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I think that when you pasted the question into the forum, something happened to the text. Could you attach the page? That would help me.
Correct. Table continuation indicators in the footer position do not affect the formatting of the surrounding braille in the same manner as guide words.
I completely understand the confusion. The idea of “Partially Technical Works” has evolved. Removing the guideline was an effort to clean up Braille Formats.
My suggestion is to simply scratch through guideline 3.4.2. It no longer exists. When deciding which symbols to list, consult Appendix G.
Other codebooks, such as those covering tactile graphics, chemical notation, and foreign language, may direct you to list symbols according to the rules and guidelines in those codebooks.
Great question!
When emphasis is shown for a single letter, simply place the typeform symbol indicator before the affected letter. Do not use a terminator.
The effect of the typeform symbol indicator, whether transcriber-generated or not, extends only to the next letter or symbol.
In <i>Braille Formats,</i> see Example 20-27. Although the letters are bold, the method is the same. See UEB 9.5.1 for an example that uses a transcriber-defined typeform symbol indicator.
A few reminders:
- A transcriber-defined font follows the same rules as the established fonts: italics, bold, underline, and script.
- It is a special symbol and must be explained.
- If you assign a transcriber-defined indicator to represent blue in the current volume, that indicator can only represent blue throughout the complete transcription.
You are correct. If the paragraph is displayed with an adjusted margin of cell 3, an indented paragraph with or without a runover begins in cell 5.
There is one exception, multiple displayed sentences, but that guideline does not seem to fit your description.
Thank you for your question. Write-on lines can be confusing, particularly when determining whether a blank line should be retained or omitted.
The example you provided in the attachment is an excellent one. However, BF 10.5 does not apply to the exercise in your example.
The intent of BF 10.5 is to eliminate unnecessary blank lines.
BF Example 10-10 demonstrates the application of Rule 10.5 and shows the omission of blank lines after a question. In that example, the write-on line FOLLOWS THE COMPLETION of the question.
In your transcription, the screenshot shows a blank line immediately after a comma. This means the question is not complete; therefore, the line does not occur after the question. Instead, it is part of the question itself. Blank lines embedded within text are retained.
The applicable rule for your situation is BF 10.6.
A simple way to determine whether BF 10.5 or BF 10.6 applies is to consider the purpose of the blank:
- Is the blank intended to be a fill-in-the-blank within the text?
- Or is it simply a place on the page for the reader to provide an answer, which could just as easily have been presented in a column next to the questions?
In your example, the blank is embedded within the question, so it should be retained under BF 10.6.
Great question.
You should use New York as the publisher’s city. Your rule citation is perfect. Braille Formats (2.3.2) also states that the preferred source for the braille title page is the print title page.
Directly below the publisher’s name on the print title page, the first city listed is New York. When the publisher’s name and city are listed at the bottom of the print title page, that is most certainly the city name to use.
The address that follows “Send all inquiries” might be the sales office or something unrelated to the publisher’s main office.
Great question. Braille Formats does not state this directly, but repeated text of this type is ignored. Your braille page 25 should begin with the subitem.
Main items, as in your sample, whether they appear in a list, exercise, outline, or index, are not repeated simply because of a page change indicator.
This is not a math book, so I think you are fine using the existing UEB solid triangle. If the book also contained triangles that were not used as bullets, then you would need to create a distinct right-pointing triangle symbol (transcriber-assigned filled shape).
I have not been satisfied with the answer I previously gave you, so I have reconsidered the issue of the colored fonts used with the itemized material.
The current Early Learning Materials guidelines allow typeform indicators in first-grade books and state that they should be kept to a minimum. As written, the guidelines leave some room for interpretation.
The fonts used with the itemized material are significant enough to retain. The question then becomes how to retain them. According to Braille Formats, if you choose to retain a font, you should follow print. It is not actually permitted to substitute boldface for color. Because this is a first-grade book, I originally agreed to your using bold because it is simpler for beginning readers. However, that recommendation does not follow print.
THESE ARE THE OPTIONS I SEE:
Option 1. Use one indicator for color (recommended).
Create one transcriber-generated typeform called “color font” and use it for all of the blue and red paragraph headings. This stretches the current guidelines slightly but keeps the formatting simple while preserving the distinction from regular text.Option 2. Continue using bold instead of color.
This does not strictly follow the guidelines. If you decide this is the best approach, you should do two things:First, check the entire text to determine whether boldface is used anywhere else besides the paragraph headings.
Second, add a transcriber’s note explaining that bold has been substituted for color.
Although this approach falls outside the intended framework of the guidelines, the transcriber’s note makes the decision more understandable to the reader.
Option 3. Use transcriber-generated typeforms for each color.
This most closely follows the current guidelines. Create separate transcriber-generated typeforms for each color and follow print for all of the paragraph headings.CONCLUSION
The guidelines provide a framework for making formatting decisions; they are not absolute rules. As a result, you have some professional judgment in determining the best approach. However, transcriptions that closely follow the guidelines promote consistency across publications. That consistency allows students to focus on reading the content rather than adapting to different formatting from one book to another.
With first grade, you are allowed to use a limited number of fonts. The paragraph headings embedded within the numbered items are important enough to retain, so do not convert them to higher-level headings. Instead, leave them embedded within the numbered items. Since the additional font attributes, such as red and blue, do not add meaningful information for first-grade readers, using bold to distinguish the headings is the appropriate choice.
Yes, it is acceptable to bring the text up. When “Convince Me!” is treated as a paragraph heading, keeping all the related text together within the boundaries of the 3-1 paragraph format is appropriate.
However, <i>Guided Practice</i>, <i>Problem Solving</i>, and <i>Visual Learning</i> seem different to me. I view these as being at a higher organizational level than paragraph headings.
I say that for two reasons.
First, they appear to serve a different function. They are more prominent and are printed differently from the paragraph headings in the sidebar and the labels used with the itemized material shown in your screenshots.
Second, this appears to be an early elementary book (I’m not sure of the exact grade level). In early grades, we try to limit the use of font attributes. When you retain a paragraph heading, you also retain the font attributes, resulting in numerous blue font indicators (in your text). With the itemized material, those indicators are unavoidable, but with the headings, you have a choice. Choosing cell-5 or cell-7 headings eliminates the extra indicators, reducing unnecessary clutter without losing any meaningful information.
See Braille Formats 4.8.2 for more information.
Your transcription is correct.
My guess is that the transcribers were concerned that page xix is “skipped.” But it will be accounted for in either the first volume (if there is no brief contents page) OR in the volume in which the page xix content occurs.
For reference, see BF 2.10.12 b. In volumes with only part of the full table of contents, transposed material is listed (with its print page number, if shown) in the order in which it appears in that particular volume.
It is not required to carry continuation letters from one volume to another. Although some agencies require this practice, BANA does not.
Continuation letters are volume specific.
The title page clearly indicates that entries H–N are contained in Supplement 2. Because the H entries begin on print page GL10, no additional continuation letter is necessary.
