Braille Formats 2011 Spelling and Grammar Using Braille Formats CTEBVI Workshop 101

1. Braille Formats 2011 Spelling and Grammar Using Braille FormatsCTEBVI Workshop 101 Presented by: Amanuensis Braille Presenter: Robert Roldan rroldan@amanuensisbraille.com

2. Introduction • How to apply the Braille Formats Principals of Print-to-Braille Transcription, 2011. • What to do when what you see in print isn’t covered in the Braille Formats guidelines? • Braille examples using the new formats guidelines.

3. When Do I Use Spelling Formats • 17.1.1     Spelling texts include a variety of teaching methods, e.g., emphasis of certain letters, omission of letters, scrambled letters, deliberate misspellings, etc., to reinforce the proper spelling of a word. This section applies only to these types of situations, in which the spelling or the formation of the word is the most important consideration. • Freestanding letter combinations and portions of words must be written in uncontracted braille and the contractions for to, into, and by must not precede them. • When a text refers to the spelling of a word, that word must be written in uncontracted braille. • If the text calls attention to a specific letter or a letter combination within a word by direct reference or by use of a special typeface or enclosure signs, that word must be written in uncontracted braille. • If an exercise tells you to place punctuation in the proper location of a word, that word must be written uncontracted to avoid giving away the answer.

5. Spelling Word List • Word lists, appearing typically at the beginning of chapters or lessons that are intended to teach how each word is spelled. • Font attributes used for entire spelling word lists are ignored. • Spelling words are listed vertically in 1-3. • The first writing of the spelling word or phrase is contracted. • Words and phrases with contractions are repeated in uncontracted braille. • Each contracted word is separated from its respelling by one blank space. When the spelling word is a phrase, the uncontracted respelling is preceded by two blank spaces.

6. Example

7. Spelling Word List with Partial Emphasis • Word lists may focus on certain aspects of spelling by use of partial emphasis. • Use italics for all forms of emphasis. • Each word is contracted, uncontracted, and uncontracted with partial emphasis. • The termination indicator (6, 3) is inserted to indicate the end of the italics in a partially-emphasized word. • One space separates each spelling of single words. Two spaces separate each spelling of phrases. • All words are listed vertically in 1-3.

8. Example

9. Omitted Word Parts or Letters • Use the double dash to represent omitted word parts. • Do not use contractions or letter signs for letters attached to the double dash. • Do not use the contraction for to, into, or by before word parts. • Substitute an equivalent number of unspaced dot 3s when symbols (dots, asterisk, etc.) indicate a specific number of missing letters. • Add a transcriber’s note to explain the use of dot 3’s. • Use hyphens when shown in print or the text indicates how many letters.

10. Examples

11. Example cont.

12. Intentional Marked or Unmarked Errors • When print calls attention to errors by means of a font attribute, e.g., underline, italics, color, highlighting, etc., the designated words are uncontracted, and the remainder of the passage is contracted. • Entire passages with unmarked intentional spelling errors are uncontracted.

13. Example

14. Example

15. Crossed Out Letters • Words with crossed-out letters are uncontracted. • Show the word as spelled, without indicating the crossed-out letters. • Repeat the word, and substitute a hyphen - (36) for each letter. • Explain the use of the hyphen in a transcriber's note. • Words with crossed out letters within a sentence. • Use same format but repeat the word enclosed in TN symbols • Explain the use of the hyphen and TN symbols in a TN.

16. Examples

17. Examples cont.

18. Emphasized Letters in Grammar • Font attributes are ignored in braille when all capital letters are emphasized in print. A transcriber's note is inserted to explain the emphasis. • When only isolated letters are capitalized and emphasized: • Uncontract any words with emphasized letters; contract all other words. • Use italics for emphasized letters. • End the italicized letter with the termination indicator (6, 3). • Place a hyphen after the termination indicator when a print hyphen follows an emphasized letter. • A transcriber's note is inserted with basic information about print capitalization. • Include the termination indicator on the Special Symbols page.

19. Example

20. Punctuation Marks • Omit punctuation marks identified in the text followed by there print mark. • Unidentified free standing punctuation marks with or without signs of enclosures or commas are preceded by a dot 4. • TN is added to explain the use of the dot four. • When all punctuation is emphasized in print add a TN to explain the emphasis and omit it from the punctuation marks.

21. Examples

22. Specific Punctuation Emphasized • When all instances of a specific punctuation are emphasized, omit the emphasis and explain it in a TN. • When isolated punctuation is emphasized, omit the emphasis and use an embedded TN immediately after the word to explain the emphasis.

23. Examples

24. Examples cont.

25. Linear Sentence Diagramming • Font attributes are used to distinguish parts of speech and are terminated by the termination sign. • Print symbols (i.e., slash or vertical bar) used to show different parts of a sentence are brailled using the appropriate symbols. • Words enclosed in shapes which are used to distinguish parts of speech are brailled using shape indicators and are terminated by the termination indicator. • Brailled in a 1/3 list format • Spaced as they appear in print

26. Examples

27. Spatial Sentence Diagramming • Spatial material is preceded and followed by a blank line. • Follow print for placement and direction of arrows placed above or below sentences. • Symbols start above or below the first letter of the word, or the number indicator of a number. • Keep words or phrases between which an arrow shows a relationship are on a single braille line. • Move part of the sentence to a new line to keep the relationship intact. • When they won’t fit on one line. Explain the arrow’s relationship in a transcriber's note.

28. Example

29. Example cont.