braille module 46 speech mannerisms, syllabicated...

Braille Module 46 Speech Mannerisms, Syllabicated Words, and TNs LOC Literary Lesson 12, Sections 12.5-12.7

PROFITT Curriculum Module # 46 — Speech Mannerisms, Syllabicated Words, and TNs

Braille Module 46-1

Braille Module 46 Speech Mannerisms, Syllabicated Words, and TNs

Literary Lesson 12.5-12.7

Summary

Goal(s): The goal is for the students to gain an understanding of speech mannerisms, syllabicated words, and

transcriber’s notes.

SMART Objectives: Specific, Measurable, Achievable, Realistic, and Time-sensitive

By the end of this module, students will:

BS46.1: Know the rules for transcribing speech mannerisms concerning the letter

sign.

BS46.2: Understand the different types of syllabicated words and the rules for transcription.

BS46.3: Learn what a transcriber’s note is and how to correctly use it to convey

information to the braille reader.

BS46.4: Review and test on the letter indicator.

Instructor:

Braille instructor

Delivery Method(s):

Lecture

Classroom reading Discussion One-on-one reading Hands–on

Length: 5 hours Five topics

Any Applicable Business and/or Soft Skills:

Corresponding LOC Manual: Lesson 12.5 with EBAEII.13 Lesson 12.6 with EBAE II.13 Lesson 12.7 with EBAE II.11.b and BF Rule

1§7

Take Away Message(s): This lesson may seem a little difficult to grasp, but you can keep going and soon everything will fall into place. Keep a positive attitude and you will be a success story. "In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists."— Eric Hoffer Continue learning as braille is an entity that changes with the times. Keep up with the changes through updates, periodicals, and conferences.


Braille Module 46-2

Instructor Preparation

Title of Module: Speech Mannerisms, Syllabicated Words, and TNs

The purpose for this module is for the students to demonstrate their knowledge of the speech mannerisms, syllabicated words, and TNs. The students will review and test over

the knowledge gained in this module.

Agenda – Literary Lesson 12.5-12.7

Topic: Speech Mannerisms, Syllabicated Words, and TNs Time Allotted: 5 hours

A. Speech Mannerisms (30 minutes)

B. Syllabicated Words (30 minutes)

C. Transcriber’s Notes (2.5 hours)

D. Review and Test (1.5 hours)

Materials and Supplies – items needed in order to carry out the agenda and classroom activities

1. LOC Manual

2. Drill book

3. EBAE

4. BANAB Braille Codes Update, 2007

5. Handouts and Answer Sheets: Lesson 12: Worksheet (46.C.1), Answers to Lesson 12: Worksheet (46.C.2), Braille Formats Transcriber's Notes: Principles of Print to Braille Transcription 1997 (46.C.3), Lesson 12.5.12.7: Test (46.D.1), and Answers to Lesson 12.5.12.7: Test (46.D.2) (one copy of answer sheets)

6. You will need copies of the Proofreading Error sheet from Module 6 (6.A.1).

Classroom Preparation

1. Each workstation should have a computer, a braille writer, a slate and stylus, an LOC Manual, EBAE, a means of communicating with the embosser (network or thumb drive), braille paper (not-tractor feed), a braille eraser, pen/pencil, notebook, and highlighter.

2. Have chalk and erasure board ready for use.


Braille Module 46-3

Curriculum Content

A. Speech Mannerisms (30 minutes)

Objective BS46.1: Know the rules for transcribing speech mannerisms concerning the

letter sign.

PREINSTRUCTIONAL ACTIVITIES

The instructor will be familiar with Lesson LOC Manual: Lesson 12.5 and EBAE II.13 which

covers speech mannerisms concerning the letter sign.

CONTENT PRESENTATION AND LEARNER PARTICIPATION

As a class the students will read and discuss LOC Manual: Lesson 12.5 about speech

mannerisms concerning the letter sign.

Some reminders to the students (Write the definitions on the board):

“In speech mannerisms such as stammering, speech hesitation, and vocal sounds,

where letters are separated by hyphens but they are actually part of the word itself,

the letter indicator is not used. Study the rules so that you will be able to clearly

present the text in the braille transcription.

Here are some definitions you may write down to help you remember:

Stammering: A way of speaking marked by involuntary pauses or repetition.

Speech hesitation: A pause or faltering in speech.

Elongation: An extension, to make longer.

Sound imitations: Copying auditory impressions.

Lisped words: A word in which the th sound is substituted for an s or z

sound.

Dialect: “Speaking with an accent.” This is the speech of a geographic

region or social class.

Whenever you have speech mannerisms look at the definitions to know how to

handle that specific situation and apply the correct rules.

Remember that in the preceding section you learned that when a letter is joined to a word by a hyphen, the letter indicator should precede the letter. In speech mannerisms such as stammering, speech hesitation, and vocal sounds, where letters are separated by hyphens they are actually part of the word itself, the letter indicator is not used.


Braille Module 46-4

What must be identical when brailling stammered words? The letter or contraction preceding and following the hyphen must be identical. Will you be able to use the contractions for these letters? No, contractions cannot always be used.

Do you remember the exception? When a word that can be represented by a one-cell whole-word contraction is stammered, such as c-c-can or d-d-do, the contraction is not used even though the letters are the same before and after the hyphen (c-c-can d-d-do). The use of the contractions would render the words in braille as can-can-can and do-do-do.

Can you use the contractions for to, into, and by when joined to a stammered word? Yes.

Short-form words may be used in stammered words only if the short-form ____

with the same letter or contraction as the stammered portion. (begins)

When it is necessary to divide a stammered word between lines, the stammered portion should not be separated from the rest of the word. However, such words may be divided after any syllable in the unstammered portion.

