Transcribing Guidelines Rigpa reference material Last updated: Dec 4, 2006
If you are using the electronic version of this document, click on topic heading to go to the corresponding section.
Introduction ...... 4 What is a transcript?...... 4 Why are we transcribing?...... 4 Starting and Finishing a Transcribing Session or Transcript...... 5 Starting a transcribing session ...... 5 Transcribing the file ...... 6 When you finish a transcribing session...... 6 When you complete the transcript for an audio file...... 6 Essential Points for Transcribing...... 8 Points for new transcribers ...... 8 Listen carefully and transcribe everything said ...... 8 Break text into meaningful paragraphs ...... 9 Indicate gaps in the sound file ...... 9 Add information about what is happening during the teaching...... 9 If you can’t hear properly...... 10 If you don’t recognize a word (e.g. Tibetan words)...... 10 If a spoken sentence is not completed...... 10 Changing or leaving out words? ...... 10 Applying the three principles of shamatha...... 11 Transcribing Details for Specific Cases...... 13 When Rinpoche says something for the first time...... 13 Transcribing a short quote from a text ...... 13 Transcribing a passage read from teaching notes or a Rigpa publication...... 13 Transcribing passages from texts not published by Rigpa ...... 17 Transcribing teachings given in Tibetan or another language...... 17 When a translator reads directly from a translated (non-English) text ...... 18 When a video is played ...... 18 Comments or questions from students ...... 18
Rigpa Transcribing Guidelines December 2006 1 Transcribing prayers and practices ...... 18 Defining Tibetan, Sanskrit, or other terms ...... 20 Style and Punctuation...... 20 British English spelling and punctuation...... 20 Dates and numbers ...... 20 Abbreviations...... 21 Tibetan and Sanskrit words ...... 21 Capitals and italics – General usage...... 22 Capitals and italics – Buddhist terminology...... 22 Quotation marks...... 23 Never use round brackets ...... 23 Reference materials for spelling ...... 23 Common spelling mistakes...... 24 Assembling and Spell-Checking a Transcript...... 24 Appendix 1: Checking the Transcript...... 26 Checking the teaching details (e.g. teacher, time and place)...... 26 Checking the body of the transcript ...... 26 Adding subject headings and other information...... 27 Sample of a checked transcript ...... 29 Providing feedback for transcribers ...... 29 Identifying restricted transcripts ...... 30 Appendix 2: Transcribing From Home...... 32 Appendix 3: Transcribing on a Retreat ...... 32 Audio files and templates ...... 32 Overview of transcription process for a retreat ...... 34 Appendix 4: Setting Up a Transcript Document ...... 36 Document set up ...... 36 Setting Indentation ...... 37 Changing settings to use centimetres rather than inches...... 38 Appendix 5: Using Express Scribe ...... 39 Installation for PC ...... 39 Installation for Mac...... 40 Loading an audio file...... 40 Express Scribe text pad or word processor?...... 43
Rigpa Transcribing Guidelines December 2006 2 Playback control keys...... 43 Finding your place in the audio file ...... 44 Adjusting the volume and playback speed ...... 44 Typical transcribing session ...... 44 Removing and recovering audio files without deleting them...... 45 Configuration options...... 45 Appendix 6: Finer Points on Punctuation and Spelling...... 48 Punctuation marks – guidelines for usage...... 48 Notes on British English spelling ...... 49
Rigpa Transcribing Guidelines December 2006 3
Introduction
What is a transcript? A transcript is a word-for-word record of everything that happens during a teaching.
It is a faithful reproduction of Rinpoche’s teaching, conveying his exact words, significant movements of body language, significant events that happened during the teaching, use of other materials. It is a document that enables people in the future to go back over a teaching and to have a precise idea of what happened and what was said.
The transcript is a precise written record of everything that exists on the sound file. It is important to have this exact record as a basis and reference before and after any changes are made in the process of editing or working with the teachings.
Why are we transcribing? As a transcriber you have a unique opportunity to actively contribute towards Rinpoche’s work in a very real way, which will not only help beings now, but for generations to come. Your work ensures that the whole dissemination process of Rinpoche’s teachings can happen.
The transcripts are used in a variety of ways:
. To help Rinpoche review and deepen his teachings. . As a vital editing tool for the Home Transmissions, Rigpa study courses, and Zam . In the great work of gathering all teachings on different subjects . For translators (used during Rinpoche’s visits and in writing manuals). . To form the basis of future books and articles.
Good transcripts are needed urgently so that Rinpoche can continue a cycle of teachings. For this reason we should always try to complete transcripts as soon as possible—ideally within 24 hours.
Transcribing the teachings is a wonderful opportunity to study the most recent teachings in their unedited format as you will be working with exactly what Rinpoche taught at a particular retreat or seminar, before it is taken one step further with the editing process.
What I am really saying is… “I need you because you need me.” It is very simple. It is… all connected together. I need you very much…and when I say “I need you” it is also a way for you to really manifest. [Sogyal Rinpoche, Lerab Ling, 30 August 1998]
Rigpa Transcribing Guidelines December 2006 4
Starting and Finishing a Transcribing Session or Transcript
Starting a transcribing session Begin with reflecting on your motivation for doing this activity. Then follow the steps below.
To begin a session, you will need the audio file and a document template. • The audio file is an mp3 audio recording of part of the teaching. Typically, the complete audio file for one teaching is divided into multiple files of shorter length (for example, 20-30 minute segments) in order to distribute the work to several transcribers and finish the transcript more quickly. So you will typically be transcribing a short segment of a teaching. • The document template is simply a Word document file with a filename and heading information corresponding to your audio file. (If you are not provided with a document template, see Appendix 4: Setting Up a Transcript Document) Follow these steps to begin your session: 1. Open the Express Scribe program and load the audio file if necessary: • If you are working from home: your coordinator should provide you with the audio file and template. See Appendix 2: Transcribing From Home • If you are transcribing in a retreat situation: your coordinator will most likely load the audio files into the Express Scribe for you. See Appendix 3: Transcribing on a Retreat • For instructions on loading a file, see Appendix 5: Using Express Scribe Once the audio file is loaded into Express Scribe, the program will look like this:
2. After the audio file is loaded, open the Word document template file that corresponds to the audio file.
When the document file is opened, it should look something like this:
Rigpa Transcribing Guidelines December 2006 5
Sogyal Rinpoche Lerab Ling 09 August 2006 11.00 mp3
This is an unchecked transcript. Due to mistakes it may still contain, please keep it for your use only and delete it when you don’t need it anymore.
Transcribed by….add your name
–AUDIO SEGMENT 1_6
Begin transcribing here.
3. Now you are ready to begin transcribing.
Transcribing the file After opening your document template, you are ready to begin transcribing the audio file.
If someone else has already transcribed part of the audio file, they should have marked the time (e.g. 11min) where they stopped work. In this case, begin transcribing where they left off. See Finding your place in the audio file in Appendix 5: Using Express Scribe.
When transcribing a teaching, please remember to save your work often. (If using Microsoft Word, you can click CTRL-S to save your document file.) This will help you to prevent accidentally losing work.
For more details on transcribing, see section Essential Points for Transcribing
When you finish a transcribing session When you finish a transcribing session, if there is still more work to be done on the file segment you are transcribing, please follow these steps to enable the next person to take over in the right place on the audio file: 1. Please add the following information to the end of the document (at the point where you finished transcribing): [time marker on the audio file, your name] For example: [16.45min, John Doe] Note: the elapsed time in the file is shown at the bottom of the screen (above the playback control buttons), in the format hh:mm:ss.
2. Save the file.
When you complete the transcript for an audio file If you finish transcribing the file you are working on, please follow these steps:
Rigpa Transcribing Guidelines December 2006 6 1. Add the following information to the end of the document (at the point where you finished transcribing): [time marker on the audio file, your name] [end of segment] For example: [16.45min, John Doe] [end of segment]
If you have reached the end of the teaching, write, in bold:
End of teaching 2. Save the file. 3. In the tracking sheet, check off the “Done” column for the file segment that has been completed.
