Translating For Progress Mirella Agorni

Mirella Agorni
Costanza Peverati
Mirella Agorni, Costanza Peverati
Translating for Progress Translating for Progress
Translating for Progress

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Agorni, Peverati
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MIRELLA AGORNI E COSTANZA PEVERATI
Milano 2016
© 2016 EDUCatt - Ente per il Diritto allo Studio Universitario dell’Università Cattolica
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CONTENTS
Introduction .................................................................................................... 5
1. Overall Aims of this Text...................................................................... 5
2. Pedagogical, Vocational Translation
– or Some Ways in Between? ............................................................... 7
3. Directionality in Translation................................................................ 9
4. Handbooks of Applied Translation ...................................................... 9
5. Methodological Frameworks ............................................................. 11
References ............................................................................................... 14
PART I
ENGLISH TO ITALIAN TRANSLATION
1. Informative Text ....................................................................................... 19
1.1 Academic Course Description
Le Cordon Bleu Master of Gastronomic Tourism.......................... 19
1.2 Job Description
Adventure Leader – Project New Horizon 2015 ............................. 25
2. Promotional Material ............................................................................... 29
2.1 Product Description
Rosa Damascena Rose Soap ............................................................ 29
2.2 Magazine Advertisement
“Ravensworth House” ...................................................................... 33
2.3 Promotional Description
Post-It Note Notes ............................................................................ 36
2.4 Web Page
Oyster: Gap & Responsible Travel Specialists ................................ 42
3. Tourist Literature ..................................................................................... 51
3.1 Holiday Brochure
Active Caithness .............................................................................. 51
—3—
CONTENTS
3.2 Visitor Guide

The Lake District Cumbria 2010: “Food & drink”......................... 59
3.3 Informative Brochure
Coastal Park Herne Bay ................................................................... 63
3.4 Informative Leaflet
Off-Road Cycling: Good Practice Advice ....................................... 67
3.5 Visitor Guide
Peak District & Derbyshire 2010: “Historic houses, glorious gardens”.. 72
PART II
ITALIAN TO ENGLISH TRANSLATION REVIEW
II.1 Product Description

Olio solare antietà Sole del Mediterraneo ...................................... 81
II.2 Company Profile
Biscottificio Orlandini ..................................................................... 84
II.3 Visitor Guide
Brescia: tutta l’Italia in una città ...................................................... 87
II.4 Tourist Leaflet
Il Palio di Ferrara ............................................................................. 91
II.5 Academic Course Description
Summer School Sapienza ............................................................... 97
APPENDIX
1. English to Italian Suggested Translations .............................................. 107
2. Italian to English Suggested Reviews ..................................................... 145
References .................................................................................................. 151

Translators’ Online Resources ................................................................... 152
Acknowledgements ..................................................................................... 155
—4—
Introduction
1. Overall Aims of this Text

In the last decade or so translation handbooks have increased their visibility
and today they are featuring prominently in publishers’ catalogues all over
the world. A basic Google search makes available dozens of titles, ranging
from theoretical or methodological readers1, applied works on practical as-
pects of translating addressing more or less specialised areas and domains2,
language-specific manuals adopting a contrastive approach with a didactic
outlook3, and volumes on professional translator training and translation
practice developed from a vocational perspective4.
The present handbook belongs to the third category, although it does not
appear to be entirely geared towards a contrastive approach: rather, it seems
to be more informed by a functionalist perspective, which will be discussed
shortly. The text has been designed to be used as course book on a one-year
translation exam in a postgraduate curriculum offered at the Faculty of
Modern Languages at Università Cattolica. Students enrolled in this course
do not typically have any background knowledge in translation studies, apart
from having being exposed to translation as a language-learning activity in
their previous academic career. The transition between such an approach
1
Cf. the Oxford Handbook of Translation Studies (2011), and the Routledge Handbook of
Translation Studies (2013).
2
See for example the Translation Practices Explained series by Routledge, ed. by S. O’Brien
and K. Washbourne, featuring titles like Translating Children’s Literature, User-Centered
Translation, Translation-Driven Corpora, etc. The John Benjamins Translation Library has to
be mentioned too, recent titles including On Translator Ethics (2012) and Game Localiza-
tion (2013).
3
Routledge’s Thinking Translation Series is an example of a series offering practical transla-
tion course books addressed to the language pairs English/Italian, /Spanish, /German,
/French, /Arabic and /Chinese. Handbooks of this type are usually made available by local
publishers for internal use in most countries.
4
Texts of this type are for example Wagner et al. (2001), Translating for the European Union
Institutions, and Majoral Asensio (2003), Translating Official Documents.
—5—
INTRODUCTION
and a more vocational attitude on translation is not an easy one: students

appear to be obsessed by a rather indiscriminate “fidelity complex”, which
undermines their confidence and jeopardizes any creative attempt at recon-
structing the message of the Source Text (henceforward ST) according to
Target Language (henceforward TL) norms and Target Text (henceforward
TT) conventions. It takes time to bring into focus the main objectives of the
type of translating we have in mind in this course, which can be formulated
as a heterogeneous but interconnected skill-set, which will be dealt with in
the course of the translation process as exemplified in the following steps:
1. Reading comprehension skills, which will be improved by a careful
analysis of the ST in each translation assignment. Time and exercise will
gradually expand ST comprehension, making it more accurate and nu-
anced, thus enabling students to recognise linguistic phenomena such as
double meanings, connotations, polysemy, etc.
2. Problem spotting and solving. The reflexive ability necessary to identify
those elements which may become a tough nut to crack in the translat-
ing process (at different levels: linguistic, textual, cultural) will be en-
hanced by submitting texts displaying an increasing level of difficulty,
both at a semantic/terminological or communicative/textual level. Stu-
dents will be gradually led to see “problems” not as single textual events
or stumbling blocks in the ST-decoding process, but they will rather
learn to conceive them as “problem/solution pairs” generated in the
course of the translating process (Toury 1995: 77-81).
3. ST-related information retrieval and management skills. Students will
learn to look for reliable and relevant sources and resources both in the S
and T systems. They will also apprehend how to evaluate sources and as-
sess the information available on the internet and other resources.
4. Evaluation of the cultural and communicative contexts of the ST and
juxtaposition with an equivalent TT. This is a thorny subject, as culture-
specific elements require a careful process of knowledge acquisition at
the initial level of the ST analysis, and then a skilful mediation based on
T linguistic and cultural presuppositions and resources.
5. No. 4 necessitates a meticulous analysis of the translation commission.
Questions such as who is commissioning the translation, to whom, what
for, when and why it is needed are at the basis of a functional approach
(Nord 1991, 1997), which emphasizes the aim, or Skopos, of the TT re-
alisation. The analytical skills necessary to tackle these questions will be
developed thanks to a situational approach to translation, which grounds
each translation task within a specific context.
6. TT-oriented research abilities. Students will learn ways to verify their
translation proposals against relevant reference material and check the
—6—
TRANSLATING FOR PROGRESS
appropriateness and frequency of use of specific linguistic and textual

features. To this purpose a number of sources will be employed, ranging
from mono- and bilingual dictionaries, comparable texts and corpora,
and the internet itself, which is one of the main reference resources for
translators today.
7. Reformulation skills. This is one of the principal objectives of the kind of
translation proposed in this textbook. Students will experiment with the
variety of ways in which a ST message can be conveyed into a TT in a
situational approach, the basic premise being that different situations re-
quire different translating strategies and hence different solutions.
8. Revision skills. Both intralingual reviewing and interlingual revision will
be practiced. In the first case the TT will be evaluated as a relatively in-
dependent textual unit, and assessed in terms of conformity to the Skop-
os/function envisaged. In the second case, ST and TT will be compared
and the translation checked for completeness, correct transfer of con-
cepts/contents and terminology, etc. Collaborative work and elements of
self-evaluation can also play a crucial role in this phase.
This list of translation competences and skills is not to be taken as ex-
haustive, nor is it proposed as a pattern to follow with any theoretical or
methodological validity. Rather, it is meant to be used in a strictly operative
way in the teaching context illustrated above.
2. Pedagogical, Vocational Translation – or Some Ways in Between?

In Translation Studies, the approach to be adopted in translation teaching has
largely been intended in terms of an either/or dichotomy between translation
as a means for foreign-language teaching and testing and translation as a pur-
poseful activity in its own right and as an activity with a considerable real-
world professional dimension. Yet, in recent years there has been a reapprais-
al, and the two approaches, considered as the extremes of a continuum – the
second having been developed into professional translator training – appear to
have significantly come closer (Ulrych 2005, Blini 2008, Stewart 2008). Rea-
sons for this shift seem to be the greater emphasis placed on communicative
approaches in language learning in the last decades and the professionalising
trends registered at university level all over the world. It would however be
misleading to see the two paradigms as merging into an inconsistent pedagogy
with dubious outcomes as far as professional development is concerned (Car-
reres 2006). Here it seems more productive to explore the grey area opened in
between the two pedagogical models, and find space for our own definition of
teaching objectives and learning outcomes.
—7—
INTRODUCTION
Students enrolled in Modern Languages Degrees in Italy will hardly be

expected to be permanently employed as professional translators; yet the in-
terlingual and intercultural skills developed and practiced trough translation
are certainly part of their competence and employability prospects. In real
life situations, Modern Language graduates may be asked to translate in-
formative and promotional texts, such as circular letters, tourist brochures
and technical user guides, or act as mediators in intercultural negotiations.
In all these cases, translation competence is viewed as facilitating interac-
tions between “persons who are unable, for whatever reason, to communi-
cate with each other directly” (cf. CEFR, Council of Europe 2001: 14). Yet,
the modus operandi of Modern Languages graduates and professional trans-
lators must be distinguished in terms of levels of competence and degree of
specialization, as translating is a skill that, as pointed out by scholars such as
Calvo (2011) and Whyatt (2012), can be “acquired at different levels of de-
velopment and competence, allowing for a wide spectrum of linguistic and
communicative behaviours, some mandatory in translator-training envi-
ronments, others fully acceptable in other curricula” (Peverati 2014: 25).
The latter seem to be more in tune with the didactic purpose of the pre-
sent textbook. Thus, although the activities proposed here are grounded in
simulations of real-life communicative situations, within range of both pro-
fessional and semi-professional translators, our learning objectives are not
the acquisition of extreme specialisation. We are rather heading for that
kind of interlinguistic and intercultural mediation profile, based on the ac-
quisition of linguistic, communicative, cultural and intercultural compe-
tences “at different expertise levels” (Calvo 2011), which is being developed
in Modern Languages curricula in most European countries.
In our specific classroom situation, the transition from a narrow pedagog-
ical approach, focusing either on ST comprehension or foreign language
learning, to a semi-vocational approach to translation5, emphasizing the use-
fulness and transferability of translating and intercultural skills in a variety of
academic and real-life situations, is the principal learning objective. As
such, it lies at the basis of our selection of texts, grading the degree of diffi-
culty of the translating activities proposed. Furthermore, the need to realise
the transition mentioned above has determined our choice in terms of di-
rectionality of the translation tasks illustrated in this text.
5
The word semi-vocational indicates an approach to translation teaching which is not ori-
ented towards the high-quality degree of specialisation which characterises professional trans-
lators.
—8—
3. Directionality in Translation
As early as 1998, Campbell maintained that “translating into a second lan-
guage is very different from translating into the first language” (1998: 57),
but several scholars have pointed out that the notion of directionality has
not been paid enough attention in translation studies until recent years
(Stewart 2008, 2011, Pavlovic N. 2007, 2009, Pavlovic T. 2013). A clarifica-
tion of this terms may be useful for the purpose of this discussion: direction-
ality refers to the fact that translation can take place from a foreign language
(L2 henceforward) into the native language (L1), or the other way around
(Beeby 1998: 66). As native speakers are normally assumed to be more pro-
ficient in their mother tongue and more aware of the nuances of their own
culture, direct or L1 translation, that is translation from a foreign into the
native language has been taken for granted as the “natural” directionality
(Newmark 1988, Hatim 2001).
Yet, things have moved fast in the last twenty years or so, in the wake of
the advent of the communicative approach to language learning, together
with the digital revolution that has made a plethora of linguistic resources
and information accessible in real time. This has eventually brought to the
realization that “translation into English as a non-mother tongue has be-
come a fact of modern life” (Snell-Hornby 2000: 37). The response to this
state of affairs has been a thorough investigation of the phenomenon of in-
verse or L2 translation.6
It seems that a similar reappraisal of L1 translation has not taken place
yet. Probably the main reason for this is the fact that the predominant role
of this directionality has never really been questioned, in the sense that it is
still unconditionally considered to be the default way of translating at all
levels, both in a professional and amateurish way.
4. Handbooks of Applied Translation

The closing considerations above need further explanation: taken literally, it
would appear that most translation theory and methodological thought are
taking place in a vacuum. L1 translation is in fact the basis of all theoretical
models of translation, which leaves the question of directionality aside.
From a methodological point of view, on the other hand, things are slightly
different: as soon as descriptions of translation processes come into view, the
fact that the translator is supposed to work from or into a native language or
6
Cfr. Grosman et al. 2000, Campbell 1998, Kelly et al 2003 and Pokorn 2011, to name only
a few works on this topic.
—9—
INTRODUCTION
a language of prevalent use comes to the fore. And yet the specificity of the
act of translating into the L1 has rarely come into view.
There are indeed works on the reverse process, that is L2 translation,
which proceed from a comparison between the two directionalities.7 Sur-
prisingly, results point only to a slightly higher degree of effort required
from translators working on L2 translation, as it seems that the problems in-
volved in the two directionalities are very similar both in terms of type and
frequency (Pavlovic T. 2013: 63, Fonseca 2015: 123). However, differences
have been registered at the level of time management and revision: L2
translation takes more time and requires a higher degree of revising inter-
vention (Pavlovic T.: ibid.). In conclusion, it would seem that an adequate
training would enable translators to “produce L2 translations of equal quali-
ty as L1 translations” (ibid.).
These findings appear to put the ball back in the court of a specific trans-
lation pedagogy and find ways to encourage students to recognize the differ-
ent patterns characterizing each translation directionality.8 Handbooks of
translation should be among the tools used to answer this need. In a recent
analysis of textbooks addressed to translation students and practitioners
working on English and Italian, Stewart (2011) has demonstrated that most
of them are in fact bi-directional, including translation tasks from English to
Italian and vice-versa. However, questions regarding directionality (L1 and
L2 translating) are very often left unanswered. The author points out signif-
icantly that “where directionality distinctions are actually provided – often
in the introduction or preface – they do not have any bearing upon the
methodology adopted”. (Stewart 2011: 10).
Stewart’s enquiry is oriented towards investigating L2 translation practic-
es, specifically translation from Italian into English as a foreign language. As
a consequence, mono-directional textbooks, exclusively directed towards L1
translation, have not been taken into examination.
This handbook offers students practical translation tasks in the two direc-
tions, that is English into Italian and Italian into English. At the same time,
directionality has been conceived of as a central issue at methodological
level, shaping the very structure of the volume: the first part includes typical
L1 translation activities (from English into Italian), whereas the L2 direc-
7
Research methods applied in this kind of works include eye-tracking, use of questionnaires,
and think-aloud protocols. Cfr. Marmaridou 1996, Pavlovic N. and Jensen 2009; Pavlovic T.
2013, Fonseca 2015.
8
Fonseca recommends that the findings illustrated above “may be applied to improve trans-
lator pedagogy by promoting deliberate practice (Shreve 2006) in direct and inverse transla-
tion tasks and to increase students’ awareness of the patterns in both directions” (2015: 123).
— 10 —
tionality has been following a more specific route, in which activities consist
in guided reviewing tasks of existing L2 translations.
5. Methodological Frameworks
The present volume is divided into two main parts, both allowing students
to gradually face the complexity of translation as a process. In the first part,
focusing on L1 directionality, STs have been arranged according to the gen-
res they belong to, and included into three main categories: informative
texts, promotional material and tourist literature, these being the genres stu-
dents are more likely to deal with both in their academic present and pro-
fessional future.
Section 1 displays two examples of informative texts with a mainly de-
scriptive function. This type of texts have been introduced at the beginning
of the course as they seem to be particularly suited as a first step in the tran-
sition from a conventional pedagogical approach to translation to a semi-
vocational one. Students will be asked to pay special attention to the in-
formative content of the ST and transfer it according to TL stylistic norms
and textual conventions. The skill-sets which will be devoted special atten-
tion are reading comprehension, problem spotting and solving, and stylistic
adaptation to TL textual features. Informative texts generally do not require
highly-developed reformulation skills, and this is the main reason for posi-
tioning them at the beginning of the course. Revising may be relatively
smooth, too.
Section 2 shows four texts falling into the category of promotional text-
types. STs have been selected on the basis of their appellative or vocative
function and students will be increasingly induced to bring the addressee
into focus as a potential customer, to be persuaded to invest into the services
or products advertised. In this section the level of difficulty is gradually in-
creased, as skills which had been paid less attention to in the previous sec-
tion, such as reformulation and revision, will have to be taken into careful
consideration. At the same time, students will be guided to practice TT-
oriented research skills, by learning ways to identify possible renditions and
check the appropriateness of their own translation proposals in quality texts
written originally in the TL.
Section 3 introduces a selection of tourist literature with a mixed function,
both vocative and informative. Tourist texts may appear as an accessible text
type for students to deal with in the early stage of their curricula, but we are of
a different opinion here. These texts in fact allow students to face the prob-
lems of intercultural transfer, thanks to the presence of those culture-specific
elements which abound in the language of tourism, in topics such as cuisine,
— 11 —
INTRODUCTION
tradition, geography, toponymy etc. Both the S and T communicative and

cultural contexts will have to be carefully evaluated, and this will focus stu-
dents’ attention on all the skills illustrated at pages 6-7.
Each text contained in this first part of the volume is briefly contextual-
ized through a short “Introduction” section, which outlines the main fea-
tures of the ST and of the genre it belongs to. This is followed by a section
headed “Translation Assignment”, providing information about the com-
municative situation in which the activity of the translator is likely to be re-
quired. There follows the ST and then a section titled “Translation Tips”.
This latter, featuring a specific focus on different aspects (i.e. Vocabulary,
Structure and Style, Source Text-Related Research, and Target Text-
Oriented Research), offers suggestions about the translation strategies stu-
dents may adopt in order to produce a suitable translation for the commu-
nicative situation it is intended for. External references, such as useful web-
site links and comparable texts, are given in order to foster further research
and insights by students.
The second part of the volume offers L2 translating activities which are
specifically oriented towards revision and editing practices. The texts select-
ed in this section, belonging to the three main types of the informative,
promotional and tourist sector are displayed in pairs: Italian STs are provid-
ed with their English translations, which however have to be reviewed in
terms of coherence, cohesion, terminological accuracy and adherence to
SL stylistic conventions. Some of the tasks border on rewriting activities,
and, in any case, the scope and extent of this type of interventions are clari-
fied and guided by specific instructions.
Following the same structure of the L1 translation tasks, an introduction
supplies information about the genre and salient features of every ST, while
a section called “Review Assignment” presents the communicative situation
in which the translator’s revision work is needed.
Reformulation activities have been indicated as the most exacting tasks
in L2 translating (Pavlovic T. 2013, Pavlovic N. and Jensen 2009, Fonseca
2015) and, consistently with our learning objective, namely the acquisition
of linguistic, communicative, cultural and intercultural competences at a
semi-vocational level, we have offered students instructions so as to intro-
duce them into the revision process step by step (cf. also Agorni 2005,
2012). From a methodological point of view, the skills exercised in the
course of the proposed L2 revising and rewriting activities will be especially
geared towards TT-oriented research, with the harvesting of new vocabulary
and typical expressions, as well as the identification of comparable texts be-
ing the most important components. An apt use of electronic resources is a
fundamental asset in this type of activities, and students will be guided to
— 12 —
use effective strategies to browse the internet, find comparable texts and ex-
periment with some of the translators’ resources available on the web.
The textbook includes an appendixes which features suggested transla-
tions for all the activities included in the Part 1 and 2 of the volume. This
section has been added in order to offer students, particularly those using
this textbook for self-study, examples of possible solutions. The TTs provid-
ed have been realised adhering to the instructions illustrating each activity
and the strategies indicated in the “Translation Tips” section. Furthermore,
we have privileged the criteria of transparency and opted for translation so-
lutions which could be easily recognised and discussed by students (cf.
Stewart 2012: 5-6). Rewriting strategies, together with radical textual inter-
ventions – which are common in professional translation – have been
deemed to be beyond the scope of a volume meant as a didactic introduc-
tion to semi-vocational translation. Yet, omissions and other critical inter-
ventions, which are part and parcel of any translation process, have been
highlighted and shortly discussed in footnotes.
As we said earlier, the present volume is meant to be adopted as course-
book in a postgraduate course on the theory and practice of translation in
the Faculty of Modern Languages at Università Cattolica. Translating prac-
tice and classroom discussion will be based on the activities illustrated in all
the sections of this book. At the same time, the volume can be used for self-
study by all those who are interested in translation and translating at a semi-
vocational level. The learner-centred approach of this textbook will facilitate
translation production and testing, and encourage the development of au-
tonomous learning strategies.
This book is the fruit of a collaborative effort involving several people work-
ing at Università Cattolica. Mirella Agorni and Costanza Peverati share the
scientific and methodological responsibility of the project. Mirella Agorni
has authored the introduction. Costanza Peverati and Mariavittoria Spina
have selected and annotated the STs to be translated: their names are indi-
cated under each text. The Appendix features the Italian versions by
Mariavittoria Spina of every text included in Part 1, whereas the five texts to
be revised in Part 2 are Costanza Peverati’s work. We would like to thank
Claudia Romaioli for her assistance as first-draft reader of the translations in
the Appendix.
Mirella Agorni, ottobre 2015.
— 13 —
INTRODUCTION
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— 14 —
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— 15 —
INTRODUCTION
Ulrych M. (2005), “Training Translators: Programmes, Curricula, Practic-

es”, in M. Tennent (ed.), Training for the New Millennium: Pedagogies
for Translation and Interpreting. Philadelphia: John Benjamins. 3-33.
Wagner E., S. Bech and J.M. Martinez (2001), Translating for the European
Union Institutions. London and New York: Routledge.
Whyatt B. (2012), Translation as a Human Skill. From Predisposition to Ex-
pertise. Poznan: Adam Mickiewicz University Press.
— 16 —
PART I
English to Italian Translation
«Translation is a craft consisting in the attempt to replace a written message and/or

statement in one language by the same message and/or statement in another lan-
guage. Each exercise involves some kind of loss of meaning, due to a number of
factors. The basic loss is on a continuum between overtranslation (increased detail)
and undertranslation (increased generalization). In the first place, if the text de-
scribes a situation which has elements peculiar to the natural environment, institu-
tions and culture of its language area, there is an inevitable loss of meaning, sicnhe
the transference to, or rather the substitution or replacement by (Haas, 1962) – the
word ‘translation’, like so many others, is misleading, due to its etymology – the
translator’s language can only approximate. Unless there is already a recognized
translation equivalent (but will the reader be familiar with it,and will he accept it? –
here we must bear Peirce’s pragmatics in mind) the translator has to choose from
transcribing the foreign word (say, directeur du cabinet), translating it (‘head of the
minister’s office’), substituting a similar word in his own culture (‘Permanent Un-
dersecretary of State’), naturalizing the word with a loan translation (‘director of the
cabinet’), sometimes adding or substituting a suffix from his own language (e.g. ap-
paratchik, Prague, footballeur), defining it, or, the last resort, paraprasing (‘head of
the Minister’s departmental staff’), which is sometimes added in parenthesis or as a
footnote to a translation.»
(Peter Newmark 1988: 7)
1.
Informative Text

