Unit 1 task 3 collaborative work group551037 9

Unit 1 – Task 3
Collaborative Work
Tutor: Dina Esperanza Bonilla
Students:
Johanna Patricia González García – Code: 42143907
Herlinda Vanesa Quiñonez Santamaría – Code: 1121918318
Sebastián Botero Agudelo– Code: 1017158798
Diana Marcela Posada – Code: 43190701
Diego Fernando Zapata – Code: 18512824
Group: 551037_9
Universidad Nacional Abierta y a Distancia UNAD
Escuela Ciencias de la Eduación ECEDU
Englihs as a Foreign Language Degree
Course: Translation Techniques 551037A_473
Manizales, July, 2018

STUDENT: JOHANNA PATRICIA GONZÁLEZ GARCÍA
TASK 1. TRANSLATION
Choose a paragraph, read carefully and translate it into Spanish. The text is attached
where you find this activity guide with the name: Perfume_Reading. Each student must select
a different paragraph and inform the choice in the forum, so no paragraphs are repeated
among students.
PARAGRAPH 1
The craft of perfumery has an ancient and global heritage. The art flourished in
Ancient Rome, where the emperors were said to bathe in scent. After the fall of Rome, much
of the knowledge was lost, but survived in Islamic civilizations in the Middle Ages. Arab and
Persian pharmacists developed essential oils from the aromatic plants of the Indian peninsula.
They developed the processes of distillation and suspension in alcohol, which allowed for
smaller amounts of raw materials to be used than in the ancient process, by which flower
petals were soaked in warm oil. This knowledge was carried back to European monasteries
during the Crusades.
PÁRRAFO 1
El oficio de la perfumería tiene un patrimonio antiguo y global. El arte floreció en la
antigua Roma, donde se decía que los emperadores se bañaban en fragancias. Después de la
caída de Roma, gran parte del conocimiento se perdió, pero sobrevivió en las civilizaciones
islámicas en la Edad Media. Los farmacéuticos árabes y persas desarrollaron aceites
esenciales de las plantas aromáticas de la península india. Desarrollaron los procesos de
destilación y suspensión en alcohol, lo que permitió que la cantidad de materia prima
utilizada fuera menor que en el proceso antiguo, mediante el cual los pétalos de las flores se
remojaban en aceite tibio. Este conocimiento fue llevado de vuelta a los monasterios
europeos durante las Cruzadas.

TASK 2. REFLECTION
Write a text about the problems you faced regarding words or expressions that were
hard to translate and an explanation on the techniques used to get the results.
When translating a text, in most of the cases I feel comfortable about it, however,
when I started the translation of this paragraph 1, I could notice the text included words that
I am not very familiar with. So, at the beginning, I was kind of lost. One difficult part was to
find the exact word to change it into the target language and to be able to organize some ideas
without altering the content.
The strategy I commonly use when translating a text is proof reading, it means, I read
the whole text several times to better understand its meaning, then I start to translate. Once I
finish, I read the result several times to find mistakes or a better way to redact the ideas.
With this paragraph 1, and knowing a little more about the different techniques, at
first, I tried to translate directly by using the literal translation technique but I could not do it
with the whole text because there were some grammatical sentences and structures that
change a little bit between English and Spanish. So, I resorted to different techniques,
including:
 Shifts or transpositions
 Adaptation
 Modulation
And, if I do not know a word, I use wordreference.com or sometimes a dictionary and
I always make sure that its meaning is consistent with the content of the text.
TASK 3. CHART
Create a chart about the difference between method, strategy and technique and give
an example of each concept.