Rigpa Transcribing Guidelines December 2006 7 Essential Points for Transcribing
Points for new transcribers The three wisdom tools are: • Listening and hearing • Reflection and contemplation • Meditation and concentration
Transcribing is a practice of listening and hearing. Sometimes students think that you must be able to type very fast to be a transcriber, but this is not the case. The main skill required is to listen very carefully to what is said, and to type every word. Initially, this can be quite challenging and require patience. As one new transcriber put it:
When I began with transcribing my first challenge was to struggle with listening and typing. Listening to sometimes very difficult English from Rinpoche, also quite special how he talks sometimes, plus my bad English. And there are a lot of not native speakers like me doing transcribing, isn’t it?
Over time, as you become more accustomed to listening to Rinpoche’s manner of speaking, you will learn to hear more and more clearly. As it is said: The more and more you listen, the more and more you hear.
Give yourself some time to learn the process. Don’t try to be a very fast transcriber on your first day. Concentrate on listening carefully, and go at your own pace.
While you are learning, we highly recommend that you take the time to check your own work. Re-listen to the audio segment that you have just transcribed, and see where you have left out words or made mistakes. After doing this a few times, you should get a sense of where you need to be more careful.
As you become more comfortable, your speed and accuracy will naturally increase.
Please read the rest of this section to understand the essential points of transcribing.
Listen carefully and transcribe everything said • Listen carefully and try to transcribe exactly what the speaker actually says, as it is on the sound file. Don’t try leave out any words, or change any words. Just exactly what is said. • Always listen until the end of the audio file. Sometimes Rinpoche says it is the end of the teaching, but it isn’t! Keep listening until the end of the audio file. Always listen through to the end of an audio file (or tape) to make sure there is nothing else on it. Always check. • Always transcribe everything (even if Rinpoche says “ignore this”). If Rinpoche says something like, “Ignore everything before this. Now we begin”, that is an instruction to the editors at ZAM, the transcriber’s job is to transcribe everything, including the things that Rinpoche says to ignore.
Rigpa Transcribing Guidelines December 2006 8 • Try and find the right balance between speed and quality. • Save your work often to prevent accidental loss of work.
Break text into meaningful paragraphs Break up the text into meaningful paragraphs, with each paragraph separated by a single white-line space. Do not indent the paragraphs. For example:
But meantime, I think when we are doing that he has to translate. Because I cannot understand Khenpo’s very strong Golok dialect and so he is going to translate this for me, which we will record. And it also might be during that time, it may be good to have, for example, Adam and Gyurmé to listen to that to see.
So we now continue with the Kunzang Lama’i Shelung. We began the first part of the… First one was what? [Rinpoche whistles to attract someone’s attention] Here!
Indicate gaps in the sound file If there is a long gap in the sound file indicate this [in italics in square brackets] and give an indication of the length of the gap. It may be a break in recording or Rinpoche may be contemplating, sitting or reading etc. For example:
Sogyal Rinpoche: OK. As regards John Doe, he should do Guru Yoga, start doing. How many hundred millions of Vajra Guru Mantra have you done? [Pause while John Doe gives information to Philip] How many hundred million of Vajra Guru Mantra have you done?
Philip Philippou: Rinpoche, he said he’s done three million.
[Pause for about 40 seconds]
John Doe: Rinpoche, this is John Doe speaking…
Add information about what is happening during the teaching If you have attended the teaching you are transcribing, then please give ‘stage directions’ in italics between square brackets, if: • A significant action occurs (that you remember): [Rinpoche points to his heart.] • Something happens that affects the flow of the teaching: [Rinpoche asks the translator to speak more energetically.]
In stage directions, try not to use telegraphic language. For example:
Don’t write [asking for the booklet] Write [Rinpoche asks for the booklet].
Don’t write [to Seth] Write [Rinpoche speaks to Seth]
Rigpa Transcribing Guidelines December 2006 9 If you can’t hear properly If you cannot hear or understand what is being said, you may write “[inaudible]” in place of what you can not hear. For example:
OK. Now we are going to [inaudible]… Now here, we begin.
However, note that [inaudible] can pose a problem for those working with the transcripts without the sound file, so try and listen again. Sometimes words that seem completely inaudible suddenly become completely clear and simple when you listen through the full passage once again a little later.
It can also be helpful to attempt to transcribe a word phonetically. See the section: If you don’t recognize a word (e.g. Tibetan words)
If you don’t recognize a word (e.g. Tibetan words) When you come across words you do not know: • If the words are Tibetan or Sanskrit, please check the available reference materials for correct spelling. • If you can’t find the words in the reference material (or if you are working on an urgent transcript), you should make an effort to transcribe the words phonetically, then immediately following the words write: [check] For example:
The word Bodhisattva in Tibetan is Changchub Sempa [check]. The word pa has a kind of quality of somebody, like a warrior.
If a spoken sentence is not completed If a sentence trails off, incomplete, indicate this with three dots (…). For example:
Sometimes when you hear something… I’m not speaking very clearly today. Anyway, as I was saying…
However, if a familiar quote is not quite completed (for example if Rinpoche’s voice trails off at the end of the quote), and you know what words are missing and feel that it will help the flow of the transcript if they are added, then you can complete the sentence in square brackets. For example:
And Buddha said: “Commit not a single unwholesome [action].”
Changing or leaving out words? Always remember that this is a transcript, not an edited document. Transcripts must accurately represent what is being said and the way it is said, in order to serve the interests of the text editors, video and audio editors, and translators. Sometimes it may seem Rinpoche’s English is not quite correct, but never try to improve Rinpoche’s use of words. Often Rinpoche uses language in a particular way to emphasise a particular point.
There are very few specific cases in which words or phrases may be omitted, and these are explained below. But remember that it is always correct leave everything in and omit nothing.
Rigpa Transcribing Guidelines December 2006 10 So when in doubt, leave everything in.
• Which words can we leave out? Experienced transcribers or checkers can leave out the following words or phrases at their discretion: o Em, ah, mmm, eh, um, etc. These phrases can be useful for a video editor, to see where to make a cut. However, you don’t need to worry about getting every Em and um. If you have any doubt, please leave these phrases in the transcript. But with experience, you can use your discretion to leave them out.
• False starts Experienced transcribers or checkers can leave out false starts at their discretion: o Sometimes Rinpoche begins to say something in a few different ways and each way has a particular significance. These half-sentences should be transcribed. o Sometimes Rinpoche repeats himself as he tries to find the best way to phrase a sentence. Often, these repetitions can be considered false starts and we only need to transcribe the actual beginning of the sentence. Again, it is always best to err on the side of writing everything down exactly as it is said.
Applying the three principles of shamatha The most common mistake transcribers make is leaving out words. These reasons for this are generally that: • Our mind becomes distracted • Our mind becomes dull, and we are going on automatic and not really paying attention • We are trying to finish quickly, so we don’t take the time to go back and check a sentence that we should • We are not listening well, and we are typing what we think Rinpoche said, rather than what he actually said
As an antidote to this problem, try to apply the three key principles of shamatha. These principles are described in detail in Mengak Study Pack on page Appendix B-6. It says:
The key to the instructions on integrating the teachings and practice into action are the three principles of shamatha: remaining, mindfulness, and awareness. o Remaining (népa) is placing 50 percent of your attention on remaining and abiding spaciously… Stay focused, undistracted and spacious, like the sky. o Mindfulness (drenpa) is placing 25 percent of your attention on mindfulness. Mindfulness stops you from losing the remaining and becoming distracted. It is becoming fully present in whatever you are doing, without becoming fixated…
Rigpa Transcribing Guidelines December 2006 11 o Watchful Awareness (shé shyin) is placing 25 percent of your attention on continuous and watchful awareness, checking and overseeing whether you are being mindful.
Rigpa Transcribing Guidelines December 2006 12
Transcribing Details for Specific Cases
When Rinpoche says something for the first time If Rinpoche says that he’s saying something for the first time, underline it. (This doesn’t happen particularly often.) For example:
I have never said this before. If you are feeling very emotional…
Transcribing a short quote from a text For short quotes, the quote should be included in full, regardless of the source of the publication. Identify the source of the quote in brackets following the quote.
• Short simple quote If the quote is short and simple, it can be indicated by double quotes, as shown in this example:
As we can read here: “The gift of learning to meditate is the greatest gift you can give yourself in this life.” [The Tibetan Book of Living and Dying, p.57] So, meditation is the way we find out who we are.
