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Resumen: People talk about translation as though it were a single subject, but literary and non-literary translation are as different as chalk from cheese, even if, like chalk and cheese, they look the same.

Resumen: Peter Newmark necesita pocas presentaciones. Sus publicaciones (Approaches to Translation/ A Textbook of Translation/ About the Translation) son hoy libros de referencia obligada y forman parte de la biblioteca de todo profesional de la traducción. Al mismo tiempo, son bien conocidas sus controvertidas, o incluso provocativas, opiniones acerca de la traducción, y el contenido de esta entrevista da buena fe de ello. Todo esto hace de él una de las figuras más prestigiosas, pero también más polémicas, del panorama actual de la traducción. Durante el curso sobre Teoría de la Traducción que Peter Newmark ofreció en Granada del 4 al 8 de noviembre de 1991, tuvimos la oportunidad de disfrutar de sus magníficas dotes como pedagogo y comunicador además de establecer un contacto más personal con él, fruto del cual es el diálogo que presentamos a continuación.

Resumen: In the last forty years, much translation theory has been dominated by themes such as text typology, languages for special purposes, text linguistics and a rigid functionalism. It has been assumed, following Bühler, and then Nida, Paul Hartmann, Reiß and others, that all texts can be divided approximately into three categories viz. expressive, informative and persuasive (directive, operative), and that each category calls for a different translation method, the expressive leaning towards the authors, their language and their culture; the informative towards the readers and the facts; and the persuasive towards the readers who have to act after being informed. Further, it has been claimed that all translations have clear purposes and that all the translator has to do is to satisfy the employer or the readership.

Resumen: Professional training courses for translators, starting in Geneva in 1935, have now been running at various universities throughout the world for over thirty years, though they are still sadly missing in dome countries (Romania? Mexico?). They normally conclude with examinations where, amongst other tests, texts are set, translated, marked and assessed (...) Usually, there are no published evaluation criteria for such translations and in fact, Dr. Paul Meara, the director of the Language Centre at Swansea University in Wales, UK, has recently called for research to be produced on how examination scripts are being assesed. In UK, most examinations are 'moderated' by external examiners to ensure some kind of objectivity, and there is perhaps a majority view that texts should be 'accurately', even 'faithfully' translated, wich is hotly contested by a vociferous sophisticated and cynical monirity that pours scorn on accuracy as well as fidelity; on the whole the examination assesment is clouded in mystery.