Le Cordon Bleu Master of Gastronomic Tourism1
Introduction
The text presented below is taken from the informative brochure of Le Cor-
don Bleu Master in Gastronomic Tourism offered by Le Cordon Bleu in part-
nership with Southern Cross University, Australia. Considered to be the
guardian of French culinary technique, Le Cordon Bleu started in Paris in
1895 as a cooking school and has now developed into an international net-
work of renowned educational institutions dedicated to providing the highest
level of culinary and hospitality instruction through a range of study pro-
grammes. Besides the different on-campus course offerings in restaurant and
hotel management as well as in cookery and patisserie, Le Cordon Bleu also
offers an online Master of Gastronomic Tourism, delivered via the Southern
Cross University’s virtual learning environment, at the institution’s three
campuses of Adelaide, Melbourne and Sydney. This degree course focuses on
the relationship between food and tourism and the role this relationship plays
in the development of local economies and their sustainability.
The text under examination here is the informative core of the pro-
gramme’s downloadable prospectus. After a general description of the
course and a presentation of both Le Cordon Bleu and the delivering uni-
versity, it illustrates useful aspects such as curricular contents, entry re-
quirements, commencement periods and fees. Other textual parts – not an-
alysed here – present testimonials from students, instructors, restaurateurs
and food-authors. The text is also accompanied by pictures featuring people,
landscapes, food and wine.
1
Text selected by Mariavittoria Spina and annotated by Costanza Peverati.
— 19 —
PART I – ENGLISH TO ITALIAN TRANSLATION
Translation Assignment
The Master of Gastronomic Tourism offered by Le Cordon Bleu is the only
program of its kind available in Australia and more than 100 students from
around the world are currently studying in the programme. Since e-learning
offers virtually unlimited attendance possibilities, Southern Cross University
(SCU) wants to boost enrolment, especially amongst international students.
To these purposes, it has planned to create info-promotional materials in
different languages, with a view to reaching prospective students in a more
direct and intelligible way. These materials will include a translated version
of the informative brochure presented here, to be made available for down-
load on the SCU website and to be sent by mail inside an informative kit to
a number of selected schools of cookery in different target countries. What-
ever the provenance of the international students, the programme will re-
main the same, the language of instruction will still be English, and all ad-
ministrative procedures will have to be carried out online through the Aus-
tralian university.
Your task is to translate the informative section of the brochure into Ital-
ian, keeping its “Australianness”, as it were. This means that you are not ex-
pected to adapt the source text’s cultural specificities to the Italian education
system, but rather to retain them and make them intelligible to a non-
Australian reader. This concerns in particular all the degree-related details
(structure, contents, fees, etc.). In Translation Studies theory, this means pro-
ducing an example of “overt translation” (House 1997: 66), namely “one
which must overtly be a translation, not a ‘second original’. In an overt trans-
lation the source text is tied in a specific manner to the source language
community and its culture” (ibid.). Along similar lines, Christiane Nord
speaks of “documentary translation” (1997). The opposite of “instrumental
translation”, a documentary translation is manifestly a document of another
text; it is overtly a translation of something else. No adaptation or rewriting is
involved.
Source Text
Fig. 1: Le Cordon Bleu Master in Gastronomic Tourism (excerpt)
— 20 —
Translation Tips
Source Text-Related Research: To find out more about the topic of your
translation, in particular the Master of Gastronomic Tourism and its hosting
university, surf the website of South Cross University at http://scu.edu.au.
More background information that can prove useful later, during the
translation process, regards the qualifications mentioned in the text. Alt-
hough you are probably familiar with concepts like Bachelor’s and Master’s
awards, other terms may be more obscure. Run a Google search to under-
stand what is meant by, for instance, “Graduate Certificate” and “Graduate
Diploma”. Similarly, search the concept “Commencement (periods)” to
avoid falling in the easy trap laid by false friendship.
Target Text-Oriented Research: All translation problems in this text regard
the area of lexis. Probably the first lexical aspect that compels you to stop
and think is the section heading “Graduates”. Considering the content of
this section, a literal translation as “laureati” might not be the optimal solu-
tion. If you find it helpful, check what heading these contents are generally
subsumed to in similar brochures in Italian. They can easily be found under
any programme page in any university website.
Another vocabulary feature that requires some attention is the terminol-
ogy you find in the “Course Structure” section. The word “unit”, for a start,
is one of the many terms used with reference to higher education curricu-
lum organization in the English-speaking world, especially in Australia and
New Zealand. The average monolingual and bilingual dictionary provide
little to no information about how to translate it; and probably a literal Ital-
ian translation as “unità” would risk being confusing here. To find useful
hints, visit some websites of universities “down under”, look for the descrip-
tion of curricular contents, and try to understand what “units” refer to. In
the same section, decide what to do about the two culture-specific terms
you have investigated above, i.e. “Graduate Certificate” and “Graduate Di-
ploma”. There are many possible options: translate, leave in English, add
explicative footnote, add in-text explanation, etc. Considering the transla-
tion assignment, opt for the most suitable one. Finally, beware of the verb
“anticipate”, because it is an insidious false friend.
In the sections “Core Units” and “Elective Units”, the items on the lists
are rather transparent. Anyway, you may want to check if your translation
proposals are attested in Italian. You can run a simple Google search (re-
member to enter the search string in inverted commas) or you can go
through the curricular contents of similar course offerings in the Italian
context. A possible place to start is the Master in Turismo Culturale ed
— 23 —
Enogastronomico, organized by the Centro Studi CTS (http://www.centro-

studicts.it/academy/master/in-turismo-culturale-ed-enogastronomico).
In the “Delivery” section, think about whether to translate the name of
the international centre mentioned or to leave it in English.
— 24 —
1.2 Job Description

Adventure Leader – Project New Horizon 2015
Introduction
Job descriptions are written by any recruitment office, either private or pub-
lic, in search of new staff members, especially when the job position re-
quires specific skills and knowledge, as well as specific information, which
need to be described in details to applicants. This is also the case of volun-
tary positions, which are often presented by non profit organisations, in
formative or educational programmes of various kinds.
The following text describes the job “Adventure Leader”, a voluntary po-
sition in the programme Project New Horizons. This is delivered by the
British Exploring Society, a youth charity which was established as an edu-
cational exploration society in 1932 by the Surgeon Commander George
Murray Levick, with the purpose of engaging young people in exploring and
scientific expeditions to collaboratively develop their leadership, teamwork
and communication skills, learning to overcome fear and adversity, as well
as acknowledging a sense of responsibility for both themselves and others.
This job description is written in form of hypertext, i.e. an interactive
electronic document containing links to apply online and e-mail addresses
for enquiries. The text is divided into four sections, each one with a sub-
heading and bullet points listing the key concept of that paragraph, except
for the last one, which only contains a brief description of the given links.
The header shows the logo and name of the employer, the British Exploring
Society, and that of its project partner, the youth services charity Catch 22,
whose task is to recruit the young disadvantaged people to engage in the ed-
ucational programme.
With a view to widening the international team of the programme Project
New Horizons, which will take place in Iceland in 2015, the British Explor-
ing Society commissions you to translate the hypertext below, which will be
sent to the main Italian climbing and mountaineering schools, as well as to
selected exploration organisations and youth charities.

Text selected and annotated by Mariavittoria Spina.
— 25 —
Source Text
Fig. 2: Adventure Leader – Project New Horizon 2015
— 26 —
— 27 —
Translation Tips
Vocabulary: As this text refers to a specialised topic, thoughtful research is
required in order to translate its terminology so as to make it fully under-
standable to the Italian readership. For example, consider the meaning of
the verb “deliver” in the very first sentence of the text; as its equivalent
would be very formal in Italian, you may opt for omitting some redundant
elements.
Structure and Style: The text is structured in four main sections, featuring
bulleted lists and sub-sections which explain in detail an aspect of the same
topic. Notice the use of “you”, typical of the English language, and that of
bold characters which highlight the different stages of the programme; try to
maintain the same style and structure for every point, as homogeneity is a
highly appreciated textual feature in Italian writing.
Source Text-Related Research: Visit the website of the British Exploring
Society (http://www.britishexploring.org) to find out more information about
this organisation. Browse the site to learn more about the different phases of
the programme whose definition may be unclear in translation, such as
“Focus on the Future day”.
Target Text-Oriented Research: As job descriptions in Italian tend to be
more formal, concise and impersonal than in English, browse the Internet
to find examples of their style. Visit official sites on mountaineering, e.g. the
website of Guide Alpine Italiane (http://www.guidealpine.it/guida-
alpina.html) to become familiar with the Italian terminology related to
mountain leader activities.
— 28 —
2.
Promotional Material

Rosa Damascena Rose Soap
Introduction
The text below is an example of product descriptions printed on the packag-
ing of retail products. Not only does packaging serve the most basic function
of holding and protecting the product in its journey from the manufacturer
to the end-consumer. It also represents a very powerful marketing tool. Be-
sides the design and graphics of the box or wrapper, this function is mostly
performed by the text printed on it. A very common text genre, this type of
product descriptions usually includes five components: (1) name of the
product, sometimes accompanied by persuasive words or a slogan conveying
its essential features; (2) description of the product and what it is for; (3) in-
structions for proper use; (4) ingredients; and (5) diverse information about,
for example, the producer, recycling modalities, life-span, customer care
contacts, and so on.
The product presented here is a soap bar called “Rosa damascena”, pro-
duced by Dynamo House in Melbourne, Australia. A wholesaler of giftware
items, this company offers over 750 products in different categories, ranging
from hamper gifts, essential oils and home fragrances, bath and body prod-
ucts, decorative homeware products, and stationery. All these items are pri-
marily destined for the small-scale distribution sector (e.g. upmarket furni-
ture, clothing, or body care shops and boutiques, bookshops in museums, bo-
tanical gardens, libraries and so on). As such, they focus heavily on style and
uniqueness, evoking images of times past, exotic origins, ancient handicraft
skills and the like. The product presented here is no exception; it features in

Text selected and annotated by Costanza Peverati.
— 29 —
fact a descriptive section longer than usual, where much emphasis is placed
on the rarity value and complex extraction procedure of the oils contained in
the soap bar. Its properties are also described in a very evocative way. Finally,
two more elements add yet another touch of out-of-the-ordinariness: firstly,
the poetic quote by Robert Burns, Scotland’s national bard, and secondly the
fact that no instructions for use are provided (point 3 above), as these would
probably sound too mainstream and inelegant. Overall, these features make
the text peculiarly persuasive and clearly intended to encourage a purchase
decision through the creation of a general sense of distinction.
Dynamo House is planning to expand its market to a number of European
countries, among which Italy. The company intends to preserve its brand
image and target sales sectors. You have been commissioned to translate the
product description of the Rosa damascena soap bar into Italian, trying to
retain its sophisticated character and exclusivity slant as much as possible.
Source Text
Fig. 3: Rosa Damascena Rose Soap
— 30 —
Translation Tips
Source Text-Related Research: Part of this product description deals with
the process of extracting the essential oil that forms the base ingredient of
the soap bar. Although a close, faithful translation could be an option here,
it would be preferable to take an informed approach and investigate this
process a little before moving on to the actual translation phase. A possible
search string for a basic Google search can be [“olio essenziale di rosa dam-
ascena” estrazione]. At the time of writing, this search yielded the following
website, where some interesting information can be found:
Erboristeria Dulcamara at http://www.erboristeriadulcamara.com  Cerca
prodotti o argomenti, enter “olio essenziale di rosa damascena”.
A further content-related aspect that demands attention is the use of different
terms to refer to the base ingredient of the soap bar, i.e. “Bulgarian rose”, “rosa
damascene”, “Rose absolute”, “otto” and “attar”. Run a Google search to check
the respective meanings and decide whether to retain this variety or to intervene
on the terminology used. Some help may come from the following website:
Naissance at http://www.enaissance.it/olio-di-rosa-damascena-bulgara-otto.
Target Text-Oriented Research: The descriptive section of the text analyzed
here contains a series of adjectival phrases that are relatively easy to under-
stand in English, but potentially challenging to render into Italian. Exam-
ples include “labour intensive”, “emotionally soothing”, and “subtly fra-
granced”. These phrases require a deverbalising approach, meaning that
you need to distance yourself from the formal structure (literal, verbatim
translation) and to convey the overall meaning and sensation, often chang-
ing the original wording (cf. Théorie interprétative or Théorie du sens, Se-
leskovitch and Lederer 1984).
In order to harvest possible renderings, as well as general stylistic fea-
tures, run a Google search for Italian descriptions of artisanal bar soaps
and/or of rosa damascena essential oils. Examples abound, but a possible
place to start can be the following two webpages:
Sa di Sapone officina artigiana at http://www.sadisapone.it/home.html. Surf
the website, in particular the section Prodotti  Saponi solidi, focusing on
adjectives that describe properties.
BioVeganShop at http://www.bioveganshop.it  Materie Prime  Estratti & Oli.
Finally, the ingredients section obviously features some technical terms
that may be hard to find in common dictionaries, thus requiring some doc-
umentation. The nice thing about this terminology is that it remains largely
unaltered across languages. So, a possible procedure would be to check the
terms as they are, making sure to select webpages and resources in Italian.
Some help may also come from the websites listed above.
— 32 —

“Ravensworth House”
Introduction
Advertising in a printed medium, such as magazines, newspapers and trade
journals, is still a popular way for companies to make their products and
services known, either to a very broad readership or to a specialized one, by
choosing a more narrowly targeted media, such as local publications and
trade journals on very specialized topics. The function of this kind of texts is
typically persuasive, though informative sections may also be relevant to the
general aim of providing the readers with useful details and well disposing
them toward the choice of the advertised product or service.
The text under examination here is a magazine advertisement of Ra-
vensworth House, a guest house set in Keswick, in the northern English re-
gion of Cumbria. It appeared on local newspapers, such as The Times &
Stars and The Cumberland and Westmorland Herald.
The owners of this high quality guest accommodation address the reader
directly, describing the main features of their offering, giving information
about the history of the complex and its facilities. Two colour pictures show
picturesque details of the interior and façade of the building.
The editor of Meridiani, an Italian bimonthly magazine specialized in trav-
el, commissions you to translate the Rawensworth House advertisement to
be printed in the next number of the magazine, entirely dedicated to Cum-
bria and the Lake District.
Source Text
Fig. 4: “Ravensworth House”

— 33 —
Translation Tips
Vocabulary: The text contains several culture-specific expressions, such as
“guest accommodation” and “Lakeland slate” which you may replace with a
suitable target language expression.
Structure and Style: The text is divided into five paragraphs, each one dedi-
cated to the description of a different aspect of the guest accommodation: its
history and location, its rooms and related services, further services, parking,
opening time. It is concluded by the mention of two awards and price indi-
cation. Notice the tone, vocative and informative, by which the owners ad-
dress the reader in a kindly way, which emphasises the warm atmosphere of
high quality guest accommodation. Consider how to render this guest-
friendly tone into Italian, e.g. by using suitable pronouns and reordering.
Source Text-Related Research: Browse the Internet to find out more infor-
mation about the Keswick in Bloom Award (http://www.keswickinbloom.-
org.uk/) and the VisitEngland Star Ratings (https://www.visitengland.com/plan-
your-visit/quality-assessment-and-star-ratings/visitengland-star-ratings).
Target Text-Oriented Research: Browse the Internet to find examples of ad-
vertising by Italian hotels of similar quality and location, i.e. visit the website
of Hotel Arnaria in Val Gardena (http://www.arnaria.com/it/index.html).
— 35 —

Post-It Note Notes
Introduction
Companies may decide to advertise their activities through texts containing
captivating descriptions of their services and products, especially when these
feature particular qualities which can distinguish them from the competi-
tors’ offers. Promotional descriptions may also contain information about
the company, its history, and mission. The aim of such commercial texts is
always to persuade consumers to trust both the company and their products
or services.
“Post-it Note Notes” is a promotional description with which 3M, an
American multinational conglomerate corporation based in St. Paul, Min-
nesota, introduces one of their most successful products: Post-it notes. These
repositionable notes, originally consisting in small yellow squares of paper
with a re-adherable strip of glue on their back, were produced by patent un-
til 1997, when 3M’s patent on the term “Post-it” expired, but they are still a
registered brand. The notes’ distinctive colour, “Canary Yellow”, also re-
mains a registered company trademark, event though Post-It notes are now
distributed in a wide range of colours, shapes and sizes.
The following text presents the history of this product as a worldwide
success which started almost by chance, with an accidental discovery, and
was developed over many years by two of 3M’s scientists. The outstanding
qualities of these inventors, beautifully highlighted in the text, are implicitly
applied to the company itself, as the place where such perseverance and in-
tuition have come to a remarkable result. The text is, therefore, a means of
branding, i.e. associating the product with certain qualities in the percep-
tion of the reader, who is seen as a potential consumer. The tone is full of
humour, recreating the enthusiastic atmosphere of a brilliant invention
through slogan-like sentences and amusing comments by the inventors
themselves.
On the occasion of the launch of a celebration series of Post-it products on
the Italian market, 3M commissions you to translate the text “Post-it Note
notes” into Italian, of which an excerpt is presented here. Your text will be
printed in a small fold-up leaflet and distributed inside every package of the
new Post-it Note series.

— 36 —
Source Text
Fig. 5: Post-It Note Notes (excerpt)
— 37 —
— 38 —
— 39 —
— 40 —
Translation Tips
Vocabulary: Since the term “Post-it” is a brand and a registered trademark
that cannot be translated, consider how to render an effective title in Italian;
an option might be to omit some redundant elements.
Notice that key concepts tend to be expressed by rhyming words (i.e. “per-
spiration” and “inspiration”), and polysemic expressions (i.e. “The world takes
note”) which must be carefully translated. There are numerous examples of
prepositional verbs (e.g. “peel apart” in the section “From Discovery...”),
which are not always found as such in dictionaries, thus needing careful con-
sideration of the meaning of the single components.
Structure and Style: The text is structured like an edifying story in which
the moral is explained at the very beginning; the translation should also
maintain its storytelling tone. Each stage of the product development is de-
scribed in a paragraph introduced by a sub-heading, which in the first three
sections consists of a single sentence split into three parts. Notice the use of
capital letters (i.e. in sub-headings and in the names of the day of the week)
which is typical of the English language but not in Italian, although you
may decide to maintain some capitalised expressions (i.e. some sub-
headings) in order to emphasise the beginning of a new section. On the
other hand, remember that Canary Yellow is also a trademark; in this case
you may adopt a translation device called “translation couplet” (Newmark
1981: 31), enclosing the original expression in inverted commas and adding
an explanation or literal translation of it.
Source Text-Oriented Research: Visit the Post-it official website
(http://www.post-it.com) where, besides accessing the full version of the text
under examination, you can look for more information about the product
and its manufacturer. Also, browse the Internet to find data that you may
decide to add about Lee Iacocca and Fortune 500 CEOs, which are cul-
ture-bound references.
Look up the meaning of the phrasal verb “blow away” and compare it
with the definition provided by other sources, i.e. The Online Slang Dic-
tionary (http://onlineslangdictionary.com) to find a suitable translation of the
expression “Silver is blown away”.
Target Text-Oriented Research: Look for more information about the typical
style of Italian information leaflets about brand products. A possible place to
start can be the official website of Moleskine® (http://www.moleskine.com/it/-
about-us).
— 41 —
2.4 Web Page

Oyster: Gap & Responsible Travel Specialists
Introduction
With the massive diffusion of the web 2.0, the number of companies and or-
ganisations who advertise their products and services through this highly inter-
active medium has increased exponentially. A website consists of a set of related
pages served from a single web domain and hosted on at least one web server
accessible through an URL (uniform resource locator), i.e. a specific single in-
ternet address also known as web address. The World Wide Web is made up of
all the publicly accessible websites. Web pages, i.e. the building blocks of web-
sites, are basically electronic documents which may incorporate elements from
other websites, as well as internal links, pictures and audio-video resources. A
website typically includes a homepage, i.e. an introductory page hosting most of
the links to the site’s content, and a contact page, where the visitor can find all
the necessary information to contact the website owner; this may include e-mail
addresses, as well as a contact form and links to social networking services.
The text presented in this section comprises excerpts from three introductory
web pages of the website Oyster: Gap & Responsible Travel Specialists, a family-
owned travel organisation based in Hartfield, East Sussex, specialised in arranging
paid and voluntary work abroad. The selected excerpts are mainly informative
and persuasive, being focused on the introduction of the organisation and their
specialised services, i.e. gap year travelling and volunteering abroad, which are
presented as valuable formative opportunities for their participants. The use of
colour is relevant, especially light blue which evokes the colour of the organisa-
tion’s logo. The webpage “Why Oyster?” features an eye-catching picture of a
volunteer girl working with children in a Nepalese school, and several internal
links to other pages, while all other pages contain bullet lists of key concepts and
quotations which support the general argumentation.
Aiming at advertising their programmes in Italian high schools and companies,
Oyster commissions you to translate their website into Italian. For the purposes
of the present task, take into consideration the following three pages from the
site: “Why Oyster?”, “Why take a gap year?” and “Why volunteer abroad?”,
which introduce this family-owned business and its specialised services to a tar-
geted audience, i.e. students and employees wishing to take a gap year and get
involved in voluntary positions abroad.

