Intersemiotic Issues of Translation Theory:Transformations of Participation Frameworks in the Toastmasters Club Activities 利用統計を見る

Theory:Transformations of Participation

Frameworks in the Toastmasters Club Activities

著者

Miyuki Takenoya

journal or

publication title

dialogos

number

17

page range

55-79

year

2017-02

URL

http://id.nii.ac.jp/1060/00008585/

Intersemiotic Issues of Translation Theory:

Transformations of Participation Frameworks in

the Toastmasters Club Activities

Miyuki Takenoya

Abstract

The present study explores issues of translation theory observed in Toastmasters (TM) activities in California, USA. Specifically, the study deals with intersemiotic (Jakobson 2000) issues within translation theory. Intersemiotic translation issues are analyzed in transformations of participation frameworks (Goffman 1986), and the three roles of the transformation format (Animator, Principal, and Author) are examined in the process of participation framework transformations. The study examines six scenes in TM club meetings where shifts of speaker occur and subsequently the transformation of the participation framework proceeds. The six scenes examined are as follows: one scene of a shift from President to Toastmaster and one scene in the reverse direction; two scenes of shifts from the Toastmaster to evaluation team members (Grammarian and Ah-Counter); one scene of the shift from Toastmaster to Project Speaker and one in the reverse direction. Analysis of the data reveals that transformation of the participation frameworks proceeds using linguistic and metalinguistic cues. Linguistic cues are presented by phrases such as ‘let me introduce …,’ and metalinguistic cues include handshakes, changes of speaker position, completion of speakers taking their seats, among others. The study concludes that transformation of the participation frameworks is started, is proceeded, and is completed multi-semiotically.

1. Introduction

The year 2016 was a year when we heard a lot of speeches. We heard many political speeches due to the 2016 U.S. presidential campaign. Public speaking events such as these political speeches and debates gained great attention from the people of the world. Particularly during the U.S. presidential campaign, the popularity of public speaking grew, and political speeches became sources of daily conversation of the people as well as hot topics in world news.

One of the best-known public speaking practice groups in the world is Toastmasters International, which was founded in the state of California in the United States. The present study discusses translation issues in the activities of a Toastmasters club. Jakobson (2000) recognized three varieties of translation: intralingual translation or translations involving synonymy in the same language; interlingual translation or translation proper across different languages; and intersemiotic translation, which occurs across different codes in one language. This study focuses on intersemiotic issues in one language, in particular on the transformation of public speaking participation frameworks (Goffman 1981) as talk events.

2. What is Toastmasters?1

Toastmasters (TM) International is a non-profit educational organization that promotes the public speaking abilities and leadership skills of its members. As of 2015, it has 310,000 members and more than in 16,000 clubs in 120 countries; its World Headquarters are located in Mission Viejo, California, which is about a one-hour drive from Santa Ana. TM International is celebrating its ninetieth anniversary in 2015 since its first meeting in 1925. Anyone who is 18 years old

can become a member of the organization.

Historically, TM was started by Ralph C. Smedeley when he was working for the YMCA in Bloomington, Illinois, United States. He started public speaking activities because he thought the young men in the community needed to learn how to speak, conduct meetings, and plan programs, and so on. The first unofficial TM meeting was held on March 24, 1905.

TM activities were more appreciated and expanded after Smedeley moved to the YMCA in Santa Ana, California, in 1922. He organized the first club of TM International, called Club No.1, in 1924, and this club still exists in California. By 1930, nearly 30 TM clubs had been started, including a club in British Columbia, Canada. In 1932, Toastmasters International was incorporated. In 1934, Toastmaster Magazine, the TM organizational magazine, was launched. In 1952, the first regional conference was held in Des Moines, Iowa. In 1973, membership was opened to women. In 1982, women’s membership numbers reached 100,000, and in 1985 the first female international president was elected. In 1995, the TM internet web page was launched. By 2004, membership had reached 200,000. TM International refreshed its brand and added ‘leadership’ as a goal in addition to ‘public speaking.’ In 1995, TM membership was 300,000. The name of the organization, ‘Toastmasters,’ may sound like a light genre in essence because ‘to give a toast’ sounds like a quick task to do. However, the organization is actually aiming at more than just building a skill to give a toast. When TM’s founder, Smedeley gave a name to the activities at the YMCA, he chose this name instead of a more serious name such as “public speaking club,” for example, so that it would sound fun and light-hearted and the name would not scare away the young men in the community. Now the organization has greatly grown to attract not only young men but also adults and women all over the world.

