Presentación utilizada en clase de la asignatura 1538 Traducción Aplicada a los Estudios Ingleses (2017-2018), Universidad de Murcia.

1. An English translation course
How does translation
(even)
exist?
A visual teaching aid for the textbook
Step by Step originally written by Ana Rojo
and a chapter from Mona Baker’s In Other Words.
With summaries, brand new mindmaps and illustrations
by Begoña Martínez Pagán (@minibego / minibego.com)
for the University of Murcia 2017-2018 course “(1538) TRADUCCIÓN APLICADA A LOS ESTUDIOS INGLESES”

2. How does translation
(even)
exist?

3. Lesson 1:
DOES TRANSLATION
EVEN EXIST?

4. 1. DEFINITION
2. FEASIBILITY
3. IMPORTANCE
4. EQUIVALENCE
5. FORCES

5. Translation is not rocket
science
(nor tango)

6. Is translation…

7. art?

8. craft?

9. science?

10. technique?

11. law?

12. commerce?

13. YES.

14. That, and
more.

15. 1. Definition

16. Jakobson (1959)
● Intralingual translation
● Intersemiotic translation
● Interlingual translation

17. Munday (2001):
● Product
● Process
● Subject matter

18. ● Oral vs written

19. 2. Feasibility

20. 3. Importance

21. 4. Forces

22. TRUTH ⬌COMPETENCE

23. WRITER ⬌TRANSLATOR
⬌READER

24. WRITER ⬌TRANSLATOR
⬌READER● SKILLS
● INTENTIONS
● STYLE

25. WRITER ⬌TRANSLATOR
⬌READER● SKILLS
● INTENTIONS
● STYLE
● SKILLS

26. WRITER ⬌TRANSLATOR
⬌READER● SKILLS
● INTENTIONS
● STYLE
● SKILLS ● SKILLS
● EXPECTATIONS

27. CONVENTIONS
+ CULTURE
WRITER ⬌TRANSLATOR
⬌READER
INTENTIONS
+ STYLE
SKILLS EXPECTATIONS
SKILLS
CONVENTIONS
+ CULTURE

28. Can we create an ideal
replica? A clone?
● An EQUIVALENT

29. Equivalent:
Aequi + valere
Same + worth

30. TRANSLATION:
AN OPTIMIZATION
PROBLEM

31. TRANSLATION EXPENSES
● Time
● Effort
● Loss of meaning

32. SOLUTION
● Linguistic analyisis
● Skilled production

33. Lesson 2:
WORDS

34. Lexicon
● Structured network,
“tree”
● Not “a list”
● FLUID

35. Words in two languages
DO NOT
correspond exactly

36. ● Decisions must come
from context
● We study words first for
educational reasons

37. Strategies

38. There’s ALWAYS some loss
equivalence ☞ acceptable

39. Move vertically
● Top > down (+ specific)
● Down > up (+ general)

40. Ambiguity
+ vague
- vague

41. Polysemy
+ other meanings
- other meanings

42. Connotation
+ force
- force

43. Recapitulation
● Moving vertically
● Ambiguity
● Polysemy
● Connotation

44. What is a
word?

45. Everybody thinks they know what a
word is. But the matter, which
seems so simple, is in fact
enormously problematical.
Aitchison, J. (1994)

46. There once was a fisher named Fisher
Who fished for a fish in a fissure.
But the fish with a grin
Pulled the fisherman in
Now they all fish the fissure for Fisher.
Aitchison, J. (1994)

47. 1.1. The smallest
meaningful unit?

48. 1.2. Minimal permutable element
(Cruse, 2000)
● Cannot be interrupted
● Cannot be moved, or new material inserted

49. 1.3. Any sequence of letters with an
orthographic space at either side
(Baker, 1992)

50. Dissimilarity

51. Same world?
Different views?
Different “cuts”?
Can words determine thoughts?
(Sapir-Whorf)

52. Rojo, A. Step by Step, page 69

53. Rojo, A. Step by Step, page 70

54. Equivalence
at word level

55. Kussmaul (1995):
What are the
relevant features of the meaning of a word,
in a given context,
with regard to the function of the translation?

