AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER 3 FROM THE BOOK “JANE EYRE” BY CHARLOTTE BRONTE, 1847

MINISTRY OF EDUCATION AND TRAINING
DUY TAN UNIVERSITY
FACULTY OF ENGLISH

GRADUATION PAPER
DINH HONG DIEM

AN ANALYSIS OF THE SUGGESTED TRANSLATION
OF CHAPTER 3 FROM THE BOOK “JANE EYRE”
BY CHARLOTTE BRONTE, 1847

GRADUATION THESIS IN SOCIAL SCIENCES AND HUMANITIES

DA NANG – May, 2021


MINISTRY OF EDUCATION AND TRAINING
DUY TAN UNIVERSITY
FACULTY OF ENGLISH

GRADUATION PAPER
DINH HONG DIEM

AN ANALYSIS OF THE SUGGESTED TRANSLATION
OF CHAPTER 3 FROM THE BOOK “JANE EYRE”
BY CHARLOTTE BRONTE, 1847

Major : English for Translation and Interpretation
Code

: K23.701

Course : 2017 - 2021

SUPERVISOR: NGUYEN QUYNH CHI, M.A

DA NANG – May, 2021


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Supervisor: Nguyen Quynh Chi, M.A

ACKNOWLEDGEMENT
To complete this graduation paper, I have received a lot of helps and
supports from many people who I am extremely grateful for.
First of all, I would like to expand my gratitude to my supervisor, Mrs.
Nguyen Quynh Chi for detailed guidance as well as his dedication and
enthusiasm. Without his assistance in every step throughout the process of this
research, this graduation paper would have never been accomplished.
Secondly, I would like to express my deepest gratitude to all my
teachers at the Faculty of Foreign Languages, Duy Tan University for creating
good conditions for me in valuable lessons and skills throughout the time I
attended the academic year.
Thirdly, I also would like to take this opportunity to show my sincere
thanks to my family and my friend for encouraging and supporting me a lot in
all the time of doing this paper and in my life.
In addition, because of the limited knowledge, experience and time, the
shortcomings in this graduation paper are inevitable. Therefore, I expect to

receive sympathy as well as help from teachers and friends.
Lastly, I wish all of you good health, happiness and success.
Sincerely,
DINH HONG DIEM

Student: Dinh Hong Diem

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STATEMENT OF AUTHORSHIP
Except where reference is made in the text of the thesis, this thesis
contains no material published elsewhere or extracted in the whole or in part
from a thesis by which I have qualified for or been awarded another degree or
diploma.
No other person’s work has been used without due acknowledgement in
the thesis.
This thesis has not been submitted for award of any degree or diploma
in any other tertiary institution.
Danang, May 27th, 2021
DINH HONG DIEM

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ABSTRACT
This graduation paper is carried out with the aim of an analysis of the
suggested translation of chapter 3 "A Governess at Thornfield" from the book
"Jane Eyre?" by Charlotte Bronte in 1847. The graduation paper provides a
Vietnamese translation from the source text and analyzes the translated
version of this graduation paper. Besides, writer analyzes the vocabulary and
complicated structures of the suggested translation version. Finally, the
difficulties in the translation and some essential solutions are suggested at the
end of the graduation paper.

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ABBREVIATIONS
S

: Subject

V

: Verb

O

: Object

A

: Adverb

SL

: Source Language

TL

: Target Language

P1

: Paragraph 1

p.1

: Page 1

Etc

: et cetera

Ex

: Example

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TABLE OF CONTENTS
ACKNOWLEDGEMENT...............................................................................i
STATEMENT OF AUTHORSHIP................................................................ii
ABSTRACT....................................................................................................iii
ABBREVIATIONS.........................................................................................iv
TABLE OF CONTENTS................................................................................v
CHAPTER 1: INTRODUCTION..................................................................1
1.RATIONALE................................................................................................1

2. AIMS AND OBJECTIVES.........................................................................2
2.1. Aims........................................................................................................2
2.2. Objectives...............................................................................................2
3. SCOPE OF STUDY.....................................................................................2
3.1. Text Features..........................................................................................3
3.2. Text Length............................................................................................3
3.3. Text Organization..................................................................................3
3.4. Text Source.............................................................................................3
4. METHOD OF THE STUDY......................................................................3
5. ORGANIZATION OF THE STUDY......................................................4
CHAPTER 2: THEORETICAL BACKGROUND......................................5
1. DEFINITIONS OF TRANSLATION......................................................5
2. METHODS, PRINCIPLES AND RULES OF TRANSLATION..........6
2.1. Methods of Translation........................................................................6
2.1.1. Word-for-Word Translation...........................................................6
2.1.2. Literal Translation.........................................................................6
2.1.3. Faithful Translation......................................................................6
2.1.4. Semantic Translation.....................................................................7
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2.1.5. Adaptation......................................................................................7

