University of CADI AYYAD

Faculty of Letter and Human sciences

Title of Term Paper:

The Short Story “‫ ”الخطر‬by Ali Al-Kasimi: A

Translation and Commentary

A term paper submitted to the Department of English in partial

fulfillment of the requirements for the degree of Licence in
English

Option: Linguistics
Apogee number: 2106599

Prepared by: Supervised by:

Amrani Bilal Dr. Hassan Darir

Academic Year: 2023/2024

 Marking Sheet

Semester 6 Research Project Module

Student’s Name:
Order Number:
Registration Number:
Title of Term Paper: ………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………….

Supervisor’s Name: Supervisor’s Signature:

Second reader’s Name: Second reader’s signature:

Read and approved /

Written paper Presentation

Supervisor: …………. /10 Supervisor: ………… /05

Second reader: ………… /05

Final mark ............................/20

Observations:.......................................................................................................................................................................
...............................................................................................................................................................................................................
...............................................................................................................................................................................................................

2
 Dedication

This research is dedicated to all the members of group 2 class 23/2024

for their sacrifice and cooperation in researching this paper. Our
appreciation goes to Prof. Hassane Darir for his guidance in the
preparation of the final document and to our colleagues in the
department of English.

3
 Acknowledgments

I would like to express my deepest gratitude to my supervisor Prof.

Hassane Darir I am highly indebted to him for his intelligent orientation
and his wise suggestions. I am proud of being his supervisee.

I owe my deepest and strongest gratitude to all my professors in the

English department for their help throughout my academic journey at
Cadi Ayyad University. Finally, my heartfelt appreciation and love go
to my parents for their priceless efforts.

4
 Table of contents

Dedication
Acknowledgments
I- Introduction: Importance of translation, choice of text
1. Different Translation Methods
1.1 Literal Translation
1.2 Dynamic Equivalence
1.3 Cultural Adaptation
2. Author’s Background
3. An Overview of the Short Story Collection and the Story ‫الخطر‬
II- Commentary on The Translation
1. Themes and Authorial intent
2. Figures of Speech and Literary Devices
2.1 Figure of Speech
2.2 Literary Devices
3. Problems and challenges of literary translation
4. Conclusion

Appendix
Commentary
I- Explanatory Notes:
1. Cultural Expressions
2. Idiomatic Expressions
3. Specific Terms
Commentary Analysis
Conclusion
References

5
Introduction

I- Importance of translation, choice of text:

Translation is important for facilitating communication between different languages and
cultures, allowing for the exchange of ideas, knowledge, and literature. It helps to bridge the
gap between different linguistic communities and promotes cultural understanding. While the
choice of text in translation is crucial as it determines the cultural and linguistic elements that
need to be rendered accurately. Literary works, in particular, present unique challenges due
to their aesthetic and stylistic features.

1. Different Translation Methods:

Translation is the act of converting a piece of text from one language to another, a widely
known fact. However, certain types of content require a distinct approach in their translation
process. Amongst these categories we have:

1.1 Literal Translation:

Literary translation is a creative process of rewriting, where the translator becomes the
author of the translation text. It is not a mere clone of the original, but rather a different
expression of the same ideas. The translator plays an active and creative role in the process,
taking into account the historical and cultural context of the text. The goal of literary
translation is to capture and convey the multi-layered information and feelings of the source
text, while also providing situational cues for the target reader. Communication is a key
aspect of literary translation, as it aims to bridge the gap between different cultures and
communities. However, there are challenges in achieving successful communication due to
the constraints and untranslatability of certain literary features. In summary, literary translation
is a complex and sophisticated endeavor that transcends the mere transfer of meaning.

1.2 Dynamic Equivalence:

Dynamic Equivalence in translation, according to Eugene Nida, places emphasis on the

primary importance of conveying the meaning and intention of the original text rather than a
literal reproduction of words. This approach is centered around the dynamic and cultural
aspects of language with the goal of creating a translated content that resonates naturally
with the target audience. It involves the adaptation of expressions, idioms, and cultural
references to ensure not only an accurate translation, but also one that is culturally relevant
and linguistically smooth. In essence, Dynamic Equivalence aims to bridge the gap between
languages by prioritizing the functional equivalence of the translated text, thereby
maintaining its communicative impact in a manner that aligns with the cultural and linguistic
sensibilities of the intended readers or listeners.

One instance of Dynamic Equivalence can be observed in the provided text in the
phrase: " The news spread in "Al-Ariqah" town as quickly as fire spreads in dry hay" The original
Arabic text compares the news spread to the rapid spread of fire in "‫( "حلفاءَ جافة‬dry hay), and
the translation adapts the expression to convey the same meaning using the English idiom
"as quickly as fire spreads in dry hay." This dynamic equivalence involves using a culturally
familiar reference to maintain the metaphor's impact and relevance to the target audience.

6
 1.3 Cultural Adaptation
Cultural adaptation in translation involves more than linguistic accuracy; it encompasses
the adjustment of content to align with the cultural context of the target audience. This
method acknowledges that certain elements in the source text might lack direct equivalents
in the target culture, prompting the translator to modify idioms, metaphors, or cultural
references. The goal is to make the translation not just linguistically precise but also culturally
resonant, ensuring that the content feels natural and relatable to the target audience. This
approach is crucial for conveying the intended message effectively, particularly in scenarios
where cultural nuances significantly impact the reception of the translated work, such as in
marketing, literature, or content tailored to specific cultural or regional audiences. Cultural
adaptation serves as a bridge, enhancing the overall effectiveness and acceptance of
translated materials.

An example of cultural adaptation in the translated text is the phrase " It is better to die full
than to die hungry." “‫ ”أن يموتَ اإلنسا ُن وهو شبعان خي ٌر من أن يموت وهو جوعان‬This reflects a cultural
perspective on the importance of having enough supplies and food stored, especially in
times of danger. This adaptation captures the cultural mindset regarding preparedness and
the prioritization of basic needs in the face of adversity.

2. Author's Background

Dr. Ali Al-Kasimi is an Iraqi writer who has been residing in Morocco since 1972. He pursued
his education at various universities in Baghdad, Beirut, Paris, London, and Austin, Texas. Dr. Al-
Qasimi has actively contributed to the field of education, teaching at universities in Baghdad,
Texas, Rabat, and Riyadh. With a wide range of interests, he has authored approximately 50
books encompassing the fields of terminology, dictionary compilation, translation, short
stories, and novels, written in both Arabic and English languages.