— 42 —
Source Text
Fig. 6: Oyster: Gap & Responsible Travel Specialists (excerpt)
— 43 —
Translation Tips
Vocabulary: The text features terminology related to specialized travelling
and volunteering abroad, such as “gap year” and “conservation volunteer-
ing”. Find accurate Italian equivalents for these expressions.
Structure and Style: Notice the use of bold font, bulleted lists and different
colours, typical of website style to highlight key concepts and links. The
style is descriptive and quite informal, addressing the reader directly. Dis-
cuss the opportunity to make it more impersonal, as it generally tends to be
in Italian texts. Alternatively, you may decide to adhere to the original style,
and thus use the same personal, user-friendly tone.
Source Text-Related Research: Visit the organization’s website (http://www.-
oysterworldwide.com/) to gain more information about specific terms, such
as “ATOL” and “BS8848”.
Target Text-Oriented Research: Browse the Internet to find more information
about the vocabulary and style used by websites of similar content in Italy. An
example might be Projects Abroad (http://www.projects-abroad.it) and, in Eu-
rope, Servizio Volontario Europeo (http://serviziovolontarioeuropeo.it).
— 49 —
3.
Tourist Literature

Active Caithness
Introduction
A sub-genre of visitor guides, holiday brochures present the attractions,
events, outdoor pursuits and accommodation facilities that are available in a
given tourist destination. They are usually published by both public and
private institutions such as tourist offices, hotels or tour operators. Although
they provide practical information to assist the visitors before and during
their trip, their function is primarily persuasive and entirely geared towards
creating a highly positive and attractive image of the destination (cf. Maci
2013: Ch. 6).
In what follows, two texts from the holiday brochure Active Caithness are
presented. This brochure was issued by the Dunnet Head Educational
Trust, a registered Scottish charity established in 2003 to promote Dunnet
Head as the most northerly point of the UK mainland. The occasion for
producing this brochure was the Caithness & Sutherland Walking Festival,
first organized in 2004 to advertise this region as a particularly attractive
walking destination.
The first of the two texts, “Caithness in Minature!”, lists ten elements
that are well worth visiting or experiencing in Caithness, the northernmost
county in Scotland. These range from local biodiversity to historic and artis-
tic attractions. Its mainly descriptive tone comprises a variety of differently
structured sentences, from elliptical suggestions to full-fledged detailed de-
scriptions, all pointing the reader to wildlife and historic attractions. Three
colour photographs, picturing the local flora and fauna (i.e. two highland
cows in a meadow, and a puffin next to a flowered bush) and typical build-
ings (i.e. a lighthouse complex) provide visual support to the text, which is

— 51 —
printed on a light blue background so as to stress the atmosphere of pure air

and unpolluted seawater evoked by the pictures themselves. Opening times
and other useful information (e.g. online booking solutions and website re-
sources) complete the text.
The second text1, “Explore your Forests!”, invites the visitor to four main
destinations in the forests of the North Highlands of Scotland. Its highly
persuasive tone is mainly conveyed through an emphasis on the outstanding
natural beauty of the area and on the manifold opportunities it offers to be
explored close-up, walking and cycling along its trails. These two aspects are
supported by the colour dominating the page design (green) and the picture
of three people cycling on a mountain bike trail. The text ends with a for-
more-information section.
As the Caithness & Sutherland Walking Festival has gained increasing suc-
cess among foreign visitors over the years, for its seventh edition the Dunnet
Head Educational Trust commissions you to translate the holiday brochure
“Active Caithness” into Italian, of which two excerpts are presented below,
respectively p. 7, “Caithness in Minature!”, and p. 11, “Explore your For-
ests!”.
1
— 52 —
Source Text
Fig. 7: “Caithness in Minature!”
— 53 —
Translation Tips
Vocabulary: The exclamation “Caithness in Minature!” in the title is an ex-
ample of wordplay, as the expression “in minature” evokes both the phrase
“my nature” and the set phrase “in miniature”. As there is no Italian equiva-
lent, you may choose to render the two concepts of “nature” and “minia-
ture” with two separate words, possibly trying to maintain the sound effect of
the original with some kind of rhyme or assonance.
The text is rich in nature-related terminology and environmental de-
scriptions which must be accurately translated. In this respect, verb transla-
tion must also be consistent with the related topic. For instance, the verbs
“see” and “watching” (see Point 1) refer specifically to birdwatching activi-
ties, and therefore they cannot be translated with a generic term. Point 9
contains a detailed geological description; browse the Internet to find more
information about “peatlands” and related topics in Italian. For example,
visit the website http://www.biologiamarina.eu/Torbiere.
Bear in mind that the Italian reader may be unaware of most elements
concerning the environment described in the source text. Therefore, con-
sider the opportunity to add explicative elements, in order to clarify the
meaning of possibly obscure expressions (e.g. “Tours of Dunnet”).
Translated literally, the expression “Highland cows” – a native breed of
Scotland – may sound rather unappealing. Try to render this culture-bound
expression more attractive choosing a hypernym of “cows”.
Structure and Style: The text is structured as a list of ten points, which is
characterized by a very concise and direct style. Imperatives and hyphens,
both typical of the English language, must be translated according to the
Italian usage. For example, consider the opportunity to render expressions
such as “book online” more impersonal through an appropriate nominalisa-
tion or using the second person plural of the equivalent Italian verb.
Notice that determiners in English are used in a slightly different way
than in Italian; you may have to add definite articles to render some expres-
sions (e.g. the very first sentence of the text below the header) into fluent
Italian. Moreover, the subject-verb-object sentence construction prevails in
English, while the most salient information is usually fronted in Italian. In
this respect, you may have to vary the position of syntactic elements in some
sentences (e.g. Point 2).
Point 9 presents the most extensive of the few examples of full-fledged
sentences in this text. Nevertheless, in some cases, a more explicit sentence
structure and further explanations may be required, e.g. to clarify abbrevia-
tions such as “WWII” and elliptical expressions (see Point 2).
— 54 —
Source Text-Related Research: Be sure to know exactly what toponyms,

such as Dunnet Head and Brough Bay, refer to. Visit the Dunnet Head Ed-
ucational Trust website (http://www.dunnethead.co.uk) and look for more in-
formation about the “history archive” mentioned in point 6 of the text, as
well as names, such as “Chapel Geo” and “Burifa Hill”, in point 7. Perhaps
the Italian reader needs some explanations.
Visit the website www.walkcaithness.com for further information on the
Caithness Walking Festival; this may provide better insights for the transla-
tion of rather vague terms such as “tours” (Point 2) and “walking” (Point 3).
Target Text-Oriented Research: Look for more information about the typi-
cal style of Italian holiday brochures by browsing the Internet. For example,
you may visit the website of Proloco Comezzadura (http://www.daolasa-
valdisole.it/brochure.html) and download their brochure which promotes
events and activities in Val di Sole in a very concise style. Notice how the
visitor is addressed and the typical fixed expressions which introduce useful
information.
— 55 —
Source Text
Fig. 8: “Explore your Forests!”
— 56 —
Translation tips
Source Text-Related Research: To get a clear picture of the area and the
destinations being presented in this text, visit the website indicated in the
informative section. Moreover, identify websites or other resources about
this region of Scotland, originally written in Italian or translated (well!).
These can be resources from the tourist sector as well as materials with a
more encyclopaedic character (e.g. Wikipedia). Search them for infor-
mation about elements that you feel might need extra explicative details to
be fully understood by the Italian reader. For example, consider the part
that reads: “enjoy the spectacular views of Easter Ross”. What is “Easter
Ross”? A town, a city, a bay, a mountain? You may want to specify exactly
what it is and add it before the place name for more clarity. Similarly you
may want to understand exactly what the “suspended boardwalks” at Raven’s
Rock Gorge look like, in order to choose the correct rendering among the
different options.
Target Text-Oriented Research: As is typical of tourist discourse in English,
the text is characterized by direct address to the reader, either by means of
the imperative or the “will” future. Find comparable texts (same genre,
same topic) in Italian to determine whether this stylistic feature is common
or whether it needs some changes. You can use paper-based materials you
have handy or run a Google search. A possible place to start is websites
about natural parks or websites offering cycling tours, like the following
ones:
http://www.parks.it/parco.nazionale.for.casentinesi/index.php  Itinerari;
http://www.girolibero.it;
http://www.emiliaromagnaturismo.it/it/appennino-e-verde/ciclovie-dei-parchi.
Another aspect that demands some consideration is the initial invitation
“Explore your forests!”. Rather straightforward to render at first sight, one
might wonder about the use of the possessive adjective “your”. Upon goog-
ling this expression, one finds that it is rather common. The same applies if
the word “forests” is replaced with other words (e.g. parks, cities). It seems to
be a set phrase formed by the verb “to explore”. Also, it seems to occur pre-
dominantly in slogans and headlines where it performs an inviting, perlocu-
tionary function. Think about how the same function can be rendered in
Italian in a similar slogan-like way. It is worth noticing that the same phrase
(“your forests”) recurs in the informative section at the bottom of the page.
What is the difference, if any, with the slogan discussed so far? You may
want to ask a native-speaker of English.
Also, consider the first paragraph of the text, where we have a list of
“things” the visitor is promised to find in this area. Straightforward and
— 57 —
transparent as they can be in English, they require a few adjustments when

transferred to Italian.
Finally, a word about the informative section at the bottom of the page.
Considering that this text will be read by an Italian readership, think about
the changes that are needed and check whether the given website features an
Italian version. If not, decide how to intervene in the content of this section.
— 58 —
3.2 Visitor Guide

The Lake District Cumbria 2010: “Food & drink”
Introduction
The text presented below is taken from a visitor guide about Cumbria, the
north-western region of England particularly famous for, among other things,
the Lake District. Texts belonging to this genre are usually published by local
institutions – in this case Cumbria Tourism – and destined for direct distribu-
tion to the general public or to tour operators. They generally consist of two
main parts: the first one describes the region and what it has to offer to pro-
spective visitors, with contents typically ranging from natural environment to
culture and heritage, outdoor pursuits, food and accommodation; the second
part features accommodation as well as non-accommodation listings corre-
sponding to the different sections featured in the first part, like for example
museums, theme parks, markets, breweries, restaurants, tea rooms and so on.
While the latter part is primarily informative in character, providing contacts,
opening hours, services etc., the former is more markedly persuasive. An im-
portant tool in the institution’s destination branding and management
scheme, texts like these place much emphasis on evocative and atmospheric
pictures, catchy slogans and overall enticing language.
The text under examination is an excerpt from the four-page section on
food and drink in The Lake District Cumbria 2010 brochure. While this
topic tends to be found towards the end of brochures’ thematic sections,
here it comes immediately after a general introduction to the region, as the
first topic the visitors are invited to read about. This means that food and
drink are attributed a particularly important role in the overarching atten-
tion-value strategy adopted by this tourist board. The passage presented here
is on quality dairy, bakery and meat produce.
Translation assignment
Cumbria Tourism has recently adopted the Tourism Strategy for Cumbria with
the clear vision to become Europe’s Number One rural tourism destination. To
achieve this ambitious goal, it intends to invest more systematically on interna-
tional tourism. Much of this goes through the realization of advertising cam-
paigns and promotional materials in the main European languages. You have
been contacted by an Italian language services provider to join a team of trans-
lators who will create the Italian version of next year’s The Lake District Cum-
bria brochure. The project will see the participation of tourism advertising ex-

— 59 —
perts who will work on the translators’ output to add, if needed, the finishing
touch. Yet, all translators are required to produce a text able to function as a
tourist brochure intended for an Italian readership.
Source Text
Fig. 9: The Lake District Cumbria 2010: “Food & drink” (excerpt)
— 60 —
Translation Tips
Source Text-Related Research: Sections about food in visitor guides repre-
sent a challenge for translators because they tend to be replete with culture-
specific items that require some research. The text under examination here,
however, is relatively undemanding except for very few elements. For ex-
ample, it might be useful to run an Internet search about “the award-
winning Cumberland Farmhouse” and “Churchmouse Cheeses” to under-
stand what exactly they are and eventually decide whether to opt for explici-
tation of some kind in your translation.
Vocabulary: One of the first elements to consider is the headline. Not a par-
ticularly challenging binomial, “Food and drink” could easily be rendered
with “Cibi e bevande”. Check whether this phrase is commonly found in
Italian tourist brochures to introduce the section on a region’s culinary of-
fer. If not, think of a possible alternative, either of your own invention or
something that you have found attested in your corpus of comparable texts.
The main text, or bodycopy (Maci 2013: 140), opens with a headline
that contains a play on words. To have an “appetite for something” means to
have a strong desire for that thing, in this case quality food and produce.
The playful effect is given by the use of this idiomatic expression in a text
regarding food and eating. To retain this effect, do not translate literally (i.e.
“desiderio di qualità” or the like), but try to find a word with a meaning re-
lated to food and eating.
Speaking of idiomatic expressions, the text features another example that
proves slightly more challenging than the one discussed above. Towards the
end of the first column, we read “...and (there are) more awards than you
can shake a French stick at”. This idiom is not easy to find in dictionaries,
so try Google as well. The meaning is relatively easy. On close scrutiny, you
will notice that it has been manipulated to add some irony, by creating –
just like above – an image that is particularly pertinent to the topic being
tackled, in this case bread and bakeries. Is the same idiomaticity and play on
words possible in Italian?
Another element that requires some research and thinking is the phrase
“posh nosh”. A quick dictionary search for its single constituent terms – or
maybe just for the rather uncommon term “nosh” – provides the necessary
key to understanding what is meant by this expression. Yet, it might be in-
sufficient. In fact, why is this phrase in quotation marks? Run a Google
search (enter the phrase in inverted commas to limit the amount of hits)
and check whether it leads to some extra-textual reference. If so, decide
whether to use the additional details you have acquired for your translation.
— 61 —
Structure and Style: Local food and cuisine is an extremely recurrent

theme in visitor guides. In order to become (more) familiar with food-
related Italian discourse in this text-genre, gather some comparable texts
(same genre, same topic) and try to identify differences and similarities with
the text presented here (e.g. syntax, address to the reader, appellative struc-
tures). You can work with paper-based materials that you already have or
with complimentary samples you can easily find at the local tourist office or
in travel agencies. Alternatively you can surf the Internet, looking for pro-
motional websites (possibly of single Italian regions, and regions that can
have similar characteristics to the one you are working on) that offer down-
loadable brochures. This is because the language you find online, on the
average tourism website, might not be entirely comparable to what you find
in printed materials. A possible place to start among the many available is
the following:
http://www.turismotorino.org/torino/IT/home  Noi per te – Le nostre brochure
(bottom, right)  Un territorio, infinite emozioni. Note that this text is not
strictly a sample of the text genre analysed here, but still a rather close ap-
proximation.
As is typical of English prose in general, this text features quite short sen-
tences, except when listing of some kind is involved. To an Italian reader,
this particular style may convey a sense of fragmentation and poor cohesion.
Consider working on overall textual organization to improve readability.
A final element worth paying attention to is the use of the existential-
presentative structure “there’s” to introduce different items of local produce.
Think about whether this structure is equally common in Italian and
whether it would work fine in one such text.
— 62 —

Coastal Park Herne Bay
Introduction
While information leaflets consist of a single sheet printed on both sides and
folded into halves or in other arrangements, brochures tend to be more like
booklets. Generally, they are printed using a four colour process on higher
quality paper and saddle-stitched. Informative brochures are used to provide
information about a specific topic, e.g. a company, a product, a service, or
even an attraction.
The following text gives information about the Coastal Park Herne Bay.
It consists of eight pages and a detailed map. The front page shows the logo
of the park, a rainbow coloured nautilus shell which loosely resembles the
shape of the guided coastal itinerary; on its back, an introductory text sum-
marises the peculiar history of the park, founded as a Queen Elizabeth II
Jubilee Field by the seaside town Herne Bay with the money won at the lot-
tery, and there one finds the logos of sponsors and website references. Each
one of the remaining pages is dedicated to the description of a bench de-
signed and created by an artist in order to enrich the trail from Hampton to
Recuver. Each bench is designated by a distinctive colour on the trail, a pic-
ture shows the artist who made it sitting on its artefact. Signatures of each
artist and blank shapes of sea wildlife give a further vivid effect to an already
very colourful publication.
As there is increasing interest in visiting the park by Italians, the Coastal
Park Herne Bay Administration commissions you to translate the following
information brochure, explaining its history and new artistic attractions.
Source Text
Fig. 10: Coastal Park Herne Bay (excerpt)

— 63 —
Translation Tips
Vocabulary: The slogan of the Coastal Park Herne Bay, “make the most of
your coast”, represents a translation challenge. You may decide to leave it in
English and add a literal translation in brackets or you may try to find an
equally effective rhyming expression. The title of each bench is equally dif-
ficult to render into Italian; consider the opportunity of adopting translation
couplets (Newmark 1981: 31). Be careful with the translation of the many
culture-bond terms and specialised terminology.
Structure and Style: This text has an informative, rather factual style, and is
divided into different sections, each one featuring a specific topic, which
you are to render into Italian according to the same layout and general tone.
Source Text-Related Research: Visit the official website of the park (herne-
baycoastalpark.org) to find more information about its Organisation.
Target Text-Oriented Research: Browse the Internet to find out more about
useful information which are typically found in Italian brochures. For ex-
ample, visit the tourist board of the Province of Livorno (http://www.costa-
deglietruschi.it/toscana_mediterranea/trekking.asp) and download the brochure
on park itineraries.
— 66 —

Off-Road Cycling: Good Practice Advice
Introduction
Information leaflets present information and facts about a specific subject,
which is generally one of public benefit. They are often divided into brief sec-
tions, which are closely related to the main contents of the leaflet. Each section
has a sub-heading that makes the information easy to read and immediately de-
tectable. Their style tends to be straightforward and factual, with short sentences
easy to understand. Pictures and background colours also help in delivering in-
formation as clearly as possible.
Off-Road Cycling: Good Practice Advice is an informative leaflet issued
in 2006 by Scottish Cycling, the governing body for cycle-sport in Scotland.
Following the enforcement of the Land Reform Scotland Act in 2003, this
publication aims at explaining the points of the Scotland Outdoor Access
Code relevant to off-road cycling, providing useful instructions mainly to
cyclists and to land managers.
This kind of publication is an example of double parallel fold leaflet, i.e. a
single sheet of paper folded in two and printed on both sides, which employs an
extra panel as graphic cover (on the front side) and introduction (on the back
side). Printed in blue on a light blue background, the text is divided into six sec-
tions marked by a sub-heading on a violet background; the same colour is used in
the front cover of the leaflet, where the heading and a brief presentation of con-
tents are displayed, as well as in the box containing further useful information.
Colour is also used to stress important instructions provided by the Act, which
appear in dark blue, while key words are printed in bold characters. A framed box
sums up the key points of the Scottish Outdoor Access. Website addresses and
colour pictures of cyclists experiencing the Scottish countryside support the text.
As the number of Italians who decide to visit Scotland by bike is gradually
increasing, Scottish Cycling commissions you to translate their informative
leaflet Off-Road Cycling: Good Practice Advice into Italian.
Source Text
Fig. 11: Off-Road Cycling: Good Practice Advice

— 67 —
Translation Tips
Vocabulary: The English language is rich in lexically-dense noun phrases,
such as “Land Reform Scotland Act” and “Scottish Outdoor Access Code”,
which the translator has to unpack and render into equivalent Italian ex-
pressions often containing verb, adverbial or prepositional phrases.
As information leaflets tend to be very clear, you may not encounter
great difficulties in translating them; just make sure to render specific ter-
minology appropriately and explain abbreviations or other culture specific
expressions when necessary (e.g. “deer stalking”, a British activity for which
you might find an intelligible translation, e.g. by means of divergence).
Structure and Style: Instructions are given using imperatives and a very di-
rect tone, which you should translate according to Italian usage, i.e. using
impersonal verb forms and caution.
Source Text-Related Research: As this leaflet contains references to the
Scottish Outdoor Access Code, visit its official website (www.outdooraccess-
scotland.com) to get more information about this legislation. You can also
download the original leaflet at http://www.outdooraccess-scotland.com/sites/-
default/files//docs/Cycling_leaflet.pdf.
Target Text-Oriented Research: Browse the Internet to find more infor-
mation about the recurrent features of Italian information leaflets. For in-
stance, you may visit the site of the Tourist Board of the City of Treviso
(http://visittreviso.it/it/materiale-promozionale/brochure-sport-e-natura) and
download their brochures about cycling.
— 71 —
3.5 Visitor Guide