56. Word nuisance

57. Choose the
RIGHT
meaning

58. Cope with
AMBIGUITY

59. He got a boot in his stomach

60. The Bishop will marry the Prince

61. Children should
always be belted in cars

62. Iraqi head is caught
in possession of arms

63. A survey of milk drinkers reveals
that many are turning to powder

64. The World’s
Most Beautiful Mummy

65. Legal text:
ambiguous on purpose
(serve papers)

66. Humorous texts

67. Move across the semantic
category

68. 1. Sinonymy (same)
2. Antonymy (opposite)
3. Hyponymy (categories)
4. Meronymy (parts)

69. Modulation:
move up and down
the semantic category

70. Modulation
a change in point of view
● Part/whole
● Abstract/concrete
● Cause/effect
● Means/result
● A/non-a

71. Movefrom
one language type
to another

72. Talmy (1985, 1991, 2000):
English: motion verbs express
movement and manner of movement
but use satellites or prepositions for
path.

73. Talmy (1985, 1991, 2000):
Spanish: motion verbs express
movement and path
but use satellites or prepositions for
manner of movement.

75. Slobin (1996, 1997)
EN>ES translators, +50 % cases: Omit
manner and include path
ES>EN translators add manner.

76. Language acts

79. Secondary meanings

81. Lesson 3:
MULTI-WORD
STRUCTURES
TRANSLATING PHRASEOLOGICAL UNITS

82. KNOCK, KNOCK
—Is this the translators’ club?
—Well, it depends.
-On the context?
-Come in!

83. Surrounding linguistic
environment restricts the
meaning of a term.
—Rojo, Step by Step

84. SPEAKERS FOLLOW
(PRE-ESTABLISHED)
PATTERNS

85. Step by Step, Ana Rojo

86. SPEAKING IN SILVER
FROM LOST TO THE RIVER

87. “Lexical pattern”
Any group of words that is
relatively fixed.
Too general?

88. PHRASEOLOGICAL UNITS
● Fixedness (doesn’t change much)
● Idiomaticity (natural to native speakers)

89. PHRASEOLOGICAL UNITS
● Such as:
○ Collocations, idioms, proverbs,
formulaic expressions, clichés

90. How to classify them?
● Semantic? (meaning)
● Syntactic? (structure)
● Other?

91. Corpas Pastor (1996) 3 basic categories:
Incomplete utterance:
1. Collocations
2. Idioms
Complete utterance:
3. Phraseological statements

92. 3 BASIC CATEGORIES:
● Collocations
● Idioms
● Phraseological statements

93. Collocations:
● Incomplete utterance, variable
● The tendency for some words to occur
together
● A matter of FREQUENCY
● E.G. heavy drinker, strong coffee

94. Idioms:
● Incomplete utterance, stable
● “Frozen patterns of language which allow
little or no variation in form and (…) often
carry meanings which cannot be deduced
from their individual components.”
Baker (1992)

95. Moon (1998). 3 types of idioms:
● Transparent metaphors
● Semi-transparent metaphors
● Opaque metaphors

96. Phraseological statements
● Complete utterances
● Autonomous

97. Types of phraseological statements
● Proverbs (generally accepted truths, didactic)
○ “Never look a gift horse in the mouth”
● Clichés (obvious facts, not didactic)
○ “No somos nadie” // “We live and learn”
● Quotations (like proverbs with known origin)
○ “May the force be with you”

98. Types of phraseological statements
● Comandments (often religious)
● Slogans (from advertisements)
● Routine formulae (greetings, letter writing)

99. DIFFICULTIES IN TRANSLATION
● Recognise them as such
● Similar-but-NOPE counterparts
● Similar vs natural
● No equivalent
● Manipulated (literature, publ.)

