Introduction to “Writing Your BA Degree Paper Through PTPD”

1. General Introduction

 It is a course that advanced learners can take at the end of their third year at BWO.  It follows English/Chinese Translation 1/2 as part of a series.  Learners will be expected to apply what they have learned about the differences between English and Chinese to solve practical translation problems.  By the end of the course, the learners should have an idea of how to do research in translation studies. 2. Course Objectives  Become familiar with the major stages of doing research.  Learn to explore an issue using academic methods.  Learn about essential academic conventions.  Become actively engaged in the research process by designing and implementing a project independently.  Lay theoretical and empirical foundations for thesis writing.

3. Course Schedule 1.VOB: Course orientation and Discussion session on Stage One Assignment 2.Submission of Stage One Assignment 3.VOB: Feedback session on Stage One Assignment and Discussion session on Stage Two Assignment 4.Submission of Stage Two Assignment 5.VOB: Feedback session on Stage Two Assignment and Discussion session on Stage Three Assignment 6.Submission of Stage Three Assignment

1 4. Learning-support Resources  The courseware explains the basic information about the course, a list of suggested research areas and a list of reference books.  The series of VOB programs offers the guidance and feedback on each assignment.  The e-learning platform provides you with the specifications, templates and samples of the assignments.  There is also a course-based forum on which you can pose questions, get answers and follow discussions between learners and tutors.

5. Requirements and Marking Criteria of the Three Assignments 5.1 Submit Assignment 1 1. In the first assignment, the learner will, first, need to choose a research area based on her/his interest, theoretical and professional backgrounds and narrow the research area down to a specific and workable topic. The topic must get approval of the tutor.

2.The learner will, second, need to write an introduction of the topic describing what has made her/him focus on the topic, what s/he will try to discover through the research, how s/he will plan the research and what significance will the research results bring to the future translation practice.

3. The learner will then need to read through some references for the concepts or theories relating to her/his topic and present them in the rationale of the research.

4. Next, the learner will need to describe the type, size, source of the data and the possible means of access.

5. Finally the learner will need to choose part of the data as a sample and present it in the required format of an appendix(es).

2 5.2 Submit Assignment 2 1. In the second assignment, the learner will, first, need to make an analysis of the sample data using one or more of the methods recommended in the course book.

2. The learner will, second, need to draw certain results from the data analysis and based on those to make some suggestions for the future translation practice concerning the topic studied.

3. The learner will, third, need to conclude the research by summarizing the main parts of the research and critically reviewing the research design to see if there exist any limitations, especially those that may affect the results of your research.

4. Finally, the learner will need to complete the cover page, acknowledgements (optional), abstracts (Chinese and English), table of contents and bibliography of the BA degree paper.

5.3 Submit Assignment 3 The learner will make revisions on the first two assignments based on the tutor’s comments and finalize the paper.

6 Assessment Scheme 6.1 Evaluation  There are no progress reports or exams associated with this course.  Evaluation is based on the results of 3 assignments.  Assignments must be submitted onto the e-platform before the deadline.  Learners who fail to submit the first assignment will not be allowed to proceed to the second one.  Learners will have comments rather than scores from their tutors to help them make further improvements regarding the first two assignments, but scores concerning the third.

3 6.2 Marking Criteria

Ass’t Task Assessment

1 Title, Introduction, Acceptable Revise Rationale, Data Description and Appendix (Stages 1-6)

2 Data Analysis, Acceptable Revise Results and Suggestions, Conclusion, Cover Page, Abstracts, The Table of Contents and Bibliography (Stages 7-10)

3 Final draft Pass Fail

Preparation Session on Assignment One of PTPD

1. Choosing a research area  “Text type and translation strategy” involves a contrastive study of two or more different discourses, and therefore you are expected to have the theoretical knowledge enabling them to analyze the discourses from the register, semantic or pragmatic perspective.  “Comparative study on the texture of a translation and its original” also ask you to examine the source and target texts at the discourse level, so a similar theoretical background is needed with those choosing the above research area.