Peak District & Derbyshire 2010: “Historic houses, glorious gardens”
Introduction
The text presented below is taken from a visitor guide about Derbyshire, a
county in the East Midlands of England occupied for a substantial part by
the Peak District National Park, at the southern extremity of the Pennine
range of hills. This brochure was published in 2010 by the destination mar-
keting organisation Visit Peak District and Derbyshire. In terms of text gen-
re, this brochure is fully identical with The Lake District and Cumbria bro-
chure analysed earlier (see p. 57). The excerpt under examination is from a
two-page section about what seems to be the jewel in the crown of this area
besides its landscape variety, i.e. historic houses and gardens.
Next year, the destination management organization Visit Peak District and
Derbyshire intends to participate in the international tourism trade fair BIT,
held in Milan every February, with a view to boosting its networking oppor-
tunities among Italian industry professionals and tour operators. They want
a team of English-Italian translators to cooperate with their in-house adver-
tising experts for the production of the info-promotional material to be dis-
played at the fair. You are one of the team-members they have selected from
dozens of applications nationwide, thanks to your previous experience in
translating tourist texts. One of the in-house advertising professionals speaks
Italian and will be your project manager. She will make sure that the overall
brand image is preserved, while you and the other team-workers are in
charge of transferring textual contents and delivering the message in a way
that reflects typical Italian conventions for this text genre.
Source Text
Fig. 12: Peak District & Derbyshire 2010: “Historic Houses, Glorious Gardens” (excerpt)

— 72 —
Translation Tips
Source Text-Related Research: When translating, it is always advisable to
gather factual information about the topic of the translation, in this case the
different historic houses and gardens described in the text. Find resources in
English and/or Italian, either paper-based or electronic, about the men-
tioned attractions. Wikipedia is generally a good place to start. Alternatively,
you can visit the websites of the two institutions mentioned in the text, the
National Trust and English Heritage, at http://www.nationaltrust.org.uk and
http://www.english-heritage.org.uk. This type of research yields useful back-
ground information and insights into the contents you are dealing with. Be-
sides the textual components of these resources, what proves particularly in-
formative is pictures (choose the Images search option in Google). Finally,
the materials in Italian can turn out to be a source of ready-to-use equiva-
lents during the actual translation process, as well as reference materials for
decisions about, for instance, how to treat place names.
In addition, you may need to search a few specific elements you are not
quite sure of, not from a linguistic but from a subject matter point of view.
For example, something you may want to have clarified is the “super
league” in the subheading, or the characterization “gravity-fed” with refer-
ence to the Emperor Fountain at Chatsworth (par. 1), or the term “knot
garden” (par. 7). For the first item, a basic Google search will suffice; for the
second, enter the phrase “gravity-fed fountain” in inverted commas and try
to find Google results that explain or show the functioning and the structure
of this type of fountain. Once again, images can prove quite useful here.
Examples of websites providing interesting information are the following:
http://www.gardening-uk.com/waterlands/fountains/ogf.html;
http://www.globaltravels.pwp.blueyonder.co.uk/mh_england/england.htm.
Images are useful for the third item too, “knot garden”. A simple search
on Google Images reveals what is intended with this term from the world of
gardening.
Similarly, the denomination “National Trust properties” (par. 3) may re-
quire an understanding of what exactly the National Trust is. The same ap-
plies to English Heritage, already mentioned above.
Vocabulary: Not unlike the text analysed in the previous section (see p. 57),
one of the first elements to consider is the headline. Here we have a four-item
pattern with alliteration of the first letter/sound: “historic houses, glorious gar-
dens”. This stylistic device is very typical of headlines and slogans in English
tourism discourse, along with other devices that create some kind of sound or
rhythm-related effects. Examples taken from this and similar brochures are “A
breath of air...a burst of adrenalin”, “Timeless wonder...endless variety”,
— 75 —
“From rugged and dramatic to peaceful and calm”, “Attractive towns, pretty
villages”, and so on. While you can certainly retain the four-item pattern, al-
literation may prove more challenging to preserve. More often than not, in
fact, these rhetorical effects get lost in translation. Yet, before you throw in the
towel, put your creativity to the test and see if you can add some rhetorical ef-
fect to the headline.
Further down, the sub-heading contains a culture-specific item, i.e. the
“super-league”. Consider your preparatory research and ask yourself: how
transparent and how familiar is this sports reference for Italian readers? If
maintained, is it likely to create the same meaning and therefore to exert the
same effect it exerts on British readers? If you think this is not the case, you
have at least two options available: either translate the intended meaning in
a neutral way (i.e. conveying a general idea of excellence), or keep some
kind of sports reference familiar to an Italian readership.
Another lexical aspect that demands some attention regards the more or less
technical terms used with reference to the different buildings (e.g. stately home,
family seat, manor house, mansion, etc.). Even though a good dictionary can
be sufficient here, you may want to integrate your search with information
drawn from the documentary research (in Italian resources) already carried out.
You can also use these resources to check whether the apposition used to
define Chatsworth, i.e. “The Palace of the Peak” (par. 1), is translated or left
in English. If you cannot find it, decide what strategy to adopt, foreignising
or domesticating? In this same paragraph, another lexical item is worth
some thinking, namely the chunk “creates colour and interest”. The image
this expression evokes in the reader’s mind is rather clear, but it would
sound awkward in Italian if rendered literally. Finally, you may want to
draw once again from your documentary research to decide how to render
(…or not to render) the specification “gravity-fed”, used with reference to
the Emperor Fountain. The sources indicated above mention the Palazzo
Reale in Caserta as a place where similar fountains can be found. You may
want to check Italian descriptions of this attraction to see how these foun-
tains are referred to and characterized. A starting point can be the website
http://reggiadicaserta.beniculturali.it/.
Seemingly straightforward at first sight, the phrase “‘time capsule’ proper-
ty” used to describe Calque Abbey (par. 4) may require some consideration.
Look up the modifier “time capsule” in monolingual English dictionaries.
You can also get an idea of what it is by checking it on Google Images (re-
member to put it in inverted commas). Use this information to choose an
Italian equivalent, and then do the necessary checks on Italian resources for
acceptability.
— 76 —
Structure and Style: For the most part, this text resembles typical Italian
tourism discourse in as much as it features a predominantly impersonal style
focused on the attractions being presented, more than a personal, reader-
centred style. Yet, a few instances of appellative imperatives and future
forms are still present. Decide whether to retain them or not, basing your
choices either on your own stylistic sensitivity or on information drawn from
comparable texts in Italian.
— 77 —
PART II
Italian to English Translation Review
«The process of translation is rarely straightforward, and until translators have ex-
plored every angle of a source text in order to make the correct target text choice at
all levels, a translation remains a kind of “virtual” text, in the sense of being in a
state of only partial completion, always requiring at least some finishing touch. Dur-
ing this phase of being neither source nor target text, it is constantly open to rein-
terpretation, re-thinking and reformulation, The inherent difficulty of the transla-
tion task lies in the fact that the translator has to work simultaneously at several lev-
els of meaning: the literal sense of the words on the page, the semantic connota-
tions that may lie behind the literal sense, the pragmatic force that the original
writer may have intended, and the stylistic conventions relating to the register or
genre of the text. [...] Some texts, or parts of texts, will require mere contrastive lexi-
cogrammatical skills, others will require detailed and accurate knowledge of specif-
ic terminology. Others still will require attention to how the discourse is structured,
to phonological features, or the semantics of word play. Yet others will require a
wide knowledge of the world, or a heightened sensitivity to the pragmatic content of
a text not written merely to inform.»
(Chris Taylor 1998: 4-5)
Olio solare antietà Sole del Mediterraneo
Introduction
As a result of globalisation, multilingual product descriptions are more and
more commonly found on the packages of retail products, especially those
sold through the Internet or in tourist destinations. Unfortunately, the trans-
lated texts are often rather poor and literal, being the result of electronic
translation (e.g. Google translator) or hasty work by non specialists. The fol-
lowing text is but one of the many examples present on the Italian market.
The text appears on the package of a sun lotion by Bottega Verde, a pop-
ular cosmetics brand in Italy. It is printed in white on a bright orange back-
ground, which is the distinguished colour chosen for this line of products.
The front and back of the package show the text in Italian and English,
while German and Spanish versions feature on the other two sides. Salient
information, such as the logo of this product line and the sun protection fac-
tor, are emphasized through a light blue background.
Review Assignment
Following the package restyling of some best seller products, Bottega Verde
commissions you to correct and enhance the English translation of the
product description printed on the package of Olio solare antietà Sole del
Mediterraneo.

— 81 —
PART II – ITALIAN TO ENGLISH TRANSLATION REVIEW
Source Text and English Version
Fig.13: Olio solare antietà Sole del Mediterraneo (excerpt)
— 82 —
Review Tips
Vocabulary: Check the translation for accuracy of terms and expressions.
Structure and Style: Try to reorder sentences according to a subject-verb-
object structure, which is usual in English. The style must also be revised,
according to the standards of promotional texts which tend to address the
reader directly.
Source Text-Related Research: Be sure to know the meaning of loan words
and abbreviations in the original text, such as “water resistant” (cf. “water
proof”) and “SPF”.
Target Text-Oriented Research: Browse the Internet to find similar product
descriptions in English, then compare their style, structure and vocabulary.
For example, see the description of Tan Organic Moisturising Dry Oil at
http://www.boots.com/en/TanOrganic-Moisturising-Dry-Oil_1554164.
— 83 —

Biscottificio Orlandini
Introduction
The text under examination appears on the back of a packet of biscuits
called Ciambellina Ilaria, produced by the Biscottificio Orlandini based in
Reggio Emilia, Italy. A small-sized business, this family-owned biscuit bak-
ery has been on the market since 1960 and distributes its range of products
through a selected number of supermarket chains across the country. Be-
yond the typical contents that are usually found on biscuit packets (e.g. in-
gredients and nutrition facts), this factory has also added a short company
profile and a text about its decade-long manufacturing process. Addressed
directly to the consumer, these contents emphasize the company’s core val-
ues, in particular its handmade tradition and the selection of genuine in-
gredients. The Italian text is accompanied by an English version.
Review Assignment
The management of the company has recently been taken over by the
founder’s daughter, who would like to increase sales by opening up to ex-
port business and e-tailing. To these purposes she has turned to a language
services provider to translate the factory’s website into English as well as to
edit the old translation featuring on the biscuits’ packaging, which needs
some substantial revision. You have been asked to take care of the latter task.

— 84 —
Fig. 14: Biscottificio Orlandini (excerpt)
Review Tips
Vocabulary and Grammar: If anything, the English translation under ex-
amination here makes a nice exercise of error-spotting. For the fun of it,
find and correct the different typos and the several lexical as well as gram-
— 85 —
matical mistakes the text is peppered with (tenses, relative pronouns, arti-
cles, collocations, word choice, acronyms, etc.). You may also want to con-
sider the initial address to the reader, “Dear consumer”. Run a Google
search to check whether this noun phrase is attested and/or recurrent. Can
you think of any other wording? Further, consider the following rendering
from the first paragraph: “the ‘Linea Orlandini’ (Orlandini Line)”. What do
you think of it? Discuss with a partner and/or the whole class.
Structure and Style: The first part of the English translation features an
unwarranted departure from the original syntax, which makes the reading
cumbersome and hard to follow. The same applies to the final paragraph,
which reads as an unduly long list of items with no internal cohesion. Make
all necessary structural changes to guarantee greater readability and clarity
of meaning. This may also mean rewriting the text altogether. If you opt for
this strategy, look for comparable texts in English (see below).
Target Text-Oriented Research: Browse the Internet to find comparable
texts where to gather interesting vocabulary and expressions. You may want
to start from the websites of bakery factories based in English-speaking
countries. An example might be http://www.seymours.ie.
— 86 —
II.3 Visitor Guide

Brescia: tutta l’Italia in una città
Introduction
Tourist texts such as holiday brochures, information leaflets and visitor
guides are often made available in several languages; among these, English
is always present, being the most commonly spoken foreign language.
Brescia: tutta l’Italia in una città is one of the many promotional publi-
cations dedicated to the city of Brescia. It is printed in several square-sized
stapled booklets, each one characterized by a different colour of the cover
and headings, and focused on one specific facet of the many attractions this
city has to offer. The volume with a gold yellow cover introduces the reader
to the cultural and artistic heritage of Brescia. It features full page pictures
of the main architectural, landscape and cultural must-see attractions, as
well as detail pictures of single works of art, such as famous paintings, fres-
coes and rock engravings.
Review Assignment
Bresciatourism, a non-profit organisation which promotes tourism in the
city of Brescia and its province, commissions you to review the visitor guide
Brescia: tutta l’Italia in una città. For the present task, you are asked to en-
hance the English version of the booklet dedicated to art and culture, of
which an excerpt (i.e. p. 16, “L’arte in mostra”) is presented here.

— 87 —
Fig. 15: Brescia: tutta l’Italia in una città (excerpt)
— 88 —
Review Tips
Vocabulary: Pay attention to the choice of qualifying words such as adjec-
tives, i.e. “Brescian” or “privileged”, which make the translated text too lit-
eral. Check for mistakes and lack of accuracy in the translation of place
names and their descriptions.
Structure and Style: A persuasive tone and the direct address to the reader
are some of the main features of English tourist texts. Where possible, modi-
fy the translation so as to recreate the same style. Also, try to make the sen-
tences brief and concise, as is usual in English. Finally, try to restore cohe-
sion, coherence and clarity where these fundamental textual features are
weak.
Source Text-Related Research: Browse the Internet to find detailed infor-
mation about the artists and museums mentioned in the text. For example,
— 89 —
visit the website of Brescia Musei (www.bresciamsei.com) to learn more about

the city museum of Santa Giulia and the Tosio Martinengo art gallery. You
can also search for other publications, i.e. brochures and leaflets, about the
same topics to find out how other translators have rendered the same con-
tents and toponyms.
Target Text-Oriented Research: Browse the Internet to find English visitor
guides about cultural attractions and compare their style, structure and vo-
cabulary. For example, see how the British Museum (http://www.british-
museum.org) presents its exhibitions.
— 90 —
II.4 Tourist Leaflet

Il Palio di Ferrara
Introduction
The text presented below is taken from a bilingual leaflet about the Palio di Fer-
rara, a re-enactment of historical facts and local folklore taking place in the
northern Italian city of Ferrara over the four weekends of May. This annual
event features a variety of live entertainments in different locations and culmi-
nates with the traditional horse races held in the spectacular Piazza Ariostea,
where the city’s eight Contrade compete for the much longed-for Palio, namely
a finely decorated velvet banner. Not as internationally known as the Palio of Si-
ena, this Palio has a long-standing tradition. In fact, it is the oldest in the world.
The leaflet can be found at the local Tourist Information Centre and the ma-
jor tourist sites, as well as in shops, restaurants and hotels. Printed every year, it
features the program of the different events, a short historical background, a de-
scription of the eight Contrade and the Corte Ducale (i.e. the group representing
the court of Duke Borso d’Este), along with a few advertisements and a city map.
Review Assignment
The Ente Palio di Ferrara, the local authority organizing the event, commis-
sions you the review of the English texts in the leaflet, with a view to making
them more transparent and relevant to non-Italian readers. This means, on the
one hand, checking the language and polishing the odd inaccuracies and, on
the other, editing the contents slightly. In particular, the section “Il palio più
antico del mondo” focuses way too much on historical facts while it does not
say what the event actually is (if for an Italian reader the word “palio” evokes
something more or less known, this may well not be the case for a foreign visi-
tor). In other words, you are asked to produce a relatively free rendition of the
original, something that goes more in the direction of a rewriting task, on con-
dition that you do not exceed the original word count. For the present task, fo-
cus in particular on the sections “Il Palio più antico del mondo”, “Rione Santo
Spirito”, “Borgo San Giorgio” and “Borgo San Luca”.
Fig. 16: Il Palio di Ferrara (excerpt)

— 91 —
Review Tips
Source Text-Related Research: Gather the necessary background infor-
mation about the Palio di Ferrara at http://www.paliodiferrara.it/it/home-page.
Target Text-Oriented Research: To harvest interesting vocabulary and ex-
pressions, identify textual sources about the Palio di Ferrara or similar
events. Make sure they are not translations but materials originally written
in English. A possible first step can be, for instance, to look up the term
“palio” in the Encyclopaedia Britannica online at http://www.britannica.-
com/.
Another possible resource can be the book Living the Palio by Thomas
W. Paradis, partially accessible online through Google Books.
— 96 —

Summer School Sapienza
Introduction
Academic course descriptions provide all the necessary information about
specific courses held at university level, with a focus on educational aims,
curricular contents, assessment procedures and career prospects. The tar-
geted audience usually comprises potentially interested students.
As the number of foreign students who decide to spend a period in Italy
tends to increase steadily, Italian universities are offering a growing number
of courses taught in foreign languages, especially in English. The informa-
tive materials about these courses are often identical in structure and style
with those referring to all the other courses held in the same institution.
This close transposition, however, risks creating English texts which are re-
markably different from comparable course descriptions originally produced
in an English-speaking environment, especially in terms of formality level
and personal vs. impersonal style.
The text presented here is the description of “Summer School Sapien-
za”, an academic course held at the Italian university La Sapienza in Rome
and dedicated to foreign students who wish to learn about the Italian lan-
guage, culture and history in one of the largest and most ancient cities in
Italy. The text is structured in form of a two-column table, with headings on
the left-hand side and detailed information on the right-hand side.
Review Assignment
The Director of the Summer School at La Sapienza commissions you to re-
view the English version of the course description presented here. Your task
is to check for accuracy, correctness and clarity.

— 97 —
Fig. 17: Sapienza Summer School
— 98 —
— 99 —
— 100 —
— 101 —
— 102 —
Review Tips
Vocabulary: Check the English translation for accuracy and clarity, trying
to render all the terms and expressions unambiguous.
Structure and Style: A more user-friendly style would be advisable; try to
render the structure and register of the English translation less impersonal.
Source Text-Related Research: Be sure to know the meaning of the termi-
nology found in the source text, as well as abbreviations such as “CFU”.
Target Text-Oriented Research: Browse the Internet to find comparable
texts. For example, visit the web page of the Department of Italian at the
University of Cambridge (http://www.mml.cam.ac.uk/italian), and that of the
Oxford University Language Centre (http://www.lang.ox.ac.uk/opalcourses-
/index. html#sort).
— 103 —
APPENDIX
1.
English to Italian Suggested Translations

Le Cordon Bleu Master in Gastronomic Tourism
Master1 Le Cordon Bleu in turismo enogastronomico2

Il Master Le Cordon Bleu in Turismo Enogastronomico si rivolge a laureati
che intendono acquisire o arricchire le proprie competenze e conoscenze
nel settore enogastronomico, ma anche a professionisti che vogliono perfe-
zionare la propria formazione nel settore dell’ospitalità, della comunicazio-
ne e del turismo. Il percorso formativo è strutturato in modo da affrontare lo
studio dei prodotti enogastronomici all’interno di specifici contesti culturali,
storici e contemporanei, attraverso un approccio multidisciplinare, che con-
sente lo sviluppo di competenze manageriali orientate alla gestione e
all’innovazione dell’offerta turistica, in un’ottica di valorizzazione e promo-
zione dei prodotti e delle risorse del territorio. Verranno trattati i diversi
aspetti che il settore del turismo enogastronomico richiede di conoscere in
modo approfondito: dalla sostenibilità e sicurezza alimentare alle tendenze
contemporanee in cucina e nelle arti culinarie; dalla redazione di testi di-
vulgativi sull’alimentazione alla storia della gastronomia e della ristorazione;
dalla gestione di piccole aziende all’imprenditorialità su larga scala, fino
all’applicazione delle pratiche commerciali etiche nell’ambito turistico.
1
“Master” is a well known and widely spread academic title in Italy, so the term has been
left untranslated.
2
Although the original text presents the term “Gastronomic Tourism” it is clearly stated in
the course description that students will study food and wine culture and cuisine, so the term
“Enogastronomico”, which includes both food and wine, has been preferred to the less com-
prehensive “Gastronomico”.
— 107 —
APPENDIX
Obiettivi formativi e profilo professionale3

Il Master si propone di formare operatori turistici e dello sviluppo locale ca-
paci di cogliere le grandi potenzialità insite nella valorizzazione delle attività
economiche legate al turismo enogastronomico e di favorire lo sviluppo di
programmi turistici sostenibili, responsabili e rispettosi dell’ambiente.
La figura professionale formata dal Master è idonea ad inserirsi nei diver-
si comparti del turismo (ospitalità, ristorazione, organizzazione e gestione di
eventi, marketing e comunicazione) svolgendo il ruolo sia di innovatore che
di custode della tradizione, per promuovere e valorizzare la cultura alimen-
tare e vinicola locale.
Le Cordon Bleu
L’accademia internazionale di arti culinarie Le Cordon Bleu è stata fondata
a Parigi nel 1895. Presente in cinque continenti, con più di quaranta scuole
nelle principali città di venti Paesi diversi, incluse le capitali Sydney, Lon-
dra, e Tokyo, Le Cordon Bleu si conferma il più prestigioso istituto di alta
formazione nei settori dell’enogastronomia e dell’ospitalità. Il suo corpo do-
cente internazionale si dedica alla tutela della tradizione enogastronomica,
e alla trasmissione della maestria nelle arti culinarie a più di ventimila stu-
denti di settanta nazionalità diverse.
Southern Cross University

Pioniera in Australia dell’istruzione universitaria nel settore turistico e tra i
principali erogatori di corsi di alta formazione a distanza (online learning),
la Southern Cross University offre percorsi di laurea e post lauream negli
ambiti del turismo e dell’ospitalità.
Al suo interno, la School of Tourism and Hospitality Management si av-
vale di consolidate collaborazioni professionali con le imprese che operano
nel settore turistico a livello locale, regionale e nazionale, ed ha sviluppato
una forte cultura internazionale. Il suo personale docente di riconosciuto
prestigio offre un’esperienza formativa di alta qualità, in stretta relazione
con l’industria del settore di riferimento.
Durata e struttura del corso