100. STRATEGIES (1 / 2)
● Similar form and meaning
● Similar form, dissimilar meaning
● Typical expression, slightly diff.
meaning

101. STRATEGIES (2 / 2)
● Paraphrase
● Invent new image
● Omission
● Compensation

102. Lesson 4:
ABOVE THE WORD
TRANSLATING
GRAMMAR

103. ORDER MATTERS
● Mi más vieja amiga
● Mi amiga más vieja

104. Differences
in grammar
⬌
Differences
in
information
Add? Omit?

105. Grammar, as defined by
DIRVEN AND VERSPOOR (1998):
● The combination of knowledge of
the linguistic categories and
knowledge of the patterns in
which these may appear.

106. This includes:
● Lexicology
● Morphology
● Syntax
● Phonetics
● Phonology

107. But we will focus on:
● Syntax
● Morphology

108. Grammar’s double role
● SYNTAX: patterns
○ How messages are organized
● MORPHOLOGY
○ How a word’s form(s) convey
meaning

109. Morphemes
● Inflectional
● Derivational

110. Morphemes
● Inflectional
○ Do not change the word type
■ Number, gender, tense,
aspect, agreement,
comparison

111. Morphemes
● Derivational
○ Change the word type
■ Syntactic category (verb to
noun…)
■ Meaning (size, affection…)

112. ALTMANN (1997):
[Saying] that we ignore meaning and we ignore
grammar is to say that we do the linguistic
equivalent of driving on the wrong side of the
road, through red, with no brakes!

113. Problems in translating
grammatical meaning

114. Gender

115. Female. Male. Neither. Both.
ES>EN: express gender (?)
EN>ES: find out!
Or avoid the subject?

116. Number

117. NUMBER
● Singular
● Plural
● Dual > As singular or as plural?
○ Pyjamas, dungarees , overalls
● ES: su > his, hers, its, theirs?

118. Person

119. PERSON
● Formal / polite
● Informal / familiar / friendly?

120. Tense

121. TENSE
● Location in time:
○ Past / present / future
● Temporal duration:
○ Complete / incomplete
○ Momentary / continuous

122. TENSE
● ES<>EN: +/-same tenses
● WITH EXCEPTIONS!
○ Frequency
○ Uses

123. SPANISH USES
WAY LESS
THE PASSIVE TENSE!

124. Voice

125. VOICE
● Active
● Passive
● se-passive
➔ (is your friend in Spanish)

126. Bear in mind:
➔ Frequency in each language
➔ Existence of similar structures
➔ Function
➔ Stylistic value

127. Morphemes

128. MORPHEMES
➔ No one-to-one correspondence
➔ Several strategies

129. WATCH OUT FOR
➔ Diminutives
➔ Augmentatives
➔ Pejoratives

130. DIMINUTIVES
● English:
○ -ey, -y, -ie, -o, -ette,
-let
○ -za (Australia)
● Spanish
○ -ito, -illo, -ete, -ín, -ico

131. But!
Diminutives in Spanish
have many more uses.

132. USES OF DIMINUTIVES
★ To indicate something being small
and compact
○ Sillita, gatito, cucharilla

133. USES OF DIMINUTIVES
★ To convey charm or endearment
○ Abuelita, maridito, mujercita,
abuelete, vejete

134. USES OF DIMINUTIVES
★ To indicate that something’s casual
or temporary
○ Amiguete, noviete, rollete

135. USES OF DIMINUTIVES
★ To play down an unpleasant or
embarrasing thing
○ Dolorcillo, mentirijilla,
mentirosillo, dinerillo, gordito

136. USES OF DIMINUTIVES
★ To convey a precise degree (in
certain adverbial expressions)
○ Cerquita, en un momentito,
prontito, tempranito, poquito

137. USES OF DIMINUTIVES
★ To convey annoyance or discontent with things
happening during a specific period
○ Diíta, añito, mesecito, semanita

