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1 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION “ST. PETERSBURG STATE UNIVERSITY OF ECONOMICS AND FINANCE” DEPARTMENT OF GERMAN AND SCANDINAVIAN LANGUAGES AND TRANSLATION O.S. SACHAVA TRANSLATION CURSEWRITING: THEORY AND PRACTICE TUTORIAL MANUAL PUBLISHING HOUSE OF ST. PETERSBURG STATE UNIVERSITY OF ECONOMICS AND FINANCE 2011

2 2 BBK 81 S 22 S 22 Sachava O.S. Translation cursive writing: theory and practice: textbook. allowance / O.S. Sachava. St. Petersburg : Publishing house of St. Petersburg State University of Economics and Economics, p. The textbook is the result of the author's analysis of various theoretical concepts in the field of psycholinguistics and methods of teaching translation, as well as the result of a generalization of practical experience in teaching consecutive interpreting at the Department of German and Scandinavian Languages ​​and Translation, Faculty of Humanities, St. Petersburg State University of Economics and Economics. The textbook reveals the concept of translation cursive writing, describes the basic principles of its implementation, provides variants of the signs most often used in consecutive translation, and also offers a number of exercises aimed at developing the skill of translation cursive writing at the initial stage of training. The textbook is addressed to 3-5 year students of the Faculty of Humanities of St. Petersburg State University of Economics and Economics, studying German as a first or second foreign language. The textbook may also be of interest to graduate students, teachers of linguistic departments of higher educational institutions and translators who want to independently master translation cursive. Reviewers: Ph.D. Philol. Sciences, Associate Professor of the department. German language Russian State Pedagogical University named after. A.I. Herzen A.V. Golodnov Ph.D. Philol. Sciences, Associate Professor of the department. Romance languages ​​and translation of St. Petersburg State University of Economics and Economics G.P. Skvortsov BBK 81 SPbGUEF, 2011

3 3 Contents Introduction... 4 The concept of translation cursive... 5 The history of the origin and main stages of development of translation cursive... 5 The place of teaching translation cursive in the translator training system, or why is it needed?... 8 Selecting the type of translation note Methodology development of an individual system of translation cursive symbols Location of the translation record on paper Translation difficulties that cannot be removed by non-linguistic recording of information, and ways to overcome them System of exercises aimed at teaching translation cursive Recommendations for performing exercises Bibliographic list... 39

4 4 Introduction In the textbook presented to the reader, translation cursive writing is considered by the author as one of the most important components of a translator’s professional competence. The purpose of the textbook is to provide students with basic theoretical information and practical recommendations necessary for mastering the technique of translation cursive writing at the initial stage of learning interpreting, as well as to offer exercises to make the process of mastering translation cursive writing more systematic and effective. The textbook is the result of the author's analysis of various theoretical concepts in the field of psycholinguistics and methods of teaching translation, as well as the result of a generalization of practical experience in teaching consecutive oral translation of the first foreign language at the Department of German and Scandinavian Languages ​​and Translation of the Faculty of Humanities of the St. Petersburg State University of Economics and Finance. The textbook reveals the very concept of translation cursive and defines its place in the system of training translators in a higher educational institution. Next, the basic principles of translation cursive writing are described and variants of signs most often used in consecutive translation, including in the field of economic communication, are given, and recommendations are given for developing an individual system of signs used in translation cursive writing. Along with the above, a system of exercises is proposed aimed at developing the skill of translation cursive writing, and general recommendations are given for organizing the exercises. Particular attention is paid to typical mistakes related to translation cursive writing, which, according to our observations, are most often made by students both in the learning process and directly in translation practice. The textbook is addressed, first of all, to 3-5 year students of the Faculty of Humanities of St. Petersburg State University of Economics and Economics, studying in the specialty “Translation and Translation Studies”. In addition, it may be of interest to graduate students, teachers of linguistic departments of higher educational institutions and translators who want to independently master translation cursive.

5 5 The concept of translation cursive Translation cursive in the context of modern scientific ideas can be defined as a system of auxiliary notes used by a translator when carrying out various types of translation, primarily oral consecutive translation. In the scientific literature, such a system of translation notation is designated by the terms “translation shorthand” (R.K. Minyar-Belaruchev), “universal translation shorthand” (A.P. Chuzhakin), “translation notation” (I.S. Alekseeva) or “translation semantography" (E.V. Alikina). These terms are often used as synonyms, because they essentially mean the same phenomenon in translation activity. However, the terms are different in their internal form and, accordingly, place semantic emphasis differently. Namely, the term “cursive writing” highlights the high pace of the process of recording information; the term “universal” emphasizes the systemic, supra-individual nature of the basic principles that guide the translator when taking notes; the term “semantography” emphasizes the orientation of the process of recording information by the translator not on the linguistic form of the message, but on its semantic, content side. The term “translation notation”, used, in particular, by I.S. Alekseeva, a specialist translating primarily German and Russian materials, is a synonym for the term “cursive writing,” dating back to its German-language equivalent Notizentechnik. Recognizing the right to exist of each of the above terms, in the future we will operate with the most traditional and widely used term today, translation cursive. History of the origin and main stages of development of translation cursive writing As a special system for high-speed recording of information in the process of translation, translation cursive writing has today almost a century-old history, which is described in sufficient detail in the linguistic literature, in particular, in the works of I.S. Alekseeva, E.V. Alikina, A.P. Chuzhakina and others. In this

6 6 connections, we find it appropriate to list here only the main milestones in the development of translation cursive writing systems, leaving their more detailed consideration and study for independent study. As the researchers note, at the beginning of the 20th century, the use or non-use of recording in translation was considered a personal matter for each translator. As a consciously and professionally used method of recording information in writing when performing oral translation, translation cursive writing appears in the 30s of the 20th century, which is associated with the work of the League of Nations. At meetings of the League of Nations, speeches were provided in two languages: French and English, and translation did not interrupt the speech, but was carried out immediately after its end. As a result of this organization of meetings, the requirements for the volume of orally translated texts, on the one hand, and for the accuracy of translation, on the other hand, increased. In 1941, a professional school of translators was created at the University of Geneva, whose representatives developed the basic rules for maintaining translation records. The development of this school is associated in the history of translation with the names of J. Erbert and J.-F. Rosana, M. Lederer, D. Seleskovic. Teaching translation cursive during consecutive interpreting has remained the core area of ​​work of this school of translator training to this day. The most famous Russian version of the translation cursive system was proposed by R.K. Minyar-Beloruchev in 1969. In Germany, the development of translation shorthand writing technology is associated primarily with the name of H. Matissek (University of Heidelberg), who also proposed his own comprehensive system of translation notation in the 70s of the 20th century. As the consistent study and comparison of these and some other translation recording systems shows, each subsequent one was a kind of improved version of the previous one. Each subsequent system, on the one hand, was based on the leading principles of the previous one, on the other hand, it proposed new methods and strategies for recording information based on new scientific achievements in the field of linguistics, psychology and information theory. Thus, J. Erbert proposed borrowing signs and symbols for translation cursive writing from other areas of science, and also formulated the following rules for taking notes: start recording from the moment the speech begins;

7 7 carry out a logical analysis of speech by highlighting the main thing, underlining, putting in brackets; use the target language in the recording; use abbreviations, write down multi-digit numbers; cross out when negative. In 1956, J.-F. Rosan, a follower of J. Erbert, illustrated these principles in his book with specific examples, proposed his own symbols to designate individual grammatical categories, in particular, tense and voice of the verb, gender and number of the noun, and also formulated the principle of vertical arrangement of writing on paper. R.K. Mignar-Beloruchev, based on systems of non-linguistic information recording that already existed by that time, developed a functional classification of translation cursive signs, namely, he identified predicative, modal symbols, time symbols, quality symbols, etc. In the 80s in France, a scientist-translator D. Seleskovich described from a psycholinguistic point of view the mnemonic function of the translation record, i.e. the role of recording in the processes of memorization, actualization in consciousness and subsequent reproduction of information during oral translation. A.P. Chuzhakin improved the principle of verticalism by proposing a stepped-diagonal arrangement of signs on paper. In accordance with his concept, you should first write down the subject group, below it is the predicate group to the right, below it is the direct object, and below it is the indirect object to the right. Homogeneous members of a sentence should be recorded on paper in a column, one below the other in the order in which they appear in speech. E.N. Sladkovskaya put forward the idea of ​​​​improving the principle of verticalism, proposing to rely on the stepwise diagonal arrangement of symbols on paper not on the syntactic, but on the semantic side of the statement, namely: first, the semantic subject is fixed, under it is the action to the right, below it is the semantic object to the right [the main milestones in the history of translation cursive are given from: Alikina, 2006: 12-18]. Thus, based on the above, we can conclude that the entire history of translation cursive writing from the time of its emergence in the 30s of the 20th century to the present day is characterized by a gradual transition from the use of linguistic means to non-linguistic recording of information, a gradual shift

8 8 emphasis from linguistic form to the level of content and semantic analysis of information. The place of teaching translation cursive in the translator training system, or why is it needed? Why is translation cursive needed? First of all, written recording of information reduces the load on memory and helps to cope with stress caused by high mental and intellectual stress in the process of performing oral consecutive interpreting. The use of translation cursive ensures minimal information loss during full-text translation of a large message presented to the translator orally. In addition, the translation record is a kind of “draft”, on the basis of which the translator can restore all the texts he is translating and prepare for further work within the framework of this event or at other events on this topic with the same or another speaker. Along with the above, translation cursive is also the answer to the traditional question of students: “Where should you keep your hands during the translation process?” Maintaining translation cursive does not allow you to hide your hands in your pockets, gesticulate excessively or cross your arms over your chest (the posture is considered by psychologists as a signal of isolation and unpreparedness for communication). A translator who notates looks more “professional” and feels more confident. The latter is due to the nature of man himself and the basic principles of his perception of information: since ancient times, man, being part of the material world, drew information from it, and recorded it, in turn, on “material” media: in rock paintings, sculpture, books, etc. .d. This is the most natural and familiar way for us to store and perceive information. This is why it is psychologically more comfortable and easier for us to read a book we hold in our hands than text on a screen. Tactile perception always helps us concentrate our attention and therefore relieve stress. This pattern is actively used in preschool and correctional pedagogy and psychology; in this regard, one can recall rosary beads, etc. It should also be noted that a translator who records a speaker’s speech in writing is limited to conducting translation work.

9 9 cursive from extraneous, external, primarily visual, information not related to translation, and it is easier for him to concentrate on the content of the text with which he is working directly at the moment. From the above, it logically follows that training in translation recording today occupies a significant place in the system of professional training of translators in higher education institutions. In each specific university, the time devoted to teaching translation notation is determined by the curriculum for one or more translation disciplines, and teaching cursive writing itself fits organically into the general system of training bachelors/specialists/masters. However, when choosing the time devoted to mastering the skill of translation cursive writing, it is necessary to take into account the following two fundamentally important points: 1. The main prerequisite for successfully mastering the skill of translation cursive writing in the process of translation is developed operational and associative memory. Therefore, learning translation cursive should be preceded by exercises on mnemonics, i.e. on the development of memory and mastery of various strategies and techniques of memorization. A system of such exercises is proposed, in particular, in textbooks on interpretation by I.S. Alekseeva. 2. Systematic training in translation cursive writing should precede training in consecutive translation as a type of translation using recording, on the one hand, and translation practice, where such skills may be required from the student, on the other hand. In other words, the translator training system should be built in such a way that the student, not by himself, by accident, due to external circumstances, but consciously, under the clear guidance and control of the teacher, takes up a pen for the first time to write translation notation. Because in this case, you won’t have to waste time and effort on relearning and overcoming a spontaneously formed “wrong” skill. Thus, the skill of translating cursive writing occupies a significant place in the structure of a translator’s professional competence. Teaching translation cursive writing should be based on the student’s developed memory and thinking and precede training in direct consecutive translation in the translator training system. However, improving the skill of translating cursive writing continues throughout the entire learning process, as well as in further professional translation activities.