Il Master Le Cordon Bleu in Turismo Enogastronomico ha durata bienna-
le. Per ottenere il titolo occorre aver completato la frequenza di 12 Moduli,
ovvero 6 Moduli fondamentali e 6 Moduli complementari, ciascuno della
3
As a literal translation of the original “Graduates” would be rather ambiguous, the transla-
tion has opted for a title which explicates the content of this section.
— 108 —
durata complessiva di 300 ore. Costituiscono titoli di livello intermedio il

Graduate Certificate (4 Moduli) e il Graduate Diploma (8 Moduli).
Ogni anno accademico si suddivide in tre trimestri, ognuno della durata
approssimativa di dodici settimane. Gli studenti possono affrontare lo studio
di uno o due Moduli per trimestre. Non tutti i Moduli possono essere svolti
indifferentemente in ogni trimestre.
Programma
Il piano didattico si articola in due parti. La prima parte prevede che gli
studenti affrontino lo studio di 6 Moduli fondamentali:
– Principi di enogastronomia
– Cibi e bevande nella società contemporanea
– Turismo enogastronomico
– Enogastronomia e comunicazione
– Gestione del turismo e dell’ospitalità
– Gestione e organizzazione di eventi
L’ordine di frequenza dei Moduli è a discrezione degli studenti. La se-
conda parte del programma prevede lo svolgimento di 6 Moduli comple-
mentari:
– Imprenditorialità
– Marketing strategico delle destinazioni turistiche e strutture alberghiere
– Principi di progettazione di eventi
– Tecnologie alimentari
– Estetica enogastronomica
– Redazione di testi enogastronomici
In alternativa, gli studenti potranno svolgere 4 Moduli complementari a
loro scelta e condurre una ricerca individuale, equivalente allo svolgimento
di 2 Moduli, riguardante un aspetto specifico del turismo enogastronomico.4
Didattica
La formazione a distanza (online learning) è un’ottima opportunità per gli
studenti che desiderano frequentare un corso universitario pur mantenendo
invariati i propri impegni familiari, lavorativi e personali. La Southern Cross
University utilizza le migliori tecnologie online, che consentono un alto
grado di interazione e favoriscono la collaborazione e il senso di apparte-
nenza alla comunità virtuale dei discenti.
1. Tutti i Moduli vengono svolti completamente online, utilizzando l’am-
biente di apprendimento virtuale MySCU, una piattaforma interattiva
4
In this section information and structure rearrangement has been carried out for greater
clarity and cohesion.
— 109 —
APPENDIX
dotata di un’interfaccia molto semplice, che consente una navigazione

facile e intuitiva.
2. Gli studenti possono accedere al corso da qualunque luogo del mondo.
3. La didattica dei Moduli è affidata a personale accademico altamente
qualificato con un’ampia esperienza professionale.
4. Un gruppo di tutor, composto da studenti che hanno già conseguito il Ma-
ster, fornisce agli studenti un servizio personalizzato di assistenza allo studio.
5. Il corso è conforme ai requisiti di eccellenza dell’International Centre of
Excellence in Tourism and Hospitality Education (THE-ICE), l’istitu-
zione di riferimento a livello mondiale per la certificazione dell’istru-
zione di alta qualità nel settore turistico e dell’ospitalità.
Requisiti di ammissione
– Bachelor degree (laurea triennale o titolo di studio estero equipollente).
– Verranno prese in considerazione anche le domande di ammissione dei
candidati che, pur non essendo in possesso della qualifica richiesta, dimo-
strino di aver maturato un’esperienza lavorativa significativa e rilevanti
competenze nel settore di riferimento. Gli studenti accettati sulla base di
queste premesse saranno inizialmente ammessi al programma di studi per
il conseguimento del titolo di livello intermedio Graduate Certificate.
– Certificazione linguistica richiesta: Academic IELTS (International En-
glish Language Testing System) attestante il raggiungimento di un pun-
teggio di almeno 5.5.
La Southern Cross University, unitamente a Le Cordon Bleu, valuta tut-
ti i candidati. L’ammissione si basa sul merito e sarà soggetta alla disponibi-
lità dei posti nella classe prescelta.
Cerimonia di consegna delle pergamene

La cerimonia di consegna delle pergamene avviene nei mesi di gennaio, maggio
e settembre, presso la Southern Cross University. Il certificato di conseguimento
del titolo rilasciato dall’Università è vidimato dal sigillo Le Cordon Bleu.5
Quota di partecipazione
Le informazioni sulle quote di partecipazione ai programmi Le Cordon
Bleu sono disponibili sul sito: www.lecordonbleu.au
I cittadini australiani possono aver diritto a delle borse di studio.
5
This sentence has been placed in this section rather than at the end of the section related
to Elective Units (i.e. The Italian section headed “Programma”) for greater textual coherence
and cohesion.
— 110 —
«Un corso stimolante, che ha messo alla prova tutte le teorie e le os-
servazioni basate sulla mia esperienza personale e professionale.»
(Christo Armstrong,
studente del Master Le Cordon Bleu in Turismo Enogastronomico)
«Il Master Le Cordon Bleu in Turismo Enogastronomico offre agli

studenti la possibilità di trarre vantaggio dalla tendenza crescente alla
globalizzazione. La passione per l’enogastronomia tipica svolge un ruo-
lo enorme nel settore dei viaggi e del turismo, e le aree agricole hanno
moltissimo da offrire in termini di cultura e storia del cibo. In Barossa
siamo fieri della nostra nicchia di produzione agroalimentare. Presen-
tarla ai nostri visitatori, siano essi australiani o provenienti da altri Paesi,
è un’opportunità che molti agricoltori e produttori locali stanno co-
gliendo al volo. La formazione è davvero essenziale per ricavare il mas-
simo dall’entusiasmo per le esperienze enogastronomiche omnicom-
prensive, e corsi come questo garantiscono che le aree a forte vocazio-
ne agricola continueranno ad attrarre visitatori, non solo per la loro bel-
lezza, ma anche per la possibilità di dare un’occhiata dietro alle quinte
della produzione alimentare.»
(Maggie Beer, celebre cuoca,
ristoratrice e produttrice agroalimentare della regione vitivinicola Barossa, in Australia)
«Penso che questo sia un periodo entusiasmante per il turismo enoga-

stronomico. Le comunità rurali stanno cominciando solo ora a ricono-
scere e a rispondere al crescente interesse che molti turisti manifestano
nei confronti della tradizione enogastronomica locale. Attività come il
mercato dei coltivatori diretti, le visite guidate in fattoria, le lezioni di
cucina, i tour enogastronomici e i ristoranti che offrono prodotti tipici
locali aggiungono al turismo il fattore dell’esperienza diretta, e contri-
buiscono a rivitalizzare e incoraggiare lo sviluppo delle aree rurali. Si
tratta di un potenziale ancora ampiamente inesplorato, ed è meravi-
glioso trovarsi all’avanguardia di tante opportunità per creare esperienze
enogastronomiche uniche, di cui beneficeranno sia i turisti che le co-
munità ospitanti.»
(Belinda Jeffery,
pluripremiata autrice di libri di cucina, chef e presentatrice televisiva australiana)
— 111 —
APPENDIX
1.2 Job Description

Adventure Leader – Project New Horizon 2015
Progetto New Horizons6 Islanda 2015 –

Descrizione dell’incarico di guida escursionistica (Adventure Leader)
Introduzione
La guida escursionistica farà parte della squadra di istruttori del programma
British Exploring Outreach, Project New Horizons, che si rivolge a giovani
svantaggiati provenienti dalla Gran Bretagna e selezionati dal nostro ente
collaboratore Catch22. L’obiettivo del programma è di sottrarre questi gio-
vani ad una condizione di difficoltà di inserimento sociale e occupazionale
in cui si trovano molti di loro, attraverso un programma di formazione in
Gran Bretagna, seguito da una spedizione di tre settimane nell’estate del
2015. Le date provvisorie del programma sono le seguenti:
Fine settimana di orientamento per guide 6-8 febbraio 2015

Fine settimana di formazione per guide 13-15 marzo 2015
Fine settimana di orientamento per esploratori 22-24 maggio 2015
Settimana di formazione per esploratori 20-25 giugno 2015
Spedizione all’estero 20 luglio-11 agosto 2015
Focus on the Future,
giornata di orientamento post-spedizione7 28 agosto 2015
Oltre alle date sopra elencate, ai candidati è richiesto di partecipare a un cor-

so di 16 ore, che si terrà durante un fine settimana, finalizzato al consegui-
mento della certificazione di primo soccorso nelle escursioni. Il corso non
comporta costi aggiuntivi e solitamente si svolge nel mese di maggio.
Durante la fase di formazione, alla guida escursionistica è richiesto di pre-

stare assistenza durante lo svolgimento delle esercitazioni, che includeran-
no, tra l’altro, attività rompighiaccio, lavori di squadra, orienteering, forma-
zione nelle operazioni di accampamento, escursionismo e attività di rifles-
sione di gruppo. La guida escursionistica viene coadiuvata nello svolgimen-
to delle attività da una squadra composta da altre guide escursionistiche
(Adventure Leaders), educatori qualificati (Social Leaders), e da escursioni-
6
The term “New Horizons” has been left untranslated, as it refers to the actual name of this
project.
7
This apposition has been added as explanation of the English expression which refers to
this event.
— 112 —
sti esperti (Senior Adventurers), ovvero partecipanti alle edizioni precedenti

del programma, che ora svolgono il ruolo di mentori. Inoltre, durante que-
sta fase, la guida escursionistica partecipa alla selezione dei 36 finalisti che
prenderanno parte alla spedizione tra i circa 70 giovani coinvolti nel pro-
gramma di formazione.
La spedizione avrà luogo nella regione di Svartarkot, e il campo base sarà

allestito presso l’omonima fattoria. Questa zona dell’Islanda nord orientale8
presenta un paesaggio molto diverso rispetto alla verde e lussureggiante val-
le Bardardalur, ai bacini lavici rocciosi e ai vasti deserti vulcanici
dell’entroterra. Ogni squadra parteciperà a diverse fasi dell’escursione, tra
cui l’ascesa all’imponente vulcano Askja, e il rafting lungo le rapide di al-
cune tra le spettacolari cascate di questo Paese9.
Nel corso della spedizione, la guida escursionistica è co-responsabile di un

gruppo di 9 escursionisti e di 3 escursionisti esperti, unitamente ad un’altra
guida escursionistica e ad un Social Leader10. La guida escursionistica è re-
sponsabile delle attività di escursionismo del gruppo durante la spedizione,
secondo i criteri stabiliti dalla guida capogruppo.
L’incarico di guida escursionistica è un servizio di volontariato; tuttavia, è

previsto il rimborso delle spese relative al programma, compresi i costi dei
trasferimenti in aereo, dei pasti, dell’alloggio e dell’attrezzatura di gruppo.
Profilo
Si richiedono le seguenti competenze e certificazioni:
– Certificazione di Mountain Leader Summer (MLSUK);
– Esperienza nella gestione in sicurezza di un gruppo nel contesto di una
spedizione;
– Entusiasmo per le spedizioni esplorative e capacità di trasmetterlo agli
escursionisti che partecipano al programma11;
8
This information has been retrieved from the previous sentence and moved to a subject
position in order to achieve greater cohesion and geographical localization.
9
This equivalent expression avoids repetition.
10
The original term “Social Leader” has been maintained untranslated, as its meaning can
be easily inferred, while its translation may give rise to misunderstanding because of its ap-
parent reference to the Italian “Servizi Sociali”.
11
This periphrasis conveys a more impersonal style, which is usually required in this kind of
texts in Italy.
— 113 —
APPENDIX
– Certificazione di primo soccorso per le escursioni Adventure First Aid

(corso di formazione della durata di un fine settimana finanziato dalla
British Exploring Society);
– Esperienza di lavoro con i giovani ed interesse per la loro formazione
psico-sociale;
– Esperienza di lavoro con gruppi di persone svantaggiate o inoccupate e
non inserite in programmi di studio o formazione.
Mansioni e responsabilità
Prima della spedizione:
– Frequenza dei corsi di formazione del personale e dei partecipanti come
illustrato in precedenza;
– Partecipazione alle attività di organizzazione, valutazione dei rischi, de-
finizione delle direttive della spedizione, afferenti in modo particolare
alla propria area di competenza, secondo le indicazioni della guida ca-
pogruppo.
Durante la spedizione:
La guida escursionistica è responsabile degli aspetti escursionistici durante
la spedizione, e si assume la responsabilità della sicurezza e in generale del-
la salute degli escursionisti del gruppo, così come delle altre guide.
Anche se la responsabilità della gestione degli aspetti del programma
inerenti allo sviluppo psico-sociale dei giovani compete in primis al Social
Leader 12 , alla guida escursionistica si richiede una solida competenza
nell’ambito della medesima materia in modo da sostenere l’attività del col-
lega. Le sue mansioni comprendono quanto segue:
– Assicurare la sicurezza di ciascun membro della spedizione in ogni mo-
mento;
– Responsabilità e disponibilità all’ascolto13 nei confronti degli escursioni-
sti del proprio gruppo;
– Responsabilità generale per la sicurezza e le attività di escursionismo del
gruppo;
– Formazione degli escursionisti riguardo alle strategie necessarie per vive-
re e operare nell’ambiente della spedizione;
– Svolgimento delle attività escursionistiche programmate e agevolazione
dei progetti scientifici;
12
The first part of this sentence has been rephrased in order to enhance readability and text
cohesion.
13
As a literal translation of the term “pastoral care” implies religious connotations in Italy,
the translation has rendered its overall meaning with a comparable secular expression.
— 114 —
– Contribuire alla valutazione degli esiti del programma insieme al Social

Leader, agli escursionisti, sia giovani che esperti, del gruppo seguendo le
indicazioni fornite dalla British Exploring Society;
– Nel caso in cui il gruppo venga affiancato da un escursionista esperto,
sarà responsabilità della guida escursionistica assegnargli delle responsa-
bilità adeguate, supervisionare le sue azioni e fornire opportunità di ap-
prendimento.
Dopo la spedizione:
– Redigere un resoconto dell’escursione (una pagina) per le attività di cui
si è stati responsabili;
– Contribuire alla stesura del resoconto della spedizione, alla presentazio-
ne nel corso dell’assemblea annuale e alla verifica degli esiti della spedi-
zione nei tempi e modi indicati dalla guida capogruppo;
– Si suggerisce la partecipazione alla giornata di orientamento post-
spedizione Focus on the Future.
Domanda di ammissione
La domanda di ammissione deve essere inoltrata online all’indirizzo
http://www.britishexploring.org/Explorewithus/Leadwithus/LeaderApplicati
on.aspx compilando il modulo entro venerdì 0 dicembre 0000. I colloqui si
terranno lunedì 00 dicembre 0000.
Per ulteriori informazioni è possibile contattare

Tim Dixon (e-mail: programmes@britishexploring.org; tel.: +4414 020 7591 3153)
o Caroline Hodges (e-mail: caroline@britishexploring.org; tel.: +44 020 7591 3174).
14
The translation has added the country calling code before the telephone number, which
is necessary to establish a call to a foreign country.
— 115 —
APPENDIX

Rosa Damascena Rose Soap
Questa delicata saponetta è leggermente profumata con puri oli essenziali
di rosa, incluso l’olio di rosa bulgara (rosa damascena), considerata l’essenza
di rose più pregiata al mondo, e lascia la pelle morbida e lucente.
SAPONETTA VEGETALE
con olio essenziale di
ROSA DAMASCENA
Saponetta ottenuta dalla lavorazione di ingredienti naturali quali olio di

cocco, olio di palma e olio di mandorle dolci. Nutre la pelle, donandole
un’eccezionale levigatezza. Non contiene ingredienti di origine animale.
Prodotto in Australia da Dynamo House, Melbourne.
“Il mio amore è come una rosa rossa rossa” (Robert Burns)
La rosa bulgara (rosa damascena) è una delle essenze più pregiate al mon-
do. Ogni anno se ne producono solamente 15 tonnellate, principalmente in
Bulgaria, Turchia e Marocco. I suoi fiori devono essere raccolti nel periodo
di massima fioritura, tramite un procedimento estremamente laborioso, che
consente di raccoglierne non più di 3 kg in un’ora. I fiori devono essere
mantenuti al fresco fino al momento della distillazione. L’estrazione richie-
de grande abilità e precisione: la miscela di acqua e fiori viene fatta bollire
in modo da raccogliere il vapore di condensazione; in seguito, l’olio di rosa
che galleggia sull’acqua viene fatto decantare e distillato nuovamente. Gli
oli di rosa più puri sono l’attar e la rosa otto, per ottenere un litro del quale
sono necessarie cinque tonnellate di fiori. La rosa damascena o rosa assoluta
è nota come la regina degli oli di rosa, per il suo intenso profumo tipica-
mente femminile, e vanta molte proprietà straordinarie. Superbo afrodisia-
co, armonizza le emozioni, rinfranca l’animo e aumenta la fiducia in se
stessi. È sufficiente una minima quantità del suo aroma squisitamente raffi-
nato per donare una nota inconfondibile.
INGREDIENTI: Elaeis Guineensis (Palm) Oil*, Elaeis Guineensis (Palm)

Kernel Oil*, aqua (Water)*, Prunus dulcis (Almond) oil*, glycerin*, palm
— 116 —
acid, sodium chloride, tetrasodium EDTA, tetrasodium etidronate, Rosa

damascena Flower Oil*, parfum.15
*materie prime di origine naturale (94% degli ingredienti)
15
Cosmetic ingredient names must comply by law with EU requirements by using the In-
ternational Nomenclature of Cosmetic Ingredients (INCI), which is based on scientific
names either in Latin and English.
— 117 —
APPENDIX

“Ravensworth House”
RAVENSWORTH HOUSE
BED & BREAKFAST16
La vostra casa lontano da casa17
Jason e Alison vi danno il benvenuto a Ravensworth House! Ospitato in un

edificio del 1846 in ardesia, la tipica pietra della regione dei laghi, e situato
ad appena due minuti a piedi dal centro storico di Keswick, il nostro bed &
breakfast è il punto di partenza ideale per chi vuole esplorare le colline e
scoprire le altre molteplici attrattive dei dintorni18: con una breve e piacevo-
le passeggiata è possibile raggiungere il teatro sulla riva del lago Derwentwa-
ter e i numerosi parchi della città.
Disponiamo di 9 camere con bagno: una suite con letto a baldacchino e
vasca idromassaggio, due camere con ampi letti a due piazze e vasca idromas-
saggio, una camera doppia con letti singoli al piano terra, e cinque camere
matrimoniali, con letti sia a due piazze che tradizionali. Tutte le camere of-
frono una piacevole vista del paesaggio19 e sono arredate con stile e raffina-
tezza, in linea con la nostra ospitalità a 4 stelle20, per offrirvi tutti quei comfort
che vi faranno sentire a casa anche mentre vi trovate lontani da casa.
Ci distinguiamo per la nostra attenzione ai dettagli e per l’elevata qualità
dei servizi offerti. Il ricco menu della prima colazione propone un’accurata
selezione di prodotti locali e rappresenta un modo eccellente per comincia-
re la giornata, in completo relax o nell’attesa di andare alla scoperta del pae-
saggio collinare circostante. Completano la nostra offerta il servizio bar e la
connessione WI-FI gratuita in tutto l’edificio.
A tutti i nostri ospiti è consentito parcheggiare gratuitamente presso
l’Otley Road Car Park, situato a circa un minuto a piedi dalla proprietà.
16
This guest accommodation is indeed a bed and breakfast, as it is clearly stated in its official
website.
17
This slogan-like sentence has been positioned in place of the contact section, which in
Italian advertisements usually comes at the end.
18
The first two sentences have been rearranged into one long sentence in order to achieve
greater cohesion, as short sentences may convey a sense of fragmentation to the Italian read-
ership.
19
This information rearrangement aims at enhancing text readability and coherence.
20
Quality evaluation systems may differ greatly from one country to another. In this case, the
Four Star Silver Award by Visit Britain can be compared with the Italian designation “4 stel-
le”, hence the expression “ospitalità a 4 stelle”.
— 118 —
Siamo aperti tutto l’anno, e offriamo soggiorni scontati per 3 o 4 notti nei
periodi di bassa stagione, quando i colori mutevoli della campagna circo-
stante sono semplicemente meravigliosi.
Vincitori del premio Keswick in Bloom 2007

Ravensworth House
29 Station Street, Keswick, Cumbria CA12 5HH
tel +44 017687 7247621
info@ravensworth-hotel.co.uk www.ravensworth-hotel.co.uk
Tariffe comprese tra le 36 e 62 sterline (48-84 €) a persona al giorno.
21
The translation has added the country calling code before the telephone number, which
is necessary to establish a call to a foreign country.
— 119 —
APPENDIX

Post-It Note Notes
CRONOLOGIA
Le origini dei foglietti22 Post-it®
Da oltre 35 anni, il marchio Post-it® aiuta le persone ad essere più efficienti,

a comunicare meglio e ad esprimersi in modo creativo.
Per quanto universali siano diventati i prodotti Post-it®, il loro esordio era
ben lontano dalla certezza del successo. Guardando alla nostra storia, la na-
scita del fenomeno Giallo Canarino ci ricorda una lezione importante:
quando si tratta di dar vita a un’idea, sudare sette camicie può essere altret-
tanto importante del lasciarsi ispirare23.
ECCO COME TUTTO È COMINCIATO:

Dalla scoperta...
Il dottor Spencer Silver, uno scienziato della 3M, si stava dedicando ala-
cremente alla ricerca di laboratorio sugli adesivi, quando durante un espe-
rimento scoprì qualcosa di insolito: un adesivo che si attaccava leggermente
alle superfici, ma senza restarvi saldamente incollato.
“Parte del mio lavoro di ricercatore consisteva nello sviluppo di nuovi
adesivi, e a quei tempi volevamo sviluppare adesivi più forti e resistenti,” ri-
corda Silver, “ma quella scoperta non aveva nulla a che fare con tutto ciò”.
Silver aveva scoperto quelle che vennero chiamate “microsfere”, che
mantengono la loro adesività, ma con un grado di removibilità tale da con-
sentire alla superficie incollata di staccarsi facilmente.
Seguire il Vangelo
Per anni Silver cercò strenuamente di trovare un possibile utilizzo per la
sua invenzione, ma questo non gli impedì di decantarne i pregi della sua
creazione fra i colleghi.
22
The term “foglietti” is used by 3M as a general reference to the Post-it® Notes in Italy.
23
As the effect of the original alliteration of “perspiration-inspiration” is rather difficult to
render into Italian, the translation has rearranged this sentence to convey its denotative
meaning.
— 120 —
“Tutti mi chiamavano Mister Persistent24, perché non volevo darmi per

vinto”
Nel frattempo, Art Fry, un altro scienziato della 3M, era frustrato: ogni
mercoledì sera, durante le prove del coro della chiesa, utilizzava dei pezzet-
ti di carta per indicare quali inni avrebbero cantato durante la funzione re-
ligiosa, per poi scoprire alla domenica che erano caduti tutti fuori dal libro
dei canti.
Aveva bisogno di un segnalibro che aderisse alla carta senza rovinare le
pagine.
... fino alla rivelazione!