138. USES OF DIMINUTIVES
★ To give a friendly or familiar tone
○ Un momentito, una cervecita,
despacito, con cuidadito

139. USES OF DIMINUTIVES
★ To talk to little children or lovers
○ Jarrito, marranete, pillín, monín,
cariñito, cielito

140. USES OF DIMINUTIVES
★ To form new words
○ Zapato ➜ zapatilla
○ Libro ➜ libreta
○ Avión ➜ avioneta

141. USES OF AUGMENTATIVES
★ To express intensity
○ Negative
○ Positive
○ Or depending on context!

142. USES OF AUGMENTATIVES
★ Disdain, displeasure
○ Solterón, solterona, cabezón,
cabezota, bocazas, manazas,
ricacho, ricachón, pasote

143. USES OF AUGMENTATIVES
★ Approval, satisfaction
○ Cochazo, pisazo, casaza, motazo,
padrazo, madraza, pasote, golazo,
puntazo, pintaza

144. USES OF AUGMENTATIVES
★ To indicate a blow or a stroke
○ -azo
■ Hachazo, martillazo, puñetazo,
cabezazo, codazo, sartenazo,
plumazo

145. USES OF AUGMENTATIVES
★ To indicate a blow or a stroke
○ -on (to a certain part of the body)
■ Coscorrón, pisotón, bofetón

146. USES OF AUGMENTATIVES
★ To form new words
○ Tabla ➜ tablón
○ Fuego ➜ fogón
○ Cinto ➜ cinturón
○ Camisa ➜ camisón
○ Caja ➜ cajón
○ Cuerda ➜ cordón

147. USES OF PEJORATIVES
★ Pejoratives indicate contempt,
objection, disapproval.
★ Spanish has pejorative morphology.
English doesn’t.

148. PEJORATIVES
★ -ajo, -ejo, -acho, -ucho, -ales,
-anga, -ingo, -arro, -orro, -astro,
-uelo, -zuelo, -ezuelo, -uno, -uzco,
-uzo

149. DEROGATORY DIMINUTIVES
★ -ete, (-cete, -ecete)
★ -ico, (-cico, -ecico)
★ -illo (-cillo, -ecillo)
★ -ito (-cito, -ecito)

150. DEROGATORY AUGMENTATIVES
★ -aco
★ -ote (-zote, -ezote)
★ -ón (-zón, ezón)

151. USES OF AUGMENTATIVES
★ To indicate resemblance to negative qualities
or mischievous behaviour
○ Caballuno, lobuno, pequeñajo,
chiquitajo, renacuajo, animalejo,
diablejo.

152. USES OF AUGMENTATIVES
★ To hint at something rudimentary or done
without expertise
○ Pintarrajo, muñecajo, palote,
monigote*
*de monigo, monaguillo

153. USES OF AUGMENTATIVES
★ To hint at inherent negative features
○ Listorro, ceporro, señoritingo,
frescales, bestiales, fritanga

154. How would you translate these?
○ Listorro, ceporro, señoritingo,
frescales, bestiales, fritanga

155. USES OF AUGMENTATIVES
★ To mock somebody, without extra
meanings
○ Perico, Pericales

156. USES OF AUGMENTATIVES
★ To complain about certain
behaviour
○ Acusica, quejica, llorica

157. USES OF AUGMENTATIVES
★ To hint at the appalling condition
of something (poor, old, ugly,
doesn’t work…)
○ Poblacho, casucha, cacharro

158. USES OF AUGMENTATIVES
★ To suggest that something has the quality
described, only to a certain degree:
○ Feúcho, malucho, blancuzco,
negruzco, borrachuzo,
borrachuelo, marranuzo

159. USES OF AUGMENTATIVES
★ To indicate lack of importance or
secondary status:
○ Escritorzuelo, reyezuelo,
populacho

160. USES OF AUGMENTATIVES
★ To indicate some sort of
extrinsicality (mostly not a blood
relation)
○ Padrastro, madrastra, hijastro

161. USES OF AUGMENTATIVES
★ To intensify the negative qualities
of the stem
○ Pajarraco, libraco, bicharraco,
abusón, barrigón
○ Let’s think about this example:
sudaca

162. USES OF PEJORATIVES
★ To convey disdain by downgrading
the category
○ Falsete, pringadete, zoquete,
tontito, cabrito, listillo, burrillo,
borrico, gobernadorcillo,
frailecillo