In speech hesitation or elongation, sound imitations, lisped words, and dialect in order to promote reading ease, it is suggested that words representing these speech mannerisms not be divided between ____ ____. (braille lines)

Follow print when hyphens, apostrophes, and dashes are used to indicate speech hesitation. Can you use one-cell whole-word contractions? It is suggested that they not be used. Other contractions should be used only if they do not interfere with readability or pronunciation.

Remember we learn that a lisped word is one in which the th sound is substituted for an s or z sound. When brailling lisped words, the th contraction is or is not used to represent the lisped sound. The contraction is always used.

You learned that dialect, sometimes known as "speaking with an accent," is the speech of a ____ ____or a ____ ____. (geographic region or social class)The spelling of words reflects phonetic pronunciation. In general, contractions and short-form words are used rather ____ in dialect. (liberally) It is suggested that these words not be divided between lines.”

B. Syllabicated Words (30 minutes)

Objective BS46.2: Understand the different types of syllabicated words and the rules for

transcription.


The instructor will be familiar with LOC Manual: Lesson 12.6 and EBAE II.13 which covers

syllabicated words.


Braille Module 46-5


As a class the students will read and discuss LOC Manual: Lesson 12.6 and EBAE II.13about syllabicated words.

Some reminders to the students:

“Just when you think there will be no more division we have a new rule. Remember that in syllabicated words the hyphen always occurs at the end of a syllable; therefore they may be divided between lines after any hyphen. This occurs ONLY

when you have hyphens in a syllabicated word.

Also remember there are rules in this section that tell you NOT to use contractions. The reason these rules exist is to make a distinction for the braille reader. Following the rules carefully will allow the transcription to be read effortlessly and with speed.

In order to prevent misunderstanding, contraction usage is restricted in syllabicated words. The only contractions that can be used when brailling a word that has been divided into syllables for dramatic effect are:

and, for, of, the, with.

one-cell, part-word contractions including in and en.

one-syllable initial-letter contractions.

one-syllable, short-form words.

The following contractions cannot be used if they constitute the entire isolated

syllable:

one-cell, whole-word contractions.

one-cell, lower sign contractions (except the part words en and in).

one syllable, final-letter contractions.

Are contractions used in spelling words or in words that are being analyzed or that have been broken into parts in order to focus upon spelling, pronunciation, or word construction? No.

When the letters of a spelled-out word are separated from each other by hyphens, black dots, stars, or spaces, in braille a ____ is placed between the letters and, when necessary, a transcriber's note is inserted to explain that the hyphens do not exist in print. Answer: hyphen. Each upper case letter is capitalized individually and letter indicators are not used.

Divide spelled-out words only at the end of a syllable. Do not divide a beginning or ending single-letter syllable from the rest of the word.”


Braille Module 46-6

C. Transcriber’s Notes. (2.5 hours)

Objective BS46.3: Learn what a transcriber’s note is and how to correctly use it to convey

information to the braille reader.


The instructor will be familiar with LOC Manual: Lesson 12.7, EBAE II.11.b and BF Rule

1§7 which cover Transcriber’s Notes. They will also be familiar with Drill 32.

Each student will need a copy of the BANA Braille Codes Update, 2007.

You will need copies of the Proofreading Error sheet (6.A.1) from Module 6.

You will need copies of: Lesson 12 Worksheet (46.C.1) and Answers to Lesson 12

Worksheet (46.C.1).

You will need copies of: Braille Formats Transcriber's Notes: Principles of Print to

Braille Transcription 1997 (46.C.3).


As a class the students will read and discuss LOC Manual: Lesson 12.7, EBAE II.11.b and

BF Rule 1§7about Transcriber’s Notes. They will also go over the BANA Braille Codes

Update, 2007, page L16-L18.

Some reminders to the students (Write the list on the board):

“Keep in mind that the braille reader will sometimes need to depend upon you to

explain a situation when it is difficult to reproduce the exact print copy. When this

happens you will need to use what is called a Transcriber’s Note. The Transcriber’s

Note can be placed in one of two places. It depends on how many times the

Transcriber’s Note will be used in the volume. This number will tell you if you will

put a TN on the Transcriber’s Notes page or if you will embed the transcriber’s note

within the text. Here are some rules for you to memorize so it will be easy for you

to determine where to place each transcriber’s note.

1. On the Transcriber’s Notes page.

A. Used when a situation needing an explanation occurs throughout an ENTIRE volume.

B. DOES NOT use the transcriber’s note symbol (6, 3).

C. Regular paragraph format for each note. Start each note in cell 3 with runovers in cell 1.

OR 2. Embedded within the text.


Braille Module 46-7

A. Used when a situation needing an explanation occurs only ONCE or very SELDOM.

B. Uses the transcriber’s note symbol (6, 3). C. Start each note in cell 7 with runovers in cell 5. D. DO NOT leave a blank line before or after unless required by other

braille formats.

A transcriber's note symbol is listed on a special symbols page only when a termination indicator (which has the same configuration) is also used in the same

volume. We will learn all about this in a later lesson.

Here are some good references for you as you work on sharpening your TN skills.

The NBA publication-So, What is a Good TN?

The APH publication-Promising Practices for Transcription of Textbooks for Kindergarten, First, Second, and Third Grade.

The book-The Only Grammar Book You’ll Ever Need.

These helps are VERY important. A transcriber’s note should ALWAYS be written in

clear, proper English.”

As a class the students will glance over Braille Formats Transcriber's Notes Principles of print to Braille Transcription 1997.

“We are going to glance over this handout, but wanted to give you a glimpse of

some TN examples.

The examples from this handout were taken out of the BF and are an excellent resource for a quick reference when needing a TN. You will want to make the TN as clear to the braille reader. They are depending on you to lay out the needed

information so they can understand the text.”

Next students will complete Drill 32 on Page 12-14 using Perky Duck.

