Search results for 'tag:Punctuation tag:Translation' matching tags 'Punctuation' and 'Translation'

Re: Weird English phrase, please help!

Feebs11 — Thu, 14 Feb 2008 21:49:07 GMT

Anonymous
Hello everybody,

I came across a "weird" English phrase and I'm not sure how to interpret it (it is part of a contract). Can you please help me understand it (that is translation from English to English)?
Many thanks in advance!

" Payment of liquidated damages by the supplier shall be to the full and complete satisfaction of the builder for any delay in performing contractual obligations by the supplier and the right to claim such payments shall be to the exclusion of any other remedies of the builder in respect of such delay."

(I also have the feeling that there are some punctuation signs missing...)

It is quite usual in legal documents for punctuation to be omitted.

the right to claim such payments shall be to the exclusion of any other remedies of the builder in respect of such delay = here "remedy" is the legal means to recover a right or to prevent or obtain redress for a wrong.

In this clause, the builder's right to claim these payments [payment of liquidated damages] - if they are connected with a delay in the performance of the contract - cannot be changed by any legal instruction relating to the delays.

Weird English phrase, please help!

Anonymous — Thu, 14 Feb 2008 17:50:55 GMT

Hello everybody,

I came across a "weird" English phrase and I'm not sure how to interpret it (it is part of a contract). Can you please help me understand it (that is translation from English to English)?
Many thanks in advance!

" Payment of liquidated damages by the supplier shall be to the full and complete satisfaction of the builder for any delay in performing contractual obligations by the supplier and the right to claim such payments shall be to the exclusion of any other remedies of the builder in respect of such delay."

(I also have the feeling that there are some punctuation signs missing...)

Re: Dear GG: comp day with off or without off

Grammar Geek — Sat, 19 Jan 2008 16:12:37 GMT

I understand now . We don't use " comp day / compensatory day " in case a public holiday falls on any of our regular day off , but must use " observe Christmas or the like on the working day " , right ?.

A few notes on other things. Don't leave a space before the punctuation mark. It goes right next to the letter. If you have a ? then that is the end of the sentence. Don't use a period after it.

Yes, you are correct. We do NOT use comp day for the day off when the holiday falls on a weekend.

But I see this sentence in another thread (monalisatuan )wriitten by Avangi :

Christmas falls on Saturday, which is our day off, so we are entitled to take Monday [off] as a comp day.

Is this sentence right or wrong ? I must respectfully disagree with Avangi; I have never heard comp day used like this. But perhaps he has.

By the way , I want to ask you about the sentences I received from Singapore recenly . Please tell me whether they are ok or not .( In Singapore there are many types of public holidays :Muslim holiday , Christian holiday and so on ..At that time their public holiday falls on Saturday , so they enjoyed a 3 -day weekend)

1/ Please be informed that our Support for SAP System in Vietnam is only available on Tuesday because of replacement holiday for Saturday .( from Singapore ) I have heard the phrse "replacement holiday" before. This seems okay.

2/ Singapore office will be closed on Monday Oct. 15 , This is in lieu of the public holiday , which falls on Saturday.( from Singapore) This seems fine too.

3/ Workers at State administrative agencies will be paid double the normal rate if they are required to work on holidays and are not offered compensation days-off ( My translation ) This seems okay too. In this case, they ARE working on a day off, so comp day makes sense. I'm not sure about the hyphen in days off. I would not use it.

I hope this helps.

Re: Please translate these Latin sentences into English.

Tanit — Tue, 08 May 2007 19:44:23 GMT

Hi,

Your sentences contain many mistakes, both spelling and punctuation ones.

The first sentence is part a Christian prayer (shortened form, I put '...' where parts of the text are missing):

Credo in unum Deum Patrem omnipotentem; factorum coeli et terrae, visibilium omnium et invisibilium ... Crucifixus etiam pro nobis sub Pontio Pilato, passus et sepultus est; et resurrexit tertia die, secundum Scripturas... Et in Spiritum Sanctum, Dominum et vivificantem, qui ex Patre Filioque procedit ...

I believe in one God the Father Almighty, Maker of heaven and earth, and of all things visible and invisible ... was crucified also for us under Pontius Pilate. He suffered and was buried, and the third day he rose again according to the Scriptures ... And [we believe] in the Holy Spirit, the Lord and Giver of Life, who proceedeth from the Father and the Son ...

This translation is not mine (I only selected the sentences you posted, and changed "We" with "I" because your text reads "credo", 1st person singluar, instead of "credimus", 2nd person plural), but comes from here.