Method Strategy Technique
Definition
 Method is a way
something is done.
 A method is a way
(procedure, planned
steps) for doing
something (concrete) in
accordance with a
definite plan.
 A method is a series of
related and progressive
acts performed by a
teacher and students to
achieve the objective of
the lesson.
 Strategy usually requires
some sort of planning.
 A strategy is a plan or
series of exercises or
stratagems for obtaining a
specific goal or result.
 A strategy is a plan of
action designed to
achieve an overall aim.
On the long term, any
strategy requires some
sort of science or art to be
deployed.
 Technique is a procedure
or skill for completing a
specific task.
 It is used for sentences
and the smallest units of
language.
 It is a process that must
comply with a series of
norms which aim to
obtain certain results in
any field: science,
education, technology
and art.
Examples
 Word-for-word translation
 Free translation.
 Idiomatic translation.
 Syntactic strategies.
 Semantic strategies.
 Pragmatic strategies.
 Direct Translation
Techniques.
 Oblique Translation
Techniques.
Some other examples
 Direct Instruction
In this case, the teacher
decides what is important
 Problem-based Learning
With PBL, the teacher
presents students with a
 Mind Maps
A common technique for
exploring self-learning is

for the students to know
and specifically explains or
demonstrates a skill, and
the student attempts to
replicate it.
This method of Direct
Instruction can vary, and it
could include reading a
book, displaying diagrams,
showing real-life examples
of the subject matter, using
props, discussing relevant
characteristics, watching a
video, or other hands-on
and/or presentational steps
directly related to a lesson
plan's stated objective.
problem, not lectures or
assignments or exercises.
Since they are not handed
"content", the learning
becomes active in the sense
that students discover and
work with content that they
determine to be necessary
to solve the problem.
the use of Mind Maps.
Teachers can create a
central node on a Mind Map
and allow students the
freedom to expand and
develop ideas. For example,
if the focus is the Human
Body, some students may
create Mind Maps on the
organs, Bones or Diseases
that affect the human
body. Later the students
would be evaluated
according to the Mind Maps
they have created and could
collaborate with each other
to improve each other’s
Mind Maps and come to a
more comprehensive
understanding of the
Human Body.
TASK 4. FEEDBACK
Give meaningful feedback to your mates’ task about translation.
Hello Dear Sebastian,
It is true that in each language there are native words or words that are or words created so
that things, complex situations or names cannot be understood in a much easier way,

despite that, I can notice that your work is coherent and clear and, besides, the use of
grammatical structures and vocabulary is appropriated.
It is important to highlight that when facing a translation, we will find some degree of
difficulty, since as you mentioned in your reflection we must have clarity with the main
idea of the text, the author’s intention, the objectives in order to keep the real meaning of
what it is intended to communicate.
Have a good evening.
Johanna
Dear Herlinda Vanesa,
Paragraph 2, which you worked on, contains a large percentage of new vocabulary and
advanced grammatical structures, among them the passive voice that must be carefully
organized so that they sound coherently in our language once the translation is done. As
you mentioned in your reflection, it is a paragraph that in its entirety cannot be translated
literally because in Spanish it would not make sense and that is when you must make use
of the different translation techniques studied in the unit such as Calque, compensation,
modulation techniques and so on, so that there is coherence without altering the real
meaning. Taking into account the aforementioned, I can say that you have done a good
translation of the selected paragraph and an appropriate use of the different techniques.
Best Regards,
Johanna
Dear Diana Marcela,

Reviewing your translation, it can be clearly seen that the techniques you used to make
sense of the paragraph, without changing its meaning, were appropriate, since when
reading the paragraph in Spanish, great consistency and appropriate use of grammatical
structures and vocabulary is evident.
Good job!
Johanna
STUDENT: HERLINDA VANESA QUIÑONEZ SANTAMARIA
TASK 1. TRANSLATION
where you find this activity guide with the name: Perfume Reading. Each student must select
among students.
PARAGRAPH 2
At first, the use of fragrances was primarily associated with healing. Aromatic
alcoholic waters were ingested as well as used externally. Fragrances were used to purify the
air, both for spiritual and health purposes. During the Black Death, the bubonic plague was
thought to have resulted from a bad odour which could be averted by inhaling pleasant
fragrances such as cinnamon. The Black Death led to an aversion to using water for washing,
and so perfume was commonly used as a cleaning agent.
Later on, the craft of perfume re-entered Europe, and was centred in Venice, chiefly
because it was an important trade route and a centre for glass-making. Having such materials
at hand was essential for the distillation process. In the late seventeenth century, trade soared
in France, when Louis XIV brought in policies of protectionism and patronage which
stimulated the purchase of luxury goods. Here, perfumery was the preserve of glove-makers.

