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Writ 2 - wp2 Original
Writ 2 - wp2 Original
Writ 2 - wp2 Original
Academic research papers in history are often perceived as dull and formidable reads.
Many question the attraction of studying the lives of the past, wondering, “What joy can there be
in exploring the past?” I distinctly remember thinking that way back in my middle school years.
Navigating through history papers often overwhelmed me, bombarding me with a barrage of
dates spanning from ancient times to the modern era, alongside history terminology that flew
over my head. While these papers might captivate the attention of their intended audiences—
academics and historians specializing in history— those who do not have a historical background
can get often confused and overwhelmed by the information provided. Therefore, I decided to
translate these academic research papers into children’s literature. The process of translating
academic research papers into children’s literature not only challenges traditional scholarly
conventions but also underscores the importance of creativity in spreading knowledge to diverse
audiences.
As a sociology major, I empathize with the overwhelming nature of sifting through
numerous research papers for coursework. I chose this history academic article titled, “‘Better
Dressed than Birmingham’? Wholesale Clothing Catalogues and the Communication of Mass
Fashion, 1920s to 1960s” by Jenny Gilbert as a reference for my genre translation. Gilbert’s
paper delves into Birmingham’s role in the mass-market fashion industry, focusing on the “Big
Four” of Birmingham clothing and textile companies from the mid-nineteenth century until the
1970s, and their role in disseminating mass fashion through printed communications. Despite
being an academic research paper, its focus on fashion history was able to strike a chord with me.
As someone who loves fashion and is very interested in fashion upbringings, this academic
fashion industry; the focus on the role of wholesale catalogs in fashion suggests an audience
interested in consumer culture, mass fashion, and commercialization in Birmingham during the
20th century. Gilbert’s meticulous writing conventions are evident in her organized article, with
multiple subheadings guiding the reader through her paper. She includes an abstract, her main
arguments, her conclusion, and finally, acknowledgments. Gilbert further organizes her article by
using footnotes and the Chicago Manual of Style citation, suggesting that her paper is academic
and for research purposes. Her tone is very informative and scholarly, ensuring clarity and
accuracy throughout her article, despite the usage of jargon terms such as “swagger coat,”
“tweeds” and “smock,” which may be a challenge to understand for readers unfamiliar with
fashion terminology.
I opted to translate Jenny Gilbert’s research article into a children’s book, drawing
inspiration from renowned examples such asThe Catin the Hatby Dr. Seuss,The Very Hungry
Caterpillarby Eric Carle, andThe Giving TreebyShel Silverstein. These works share a
multitude of genre conventions; they have short, descriptive narratives complimented with an
abundance of pictures that relate to the text. Targeting children aged 4 to 9, these books employ
language that is easily comprehensible, devoid of complex jargon terms that might pose a
challenge for young readers. Moreover, these works are very poetic, utilizing repetition to
engage young minds. For example,The Cat in the Hat’srecurring phrase, “Sit! Sit! Sit!”1 and
Eric Carle’s repeated usage of the statement “He started to look for some food”2 every few lines
children's books aim to educate children and give them a moral of the story with valuable life
1
r. Seuss,The Cat in the Hat(New York: Random House,2018), 2.
D
2
Eric Carle,The Very Hungry Caterpillar(London,England: Puffin, 1994), 1-6.
lessons.The Cat in the Hatimparts a moral to beware of who you let into your home, since when
they let the cat in the hat inside their home, they had a mess to deal as a consequence of not
listening to their mother.3 The Very Hungry Caterpillarteaches children to watch what they eat
and to indulge in better, healthier food in order to grow.4 Finally,The Giving Treegives a
valuable lesson about selfishness and taking things for granted, which is very important to
understand for growing children.5 These non-academicchildren’s books serve as powerful tools
for education and moral development, nurturing children’s understanding and fostering positivity
The contrast between the language used in academic research papers in history and
children’s books is very obvious. A prime example of this disparity is this quote from Jenny
“Retrospectively these words can be read as eerily prophetic, predicting the rise of fast fashion
with its low prices, low quality, and high turnover.”6 For me to translate a creative rendition
suitable for children, sophisticated terms like “prophetic” and “turnover” had to be simplified to
ensure comprehension for young readers. Although Gilbert’s tone is formal and academic, her
paper would only make sense for her audience of scholars and historians, presenting challenges
of comprehension for a wider audience. Thus, my adaptation involved substituting Gilbert’s
complex vocabulary with simpler alternatives, while preserving the essence of her argument
industry throughout my genre translation. Incorporating specific names from the “Big Four,”
such as Wilkinson & Riddell, Larkins & Sons, and Bell & Nicolson, I utilized rhyming
techniques reminiscent of Dr. Seuss’ iconic style. As rhyming and repetition are staples in Dr.
Seuss’ books, I repeated the words “Clothes! Clothes! Clothes!” to give it more of a children’s
book feel. By acknowledging that it was impossible to encompass all of Jenny Gilbert’s concepts
within my translation, I prioritized her primary theme: the profound impact of the “Big Four” in
clothing production. Furthermore, I gave my genre translation a moral, underscoring that fashion
is for everyone and highlighting the wealth of using catalogs as inspiration, offering guidance for
Delving into Jenny Gilbert’s work and brainstorming how to translate her work, I kept
her central argument in mind, since “figuring out the main argument is the key to reading the text
effectively and efficiently.”7 Recognizing her argumenthelped me navigate through her points
while reading, guiding me on what concepts to prioritize for my translation. Enabling a mindset
of first-order thinking helped me be “intuitive and creative, and [I didn’t] strive for conscious
direction or control” while making a draft of my translation, which overall helped my children’s
book flow smoother.8 While I had initial concernsregarding the intricacy of rhyming, I am
overall satisfied with the outcome of my translation. Channeling the spirit of Dr. Seuss, I had to
wear my own top hat and immerse myself in his whimsical perspective to translate Jenny
Gilbert’s work to a young audience. This journey not only deepened my appreciation for the
7
Karen Rosenberg, “Reading Games: Strategies for ReadingScholarly Sources.”Writing Spaces: Readings on
Writing,vol. 2 (2011): 218.
8
Peter Elbow,Embracing Contraries: Exploration inLearning and Teaching(New York: Oxford U Press,1986),
55.
work that comes with producing children’s literature but also provided me with an opportunity to
be creative.
Bibliography
Elbow, Peter.Embracing Contraries: Exploration inLearning and Teaching. New York: Oxford
U Press. 1986.
Gilbert, Jenny. “‘Better Dressed than Birmingham’? Wholesale Clothing Catalogues and the
258–274.https://doi.org/10.1080/0047729X.2020.1767978
Rosenberg, Karen. “Reading Games: Strategies for Reading Scholarly Sources.”Writing Spaces: