Affective text
翻译典型译例举隅：
翻译典型译例举隅：翻译典型译例举隅：（1）形神兼备式七八个星天外，两三点雨山前。
（辛弃疾）Beyond the clouds seven or eight stars twinkle, Before the hills two or three raindrops sparkle. （2）舍形取神式Why the river is rich, because it has two banks. 为什么河流是富有的，因为它总向前（钱）流。
（3）文字游戏人曾为僧；人弗能成佛，女卑为婢；女又何妨成奴。
A Buddhist cannot bud into a Buddha,A maiden may be made a home maid.（4）得形忘义抽刀断水水更流，举杯消愁愁更愁。
（李白）Drawing sword, cut into water, water again flows; Raising up, quench sorrow, sorrow again sorrow. （5）象形诗的翻译starIf you areA love compassionate,You will walk with us this year.HuddldAt your feet星啊，如果你那爱中满含怜悯，来年就和我们同行。
我们面对冰河距离，如今拥挤在你脚底（6）难译的原文石室诗士施氏，嗜狮，誓食十狮。
氏时适市视狮。
十时，适十狮适市。
氏视十狮，恃矢势，使十狮逝死。
氏拾是十狮尸，适石室，石室湿，氏使拭石室，石室拭，氏始试食是十狮尸。
食时，实识是狮尸，实十石狮尸，试释是事。
第一讲1、何谓翻译翻译，中国古代叫做“象寄”或“通事”《礼记·王制》。
严复在《天言论》的译例言中说：“海通以来，象寄之才，随地多有”。
《杨子·方言》中说：“译，传也。
”《说文解字》里说：“传译四夷之言者”。
汉明帝时，“摩腾始至，而译《四十二章》，因称译也。
versatext的解读 -回复
versatext的解读-回复Versatext 是一种文本分析工具，它可以通过解析文本数据，提取有价值的信息并进行分析。
本文将围绕着如何使用Versatext 进行文本分析展开讨论，并详细阐述如何一步一步解读文本数据。
首先，要使用Versatext 进行文本分析，我们需要输入待分析的文本数据。
这些文本数据可以是从不同渠道获取的，比如社交媒体、论坛、新闻文章等。
Versatext 支持多种文本格式，包括纯文本、HTML、CSV 等，用户可以根据自己的需求选择合适的文本格式。
在输入文本数据后，下一步是进行文本预处理。
文本预处理主要包括文本清洗、分词、去除停用词等操作。
文本清洗是为了去除文本中的噪声数据，比如特殊字符、标点符号等。
分词是将文本切割成词语的过程，这样可以更好地理解文本的语义。
停用词是指那些在文本中频繁出现但没有实际意义的词汇，比如“的”、“是”等。
去除停用词可以从整体上提升文本分析的效果。
接下来，我们可以开始对文本数据进行分析。
Versatext 提供了多种文本分析功能，比如情感分析、主题提取、关键词提取等。
在进行这些分析之前，我们首先需要了解一下这些分析的定义以及其背后的算法。
情感分析是指通过分析文本中的情感信息，对文本的情感倾向进行分类，比如积极、中性、消极等。
情感分析可以帮助我们了解用户对某一事物的评价或者情绪状态，对市场调研、舆情监控等领域有着重要的应用。
主题提取是指从文本中抽取出主题关键词或短语，帮助我们快速了解文本的主要内容。
主题提取可以应用于文本摘要生成、文本分类等任务中，提高文本处理的效率和准确性。
关键词提取是通过识别文本中的重要词语，帮助我们快速理解文本的重点。
关键词提取可以应用于信息检索、自动摘要等任务中，在大数据时代发挥着重要的作用。
在进行文本分析时，我们还可以结合机器学习算法进行进一步的分析和预测。
机器学习可以从大量的文本数据中学习规律和模式，帮助我们在新的文本数据中做出合理的预测。
德国功能翻译理论
e.g. 奈达早在1964年区分“形式对等”和“功能对等”。 20世纪70年代以来语用学受到更多的关注, 翻译代为由词、短语转移到了语篇, 但基本的语言学框架没变。 在功能主义翻译学派成为主流之前, 以对等论为基础的语言学派在德国翻译界占主导地位。其代表人物是Wilss 和Koller等。
科勒指出: 如果译文能够满足有关结构条件的某些要求，那么原文和译文便存在着对等。这些相关的条件跟内容、风格以及功能有关。因而对等的要求便体现为: 原文的质量必须得以保留。也就是说原文的风格、内容及功能必须得以保留，或者至少译文应该尽可能地保留这些特征。 对等论者一般都侧重于原文，认为原文的特征必须在译文中得以保留。
Dacron 的确凉 TOFEL 托福 第六届中国厦门对台商品交易会暨海峡两岸机械电子商品展销会 The sixth China Xiamen Commodity Fair & Machinery and Electronics Exhibition
在家靠自己, 出国靠国旅 At home you’re your own boss. In china your Aladdin’s Lamp is at CITS
e.g. Cette semaine on tuer le cochon. this week we (will) kill the pig. 这个星期我们杀猪。 为实现译文功能。只能改写: Special offer—Fresh and abundant
删减与改写
删减和改写在文学类语篇翻译有时是一种必要。（见P39） 在应用语篇的翻译中, 则是常常必须借助的手段。
在目的论的框架下, 决定翻译目的的最重要因素之一便是受众——依着心目中的接收者, 他们有自己的文化背景知识, 对译文的期待及交际需求。每一种翻译都指向一定的受众, 因此翻译是在 “目标语情景中为某种目的及目的受众而生产的文本”（Vermeer） 费米尔的理论中较少提及原文, 可见目的论中原文明显低于对等论中原文的地位。费米尔认为原文只是为目的语受众提供部分或全部信息的源泉。
journal of affective disorders投稿格式要求
journal of affective disorders投稿格式要求Journal of Affective Disorders is a renowned academic journal that focuses on publishing high-quality research articles pertaining to affective disorders such as depression, bipolar disorder, anxiety disorders, and other mood disorders. As a leading platform for scientific research in this field, the journal has specific formatting requirements that authors need to adhere to while submitting their manuscripts. This article aims to provide an overview of the submission guidelines and formatting requirements for Journal of Affective Disorders.Firstly, the manuscript should be typewritten using a clear and legible font, such as Times New Roman or Arial, with a font size of 12 points. The manuscript should be double-spaced throughout, including the title page, abstract, main text, references, and any tables or figures. The page size should be set