translation studies. retrospective and prospective views

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invisible and the reader becomes Mr. Goodman failing to recognize the substitution of Hamlet’s biography for Sebastian’s.” (2008) As all great novels are refractions of their authors’ lives, Nabokov being no exception, it follows that through annotation the reader can identify the writers’ mode of transforming life into art and hence their principles of creation. It further reveals the most personal possible dialogue between life and literature they secretly hope to go undetected by all but one bosom self. Note 1 It is only fair at this point to congratulate the Pathway to English team (A. Achim, R. Bălan, M. Carianopol, E. Comişel, C. Coşer, F. Dinu, V. Focşeneanu, L. Mastacan, R. Popovici, V. Stan, E. Teodorescu, R. Vulcănescu) who have intuited the importance of translation for an education for critical thinking. They are the first Romanian textbook writers who have looked at translation as a language skill in its own right, i.e. an intercultural-specific form of communication. In the Pathway to English series (The Romanian Ministry of Education chose to omit it from the list of recommended textbooks), the authors have provided carefullysequenced tasks on mediation techniques and cultural awareness activities designed to build the translation skill progressively. References Benjamin, W. (1955/1970). The Task of the Translator. Illuminations, trans. H. Zohn, London: Cape, 69-82. Boyd, B. (1993-2008). Annotations to Ada. The Nabokovian, University of Kansas, 30- 60. de la Durantaye, L. (2007). Emandations to Annotated Editions of Lolita. The Nabokovian, 58, 6-20. Facchinetti, R. (2008). The Pleasures of Translating: An Interview with Domenico Pezzini, The European English Messenger, Vol. 17.1, 46-49. Lipman, M (2003/2007). Education for critical thinking, in R. Curren (ed.), Philosophy of Education. An Anthology, London: Blackwell, 427-435. Meyer, P. (2008). Life as Annotation: Sebastian Knight, Nathaniel Hawthorne, Vladimir Nabokov, Cycnos, Volume 24 no. 1, (March): 7 pp. 7 Oct 2008, . Nabokov, V. (1991). The Annotated Lolita. Edited with preface, introduction and notes by Alfred Appel Jr., London: Penguin Books. 16
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. 17 - 28 BLACK IDENTITY IN RICHARD WRIGHT’S BLACK BOY Sorina Chiper “Al. I. Cuza” University of Iaşi, Romania In 1846, when the question of genuine American literary creation became topical, Theodore Parker bemoaned that: “We have no American literature which is permanent.” (Davis, 1985: xxi) This overtly critical view was refined in 1856 when, in his oration on The American Scholar, he found an outlet of American originality: So we have one series of literary productions that could be written by none but Americans, and only here; I mean the Lives of Fugitive Slaves. But as these are not the work of the men of superior culture they hardly help to pay the scholar’s debt. Yet all the original romance of Americans is in them, not in the white man’s novel. (Davis, 1985: xxi) The pragmatic and political use to which slave narratives were put, rallied as they were in the Abolitionist cause, fossilized them into strict conventional forms. In the article “‘I Was Born’: Slave Narratives, Their Status as Autobiography and as Literature,” James Olney (1984) provides a comprehensive list of the generic features of slave narratives: an engraved portrait, signed by the author; the title page, with the eager specification “written by himself” or “written by a friend”; testimonials and/or one or several prefaces/introductions by a white abolitionist friend, by a white amanuensis or editor in charge of the text which is declared “plain” and “unvarnished;” a poetic epigraph, and then the narrative as such, followed by an appendix comprising documentary material, reflections on slavery, newspaper items, sermons, and poems. Stephen Butterfield argues that “The ‘self’ of black autobiography is not an individual with a private career, but a soldier in a long, historic march towards Canaan.” (1974: 2-3); it “is a conscious political identity, drawing sustenance from the past experience of the group, giving back the iron of its endurance fashioned into armor and weapons for the use of the next generation of fighters.” (1974: 3) As far as the autobiographical form is concerned, he considers that 17
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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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