Republic of Yemen

University of Aden
Faculty of Languages and Translation

Translation Theory and Practice 2

Practical Exercises

MA Programme in Translation Studies

2020/2021

1
 Methods of translation
Communicative Translation

Translate the following dialogue using communicative translation.

Brother: Are you sure you want to tell him?
Sister: We should, he has the right to know?
Brother: Don’t forget, he has serious heart issues when he gets exposed to surprises?
Sister: I know, I know. Besides, he knew all of this already, before the accident
happened.
Brother: Ok, he might have damaged half of his brain nerves and lost ¾ of his
memory, but …
Sister: He has the right to know!
Brother: Fine, but if anything goes wrong, it is your fault. Got it?
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2
Translate the following dialogue using communicative translation.
Brother: Are you sure you want to tell him?
Sister: We should, he has the right to know?
Brother: Don’t forget, he has serious heart issues when he gets exposed to surprises?
Sister: I know, I know. Besides, he knew all of this already, before the accident
happened.
Brother: Ok, he might have damaged half of his brain nerves and lost ¾ of his
memory, but …
Sister: He has the right to know!
Brother: Fine, but if anything goes wrong, it is your fault. Got it?

Translate the following Arabic proverbs into English using communicative

translation.
-1 ‫ة‬ ‫ﻋ ﻔ ر ﻓﻲ اﻟ وﻻ ﻋ ة ﻋﻠﻰ اﻟ‬.
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-2 ‫ ﻓﻲ اﻟﻌ ﻠﺔ اﻟ اﻣﺔ‬.
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-3 ‫ﺎ ﻓﺎر‬ ‫ﻏﺎب اﻟﻘ اﻟﻌ‬.
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-4 ‫ر ﻋﻠﻰ اﺷ ﺎﻟﻬﺎ ﺗﻘﻊ‬ ‫اﻟ‬.
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-5 ‫رب ﺿﺎرة ﻧﺎﻓﻌﺔ‬.
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Translate the following English proverbs using communicative translation.

1. A burnt child dreads the fire.
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2. A cat has nine lives.
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3. Don’t count your chickens before they’re hatched
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4. Let bygones be bygones.
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5. Marriage is a lottery.
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Translate the following sentences, adapting them to the English culture.
-1 ‫دﯾ ﺎر‬ ‫ﻓ ﺎﻧﺎ‬ ‫اﺷ ت ﻣ‬.
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-2 ‫ﺳﻠ ﺔ‬ ‫ﺎن ﺻ‬ ‫ اﻗ ﻞ دﻋ ﺗ ﻟﻠﻌ ﺎء وﻟ‬، ‫ ﺎ اﺧﻲ‬.
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-3 ‫ﻋ ن ﻫ ا اﻟ ﻔﻞ ﺟ ﻠﺔ ﻌ ن اﻟ ﻘ‬.
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Translate the following proverbs from English adapting them to the Arabic
culture.
1. The proof of the pudding is in the eating.
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4
 2. Love me, love my dog.
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3. A Jack of all trades is a master of none.
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4. Haste is waste.
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5. Still waters run deep.
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Identify the strategies used in translating the following poem.

When You Are Old and Grey
By William Butler Yeats

When you are old and grey and full of sleep,

And nodding by the fire, take down this book,
And slowly read, and dream of the soft look
Your eyes had once, and of their shadows deep;
How many loved your moments of glad grace,
And loved your beauty with love false or true,
But one man loved the pilgrim soul in you,
And loved the sorrows of your changing face;

5
 ‫‪Arabic translation‬‬
‫و ﻌﻞ رأﺳ ﺷ ﺎ‬ ‫ﻋ ﻣﺎ ﺗ‬
‫ﺗ ﻧﺢ ﻧﻌ ﺎ أﻣﺎم اﻟ ﺎر‬
‫ﺧ ﻫ ا اﻟ ﺎب‬
‫رأت ﻋ ﻧ ؟‬ ‫أﻗ ا ﺑ ء وﺗ‬
‫ﻣ ﻧﺎس وأﺣ ا ﺻ‬ ‫ﻛ أﺣ‬
‫ﻛ أﺣ ا ﺟ ﺎﻟ‬
‫ﺎن ﺻﺎدﻗﺎ أم ﺎذ ﺎ ذﻟ اﻟ‬ ‫و‬
‫روح اﻟ ﺎج‬ ‫واﺣ أﺣ‬ ‫ﻫ ﺎﻟ ﺷ‬ ‫وﻟ‬
‫ﺣ ن وﺟﻬ اﻟ ﻐ‬ ‫وأﺣ‬