to A4, with a margin of at least 2.5 cm on all sides. The preferred file format for manuscript submission is Microsoft Word.The title page should include the full title of the manuscript, the names and affiliations of all authors, and corresponding author's contact information including email address and telephone number. The next page should contain an abstract of no more than 250 words summarizing the main objectives, methods, results, and conclusions of the study. Following the abstract, up to five keywords should be provided to assist with indexing and searchability.The main text of the manuscript should be divided into several sections including Introduction, Methods, Results, Discussion, andConclusion. Subheadings can be used within these sections to improve clarity and organization. The Introduction should provide a concise background of the study, clearly state the research questions or hypotheses being addressed, and highlight the significance of the study. The Methods section should describe the study design, participants, data collection procedures, and any statistical analyses performed. The Results section should present the findings of the study in a concise and clear manner, using tables or figures if necessary to supplement the text. The Discussion section should interpret the results in light of existing literature, discuss the limitations of the study, and suggest implications for future research. Finally, the Conclusion section should summarize the main findings and their implications.In-text citations should be presented according to the American Psychological Association (APA) style. Authors should use the author-date citation format, with the author's last name and the year of publication in parentheses, e.g., (Smith, 2020). A reference list should also be provided at the end of the manuscript, listing all the sources cited in the text. The references should be listed alphabetically by the author's last name and follow the APA style.Tables and figures should be numbered consecutively and presented in a clear and understandable format. Each table and figure should have a concise title and be referred to in the main text. Any abbreviations or symbols used in the tables or figures should be explained in the caption or in footnotes.In summary, the Journal of Affective Disorders has specific formatting requirements that authors should follow whensubmitting their manuscripts. Adhering to these guidelines will help ensure that the manuscript meets the journal's standards and increases the chance of acceptance for publication. By following the guidelines outlined in this article, authors can effectively format their manuscripts for submission to the Journal of Affective Disorders.。
信息型文本英语
信息型文本英语Informational Text: What It Is and How It Differs From Other Types of TextIntroductionIn the realm of reading and writing, there are various types of texts that convey different types of information and serve different purposes. One such type of text is the informational text, which is designed to provide readers with facts, details, and explanations about a particular topic. In this document, we will explore what informational text is, how it differs from other types of texts, and why it is important in the world of education and communication.What is Informational Text?Informational text is a type of text that is focused on providing readers with factual information about a specific topic. This information can come in the form of explanations, descriptions, facts, statistics, data, or