Some reminders to the students before they transcribe Drill 32:

“If you are a little confused that is okay. There is a lot of new information in this module. Review the rules if you need to and thoroughly structure your print copy prior to transcription. Underline in red the letters/words you are not able to use. This reminder will help you to remember NOT to use it when you are transcribing.

Proofread your own work before handing it to someone else to proofread.”

When the students have completed this activity, which includes proofreading their own work, they can exchange drills and proofread each other’s work using the “How to

Successfully Proofread” steps.


Braille Module 46-8

ASSESSMENT

The instructor will assess the student’s ability to grasp speech mannerisms, syllabicated

words, and transcriber’s notes studied in this lesson. The instructor will discuss these

three sections with the students and ask them if they understand what the different

speech mannerisms are, about syllabicated words, and if they understand how a

transcriber’s note is used.

D. Review and Test (1.5 hours)

Objective BS46.4: Review and test on the letter indicator.


The instructor will be familiar with sections 12.5-12.7 of the LOC Manual and the test

created for students.

You will need copies of the following: Lesson 12.5-12.7: Test (46.D.1) and Answers to Lesson 12.5-12.7: Test (46.D.2).


The review includes sections 12.5-12.7 of the LOC Manual. The review is designed to

prepare the students for the following test. The instructor is to go over each section with

emphases on areas that will be on the test. Allow the students to ask any questions

pertaining to the context of Lesson 12.5-12.7. Answer any questions.

The instructor will pass out Lesson 12.5-12.7: Test (46.D.1) and explain that this test consists of 32 True or False questions. An answer key is included. This test may be used

as an open book test.

ASSESSMENT

This test is necessary for the students and the instructor to determine the knowledge

acquired over Lesson: 12.5-12.7 of the Instruction Manual for Braille Transcribing Fifth

Edition, 2009. It is expected that the students will fully grasp the braille rules for the

speech mannerisms, syllabicated words, and transcriber’s notes so as to continue with the

lessons. This test will help both the teacher and the students to understand the students’

strengths and weaknesses. The outcome will allow the instructor and the student to work

together to strengthen the students weaknesses in any area.


Braille Module 46-9

Frequently Asked Questions

1. When the students learn about translation programs one question that will arise is:

Why doesn't the translator handle speech mannerisms correctly?

Answer: The logic behind speech mannerism is so difficult that to program each possible

variation would take huge amounts of time and slow the translation process considerably.

Each time a new upgrade comes through, more and more of the inconsistencies are

addressed so be sure to keep your program upgraded. Meanwhile, we have a wonderful

tool that does most everything accurately.


Braille Module 46-10

Braille Module 46 Speech Mannerisms, Syllabicated Words, and TNs LOC Literary Lesson 12, Sections 12.5-12.7 Handouts and Answer Sheets



Lesson 12: Worksheet (46.C.1)

Proofread each sentence highlight each braille cell that is incorrect.

1. Can you mark this space with an x?

2. Shelley said her vowels so proudly, “a, e, i, o, and u”.

3. Michael used Triple-A ointment on his injured knee.

4. The letter was addressed c/o Mr/s Waters.

5. DNA can now be inserted from unrelated organisms into E coli and have its genetic

information expressed by the bacteria.

6. Please put your (x) here on line 3 of Section 5c.

7. My boyfriend, Al, came to my house at County Road B234H with a 12-can case of Dr.

Pepper.

8. JD stuttered, “By th-the way m-m-m-my f-f-father st-st-stopped by.”

9. Hers was ‘stracted enough for bofe of us.

10. Mrs. Forrester yelled, “S-T-O-P!”

11. ∞ is the quality or condition of being infinite.

46.C.1



1.01 °°#A4°,C°Y°M>K°?°SPACE°)°AN°X8°°°°°°°°°°

1.02 °°#B4°,%ELLEY°SD°H]°V[ELS°S°PR\DLY1°8A1°

1.03 ;E1°I1°O1°&°;U04°°°°°°°°°°°°°°°°°°°°°°°°

1.04 °°#C4°,MI*AEL°US$°,TRIPLE-,A°O9T;T°ON°8°

1.05 9JUR$°KNEE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.06 °°#D4°,!°LR°0°A4RESS$°;C_/;O°,MR_/;S°°°°

1.07 ,WAT]S4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°,,DNA°C°°2N[°9S]T$°F°UNRELAT$°°°°°

1.09 ORGANISMS°9TO°,E°COLI°&°H°XS°G5ETIC°°°°°

1.10 9=M,N°EXPRESS$°0!°BACT]IA4°°°°°°°°°°°°°°

1.11 °°#F4°,PL1SE°PUT°YR°7X7°H°ON°L9E°#C°(°°°

1.12 ,SEC;N°#E;C4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#G4°,MY°BOYFR1°;,AL1°CAME°6MY°H\SE°AT°

1.14 ,C.TY°,ROAD°;,B#BCD;,H°)A°#AB-C°CASE°(°°

1.15 ,DR4°,PEPP]4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°#H4°,,JD°/UTT]$1°8,0TH-!°WAY°M-M-M-MY°

1.17 F-F-Fa!r°ST-ST-/OPP$°BY40°°°°°°°°°°°°°°°

1.18 °°#I4°,H]S°0°'/RACT$°5°=°BOFE°(°U4°°°°°°

1.19 °°#AJ4°,MRS4°,=RE/]°YELL$1°8,,S-T-O-P60°

1.20 °°#AA4°,=°IS°!°QUAL;Y°OR°3DI;N°(°2+°°°°°

1.23 9F9ITE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

46.C.1



Answers to Lesson 12: Worksheet (46.C.2)

Proofread each sentence highlight each braille cell that is incorrect.

1. Can you mark this space with an x?

2. Shelley said her vowels so proudly, “a, e, i, o, and u”.

3. Michael used Triple-A ointment on his injured knee.

4. The letter was addressed c/o Mr/s Waters.

5. DNA can now be inserted from unrelated organisms into E coli and have its genetic information expressed by the bacteria.