10 10 Choosing the type of translation notation Despite the presence of a huge number of methodological developments and scientific works devoted to the technique of translation cursive writing, several fundamentally different types of notation coexist in parallel in translation practice to this day. If we take the language in which the recording is made as a criterion, then, following I.S. Alekseeva, the following three main types of translation cursive writing can be distinguished: 1) recording based on the original language; 2) entry based on the target language; 3) recording information with non-linguistic signs. Each of the above methods has both its positive aspects and its disadvantages. Let's look at them in more detail. 1. When focusing on the original language, the heard text is abbreviated in the same language in which it was presented by the speaker. The advantages of such recording: speed (if you have the appropriate skill) and the absence of intellectual stress in the process of recording. The main disadvantages of this method are: possible loss or distortion of information due to many abbreviations and a large amount of time spent deciphering the text, because in the process of deciphering, it is necessary to read a large volume of text written down quickly and, therefore, often illegible. In addition, when fixing the text in the original language, the translator actually spends twice as much time perceiving the text. It’s paradoxical, but true: in this case, the translator perceives the text as if twice. For the first time, a text is perceived orally as a set of linguistic signs and is predominantly mechanically recoded into written form. The second time, after the end of the sound and immediately before the start of the translation of the text/its fragments, the same text, already in written form, is perceived by the translator as encrypted information, subject to decoding, comprehension and recoding into another language. Of course, such “double” recoding of a text (from oral to written form, and from written to oral form in the target language) is irrational in conditions of time shortage when carrying out consecutive translation. 2. In the case of focusing on the target language when maintaining a translation record, the advantage is the reduction of time for reproducing the text in the target language, because restoring the text,

11 11 the translator no longer wastes time searching for a foreign language equivalent. The main disadvantage is that such a recording ties the translator to an almost word-for-word translation of the text into another language and often does not allow him to reformulate the phrase in accordance with the syntactic norms and usage of the target language. In addition, without listening to the sentence to the end and without comprehending it, the translator cannot always find the equivalent of individual words necessary to convey the meaning in a given context. As a result, when recording information in writing in the target language, the translation text is often more or less a “set of words” with a violation of their semantic or syntactic compatibility. Thus, the two methods of linguistic recording of information indicated above are bad in that the translator, recording information in words, becomes dependent on the linguistic form of the text offered to him. The purpose of translation, on the contrary, is to convey information in a different form, in the form of a different text, formulated in accordance with the norms and usage of a different language of the target language. And any “tracing” or approximation to the linguistic form of the original (even without violating the norms and usage of the target language!) often makes it impossible for a speaker of a different language and culture, thinking within a different categorical system, to correctly decode information. Vivid examples of this are non-equivalent phraseological units, real words that require explanation, intertextual references that are not understandable to a speaker of another culture, etc. In the cases mentioned above, the translator’s task is not literal translation, but, on the contrary, the maximum possible abstraction from the form of the original and the transfer of content by other linguistic (and, possibly, non-linguistic) means. 3. From the above, it logically follows that the translation process, in its form and structure, should be focused, first of all, on the content side of the message. This problem can be solved by recording information through non-linguistic signs, or symbols. The main advantage of this type of information recording is that this recording, unlike recording by linguistic means, does not establish a strict connection between the content of the text and its linguistic form. In addition, fixing information with symbols involuntarily forces the translator to focus his attention on the content of the original text already at the stage of perception, which significantly saves the time of decoding the meaning at the stage of transcoding the message into another language. First action

12 12 the translator, when fixed by symbols, becomes a semantic analysis, which ensures minimal information losses. It should also be noted that symbols, on the one hand, are more economical, i.e. they are much faster to record; on the other hand, they are more visual, because actualize encoded information in the mind just by looking at them. Along with the above, this method of recording information is an effective means of overcoming interlingual interference in the process of translation. The experience of teaching a practical course in translation of the 1st foreign language at the Department of German and Scandinavian Languages ​​and Translation of St. Petersburg State University of Economics and Economics allowed the author to identify the following pattern: as soon as students master translation cursive writing, their oral translations using cursive writing become significantly less errors caused by interference between two different language systems. For example, these are cases when the translation mistakenly preserves the order of the words of the original, which is not typical for the target language, or chooses the same grammatical form as in the original, which is not typical for the target language: gender, case, etc. However, in written and oral translations without recording, the number of such errors does not decrease. These observations were confirmed by the results of a fairly long pedagogical experiment, during which the same texts were given to different groups of students for translation. One of the groups was asked to translate the text using translation cursive, the other sequentially without writing, from sight or in writing. The results were recorded. By analyzing the resulting translations, it turned out that in the case of using cursive writing, students had fewer errors caused by interference, not only at the grammatical, but also at the lexical level, primarily in the compatibility of words, as well as in pronunciation. This gives us reason to assume that when translating without cursive, the language form of the original text remaining in the RAM, to which the translator constantly mentally returns, provokes interference, not allowing thinking to completely “switch” to the target language. In the case of using translation cursive, the process of speech generation occurs in a fundamentally different way. When answering the question: “What should I say?”, the translator does not mentally return to the linguistic form of the original, because information is recorded through non-linguistic signs, symbols, drawings of ancient forms of information encoding, which were used in rock art. The translator's task in

13 13 in this case, only verbalize this information. Consequently, thinking completely “switches” to the target language. The number of errors caused by interference is significantly reduced. All of the above indicates that it is advisable to teach translation cursive with a focus on the system of recording information with non-linguistic symbols. At the same time, it must be emphasized that the choice of a non-linguistic recording system by both the teacher and students must be conscious. To do this, it seems logical to have practical acquaintance with other options for maintaining notation, including the described methods of recording information in the original language and the target language. It is recommended to discuss the advantages and disadvantages of different types of information recording in pairs or groups, put forward your own hypotheses and justify them. As an impetus for further thought and visual evidence in favor of non-linguistic recording of information, the following experiment can be conducted. Students are asked to sequentially translate several texts, using different methods of recording information, and record their oral translations on tape or electronic media. Then the recording is listened to in a group, the mistakes made are collectively analyzed and the time spent on translation is compared. Methodology for developing an individual system of translation cursive symbols In practice, translation cursive is a system of symbols that is gradually developed and improved by the translator himself, both in the learning process and in the implementation of real translation activities. It should be emphasized that even at the initial stages of training, the signs of translation notation are not imposed on the translator, because each person has his own characteristics of associative memory, his own logic of thinking, his own figurative ideas about certain phenomena. The symbols of translation notation may, at first glance, even be strange. For example, one of the students designated oil with the sign O (an image of a frying pan), because she associated oil with oil spreading over a frying pan (German: Rohöl). And the image of a spring (Fig. 1) meant two fundamentally different concepts for two students. For one of the students, the symbol meant “telephone” (based on the type of telephone wire), for another, “cattle breeding” (a pig’s tail).

14 14 Fig. 1. Spring In this regard, we recommend giving free rein to your imagination. The main thing is that the symbolic notation is understandable to the translator himself. Apart from him, no one needs these notes, and the translator himself refers to them, with rare exceptions, only twice: the first time in the process of recording information, the second time in the process of deciphering it. Along with the countless potential individual and unique signs of translation cursive, there are also a number of generally accepted, fairly successful symbols that denote the most common concepts. Thus, arrows are widely used as verb symbols (see Table 1). Table 1. Use of arrows in translation cursive to leave, fly away, send, make a money transfer, give, send, etc. come, receive, accept, attract, approach, go back, etc. improve, increase, build up, strengthen, develop, etc. decrease, decrease, worsen, shrink, lose, subside, fall, etc. gradually increase, grow slowly, go up gradually decrease, slowly decrease take off, rise sharply, significantly increase fall, sharply decrease, unexpectedly decrease

15 15 Table continued. 1 collide, approach, enter into confrontation influence, influence control, supervise, check exert pressure win lose lag behind overtake, get ahead replace, exchange something return, react Along with arrows, mathematical signs and punctuation marks are widely used in translation cursive (see. Table 2 and Table 3, respectively). Table 2. Use of mathematical signs in translation cursive = to be, to appear, to represent< меньше >more + more, moreover, in addition to the above, add, positive

16 16 Table continued. 2 (start, open an event, start) end, come to an end sum, total quantity combine, in total parallel, simultaneously approximately, about, approximately t time / temperature S V area volume consider Table 3. Use of punctuation marks in translation cursive say, express your opinion, make a toast! pay attention, focus on something? to puzzle, to cause difficulty, to create a problem to be the basis, to be based on something You can substantive verbal signs, in particular the signs presented in tables 1 and 3, by circling them. For example, a question mark in a circle will indicate a task, question, complexity, problem. Quotes circled speech, speech, toast, address, congratulation, report, lecture, newspaper, note, article, etc. depending on the context. It is also proposed to record time in translation notation using symbols. The most frequent and successful, in our opinion, symbols of time, proposed in various manuals, as well as those invented by the students themselves, are presented in Table. 4. Table 4. Time designation in translation cursive morning (rising sun) day (sun at zenith)

17 17 Table continued. 4 evening (a ray of sun behind the horizon) night (crescent) winter (snowflake) spring summer autumn (raindrop) now, today, currently 3 hours later 8 days ago It is recommended to write down the days of the week with the corresponding numbers circled. So, Monday will be indicated by the number “1” in a circle, Thursday by the number “4” in a circle, etc. Dates are also written only in numbers, with the year being shortened if the date is not more than 50 years away from the moment of speech. For example, January 15, 2008; March 26, 1994, etc., May 20, but April 14 The most common symbols used in translation in the economic and political spheres are presented in table. 5. Table 5. The most common symbols used in translation in the field of economics and politics planet, world, on a global scale (globe with an axis)

18 18 Continuation of table. 5 country, city, federal land, republic, state, continent, village (any territory, area) Motherland, Fatherland district, federal land, district, region (part of the territory) 1. international, international (i.e. covering several territories) ; 2. mail export, export from the country, access to foreign markets, import, import, purchase, etc. developing countries energy, electricity, power plant, power supply, stress employer (from English work to work) performer negotiations, meeting (round table) official negotiations, summit meeting (table and flag on it) loan, raising capital (bag of money)

19 19 Table continued. 5 payment of debts, payment of taxes income, profit, profit growth losses, costs, waste tense time, deficit, financial crisis alliance, fusion, merger of enterprises, cooperation, conclusion of an agreement (two rings as a symbol of marriage) head of state, president, mayor, chief, chief physician, leader, deputy, chief, teacher, manager, mentor, scientific supervisor, tour guide, conductor, etc. (head, i.e. head, head of an organization) Supervisory Board, members of the administration, Pedagogical Council, etc. (“top”, consisting of several people) war, quarrel, dispute, conflict, disagreement (crossed swords) law, document, code, normative act woman

20 20 child End of table. 5 work (hammer) aviation, airplane water transport, boat, ship railway transport (rails and sleepers) agriculture environmental protection (flower under a cap) chemical industry (flask) research, high technology (magnifying glass) terrorism, threat (man with a belt ) cemetery, death, mourning (cross) victim (lying person)

21 21 In addition to lexical meanings, various translation cursive systems offer to record a number of grammatical meanings with conventional signs. See table for examples. 6. Table 6. Methods of fixing grammatical meanings in translation cursive: subjunctive mood and other modal meanings (possibility, probability, doubt, etc.)? interrogative sentence _ negation (affirmative category) (crossing out) Big 2 Big 3 comparative degree of adjectives and adverbs, as well as plural nouns superlative degree of adjectives and adverbs future tense past tense However, as practice shows, symbols fixing grammatical meanings are quite rare usable. This is explained by the phenomenon of linguistic redundancy. For example, if the text indicates the date of the event, then information about the tense form of each individual verb turns out to be redundant. Moreover, the tense forms of the verb do not always reflect the real time of occurrence of the events described. The grammatical form of the present tense in many languages ​​can be used to express both future and past tense, for example: “The train leaves in 15 minutes,” “She was walking, walking, and suddenly she sees: there is a tower on the edge of the forest,” etc. It should also be noted that tense systems in the grammar of different languages ​​often do not fundamentally coincide. In this regard, the same meaning is expressed, for example, in one language by grammatical means, and in another by lexical means. It is enough to recall the so-called “pre-past” tenses in German and English, Plusquamperfekt and Past Perfect, respectively. Due to the presence of these tense forms, the meaning of precedence

22 22 one action to another in German and English will be expressed at the grammatical level. And in the Russian language, the explication of this meaning is often carried out by introducing additional lexical units into the text (“before”, “before this”, “previously”, etc.) or through a complete syntactic transformation of the sentence, first of all, the introduction of participial and participial phrases . Consequently, speaking about the so-called “grammatical” signs of translation cursive, it should be noted that what is important here is not so much the grammatical form itself, but the content side, the meaning, which needs to be recorded. Otherwise, translation shorthand may become a kind of “ciphering” of grammatical forms and relationships in the text, which will begin to “tie” the translator to the language form of the original, making it difficult to express the received information in the target language in accordance with its other grammatical norms. From the above examples it is clear that the non-linguistic signs of translation cursive represent a kind of metalanguage. Moreover, the signs of this metalanguage, on the one hand, allow one to abstract from the linguistic form of the text and capture only the content side of the message. On the other hand, translation cursive signs have much in common with linguistic signs. In particular, these are polysemy, synonymy, motivation, as well as the possibility of their transformation and combination to express new meanings. In this regard, let us recall the use of the image of a square (“area”, “country”, “territory”, etc.) and examples of the possible transformation of this image to denote other concepts (see Table 5). At the same time, we emphasize that the polysemy and synonymy of the characters of translation cursive writing are not its disadvantage, because oral translation is always carried out within a certain thematic area, and it will not be difficult for the translator to remember from the situation who is designated as the “head”: the president of the country, the head of the company, the chief physician hospital or school principal. It should also be noted that the individual symbol system of translation cursive is always potentially open; it is replenished in the process of translation practice. Therefore, from a methodological point of view, the most important thing in the learning process is not to learn the maximum number of ready-made signs, but to master mental strategies that allow you to quickly come up with signs for new concepts, including transforming and combining already known ones.