• Slightly longer quote If the quote is longer than one sentence, it can be separated from the paragraph by a white-line space and indented, as shown in this example:
Because of course the most important thing is about transforming your mind. Remember, when you asked—in fact this will be inscribed here, on that [Rinpoche points to the place] above the door, these four lines:
Commit not a single unwholesome action; Cultivate a wealth of virtue; To tame this mind of ours; This is the teaching of the Buddha.
How many of you don’t know about these four lines of teachings?
Transcribing a passage read from teaching notes or a Rigpa publication When Rinpoche teaches from his teaching notes or from a Rigpa publication (e.g. The Tibetan Book of Living and Dying) the text should be transcribed fully into the transcript.
• Reformat teaching notes before inserting text into transcript Teaching notes often contain text in different font types and colours. Before inserting the text into the transcript, it is recommended to reformat all the text in the notes as follows: • Set the font size to 12pt. • Set the font colour on all text to black. • Set the font type on all text to Times New Roman or Palantino, depending on the font type in your transcript.
Rigpa Transcribing Guidelines December 2006 13 • Set the line spacing to “single” • If there are ‘change bars’ in the document, remove them. (‘Change bars’ are vertical lines in the margin, indicating where text was changed.) To remove the change bars for an entire document: . Select all the text in the document . Select Format>Borders and Shading . Select the Borders tab . Select ‘None’. Note: this reformatting only needs to be done once for a team of transcribers; it can be done by the coordinator or another team member. But transcribers can verify that these changes are made before inserting the text.
• Formatting the inserted text within the transcript To indicate a passage read from a text or teaching notes: • Indent the passage by 0.75 cm. • Separate it from the body of the text by one white line-space. • Identify the source of the passage in brackets on the next line under the quote. o For published texts: include a page number if possible. o For teaching notes: do not include a page number, as the notes are continually revised. • Indicate the source in the transcript header (as “Material used:”)
• Reading from a published text The following example shows a quotation from a published text:
As we can read here:
The gift of learning to meditate is the greatest gift you can give yourself in this life. For it is only through meditation that you can undertake the journey to discover your true nature, and so find the stability and confidence you will need to live, and die, well. [The Tibetan Book of Living and Dying, p.57]
So, meditation is the way we find out who we are.
Note: If you cannot find the page number, just put in the source, the checker will then identify the exact page.
• Reading from teaching notes When Rinpoche (or Patrick) reads from teaching notes, do not put the titles of the file names for the notes (e.g. [Vajrasattva_2006_for trans_.doc]) but put the general topic of the notes (e.g. [Vajrasattva 2006 teaching notes]) with no page numbers because these vary according to the versions. For example:
So therefore the most important is not to consider your practice and your daily life as something separate. If you can join them together then it will really help.
Rigpa Transcribing Guidelines December 2006 14 You need to join your daily life with the practice. [On Home Retreat 2006 teaching notes]
First, yes that’s right. Your practice with your daily life, and then your daily life with your practice.
Note: o Do not include a reference to the text within the notes. For example, do not write: [Zindri in Vajrasattva 2006 teaching notes] o Do not edit the notes that you include in the transcript. For example, leave the italics and colored text that appear in the notes as it is. o If you are cutting and pasting the text from the notes, first format the notes to single line spacing, 12pt,, all black.
• When Rinpoche changes the words of the text he is reading When Rinpoche reads from a text or teaching notes, he often changes or adds words. If Rinpoche changes only a few words, you should: • Write exactly what Rinpoche (or Patrick) says in blue. • Follow that transcription with the corresponding words from the text or teaching notes within square brackets. Thus the transcript makes it possible to compare both versions. For example:
So here it says:
If you have to go in an office, you can actually have a very good session of practice during lunchtime, being mindful of tastes and sensations as a meditation [shamatha] practice. [On Home Retreat 2006 teaching notes]
Note: if there are already bracketed phrases in the notes, and the text within the brackets is spoken, remove the brackets in the notes so the final transcripts will reflect what is actually said. This way the only brackets that will appear are when something is added that was not in the notes.
• Indicating longer comments when notes are being read If Rinpoche adds comments while reading a text, then indicate this by separating the text and Rinpoche’s comments by a white line space. For example:
So therefore the most important is not to consider your practice and your daily life as something separate. If you can join them together then it will really help.
You need to join your daily life with the practice. [On Home Retreat 2006 teaching notes]
First, yes that’s right. Your practice with your daily life, and then your daily life with your practice, yes.
Rigpa Transcribing Guidelines December 2006 15 Work to transform your daily perceptions into meditation. You can call this integration or bringing meditation into everyday life. [On Home Retreat 2006 teaching notes]
This is where I said, remember, when you, after you have practised your mind is transformed anyway.
• If Patrick is reading from the text as Rinpoche teaches o Always indent when Patrick reads (even if sometimes he is not saying exactly what is written).
• If Patrick is improvising or summarizing (during a teaching by Rinpoche) o Indent and don’t put any source.
• If a video is played during the teaching Video segments are sometimes included in the teaching notes. If the video is played during the teaching, do not re-transcribe the video segment: o If an ‘edited’ transcript of a video is included in the teaching notes, do not change the transcript. Just leave it as it appears in the notes. o If the video segment is referenced (but the transcript is not included), just leave the reference as it is. See also the section When a video is played
• Keep in mind the readability of the finished transcript When transcribing sections based on teaching notes, always keep in mind the readability of the text for translators. Towards this end: o Never put part of a word in blue or in brackets. For example, don’t do this: …qualities of abandoning [ment]
o For example, avoid this: But [I] if we know the Buddha’s qualities of abandoning [ment] all kinds of obscurations and realizing [ation] all kinds of wisdom…
o Rather, type this: But if we know the Buddha’s qualities of abandoning all kinds of obscurations and realizing all kinds of wisdom…
• If there are many changes from teaching notes If the text is very different from the original one, and changes would make it difficult to read, then: o Type what Patrick says that is not in the notes in blue o Delete the sections of the notes that Patrick does not read. Don’t put this text in brackets. In other words, we are indicating that transcript is different from the notes, but we are not providing the comparison. The point here is to keep the transcript readable.
Rigpa Transcribing Guidelines December 2006 16 Transcribing passages from texts not published by Rigpa If long passages are read from a book that is published by another publisher, due to copyright laws it is necessary to type only the first and last few sentences of the passage. (Not just a few words, this makes it rather difficult to identify the passage for those working with the transcript). Do put in the source and page number, as shown for other passages.
So always, when we are meditating, we have to be either in the relative means or either in the absolute means, applying our remedy towards our confusions. So with this then, I go into the text, since this is the last.
COMMITMENTS OF MIND TRAINING The sixth point concerns the commitments of mind training. […] In a word, you must refrain from hoping for suffering to come to others as a way of extending your own comfort and happiness. [p. 28 – p. 34, The Great Path of Awakening, Jamgon Kongtrul, Translated by Ken Mc Leod.]
In a thought anything can arise. In a feeling anything can arise. We have predilections for all thoughts to arise, all feelings to arise. So unchecked of one’s mind, without the mindfulness and the vigilance to apply the practice mind, any thought can arise in one’s mind, any feelings can arise in one’s mind.
Transcribing teachings given in Tibetan or another language Specify if the teaching has been given in another language, such as Tibetan, and specify who did the translation. For example:
Khenpo Namdrol Lerab Ling 25 July 2003 10.15 CD
Khenpo Namdrol speaks in Tibetan and is translated by Sangyé Khandro
Transcribed by: John Doe
In the body of the transcript, indicate when the teacher speaks and the corresponding translation as follows:
Khenpo Namdrol
For the purpose of all apparent sentient beings, equal to limitless space, please cultivate the two intentions: the vastness of the motivation of the awakened mind and the vastness of the profound method of Secret Mantra, so as to be able to bring all beings to the state of fully enlightened buddhahood.
Khenpo Namdrol
Etc.
Rigpa Transcribing Guidelines December 2006 17 When a translator reads directly from a translated (non-English) text When Rinpoche asks a translator to translate a text or notes directly (in French or German, for example), put in the full text, in English, of that part. For example:
Olivier [reads in French]:
Insert the equivalent English text of what the translator reads.