2.1.6. Free Translation............................................................................7
2.1.7. Idiomatic Translation....................................................................7
2.1.8. Communicative Translation..........................................................8
2.2. Principles of Translation.....................................................................8
2.2.1. Meaning............................................................................................8
2.2.2. Form.................................................................................................8
2.2.3. Register.............................................................................................9
2.2.4. Source Language Infulence............................................................9
2.2.5. Idiom...............................................................................................10
2.2.6. Style and Clarity.............................................................................10
2.3. Rules of Translation...........................................................................11
2.3.1. The Rule of Proximity....................................................................11
2.3.2. The Rule of Parallelism.................................................................11
CHAPTER 3: SUGGESTED TRANSLATION..........................................13
CHAPTER 4: ANALYSIS............................................................................40
1. VOCABULARY......................................................................................40
1.1. Words with muti-meanings................................................................40
1.2. Words with no Vietnamese equivalent in dictionary........................42
2. PHRASAL VERBS....................................................................................43
3. STRUCTURES..........................................................................................44
3.1. Compound Sentences..........................................................................45
3.2. Complex Sentences..............................................................................46
2.2.1. Complex Sentences with Relative Clause....................................46
2.2.2. Complex Sentences with Adverbial Clause.................................47
2.2.3. Complex Sentences with Noun Clause........................................48
3.3. Compound-Complex Sentences.........................................................49
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3.4. Sentences in Passive Voice..................................................................49
3.5. Sentence with Dummy Subject........................................................50
CHAPTER 5: DIFFICULTIES AND SOLUTIONS..................................52
1. DIFFICULTIES.........................................................................................52
2. SOLUTIONS..........................................................................................53
CHAPTER 6: CONCLUSION AND SUGGESTIONS..............................54
1. Summary of Finding...............................................................................54
2. Suggestions...............................................................................................54
2.1. Suggestion for Faculty of English....................................................54
2.2. Suggestions for students in Faculty of English...............................55
REFERENCES..............................................................................................57

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CHAPTER 1: INTRODUCTION
1.RATIONALE
Jane Eyre is a novel by Charlotte Bronte (1816–1855), published by
Smith, Elder & Company of London, 1847, under the pseudonym Currer Bell,
and is one of the most famous works of English literature. In addition to
delicately and deeply presenting the story of Jane's life, the work is both
autobiographical and a silent dream of Charlotte Brontë herself. The work
also brings faith and hope to unfortunate lives through progressive ideas on
religion, feminism, human rights and especially the warmth of humanity. But
the important contribution of this novel is the subtle combination of
educational fiction with other novels such as psychological novels, Gothic
novels, even silhouettes of detective novels. The narrator is in the first person,
creating a feeling of closeness and authenticity. This is also a success and a
great contribution to the line of educational fiction, one of the main genres of
fiction born in England.
Indeed, I want to choose this topic to provide the valuable lesson to be
learn is: “Experience will be a valuable lesson for you and you can find
happiness on your own. Don't rely on anything to find happiness or a good
life, listen to your heart and find happiness for yourself.”
Hence, chapter 3 of the book “Jane Eyre” by Charlotte Bronte is the
journey to Thornfield to become a tutor by accident, it can be said that this is
the time to work to change Jane's life, she does not have to live under the
torture of anyone, she is free. And from there, she met her first and only love,
Mr. Rochester. Mr. Rochester, a seasoned man, his age was also on the other
side of the mountain, but he was always looking for a true love, a passionate,
longing heart like Mrs. Jane and because he could not find it. AGREE. He

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always feels depressed running away from home to forget the darkness with
his crazy wife, an arranged marriage of his father.
2. AIMS AND OBJECTIVES
2.1. Aims
During the past 4 years, I had reached valuable experience and
knowledge in translation field. All the things that I have collected and trained
from the teachers' lectures are shown in this graduation paper.
Translating this chapter 3 titled "A Governess at Thornfield" from the
Book "Jane Eyre" will help people realize in life, there are loves that come
easily,there are loves where lovers always walk on flower-strewn streets. And
there are also loves that are long journeys to find happiness.
Moreover, through this graduation paper, I have the opportunity to
practice and improve my translation skills to apply it better in other areas in
the future.
2.2. Objectives
After finishing my graduation paper, I can better understand the desire for
happiness, overcome many difficulties to find it of women and especially the
human warmth of the 19th century. Also, I can thoroughly understand the
translation theory and enhance my translation skills through contacting with
complex sentence structures and vocabulary that I have never seen in the
learning process.
3. SCOPE OF STUDY

This graduation paper is chapter “A Governess at Thornfield” from the
Book “Jane Eyre” by Charlotte Bronte. It is translated from English into
Vietnamese and then some of the important grammatical points that I
encountered in the translation process such as difficult vocabulary and
structures will be analyzed and accompanying some suggested versions.
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3.1. Text Features
The book has 5 chapters. Because of time limitation, I decide to translate
and analyze chapter 3-part 7,8,9 "A Thornfield" from the Book "Jane Eyre"
which was written by Charlotte Bronte.
This part mainly focuses on a long journey to find happiness of a poor
girl, without beauty, without possessions. The only inheritance is only a kind
heart, rich in love and uprightness and frankness.
3.2. Text Length
I decided on chapter 3 - part 7,8,9 "A Governess at Thornfield. The
translated text has about 4,038 words.
3.3. Text Organization
The book “Jane Eyre” by Charlotte Bronte is divided into 5 chapters:
 Chapter I

