Paradise Lost和Samson Agonistes。对于Paradise Lost需要知道它是blank verse写成的，故事情节来自Old Testament，另外要知道此书theme和Satan的形象。 16. John Bunyan——The Pilgrim’s Progress 17. Founder of the Metaphysical school——John Donne; features of the school: philosophical poems, complex rhythms and strange images. 18. Enlightenment（名词解释） 19. Neoclassicism（名词解释） 20. Richard Steele——“The Tatler” 21. Joseph Addison——“The Spectator”这个比上面那个要重要，注意这个报纸和我们今天的报纸不一样，它虚构了一系列的人物，以这些人物的口气来写报纸上刊登的散文，这一部分要仔细读。 22. Steel’s and Addison’s styles and their contributions 23. Alexander Pope: “Essay on Criticism”, “Essay on Man”, “The Rape of Lock”, “The Dunciad”; his workmanship (features) and limitations 24. Jonathan Swift: “Gulliver’s Travels”此书非常重要，要知道具体内容，就是Gulliver游历过的四个地方的英文名称，和每个部分具体的讽刺对象; （我们主要讲了三个地方）“A Modest Proposal”比较重要，要注意作者用的irony 也就是反讽手法。 25. The rise and growth of the realistic novel is the most prominent achievement of 18th century English literature. 26. Daniel Defoe: “Robinson Crusoe”, “Moll Flanders”, 当然是Robinson Crusoe比较重要，剧情要清楚，Robinson Crusoe的形象和故事中蕴涵的早期黑奴的原形，以及殖民主义的萌芽。另外注意Defoe的style和feature，另外Defoe是forerunner of English realistic novel。 27. Samuel Richardson——“Pamela” (first epistolary novel), “Clarissa Harlowe”, “Sir Charles Grandison” 28. Henry Fielding: “Joseph Andrews”, “Jonathan Wild”, “Tom Jones”第一个和第三个比较重要，需要仔细看。他是一个比较重要的作家，另外Fielding也被称为father of the English novel. 29. Laurence Sterne——“Tristram Shandy”项狄传 30. Richard Sheridan——“The School for Scandal” 31. Oliver Goldsmith——“The Traveller”(poem), “The Deserted V illage” (poem) (both two poems were written by heroic couplet), “The Vicar of Wakefield” (novel), “The Good-Natured Man” (comedy), “She stoops to Conquer” (comedy), 课件上找的 1)classicism 2)realism 3)sentimentalism 1.Epic: 史诗 A long narrative poem telling about the deeds of a great hero and reflecting the values of the society from which it originated. Many epics were drawn from an oral form and were transmitted by song and recitation before they were written down. 2.Alliteration: 头韵 A rhetorical device, meaning some words in a sentence begin with the same consonant sound（头韵）. 3.Kenning:比喻的复合辞(=metaphor) A figurative, usually compound expression used in place of a name or noun, especially in Old English and Old Norse poetry; for example, storm of swords is a kenning for battle. 4.Understatement: expressing something in a controlled way. 5.Romance:传奇 A long composition, sometimes in verse, sometimes in prose, describing the life and adventures of a noble hero. 6.Renaissance文艺复兴（欧洲14至16世纪） Renaissance in European history, refers to the period between 14th century to 17th century. “Renaissance” means “revival”, the revival of interest in and getting rid of conservatism in feudalist Europe and introducing new ideas that express the interests of the rising bourgeoisie. The Renaissance, which means “rebirth” or “revival”, is actually an intellectual ····································密························封························线································ 学生答题不得超过此线 ····································密························封························线································ 学生答题不得超过此线 ····································密························封························线································ 学生答题不得超过此线 班级_________________学号姓名考试科目英美文学史及作品选读【（1）】B卷闭卷共 5 页 学生答题不得超过此线····································密························封························线································ 班级_________________学号姓名考试科目英美文学史及作品选读【（1）】B卷闭卷共 5 页 学生答题不得超过此线····································密························封························线································ 英国留学语言翻译专业名校申请 翻译专业对语言性工作的理解，是一个非常重要的交流技能，那么英国哪些大学翻译专业比较好呢？