As for your second sentence,

Jackson6612 wrote:

Hominus similis daeus quis chaedit ad Latin.

it's not as famous as the first one; what's more, there are too many mistakes, which make it impossible (for me) to translate it. Could you please check your text? I haven't been studying Latin for many years, but, if my memory serves me correctly, it could be either:

"Homo similis deo qui ..." (homo=man,nominative; deo=God, dative) => It is similar to God a man who ... (this should be the most likely one)

"Homini similis deus qui" (homini=man,dative; deus=God, nominative) => It is similar to man a God who ...

(only assumptions, though!) I cannot go on with the sentence because "chaedit" doesn't exist and I can't imagine what it is supposed to be.

Need a critique of my Pinsky's The Inferno Versus Mark Musa's The Inferno

HappyGilmore — Thu, 12 Apr 2007 05:37:14 GMT

This essay is giving me Hell. I always seem to have poor organization but I never see it. Can anyone help? Also if there is anything that you know of to help this essay further please post it on here too please. Thank you. Oh yes... If you are wondering about the "Wren 1" and the choppyness, it is because it is in MLA format and I just copy and pasted from my Microsoft Word program.

Wren 1

Joshua Wren

Mr. LaPalme

AP English 12

11 April 2007

Classical Versus New and Improved

Satan, lesser than God but master of all that is evil, is banished forever to his icy tomb, never to see the light of Godâs heaven again. Dante Alighieri depicts this beast in the ninth level of hell in âCanto 34â of The Inferno. Robert Pinsky, with a classical approach, and Mark Musa, with a modern approach, both translated Danteâs âCanto 34â. Pinsky tried to keep his translation as close as possible to the original text. However, Musaâs diction, although the same description as Pinsky produced, illustrated a story-like poem by playing on the readerâs senses; such as touch and hearing. Not only is the two writerâs diction different, but the structure and punctuation that each of the writers use gives a different tone to the poem.

Although both Pinsky and Musa describe the same icy hell that Satan dwells in, neither of the two follow the same structure in developing their translations of the canto. Pinsky follows much of the same form that Dante used when developing the poem. He mimics Danteâs rhyme scheme as close as he could without changing the meaning of the stanza. The terza rima that Dante used depends heavily on available rhymes, making it very difficult for translation in the English language. Pinsky has to make moderate usage of half-rhymes in order to keep similar to Danteâs terza rima. An example of Pinskyâs mimicking of Danteâs terza rima is shown here in lines fifty-eight through sixty, ââ¦the

Wren 3

front mouth gripped/ â¦the claws, which sliced/ â¦ his back was strippedâ (pg. 395 Pinsky). You can see the âa b aâ rhyme scheme in the three-line stanza is maintained. This is unlike Musaâs version, which ignores the terza rima but keeps the three-line stanzas. Even though Pinsky and Musa had differed in their choice in

rhyme, both translators kept intact the iambic pentameter that Dante used when creating The Inferno.

Aside from the structure of the poems that the writers use, the choice of punctuation that Pinsky and Musa use differentiates the tone in each of translations. Pinsky never uses a single exclamation mark in any part of his translation of The Inferno. Instead, Pinsky ends every sentence with a period. Musa, however, makes good use of exclamation marks where he felt they were needed in order to strengthen the voice in that section of the poem. For example, line twenty-five âI did not dieâI was not living either!â in Musaâs version as compared to âI neither died, nor kept aliveâ¦â in line twenty-eight of Pinskyâs version is a stronger voice. The exclamation mark makes the voice of Dante is fretful at the truth of his own words.

When Pinsky translated The Inferno, he tried to preserve the terza rima and descriptions that Dante used in his text. Musa disregarded the terza rima, but kept the same story and made it stronger with his diction. Musa wanted your body to sense exactly what Dante felt in the presence of Satan and the worst of his hell. For example, Pinskyâs âHow chilled and faint I wasâ compared to Musaâs âHow chilled and nerveless, Reader, I felt thenâ is much weaker in diction (pg. 394 Pinsky). Musa uses ânervelessâ rather than

Wren 3

âfaintâ to suggest that the fear he feels makes his body seem as if it has no nerves whatsoever rather than his body feels weak.

Besides appealing to the readerâs sense of touch in a stronger fashion than Pinsky, Musaâs translation appeals also to the sense of hearing much stronger. For example, line fifty-six of Pinskyâs version reads âThe teeth of each mouth held a sinnerâ (pg. 395 Pinsky). In line fifty-five of Musaâs version reads âIn each of his three mouths he crunched a sinnerâ (Musa). The word âheldâ sounds like Satan merely keeps them in his mouth. Musaâs âcrunchedâ makes the reader hear the sinnerâs bones crack and break under Satanâs gnashing teeth.