4  “Comparative study on different translations of the same original” requires you to decide on a perspective from which to make the comparison. The perspective can be linguistic (e.g. lexicon, syntax, or discourse), rhetorical (e.g. simile, metaphor, parallelism, etc.), cultural (e.g. idioms, allusion, numbers, etc.), etc. Once the perspective is specified, learners then need to read through relevant theories.  “Language difference and translation strategy” concentrates on the sameness and differences of one language phenomenon (e.g. subjects, attributive clauses, tenses, the passive voice, etc.) between English and Chinese. You then try to draw patterns or regularities from the comparison and suggest translation strategies to deal with the differences.  “Investigation into the translating process” entails the design and implementation of an action research: a group of subjects need to be found and asked to do a same translation assignment; they then give a verbal report or join an interview describing how they went about the assignment (e.g. preparations made before translation, decision-making or problem solving during translation, checking or revising after translation); and their accounts are recorded, transcribed and analyzed.

2．Narrowing the research area down to a specific and workable topic  Text type and translation strategy > Differences between literary and non-literary texts and theirs effects on translation > Effects of textual differences between commercial ads and instructional manuals on translation > Effects of syntactical differences between commercial ads and instructional manuals on translation  Comparative study on the texture of a translation and its original > Comparative study on the use of cohesive devices in a translation and its original > Comparative study on the use of connectives in a translation and its original  Comparative study on different translations of the same original > Comparative study on the treatments of cultural imagines between different translations of the same original > Comparative study on the treatments of idioms between different translations of the same original

5  Language difference and translation strategy > Differences between English and Chinese and their implications for translation > Strategies of translating English attributive clauses into Chinese  Investigation into the translating process > Investigation into factors involved in the translating process > Referential meaning or designative meaning: a tentative investigation into translators’ decision-making process  Assignment: 3) Write both the English title and the Chinese title approved by your tutor on the lines below.

Title: ______

论文标题：______

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1. 清晰具体，与翻译研究相关。 The title is clear, concise and related to translation studies. 2. 所提示的研究范围切实可行。 论文标题 The title is realistic given the scope of a B.A. Title degree paper. 3. 字数在 10 至 20 之间。 The title contains between 10 and 20 English words or Chinese characters.

4. 无任何语言错误。 There are no language errors.

5. 第一个单词和所有实词（名词、动词、形容词 和副词）的首字母大写。 The first letter of the first word and those of all the following content words (nouns, verbs, adjectives and adverbs) are capitalized.

6 6. 获得辅导教师认可。 The title is approved by the tutor.

Tutor’s Comments:

 Samples Strategies of Chinese-English Character Name Translation – A Case Study of Hawkes’ The Story of the Stone 《红楼梦》中人物姓名英译策略研究 A Tentative Study on the Strategies Used in Translating English Negative Expressions into Chinese 英语否定结构汉译策略初探

3．Writing a fully-contented and clearly-structured introduction  Assignment 1) Write an introduction to the research in no less 300 words answering the following questions:  What makes you decide to carry out the research?  What do you intend to discover through the research?  What significance do the results from the research bring to your future translating practice?  What major parts does your paper include and what main contents does each part contain?

2) The heading for this section has been given below. You may decide on your own subheadings if there are any. In the first-layer and second-layer headings, the first letter of the first word and those of all the following content words (nouns, verbs, adjectives and adverbs) should be capitalized; in the third-layer headings, only the first letter of the first word capitalized.

7 3) Insert both the title and the introduction in the space below. The title should be in Arial, bold, 14; the heading in Arial, bold, 12 and subheadings in Arial bold, 10; the words in the body in Times New Roman 12; and the space between lines should be 1.5.

4) The above directions concerning the format are also applied to the other parts of the body of the paper.

Please insert the title here.