3. The Educational Program of TM International2

The TM program is built on four guiding principles that have been in place since Toastmasters was founded in 1924. They are (1) Experiential Learning, (2) Self-paced Program, (3) Peer Feedback, and (4) Mentoring. Experiential Learning refers to the principle that the members learn by doing such as by giving speeches and fulfilling leadership roles. This is based on the belief that members practice and improve. Self-paced Program refers to the principle that members learn best at their own pace and comfort level. Peer Feedback refers to the principle that members learn through honest and supportive peer evaluation. This is based on the belief that they grow and improve. Mentoring refers to the principle that members learn and grow with the experienced members’ encouragement, guidance and support.

In addition, the TM program has two tracks: Communication and Leadership. The two tracks are not mutually exclusive; and the members may participate in both at the same time. The communication track involves four stages: (1) Competent communicator, (2) Advanced Communicator Bronze, (3) Advanced Communicator Silver, and (4) Advanced Communicator Gold. The leadership track, on the other hand, involves three stages: (1) Competent Leader, (2) Advanced Leader Silver, and (3) Advanced Leader Gold. When the members have accomplished the highest stages of both tracks, they are awarded the title Distinguished Toastmaster (DTM). DTM is the final award the members can be awarded.

TM has an extensive series of manuals. For the communication track, one manual is prepared for the first stage, ‘Competent Communicator,’ and a total of 15 kinds of manuals are prepared for the Advanced Communicator Bronze,

Silver and Gold. Each manual consists of five projects; the 15 public speaking manuals are (1) The Entertaining Speaker, (2) Speaking to Inform, (3) Public Relations, (4) Facilitating Discussion, (5) Specialty Speeches, (6) Speeches by Management, (7) The Professional Speaker, (8) Technical Presentations, (9) Persuasive Speaking (10) Communicating on Video, (11) Storytelling, (12) Interpretive Reading, (13) Interpersonal Communication, (14) Special Occasion Speeches, and (15) Humorously Speaking (see Appendix II). For Advanced Communicator Bronze, completion of two of 15 manuals is expected; two more manuals for Silver, and two more for Gold.

In the Leadership track, a Competent Leadership Award is prepared for members who have completed the Competent Leadership manual, which consists of 10 projects. Beyond that, two stages are prepared, and for each of the Advanced Communicator Awards a couple of requirements are set to complete the stages. For example, to be eligible for the Advanced Communicator Award- Silver, a member must complete (1) achievement of the new Competent Leader award, (2) achievement of the Competent Communicator award, (3) service of at least six months as a club officer (president, vice president for education, vice president for membership, vice president for public relations, secretary, treasurer or sergeant at arms) and participation in the preparation of a Club Success Plan while serving in this office, (4) also while serving in this office, participation in a district-sponsored club officer training program, and (5) conducting of any two presentations from The Successful Club Series (see Appendix II for details) and/ or The Leadership Excellence Series (see Appendix II for the details).

For the Advanced Leader Silver (ALS) award, a member must complete (1) achievement of the Advanced Leader Bronze award, (2) service of a complete term as a district leader (district director, program quality director, club growth director, public relations manager, administration manager, finance manager,

division director or area director) (a complete term is defined as extending at least from September 1 through June 30; those assuming office after September 1 do not qualify as having served a full term), (3) completion of the High Performance Leadership program, and (4) successful service as a club sponsor, mentor or coach.

Many of the members seem to join TM to improve their communication skills rather than their leadership skills, and their first focus is the communication track. According to the Education office of Toastmasters World Headquarters, only 10% of the members complete Competent Communicator, which is the first stage of the communication track. This shows how high the turnover rate is for membership.

4. Club Meetings3

In general, one club has at least 20 members. Clubs run meetings on a regular basis: weekly, biweekly or monthly. Weekly meetings typically run for one hour and biweekly meetings for two hours. The venues for the meetings are usually public buildings or company offices. The Smedeley One club posts an American flag on the front wall and says the Pledge of Allegiance at the beginning of every meeting, which is very unusual for a TM club. Only 10% of the entire membership completes the Competent Communicator level, which is the first accomplishment of the Communication Track, involving 10 projects in one manual.

There are some Japanese clubs in the United States, including one bilingual Japanese-English club in the San Francisco area (District 4). There are 171 clubs in Japan (District 76) as of 2015; these include 48% English-only clubs, 33%

bilingual clubs, and 19% Japanese-only clubs. Japanese-language manuals come in several varieties: one volume of Competent Communicator; one volume of Competent Leadership; the Advanced Communicator Series (15 volumes), The Better Speaker Series (10 volumes), and the Leadership Excellence Series (11 volumes) are translated into Japanese. A translation project for the Successful Club Series (11 volumes) is underway.

5. Transformation of the Participation Framework as a Translation Issue

The participation framework and production format are the focus of the present analysis. ‘ Participation role’ refers to the relation of any one member of a gathering to an utterance, which can be called the member’s ‘participation status’ relative to the speaker. In addition, the relation of any one member to that of all the persons in the gathering is called the ‘participation framework’ for that moment of speech (Goffman 1981). Participation roles come in three forms: Animator, Author, and Principal. ‘Animator’ refers to the individuals who do the act of talking itself. ‘Author’ refers to an individual who delivers his or her own voice and view. ‘Principal’ means the individuals who deliver an institutional voice (Goffman 1981; see Hanks 1993 for further discussion). The participation framework of the meeting is signified in non-linguistic and linguistic codes by the speakers. Examples 1 and 2 below show such cases, in Example 1, Turn shift from Toastmaster as Animator and Principal to another Animator and Principal. The turn of the speech is appointed by Toastmaster as Animator and Principal following the custom of the TM meeting.

Example 1: A Shift from President to Toastmaster 01 President: [Standing at the podium]

In fact, thank you for the reminder, now it’s time for the transition over to our Toastmaster…Tonight’s Toastmaster is Cliff xxx. Cliff’s been in Toastmasters a little over a year now……Please welcome Cliff.

01 Toastmaster: [Stands up, moves to the podium and shakes hands with the Toastmaster]

02 Audience: [Applause]

03 President: [Leaves the podium, moves to his seat and sits down] 04 Toastmaster: [Standing at the podium]

Thank you, Mr. President, hello Toastmasters, welcome guests… [gives a short speech]…

The transformation of the participation framework here is linguistically and non-linguistically signified, but the control of the floor seems to remain with the Toastmaster. The President is Animator and Principal, who presides over the meeting, and he introduces the Toastmaster, who will become Animator, Author and Principal. The Toastmaster is an Author because he gives a short speech, which is based on his original story.

This example shows that the shift is signified linguistically by the utterance ‘It’s time for the transition over to our Toastmaster’ followed by the detailed introduction of the Toastmaster and the expression “Please welcome Cliff.” The Toastmaster non-linguistically accepts the invitation to be introduced by walking up to the podium and shaking hands. The actions are all done non-linguistically, and the President co-constructs the transition of the turn by shaking hands with the Toastmaster and walking back to his chair in the audience. Here, the

President is the Animator and Principal who deliver the institutional and organizational voices and rules, but the Toastmaster is the Animator and Principal, who manage the institutional talk event, as well as the Author, who delivers his own voice by introducing his short speech at the beginning of his role.

Example 2: A Shift from Toastmaster to Ah-Counter.

06 Toastmaster: Let me just move on to the introduction, the people filling the roles tonight provide to the meeting, will provide feedback to the meeting as well…the Ah-Counter, the Ah-Counter tonight is Sue xxxx, Sue, would you stand up and explain your role? 07 Ah-Counter: [Stands up]

As the Ah-Counter tonight, I’ll be xxxing verbal clutches, xxxxx, and I am looking for words like ‘and’, ‘but’, ‘so’ and ‘you know,’ and sounds like ‘ah’, ‘eh’; I’ll make a report at the end of the evening, uhm, first, to, to make the speaker aware of their word usage, and also give him a chance to think them over for future usage, and work through the areas which may be a little tricky. I’ll give a report at the end of the evening. [Sits down]

08 Toastmaster: [Applause]

Example 2 shows that the turn shift was completed by the applause of the Toastmaster and audience members at the meeting. Here, the Toastmaster is Animator and Principal, and the Ah-Counter is also Animator and Principal. The Ah-Counter is describing her role as the person ‘to check for unwanted fillers like ah and um,’ but she herself is making an unnecessary noise, and this

is a quite interesting observation. Here, the Ah-Counter is the Principal, in which she is delivering the institutional voice. The Ah-Counter is not invited over to the podium, but rather she is supposed to do her job at her seat, which is quite different from the role of Grammarian. This is probably because she is not giving an original speech (as Author) while she is performing the role of Ah-Counter. We can see here that the transformation of the participation framework is marked non-linguistically as sitting down in her seat by the Ah-Counter and applause by the audience members as well as the Toastmaster. The Grammarian ends his Animator role by reaching out for a handshake with the Toastmaster.

Example 3: A Shift from Toastmaster to Grammarian 09 Toastmaster: [Applause]

The Grammarian this evening is the august nature George Day. Mr. Day, would you explain your role of Grammarian? 10 Grammarian: [Walks up to the podium and shakes hands with the

Toastmaster]

11 Toastmaster: [Leaves the podium] 12 Grammarian: [Talking at the podium area]

As Grammarian tonight, I’ll be listening for the improper use of the English language, or perhaps phrases or usages that are misused or might be said differently and more effectively. It’s also my job to provide you a word for the day. Fellow Toastmasters and Guests, especially those of you who have dogs…..[Gives a short speech relating to the word of the day], indolence, which brings us the word of the day. Indolence, the quality or state of laziness or being disinclined to hear those who have spoken. An example of the usage of indolence is…

[Posts a piece of paper at the podium] I’ll put that here so that you can see it. I’ll keep monitoring you. Here is the Toastmaster. [Invites the Toastmaster to shake hands]

13 Toastmaster: [Comes back to the podium and shakes the Grammarian’s hand]

14 Audience: [Applause] 15 President: Hey, next staff…

In Example 3 above, the Grammarian is invited over to the podium. Here, the transformation of the participation framework is marked by the handshakes. The Grammarian does not talk right at the podium but rather moves around the podium area. His utterance provides the information about the Grammarian’s role (which is to deliver the voice of the Principal) followed by his own story, (in which he is participating in a Principal role and also as an Author); then he goes back to his Grammarian job of explaining the definition and usage of the word ‘indolence.’ The transition of the participation framework is marked non-linguistically by the Grammarian reaching over to the Toastmaster for a handshake.

Example 4: A Shift from Toastmaster to Project Speaker 16 Toastmaster: [Clapping]

Here’s Anita. Anita joined Smedeley Club One Toastmasters Club 13 years ago….[Reads speaker’s introduction from the notes] Please help me welcome Anita xxxxx. [Handshakes] 17 Speaker: [Walks up to the podium. Shakes hands with the Toastmaster] 18 Toastmaster: [Leaves the podium]

The successful negotiators don’t even negotiate at all…

In Example 4 above, the Toastmaster introduces the Project Speaker linguistically with an extensive introduction followed by expressions ‘Here’s Anita’ and ‘Please help me welcome Anita xxxx.’ The Toastmaster then offers handshakes, which seem to mark the beginning of the transition of the participation framework. Here, the Project Speaker is the Author, in which she is producing her voice, and the Animator, in which she is performing the act of delivering the message.

Example 5: A Shift from Project Speaker to Toastmaster

20 Toastmaster: [Walks up to the podium and shakes hands with the Speaker] 21 Speaker: [Shakes hands with the Toastmaster and return to her seat] 22 Toastmaster: [Stands at the podium] Do you guys…..

Example 5 shows that the end of the speech does not automatically mean a shift of turn. Here, the Project Speaker as Animator ends her speech, but she stays at the podium. The Toastmaster walks up to the podium and reaches out to the speaker for handshakes. The Project Speaker walks slowly back to the audience and finally takes her seat. The Toastmaster waits for her to be completely in her seat and moves to the next action, the introduction of the next Project Speaker. The consideration of this act by the Toastmaster might be owing to the fact that this Project Speaker (Anita) is a senior member of the club and needs time to get back to her seat.

The next example shows the importance of applause as a prompt to shift the participation framework.

Example 6: A Shift from Toastmaster to President

23 Toastmaster: … So, Mr. President, I will return the conduct of the meeting to you.

24 Audience: [Applause]

25 Toastmaster: [Leaves the podium]

26 President: [Walks to the podium, shakes hands]

Round of applause. [Clapping] Is that a fun meeting, or what? See, that is Smedeley Chapter One, that is Dr. Smedeley’s spirit, tonight he will be smiling on all of you as you sleep.. xxxxxx. I tried. O.K. I’d like to wrap it up really quick.

This scene shows that the transformation of the participation framework is initiated verbally by the Toastmaster’s statement ‘So, Mr. President, I will return the conduct of the meeting to you,’ and completed non-linguistically by the Toastmaster’s movement to his seat and completion of sitting down in the audience. The short comments of the President seem to be working to make enough time for the Toastmaster to go back to his seat and sit down, in which the Toastmaster non-linguistically completes his job as Animator and Principal in this speech event.

As seen in Examples 1 through 6, the transformations of the participation frameworks are initiated, proceeded and completed in various ways, linguistically and non-linguistically, in the meeting. Non-linguistic aspects include gestures and movements such as handshakes, applause, the speaker’s sitting down, the speakers changing positions, and others.

6. Conclusion

translation theory as observed in TM activities in California, USA. These issues have been analyzed as transformations of the participation framework, and the three roles of the transformation format (Animator, Principal, and Author) have been examined in the process of the participation framework transformations. The study has examined six scenes in TM meetings where speaker shifts have occurred and consequently the transformations of the participation frameworks have proceeded. These scenes have included the following: one scene of a shift from President to Toastmaster and one scene in the reserve direction; two scenes of shifts from Toastmaster to evaluation team members (Grammarian and Ah-Counter); one scene of a shift from Toastmaster to Project Speaker and one in the reverse direction. Analysis of the data has revealed that the transformations of the participation frameworks were preceded by linguistic and nonlinguistic cues. Linguistic cues were presented by phrases such as ‘Let me introduce …,’ and the nonlinguistic cues included handshakes, changes of speaker positions, completion of the speakers taking their seats, and so on. The study concludes that the transformation of the participation frameworks was initiated, proceeded, and completed multi-semiotically.

Appendix I: Toastmasters (TM) International4

1. History and development

TM was started by Ralph C. Smedeley at YMCA in Bloomington, Illinois, United States.

1905 The first unofficial TM club meeting was held on March, 24, 1905. 1922 Smedeley moved to the YMCA in Santa Ana, CA and organized the

first club

1924 Smedeley organized Club No.1 in 1924

1930 Nearly 30 TM clubs were made including a club in British Columbia, Canada.

1932 Toastmasters International was incorporated.

1934 Toastmaster Magazine, the TMs’ organizational magazine was published.

1952 The first regional conference was held in Des Moines, Iowa. 1973 The membership was opened to women.

1982 Their membership reached 100,000 people

1985 The first female international president was elected. 1995 The internet home page was launched.

2004 The membership reached 200,000.

2015 TM has 310,000 members in more than 16,000clubs in countries.

2. Educational program

・ Experiential Learning–we learn by doing; by giving speeches and fulfilling leadership roles, we practice and improve