6. Please put your (x) here on line 3 of Section 5c.

7. My boyfriend, Al, came to my house at County Road B234H with a 12-can case of Dr. Pepper.

8. JD stuttered, “By th-the way m-m-m-my f-f-father st-st-stopped by.”

9. Hers was ‘stracted enough for bofe of us.

10. Mrs. Forrester yelled, “S-T-O-P!”

11. ∞ is the quality or condition of being infinite.

1. The letter x needs a letter sign.

2. The vowels a, i, and o need a letter sign.

3. The letter a in Triple-A needs a letter sign.

4. Do not use the letter sign for c/o.

5. Use the contraction for into and the letter E needs a letter sign.

6. The x should be brailled without the parentheses with a letter indicator.

7. There is no letter sign in the name Al. Spell out can in 12-can.

8. Use the th contractions in th-the and use the st contraction in st-st-stop.

9. Use the of contraction in bofe.

10. Use the single cap with each letter in S-T-O-P!

11. Add a TN. Example: In the following sentence the infinity symbol is represented by dots 6, 123456.

46.C.2



1.01 °°#A4°,C°Y°M>K°?°SPACE°)°AN°X8°°°°°°°°°°

1.02 °°#B4°,%ELLEY°SD°H]°V[ELS°S°PR\DLY1°8A1°

1.03 ;E1°I1°O1°&°;U04°°°°°°°°°°°°°°°°°°°°°°°°

1.04 °°#C4°,MI*AEL°US$°,TRIPLE-,A°O9T;T°ON°8°

1.05 9JUR$°KNEE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.06 °°#D4°,!°LR°0°A4RESS$°;C_/;O°,MR_/;S°°°°

1.07 ,WAT]S4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.08 °°#E4°,,DNA°C°°2N[°9S]T$°F°UNRELAT$°°°°°

1.09 ORGANISMS°9TO°,E°COLI°&°H°XS°G5ETIC°°°°°

1.10 9=M,N°EXPRESS$°0!°BACT]IA4°°°°°°°°°°°°°°

1.11 °°#F4°,PL1SE°PUT°YR°7X7°H°ON°L9E°#C°(°°°

1.12 ,SEC;N°#E;C4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.13 °°#G4°,MY°BOYFR1°;,AL1°CAME°6MY°H\SE°AT°

1.14 ,C.TY°,ROAD°;,B#BCD;,H°)A°#AB-C°CASE°(°°

1.15 ,DR4°,PEPP]4°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.16 °°#H4°,,JD°/UTT]$1°8,0TH-!°WAY°M-M-M-MY°

1.17 F-F-Fa!r°ST-ST-/OPP$°BY40°°°°°°°°°°°°°°°

1.18 °°#I4°,H]S°0°'/RACT$°5°=°BOFE°(°U4°°°°°°

1.19 °°#AJ4°,MRS4°,=RE/]°YELL$1°8,,S-T-O-P60°

1.20 °°#AA4°,=°IS°!°QUAL;Y°OR°3DI;N°(°2+°°°°°

1.23 9F9ITE4°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.24 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

1.25 °°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°°

46.C.2



Braille Formats Transcriber's Notes:

Principles of Print to Braille Transcription 1997 (46.C.3)

(Taken from examples 1-102)

1. Special Symbols shown: "1 7#E1 #B7 ratio sign: ;2 7#EF1 #BC7

proportion sign. Example 15

2. Underline words in italics: Boxed words are in brackets: Circled words are in quotation

marks. Example 16

3. In each of the direction below, numbers in quotation marks show how many answers to

give. Example 16

4. Symbols used below: (list the special symbols used in this section in text, use margin

cell 1 runover 3, blank line precedes and follows this list ) Example 17

5. Print underlining of end punctuation marks is omitted in the following. (List the titles or

text in which this occurs, use margins cell 1 runover 3, blank line precedes and follows this

list) Example 18

6. In the exercises on this page, the dot 4 precedes a punctuation mark that is shown

standing alone. The names of punctuation marks are given when several marks are

shown standing together. Example 19

7. Words printed in braces are brailled in parentheses separated by semicolons. Example

20

8. Words underlined once are in italics: words underlined twice are in parentheses.

Example 20

9. A braille double dash shows where the listed items are placed in print. Example 21

10. The following four boxes are printed side by side as a chart. Example 23

11. The boxed material below is printed across the top of pages # - - - - - - - - Example

24

12. Braille hyphens replace blank spaces between syllables in the answer. Example 22

13. Braillle hyphens replace a blank space between syllables. Example 27

14. Print column form changed as follows: Example 27

First heading

Second heading; Third heading

46.C.3



15. Print table is divided vertically into sections in braille. Abbreviations used in column

headings; (List titles and abbreviations, use margin cell 1 runover in 3, blank line precedes

and follows this list).Example 31

16. Print chart is divided vertically into three sections. A series of dot 5's across the width

of a column indicates a blank space in print. Example 33

Key to column and row headings:

(List titles and abbreviations, use margin cell 1 runover in 3, blank line precedes and

follows this list)

17. Print table provides a blank column in which to enter (noun, or item to be listed).

Example 33

18. Columns and rows of the print table are interchanged in braille. Example 35

19. Columns and rows of the print table are interchanged in braille. Key to column and

row headings: Example 36

Column Headings


follows this list)

Row Headings


follows this list)

20. A comma is substituted for the print space shown in numbers representing square

mile. Print column form changed as follows: Example 37

First Heading

Second Heading

Etc.

21. Print table is divided vertically into two sections. Example 37

22. Note shown below the table. (braille the note ) Example 38

23. Print table is divided vertically into two sections in braille. A series of dot 5's across the

width of a column indicates a blank space in print. Example 38

Key to column headings.


follows this list)

46.C.3



24. A series of three dot 5's indicates a blank space in print. Print column form changed

as follows. Example 39

First Heading

Second Heading

Etc.