When a video is played Video segments are sometimes playing during a teaching, and Rinpoche may comment on the video. In this case, do not re-transcribe the entire video segment. Rather: • If the video is indicated in teaching notes, follow the instructions for teaching notes. See Transcribing a passage read from teaching notes or a Rigpa publication • If you don’t know the source of the video, type the beginning and end of the video in the transcript (and the checker will determine the correct source). • If Rinpoche comments on the video, type the last sentence of the video segement that Rinpoche is commenting on.
Comments or questions from students When students make comments or ask questions, indicate this as follows:
John Doe: What can we do when our mind won’t settle?
Sogyal Rinpoche: When your mind won’t settle don’t try and settle it.
If you don’t know the name of the student, write:
Student: What can we do when our mind won’t settle?
Sogyal Rinpoche: When your mind won’t settle don’t try and settle it.
If you cannot hear or understand what the student is saying, write:
Student: [inaudible]
Sogyal Rinpoche: When your mind won’t settle don’t try and settle it.
Note: please make an effort to transcribe the student questions, even if they are difficult to hear. Having the complete comment or question can be very helpful.
Transcribing prayers and practices It is not necessary to transcribe the words of Tibetan prayers, unless they are said or quoted in the context of Rinpoche’s teaching about them or explaining of them.
• Prayers or practices done during a teaching
Rigpa Transcribing Guidelines December 2006 18 It is not necessary to transcribe the words of Tibetan prayers, unless they are said or quoted in the context of Rinpoche’s teaching about them or explaining of them.
Good. I think we are going at a good speed, and we should finish this. Thank you very much. Through this merit…
[Dedication prayer]
Thank you. So please, go for lunch.
• When Rinpoche teaches on a prayer When Rinpoche teaches on a prayer, transcribe the sections of the prayer that Rinpoche quotes. o If you recognize the prayer, then transcribe the prayer in full as Rinpoche quotes it during the teaching, indicating which prayer it is. o If you do not recognize the prayer, you can indicate this, try to phonetically write the Tibetan, in italics, and the checker will identify the prayer.
• Names of prayers Names of prayers should be written with first letter of each word capitalized. (Do not use italics.) For example:
I say a prayer of Guru Rinpoche, like the Seven Line Prayer.
• Prayers identified by the first three or four words Prayers are often identified by the first words of the prayer. In this case, type the words of the prayer in capital letters. For example:
DU SUM SANGYE ORGYEN RINPOCHE
• Mantras Type mantras in capital letters. For example:
If you practise Guru Rinpoche as embodying all the buddhas and masters, then you just recite his heart essence, the mantra, OM AH HUM VAJRA GURU PADMA SIDDHI HUM
Note: the example above shows the proper Sanskrit spelling for the VAJRA GURU mantra. Rigpa practice books, however, will often use the Tibetan phonetic spelling of a mantra (e.g. OM AH HUNG BENZA GURU PEMA SIDDHI HUNG). Try to use the Sanskrit spelling of the mantra if you know it, but don’t worry about it.
• Prayers spoken in English As translators translate from a transcript, it is important to always put in the full English whenever Rinpoche quotes a prayer in English during a teaching. For example:
Rigpa Transcribing Guidelines December 2006 19 Normally, when I bless you, I do the following prayer:
Grant your blessings so that your mind may turn towards the Dharma, Grant your blessings so that Dharma may progress along the path, Grant your blessings so the path may clarify confusion, Grant your blessings so that confusion may dawn as wisdom.
I can do it very quickly. [Rinpoche chants in Tibetan] Very quickly.
Defining Tibetan, Sanskrit, or other terms When a Tibetan (or Sanskrit) word is being defined, the Tibetan word is shown italics, and the meaning of the Tibetan word in English is within single quotation marks. For example:
The Tibetan term lhaktong means ‘clear seeing’.
The first occurrence of a Tibetan or Sanskrit term can also be noted in italics.
See also the section Quotation marks
Style and Punctuation
British English spelling and punctuation The Rigpa Editorial Board has adopted British English spelling and punctuation as its standard for all written material. Therefore, in your word processor (e.g. Microsoft Word), please set you language and spelling settings to UK English, if possible.
On punctuation, try to keep it simple and clear. Careless punctuation can change the atmosphere of a teaching.
For more information, see the following sections: o Assembling and Spell-Checking a Transcript o Appendix 6: Finer Points on Punctuation and Spelling
Dates and numbers • Dates Write dates using the English standard (rather than American). For example:
12 November 2004 (day, month year)
Other types of dates: The 1990s AD1996, but 312 BC The twentieth century
• Numbers Write numbers as follows: • Numbers under one hundred and round numbers are spelled out, within reason (‘at
Rigpa Transcribing Guidelines December 2006 20 age fifty-nine,’ ‘for two thousand years,’ but ‘the 84,000 delusions’) • Ordinals are usually spelled out (‘On the fifth of June,’ ‘in the nineteenth century’) • Percentages are rendered with numerals: ‘86 percent’ or ‘86%’ • Numbers from 1,000 have a comma (10,000, 75,000, 100,000,000)
Abbreviations Do not abbreviate spoken words. If a common abbreviation is spoken (e.g. NAT0), then write the abbreviation as it is spoken. See the following examples:
• Honorific titles for Lamas If Rinpoche uses a full honorific title, always write honorific titles in full, as it is spoken. For example, if Rinpoche says “His Holiness the Dalai Lama,” then:
Don’t write: “H.H. Dalai Lama” or “HHDL” Write: His Holiness the Dalai Lama
Note: if Rinpoche says simply “The Dalai Lama,” then write: The Dalai Lama
• Book titles Always write book titles in full, as they are spoken. For example, if Rinpoche says “The Tibetan Book of Living and Dying,” then:
Don’t write: “TBLD” Write: The Tibetan Book of Living and Dying
• Acronyms and other spoken abbreviations The following types of commonly spoken acronyms should be written as they are spoken:
HIV, UNESCO, NATO
• The word “OK” Spell the work OK like this: OK
Tibetan and Sanskrit words Please consult the Rigpa Tibetan and Sanskrit Glossary for the correct spelling of Tibetan and Sanskrit words.
Tibetan is written in italics phonetically, according to the Rigpa system, and not according to the Wylie system of transliteration. For example: Write kyérim not bskyed rim
Sanskrit is written without diacritic marks (with the exception of ñ as in Mañjushri), in a way that makes the pronunciation as clear as possible. For example: Write bodhichitta not bodhicitta Write vipashyana not vipasyana
Rigpa Transcribing Guidelines December 2006 21 Capitals and italics – General usage • Capitalize proper nouns: monarchs; institutions; defined geographical areas; politics etc. For example: Buddha, King John, Roman Catholic Church, Sunni Muslim, in the West, Peter.
• Capitalize book titles; and names of publications. Capitalize both the first word and the main words, for example: The Tibetan Book of Living and Dying The Times The Merchant of Venice
• Foreign words: Foreign words are normally italicised, but because Buddhist literature makes such extensive use of foreign technical terms, italicising every instance would be excessive. Here are some rules: 1) if a word appears in English dictionaries it does not require italics (e.g., mantra, karma, nirvana), unless it is the first use of the word in the text and Rinpoche explains the word. 2) if a word appears multiple times and thereby becomes part of the naturalized lexicon, it does not require italics. 3) foreign words in non-Asian languages are generally italicised (e.g. joie de vivre).
Capitals and italics – Buddhist terminology Please refer to the Rigpa Tibetan and Sanskrit Glossary for the correct styles for capitals and italics for Buddhist terminology as used within Rigpa. Some general rules are given below.
