[Rebecca J. Sherwood]

I think you can follow print on this, since I don’t see any formatting complications for doing so. It should all fit on a line or two like other contents entries.

Thank you for the kind words!

–Joanna

[Rebecca J. Sherwood]

Very helpful. These FL print things can be quite mysterious because they are often different from what is usually done in English language publications. Read the relevant material here for context just to be sure. I think this means the the b and p are pronounced pretty much like each other, like equivalents. Look at some lessons on this point and see if that is what they seem to be saying. Unless you find something that strongly indicates something else, just go with the bi-directional arrows, embed the TN as you suggested and the braille student now has what the print readers have and they can all ask the teacher together what the heck it means.

–Joanna

[Rebecca J. Sherwood]

The agency is requesting that the title of the student textbook be:

Fall into Creative Science Curriculum…; Texas Edition: Grade 3
Student Edition

And the ancillary materials should be formatted:

Amelia Rose Explores; Texas Edition: Grade 3
Student Edition
TPS Creative Science Curriculum with STEM, Literacy and Arts

Science Is a Verb! should not have the series title because it does not appear on the cover.

Hope that helps!
Rebecca

[Rebecca J. Sherwood]

I will let you know what I find out.

In the meantime, a question about running heads: Do you include the edition and grade number if they can fit? Or just the basic title?

Thanks,
Rebecca

[Rebecca J. Sherwood]

I was wondering about those directions. But since they weren’t included, I couldn’t speak to them. Numbered/lettered directions will be the main entry,which adds an additional level to the total, so that changes everything. As I said, I couldn’t show that because it wasn’t included in the samples I had.

There is nothing else to do with those bulleted items except to treat them as subitems. The additional paragraph provision applies only with UNNUMBERED directions, and these items are part of B above it, which is a lettered direction. See Formats 10.3.2.

–Joanna

[Rebecca J. Sherwood]

P.S. I greatly appreciate Venneri’s Corollary to Murphy’s Law of Braille Transcription!

Cheers,
Rebecca

[Rebecca J. Sherwood]

Thank you so much for sending me all the information I requested and for being patient. There is nothing in Foreign Language guidelines for this so we go to Formats. It’s a little know fact that Foreign Language is actually a subset of Formats anyway. But I digress.

See Formats 21.4.1 and under that Example 21-8 specifically. From the information you’ve provided, I think these underdots are about pronunciation, but not really about stress or accented vowels because, as you explain, they denote words that are NOT accented. So, that’s about pronunciation, but not about accents or emphasis.

I recommend the diacritic underdot. Just list it and identify it as the underdot and perhaps state that it precedes the affected letter. Don’t say anything further because the text explains the rest. It does not appear that the dots assignment 35 conflicts with any of the Italian special symbols.

–Joanna

[Rebecca J. Sherwood]

Venneri’s Corollary to the law–And I will get the question about it.

This is definitely a foreign language question that belongs here. How do you know what this dot means? Does it say that in the book? I imagine it does. Please send the page that tells this to the reader. It will give us a strategy about handling this in braille.

–Joanna

[Rebecca J. Sherwood]

Thanks so much, Joanna. Your advice and explanations are invaluable.

Best,
Rebecca

[Rebecca J. Sherwood]

That looks about right. You have a caption with a description, that’s all. The caption happens to be Italian. If you haven’t already, take a look at 6.3 and its example. It shows the relationship between a description and a caption. It shows WHAT is being described (it’s a picture, not a graph not a map, etc.) and the caption as it is printed and the additional of words in the transcriber’s note (not appearing in print). In foreign language sometimes you have to get a translation in order to describe, but we don’t call it a translation. It’s our little secret.

–Joanna

[Rebecca J. Sherwood]

I see what you mean about not being a translator. The sighted student learns from the picture, not from a dictionary, so my job is to produce an alternate format of the picture rather than a translation of the captions.

I am a little unclear where to put the labels and the TNs. For the first picture, would the following be acceptable:

,’Picture,’ poltrona ,’label points to an armchair.,’ cappotto ,’label points to the overcoat of a girl sitting in the armchair.,’

Thanks,
Rebecca

[Rebecca J. Sherwood]

This is VERY tricky. I will make the following suggestions. First, I would NOT move the picture. We just don’t move things unless absolutely necessary and that’s not the case here, in my judgment. For the first page, you can put the picture description above the paragraph is refers to. The reader will read the brief picture description and read and on, see the paragraph and get the idea.

Be VERY careful about translating those picture captions. VERY. In fact, don’t use translation unless you say simply that the labels point to the coat, the label points to the armchair. For the picture of the mirror, just give the caption and say it’s a picture of a boy looking in a mirror. You are NOT translating. You are DESCRIBING.

Hope that helps.

–Joanna

[Rebecca J. Sherwood]

Thanks for your description of how to handle pictures and gloss notes. That was very clear.

The only difference from this book and what you described is that this book does not have a glossary, so I am using a HarperCollins Italian-English dictionary to get the definitions for the picture descriptions.

One more question: Can I move a picture caption and description to another print page in order to place it after the paragraph that refers to the picture?

The attached example shows two situations: one where a picture is at the bottom of a print page, but the paragraph referring to it doesn’t end until the next print page and one where the picture is on the page facing the paragraph that refers to it.

Thanks again,
Rebecca

[Rebecca J. Sherwood]

Thanks for the print pages. Now I can see what you are referring to. You have asked one of the toughest questions in Foreign Language right now. The new Foreign Language Guidelines have not yet been approved by BANA, but I can give you what we are calling a recommendation to follow here. I can see you are familiar with how to handle reference notes in Braille Formats. For THIS KIND OF NOTE, there is an exception to regular formatting that is used just for foreign language and ONLY for this type of note, often called a GLOSS NOTE. This is a note that gives a definition or translation of the referenced word. Instead of placing the actual note at the end of the print page, gloss notes, that is, words that are translated or defined are placed on the very next line in 7-5 as was done in the 1997 Braille Formats. Got that now? ONLY gloss notes and ONLY in Foreign Language. All other reference notes are placed as the end of the print page, just as in 2011 Formats.

First, the notes that refer just to the pictures. Those are not technically reference notes. So just show italics as in print. You’ll discuss the pictures in a TN and you can run that TN in a appropriate place. I think I would run the TN about the pictures right after the dialog paragraph that refers to them. As you describe those pictures, look in the book glossary and use the translated terms so that you can describe the pictures and what is being shown. And yes you are correct. No reference indicator is used here because this is not technically a reference. Do retain the italics.

Line numbers–ignore the italics for the actual line numbers themselves. Your construction of the reference indicator is just right. Be sure to list these reference indicators in special symbols exactly as you have constructed and used them. Again, the only difference to regular format is that you will place the actual reference on the following braille line in 7-5. Retain print italics, but not in the actual line number that is at the right margin.

Please let me know if I left anything out!

–Joanna
edited by joannavenneri on 6/22/2013

[Rebecca J. Sherwood]

Hi Joanna,
I looked over the NBA Bulletin article, and it was very clear about the formats for pictures which illustrate vocabulary words. Thank you.

In this book, the body has italics for keywords and line numbers, so the notes at the end of the page will be identified by a reference indicator in the body and preceding the note like [simbraille]77il#ae[/simbraille].

Should I omit the reference indicator for the keywords referring to pictures but retain the italics?

Thanks,
Rebecca

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