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‫‪6‬‬
 Translate the following lines by the Tunisian poet Al-Shabbi and identify the
strategies that you use.
‫اﻟﻘ ر‬ ‫ﯾ ﻣﺎ اراد اﻟ ﺎة ﻓﻼ ﺑ ان‬ ‫اذا اﻟ ﻌ‬
‫وﻻ ﺑ ﻟﻠ ﻞ ان ﯾ ﻠﻲ وﻻ ﺑ ﻟﻠﻘ ان ﯾ‬
‫اﻟ ﻔ‬ ‫اﺑ اﻟ ﻫ ﺑ‬ ‫ﺻﻌ د اﻟ ﺎل ﻌ‬ ‫وﻣ ﻻ‬

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7
Read the following extracts and identify the cohesive devices used. Compare
and contrast the cohesive devices in the SL and TL.
When I came home to dinner my uncle had not yet been home. Still it was early. I sat
staring at the clock for some time and, when its ticking began to irritate me, I left the
room. I mounted the staircase and gained the upper part of the house. The high, cold,
empty, gloomy rooms liberated me and I went from room to room singing. From the
front window I saw my companions playing below in the street. Their cries reached me
weakened and indistinct and, leaning my forehead against the cool glass, I looked over
at the dark house where she lived.
Arabic translation
‫ ﻓ ﻠ‬،‫ﻣﺎ ﯾ ال ﻣ ا ﻋﻠﻰ ﻋ دﺗﻪ‬ ‫ﺎن اﻟ ﻗ‬ ‫ ﻓﻘ‬، ‫ﻌ‬ ‫ﻋ ﻲ ﻗ ﻋﺎد إﻟﻰ اﻟ‬ ‫ﻋ ﻣﺎ ﻋ ت ﻟ ﺎول اﻟﻌ ﺎء ﻟ‬
‫وﻋ ﻣﺎ ﺑ أ ﺻ ت دﻗﺎﺗﻬﺎ ﯾ ﻋ ﻲ ﻏﺎدرت اﻟﻐ ﻓﺔ وﺻﻌ ت اﻟ رج إﻟﻰ اﻟ ء‬ ‫اﻟ ﻗ‬ ‫إﻟﻰ ﺳﺎﻋﺔ اﻟ ﺎﺋ ﻟ ﻌ‬ ‫أﻧ‬
‫ﺛ‬. ‫وأﻧﺎ أﻏ ﻲ‬ ‫أﺗ ك ﻣ ﻏ ﻓﺔ ﻷﺧ‬ ‫ وﻗ ﺣ رﺗ ﻲ اﻟﻐ ف اﻟ ﺎردة واﻟﻔﺎرﻏﺔ واﻟ اﻛ ﺔ ﻓ ﻌﻠ‬، ‫اﻷﻋﻠﻰ ﻣ اﻟ‬
‫وﺻﻞ ﺻ اﺧﻬ إﻟﻲ ﺧﺎﻓ ﺎ ﻣ ﺷﺎ ﻓ ﺄ ﺄت رأﺳﻲ ﻋﻠﻰ‬ ‫ﺷﺎﻫ ت ﻣ اﻟ ﺎك اﻷﻣﺎﻣﻲ رﻓﻘﺎﺋﻲ ﯾﻠﻌ ن ﻓﻲ اﻟ ﺎرع ﺣ‬
‫ﺗ‬ ‫ﺎﻧ‬ ‫اﻟ ﻠ ﺣ‬ ‫اﻟ ﺟﺎج اﻟ ﺎرد وﻧ ت إﻟﻰ اﻟ‬.