163. Compounds

164. COMPOUNDS
➔ Unpredictable
➔ Break up and build again
◆ In general, use common
sense!

165. Others?!

166. ● SHAPE (YANA, NAVAHO)
○ Long
○ Round
○ Sheet-like

167. ● AMUESHA(Perú)
○ Dead
○ Alive

168. Lesson 5:
BEYOND THE SENTENCE,
EXPLORING THE NOTION OF
CONTEXT

169. How do readers
establish context?

170. ● Let’s think:
○ I hate irritating children
○ I hate irritating men
○ I hate irritating misogynists
○ I hate irritating fascists

171. Co-text
Con-text
of situation
Text Culture
Werlich, 1970; Van Dijk, 1977; Halliday and Hasan, 1976

172. Original text
in original context
Pic: Wikimedia Commons
https://commons.wikimedia.org/wiki/File:Penguin_in_Antarctica_jumping_out_of_the_water.jpg#metadata

173. Translated text
in
target
context
Pic: Andreas Lucke, bildlich.org

174. ● Context
○ Cohesion
○ Coherence

175. ● Coherence, Baker (1992)
○ The network of conceptual
relations that underlie the
surface of a text.

176. ● Cohesion, Baker (1992)
○ The network of surface relations
which link words and
expressions to other words and
expressions in a text.

177. ● Ana Rojo (2009):
○ Cohesion can, therefore, be considered the
surface expression of coherence, since
cohesive devices are textual devices for
making conceptual relations explicit.

178. ● Cohesion
○ Do the underlying ideas make sense?

179. ● Coherence
○ How meaning is structured
○ Beyond texts / languages

180. ● Cohesive devices in translation:
○ Grammatical differences
○ Lack of stylistic naturalness

181. ● Cohesion
■ Reference
■ Ellipsis
■ Lexical cohesion
■ Conjunction

182. Reference, (Rojo, 2009):
● The connection of one linguistic
expression to another, in which
one provides the information
needed to interpret the other
correctly.

183. Reference
● Personal (pro-nouns)
○ Pro-verbs, pro-complements, pro-clauses
● Demonstrative
● Comparative
● Deictics

184. !
➔ Spanish does NOT repeat pronouns,
the person marker is “in the verb”

185. Ellipsis (Rojo, 2009):
● The omission of one or more
items that are understood in the
context, but which are required to
make the sentence grammatical.

186. Ellipsis
● Situational knowledge
● Language-specific economy
● Borderline with reference

187. ● Lexical cohesion
■ Reiteration (repetition)
■ Collocation

188. Conjuction (Rojo, 2009):
● The use of formal
markers to hold bits of
text together.

189. ➔ Conjunction
◆ Parataxis
● Coordination
● Juxtaposition
◆ Hypotaxis
● Subordination

190. !
➔ English uses more parataxis
(coordination, juxtaposition).
➔ Spanish uses more hypotaxis
(subordination).

191. The car and I crawled cursing up the street to
my flat. You just cannot park around here
anymore. Even on a Sunday afternoon, you just
cannot park around here anymore. You can
doublepark on people: people can double park
on you.
[Amis, Money, 1982, cited by Rojo, 2009]

192. Mi coche y yo íbamos a paso de tortuga camino a casa,
cagándonos en todo. Es que aquí ya no se puede aparcar.
Es que ni siquiera en domingo por la noche se puede
aparcar.
—(c) This translation: students of the 2016-2017 class,
Translation and Interpreting Degree. University of Murcia.

193. Some options we considered in the 2016-2017 class:
1. Puedes hacerlo en doble fila, los demás van a aparcar
sí o sí.
2. Si tú no aparcas en doble fila, lo harán otros.
3. Acabas aparcando en doble fila como hacen los demás.
4. Acabas aparcando en doble fila o te dejan encerrado.

