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TRANSLATION TECHNIQUES
AND TEXT TYPES
Student Handbook
All rights reserved. No part of this handbook may be reprinted or reproduced or utilized in any form or by any electronic, mechanical or other means, including photocopying
and recording, or in any information or retrieving system without permission in writing from the Arabic and Translation Studies Division, School of Continuing Education, The
American University in Cairo.
2007
Forward
Changes in how professional translators practice their profession have been
recently frequent. They are not only derived by the growth of the young
discipline of translation, which is the success story of the 1980s, but also by
changes in the world around us such globalized societies and economies, the
spread of internet, and the need for intercultural communication, not to mention
the changes in the geography of translation with the move of the multi-million
industry towards the Middle East and the Arabic language. Translation in the
era of globalization requires interdisciplinary approach to translation that
stresses the need for a translator with background knowledge in various fields.
This necessitates training the learners in more than one field of specialization,
and hence a career certificate which focuses on the specializations of legal, UN
and economic translation on the one hand, and a career certificate which
includes journalistic, literary and audio-visual translation on the other hand.
Taking a quick path unto automation and digitalization, the translation
profession nowadays looks into practical techniques to help translators produce
more and waste less. The new course Technology for Translators and
Interpreters in the Foundation Certificate in Translation and Interpreting with a
focus on CAT tools and translation software programs does not only train
learners on computer-assisted translation, but takes them directly into the online translation environment. To satisfy a need for the translator as intercultural
communicator, also derived from globalization and the spread of new
technologies, new courses such as literary translation and audiovisual
translation were offered in a Career Certificate in Media and Literary
Translation.
The changes in the translation market have been given due focus in the
advanced courses such as Advanced Translation Problem-Solving Strategies
and Translation Portfolio and Project, which focus on topics such as translation
market and environment, project management in translation, code of ethics etc.
Learners in the Professional Diploma in Translation and the Professional
Diploma in Translation and Interpreting are nourished from day one on the
highest standards of professionalism of translation as an activity in the market
of service, of translation as a translator/client relationship and translation as a
mental process.
Furthermore, the translation diploma at ATS can be viewed as comprising three
stages. The first stage (The Foundation Certificate in Translation and
Interpreting) develops all basic translation skills required to produce an
acceptable translation including command of the language, familiarity with
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culture, computer skills and e-tools for translators, background knowledge, and
contrastive and transfer skills between the source and the target languages.
Finishing this stage, a trainee can produce a good translation of a general text
but not necessarily of a specialized text such as legal, UN and journalistic texts.
The second stage (The Career Certificate in Legal and UN Translation and The
Career Certificate in Literary and Audiovisual Translation) focus on the textspecific features in translation so that a trainee can be able to produce a
translation in a specialized field. After the career certificate, the trainee can
produce a sound translation in a certain specialization, but he may not be aware
of many factors related to the environment of translation such as certain code of
ethics, rates, project management etc. The diploma is the level of
professionalism which makes the trainee ready to go to the market after being
enlightened on many issues related to translation theory and the translation
market.
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Course Description:
This course constitutes intensive exposure to translation at paragraph level. Learners are trained at
analyzing source texts constituting different text types and producing the target texts. The focus of the
course is on producing equivalent message with clear grammatical language.
Learning Outcomes:
By the end of this course, learners will be able to
1. employ prcis as a translation technique;
2. employ paraphrase as a translation technique;
3. employ restructuring as a translation technique;
4. employ loss and gain as a translation technique;
5. employ shifts as a translation technique;
6. employ back translation as a translation technique;
7. translate informative text types accurately;
8. translate expressive text types accurately; and
9. translate operative text types accurately.
Instructional Materials:
1. Translation Techniques and Text Types. ATS Student Study Guide. (Updated Every
Term)
2. Hatim, B. (2011). Text type controls on the purpose of translation. Retrieved from
http://translation.hau.gr/telamon/files/Hatim.pdf
3. Munday, J. (2008). Introducing translation studies: Theories and applications (2nd ed.).
London: Routledge Taylor and Francis Group.
4. Pearson, J. (2003). Using parallel texts in the translator training environment. In F.
Zanettin, S. Bernardini & D. Stewart (Eds.). Corpora in translator education (pp. 15-24).