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8
 Translate the following extract from Hard Times by Charles Dickens.
‘Fact, fact, fact!’ said the gentleman. And ‘Fact, fact, fact!’ repeated Thomas
Gradgrind. ‘You are to be in all things regulated and governed,’ said the gentleman,
‘by fact. We hope to have, before long, a board of fact, composed of commissioners of
fact, who will force the people to be a people of fact, and of nothing but fact. You must
discard the word Fancy altogether. You have nothing to do with it. You are not to
have, in any object of use or ornament, what would be a contradiction in fact. You
don’t walk upon flowers in fact; you cannot be allowed to walk upon flowers in carpets.
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9
Translate the following excerpt from The Haunted House by Charles Dickens and
identify five different tenses in the SL and TL.
Under none of the accredited ghostly circumstances, and environed by none of
the conventional ghostly surroundings, did I first make acquaintance with the house
which is the subject of this Christmas piece. I saw it in the daylight, with the sun upon
it. There was no wind, no rain, no lightning, no thunder, and no awful or unwanted
circumstance, of any kind, to heighten its effect. More than that: I had come to it direct
from a railway station: it was not more than a mile distant from the railway station; and,
as I stood outside the house, looking back upon the way I had come, I could see the
goods train running smoothly along the embankment in the valley. I will not say that
everything was utterly commonplace, because I doubt if anything can be that, except to
utterly commonplace people – and there my vanity steps in; but, I will take it on myself
to say that anybody might see the house as I saw it, any fine autumn morning.
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10
 Translate the following Arabic text into English and identify the problematic
tenses.
‫ﻗ ﻣﻬﺎ‬ ‫ ﻓ ّﻟ‬.‫ا ﻓﻲ ﺟ ﻊ ﻗ ﺗﻬﺎ‬ ‫ ﻌ أن ﺗﻌ‬،‫ﺢ‬ ‫ب وﺗ‬ ‫ﻧ ﻠﺔ ﺻﻐ ة إﻟﻰ ﺟ ول ﻣﺎء ﻟ‬ ‫ذﻫ‬
‫ﻷﻧﻬﺎ ﻻ ﺗﻌ ف اﻟ ﺎﺣﺔ و ﺎدت ﺗﻐ ق‬
ّ ،‫ﻬﺎ اﻟ وج ﻣ ﻪ‬ ‫ وﻟ‬،‫ﻓﻲ اﻟ ﺎء‬ ‫وﺳﻘ‬. ‫و ﺎﻧ ﺣ ﺎﻣﺔ ﺑ ﺎء ﺟ ﻠﺔ واﻗﻔﺔ‬
‫ وﻓﻲ‬، ‫ ﻓ ﺎرت إﻟﻰ اﻟ ّ ورﺟﻌ‬،‫ ﻓ ّق ﻟﻬﺎ ﻗﻠ ﻬﺎ وﺳﻌ ﻓﻲ ﺧﻼﺻﻬﺎ‬.‫ ورأت ﻣﺎ ﺣ ﻞ ﻟﻠ ﻠﺔ‬،‫ﻋﻠﻰ ﺣ ﻓﻲ اﻟ ﺎء‬
‫ﻼم‬ ‫ﻣ اﻟ ﺎء‬ ‫ﻪ اﻟ ﻠﺔ وﺧ ﺟ‬
‫ ﻓ ﻌّﻠﻘ‬. ّ ‫ ﻣّ ﺗﻪ ﻋﻠﻰ اﻟ ﺎء إﻟﻰ اﻟ‬، ‫ﻣ ﻘﺎرﻫﺎ ﻋ د ﻣ اﻟ‬
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Translate the following excerpt into Arabic following the strategies of domestication
and foreignisation. Then cite examples for both strategies.
Once upon a time, there was a little girl who lived in a village near the forest.
Whenever she went out, the little girl wore a red riding cloak, so everyone in the village
called her Little Red Riding Hood.
One morning, Little Red Riding Hood asked her mother if she could go to visit
her grandmother as it had been awhile since they’d seen each other.
‘That’s a good idea,’ her mother said. So they packed a nice basket for Little
Red Riding Hood to take to her grandmother.
Foreignisation
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Domestication
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Translate the following extracts from the same play employing both adaptation and
domestication.
THE SARCASTIC ONE:
[amazed] Well, who said I didn’t? Bly me!* You know everything, you do.
THE FLOWER GIRL:
[still nursing her sense of injury] Ain’t no call to meddle with me, he ain’t THE
BYSTANDER:
[to her] Of course he ain’t. Don’t you stand it from him. [To the note taker] See
here: what call have you to know about people what never offered to meddle with you?
Where’s your warrant?
SEVERAL BYSTANDERS:
[encouraged by this seeming point of law] Yes: where’s your warrant?

