1. Consecutive Interpreting I General 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. Tłumaczeniu ustne. 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.