joannavenneri
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1) Is this still the case? I'm troubled by how wonky it looks to have line 1 left blank.
2) Is it also true that if a list ends on line 25 that line 1 of the next braille page should be left blank, even if the list is the last item on a print page?
3) How about if a box or a list ends on line 24 of a braille page? Can there be braille on line 1 of the next page in that case?
Oh, dear; I'm wringing my hands over this blank line business. Thank you in advance for your support.
–Kyle
I think you're ALMOST on your own for this one. This is simply not covered in Formats, so there's no guideline to recommend. From what you describe I think this material is the same as any other school-generated text, like teacher-prepared assignment sheets, worksheets and so forth. The difference is that this particular material is printed from text posted online. That is no different than a worksheet or any other material that comes from your media center that is not a formal textbook. I am assuming that this material is used ONLY in your local situation, unlike a textbook, which is used all over the country, or at least in many school districts.
As with other such material, where there is NO provision, the formatting decisions become an agency decision. Often, it is left up to the transcriber to decide, particularly in connection with school/classroom material that is used only locally. I recommend that you use Formats as a guide, which is what it's intended to be anyway, and first, decide if you even need a title page at all. If so, design one according to the principles in Formats and modify it as needed. You may decide to treat this the same way as any other classroom material that comes from the media center or you may decide to have a separate category for material that originated online. In that case, design an appropriate title page.
I hope that helps. But if you have anything more to ask about this, please post it here. And perhaps there will be additional suggestions on this as well. Additional input is always welcome.
--Joanna
Actually there is a guidelines for this. It just doesn't describe this exact situation. Take a look at Formats 2.3.8d Print Page Information. See (3) and Examples 2-11 and 2-11. The print page numbers are divided by groups in the order printed--they just didn't list YOUR groups. But the principle applies here and I agree with your choice to list the full page numbering with the groups separated with commas as you show.
--Joanna
Here's a pdf of the page - the word "stasimon" is first italicized then not. I am inclined to use contractions.
I am referring to section 13 of the Rules of Unified English Braille, 2nd edition 2013.
Thanks, Joanna!
I'll be glad to help. Italics is no longer used to determine if a word is considered foreign and neither is the dictionary. It generally depends on the context, especially when such a word occurs in otherwise English text. It would help if you would please send a scan of a print page where this occurs so that I can see the context.
Chapter 13 of which code? What source are you referring to? Formats? Interim Manual? Something else?
--Joanna
Joanna,
So that you have a complete picture I've attached the 3 pages that use the same heading, with a different sub-head in italics (I call it a sub-head for lack of a better term, unless you have another):
Lesson 2
Commas in Sentences
TeachingI assumed that the bigger the heading the higher in the hierarchy it would be. Your insight on how it is read offers new food for thought.
Q1: I like your presentation of "... ^ TNinsert commaTN." Should a dot 4 be added to the caret symbol since it would stand alone? If the dot 4 is to be added I would include on the Spec.Symb. page and add an explanation to the Trans.N. page as well.
Q2: Since the paragraph in the original post is set off by different margins I formatted as displayed material (BF 9.1). In displayed material the adjusted left margin would be cell 3 (BF 9.2.2), and since the paragraph is indented it would begin in cell 5. (BF 9.2.2.d).
Contrary (it seems) to the above, BF 10.7 covers displayed differently in exercise material. BF 10.7.1 calls for indented displayed paragraphs in 7/5.
So perhaps the question should be-- [u]Is this paragraph displayed[/u] and [u]is it exercise material[/u] or not?
BF 10.1.1 states "An exercise set may include headings, directions, examples, questions, and answer choices. Each exercise set is formatted differently." In reality, could the entire book be considered exercise material? I always thought Exercise material had to have a question AND answer part, and since this portion does not, I used the format of 5/3 in BF 9.2.2.d.
Q3: Since the item (heading) is 5/5, I didn't think this would count as a list nor that it would be an outline format. Again my thinking was that lettered topics in an outline began in cell 1. I do agree that letters punctuated need not have the letter sign, I just didn't know what to call it.
I hope that I haven't further complicated things, though it seems that answering one question begets another sometimes.
Thanks, Fred
Q1. See Braille Formats 18.6 Proofreading marks are not used in braille. [u]Do not devise signs for them.[/u] Delete the transcriber's note because it isn't needed. Braille the directions in 5-5 as printed. When you get to the last sentence in the directions Use the proofreading symbol enclose the words insert comma within TN indicators. [simbraille],,, symbol ,'9s]t -a,'4[/simbraille] That identifies the symbol for the reader and the TN indicator informs the reader that this identification was added by the transcriber.
Q2. Double spacing in print is ignored in braille. A book may be transcribed in double-spaced braille, but that has nothing to do with how the book is printed. This paragraph IS the exercise and NOT displayed. It should be brailled as an indented paragraph in 3-1. I'm not sure why you refer to 5-3. I couldn't find any provision for anything in exercises to be in 5-3. IF this paragraph had been displayed, it would be 7-5. See Formats 10.7.1.
Q3. Letters that enumerate items in a list or outline and are followed by punctuation are brailled without the letter sign as shown in the braille you included.
Please consider the main heading used here. Without access to other pages in the book, it's hard to tell, but I think Application is not shown accurately. Is Application a repeated heading that applies to other exercises in this lesson? It is possible that the order of this heading is
Lesson 2
Application
Commas in SentencesLook at other pages in this book and try to determine how these headings are intended to be read. The print position, especially with headings, can be misleading. As far as can be reasonably determined, headings should be brailled in the order they are intended to be read, regardless of print appearance.
If there are further questions, please post them.
--Joanna
The official implementation date of UEB is Jan. 4, 2016. This applies to ALL transcriptions. First, you should determine whether this transcription will be with UEB or not at this time, and that is an agency decision. That applies to any transcription.
When you have determined whether EBAE or UEB will be used, please post that information and we can then advise you about how to proceed in foreign language braille.
--Joanna
Hi Fred,
1. Tabs are generally omitted. If the chapter heading in the tab is used as a heading at the beginning of the new chapter, definitely omit the tabs. No TN is needed.
2. Headings are brailled the first time they appear and are generally not repeated as the material that pertains to them continues. However, if the same heading is used again after some other material under a different heading, repeat it in braille as in print.
3. I agree.
4. The bold letters are simple abbreviations to be used for word identification. The capital letters are enough, especially since the letters are well-explained in the text. The single cap S is preceded with a letter sign followed by the cap indicator. The other letters do not need the letter sign, because the double caps make it clear that these are just letters and none of them are contractions. DO is not the word do (as in DO something) and that is made clear in braille with presenting the letters separately with double caps. [simbraille],,do[/simbraille]
I suggest retaining the bold in the exercise itself because both both and italics seem to be used in the book, judging by the other material on this page.
An image file is just fine and a .pdf is not necessary as long as the image is good enough to be read. There is not problem in reading this one and it was very helpful. Thanks for including it.
If there are any more questions, please let us know!
--Joanna
Perfect! That makes things fairly simple.
I agree with your solution--use the symbolic colon given in Formats. Somewhere in the Interim Manual is a statement that says to follow the current Formats for formatting not covered in the manual. I would do that here. So list this in Special Symbols with the name given in Formats. I would also add a very brief explanation of use, such as the one you gave in your original post, perhaps something like Symbolic colon. Indicates separation of words into two sentences. Feel free to use your choice of wording.
And when the reader sees how this is used, he/she will get the idea. No need to comment about the spacing--just follow print for spacing. With the symbol identified and explained, the reader will discern the spacing from actually doing the reading.
--Joanna