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 THE FLOWER GIRL:
Let him say what he likes. I don’t want to have no truck with him.
THE BYSTANDER:
You take us for dirt under your feet, don’t you? Catch you taking liberties with a
gentleman!
THE SARCASTIC BYSTANDER:
Yes: tell him where he comes from if you want to go fortune-telling.
THE NOTE TAKER:
Cheltenham, Harrow, Cambridge, and India.
Pygmalion, George Bernard Shaw, Act 1

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13
 Scientific Texts
Read the following text, then complete the exercises that follow.
How to Send Email Attachments
Email attachments allow you to send files along with your email messages. An
attachment can be any type of file, but the most common ones are text documents and
images (photos etc). Before you send an attachment, you need to know where it is
located on your computer. Usually you will have saved the file using Windows Explorer
or some other software. Whenever you save a file to use as an attachment, select
‘Save As ...’ and make a note of where you save it. If you can’t find a file, use the
Windows search function. Once you know where the file is you can create the email
message.
• Create a new email message and enter the usual details (recipient address,
subject,
etc).
• Look for an icon in your toolbar which looks like a paper clip and click it.
• A ‘Browse’ window will open. Locate and select the attachment file.
The file will now be attached to the email. Send the email in the normal way.
Important: before you send an attachment, you must be sure the person
receiving it will be able to open it. Not all attachments will work on someone else’s
computer! In order to open your attachment the recipient must have the appropriate
software. Some types of files are very common and most people can open them, but
other types can be rare or require expensive software. These files are quite common
and safe.
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14
Apply Arabisation or loan translation to the italicised words.
Arabisation Loan translation
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Read the following text and its translation and find examples of naturalisation,
Arabisation and coinage.
Chemical Reactions
A reaction between an acid and a base to form a salt and water as the only products.
Hydrochloric acid and sodium hydroxide → sodium chloride and water
HCl + NaOH → NaCl + H2O
Sulphuric acid and potassium hydroxide à potassium sulphate and water
H2SO4 + 2KOH → K2SO4 + 2H2O
Nitric acid and calcium hydroxide à calcium nitrate and water
2HNO3 + Ca(OH)2 → Ca(NO3)2 + 2H2O
Arabic translation
‫ ﺗ ﻔﺎﻋﻞ اﻷﺣ ﺎض واﻟﻘ اﻋ‬،‫ﺎت‬ ‫ﻹﻧ ﺎج اﻟ ﻠﺢ واﻟ ﺎء‬.
‫دﯾ م وﻣﺎء‬ ‫دﯾ م ← ﻛﻠ ر اﻟ‬ ‫اﻟ‬ ‫وﻫ رو‬ ‫اﻟﻬ رو ﻠ ر‬ ‫ﺣﺎﻣ‬
HCl + NaOH → NaCl + H2O
‫اﻟ ﺗﺎﺳ م ← ﺳﻠﻔﺎت اﻟ ﺗﺎﺳ م واﻟ ﺎء‬ ‫وﻫ و‬ ‫اﻟ‬ ‫ﺣﺎﻣ‬
H2SO4 + 2KOH → K2SO4 + 2H2O
‫م واﻟ ﺎء‬ ‫م ← ﻧ ات اﻟ ﺎﻟ‬ ‫اﻟ ﺎﻟ‬ ‫وﻫ و‬ ‫اﻟ‬ ‫ﺣﺎﻣ‬
2HNO3 + Ca(OH)2 → Ca(NO3)2 + 2H2

15
Translate the following scientific texts into Arabic :
1. The 2002–2003 SARS outbreak predominantly affected mainland China, Hong
Kong, Singapore, and Taiwan. In Canada, a significant outbreak occurred in the
area around Toronto, Ontario. In the United States, 8 individuals contracted
laboratory-confirmed SARS. All patients had travelled to areas where active
SARS-CoV transmission had been documented.
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2. WHO data indicate that mortality from SARS is highly variable. The mortality rate
has been found to range from less than 1% in patients below age 24 years to
more than 50% in patients aged 65 and older.
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Identify the main media features in the text below.
Traumatised Syrians flee to Jordan
There is mounting pressure on the Syrian government to suspend its attacks and allow
humanitarian aid to enter the besieged towns of Homs, Deraa and Idlib. As government
forces continue their bombardment of opposition held towns, thousands of Syrians have
fled the fighting into neighbouring countries, including Jordan, from where Wyre Davies
reports. At a small, rather crowded primary school in the Jordanian border town of
Ramtha, an English lesson is in progress. It is no wonder some of the children look a
bit bemused. The girls and boys in the front three rows are all from Syria. A few weeks
ago, they and their families were cowering in their homes, under fire from
their own government’s guns.