Robert Pinsky translated Danteâs The Inferno with a classical style, trying to keep in touch with the terza rima that Dante used. Musa, however, dropped the terza rima from his translation and developed a blank verse poem. Mark Musaâs version in comparison to Robert Pinskyâs has more emotion developed into it. Musa utilized a stronger diction in order to set the tone of the poem as being less of a poem and more of a story. In all, Pinskyâs version of The Inferno is classically set, whereas Musaâs version is modernized.

Re: Translation into English 19/02

Hela — Fri, 23 Feb 2007 09:01:27 GMT

Thank you Jim

In fact, there should be no space between a word and the punctuation signal in English but there should be one in French.

Have a nice weekend,

Hela

Re: Translation into English 19/02

CalifJim — Thu, 22 Feb 2007 07:14:39 GMT

1- Quelqu'un a pris ma montre. = Someone has taken my watch.

2- Quand a-t-il tÃ©lÃ©phonÃ© ? = When did he call ?

3- Il Ã©tait en train de sortir quand l'incendie Ã©clata.
He was (just) leaving when the fire started/broke out.

4- Il quitta la maison quand l'incendie Ã©clata.
He left the house when the fire started.

5- Il venait de partir quand l'incendie Ã©clata.
He had just left when the fire started/broke out.

6- Ils marchaient depuis 3 heures quand il s'est mis Ã pleuvoir des cordes.
They had been walking for three hours when it [started / began] [raining / to rain] [cats and dogs / buckets].

7- DÃ¨s que la pluie cessera, ils continueront leur promenade.
When/as soon as it stops raining they will go on walking / continue walking / continue (on) their way / carry on with their walk... ?
Or simply and more literally,
As soon as the rain [stops / lets up], they'll continue their walk.

8- Ecoute! il parle de sa famille. = Listen ! He is talking about his family.

9- Il n'arrÃªte pas d'interrompre. = He is always cutting in. (or interrupting)

10- Je coupe la tÃ©lÃ©, quelqu'un sonne Ã la porte.
I'll [?switch / turn] off the T.V. Someone is knocking at the door.
(I prefer turn off, but switch off is OK.)

11- Il y a 3 ans que je le connais. = I have known him for 3 years.

12- DÃ©pÃ©chez vous! le train est sur le point de partir.
Hurry up ! The train is about to leave.

13- Ce soir, je vous emmene au thÃ©atre oÃ¹ la troupe d'Anglaisfacile joue Shakespeare.
Tonight, Iâm taking you to the theater where the [company of Anglaisfacile / Anglaisfacile company] is [playing / doing] Shakespeare.

14- Brian est en ville? Alors nous l'inviterons.
Brian is in town ? [We [shall/will] / We'll] invite ~~her~~ him, then.
We shall would not likely occur in American English.

P.S. You seem to leave a space before the final punctuation in English, but not in French! There should be no space in either language, right ? !

Re: Teacher David????

Maple — Sat, 14 Oct 2006 16:06:56 GMT

MrPedantic wrote:
Which naturally reflects badly on Teacher David.
So perhaps by insisting on their desire to express respect, in a way that seems natural to them, students would thereby ultimately discredit their teacher!

I'm sorry to see that.

MrPedantic wrote:

The conflict seems to be between the desire of the student to express respect, and the desire of the teacher to teach standard usage.

Itâs often the case, but not always the case.

I donât think our advisor doesnât want us to learn to speak standard English. But she makes us call her â* Lao Shiâ instead of professor *. If we want to show her more common respect, we would insist on calling her Prof.* or Dean, but in fact, all of us call her â* Lao shiâ.

Hereâs my comprehension of it:

Lao shi is purer than other titles like Prof. or Dean. And many modest cultural factors have deposited on this word, but no utilitarian factors.

As the daughter of a student of Marie Curie, and as a learner who has experienced the special period when nobody can concentrate on his studies, She is proud of the fact that she can still direct us now, but not the titles, or the height she has achieved.

__________________

-----------------------

Hereâs a version of English translation of the well-known essay written by our ancient writer Han Yu : å¸è¯´ (shi1 shuo1)"On the Teacher", Every Chinese can recite parts of it.

On the Teacher

In ancient times those who wanted to learn would seek out a teacher, one who could propagate the doctrine1, impart professional knowledge, and resolve doubts. Since no one is born omniscient, who can claim to have no doubts? If one has doubts and is not willing to learn from a teacher, his doubts will never be resolved. Anyone who was born before me and learned the doctrine before me is my teacher. Anyone who was born after me and learned the doctrine before me is also my teacher. Since what I desire to learn is the doctrine, why should I care whether he was born before or after me? Therefore, it does not matter whether a person is high or low in position, young or old in age. Where there is the doctrine, there is my teacher.