23 23 Arrangement of translation notes on paper The most convenient in modern methods of teaching translation is considered to be a stepped-diagonal arrangement of notes on paper. Each semantic structure is recorded from top to bottom, left to right. As a rule, the semantic subject is fixed first, the action is lower to the right, the semantic object is below it even further to the right, and even lower, again with a shift to the right, all the circumstances (see Fig. 2). Subject Action Object Circumstances Fig. 2. Stepped-diagonal arrangement of writing on paper This recording scheme is proposed in most modern textbooks on translation cursive writing. However, it should be noted that not every proposal can or should be presented on paper in the proposed form. For example, it would be more logical to record the sentence “It was snowing” with a snowflake, and the sentence “Everyone was very happy” with an emoticon in a square: 2. Consequently, the scheme proposed above should not be absolute; it should be considered only as one of the possible options for recording semantically complex fragments of a message, which is not universal, but has its advantages. The advantages of such a stepped-diagonal arrangement of writing on paper are that each individual semantic unit (often coinciding with a sentence) begins “on a new line” and is divided into several semantic parts. The proposed spatial composition of the recording makes the presentation of a complex semantic unit more visual and logical. In addition, in the case of step-diagonal recording when moving to a new line, the time for moving the hand is more rationally and evenly distributed, namely, there is no need to move the hand from one edge of the paper to the other after each line. The trajectory of hand movement in the case of traditional recording and stepwise diagonal recording of information is shown in Fig. 3 and fig. 4, respectively.

24 24 Fig. 3. Trajectory of hand movement when recording in the traditional way Fig. 4. Trajectory of hand movement during step-diagonal fixation of information Separately, it is necessary to say about translators who write with their left hand. In this case, the inclination of the letters and the text itself naturally turns out in the opposite direction, and the time it takes to move the hand from one edge of the sheet to the other with a step-diagonal

25 25 location of the record does not decrease, but, on the contrary, increases. The trajectory of hand movement in the case of recording with the left hand is shown in Fig. 5. Fig. 5. Trajectory of hand movement in the case of recording with the left hand. In this situation, it is logical to try to hold the sheet horizontally and write in narrower columns. The sheet can be divided in advance into 3 equal parts by vertical lines (see Fig. 6). Rice. 6. Optimal placement of signs when taking notes with the left hand

26 26 Traditional paper format when conducting translation cursive during negotiations and official meetings when working at an A4 table. When working while standing, for example, when translating reports at conferences, a notepad is used. It is most convenient to use lined notebooks with a hard cover and a vertical layout of the sheet, because They can be held either on your lap or in your hand. A notebook on a spiral is preferable to one on a paper clip or hot glue, because... it does not close “on its own” and does not fall apart into leaves when flipped multiple times, allowing you to easily and quickly turn pages. Both in a notebook and on A4 sheets, writing is done only on one side of the sheet. It is not recommended to turn the notebook/sheets over while writing. The written sheet is simply turned over/put aside with the text facing down and the entry is made on the next sheet. The finished notebook/stack of paper is turned over, and the recording is made on the reverse side of the sheets in accordance with the same logic. For convenience and confidence, you can number the sheets/pages in advance. Another significant point: at the initial stage of learning cursive, each translator needs to find the optimal character size for him. On the one hand, the notes should not be very small so that they are easy to see at arm's length and in a dimly lit room. On the other hand, translation cursive signs should not be too large, because the greater the total length of the line drawn with a pen, the more time such recording of information takes. In addition, the larger the entry, the more often you will have to turn the pages of the notebook or rearrange the sheets, which also requires additional time and attention. It is advisable to teach translation cursive in conditions that are as close as possible to real ones. Namely, you need to learn how to record both while sitting at a table and standing. A student translator should always have a well-written, comfortable and presentable pen at the ready, as well as a spare pen, because, as practice shows, a student translator’s pen stops writing or begins to leak at the most inopportune moment. It is necessary to learn to begin the notation simultaneously with the beginning of the text and end it immediately after the end of the speaker’s speech. It is not recommended to write notation with a pencil or felt-tip pen, because... in this case, the friction force of the lead/felt rod on the paper is significantly greater, and, consequently, writing takes more time, and the hand gets tired faster.

27 27 Translation difficulties that cannot be resolved by non-linguistic recording of information, and ways to overcome them Despite all the above-mentioned advantages of the system of recording information with signs-symbols when carrying out consecutive translation, such recording cannot be made absolute. Experience shows that in real translation practice it is often advisable and even necessary to combine linguistic and non-linguistic signs. Thus, it is recommended to record in words all proper names (surnames, names of organizations, countries, cities, rivers, etc.). Moreover, proper names are written without any abbreviations, since it is very difficult to remember them using their initial letters under conditions of stress and time pressure. For example, Iv. Ivanov, Ivanovsky, Ivashin or Ivanchenko; Al. Alexander or Alexey, etc. And distortion of proper names by the translator is unacceptable. It seems logical to use letters to also include generally accepted abbreviations (USA, UK, Ministry of Internal Affairs, etc.). It is also worth paying attention to the fact that in the text to be translated there are often concepts that, for one reason or another, in a situation of time shortage, are difficult to denote with a symbol, for example, terms. In this case, their abbreviated fixation in letters is also acceptable. The most well-known and frequently used methods of abbreviated writing of words in letters when maintaining translation records are the following: fixing the initial letters of the word (for example, abbreviated abbreviation; it can be m.b.); fixing the initial and final letters (which one); writing a word using only consonants. The latter method is considered today in many textbooks as one of the most productive. From a theoretical point of view, this is indeed justified, because, as is known, consonants in a language primarily carry a semantic, semantic load, and vowels carry a grammatical load (it is enough to compare the words of different languages: Russian cat, English cat, German Katze). In this regard, let us also recall the internal inflection in German and English: mouse mice, foot feet; ablaut in German gehen ging, sehen sah, etc. However, practice shows that at the stage of deciphering information, if words are fixed with consonant letters, difficulties often arise and the pace of reading the text slows down. This is due to the fact that reading is based (with the exception of children who only

28 28 learn to read) lies not in composing a word from letters, but in the general “recognition” of the image of a word when looking at it. This is why we often do not notice letters mixed up in the middle of a word during typing, the so-called “misspellings”. Consequently, a text recorded only by consonants cannot be read in the usual way. It can be deciphered by "picking" suitable vowels, which is often a labor-intensive and time-consuming process. This is especially evident if the vowel was in a strong position at the beginning of the word, for example, in the words pchtk typo, nfrmts information, etc. Thus, the method of shortening words by recording only consonant letters on paper is not perfect in conditions of time shortage when performing consecutive interpretation. The next difficulty that cannot be overcome through non-linguistic recording of information is the frequent discrepancy in the original language and the target language of individual concepts denoted by non-linguistic symbols. For example, in Russian and German the concepts denoting times of day or seasons do not coincide. Thus, when we hear the German word “Winter,” we designate it as a snowflake, associating it with December, January and February. In Germany, winter begins according to the lunar calendar between December 21 and 23 and ends between March 21 and 23 (and there may not be any snow there at all). In other words, it is necessary to clearly understand that the signs of translation notation are signs developed primarily on the basis of our own picture of the world and allow us to abstract from the linguistic form of the message, but not from the specifics of conceptual systems and pictures of the world of different cultural and linguistic communities. Another difficulty when maintaining translation cursive is numerals, which is especially important for translators in the field of economics. At first glance, it seems that recording numerals is more than simple. In fact, “large numbers” pose a particular difficulty for a translator, because a linguist, not being a mathematician or an economist, often perceives a numeral not as a concept, but rather as a kind of linguistic form. And the system of linguistic designations for numbers in different languages ​​is often fundamentally different. As an example, let us compare the notation systems in Russian and German for “large numbers,” or numbers of large orders, as they are scientifically called (see Table 7). Upon careful study of this table, the logic is obvious.

29 29 Table 7. Comparison of linguistic designations for numbers of large orders in the Russian and German languages ​​Number Designation in Russian Designation in German =10 3 Thousand Tausend = 10 6 Million Million = 10 9 Billion, Billion Milliarde = Trillion Billion = Quadrillion Billiarde Quintilion Trillion = = Sextillion Trilliarde Modern methods of teaching translation cursive writing offer various ways of recording such numbers. Thus, the number “twenty-five million” can be written in full, but it is necessary to put dots after every three digits, otherwise there is a risk of getting lost in zeros. The number can be fixed in the same way as or 25 (each apostrophe corresponds to three zeros). Accordingly, when mastering translation cursive writing, it is necessary to pay attention to this kind of complexity, to understand the systems of linguistic notations for numbers of large orders in the native and foreign languages. Experience shows that translation errors associated with the translation of numerals are often associated precisely with ignorance of these systems. Fixing two-digit numbers is also often difficult for students, because, for example, in German such numbers are read (and, if it seems convenient to you, written!) “in reverse order” (83 = dreiundachtzig, i.e. “three and eighty "). The most reliable way to prevent errors in the translation of numerals is to perform exercises aimed at developing the corresponding skill. A system of exercises aimed at teaching translation cursive writing Based on all of the above, we can conclude that translation cursive writing helps the translator and makes his work easier

30 30 only when it is brought to automaticity. Otherwise, maintaining translation cursive writing can only complicate the translation process. In other words, translation shorthand should be considered not as an elementary, easy-to-use auxiliary tool used in oral consecutive translation, but as a special skill, the formation of which requires certain theoretical preparation and practical training. At the initial stage, such training, as in the formation of any other skill, is implemented in a system of exercises. The exercises proposed below are aimed at developing the skills of maintaining and decoding a translation record. The exercises are systematized according to their target orientation and arranged in accordance with the general didactic principle “from simple to complex.” The first group of exercises is aimed at developing the ability to use well-known and generally accepted signs and abbreviations in modern culture in translation cursive. The exercises also help broaden one’s general cultural horizons and develop the ability to independently work with modern sources of information, a skill that is one of the basic components of a translator’s professional competence. At the discretion of the teacher, exercises can be performed in the form of a frontal survey, in pairs, groups; It is possible to restore recorded information both in the original language and in the target language. Exercise 1.1. Learn for yourself the common symbols used to represent minerals. Record and restore the proposed sequence of semantic units at a natural pace. Oil, natural gas, iron ores, salt, dolomite, gypsum, limestone, marble, quartz sands, clay, chromite ores, aluminum ores, copper ores, sulfur pyrites, table salt, agate. Exercise 1.2. Study on your own the generally accepted designations of the chemical elements of the periodic table D.I. Mendeleev. Record and restore the proposed sequence of semantic units at a natural pace.

31 31 Hydrogen, carbon, sodium, magnesium, chromium, iron, cobalt, nickel, oxygen, helium, chlorine, potassium, lithium, calcium, silver, tin, iodine, aluminum, silicon, phosphorus, sulfur, xenon, tungsten, platinum, gold, mercury, boron, arsenic, nitrogen, fluorine, copper, zinc, arsenic, lead, uranium. Exercise 1.3. Learn for yourself the common symbols used to represent basic terms in astronomy and the twelve signs of the zodiac. Record and restore the proposed sequence of semantic units at a natural pace. Sun, Moon, Venus, Mars, star, Universe, planet, Milky Way, Aquarius, Aries, Taurus, Gemini, Cancer, Leo, Virgo, Libra, Scorpio, Sagittarius, Capricorn. Exercise 1.4. Study the generally accepted designations of car brands yourself. Record and restore the proposed sequence at a natural pace. Alfa Romeo, Audi, BMW, Bugatti, Cadillac, Chery, Chevrolet, Chrysler, Citroen, Dacia, Daewoo, Fiat, Ford, Honda, Hummer, Hyundai, Infiniti, Jaguar, Jeep, Kia, Lada, Lancia, Land Rover, Lexus, Mazda, McLaren, Mercury, Mitsubishi, Nissan, Opel, Peugeot, Plymouth, Porsche, Renault, Rolls-Royce, Saab, Skoda, Smart, Subaru, Suzuki, Tatra, Tianma, Toyota, Volkswagen, Volvo, VAZ, GAZ, ZAZ. Exercise 1.5. Learn on your own the common abbreviations used to refer to countries around the world. Record and restore the proposed sequence of countries at a natural pace in the original/translated language. Japan, Israel, Australia, Vietnam, Denmark, Egypt, China, Korea, Latvia, Lithuania, Luxembourg, Mexico, Turkey, Switzerland, Thailand, Sweden, Ukraine, USA, Netherlands, Monaco, Iran, Iraq, Canada, Germany, UK, Albania. Exercise 1.6. Learn on your own the common abbreviations used to denote the world's languages. Record and restore at a natural pace the proposed sequence of languages ​​of the world. Swedish, Czech, Polish, Portuguese, German, Chinese, Hebrew, Dutch, Hungarian, English, Danish,

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1. 
   Introduction
2. 
   Types of abbreviations
3. 
   Possible use of types of abbreviations in the UPS
4. 
   Main goals of UPS
5. 
   UPS - history and application
6. 
   Registration of UPS
7. 
   UPS in practice
8. 
   UPS: practical section
9. 
   Application of UPS in various interpreting situations
10. 
    How to practice independently to develop UPS skills
11. 
    Practical application:
    1. 
       Recommendation method
    2. 
       A little about the development and history of UPS
    3. 
       Additional information on the use of the UPS and its signs/symbols
    4. 
       Language lapses
12. 
    Glossary

Introduction

"Input is absolute, output is relative"
These educational data are intended for practical training in the subject “Technique of Translation Cursive Writing” when teaching students of linguistic universities, translation departments and faculties, as well as for independent work on mastering interpreting skills through the use of universal translation cursive writing in a situation of two-way communication and the use of various types of interpreting .