1. Introduction

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导言 1. 介绍研究背景、研究目标、研究意义和论文结构。 Introduction The introduction includes the research background, the research objective， the research significance and the organization of the paper. 2. 语言准确，表意清楚，逻辑连贯。 The introduction is presented in clear, correct and coherent English. 3. 字数不少于 300 字。 The introduction contains no less than 300 English words 4. 新起一页， 有论文大标题， 页码为 1。 The introduction appears on a new page, headed with the title of the paper and as Page “1” of the body of the paper. 5． 格式（标题、字体和行间距）符合要求。 The introduction is formatted as required.

8 Tutor’s Comments:

 Sample Strategies of Chinese-English Character Name Translation – A Case Study of Hawkes’ The Story of the Stone

1. Introduction 1.1 Research Background Chinese-English (C-E) character name translation in literary works is an important topic in translation practice. As we know, character names in Chinese literary works are characterized by their special formations and naming rules. Moreover, character names in literary works are significant carriers of Chinese culture, which load with lots of cultural messages. Furthermore, in some Chinese classical works, the authors like to adopt various ways to build the literary figures, as well as choose names for the characters in order to meet with their creative purposes. As a result, a good C-E character names translation in literary works could help the target language (TL) readers understand well about Chinese culture, the source language (SL) author’s creative purpose and the themes of the SL works.

Up to now, there are a few researches made on C-E character name translation. Most of Chinese names are transliterated in virtue of Pinyin, according to Newmark’s (2001) proposals. Because the principle of transliteration only works on transference of sounds, which gives rise to the loss of semantic and cultural meanings, it makes the TL readers impossibly obtain the equivalent messages and artistic treat as the SL readers do. Therefore, more flexible and creative strategies, like literal translation, adaptation, and paraphrase are suggested by several researchers (Cheng, 2005; Bao, 2004) in the practice of character name translation.

9 1.2 Research Objective The practice of character name translation seems to be easy but quite difficult due to the linguistic and cultural differences between Chinese and English. Different translators tend to use different specific strategies according to their own considerations. The research tries to examine some character names in Chinese classical works Hong Lou Meng (HLM) and their translations in The Story of the Stone (SS), to find out the translation strategies applied by the translator in translating character names and work out the main factors which affect the translator’s decision- making of translating strategies while in dealing with cultural differences. In the SL text, more than 400–500 characters have their own individual names. The author named these characters in various ways, which is evaluated highly by the extraordinary naming system and luxuriant meanings in these names. The brilliant characteristics of character names in HLM also add significance and difficulties to its C-E translation. Thus, the study of translation strategies of character names in HLM will definitely have a far-reaching and important meaning for the practice and research of C-E character name translation.

1.3 Paper Organization The research is divided into four parts. In Part One, the author will define name and describe the main theories relate with the study. In Part Two, the author will go further into the study of C-E character name translation by examining 72 examples in HLM and their translations in SS. In Part Three, the author aims to summarize C-E character name translation strategies according to the data analysis, and also, finding the important factors which affect on the translator’s decision-making of translation strategies as well as giving suggestions to the practice of character name translation. Finally, in Part Four, the author will summarize the whole research and present the implications for the future practice and research.

4．Constructing a relevant and meaningful rationale  Effects of syntactical differences between commercial ads and instructional manuals on translation: definition of syntax, categories of syntax, syntactic features of commercial ads, syntactic features of instructional manuals , definition of translation strategy, types of translation strategies at the syntactical level

10  Comparative study on the use of connectives in a translation and its original: definition of connectives, function s of connectives in a discourse, types of connectives in English and in Chinese, sameness and differences between English and Chinese connectives  Comparative study on the treatments of idioms between different translations of the same original: relations among language, culture and translation, cultural connotations of idioms, types of strategies of translating idioms  Strategies of translating English attributive clauses into Chinese: definition of attributive clauses, types of English attributive clauses, differences between English and Chinese in terms of attributive clauses  Referential meaning or designative meaning: a tentative investigation into translators’ decision-making process: definitions of referential and designative meanings, factors affecting the choice such as the purpose of translation, the reader of the target text, the texture of the source text, etc.  Assignment 1) Search for some theories relevant to the research for the construction of a theoretical framework in which to carry out the research.

