Harry Potter And The Half-Blood Prince
Translation Commentary
2nd Assignment
Harry Potter and the Half-Blood Prince
MA Audiovisual Translation
2012/2013
Diana Alves Costa
Table of contents
Source Text transcription………………………….. | 3 | Target Text transcription………………………… | 5 | Introduction……………………………………….. | 7 | Skopos........................................................................ | 8 | Proper Names……………………………………. | 9 | Lexical Gaps…………………………………….. | 10 | Form of Address………………………………… | 11 | Invented Names…………………………………. | 12 | Alliteration………………………………………. | 13 | Informal Language………………………………. | 14 | Double Meaning…………………………………. | 15 | Word Formation…………………………………. | 16 | Conclusion…………………………………………. | 17 | Bibliography……………………………………….. | …show more content…
"Well, just be careful what you drink, because Romilda Vane looked like she meant business." said Hermione grimly.
She hitched up the long roll of parchment on which she was writing her Arithmancy essay and continued to scratch away with her quill. Harry watched her with his mind a long way away.
"Hang on a moment," he said slowly. "I thought Filch had banned anything bought at Weasley 's Wizard Wheezes?"
"And when has anyone ever paid attention to what Filch has banned?" asked Hermione, still concentrating on her essay.
"But I thought all the owls were being searched. So how come these girls are able to bring love potions into the school?"
"Fred and George send them disguised as perfumes and cough potions," said Hermione. "It 's part of their Owl order …show more content…
The rest of the books in the series soon followed, making Rowling a worldwide famous author. Her writing appeals to both young and adult audiences and her books have been translated into more than 60 languages (Columbia Electronic Encyclopedia, 2011).
This study will focus on an excerpt of the sixth book of the series, Harry Potter and the Half-Blood Prince, which includes examples of translation issues that occur throughout all of the books, making them complex and challenging texts. Among them, there is humour, wordplays, neologisms, puns, double meanings, alliteration, slang and colloquialisms to name a few. Moreover, these are texts usually labelled as children’s literature, which not only pose the same problems as in adults’ literature – fluency, accuracy, register and style – but also have special needs related to the readers’ age level. Therefore, what is suitable for a ten-year-old will be beyond the understanding of a seven-year old, but at the same time pre-teenagers may want to read something more mature (Landers, 2001:
2nd Assignment
Harry Potter and the Half-Blood Prince
MA Audiovisual Translation
2012/2013
Diana Alves Costa
Table of contents
Source Text transcription………………………….. | 3 | Target Text transcription………………………… | 5 | Introduction……………………………………….. | 7 | Skopos........................................................................ | 8 | Proper Names……………………………………. | 9 | Lexical Gaps…………………………………….. | 10 | Form of Address………………………………… | 11 | Invented Names…………………………………. | 12 | Alliteration………………………………………. | 13 | Informal Language………………………………. | 14 | Double Meaning…………………………………. | 15 | Word Formation…………………………………. | 16 | Conclusion…………………………………………. | 17 | Bibliography……………………………………….. | …show more content…
"Well, just be careful what you drink, because Romilda Vane looked like she meant business." said Hermione grimly.
She hitched up the long roll of parchment on which she was writing her Arithmancy essay and continued to scratch away with her quill. Harry watched her with his mind a long way away.
"Hang on a moment," he said slowly. "I thought Filch had banned anything bought at Weasley 's Wizard Wheezes?"
"And when has anyone ever paid attention to what Filch has banned?" asked Hermione, still concentrating on her essay.
"But I thought all the owls were being searched. So how come these girls are able to bring love potions into the school?"
"Fred and George send them disguised as perfumes and cough potions," said Hermione. "It 's part of their Owl order …show more content…
The rest of the books in the series soon followed, making Rowling a worldwide famous author. Her writing appeals to both young and adult audiences and her books have been translated into more than 60 languages (Columbia Electronic Encyclopedia, 2011).
This study will focus on an excerpt of the sixth book of the series, Harry Potter and the Half-Blood Prince, which includes examples of translation issues that occur throughout all of the books, making them complex and challenging texts. Among them, there is humour, wordplays, neologisms, puns, double meanings, alliteration, slang and colloquialisms to name a few. Moreover, these are texts usually labelled as children’s literature, which not only pose the same problems as in adults’ literature – fluency, accuracy, register and style – but also have special needs related to the readers’ age level. Therefore, what is suitable for a ten-year-old will be beyond the understanding of a seven-year old, but at the same time pre-teenagers may want to read something more mature (Landers, 2001: