The Transparent Eye: Reflections on Translation, Chinese Literature, and Comparative Poetics

Multiply‐translated Chaucer in the Korean classroom

“…In response to Gail Ashton's call that teachers of Chaucer should “encourage critical responses to [translations] amongst our students” (2007, p. 10), I argue that in the context of the Korean classroom, using multiple Korean translations to teach Chaucer is in fact one of the best ways of encouraging critical responses not just to those translations, but to Chaucer in general. This experiment takes a cue from observations by comparatist scholars such as Eoyang (1993) that “multiple translations of the same work over generations provide directly available clues on the way the literary text was read” (p. 153). As Eoyang (1993) notes, “vertical studies of successive translations”—his examples are the multiple English translations of the Bible and of the Tale of Genji —can offer many insights both about the work itself and about the “eras in which it was translated” (p. 153).…”

“…This experiment takes a cue from observations by comparatist scholars such as Eoyang (1993) that “multiple translations of the same work over generations provide directly available clues on the way the literary text was read” (p. 153). As Eoyang (1993) notes, “vertical studies of successive translations”—his examples are the multiple English translations of the Bible and of the Tale of Genji —can offer many insights both about the work itself and about the “eras in which it was translated” (p. 153). This applies equally to the successive Korean translations of Chaucer introduced here, and an activity that looks at them together is doubly effective in that it serves to illuminate both Korean and late medieval English literary cultures.…”

On the Translation Process in Special and General Sense

“…The basic translation process can be divided into the following eight steps in the actual operation: (1) rapid translation, focusing on the style of the text, (2) the initial draft should be set aside for about a week before making revisions. This allows the translator to gain a fresh perspective and objectively evaluate their own translation, (3) carefully review the content of the translation, with particular emphasis on accuracy and coherence, (4)the revised draft should be set aside for a few more days, (5) check the translation from a stylistic perspective, (6) review spelling, punctuation, and formatting in the translation, (7) submit the translation for review by an editor or publisher, (8) adopt the suggestions put forth by the editor or publisher, although some suggestions may require further examination and discussion. Nida's discussion of these eight steps is specific and practical, providing strong guidance for translators in their practice.…”

Mao Zedong’s Poetry Translated by Eugene Eoyang in Sunflower Splendor: A Textual and Cultural Interpretation

“…As one of the important representatives of the contemporary American deconstructionist school of translation theory, he put forward very influential translation concepts, published many academic works on translation and comparative culture studies, and gave full play to his advantages as a scholar and a translator. Personally, Eoyang (1993) also believes that as a scholar translator, he can fully explore and make use of the advantages of comparative research on different translations, analyze their ability to interpret the original works, and make innovations in his own translation behavior.…”