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‫‪Translate the following Arabic text into English.‬‬
‫ﻌ م اﻻﺋ ﻼف‬ ‫اﻟ‬ ‫اﻟ ﺟ دﯾ ﺣﺎﻟ ﺎ ﻓﻲ اﻷردن وﺗ ﺎ ﻓﻲ اﻟ‬ ‫ﺎ اﻟ ﺎ ﻘ‬ ‫إدﻣﺎج اﻟ‬
‫ﻌ‬ ‫ﺎ‬ ‫ﻓ ﻬﺎ ﻌ م اﻧ‬ ‫اﻟ ﻲ ﺗ‬ ‫اﻟ ﺎ‬ ‫اﻧ ﻘﺎدات ﻓﻲ ﻌ‬ ‫اﻟ‬ ‫اﻟ‬ ‫ﻲ ﺑ ﺎءﻩ‪ .‬وﺗ اﺟﻪ ﺎﺋ‬ ‫اﻟ‬
‫ﺎر اﻷﺳ ‪.‬‬ ‫اﻟ ر‬ ‫ﻞ ﻗ ة ﻣ ﺣ ة ﺗ ن ﻗﺎدرة ﻋﻠﻰ ﻣ اﺟﻬﺔ اﻟﻘ ات اﻟ اﻟ ﺔ ﻟﻠ ﺋ‬ ‫أﻓ ادﻫﺎ وﻓ ﻠﻬﺎ ﻓﻲ ﺗ‬
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‫‪18‬‬
Read the following text and identify the major grammatical errors that have
affected the Arabic translation.
The hypocrisy of western liberals is breathtaking: they publicly supported democracy,
and now, when the people revolt against the tyrants on behalf of secular freedom and
justice, not on behalf of religion, they are all deeply concerned. Why concern, why not
joy that freedom is given a chance? Today, more than ever, Mao Zedong’s old motto is
pertinent: ‘There is great chaos under heaven – the situation is excellent.’ Where,
then, should Mubarak go? Here, the answer is also clear: to the Hague. If there is a
leader who deserves to sit there, it is him.
Arabic translation
‫ﺔ ﻋﻠﻰ اﻟ ﻠ ﺔ ﻌ رﺣ ﻞ ﻣ ﺎرك‬ ‫اﻟ ﺎﺳ ﺔ اﻟ‬ ‫اﻟﻘ‬ ‫ﻘﻔ إﺣ‬ ‫ﻓﻲ ﺧ ف ﻣ‬ ‫وﺛ ﺔ ﻗﻠ ﻟ اﻟﻲ آﺧ ﺗ‬
‫اﻻﻋ ﺎر ﻣ ﺧﻼل إ ﻌﺎدﻩ ﻟ ﺎﻓﺔ‬ ‫ﻌ‬ ‫أن ﻣ ﺎرك أﺧ ذﻟ‬ ‫ ﺣ‬،‫ﻣ ﺟ د‬ ‫ﻘﺔ أن أ ﻣ ﻫ ﻩ اﻟ ﺎوف ﻏ‬ ‫واﻟ‬
‫ﺎن‬ ‫ﻲ “و ﻌ ذﻟ‬ ‫ﺔ ﺗ ﻪ ﻌ ان راﺋﻌﺔ أﺟﺎﺛﺎ‬ ‫أﺣ اب وﺣ ﺎت ﻣﻌﺎرﺿﺔ وﺟﻌﻠﻬ ﻣﻬ ﺔ ﺣ ﻰ ﺗ ن اﻟ‬
، ‫ﺎﻹﺟﺎ ﺔ اﻟ اﺿ ﺔ – إﻟﻰ ﻻﻫﺎ‬ ‫ﻲ؟ وﻟ‬ ‫ﻌ اﻟ‬ ‫ﻋﻠﻰ ﻣ ﺎرك أن ﯾ ﻫ‬ ‫ ﻋﻠ ﺎ ﻧﻌ ف أﯾ ﺗﻌ‬،‫ﻻ ﺷﻲء واﻵن‬
. ‫ ﻓﻬ ﻣ ﺎرك ﻣ ﻋﻠ ﻪ ذﻟ‬،‫اﻟ ﻠ س ﻫ ﺎك‬ ‫ﻷﻧﻪ ﻟ ﻛﺎن ﻫ ﺎك ز ﺎ‬.
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Based on the following ST, fill in the blanks in the Arabic text below with the
appropriate translation.
As for the supposed weakness and organisational ability of the Syrian opposition,
there is in fact a huge capacity to organise and instil discipline. The people’s
co-ordinating committees administer to the people’s needs efficiently. They
communicate between themselves in all parts of Syria, assigning duties and dealing
with logistics in a manner that is now much better than it was in the early days
of the revolution. At the same time, the Syrian National Council has begun to
organise its ranks abroad, agreeing on a political discourse that is more coherent
and co-ordinated. True, the Syrian opposition is less well organised than their
counterparts in Egypt, Tunisia and Yemen because of the extreme brutality of the
Syrian regime, but an acceptable measure of maturity and commitment has been
achieved. The street, with its civil and political forces, is able to guide the process of
transition to democracy with no less proficiency than the other peoples in the region
who have already got rid of their regimes.
Arabic translation
‫ ﻓﺎﻟ اﻗﻊ ﯾ ل ﻋﻠﻰ أن ﻫ ﺎك‬................................ ‫أﻣﺎ اﻟ ﺎوف ﻣ ﺿﻌﻒ‬
.......................................
.... ‫ وﺗ اﺻﻞ‬،........................................ ‫اﻟ ﻌ ﻲ ﺗ ﯾ‬ ‫ ﻓﻠ ﺎن اﻟ‬،‫ﻗ ﺗ ﻞ ﺎﻟﻔﻌﻞ ﻓﻲ اﻟ اﺧﻞ‬
‫ﻣ ﺎ ﺎن ﻋﻠﻲ‬ ‫ﻞ أﻓ ﻞ‬ ................................ ‫ وﺗ زع ﻣﻬﺎم‬،‫ﺎ ﺑ ﻬﺎ ﻓﻲ ﻣ ﻠﻒ أﻧ ﺎء ﺳ رﺎ‬
،........................... ‫ﻫ اﻵﺧ‬ ‫ﻲ اﻻﻧ ﻘﺎﻟﻲ ﯾ‬ ‫اﻟ‬ ‫ﺑ أ اﻟ ﻠ‬ ‫اﻟ‬ ‫ ﻓﻲ اﻟ ﻗ‬،‫اﻟ ﺎل ﻓﻲ اﻷ ﺎم اﻷوﻟﻰ‬
‫ ﺻ ﺢ أن اﻟ ﻌﺎرﺿﺔ اﻟ رﺔ‬........................... ‫و ﻔ ﻋﻠﻰ ﺧ ﺎب ﺳ ﺎﺳﻲ أﻛ‬
‫ اﻟ ﺎم‬............................ ‫واﻟ‬ ‫وﺗ ﻧ‬ ‫ ﻣ ﻣ ﻼﺗﻬﺎ ﻓﻲ ﻣ‬...........................
‫أن ﻗ ار ﻣﻘ ﻻ ﻣ‬ ‫اﻟ اﻗﻊ ﯾ‬ ‫ وﻟ‬، ‫اﻟ ر‬
........................... ‫ ﻗﺎدر ﻋﻠﻰ إدارة اﻻﻧ ﻘﺎل‬................................ ‫ وأن اﻟ ﺎرع ﻘ اﻩ‬، ‫ﻗ ﺗ ﻘ‬
‫ إﻟﻰ‬....