• Capitalize: • Lineages (Kadampa, Shangpa Kagyu) • Schools (Sautrantika school, New Translation school, Mind-Only school) • Vehicles (Great Vehicle, Hinayana, Mahayana, Vajrayana, Mantrayana) • The Three Jewels (Buddha, Dharma, and Sangha) • Personal names and their titles (Buddha Maitreya, Acharya Naropa) and the Tripitika (Vinaya, Sutta Pitaka, and Abhidharma) when talking about the canonical collections. • Rigpa practices: Dzogchen, Tendrel Nyesel, Riwo Sangchö
• Don’t capitalize: • Generic holy beings (shravakas, arhats, buddhas) • Sutra, tantra, and secret mantra (unless followed by ‘Vehicle, ‘Pitaka,’ or part of a title) • Buddha bodies (rupakaya, dharmakaya), • Exalted states (enlightenment, nirvana, profound illumination) • Realms (form realm, hell realm) • Enumerations (four noble truths, three principal aspects of the path) • Epithets (the future buddha, the bodhisattva of ..) • Paths (of seeing, accumulation), • The following words unless they are used as a proper noun: buddha nature, guru, lama
Rigpa Transcribing Guidelines December 2006 22 • Italics • Titles of books and titles of texts (e.g. sutras) should be in italics. • Collections of works should not be italicised (e.g., the Kangyur and Tengyur, the Tripitaka, the Upanishads and Vedas) • Key words in a transcript can be emphasized with italics on. But use this option sparingly. Do not italicize more and a few key words in any single transcript. (It is not necessary to italicize any key words. So if you are not sure, don’t italicize.) • Punctuation around italicised words should be in italics, except for the square brackets.
• Mantras Type mantras in capital letters (e.g., OM MANI PADMA HUM) See also section Transcribing prayers and practices
Quotation marks • Use single quotation marks to: o Indicate definition (e.g., lhak tong means ‘clear seeing’) o Indicate ironic usage. o Enclose quotes within quotes.
• Use double quotation marks to indicate speech. o Open the quotation with a capital letter at the beginning of the sentence. o Final quotation marks should always come after any other punctuation marks, unless you are ending with a title or a quote within a quote. For example: The Buddha said: “Commit not a single unwholesome action.”
• Block quotes and excerpts should not be enclosed in quotation marks, but should be indented. For example:
Now the Kunzang Lama’i Shelung, page thirty:
People in whom the five poisons—that is negative emotions such as hatred for enemies, infatuation with friends and relatives, and so forth—are extremely strong, may wish from time to time that they could practise some kind of true Dharma.
Never use round brackets Never use the round brackets in a transcript, as they can be ambiguous and cause confusion.
To indicate stage directions, references, etc, always use square brackets []. See Essential Points for Transcribing
Reference materials for spelling Please use the latest versions of the following documents for spelling references:
Rigpa Transcribing Guidelines December 2006 23 • Rigpa Tibetan and Sanskrit Glossary (this should be provided by your transcribing coordinator) • The Nine Yanas, by Sogyal Rinpoche, edited by Patrick Gaffney. • Natural Great Peace, by Sogyal Rinpoche, edited by Patrick Gaffney.
Common spelling mistakes The following table clarifies some commonly misspelled words:
Correct spelling Incorrect spelling Meaning OK Okay, etc. All right Ane Ani Prefix to a nun’s name Bodhichitta Bodhicitta The wish to attain enlightenment for self and others. shamatha shamata tba vipashyana vipassana tba Mindful, tba Mindfulness, Mindfully
Note also: • Silent H For example: ‘an hotel’, ‘an historic’ and ‘an’ before most other ‘silent’ Hs. It is not however: ‘an hospital’ but ‘a hospital’.
• Yeah and other variations should be written as Yes.
Assembling and Spell-Checking a Transcript This section is relevant only if you are asked to help assemble transcripts. Since we typically break an audio file into parts and transcribe each part separately, someone must assemble all of the parts of a transcript into a single file so that you turn in one file for one teaching. The transcribing coordinator may assign someone on the transcribing team to complete this process. The Lerab Ling transcribing team has found it works very well to run the automatic spell-check program after the transcript is assembled and before it is sent out.
To assemble the transcript: • Copy all of the parts into a single document, using the appropriate template. The template should contain the following information: o Correct header information for the teaching: e.g. teacher name, location, etc. o The header should include the following line for an unchecked transcript: This is an unchecked transcript. Due to mistakes it may still contain, please keep it for your use only and delete it when you don't need it anymore. • Check with your coordinator to see if you should leave in the information about who transcribed each section; sometimes this information can be helpful for providing feedback, but it may not be necessary.
After the transcript is assembled: • Check the header
Rigpa Transcribing Guidelines December 2006 24 • Check the footer • At the end of the transcript, write: End of teaching • For restricted transcripts, enter the appropriate information (in header and footer and filename). See Identifying restricted transcripts • If there is a phone call, make sure that it is properly indicated. For example, write: [Rinpoche speaks to the assembly over the phone] • Make sure the language for all the text is set to English UK (otherwise the spell-check will not work properly). Follow these steps: o Select all the text in the file. o Select Tools>Language>Set Language o Select the language English U.K. Note: you can use the Rigpa Spell-Check dictionary to check for Tibetan and Sanskrit words when running the spell-check program. • Run the spell check • Check the filename: o Make sure the file is saved in RTF format. If it is not, then resave them in RTF format before sending them. o Make sure the file name begins with “unc”
Rigpa Transcribing Guidelines December 2006 25
Appendix 1: Checking the Transcript Generally, the task of checking a transcript is assigned to a transcript checker who has had specific training in this area. If you have not been or are not being trained as a checker, please disregard this section.
As a transcript checker you are being asked to verify the accuracy of the transcript. This is an important link in the chain, as everyone who works on the material after you is depending on you to guarantee the accuracy of the transcript. Any mistake made in the original transcript will only be reproduced and multiplied as other people re-use the faulty materials. Therefore you must listen closely and carefully to the tape while reading the transcript word-by-word.
The main tasks of the checker are: • Make corrections or fill in missing words or other gaps as necessary. • Check sentence and paragraph structure and revise as necessary • Determine appropriate topic headings and add them throughout the document • Determine the main subject of the teaching and add this to the transcript header
Checking the teaching details (e.g. teacher, time and place) Before you begin checking the body of the transcript, check the following information: • Check the consistency of the teaching details in file names and document info Ensure consistency of information about the time and place of the teaching, and the teacher in the: o Audio file name o Document file name o Document header o Document footer • Check the page set up Check that the transcript is set up according to the instructions about page set up, as specified in Appendix 4: Setting Up a Transcript Document. Checking the body of the transcript Check the body of the transcript as follows:
• Always do a full check while listening to the audio. Never say to yourself, ‘This person is a good transcriber, I just need to read through it.’ Every transcriber knows that there is a checker coming after them and transcribes with that reassurance in mind. Don’t let them down! You are a ‘checker’ to check.
• Make sure everything is transcribed. For example even when you hear the traditional prayers for the end of a teaching being said, listen through, as important instruction may follow.
• Make sure the text is broken up into paragraphs. Paragraphs that are too long are difficult to read. Do not make random paragraphs but use them sensibly to divide and present the flow and direction of the teaching.
Rigpa Transcribing Guidelines December 2006 26 • Identify prayers Transcribers will probably leave it to you to indicate which prayers are said. Identify prayers through the traditional method of using the first line (in capitals).
• Add or verify references and page numbers Indicate references and page numbers if not already done by transcriber.
• Check for missing phrases or changed words. Be aware that a transcriber may have cut out incomplete sentence beginnings that are significant. Also check that any changed words are appropriate and consistent with the transcribing guidelines.
• Check translation information If the teaching has been given in Tibetan or another language, verify that the correct translation information has been included. See the section Transcribing teachings given in Tibetan or another language
• Check if the source is indicated for any videos played If a video segment was played during the teaching, make sure that video is identified. This information is available in the teaching notes. Check with your coordinator to see if the whole text of the video should be inserted.
• Check style and punctuation
• Check spelling
Adding subject headings and other information Add the following information to the transcript:
• Your name Add your name to the transcript heading as follows:
Transcribed by John Doe Checked by add your name
• General Subject Identify a ‘General Subject’ as an overview of the teaching. A few lines on the general topic and contents of the teaching will suffice: simple, short and to the point. For example:
General subject: Reviewing the key points of the first three chapters in the Overview of The Mengak Study Pack.
• The titles of materials used during the teaching At the beginning of the transcript identify any notes or texts Rinpoche uses in the teaching and any videos or audio tapes used during, before (or immediately after where relevant), a teaching. For example:
Rigpa Transcribing Guidelines December 2006 27 Materials used: The Mengak Study Pack: Introduction, Inner Peace and Contentment, The Lasting Happiness of Enlightenment
Often you can find relevant information in the Teaching Reports or Daily Session Reports of that teaching, if they are available. If you cannot find the information, then indicate that: notes, texts or tapes were used, where they were used, and any content that may indicate what they were.