The link arose since the tanning of leather required putrid substances. Consequently, the
gloves were scented before they were sold and worn. A glove and perfume makers’ guild had
existed here since 1190. Entering it required 7 years of formal training under a master
perfumer.
PARRAFO 2
en el principio, el uso de fragancias estaba principalmente asociado con la curación.
Las aguas aromáticas con alcohol eran ingeridas y también usadas de manera externa. Las
fragancias eran usadas para purificar el aire, tanto para propósitos espirituales como de salud.
Durante la muerte negra, se pensaba que la plaga bubónica era el resultado de un mal olor
que podía evitarse inhalando fragancias agradables como la canela. La muerte negra condujo
a una aversión al agua para lavar, y el perfume era comúnmente usado como agente de
limpieza.
Mas tarde, el arte del perfume reingresaría en Europa, y su centro estaba en Venecia,
principalmente porque estaba en una importante ruta y centro para la fabricación de vidrio.
Teniendo en sus manos los principales materiales para el proceso de destilación, a finales del
siglo XVII, el comercio se disparó en Francia cuando Louis XIV trajo policías de protección
y patronaje lo que promovió la compra de artículos de lujo. Aquí, la perfumería era exclusiva
de los fabricantes de guantes, el vínculo surgió debido a que el curtido del cuero requería
sustancias pútridas en consecuencia los guantes estaban perfumados antes de ser vendidos y
gastados. El gremio de guanteros y perfumistas había existido aquí desde 1990. Para ingresar
se requiere 7 años de entrenamiento formal bajo la dirección de un maestro perfumista.
TASK 2. REFLECTION

The principal problem that I had was that when I translated word by word the meaning
was not coherent with the structure of the Spanish language, so that I had that organize many
words and add some connecting words that usually we used in the Spanish language for can
to get a meaning more harmonic whit the Spanish.
TASK 3. CHART
Method Strategy Technique
refers to the type of
process chosen by the
translator to translate
the text
it is a process that is
clearly controlled by
the translator
it is the combination
of the method and the
strategy allowing to
obtain a translation
that coherently
communicates the
ideas printed in the
text
is the fundamental
manager of the
strategy
your goal to achieve
the best results
allows the translator
to choose a route that
will lead him to his
objective (translate)
has as a fundamental
piece the method
since it is who marks
the structure to follow
in the translation

Examples when a translator
chooses the method
word by word, he
knows that he must
translate the text in a
defamed way, which
in my opinion will
give him an initial
and impressed vision
of what the text says
that he wants to
translate
When the translator
prepares to carry out
his work, he designs a
translation strategy
based on an approach
that allows him to
arrive at a conclusion
that is as much as
possible and that
correctly
communicates the
idea that the author of
the text intends to
give.
When I translated
paragraph 2 with the
word by word
method, I realized
that the text lacked
coherence, so I
modified the strategy
and included not only
the word-for-word
method, but also the
method of literal
translation, which led
to a different
technique that
allowed me to obtain
the best possible
result for my
translation
TASK 4. FEEDBACK
hello companions
Reading the work of jhoana companion, i could see that in many moments, we apply of
the unconscious way different techniques in the moment in the that we translation, thanks
to her activity i can see that in my translation i apply different techniques useding a little
of each one and not only the first that i had chosen.

Dear Diana
I consider that your translation is in accordance with the message in the text, and I consider
that you chose good techniques to solve the different problems that were presented in the
translation
Dear Sebastian
like your I consider that the expressions or idioms found in this text required a special
effort to apply a technique that allowed to translate its meaning beyond the literal
STUDENT: SEBASTIÁN BOTERO AGUDELO
TASK 1. TRANSLATION
where you find this activity guide with the name: Perfume Reading. Each student must select
among students.
PARAGRAPH 5
Luxury fragrances were strongly associated with the affluent and prestigious cities of
London and Paris. Perfumers elsewhere tended to supply cheaper products and knock-offs of
the London and Paris brands. The United States perfume industry, which developed around
the docks in New York where French oils were being imported, began in this way. Many
American firms were founded by immigrants, such as William Colgate, who arrived in 1806.
At this time, Colgate was chiefly known as a perfumery. Its Cashmere Bouquet brand had
625 perfume varieties in the early 20th century.
PÁRRAFO 5:

