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  3. There"s no such thing as an all-lecture class at Yale, nor at most other undergraduate colleges or business schools. Professors

There"s no such thing as an all-lecture class at Yale, nor at most other undergraduate colleges or business schools. Professors

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问题 There"s no such thing as an all-lecture class at Yale, nor at most other undergraduate colleges or business schools. Professors expect and demand engagement and discussion and students will often pipe up with questions in the middle of a salient point. In most cases, this is not considered rude; I think American students occasionally think of themselves as consumers of the course material, with the right to get their questions answered or theories explored by the professor. In one early class of ours, the professor even wrote to students who had not been participating to request that they speak up more in class.
　　Of course, not all participation is valid or particularly helpful. Students will often ask questions they should know the answer to, or attempt to build on a point with an off-base comment. Interestingly, if a group of students is in a class together consistently, the group begins to subtly govern itself and members whose contributions might not be adding to the total experience will get the hint and aim to consider the good of the whole when raising their hand. But shifting between absorbing the lecture and participating in a conversation about it is a key feature of the classroom experience.
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答案 在美国，无论是商学院或是本科，我们都没有纯粹的“讲授式”教学。教授们通常都希望，甚至要求课堂互动与讨论，而学生们也会在关键点上主动提问。大多数情况下，我们不认为这种“打断”是不礼貌的，因为美国学生普遍有一种“消费者心理”：我们花钱花时间来到这个课堂，就是知识和教授的消费者，就有权得到满意的答案，有权请教授当下进一步阐述不明之处。有的教授甚至亲自写信给那些课上过于“安静”的同学，请他们踊跃发言。 　　当然，不得不承认的是，我们不可能保证这种互动总是有益且高效的。有些同学可能会问一些理应在课前阅读中解决的问题，甚至会提一些不靠谱的想法。有趣的是，如果一个班的学生经常在一起上课，在同学问会渐渐自发地产生一种“潜规则”，或者说是一种“同侪压力”，逼迫着那些经常提“傻问题”的同学三思而后行。总而言之，在课堂上把握好吸收知识及参与讨论的节奏对每个学生至关重要。
解析     第一段第一句“There’s no such thing as an all-lecture class at Yale, nor at most other undergraduate colleges or business schools.”no...nor...“既不……也不……”表示否定意义的并列连词，“在美国，无论在商学院或本科教育中，我们都没有纯粹的‘讲授式’教学。”调整结够并作适当的增译，如“在商学院或本科(教育)中”。第三句“I think American students occasionally think of themselves as consumers of the course material, with the right to get their questions answered or theories explored by the professor.”译文“我认为美国学生普遍有一种‘消费者心理’：我们花钱花时间来到这个课堂，就是知识和教授的消费者，就有权得到满意的答案，有权请教授当下进一步阐述不明之处。”其中occasionally表示“偶尔地、间或”，如果直接按此翻译会造成意义不明确，与文章论点有悖，实际上如果仔细推敲将occasionally翻译成“普遍(地)”似乎更神似，因为occasionally本义指时间上的频率，放在句中是说学生并不总是持有“消费者”的想法，但这种观念是根深蒂固的，正因为这种观念普遍，所以在某些时候才会使人意识到自己的特定身份。我们都是国家的公民，这种观念是普遍的，但只有在法律等特定情况下，我们才意识到自己的这种身份。后面with复合结构作补语，体现在汉语中可以用标点符号“：”简单、明了，避免了不必要的重复，这种处理方法在翻译中值得考生借鉴。
　　第二段第一句“Of course, not all participation is valid or particularly helpful.”注意not all表示方法在英语中的意思是部分否定“并不是所有……”。第二句中对off-base comment的翻译体现了语体在翻译中的体现，比较“偏离中心的评论”和“不靠谱的想法”，显然后者更口语化，通过一些词汇的运用和句式可以判断本段文字较口语化，所以更为合适。下一句“Interestingly, if a group of students is in a class together consistently, the group begins to subtly govern itself and members whose contributions might not be adding to the total experience will get the hint and aim to consider the good of the whole when raising their hand.”句子较长，分析一下句子结构：主干为if引导的条件状语从句，主句中itself and members又带一个whose引导的定语从句修饰，而定语从句中又出现了when raising their hand分词独立结构作时间状语，实际上相当于一个状语从句。译文“有趣的是，如果一个班的学生经常在一起上课，在同学问会渐渐自发地产生一种‘潜规则’，或者说是一种‘同侪压力’，逼迫着那些经常提‘傻问题’的同学三思而后行。”在翻译中除了使用意译还考虑到了原文的口语文体。
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