If teaching notes were used, and some of Rinpoche’s comments were written in blue, then add the following line after the teaching notes are indicated:
When Rinpoche’s spoken words differ from the teachings notes, the spoken words are shown in blue.
• Subject Headings (in the body of the text) Identify the main subjects of the teaching, and add subject headings within the body of the transcript
To add the ‘subject heading’ in the body of the text, write it on top of a paragraph, on a line of its own, in bold, with only the first word capitalised. No other capitals (unless of names etc.), underlining or full-stop etc. The paragraph follows on immediately after the heading without a white line in between. For example:
Integration: discernment and renunciation What I am really trying to say, is that somehow I feel this is where the integration lies. Integration is etc…
Guidelines for the subject headings: o On average, not more than one heading per page of transcript. o Headings should follow the natural transitions that are made in the teaching. o They should bring out the main subjects rather than main points of the teaching. If you would make main points, sometimes every other paragraph should have a new heading, which results in so many headings they become a hindrance rather than a help. o When you have finished checking a transcript, look through the list of ‘subject headings’ to see if they evoke a sense and the structure of this particular teaching. o When Rinpoche uses notes or is teaching from a text, follow the structure of the notes or text in the headings.
• List of subject headings (at beginning of transcript) After the transcript header, and before the transcripts begins, add a list of the subject heading that you have inserted into the body of the transcript. For example:
Subject headings: Preview of the retreat Presentation on the thangkas in the shrine room The best therapy is to look into a thangka
Rigpa Transcribing Guidelines December 2006 28 The temple in Lerab Ling
Sample of a checked transcript The following example shows the first page and ending of a checked transcript:
Sogyal Rinpoche and Patrick Gaffney Lerab Ling 22 August 2006 11.20 mp3
Transcribed by John Doe Checked by Jane Doe
General subject: Reviewing the key points of the first three chapters in the Overview in The Mengak Study Pack.
Materials used: The Mengak Study Pack: Introduction, Inner Peace and Contentment, The Lasting Happiness of Enlightenment
Subject headings: Students recite what they have memorized from the Introduction, Inner Peace and Contentment sections from The Mengak Study Pack Students reformulate the chapter on The Lasting Happiness of Enlightenment Implications of the word ‘sangyé’ The different kinds of obscurations Key points in The Lasting Happiness of Enlightenment Feedback from students and instructions from Rinpoche
Segment 1_3
Students recite what they have memorized from the Introduction, Inner Peace and Contentment sections from The Mengak Study Pack Patrick Gaffney: OK, now is the next part and now is the moment of truth. And, we are going to invite certain members of our audience to come up and if they’d like to kind of express, they’ve been looking at the… You’ve been looking at the first section, this first section: the Introduction, Inner Peace and Contentment. And so you’ve been looking at how it works, what the structure is, what the argument is, what the thread is…
…
End of teaching
Providing feedback for transcribers Always try to provide feedback to the transcribers whose work you have checked. Transcribers really appreciate this and it will help them to learn and improve. If there are
Rigpa Transcribing Guidelines December 2006 29 general mistakes made by all transcribers then inform the National Transcribing Co-ordinator of these.
Identifying restricted transcripts At the moment, there are three levels of restriction: highly restricted, restricted and non- restricted transcripts. If you are not sure about the level of restriction, ask your national co- ordinator. If it is still not clear, mention this underneath the heading of the document, the international transcribing co-ordinator will check with Ane Sherab.
• Highly restricted transcripts These transcripts are not in the database. They are available to a small group of people. These transcripts are generally: o Teachings Rinpoche gives to the Dzogchen Mandala students, either in Lerab Ling in the summer retreat, or in the different countries. o Whenever Rinpoche gives the introduction during a teaching. o All Tsik Sum Ne Dek teachings o Transcripts of empowerments o High level Vajrayana teachings
These teachings should only be transcribed and checked by someone who was present in the teaching. Make as little copies of the sound files as possible, Keep track of them and make sure they are deleted afterwards. Also make sure the unchecked transcripts are deleted once they have reached the checker and he or she has made a back-up. The checker also deletes his or her copy once the transcript is in the International Archive.
These transcripts are identified as follows:
o Filename These transcripts are marked with _h as shown in this example:
20040103KH1200SR_h.rtf
o Document heading These transcripts have an extra line underneath the heading of the document, i.e. underneath the date and time, saying, in bold not in italics:
Completely restricted transcript.
o Document footer Also in the footer an extra line is added, centred, not bold, saying:
Completely restricted transcript.
• Restricted transcripts These transcripts are in the database in a separate folder, available for those who have the proper password. These transcripts are generally:
Rigpa Transcribing Guidelines December 2006 30 o Teachings where Rinpoche uses personal notes of Dzogchen teachings, for example of teachings given to Dzogchen Mandala students, or of teachings by his masters. o Teachings when Rinpoche plays CDs of Nyoshul Khen Rinpoche o Sometimes Rinpoche gives teachings to the Dzogchen Mandala students and says these teachings should be shared with all students. Then these transcripts become restricted instead of completely restricted. Always check this with the international coordinator.
These transcripts are identified as follows:
o Filename These transcripts are marked with _r as shown in this example:
20030501HOM1800SR_r.doc
o Document heading The _r transcript has an extra line underneath the heading of the document, i.e. underneath the date and time saying, in italics, not bold:
This transcript contains restricted material, so please treat it accordingly.
o Document footer Also an extra line is added in the footer, centred, not bold, saying
Restricted transcript
• Non restricted transcripts These include all other transcripts. No special indication in the file name, and these are available in the database (once they are checked).
Rigpa Transcribing Guidelines December 2006 31 Appendix 2: Transcribing From Home It is very important to remember that if you commit to doing a transcript from home, others are relying on you to meet your timeline. Therefore, if you are unable to meet your timeline for any reason, please let your coordinator know as soon as possible so that the transcript can be reassigned.
If you are transcribing from your home, you will need: • A computer with the ability to playback an audio file • Transcribing software: we recommend the Express Scribe program which can be download for free from the internet. See Appendix 5: Using Express Scribe
Note: For the Mac there is also a French program, from http://www.astase.com
The transcribing coordinator for your retreat should provide you with the following: • Audio file • Document template (If you are not provided with a document template, see Appendix 4: Setting Up a Transcript Document) • Timeline for delivering the completed transcript
If you have everything you need to start, see the section Starting and Finishing
Checklist After completing your transcript, please review the following checklist before sending in your work: • Make sure that you have transcribed all of the audio file. o If you have time, read through the transcript again while listening to the audio. • Run a spell-check. o If you do a lot of transcribing, you can set up a spell-check dictionary to which you can add all your dharma vocabulary and masters’ names etc. For more info, ask your National Co-ordinator.
Unless otherwise instructed: • Save the transcript file in RTF format. o Make a backup copy of the file also. • Send the transcript via email to your transcribing coordinator. • Delete the sound file from your computer. • Dedicate your work and all the benefit it brings for the benefit of beings.
Please save a copy of the transcript you have completed for a few months on your computer, then delete the file.
Appendix 3: Transcribing on a Retreat
Audio files and templates Ideally, if you are transcribing on a major retreat (7 days or more), your transcribing coordinator will have been able to arrange to have a group of computers set up and networked
Rigpa Transcribing Guidelines December 2006 32 together. You should be able to sit at any computer on the network and access the files that you need to transcribe. • Audio files and tracking sheet Your coordinator will most likely load the audio files into the Express Scribe program on each workstation. In this case, please check to see if there is a tracking sheet available, which will allow you to verify that the correct file is loaded on your computer. Consult with your coordinator. Once the audio file is loaded into Express Scribe, the program will look like this:
For more information about Express Scribe, see Appendix 5: Using Express Scribe
• Opening the Word document file Once the audio file is loaded, you must open the Word document template file that corresponds to the audio file. If you are transcribing on a retreat, consult with your coordinator to determine how to find the correct Word document file. For example: At Lerab Ling, follow these steps to open the Word file: • From you desktop, open the folder “Transcribing Files” • Open the folder for the current retreat: e.g. “2006Three-year retreat”. • Open the folder “0 – To be transcribed” • Open the folder for the teaching being transcribed. (This will match the file name of the audio file.) • Open the document for the part of teaching loaded in Express Scribe.