Manchester, UK: St. Jerome Publishing.
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Assignment
Selected readings on
theories of text types and
translation
Selected readings on
translation techniques
Exercise on paraphrase
Exercise on restructuring
Exercise on shifts
Exercise on back
translation
Exercise on translating an
informative text type
Exercise translating an
expressive text type
10
Exercise on translating an
operative text types
Distribution of the project
11
12
Final Exam
Instructional Methods:
Learners will experience interactive, practice and skill-based learning; methods of teaching in this
course also include group work and case studies of published translations.
20 points
25 points
25 points
30 points
100 points
For further information or Inquiries: Please see the Assistant Division Director for Regular Programs
in Room 617 SCE, or call 2797-6873, or email m_shorbargy@aucegypt.edu
**
Exact dates will be announced in class two sessions before the quiz, exam, or project is due.
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Punctuality Policy:
You are expected to arrive on time for all
scheduled
classes
and
laboratory
sessions.
You will be considered late if you enter the
class any time after the start of instruction.
You are allowed to be late twice without
penalty. All successive instances of
tardiness will be counted as absences,
although you will be allowed to attend the
class.
Grading System:
Learners are assessed throughout the
term by tests, quizzes, assignments,
projects or other means of evaluation.
End-of-term achievement tests measure
learners overall performance in the
course.
The final grade in each course is based
on learners performance on continual
assessment measures and the final test.
Final course grades are NOT based on
attendance, since in accordance with
SCEs attendance policy, learners must
attend at least 75% of the class sessions
in order to be allowed to take the final
examination.
At the end of each term, final course
grades are posted on the divisional
bulletin boards along with learners ID
numbers, NOT their names. Accordingly,
the ID number is necessary to know your
course grade.
Incomplete Grade:
An incomplete grade (I) for any scheduled
course may be given at the discretion of
the course instructor only to learners who
have attended the course, but cannot sit
for the final examination or cannot
complete course requirements due to
circumstances beyond their control.
In order to record the final course grade,
all requirements should be completed
before the end of the second week of the
following term. Failure to change an
incomplete grade will result in the final
grade being recorded as "F".
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Harassment:
SCE does not tolerate any form of
harassment, including sexual harassment.
Sexual harassment is any conduct of a
sexual nature that significantly impairs a
persons ability or opportunity to perform
his or her job or educational pursuits.
SCE is committed to providing a secure
educational and work environment for its
learners,
instructors,
staff,
and
administrators.
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Photocopying:
Photocopying textbooks and original
content including computer software is a
violation
of
AUC
copyright
and
photocopying policies and thus will not be
allowed in SCE classes.
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Smoking:
Smoking is not allowed in any SCE
building, including classes, lounges,
workspaces, single-occupancy offices,
balconies, stairwells, open-areas within
buildings, and outside the entrance of
buildings.
Cellular / Mobile Phone:
SCE prohibits the use of cellular/mobile
phones in the classroom and during the
administration of entrance and end-ofterm testing sessions.
You should turn off your phone during any
class time and/or testing session.
Misconduct:
Acceptable adult behavior is expected of
SCE learners in the classroom and on
university campuses.
Breach of such behavior will be reported
by the instructor to the Division Director,
and learners involved will be referred to
the Learner Disciplinary Committee.