other types of evidence. Informational texts are commonly found in textbooks, newspapers, magazines, websites, reports, and other sources of non-fiction writing.Examples of informational texts include news articles, scientific reports, textbooks, encyclopedias, and how-to guides. These texts are intended to educate readers about a particular subject and help them better understand complex concepts or ideas.How Does Informational Text Differ From Other Types of Text?Informational text differs from other types of text, such as narrative or persuasive texts, in several ways. While narrative texts tell a story or describe a series of events, informational texts focus on presenting factual information in a clear and objective manner. Unlike persuasive texts, which aim to convince readers to adopt a particular point of view or take a specific action, informational texts are meant to inform and educate readers without bias or persuasion.Additionally, informational texts often include various text features, such as headings, subheadings, bulleted lists, diagrams, and charts, to help readers navigate and understand the content more easily. These text features are designed to enhance the readability and organization of the information presented in the text.Why Is Informational Text Important?Informational text plays a crucial role in education, communication, and everyday life. In schools, students are exposed to informational texts to help them develop critical reading and research skills, as well as to expand their knowledge on a wide range of subjects. By reading informational texts, students learn how to analyze and evaluate information, identify key details, and draw conclusions based on evidence.In the world of communication, informational texts serve as a valuable source of information for the general public, policymakers, researchers, and professionals in various fields. These texts help disseminate important information, educate readers about complex issues, and promote an understanding of different perspectives and viewpoints.ConclusionIn conclusion, informational text is an essential type of text that provides readers with factual information on a specific topic. Unlike narrative or persuasive texts, informational texts are objective, informative, and focused on presenting facts and details in a clear and organized manner. By reading informational texts, individuals can expand their knowledge, improve their critical reading skills, and gain a better understanding of the world around them. In today's fast-pacedand information-rich world, the ability to read and comprehend informational texts is more important than ever.。
高考英语阅读理解模拟练习及答案
⾼考英语阅读理解模拟练习及答案⾼考英语阅读理解模拟练习及答案 多做英语阅读理解模拟题可帮助⼤家熟悉解题⽅法，为了帮助⼤家，⼩编分享了⼀些⾼考英语阅读理解题及答案，欢迎阅读! 英语阅读理解(1) Have you ever wondered why you sometimes take an almost immediate liking to a person you have just met? We often get the first impression of a people based on the color of a person’s skin or the manner in which he or she dressed. Meaning is conveyed not only by words or verbal languages but also by nonverbal communication systems, such as body behaviors. Nonverbal communication is important because we use the actions of others to learn about their affective emotional states .Our emotions are reflected in our posture, face, and eyes—be it fear, joy, anger, or sadness—so we can express them without ever saying a word .For this reason, most of us rely heavily on what we learn through our eyes. Nonverbal communication is significant in human