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register
social distance:
see
register, tenor,
metafunction
socio-cultural objects:
see
semiotics
socio-textual practices:
see
semiotics
solidarity:
see
power
speech act theory:
see
locutionary act
staging:
see
thematic progression
static:
see
dynamic
straw-man gambit:
see
argumentation
structure:
see
text structure
sub-genre:
see
genre
substantiation:
see
text structure
summative assessment:
see
formative assessment
supervention process:
see
transitivity
syntagmatic:
see
paradigmatic
tenor of discourse:
see
metafunctions, register
tense switching:
see
reference switching
text:
a set of mutually relevant
communicative functions
that hang together (>
texture)
and are constructed
(>
structure)
in such a way
as to respond to a particular
> context
and thus achieve
an overall
> rhetorical
purpose.
GLOSSARY 197
text hybridization:
text types are rarely, if ever,
pure. More than one text type
focus is normally
discernible. In such cases,
one and only one focus will
be predominant, the others
being subsidiary or even
marginal.
text structure:
the compositional plan of a
text. Different
> text types
exhibit different structure
formats. Some of these are
formulaic as in the structure
of the
preamble:
X and Y,
having met…
,
Considering,
Re-emphasizing,…have
agreed…
text type:
the way
> texts > structure
and
> texture
are made to
respond to
> context
and to
display a particular focus.
Three basic text type focuses
may be distinguished:
>
exposition, >
argumentation
and
>
instruction.
text type focus:
see
text type
text world:
the model of coherence
which gradually emerges as
the internal relations within a
text become clear through
cohesion and other textual
patterns. Cognitive
templates such as the ‘frame’
and the ‘schemata’ facilitate
the retrieval of text worlds.
textual meaning:
see
metafunctions
texture:
aspects of
> text
organization which ensure
that texts hang together and
reflect the
coherence
of a
>
structure
in a >
context.
Texture includes aspects of
message construction such
198 GLOSSARY
as
> cohesion, > theme-
rheme
organization, as well
as idiom and diction.
theme:
that part of a sentence which,
in the
> unmarked
case,
occurs first and which
normally has less
communicative importance
than the
> rheme.
thematic progression (TP):
the tendency for
> themes
or
> rhemes
to concatenate in
particular patterns, relating
to
> text type focus. In >
exposition,
for example, the
tendency is for the discourse
to display a pattern in which
themes are redeployed as
themes in the subsequent
discourse
(uniform
pattern). In >
argumentation,
on the other
hand, the tendency is for the
discourse to have rhemes
deployed as themes in the
subsequent discourse
(zig-
zag pattern).
thesis cited to be opposed:
see
text structure
through-argument:
see
argumentation
top-down:
in cognitive psychology and
adjacent disciplines, two
different ways in which
humans analyse and process
language are distinguished.
Top-down processing
involves the reliance by the
text user on contextual
information (higher-level
knowledge) in actually
dealing with the information
received (words, sentences,
etc.). In
bottom-up
processing, on the other
hand, text users mostly
utilize text-presented
GLOSSARY 199
information as a point of
departure towards the
discovery of some
contextual effect. Needless
to say, both types of process
are involved in any
meaningful act of reading or
translating.
transitivity:
a linguistic system in which
a small set of presumably
universal categories
characterize different kinds
of events and process,
different kinds of
participants in these events,
and the varying
circumstances of place and
time within which events
occur. These variations in the
structure of the clause are
said to relate to different
world-views and to relay
different ideological slants.
Thus, transitivity is a choice
between three main
processes that can be
represented in a sentence:
(a) a physical or material
process (e.g. ‘John
shaved his beard’). This
category is further
subdivided into: (1)
action process (as
above); (2) intention
process (e.g. ‘John aims
to please’); and (3)
supervention process,
in which an action
simply happens (e.g.
‘John fell down’);
(b) a mental process (e.g.
‘John saw Jane’);
Related to this choice of
process is choice of
participant and choice of
circumstances.
200 GLOSSARY
(c) a relational process
(e.g. ‘Such a perspective
is lacking’).
uniform pattern:
see
thematic progression
unmarked:
the state of certain lexical or
grammatical items or
structures which are
considered to be more basic
or common than other
structures which are
marked
for particular
effects. The cleft sentence
It
was John who did it
is a
marked form
of John did it.
verdictive:
see
illocutionary act
violating a maxim:
see
the cooperative
principle
virtual:
a term used to refer to
systemic aspects of language
structure or
langue
before
context is brought in to add
another, deeper, dimension
of meaning. When this
happens, and linguistic
structures are seen as part
of
parole,
we are in the
domain of the actual.
visual text:
a text that is put together in
such a way as to satisfy the
requirements of literate (as
opposed to orate) rhetorical
conventions at work in
societies characterized by
literacy (as opposed to
orality). In such societies,
texts are normally heavily
subordinated, possessing
minimal unnecessary
repetition and being
generally tighter (or more
complex) in terms of both
>
structure
and
> texture.
GLOSSARY 201
Orate communities of
language users, on the other
hand, would be content with
so-called aural texts that tend
to be heavily coordinated,
that exhibit a great deal of
repetition and that are
generally looser (or simpler)
in terms of both
> structure
and
> texture.
zig-zag pattern:
see
thematic progression
202 GLOSSARY
Notes
1
UNITY IN DIVERSITY
1 We also provide after each translation and between square brackets a formal, close
back-translation into English. On this convention, see further note 7 to
Chapter 2
and note 2 to
Chapter 3
.
2 For a clear account of transitivity and its role in signalling ideology and point of
view, see Simpson (1993).
3 It could be argued that mon être (1.7) and my grip (1.8) are animate actors, in
which case these processes would be classified as supervention processes. This
would not affect the conclusions drawn here since, in both cases, processes are
presented as just happening, independently of human volition.
4 See Hatim and Mason (1990), where there is a full discussion of each of these
dimensions of context and the way in which they relate to the work of the
translator.
5 Reiss and Vermeer (1984). See also on this notion Snell-Hornby (1988) and Nord
(1991 and 1993).
6 Cf. Fletcher (1985).
7 Conversational implicatures: see Grice (1975). For a useful and straightforward
account of Grice’s Cooperative Principle, presupposition, implicature and related
notions, see Brown and Yule (1983:27–35).
8 Effectiveness and efficiency: cf. Beaugrande and Dressler (1981:11). Cf. also
Gutt’s (1991) application of relevance theory to translating, which propounds a
similar view.
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