Universidad Nacional de La Plata

Facultad de Humanidades y Ciencias de la Educación

Departamento de Lenguas y Literaturas Modernas

MATERIAL DE TEÓRICOS

TRADUCCIÓN CIENTÍFICO-TÉCNICA EN INGLÉS 2

CURSADA 2020

PROFESORA TITULAR:
JOVANKA VUKOVIC

AYUDANTE DIPLOMADO:
FERNANDO STRECKWALL
[PÁGINA INTENCIONALMENTE EN BLANCO]

2
 Welcome! Bienvenidos al curso de Traducción
Científico-Técnica 1 y a esta nueva experiencia
de aprendizaje utilizando el campus de la facultad.

Deseo que juntos logremos el aprendizaje

esperado que será una experiencia novedosa
y desafiante para todos los involucrados.
Aprovechen esta experiencia al máximo.

Prof. Jovanka VUKOVIC

Si bien figuran en el programa de la materia, no queremos dejar de destacar cuáles
son los objetivos y los contenidos mínimos de Traducción-Científico Técnica 2.

Objetivos generales:
• Brindar a los/las estudiantes, herramientas teórico-prácticas para que reconozcan
los rasgos lingüísticos y las formas textuales del discurso científico en lengua inglesa y
española.
• Brindar a los/las estudiantes medios para que desarrollen la competencia
instrumental a partir del uso de las fuentes de documentación y terminología, los
sistemas de traducción asistida por computadora y las nuevas tecnologías.
• Hacer que logren realizar una traducción directa e inversa correcta de textos
especializados, teniendo en cuenta las convenciones del macrogénero científico y los
encargos de traducción más frecuentes.
• Hacer que mejoren su conocimiento general de ambos idiomas.
• Brindar a los alumnos la posibilidad de establecer relaciones interprofesionales.
• Hacer que tomen conciencia de la importancia de desarrollar una actitud ética hacia
su futura profesión.

Objetivos específicos:
• Que los/las estudiantes continúen aplicando métodos de trabajo sistemáticos: para
lograr una traducción que se adecue a la finalidad del acto comunicativo para poder
documentarse, realizar investigación terminológica bilingüe.
• Que adquieran el metalenguaje básico asociado a la disciplina.
• Que apliquen las técnicas de documentación especializada para la recuperación, el
almacenaje y la reutilización de información científica
• Que conozcan el estado actual de la disciplina y de la profesión.

Contenidos:
Enfoque crítico de las teorías semántica, lingüística y sociolingüística. Método
comparativo. La lingüística y los traductores de áreas científico-técnico.
Equivalencia textual y pragmática. Estructura temática y de información. Tema-rema
en relación al género del discurso. La progresión temática. Los problemas de
cohesión y coherencia. El traductor como centro de la actividad comunicativa y como
mediador entre las diferentes culturas.
La teoría general de la terminología. Fundamentos. La terminología y sus campos de
aplicación. Búsqueda terminológica puntual vs. sistemática. Bases de datos
terminológicas. El traductor y su relación con el especialista conformando equipos
interdisciplinarios.
Tecnología aplicada a la traducción. Las industrias de la lengua. La informática
aplicada a la traducción: documentación y recursos on line
La ética y la práctica profesional. Visibilidad e invisibilidad traductora. Toma de
decisiones con respecto a la problemática del género.
Para esta primera semana, simplemente les pedimos que lean el primer capítulo del
libro In Other Words. A Coursebook on Translation de Mona Baker (páginas 1-9).
Encontrarán el libro completo en la carpeta de referencia.
You have already read the Introduction to Mona Baker's In Other Words. This week,
you will read chapter 2, "Equivalence at word level". Try exercise no. 7, pp 47-48 of the
book, which you can find reproduced below:

Produce two translations in your target language of the following extract from
Stephen Hawking's A Brief History of Time (1988:1-2). One translation should aim at
giving the target reader a straightforward account of the contents of the text. In
producing the second translation, assume that Professor Hawking, or his publisher,
has authorized you to use whatever strategies are necessary to ensure that the
reader's attention is captured in these opening passages.

A well-known scientist (some say it was Bertrand Russell) once gave a public
lecture on astronomy. He described how the earth orbits around the sun and
how the sun, in turn, orbits around the center of a vast collection of stars
called our galaxy. At the end of the lecture, a little old lady at the back of the
room got up and said: 'What you have told us is rubbish. The world is really a
flat plate supported on the back of a giant tortoise.' The scientist gave a
superior smile before replying, 'What is the tortoise standing on?' 'You're very
clever, young man, very clever,' said the old lady. 'But it's turtles all the way
down!'
Most people would find the picture of our universe as an infinite tower of
tortoises rather ridiculous, but why do we think we know better? What do we
know about the universe, and how do we know it? Where did the universe
come from, and where is it going? Did the universe have a beginning, and if so,
what happened before then? What is the nature of time? Will it ever come to
an end? Recent breakthroughs in physics, made possible in part by fantastic
new technologies, suggest answers to some of these longstanding questions.
Someday these answers may seem as obvious to us as the earth orbiting the
sun – or perhaps as ridiculous as a tower of tortoises. Only time (whatever
that may be) will tell.