interaction because it is usually responsible for the first impressions. More importantly, those first messages usually influence the perception(感知) of everything else that follows. Even how we select friends and sexual partners is grounded in first impressions with nonverbal communication. Nonverbal communication is important because it is culture-related. It is based on different beliefs, religions, values and customs in different cultures. When, where, how, and to whom people display his or her specific nonverbal behaviors is greatly affected by culture and context. Culture determines what the appropriate nonverbal behavior is. For example, feelings of friendship exist everywhere but their expression varies. It may be appropriate in some countries for man to embrace each other and for women to hold hands; in other countries these displays of affection may be shocking. Each culture has its own specific interpretation on nonverbal communication. What is acceptable in one culture may be completely unacceptable in another. One culture may determine that snapping fingers to call a waiter is acceptable; another may consider this gesture rude. 1. What is the best title of the passage? A. Nonverbal communication and first impression B. Nonverbal communication is culture-related C. Nonverbal and verbal communication D. The importance of nonverbal communication 2. We can know a person’s feeling through our eyes because_________. A. we can see a person’s feeling on his face. B. a person’s emotions can be reflected through eyes. C. a person’s feeling can be reflected through his body languages D. we can see a person’s feeling through his posture 3. Which of the following statements is not True? A. Meaning can be conveyed both by words and body language. B. We can use nonverbal communication to learn about a person’s emotional states. C. We often get the first impression by what a person says. D. The first impression can affect what we will do in the following. 4. How many reasons are mentioned in the text to show nonverbal communication is important?A. 2B. 3C. 4D.5 5. What can we conclude from the last paragraph? A. we can use different ways to express friendship B. each culture has its own specific interpretation on nonverbal communication C. snapping fingers to call a waiter is acceptable D. learning a country’s culture is very important. 【答案解析】 1. D 根据第⼆、三、四段的⾸句可知本⽂所讲述的主要内容。
(完整版)翻译批评
翻译批评的责任
作为沟通翻译理论与翻译实践，并促进两者之间 形成积极互动的桥梁和纽带，翻译批评无论对翻 译实践的开展或对翻译理论的深化，无疑都应该 是最充满活力的一种建构力量。
莱斯不仅将文本分为四大类型，还阐述了各种文 本类型与翻译方法的总体关系。该模式的特别之 处是以翻译为焦点，对文本的分类，对语言功能 、语言特点、交际情景和信息焦点等等的分析， 都是为翻译策略寻求理据。
视听媒介型：这种类型的文本是写出来让读者 看或听的。如歌曲，电影、电视或有声(像)广告 等,这类文本必须和某些非语言手段相结合才能产 生应有的效果。
实效的准则（effectiveness）：这个标准背后的假设 是：翻译工作是一种消极服务，其成败主要取决于消费 者（委托人、雇主等）的满意程度；消费者是否满意取 决于译者是否达到了其委托的目标。如果以这种准则衡 量翻译作品，历来被尊崇为金科玉律的种种翻译标准就 被抛弃了。译得“好”的译文未必就是成功的译文。达 到消费者目标的译文才是好译文。
翻译批评应是与译者为善的、实事求是的、本着探讨 问题和解决问题的具有建设性意见的批评；
翻译批评应该是在充分借助与翻译过程与翻译文本相关 的各种学科理论条件下的多视角、多维度、多学科的全 面透视；
翻译批评应该有助于译者及翻译批评者本人对翻译过程 的进一步认识，有助于进一步提高翻译作品质量，充分 发挥翻译批评对翻译实践的监督、指导和促进作用；
Translation Criticism
读者反应论英文PPT
Knowledge is made by people and not found...the advances of 'knowledge' are determined by the needs of community
Contribution ,Shortage and Future
1、Contribution:Reader-response theory fundamentally challenges the predominance of the text-oriented theories associated with New Criticism and Formalism.
Affective stylistics pay attention to readers response on the text, reading is a process of adjustments of expectation
2, Interpretative Communities
Is There a Text in This Class?
