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Scientific and Technical Translation in English: Week 3
Dr. Ron Martinez
General course outline• Week 1: Introduction to translation and CAPA• Week 2: Research article structure, common discourse problems• Week 3: Hands-on introduction to electronic tools• Week 4: Translation of research articles (1st assignment on e-folio)• Week 5: Disciplinary specificity; glossary building (e-folio)• Week 6: Review of 1st assignment, feedback from Writing V• Week 7: Midterm assessment (in-class)• Week 8: New teams, new “live” assignments• Week 9: Assignments continued• Week 10: Feedback from Writing V• Week 11: Completion of final translations• Week 12: Group presentations• Week 13: Group presentations• Week 14: Final exam (in-class)• Week 15: Final polishing of e-Portfolios
Discuss the articleQUOTE FROM ARTICLE QUESTION FOR DISCUSSION
“A misplaced preposition or poor choice of verb can ruin a convincing narrative, reducing the probability of publication in a top international journal and limiting the impact of the research.”
Do you agree? Is it possible to avoid? How?
“(M)any foreign scientists spend precious research funds on private translation services. But standard translators may not understand the science, the structure of scientific papers or the technical language.”
Does such knowledge of “science” and the “structure of scientific papers” really make a difference?
“(W)e suggest that university departments in non-anglophone countries could hire professional translators with a science background…”
What do you think about this solution?
Some comments from readers:
But there is a third skill that may well be overlooked in the rush to find someone who knows the languages and the subject area in sufficient depth. While mastery of two or more languages and an understanding of the science are two key elements, the act of translation itself is also a skill that must be learned and honed over many years of experience.
They often work closely with authors to ensure the accuracy of their work, and provide added value […].Moreover, ITI’s members must all adhere to a Code of Professional Conduct…
Research Article Structure
Prof. Dr. Ron Martinez - UFPR
Research Articles: A Look Inside
Prof. Dr. Ron Martinez - UFPR
Research Articles: A Look Inside
Prof. Dr. Ron Martinez - UFPR
Research Articles: A Look Inside
Prof. Dr. Ron Martinez - UFPR
Research Articles: IMRaD
Introduction
Method
Results andDiscussion
Prof. Dr. Ron Martinez - UFPR
Research Articles: IMRaD
Introduction
Method
Results andDiscussion
Prof. Dr. Ron Martinez - UFPR
Quick Survey:
According to research, which two IMRaD sections are usually the most difficult for non-native speakers of English to write in English?
Prof. Dr. Ron Martinez - UFPR
Research Articles: IMRaD
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
“C.A.R.S.” (John Swales)
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
ESTA
BLIS
HIN
GTE
RRIT
ORY
ESTA
BLIS
HIN
GN
ICHE
“C.A.R.S.” (John Swales)
Prof. Dr. Ron Martinez - UFPR
PRESENT SIMPLE
PRESENT PERFECT
PRESENT SIMPLE
PRESENT SIMPLE/PERFECT
PRESENT SIMPLE
Prof. Dr. Ron Martinez - UFPR
C.A.R.S.- In IMRaD Abstracts
Prof. Dr. Ron Martinez - UFPR
Abstracts: C.A.R.S. in IMRaD
IM
RD
Prof. Dr. Ron Martinez - UFPR
Abstract-Intro Connections (article online)
Always think:
OK, so what’s the story
here?
What about in Portuguese?
• Online: Identify “CARS”
‘Claiming centrality’
Move 2?
Typical CARS problems
Homework
• Identify C.A.R.S. in 3 engineering articles (online) • Read the Eliana Hirano article on Brazilian
introductions (online)• Are you confident enough to suggest changes to an
article? Read the introduction to the “Corpus Linguistics” article. Any problems? Make notes on what you would tell the author; bring the suggestions to class.
• Read the Doherty article on translation technologies (online)
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
?
Discuss with a classmate:
1. What was Eliano Hirano trying find out?2. What did she find?3. In her opinion, what is the explanation for
the differences she found?4. Do you agree with her opinion? Is there
perhaps (also) another explanation?
“Despite the fact that the CARS model has been used to analyze RAIs in languages other than English, to my knowledge, no study has used the model to investigate RAIs in Brazilian Portuguese.”
Table 3 – Move structure of RAIs
Hirano (2009)
• “In summary, RAIs in The ESPecialist do not seem to follow a pattern in the organization of their rhetorical moves although there seems to be a preference for the M1–M3 type. In this type of structural organization, the authors establish a territory (by making topic generalizations and giving background information, for example) and then present their current study…” (p. 244)
What about in Portuguese?
• Online: Identify “CARS”
‘Claiming centrality’
Move 2?
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
?
