‫‪ST‬‬

‫)‪Will there really be a "Morning"? (BY Emily Dickinson‬‬

‫?"‪Is there such a thing as "Day‬‬
‫‪Could I see it from the mountains‬‬
‫?‪If I were as tall as they‬‬

‫?‪Has it feet like Water lilies‬‬

‫?‪Has it feathers like a Bird‬‬
‫‪Is it brought from famous countries‬‬
‫?‪Of which I have never heard‬‬

‫!‪Oh some Scholar! Oh, some Sailor‬‬

‫!‪Oh some Wise Men from the skies‬‬
‫‪Please to tell a little Pilgrim‬‬
‫!‪Where the place called "Morning" lies‬‬
‫‪TT‬‬
‫ﺗر ى ھ ل ﯾ ﺄ ﺗ ﻲ اﻟ ﺻ ﺑ ﺎح ؟‬
‫ﺗ ُرى … ھل ﯾﻧﺟﻠﻲ ﺣـﻘًﺎ ﺻـﺑﺎح؟‬
‫) ﺟ ﻣ ﻊ ﻓر ﯾ د (‬ ‫وﯾ ُــرﻓـﻊ ﻋــن ﻓـراﺋــده اﻟوﺷــﺎح؟‬
‫أﺗﻘـﺻـر ھـﺎﻣﺗﻲ ‪ ..‬ﻋن أن أراه‪..‬‬
‫وﺗــﺣﺟـﺑﮫ اﻟُﺣــــزوﻧﺔ ُ واﻟﺑــطﺎح؟‬
‫وﺗ ُـــﺣرم ﻣﻘﻠﺗﺎي ﺳـﻧﺎ ﻧﮭﺎٍر‬
‫) ﺟ ﻣ ﻌ ﮭ ﺎ اﻋ ط ﺎف و ﻋ ط و ف ‪ :‬ﺟ ﺎﻧ ب (‬ ‫ﯾﻔﯾــض ﺑـِﻣــلء ِﻋــطﻔﯾﮫ اﻟﻣراح؟‬
‫إ ذ ا ﻣ ـ ـ ـ ﺎ و اﻗ ـ ـ ـ ﻌ ﻲ ﻗ ـ د ﺿ ـ ﺎق ﻋ ﻧ ﮫ‬
‫ح‬
‫ﻓــﻘد وِﺳـــﻌﺗــﮫ أﺣــﻼﻣﻲ اﻟِﻔﺳﺎ ُ‬
‫ض‬
‫أراه – ﻓﻲ رؤاي – ﺑــﮭﯾَﺞ رو ٍ‬
‫ﺗ ُﺑــﻌﺛر ﻋــطـَر زﻧـــﺑﻘـﮫ اﻟِرﯾــﺎ ُ‬
‫ح‬
‫ى ﻧﺳــٍم‬ ‫وﯾــرﺳﻣﮫ اﻟﺧــﯾﺎُل ‪ ..‬ﻧــد َ‬
‫ح‬‫وِﻏـــِرﯾــدا ً ‪ ..‬ﺑـــﮫ ﯾﻌـﻠو ﺟـﻧﺎ ُ‬
‫) ﺗﺳ ﺗﻣ ﻊ (‬ ‫ﺗ ُــﺻـﯾﺦ ﻟــﺷدوه اﻷزھــﺎر ﻧﺷوى‬
‫ﺻ د اح‬
‫وﯾـﺧﻠب ﺳﻣﻌَـﮭﺎ ﻣـﻧﮫ اﻟ ُ‬
‫) ﻣ ﻔر د ه ر ﺑ ﻊ ‪ :‬اﻟ د ار و اﻟﻣ ﻘ ﺎم او اﻟﻣ ﺣ ل ﻣ ﻛ ﺎن اﻹ ﻗ ﺎﻣ ﺔ (‬ ‫ﺗ ُـــرى ‪ ..‬أي اﻟّرﺑﺎع ﯾــﻛـون ﻓﯾﮭﺎ‬
‫ح؟‬
‫ﺻ ـﺑ ﺎ ُ‬
‫و ﯾﻘ ـ ـ ﺑ ﻊ ﻓ ﻲ ﺛ ﻧ ـ ﺎ ﯾ ـ ﺎ ھ ﺎ ا ﻟ ّ‬
‫~*~‬
‫ﺗرﺟﻣﮭﺎ وأﻋﺎد ﻧظﻣﮭﺎ ﻋﺎطف ﯾوﺳف ﻣﺣﻣود ﻣن ﻣﺻر‪ .‬ظﮭرت ﻓﻲ ﻣﺟﻠﺔ رﺳﺎﺋل اﻟﺷﻌر )اﻟﻌدد اﻟﺳﺎدس ‪ ،‬ﻧﯾﺳﺎن ‪،2016‬‬
‫ﺿ ﻣ ن ﻣ ﻠف ﺧ ﺎص ﺑ ﺎﻟﺷ ﺎﻋ ر ة إﯾﻣ ﯾﻠﻲ د ﯾﻛ ﻧﺳ و ن (‪.‬‬
Using House's model of TQA in assessing the translation
Will there really be a “Morning”? of Emily Dickinson
to ‫ﺗرى ھل ﯾﺄﺗﻲ اﻟﺻﺑﺎح؟‬
ST Language: English
TT Language: Arabic
1. ST Profile
INDIVIDUAL Ideational function, because the speaker described things in the
TEXT external world and presented arguments and explanations.
FUNCTION
I. Register
A. Field
1. subject Emily Dickinson wrote about Morning. She personified morning as a
matter and person. She gave human qualities to the morning time.
social action She also was asking about Morning's physical appearance.
B. TENOR
1. Author's Emily Elizabeth Dickinson was an American poet. She was born on
provenance December 10, 1830 and passed away on May 15, 1886.
and stance Like most writers, Emily Dickinson wrote about what she knew and
about what intrigued her. A keen observer, she used images from
nature, religion, law, music, death and immortality, and love.
Her varied in terms of her themes, so her work does not fit
conveniently into any one school of thought.
She wrote many poems and the ones that stood out the most are
HOPE IS THE THING WITH FEATHERS, BECAUSE I COULD NOT STOP FOR
DEATH and I’M NOBODY! WHO ARE YOU?.
2. social role The relationship between the sender and the receiver is symmetrical
relationship because there was equality and solidarity and it appealed to the
reader's intellectual and emotional property.
3. social The social attitude of this poem is formal because it wasn’t directed to
attitude anyone she personally knows.
C. MODE
1. medium Complex because it will be understood better with different tones and
body language.