groups of readers who share a set of conventions for understanding literary works in certain ways
Base
Form
Interpretative strategies doubtful, has its own shortages
subjectivism 2、Shortage
relativism
anarchism
3、Future
Dynamic balance among author, text and reader
2a.本科学位论文APA格式的基本结构、引用文献和参考书目格式
论文的基本结构、引用文献和参考书目格式（APA格式）本补充格式是根据国际上普遍使用的APA学术论文格式归纳出来的指导性意见，主要供本科生撰写毕业论文参考，包括论文的基本结构、引用文献格式、参考文献格式等三部分。
要强调的是，正文中引用文献的格式要求是目前国际上主要使用的文内夹注。
一、论文的基本结构本科毕业论文一般包括以下几个部分：Introduction、（Literature Review）、(discussions)、Conclusion 等等。
当然，研究类型不同，中间部分章节内容也就不同。
北京第二外国语学院教务处对各章布局作如下规定，Introduction、Chapter 1、Chapter 2…Conclusion。
其中，Introduction和Conclusion前不加Chapter等字样。
下面对这些章节的大致内容略作介绍。
Introduction本章介绍本研究的背景、意义以及预期解决的问题。
有时需要对重要概念或术语进行简单的定义。
本章末尾一般对全篇论文各章节的主要内容作简单介绍。
本章要求简练，一般为1~2页。
如果论文没有单独一章作文献综述，那么简单的文献综述可以放在这部分。
文献综述的主要目的是向读者介绍针对要研究的问题前人已经做了哪些研究？得出了哪些重要结论？关于这个问题还有哪些问题没有解决？前人的研究存在哪些局限性？1，2，3 …（具体章节，首字母大写，其他字母小写)论文主体部分对论文所要探讨的研究问题进行展开陈述。
Conclusion本结论部分应包括以下几方面的内容：本研究的主要发现（Major findings）、本研究的启示（Implications）、本研究的局限性（Limitations）以及需要进一步研究的问题（Further research suggestions）等等。
二、引用文献的格式要求（一）论文中引用文献的基本格式这里我们分两种情况来介绍引文的基本格式：第一种情况是把文献作者作为句子的一部分（通常作主语），我们把它叫做“用法1”；第二情况是把作者的姓放在括弧里，我们把它叫做“用法2”。
减少使用短信英语作文初一
As a high school student, Ive noticed a significant shift in the way we communicate, especially with the advent of digital technology. Texting has become an integral part of our daily lives, and with it, the use of texting English or SMS language has become widespread. However, I believe its crucial to reduce our reliance on this form of communication, especially in formal and educational settings.Texting English, characterized by abbreviations, acronyms, and a casual tone, is a convenient shorthand for quick exchanges. For instance, LOL for laughing out loud or BRB for be right back are common. While these shortcuts save time and typing effort, they come at a cost to our linguistic skills and the richness of our language.One of the most significant impacts of frequent use of texting English is the erosion of proper grammar and spelling. As students, we are at a critical stage of developing our language skills. Constant exposure to and use of abbreviated language can lead to a lack of understanding of sentence structure, punctuation, and correct spelling. This can be particularly detrimental when it comes to academic writing and professional communication.Moreover, the casual tone inherent in texting English can seep into our formal writing, leading to a loss of formality and respect that is often required in educational and professional settings. For example, using u instead of you or gr8 instead of great might be acceptable in a casual text to a friend, but its inappropriate in an essay or a business email.To counteract this, I make a conscious effort to limit my use of texting English. When writing assignments or emails, I ensure to use full words and proper grammar. I also try to read more books and articles to improve my vocabulary and understanding of language nuances. This not only helps me in my academic pursuits but also prepares me for future professional environments where clear and effective communication is key.Furthermore, I encourage my peers to do the same. By discussing the importance of maintaining language standards, we can collectively work towards a more articulate and respectful mode of communication. Teachers and parents also play a crucial role in this by setting examples and guiding us towards the right usage of language.In addition to personal efforts, educational institutions should integrate lessons on the importance of proper language usage and the pitfalls of relying too heavily on texting English. Workshops, seminars, and even fun language games can be employed to make learning engaging and memorable.Theres also a need to be mindful of the context in which we communicate. While texting English can be a fun and efficient way to stay connected with friends, its essential to switch gears when communicating in a more formal or academic context.In conclusion, reducing the use of texting English is not about completely abandoning it but about striking a balance. Its about understanding when its appropriate to use and when to revert to standard language. As wenavigate through our high school years and beyond, lets strive to enrich our language skills and embrace the beauty of wellconstructed sentences and articulate expressions. After all, our words have the power to inspire, inform, and influence, and its our responsibility to use them wisely.。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
A-Labels and some examples
A-Label
EMOTION MOOD TRAIT COGNITIVE STATE PHYSICAL STATE HEDONIC SIGNAL EMOTION-ELICITING SITUATION EMOTIONAL RESPONSE BEHAVIOUR ATTITUDE SENSATION
emotions, aesthetic pleasure, motivation, attention, engagement, etc.