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‫ﻬﺎ‪............................. ................................. .‬‬ ‫ﺑ‬ ‫ﺔ اﻟ ﻌ ب اﻟ ﻲ أ ﺎﺣ‬ ‫ﻻ ﺗﻘﻞ ﻋ‬
‫اﻟ ر ﻗ ﺣ‬ ‫ﺎ) ﺗ ل ﻋﻠﻰ أن اﻟ ﻌ‬ ‫اﻟ ﻲ ﺷﻬ ﺗﻬﺎ ﺳ رﺎ ﻓﻲ ﺟ ﻌﺔ ( ﻋ ار ﺣ ﺎة ﺳﺎﻣ‬
‫ﻠ‬ ‫‪ ،‬أن‬ ‫ﻊ اﻟ وﻟﻲ ﻻ ﺳ ﺎ روﺳ ﺎ واﻟ‬ ‫‪ .................................‬ﺎﺗ ﺎﻩ إﺳﻘﺎ اﻟ ﺎم‪ ،‬وﻋﻠﻰ اﻟ‬
‫اﻟ ر وأن‬ ‫وﻣ ﻋ م اﻟ ﻌ‬ ‫ودﻟ‬ ‫‪ .....................‬ﻫ اﻵﺧ ﻣ ﺣ ﺎة وﻣ ﺣ‬
‫ﺎ أن ﻟﻪ ذاﻛ ة ﻻ ﺗ ت‬ ‫ع وﺻ رة ﻣ اوﻟﺔ‬ ‫ﻫ ﻩ اﻟ ة ﺻ ت ﻣ‬ ‫‪ ،...................................‬ﻓﻠﻠ ﻌ‬