需要什么申请条件呢，下面为大家分析英国留学语言翻译专业的名校，一起来看看吧。 一、综合类院校 伦敦大学学院翻译（口译）专业 伦敦大学学院翻译（口译）专业旨在提供专业翻译和口译层面的一流培训。这个项目可以给你一个非常好的机会去发展你的翻译，口译和语言技巧，去加深你对语言性工作的理解，这是一个非常重要的交流技能，你可以在快速发展的翻译技术领域中得到真正重要的经验。 均分要求：拥有正规大学认可的本科学位（四年制），且平均成绩至少占80%。 背景专业要求：要求申请者至少是英国大学相关专业的本科二等甲学位，或者至少是有同等资格学位的海外学生，并且能够通过这个学位要求的语言考试来证明自己的语言能力。通常等同于中国大学四年制本科平均分85分或以上。 语言要求：雅思：总分6.5，单项：听力：6.0；会话：6.0；阅读： 6.0；写作：6.0 二、文科类院校 爱丁堡大学翻译研究专业 凭借高素质的专业技术人员，爱丁堡大学的翻译研究学硕士专业旨在从知识层面提升你的翻译实践技能。爱丁堡大学的翻译研究学硕士专业通过理论与实践的完美结合的学习，你会发展语言使用与翻译相关的批判性思维能力，学习实施各种翻译策略，拓展你对翻译相关的各种问题的理解，比如性别、权力关系和宗教。 均分要求：拥有正规大学认可的本科学位（四年制），且平均成绩至少占80%。 背景专业要求：具有等同于英国二等甲荣誉学士或以上的学位，且本科所学专业相关；通常等同于中国大学4年制本科均分80-85分以上。 工作经验要求：要求具有研究兴趣或者在翻译或者其他相关领域的工作经验 其他特殊要求：需要两封推荐信；两页纸的个人陈述：你之前的学习是如何帮助你进入该课程的，为什么选择这个课程，这个课程将如何帮助你发展未来的职业 语言要求：雅思：总分7.0，单项：听力6.5，会话6.5，阅读6.5，写作6.5 曼彻斯特大学翻译和口译研究专业 曼彻斯特大学笔译和口译研究课程在1995年由翻译和跨文化研究中心发起，是英国学府课程历史最悠久、最有声望的研究生课程之一。曼彻斯特大学笔译和口译研究硕士课程旨在帮助你学习笔译、口译、以及其他需要跨文化交流背景的职业所需的知识和技能。 均分要求：拥有正规大学认可的本科学位（四年制），且平均成绩至少占80%。 背景专业要求：具有等同于英国二等甲荣誉学士学位，且本科背景是相关专业；等同于中国重点高校4年本科学位，均分在80分以上，或者绩点为3.0（满分4.0）。 其他特殊要求：需要推荐人。请直接将网站上的链接发给推荐人，他们将直接把推荐信发送给学校，再由学校添加到你的申请里。 语言要求：雅思：总分7.0，听力6.5，会话6.5，阅读6.5，写作6.5 利兹大学会议口译和笔译研究（双向）硕士研究生课程 ①Beowulf: The national heroic epic of the English people. It has over 3,000 lines. It describes the battles between the two monsters and Beowulf, who won the battle finally and dead for the fatal wound. The poem ends with the funeral of the hero. The most striking feature in its poetical form is the use if alliteration. Other features of it are the use of metaphors(暗喻) and of understatements(含蓄). ②Alliteration: In alliterative verse, certain accented(重音) words in a line begin with the same consonant sound(辅音). There are generally 4accents in a line, 3 of which show alliteration, as can be seen from the above quotation. ③Romance: The most prevailing(流行的) kind of literature in feudal England was the Romance. It was a long composition, sometimes in verse(诗篇), sometimes in prose(散文), describing the life and adventures of a noble hero, usually a knight, as riding forth to seek adventures, taking part in tournament(竞赛), or fighting for his lord in battle and the swearing of oaths. ④Epic: An epic is a lengthy narrative poem, ordinarily concerning a serious subject containing details of heroic deeds and events significantly to a culture or nation. The first epics are known as primacy, or original epics. ⑤Ballad: The most important department of English folk literature is the ballad which is a story told in song, usually in 4-line stanzas(诗节), with the second and fourth lines rhymed. The subjects of ballads are various in kind, as the struggle of young lovers against their feudal-minded families, the conflict between love and wealth, the cruelty of jealousy, the criticism of the civil war, and the matters and class struggle. The paramount(卓越的) important ballad is Robin Hood(《绿林好汉》). ⑥Geoffrey Chaucer杰弗里.乔叟: He was an English author, poet, philosopher and diplomat. He is the founder of English poetry. He obtained a good knowledge of Latin, French and Italian. His best remembered narrative is the Canterbury Tales(《坎特伯雷故事集》), which the Prologue(序言) supplies a miniature(缩影) of the English society of Chaucer’s time. That is why Chaucer has been called “the founder of English realism”. Chaucer affirms men and women’s right to pursue their happiness on earth and opposes(反对) the dogma of asceticism(禁欲主义) preached(鼓吹) by the church. As a forerunner of humanism, he praises man’s energy, intellect, quick wit and love of life. Chaucer’s contribution to English poetry lies chiefly in the fact that he introduced from France the rhymed stanza of various types, especially the rhymed couplet of 5 accents in iambic(抑扬格) meter(the “heroic couplet”) to English poetry, instead of the old Anglo-Saxon alliterative verse. ⑦【William Langland威廉.