When the document file is opened, it should look something like this:
Sogyal Rinpoche Lerab Ling
Rigpa Transcribing Guidelines December 2006 33 09 August 2006 11.00 mp3
This is an unchecked transcript. Due to mistakes it may still contain, please keep it for your use only and delete it when you don’t need it anymore.
Transcribed by….add your name
–AUDIO SEGMENT 1_6
Begin transcribing here.
Overview of transcription process for a retreat Read this section only if you wish to understand how the transcript process is set up for a retreat. Ideally, if you are transcribing on a major retreat (7 days or more), your transcribing coordinator will have been able to arrange to have a group of computers set up and networked together. You should be able to sit at any computer and access the network. If this is the case, you will see a folder on your computer labelled something like “Transcribing Files”. Within that folder, there will be a group of sub-folders. Each sub-folder will correspond to a stage in the transcribing process, as shown in the diagram below:
Each folder (or stage in the process) is described in detail below: Folder Description 0 - to be transcribed In this folder, the coordinator will create a folder for each teaching as it occurs. In the folder for a particular teaching, the coordinator will place the audio segments for that teaching, and corresponding templates. For example, the coordinator will create a folder named 20060930LL1130SR for the corresponding teaching. Within this folder, the coordinator will place the corresponding audio segments and templates for that teaching.
Rigpa Transcribing Guidelines December 2006 34 When all of the segments for a teaching have been transcribed: • The folder (including the audio files) for that teaching (e.g. 20060930LL1130SR) is moved into the “to be assembled” folder. Here a transcriber or checker will assemble all of the segments of the 1 - to be assembled transcript to create one Word file for the complete teaching. After the transcript is assembled: • The transcript (the Word file only) is distributed to the text and video editors so that they can work with the unchecked transcripts until a checked transcript is ready. • The folder (including the audio files) for that teaching (e.g. 20060930LL1130SR) is moved into the “to be checked” folder. 2 - to be checked The assembled transcript is placed here and assigned to a “checker”
When the transcript has been checked: • The folder (including the audio files) for that teaching (e.g. 20060930LL1130SR) is moved into the “checked” folder. 3 - checked The checked transcript is placed here. After the transcript is reviewed by the coordinator: • The checked transcript (Word file only) is sent to editors (if needed) and to the international coordinator • The checked transcript (Word file only) is copied to the “done” folder for backup. • The folder (including the audio files) for that teaching (e.g. 20060930LL1130SR) is moved into a “temp” folder to have a backup in case there is an error. The “temp” folder is deleted at the end of the retreat. 4 - done The transcript is stored here as a backup until the end of the retreat, at which time all transcripts are deleted from the computers.
Rigpa Transcribing Guidelines December 2006 35 Appendix 4: Setting Up a Transcript Document The transcribing coordinator for each retreat should be provided with a document template for a transcript. Therefore, if you work on your own computer ask the transcribing coordinator for a copy of the template file. Otherwise, you can set up your file as described below.
Document set up Set up the document file as follows: File name and format The file should be saved in RTF format The file name should include the following information: Date: year, month, day Location code: provided by your coordinator (e.g., the code for San Francisco is SF) Time: use 24 hour clock (e.g., 1250) Teacher code: consult proper reference or ask your coordinator For example: 20021229KH1250SR.rtf
Language: UK English Page set-up: A4 Margins: 3.0 cm top and bottom—2.5 cm left and right If you normally use inches, change to metric through your preferences menu. Font: Palatino, 12 point. (or Times New Roman for a PC) The Palatino font is available on the Rigpa server, for both Mac and PC computers. Spacing: Single-line. Footer: Palatino, 10 point (or Times New Roman for a PC) The footer should be formatted as shown in the example below:
Example of a footer:
San Francisco—05 November 2000 15.30 CD Sogyal Rinpoche 1
Rigpa Transcribing Guidelines December 2006 36 Setting Indentation If the transcript will include indented text, it helps to set the indentation markers for the document. To set indentation: o Place the cursor on the line you wish to indent (or select all the text on the page). o Select Format>Paragraph.
o Select Tabs…
o In the ‘Tab stop position’ enter 0.75. o Click ‘Set’ The position should be added to the large field at left.
Rigpa Transcribing Guidelines December 2006 37 o Click OK.
Changing settings to use centimetres rather than inches If your document is set to measure margins and tabs in inches, you can change this setting as follows: o Select Tools>Options. o Select the General tab. o Change the Measurement Units to centimetres.
Rigpa Transcribing Guidelines December 2006 38
Appendix 5: Using Express Scribe
Installation for PC Note that you must be logged in to your PC as an administrator to install this software. (Most likely, you are normally logging into you own PC as an administrator.)
To install Express Scribe on a PC:
1) Either download the program or insert the installation CD: • To download: download from: http://www.nch.com.au/scribe/index.html The “essetup.exe” program will be downloaded to your computer. Note: Be sure to download from this site to get the latest version. Also, be sure to download the version compatible with your operating system. • To install from CD: insert the CD (containing the “essetup.exe” file) into your computer.
2) Double-click on the “essetup.exe” file. The software begins to be installed.
3) When the “Licence terms” window opens, click on “I agree with these terms”, then “next”.
4) When the installation is complete, the Express Scribe program opens and plays an introduction:
Note: Each time Express Scribe starts, the program displays an ‘About Express Scribe’ window for a few seconds. This window will minimize by itself, or you click on the window to close it.
5) After installing the program, you can either:
Rigpa Transcribing Guidelines December 2006 39 • Begin transcribing a file—see Loading an Audio File • Configure your settings—see Configuration
Installation for Mac Follow these steps to install Express Scribe on a Mac:
1) Either download the program or insert the installation CD: • To download: download from: http://www.nch.com.au/scribe/index.html The “Express Scribe.app” file is downloaded to your computer. Note: Be sure to download from this site to get the latest version. Also, be sure to download the version compatible with your operating system. • To install from CD: insert the CD (containing the “Express Scribe.app” file) into your computer.
2) Move (or copy) the “Express Scribe.app” file to your Applications folder (or other location where you wish the file to reside).
3) Double-click the Express Scribe file; the program opens and plays an introduction. Note: Each time Express Scribe starts, the program displays an ‘About Express Scribe’ window for a few seconds. This window will minimize by itself, or you click on the window to close it.
4) After starting the program for the first time, you can either: • Begin transcribing a file: see Loading an Audio File • Configure your control settings: see Configuration
Loading an audio file To load an MP3 audio file into Express Scribe:
1) Click the “Load” button. The ‘Load Dictation Files’ window opens:
Rigpa Transcribing Guidelines December 2006 40
2) Click the “Browse folders” button. The following window opens:
Note: in this window, you can only select the folders on your computer and not the files within the folders. • On a PC, only the folders are displayed and the files can not be seen. • On a Mac, the files in a folder can be viewed but not selected. This can be confusing. Remember that you must select the folder only.
3) Select the folder containing the file.
4) Click OK. All the files in the selected folder are listed as shown:
Rigpa Transcribing Guidelines December 2006 41
5) Select the file (or files) that you wish to load.
6) Click the ‘Load’ button. Express Scribe begins loading the selected files. The main window re-opens and the filename is displayed (as shown below). In the bottom-right of the window, Express Scribe displays a message indicating how much of the file has been loaded so far (e.g. 28%). It can take anywhere from a few seconds to 60 minutes for a file to load, depending upon the size of the file and the system you are working on.
When a file is finished loading, the duration of the audio file will appear in the Duration column (of the file you have just loaded).
Note: for MacIntosh computers, you can load files by dragging the files into the main Express Scribe window.
Rigpa Transcribing Guidelines December 2006 42 Express Scribe text pad or word processor? Express Scribe allows you to enter text either into a word processing program (such as Word) or into the Express Scribe text pad:
• Word processor (e.g. Word): we recommend entering the text directly into Microsoft Word (or another word processor). Express Scribe allows you to control the audio playback while entering text into the word processor.
• Express Scribe text pad: is a very simple text pad in the lower half of the Express Scribe window. You can enter text directly into the pad, and it will be saved there as long as the audio file is loaded.