The cursive writing system proposed in the manual is based mainly on various types of abbreviations in combination with symbols and signs.

The purpose of cursive writing is not to record speech verbatim, but rather to convey its main content, main thoughts, and create memory reference points.

Translation cursive writing can be used not only by an interpreter, but also by a journalist, a student when recording speeches, lecture statements, and also in the office - by an assistant manager, a secretary for recording dictated letters, documents, memos, and other documentation.

That is why the system of translation cursive writing is called universal.

For better digestibility material, after explaining and discussing the theoretical foundations on the topics, it seems more appropriate to translate additional materials in English from the sheet in class (Appendix), discuss the problems raised in them and/or ask students to take home a summary of the materials translated in class with further checking and grading.

To create your own UPS system, the manual comes with a glossary of the most common English-American words (which can easily be confused with each other).
^ 1. UNIVERSAL TRANSLATION CURSERY.

Types of abbreviations and their possible use in translation cursive.

The proposed cursive writing system is based mainly on various types of abbreviations in combination with symbols and signs. The purpose of cursive writing is not to record speech verbatim, but rather to convey its main content, main thoughts, and create strong points of memory.

A selective analysis of the Russian press revealed the widespread use of abbreviations and abbreviations in the names of political parties, public, economic, sports and international organizations and institutions (see examples).

In progress I. Fadeeva (Military University) "Operational systemno entry(POP) and its application in various areas of human activity",(M., 1992) the most common method of processing information without the help of technical means is also recognized as “concise recording”, and in relation to translation specifics, the recording system developed by R. Minyar-Beloruchev. I. Fadeev, based on the experience of observing the translation activities of professionals, proposes to identify the following components of POPs: 1) abbreviations; 2) signs; 3) combined components.

Types of abbreviations:

In the Dictionary of Russian Language Abbreviations, edited by Prof. DI. Alekseev distinguishes between the following types:

A) letter (initial) abbreviations of all structural varieties
news For example: USSR, university, Ministry of Foreign Affairs, IMF, Ministry of Emergency Situations, hydroelectric power station, thermal power plant;

b)compound words of syllabic type: Gazprom, Goskomstat,
Ministry of Trade, State Property Committee,

V)compound words and initials borrowed from other languages

cial abbreviations of various structures: NATO, BBC, radar, laser, PR:

G) conditional graphic abbreviations of different structural varieties

stey: g., i.e., 6, dezh\, deputy, head.

d) single-letter abbreviations regularly used in labeling
any class of machines, technical products, etc. For example:
D - road car, K - large, V - east.

e)compound words of mixed education: VNIIgidro- 1.
coal, sambo;

g") individual partially abbreviated words consisting of a part of the mainnew and complete words, distinguished by some features in decoding in the category of gender, declension, etc., for example: patse-" ha, head of personnel, Moscow City Council, vice-rector, died:, Lenkom. It seems that the first five types of abbreviations are most suitable for UPS purposes.

Among the thematic and semantic groups of abbreviations, according to frequency of use, three main types can be distinguished:

• 
  names of political parties, various international,
  military, public, economic, sports and other organizations
  nizations, associations, unions, etc.;
• 
  name of central and local government agencies jj
  nations and their departments, committee directorates;
• 
  geographical and administrative names of states,
  groups of countries, regions, districts, etc.

The frequency of using abbreviations in the language of the English-language press is significantly higher compared to Russian newspapers, which is partly explained by the specifics of English-language journalism (its greater normativity, linguistic features, tradition).

It is these types of abbreviations that are most often encountered translator. Knowledge of the most common abbreviations is a prerequisite for carrying out his professional activities at the proper level. The use of abbreviations is necessary when interpreting consecutively, even without the use of the UTS (or its partial use). Based on various methods of abbreviating words, the translator creates his own complex abbreviated words or single-letter abbreviations that are understandable only to him to denote certain concepts, phenomena, or symbols. Analysis of the journalistic style of languages, from which and into which translation is done quite freely, allows you to more freely navigate the socio-political, economic, banking and financial spheres, etc. and use them most effectively.

^ MAIN OBJECTIVES OF UPS.

A). Bringing the adequacy of the transfer of precision information to the UE (100% ideally or less depending on the pragmatic setting of the translation situation). UPS is worth learning and applying at least for the sake of recording precision information (see the section on transferring personal information) - the main component of business meetings, conversations and negotiations. C).The maximum possible transfer of the logical connections of a statement of “cohesion” (from “cohesion”) without disturbing the train of thought, the sequence of argumentation, the internal logic of the statement, as well as stylistic devices while maintaining the structure of the statement, of course, as far as possible. If the speech is amorphous, illogical, the presentation of thoughts is confusing and inconsistent, then the translation, even in its oral version, can (and sometimes even should) improve, correct the original, while arranging parts of the statement in a more correct logical order, sometimes even omit part of irrelevant information, repetitions (the latter are not a stylistic device).

C).Transmission of all shades of the modality of an utterance, both simple and especially complex modal relations.

P.S. It is especially worth paying attention to the constructions: must have been, could have done, might as well have said, would + infinitive, used to + infinitive, which are sometimes difficult to recognize in the flow of speech.

Main task OOPS- creating strongholds for instantly retrieving from the memory of the translator information that has already entered his brain through auditory receptors.

There is a theory that a person remembers everything, literally from the moment of birth - because all types of incoming information, both visual and auditory, are stored in our brain.

The task is to return it when necessary almost completely from the “black box” of our consciousness (or subconscious) in other words - "Input is absolute, output is relative"- one of the eternal mysteries of psycholinguistics in its application to the process of PM.

The special task of oral translation is to make this “output” as complete, fast and as acceptable in form as possible.
It is intended to assist as much as possible in the implementation of this task. translation shorthand.

Cursive writing can be used not only by an interpreter, but also by a journalist, student when recording speeches, statements,

Lectures, as well as in the office - as an assistant manager, secretary for recording dictated letters, documents, memos, and other documentation.

That's why our cursive writing system is called universal.

^ Universal translation cursive - history and application.

Translation cursive writing appeared in the 30s, during the heyday of consecutive translation, but the principles of UTS were scientifically substantiated and developed in the late 50s in Switzerland, and were first outlined in the book by J.-F. Rosana. Cursive writing was further developed in the works of A. van Hoof, including in “Theorie et pratique de l”interpretation”, Munich, 1962.

In our country, a system of translation cursive writing is being built on the basis of the Russian language; it was first outlined in the book by R. Minyar-Belo-Ruchev “A Manual for Interpretation (Records in Consecutive Translation),” which appeared in 1969. The UPS we propose attempts to reflect the changes that have occurred since then and new IT achievements using a slightly different approach based on experience in practical application.

^ Translation cursive - a purely individual thing, although it has certain patterns. At the same time, it is specific, just like your handwriting is specific, although the letters of the alphabet are understandable to everyone who can read and write.

Cursive writing is not an end in itself, but a means. It is of no use to anyone except you, and “lives only twice”: once, when you recorded the information and reproduced it, and again, if you used it to compile a recording of a conversation or other material.

Cursive writing is not a cure-all, but a flexible tool, the use of which depends on you and your assessment of the situation. It is probably not always necessary to resort to it (sometimes it is enough to use it partially to record key information). It's your decision.

However, the development and widespread use universal translation cursive (UPS) increases the degree of translation adequacy by an order of magnitude, relieves memory load, reduces stress, and increases the translator’s output; it also allows, if necessary, to make a detailed recording of the conversation and/or its summary (summary), as well as to draw up a general report on the business trip, other Documents (final communiqués, press releases).

In some circumstances, such as conducting the most important political negotiations or discussing complex economic or banking issues, when demands are sharply increased; Considering the adequacy and competence of the translation, and also it is expected to record conversations to discuss its results and possible decision-making by management, working with the UPS seems to be highly possible.

As a rule, it is the translator who falls on the difficult task of recording the conversation quickly and efficiently, often sacrificing rest in order to present it to the interested parties by the morning, at least in a draft version.

Don't miss the main point or the UPS in action.

UPS is different from shorthand that allows write down yno main thoughts, not words, helping to highlight the main information. In addition, transcribing the transcript requires time, which is simply not available in PM.

However, the UPS is not and theses, because it conveys information more coherently and logically.

^ From the abstract UPS differs in that when taking notes, ska. Well, in lectures you have to omit what you consider to be sedate or unimportant. The translator cannot afford such “luxury”. In any case, the ability to separate informational “wheat from the chaff” comes with experience and depends on the general situation, the demands and requests of the recipient of the information.

Registration of UPS.

It is important to pay attention to the correct design of the UTS, which improves the quality of the translation and allows you to subsequently! It is more effective to use it to record a conversation.

5.
1. Paper size: A4 - for negotiations, official conversations,
working at a table, etc.; notebook A8 - for working while standing (at a press conference)
performance, speech, lecture or at less formal events
cases where recording is still required).

For additional convenience, speed and clarity of recording, it is good to use lined notebooks with a hard cover, which can be placed on your knee, say, when you are not sitting at the table in the hall or are behind the back of the person being translated.

1. 
   It is advisable to set the date and even the time (if a day passes
   how many meetings). For example, 29.9.00, 15.00 (top right).
2. 
   Mark the place and topic of the conversation/negotiation.
3. 
   NB! Pay special attention to the composition of the meeting participants with both
   their parties - names, positions, etc., because no one likes to hear
   your distorted last name or “demotion.” Desire-
   carefully use business cards, the program of stay, your
   previous entries/notes. This is very important when introducing each other
   participants at the beginning of negotiations, when you are not yet fully oriented
   you are getting used to the situation and don’t know the people.
4. 
   NB! UPS location - step-diagonal, above
   down. This will make your notes easier to perceive and read.

Homogeneous

Members

Offers

The first stage is the subject group, the second is the predicate group, the third is the direct object, the fourth is the indirect object, the column contains homogeneous members of the sentence.

Subject group
Predicative
Object	(Direct)
	Object (Indirect)

6. Don't skimp on paper! Organize notes freely, leaving large margins and white space for easier reading.

Further notes, as well as for additional notes as needed.

1. 
   It is useful to use punctuation marks at the end of each "step"
   and sentences (,;?.!) for a more visual logical connection of semantic
   units.
2. 
   Don't forget to number the pages so you don't have to search
   kami necessary neither during the translation process, nor even more so during the later
   information processing.

10. If you run out of sheets, turn it over and number the blank one.
side with Roman numerals I, II, III, etc. in reverse order.

^ Remember, there are no trifles in UPS!

Every sign, even its absence, is also significant information, because... in UPS, every fraction of a second is important, every detail helps, and on the other hand, any omission, both in form and in essence, hinders.

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MINISTRY OF EDUCATION AND SCIENCE OF RUSSIA

FEDERAL STATE EDUCATIONAL BUDGETARY INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

"VOLOGDA STATE UNIVERSITY"

Faculty of Humanities

Department of Linguistics and Intercultural Communication

Coursework on the topic:

TRANSLATION CURSPIT

Supervisor:

Candidate of Philological Sciences, Associate Professor of the Department of LimK Krasilnikova E.A.

Completed:

Student gr. GPA-31

Dyachkova D.Yu.

Introduction

Chapter 1 Conclusions

2.1 Initial stage

2.3 Recording language

Information displayed on paper

Chapter 2 Conclusions

Chapter 3 Conclusions

Chapter 4 Conclusions

Conclusion

List of used literature:

Annex 1

Introduction

Modern consecutive interpreting is a complex process that requires special skills and training from a specialist translator working in this field. To successfully carry out this type of translation, it is necessary to study and master such a technique as universal translation shorthand, which allows you to record and reproduce speech of any length. Now this technique can be defined as a system of supporting notes used by the translator when carrying out the translation.

The development and study of cursive writing has been going on since the beginning of the last century. The emergence of this technique was associated with the increased need for oral consecutive translation when conducting international communications on the basis of such platforms as the League of Nations.

Subsequently, cursive writing developed intensively, incorporating new methods and approaches to optimize the work of a translator working with such a complex type of translation that requires special responsibility.

Today, this method of recording and reproducing oral speech is considered comprehensively, using such branches of science as experimental psychology, neuropsychology and comparative linguistics.

Relevance The topic is that today universal translation cursive not only has not lost its applied value, but has even further strengthened its position as the most important tool for a specialist working in such a responsible and difficult field as consecutive oral translation.

In addition, today this technique of recording and reproducing information has received the attention of a whole range of other sciences, such as experimental psychology, neuropsychology, comparative linguistics. This is explained by the fact that every year the importance of consecutive interpreting in the processes of intercultural communication, international negotiations and speeches on the basis of numerous international associations is only growing.