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Read the following extracts and identify the cohesive devices used. Compare
and contrast the cohesive devices in the SL and TL.
When I came home to dinner my uncle had not yet been home. Still it was early. I sat
staring at the clock for some time and, when its ticking began to irritate me, I left the
room. I mounted the staircase and gained the upper part of the house. The high, cold,
empty, gloomy rooms liberated me and I went from room to room singing. From the
front window I saw my companions playing below in the street. Their cries reached me
weakened and indistinct and, leaning my forehead against the cool glass, I looked over
at the dark house where she lived.
Arabic translation
‫ ﻓ ﻠ‬،‫ﻣﺎ ﯾ ال ﻣ ا ﻋﻠﻰ ﻋ دﺗﻪ‬ ‫ﺎن اﻟ ﻗ‬ ‫ ﻓﻘ‬، ‫ﻌ‬ ‫ﻋ ﻲ ﻗ ﻋﺎد إﻟﻰ اﻟ‬ ‫ﻋ ﻣﺎ ﻋ ت ﻟ ﺎول اﻟﻌ ﺎء ﻟ‬
‫وﻋ ﻣﺎ ﺑ أ ﺻ ت دﻗﺎﺗﻬﺎ ﯾ ﻋ ﻲ ﻏﺎدرت اﻟﻐ ﻓﺔ وﺻﻌ ت اﻟ رج إﻟﻰ اﻟ ء‬ ‫اﻟ ﻗ‬ ‫إﻟﻰ ﺳﺎﻋﺔ اﻟ ﺎﺋ ﻟ ﻌ‬ ‫أﻧ‬
‫ﺛ‬. ‫وأﻧﺎ أﻏ ﻲ‬ ‫أﺗ ك ﻣ ﻏ ﻓﺔ ﻷﺧ‬ ‫ وﻗ ﺣ رﺗ ﻲ اﻟﻐ ف اﻟ ﺎردة واﻟﻔﺎرﻏﺔ واﻟ اﻛ ﺔ ﻓ ﻌﻠ‬، ‫اﻷﻋﻠﻰ ﻣ اﻟ‬
‫وﺻﻞ ﺻ اﺧﻬ إﻟﻲ ﺧﺎﻓ ﺎ ﻣ ﺷﺎ ﻓ ﺄ ﺄت رأﺳﻲ ﻋﻠﻰ‬ ‫ﺷﺎﻫ ت ﻣ اﻟ ﺎك اﻷﻣﺎﻣﻲ رﻓﻘﺎﺋﻲ ﯾﻠﻌ ن ﻓﻲ اﻟ ﺎرع ﺣ‬
. ‫ﺗ‬ ‫ﺎﻧ‬ ‫اﻟ ﻠ ﺣ‬ ‫اﻟ ﺟﺎج اﻟ ﺎرد وﻧ ت إﻟﻰ اﻟ‬
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