Chris Clemens
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Lindy,
You are wonderful! We love the explanations to the answers you give - they are always quite helpful. Hope you have a great New Year.
Marie AmersonPlease first tell me why you would consider phonetic enclosures for #2 in order for my answer to be helpful. What is in the print that makes the enclosures look like phonetic enclosures to you? Do phonetic enclosures differ in appearance from diacritic enclosures?
--Joanna
Thank you Joanna.
Item 2. You are correct, I forgot to ask a question. Should I braille the slashes as phonetic enclosures [simbraille]^/r^/[/simbraille] (what the print symbols look like to me), diacritic enclosures [simbraille] (r) [/simbraille] (recommendation by another transcriber), or something else. See newly attached text page.
Would you please attach a scan of the page you are working on. This will assist in giving you an appropriate answer. Thanks.
Betty
So Sorry. I totally missed that your question was about dividing between pages.
The Literary Lesson Manual sect. 2.4a states " EBAE Rule I.5a says that a word 'may' be divided between pages, the Library of Congress does not recomment it."
Also on page 12-4 of Literary Lesson Manual, in the boxed material it states, "... do not divide words between pages."
I cannot find any specific reference to dividing hyphenated compound words between pages.
Since hyphenated compound words are treated as single units in regards to the use of full caps and special typeface, I would assume that a single unit/word would not be divided between pages. That is just my opinion. Sorry I couldn't give you a more concrete answer.Thanks so much for your quick response. I read 12.1g(2) quite a few times and it is my understanding that I should divide hyphenated compounds at the end of a line, but what is worrying me, is ..."do not divide words between pages." Is it correct then that I do not divide regular words between pages, but hyphenated compounds can be divided between pages.
Thanks so much, Cheryl
Thanks for the question.
On page 12-4 in the 5th Edition of The Literary Lesson Manual, it reads, "When room permits, ... hyphenated compound words ... may be didvided following the hyphen."
I hope this helps,
SaralynHi Catherine--
Just to re-emphasize what is cited in the TG Guidelines:
- 6.8.1.1 For kindergarten through grade 3, picture objects should be represented by solid simple tactile shapes (circles, squares or triangles) not the shape indicator. Group the shapes as they are grouped in print with at least 1/4 inch between individual shapes and 3/4 in between groups. A TN is not required to explain that you have used a simple shape for the object (picture) shown in print.
- 11.2.6 When colors of objects are important to the content, simplify the shape of the object and write the color name inside the shape. For K & grade 1 write the entire word, "orange" "blue" "green", etc. for grades 2-3 you can abbreviate the color and include a TN to explain the abbreviation, i.e. yl for yellow, gr for green, etc.My recommendation for each of the pages you've listed below are as follows:
Page 4, use basic shapes, i.e. circles for the shoes, triangles for the socks, squares for the bats, circles for the balls. No explanation or TN is needed.Page 15, No explanation is needed, simply replace a circle for the apples, a square for the bananas, and a triangle for the oranges.
Page 22, I would draw 4 circles/ovals for the fish bowls and put 3 solid small circles in #5s fish bowl, no solid small circles in fish bowl #6 and fish bowl #7 and finally for fish bowl #8, I'd put one solid small circle. No TN is needed.
Page 27, It is debatable whether or not the scissors are even needed...much less the color. Some people might look at this and say the color is not important. You could just put the #2 followed by a solid circle and then the #1 followed by another circle with a solid circle before the words "in all". But if the teacher is going to talk about #2 yellow scissors and #1 red scissor...it might be helpful to the student to have the color. This could be done a variety of ways. You could say, "2 yellow (solid small circles)" then "1 red (solid small circle)" Then put a solid small circle next to the words, "in all" [Note: You would actually put small circles not braille the words "solid small circles".]
Page 28, your suggestion to replace the objects with shapes is fine.
Page 29, yes, I'd do a tactile followed by the number sentence as shown in print.
Good luck!
Diane
This presents an interesting dilemma, but the answer is the same either way.
Is the dash showing the omission of a word, or is it showing the omission of sign of comparison?
If the omission is replaced with words, ("is less than" "is greater than" "equals") there is no doubt that the variable requires an ELI. If, on the other hand, the dash is replacing a comparison sign, can the ELI be omitted?
Although NC Section 57 tells us we must use a "long dash" to represent an omission printed as a dash, there is no rule in the Nemeth Code stating that the dash is to follow the rules of the sign which it replaces.
We must look at the variable in your example as a single letter preceded and followed by a space. An English letter indicator is required (NC Sec.25a and 26b), regardless of what the dash represents.
--Lindy Walton
edited by Lindy on 11/19/2011This is not the same problem you first posted, but here goes... Question 9 is straighforward; question 8 requires some creative thinking.
QUESTION 8: Since bulleted lists are not mentioned in the Nemeth code, we go to Braille Formats for direction. Following BF Rule 7.2, I would list the three bulleted items in 1/3 with a blank line before and after the entire list. I would extract the final question from the third bulleted item since it really does not belong there.
So, you will have "8) Pat, Nick, ... or roast beef." in 1/5, one blank line preceding the list, each of the three bulleted sentences listed in 1/3, one blank line following the list, then continue with the question "Which of the following ..." as a continuation of the 1/5 narrative, i.e., 5/5 OR as a new paragraph in 7/5.
Subitems: I find no rule to apply to having a list as an answer choice, so I think it is clearest if you put each subitem letter A) through D) in cell 3 and list the three boys on the next three lines, each beginning in cell 5. This means the four answer choices will take up 16 lines. Braille Formats rule 13.6.b advises to keep all answer choices together on the same braille page. I would do so here.QUESTION 9 shows a 1/5 question, a displayed expression (next line, cell 7) and four lettered answer choices (each beginning in cell 3). This is standard Nemeth format.
--Lindy Walton
Hello. The formatting in your example did not come through properly. Can you scan the page and attach it as a PDF file or some other kind of image file that will not change the look of the page? Then I can respond. Thanks.
Lindy Walton
