Note taking

Introduction

The influence of Rozan on interpreters that take notes in consecutive

interpretation is fundamental. The aim of the book is to put forward

(proporre > to propose) a note-taking system which could be easily

adopted by all, regardless of (independently from) type of language.

Differently from those who claim (affermare) that note-taking depends on

the personality of the interpreter and that it can not easily be learnt, Rozan

thinks that note-taking can easily be learnt. With the system, that he

defines not as his own system but as the system of all great conference

interpreters with whom he worked, he wants to teach the technique of

note-taking. However, according to Rozan, this system should not be

followed blindly, but it should be an inspiration for the interpreters.

So, his aim with his book, or better his work-book as defines himself, is to

demonstrate, with practical exercises, the solutions that should be used by

the interpreters in order to deal with (to solve, risolvere) the problems that

note-taking presents.

In order to do that, he proposes 7 principles and 10 basic symbols which

constitute the consecutive interpreting.

The seven principles

The seven principles proposed by Rozan could be intended like a sort of

instructions for consecutive interpreting. They are:

1. Noting the idea rather than the word

2. The rules of abbreviation

3. Links

4. Negation

5. Emphasis

6. Verticality

7. Shift

Nothing the idea rather than the word

The interpreter should analyse and take notes of the ideas rather than the

word. The interpreter must concentrate on the major idea and how this can

be noted clearly and simply.

The rules of abbreviation

1. Abbreviation of words

According to Rozan, if a word is too long, it must be abbreviated. How?

Writing some of the first and last letters of the word.

2. Indicating gender and tense

To indicate gender and number, according to Rozan, the interpreter has to

add E or S to the top of the abbreviated word. To indicate tense, the

interpreter has to add LL for the future and ED for the past to the top of the

abbreviation.

3. Abbreviating the register

Ex. the expression “which have contributed to” is long. The word “help” is

short. So, the interpreter must abbreviate by using a word which conveys

the same meaning but is shorter.

Links

The sequence of ideas and the links between them is the most important

and most difficult part of the speech to note, according to Jean Herbert,

one of the first generation of interpreters for the United Nations

organization.

So, an interpreter should never avoid the links. However, noting links

becomes very simple if we use:

- As, why for AND THIS IS BECAUSE, THIS IS THE REASON

WHY, SINCE, etc > to convey explanation

- Tho for ALTHOUG, DESPITE THE FACT THAT, etc > to convey

opposition

- If for IT IS POSSIBLE THAT, ASSUMING THAT, etc > to convey

limitations

- As to for AS FAR AS (is concerned) > to convey reference

- Tfe for THEREFORE > to convey conclusion.

Moreover, are extremely useful symbols like:

- = to convey the idea of equality or correspondence

- ≠ to convey the idea of difference or lack of correspondence

- in + to convey the idea of additional precision (in addition,

furthermore…).

In conclusion, linking is a way of noting quickly and without repetition the

group of subject words and the group of complement words to which the

)

idea relates. The recall arrow ( is the most commonly used link.

Negation and Emphasis

They are two essential elements of any speech and, therefore, they should

be noted unambiguously.

Negation might be noted by ticking (sbarrando) the word, with a line on

the word. Ex. OK > agree OK to indicate disagree. It is also possible to

write the word “no” before the word to be negated. Ex. no OK.

To emphasize a word, the interpreter can underline it, twice if there is a

superlative or absolute. g

int

Ex. the study is very/extremely interesting

In some cases the line may be replaced by a circumflex (circonflesso) to

avoid confusion derived from the use of verticality.

Emphasis can be noted with a dotted line, too.

useful

Ex. this report might be useful

The use of underlining to denote nuance allows us to qualify the word or

the idea underlined without noting the qualifier.

?

Ex. important question

Verticality

To form the backbone (spina dorsale) of the note-taking system is the

principle of verticality, linked with that of shift.

Verticality means taking notes from top to bottom rather than from left to

right. Using this method, interpreters can group ideas logically and they

can remove non-essential links in order to render the text clearer.

a. Staking

It consists of placing different elements of the text above or below one

another. ort

Ex. the report on Western Europe R

W Eur.

When there is the preposition ON. Relation 2 elements.



Sometimes the sign can denote “offer” and the sign + is used to denote

“additional”.

b. Brackets

They are an important part of the verticality system. Brackets are used in

order to note elements mentioned to clarify an idea or to highlight a

particular point.  ts

Ex. …which leads to new investments, particularly + inv

ort

in the transport sector (T )

For relative clauses, details, additional sentences.