Table of Contents
Session Number: One ............................................................................................................... 1
Key Terminology .................................................................................................................. 2
Session Number: Two .............................................................................................................. 7
English Text 2.1 .................................................................................................................... 9
Arabic Text 2.1 ................................................................................................................... 11
Arabic Text 2.2 ................................................................................................................... 13
Arabic Text 2.3 ................................................................................................................... 15
Session Number: Three ......................................................................................................... 17
English Text 3.1 .................................................................................................................. 18
English Text 3.2 .................................................................................................................. 20
Arabic Text 3.1 ................................................................................................................... 21
Arabic Text 3.2 ................................................................................................................... 22
Arabic Text 3.3 ................................................................................................................... 23
Session Number: Four ........................................................................................................... 23
English Text 4.1 .................................................................................................................. 32
Arabic Text 4.1 ................................................................................................................... 28
Session Number: Five ............................................................................................................ 31
English Text 5.1 .................................................................................................................. 26
Arabic Text 5.1 ................................................................................................................... 34
Session Number: Six .............................................................................................................. 35
English Text 6.1 .................................................................................................................. 36
Arabic Text 6.1 ................................................................................................................... 37
Session Number: Seven......................................................................................................... 39
English Text 7.1 ...................................................................................................................... 40
Arabic Text 7.1 ................................................................................................................... 44
Arabic Text 7.2 ................................................................................................................... 45
Session Number: Eight ........................................................................................................... 47
English Text 8.1 .................................................................................................................. 48
Arabic Text 8.1 ................................................................................................................... 50
Session Number: Nine........................................................................................................... 51
English Text 9.1 .................................................................................................................. 52
Arabic Text 9.1 ................................................................................................................... 54
Session Number: Ten ............................................................................................................. 57
English Text 10.1 ................................................................................................................ 58
Arabic Text 10.1 ................................................................................................................. 59
Session Number: Eleven ........................................................................................................ 61
Session Number: Twelve ....................................................................................................... 63
Project ................................................................................................................................. 64
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Learning outcomes:
By the end of this session, students will be able to
1. differentiate between informative, expressive and operative texts types; and
2. translate different types accurately and clearly.
Material:
- Selected texts
Assignments:
- Selected readings on theories of text types and translation
- Selected readings on translation techniques
Page 1
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1.3.4 Summarize only what the author says; do not add your own
opinions.
1.3.5 Ask whether the prcis is clear to one who has not seen the original.
A prcis is usually reduced to at least one-fourth of its original length and
frequently much more. How long it is will be determined by its purpose and
by the nature of the original.
1.4 How to write a prcis?
1.4.1 First Reading:
1.4.1.1 Read every word slowly and carefully until you clearly
understand the sense of the passage.
1.4.1.2 Look up all unfamiliar words, phrases, and allusions
1.4.1.3 Identify the dominating idea, the essential thought, of the
passage. Ask if this idea were omitted, would the
fundamental meaning of the passage be changed?
1.4.1.4 Determine what emphasis and space to give the thought in
each section; write a heading for each section.
1.4.2 Second Reading:
1.4.2.1 Underscore with a pencil the important facts containing
the essential thoughts. This is a process of differentiation
between what is essential and what is not. Generally you
will omit examples, illustrations, conversations, and
repetitions.
1.4.2.2 Reread your selections to see that they are wise and
adequate.
1.4.2.3 Determine if your underscoring expresses the main ideas.
1.4.3 Final Reading:
1.4.3.1 Rapidly and intensely reread the original, dwelling on the
important facts selected for a prcis. And then write the
prcis.
2. Paraphrase
A paraphrase is a restatement of a difficult passage, stating clearly and fully in
language of the simplest sort just what the passage means. Because it clarifies
hidden meanings and obscure passages, it is usually longer than the original."
Prcis writing involves the ability to paraphrase, but adds to it concision, all the
while being careful not to lose or distort the original meaning. Exercising in
paraphrasing might involve transposing poetry to prose, explaining the meaning
of proverbs, etc.
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3. Restructuring
The first step is to parse the source language string that is being translated. The
second step is reordering the surface string to recover the word order that is closer
to the target language. Finally, translate the word order that is closer to the target
language.
4. Loss and Gain
Loss and gain happens all the time in translation, for example, when you cannot
translate something immediately so you leave it and compensate for it later. How
to translate ( ?)In translating it into fight, you lose the mutuality of the
action, you add each other. By adding each other you are gaining what is lost
earlier.
5. Shifting
One type of shifting is to translate a part of speech by another: He cried loudly
( ) where an adverb is translated into a verb.
6. Back translation
Back translation can be defined as the procedure according to which a translator
or team of professional translators interpret a document previously translated into
another language back to the original language. Usually this process is made by a
translator or translators who had not been previously involved in the project and
who have no prior knowledge of the objectives or its specific context.
Back-translation is a very helpful tool while considering particular attention to
sensitive translation problems across cultures. Professional translation services
will minutely observe the conceptual and cultural correspondence of the two texts
(original and translated texts). The process of back translation is especially useful
for professional translators who wish to ensure the most absolute quality and
accuracy to their clients. Despite taking extra time, back translation, as performed
by translation services, is an excellent way of avoiding errors later on during the
decision-making process.