194. Coherence, Baker (1992) (again)
The network of conceptual relations
that underlie the surface of a text.

195. Coherence
(Hatim and Mason 1990, Beaugrade 1980)
The procedures which ensure conceptual conectivity, including:
1. Logical relations
2. Organisation
of events, objects, situations
3. Continuity in human experience

196. Coherence
(…) depends on the interaction between
textual knowledge and
the reader’s own knowledge and
experience of reality.
(Rojo, 2009)

197. This text is cohesive but incoherent:
(…) I bought a Ford. The car in which President Wilson
rode down the Champs Elysees was black. Black English
has been widely discussed. The discussions between the
presidents ended last week. A week has seven days. Every
day I feed my cat. Cats have four legs. The cat is on the
mat. Mat has three letters.
(Baker, 1992, as quoted by Rojo, 2009)

198. Finding a text coherent depends on
● Reader’s ability to recognise the semantic
relations that form the thread of meaning
● Reader’s capacity to find text components
relevant and believable.

199. An elevator in Belgrade:
To move the cabin, push button for wishing floor. If the
cabin should enter more persons, each one should press a
number of wishing floor. Driving is then going
alphabetically by national order.
(Tradux Translations, 2006, as quoted by Rojo, 2009)

200. !
➔ This makes no sense!

201. ?
➔ Why do we understand it?

202. Frame:
An internalised chunk of knowledge
Rojo, 2009

203. Frame:
A mental model of reality that helps us
understand the world around us.
Rojo, 2009

204. Frame:
We have stored an inventory of these
mental models and we use them to
interpret reality.
Rojo, 2009

205. Interesting, on mental models:
https://joshkaufman.net/mental-models/
The Personal MBA

206. Frame
○ Cognitive approach
○ Mental model of reality
○ Prototypical situations
○ Meaning:
a complex conceptual structure
obtained from experience

207. Example of a toxic model,
right here in this chapter
of the book.

209. ● Implicature
○ I’ve got to take my car for a
service soon. We are going to
Portugal in two weeks.
Rojo, 2009

210. ● Implicature
○ It helps us explain how we manage to
establish continuity of meaning between
apparently decontextualized stretches of
language.
Rojo, 2009

211. Grice (1975):
“We assume that conversation is governed by a
Cooperative Principle”
● Quantity
● Quality
● Relevance
● Manner

212. Grice (1975)
Cooperative Principle:
● Quantity
○ One should provide just as much
information as required

213. Grice (1975)
Cooperative Principle:
● Quality
○ One should only say what one
believes is true.

214. Grice (1975)
Cooperative Principle:
● Relevance
○ What one says must be relevant
to the current exchange.

215. Grice (1975)
Cooperative Principle:
● Manner
○ Speakers must be clear, brief,
and orderly.

216. +Others add one extra:
● Politeness
○ One should always be courteous
and considerate.

217. If these principles are
right, we will look for that
kind of connections first.

218. “My husband is losing
a lot of weight.
He works very hard.”

219. ● Implicature
○ Apparently fragmented
language?
○ Metaphor / metonimy
■ My girlfriend is a doll
■ Estoy agotada. Mi hijo es un
auténtico bicho.

220. “Cognitive metonimy” as
the basis of
pragmatic inference…
… we will skip this part.

221. Exploiting
the context of situation

222. We store concepts
together with their
prototypical contexts.

223. ● Situational information
○ Speaker’s geographical, social,
temporal origin
○ Natives choose their register

224. ● Cultural / situational-related
information
○ How much to explain?
○ How much to leave implicit?
■ See: Chip Kidd at TED:
■ https://www.ted.com/talks/chip_kidd_designing_books_is_no_laughing_matter_ok_it
_is

225. Lesson 6:
TRANSLATION
STRATEGIES
AFTER MONA BAKER’S IN OTHER WORDS

226. Halliday and
Theme vs Rheme
Given and new ... differ from theme and rheme ... in that ‘given’
means ‘here is a point of contact with what you know’ ... whereas
‘theme’ means ‘here is the heading to what I am saying’.
Halliday (1970)

227. TO SUM UP:
ORDER
DOES MATTER.

228. THEME
● What the clauseis about.
● Functions:
A. Orientation. It connects back to previous
stretches of discourse (coherence)
B. Connection. It connects forward and
contributes to the development of later
stretches.

