joannavenneri
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Thank you for the great question and for sending the print and the braille. There's a lot going on here, so I'll try to take one thing at a time.
First, obviously there is no direct answer for this in Formats. That's why you sent this in. In such a case, I start the search for a solution by using the formats that are already there. In other words, I don't create solutions that aren't there unless I can't find anything first based on what IS there. Second, this is why they are called GUIDELINES. You might disagree with what I suggest. Another transcriber might suggest something else. Usually, it's not a matter of who is right or wrong. It's a matter of your best judgment. So here's my best judgment which you are welcome to use if it works for you.
The numbered reference at the bottom of the print page (3. wampum ...) is a conventional reference note that should be handled as given in Section 16 as you did in your Example 3. That reference should be there by itself WITHOUT the additional vocabulary words. We can agree that the separation line and so forth is placed in braille after the print page concludes.
The Vocabulary listings COULD be interpreted also as reference notes because Section 16.1.4 does state that a note may be located at the margin. But in this case, these items are printed so differently, the numbered reference (wampum) and the vocabulary words, which leads me to think that they are intended to be read a little differently as well. Fortunately, Formats provides for this.
The Vocabulary words are placed at the top of the print page, which leads me to think they are intended to be read FIRST, before the text, so that the reader will already have the information about those words before starting to read. Therefore, I would treat the Vocabulary words as sidebars (Section 12) and in particular, I like Sample 12-6. Now it is true these words are not at the beginning of the lesson, but they are at the beginning of that print page. I would box that vocabulary listing, including the heading, and place it as a sidebar before the first paragraph on that page. If appropriate, you could retain the blue typeface for those words in the text. (Is there a glossary at the back of this book? Are those words also listed there?)
In this way, I feel we have followed print as closely as possible, by handling the numbered reference according to its print appearance and the vocabulary list according to its print layout as well.
--Joanna
I believe this is on the errata list. For now, here's my recommendation.
Just as a single symbol is not a box line, 3 of them isn't a box line either. I would NOT use this option. I would list the box lines as shown in Formats with the single symbol and add the description that you have suggested "box lines go across the page" for both top and bottom box lines and any other box lines that may be necessary.
--Joanna
[quote=PSB]The workbook I am brailling shows prefixes and suffixes circled in a word e.g. continue - the con is circled, kindness - the ness is circled. I have used the italic indicator and termination indicator to show this. Is this correct?
Vowel combinations such as ow, oo, ea are shown in a box. Can I use parenthesis to enclose these or do I need to use the shape indicator or something else?
Thank you,
Patricia[/quote]I added the answers on your question paper, which I have attached. Thank you so much for sending all those print pages. These were absolutely essential. I could see exactly what you were referring to and I could see exactly what you were asking about.
And again, please let me know if any of the answers need further explanation.
--Joanna
Technically, The Interim Manual is in use for foreign language. However, the new FL Guidelines are in the final editing process and we are anticipating final approval from BANA. In the meantime, although I can't share actual pages from it, I am authorized to make suggestions based on it and that is what I propose now. The following is technically a suggestion, but I PROMISE that you would be correct to follow it.
Essentially, the new FL guidelines follow Braille Formats most of the time. There remain a few, very significant exceptions and these are clearly covered in the new FL guidelines. But exceptions to general Formats are much fewer and more clearly explained. They usually have to do with translation issues and other considerations that occur only in foreign language.
In this case, Braille Formats is followed for exercises. So the example label Esemplo remains in cell 1 as in Formats Sample 10-8 Section 10.8.5 (label stays in cell 1 with the sentences moved to the next line.) Your examples look just like these in Formats.
It is true that Formats does not SHOW an indented sample, but the text clearly states that. Indent the sample sentences to match what they would be in the exercise. The Esemplo label goes where it would to in any case--in cell 1. And this is what the new FL guidelines will direct, In fact, it is now being decided whether to show an example of this in foreign language, or just to refer directly to Formats.
Retain the boldface in the answer to the sample question. This is also what is done in Formats, as shown in the above Sample 10-8, where the font attribute is retained.
--Joanna
Follow the order of symbols listed in the update but include only the symbols actually used in that volume. Also theoretically I would list the caps lock sign FIRST because it is the equivalent of [u]begin CBC [/u]and then follow it with end CBC as usual.
--Joanna
That was just a question--not necessarily the answer. I really need to see the print page. I'm pretty sure this is not a math issue but I still need to see the print. I asked that question because I thought there was English in this, but apparently there is not. And if it's all Spanish there will be no and, for, the, with because those are English words. The reader will use context and know that an accented foreign letter is not going to turn up in the middle of math text. I still need to see the print in order to provide a complete answer.
--Joanna
That general procedure from 2010 hasn't changed. But I do suggest that you send an actual page of this glossary so I can the print that goes with your specific question.
And I have a question for you, since I don't know Nemeth. Suppose there was no Spanish here at all. In an English Nemeth transcription, how is parentheses handled in non-math text? Are OF and WITH contracted in non-math text or always uncontracted even in non-math text?
And please do send me a glossary page.
--Joanna
I know just what you mean about it feeling wrong. But in this case, the guideline is very, very clear--more clear than usual, I would say. No blank line even after the running head. If I may, though, I'll offer a consolation.
Print readers see a blank line immediately and read on, but braille readers can only tell by journeying across at last half of the print page, whether that line is indeed blank or bearing text. In the case of that very short alphabetical division, when centered, it also requires a journey across half the page before the reader knows it's there. The elimination of that blank line may not be so pleasing to look at for the print reader, but I suspect it improves the reading experience in braille. The braille reader has to look at only one line past the running head, catch that division letter, and immediately see text close in, if not actually at, the left margin on the very next line.
--Joanna
Unfortunately I am not working directly with the student or teacher. I can see if the group that assigned it to me can go back to the teacher.
My best translation of the paragraph is:
"Following the method of the Garzanti Dictionary of the Italian Language we indicate/denote the accent (.) under non-flat words and flat words of the type figlio, vecchio, braccio, Vittoria and allegria, fotografia. In finite verb forms, however, the accent is only reported in the imperative composition with pronouns."My research indicates that in Italian most words, called flat words, are stressed on the next to last syllable. Sometimes an accented character is used to indicate a different stress, but sometimes the reader just has to know that the word is not a flat word. This book uses the underdot to help the reader learn to recognize and pronounce non-flat words.
Is that helpful enough? or should I still try to get an answer from the teacher?
Grazie,
Rebecca