3. An Overview of the Short Story Collection and the Story ‫الخطر‬

In his collection ‫ دوائر األحزان‬Al-Qasimi recalls the memories of people who resided in the
areas, irrespective of whether they were friends or family members. He reflects upon each
person who held a special place in his heart and soul, yearning for the moments of their
encounters that were treasured. This event requires surmounting the obstacles of forgetfulness
in light of the pressing summons of remembrance. The expression ascends with the
imagination of its possessor, concurrently broadening the sphere of significance with
profound import. It is a shared delight in the act of perusing and composing between him
and the recipient.

The Story ‫ الخطر‬stands out for its blending of genres, combining the speculative and the
allegorical. It captures the essence of human nature in times of crisis, exploring both the
fragility and resilience of communities. The incorporation of local culture, beliefs, and the
diverse reactions of characters adds depth to the narrative. The revelation that the
extraterrestrial being is a harmless creature provides a twist, challenging initial perceptions
and offering a reflection on prejudice and misinterpretation. Overall, the story engages the
reader with its multi-layered exploration of societal dynamics and the human response to the
unfamiliar.

7
II Commentary on the Translation

1. Themes and Authorial intent:

The story is full of interesting events, and when looked closely, I found some important
themes. Below, I'll share these themes with you. They cover things like how the community
makes decisions, how individuals react, the idea of sacrificing possessions, and how
language differences can lead to misunderstandings. These themes help us understand the
different aspects of the story and how people deal with uncertainty and challenges. Let's
explore these themes to uncover what the story is really about

Fear and Panic: The story conveys a sense of fear and panic among the residents of the
town due to the spread of news about a monster or creature.
Hysteria and Uncertainty: The residents react with hysteria, leading to a collective state of
uncertainty and concern about the reported danger.
Impact on Daily Life: The news disrupts various aspects of daily life, such as education, as
mentioned by the reluctance of parents to send their children to school, and an increase in
food sales as people prepare for possible isolation.
Individual Reactions: The text portrays diverse reactions from individuals, including the
doctor, the cafe attendees, and the students, reflecting different perspectives and coping
mechanisms.
Survival Instinct: The mention of stocking up on food and the statement "better to die full
than to die hungry" reflects a survival instinct prevailing among the residents.
Investigation and Speculation: The story revolves around the investigation conducted by
the teacher, Abd al-Zaki, to understand the origin and nature of the creature witnessed by the
students. There's speculation about whether it emerged from the river or came from
elsewhere.
Nature of the Creature: The discussion among the teachers involves speculation about the
nature of the creature. Abdul Qadir, the science teacher, proposes the possibility that it is not
a terrestrial or aquatic creature but rather an extraterrestrial being.
Community Reaction: The narrative describes how the information from the investigation
spreads through the town, leading to varied reactions among the residents. Some choose to
leave the town in fear, while others engage in discussions about the creature's origin and
characteristics.
Authorities' Response: The story touches upon the response of the local authorities,
particularly the police force. However, it highlights their limitations in taking action without
clear orders from their absent chief, who is on a lengthy annual leave.
Religious Interpretation: The newly appointed mosque imam uses the pulpit to interpret the
creature's appearance as a divine punishment, linking it to the moral decay and corruption
amongst the people. This adds a religious perspective to the unfolding events.
Social Commentary: The narrative includes social commentary, such as the discussion about
the youth not showing respect to statues of authority figures. This reflects a broader societal
context within the town.
Community Decision-making: The elders of the town gather to discuss the impending threat
of the extraterrestrial creature. Abdul Hadi suggests a collective migration to protect the
residents and their belongings, while Abdul Qahar raises practical challenges. Abdul Rafie'
emphasizes the need to understand the creature's motive for his arrival in their town.
Material Sacrifice and Submission: Abdul Raouf proposes giving everything, including their
wealth, to the extraterrestrial being as a means to save their lives. Abdul Ghani, the town
mayor, suggests approaching the creature with white flags, joyful expressions, and offerings of
obedience and loyalty.
Mass Gathering and Welcoming Gesture: The people of the town, following Abd al-Ghani's
suggestion, organize a mass gathering near the river with white flags and welcoming signs.
The intent is to show submission, joy, and willingness to fulfill the creature's desires, hoping to
prevent potential harm.

8
Individual Reactions and Perceptions: Individual reactions to the unfolding events are
highlighted. Ahmed, known for his reading habits and aloofness, collapses upon seeing the
creature, leading to confusion among the spectators. The revelation that his words refer to a
"male turtle" adds a humorous element to the situation.
Language and Misunderstanding: The text briefly touches on language-related confusion
when the people turn to the Arabic language teacher to understand the meaning of "‫"غيلم‬
(turtle). The misunderstanding adds a layer of irony to the narrative.

2. Figures of Speech and Literary Devices

Well, The Story is so rich of Figures of Speech and Literary Devices, and they are quite
obvious to find them. In the upcoming input I’ll be giving three examples for each of Figure of
Speech and Literary device.

2.1. Figure of Speech

Symbolism:
Is a figure of speech using symbols to convey deeper meanings beyond their literal
representation.

• “‫( ”سرى الخبر في بلدة 'العريق‬The news spread in "Al-Ariqah" town): The town's name, Al-
Ariqah,' might symbolize deep-rooted traditions or a place with a rich history.
• “‫( ”النّار في هشيم حَلفا َء جافة‬fire in dry hay): The spreading fire symbolizes the rapid and
uncontrollable nature of the news, suggesting potential chaos and panic.
• “‫( ”مقهى األماني‬AL-Amani Café): The name of the café could symbolize a gathering
place where people discuss their hopes and fears during uncertain times.
• “‫( ”الحديث عن الخطر ال ُمحدِق بالبلدة‬talking about the danger facing the town): The recurring
theme of discussing the danger in the café symbolizes the collective awareness and
shared concern of the community. The café serves as a symbolic space where
people come together to address and confront the imminent threat, emphasizing the
importance of communal support and dialogue in times of crisis.

Imagery:
Is a figure of speech that involves vivid and descriptive language to create mental
pictures or sensory experiences for the reader or listener.