25. Subheadings in the column of row headings are placed as cell-5 braille headings.

Example 40

Print column form changed as follows.

First Heading

Second Heading

Etc.

26. (For a play or dialogue when two or more speakers recite the same speech or text,

insert a transcriber's note above the text affected as follows:) Example 43

Together: First Name, Second name, etc.

27. For a solo part of a play, dialogue, or piano part insert transcriber note as follows:

Example 43

Solo.

28. The braille double dash indicates an incomplete poetic line. Example 46

29. In the poem below, print format is not reproduced. Three blank cells indicate spaces

between words or letters. Example 48

30. Three blank cells in prose on a continued line indicate the start of a new sentence.

31. (A vertical double bar in between verses of a stanza of poetry is brailled with the

following transcriber note.) Example 50

Shown as \\ in braille.

32. (For interrupted text due to graphic or page placement include the following

transcriber note before continuing text.)

Text continues on braille text page number. (Example: A#AJ)

33. Music notation shown with the song below is not reproduced. Example 53

34. Questions are identified by the symbol 77Q. Example 57

35. On this page, print shows all hyphens in the example in red. (this can be modified to accompany any multiple colors). Example 60 46.C.3



36. Labels printed beside each card are keyed in braille. Reference points of more than

one word or number are enclosed in quotation marks on the cards. Key to labels:

Example 61


follows this list)

37. In the exercise below the symbol "1 7#E1 #B7 represents the ratio sign.

Example 66

38. Letters, words or phrases printed (above, below or after) in the example are shown in

parentheses after the word. (whichever applies to the text) Example 67

39. Symbols used in the entry: A primary symbol; 3 7#BE7 diacritic hyphen. Example

68

40. First answer is shown in parentheses unspaced after the double dash. Example 70

41. Crossed-out words are shown in parentheses. Example 71

42. Hyphens replace crossed out letters. Example 73

43. Words in parentheses are to be added. Those in square brackets are to be deleted.

Example 74

44. For braille crossword puzzle format see p3. Example 76

45. For braille word grid format see p3. Example 76

46. Numbers in parentheses are the number of letters in the puzzle word. Example 77

47. Number in parentheses shows the number of examples to be given. Example 77

48. Words underlined once are in italics: words underlined twice are in parentheses. The

symbol _/ represents the print-slash. Example 78

49. Arrows point from in the bottom drawer to hid and from of his desk to drawer.

Example 79

50. In the sentence below arrows point from at the camp and in the morning to arrived.

Example 79

51. Arrows point from in the middle to found, from of a box to middle and from of rubbish

to box. Example 79

52. Symbols used for diagram lines: A series of dots 2, 5 represents a single horizontal

line; @\represents a vertical line separating items on a single braille line; _ 7#DEF7

represents a vertical line spanning to or more braille lines. Example 79

46.C.3



53. The code key is shown in two sets of two lines each. The number is on the first line

and its corresponding letter on the line below. Example 80

54. Picture: (give description) Example 82 & Example 83

55. Graph: (give description) Example 82

56. Illustration: (give description) Example 82

57. Map: (give description) Example 87

58. Caption: (give description) Example 82

59. Picture, graph, illustration omitted.

60. Symbols used below: (List titles and abbreviations, use margin cell 1 runover in 3,

blank line precedes and follows this list) Example 84

61. Print form is not reproduced. Information in the form is listed in five sections. (Use

cell-5 headings for each section) Example 85

62. Five arrows cross the Atlantic from Europe to U.S.A. in the cities of Boston, Chicago,

New York and Philadelphia. Their labels are listed below. Example 86


follows this list)

63. Chart brailled as indented list. Symbols used: .K equal sign: @+ plus sign. Example

88

64. Figure 5-2 moved from page 225. Information in the chart is given in two parts in

indented list format. The second part on the next page shows the officers and managers

who are responsible to the president. (Last sentence is a description according to the text)

Example 89

65. Print cluster is shown as an indented list. Example 90

66. Print time line ranges from 1775 to 1823. The years and events are listed below.

Example 91

(List years and events, use margin cell 1 runover in 3, blank line precedes and follows this

list)

67. In braille, a full cell symbol stands for a complete picture. Each incomplete picture is

shown by the numerals 1-5, brailled without the number indicator, unspaced from the full

cell. (Like on a picture graph) Example 92

68. Capital letters in stressed syllables are ignored in braille. Special symbols used below: / primary stress symbol, brailled before stressed syllable; * secondary stress symbol, brailled before stressed syllable; 3 7#BE7 diacritic hyphen. Example 94

46.C.3



69. Pictures are not reproduced. Example 96

70. (In text special symbols used) Key to special symbols: Example 97

(List symbols and names, use margin cell 1 runover in 3, blank line precedes and follows

this list)

71. The Pronunciation Key, printed in the right-hand corner is given first. Symbols used

below: / primary stress symbol, brailled before stressed syllable; * secondary stress

symbol, brailled before stressed syllable; 3 7#BE7 diacritic hyphen: .K equal sign.

Example 100

72. Key to special symbols used in the dictionary excerpts: (Use cell-5 headings for each

section necessary of your text. List symbols and names, use margin cell 1 runover in 3,

blank line precedes and follows this list) Example 101

73. Print shows a facsimile dictionary entry for the word manifold with an illustration that

is not reproduced in the braille. Words and phrases within the entry are explained within

marginal notes. These words and phrases are followed by braille reference indicators.

