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Text Typology PDF
Text Typology PDF
2014
1. Karl Ludwig Bühler (1934/1965) – German psychologist and linguist - distinguishes three functions of the linguistic sign/language functions:
informative (Darstellung) expressive (Ausdruck) vocative (Appell)
adapted later by Peter Newmark (1981/1988) as follows:
2. Roman Jakobson (1965) - the linguist and founding member of the Prague School of Linguistics, discusses in the 1960s the functions of
language in terms of six controlling factors (socio-cultural variables) related to verbal communication, each factor determines a different language
function:
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Text Typology 10.12.2014
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Text Typology 10.12.2014
Figure 3. Reiss’s text type and text varieties (in Chesterman 1989: 5)
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Undoubtedly, Reiss’ typology is highly relevant and useful, yet, not without flaws. Perhaps, the most important criticism is summarized by
Fawcett (1997:106-8), being related to the number of language functions and the translation methods associated with text types:
- the number of language functions suggested by Reiss is dismissed by Nord (1997:40), who adds a fourth ‘phatic’ function in order to establish
contact between the parties involved in the communication (greetings, phrases that suggest the introduction of an announcement of formal
speech, etc.)
- Reiss’ translation methods are considered impossible to apply in the case of specific texts which, for instance, contain metaphors. Because
some simple dead metaphors have a correspondent (fixed translation) in another language, and complex metaphors have not (there is a
range of equivalents, therefore variability is at stake), specialised texts such in English that contain such metaphors raise different issues in
translation.
- when adopting a certain translation method, it is important to consider the role and purpose of the translator as well as the socio-cultural
embeddedness, which are discarded by Reiss.
However, the rigid parameters of Reiss’ categorization do not diminish the importance of her work. Reiss’ text typology model is highly
influential within the field of Translation Studies.
4. In his Approaches to translation (1988), Newmark takes up the issue of text typology, paying close attention to Bühler’s functions of language.
the expressive function A as author-centered, where the writer makes personal use of the language
the function B as the ‘extralinguistic’ information content of the text
function C as reader-oriented, including all the resources impacting on the reader, especially on the emotional
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The expressive function deals with the mind of the speaker / the writer, who
uses the utterance to express his inner feelings without expecting a response.
Text-types: serious imaginative literature, authoritative statements,
autobiography, essays, and personal correspondence.
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5. Important work to establish a text typology in translation is carried out in the mid-1980s by Hatim and Mason - new ‘text-oriented models’ of
translation, based on ‘predominant contextual focus’ (Translation: An advanced resource book, 2004)
Expository texts Argumentative Instructional texts.
Texts are no longer classified based on situational criteria (e.g. legal or scientific texts), their approach also sheds light on the issue o
text hybridization the multi-functional status of texts.
A central issue in context-oriented text typologies is the concept of rhetorical purpose, where purpose encompasses a variety of text
forms (e.g. reporting, argumentation or instruction may be technical/non-technical, subjective/objective, spoken/written) and categories (e.g.
report, counter-argument, regulation), based on subject matter and formality. At the same time, Hatim and Munday agree that ‘in all cases,
such a categorization is necessarily idealized and that, since all texts are in a sense hybrid, the predominance of a given rhetorical purpose
in a given text is an important yardstick for assessing text-type ‘identity’. (2004:74)
Hatim and Munday acknowledge the existence of Reiss’ model as highly influential in the field of Translation Studies. A discussion on text
purpose and function draws attention on Reiss’ text typology based on two important factors:
1. the intention or rhetorical purpose of the text producer
2. the ‘function’ performed by the text in actual use.
The factors (presented in Beaugrande’s terms as intentionality and acceptability) are considered to have a strong impact on the
lexical/semantic, grammatical/syntactic and rhetorical/stylistic features of a text as well as on their structure.
On a terminological level, Hatim and Munday’s threefold classification of text types on the basis of contextual focus: expository, argumentative
and instructional texts, is considered different from Reiss’ typology: informative, expressive and operative texts, except one particular aspect. The
authors consider that operative and instructional texts fall under the same category (2004: 284).
the classification of text types Translation Studies put forward by Hatim and Munday draws emphasis on:
the one hand, by the wide scope of text type (incorporating many other text-form variants
the issue of hybridization (because a text consists of more than one text type).
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10.12.2014
Group 1
There was once, in the city of Kahani in the land of Alifbay, a boy named Luka who had two pets, a bear named
Dog and a dog named Bear, which meant that whenever he called out "Dog!" the bear waddled up amiably on his
hind legs, and when he shouted "Bear!" the dog bounded towards him wagging his tail. Dog the brown bear could
be a little gruff and bearish at times, but he was an expert dancer, able to get up on to his hind legs and perform
with subtlety and grace the waltz, the polka, the rhumba, the wah-watusi and the twist, as well as dances from
nearer home, the pounding bhangra, the twirling ghoomar (for which he wore a wide mirrorworked skirt), the
warrior dances known as the spaw and the thang-ta, and the pea cock dance of the south. Bear the dog was a
chocolate Labrador, and a gentle, friendly dog, though sometimes a bit excitable and nervous; he absolutely could
not dance, having, as the saying goes, four left feet, but to make up for his clumsiness he possessed the gift of
perfect pitch, so he could sing up a storm, howling out the melodies of the most popular songs of the day, and
never going out of tune. Bear the dog and Dog the bear quickly became much more than Luka's pets. They turned
into his closest allies and most loyal protectors, so fierce in his defence that nobody would ever have dreamed of
bullying him when they were nearby, not even his appalling classmate Ratshit, whose behaviour was usually out
of control […]
Luka and the Fire of Life, Salman Rushdie
Group 2
Naplan: number of children opting out of national tests hits all-time high
Report shows withdrawal rate of year three students at 2.7% as critics say the tests put undue pressure on
children and teachers
Student achievement levels have remained stable in the Naplan 2014 report, with 93.5% of year three students at
or above the national minimum standard for reading.Photograph: Dan Peled/AAP Image
The number of children not sitting the Naplan tests has risen to its highest level in the system’s seven-year
history, new figures have shown.
The 2014 Naplan report shows that the withdrawal rate of year three students in reading, writing and spelling is
now at 2.7%, up 1% on last year. Children from the ACT, South Australia and Queensland were most likely to be
withdrawn from the tests.
Some parents have criticised the national tests in years three, five and seven for putting undue pressure on
children.
The Australian Curriculum Assessment and Reporting Authority (Acara) said that although participation in Naplan
was still extremely high, any increase in withdrawals was a concern.
“Naplan provides valuable information for parents, teachers and schools to see how their children are progressing
in the key areas of literacy and numeracy,” said Robert Randall, chief executive of Acara. […]
Oliver Milman , theguardian.com, Tuesday 9 December 2014 22.54 GMT
Group 3
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