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perceived. Only extensions of the obligatory and sub-obligatory
meanings could be identified. Accessory meaning, however, is reflected
in the abundant use of figurative expressions for aesthetic effects.
Each stanza contains one OMCC and one or more sub-obligatory
meaning. However, the three stanzas are coherently interlinked within
the conceptual perspective of the poem.
2. APPLYING THE MODEL TO ST-TT COMPARISON
The rhetorical model has a dual function. It can be oriented
towards pedagogical purposes on the one hand, and evaluative purposes
on the other. The flexibility of the model is a sure guarantee of its
two-fold functionality. In this section, we will concentrate on the
evaluative aspect of the model, ie. its use as a yardstick with which
translation quality is measured.
The method we shall adopt in the analysis of the source text
emanates from the model. Accordingly, we will try to identify the
different categories of meaning, ie. obligatory, extended, and
accessory. Moreover, reference will be made to various types of
correspondences existing between the source and target texts. Any
miscorrespondence on the grammatical, syntactic, morphological, or
semantic level will be pinpointed. Both texts will be placed in their
pertinent socio-cultural perspectives to discover if they are socio-
culturally equivalent, partially equivalent, or non-equivalent.
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