Playback control keys Express Scribe offers several methods to playback a file:
• Pressing the appropriate control key. The default control keys for Express Scribe are: Function For a PC For a Mac Stop F 4 Shift Apple P Rewind F 7 Apple < Forward F 8 Apple > Play F 9 Apple P Real speed F 10 Slow F 11 Fast F 12 • Selecting the playback option from the Control menu:
• Clicking the appropriate playback button:
Rigpa Transcribing Guidelines December 2006 43 We typically use the control keys (e.g. F9 for play) to control the audio playback, since this way we way control the playback while typing the text into a Word file.
Finding your place in the audio file You may need to begin your transcribing session from the middle of the audio file, if yourself or someone else has already transcribed part of the file. To move the recording to a particular point, you can either: • Use the scroll bar found above the playback control buttons on the main 'Express Scribe' window. • Use the control keys to move forward or backward.
Note: the elapsed time in the file is shown next to the scroll bar (above the playback control buttons) in the format hh:mm:ss.
Adjusting the volume and playback speed To adjust the volume: • Use the Volume scroll bar in the lower right of the main window.
To adjust the playback speed • Use the Speed scroll bar in the lower right of the main window (just under the volume control).
Typical transcribing session In a typical transcribing session, you would proceed as follows:
• Load the audio file (if it is not already loaded).
Note: If there are several files loaded, please be sure to select the file you intend to play.
• Open the Word document file that you intend to enter the transcript into.
• With the Word document open, press F9 to play the file, and begin transcribing.
Note: the control key to play the file will be different on a Mac.
• Press the other control keys (e.g. F4 to stop) as necessary to playback the file.
• When the transcript is finished:
o Save your Word file.
o Remove the audio file from the Express Scribe window. To remove the audio file, you can either:
Rigpa Transcribing Guidelines December 2006 44 . Delete the file from the Express Scribe program: • Select the file. • Click the File>Delete.
. Save the file as Done: • See the section Removing and recovering audio files without deleting them
Removing and recovering audio files without deleting them To remove an audio file from the list displayed in the Express Scribe window (without deleting the file):
1. Select the file. 2. Either: • Click the File>Done (No reply). • Click the Done button.
The file is stored by Express Scribe, and it can be quickly recovered later. Note: storing files in the manner can take up a lot of space on your computer. See the section Configuration options
To recover a file that you have removed using the “Done” option:
1. Click the 'File' menu. 2. Click 'Recover Old Files'. The 'Recover old files' window opens. 3. Select the file you wish to recover. 4. Click 'Recover'. The file will now appear in the main Express Scribe window.
Configuration options To configure your settings/preferences:
• On a PC, click “Settings” from the menu bar at the top of the window. The Express Scribe Settings window opens. • On a Mac, click Express Scribe>Preferences. The Express Scribe Preferences window opens. See the following sections for information on specific settings. Note that the windows will appear slightly different on a Mac, but the functionality is the same.
Rigpa Transcribing Guidelines December 2006 45 Playback Settings
To configure your playback and rewind speed settings, click on the “Playback” tab:
In this window, you can adjust: • The variable speeds for the Slow and Fast playback commands. • The Rewind step and speed settings • The Forward step and speed settings. The ‘step’ setting specifies the first ‘step’ (forward or rewind) when you hit the Forward and Rewind commands. The first ‘speed’ setting is the initial speed (forward and rewind). The second ‘speed’ setting is the final speed; the program will gradually increase the speed (forward or rewind) from initial to final speed.
Control Key Settings To configure your control key settings, click on the “Control” tab. Here you can modify the keys used to fire Express Scribe commands. For example, if you want to change the key corresponding to the “Stop” command: • Select the matching line for this command, like in the sample window below:
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• Click the “Change” button. The “Select command” window appears.
• Click the “Change key” button. Then another window appears, that waits for you to hit the key (or the keys combination) you want to use for the command you’ve selected.
• Press the key (or key combination) that you wish to use for this command. The window closes. • Click the OK button.
Rigpa Transcribing Guidelines December 2006 47 Auto-Deleting Old Files To configure the auto-deletion of old files, click the “Files” tab. (On a Mac, click the “Other” tab.) Here you can specify number of days after which old ‘Done’ files are deleted. In a retreat situation, where many users are sharing a computer, we recommend setting the auto-delete option to 5 days (or less).
Appendix 6: Finer Points on Punctuation and Spelling These points are from the Rigpa Editorial Board.
Punctuation marks – guidelines for usage A brief overview of the use of punctuation follows: Full stop = . Comma = , Colon = : Semi-colon ; Apostrophe = ‘ Double quotes = “ “ Single quotes = ‘ ‘ Bullet point = • (option + asterisk) N-dash = – (option + dash) M-dash = — (shift +option + dash)
Full stop (period) • Just put one space after a full stop.
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Commas • Place a comma before and after a speech quote (e.g., and he said, “Why are you so worried?”, and went on his way.) • Independent clauses are separated by a comma unless they are really short. (e.g., “He came and he went.”) • The abbreviations e.g. and i.e. are followed by commas (e.g., like this), but please spell out as ‘for example’ and ‘in other words’ when doing so is sensible.
Colons • Use a colon before using a quote. (e.g., The Buddha said: “Commit not a single unwholesome action.”) • Use after ‘for example’ when it is followed by a list. (For example: butter, bread, cheese)
Semi-colons • A semicolon separates two sentences that are either closely related or serve to complement each other.
Apostrophes • It’s: It is or it has becomes it’s. It’s a contraction, a making smaller. When you can substitute its by ‘it is’, you can put an apostrophe • Its means ‘belonging to it’. It’s the possessive case of ‘it’. When you can’t substitute its by ‘it is’, you don’t put an apostrophe.
Possessive apostrophe (...s vs. ...’s) • The plural is normally formed by adding the letter s (e.g., words, mistakes, Khenpos.). No apostrophe is used. • The possessive, indicating belonging to someone or something, is usually formed by adding ’s to a singular noun (e.g. Khenpo’s, the murderer’s). Or simply ’ to the plural (e.g., students’, frogs’).
N-dashes and M-dashes • Date and page ranges are set off by n-dashes, e.g., ca. 1914–25, pp. 348–49. • M-dashes are used to set off phrases—like this one—from the rest of a sentence. No space is required on either side of the dash. On a Macintosh you can create an em dash by pressing ‘Option’ ‘Shift’ and the hyphen key—all three simultaneously. On a PC you type ‘Alt’, ‘Control’, and the dash on the top left of your Number Key- pad—again all three simultaneously.
Three dots ‘…’ Only use three dots when a sentence trails off, incomplete.
Notes on British English spelling The Rigpa Editorial Board has adopted British English spelling and punctuation as its standard for all written material. Reminder: you have set up UK English as your default spelling option.
Rigpa Transcribing Guidelines December 2006 49 The principal spelling differences between British and American English are as follows:
1) The final -l is always doubled after one vowel in stressed and unstressed syllables in British English, but usually only in stressed syllables in American English. For example:
British American travel>travelled travel>traveled
2) Some words end in -tre in British English and -ter in American English, for example: British American centre center
3) Some words end in -ogue in British English and -og in American English, for example: British American analogue analog
4) Some words end in -our in British English and -or in American English, for example: British American colour color
English words ending in …ise or …ize All words should end in …ize except for the following:
advertise, apprise, apologise, arise braise, chastise, comprise, concise, criticise demise, despise, devise, disguise, enterprise, excise, exercise, expertise, finalise, franchise, generalise, guise, harmonise, improvise, incise, merchandise, misadvise, precise, prise, reprise, revise, supervise, surmise, surprise, televise, treatise.
• The following words should be spelt …yse, not …yze analyse, catalyse, paralyse.
Practice or Practise? When used as a noun it is Practice. For example: Meditation practice can really settle your mind; Practice books
When used as a verb it is Practise. For example: To practise meditation, sit on your cushion and keep still. Whilst practising invoke Guru Rinpoche in the sky before you.
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Advice or Advise? When used as a noun it is Advice. For example: The only advice I can give you is that you should try.
When used as a verb it is Advise. For example: I advise you to try.
Please send comments about this document to [email protected].
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