2) Write a rationale in no less than 1,000 words stating the key concepts or theories that the research is to draw on.

3) Observe “The Rules for References” in Appendix XII of《论文写作课程辅导 手册》when making direct or indirect quotations. Direct quotations need not to be translated into English if there are originally in Chinese.

4) The heading for this section has been given below. You may decide on your own subheadings if there are any.

5) Insert the rationale in the space below. 2．Rationale

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1. 描述与研究目标相关的概念或理论。 Related concepts or theories are referred to as the theoretical back-up of the research. 2. 引文出处与“参考文献”所列书目相对应。 The references mentioned correspond to the items listed in the Bibliography. 3. 引用格式符合规范 （格式规范请参见《论文写作课程 辅导手册》之“附录十二”）。 The references are properly formatted. 4. 引用文献出自至少 5 本书籍或文章。 There are no less than 5 references cited. 5. 语言准确，表意清楚，逻辑连贯。 The rationale is presented in clear, correct and coherent English. 6. 字数不少于 1,000 字。 Each reference is properly introduced and discussed, and the 文献综述 text involved in presenting the references contains no less Rationale than 1,000 English words. 7． 格式（标题、字体和行间距）符合要求。 The rationale is formatted as required. Tutor’s Comments:

 Sample 2. Rationale 2.1 A special Literature Style--Children’s Literature Children’s literature is so unique that there are few precise definitions of it. Swiss scholar Gote Klingberg defines children’s literature as “literature written for children” ( Oittinen, 2000: 61). Another view is that children’s literature is very special because its readers are very young, and the content of it is limited by children’s experience and

12 understanding. (Huck, 2001: 5) Although they are different, the definitions have a common ground—children. To some extent, the features of children’s literature are attributable to it.

He Jing (何静)concluded some features of children’s literature in her paper of master degree. In her view, children’s literature is a unique branch of literature; it should be suitable for children’s age and easy for them to understand. (He, 2004: 6) Therefore, as far as the language is concerned, it must be lively, vivid, popular and easy to understand.

2.2 Criteria for Translating Children’s Literature What are the criteria for translating children’s literature? For some modern theorists (e.g. Nida), the overriding criteria (of translation) are type of discourse and reader response (Hatim & Mason, 2001: 8). The discourse of children’s literature and the children’s response thereto are the basic criteria for translating children’s literature.

From the perspective of the basic orientation of the translator, reader-centered translation strategy is likely suitable to children’s literature. Just as what is said, “where translating is reader-centered, these preoccupations are still present but priority is accorded to aiming at particular kinds of reader response”(Hatim & Mason, 2001: 17).

Yet since the readers of children’s literature are very young, esthetic sentiment of children seems to be the essential quality to the translation of children’s literature in accordance with children’s emotional and psychological features (Xu, 2004: 34; Translated by the author).

As children’s literature embodies a special stylistic feature that is decided by its special readers—children, both the translators of children’s literature and children readers compose a particular discourse in which translators tell stories to children (Xu, 2004: 34; Translated by the author).

In their experiences to be a nice story-teller, many famous translators of children’s literature in China try their best to make their translations readable and esthetically

13 sentimental. For example, Ren Rongrong once said to a reporter, ‘I think children’s literature should be translated into colloquial language. This is my principle whenever I translate children’s literary works. Books for children should sound understandable when they are read to the children by somebody. The first criterion for translating children’s literature is to be understandable. The second one for it is that the language should be so beautiful that it leaves pleasant after-taste for children after reading. It is as important as the first criterion (Ren, 2005; Translated by the author).

5. Describing the data concisely and clearly  Assignment 1) Write a description of the data to be analyzed in the research in no less than 300 words concerning the type, the size, the exact source(s) of the data and the possible means of access.

2) The heading for this section has been given below. You may decide on your own subheadings if there are any.

3) Insert the description in the space below.

3. Data Description

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语料描述 1. 说明语料与研究目标的相关性。 Data Description The data are shown to be related to the research objective. 2. 明确语料来源。 The source(s) of the data is(are) specified.