Las fragancias de lujo se asociaron fuertemente con las ciudades afluentes y
prestigiosas de Londres y París. Los perfumistas en otros lugares tendían a suministrar
productos más baratos y falsificaciones de las marcas de Londres y París. La industria de los
perfumes de los Estados Unidos, que se desarrolló en los muelles de Nueva York, donde se
importaban aceites franceses, comenzó de esta manera. Muchas firmas estadounidenses
fueron fundadas por inmigrantes, como William Colgate, quien llegó en 1806. En esta época,
Colgate era principalmente conocida como perfumería. Su marca Cashmere Bouquet tenía
625 variedades de perfume a principios del siglo veinte.
TASK 2. REFLECTION
As in each language there are "native" words or words created so that things, or
complex situations or names cannot be understood in a much easier way, is like the case of
the phrasal verbs, so the difficulty at the time of to translate a sentence, a word or a paragraph
is that, is to try to first understand what the text speaks to us, who intends who wrote it, what
are its objectives and thus be able to reference us much easier, in this way then at the time of
the translation, you must be very careful not to change the meaning of what you want to say
or try to use words that are similar or close to what can be the translation that is needed, so
the help of synonyms and antonyms will help not only to that translation but also to increase
the vocabulary.
TASK 3. CHART

METHOD STRATEGY TECHNIQUE
Is a way something is
done
Example: the way the
teacher can teach the same
subject but in a different
way, as they say in
mathematics, the order of
the factors does not alter the
result
Usually requires some
sort of
planning
Example: plan of action, in
this case for the teacher will
be the lesson plan.
Is a procedure or
skill for
completing a
specific task
Example: in this case, the
teacher can be use a quick
physical activity
to distract their distraction
TASK 4. FEEDBACK
Hello peer, I believe that in general we use a little bit of every technique because I think
all help in a different way and reading all of them I can said that use all. I believe too that
the personal experience of each of us, the experience that we have as a teachers, as a
students, as a people who like the english help us too to do this tasks and this translation.
well, reading all the documents, I think that when reading each of the translations that were
made and speaking from the way I give my work I think that the most used technique or
the one that helped me the most is the literal translation, since the text allowed to use it,
besides that in other translations, perhaps the complexity of the text or of the words maybe
unknown to some the technique that they could have used is Oblique Translation

Techniques since it allows them that the text does not "suffer" a lot when translating it and
does not change much its meaning also we could support in modulation and adaptation and
thus be able to deliver the translations as previously said without changing the idea, what
the writer wanted to express and the purpose of the text.
STUDENT: DIANA MARCELA POSADA ORTIZ
TASK 1. TRANSLATION
among students
PARAGRPH 4
Perfume became less associated with health in 1810 with a Napoleonic ordinance
which required perfumers to declare the ingredients of all products for internal consumption.
Unwilling to divulge their secrets, traders concentrated on products for external use.
Napoleon affected the industry in other ways too. With French ports blockaded by the British
during the Napoleonic wars, the London perfumers were able to dominate the markets for
some time.
One of the significant changes in the nineteenth century was the idea of branding.
Until then, trademarks had had little significance in the perfumery where goods were
consumed locally, although they had a long history in other industries. One of the pioneers
in this field was Rimmel who was nationalized as a British citizen in 1857. He took advantage
of the spread of railroads to reach customers in wider markets. To do this, he built a brand
which conveyed prestige and quality, and were worth paying a premium for. He recognized
the role of design in enhancing the value of his products, hiring a French lithographer to
create the labels for his perfume bottles.