Ripensando ad un seminario che aveva frequentato sulle microsfere di Sil-
ver, Fry ebbe quella che ora definisce una vera e propria rivelazione. “Di
quelle che ti mandano l’adrenalina alle stelle”25
Fry iniziò a sviluppare un prodotto in società con Silver, e quando i due
scienziati si ritrovarono a scrivere messaggi sui loro nuovi foglietti e ad at-
taccarli in giro per l’ufficio, si resero conto del potenziale di quell’idea.
“Pensai che non avevamo soltanto un segnalibro”, ricorda Fry, “ma un
modo completamente nuovo di comunicare”.
Provalo, ti piacerà!
Fry decise di trasformare la sede della multinazionale 3M nel suo banco di
prova. Rifornì tutta la società con i nuovi foglietti adesivi e gli impiegati li
adorarono.
Inizialmente, la 3M lanciò il prodotto in quattro città con il nome Press
‘n Peel (attacca-stacca), ottenendo risultati contrastanti.
Il blitz di Boise
I responsabili del marketing decisero di consegnare il prodotto direttamente
nelle mani dei consumatori. L’immissione massiccia dei campioni gratuiti,
nota come il blitz di Boise a causa del lancio dell’operazione a Boise, in
Idaho, fu un successo travolgente. Il novanta per cento delle persone che
provarono il prodotto dissero che lo avrebbero comprato.
24
As the term “persistent” is very close to the Italian “persistente”, the translation has main-
tained it, explicitating the abbreviation of “Mister” in order to render the original alliteration
and introducing a culture-specific title which adds some foreign flavour.
25
This expression has been slightly modified in order to achieve greater cohesion with the
section headed “È nata una stella”.
— 121 —
APPENDIX
1980-1986: È nata una stella

I foglietti si diffusero “come un virus”, ricorda Fry. “Era un prodotto che si
faceva pubblicità da sé perché i clienti attaccavano i foglietti sui documenti
che inviavano ad altre persone, suscitando la curiosità dei destinatari. Que-
sti li notavano, li staccavano e ci armeggiavano, per poi uscire a comprarne
un blocchetto”.
Silver disse che come molte altre innovazioni rivoluzionarie, il loro era
un prodotto di cui nessuno aveva percepito la necessità prima di usarlo.
Il Giallo ottiene ciò che merita

Il 6 aprile, i foglietti adesivi26 di Silver e Fry debuttarono nei grandi magaz-
zini statunitensi con il nome di Post-it® Notes27.
Il loro colore giallo canarino, oggi un’icona, fu scelto per caso, perché in
laboratorio avevano a disposizione soltanto dei ritagli di carta gialla.
Lee Iacocca e altri nomi noti tra i 500 migliori amministratori delegati
menzionati dalla rivista Fortune scrissero per far sapere quanto apprezzasse-
ro i foglietti Post-it®, che nel frattempo vennero introdotti anche in Canada
e in Europa.
I segni della grandezza28

A Fry venne conferita la massima carica assegnabile ad un tecnico: Respon-
sabile Ricerca e Sviluppo29. “La mia più grande ricompensa è vedere così
tante persone utilizzare e apprezzare il mio prodotto” commentò.
I segnapagina Post-it® Flags vennero introdotti sul mercato come meto-
do innovativo per, classificare, archiviare e indicizzare documenti utiliz-
zando colori diversi.
1987-1996: un successo consolidato

I foglietti Post-it® festeggiarono il loro decimo compleanno e comparvero
in molte classifiche dei migliori prodotti del decennio.
Furono introdotti anche i blocchi da parete Post-it® Easel Pad, che
cambiarono il modo di fare brainstorming.
26
This expression avoids the translation of figurative language, which in this context may
result too clumsy, in favour of a plain product description.
27
In this case, the term Post-it® Notes has been left unmodified, as it is referring to the orig-
inal name of this product.
28
This heading, as well as the following one, has been modified in order to achieve greater
cohesion, by evoking a clearer reference (i.e. “segni” and “segnapagina”) to the content of
the related section.
29
Although a one-to-one equivalence is not possible, this title is comparable to the original
one, which, alternatively, might be left untranslated.
— 122 —
Dopo 28 anni nella società, Spencer Silver, co-ideatore dei foglietti Post-
it®, andò in pensione, con all’attivo più di 22 brevetti statunitensi depositati
a suo nome.
Sia Silver che Fry giunsero al termine della loro carriera alla 3M dopo
aver ricevuto i più alti riconoscimenti per la ricerca e molti premi interna-
zionali nel settore dell’ingegneria.
1997-2003: il marchio Post-it® va a Hollywood

Nel film Romy e Michelle, la prova del successo professionale delle prota-
goniste in una rimpatriata scolastica è l’affermazione di aver inventato30 i
foglietti Post-it®.
Uno studio sulle modalità del lavoro d’ufficio ha dimostrato che il pro-
fessionista medio riceve 11 messaggi al giorno sui foglietti Post-it®.
I foglietti Post-it® sono venduti in più di 100 Paesi. L’ormai famoso ade-
sivo Post-it® continua ad essere usato per molti prodotti 3M.
Situazioni appiccicose
I foglietti ultra adesivi Post-it® Super Sticky vengono lanciati sul mercato
con un adesivo più forte, in grado di aderire meglio alle superfici verticali e
ruvide.
In un episodio della serie televisiva Sex and the City, il ragazzo di Carrie
la lascia scrivendole un messaggio su un foglietto Post-it®.
Dopo il suo lancio, il segnapagina evidenziatore Post-it® Flag Hi-
ghlighter è stato apprezzato moltissimo dagli studenti come evidenziatore e
contenitore di segnapagina Post-it® Flag tutto in uno.
2004-oggi: sempre incollati a voi31

I foglietti Post-it® celebrano il loro venticinquesimo anniversario.
Nella puntata finale della stagione 2004 di Grey’s Anatomy, Meredith e
Derek scrivono i loro voti nuziali sui foglietti Post-it®.
Il foglietto completamente adesivo Post-it® Super Sticky ha allargato la
gamma delle varietà disponibili: ora, chi preferisce portarsi i foglietti Post-
it® in viaggio li può applicare anche sul computer portatile o sul tablet, per
avere un blocchetto di foglietti sempre con sé32.
30
This information has been added for greater clarity, as this film is not as famous in Italy as
in the United States.
31
Although the original play on word has no direct equivalent, the translation maintains the
denotative meaning of the original expression.
32
The original three sentences have been condensed into one long sentence in an attempt
to enhance text cohesion and readability.
— 123 —
APPENDIX
2.4 Web Page Oyster:

Gap & Responsible Travel Specialists
CHI SIAMO
Perché Oyster?
Oyster è un’associazione con una vasta esperienza nell’organizzazione di
periodi sabbatici e viaggi solidali: dal 1999 invia volontari e personale paga-
to in molte destinazioni entusiasmanti in tutto il mondo33.
Oyster è una agenzia a conduzione familiare specializzata nell’organiz-
zazione di esperienze di lavoro e di volontariato all’estero per persone pro-
venienti da tutto il mondo. Una delle nostre priorità è garantire un eccellen-
te servizio di assistenza, prima, dopo e durante il collocamento. Siamo una
delle organizzazioni più longeve e con maggiore esperienza nel settore34.
Tutti i membri del nostro personale britannico hanno partecipato ad alme-
no uno dei nostri progetti, e vi si dedicano con passione per garantire che i
nostri viaggiatori ottengano il massimo da ogni esperienza, proprio come è
stato per loro stessi.
Prenotando con Oyster avrete molte garanzie:

– Un membro dello staff di Oyster avrà cura di conoscervi personalmente,
organizzare ogni fase del vostro viaggio e fornire tutte le informazioni
necessarie allo svolgimento delle vostre mansioni, assicurandosi che sap-
piate cosa comporta questa esperienza e siate totalmente preparati. Oy-
ster continuerà a fornirvi il massimo sostegno nel paese ospitante tramite
i suoi rappresentanti locali.
– Il vostro viaggio verrà accuratamente pianificato e organizzato, sempre
nell’ottica di garantire la vostra sicurezza personale. Leggete le nostre li-
nee guida per la salute e la sicurezza35.
– I nostri servizi sono conformi ai severi parametri stabiliti dal modello
BS8848 che certifica la sicurezza nel settore dei viaggi d’avventura. Veri-
ficate in che modo Oyster soddisfa i requisiti BS8848.
– La vostra presenza sarà un aiuto e non un peso per la comunità locale.
Ci impegniamo affinché i nostri partecipanti non abbiano un impatto
negativo sulle attività lavorative, l’ambiente e la cultura ospitante. Legge-
33
This sentence has been rearranged in order to stress those elements which may appeal the
intended readership.
34
The information in this sentence has been condensed in order to convey a sense of profes-
sionalism.
35
Underlined expressions identify those chunks of text which refer to a hyperlink in the orig-
inal text.
— 124 —
te le nostre linee di condotta in materia di viaggi solidali e la nostra poli-

tica di tutela ambientale.
– Il progetto al quale deciderete di partecipare è stato selezionato e gestito
in modo da rispettare i più severi requisiti di sostenibilità. Si vedano di
nuovo le nostre linee di condotta in materia di viaggi solidali.
– Lavoriamo solo a progetti che prevedono elevati livelli di salvaguardia
degli animali e di buone pratiche nella cura dell’infanzia, che potrete ri-
scontrare nel nostro regolamento sulla tutela degli animali e sulla cura
dell’infanzia.
– Il vostro denaro è al sicuro. Operiamo con successo dal 1999, inoltre
siamo completamente coperti dalla polizza assicurativa ATOL per la
prenotazione del vostro viaggio aereo. Leggete la nostra politica di finan-
ziamento.
– Il vostro contributo economico verrà investito in modo oculato e quasi
interamente al fine di finanziare il progetto. Si veda di nuovo la nostra
politica di finanziamento.
«Alla Oyster sono stati fantastici nel prepararmi ad affrontare ogni aspetto
del mio viaggio; i forti legami che il personale instaura con ogni volonta-
rio sono eccezionali; mi sono sentita davvero seguita e se fosse accaduto
qualcosa non avrei esitato a rivolgermi a loro con fiducia.»
Charlotte Gannon, volontaria in Sud Africa nel 2014
Perché prendersi un anno sabbatico?

Trascorrere un anno sabbatico è una tendenza in crescita tra i giovani stu-
denti di tutto il mondo. È possibile in qualunque momento della vita, an-
che se molte persone scelgono di fare quest’esperienza prima o dopo
l’università o dopo aver lavorato per un breve periodo.
Viste le grandi aspettative dei datori di lavoro, è importante fare un uso
produttivo del proprio tempo durante questa pausa di riflessione, focaliz-
zandosi sulle attività che consentono di mettersi alla prova e realizzare
qualcosa di costruttivo.
Perché prendersi un anno sabbatico?

I vantaggi di questa esperienza sono molteplici, ad esempio:
– Sviluppare le proprie capacità, quali organizzazione, comunicazione,
fiducia in se stessi, lavoro di squadra e spirito di iniziativa;
– Migliorare il proprio CV e quindi distinguersi agli occhi dei futuri datori
di lavoro;
– Fare una pausa per trovare la strada giusta: molti studenti si sorprendono
quando si rendono conto di non essere gli unici ad avere dei dubbi ri-
— 125 —
APPENDIX
guardo al loro futuro formativo o lavorativo. Un anno sabbatico consente

di concedersi una pausa, per avere il distacco necessario a prendere una
decisione consapevole;
– Acquisire esperienza lavorativa: che si tratti di uno stage, un progetto di
volontariato o un incarico di lavoro vero e proprio, l’esperienza è un re-
quisito essenziale sia in ambito professionale che accademico. Non deve
necessariamente riguardare lo stesso ambito di studio o di lavoro nel qua-
le si pensa di volersi inserire; l’importante è riuscire a dimostrare la ca-
pacità di svolgere un incarico di responsabilità, rispettare le scadenze, la-
vorare sodo e mettersi alla prova;
– Fare una pausa prima del passo successivo: gli esami sono stressanti e fa-
ticosi. Molti studenti scoprono che prendersi un anno sabbatico li aiuta a
rimettersi a studiare o a lavorare sentendosi rinvigoriti e motivati, un fatto
che nel lungo periodo porta a raggiungere risultati migliori;
– Diventare più indipendenti, pur ricevendo il pieno sostegno di Oyster:
un anno sabbatico è una grande opportunità per realizzare qualcosa da
soli e vivere un periodo lontano da casa;
– Fare nuove amicizie e conoscere altre persone: esplorare il mondo par-
tecipando ad un progetto nel quale ci si sente coinvolti significa incon-
trare moltissime persone che condividono gli stessi valori e spesso strin-
gere amicizie che durano tutta la vita;
– Vivere una vera avventura lontano dalle rotte già tracciate: un’esperienza
simile permette di toccare il cuore di un paese, avvicinarsi davvero alla
sua lingua e cultura e sentire di aver realmente conosciuto un luogo di-
verso.
Cosa pensano le università dell’anno sabbatico?
“L’anno sabbatico è un periodo molto utile per migliorare le proprie

capacità, guadagnare, viaggiare e in generale diventare maturi e indi-
pendenti.”
Cambridge University
– Le università considerano in modo molto positivo l’anno sabbatico, pur-

ché si tratti di un periodo costruttivo e proficuo.
– Se organizzate in anticipo il vostro anno sabbatico potrete perfino citarlo
nella vostra domanda di ammissione, che acquisirà un valore aggiunto.
– Molti corsi di laurea, come medicina o veterinaria, raccomandano agli
studenti di fare un’esperienza di lavoro, e quindi un anno all’estero in
questi casi viene caldamente consigliato.
— 126 —
– Verificate presso gli uffici competenti qual è la politica della vostra uni-
versità in merito ai viaggi sabbatici.
“Purché stiate facendo qualcosa di proficuo durante il vostro anno

sabbatico, come ad esempio viaggiare, lavorare o fare volontariato, ci
rendiamo conto che questo anno amplierà le vostre capacità e la vo-
stra esperienza.”
Cardiff University
Cosa pensano i datori di lavoro riguardo all’anno sabbatico?

“La Association of Graduate Recruiters36 è convinta che l’anno sabbatico
possa essere un’esperienza positiva se l’individuo si impegna in un’attività
costruttiva.” Stephen Isherwood, Association of Graduate Employers
– Un anno sabbatico costruttivo può veramente migliorare il CV e aumen-
tare in modo significativo le possibilità di trovare lavoro.
– Molti datori di lavoro ritengono che i candidati che hanno intrapreso un
anno sabbatico siano più motivati, consapevoli di se stessi e sicuri rispet-
to a chi non ha fatto questa esperienza.
– I candidati devono essere capaci di esprimere le loro esperienze per di-
mostrare le qualità che hanno acquisito.
“In un mercato del lavoro sempre più ristretto, in cui ci sono 300
candidati per ogni incarico, un centinaio saranno sorprendenti ma so-
lo pochi emergeranno. Coloro che hanno intrapreso un anno sabba-
tico interessante avranno avuto l’opportunità di fare notevoli progres-
si: saranno cresciuti anche dal punto di vista umano e in un colloquio
potranno far valere la loro personalità.”
Robert Hingley, società di investimento Lazard
Perché fare volontariato all’estero?

Fare volontariato all’estero sta diventando un modo sempre più diffuso per
vedere il mondo. Per chi viaggiando desidera fare un’esperienza autentica e
dare il proprio contributo, le missioni di volontariato sono probabilmente
uno dei modi migliori per immergersi in un’altra cultura, consapevoli di fa-
re qualcosa di immenso valore.
36
The AGR, whose name has been left untranslated, is an independent, not-for-profit
professional body that represents over 750 organisations recruiting graduates in Great Britain.
It publishes a biannual graduate recruitment survey which examines the current state of the
graduate job market, based on responses from over 200 employers.
— 127 —
APPENDIX
Perché fare volontariato all’estero?

Fare volontariato all’estero può cambiare la vita. Offre l’opportunità di ac-
quisire nuove capacità, immergersi in culture lontane e formarsi come per-
sona. Inoltre, è un modo fantastico per viaggiare, vedere il mondo, e vivere
nel luogo di destinazione in un modo che sarebbe impossibile seguendo gli
itinerari già battuti dai viaggiatori indipendenti. Per di più, offre la possibili-
tà di dare il proprio contributo alle comunità locali.
Grazie a Oyster è possibile lavorare come volontari all’estero nel progetto
che meglio vi si adatta e per il periodo di tempo che preferite. Offriamo
un’ampia scelta di progetti di volontariato e diverse tempistiche, per consen-
tire ai volontari di trovare il progetto perfetto per loro. Sia che scegliate di
diventare un insegnante volontario in Nepal per 16 settimane o preferite
contribuire alla tutela delle tartarughe in Costa Rica solo per una settimana,
tornerete con dei ricordi che custodirete per sempre e con un bagaglio di
esperienze assolutamente uniche.
Potreste avere una precisa destinazione in mente, o aver sempre voluto
far parte di un certo progetto di volontariato, oppure avere semplicemente
uno spirito avventuroso che vuole vedere il mondo da una prospettiva diver-
sa. Qualunque sia la vostra motivazione, Oyster può aiutarvi a trovare il
progetto di volontariato perfetto per voi e guidarvi lungo il percorso verso
un’esperienza davvero unica.
Cercate ispirazione nell’elenco tematico dei nostri progetti di volontariato

all’estero:
– Volontariato per la tutela degli animali;
– Volontariato nelle scuole;
– Volontariato per la cura dell’infanzia;
– Volontariato per l’educazione sportiva;
– Volontariato per la tutela della biodiversità;
In alternativa, contattaci37. Saremo lieti di rispondere alle vostre doman-
de e di aiutarvi nella scelta del progetto di volontariato che più vi si adatta.
“Fare volontariato all’estero durante un anno sabbatico è qualcosa che

permette di contare sulle vostre sole forze, uscendo dalle abitudini quo-
tidiane (e questo di solito piace ai datori di lavoro). Inoltre può davvero
aiutarvi a conoscervi meglio e a capire ciò che realmente volete”.
Will Koops, volontario in Tanzania nel 2011.
37
This sentence has been modified, as it is more convenient for Italian readers filling in the
online contact form than phoning to a foreign country.
— 128 —

Active Caithness: “Caithness in Minature!”
La Contea di Caithness in miniatura!