Back translation is applied in this course on the translation of terminology.
7. Text Types
Informative: it tells you about something.
Expressive: it indicates the feelings of the writer.
Operative: it tells the reader to do something.
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In her book (1976), Reiss shows the connection between three text types and
various text varieties in the form of a diagram, and mentions three main functions
of those different text types, which are informative, expressive and operative. She
also asserts that those three primary functions of translated texts have a clear
influence on the performance of a translator. Informative texts need to be
translated with necessary expansions and explanations, expressive texts should
have an identification of a translation method, whereas operative texts require an
appropriate translation according to the way the intended audience are assumed to
respond to the text.
8. Specialized texts:
They are produced by technical or specialist writers , or more specifically, texts
which relate to technological subject areas or texts which deal with the practical
application of very specialized information. All in all, translating specialized
texts requires a high level of subject knowledge and mastery of the relevant
terminology and writing conventions. Generally, there are some features that
characterize specialized texts as the followings:
Specialized texts:
often contain bullets, and numbered items.
often contain short sentences.
contain no humor.
use specific terminology.
Semi-specialized texts; The author of this sort of text also has the purpose of
explaining a specific topic, but a technical text's language and structure
distinguish it from other types as it contains specific terminology to address the
text's issues, and avoids colloquial terms, humor and critical language. Like
specialized texts, vague terms and figurative language have no place in that kind
of text, while authors use few, if any, interrogative and imperative sentences.
General texts; the author handles a general topic, and the text's linguistic
structure contains no specific terms to cover the text's issues and may include
colloquial expression. Such texts can also include figurative language and
different styles of sentences.
Sources:
http://www.cgu.edu/pages/905.asp
http://www.classicalco-op.com/co_op_new/ce_tiki/tikihttp://ar.onehourtranslation.com/translation/translation-knowleadge-base/conceptback-translation-definition-and-what-it-used-for#sthash.X904eO3s.dpuf
http://www.geocities.com/~tolk/lic/LIC990329p4.htm
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The skills acquired during a college degree program help students obtain jobs
and perform well in them. For many students, college is a chance to experience
different social settings and a diverse range of people. Learning to develop
relationships with peers is important in a career. Additionally, students, develop oneon-one, small group and large group communication skills, learn how adjust to
different social settings and gain better communications skills. They also develop
strong critical thinking skills. According to a December 2012 Forbes.com article,
critical thinking and active listening skills are among the skills most likely to help
someone get a job.
Students can take advantage of resources available at their schools near the end
of a degree program, as well. Instructors are often happy to write letters of
recommendations and refer students to contacts for employment. This is especially true
when students have proven themselves to have talent and character in and out of the
classroom. Along with networking opportunities, students can use their career services
office to get resume, cover letter and interview help. Employers also commonly submit
jobs through school career offices for posting to graduates.
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Navasky believes that political cartoons work on three different levels, often at the
same time. First, theres the actual content of the cartoon. A good example is Barry
Blitts 2008 New Yorker cover showing a fist bump between Barack and Michelle
Obama, who are drawn as terrorists. It was meant to satirize right-wing opinion about
the couple but was misinterpreted as reflecting the artists own views. Cartoons also
work on a symbolic level, as in the inflammatory Jyllands-Postendrawings. Finally,
Navasky says, some cartoons work on a neurological level, stimulating a response in
the brain.
His book, which examines influential cartoonists from the 18th century to the present,
includes cartoons throughoutthough not the Danish ones. Navasky, a free speech
absolutist, cites a number of reasons, including the desire to avoid needless
provocation. He said the Mohammed cartoon he commissioned by Jean Plantureux
(known as Plantu) does a perfect job illustrating the controversy.
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Restructuring
Translate the following in the form of restructuring
People with epilepsy are ten times more likely to die early, before their midfifties, compared with the general population, according to a 41 year study in
Sweden published today in the Lancetand part-funded by the Wellcome Trust.
The findings reveal a striking correlation between premature death and mental illness in these
patients and people with epilepsy were four times more likely to have received a psychiatric
diagnosis in their lifetime compared with the general population. The figures are considerably
higher than previously thought and have important implications for epilepsy
management.