Phrases are enclosed in braces. Example 102

Listed below is a key to special symbols used in the entry followed by a key

with the marginal notes and their indicators. (Use cell-5 headings for each

section necessary of your text. List symbols and names, use margin cell 1 runover

in 3, blank line precedes and follows this list)

74. Abbreviations used in the chart below. Example 34

Key to column and row headings:

75.The facsimile of a page of revised text cannot be reproduced. In braille, the original

draft is followed by the revised draft. Example 75

76. The braille hyphen - 7#e1 #b7 has been used in syllable division in unstressed

diacritics. BF page 175

46.C.3



Quick Reference Transcriber's Notes

1. Circled words are placed in parentheses. \ stands for the line separating the subject

and the predicate. Example 15-1

2. Symbols used below: :.K equal sign: @+ plus sign. Example 15-2

3. The symbols used below: Example 15-3

(List symbols and names, use margin cell 1 runover in 3, blank line precedes and follows

this list)

4. Picture: Baked potatoes, rolls, chicken, cereal with strawberries, toast and peanut

butter, grapes, piece of cheese cake, apple, and milk. Example 20-2; Example A20-2

5. The warning on the side of the package is given below in paragraph form. (Caption on

cigarette package) Example 20-3

6. The word with one line under is in italics; and the word with two lines under is in

parentheses. Example 18-5

7. The number in parentheses shows the number of answers to be given. Example 33-3

8. Handwriting Models on page 188 are omitted. Example 44-7

Lists Columns and Tables Transcriber's Notes

1. Key to column headings:

(List abbreviations and headings, use margin cell 1 runover in 3, blank line precedes and

follows this list) Example 1

2. A series of dot 5's across the width of a column indicates a blank space in print.

Example 7

46.C.3



Nemeth Math Transcriber's Notes

1. Formal proofs shown in two columns labeled Statements and Reason has been added

to the identifier and each reason will follow the statement to which it pertains.

2. The numbers that are used to identify a displayed expression which occur to the right

of the expression in braille.

3. "Selected Answers" which appears in the back of the book has been moved. The

answers for each chapter have been placed at the end of the chapter.

4. Material printed in the margin of the page is preceded by the symbol 77 and brailled

either before or after the text to which it applies.

5. All unnecessary pictures, visual aids, and answer blanks are omitted in this

transcription. When text refers to one of these items, please ask your teacher.

6. All diagrams and tactile representation are enlarged to benefit readability. The only

exceptions are those that call for the exact measurements.

7. In the following diagrams on this page, the top rows are red in print, the bottom are

blue print.

8. Problems A and B are crossed out in print.

9. Time line ranges from __ to __. The years and events given are listed below.

10. Duplicate Table of Contents is not repeated before text sections.

11. Print contents gives asterisks next to certain lessons to indicate "Title of Book".

12. Where there are pictures or objects to count, the first letter of the name or the color

of an "object" is used to represent the "object". Some changes occur when two or more

"objects" begun with the same letter.

-OR-

13. Where there are pictures or objects to count, the first letter of the object is used.

14. Unnecessary visual aids and answer blanks are not shown.

15. Tactile representation maybe enlarged unless exact size is needed.

16. Directions are reproduced as printed. Answers for exercise examples are in

parentheses.

17. (TM) or (REG) signifies the registered trademark symbol.

18. Pictures are not reproduced but captions with necessary information are included.

46.C.3



19. Horizontal and vertical arrangement of items in print columns are interchanged in

braille.

20. Rows and columns of graph (chart) are interchanged in braille.

21. A series of dot 5's indicates a blank space in print.

22. A series of dot 5's across the width of a column indicates a blank space in print.

23. Table moved to page ____.

24. Print column form changed as follows:

First column

Second column

etc...

25. For the following examples braille will used $K] to represent a calculator key.

(Also you can use $W] to represent a window screen of calculator or computer.)

26. The number line which is horizontal in print has been rotated to a vertical position in

braille.46.C.3

27. Note to the right of the dividend in the example below: (Type in note)

28. All items in the numerator shown below are factors and not the result of cancelation.

29. Print shows boldface punctuation mark.

-OR-

30. Print shows all quotation marks in red.

31. Print underlining of punctuation marks in the following section is omitted in braille.

32. Numbers in parentheses show the number of answers to be given.

33. Print numbered sentences shown circled are given in italics in braille.

34. Print illustration has been omitted. Please ask your instructor for help.

35. Print answer diagram will follow on the next page.

36. At the beginning of the (Handout pages) the very first page was unnumbered in print

therefore in braille it has not been numbered.

37. All numbers in the following table are shown without the use of the number sign.

Columns are horizontal and rows are vertical.

38. Column headings have been interchanged in braille problems __ to __.

46.C.3



39. The following symbols are used when pictured money is shown:

20d twenty dollar bill

10d ten dollar bill

5d five dollar bill

1d one dollar bill

hd half dollar

q quarter

d dime

n nickel

p penny.

40. The following symbols are used when counting:

k thousand

h hundreds

t tens

l ones.46.C.3

41. The following stands for column headings:

K Thousands

H Hundreds

T Tens

O Ones.

42. k stands for thousand, h stands for hundreds, t stands for ten, l (o) stands for one.

43. 1d stands for dollar, hd stands for half dollar, q stands for quarter, d stands for dime,

n stands for nickel and p stands for penny.

44. Where print gives answer blanks filled in with an answer, braille will show these in the

following manner: (answer shown in parentheses)

45. Numeric indicator has been omitted, refer to the key for numbers at the right of the

diagram or problem number ___.

Key to diagram:


follows this list)

46.C.3



Transcriber's Notes Page

46. The following non-consumable material (small volume) has been transcribed according

to the Nemeth Braille Code for Mathematics and Science Notation, 1972 Revision.

47. The transcription of all computer notation that is shown in this textbook is in

accordance of the provisions of the Computer Braille Code, 2000 Revision.