Comment on the different strategies used in each translation.

Hello to all of you! This week we will ask you to read chapter 3, “Equivalence
above word level” from Mona Baker’s In Other Words (pp. 53-93). Reproduced
below is exercise 8 (pp. 90-91). Please solve it and leave it for further discussion
later on (in a few weeks, perhaps).

Try your hand at this challenging extract from an Austin Rover brochure (Today’s Cars,
1989). Imagine that you have been asked to translate the following passage into your
target language, for distribution in your local market. Do not be distracted by
unfamiliar car terminology; this is not the object of the exercise. If necessary, leave a
gap if you cannot find an equivalent for a specialized term.
You will note that the passage includes several idioms and is highly informal in
style. Whatever strategies you decide to use in translating it, remember that idioms
are not just used for the meanings they convey but also for the effect they produce on
the reader, for their stylistic value.

METRO SPORT
The new Metro Sport. Terrific looks. Loads of go. For a lot less than
you think.
The Sport looks just what it is – a hot little hatchback that knows
how to handle itself. With an aerodynamic tail spoiler; all-white
sports wheel trims; and special graphics and paint treatment.
Under the bonnet is a 73 PS1.3 engine with a real sting in its tail.
(Relax – it's also remarkably economical.)
You won't have to put up with a spartan cockpit in return for
sparkling performance. Just try those stylishly trimmed sports seats
for size.
Now tune into the electronic stereo radio/stereo cassette player.
Four speakers, great sound. And a built-in security code theft
deterrent.
There's a wealth of driving equipment too – including a
tachometer of course.
Right up your street? Choose your Sport in one of five selected
colours. And paint the town red.

When you have translated the text, comment on any difficulties involved, the
strategies you used and any change in the level of informality in your target version.
Hello! Here's the task for my classes, concerning Energy and Electricity.

1) Ask yourself, "How much do I know about energy and electricity?" Try to inform
yourself. Document your research, picking up information from encyclopaedias,
manuals and data bases with specific glossaries.

2) Read the text "How to Reduce Electrical Noise in Your System." What language
function does it fulfill?

3) Make a glossary of specific terms from "How to Reduce Electrical Noise in Your
System." The glossary should contain: Specific Term (in English), Definition (in English),
Equivalent (in Spanish).

4) Translate the text under the heading "Reducing Noise" (page 2). There is no need to
submit your translation until we let you know.

Thank you and have a nice week!

Jovanka
 How to Reduce Electrical Noise in Your System

Noise is an unwanted additional signal, or distortion of signal that results in unstable

readings. Noise can come from a variety of different sources and can have a negative
impact on your sensor’s performance. We created this short guide to help you better
understand how to minimize noise when using a force measurement system.

COMMON SOURCES OF ELECTRICAL NOISE

Lights Generators Fans

Industrial
Motors RF signals machinery

Switches
Cell phones Computers and relays

SIGNAL DISTORTED BY NOISE

To test for noise it is helpful to test one component first and then add the next component observing noise as the system
is built up. Where possible grounding inputs to components can help determine how much noise that component is
contributing, or receiving.

Figure 1: Desired signal Figure 2: Signal with noise

Sensor Solution Source

Load · Torque · Pressure · Multi-Axis · Calibration · Instruments · Software ANSI ISO

www.futek.com Z540-1 13485

How to Reduce Electrical Noise in Your System 2

TESTING FOR NOISE

1. On the DAQ/PLC or USB
and computer system,
ground all inputs and
observe how much noise
is present. This should
give you an idea of how
much noise your system
will generate.
2. Attach the cable for the
sensor, or amplifier to the
DAQ/PLC. Then ground
the input through the
cable to the DAQ/PLC.
This will help show how
much noise the cable will
add to the system.
3. Attach the sensor or 4. Turn on and off
amplifier to the cable and equipment nearby to
observe any additional test for sources of noise
noise. If connecting an while observing noise in
amplifier continue testing components.
noise in the system by
grounding the input to
the amplifier.

REDUCING NOISE
Below are some tips on reducing noise. For instruments that have inherent noise, refer to the instrument spec sheet for expected
noise levels.