10 cose da non perdere a Dunnet Head38
– L’avifauna a Dunnet Head: la primavera è la stagione ideale per osserva-
re procellarie, cormorani e gazze marine. Il periodo di avvistamento dei
pulcinella di mare è tra maggio e luglio.
– Le visite guidate di Dunnet ogni martedì: prenotazioni online.
– Le passeggiate nella penisola di Dunnet Head: offriamo un’ampia scelta
di percorsi segnalati.
– Le mandrie di highlander, la tipica razza bovina scozzese39: salvaguar-
diamo la biodiversità!
– Un soggiorno presso il cottage Ye Olde Post Office a Thurso, la città più
settentrionale dell’entroterra scozzese 40 : prenotazioni online sul sito
www.dunnethead.iberacal.com
– L’archivio storico di Caithness a Thurso: aperto sabato, domenica e
mercoledì; prenotazioni online.
– I siti archeologici a Dunnet Head: visite guidate su prenotazione alle ro-
vine di Chapel Geo, un tempo luogo di eremitaggio, e agli edifici della
Seconda Guerra Mondiale, come la stazione del telegrafo e quella di ra-
dionavigazione di Burifa Hill.
– I cetacei: le foche nella baia di Brough, le balene a Dunnet Head.
– Le torbiere: il clima freddo e umido dell’estremo nord fornisce
l’ambiente ideale per la torba, che si forma dai resti in decomposizione
di alcune specie di piante, specialmente il muschio sfagno. Ogni anno, a
maggio e giugno, la torba viene raccolta utilizzando attrezzi tradizionali
e lasciata ad essiccare. Una volta asciutte, le pile di torba vengono raccol-
te e utilizzate in inverno come combustibile per il riscaldamento.
– Il Mary Ann’s Cottage, una finestra sul passato rurale della zona: aperto
da giugno a settembre.
Guide turistiche (in lingua inglese)41 e video

sono disponibili iscrivendosi al sito www.dunnethead.co.uk
38
The first sentence of the original heading has been postponed in order to create greater
cohesion between heading and sub-heading.
39
This amplification aims at enhancing text comprehension.
40
This information has been added for greater clarity, as the Italian reader may not be famil-
iar with this geographical area.
41
This information has been added as it may be essential for Italian readers.
— 129 —
APPENDIX

Active Caithness: “Explore your Forests!”
ALLA SCOPERTA DELLE FORESTE SCOZZESI
Avventura e divertimento assicurati!42
Natura selvaggia, vedute panoramiche, itinerari a piedi e in bicicletta,

archeologia, eventi speciali e molto altro vi aspetta43 nelle foreste delle Hi-
ghland settentrionali.
L’insediamento abbandonato di Rosal: vicino alla cittadina di Tongue,

tra la baia del fiume omonimo e le montagne Ben Hope e Ben Loyal44, si
trovano le rovine di quello che un tempo era un florido villaggio scozzese,
sgomberato dei suoi abitanti per lasciare spazio alle greggi.
La forra di Raven’s Rock: vicino a Rosehall, uno spettacolare cammi-
namento di passerelle sospese costeggia la forra.
I percorsi di cicloescursionismo del Kyle of Sutherland: 17km di per-
corsi in mountain-bike per tutti i livelli di difficoltà, con splendide vedute
panoramiche dell’estuario del fiume Kyle, nel Sutherland45.
Morangie Forest: tracciati da esplorare a piedi, a cavallo o in bicicletta
attraverso le foreste di conifere che circondano il torrente Aldie Burn, am-
mirando gli spettacolari panorami dell’Easter Ross e della costa del Suther-
land dalle pendici del monte Tain Hill.
Maggiori informazioni sulle foreste e gli eventi in Scozia sono disponibili in

lingua italiana sul sito:
http://www.visitscotland.com/it-it/46
42
These two sentences have been modified in order to render the same slogan-like effect of
the original heading.
43
This verb echoes the perlocutionary effect of the expression “Come in” in the heading of
the original first section.
44
In this case, adding further information aims at enhancing geographical localization.
45
As Kyle of Sutherland is the name of a river estuary, the translation explains this toponym
at the end of the paragraph.
46
The original informative section has been changed to meet the expectations of an Italian
readership.
— 130 —
3.2 Visitor Guide

The Lake District Cumbria 2010: “Food & Drink”
I piaceri della tavola

Deve esserci qualcosa nell’aria incontaminata della Cumbria che esalta il
sapore di ogni piatto. Le sue specialità gastronomiche non sono solo ottimi
prodotti tipici regionali, ma rappresentano il carattere di un territorio
straordinario.
Il gusto per la qualità

Il sapore della buona cucina locale è una delizia per tutti, anche se pochi
possiedono le conoscenze necessarie a creare dei piatti succulenti. La mae-
stria nella preparazione di prodotti tipici d’eccellenza appartiene ai coltiva-
tori, chef, artigiani e produttori della contea di Cumbria, e racconta una
storia fatta di indipendenza, esperienza e tipicità locale.
In tutta la contea si può ritrovare il gusto del cibo fresco e genuino, pre-
parato con amorevole cura, senza sofisticazioni47. Solo provando le speciali-
tà del Fish and Chips Shop di Arnside, lungo la linea ferroviaria che collega
Lancaster alla Cumbria occidentale48, si può capire perché il locale sia
sempre affollatissimo. Grasmere, sulle rive dell’omonimo lago, è il luogo
d’origine del gingerbread, il pan di zenzero vittoriano. Da non perdere an-
che gli insaccati tipici, come il salame di cinghiale, e la carne di montone
essiccata al sole. A Staveley, pochi chilometri a nord ovest della città di
Kendal, la panetteria artigianale More? offre un’ampia scelta di pane e pro-
dotti da forno, tanto premiati ed apprezzati da far impallidire il mito della
baguette49.
La Cumbria è una regione molto interessante anche dal punto di vista
dell’offerta di prodotti lattiero-caseari, che stanno ottenendo sempre più
consensi. A Thursby, nei pressi della città di Carlisle, il caseificio Thornby
Moor Dairy gestisce la fattoria Cumberland Farmhouse, premiata per la sua
qualità. Con il latte del proprio gregge di capre, il caseificio Wardhall Dairy
produce un nuovo tipo di formaggio erborinato, il wardhall blue.
47
As “posh nosh” is a culture bound term, the translation paraphrases its main connotation.
48
Further information has been added as geographic localization of toponyms achieves
greater clarity and contextualization.
49
The figurative language of the original expression has been rendered through the explicita-
tion of its ironic meaning.
— 131 —
APPENDIX
Originario di Thursby è anche l’allerdale, preparato con latte caprino

come il brie tipico di Whitehaven50, mentre l’erborinato blengdale blue pro-
viene dell’antico e remoto insediamento normanno di Appleby. Agli estima-
tori del formaggio si raccomanda una sosta golosa a Kirkby Lonsdale, sulle
rive del fiume Lune, per far visita alla bottega del gusto Churchmouse
Cheeses, e alla cooperativa regionale dei produttori lattiero caseari, la Lake
District Cheese Company.
50
Unless the other toponyms in this text, Whitehaven is the name of a city which the Italian
reader is like to know, so the translation do not add further information on this place.
— 132 —

Coastal Park Herne Bay
Parco costiero di Herne Bay

Il parco costiero
La miglior sosta lungo la costa51
Alla fine del 2013, la città di Herne Bay ha vinto 50 000 sterline nel pro-
gramma “The Peoples’ Millions”, un’iniziativa promossa dal fondo della lot-
teria nazionale Big Lottery e dal canale televisivo ITV52. Il ricavato della
vincita, con il contributo aggiuntivo del consiglio comunale di Canterbury,
è stato utilizzato per migliorare il parco costiero della città. Gli interventi
effettuati includono il rifacimento della segnaletica, l’incremento dell’acces-
sibilità, la riqualificazione delle aree pic-nic, e un progetto artistico di mura-
les dedicati alla comunità.
All’interno del progetto, sei artisti locali sono stati incaricati di ideare e
realizzare sei panchine esclusive, da installare lungo un percorso che si
snoda per tutta l’estensione del parco, da Hamtpon a Reculver. Ad ogni arti-
sta è stato richiesto di progettare e costruire una panchina unica e creativa,
in grado di durare nel tempo e rappresentativa di un aspetto o una caratteri-
stica di Herne Bay53.
Il parco costiero di Herne Bay è un’area ricreativa protetta che fa parte
del programma54 Queen Elizabeth II Jubilee Fields55. Tre miglia, cioè qua-
si 5 km di costa da scoprire e da ammirare, a disposizione di tutti, famiglie,
fotografi, pescatori, amanti della natura e delle passeggiate.
51
This sentence has been modified in an attempt to recreate the same rhyming effect of the
original slogan-like sentence.
52
Some information has been added to clarify what is involved in “The Peoples’ Millions”,
i.e. a competition broadcast by ITV where the audience votes the community projects that
are entitled to National Lottery funding.
53
Information in this section has been rearranged in order to achieve greater text cohesion,
avoiding repetition.
54
A few elements have been added to clarify what the Queen Elizabeth II Jubilee Fields
programme refers to, i.e. a campaign to protect outdoor recreational spaces throughout Great
Britain as a permanent living legacy of the 2012 Diamond Jubilee.
55
The second part of the original sentence has been omitted, as it contained information
already mentioned in the preceding section.
— 133 —
APPENDIX
PANCHINA 1
Bookcase Bench56 / panchina libreria
Hampton, Herne Bay
Margot Laureau
Nati dall’idea di creare una libreria e raccontare la storia attraverso i libri, i
disegni si ispirano agli avvenimenti di Herne Bay, mescolati a illustrazioni
di fantasia che aggiungono un tocco poetico e ironico.
Voglio che le persone conoscano come si è sviluppata la città negli ulti-
mi secoli. Costruita in legno, la panchina è formata da varie pile di libri, so-
vrapposte le une sulle altre. Rappresenta la mia idea di libreria, ed è stata
realizzata con l’intenzione di creare un’installazione sulla quale potersi se-
dere e notare ogni piccolo dettaglio57.
Questa panchina è dedicata ai tesori di Herne Bay.
PANCHINA 2
Sea-Life Bench / panchina della vita di mare
Nuns’Huts, lungomare occidentale di Herne Bay
Nick Stewart
Per la struttura di questa panchina è stato utilizzato il legno di quercia por-
tato a riva dalle onde e ritrovato lungo la costa settentrionale della contea di
Kent. La parte superiore dello schienale un tempo era la galloccia di una
chiatta in legno, ed è visibilmente logorata dalle corde d’ormeggio utilizzate
durante i suoi anni di servizio.
Le due pesanti travi in legno di greenheart58 che formano la seduta sono
state recuperate da un corso d’acqua nei boschi della zona, durante delle
opere di tutela ambientale. Tutte le giunture sono state fatte a incastro di
tenone e mortasa, tagliate a mano e fissate con pioli di quercia, per ottenere
una struttura solida e durevole. L’esposizione agli eventi atmosferici darà al
legno una finitura grigio argentea.
56
The names of the benches, referring to artworks, have been maintained in English with
Italian explanation as subheadings.
57
Merging the two original sentences into one avoids subject repetition.
58
The term “greenheart” refers to an evergreen tree whose scientific name is Chlorocardi-
um rodiei. As there is no Italian equivalent, this term has been left untranslated, adding the
phrase “in legno” which enables to infer its meaning in this context.
— 134 —
PANCHINA 3
Amy Johnson Bench / panchina di Amy Johnson
Ingresso del molo, Herne Bay
Jane Priston
Ho accettato di partecipare a questo progetto come sfida personale per mi-
surarmi con opere di dimensioni e materiali totalmente nuovi per me. Co-
me artista della ceramica, le mie opere sono delicate e fragili, ma sono stata
attratta dall’idea di creare qualcosa di grande e forte. Non avendo mai lavo-
rato il legno, mi sono rivolta a Stephen Whiting della ditta Firwood Fen-
cing. Pur essendo un esperto costruttore di steccati in legno, Steve non ave-
va mai realizzato un aereo. Imperterriti abbiamo raccolto la sfida e ci siamo
riusciti. Il nostro bel biplano incanta tutti, dai piloti in erba agli acrobati del
volo, e chiunque legga le parole che ho inciso riguardo all’aviatrice Amy
Johnson59, la prima donna a volare dall’Inghilterra all’Australia, che mi in-
segnato a “credere che niente è impossibile”.
PANCHINA 4
Flocking Bench / panchina dello stormo
Area ornitologica protetta “The Downs”, Herne Bay
Catherine Francis-Yeats
Pensando a un elemento caratteristico della vita lungo la costa, mi sono venu-
ti in mente gli uccelli marini, che così sono diventati il soggetto della mia
opera. L’idea di utilizzare la parola flocking, “stormo”, si riferisce sia alle frotte
di turisti nella stagione estiva che agli uccelli marini in cerca di cibo.
Le panchine sono luoghi dove riposarsi, ma anche punti da cui si posso-
no assaporare le bellezze del panorama costiero, spesso fuggevoli. Volevo
realizzare qualcosa che permettesse di assaporare con questi attimi fuggenti
e offrire un nuovo modo di osservare ciò che è già presente, sfruttando i
giochi di luce. La forma curvilinea intende richiamare quella dei fabbricati
industriali della zona; inoltre, facilita la conversazione e aumenta la visibili-
tà della costa.
59
The translation adds further information about Amy Johnson, as the Italian readership
may not be familiar with this historic character, in order to support and amplify the effect of
the final quotation.
— 135 —
APPENDIX
PANCHINA 5
The Groyne Wood Bench / panchina del legno frangiflutti
Bishopstone Glen, Herne Bay
Rob Turner
La mia panchina racconta quello che ho visto durante una passeggiata con
il mio cane da Bishopstone Glen a Reculver Towers. Celebra i temi locali, i
luoghi storici e mette in risalto la storia naturale della zona. Utilizza dei mo-
tivi personali per rappresentare le cose viste durante le mie passeggiate lun-
go questo tratto di costa. Il suggerimento del Consiglio comunale di Can-
terbury di realizzare la panchina con il legname frangiflutti utilizzato per le
barriere di difesa dal mare, aggiunge un ulteriore motivo di interesse locale.
Questo tipo di legno durissimo ha influito molto sul modo in cui la panchi-
na è stata costruita, a causa delle dimensioni in cui viene tagliato e degli at-
trezzi necessari per lavorarlo.
PANCHINA 6
Love seat / panchina60 dell’amore
Reculver Towers, Herne Bay
Jason Onion
Questa panchina commemora un amico di famiglia, narratore e grande ap-
passionato di ornitologia, Bert Addley di Herne Bay. È anche dedicata ai
molti clienti, alle coppie e agli amici, tra cui lo stesso Bert, che frequenta-
vano regolarmente l’originale gelateria Macari’s dal 1931 al 2008.
È stata progettata e realizzata da Jason Charles Onion, un membro della
famiglia Macari, in legno massiccio di recupero un tempo parte delle bar-
riere frangiflutti di epoca vittoriana.
60
The term “seat” has been translated as “panchina” for overall coherence with preceding
headings.
— 136 —

Off-Road Cycling: Good Practice Advice
Guida alle buone pratiche di CICLISMO FUORI STRADA61

con le indicazioni principali dello Scottish Outdoor Access Code
il Codice scozzese di comportamento negli spazi aperti
La riforma agricola scozzese Land Reform (Scotland) Act conferisce a tutti
i soggetti, ciclisti compresi, nuovi diritti e doveri in materia di accesso re-
sponsabile agli spazi aperti della Scozia. Lo Scottish Outdoor Access Code
fornisce una guida sia ai visitatori che ai gestori dei terreni riguardo alle ri-
spettive responsabilità stabilite dalla riforma.
Questo opuscolo illustra le indicazioni principali del Codice in materia
di ciclismo su percorsi fuori strada e fornisce ulteriori suggerimenti dalle as-
sociazioni ciclistiche Scottish Cycling e CTC Scotland.
Come spostarsi
Si può godere dei diritti di accesso a condizione che si agisca in modo re-
sponsabile, come previsto dal Codice scozzese di comportamento negli spa-
zi aperti62.
Le linee guida contraddistinte dal colore blu scuro riassumono le indi-
cazioni principali del Codice.
Ulteriori suggerimenti riguardo alle buone pratiche di ciclismo fuori
strada sono state fornite dalle associazioni Scottish Cycling e CTC Scot-
land.
Dove andare
Le persone hanno il diritto di accedere alla maggior parte del territorio
scozzese, compresi strade carreggiate, piste e sentieri che attraversano pro-
prietà private, per motivi ricreativi e per spostarsi da un luogo all’altro. Tale
diritto è subordinato a una condotta responsabile.
Le principali limitazioni all’esercizio di questo nuovo diritto sono costi-
tuite da: giardini di abitazioni private, aie e cortili (sebbene l’accesso sia
spesso possibile; in caso di dubbio è necessario chiedere), e terreni coltivati
(tuttavia è consentito il passaggio ai bordi del campo purché si evitino danni
alle coltivazioni).
61
The first line of this heading has been postponed to stress the topic of this leaflet.
62
This Italian description of the Scottish Code has been written in bold characters, which
mark every line in dark blue, in order to draw a visual parallel to the original designation.
— 137 —
APPENDIX
È consentito l’accesso ai campi da golf (escluse le aree del green, il prato

nei pressi delle buche, e del tee, dove avviene il primo lancio63), ma sola-
mente per attraversare la zona e senza interferire con il gioco. I ciclisti sono
tenuti a rimanere esclusivamente sui sentieri.
Agire responsabilmente
È necessario utilizzare il buon senso per evitare incidenti, prestare cura e
attenzione e assicurarsi che la propria velocità non allarmi o metta in peri-
colo gli altri.
Gli spazi aperti non sono privi di rischi! Pertanto è necessario essere con-
sapevoli degli elementi di rischio naturale costituiti da dirupi, terreni sdruc-
ciolevoli, radici di alberi e ghiaccio.
Seguire le indicazioni della segnaletica che avvisa dello svolgimento di
attività come l’abbattimento di alberi, la nebulizzazione di pesticidi sulle
colture e altri eventi o avvenimenti che potrebbero richiedere un cambia-
mento di tragitto.
È importante prestare maggiore attenzione se si ha la responsabilità di
bambini per assicurarsi che possano usufruire degli spazi aperti in modo si-
curo e responsabile.
Si suggerisce di controllare la propria bicicletta e l’attrezzatura prima
della partenza e di pianificare il percorso in modo da sapere dove si sta an-
dando e i tempi di percorrenza.
Si raccomanda di portare una pompa, una camera d’aria e un kit di ripa-
razione delle ruote, gli attrezzi di emergenza, una mappa e se necessario
una bussola, assicurandosi di sapere come usarli.
Si raccomanda di portare qualcosa da mangiare e da bere, compreso il
necessario per le emergenze, e di indossare un adeguato abbigliamento im-
permeabile e anti-vento in caso di condizioni atmosferiche avverse.
È consigliabile indossare sempre un casco di protezione.
Si consiglia altresì di rendersi visibili, pedalando su piste e strade asfalta-
te e di utilizzare le luci di segnalazione di notte e in condizioni di scarsa vi-
sibilità.
Rispettare gli interessi degli altri

Tutelare la privacy di tutti mantenendosi a ragionevole distanza dalle abita-
zioni.
63
Some explanation has been added as Italian readers may not be familiar with specific golf-
related terminology.
— 138 —
Rispettare le proprietà di terzi, inclusi i macchinari, le recinzioni e i

cancelli64, lasciando questi ultimi nelle stesse condizioni in cui si sono tro-
vati.
È necessario essere rispettosi delle persone che si incontrano lungo il
percorso, compresi coloro che si spostano a piedi o a cavallo, rallentando e
segnalando il proprio passaggio. Nei sentieri stretti, dare la precedenza o
scendere dalla bicicletta se possibile.
Evitare di spaventare gli animali, compresi i capi di bestiame liberi nei
pascoli, i cavalli e gli animali selvatici, e prestare maggiore attenzione nel
periodo in cui nascono gli agnelli.
Se si porta con sé il proprio cane occorre tenerlo sempre sotto controllo.
Evitare l’attraversamento dei terreni di campagna nei periodi di caccia o
di abbattimento selettivo dei cervi; verificare se il tragitto previsto passa su
terreni interessati da queste attività e chiedere consigli riguardo ai percorsi
alternativi.
Cercare di ridurre al minimo i rumori e altri elementi di potenziale di-
sturbo, specialmente di notte.
Mantenere liberi i punti di accesso, parcheggiare la macchina dove non
comporterà problemi e non incatenare la bicicletta ai cancelli.
Si consiglia di seguire le frecce di segnalazione sui percorsi per moun-
tain bike, specialmente se sono a un’unica corsia.
Tutela dell’ambiente
Pedalare su superfici dure, come ampi sentieri e piste, comporta pochi pro-
blemi. Nel caso in cui si pedali fuori strada, specialmente in inverno, è ne-
cessario evitare i terreni bagnati, paludosi o cedevoli e non compromettere
l’integrità della superficie.
Non disturbare gli animali selvatici, non danneggiare la vegetazione, e
seguire le informazioni o la segnaletica che avvisa della presenza di aree
protette.
Non disperdere rifiuti nell’ambiente.
Dal momento che una comitiva ha un impatto maggiore sull’ambiente,
in gruppo è necessario prestare maggiore attenzione e dare il buon esempio
se si è la guida.
È bene evitare il più possibile di danneggiare il terreno; si raccomanda
pertanto di non frenare bruscamente, specialmente sui terreni non asfaltati,
e di non bloccare le ruote in discesa. Si ricorda inoltre che potrebbero es-
serci altri ciclisti sullo stesso percorso; ed è quindi opportuno considerare gli
effetti che il passaggio di più persone potrebbe avere sull’ambiente.
64
Information has been reordered to avoid repetition.
— 139 —
APPENDIX
Le responsabilità dei gestori dei terreni

Secondo il Codice, anche i gestori dei terreni hanno dei doveri e precisa-
mente essi sono tenuti a:
– Rispettare i diritti di accesso e le esigenze delle persone per una visita si-
cura e piacevole;
– Agire in modo ragionevole nel chiedere alle persone di evitare i terreni
su cui si stanno svolgendo dei lavori;
– Collaborare con le autorità locali e con le altre parti interessate per con-
ciliare i diritti di accesso e la gestione dei terreni.
— 140 —
3.5 Visitor Guide

Peak District & Derbyshire 2010: “Historic houses, glorious gardens”
Dimore storiche e splendidi giardini

