Version Variation Visualization - PowerPoint Presentation

Slide1

Version Variation Visualization

Tom Cheesman, Bob Laramee, Kevin Flanagan, Stephan Thiel, Zhao Geng, Jan Rybicki & othersSlide2

FLAUBERT, GUSTAVE: MADAME BOVARY

(1856) – published translations of the first sentences, 1886-2011We were in class when the head-master came in, followed by a “new fellow,” not wearing the school uniform, and a school servant carrying a large desk. Those who had been asleep woke up, and every one rose as if just surprised at his work

.

We were at Preparation in the schoolroom when the head master entered, followed by a new boy dressed not in the school uniform but in ordinary plain clothes, and by a school servant bearing a large desk. Those who were asleep woke up, and every one rose as though he had been surprised at his work

.

The class was busy studying, when the headmaster entered, followed by a new scholar

.

We were in the prep.-room when the Head came in, followed by a new boy in “mufti” and a beadle

carrying a

big desk. The sleepers aroused themselves, and we all stood up, putting on a startled look, as if we had been buried in our work

.

We were in Big School when the Head came in, followed by a new-boy in ordinary day-clothes, and by one of the juniors carrying a large desk. Those of us who were asleep woke up, and we all rose to our feet doing our best to give the impression that we had been interrupted in the midst of our labours.

We were in study hall when the Headmaster entered, followed by a “new boy” dressed in ordinary clothes and by a classmate who was carrying a large desk. Those who were asleep woke up, and everyone stood up as if taken unawares while at work.

We were at preparation, when the headmaster came in, followed by a new boy dressed in ‘civvies’ and a school servant carrying a big desk. Those who were asleep woke up, and everyone got to his feet with an air of being interrupted at work.

We were in study-hall when the headmaster entered, followed by a new boy not yet in school uniform and by the handyman carrying a large desk. Their arrival disturbed the slumbers of some of us, but we all stood up in our places as though rising from our work

.

We were studying when the headmaster came in, followed by a new boy, not yet wearing a school uniform, and a monitor carrying a large desk. Those of

us

who had been sleeping awoke, and we all stood up as if we had been interrupted in our work

.

We were at prep, when the Head came in, followed by a new boy not in uniform and a school-servant carrying a big desk. Those who had been asleep woke up, and every boy rose to his feet as though surprised in his labours

.

We were in class when the headmaster came in, followed by a ‘new fellow’, not wearing the school uniform, and a school servant carrying a large desk. Those who had been asleep woke up, and everyone rose as if just surprised at his work.

We were in Study Hall, when the Headmaster came in, followed by a

new boy

dressed in regular clothes and a school servant carrying a large desk. Those who were sleeping woke up, and everyone rose as though taken by surprise while at work

.Slide3

BANK, ZSUZSA: DIE HELLEN TAGE

(2011) – student translations of the first sentences, and TC’s; all 2014I have known Aja for as long as I can remember. I have nearly no memories of a time before she was there, of a life she has not been a part of, no imagination of how days without

Aja

could have looked like. I immediately liked

Aja

.

I have known

Aja

, since I can remember. I have hardly any memory of a time before her, of a life in which she wasn’t there, no idea how she could have looked, in the days without

Aja

. I liked

Aja

at once.

I’ve known

Aja

ever since I can remember. I have hardly any recollection of a time before her. Of a life in which she did not exist. No perception of how days could have looked without

Aja

. I immediately liked

Aja

.

I’ve known

Aja

since I could think. I have hardly a memory of a time before her, of a life where she was not there, no opinion of how life could have been, days without

Aja

.

Aja

pleased me immediately.

I know (I’ve known)

Aja

, since I can remember. I barely have a memory of a time before her, of a life which has given no idea of how days without

Aja

might’ve looked like.

Aja

struck me right away.

I’ve known

Aja

for as long as I can remember. I have hardly any memory of the time before her, of a life in which she hadn’t taken part. I’ve no idea how they would have looked – days without

Aja

. I liked

Aja

right away.

I’ve known

Aja

for as long as I can remember. I can hardly recall a time before her, a life without her; I can’t imagine what days without

Aja

would have been like. I liked her immediately.

I have known

Aja

since I can remember. I have hardly any memories from the time before her, from a life in which she did not exist, no idea how days before

Aja

might have looked like. I liked

Aja

straightaway.

I've known

Aja

since I can remember. I have barely any memory of the time before her, in a life in which no thought has been given to how days could have looked like without her. I liked

Aja

immediately.

I know

Aja

as far as I can remember. I barely/

hardly

have a memory of the time before her, a life where she has not existed, no idea how she might have looked like, nor the days without

Aja

.

Aja

/She appealed to me

I liked her immediately.

I have known

Aja

ever since I can remember. I hardly have a memory of a time before her, days without

Aja

a life in which it has not given any idea how those days would have looked like.

Aja

pleased me instantly.

I’ve known

Aja

for as long as I can remember. I have barely a single memory of a time before her, of a life in which she did not play a part, no idea what they could have looked like, days without

Aja

. I liked

Aja

straight away

.

I have known

Aja

as long as I can remember. I have hardly any memory of a time before her, of a life in which she did not feature, cannot imagine what they might have been like – days without

Aja

. I liked

Aja

at once.Slide4
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Retranslating

Translating again

Chain translating

Back translating

SL

ST(e1) →

TL1:

TT1

→ TT2 → TT2(e2)

↙

↗

↘

ST(e2) →

↓ TT3 ↗ ↓ ↘ ↗ ↓ → TT4 → TL2:TT ST(e3) … … …

SLST → TT (↘) ↙ SLTTSL Source LanguageST Source Texte EditionTL Target LanguageTT Target Text

7Slide8
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Stylometric comparison of 40 German versions of

Othello (1766-2010)Algorithm and graphic by

Dr Jan Rybicki (Dept of English, Jagiellonian University, Krakow)

‘

Stylo

’ package:

https://sites.google.com/site/computationalstylistics/stylo

Take comparable text samples: c.8000 words (here usually

Othello

1.1 – 2.1)

Count all the Most Frequent Words (mostly ‘stop-words’) in each text

Measure (dis)similarities in multiple (100s of) different ways: using different word-lists (top 10, 50, 100, 250, etc); different exclusions (‘cull’ proper names, personal pronouns, etc); spellings vs lemmas; etc

Compare all the different results and calculate an aggregate result

The

visualization

of this result (network diagram) shows: particular stylistic similarities by weighted connecting lines aggregate stylistic similarities by clusteringWith commentary at: http://tinyurl.com/vvvex Slide10

Alignment Maps

(Studio Nand) – Othello 1.3 – see: tinyurl.com/vvvexSlide11

www.delightedbeauty.org/vvv

(and …/

vvvclosed)Slide12

Sketch of a future TransVis

interface (Stephan Thiel / Studio Nand) www.tinyurl.com/transvis2014 Slide13

Sketch of a future TransVis

interface (Stephan Thiel / Studio Nand) www.tinyurl.com/transvis2014