! Automatically produce what human graphic designers
sometime manually do for TV/Web presentations (e.g. advertisements, news titles, …)
emotional states (e.g. fear, love, …) reference (e.g. monster, cry, …)
Semantic y
! Indirect affective words that have an indirect ! Many words can potentially convey affective
! Emotions, of course, are not linguistic things ! However the most convenient access we have to them is through the language ! Ortony et al. (1987) introduced the problem
WordNet Affect
! We built an affective lexical resource, essential
for affective computing, computational humor, text analysis, etc. ! It is a lexical repository of the direct affective words ! The resource, named WordNet-Affect, started from WordNet, through selection and labeling of synsets representing affective concepts.
! Studying the relation between natural language and
affective information and dealing with its computational treatment is becoming crucial.
Affective lexical resources
38
Analogy with WordNet domains
! In WordNet Domains each synset has been
annotated with a domain label (e.g. Sport, Medicine, Politics) selected form a set of 200 labels hierarchically organized ! In WordNet-Affect we have an additional hierarchy of affective domain labels (independent from the domain labels) with which the synsets representing affective concepts are annotated
corpus (BNC ~ 100 millions of words) ! Latent Semantic Analysis => dimensionality reduction operated by Singular Value Decomposition on the term-by-documents matrix
Affective semantic similarity
! We needed a technique for evaluating the affective weight of indirect affective words ! The mechanism is based on similarity between generic terms and affective lexical concepts ! We estimated term similarity from a large scale
Freely available (for research purposes) at http://wndomains.itc.it
39
New extensions of WN-affect
! Specialization of the Emotional Hierarchy.
For the present work we provide a specialization of the a-label Emotion ! Stative/Causative tagging. Concerning mainly the adjectival interpretation ! Valence Tagging. Positive/Negative dimension
! What an emotion is ?
$
Notoriously it is a difficult problem. Many approaches: facial expressions (Ekman), action tendencies (Frijda), physiological activity (Ax), …
Outline
1.
Witty language
! !
Humor generation Humor recognition Lexical resources Annotation of emotions in text Colors of emotions in texts Dancing with words Analyzing political speeches along with audience reactions (e.g. applauses) How to evaluate persuasive language ? Is it possible to recognize when people are lying, just using the produced text ?
=> an analysis of 500 words taken form literature on emotions. The words are then organized in a taxonomy.
36
Some affective lexical resources
! General Inquirer (Stone et al.) ! SentiWordNet (Esuli and Sebastiani) ! Affective Norms for English Words (ANEW)
Examples of Synsets
noun "anger#1", verb "fear#1" noun "animosity#1", adjective "amiable#1" noun "aggressiveness#1", adjective "competitive#1" noun "confusion#2", adjective "dazed#2" noun "illness#1", adjective "all_in#1" noun "hurt#3", noun "suffering#4" noun "awkwardness#3", adjective "out_of_danger#1" noun "cold_sweat#1", verb "tremble#2" noun "offense#1", adjective "inhibited#1" noun "intolerance#1", noun "defensive#1" noun "coldness#1", verb "feel#3"
40
Valence tagging
! Distinguishing synsets according to emotional ! ! ! !
valence Positive emotions (joy#1, enthusiasm#1), Negative emotions (fear#1, horror#1), Ambiguous, when the valence depends on the context (surprise#1) , Neutral, when the synset is considered affective but not characterized by valence (indifference#1)
of Lexicon” Proceedings of LREC 2006
$ C. Strapparava and A. Valitutti and O. Stock “The Affective Weight