Prof. Dr. Ron Martinez [email protected]
Prof. Dr. Ron Martinez [email protected]
Hirano (2009)“A possibility that appears more plausible for the present study regards solidarity with the local research community, as discussed in Taylor and Chen (1991), who compared Anglo-American and Chinese RAIs. These authors explain that Chinese scholars are not comfortable identifying gaps and shortcomings in previous research. Likewise, Jogthong (2001) claims that Thai writers tend ‘‘to avoid direct criticism on the work of others” (p. 72). de Rezende and Hemais (2004), going in the same direction, posit that Brazilian writers may avoid the strategy of establishing a niche for one’s research because doing so exposes a state of ignorance on the part of the scientific community, which may invoke a negative attitude from other researchers.” (p. 245)
Hirano (2009)
“Besides the possible explanations discussed above, it is important to recall the ‘‘rather simpler and more prosaic explanation” put forward by Taylor and Chen (1991, p. 332). They refer to the access researchers have (or do not) to bibliographic resources. […] Among other reasons, Salager-Meyer (2008) mentions the cost of scientific publications. In my own personal experience doing research in Brazil from 2001 to 2003, I remember having to go through hard copies of journals, most of which were local, and reading each individual abstract to find articles that would be relevant to my study.” (p. 246)
Hirano (2009)
“Besides the possible explanations discussed above, it is important to recall the ‘‘rather simpler and more prosaic explanation” put forward by Taylor and Chen (1991, p. 332). They refer to the access researchers have (or do not) to bibliographic resources. […] Among other reasons, Salager-Meyer (2008) mentions the cost of scientific publications. In my own personal experience doing research in Brazil from 2001 to 2003, I remember having to go through hard copies of journals, most of which were local, and reading each individual abstract to find articles that would be relevant to my study.” (p. 246)
What about Brazilians writing in English?
“There were only three (articles written in English by a Brazilian). One had a 1–2–1–2–1–2–1–3 move structure and the other two had a M1–M3 pattern. The latter two introductions, then, employed the rhetorical conventions that were found to be the most popular in the BESP subcorpus, with an occurrence of 40%. It is arguable that these authors transferred the rhetorical organization they would use in Portuguese to their articles in English. The resulting effect, an introduction without a clear gap statement, might have difficulty getting accepted in a journal like English for Specific Purposes, considering the results of the present study.” (Hirano, 2009, p. 246).
What about Brazilians writing in English?
“There were only three (articles written in English by a Brazilian). One had a 1–2–1–2–1–2–1–3 move structure and the other two had a M1–M3 pattern. The latter two introductions, then, employed the rhetorical conventions that were found to be the most popular in the BESP subcorpus, with an occurrence of 40%. It is arguable that these authors transferred the rhetorical organization they would use in Portuguese to their articles in English. The resulting effect, an introduction without a clear gap statement, might have difficulty getting accepted in a journal like English for Specific Purposes, considering the results of the present study.” (Hirano, 2009, p. 246).
Homework
• Identify C.A.R.S. in 3 engineering articles (online) • Read the Eliana Hirano article on Brazilian
introductions (online)• Are you confident enough to suggest changes to an
article? Read the introduction to the “Corpus Linguistics” article. Any problems? Make notes on what you would tell the author; bring the suggestions to class.
• Read the Doherty article on translation technologies (online)
Typical CARS problems
Prof. Dr. Ron Martinez - UFPR
Abstracts: C.A.R.S. in IMRaD
IM
RD
Always think:
OK, so what’s the story
here?
But what does all this have to do with translation?
• Cohesion• Coherence• Identify the root of misunderstandings• Alert author(s) and recommend changes• We are not translating for sake of translation –
but as “literacy brokers” (people who have a role in the path to publication)
Prof. Dr. Ron Martinez - UFPR
Research Articles: IMRaD
Introduction
Method
Results andDiscussion
Prof. Dr. Ron Martinez - UFPR
Research Articles: IMRaD
An example: (though clearly not enough...)
But what does all this have to do with translation?
• Cohesion• Coherence• Identify the root of misunderstandings• Alert author(s) and recommend changes• We are not translating for sake of translation –
but as “literacy brokers” (people who have a role in the path to publication)
LEVELS OF PUBLICATIONS SUCCESS (or rejection)
Language (vocabulary, grammar, etc.)
Discourse (cohesion, organization, clarity)
Research (relevant theme, appropriate
method, etc.)Prof. Dr. Ron Martinez - UFPR
DIFFERENT LEVELS OF IMPORTANCE!Languag
e (vocabulary, grammar,
etc.)
Discourse (clarity, organization)
Research (appropriate method, etc.)
Prof. Dr. Ron Martinez - UFPR
Ron Martinez 83
Ron Martinez 84
MAIN ISSUE NOT ‘ENGLISH’
You try!1. Do the translation.2. Keep track of all the steps you take and tools you use.3. When finished, compare with a partner. Also compare steps taken.
Is Google Translate(and Bing, etc.) a good thing?
Homework
• Identify C.A.R.S. in 3 engineering articles (online) • Read the Eliana Hirano article on Brazilian
introductions (online)• Are you confident enough to suggest changes to an
article? Read the introduction to the “Corpus Linguistics” article. Any problems? Make notes on what you would tell the author; bring the suggestions to class.
• Read the Doherty article on translation technologies (online)
Exercise: “Can you tell the difference?”
1. Go to the exercise on our class webpage (“Which one did Google do?”).
2. When finished, discuss with a classmate.
Doherty (2016)
Doherty (2016)
HOMEWORK FOR NEXT WEEK
1. Download the Site Translation text (online).2. If you are assigned number “1”: translate the
text manually (no MT). TIME YOURSELF. Note the time, bring printed version of translation to next class.
3. If you are assigned number “2”: Use MT (e.g. Google Translate) and post-edit the text. TIME YOURSELF. Note the time, bring printed version of translation to next class.
Prof. Dr. Ron Martinez [email protected]