• “‫( ”سرى الخبر في بلدة 'العريقة' بسرعة َمهُولة‬The news spread in "Al-Ariqah" town quickly): This
creates a vivid image of the news rapidly circulating through the town.
• “‫( ”كما تسري النّار في هشيم حَلفا َء جافة‬as quickly as fire spreads in dry hay): This vividly
illustrates the speed and intensity of the news spreading, comparing it to a rapidly
spreading fire.
• “‫( ”يتحلّقون في المساء حول إحدى المناضد‬gathered in the evening around one of the tables):
This imagery creates a picture of friends gathered in the evening, emphasizing a
sense of community and shared experiences.
• “‫مدو ٌر‬
َّ ٌ‫( ”على ظهره درع‬a round shield on its back): This image of a creature with a round
shield on its back contributes to the mysterious and potentially threatening nature of
the described entity.

• “‫ وأيديهم مرتجفة‬،‫صفرة‬
َّ ‫( ”وجوههم ُم‬their faces yellowed, their hands trembling): This
description provides a sensory image of the students' physical reactions to the fear
they are experiencing. The use of color ("pale") and the depiction of trembling hands
evoke a powerful and tangible sense of the emotional distress felt by the students.

9
 • “‫( ”من كائنات الكواكب األخرى‬Creature from Other Planets): The imagery of beings from other
planets introduces a speculative and fantastical element to the narrative. This image
opens up a realm of possibilities and adds a layer of otherworldly complexity to the
description of the creature, stimulating the reader's imagination.

Simile:
Is a figure of speech comparing two unlike things, highlighting a shared characteristic
and creating a vivid and relatable image

• “‫ ” كما تسري النّار في هشيم حَلفا َء جافة‬This simile emphasizes the rapid and uncontrollable
spread of the news.
• “‫ ”يُط ُّل من عيون التالميذ‬This simile compares fear to something physically emerging from
the eyes, emphasizing the visible and palpable nature of their fear.
• “‫ ”وكان جَم ٌع من األصدقاء يتحلّقون في المساء حول إحدى المناضد كالطيور حول فريستها‬This simile creates
an image of friends huddled around a table, emphasizing their closeness and the
sense of collective gathering. The comparison to birds adds a visual element to their
social interaction.
• “‫ ”مسرعين مذعورين كزقاق إلى زقاق‬This simile likens the movement of the people, who are
rushing and frightened, to the quick transitions from one alley to another. It
emphasizes the urgency and anxiety in their actions as they convey the news to their
families and friends.
• “‫”جو من الهلع والهستيريا الجماعيّة‬
ٌّ Although not a direct simile, this phrase creates a simile-like
effect by comparing the town's atmosphere to a collective state of panic and
hysteria. It paints a picture of the town's emotional climate, emphasizing the shared
sense of fear and chaos.
• “‫ وإنّما عن مخلوق مخيف من الكواكب األُخرى‬،‫وإنَّما عن وحش كاسر‬.” This simile compares the fear-
inducing nature of the creature to beings from other planets, emphasizing the
unfamiliarity and terror it brings, similar to how a frightening creature might be
perceived.
• “‫مرة‬
َّ ‫أول‬
َّ ‫ي‬
ّ ‫يشيرون بأصابعهم إلى الجهة التي رأوا فيها المخلوق الفضائ‬.” This simile emphasizes the
action of pointing by likening it to the way someone would indicate a specific
direction. It adds a visual element to the description of the townspeople's gestures.

Hyperbole:
Is a figure of speech characterized by exaggerated statements or claims not meant to be
taken literally. It involves intentional overstatement for emphasis or effect.**

• “‫ ”وأيديهم مرتجفة‬The use of hyperbole exaggerates the trembling of their hands,

emphasizing the intensity of their emotional state.
• “‫ ”ليست بالقصير‬This hyperbolic expression exaggerates the length of time it takes for the
waiter to serve the tea, suggesting a significant delay. It emphasizes the
preoccupation of the friends with discussing the danger facing the town rather than
attending to their immediate needs.
• “‫ ”من الهلع والهستيريا الجماعيّة بين األهالي‬While panic and hysteria are indeed serious
reactions, describing them as "collective" and implying that they affect all the
residents of the town may be hyperbolic, suggesting an exaggerated level of fear
and anxiety.
• “‫ ”كما تسري النّار في هشيم حَلفا َء جافة‬This comparison employs hyperbole by likening the
speed of the news to the rapid spread of fire in dry brushwood. It exaggerates the
swiftness and intensity of the information dissemination.
• “‫ وات َّجه إلينا‬،‫وصوب نظراته إلينا‬
َّ ” This choice of language suggests a heightened sense of
threat or urgency, as if the creature's actions were more deliberate and focused on
the individuals. The use of "directed his gaze" exaggerates the intentionality of the
creature's movements.

10
 • “‫ ”وهم يَ ُروون ما شاهدوه‬This phrase adds a layer of emphasis through redundancy, as
"seeing what they witnessed" intensifies the impact of the observed events. It amplifies
the psychological and emotional effect on the characters.

Metaphor:
Is a figure of speech that directly asserts a comparison between two unrelated things,
implying a shared quality or characteristic.

• “‫ المتوارية عن العيون‬،‫ ”الكائنات الشبيهة له‬This metaphorical expression adds an element of

mystery and intrigue, suggesting that these creatures are elusive and intentionally
concealed.
• “‫ ”الخوف كان يُط ُّل من عيون التالميذ‬This metaphorical expression conveys the intensity of fear
by suggesting that fear is physically emanating or protruding from the eyes of the
students. It paints a vivid picture of the visible impact of fear on their expressions.
• “‫ وات َّجه إلينا‬،‫وصوب نظراته إلينا‬
َّ ” In this metaphor, the act of the creature directing its gaze
and heading towards the individuals is likened to a purposeful and targeted
movement. It implies a sense of intent and focus in the creature's actions.
• “‫ ”وأيديهم مرتجفة‬This metaphorical description implies that the students' hands were
shaking or trembling, emphasizing the physical manifestation of their fear or
nervousness.
• “‫صفرة‬
َّ ‫ ”ووجوههم ُم‬This metaphor compares the color of their faces to the hue yellow,
conveying the idea that fear or anxiety has drained the natural color from their faces,
emphasizing the impact of the emotional experience.
• “‫ ”مخلوق مخيف من الكواكب األُخرى‬This metaphorical expression compares the mysterious
creature to beings from other planets, suggesting its alien and unfamiliar nature. It
enhances the sense of fear and uncertainty surrounding the creature.
• “‫ي‬
ّ ‫ ”العقاب الربّان‬This metaphor compares the calamity that is about to befall the town to
a form of divine punishment. It conveys the severity and inevitability of the impending
disaster, emphasizing its perceived spiritual significance.