Introduction to Braille Music Transcriber's Notes

1. This is a nonfacsimile transcription.

2. Intervals are read downward in the right hand and upward in the left hand.

3. The chord symbols in this song relate to the word. The position of the initial capital

sign in each chord symbol determines whether the chord is played before, with, or after

the related word or syllable. If the chord is sounded before, its initial capital sign is placed

two spaces to the left of the initial character of the syllable: if with, its capital is vertically

aligned with a syllable: and if after, its initial capital is placed one space to the right of the

final character of the word. Punctuation marks in the word line have no bearing on the

relative position of the initial sign of the chord.

If the chord is sounded during a syllable, the chord's initial capital sign is preceded by

a hyphen. The hyphen prefix serves as the alignment factor, and is vertically aligned with

the first character of the syllable. (if this alignment is prevented because a preceding

chord is related to the same syllable, the hyphen prefix follows said chord, immediately.)

The abnormal appearance in spacing of some words is made necessary by the amount

of space required for the correct placement of each succeeding chord symbol.

--10/14/04

46.C.3



Lesson 12.5-12.7: Test (46.D.1)

Highlight True or False.

1. When brailling stammered words, the letter or contraction preceding and following the hyphen must be identical. Therefore, contractions cannot always be used.

True False

2. In order to reflect dialectical pronunciation, the th contraction is used instead of the

the contraction as in (th)e(en)g [thing] and (th)e(en)k [think]. True False

3. Short-form words may be used in stammered words only if the short-form begins with the same letter or contraction as the stammered portion. True False

4. In order to promote reading ease, it is suggested that words representing these

speech mannerisms not be divided between braille lines. True False

5. When it is necessary to divide a stammered word between lines, the stammered portion should not be separated from the rest of the word. However, such words may be divided after any syllable in the unstammered portion. True False

6. Follow print when hyphens, apostrophes, and dashes are used to indicate speech hesitation. It is suggested that one-cell whole-word contractions not be used. Other contractions should be used only if they do not interfere with readability or

pronunciation. True False

7. In general, contractions and short-form words are not used in dialect. True False

8. A lisped word is one in which the th sound is substituted for an s or z sound. When brailling lisped words, the th contraction is always used to represent the lisped sound.

True False

9. Dialect, sometimes known as "speaking with an achy throat," is the speech of a

geographic region or a social class. True False

10. The spelling of words reflects phonetic pronunciation. True False

11. Use paragraph format. Each note starts in cell 5 with runover lines starting in cell 7. Do not leave a blank line either before or after a TN unless required by other braille formats. [BF Rule 1.7] True False

12. When a word that can be represented by a one-cell whole-word contraction is stammered, such as c-c-can or d-d-do, the contraction is not used even though the letters are the same before and after the hyphen (c-c-can d-d-do). The use of the contractions would render the words in braille as can-can-can and do-do-do. True False

46.D.1



13. In speech mannerisms such as stammering, speech hesitation, and vocal sounds, where letters are separated by hyphens but they are actually part of the word itself, the letter indicator is used. True False

14. In syllabicated words the hyphen always occurs at the end of a syllable; therefore

they may be divided between lines after any hyphen. True False

15. To, into, and by should not be contracted and joined to a stammered word.

True False


the contraction when in dialect thee replaces thi. True False

17. In order to reflect dialectical pronunciation, the th contraction is used instead of the the contraction where the replaces te or de, as in mat(th)(er) [matter], sis(th)(er) [sister], bat(th)(er)y [battery], and mur(th)(er) [murder]. True False

18. When in dialect you're is written your, do use the short-form word because it does

not retain its original meaning. True False

19. If the use of a contraction in a word printed in dialect would obscure its meaning or

pronunciation, the contraction should be used. True False

20. If a term or print sign needs identification or description, place the TN immediately following it. True False

21. In order to prevent misunderstanding, contraction usage is restricted in syllabicated words. The only contractions that can be used when brailling a word that has been

divided into syllables for dramatic effect are:

and, for, of, the, and with.




True False

22. No contractions are used in spelling words or in words that are being analyzed or that have been broken into parts in order to focus upon spelling, pronunciation, or word construction. True False

23. When a situation that needs explanation occurs more than once, or very seldom, the

transcriber's note is imbedded at the appropriate site in the text. True False

46.D.1



24. Each complete note, regardless of the number of paragraphs it may contain, is preceded and followed, unspaced, by the 2-cell composition sign called a transcriber's note symbol (dots 3, 6). True False

25. A transcriber's note symbol is listed on a special transcriber's note page only when a termination indicator (which has the same configuration) is also used in the same

volume. True False

26. Take note that the whole-word lower-sign contraction for "in" is not used next to the transcriber's note symbol. This is because the TN symbol is a composition sign, like the capital indicator. True False

27. When it is necessary to explain that the braille version differs from the print in a fundamental way throughout an entire book this notice is placed on a special

symbols page at the beginning of the braille volume. True False

28. The following contractions cannot be used if they constitute the entire isolated syllable:




True False

29. When the letters of a spelled-out word are separated from each other by hyphens, black dots, stars, or spaces, in braille a hyphen is placed between the letters and, when necessary, a transcriber's note is inserted to explain that the hyphens do not exist in print. Each upper case letter is capitalized individually and letter indicators are not used. True False

30. When a special situation that needs explanation occurs more than once within a

particular section of a text, only one special symbol sign is required. True False

31. Occasionally it is not possible to transcribe material into braille exactly as it appears in print. When this happens, the transcriber writes a note to explain the change from print format or to convey information necessary for the clear understanding of the material. This transcriber's note (TN) may be added to a braille transcription either at the beginning of a volume on a "Transcriber's Notes page" or imbedded in the text.

True False

32. If an unfamiliar abbreviation, special symbol, or a special format needs explanation, stop the transcription immediately before the occurrence and insert a transcriber's

note. True False

46.D.1



Answers to Lesson 12.5-12.7: Test (46.D.2)

Highlight True False. State the rule to support your answer.