• Shields should only be connected on one end to avoid
ground loops. A cable shield is not in contact with a sensor
when it is labeled as floating on the sensor spec sheet.
• Move cables away from equipment. Avoid unnecessary
cable length.
• Utilize cables with ferrite beads or ferrite chokes.
• Make sure that your application is situated away from
items that may create noise. If possible, try to isolate
components, such as through a shielded cover over
components.
• Look for any ground connections in your application
that are shared with other equipment and try to isolate if
possible.
• Avoid using low-quality cables and connectors.
• Consider using an instrument, such as the FUTEK IAA300
Differential Strain Gauge Amplifier, in order to reduce noise
through differential signal cancellation.
• If possible, keep your system in an environment that has a
constant temperature. Temperature changes on a sensor
can cause readings to drift. Uneven temperature changes
across a sensor can have larger effects.
• Ensure sensor support surfaces are stable and do not give
over time.
• Avoid loading the sensor with material susceptible to high
vibrations.
• Allow for equipment to warm up before taking readings.
• Avoid setting up your system in an environment that will be
exposed to loud noises.
• Avoid airflow onto application components from air
conditioners or heaters.
• Use fewer significant figures when programming
instrument to ensure that you are working with stable and
more accurate readings.
• Consider software averaging to establish a static signal.
Note: averaging may reduce bandwidth.
• Apply digital filtering if available.

Drawing Number: AP1078

10 Thomas, Irvine, CA 92618 USA

Tel: (949) 465-0900
Fax: (949) 465-0905 ANSI ISO

www.futek.com Z540-1 13485

TRADUCCIÓN CIENTÍFICO TÉCNICA 2

Prof. Jovanka VUKOVIC

Tasks for 2 weeks ahead

Technical English Vocabulary and Grammar, Nick Brieger, Ailison Pohl,

Summertown Publishing, 2002

Read Unit 16 paying special attention to technical vocabulary and

complete the tasks 1, 2 and 3. Once completed translate the text
corresponding to task 3 of the unit.

Read Unit 17 paying special attention to technical vocabulary and then

complete the tasks 1, 2 and 3. Once completed, translate the text
corresponding to task 3 of the unit.

In both cases, try to justify some decisions made in your process of

translation.

Read Unit 18 paying special attention to technical vocabulary and then

complete the tasks 1, 2 and 3.

Read Unit 19 paying special attention to technical vocabulary and then

complete the tasks 2 and 3.
Traducción Científico-técnica 2
Prof. Jovanka Vukovic

TASK: After reading chapter 3, "Equivalence above word level" from

Mona Baker's In Other Words. A Coursebook on Translation, try exercise
no. 7, pp. 89-90 (reproduced below).

Imagine that you have been asked by a client to translate the following text into your target
language. The text appeared in The Economist (UK Edition, 6–12 February 2010, p. 68). Your target
reader works in the banking business and needs to follow international developments in this field.

How firms fool equity analysts

Stockpilers suckered
NEW YORK
Chief executives pull the wool over analysts' eyes, again

How do you pump up the value of your company in these difficult times? One tried
and tested way is to hoodwink equity analysts, according to a new study of 1,300
corporate bosses, board directors and analysts.
The authors found that chief executives commonly respond to negative appraisals
from Wall Street by managing appearances, rather than making changes that actually
improve corporate governance: boards are made more formally independent, but
without actually increasing their ability to control management. This is typically done
by hiring directors who, although they may have no business ties to the company, are
socially close to its top brass. According to James Westphal, one of the study's co-
authors, some 45% of the members of nominating committees on the boards of large
American firms have 'friendship' ties to the boss – though this varies widely from
company to company.
...
Why do analysts swallow this self-interested narrative? Respondents acknowledged
that social ties could undermine independence, but most said they do not have the
time to look into such issues...
Depressingly, these market-distorting shenanigans are part of a pattern. An earlier
study found that public companies enjoy lasting share-price gains from plans that
please analysts, such as share buybacks and long-term incentive schemes for
executives, even when they fail to follow through on announcements.

When you have translated the text, comment on the strategies you used to deal with
various collocations, such as pump up value, tried and tested, managing appearances, top brass
and swallow a narrative, including register-specific collocations, such as share buybacks. Comment
also on your strategy for translating the idiom in the subtitle (pull the wool over analysts' eyes).
Traducción Científico-Técnica 2
Prof. Jovanka Vukovic

TASK FOR THE THIRD WEEK OF MAY

Let's translate into English. Do not forget to document yourself. Download the file TCT 2 Analogía electrica
2020mayo-junio.pdf and start translating "Máquinas" — paragraphs 1, 2, and 3, namely, from "Las máquinas
son organismos artificiales..." to "... a partir de otra clase de energía (química, eléctrica, etc.)".
Estimados alumnos:

Más que una consigna, este archivo contiene el enlace para el encuentro
por Google Meet con la profesora Jovanka Vukovic, este jueves 28 de
mayo, en un horario acorde al de los teóricos presenciales.

Para los alumnos de Traducción Científico-Técnica 2:

Jueves 28 de mayo a las 8.30 a. m.
meet.google.com/ftz-xhsj-egk

Para los alumnos de Traducción Científico-Técnica 1:

Jueves 28 de mayo a las 10.30 a. m.
meet.google.com/tdz-nmkp-kmk

Los esperamos.