Irony:
Is a figure of speech where the intended meaning of words or events is opposite to their
literal or expected meaning, often resulting in humor or a deeper understanding.

• “‫ يا أستاذ‬،ً ‫ طبعا‬،‫ ”فر َّد األستاذ عبد القادر بقوله‬The use of irony lies in the expected response to a
question, where the obvious answer is given in a way that highlights the absurdity or
complexity of the situation.
• “‫ ”إنّما هو من كائنات الكواكب األخرى‬The assertion that the creature is from another planet is
presented as a matter-of-fact statement, which can be ironic if the context suggests
uncertainty or skepticism among the characters. The irony lies in the contrast between
the confident statement and the speculative nature of the claim.
• “‫ط كلماته ويش ّدِد على مواضع النبر فيها‬ ُّ ‫ ”وهو يم‬The description of the teacher's manner of
speaking with emphasis can be ironic if it contrasts with the content of his words. For
example, if he speaks with urgency and emphasis while discussing speculative or
fantastical ideas, it creates an ironic effect.
• “ ،‫ حسب ما رواه التالميذ الثالثة الذين كانوا ما يزالون في مكتب المدير حين جرى ذلك الحديث‬،‫لكن األستاذ عبد القادر‬
‫ ”أحج ًم عن الجواب ُمع ِلّالً األمر بأنّه ال يمكنه التكهُّن بسلوك الكائنات القادمة من الكواكب األُخرى‬The irony here
lies in the contrast between the professor's supposed expertise in the subject of
extraterrestrial beings and his hesitation to speculate about their behavior. The irony
highlights the complexity and unpredictability of the situation.

11
Parallelism:
Is a figure of speech or grammatical construction in which corresponding elements such
as words, phrases, or clauses are structured similarly, creating balance and rhythm in a
sentence or paragraph.

• “‫ الشمال أو الجنوب‬،‫ ”الشرق أو الغرب‬This parallel structure emphasizes the contrast between
different directions, creating a sense of exhaustive consideration of possibilities.
• “‫ وقد اصطحب زوجته وأطفاله معه‬،‫ي البالد‬ ّ ‫ ”وكان يمضي عطلته تلك مع أبويه في مدينتهم التي تقع شمال شرق‬This
sentence exhibits parallelism by presenting parallel elements in a series - the chief
spending time with his parents, mentioning the location, and specifying that he
brought his wife and children.
• “ ‫ والذي‬،‫وحكى بعض المصلِّين أنَّ الشيخ عبد المؤمن الذي عيّنته وزارة الشؤون الدينيَّة مؤ َّخرا ً إماما ً في مسجد البلدة‬
‫ ”حصل على ترقية بعد أسبوعَين من تعيينه‬This sentence employs parallelism by presenting
parallel clauses that provide information about Sheikh Abdul Mumin's recent
appointments and promotion.
• “‫نفوض أمر البلدة إليه لكي ننقذ أرواحنا‬ ّ ‫ بل‬،‫ نعطيه ك َّل شيء‬،‫ إذن‬،‫ ”فر َّد عبد الرفيع بنبر ِة ارتياح‬This sentence
exhibits parallelism in its structure, repeating the conjunction "so" to emphasize the
sequence of actions - Abd al-Rafi's response, the decision to give everything, and the
delegation of town affairs to the creature.

2.2. Literary Devices

Foreshadowing:
Is a literary device where subtle hints or clues are dropped in a narrative, indicating events
or outcomes that will unfold later in the story. It builds anticipation and adds depth to the
storytelling.

• “‫جو من الهلع والهستيريا الجماعيّة بين األهالي‬

ٌّ ‫”ونت َج عن ذلك‬
This foreshadows the upcoming events of panic and hysteria among the
townspeople, hinting at the potential consequences of the news.
• “‫”حسب ما ذكره السيد عبد المعين مأمور المستوصف الذي تشكّى من عدم كفاية األدوية‬
َ
The mention of inadequate medicine sets the stage for potential health crises,
foreshadowing challenges that may arise due to the spreading news.
• “‫”ونحن ما زلنا نتناقش‬
The ongoing debate about the origin and nature of the creature creates anticipation,
foreshadowing further discussions and revelations about the mysterious
phenomenon.

Alliteration:
Is a figure of speech where consecutive words in a sentence or phrase begin with the
same consonant sound. It is used for emphasis, rhythm, and creating a memorable effect in
writing or speech

• "‫ ومن حارة إلى حارة‬،‫"من منزل إلى منزل‬

The repetition of the "‫ "م‬sound emphasizes the swift and widespread movement of
people through houses and streets, creating a rhythmic effect.
• ّ ِ ‫"كثيرا ً من الناس يف‬
"‫ضلون خزنَ ما يكفي من المؤونة‬
The repeated "‫ "خ‬sound adds emphasis to the idea of people preferring to stockpile
necessities, enhancing the flow and impact of the statement.
• "‫"فأخرج رأسه من تحت الدرع‬
The repeated "‫ "ر‬sound in this phrase highlights the gradual emergence of the
creature's head from under its shield, creating a vivid and memorable image.

12
Hyperbole:
Is a figure of speech characterized by exaggerated statements or claims not meant to be
taken literally. It involves intentional overstatement for emphasis or effect.

• "‫"بسرعة َمهُولة كما تسري النّار في هشيم حَلفا َء جافة‬

The hyperbolic comparison of the news spreading to fire in dry kindling exaggerates
the speed and intensity of the information dissemination.
• "‫"حاالتُ إغماء عديدة‬
Describing numerous cases of fainting as a result of the news uses hyperbole to
emphasize the widespread impact and severity of the situation.
• "‫سنا قبل أن نصل البلدة‬ َّ ‫"وقد تق‬
ُ ‫طعتْ أنفا‬
The statement exaggerates the breathlessness experienced by the individuals,
intensifying the suspense and urgency of their situation.