Speaking at such venues as, for example, the UN, requires intensive work of the translator, which is why the development of the technique of universal translation cursive writing is a constant process in which both specialist translators and scientists involved in psychology, semantography and other branches of science take part. This entire amount of work is aimed at achieving one goal - the development of such a system for recording information that will contribute to the maximum efficiency and convenience of the translator's work.

Tasks of this work are:

1. Familiarization with the history of the formation and development of the technique of universal translation cursive writing

2. Study of the basic cursive writing methods used and described by recognized experts in consecutive interpreting

3. Identification of current trends in the development of universal translation cursive writing

4. Description of the main practical elements of translation cursive writing

Object research is a study of the technique of universal translation cursive writing in oral consecutive interpreting

Item of this course work - the basic methods and elements of universal translation cursive writing, consideration of their main application

When writing this course work, I used: a monograph by Russian specialist Rurik Konstantinovich Minyar-Beloruchev - General Theory of Translation and Interpretation, as well as various scientific literature and textbooks on universal translation cursive writing and oral consecutive translation (Alikina E.V. Translation semantography. Recording during oral translation, Burlyay S.A. Translation recording: Textbook (for fourth-year students of the Faculty of Translation, Minyar-Beloruchev R.K. How to become a translator?, Minyar-Beloruchev, Records in consecutive translation, etc.)

translator symbol linguistics

Chapter 1. History of the formation and development of translation cursive

1.1 The initial stage of development of cursive writing. Geneva School of Translations

In the modern world, characterized by the intensification of globalization processes and widespread integration, more and more attention is paid to issues of intercultural communication, and this in turn increases interest in translation activities.

Since the beginning of the last century, the role of oral consecutive translation has been increasing, and one of the components of translation competence in this area is the possession of a special type of recording that allows one to record and subsequently reproduce a speech of any length.

This entry is one of the “professional secrets of the great aces of consecutive interpreting.”

It is also worth noting that in the literature you can find a variety of terms denoting the professional notes of a translator. Among them are “translation notation” (E.N. Sladkovskaya, S.A. Burlyai), “short notation” (V.N. Komissarov), “cursive writing” (R.K. Minyar-Beloruchev).

In foreign literature, there is a unity of terminology: “notes-taking” in English and “Notizentechnik fur Dolmetscher” in German.

The term "la prise de notes" used by French-speaking authors broadly means "a recording with the purpose of preserving the main thing from what was heard or read."

The emergence of translation records dates back to the 30s of the 20th century. - the heyday of oral consecutive translation associated with the activities of the League of Nations, at meetings of which speeches were provided in two languages: English and French - and the speeches of speakers were not interrupted by translation, but alternated with it.

This provision put forward the requirement for accurate and complete translation of a fairly long segment of speech (up to 30 - 40 minutes), which gave rise to the need to concisely and vividly record incoming information, inventing various rules, signs, symbols, and was the impetus for the development of recording systems and concepts for its theoretical justification .

The first theoretical principles related to translation recording are found in the works of the representative of the famous Geneva school of translators - J. Erbert.

He calls recording the main factor in the technique of consecutive translation, which in turn protects the translator from forgetting the text. At the same time, as J. Herbert notes, the notes are intended for immediate use as guidelines in a statement, the memory of which is still fresh in memory.

In 1956, in Geneva, J.-F. Rosan, a follower and colleague of Erber, published a separate book dedicated to recording, in which he systematized and illustrated with examples the seven basic principles of recording (isolating ideas, using abbreviations, linking with arrows, negation by crossing out, strengthening by underlining, vertical arrangement “stepping”). Rosan introduced ways to designate some paradigmatic categories: time, gender, number.

Cursive writing was further developed in the works of A. van Hoof, including in “Theorie et pratiique de l'interpretation”, Munich, 1962.

1.2 Domestic and modern cursive research

In our country, a system of translation cursive writing is being built on the basis of the Russian language, which was first outlined in the book by R. Minyar-Beloruchev “A Manual for Interpretation (Notes in Consecutive Interpretation),” which appeared in 1969.

Minyar-Beloruchev developed his own recording method, in which he uses his own functional classification of symbols.

This classification is based on the division of symbols according to the way they designate concepts into literal, associative, derivative and according to their main purpose into predicative, modal, symbols of time and symbols of quality. All symbols proposed by the author meet three requirements: efficiency, clarity, and versatility.

The arrangement of entries, according to Minyar-Beloruchev, is built according to the syntactic principle, that is, the main elements of the syntax of a sentence are recorded (subject, predicate, object).

R.K. Minyar-Beloruchev, as recognized by many researchers, managed to give the most detailed theoretical justification for recording, based on data from phonology and syntax, as well as methods for teaching recording, showing the importance of using recordings in the process of oral consecutive translation.

In the 1980s, the traditions of the scientific Geneva school were continued by French teaching and practicing translators M. Lederer and D. Seleskovic. The latter, in particular, studied professional recording from the perspective of psycholinguistics and epistemology in order to identify patterns of speech, language and memory.

D. Seleskovic pointed out the need to combine data from various scientific disciplines, such as experimental psychology, neuropsychology, comparative linguistics, and observations from translation practice - to gain insight into the translation process, including using recording. D. Seleskovich was able to basically describe the mnemonic function of the latter, while outlining the prospects for the development of this problem in an epistemological framework, at the intersection of theory and thinking. So, D. Seleskovich first posed the problem of a comprehensive study of the recording.

A.P. Chuzhakin improved the principle of verticalism by proposing a stepped-diagonal arrangement of signs on paper.

In accordance with his concept, you should first write down the subject group, below it to the right - the predicate group, below it to the right - the direct object, below it to the right - the indirect object.

Homogeneous members of a sentence should be recorded on paper in a column, one below the other in the order in which they appear in speech.

E.N. Sladkovskaya put forward the idea of ​​​​improving the principle of verticalism, proposing to rely on the step-diagonal arrangement of symbols on paper not on the syntactic, but on the semantic side of the statement, namely: first the semantic subject is fixed, under it to the right is the action, under it to the right is the semantic object.

Chapter 1 Conclusions

Thus, analyzing the history of the development of translation cursive writing, it is worth noting the contribution of the founders of this method of recording information - representatives of the famous Geneva school of translators: J. Erbert and J.-F. Rosana.

Based on their works, describing the basic elements of cursive writing, such as: isolating ideas, using abbreviations, linking with arrows, negating by crossing out, strengthening by underlining, vertical arrangement “stepping”, by modern scientists (R.K. Minyar-Beloruchev, D. Seleskovich, E .N. Sladkovskaya) further developments were carried out using a whole range of disciplines: experimental psychology, neuropsychology, comparative linguistics and others.

This made it possible to take the study of universal translation cursive writing to a completely new level and optimize translation semantics for the greatest convenience of the translator during oral consecutive translation.

Chapter 2. Main stages of preparation and organization of recording during consecutive interpreting

2.1 Initial stage

According to Minyar-Beloruchev, the author of a cursive writing system based on the Russian language, its main advantage is that with the help of cursive writing, a translator can briefly record the main idea of ​​a statement, and then reproduce it on paper as close as possible to the original.

Before proceeding directly to studying the recording system, you should carefully prepare for it by collecting available tools and analyzing the situation. Researchers offer various options for organizing records; consider one of them, proposed by Alikina E.V.

Translation shorthand is used for oral consecutive translation, as well as two-way translation. Examples of such situations: speeches at conferences, presentations, lectures (for monologue consecutive interpreting); official conversations, interviews, negotiations (for two-way translation).

It is recommended to start recording when the speech begins, but it is not prohibited to pause at the beginning in order to catch the speaker’s idea.

The main thing is that the statement and recording end at the same moment, and the translator voices the thought recorded on paper during the pause.

As for volume, it is recommended to pay special attention to the first phrases, since they contain the greatest amount of information. Having written down the first part of the statement in detail, the translator has the opportunity to write the following phrases shorter, since much will already be clear.

2.2 Tools required for translation recording.

You cannot ignore the means at hand. At first, this issue is not a priority. However, it should be remembered that every detail is important when recording, and any means that streamline the work of the translator should be used.

In conditions of two-way translation, when the translator has the opportunity to sit at a table, it is worth using an A4 sheet of paper, laid horizontally and pre-divided into three equal parts. This arrangement will allow you to record a rather long statement, easily find any moment of the recorded speech and avoid flipping through it. Here E.V. Alikina recommends recording information on one side of the sheet so that the entries do not overlap with each other.

In a situation where the interpreter is standing in front of a microphone and does not have the opportunity to take notes while leaning on the table, a smaller format notebook is suitable, but always in a hard cover, so that it is convenient to write while hanging. Also E.V. Alikina advises taking a notebook with a spring to speed up leafing.

As for the recording tool itself, pencils with an eraser (for possible correction of information) or a light pen are best suited for this.

2.3 Recording language

This is one of the most controversial issues. There are several conflicting points of view. Some authors believe that the recording should be kept in the language of the source, others - in the language into which the translation is made. According to others, in the language in which the recording system was studied, and in the opinion of others, in English as the most common language, which has a large number of generally accepted abbreviations. Fifth people believed that a mixed language was the most suitable option. But in this matter, of course, everything depends on the preferences of the translator.

2.4 Information displayed on paper

In order to recreate the most complete picture during translation, it is necessary to abandon the recording of “empty” words, the meaning of which is clear from the context or is easily reproduced by memory. For the translator, when recording, words that convey the main idea of ​​the statement and precise vocabulary (proper names, names of days of the week and months, numerals) are important. It is also important to convey modality and logical connections between elements. When recording for a translator, the example to follow is the telegraphic style, concise and understandable. It is necessary to remember the temporal sequence of events (semantic milestones).

Chapter 2 Conclusions

The recording process during translation requires careful preparation. In this case, several factors should be noted, including: the means at hand, the language in which the recording will be made, as well as the functionality and ease of perception of the information presented on paper. When the preparation for recording is completed, you can move on to the main stage - learning cursive writing techniques.

Chapter 3. Basic Cursive Writing Techniques

The basic techniques of cursive writing are:

1) Semantic analysis

Semantic analysis is the identification of the main idea of ​​a given text, its “economical” formulation, which is compiled from memory reference points. There are three methods for creating memory reference points:

1) Selection of words with the greatest semantic load (foreign names and surnames, geographical names and other proper names, as well as numerals)

2) Transformation method (transforming impersonal sentences into definitely personal ones, replacing complex words and constructions with simpler synonyms)

3) Selection of prominent words (emphasis on words with a special emotional connotation or realities).

2) Abbreviated letter notation

"Economy" formulation consists of words that in turn can be abbreviated. This makes it seem like many words (especially long ones) have extra letters. Thanks to this, it is suggested to write down not all letters in a word. At the same time, the specifics of the Russian language do not allow us to do without the first letters, which are the starting points for obtaining information. For example, there are more than 2,500 words starting with pr- in the Russian language. Instead, you can refuse, for example, vowels in the middle of a word, which allows you to reproduce the entire word during translation. You can also eliminate double consonants, and replace the most common prefixes and suffixes with a single character (such as -tion and -tion, -logy and logia, philo- and filo, psyho- and psycho-).

You can shorten your entries using telescopic titles. For example, page - p., maybe - m.b. and others.

Abbreviation is another well-known way to shorten entries. For example, the USA, the Ministry of Emergency Situations, the Ministry of Internal Affairs and many others.

An important point in economical recording is numbers. By skillfully writing down numbers, you can reduce the recording several times. For example:

1) numerals:

15" = 15 thousand

15” = 15 million

15""" = 15 billion

2) ordinal:

1) = first

B) "03 = beginning of 2003

0"3 = mid 2003

03" = end of 2003

4) names of months:

I - January, II - February, III - March, IV - April, etc.

5) names of the days of the week:

Monday, ? - Tuesday, ? - Wednesday, etc.

3) The principle of vertical arrangement of records

Notes provide a visual support for memory. That is why it is important to find a support point that is striking and does not impede visual perception. Vertical writing can be considered effective, since this type of writing significantly saves time (no need to move your hand from left to right and back) and allows you to combine thoughts into groups in their lexical connection. Linguistic probability also adds to the effectiveness of vertical recording. Linguistic probability is the probability of the appearance of a particular phenomenon, a particular linguistic unit, in speech. In this case, the most important thing for the translator is the word order, which performs key syntactic functions. Direct word order suggests that in most cases the subject group will come first, followed by the predicate group. The analysis and processing of a sentence begins not only with consideration of its grammatical basis, but also with the aim of finding a more concise formulation. This is especially useful for long sentences, as this method allows you to highlight the main idea and describe the chain of events in the sentence step by step. R.K. Minyar-Beloruchev suggests putting the subject group in first place, and the predicate group in second place (a line below and slightly to the right). As for the minor members of a sentence, they are located to the right of the word to which they refer (unless this is an agreed upon definition). If several words refer to the same word, they are written one below the other, regardless of whether they are homogeneous or not. It is proposed to indicate isolated parts of the sentence in brackets.

Compound sentences can be thought of as two or more simple sentences. Accordingly, each of these simple sentences is written one below the other from the beginning of the line.