・ Self-paced Program–we learn best at our own pace and comfort level] ・ Peer Feedback–through honest and supportive peer evaluation, we grow

and improve

・ Mentoring–experienced members encourage, guide and support us in our goals and help us to achieve more than we thought possible

・ Dual track system: Communication track (4 stages) and Leadership Track (3stages)

・ Distinguished Toastmaster (DTM) after completing both tracks 4e25rAnnual International Conference of Public Speaking

3. The communication track involves 4 stages: (1) Competent communicator,

(2) Advance communicator Bronze, (3) Advanced Communicator Silver, (4) Advanced Communicator Gold.

4. Requirements for the communication track: (1) Competent Communicator

・Complete 10 projects in Competent Communicator manual (2) Advanced Communicator Bronze (ACB)

・ Achieved Competent Communicator award (or Competent Toastmaster award)

・ Completed two Advanced Communication Series manuals (3) Advanced Communicator Silver (ACS)

・ Achieved Advanced Communicator Bronze award (or achieved Able Toastmaster award or Advanced Toastmaster Bronze award)

・ Conducted any two presentations from The Better Speaker Series and/or The Successful Club Series

(4) Advanced Communicator Gold (ACG)

・ Achieved Advanced Communicator Silver award (or achieved Able Toastmaster Bronze award or Advanced Toastmaster Silver award) ・ Completed two additional advanced communication manuals

・ Conducted a presentation from the Success/Leadership Series, Success/ Communication Series or a Youth Leadership

・ Coached a new member with the first three speech projects

・ By the time you earn the Advanced Communicator Gold award, you will have completed six of the available Advanced Communication Series manuals and will have learned many valuable speaking skills.

5. The leadership track involving 3 stages: (1) Competent Leader

(2) Advanced Leader Silver (3) Advanced Leader Gold

6. Requirements for the leadership track: (1) Competent Leader

・ Complete 10 projects in Competent Leader manual (2) Advanced Leader Bronze (ALB)

・ Achieved new Competent Leader award ・ Achieved Competent Communicator award

・ Served at least six months as a club officer (president, vice president education, vice president membership, vice president public relations, secretary, treasurer or sergeant at arms) and participated in the

preparation of a Club Success Plan while serving in this office

・ While serving in the above office, participated in a district-sponsored club officer training program

・ Conducted any two presentations from The Successful Club Series and/ or The Leadership Excellence Series

(3) Advanced Leader Silver (ALS)

・ Achieved Advanced Leader Bronze award

・ Served a complete term as a district leader (district director, program quality director, club growth director, public relations manager, administration manager, finance manager, division director or area director). A complete term is defined as having served at least from September 1 through June 30. Those assuming office after September 1 do not qualify as having served a full term

・ Completed the High Performance Leadership program ・ Served successfully as a club sponsor, mentor or coach

7. Advanced Communicator Series

(1) The Entertaining Speaker (Item 226A) (2) Speaking to Inform (Item 226B) (3) Public Relations (Item 226C) (4) Facilitating Discussion (Item 226D) (5) Specialty Speeches (Item 226E) (6) Speeches by Management (Item 226F) (7) The Professional Speaker (Item 226G) (8) Technical Presentations (Item 226H) (9) Persuasive Speaking (Item 226I) (10) Communicating on Video (Item 226J)

(11) Storytelling (Item 226K) (12) Interpretive Reading (Item 226L)

(13) Interpersonal Communication (Item 226M) (14) Special Occasion Speeches (Item 226N) (15) Humorously Speaking (Item 226O)

8. The Better Speaker Series

(1) Beginning Your Speech (Item 270) (2) Concluding Your Speech (Item 271) (3) Controlling Your Fear (Item 272) (4) Impromptu Speaking (Item 273) (5) Selecting Your Topic (Item 274) (6) Know Your Audience (Item 275) (7) Organizing Your Speech (Item 276) (8) Creating An Introduction (Item 277) (9) Preparation And Practice (Item 278) (10) Using Body Language (Item 279)