Allusion:
Is a brief and indirect reference to a person, place, thing, or idea of historical, cultural,
literary, or political significance.

• "‫ ومن حارة إلى حارة‬،‫"من منزل إلى منزل‬

This alludes to the chaotic and frenzied atmosphere reminiscent of communities in
crisis or wartime, drawing on readers' knowledge of historical or fictional events to
enrich their understanding of the scene.
• "‫"أن يموتَ اإلنسا ُن وهو شبعان خي ٌر من أن يموت وهو جوعان‬
This alludes to the proverbial wisdom regarding the preferable circumstances of
death, invoking cultural or religious references to underscore the value of fulfillment
over deprivation.
• ُ ‫" َو‬
”‫طبقا ً لألستاذ عبد الوهّاب‬
The mention of "‫ "األستاذ عبد الوهّاب‬serves as an allusion to a specific character within the
context of the narrative, potentially hinting at his authority or expertise in a particular
field.

Personification:
Is a figure of speech where human qualities are attributed to non-human entities, animals,
or abstract concepts. It involves giving human-like characteristics to enhance understanding
or create vivid imagery in literature.

• "‫"النّار في هشيم حَلفا َء جافة‬

Personifying fire as it spreads through dry kindling imbues it with human-like qualities
of movement and agency, heightening the imagery of rapid dissemination and
destruction.
• "‫"سعادة المدير أراد أن يعرف حج َم الوحش‬
The attribution of desire to the director personifies his curiosity or intent to understand
the size of the creature, humanizing his motives and actions within the narrative.
• "‫وصوب نظراته إلينا‬
َّ "
The personification of the creature's gaze directs its visual focus toward the observers,
imbuing it with intentionality and creating a sense of threat.

13
Metaphor:
Is a figure of speech directly equating one thing to another, suggesting a shared quality
or characteristic.

• "‫"جو من الهلع والهستيريا الجماعيّة‬

ٌّ
The metaphorical use of "‫جو‬ ٌّ " (atmosphere) likens the pervasive sense of panic and
hysteria to a tangible environment, evoking imagery of suffocating fear and chaos.
• "‫"ما يكفي من المؤونة‬
The metaphor of "‫( "المؤونة‬provisions) implies sustenance or supplies necessary for
survival, extending beyond literal food items to encompass preparedness or
readiness for impending danger.
• "‫"الخوف كان يُط ُّل من عيون التالميذ‬
Describing fear as emerging from the eyes of the students metaphorically depicts its
visible manifestation, suggesting its intensity and palpable presence in their
expressions.

Flashback:
Is a narrative device that revisits a past event to provide context or insight into the current
storyline.

• " ‫كثيرا من اآلباء امتنعوا عن إرسا ِل أبنائهم‬

ً َّ‫ أن‬،‫ بشيء من االستياء‬،‫اب المدرسة‬ ّ ،‫ويُستخلَص مما قاله عب ُد اللطيف‬
ُ ‫بو‬
‫"إلى المدرسة بعد أن شاع النبأ‬
This passage reflects a flashback as Abdul Latif, the school gatekeeper, recalls a time
when many parents refrained from sending their children to school due to the
spreading news. The flashback provides context for the current situation and
highlights the impact of the information on daily life.
• َّ ‫ وقد تق‬،‫"فأطلقنا سيقاننا للريح‬
ُ ‫طعتْ أنفا‬
"‫سنا قبل أن نصل البلدة‬
This flashback recounts the moment when the individuals encountered the creature,
emphasizing the breathless anticipation and fear they experienced during the
encounter. It adds depth to the narrative by revisiting a crucial event.
• َّ ‫ ووجوههم ُم‬،‫"إنَّ الخوف كان يُط ُّل من عيون التالميذ‬
"‫ وهم يَ ُروون ما شاهدوه‬،‫ وأيديهم مرتجفة‬،‫صفرة‬
Describing the fear evident in the eyes, faces, and trembling hands of the students
reflects a flashback to the emotional aftermath of witnessing the creature. This
contributes to the psychological impact of the story.

14
3. Problems and challenges of literary translation

Literary texts display many linguistic features, as well as social and cultural aspects
of human lives, and this literary translation could be one of the main ways of
communication across cultures. Translating literary texts, however, is not an easy task
because it certainly poses many problems for the translator who should be bilingual
and bicultural if not multicultural. Hence, translation is regarded as a process of
cultural transfer that involves more than simple search for a semantic equivalent.
Translators, therefore, should take the sociolinguistics aspects of language as well as
aspects related to discourse into consideration and should be aware of how these
concepts are manifested in each culture. Since literature is usually viewed as a
cultural portrait of nations and a mirror of communities, it imposes a great challenge
to the translator who is sometimes torn between the aesthetics and cultural
components of both the ST and the TT.
The diversity of languages, the variety of cultures and necessity of communications
in human life caused translation to be a very effective factor in communicating,
exchanging cultures and knowledge. Literary translation, therefore, plays a
paramount role in bridging the gaps between the different civilizations. Thus, it seems
that language and culture are closely related and it is essential to consider both in
the process of translation. Although there is no specific frame or adequate strategy
on how a translation must be done, all translators aim to find the appropriate
equivalence between terms and concepts in the target and source languages.
However, finding the appropriate equivalence is a complex process that involves
transferring of meanings from one language to another and needs deep
knowledge of source and target culture, as it is noted by (Larson 1998:163), "One of
the most difficult problems facing a translator is how to find lexical equivalents for
objects and events which are not known in the target culture", due to the differences
of cultures. In this process, the translator's most difficult task is to bond the cultural
gaps between the two languages. This involves paying attention to their diverse
cultural elements, or culture-specific items to find equivalents for culture- specific
terms.

4. Conclusion:

In conclusion, translating literary works involves navigating linguistic and cultural

nuances to faithfully convey the essence of the original text. Methods like literal
translation, dynamic equivalence, and cultural adaptation offer different
approaches, each with its challenges and merits. Understanding the author's
background and the story's themes is essential for capturing intent. Dr. Ali Al-Kasimi's
diverse background enriches the interpretation of his works, such as " ‫ "دوائر األحزان‬and
"‫الخطر‬," exploring themes like community dynamics and individual reactions. Through
meticulous translation and analysis, literary richness transcends cultural barriers,
fostering cross-cultural understanding.