PÁRRAFO 4
El perfume se asoció menos con la salud en 1810 con una ordenanza napoleónica que
requería que los perfumistas declararan los ingredientes de todos los productos de consumo
interno. Nodispuestos a divulgar sus secretos, los comerciantes se concentraron en productos
de consumo externo. Napoleón también afectó a la industria de otras maneras. Con los
puertos franceses bloqueados por los británicos durante las guerras napoleónicas, los
perfumistas londinenses pudieron dominar los mercados durante algún tiempo.
Uno de los cambios significativos en el siglo XIX fue la idea de “marca”. Hasta
entonces, las marcas habían tenido poca importancia en la perfumería donde los bienes se
consumían localmente, aunque tenían una larga historia en otras industrias. Uno de los
pioneros en este campo fue Rimmel, quien fue nacionalizado como ciudadano británico en
1857. Aprovechó la expansión de los ferrocarriles para llegar a clientes en mercados más
amplios. Para hacer esto, construyó una marca que transmitía prestigio y calidad, y valía la
pena pagar un extra por ella. Reconoció el papel del diseño en la mejora del valor de sus
productos, contratando a un litógrafo francés para crear las etiquetas de sus botellas de
perfume.
TASK 2. REFLECTION
In order to translate paragraph 4 some problems were found in the following
sentences.
In the expression "the traders concentrated on products for external use". The first
technique used to translate it properly was the “literal translation” because they had
translatable words in English. However, I notice that a change in the expression would make

it more understandable. So, change "external use" to "foreign consumption". To do this, use
the "reformulation or equivalence" technique.
In the case of the word "branding", having the same use and meaning in Spanish and
English in different geographical areas, not needing translation, the technique used was
"borrowing".
Finally, the phrase "were worth paying a premium for" I found that it could be
translated literaly as "prima" or "bonus". But to arrive at a fluid compression, "extra" was
used using the "reformulation or equivalence" technique. Also, I could use the phrase “pagar
de más”.
TASK 3. CHART
CONCEPT EXAMPLE
STRATEGY Development of a
comprehensive plan to
achieve objectives through
a method, technique and
tools. This must be
flexible and adapted to the
conditions.
The teacher makes a teaching-learning strategy. To do
this, he analyzes the conditions of the classroom,
students and resources. Then, he establishes general
and specific objectives. Choose a method according to
the phases by the objectives. Design evaluations
according to the progress achieved in each stage.
Finally, review what has been done to improve it in
the next opportunity.
METHOD Set of steps using a valid
criterion to develop an
orderly procedure.
To apply the action research method in the classroom
we have the following steps. First, you need students
and teachers who are part of a teaching-learning
strategy. Second, identify the objectives established in

the strategy. Third, analyze a problematic area in this
process. Fourth, establish a specific problem to be
solved through action. Fifth, schedule the action.
Sixth, Apply that action to the chosen problem.
Evaluate the effects of the action and repeat the
process.
TECHNIQUE Specific activity
performed by a tool
enabling a task.
The participant observation is the most used technique
in the classroom because almost always the teacher
who applies in the classroom where he teaches. To
apply this technique, you have to be attentive to the
environment, behaviors and language of the
participants in the study. You can use a field diary, a
record of observation or photographs.
TASK 4. FEEDBACK
TO
Johanna Patricia
Gonzalez
I think the technique used by Johana is good, that is, to give a general
reading of the text to identify which words are unknown, for the case
of this paragraph for example I just did not know a couple of words,
what I did was to do second reading and I am looking for the meaning
of the words I dont know for the translation process to see which one
better, if the verb, the noun, the adjective and give meaning to the
translation.
Herlinda Vanesa
Quiñonez
I think the translation problem you pose is very common, sometimes
a translation of a sentence needs connectors and articles that the