朗兰: Piers the Plowman《农夫皮尔斯》】 杜伦大学 学业成绩单姓名：xxx 学生信息： 出生日期：xxxx年xx月xx日 授予学院：格雷学院 学生编号：xxxxxxxxx 英国高等教育统计局编号：1411162936981 录取时间：20xx年9月29日 结束时间：20xx5年9月30日 制式：全日制课程信息： 授予学位：理学硕士 课程名称：金融学（会计与金融）课程编码：xxxxxx 课程结果：高等教育学位 学位授予时间：20xx年1月15日最短全日制学制：1年 模块代码模块标题模块层级百分制分数学校学分2014到2015学年 ECON 41215 高级财务学 4 60 15 ECON 41515 计量经济学Ⅰ 4 71 15 ECON 40215 证券分析学 4 62 15 ECON 46960 学位论文（金融学理学硕士） 4 70 60 ECON 41315 企业金融学（金融学理学硕士） 4 75 15 ECON 41915 企业报告 4 58 15 ECON 42415 企业并购 4 57 15 ECON 42115 财务建模和商业预测 4 70 15 ECON 42915 财务报表分析 4 64 15 奖项与荣誉：优良 注解： 校方盖章后方可有效杜伦市，斯托克顿路，杜伦大学，帕拉丁中心，学生档案室 电话：+441913346436 传真：+441913346431 杜伦大学盖章电子邮箱地址：student.registry@https://www.wendangku.net/doc/8b4431261.html, 注册主任兼秘书校方盖章 此成绩单没有显示出考试委员会关于此学生可能因病或者其他原因做出成绩调整的决定。经过考试委员会评定，该学生的完整学术表现反映在学校授予的相应等级证书中。 第1页共1页 Iambic pentameter is a commonly used type of metrical line in traditional English poetry and verse drama. The term describes the rhythm that the words establish in that line, which is measured in small groups of syllables called "feet". The word "iambic" refers to the type of foot that is used, known as the iamb, which in English is an unstressed syllable followed by a stressed syllable. The word "pentameter" indicates that a line has five of these "feet". Iambic rhythms come relatively naturally in English. Iambic pentameter is the most common meter in English poetry; it is used in many of the major English poetic forms, including blank verse, the heroic couplet, and some of the traditional rhymed stanza forms. William Shakespeare used iambic pentameter in his plays and sonnets. Allegory Allegories are typically used as literary devices or rhetorical devices that convey hidden meanings through symbolic figures, actions, imagery, and/or events, which together create the moral, spiritual, or political meaning the author wishes to convey. Epic(史诗) An epic is a long oral narrative poem that operates on a grand scale and deals with legendary or historical events of national or universal significance .Most epics deal with the exploits of a single individual and also interlace the main narrative with myths, legends, folk tales and past events; there is a composite effect, the entire culture of a country cohering in the overall experience of the poem . Epic poems are not merely entertaining stories of legendary or historical heroes; they summarize and express the nature or ideals of an entire nation at a significant or crucial period of its history. 简史P39Blank verse is poetry written in regular metrical but unrhymed lines, almost always iambic pentameters.[1] It has been described as "probably the most common and influential form that English poetry has taken since the 16th century"[2] and Paul Fussell has estimated that "about three-quarters of all English poetry is in blank verse."[3]Christopher Marlowe was the first English author to make full use of the potential of blank verse. The major achievements in English blank verse were made by William Shakespeare. Blank verse, of varying degrees of regularity, has been used quite frequently throughout the 20th century in original verse and in translations of narrative verse. Ode(颂歌) Long, often elaborate formal lyric poem of varying line lengths dealing with a subject matter and treating it reverently. It aims at2017英国利兹大学翻译专业浅析
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