15
 ❖ Appendix:

The news spread in "Al-Ariqah" town as quickly as fire spreads in dry hay, according to Dr.
Abdul Hakim, the only doctor in the town, who noticed people began to move quickly in
panic from alley to alley, and from house to house, and from neighborhood to
neighborhood, to inform their families, friends, and acquaintances to remain cautious, and
take precautions, this led to a mass hysteria and an atmosphere of panic amongst people,
many cases of fainting occurred, especially among women, girls and children, according to
Mr. Abdul Moein, dispensary of the Infirmary, who complained of insufficient medicines and
the low stock of ammonia gas, with which fainting cases are usually treated; Mr. Abdul Shafi,
the only nurse at the Infirmary, was quoted as saying “ that he had to work all day and until
late at night without having time to rest or to eat meals.

At the Amani Café, which is located on a hill overlooking the town, there was a group of
friends gathered in the evening around one of the tables on which dominoes were laid out,
without their hands reaching out to them. And without even drinking the tea that the waiter
had placed in front of them not long ago, according to the waiter Mr. Abdul Wadoud, who
said their main concern was talking about the danger facing the town. One of them, Abdul
Razzaq, a grocer in the market, talked about a significant increase in food sales, because
many people prefer to store enough supplies in case they need to stay at home until the
danger disappears: It is better to die full than to die hungry. Abdul Latif, the school janitor, said
with dissatisfaction that many parents refrained from sending their children to school after the
news spread. However, Abdel Razzaq supported the parents' stance, justifying it by saying that
they prefer their sons to live in ignorance rather than die knowledgeable. Abdel Latif, however,
disagreed with him, repeating the saying 'knowledge is life and ignorance is death', It is a
saying that the Arabic language teacher in the town’s school invented (as Abdel Samie told
them) and asked the students with good handwriting to write it on a few pieces of cardboard,
and to hang it on the walls of the school in various places. It is said that this teacher would
often stand in front of one of these pieces and stare at it in amazement, expressing his
admiration for the eloquence of his rare wisdom and the depth of its philosophical dimension,
as some unruly students make fun of him.

It was quoted as being said by Professor Abd al-Zaki, one of the four teachers of the
school, that the professor Abdul Aleem, the principal of the school, ordered the three students
who spread the news to be brought to his office for questioning in the presence of all the
teachers of the school, and that the student Abdul Jabbar, who is in the sixth grade and
about twelve years old, confirmed to the principal that he was taking a walk with his
classmates Abdul Qawi and Abdul Rahman when they saw the monster on the bank of the
river ( this river is seven miles away from the town ), and that his Excellency the principal
wanted to know the exact size and appearance of the monster. Abdul Jabbar told him that it
was about three meters tall (but his friend Abdul Rahman interrupted him, insisting that he was
much taller than that and bulky as well), that it was crawling swiftly like an attacking soldier,
and that it had a round shield on its back (Abdul Rahman interrupted him again, saying that
it was not exactly round but that it looked solid like a piece of steel) and that he stuck his
head out from under the shield, then stretched his neck a meter or two up into the air and
turned towards them and headed their way; Abdul Qawi, who was waiting for an
opportunity to say something, added: “ We ran as fast as the wind and were out of breath
before we reached the town”. According to Abdul Wahab, a senior teacher at the school who
was in the principal’s office with the other teachers at that time, the students’ eyes were filled
with fear, their faces yellowed, their hands trembling, as they saw what they had seen, and
that they must be saying the truth.

16
 Those who narrated the events of that interrogation narrated that professor Abd al-Zaki
wanted to know whether the monster they had seen had emerged from the river or had
come from another direction; but the students did not know where it had come from exactly.
Abdul Jabbar rushed to say that we first saw it crouching on the bank of the river, and did not
move until he felt our presence, and then he poked his head out from under the shield and
turned it towards us, fixed his gaze on us, and headed our way. Here, the professor Abdul
Wahab questioned the usefulness of the question, saying: It is not important where he came
from, east or west, north or south, rather what is important is that he is there on the bank of the
river, which is only a few miles away from the village, and he might be on the outskirts of the
village while we are still discussing. Professor Abd al-Zaki responded saying “Of course,
Professor, there is a big difference whether this monster is a wild animal or a sea animal, that
for one reason or another he sneaked into the river and swam against the current. However,
professor Abdul Qadir, the science teacher, who remained silent all the time, raised his head
at that moment and said, extending and emphasizing his words: What the three-student saw
was neither a terrestrial animal, nor an aquatic, nor an amphibian as first thought, but rather a
creature from other planet, and it is very likely that it landed on a flying saucer or a
spacecraft that the students' eyes missed because of the surprise that came over them or it
was maliciously hidden in the nearby forest; it is possible that this creature the students saw is
not alone, but is supported by a number of similar creatures, hidden from sight in some way,
perhaps with a cloaking device. It was reported from the school principal that after a moment
of hesitation, he asked Professor Abdul Qader if he think that the creature's long neck that
emerged from under the shield was like a heavy cannon barrel that he could use to fire at
the town and destroy it. Professor Abdel Qader, as recounted by the three students who were
still in the principal's office when the conversation took place, refrained from answering,
explaining that he could not speculate on the behavior of creatures coming from other
planets, as there Is not enough scientific studies on the nature of these creatures, and their
level of aggression towards Earth's inhabitants. One of them may smile and grin at you, then
blow on you and turn you into flying ashes, or one of them may snarl angrily and then reach
out from under his robe with a bouquet of flowers and offer it to you.

It seems that the events of this session in the principal's office spread throughout the town
through the families of the three students and the teachers who participated in it, and people
no longer talk about the dangerous monster, but a frightening creature from other planets.
Uncle Abdul Hafiz, the town’s watchman said he saw a number of people leaving the town at
night for the city forty miles to the northwest, riding their animals or riding with their families
and household animals in carts pulled by donkeys, oxen, and horses. His companion Abdul
Sattar, who was with him in the town’s café, commented on the news: “Haven’t you heard the
famous proverb “Defeat is half the prize”? Their companion, Mr. Abdul-Muhaymin, who works
as an earpiece at the town’s police station, recounted that the four policemen explicitly said
that they could not do anything without specific and clear orders from their superior, but the
latter, who is a police commissioner, and head of the station, was not in town at the time
because he was enjoying his annual vacation for an open month ( almost five weeks, as
weekends are not counted as part of the annual vacation period) with his parents in their
northeastern city, taking his wife and children with him. One of these four policemen was
once. One of these four policemen was once punished by his boss by cutting three days’ pay
from his salary because he acted on his own, without orders from his superiors, when he
stopped a ram that attacked and gored a pedestrian. His boss warned him to the need to
conduct an investigation with the ram and issue an arrest warrant against him by the judge
before his arrest, out of respect for animal rights stipulated in the regulations of the Animal
Welfare Association, whose headquarter was closed many years ago, according to Abdul
Mohaimen’s account.