sentence in English itself did not bring, but we have to be careful with
that, because they can change the meaning.
Sebastián Botero According to what I read in your reflection I suppose that you did it
global way, maybe you did not find any difficulty to translation the
paragraph, however, is ideal that you tell us which technique the
traduction you used to reach the final of translation.
STUDENT: DIEGO FERNANDO ZAPATA TRUJILLO
TASK 1. TRANSLATION
among students
PARAGRAPH 3
The trade in perfume flourished during the reign of Louis XV, as the master glove-
and-perfume makers, particularly those trading in Paris, received patronage from the royal
court, where it is said that a different perfume was used each week. The perfumers diversified
into other cosmetics including soaps, powders, white face paints and hair dyes. They were
not the sole sellers of beauty products. Mercers, spicers, vinegar-makers and wig-makers
were all cashing in on the popularity of perfumed products. Even simple shopkeepers were
coming up with their own concoctions to sell.
During the eighteenth century, more modern, capitalist perfume industry began to
emerge, particularly in Britain where there was a flourishing consumer society. In France,
the revolution initially disrupted the perfume trade due to its association with aristocracy,
however, it regained momentum later as a wider range of markets were sought both in the

domestic and overseas markets. The guild system was abolished in 1791, allowing new high-
end perfumery shops to open in Paris.
PÁRRAFO 3
El comercio del perfume floreció durante el reinado de Luis XC, mientras el guante
maestro y hacedor de perfumes recibía patrocinios de la corte real, particularmente aquellos
perfumes que se comercializaban en parís, donde se ha dicho que un diferente perfume se
usaba cada semana. Las perfumerías se diversificaron en cosméticos incluyendo jabones,
polvos, pinturas para rostros blancos y tintes para el cabello. Ellos no fueron los únicos
vendedores de productos de belleza. Mercenarios, vendedores de especias, hacedores de
vinagre y hacedores de pelucas, estaban todos monetizándose con la popularidad de los
productos perfumados .Inclusive simples tenderos estaban viniendo con sus brebajes para
venderlos.
Durante la época más moderna del siglo 18, la industria capitalista del perfume
comenzó a emerger, particularmente in Bretaña donde estaba floreciendo una sociedad
consumidora. In Francia, la revolución inicialmente interrumpió el comercio de los perfumes
debido a su asociación con la aristocracia, como sea, este recobro su momento después en
una gama más ancha de mercados que fueron buscado en ambos, los mercados domésticos y
los mercados exteriores. El gremio fue abolido en 1971, permitiendo a nuevas tiendas de
perfumería de alta clase, ser abiertas en Paris.
TASK 2. REFLECTION
hard to translate and an explanation on the techniques used to get the results
According this activity , I found different problems that I had to solve after the
translating process I mean I had to read it a couple of times after a final paragraph was
finished ,because as a translator I had to use different techniques as adaptation ,also translate

word by word , then I use accommodation of words just to find the meaning of the author
when for example he said “ the master glove” , there are terms that mean something according
the context and this is related to those times, at the end it is a good exercise because I Iike
history and stories about kings and queens are pretty good for me.
TASK 3. CHART
CONCEPT EXAMPLE
STRATEGY I think that a strategy is the main
idea that you have in order to get a
final result, the techniques are part
of the strategy, the method is the
way the strategy is going to be
taken, but the strategy is the most
important idea you have to get an
expected result, the strategy must
have a plan B, a plan C in order to
never fail.
A good example will be when a teacher
knows his group of students for the first time
, so he must analyze them , ask them about
the topics that they already saw, also try to
find their learning styles , just to see how is
the route he is going to take, then he will be
able to choose the right method and the
techniques he is going to use in class in
METHOD A method is like a process that
must be done step by step, you
can’t miss one step because it can
go wrong, and the process may not
end as expected.
A good method you should be in class, I will
begin by separate groups of student with
different learning styles , so in each group
will always be different ways of learning and
this will complement students between them ,
then they will have to do different didactics

games such as roll playing, round tables of
knowledge, forums .
TECHNIQUE A technique is something special
you use to get something ,in
translation there are different
techniques such as calque , literal
translation , borrowing they are all
specify their action and they are all
different from each other
For example you as a student must find a
specific topic in a book that the teacher gave
you, so one of the techniques you have to use
is scanning, searching for the words that are
related to this.
TASK 4. FEEDBACK
Give meaningful feedback to your mates’ task about translation

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 http://englishmanagement17.blogspot.com/2015/07/the-difference-between-
approach.html
 https://www.goconqr.com/en/examtime/blog/teaching-techniques/
 https://www.thoughtco.com/lesson-plan-step-3-direct-instruction-2081852

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