9. The Successful Club Series (1) Moments Of Truth (Item 290)

(2) Finding New Members For Your Club (Item 291) (3) Evaluate To Motivate (Item 292)

(4) Closing The Sale (Item 293)

(5) Creating The Best Club Climate (Item 294) (6) Meeting Roles And Responsibilities (Item 295) (7) Mentoring (Item 296)

(9) Going Beyond Our Club (Item 298)

(10) How To Be A Distinguished Club (Item 299) (11) The Toastmasters Educational Program (Item 300)

10. Leadership Excellence Series (1) The Visionary Leader (Item 311) (2) Developing A Mission (Item 312) (3) Values and Leadership (Item 313) (4) Goal Setting And Planning (Item 314) (5) Delegate To Empower (Item 315) (6) Building A Team (Item 316)

(7) Giving Effective Feedback (Item 317) (8) The Leader as a Coach (Item 318) (9) Motivating People (Item 319) (10) Service And Leadership (Item 320) (11) Resolving Conflict (Item 321)

Appendix II: Meeting Agenda (2 hour meeting)

Turn Time Role / Agenda Item for November 20, 2015

01 0:00 President

0:05 Opens the meeting. Introduces Today’s Toastmaster. 02 0:05PM Toastmaster (2-3min)

0:10PM Asks members with roles to exchange Competent Leadership manuals. Introduces gusts and ask them for a brief introduction.

Introduces today’s evaluation team (Timer, Ah-Counter, and Grammarian).

03 0:10PM Timer

0:12PM Timer explains the role briefly. 04 0:12PM Ah Counter

0:14PM Ah Counter explains the role briefly. 05 0:14PM Grammarian

0:16PM Grammarian explains the role briefly. 06 0:16PM Word Master

0:19PM 2-3 mins. Introduces the Word of the Day. 07 6:19PM Speaker #1

6:26PM 5-7 mins in general.

08 6:26PM Fill out the feedback slip - a minute of silence. -6:27PM

09 6:27PM Speaker #2

6:34PM 5 - 7 mins in general.

10 6:34PM Fill out the feedback slip - a minute of silence. -6:35PM

11 6:35PM Speaker #3

6:42PM 5-7 mins in general.

12 6:42PM Fill out the feedback slip - a minute of silence. -6:43PM

13 6:43PM Speaker #4

6:50PM 5 - 7 mins in general.

14 6:50PM Fill out the feedback slip - a minute of silence. -6:51PM

7:06PM Introduces a topic for discussion (2-3 mins) and asks random audience members to respond to questions within 1-2 minutes.

19 7:06PM Fill out the feedback slip - a minute of silence. -7:07PM

20 7:07PM Toastmaster

-7:08PM The Toastmaster turns the control over to the Master Evaluator.

21 7:08PM Master Evaluator

7:09PM Opens the evaluation session and introduces the evaluation team.

22 1:09PM Evaluator #1

1:12PM 2-3 mins. Evaluates Speaker #1. 23 1:12PM Evaluator #2

1:15PM 2 - 3 mins. Evaluates Speaker #2. 24 1:15PM Evaluator #3

1:18PM 2-3 mins. Evaluates Speaker #3. 25 1:21PM Evaluator #4

1:24PM 2 - 3 mins. Evaluates Speaker #3. 26 1:24PM Grammarian

1:27PM 2-3 mins. The Grammarian points out areas of grammatical excellence or areas needing improvement.

27 1:27PM Master Evaluator

-7:30PM 2-3 mins. The Master Evaluator evaluates the overall English session.

28 7:30PM Ah Counter

-7:32PM 1-2 mins. The Ah Counter reports on unnecessary words.

29 7:32PM Timer

-7:34PM 1-2 mins. The Timer reports on how much time each speaker's role took.

30 7:34PM Master Evaluator

-7:37PM Evaluates today’s meeting.

Turns the podium over to the Toastmaster.

31 7:37PM Toastmaster

-7:39PM The Toastmaster closes the speech session.