2. participation Complex because she addressed multiple people in parts of the poem.
II. GENERE A lyrical poem
 2. TT Profile
INDIVIDUAL Interpersonal function, because the speaker used the language as an
TEXT FUNCTION expression of his attitudes and influences on the attitudes and
behavior of the hearer.
I. Register
A. Field
1. subject The poet translated the morning's feels and peacefulness in his own
matter and way, and it drove him to lead the reader to wonder about the morning.
social action
B. TENOR
1. Author's Atef Youssef Mahmoud is an Egyptian letiture translator. He is famous
provenance and for translating classical poetry by well known poets like Emily
stance Dickinson's. He also wrote his own poetry. He holds a Bachelor's
degree from Cairo University in 1966. He also holds a master's degree
in 1972 and a doctorate in 1976. He translates and publishes scientific
articles for the Kuwaiti Al-Arabi Journal.
2. social role The relationship between the sender and the receiver is symmetrical
relationship because there was equality and solidarity and it appealed to the
reader's intellectual and emotional property.
3. social attitude The social attitude here was formal because it was meant to be
published in a poetry magazine, also the poem rhymes which makes it
well structured.
C. MODE
1. medium Complex because it will be understood better with different tones and
pronunciation .
2. participation Complex because it switches between declarative, imperative and
interrogative sentence pattern.
II. GENERE
A lyrical poem
 3. A STATEMENT OF MISMATCHES
1. Covertly Erroneous
Errors
A. Subject matter and
social action
B. Social attitude
C. Medium
2. Overtly Erroneous Errors
A. Non-translated
B. A slight change of
meaning
C. A significant change of
meaning
D. Distorted translation
E. Cultural filtering
F. Creative Translation
She described the physical appearance and he didn’t, the
translator was creative with his translation yet keeping the
same subject.
They are both formal yet they are different in the ST
having less rhymes than the TT.
They are both complex, in the ST the concept wasn’t clear
and in the TT the vocabulary wasn’t clear.
some Scholar, Sailor, and Wise Men from the skies.
Could I see it from the mountains If I were as tall as they?
Translated as:
‫ وﺗــﺤﺠـﺒﮫ اﻟﺤـــ ُـﺰوﻧﺔُ واﻟﺒــﻄﺎح‬..‫ ﻋﻦ أن أراه‬..‫أﺗﻘـﺼـﺮ ھـﺎﻣﺘﻲ‬
Where the place called "Morning" lies!
Translated as:
‫ أي اﻟّﺮﺑﺎع ﯾــﻜـﻮن ﻓﯿﮭﺎ وﯾﻘــﺒﻊ ﻓﻲ ﺛﻨـﺎﯾـﺎھﺎ اﻟﺼـﺒﺎُح؟‬.. ‫ﺗ ُـــﺮى‬
Has it feathers like a bird?
Translated as:
I
‫ﻌﻠﻮ ﺟﻨﺎُح‬L ‫ﻪ‬J ..‫ﺪا‬FE‫وﻏ‬
Is it brought from famous countries Of which I have never
heard?
Translated as:
‫ اﻟِﻔﺴﺎُح‬g\‫إذا ﻣﺎ واﻗ\[ ﻗﺪ ﺿﺎق ﻋﻨﻪ ﻓﻘﺪ وﺳﻌﺘﻪ أﺣﻼ‬
ُ ‫ﺗﺼﯿُﺦ ﻟﺸﺪوه اﻻزھﺎر ﻧﺸﻮى وﯾﺠﻠﺐ ﺳﻤﻌﮭﺎ ﻣﻨﮫ اﻟ‬
‫ﺼ ﺪ اح‬
It wasn’t mentioned in the ST and it doesn’t make sense in
the TT.
‫ﺎع‬$#‫اﻟ‬
translated as the place.
The poetic meaning in the Arabic poem has the same
matter and rhyme from the beginning to the end.
While in the English poem it has Monorhyme.
He mentioned some creative examples such as ( ‫) ﻣﻘﻠﺘﺎي‬.
4. AN OVERALL ASSESSMENT OF THE QUALITY OF TRANSLATION
The poem was translated in a creative way by using many Arabic synonyms to make it
clear for the reader and easier to understand the original poem.
And the translator mentioned some literal words from the TT and from his culture.
On the other hand, he didn’t translate every word in the ST and he missed some lines,
yet he kept the context of the poem.

6. STATTING THE TYPE OF TRANSLATION

Covert translation, because it has its own Arabic concept, and the translation wasn’t
literal.

By:
Noura Alsulaim
Dareen Alessa
Areej Almoshawah
Khawlah Alyahya
Adwaa Almessnid
Hoor ALmosleh
Rama ALmayouf