Shift = spostare le note, fare chiarezza, chiarire gli appunti

Shift means writing notes in the place on a lower line where they would

have appeared had the text on the line above been repeated.

The 20 symbols

The consecutive interpreter should not use too many symbols. The first

rule of consecutive interpreting is that the real work must already have

been done when you start reading back your notes: the text, its meaning

and the links within it must have been perfectly understood.

Notes are useful in order to remember the idea and to facilitate a fluent and

stylish interpretation.

Note-reading vs note-taking

During note-reading we concentrate our attention on form, while during

note-taking we focus on the sense. The number of symbols must therefore

be limited and they are used only for the major stages of reasoning and

thought. We need to use three main families of symbols:

- The symbols of expression

- The symbols of motion

- The symbols of correspondence

In total there are 20 symbols, easy to understand, remember and use. Of

the 20 only 10 are indispensable.

1. The symbols of expression

4 symbols

They denote the four main forms of expression: thought, speech, debate

and judgement (favourable or unfavourable).

:

a. Thought >

The symbol used to denote though is naturally [ : ] because when we want

to write what we think, we automatically write “this is what I think :”. It is

used to express thought or belief.

Ex.

“my delegation believes that” > my delegation:

That symbol denotes all the ideas derived from “to think” or “thought”, the

most common of which are: to believe, to hold that, to consider.

Ex.

“the Austrian government considers these documents to be particularly

ts

useful” > A: doc useful (underlined twice)

“

b. Speech >

The symbol used to denote speech is [ “ ] because when we make

quotations we place those words between inverted commas. It is used to

express what is said, declared or affirmed.

Ex.

“ my delegation would like to say something about the economic report” >

I ____”____

ort

Ec. R

This symbol denotes all ideas derived from “to say” and “speech”, the

most common being: to speak, to comment, to declare, declaration, to join

in the discussion, to debate.

Ex.

“the comments made by the UK delegation” > “s UK

“as to the assertions that we have just heard from the Canadian

dian

delegation…” > as to “s Ca

.

c. Discussion >

This symbol represents a discus. It is used to denote all ideas derived from

“to discuss” and “discussion”. The most frequent are: to look at, to deal

with, to debate. It is a symbol of discussion.

Ex. ort

“this report deals with some important issues” > R . ?s

OK

d. Approval >

This symbol denotes approval and when crossed through or preceded by

no, disapproval. The symbol is self-explanatory. It expresses ideas derived

from “to approve” and “approval”, the most common of which are: to

adopt, adoption, to support, support, to back, backing, to side with, to join.

It is a symbol of approval.

Ex.

“the UK delegation agrees with the statement made by the delegation from

France” > UK ____OK_____

”

Fr

2. The symbols of motion or movement

3 symbols

These symbols are just variations on a single one, namely an arrow (),

pointing in different directions depending on the context.



a. The arrow for direction or transfer >

This symbol, the horizontal arrow, denotes movement from A to B,

communication, transfer and a trend to. Its exact meaning is determined by

the context but is always clear.

Ex.  s

“which caused serious problems” > prob  port

“the report has been presented to the General Assembly” > GA R

↗

b. The arrow for increase >

This symbol, an arrow pointing diagonally upwards, denotes increase,

development, progress. Its meaning is always clear and the word to be

used depends strictly upon the context.

Ex. country’s > “a country’s development”

↗

“an increase in duties”

↗

duties

“scientific progress”

↗

Science

“a rise in salaries”

↗

Salaries

“inflaction”

↗

Prices ↙

c. The arrow of decrease >

This symbol, an arrow pointing downwards, denotes decrease, decline,

fall.

Ex.

“a drop in prices”

↙

prices

“a reduction in purchasing power”

↙

purchasing power

“the fall of a civilization”

↙

civilization

“a slow-down in business”

↙

business

All these symbols of motion can be used to express more general ideas. So

we can note “The League of Nations Covenant, which failed, and the UN

Charter which, it is hoped, will be successful…” >

↙

Covenant L of N

↗)

r

Ch UN (hope

3. The symbols of correspondence

6 symbols

They are of: /

a. Relation >

Ex. d

“…which have been tightly controlled since 1947” > control / 47

=

b. Equivalence > used in order to imply equality or correspo