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1、Commentaryofthesis:Children’sLiteratureTranslationStrategyinthePerspectiveofFunctionalEquivalenceInthesamplethesisthewriterstatesthatchildren’sliteraturetranslationstrategyintheperspectiveoffunctionalequivalence.Ithinkthewholeessayiswell-organized.Thetitlei
2、sveryspecificandbriefly,andthecontentisdistinctandfully,inthatbothEnglishandChineseabstract,thewriterfirstlyputsforwardthepresentofthechildren’sliteraturetranslationwasoftentobeignored,anddeclaredthattheT.S.whatbycomparingthethreeChineseversionsoftheclassic
3、Englishchildren’sliteraturePeterPanintheirdifferentstrategiesindealingwiththelanguage,andattemptstofindoutsometranslationstrategiesforchildren’sliteratureinthelastparagraph.Itisastandardabstractwith3keywords.Therearefourparagraphsintheintroduction.Thefirstp
4、artcomestraighttothepoint,showingthebackgroundsimplyandsettinganexampleofthethreeChineseversionofPeterPan.ThesecondparagraphquotedastatementfromFrancisBaconpointedoutthenecessaryofchildren’sreading,andimportanceoftranslationofchildren’sliteratureandcallsfor
5、muchmorenoticeit.Thethirdone,thewritermakesacomparisonwithtranslationbetweenchildren’sliteratureandadults’.Itwasrepeatedthattranslatorscanpaymoreattentiontothechildren’sliteraturetranslation.Inthelast,thewriterspreadouttheconstructionofthewholethesisandthem
6、ainideaofeachpart.Alloftheabovearethemaincontentsoftheintroduction.Thebodyofthisthesiswasorganizedlogically.Itwasdividedintothreepartsin3general.Thefirstpartconsistsoftwoportionsaboutchildren’sliterature:(1)thedefinitionandthefeaturesofchildren’sliteratureb
7、ythroughcomparedwithliteraturewrittenforadults.Itmakesthefocalpointsstandoutwhichasatranslatorforchildrenmuststandinginthechildren'spointofviewtotranslate;(2)thewriterillustrateswithPeterPananditsthreeChineseversiontosupporttheargumentandstrengthenconvictio
8、n.InordertoeasytocomprehendthePeterPan,itprovidedabriefintroductionabouttheauthorofthenovel.Buttheshortcomingisthatthecontentofthenovelwerenotfullyenough.Thesectiontwowasthekeyofthewholetext.Youcanfind