32 7:39PM Fill out the feedback slip - a minute of silence. -7:40PM

33 1:40 Business Meeting -The President and other officers will briefly speak about club-related issues.

-Bibliography

Boas, Frans. (1911) 1966. “Introduction.” In Handbook of American Indian languages, edited by Preston Holder

Catford, J. C. 1965. A linguistic theory of translation. Oxford: Oxford University Press. Goffman, Erving. 1981. Forms of Talk. University of Pennsylvania Press.

Goodman, Nelson. 1978. Ways of worldmaking. Indianapolis, IN: Hackett.

Givón, Talmy. 1978. Universal grammar, lexical structure and translatability. In

Meaning and Translation: Philosophical and linguistic approaches, edited by F.

Guenthner and M. Guenthner-Reutter. pp. 235-274. London: Duckworth.

Hanks, William F. 1988. “Grammar style and meaning in a Maya manuscript.”

International Journal of American Linguistics 54 (3): 331–64.

———. 1993. “Metalanguage and pragmatics of deixis.” In Reflexive language:

Reported speech and metapragmatics, edited by John Lucy. Pp. 127–58.

Cambridge: Cambridge University Press.

———. 2010. Converting words: Maya in the age of the cross. Berkeley: University of California Press.

———. 2013. “Language in Christian conversion.” In A companion to the

anthropology of religion, edited by Janice Boddy and Michael Lambek. Pp. 387–

406. Oxford: Wiley.

———. 2014. The Space of Translation. Hau: Journal of Ethnographic Theory 4 (2): 17–39.

———. In press. Alphabetic literacy and colonial process in Yucatán. Ethnohistory 62(3), 651-674.

Hanks, William F. and Carlo Severi. 2014. Translating worlds: The epistemological space of translation. Journal of Ethnographic Theory 4 (2): 1–16.

Jakobson, Roman. 1957. Shifters, verbal categories and the Russian verb. Department of Slavic Languages and Literatures, Harvard University.

Jakobson, Roman. (1959) 2004. “On linguistic aspects of translation.” In The

translation studies reader, edited by Lawrence Venuti. Pp. 113–118. Second

Kuhn, Thomas. 2000. The Road Since Structure, edited by James Conant and Jjhn Haugeland. Chicago: University of Chicago Press.

Lucy, John, ed. 1993. Reflexive language: Reported speech and metapragmatics. Cambridge: Cambridge University Press.

Morris, Charles. 1971. Writings on the general theory of signs. The Hague: Mouton. Mounin, Georges. 1963. Problèmes théoriques de la traduction. Paris: Éditions Gallimard.

Nida, Eugene. 1964. Toward a Science of Translating. Leiden: Brill.

Peirce, Charles Sanders. 1940. “Logic as semiotic.” In Philosophical writings of Peirce. Edited by Justus Buchler. Pp. 98–119. New York: Dover.

Pym, Anthony. 2010. Exploring theories of translation. London: Routledge. 2014. Saussure, Ferdinand de. (1916) 2006. Course in general linguistics. Translated by Roy

Harris. Chicago: Open Court.

Severi, Carlo. 2014. Transmutational being. A proposal for an anthropology of thought.

Journal of Ethnographic Theory 4 (2): 41–71.

Tedlock, Dennis. 1983. The spoken word and the work of interpretation. Philadelphia: University of Pennsylvania Press.

Urban, Greg. 1991. A discourse-centered approach to culture: Native South American

myths and rituals. Austin: University of Texas Press.

———. 2001. Metaculture: How culture moves through the world. Minneapolis: University of Minnesota Press.

Viveiros de Castro, Eduardo. 1998. Cosmological Deixis and A merindian Perspectivalism. Journal of the Royal Anthropological Institute 4:469–488. ———. 2004a. Exchanging Perspectives: The Transformation of Objects into Subjects

in Amerindian Ontologies. Common Knowledge 10:463–484.

———. 2004b. Perspectival Anthropology and the Method of Controlled Equivocation.

Tipiti 2(1):3–22.

Internet Recourse