Consecutive Interpreting I General Seminars

1. Consecutive Interpreting IGeneral Seminars Morven Beaton Session 2 3 October 2007

2. Note-taking for Interpreting • Why note? • Basic guidelines • Schools of Thought • Geneva School (Herbert, Rozan, Ilg) • Heidelberg School (Matyssek) • General Principles • Further Reading

3. Note-taking for Interpreting • Why note? • To support (not replace) memory • To graphically display the structure of the speech • Interpreters do not note: • Everything that has been said • In a form of shorthand

4. Note-taking for Interpreting • Basic Guidelines • A5 Reporter’s Notepad (or smaller) • Write on 1 side of paper only • Use a writing implement that writes smoothly and quickly • Note important names, dates and locations on a separate sheet of paper • Presentation: make sure you can see both the bottom of the page you are using and the top of the next page

5. Note-taking for Interpreting • Geneva School (Herbert, Rozan) • 7 Principles • Noting the idea and not the word • The rules of abbreviation • Links • Negation • Adding emphasis • Verticality • Shift

6. Note-taking for Interpreting • Geneva School (Herbert, Rozan) • 20 Symbols • 4 symbols of expression • 3 symbols of movement • 6 symbols of correspondence • 7 graphical symbols

7. Note-taking for Interpreting • Heidelberg School (Matyssek) • Symbols • Language independent • Vertical notation • Left-hand margin • Horizontal dividing line • Use of arrows • Subject/Verb/Object • Links • Tense • Modal verbs

8. Common Principles • Vertical layout • Use of arrows • Use of the horizontal line to separate thoughts • Importance of links • Use of the margin • Tense • Modal verbs • Emphasis • Indicate missing information

9. Note-taking for Interpreting Eleven Thirty spokes share the wheel’s hub; It is the center hole that makes it useful. Shape clay into a vessel; It is the space within it that makes it useful. Cut doors and windows for a room; It is the holes which make it useful. Therefore profit comes from what is there; Usefulness from what is not there.

10. Further Reading • Gile, Daniel (1997) Basic Concepts and Models for Interpreter and Translator Training. Amsterdam, Philadelphia: John Benjamins. • Gillies, Andrew (2004) Conference Interpreting. A New Students Companion. Tłumaczeniuustne. nowy poradnik dla studentów. Cracow: Tertium Society for the Promotion of Language Studies. • Gillies, Andrew (2005) Note-taking for Consecutive Interpreting - A Short Course. Translation Practices Explained 8. Manchester: St. Jerome. • Herbert, Jean (1968) The Interpreter‘s Handbook. How to become a Conference Interpreter. Geneva: Librairie de l'Université. • Jones, Roderick (2002) Conference Interpreting Explained. Translation Practices Explained 6. Manchester: St. Jerome.

11. Further Reading (cont.) • Matyssek, Heinz (2006) Handbuch der Notizentechnik für Dolmetscher. Ein Weg zur sprachunabhängigen Notation. Tübingen: Julius Groos. • Rozan, François (1956) La Prise de Notes en Interprétation Consécutive. Geneva: Librairie de l'Université. Or Rozan, François (2002).Note-taking in Consecutive Interpreting. Notaki w tłumaczeniu konsekutywnym. (Translated into English by Andrew Gillies and into Polish by Bartosz Waliczek). Cracow: Tertium Society for the Promotion of Language Studies. • Seleskovitch, Danica & Lederer, Marianne (2002) Pedagogie raisonnee de l'interprétation. Brussels: Didier Erudition. 2nd Edition. Or Seleskovitch, Danica & Lederer, Marianne (1989). A systematic approach to teaching interpretation. (Translated by Jacolyn Harmer). Paris: European Communities.