17
 Some worshippers recounted that Sheikh Abdel Momen, who was recently appointed by
the Ministry of Religious Affairs as the imam in the town’s mosque and was promoted two
weeks after his appointment, devoted his Friday speech to the impending scourge that is
about to befall and destroy the town. He emphasized in his speech that it is a kind of divine
punishment after corruption spread among the people in the country and that the devil
encouraged them disobey the Almighty Creator and Ulil 'Amr. One of the worshippers, who
preferred to remain anonymous, said that there is no doubt that the Imam was alluding to
what was said about some of the village youth who do not stand and bow when passing in
front of the statues of the ruler, which are scattered in the alleys of the village in large numbers
than the number of passersby, and they do this only when they are sure that no one has seen
them.

The elders of the town gathered that night, according to Mr. Abdul Wadih account, to
discuss the matter after it became clear that the town would be invaded by the creature from
other planets. At the meeting, Abdul Hadi suggested organizing a collective migration for the
town's residents to preserve their lives, properties, and honor; Abdul Qahar objected to this
idea, pointing to the practical difficulties in its application; Abdul Rafie said: “We must ask
what is the purpose of this planetary creature in coming to our town; what does he want from
us? If we know the cause, the treatment will be easy. Abdul Raouf replied, “What does he want
from us other than our goods and money?” This is indisputable; Abdul Rafie replied in a
relieved tone, “Then we give him everything and even delegate the town to him to save our
souls.” Abdul Ghani, the mayor of the town, intervened and attracted the admiration of the
elders with his opinion when he said: This creature will be pleased if we offer him obedience
and loyalty, and offer him all the money and treasures he desires, and added: I suggest that
we go to him, raising white flags, cheering joyfully, with smiles on our eyes, signs that he will
understand the meaning of, and will make him pleased with us and turn away his evil from us.

According to Abdul Mannan, the people gathered that morning, organized in one line,
and marched towards the river, carrying white flags and wide banners on which they wrote in
a clear handwriting: Welcome to the Al-Ariqah town (Abdul Halim corrected him, saying that
most of the banners said: You are welcome), continued Abdul Mannan, “and they
proceeded towards the river, with the three students, Abdul Jabbar, Abdul Rahman, and
Abdul Qawi, pointing with their fingers to the direction where they first saw the alien creature.”

When they were near the river, they saw a dark-colored object moving down to the
riverbank, as mentioned by Abdul Latif, who was walking beside Ahmed. This Ahmad was
known in the village for reading a lot and unsocialized, and Abdul Latif. Abdul Latif noticed
that Ahmads face had darkened. Then his steps slowed down and his hands trembled. He
thought that Ahmad was very frightened, so he grabbed his arm to calm him down, but
Ahmad soon collapsed on the ground, repeating words that Abdul Latif did not understand at
first, so he leaned over him and put his ear close to his lips to hear what he was saying. At that
moment, some townspeople gathered around him on the ground to find out what had
happened to him and Abdul Latif says they heard him saying: “What a shame, he’s just a big
guillem. A guillem” Instead of looking at his condition and helping him, they turned to the
Arabic teacher to ask him about the meaning of “guillem” and the teacher said with some
shame: “The male Turtle.”

This short story is a translation of ‫ الخطر‬by Ali Al-Kasimi. It is the second in the
short story collection Circles of sorrows (Under translation: ‫)دوائر األحزان‬.

18
 ❖ Commentary:

In the intricate tapestry of literature, translation serves as a bridge between

cultures, offering readers access to diverse narratives, perspectives, and insights.
Through the act of translation, texts traverse linguistic boundaries, carrying with them
the richness of their original contexts and the nuances of their cultural heritage.
Within this realm of translation lies the art of commentary—a process of analysis and
interpretation that breathes new life into translated texts, illuminating their depths
and complexities for readers to explore.

In this commentary, we embark on a journey through the winding alleys and

bustling streets of "Al-Ariqah" town, as depicted in the translated text. Like a skilled
guide, we navigate the labyrinthine passages of the narrative, unraveling its layers
of meaning, unraveling its layers of meaning, and shedding light on its intricacies.
Our aim is not only to elucidate the surface of the text but also to delve into its
depths, uncovering the hidden gems of symbolism, themes, and authorial intent that
lie beneath.

Transitioning from the introduction to the core of our commentary, we embark

on a journey through various analytical dimensions. We begin by shedding light on
cultural nuances and linguistic intricacies in the Explanatory Notes. Moving forward,
we delve into Interpretive Analysis, uncovering thematic threads and symbolic
motifs. Our exploration extends to Critical Analysis, where we engage with socio-
political resonances, psychological dimensions, and aesthetic intricacies.
Simultaneously, we seek to unravel the author's motivations and thematic
preoccupations in Authorial Intent. Mindful of diverse readerships, we tailor our
commentary to different audiences. Upholding ethical principles, we navigate
complexities with sensitivity. Lastly, transparency guides our discourse, providing
insight into translation choices and interpretive frameworks. Thus, I invite you to join
me on a journey of discovery and enlightenment through the terrain of
commentary.

❖ Explanatory Notes:

This section serves to provide additional context and clarification for readers,
particularly regarding cultural references, idiomatic expressions, and specific terms
used in the text. Here's an explanation of some key points from the translated text:

1. Cultural Expressions:

Al-Ariqah: The name of the town where the events in the text take place. It represents a
fictional or unnamed town but reflects the cultural setting of the narrative.
Amani Café: A local café in Al-Ariqah town, serving as a gathering place for residents. It reflects the
importance of communal spaces in Arab culture, where people gather to socialize and discuss
community matters.
Friday sermon: A religious service held in mosques on Fridays, where the imam delivers a
sermon (khutbah) to the congregation. It's a significant religious practice in Islam and is often
used to address current events and issues affecting the community.

