Certified Translator (ATA Certification) Source-Text Comprehension and Analysis Flashcards

24 sample cards from the Source-Text Comprehension and Analysis deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. On the ATA certification exam, how should an obvious source-text error or typo generally be handled?

   Translate the intended meaning faithfully; you may add a brief translator's note. Do not let an obvious typo trigger a mistranslation, and avoid unnecessary editorializing.

2. What is 'reference' as a cohesive device?

   A linguistic item (pronoun, demonstrative, comparative) that points to another element in the text or context for its interpretation, creating cohesion (e.g., 'it', 'this', 'such').

3. Define 'anaphora' in reference resolution.

   When a word (often a pronoun) refers back to a previously mentioned entity, its antecedent (e.g., 'Maria left because she was tired'—'she' = Maria).

4. What is 'cataphora', and how does it differ from anaphora?

   Cataphora is reference forward to an element introduced later ('When she arrived, Maria smiled'). Anaphora refers backward to a prior antecedent; cataphora points ahead.

5. What is the 'antecedent' of a pronoun?

   The noun, phrase, or clause that a pronoun refers to and from which it takes its meaning.

6. Why is pronoun resolution especially tricky when translating between languages with different gender systems?

   Source pronouns may encode gender (or none) differently from the target; the translator must correctly identify the antecedent to choose the right gendered/number form and avoid ambiguity.

7. What are 'connectors' (cohesive/discourse markers) and what do they signal?

   Words or phrases (e.g., however, therefore, although, moreover) that signal the logical relationship between sentences or clauses, such as contrast, cause, addition, or sequence.

8. What logical relationship does 'however/nevertheless/although' signal?

   Contrast or concession—an opposition or qualification between the connected ideas.

9. What logical relationship do 'therefore/thus/consequently/hence' signal?

   Result or consequence—the second idea follows logically as an effect of the first.

10. What logical relationship do 'because/since/as/for' signal?

    Cause or reason—they introduce the explanation or grounds for a statement.

11. What logical relationship do 'moreover/furthermore/in addition/also' signal?

    Addition—they add further information that reinforces or extends the preceding idea.

12. Why must a translator preserve the logical relationship signaled by a connector rather than translate it word-for-word?

    Because mistranslating a connector can reverse cause/effect or contrast and distort the argument's logic; the target connector must convey the same relationship, even if a different word is needed.

13. In information structure, what is the 'theme'?

    The starting point of the message—typically what comes first in a clause—often given/known information that orients the reader to what the clause is about.

14. In information structure, what is the 'rheme'?

    The part of the clause that develops the theme—typically the new or most informative content, usually placed later in the clause.

15. What is the difference between 'given' and 'new' information?

    Given (old) information is already known or recoverable from context; new information is what the clause adds. The given–new flow guides natural sentence ordering.

16. How does the theme/rheme distinction help a translator render emphasis correctly?

    It reveals where the author places focus and new information; the translator should preserve that information flow and emphasis using the target language's own word-order and focusing devices.

17. Name two devices languages use to mark emphasis or focus.

    Word order/fronting (placing an element in a marked position) and cleft constructions (e.g., 'It was John who...'); also stress, particles, and passive voice can shift focus.

18. What is a 'long-distance dependency'?

    A grammatical relationship between two elements separated by intervening material (e.g., a subject far from its verb, or a relative pronoun and its gap), which the reader must track across the span.

19. Why are long-distance dependencies a comprehension risk in complex sentences?

    Intervening clauses or phrases can obscure which subject goes with which verb or which modifier attaches where, leading to misreading agreement, scope, or attachment.

20. What is 'parallel structure' (parallelism)?

    The use of matching grammatical forms for coordinated or listed elements (e.g., 'reading, writing, and speaking'), which signals equivalence and aids comprehension.

21. How does recognizing parallel structure aid source-text comprehension?

    Parallel forms cue that items are coordinated and of equal weight, helping the reader correctly group elements, resolve ellipsis, and parse long lists or balanced clauses.

22. What is 'ellipsis' as a cohesive device, and what must the translator do with it?

    Omission of words recoverable from context (e.g., 'She can sing and [she can] dance'). The translator must reconstruct the elided material to render the full meaning, supplying it if the target language requires.

23. What does it mean to read for 'macro-structure' versus 'micro-structure' of a text?

    Macro-structure is the overall organization and argument flow (sections, progression of ideas); micro-structure is sentence- and word-level detail. Comprehension requires grasping both before translating.

24. What three-step analytical sequence supports accurate source-text comprehension before translating?

    1) Read for overall purpose, genre, and audience (macro); 2) analyze structure, logic, and cohesion (connectors, reference, theme/rheme); 3) resolve local ambiguities, idioms, and cultural references in context.

What this deck covers

Source-Text Comprehension and Analysis flashcards FAQ