1. When brailling stammered words, the letter or contraction preceding and following the hyphen must be identical. Therefore, contractions cannot always be used.

True False Rule 12.5a

2. In order to reflect dialectical pronunciation, the th contraction is used instead of the the contraction as in (th)e(en)g [thing] and (th)e(en)k [think]. True False Rule

12.5b(3)

3. Short-form words may be used in stammered words only if the short-form begins with

the same letter or contraction as the stammered portion. True False Rule 12.5a

4. In order to promote reading ease, it is suggested that words representing these

speech mannerisms not be divided between braille lines. True False Rule 12.5b

5. When it is necessary to divide a stammered word between lines, the stammered portion should not be separated from the rest of the word. However, such words may

be divided after any syllable in the unstammered portion. True False Rule 12.5a

6. Follow print when hyphens, apostrophes, and dashes are used to indicate speech hesitation. It is suggested that one-cell whole-word contractions not be used. Other contractions should be used only if they do not interfere with readability or pronunciation. True False Rule 12.5b

7. In general, contractions and short-form words are not used in dialect.

True False Rule 12.5b(3) are used rather liberally

8. A lisped word is one in which the th sound is substituted for an s or z sound. When brailling lisped words, the th contraction is always used to represent the lisped sound. True False Rule 12.5b(2)

9. Dialect, sometimes known as "speaking with an achy throat," is the speech of a

geographic region or a social class. True False Rule 12.5b(3) "an accent"

10. The spelling of words reflects phonetic pronunciation. True False Rule 12.5b(3)

11. Use paragraph format. Each note starts in cell 5 with runover lines starting in cell 7. Do not leave a blank line either before or after a TN unless required by other braille

formats. [BF Rule 1.7] True False Rule 12.7 cell 7 with runover lines starting in cell 5

12. When a word that can be represented by a one-cell whole-word contraction is stammered, such as c-c-can or d-d-do, the contraction is not used even though the letters are the same before and after the hyphen (c-c-can d-d-do). The use of the contractions would render the words in braille as can-can-can and do-do-do. True False Rule 12.5a 46.D.2



13. In speech mannerisms such as stammering, speech hesitation, and vocal sounds, where letters are separated by hyphens but they are actually part of the word itself, the letter indicator is used. True False Rule 12 the letter indicator is not used

14. In syllabicated words the hyphen always occurs at the end of a syllable; therefore

they may be divided between lines after any hyphen. True False Rule 12.6a

15. To, into, and by should not be contracted and joined to a stammered word.

True False Rule 12.5a should be contracted


the contraction when in dialect thee replaces thi. True False Rule 12.5b(3)

17. In order to reflect dialectical pronunciation, the th contraction is used instead of the the contraction where the replaces te or de, as in mat(th)(er) [matter], sis(th)(er) [sister], bat(th)(er)y [battery], and mur(th)(er) [murder]. True False Rule 12.5b(3)

18. When in dialect you're is written your, do use the short-form word because it does

not retain its original meaning. True False Rule 12.5b(3) do not use

19. If the use of a contraction in a word printed in dialect would obscure its meaning or pronunciation, the contraction should be used. True False Rule 12.5b(3) should not be used

20. If a term or print sign needs identification or description, place the TN immediately

following it. True False Rule 12.7

21. In order to prevent misunderstanding, contraction usage is restricted in syllabicated words. The only contractions that can be used when brailling a word that has been divided into syllables for dramatic effect are:

and, for, of, the, and with.




True False Rule 12.6a(1)

22. No contractions are used in spelling words or in words that are being analyzed or that have been broken into parts in order to focus upon spelling, pronunciation, or

word construction. True False Rule 12.6a(2)

23. When a situation that needs explanation occurs more than once, or very seldom, the transcriber's note is imbedded at the appropriate site in the text. True False Rule 12.7 occurs only once

46.D.2



24. Each complete note, regardless of the number of paragraphs it may contain, is preceded and followed, unspaced, by the 2-cell composition sign called a transcriber's note symbol (dots 3, 6). True False Rule 12.7 (dots 6, 3)

25. A transcriber's note symbol is listed on a special transcriber's note page only when a termination indicator (which has the same configuration) is also used in the same

volume. True False Rule 12.7 special symbols page

26. Take note that the whole-word lower-sign contraction for "in" is not used next to the transcriber's note symbol. This is because the TN symbol is a composition sign, like the capital indicator. True False Rule 12.7 is used

27. When it is necessary to explain that the braille version differs from the print in a fundamental way throughoutan entire book this notice is placed on a special symbols page at the beginning of the braille volume. True False Rule 12.7 transcriber's notes

28. The following contractions cannot be used if they constitute the entire isolated

syllable:




True False Rule 12.6a(1)

29. When the letters of a spelled-out word are separated from each other by hyphens, black dots, stars, or spaces, in braille a hyphen is placed between the letters and, when necessary, a transcriber's note is inserted to explain that the hyphens do not exist in print. Each upper case letter is capitalized individually and letter indicators

are not used. True False Rule 12.6b

30. When a special situation that needs explanation occurs more than once within a particular section of a text, only one special symbol sign is required. True False Rule 12.7 transcriber's note

31. Occasionally it is not possible to transcribe material into braille exactly as it appears in print. When this happens, the transcriber writes a note to explain the change from print format or to convey information necessary for the clear understanding of the material. This transcriber's note (TN) may be added to a braille transcription either at the beginning of a volume on a "Transcriber's Notes page" or imbedded in the text.

True False Rule 12.7

46.D.2



32. If an unfamiliar abbreviation, special symbol, or a special format needs explanation, stop the transcription immediately before the occurrence and insert a transcriber's note. True False Rule 12.7

46.D.2

braille module 46 speech mannerisms, syllabicated...

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