Quando si tratta di residenze storiche e giardini d’epoca, il Peak District &
Derbyshire è indubbiamente ai primi posti in classifica65.
Dalle imponenti tenute di campagna alle piccole residenze fedelmente
conservate, dai curatissimi giardini formali alle proprietà che ogni anno
aprono al pubblico per beneficenza, questa regione è assolutamente unica
nel suo genere.
Chatsworth, meglio noto come “Il Palazzo del Peak District”, è la resi-
denza storica del Duca di Devonshire. Le sue famose opere d’arte, la fatto-
ria didattica, gli spettacolari giochi d’acqua e i raffinati punti vendita e di
ristoro attraggono visitatori di tutte le età. Il giardino di 42 ettari66, percorso
da chilometri di sentieri, crea colori e atmosfere affascinanti in ogni stagio-
ne ed è impreziosito da magnifiche sculture, da un’imponente cascata e
dalla gigantesca via d’acqua Emperor Fountain.
Poco lontano, Haddon Hall è un raffinato esempio di maniero medieva-
le fortificato risalente al XII secolo. Al suo interno sono conservati arazzi sto-
rici, un autentico salotto di epoca Tudor e una splendida “Long Gallery”,
un ampio salone di passaggio molto popolare nell’architettura dell’epoca
elisabettiana e giacobita67. Attuale residenza di Lord e Lady Manners, i suoi
eleganti giardini a terrazze, famosi per gli splendidi roseti, risalgono al Sei-
cento e sono stati restaurati agli inizi del Novecento.
Altri gioielli architettonici da non perdere, con i loro incantevoli parchi
e giardini, sono proprietà del National Trust, il fondo per la tutela del pa-
trimonio storico nazionale68. Tra i numerosi esempi, si segnalano la meravi-
gliosa villa palladiana di Lyme Hall a Disley, Kedleston Hall, progettata
65
This sub-heading has been modified in an attempt to convey the connotative meaning of
the original expression through a comparable sport related figurative language.
66
Acres have been converted into hectares according to the measurement unit of land used
in Italian.
67
Some information has been added in order to explain the meaning of “Long Gallery”,
which in architecture refers to a long narrow room with a high ceiling. This kind of large
corridor was very popular in Elizabethan, Jacobean and Victorian houses, and it served sev-
eral purposes, such as entertaining guests or displaying art collections.
68
This apposition aims at explaining the role of the related foreign institution to the Italian
readership.
— 141 —
APPENDIX
dall’architetto neoclassico scozzese Robert Adam69, vicino a Derby, e la te-

nuta di Sudbury Hall, risalente al XVII secolo, nei pressi di Ashbourne.
La barocca Calke Abbey, un tempo dimora dell’eccentrica famiglia Har-
pur Crewe, ha un fascino particolare e inconsueto. Costruita nei primi anni
del XVIII secolo, si conserva intatta dagli anni ’80 e vanta un’insolita colle-
zione storico-naturalistica e altre rarità.
Vicino a Chesterfield, Hardwick Hall è uno degli esempi meglio conser-
vati di architettura elisabettiana in Inghilterra ed ospita straordinarie colle-
zioni cinquecentesche di ricami, arazzi, arredi e ritratti. All’esterno, i visita-
tori possono ammirare i curatissimi giardini ornamentali, i frutteti e il giar-
dino botanico.
Il castello di Bolsover, ora gestito dall’English Heritage, l’istituzione che
tutela il patrimonio culturale inglese70, è stato costruito tra il Quattrocento e
il Cinquecento a picco su una sporgenza rocciosa da cui si gode un magni-
fico panorama sul paesaggio circostante. Una guida multimediale accom-
pagna il visitatore alla scoperta di questo palazzo da favola, nell’incantevole
ritiro di Little Castle e al Venus Garden, il giardino costruito attorno alla
fontana dedicata alla dea dell’amore71. Inoltre, vi sono molti altri eventi spe-
ciali ai quali è possibile partecipare durante tutto l’anno.
Le residenze di dimensioni minori e i loro deliziosi giardini sono una
scoperta altrettanto piacevole72; ciascuna infatti possiede un carattere unico
e un fascino inconfondibile. Il giardino formale di Eyam Hall, recentemen-
te rinnovato, le “camere” del giardino all’italiana di Renishaw Hall e le spet-
tacolari siepi di tasso di Melbourne Hall creano singolari oasi di tranquillità
dove trascorrere un pomeriggio d’estate73.
Per un’esperienza veramente internazionale, si raccomanda una visita al
Biddulph Grange Garden, un capolavoro vittoriano che coniuga stili di
giardinaggio di tutto il mondo, progettato dal botanico James Bateman a
metà del XIX secolo per mettere in mostra la sua vastissima collezione di
piante e fiori.
I giardini Lea Gardens, vicino a Matlock, e i Dunge Valley Hidden Gar-
dens, vicino a Kettleshulme, sono entrambi rinomati per le loro variopinte
69
As the Italian readership may not be familiar with this historic character, the translation
has added further information to introduce him.
70
See above, footnote 4.
71
The information in this sentence has been rearranged and amplified in order to enhance
text clarity and readability.
72
This sentence has been modified in order to render the original verb “enjoy” with a com-
parable expression in line with the impersonal style of this kind of texts in Italian.
73
Information in the last part of this sentence have been condensed to achieve greater text
cohesion.
— 142 —
collezioni di azalee e rododendri, che si possono apprezzare appieno in

primavera. I Belper River Gardens creano una piacevolissima oasi di verde
accanto al cotonificio North Mill della città di Belper, mentre lo Herb Gar-
den di Hardstoft spicca tra gli esempi più notevoli di giardini di erbe aroma-
tiche in Inghilterra.
Altri splendidi esempi dell’arte del giardinaggio sono Hopton Hall, vici-
no a Wirksworth, dove nei primi mesi dell’anno si trovano distese di delicati
bucaneve, ma anche i Cascades Gardens a Bonsall, i Burrows Garden a
Brailsford, i Pavilion Gardens a Buxton e i cinque parchi storici recente-
mente ristrutturati lungo le sponde del fiume Derwent, tra la città di Mat-
lock e la località termale di Matlock Bath74.
In primavera e in estate, in molte località del Peak District & Derbyshire
si tengono le giornate di apertura dei giardini, alcune a cura dell’ente di be-
neficenza National Gardens Scheme, durante le quali è possibile visitare
parchi e giardini privati normalmente non aperti al pubblico e contribuire
alla raccolta fondi in favore di numerose iniziative benefiche.
74
Further information has been added in order to distinguish between two toponyms, i.e.
“Matlock” and “Matlock Bath”, which may seem very similar to a foreign readership.
— 143 —
2.
Italian to English Suggested Reviews

Olio Solare Antietà Sole del Mediterraneo
ANTI-AGE SUN OIL
enriched with extra virgin olive oil
MEDIUM PROTECTION
SPF 20
water resistant
This sun care superbly combines the protective properties of sunscreen milk
and the skin-nourishing benefits of oil. Easily applied and absorbed, it en-
sures an intense, even and fast suntan. Its delightful texture and extra virgin
olive oil formula will leave your skin incredibly satin-smooth.
How to use: apply generously onto skin and gently rub until completely ab-
sorbed. Reapply frequently during sun exposure.
DERMATOLOGICALLY TESTED FORMULA
Finished product not tested on animals
***

Biscottificio Orlandini
Dear customer,
Biscottificio Orlandini is a family-owned bakery producing a range of fine,
handmade biscuits. We have been on the market since the early 1960s and
this long-standing tradition has now been passed on to the second genera-
tion, who continue to work with as much passion and commitment as the
— 145 —
APPENDIX
original founders. Our main concern has always been to meet your expecta-
tions of genuine and high-quality products. This is because we firmly be-
lieve that customers deserve respect and consideration. Only in this way can
we hope to earn your trust and loyalty.
We guarantee:
At Biscottificio Orlandini we make sure that only the best quality ingredi-
ents are used, starting from the flour. Also, our margarine is produced from
refined vegetable oil and our fresh eggs are still broken by hand. Most im-
portantly, none of our ingredients contains GMOs, and we use no animal or
hydrogenated fats or oils, no artificial colours or flavours and no preserva-
tives. This is because we strive to give our customers nothing but the most
natural and genuine products.
***
II.3 Visitor Guide

Brescia: tutta l’Italia in una città
The Museum of Santa Giulia – City Museum is more than an archaeologi-
cal site of national significance: it is also home to innovative and interna-
tionally relevant art exhibitions.
Art on display
The museum is also the setting for temporary exhibitions dedicated to the
great masters of modern painting such as Monet, Van Gogh, Turner, Mon-
drian and others. Every year, hundreds of thousands of visitors flock from all
over Italy and abroad to see these successful art exhibitions, which have
crowned Brescia as a destination of excellence for cultural tourism.
A common cultural thread connects the Museum of Santa Giulia and
the nearby Pinacoteca Tosio Martinengo. Here some admirable works of
painters like Titian, Raphael and Dürer are displayed alongside masterpiec-
es by leading representatives of the local Renaissance – Foppa, Moretto,
Romanino, Savoldo – as well as paintings by later Brescian artists – Lotto,
Ceruti, Celesti and others – in a successful attempt to create a constant in-
teraction between different artistic periods and styles. Every visitor is both a
spectator and an active interpreter of this visual dialogue and comparison.
Photography also gets its fair share in Brescia. Photographers of interna-
tional standing take part in the Biennale Internazionale di Fotografia, where
their works are exhibited in galleries and museums as well as in the court-
yards of elegant palaces in the city centre.
— 146 —
The Museum and its great art exhibitions

What makes the Museum of Santa Giulia so unique is the richness and diver-
sity of its artistic offer. For the cycle of exhibitions “Lo splendore dell’arte”
(“The Splendour of Art”), the museum becomes temporary home to the
works of absolute masters of modern and contemporary art.
Pinacoteca Tosio Martinengo

This art gallery hosts the masterpieces of leading local painters, from 13th-
century to late Baroque art.
***
II.4 Informative Leaflet

Il Palio di Ferrara
THE OLDEST PALIO IN THE WORLD
The Palio of Ferrara is a festival of medieval origin taking place annually over
the four weekends of May. This historic re-enactment has a long-standing tra-
dition: indeed, it was first held in 1259 to celebrate the Este lord Azzo VII
Novello and his victory over the army of Emperor Fredrick II at Cassano
d’Adda. Among other things, the celebration featured horse races. These soon
became very popular, as is vividly depicted in the wonderful frescoes of
Palazzo Schifanoia, so much so that in 1279 it was officially ordered that they
be run twice a year, on St. George’s day – the city’s patron on April 23rd – and
August 15th – solemnity of the Assumption of Mary. These races represent the
culminating point of the present-day event too, when citizens and tourists
alike participate with intense partisan spirit and cheer their champions on in
the impressive Piazza Ariostea. The prize for the winner was – and still is to-
day – a ‘palio’, that is a banner of finely decorated fabric. The festival is en-
hanced by several events, including a splendid parade of the eight contrade
and performances by flag throwers and drummers.
RIONE SANTO SPIRITO

This contrada, associated to the colours yellow and green, covers the area of
the Addizione Erculea, i.e. the northern extension of the city that more
than doubled its area in the Renaissance. This includes the Piazza Ariostea,
where the Palio races are run.
— 147 —
APPENDIX
BORGO SAN GIORGIO

This contrada, associated to the colours red and yellow, covers the area of
the original town settlement outside the present city walls, which saw the
birth and progressive expansion of today’s Ferrara.
BORGO SAN LUCA

The area now covered by this contrada developed from one of the earliest
settlements on the right bank of the Po river. It is associated to the colours
red and green.
***

Summer School Sapienza
Course title Summer School Sapienza
English-taught course
Course directors Prof. xyz
Prof. xyz
Course organiser Faculty of Humanities
Learning and professional The course, addressed to foreign students, aims at promoting and spreading
objectives Italian language and culture. It takes place outside the regular academic
calendar and consists of two independent parallel courses, one taught in
English and the other one in Italian, both with a final assessment test. The
learning contents, centred around the extraordinary cultural heritage of Rome
and its surrounding territory, are delivered in different yet interconnected
modes: conferences held by Sapienza instructors as well as guided tours of the
most significant artistic and monumental sites of the city. Both modes require
active student participation.
Intended students Foreign students
Admission requirements The course is open to foreign students holding a secondary school diploma or
currently enrolled in a university course. In the latter case, applicants must
provide a certificate (in either English, French, Italian, German, Spanish or
Portuguese) attesting enrollment.
Timetable and venue Faculty of Humanities
Monday to Friday, 9am-1pm; 3.30pm-6.30pm
Dates July 6th-18th, 2015
— 148 —
Contact hours 100 hours (75% of attendance is required to receive the certificate of
attendance and 4 ECTS credits)
Teaching staff Academics of the Faculty of Humanities and members of the following
Scientific Committee:
xyz
...
Course delivery Lectures, language laboratories, guided tours
Course programme 1
Module 1
Conferences:
Roman archaeology and history:
– Eastern and Western Origins of Rome
– The Rome of Emperor Augustus
– Public life and entertainment (the Forum and Coliseum) and places of
worship and religion: temples, mithraea, catacombs
Literature, Philosophy, Society:
– Dante’s Italy
– Giordano Bruno: from the closed world to the infinite universe
Art and style:
– Caravaggio and Baroque Rome
– Galilei and modern science
Music:
– Verdi and Italian Opera
Cinema:
– The Rome of Fellini and Pasolini
Culture and institutions:
– “Made in Italy”: fashion, style, design
Module 2
Italian language and culture
Assessment Final test
ECTS 4
Contacts Presidenza della Facoltà di Lettere e Filosofia
Address: Puazzale A. Moro 5, 00185 Rome
Tel.: +39 0649913140
1
Source text and target text differ considerably it this section. Here decision-making has
been based on adherence to the original contents. Other decisions are possible though, de-
pending on the underlying translation strategy.
— 149 —
APPENDIX
E-mail: summerschoolsapienza@uniroma.it
Tuition fees 1,400 € (living expenses not included)
Special rates, scholarships For Erasmus students, tuition fees are 700 € (instead of 1,400 €). For
and accommodation scholarships and other financial support, please contact our staff at
sapienzasummerschool@uniroma1.it
Student intake Minimum number: 20 students
Maximum number: 30 students
Payment deadline May 31st, 2015
— 150 —
References
House, Juliane. 1997. Translation quality assessment. A model revisited. Tü-

bingen: Gunter Narr Verlag.
Maci, Stefania. 2013. Tourism discourse: Professional, promotional and digi-
tal voices. Genova: ECIG.
Newmark, Peter. 1988. Approaches to translation. New York: Prentice Hall.
Nord, Christiane. 1997. Translating as a purposeful activity. Manchester: St.
Jerome Publishing.
Riley, Philippe. 2002. Epistemic communities: The social knowledge sys-
tem, discourse and identity”. In Domain-specific English, ed. Giuseppina
Cortese and Philippe Riley. Bern: Peter Lang, 41-64.
Seleskovitch, Danica and Marianne Lederer. 1984. Interpréter pour traduire.
Paris: Didier.
Taylor, Chris. 1998. Language to language. Cambridge: Cambridge Uni-
versity Press.
Toury, Gideon. 1995. Descriptive translation studies and beyond. Amster-
dam / Philadelphia: John Benjamins.
Venuti, Lawrence. 2004. Retranslations: The creation of values. In Transla-
tion and Culture, ed. Katherine M. Faull. Cranbury NJ: Associated Uni-
versity Presses, 25-38.
— 151 —
Translators’ Online Resources
A variety of resources for translators are available on the internet nowadays.

Here students will find a short selection of the ones that have been used
both by teachers and students and tested for the translations of the STS in-
troduced in the first part of the volume. We decided to include free-access
resources only.
Monolingual English Dictionaries

Oxford Advanced Learner’s Dictionary
http://www.oxforddictionaries.com/definition/english/monolingual
Cambridge Free English Dictionary and Thesaurus
http://dictionary.cambridge.org/it/
The Collins Cobuild English Dictionary
http://www.collinsdictionary.com/dictionary/english-cobuild-learners
Word Reference
http://www.wordreference.com
Monolingual Italian Dictionaries

Vocabolario monolingue Treccani
http://www.treccani.it/vocabolario/monolingue/
Dizionario italiano online Hoepli
http://www.grandidizionari.it/Dizionario_Italiano/parola/m/monolingue.aspx
?query=monolingue
Dizionario di italiano corriere.it
http://dizionari.corriere.it/dizionario_italiano/M/monolingue.shtml
Bilingual Italian/English English/Italian Dictionaries

Dizionario inglese italiano/italiano inglese corriere.it
http://dizionari.corriere.it/dizionario_inglese/Inglese/a.shtml
Dizionario inglese/italiano e italiano/inglese sapere.it
http://www.sapere.it/sapere/dizionari.html
— 152 —
Word Reference italiano/inglese

http://www.wordreference.com/iten/Oxford
English Synonym Dictionaries

English Synonym Dictionary
http://dico.isc.cnrs.fr/dico/en/search
Synonymy Thesaurus with Definitions and Antonyms
http://www.thesaurus.com
Word Reference English Thesaurus
http://www.wordreference.com/thesaurus/
Italian Synonym Dictionaries

Dizionario dei sinonimi e dei contrary corriere.it
http://dizionari.corriere.it/dizionario_sinonimi_contrari/
Dizionario dei sinonimi Treccani
http://www.treccani.it/sinonimi/
Dizionario dei sinonimi e dei contrary wordreference
http://www.wordreference.com/iten/dizionario%20dei%20sinonimi%20e%20c
ontrari
Encyclopedias
Free online Encyclopedia
http://www.encyclopedia.com
Wikipedia
https://it.wikipedia.org/wiki/Pagina_principale
English and Italian Newspapers Archives

The Guardian and the Observer Digital Archives
https://it.wikipedia.org/wiki/Pagina_principale
The Times Archives
http://www.thetimes.co.uk/tto/archive/
Archivio Corriere della Sera
http://archiviostorico.corriere.it/#
La Stampa Archivio Storico
http://www.lastampa.it/archivio-storico/
L’Edicola di Edigeo
http://www.edigeo.it/it/edicola.html
— 153 —
TRANSLATORS’ ONLINE RESOURCES
Corpora
British National Corpus (BNC)
http://www.natcorp.ox.ac.uk/using/index.xml?ID=simple
Corpus of Contemporary American English (COCA)
http://corpus.byu.edu/coca/
European Commission online list of translation and drafting resources

Language resources and useful links for Italian
http://ec.europa.eu/translation/italian/italian_en.htm
Language resources and useful links for English
http://ec.europa.eu/translation/english/english_en.htm
Directory of resources for translators

Sitoteca di Edigeo
http://www.edigeo.it/Sitoteca/sitoteca.php
— 154 —
Acknowledgements
The authors and publisher are grateful to the following copyright holders for
permission to use copyright material. While every endeavour has been
made, it has not been possible to identify the sources of all materials used
and, in such cases, the publisher would welcome information from copy-
right sources. Apologies are expressed for any omissions.
– Le Cordon Belu Australia, www.cordonbelu.edu; Southern Cross Univer-
sity, www.scu.edu.au
– British Exploring Society, http://www.britishexploring.org
– Dynamo House Pty Ltd, 25-37 Chapman St, Blackburn North VIC 3130
Melbourne
– Keswick Tourism Association, www.keswick.org
– 3M United States. www.post-it.com
– Oyster Gap and Responsible Travel Specialists, http://www.oysterworld-
wide.com/
– Dunnet Head Educational Trust, www.funnethhead.co.uk
– Cumbria Tourism, Windermere Road, Staveley, Kendal LA8 9Pl
– Herne Bay Coastal Park, www.hernebaycoastalpark.org
– Scottish Cycling, www.scottishcycling.com
– Visit Peak District & Derbyshire, Crescent View, Hall Bank, Buxton,
Derbyshire SK17 6EN
– Bottega Verde S.r.l., Podere San Luigi, Palazzo Massaini, 53026 Pienza
(SI)
– Biscottificio Orlandini Snc, Via Adige 7, Reggio Emilia (RE)
– Brescia Tourism, Via Luigi Einaudi 23, 25121 Brescia (BS)
– Ente Palio di Ferrara, Via Mortara 98, 44121 Ferrara (FE)
– Università degli Studi di Roma “La Sapienza”, Piazzale Aldo Moro 6,
00185 Roma, http://en.uniroma1.it/study-us/summer-school
— 155 —
Questo volume è stato stampato
nel mese di ottobre 2016
presso la LITOGRAFIA SOLARI
Peschiera Borromeo (MI)
Mirella Agorni
Costanza Peverati
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Translating for Progress Translating for Progress

EDUCatt - Ente per il Diritto allo Studio Universitario dell’Università Cattolica
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3.2 Visitor Guide

II.1 Product Description

References .................................................................................................. 151

1. Overall Aims of this Text

and a more vocational attitude on translation is not an easy one: students

appropriateness and frequency of use of specific linguistic and textual

2. Pedagogical, Vocational Translation – or Some Ways in Between?

Students enrolled in Modern Languages Degrees in Italy will hardly be

4. Handbooks of Applied Translation

tradition, geography, toponymy etc. Both the S and T communicative and

Millán C. and F. Bartrina eds. (2013), The Routledge Handbook of Transla-

Ulrych M. (2005), “Training Translators: Programmes, Curricula, Practic-

«Translation is a craft consisting in the attempt to replace a written message and/or

1.1 Academic Course Description

Fig. 1: Le Cordon Bleu Master in Gastronomic Tourism (excerpt)

Enogastronomico, organized by the Centro Studi CTS (http://www.centro-

1.2 Job Description

Fig. 2: Adventure Leader – Project New Horizon 2015

2.1 Product Description

Fig. 3: Rosa Damascena Rose Soap

2.2 Magazine Advertisement

Fig. 4: “Ravensworth House”

2.3 Promotional Description

Fig. 5: Post-It Note Notes (excerpt)

2.4 Web Page

Fig. 6: Oyster: Gap & Responsible Travel Specialists (excerpt)

3.1 Holiday Brochure

printed on a light blue background so as to stress the atmosphere of pure air

Fig. 7: “Caithness in Minature!”

Source Text-Related Research: Be sure to know exactly what toponyms,

Fig. 8: “Explore your Forests!”

transparent as they can be in English, they require a few adjustments when

3.2 Visitor Guide

Structure and Style: Local food and cuisine is an extremely recurrent

3.3 Informative Brochure

Fig. 10: Coastal Park Herne Bay (excerpt)

3.4 Informative Leaflet

Fig. 11: Off-Road Cycling: Good Practice Advice

3.5 Visitor Guide

Source Text and English Version

Fig.13: Olio solare antietà Sole del Mediterraneo (excerpt)

II.2 Company Profile

Source Text and English Version

Fig. 14: Biscottificio Orlandini (excerpt)

II.3 Visitor Guide

Source Text and English Version

Fig. 15: Brescia: tutta l’Italia in una città (excerpt)

visit the website of Brescia Musei (www.bresciamsei.com) to learn more about

II.4 Tourist Leaflet

Source Text and English Version

Fig. 16: Il Palio di Ferrara (excerpt)

II.5 Academic Course Description

Source Text and English Version

Fig. 17: Sapienza Summer School

1.1 Academic Course Description

Master1 Le Cordon Bleu in turismo enogastronomico2

Obiettivi formativi e profilo professionale3

Southern Cross University

Durata e struttura del corso