The greatest difficulty is writing complex sentences. R.K. Minyar-Beloruchev draws attention to the following features of writing a complex sentence:

1) Functions of the colon. The colon in a sentence is the link between the parts of the sentence (the introductory part and the continuation that reveals it). The colon allows you to refuse to write allied and some significant words.

2) Cause-and-effect relationship. They express a sequence of actions and are usually indicated by conjunctions (because, as a result of this, etc.) In translation notes they are expressed by a slash.

3) Relative subordination. In speech, sometimes there are two different sentences, with one of them summing up the second. Such sentences are called relatively dependent. They are easily transformed into complex sentences using subordinating conjunctions. In translation records it is recommended to separate them from each other with a horizontal line. If the second sentence contains a compound predicate, an equal sign is placed under the line.

4) Comparison. In broad terms, it is the idea of ​​collating and comparing statistical data, as well as a means of expression. They are recorded on paper with two vertical lines.

5) Target indicator. It is believed that progress towards a goal is accompanied by movement. That is why in the records it is proposed to denote this movement with “arrows”.

6) Conditional constructions. In speech, such constructions are usually indicated by the conjunction “if” or phrases “if”, “provided”, etc., which on paper are replaced by the English conjunction if or the French si to save space.

7) Compliance. The grammar especially emphasizes the relationship between action and special condition, i.e. a condition that, being an obstacle, does not create interference. This “concession” gave rise to the term “concession.” The idea of ​​concession is the opposite of the idea of ​​causation, thereby annulling cause-and-effect relationships. Thus, a special designation appeared - a double-crossed slash.

8) Interrogative sentences. To write an interrogative sentence, it is recommended to use an inverted question mark (Spanish question mark), which is placed at the beginning of the sentence. This helps achieve two goals at once. First, at the initial stage of sentence analysis, it becomes clear that the sentence contains a question. Secondly, this will allow you to refuse to write the interrogative parts of the sentence (interrogative words and expressions: What? Where from? How? Is it possible? For what purpose? etc.)

9) Incentive offers. By analogy with interrogative sentences, in order to detect an exclamation in advance, an inverted exclamation mark is placed at the beginning of the sentence. It is also suggested to use “arrows” in exclamatory sentences, replacing target words. “Arrows” are divided into two groups: positive and negative. Positive “arrows” stand before the target word (“long live”, “forward”, etc.), and negative ones cross out these words (“down”, “against”, etc.).

10) Negative sentences. A negative sentence expresses the lack of connection between statements. And absence has its own symbol - the crossing out of that part of the sentence preceded by the particle “not”.

11) Footnote lines. When the entries are arranged vertically, a word that is used several times can be added with special footnote lines to avoid repetition of the word and save time.

Chapter 3 Conclusions

The main methods of translation notation are semantic analysis, abbreviated letter notation and the vertical notation system. Semantic analysis allows you to highlight key points in a recording and saves time by allowing you to ignore “empty” words. As for the abbreviated alphabetic notation, its advantage is that it eliminates “extra” and repeated letters, the absence of which does not interfere with understanding the meaning of the word. The vertical writing system preserves syntactic and logical connections in the text without taking up much space.

Chapter 4. Symbols in translation notation

4.1 Characteristics of the symbol and its grammatical redundancy

A word as a sign is a designation not of one specific object, action or phenomenon, but of a whole group of objects that have a similar meaning. Words differ in their ability to generalize. For example, in the “proper nouns” group there are much fewer words than in the “common nouns” group. The degree of generalization of the latter, in turn, is not the same: the word “fruit” generalizes much more than the word “apples”. But even words with a high degree of generalization (for example: relationship, means) are not economical.

In order to speed up the recording process, it was decided to create a system of symbols - economical and easily recognizable signs that summarize the most frequently encountered concepts. (See Appendix 1)

The main characteristics of the symbol are its economy, clarity and versatility. The absence of one of the above points casts doubt on the legality of the translator’s use of the symbol for record-keeping.

1) The economy of the symbol is due to both the ease of execution and the large number of concepts that it denotes. For example, the familiar “O” symbol can represent a meeting, convention, meeting, etc.

2) The visibility of a symbol lies in its recognition, frequency of use in everyday life, and also in the fact that it should produce many associations when mentioned.

3) The universality of the symbol is that they are carriers of lexical meaning, showing extreme flexibility and indifference in grammatical terms. In addition, the same symbol can be used by speakers of different languages ​​without losing its meaning.

According to V.P. Berkova, a significant part of grammatical information is redundant. The practice of translation records confirms this conclusion. The most important for a translator are syntactic connections, which are displayed using vertical notation. “Classification information” is not taken into account by records as it is clearly redundant, it follows from the context or is not significant for a given situation, and therefore may not be indicated.

Basic syntactic connections are expressed by the order of symbols and words. It is not necessary to indicate the number of verbs, the gender of nouns and other characteristics of words, since this is easy to reproduce using memory and context. If in the current situation it is necessary to indicate, for example, the plural of a particular noun, a “two” is placed above it. The designation of categories of objects and modal meanings of verbs in entries is not grammatical information.

4.2 Classification of symbols according to the way they represent concepts

The translator himself chooses a symbol to denote a particular concept; only in this case will it become an effective auxiliary tool for him. Absolutely new signs are not invented for symbols. R.K. Minyar-Beloruchev recommends using signs that the translator encounters every day and can easily recognize and “decipher.” According to this principle, symbols are divided into three main groups:

1) Letter characters. Letter symbols are used in cases where the word does not evoke strong associations. Usually, to designate this word in the future, the first letter (or two or three first letters is taken to avoid errors in understanding). For example, GB - Great Britain, TN - Tennessee, etc. The disadvantage of alphabetic symbols is their semantic limitations.

2) Associative symbols. This is the largest group of symbols that best meets the requirements of economy, clarity and versatility. The symbols of this group are selected according to certain characteristics that are characteristic of a number of concepts, united by the image or associations that they evoke.

A striking example of an associative symbol is the arrow. An arrow can mean “movement”, “transition from one state to another”. By changing the direction of the arrow, the translator can indicate the concepts of “transmit”, “receive”, “supply” and many others.

3) Derived symbols. There are several ways to create derived symbols:

A) Expansion of the symbol taken as a basis. For example, in translation records the symbol “-” means “to speak”, “to broadcast”. When this symbol is circled, the translator expands its meaning to “print”, “radio”.

B) Specification of the general meaning using the sign of exponentiation.

C) Antonymous approach or denial of the meaning of the original symbol (crossing out).

D) A combination of several original characters. A combination usually has a more specific meaning than the meaning of its constituent symbols.

D) Rethinking the meaning of the predicative symbol. So, if we turn again to the arrows, an arrow pointing up means “growth”, a double arrow pointing up means joy, success, prosperity, etc.

Thus, the group of derived symbols includes symbols that are based on already familiar symbols.

4.3 Classification of symbols according to their main meaning

There are four groups of symbols, distinguished by their main meaning:

1) Predicative symbols. Most of the symbols included in this group denote an action and, accordingly, are predicates in a sentence.

The main symbol of this group is an arrow, which has a large number of lexical meanings, depending on its direction and context.

Another commonly used symbol is quotation marks. According to J.-F. Rosana, quotation marks are a symbol of the word. He also writes: “When someone’s words are quoted, they are placed in quotation marks. Therefore, the natural symbol for the word would be quotation marks.”

2) Symbols of time. Several temporary symbols that are used most often can be defined in one group. Temporal relations in this case are perceived in their general understanding, and not in connection with the category of time.

3) Modal symbols. Special modal symbols are used to express the speaker's attitude to the situation. They mean “(imp)ability,” “necessity,” “(un)certainty,” etc.

4) Symbols of quality. The meaning of many words in speech increases or decreases. For example, a small country, a weak enemy, etc.

Quality symbols are used to indicate various characteristics of a word. At the same time, it is not at all necessary that quality symbols replace only adjectives. In some cases, they can replace other parts of speech that strengthen or weaken the meaning of the word.

It should be noted that the symbols included in the above groups are not all existing symbols. The remaining symbols not described in the classification are general-purpose subject symbols. Their number and designation entirely depend on the author of the entry and the field in which he works.

Chapter 4 Conclusions

Symbols are signs divided into groups according to meaning that help to economically prepare a translation record. They can convey lexical meaning regardless of the source language. The symbols use familiar characters, letters, or abbreviations.

According to the designation method, symbols are divided into alphabetic, associative and derivative. According to their main meaning, symbols are divided into predicative symbols, time symbols, modal symbols and quality symbols. The remaining symbols are included in a large group of general-purpose subject symbols.

Conclusion

Consecutive interpreting is one of the most difficult types of translation, which is confirmed by the fact that the highest-class specialists work in its field, especially when it comes to activities at the international level. That is why translators’ tools are also intensively developing, an important element of which is the technique of universal translation cursive writing. On the one hand, methods of recording and reproducing information are of a purely individual nature, on the other hand, over the years of training of specialists in this field, they have been systematized and scientifically substantiated by scientists in various fields of science.

This is also evident from the history of the development of universal translation cursive. Analyzing it, it is worth noting the contribution of the founders of this method of recording information - representatives of the famous Geneva school of translators: J. Erbert and J.-F. Rosana. Based on their works, describing the basic elements of cursive writing, such as: isolating ideas, using abbreviations, linking with arrows, negating by crossing out, strengthening by underlining, vertical arrangement “stepping”, by modern scientists (R.K. Minyar-Beloruchev, D. Seleskovich, E .N. Sladkovskaya) further developments were carried out using a whole range of disciplines: experimental psychology, neuropsychology, comparative linguistics and others. This made it possible to take the study of universal translation cursive writing to a completely new level and optimize translation semantics for the greatest convenience of the translator during oral consecutive translation.

The process of preparing for the writing process itself is also important; it is worth noting the main methods used in cursive writing: semantic analysis, abbreviated letter writing and a vertical writing system. Semantic analysis allows you to highlight key points in a recording and saves time by allowing you to ignore “empty” words. As for the abbreviated alphabetic notation, its advantage is that it eliminates “extra” and repeated letters, the absence of which does not interfere with understanding the meaning of the word. The vertical writing system preserves syntactic and logical connections in the text without taking up much space.

When analyzing the basics of the developed methods of translation cursive writing, special attention should be paid to the system of symbols, which is undoubtedly not universal for everyone and each specialist adapts it to his own style of translation and introduces his own symbols, but nevertheless is a kind of basis for preparing and simplifying the cursive writing process. Special semantography was developed by such specialists as, for example, R.K. Minyar-Beloruchev is still an integral part of teaching this technique.

The symbols in this system are signs divided into groups according to their meaning, which help to economically prepare a translation record. Symbols can convey lexical meaning regardless of the source language. The symbols use familiar characters, letters, or abbreviations.

According to the designation method, symbols are divided into alphabetic, associative and derivative. According to their main meaning, symbols are divided into predicative symbols, time symbols, modal symbols and quality symbols. The remaining symbols are included in a large group of general-purpose subject symbols.

Having examined and mastered the system of translation notation, the translator must bring to automatism the skill of economically recording text on paper with the help of special exercises. According to R.K. Minyar-Beloruchev, you can fully master the proposed system in 2 months of daily training.

List of used literature

1. Minyar-Beloruchev R.K. General theory of translation and oral translation. - M.: Military Publishing House, 1980 - 237 p.

2. Burlyay S.A. Translation record: Textbook (for fourth-year students of the Faculty of Translation). - M.: R-Valent, 2001 - 160 p.

3. Komissarov V.N. Theoretical foundations of translation teaching methods. - M.: Rema, 1997 - 244 p.

4. Minyar-Beloruchev R.K. General theory of translation and oral translation. - M.: Military Publishing House, 1980 - 237 pp.

5. Alikina E.V. Translation semantography. Recording during interpretation. - M.: AST: East-West, 2006 - 160 p.

6. Minyar-Beloruchev R.K. How to become a translator? - M.: Gothic, 1999 - 237 p.

7. Chuzhakin A.P. Interpretation XXI: theory + practice, translation shorthand. - M.: Mir Translation, 2000 - 256 pp.

8. Minyar-Beloruchev, Records in consecutive translation. - M.: Prospekt-AP, 1969 - 176 p.

9. Sachava O.S. Translation cursive: Theory and practice. Tutorial. - St. Petersburg: Publishing house of the St. Petersburg State University of Economics and Finance, 2011 - 321 p.

10. Minyar-Beloruchev R.K. Consecutive translation. - M.: Military Publishing House, 1969 - 288 p.

11. Zinder L.F. About linguistic probability. In the collection: “Issues of speech statistics”, Leningrad State University, 1958 -576 p.

12. Collection 11 “Materials on mathematical linguistics and machine translation”, Moscow State University 1963 - 199 pp.

13. J.-F. Rozan. La price de notes ein interpretation consecutive. Geneve, 1959 - 71 p.

14. Collection 11 “Materials on mathematical linguistics and machine translation”, Moscow State University 1963 - 199 pp.