Alas! The tradition of learning from the teacher has long been neglected. Thus it is difficult to find a person without any doubts at all. Ancient sages, who far surpassed us, even learned from their teachers. People today, who are far inferior to them, regard learning from the teacher as a disgrace. Thus, wise men become wiser and unlearned men become more foolish. This explains what makes a wise man and what makes a foolish man.

It is absurd that a person would choose a teacher for his son out of his love for him, and yet refuse to learn from the teacher himself, thinking it a disgrace to do so. The teacher of his son teaches the child only reading and punctuation, which is not propagating the doctrine or resolving doubts as the aforementioned. I donât think it wise to learn from the teacher when one doesnât know how to punctuate, but not when one has doubts unresolved, for that I find to be the folly of learning in small matters, but neglecting the big ones. Even medicine men, musicians and handicraftsmen do not think it disgraceful to learn from each other. When one of the literati calls another man his "teacherâ and himself his "student" people will get together and invariably laugh at him. If you ask them why they are laughing, they will say that since he is almost of the same age and as erudite as another man, it would be degrading for him to call the other man "teacher" if the other manâs social rank is lower than his; and it would be flattering if the other manâs social rank is higher. Alas! It is clear that the tradition of learning from the teacher can no longer be restored. Medicine men, musicians and handicraftsmen are despised by the gentlemen. How strange it is that gentlemen are less wise than these people!

The ancient sages did not limit themselves to particular teachers. Confucius had learned from people like Tanzi2, Changhong3, Shixiang4, and Laodan5, who were not as virtuous and talented as Confucius. Confucius said "If three men are walking together, one of them is bound to be good enough to be my teacher.â A student is not necessarily inferior to his teacher, nor does a teacher necessarily be more virtuous and talented than his student. The real fact is that one might have learned the doctrine earlier than the other, or might be a master in his own special field.

Pan, the son of Li"s family, who is only seventeen years old, loves to study Chinese classics of the Qin and Han dynasties, and masters the six jing6 and their annotations. He does not follow conventions and is willing to learn from me. I appreciate his ability to act in accordance with the old tradition of learning. Therefore I dedicate this piece to him.

Re: me freedom from grief,they gave

Mister Micawber — Fri, 19 May 2006 14:29:26 GMT

It sounds very Biblical, but it is certainly OK. The comma should be omitted.

Last night, at morning time, me freedom from grief they gave,
And in that darkness of night, me the water-of-life they gave.

The punctuation seems to be a little odd throughout the translation.

Back to laisure interests and activities.

Amelie — Wed, 04 Jan 2006 08:42:51 GMT

Hello guys. I asked for the help, but I did not have a chance to finish my work and post it here, 'cause I was on business trip. Now I am back and I have finished my essay.

I will appreciate if someone could give his/her opinion on my work. It might need corrections - structure, word order, punctuation, whatever. Criticism is welcome :-D

Thanks in advance.

My leisure interests and activities.

Leonardo Da Vinchi said âIron rusts from disuse, stagnant water loses its purity, even so does inaction sap the vigors of the mind.â

This saying expresses my attitude to life.

I am quite an active person and it is very important to me to stay engaged in life with activities, which lead to life satisfaction. Therefore I try to fill my free time completely. That helps me broaden my horizons as well as make my life interesting and full of positive emotions.

My leisure activities are from different spheres, so I could develop extensively both my mind and body. I can integrate them in three groups, which are education, photograph and sport.

Education includes both learning foreign language and increasing my professional level.

Learning English improves my memory ability, broadens my knowledge about other cultures and gains access to the information, which is not available in Russian language.

For example, as to foreign literature, all we have in Russian is other peopleâ translation, which presents a novel or a story in the light, a translator understands it. Sometimes translated books lose original charm and language style that, I consider, is very important. Consequently I have an ability to enjoy reading original books and think about described events in the way I acknowledge them.

Beside fiction I read some articles related to audit and accounting in English using resources of British Council virtual library and other sources. Also I surf Euro News web-side and discover that sometimes foreign journalists have different points of view on situations, have happened somewhere. This additional information can be beneficial to forming my own opinion on something.

Developing and improving the skills I already have, allows me to be competitive along with getting pleasure from meeting new people and spending time with my friends.

My other interest is photographing. I find it exciting to catch an interesting moment by my camera. If pictures need to be improved, special software allows me to do that. I can put away garbage, change the background or fix something. The best photograph I put into frames, which hang at home and in the office I work.

Finally, sport, in summer I go cycling. If I am on leave I try to spend this time near the nature â I go hiking and riding horse. I do yoga exercises regularly. Yoga teaches how to relax and concentrate. It works in three ways â helps keep fit, clears my mind and gives me energy for studying and working.

These activities and interests make my life many-sided, completed and assist to achieve set challenges.