229. RHEME
● What the speaker says about the
theme.
● The goal of discourse itself.

230. Every clause has the
structure of a message:
○ it says something (the rheme)
○ about something (the theme).

231. IF order matters…
how do we
translate it?

232. Translation strategy 1
VOICE CHANGE

233. VOICE CHANGE
○ From active to passive
○ From passive to active
○ From passive to se-passive
■ This paper reports observations about English
grammar.
■ En este trabajo se presentan nuestras
observaciones sobre la gramática inglesa.

234. VOICE CHANGE
○ Ergative structures
■ From: transitive verb + object
● An explosion shook the room
■ To: subject + intransitive verb
● The room shook (with the explosion)

235. Ergative structures as translation strategies
transitive verb + object
Mona Baker, In Other Words
subject + intransitive verb
● (An explosion) shook the room
● The room shook (with the explosion)

236. Translation strategy 2
CHANGE THE VERB

237. CHANGE THE VERB?
A dangerous proposal

238. VERB CHANGE?
Compare:
● I like it <—> It pleases me
● I got a letter from Jane <—> Jane sent me a letter
● I bought it from Jane <—> Jane sold it to me

239. Translation strategy 3
NOMINALIZATION

240. NOMINALIZATION
Using nouns where we had verbs:
● Describe —> description

241. Translation strategy 4
EXTRAPOSITION

242. CLEFT SENTENCES
● Es en Managua donde nací.
vs
● Nací en Managua.

243. CLEFT SENTENCES
● La que va es Juana.
vs
● Juana va.

244. CLEFT SENTENCES
● Lo que no quiero es ir.
vs
● No quiero ir.

245. CLEFT SENTENCES
What are they? How do
they work?
See SWAN, page 114, chapter 131.
Swan, Michael. Practical English Usage. Oxford: Oxford University
Press, 1980.
It’s in the library! Check it out: http://alejandria.um.es

246. MARY keeps a pig in the
garden shed.
● Mary is the person who keeps a
pig in the garden shed.
● The person who keeps a pig in
the garden shed is Mary.

247. Mary keeps a A PIG in the
garden shed.
● A pig is what Mary keeps in the
garden shed.
● What Mary keeps in the garden
shed is a pig.

248. Mary keeps a pig IN THE
GARDEN SHED.
● The garden shed is (the place)
where Mary keeps a pig.
● (The place) where Mary keeps
a pig is the garden shed.

249. Mary KEEPS a pig in the
garden shed.
● What Mary does is to keep a
pig in the garden shed.

250. MARY KEEPS A PIG IN THE
GARDEN SHED.
● What happens is that Mary
keeps a pig in the garden shed.

251. Emphasis / Ellipsis / Fronting:
a fun example with Andalusian.
https://www.youtube.com/watch?v=o090G1KX3nw

252. Next day: OmegaT
*OmegaT is not required coursework.
Free tutorial in PDF:
OmegaT for Beginners tutorial
http://omegat.org/files/OmegaT_for_Beginners.pdf

253. That’s all,* folks!
*For the time being: there’s one
summary/round-up chapter that I’d like to
add at some point.

254. Remember, this is a visual
teaching aid for the
textbook:
Rojo López, Ana María. Step by Step: A Course in
Contrastive Linguistics and Translation. Oxford: Peter
Lang, 2009.
ISBN: 978-3039111336
It’s in the library! Check it out: http://alejandria.um.es
You can buy it here: http://amzn.to/2ibIXIq

255. Remember, this ALSO is a
visual teaching aid for the
textbook:
Baker, Mona. In Other Words: A Coursebook on
Translation. New York: Routledge, 2003.
ISBN: 9781136839733.
It’s in the library! Check it out: http://alejandria.um.es
You can buy it here: http://amzn.to/2CzQtLe

256. This presentation is a work in progress!
Send your feedback to:
bmartinez@um.es