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Symbols, like the PS as a whole, are individual, i.e. Each translator chooses his own working set of conventions. As practice shows, at the first stage of training it is advisable to master 150-200 basic symbols, if necessary, replenishing your bank with new icons. In order for a sign to become a symbol in the PS, it must be figurative(reflect the meaning of objects and phenomena of reality, easier to perceive than words in the text); motivated(symbolization must have a high degree of generalization); ambiguous(the ability to denote many similar concepts with one sign); universal(reflect concepts regardless of language, convey lexical rather than grammatical meaning, designate words related to different parts of speech) and conventional(the translator must be clear about the connection, the association between this icon and the concepts that it can mean).

According to the method of denoting concepts, symbols can be literal, associative and derivative. By purpose they are general, predicative, modal, expressing temporal relations, quality and quantity, and by structure - basic and combined.

The main symbols necessary for the work of a novice translator are systematized in Tables 4–7. The issues of symbolization in PS are presented in more detail in the books of E.V. Alikina, 2006; R.K. Minyar-Belorucheva, 1969; S.K. Fomina, 2006.

Common symbols

General symbols (Table 4) are intended to express a wide range of concepts, most often having the meaning of objectivity and actions or features associated with the main function of these objects. In PS, the circle is widely used to generalize concepts. Thus, any symbol denoting a specific object, when enclosed in a circle, receives a more generalized or abstract meaning. For example:

Derived general symbols are convenient for memorizing and drawing - symbols formed on the basis of one basic icon with additional marks to expand concepts. See, for example, Table 4 for derivatives of the “money” symbol.

Table 4

Common symbols

Symbol	Meaning
	aspect, sphere, area, direction, moment
%	interest, interest, be interested
Ω	treaty, contract, agreement, understanding, deal
	to be connected, to be related to...
Î	belong
≠	inequality, disagreement, difference, vary
	On the one side
	on the other side
	worry, worry, worry, worry
	joy, rejoice, happiness, be happy
	grief, be upset
	danger, fear
	risk, take risks
OK	consent, agree
	to believe, belief, belief, believe, consider, be confident
↨	limitation, limit, limit
	ignore
§	judge
	point of view, position, glance
ʘ	meeting, negotiations, discussion, conference, meeting
?	question, problem, task, ask
?	solve, solve (question, problem)
	strength, might, power, might, strength
ɱ	measures, take measures
φ	world, planet, earth, globe, globe
	country, state
	nation, nationality, national, domestic
	Human
	people, population
○	village, village, town, settlement, etc.
	group, command, company, body, enterprise, firm, division, institution
∆	place, dislocation, disposition, point, object, headquarters
	money, capital
	investments, investments
	debt (monetary)
	bank
	earn
	credit
	to pay
	spend
	subsidy
	losses
	profit
	every
♀	woman
♂	man
	president, head, leader, chief, representative, person
	government, leadership
@	goal, aim, in order to, etc.
®	responsibility, duty, duty
№	quantity, number, number
	fast, urgent, immediately / connection, communication
→←	confrontation, clash, confrontation, defense, defense, conflict
!	very, especially, importance, significance
M	war, battle
ǣ	change, alteration, revision, turn, revolution
↔	methods, methods, ways (solutions)
V	volume, circle, coverage
≈	about, approximately, approximately
∑	sum, totality, in totality, together with, total
˄or┌┐	basis, base, foundation, basis, base, justification
Sh	industry, industry
+	add, increase, in addition
¦	function, role
| |	Parallel(s), simultaneous(s), synchronous(s)
∫	on average, average, ordinary, typical
	event

Exercise 17.Analyze each symbol, try to explain its motivation, translate all the proposed meanings into English. Give examples of hyponyms and hypernyms.

Exercise 18.Write the following words and phrases using common symbols. Suggest your own abbreviations if necessary. Reproduce lexical units in English.

Aspect, base, bank, worry, battle, quick, be interested, be connected, be happy, be confident, in total, on average, importance, belief, view, attachments, along with, war, question, all, meeting, chapter , globe, grief, state, group, money, village, dislocation, contract, debt, woman, task, earn, meeting, protection, land, value, ignore, change, relate to, investment, industry, interest, each, capital , quantity, team, communication, company, contract, conference, conflict, credit, in addition, circle, limit, person, place, methods, world, power, moment, power, basis, power, man, direction, people, locality , nationality, boss, inequality, number, agree, area, defense, justification, discussion, agreement, object, volume, usual, obligation, upset, limitation, about, fear, authority (authority), basis, especially, responsibility, domestic, coverage, very, parallel, negotiations, experience, globe, change, pay, turn, worry, division, position, believe, village, limit, enterprise, representative, president, add, approximately, profit, approximately, belong, take measures, nation, growth, experience, problem, industry, confrontation, percentage, strength, point, ways (solutions), rejoice, differ, disagreement, resolve (question, problem), location, revolution, revision, decide, risk, role, leader, on the other hand, connection, transaction, village, force, event, meeting, population, totality, basis, agreement, danger, agreement, ways, ask, immediately, planet, confrontation, average, urgent, collision, country, subsidy, judge, amount, risk, sphere, happiness, count, congress, national, typical, point of view, spend, belief, losses, institution, firm, forum, foundation, function, joy, goal, difference, person, on the one hand, number, total , headquarters

Exercise 19.Write down any article (about 1000 characters long) using PS, making sure to use common characters. Play it back from the recordings. Discuss any difficulties you have encountered.

Exercise 20.Individualize common symbols, learn them and prepare for a quick dictation.

Predicative symbols

Predicative category- a category that, using several formal syntactic means, correlates a message with a definite or indefinite temporal plane of reality. The main means of forming predicativeness is mood category. With the help of the indicative mood, what is being communicated appears as actually happening in time. In PS, time symbols (past, present, future) are used to transmit it. Temporal uncertainty is conveyed using the subjunctive, conditional, and imperative moods, i.e. action is interpreted as possible, desirable, due or required. In this case, predicativity correlates with modality, which will be discussed in the next section. Predicativity is an integral grammatical feature of any sentence model; it must be recorded in the PS. Table 5 presents symbols for capturing the most common predicates. Their correlation with real/surreal reality is marked in the PS using temporary or modal symbols.

Table 5

Predicative symbols

Symbol	Meaning
¿or ed
↓
®	guide, move, strive
­	improve, intensify, increase, accelerate, increase, grow, perfect, intensify
¯	aggravate, lessen, weaken, reduce, reduce, fall, strike
	slowly, gradually increase
	slowly, gradually decrease
	continue
=	appear, constitute, equal, be equal
×or NO	no, no (negation) / eliminate, destroy, prohibit, destroy, eliminate, remove, stop
	look, look, watch, see
,	force, put pressure on
+	support
”	speak, declare, act, report
	influence
	control
	focus on something
|®	push off
¯¯	condemn, criticize, be indignant, be indignant
­­	praise, rejoice, extol
	fall behind, lose
	get ahead, win
	act, apply measures, actions, measures, measures
	react, reaction
	become
	introduce, bring in, bring in, deliver, give, supply, provide, receive, import, enter
	join, arrive, attract
	leave, leave, leave, retreat, export
	exceed, overcome
	replace, replace, exchange, trade, turnover
	develop, improve, development
[or<	open, begin, opening, beginning
]or>	close, complete, closure, end
or<>	include
][or ><	exclude
	found

Exercise 21.Read carefully each symbol in Table 5, try to explain its motivation, and translate all the proposed meanings into English. Give examples of hyponyms and hypernyms.

Exercise 22.Write down phrases and sentences, making sure to use predicative and general symbols. Suggest your own abbreviations if necessary. Reproduce the statements in English.

The opening of the Olympiad is scheduled for tomorrow; the economy is developing; Ivanov left the meeting; prices began to rise; the director responded quickly; participants passed the second stage; they were ahead of them; I don't like being controlled and criticized; everyone will support him; They don’t bring imported sausage to the store; the seminar starts tomorrow; the concert exceeded all my expectations; need to concentrate; ratings are slowly growing; the attack was under control; these are mutually exclusive concepts; the quantity of imported goods is significantly reduced; Representatives of the United Nations reviewed the issue based on the actions of the Organization for Security and Cooperation in Europe and reported their decision.

Exercise 23.Using PS, write down two articles (each about 1000 characters long): one in Russian, the other in English, be sure to use general and predicative symbols. Play the texts from the recordings. Discuss any difficulties you have encountered.

Exercise 24.Individualize predicative symbols, learn them and prepare for a quick dictation.

Modality symbols

Objective modality – a mandatory feature of any statement, it expresses the connection of the message with reality in terms of reality and unreality. The main means of formalizing objective modality is the category of verbal mood. The category of the indicative mood includes objective-modal meanings of reality, i.e. temporary certainty:"People are happy"; “People were happy”; "People will be happy." Unreal inclinations give the statement temporary uncertainty. So, in the sentences “People would be happy”; “Let people be happy”; “Let people be happy” with the help of verb forms and particles, the message is classified into the plane of what is desired, required or necessary.

Subjective modality ( optional feature of utterance) – The speaker’s attitude towards what is being communicated is realized with the help of:

1) Introductory designs: fortunately, however, nevertheless.

2) Special modal particles: like(uncertainty), except that(assumption), supposedly(unreliability), well well(astonishment), what good(fear), etc.

3) Interjection: oh, oh, oh, alas.

4) Intonation means to enhance surprise, doubt, confidence, distrust, protest, irony and other emotionally expressive shades of subjective attitude towards the text.

5) Word order: He will listen to you! Good friend!

6) Special designs: No, to wait; She tell me.

Thus, the semantic basis of modality is formed by the concept assessments, including not only the logical (intellectual, rational) component of the message, but also different types of emotional reactions. This fact greatly complicates the adequate perception of statements, and therefore their transmission in another language. However, the modality of the original must be preserved in the translation, therefore, it must be fixed using the PS. Table 6 presents symbols to indicate the main types of modal relations.

Table 6

Modal symbols

Exercise 25.Write the sentences using modality symbols and other cursive writing techniques you know. Translate sentences into English using semanticgrams.

1) It is necessary to invest in expanding production. 2) We could discuss this issue tomorrow. 3) The Minister of Foreign Affairs must immediately leave for London. 4) The parties cannot compromise. 5) Next year customs duties should be reduced. 6) It is advisable to accept this document as quickly as possible. 7) You need to take part in this international exhibition. 8) Every citizen is obliged to comply with the constitution of his state. 9) The workers intend to continue the strike. 10) It will take a lot of effort to resolve this issue. 11) Today the city is not able to independently solve the problem of waste disposal. 12) Inspections cannot continue indefinitely in the absence of cooperation from the authorities of that State. 13) The equipment of the enterprise needs partial updating. 14) The increase in the number of distributors in relation to manufacturers of many consumer goods forces us to turn to trade logistics. 15) Despite the fact that the stock price reflects the opinion of information carriers regarding a particular enterprise, some transactions require special analysis. 16) At a meeting of the G8, heads of state and government are going to consider the issue of ratifying the treaty.17) This party will probably win. 18) We must apply pressure. 19) It is unknown whether the exhibition will be open or not. 20) We would like to sign a contract.

Exercise 26.Write English sentences using modality markings and other cursive writing techniques you know. Think about which language is more convenient for recording. Translate sentences into Russian based on semanticgrams.

1) In order to be successful in reality one must know reality. 2) I have to be in the office at 8 o’clock. 3) You needn’t come back if you don’t want to. 4) Do we have to speak English? 5) You must fasten the safety belt. 6) I should have handed in the essay yesterday. 7) You needn’t have paid. 8) She can’t be more than 30. 9) We should not have laughed at her. 10) They might have read the news. 11) He couldn’t take his eyes off you. 12) There must be some mistake here. 13) I can’t tell jokes, I never could. 14) There may be some truth in what you say. 15) You must have more rest. 16) We can give you a lift. 17) I must have left my notebook at home. 18) We needn't hurry. 19) No one answered the phone. They might have been watching TV. 20) “It is never too late to be what you might have been.” – George Eliot. 21) This will be the street we are looking for. 22) Shall I buy you a drink? 23) The war could still have been avoided.

Exercise 27.Listen to excerpts from the welcome speeches. Replace syntactic phrases with brief formulations, maintaining the modality of the statements, and write them down using well-known PS techniques. Recover the original texts from the records.

Dear participants! It is a great honor for me to be at the head of the delegation sent to negotiate an agreement to expand scientific and technological cooperation between our universities, an agreement which, for the reasons noted earlier, is an urgent need. It is with great pleasure that we accepted the invitation to visit your city and your educational institution. I hope that after the agreement is concluded, such visits will become a tradition.

Exercise 28.Write down the statements of politicians using PS, reducing the degree of expression and simplifying the syntax. What notes can be made in the fields to reflect emotions? Play the texts.