14 3. 明确语料类型（单词、短语、单句或篇章）。

The type(s) of the data（words, phrases, sentences or texts）is(are) described. 4. 明确语料容量(单词、短语或单句语料不少于 30 个； 篇章语料总计为 300 至 500 单词或汉字)。 The data, if being words, phrases or sentences, are no less than 30 in number; if being texts, total between 300 to 500 English words or Chinese characters. 5. 字数不少于 300 字。

The description contains no less than 300 English words. 7. 语言准确，表意清楚，逻辑连贯。 The description is presented in clear, correct and coherent English. 8. 格式（标题、字体和行间距）符合要求。 The description is formatted as required. Tutor’s Comments:

 Sample 3. Data Description The data to be analyzed consist of eleven paragraphs that are translations of rhetorical expressions cited from three Chinese versions of the same English work. The English original is entitled Alice’s Adventures in Wonderland, written by the British writer Lewis Carroll, first published in 1865. Its first Chinese version was translated by Professor Zhao Yuanren （赵 元任 ） , one of the famous linguists in China, released in 1922. Professor Zhao’s version is still regarded as one of the best among the different versions of this famous book, although many other versions have been produced with reference to his successful translation.

In this article, three versions of translation are chosen as the source for analysis. Examples are cited from:(1) A LiSi ManYou Qi Jing Ji（“阿丽思漫游奇境记”） （English-Chinese edition, 1988）by Zhao Yuanren（赵元任）, (2) Ai LiSi Man You Qi Jing Ji （“爱丽思漫游奇境记”）（English-Chinese edition, 2004） by Li Minzhong（李敏中）. (3) Ai LiSi Man You Xian Jing （“爱丽丝漫游仙境”）

15 （2005）by Li Hanzhao（李汉昭）. The examples chosen by the author are similes, puns, or assonances. For every example on how to translate them in children’s literature, version 1 is from Professor Zhao’s translation, while version 2 is either from Li Hanzhao’s（李汉昭）or Li Minzhong’s（李敏中）translation respectively. In other words, the author compares only either of the other two versions with Professor Zhao’s version each time in order to make the analysis clear.

All the presentation of the data is listed in the Appendix at the end of the article.

6. Presenting the data in the Appendix  Assignment 1) Mark the data in accordance with the requirements in Outcome 6 of Stage 6 in Writing Your BA Degree Paper Through Practical Translation Project Design. If the data consist of individual sentences, they should be made up of 30 to 50 sentences and their translations; if one or more texts are involved, a single or several paragraphs from them in around 300 to 500 words and their translations can do. 2) Insert the marked data in the form of appendix (es) below. The title(s) for the appendix (es) should be in Arial, bold, 12; the words in the body in Time New Roman, 12; and the space between lines should be 1.5.

Appendix

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附录 2. “附录”包含全部分析语料。 Appendix (es) The appendix (es) presents all the data for analysis.

16 2． 语料的标注清晰正确，并附来源出处。 The data are properly marked and provided with their sources. 3． 每个“附录”有标题。 Each appendix appears in correct sequence with its own title. 4． 每个“附录”新起一页。 Each appendix appears on a new page. 5．

5． 格式（标题、字体和行间距）符合要求。 The appendix (es) is (are) formatted as required.

Tutor’s Comments

17  Sample Appendix: ST and TT ST1: 风热犯肺证 风热犯肺证，是指风热外邪侵肺，卫气受病所表现的证候。[1] 凡感受风热外 邪，肺气不宣，即可出现此证。[2]

[临床表现] 有咳嗽，痰稠色黄，发热，微恶风寒，口干咽痛，鼻塞流黄浊 涕，舌尖红，苔薄黄，脉浮数等。[3]

[证候分析] 风热之邪入肺，肺失清肃则咳嗽。[4] 热为阳邪，灼液成痰故痰 稠色黄。[5] 肺卫受邪，正邪相争则发热，卫气郁遏则微恶风寒。[6] 风热上扰，

热伤津液则口干，咽喉不利则咽痛。[7] 鼻为肺窍，肺气失宣则鼻塞，风热灼津 则鼻流黄浊。[8] 舌尖红，苔薄黄为上焦有热。[9] 脉浮数为外感风热之邪。[10] 诊 断要点为咳嗽与风热表证共见。[11]

