translation studies. retrospective and prospective views

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kisses./[...]/There, under steep shores,/The face of the sea got shadowy;/There, sleepy waves/ Moan under granite shores.) (193), Hero and Leander’s legend, or the party song, slightly moving towards bitter meditation, in the last canto of the poem. In its own way, Bolintineanu’s poem highlights the existence of some strengths of the Byronic model in the Balkan spirit of the Romanian literature – the Ottoman and Hellenic Orient, Bosporus, the harem, the oriental-stemming hedonistic attitude, the fatal erotic passion and the appetite for the fabulous as well as the sum total of states and attitudes which make up the so-called Byronism: the indefinite melancholy, the nocturnal meditation by the graves, the feeling of humankind futility, the fascination stirred by a legendary past and egocentrism as a measure of all things. References Bolintineanu, D. (1984). Poezii alese, Bucureşti: Minerva. Călin, V. (1955). Romantismul, Bucureşti: Univers. Constantinescu, V. S. (1998). Exotismul în literatura română, Iaşi: Editura Universităţii “Al. I. Cuza”. Negoiţescu, I. (1991). Istoria literaturii române, Bucureşti: Minerva. Negoiţescu, I. (1966). Scriitori moderni, Bucureşti: Editura pentru Literatură. Petrescu, I. Em. (1983). Configuraţii, Cluj-Napoca: Dacia. Regman, C. (1966). Confluenţe literare, Bucureşti: Editura pentru Literatură. Simion, E. (1998), Dimineaţa poeţilor, Bucureşti: Univers Enciclopedic. 10
Translation Studies: Retrospective and Prospective Views ISSN 2065 - 3514 (2008) Year I, Issue 1 Galaţi University Press Editors: Elena Croitoru and Floriana Popescu (First volume) Proceedings of the Conference Translation Studies: Retrospective and Prospective Views 9 – 11 October 2008 “Dunărea de Jos” University of Galaţi, ROMANIA pp. 11 - 16 ANNOTATION AS TRANSTEXTUAL TRANSLATION Ruxanda Bontilă “Dunărea de Jos” University of Galaţi, Romania 1. Introduction: Translation as critical thinking In an interview, Domenico Pezzini (former professor of English at the University of Verona and consacrated traslator) declares that “no approach to the text equals in depth that of the translator, where reading skill and writing skill meet.” (2008: 49) I certainly agree with the translator’s view as with his concluding remark, that “in every single study of language the practice of translation should always be there, both when learning to read and when learning to write.” (2008: 49) By the same token, I say that translation can help students/scholars/people get used to making good judgments in terms of thinking, of speech, of action, or of creation. As the practice of making good theoretical, practical, productive judgments — in short, critical thinking — depends on skilfully performed acts in any professional guise, it follows that critical thinking or applied thinking is as much process as productive activity. It involves, as Matthew Lipman explains, “using knowledge to bring about reasonable change.” (2007: 427) There are three essential characteristics which can, according to Lipman, signify the relationship between critical thinking and judgment. They are (1) reliance on criteria, (2) the capacity of being self-corrective, and (3) sensitivity to context. Once these characteristics are met, critical thinking turns a product, which is concerned either with the production of meaning, as in the case of responsible interpretation, or the preservation of meaning, as in the case of responsible translation. Any cognitive practice must base on such time-tested criteria as validity, evidential warrant, and consistency, which can, whenever necessary, be made available by their practitioners. Translation is an activity which takes minute by minute decisionmaking based as much on logic as on reasoning: the former helps to validly extend our thinking; the latter to justify and defend it. If we want to help our students improve both logic and reasoning, then we must make them develop their ability to identify and give good reasons for the opinions they express. The necessary condition for achieving the goal is that teachers 11
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Page 7 and 8: The publication of the first three
Page 9 and 10: Ruxanda Bontilă is an associate pr
Page 11 and 12: study on language and literature, o
Page 13 and 14: are a very good exercise in the leg
Page 17 and 18: Byronic disabuse and cynicism are s
Page 19: waves,/Seemed, in the shadow of the
Page 23 and 24: has the special vocation of watchin
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Page 29 and 30: Richard’s journey from childhood
Page 31 and 32: (After I had outlived the shocks of
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Page 37 and 38: etter than what already existed; th
Page 41 and 42: explicitly order him to kill Claudi
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Page 49 and 50: As Mandelbrot points out, this idea
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Page 55 and 56: This metafictional aside may be rea
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Page 65 and 66: Katherine Tarbox, in her turn, stat
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trouver des sources et une base de
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génération ’80 ; l’anéantiss
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Cuşnarencu, Hanibal Stănciulescu,
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Generaţia ’80 în texte teoretic
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Translation Studies: Retrospective
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The novel exploits the carnivalesqu
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“triumph of subjectivity”(Benja
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eader only variants of the past. It
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egarded as suspicious. Both Barnes
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with a flirtatious lady of sorts. O
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Other scholars, notably Carolyn Wal
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the Church. Could the pentagram rea
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he himself would become an insignif
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lame Sir Gawain? He enjoys the choi
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Textually, it presupposes a similar
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life in society and its repercussio
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The so-called A vocabulary constitu
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At this point, it seems necessary t
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tendencies fall into two categories
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professor-character is thus constru
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writing of a novel that does not re
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and indeterminacy” (Eagleton, 200
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consciousness, at a time when almos
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Though Bradbury makes a somewhat pa
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fragmentation, and in a whimsical m
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Thus, we can say that, instead of s
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It is known that the time frame in
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to the composition, the figure of C
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tympanum above the central west ent
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entrance, the pointed arch trimming
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trefoils and quatrefoils which exte
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Marino Malone, C. (2004). Façade a
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classes integrating email and the I
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text. III. Aims of the Online Cours
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4 components: (i) background knowle
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• Having students highlight the v
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Participating students and free-lan
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of time. It is much less time-consu
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Translation Journal, 11, 4. Steccon
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The ritual becomes both communicati
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evidence by formal or informal mark
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markers (markers for pronouns or ve
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social setting (the classroom life)
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• Classification based on text ty
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in the original by using the right
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include cognitive, affective etc. s
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* WORKING PROTOCOL Difficulties enc
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Fresch, M. J. (2001). Using think-a
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concise, clear, and conform to the
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The fact section of a good student
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Who is the appellant (or respondent
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transcrit à l’écrit : familier
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andouille pour qu’on se laisse fa
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Réalisez un dialogue entre deux ad
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At this point, mention should be ma
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The map suggested by Murcia and Fre
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Continuous, for example, means know
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interrupted lines so as to suggest
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In addition to this, mention should
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The text above shows the difficultn
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you or you are wonderful! Such abbr
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over processes. The main idea worth
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at least, three aspects: • what c
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[1] quoted from Byram, M., 1994, p.
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The use of the new technologies imp
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documents and other resources of th
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l’exercice du jugement critique e
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correction, année scolaire 1997-19
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