1) I re-read all of Dostoevsky and now I feel nothing for this man except physical hatred. When I see in his books thoughts that the Russian people are a special people, chosen by God, I want to tear them to pieces (A.B. Chubais). 2) I’m a complete freak... As soon as girls love me! I'm probably very smart (E.T. Gaidar). 3) Russians cannot be allowed into European civilization with rights. They were placed near the bucket, and they did it right. The pathetic, spiritually insolvent, cowardly ones sleep by the bucket and have no rights... I personally have eaten my fill of human rights (V.I. Novodvorskaya). 4) I think that in order to take away atomic weapons from us, an airborne division is enough. One day, land and pick up all these missiles to hell. Nobody needs Russia (laughs), no one needs Russia (laughs), you won’t understand! I don’t understand what’s so special about Russia? (A.R. Koch)
5) First 1917, then immediately 1937. Two successive destructions of the elite led to Russia becoming a country of genetic rabble. I would completely ban this country. The only outlet for me here is art galleries. And the circus (K. A. Sobchak). 6) The godless Stalin created the disgusting cult of Alexander Nevsky (Yu. Pivovarov). http://forum.dmitrov.su/topic22440.html

Symbols of time

Time symbols are indicators that allow the translator to mark the form of the indicative mood and indicate the time frame of the described action. The symbols presented in Table 7 can be supplemented with individual symbols for a period of time, for example, “epoch”, “century”, “year”, “month”, “week”, etc., as well as adverbs of time (often, rarely , from ancient times, never, etc.) and other lexemes to express time relations in the text.

Table 7

Symbols of time

symbol	meaning
¿or ed	past tense, was, in the past
	future tense, will be, in the future
↓	currently, now, at the moment
	yesterday
	Tomorrow
or ↓с	Today
≤ (<)	start of action
≥ (>)	end of action
↔	period of time
1 0	for the first time, for the first time
	during, while, during
or ᴂ	Always
	finish, finish

Exercise 29.Record excerpts from speeches using time symbols and other PS techniques. You can add your own symbols or abbreviations. Translate texts using semanticgrams.

1) Before I answer your questions, I would like to briefly tell you about the exhibition, which will be held for the first time in this exhibition center. We decided to time this exhibition to coincide with the 10th anniversary of the signing of an agreement on cultural cooperation between our cities. Relations in the fields of culture, art and science have always made a great contribution to the rapprochement of our cities, and they are widely developing to this day. The exhibition we organized last year was a huge success. An exhibition opening in two days will give a glimpse of all this. It will complete its work on March 12, i.e. you will be able to look at all the exhibits for a whole month.

2) Ladies and gentlemen, I am delighted to welcome you to Frankfurt and open the next one and a half day’s Conference on “The safety and efficiency of post-trading arrangements in Europe”. This conference is organized jointly by the ECB and the European Commission.<…>This conference is distinctive in at least two ways. Firstly, it brings the main European decision makers and opinion-formers from various segments of the post-trading activity together, to foster the European debate in an open and visionary way. Secondly,<…>we have a unique opportunity to draw up concrete proposals and recommendations from each field of expertise. I look forward to learn from the discussions of today’s conference on how to enhance the safety and efficiency of the European post-trading market. (http://www.bis.org/review/r080422a.pdf)

3) Dear colleagues, friends! Ladies and Gentlemen!

Let me welcome you to the next meeting of the international Valdai Club. Indeed, for more than ten years now, discussions on the most pressing issues have been held on this platform, the paths and prospects for the development of Russia and the whole world have been discussed.<…>I would like to thank all Russian and foreign politicians, experts, public figures, and journalists who participate in the work of this club. This year our discussion focuses on issues of war and peace. This topic has certainly worried humanity throughout history. Even in the times of the ancient world, antiquity, there were disputes about the nature, causes of conflicts, about the fair and unfair use of force, about whether wars will always accompany the development of civilization, alternating only with truces, or whether the time will come when disputes and contradictions will be resolved without war.

http://www.rg.ru/2015/10/22/stenogramma-site.html

Exercise 30.Personalize modality and tense symbols, learn them and prepare for a quick dictation.

You are not a slave!
Closed educational course for children of the elite: "The true arrangement of the world."
http://noslave.org

Material from Wikipedia - the free encyclopedia

Translation cursive(also translation notation, universal translation cursive (UPS), translation notation, translation semantography) - a set of rules and recommendations, as well as the system itself for recording by the translator the content of the translated speech for the purpose of its further reproduction in the target language.

Translation shorthand is one of the main skills that a conference interpreter must possess. The note-taking system is used mainly in consecutive interpreting when working with long speeches, as well as during negotiations, when the interpreter is also required to prepare a transcript or record of the content of the conversation. Some cursive writing techniques are also used in simultaneous translation, as a rule, to record precise information.

The first detailed description of this skill is given by Jean Herbert in The Interpreter's Handbook (Geneva, 1952). There is information about the use of cursive by translators of the League of Nations, on whose experience Erber relied. Subsequently, aspects of translation notation were discussed in more detail in the works: “The System of Notations in Consecutive Translation” by Jean-Frank Rosan (1958) and “Notation in Consecutive Translation. A Short Course" by Andrew Gillies (2005). In our country, the issues of translation recording were dealt with, first of all, by Rurik Konstantinovich Minyar-Beloruchev in the book “Records in Consecutive Translation” (1969) and Andrei Pavlovich Chuzhakin, who authored the term “universal translation shorthand (UPS)”.

Distinctive features of translation cursive

Despite the fact that translation cursive writing performs almost the same tasks as other types of abbreviated writing, this system has a number of fundamental differences.

Firstly, unlike shorthand, UPS is used to record thoughts and their relationships, rather than the sound form of a word. Stenography certainly makes it possible to reproduce the original message in its entirety, but even experienced stenographers are not able to transcribe their notes at the speed required for oral translation. In addition, shorthand recording does not distinguish between individual thoughts or blocks of content, which can be critical if the translator is tasked with summarizing what has been said.

Secondly, unlike note-taking, UPS provides more freedom in the way notes are organized and is aimed at recording the speaker’s train of thought rather than the specific wording used by him. Also, translation shorthand always meets the requirements of immediacy, that is, the translator uses it immediately after completing the translated segment (or the entire speech) - he is not required to reproduce the translation a week or even a couple of days later. In view of this, the translator records only the most important (supporting, relief) elements of speech - the so-called. “semantic peaks” - which allows you to better focus on perceiving and remembering what was said.

Finally, although we refer to the UTS as a “consecutive translation recording system,” it is nothing more than a set of guidelines that a professional translator should be aware of. However, each specialist applies these recommendations in his own way and depending on the specific work situation. This is due, first of all, to the fact that memory and mnemonic (associative) mechanisms function differently in different people, and therefore the set of necessary techniques will vary.

It is also important to note that UPS, while certainly a very important skill, is only a tool in the work of a translator. This means that cursive writing plays only an auxiliary role and cannot replace either translation attention, memory, or the actual ability to translate.

Basic Principles of Cursive Writing

With all the pronounced individuality that cursive writing acquires from each translator, there are a number of basic principles that should be adhered to, namely:

see also

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Notes

Literature

• Chuzhakin, A. P. World of Translation-7: Applied Theory of Interpretation and Translation Cursive Writing.
• Alikina, E. V. Translation semantography.
• Krasovsky, D. I., Chuzhakin, A. P. Conference interpreting (theory and practice).
• Minyar-Beloruchev, R. K. Records in consecutive translation.
• Chuzhakin, A. P., Spirina, S. G. Basics of consecutive interpreting and translation cursive writing.
• Gillies, Andrew. Note-Taking in Consecutive Interpreting - A Short Course.
• Herbert, Jean. The Interpreter's Handbook.
• Rozan, Jean-Franc. Note-Taking in Consecutive Interpreting.

Excerpt characterizing Translation cursive writing

– Oh, what a beauty!....Is this heaven? Oh ma-mom!.. – the little girl squeaked enthusiastically, but very quietly, as if afraid of frightening off this incredible vision. -Who lives there? Oh, look, what a cloud!.. And golden rain! Does this really happen?..
-Have you ever seen a red dragon? – Leah shook her head negatively. - Well, you see, but it happens to me, because this is my world.
- And then what are you - God??? “But God can’t be a girl, can he?” And then, who are you?..
Questions poured out of her like an avalanche and Stella, not having time to answer them, laughed.
Not busy with “questions and answers,” I began to slowly look around and was completely amazed by the extraordinary world that was opening up to me... It was truly a real “transparent” world. Everything around sparkled and shimmered with some kind of blue, ghostly light, from which (as it should have been) for some reason it did not become cold, but on the contrary - it warmed me with some unusually deep, soul-piercing warmth. From time to time, transparent human figures floated around me, now condensing, now becoming transparent, like a luminous fog... This world was very beautiful, but somehow impermanent. It seemed that he was changing all the time, not knowing exactly how he would remain forever...
- Well, are you ready to take a walk? – Stella’s cheerful voice pulled me out of my dreams.
-Where should we go? – Having woken up, I asked.
- Let's go look for the missing! – the little girl smiled cheerfully.
- Dear girls, will you still allow me to watch over your little dragon while you walk? – not wanting to forget him for anything, little Leah asked, lowering her round eyes.
- Okay, take care. – Stella graciously allowed. “Just don’t give it to anyone, otherwise he’s still a baby and might get scared.”
- Oh, wow, how can you!.. I will love him very much until you return...
The girl was ready to go out of her way to flattery, just to get her incredible “miracle dragon”, and this “miracle” puffed and puffed, apparently trying his best to please, as if she felt that it was about him...
– When will you come again? Will you come very soon, dear girls? – Secretly dreaming that we will not come very soon, the little girl asked.
Stella and I were separated from them by a shimmering transparent wall...
-Where do we start? – the seriously concerned girl asked seriously. – I’ve never seen anything like this, but I haven’t been here that long... Now we have to do something, right?.. We promised!
– Well, let’s try to “put on” their images, as you suggested? – without thinking for a long time, I said.
Stella quietly “conjured” something, and a second later she looked like plump Leah, and I, naturally, got Mom, which made me laugh a lot... And we put on ourselves, as I understood, just energy images, with the help whom we hoped to find the missing people we needed.
– This is the positive side of using other people’s images. And there is also a negative one - when someone uses it for bad purposes, like the entity that put on my grandmother’s “key” so that it could beat me. Grandma explained all this to me...
It was funny to hear how this tiny girl expressed such serious truths in a professorial voice... But she really took everything very seriously, despite her sunny, happy character.
- Well, let’s go, “girl Leah”? – I asked with great impatience.
I really wanted to see these other “floors” while I still had the strength to do so. I had already noticed what a big difference there was between this one we were on now and the “upper”, Stella’s “floor”. Therefore, it was very interesting to quickly “plunge” into another unfamiliar world and learn about it, if possible, as much as possible, because I was not at all sure whether I would ever return here again.
– Why is this “floor” so much denser than the previous one, and more filled with entities? – I asked.
“I don’t know...” Stella shrugged her fragile shoulders. – Maybe because only good people live here, who did no harm to anyone while they lived in their last life. That's why there are more of them here. And at the top there live entities that are “special” and very strong... - here she laughed. – But I’m not talking to myself, if that’s what you’re thinking! Although my grandmother says that my essence is very old, more than a million years old... It’s scary how old it is, right? How can we know what happened a million years ago on Earth?..,” the girl said thoughtfully.
– Or maybe you weren’t on Earth at all then?
“Where?!..” Stella asked dumbfounded.
- Well I do not know. “Can’t you look?” I was surprised.
It seemed to me then that with her abilities ANYTHING was possible!.. But, to my great surprise, Stella shook her head negatively.
“I still know very little, only what my grandmother taught me.” “As if regretting it,” she answered.
- Do you want me to show you my friends? – I suddenly asked.
And without letting her think, I recalled our meetings in my memory, when my wonderful “star friends” came to me so often, and when it seemed to me that nothing more interesting could possibly happen...
“Oh, this is such a beauty!...” Stella exhaled with delight. And suddenly, seeing the same strange signs that they showed me many times, she exclaimed: “Look, they taught you!.. Oh, how interesting this is!”
I stood in a completely frozen state and could not utter a word... They taught me???... Did I really have some important information in my brain all these years, and instead of somehow understanding it, I , like a blind kitten, floundered in her petty attempts and guesses, trying to find some kind of truth in them?!... And I had all this “ready-made” a long time ago?..
Without even knowing what they taught me there, I was simply seething with indignation at myself for such an oversight. Just think, some “secrets” were revealed right in front of my nose, and I didn’t understand anything!.. Probably, they definitely revealed it to the wrong person!!!
- Oh, don’t kill yourself like that! – Stella laughed. – Show it to your grandmother and she will explain it to you.
– Can I ask you - who is your grandmother? – I asked, embarrassed that I was entering “private territory”.
Stella thought, wrinkling her nose funny (she had this funny habit when she was seriously thinking about something), and said not very confidently:
– I don’t know... Sometimes it seems to me that she knows everything, and that she is very, very old... We had many photographs of the house, and she is the same everywhere - the same as now. I never saw how young she was. Strange, isn't it?
– And you never asked?..
- No, I think she would have told me if it was necessary... Oh, look at that! Oh, how beautiful!.. – the little girl suddenly squealed in delight, pointing her finger at the strange sea waves sparkling with gold. This, of course, was not the sea, but the waves really were very similar to the sea - they rolled heavily, overtaking each other, as if playing, only at the break point, instead of snow-white sea foam, here everything sparkled and shimmered with red gold , spraying thousands of transparent golden sprays... It was very beautiful. And we, naturally, wanted to see all this beauty closer...