（北京中医药大学，1998：514）

TT1: Wind-Heat in Lung It is the syndrome that wind-heat evil invades the lung and the defensive qi is involved. [1] The syndrome is caused by the exogenous wind and heat evils. [2]

Clinical Manifestations: Its symptoms include cough with yellow thick sputum, fever and slight chill, dry mouth, sore throat, stuffy nose with yellow turbid nasal discharge. [3] The tongue tip is red. [4] The coating is yellow and thin. [5] The pulse is floating and rapid. [6] Analysis: That the wind-heat makes the lung unable to keep descending causes cough. [7] The heat boils down fluid into phlegm, so the sputum is yellow and thick. [8] The combating between genuine qi and evil results in fever. [9] Because the defensive qi is impeded, the patient feels slight chill. [10] The wind-heat harms the fluid and leads to dry mouth. [11] Impairment of qi flow in throat gives rise to sore throat. [12] The nose is the opening of the lung. [13] The obstructed lung qi produces stuffy nose. [14] The wind- heat takes away the fluid and makes the nasal discharge turbid and yellow. [15] The red

18 tongue means the heat in the upper. [16] The pulse indicates the exterior heat. [17] The cough in combination with the exterior heat syndrome is the key for diagnosis. [18] (Translated by…1998:286)

ST2: 痰 痰在中医学的概念中是体内的病理性产物，不仅仅是指呼吸道分泌的痰液。

[1] 痰的形成，主要由于肺、脾、肾等内脏的水液代谢功能失常，不能运化和输 布津液，或因邪热郁火煎熬津液而成。[2] 由于脾在运化和输布津液的功能中起 着主要作用，故有“脾为生痰之源”的说法。[3] 痰的临床表现多种多样，如痰 液壅滞于肺，可见咳逆痰多；痰留于胃，可见恶心呕吐；留于经络，可以形成 痰核；内迷心窍，可见神志失常或昏迷等。[4]

(罗，2004：295-296)

TT2: Phlegm In the concept of Chinese medicine, phlegm is understood as the pathological product inside the body and does not only refer to the sputum secreted in the respiratory duct. [1] Phlegm is mainly formed as a result of either the morbidity of water metabolism in the lung, spleen and kidney, which fail to transport and transform and distribute the fluid, or the “boiling” of the fluid by depressed fire. [2]

Because the spleen plays an important role in the transportation and transformation of the body fluid, there is such a statement that “the spleen is a source of phlegm production”. [3] The clinical manifestations of phlegm are various. [4] For example, when phlegm congests the lung, there can be expectoration with large amount of sputum. [5] When phlegm stays in the stomach, there can be nausea and vomiting. [6] When phlegm lodges in the meridians, there can be subcutaneous phlegm nodules. [7] When phlegm mists the heart aperture internally, there can be disturbances of the spirit-disposition, or loss of consciousness. [8] (Translated by …2004:362)

19 ST3: 针灸疗法，包括针法和灸法以及火罐法等一些辅助方法，是一种防病治病

的方法。[1] 针法是用金属制成的针刺入人体一定的穴位，运用手法，以调整经 络中的气血，平衡体内的阴阳。[2] 而灸法是用艾绒点燃，以温灼穴位的皮肤表 面，以达到温通经脉、调和气血的目的。[3] 针灸疗法是以脏腑理论和经络理论 为基础的。[4]

(罗，2004：314)

TT3: Acupuncture and moxibustion therapies, including needling techniques, moxibustion methods and some supplementary methods such as cupping method, are the methods to prevent and treat the diseases. [1] Acupuncture is to apply the metal needles to insert into certain acupoints on the human body, manipulated by various techniques, so as to adjust qi and blood in the meridians and to equilibrate yin and yang inside the body. [2] While moxibustion is to warm and heat the skin surface of certain acupoints by igniting the moxa wool, so as to achieve the purpose of warming and dredging the meridians and of harmonizing qi and blood. [3] Both acupuncture and moxibustion are based upon the theories of the zang-fu organs and of the meridians. [4] (Translated by…2004:397- 398)