19
Guillem: This is an Arabic word for a large type of turtle.
Dispensary: A small medical facility with limited supplies and staff.

2. Idiomatic Expressions:

Spread like fire in dry hay: An idiomatic expression meaning that news or information
spreads quickly and uncontrollably. It emphasizes the rapid dissemination of information
within the town.
Run as fast as the wind: An idiomatic expression describing fast movement or running. It
conveys the urgency and speed with which the students fled from the perceived danger.
Better to die full than to die hungry: An idiomatic expression suggesting that it's preferable
to face danger or death with full stomachs rather than hunger. It reflects a practical mindset
in preparing for uncertain or dangerous situations.

3. Specific Terms:

Infirmary: A small medical facility, often found in rural or small-town settings, providing basic
medical care and treatment. It reflects the limited healthcare resources available in Al-Ariqah
town.
Dominoes: A game played with rectangular tiles with dots representing numbers. It's a
popular pastime in many cultures and signifies leisure and social interaction among friends.
Flying saucer: A term commonly used to describe unidentified flying objects (UFOs) in
popular culture. It suggests that the creature seen by the students may have arrived from
outer space.
Imam: A religious leader who leads prayers and delivers sermons in a mosque. In the context
of the text, the imam serves as a spiritual authority figure within the town's community.
Ulil 'Amr: Islamic term referring to those in authority.

In engaging in interpretive analysis of the story, readers can delve into its
thematic richness and narrative complexity, uncovering deeper layers of meaning
and symbolism that illuminate its cultural, social, and psychological dimensions. The
story vividly portrays the rapid spread of fear and panic throughout Al-Ariqah town,
reflecting universal human emotions in the face of the unknown and impending
danger. This theme of fear underscores the psychological dimensions of individual
and collective responses to perceived threats, inviting exploration of how fear
shapes social dynamics and interactions within the community. Additionally, the text
explores themes of superstition and belief, as evidenced by the town's interpretation
of the creature's appearance as a divine punishment or a sign of impending doom.
This exploration prompts consideration of the role of superstition in shaping human
behavior and decision-making, as well as its intersection with cultural and religious
beliefs.

Furthermore, the dynamics of authority and leadership emerge as key themes in

the text, as exemplified by the actions of the town's leaders in response to the
perceived threat. Through the lens of interpretive analysis, readers can examine
questions of legitimacy, accountability, and efficacy in leadership, as well as the
tensions between individual agency and collective governance in times of crisis.
Amidst the chaos and uncertainty, moments of community and solidarity among
the residents of Al-Ariqah town highlight the resilience and strength of human bonds
in the face of adversity, emphasizing the importance of communal support and
cooperation. These themes invite reflection on the significance of community
resilience and the role of shared experiences in fostering empathy, compassion,
and unity within society.

20
 Analyzing the authorial intent within the context of the story sheds light on the
underlying themes, narrative techniques, and cultural nuances embedded within
the narrative. The author endeavors to explore themes of human vulnerability,
resilience, and societal dynamics through vivid imagery, dialogue, and descriptive
language that immerse readers in the atmosphere of panic and hysteria in Al-
Ariqah town. By situating the text within its cultural and social setting, readers can
perceive the author's exploration of broader issues such as governance, religious
belief, and community cohesion. Insight gained from the author's intent enriches
readers appreciation of the story's thematic depth and symbolic resonance,
fostering a deeper engagement with its underlying messages.

Considering the story's appeal to both students and general readers, its
accessible style and relatable themes make it equally suitable for a broader
audience. While scholars may appreciate its thematic depth and narrative
complexity, students can engage with its straightforward style and relatable
characters to explore topics such as symbolism, character development, and
narrative structure. Similarly, general readers may find the text intriguing for its
immersive storytelling and exploration of universal themes such as fear and
resilience, resonating with those seeking thought-provoking fiction with social
relevance. Overall, the story’s accessibility and thematic richness make it appealing
to a diverse audience seeking an engaging and thought-provoking literary
experience.

❖ Conclusion:

At the end translating text has taught me a lot. It's not just about changing words
from one language to another. We've got to make sure it fits the culture, makes
sense, stays true to what the author meant, and matches who we're translating for.
It's like walking a tightrope between staying faithful to the original and making it
work for the new audience. The whole process has shown me how important it is to
be mindful of cultural differences, keep things clear, stick to what the author wanted
to say, and think about who will be reading it in the end.

21
❖ References:

1- Darir, Dr. Hassane, et al., editors. Literary Translation from Translation to Creativity.
2019, pp. 130-143.

2- Wang, Xia. "On the Translation Process in Special and General Sense." SHS Web of
Conferences, vol. 105, 02005, 2023. https://www.shs
conferences.org/articles/shsconf/pdf/2023/17/shsconf_clec2023_02005.pdf.

3- Lauffer, Sabine. "THE TRANSLATION PROCESS: AN ANALYSIS OF OBSERVATIONAL

METHODOLOGY." Glendon College, York University,
https://dialnet.unirioja.es/descarga/articulo/4925722.pdf.

4- Xie, Yuhong, and Yunfeng Shi. "The Role of Viewpoint in Linguistic Choices in
Translation." Ethnic Culture Research College, Honghe University, vol. 11, January
2023. https://www.scirp.org/journal/paperinformation?paperid=122313.

5- "The Importance of Translation." October 2022. https://skrivanek.pl/en/the-

importance-of-translation/.

6- Ismatullayeva, Nargiza. "The issues of word choice in fiction translation." October

2022.
https://www.researchgate.net/publication/364939535_The_issues_of_word_choice
_in_fiction_transation.

7- Pinheiro, M. R. "Translation Techniques." Communication & Language at Work, April

2015, pp. 121-144.
https://www.researchgate.net/publication/286165517_Translation_Techniques.

8- "How to write a translation commentary." MATTS Dissertation, Dept. of English &

Comparative Literary Studies, University of Warwick, 2016-17.
https://warwick.ac.uk/fac/arts/english/currentstudents/postgraduate/masters/mah
andbook/dissertation/matts/how_to_write_a_translation_commentary.docx.

9- Shih, Claire Yi-yi. "Translation commentary re-examined in the eyes of translator

educators at British universities." University College London, Issue 30, July 2018.
https://core.ac.uk/download/pdf/195306426.pdf.

22