Researchers at the University of Oxford and Karolinska Institutet studied 69,995 people with
epilepsy born in Sweden between 1954 and 2009 and followed up over 41 years, between
1969 and 2009. They compared mortality and cause of death information from these patients
with 660,869 age- and sex-matched people from the general population. The study also looked
at the unaffected siblings of those with epilepsy, in order to rule out the influence of background
factors such as genetic risk factors and upbringing.
Throughout the course of the study, almost nine per cent (6,155) of people with epilepsy
died compared with less than one per cent (4,892) of people from the general population.
The most important cause of death in people with epilepsy that was not clearly related to the
underlying disease process was death by external causes, such as accident or suicide,
accounting for almost 16 per cent of deaths. Three quarters of these deaths were amongst
patients who also had a psychiatric diagnosis.
Although suicide and deaths from accidents were still relatively rare, the odds of a person with
epilepsy committing suicide during the study were four times higher than the general population
and there was a strong correlation with mental illness and substance abuse.
Dr Seena Fazel, a Wellcome Trust Senior Clinical Research Fellow at the University of Oxford
and main author of the study, said: "This is the largest report to date to look at psychiatric
associations in epilepsy and their contribution to premature mortality. Our finding that three
quarters of suicide and accident deaths in epilepsy also had a diagnosis of mental illness
strongly identifies this as a high risk population to focus preventative strategies and more
intensive treatment.
"Improving the identification, monitoring and treatment of psychiatric problems in epilepsy
patients could make an important contribution to reducing the risk of premature death that we're
currently seeing in these patients."
The study also reveals that the odds of dying in a non-vehicle accident, such as drug poisoning
or drowning, were more than five times higher for people with epilepsy than control populations.
"Our findings also highlight general accidents as a major, preventable cause of death in
epilepsy patients and suggest that specific warnings, in addition to those already given around
driving, should be provided to patients at the time of diagnosis to ensure they are aware of the
risks," added Dr Fazel.
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Translate the following text with deep consideration with structural shifts;
Erecting the tallest building in the world is a pursuit both pointless and exhilarating.
Someone will always build a bigger one, but that doesnt diminish the intense allure of height,
which can make a building famous whether or not there is anything else to recommend it. Frank
Lloyd Wright, who never much liked cities, understood this perfectly when, in 1956, he
unveiled a fantasy known as the Mile High Illinois, a five-hundred-and-twenty-eight-story
tower that he proposed for downtown Chicago, overlooking Lake Michigan. An elegant spire,
pencil-thin, it was a cavalier dismissal of the gaggle of boxy office buildings that were turning
most of Americas urban centers into a blur. Although it was unbuildable, it grabbed more
headlines than any real building could have, and it gave the illusion that Wright was in
command of a type of building that he had always disdained.
The Burj Khalifa, in Dubaithe new holder of the title of Worlds Tallest Buildingis
no less extravagant a media gesture. Unlike Wrights design, to which it bears a startling
resemblance, this building is very realall one hundred and sixty stories (or two thousand
seven hundred and seventeen feet) of it. For decades, skyscrapers have been topping each other
in only small increments: Kuala Lumpurs Petronas Towers (one thousand four hundred and
eighty-two feet) are thirty-two feet taller than Chicagos Sears Tower (or Willis Tower, as it is
now called); the Shanghai World Financial Center is about a hundred and thirty feet taller than
the Petronas Towers; Taipei 101, in Taiwan, is fifty feet taller than the Shanghai tower; and so
on. But the Burj Khalifa represents a quantum leap over these midgets. Even if you put the
Chrysler Building on top of the Empire State Building, that still wouldnt equal its height.
As with most super-tall buildings, function is hardly the point of the Burj Khalifa.