20 Appendix: English negative sentences and their translations

[1] I have not finished the experiment yet. [1tr] 我还没有做完试验。（Zhou, 1995:12） [2] He never spared himself and so he made me work hard. [2tr] 他就是拼命干，所以我也只能拼命干。（Ti, 1984:127） [3] She scarcely knows a word of English. [3tr] 她对英语几乎连一个单词都不知道。（Zhou, 1995:4） [4] He is no engineer. [4tr] 他绝不是工程师。（Zhou, 1995:4） [5] None of them is the man I saw last night. [5tr] 他们都不是昨晚我见到的那个人。（Lin, 1991:155） [6] Both of the sisters are not here. [6tr] 姐妹俩并非都在这儿。（Lin, 1991:156） [7] Everybody does not believe the rumor. [7tr] 并非每个人都听信这个谣言。（Lin, 1991:156） [8] All this is unnecessary. [8tr] 所有这一切都没有必要。（Gu, 1995:123） [9] Students are discouraged from smoking. [9tr] 学生不要抽烟。（Chen, 2002:33） [10] He is below her wisdom. [10tr] 他的智力不如她。（Chen, 2002:33） [11] With confidence in our armed forces—with the unbounded determination of our people—we will gain the inevitable triumph—so help us God. [11tr] 我们对我国的武装部队充满信心，我国的人民具有无比的决心，胜利必将 属于我们。原上帝帮助我们。（Gu, 1995:128） [12] He failed to turn up yesterday. [12tr] 他昨天没有露面。(Zhong, 1983:117) [13] We do not think he will attend our meeting tomorrow. [13tr] 我们认为他不会来参加明天的会议。（Chen, 2002:35） [14] I want to be an artist. I don’t suppose you can understand it. [14tr] 我要做个艺术家。我想你是不会明白我的意思的。

21 [15] It never rains without pours. [15tr] 不雨则已，一雨倾盆。（Lin, 1991:158） [16] He is no stranger to securities trading. [16tr] 对于证券交易，他是一个内行。（Chen, 2002:33） [17] Mister Chairman, nobody is absent from today’s meeting. [17tr] 主席先生，今天大家都到会了。（Chen, 2002:32） [18] He will not leave until you come. [18tr] 直到你来他才会走。（Zhou, 1995:32） [19] This operation is quite free from danger. [19tr] 这个操作过程并不危险。（Lin, 1991:160） [20] I could not but laugh at it. [20tr] 我不得不嘲笑这件事。（Lin, 1991:158） [21] It will not be long before we meet again. [21tr] 我们很快就会见面。（Lin, 1991:159） [22] Practice can not be done too soon. [22tr] 实践越早越好。（Zhou, 1995:32） [23] Such a chance was denied me. [23tr] 我没有能得到这样的机会。（Ti, 1984:120） [24] Avoid operation the keys roughly. [24tr] 使用按键勿用力过猛。(Zhong, 1983:122) [25] He is too young not to do it. [25tr] 他正年轻正好干这件事。（Zhou, 1995:30） [26] This is a matter of no small consequence. [26tr] 这件事可是关系重大。（Gu, 1995:127） [27] He feared neither hardship, nor tiredness. [27tr] 他既不怕苦，也不怕累。（Zhou, 1995:5） [28] Some professors don’t consider that science is more useful that engineering. [28tr] 有些教授认为理科不比工科有用。（Zhou, 1995:15） [29] I was not unprepared for it. [29tr] 我对此事并非毫无准备。（Gu, 1995:126） [30] There is no one in China but knows that Norman Bethune is a great internationalist fighter.

22 [30tr] 在中国，没有人不知道白求恩是一位伟大的国际主义战士。(Zhong, 1983:125)

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