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[quote=PSB]The workbook I am brailling shows prefixes and suffixes circled in a word e.g. continue – the con is circled, kindness – the ness is circled. I have used the italic indicator and termination indicator to show this. Is this correct?
Vowel combinations such as ow, oo, ea are shown in a box. Can I use parenthesis to enclose these or do I need to use the shape indicator or something else?
Thank you,
Patricia[/quote]I added the answers on your question paper, which I have attached. Thank you so much for sending all those print pages. These were absolutely essential. I could see exactly what you were referring to and I could see exactly what you were asking about.
And again, please let me know if any of the answers need further explanation.
–Joanna
Technically, The Interim Manual is in use for foreign language. However, the new FL Guidelines are in the final editing process and we are anticipating final approval from BANA. In the meantime, although I can’t share actual pages from it, I am authorized to make suggestions based on it and that is what I propose now. The following is technically a suggestion, but I PROMISE that you would be correct to follow it.
Essentially, the new FL guidelines follow Braille Formats most of the time. There remain a few, very significant exceptions and these are clearly covered in the new FL guidelines. But exceptions to general Formats are much fewer and more clearly explained. They usually have to do with translation issues and other considerations that occur only in foreign language.
In this case, Braille Formats is followed for exercises. So the example label Esemplo remains in cell 1 as in Formats Sample 10-8 Section 10.8.5 (label stays in cell 1 with the sentences moved to the next line.) Your examples look just like these in Formats.
It is true that Formats does not SHOW an indented sample, but the text clearly states that. Indent the sample sentences to match what they would be in the exercise. The Esemplo label goes where it would to in any case–in cell 1. And this is what the new FL guidelines will direct, In fact, it is now being decided whether to show an example of this in foreign language, or just to refer directly to Formats.
Retain the boldface in the answer to the sample question. This is also what is done in Formats, as shown in the above Sample 10-8, where the font attribute is retained.
–Joanna
Follow the order of symbols listed in the update but include only the symbols actually used in that volume. Also theoretically I would list the caps lock sign FIRST because it is the equivalent of [u]begin CBC [/u]and then follow it with end CBC as usual.
–Joanna
That was just a question–not necessarily the answer. I really need to see the print page. I’m pretty sure this is not a math issue but I still need to see the print. I asked that question because I thought there was English in this, but apparently there is not. And if it’s all Spanish there will be no and, for, the, with because those are English words. The reader will use context and know that an accented foreign letter is not going to turn up in the middle of math text. I still need to see the print in order to provide a complete answer.
–Joanna
That general procedure from 2010 hasn’t changed. But I do suggest that you send an actual page of this glossary so I can the print that goes with your specific question.
And I have a question for you, since I don’t know Nemeth. Suppose there was no Spanish here at all. In an English Nemeth transcription, how is parentheses handled in non-math text? Are OF and WITH contracted in non-math text or always uncontracted even in non-math text?
And please do send me a glossary page.
–Joanna
I know just what you mean about it feeling wrong. But in this case, the guideline is very, very clear–more clear than usual, I would say. No blank line even after the running head. If I may, though, I’ll offer a consolation.
Print readers see a blank line immediately and read on, but braille readers can only tell by journeying across at last half of the print page, whether that line is indeed blank or bearing text. In the case of that very short alphabetical division, when centered, it also requires a journey across half the page before the reader knows it’s there. The elimination of that blank line may not be so pleasing to look at for the print reader, but I suspect it improves the reading experience in braille. The braille reader has to look at only one line past the running head, catch that division letter, and immediately see text close in, if not actually at, the left margin on the very next line.
–Joanna
Unfortunately I am not working directly with the student or teacher. I can see if the group that assigned it to me can go back to the teacher.
My best translation of the paragraph is:
“Following the method of the Garzanti Dictionary of the Italian Language we indicate/denote the accent (.) under non-flat words and flat words of the type figlio, vecchio, braccio, Vittoria and allegria, fotografia. In finite verb forms, however, the accent is only reported in the imperative composition with pronouns.”My research indicates that in Italian most words, called flat words, are stressed on the next to last syllable. Sometimes an accented character is used to indicate a different stress, but sometimes the reader just has to know that the word is not a flat word. This book uses the underdot to help the reader learn to recognize and pronounce non-flat words.
Is that helpful enough? or should I still try to get an answer from the teacher?
Grazie,
RebeccaAny idea what it says in English? Texts ENTIRELY in the foreign language are particularly challenging. I need an English translation of this explanation. Do you have access to one? The teacher, perhaps?
–Joanna
Yes. And try to do the consistently if the same type of sidebar recurs more than once. This is a significant change from 1997 Formats. I recommend caution and restraint so as not to inadvertently mislead the reader about boxes that aren’t there. However do not add a TN about it either. Intrusive. This is totally about transcriber judgment.
–Joanna
You mention underlining in d’etudiants. You also mentioned Formats 5.81a which says to use italics for emphasized letters. That means you CAN’T use underlining there; the terminations sign used with italics within a word is unspaced. See the example the immediately follows. The apostrophe here is actually part of the word, so the termination sign follows the apostrophe and the rest of the word follows that, inspaced.
In EXAMPLES list at the top of the page, use italics for the bold and drop the italics from all the words that are not bold in print.
In the EXCEPTION 1 translated sentences, drop all the italics and just use italics for the underlined words, again because of the d’. This is a awkward situation because d’ is actually a whole word, not just a letter. It is really de (as in de problemes in the first sentences above it) and the e is dropped because the next words begins with a vowel. However, for clarity, I would treat it as an individual letter within a word because the language usage requires it to be joined to the following word. In the explanatory sentence under EXCEPTIION 1, retain the fonts attributes as printed. In @2, just use italics and for the translated phrases just use italics for the underlining and drop all the other attributes.
For item #3 explanatory sentences use JUST bold for the French words only. Itslics not needed for the English in parentheses because the parentheses sets off the English as a translation from the preceding French. In the examples sentences at the bottom of the page, drop all the italics and just use bold as printed.
I know this looks confusing and even contradictory, but font attributes are often used differently in foreign language. Fonts are often used in print just to set of one language from the other and this is ignored in braille whenever possible. On this page, the language shift is clear from the formatting and the use of parentheses.
–Joanna