Certainly, its not as if there werent enough land to build on in Dubai, or any need for more
office or residential space, after a decade-long construction spree that makes the excesses of
Florida look almost prudent. Dubai doesnt have as much oil as some other emirates, and saw a
way to make itself rich by turning an expanse of sand beside the Arabian Gulf into an all-in-one
business center, resort, and haven for flight capital. When the tower was first planned, by Emaar
Properties, a real-estate entity partly owned by the government, it was called Burj Dubai, which
means Dubai Towerjust in case anyone might have missed the fact that the worlds most
high-flying, come-from-nowhere city was also home to the worlds tallest building. But, while
the building was going up, growth in Dubai ground to a halt, leaving much of the new real
estate unoccupied and unsold. This past November, Dubai ran out of money, was unable to
make payments on sixty billion dollars worth of debt, and had to be rescued by a ten-billiondollar bailout from Abu Dhabi, the conservative, oil-rich emirate next door. At the buildings
opening, Dubai announced that the skyscraper would bear the name of Abu Dhabis ruler,
Sheikh Khalifa bin Zayed al-Nahyan. Its as if Goldman Sachs were to rename its new
headquarters the Warren Buffett Tower.
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Back Translation
Translate the following with consideration to the back translation
technique;
Was the Iraq war legal? Leading lawyers give their verdict
As ministers faces new challenges on the legality of the invasion of Iraq, Owen
Bowcott talks to international law experts to find that most think it was illegal - and that
the attorney general's advice should be published
Nick Grief
Professor of law at Bournemouth University and a specialist in international law
Was the war in Iraq legal? "I never thought the war was justified. I always thought a
second resolution expressly authorising the use of force was necessary. I have never
been persuaded by the argument that somehow Iraq's material breach of the ceasefire
resolution revived the authorisation in UN resolution 678 [passed in 1990]. At the time
of the first Gulf war, that resolution [678] was created for the specific purpose of
liberating Kuwait. It was addressed to the governments associated with the government
of Kuwait. That coalition is no more. I find it inconceivable that in good faith that could
be interpreted so as to authorise the invasion of Iraq last March."
Should the government's legal advice be published in full?"Definitely. Not least
because there are criminal proceedings pending where, in order to have a fair trial,
defendants need to know what advice was given so that they can respond."
James Crawford
Professor of international law, Cambridge University
Was the war in Iraq legal? "It comes down to a political judgment. If Iraq had
retained weapons of mass destruction, that would have been a breach. The question was
whether earlier resolutions delegated to individual countries the right to act by
themselves. It's very unlikely it would have done so without express language which
they used in the earlier Kuwait resolutions. Where you had quite a difficult question of
assessment, the likelihood that the UN security council would have allowed countries
to form their own judgment seems doubtful."
Should the government's legal advice be published in full? "If the war was
conducted in private there would be every case for hiding the advice. If it's going to be
fought with public funds, in public and expending the lives of members of the public,
then it should be published."
Malcolm Shaw QC
Professor of international law, Leicester University
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A second resolution would have been desirable to put the legal position beyond all
doubt and politically, but if the issue ever came before the international court of justice,
it could be argued either way with equal cogency. I have been a lawyer long enough to
know you can never predict the outcome of a legal case. What is clear, however, is that
there was legal justification for the government's position.
Should the government's legal advice be published in full? "The convention is that
it's not published because it's confidential advice to the client, in this case the
government. The decision to publish is therefore the government's. It's been done.
One of the very rare occasions was in 1972 over the Simonstown agreement with South
Africa. The treaty for the navy base obliged Britain to supply the apartheid regime with
military equipment. The legal advice was published to justify the exports. Whether or
not they publish [the Iraq advice] now, is entirely a matter of politics. I suspect the
reason the government does not wish to release the advice is that, like any good
opinion, it looks at both sides of the argument and people would cherry-pick to suit
their own position."
Sir Adam Roberts
Professor of international relations at Oxford University, and co-editor of Documents
on the Laws of War
Was the war in Iraq legal? "At a conference organised by the Foreign Office in
January 2003 I noted the obvious danger that a US-led assault on Iraq might happen in
circumstances which large numbers of people and states considered did not justify such
action. Sadly, this is exactly what happened.
There was in principle a possible case for the lawfulness of resort to war by the US and
its small coalition. In a series of resolutions since 1990, the UN security council had
authorised the US and partners to restore peace and security in the region, and that
included helping to ensure Iraqi compliance with disarmament arrangements. Indeed,
the 1991 ceasefire was contingent on full Iraqi compliance, and the coalition would not
necessarily be bound by the ceasefire if Iraq did not comply. Many UN resolutions
found that Iraq was not cooperating fully.
The crucial weakness in the case for war was that the US and UK governments
overstated the Iraqi threat, and underestimated the effectiveness of the ongoing
processes of inspection and containment.
The governments have to be judged by the information available to them at the time.
However, even by that standard the case for the lawfulness of war looked, and looks,
thin. The failure to plan properly for occupation makes it thinner still."
Should the government's legal advice be published in full? "Of course I'd like to see
the full advice. What we have seen of his [Lord Goldsmith's] advice doesn't deal with
the key question of why the situation was deemed so urgent that inspectors had to be
withdrawn and forces sent in. Yet there is a possible worry that if all such advice was
liable to be published, that might taint the advice - much as intelligence seems to have
got simplified in the process of getting put into published dossiers."
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Material:
Selected texts
Assignments:
Exercise on translating expressive text types
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Sift the dry ingredients together. The dry ingredients are: flour, sugar, salt, baking
soda, and cocoa. Simply place everything in a sieve and shake it back and forth over
a bowl to eliminate clumps.
Stir in the liquid ingredients and stir well. These are the vinegar, oil, vanilla,
water and egg. Some people like to add these ingredients individually, but others stir
them together in a second bowl and before adding them to the dry ingredients.
Pour the mixture into an 8-inch greased and floured round pan. The grease and
flour will keep the mix from sticking to the pan.
Bake at 350 degrees F. (175 C.) for 30 minutes.
Let the cake cool for 5 min.
Frost as desired.
Page 58
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Final Assessment
Project
Translation Techniques and Test Type
Points: 30
The following two texts are hybrid of different text types that require
various translation techniques. Translate the two texts using the
different techniques studied in the course. Write a brief summary of
the techniques you used with examples from the texts. In the class,
give a 10-minute presentation of the techniques you used explaining
why you think they have been the most adequate techniques.
Page 64
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Page 65
In the 1800s, women in the United States had few legal rights and did not have the right to vote. This
speech was given by Susan B. Anthony after her arrest for casting an illegal vote in the presidential
election of 1872. She was tried and then fined $100 but refused to pay.
Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having
voted at the last presidential election, without having a lawful right to vote. It shall be my work this
evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised
my citizen's rights, guaranteed to me and all United States citizens by the National Constitution, beyond
the power of any state to deny.
The preamble of the Federal Constitution says:
"We, the people of the United States, in order to form a more perfect union, establish justice, insure
domestic tranquillity, provide for the common defense, promote the general welfare, and secure the
blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United
States of America."
It was we, the people; not we, the white male citizens; nor yet we, the male citizens; but we, the whole
people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them;
not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men.
And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they
are denied the use of the only means of securing them provided by this democratic-republican
government - the ballot.
For any state to make sex a qualification that must ever result in the disfranchisement of one entire half
of the people, is to pass a bill of attainder, or, an ex post facto law, and is therefore a violation of the
supreme law of the land. By it the blessings of liberty are forever withheld from women and their female
posterity.
To them this government has no just powers derived from the consent of the governed. To them this
government is not a democracy. It is not a republic. It is an odious aristocracy; a hateful oligarchy of sex;
the most hateful aristocracy ever established on the face of the globe; an oligarchy of wealth, where the
rich govern the poor. An oligarchy of learning, where the educated govern the ignorant, or even an
oligarchy of race, where the Saxon rules the African, might be endured; but this oligarchy of sex, which
makes father, brothers, husband, sons, the oligarchs over the mother and sisters, the wife and daughters,
of every household - which ordains all men sovereigns, all women subjects, carries dissension, discord,
and rebellion into every home of the nation.
Webster, Worcester, and Bouvier all define a citizen to be a person in the United States, entitled to vote
and hold office.
The only question left to be settled now is: Are women persons? And I hardly believe any of our
opponents will have the hardihood to say they are not. Being persons, then, women are citizens; and no
state has a right to make any law, or to enforce any old law, that shall abridge their privileges or
immunities. Hence, every discrimination against women in the constitutions and laws of the several states
is today null and void, precisely as is every one against Negroes.
Susan B. Anthony - 1873
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