: A child at Gateshead

 Chapter II : A girl at Lowood
 Chapter III : A Governess at Thornfield
 Chapter IV : A woman at Moor House
 Chapter V : A wife at Ferndean Manor
3.4. Text Source
The text is in the book “Jane Eyre” is a novel by Charlotte Bronte
(1816–1855), published by Smith, Elder & Company of London, 1847, under
the pseudonym Currer Bell.
4. METHOD OF THE STUDY
In order to meet the aims and objectives of this graduation paper, I have
used a number of methods based on various sources:
First, Using reference books and internet materials can provide me with
a great source of information and help me gain a deep understanding of the
natural sciences.
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Secondly, referring to the findings of research from researchers around
the world helps me build the theoretical foundation and list the difficulties in
the translation process.

Thirdly, the method of analyzing vocabulary and sentence structure
difficulties based on theoretical background helps me find out suggestions to
give readers the best translation version.
5.ORGANIZATION OF THE STUDY
Apart from the statement of authorship, acknowledgement, abstract,
abbreviations and table of contents, there are three main parts in my
graduation paper.
 CHAPTER 1: INTRODUCTION
 CHAPTER 2: THEORETICAL BACKGROUND
 CHAPTER 3: SUGESTED TRANSLATION
 CHAPTER 4: ANALYSIS
 CHAPTER 5: DIFFICULITIES AND SOLUTIONS
 CHAPTER 6: CONCLUSION AND SUGGESTIONS

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CHAPTER 2: THEORETICAL BACKGROUND
1.DEFINITIONS OF TRANSLATION
Some researchers in the world have given many different views on
translation definition as follows:
According to Catford , “Translation is the replacement of textual material

in one language (source language) by equivalent textual material in another
language (target language).” [1]
Nord said: “Translation is the production of a functional target text
maintaining a relationship with a given source text that is specified according
to the intended or demanded function of the target text.” [2]
Nida and Taber describes translation as “Translation consists in
reproducing in the receptor language the closet natural equivalent of the
source language message, first in term of meaning and secondly in term of
style.” [3]
Peter Newmark said: “Translation is rendering the meaning of a text into
another language in the way that the author intended the text.” [4]
Bell said: “Translation is the expression in another language (or the target
language) of what has been expressed in another, source language,
preserving semantic and stylistic equivalences”. [5]
Through the above ideas, I can express an opinion on the translation
definition as follows:
Translation is the process of changing of the words written or spoken in
one language (the source) into the words in another language (the target) that
have the same meaning to convey original intent of messages of the author
across linguistic, cultural and regional differences between source and target
languages.

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2.METHODS, PRINCIPLES AND RULES OF TRANSLATION
2.1. Methods of Translation
Beside six types of catigories in the “Translation Theory” text book of
Mr. Nguyen Manh Quang [6]. There are also eight methods, six principles of
translation, and some rules of translation that I can apply in the translation
process.
2.1.1. Word-for-Word Translation
This is often demonstrated as interlinear translation with the TL
immediately below the SL words. The SL word order is preserved, and the
words are translated singly by their most common meanings, out of context.
Cultural words are translated literally.

The main use of word-for-word

translation is either to understand the mechanics of the SL or to construct a
difficult text as a pre translation process.
Example:

She is beautiful and smart.

→ Cơ ấy thì xinh đẹp và thông minh.
2.1.2. Literal Translation
The SL grammatical constructions are converted to their nearest TL
equivalents, but the lexical words are again translated singly out of context.
As a pre-translation process, this indicates the problem to be solved.
Example: He has a dark face.
→ Anh ấy có khn mặt tối tăm.

2.1.3. Faithful Translation
A faithful translation attempts to reproduce the precise contextual
meaning of the original meaning within the constraints of the TL grammatical
structures.

It “transfers” cultural words and preserves the degree of

grammatical and lexical "abnormality" in the translation. It attempts to be
completely faithful to the intensions and the text realization of the SL writer.
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Example: He was a fast as a kangaroo.
→ Anh ấy nhanh như một con kangaroo.
2.1.4. Semantic Translation
This method must pay more attention to the aesthetic value (that is, the
beautiful and natural sound) of the SL text, compromising on “meaning”
where appropriate so that no assonance, word-play or repetition jars in the
finished version. Furthermore, it may translate less important cultural words
by culturally neutral third or functional terms but not by cultural equivalents
and it may make other small concession to the readership.
Example: I take the medicine twice a day.

→ Tôi uông thuốc hai lần một ngày.
2.1.5.Adaptation
This is the “freest” form of translation, used mainly for plays (comedies)
and poetry. The themes, characters, plots are usually preserved, the SL culture
is converted to the TL one, and the text is rewritten.
2.1.6.Free Translation
This method reproduces the matter without the manner, or the content
without the form of the original. Usually, it is a paraphrase much longer than
the original a so-called “intra-lingual translation”, often prolix, pretentious
and seemingly non-translated at all.
Example: Have a good time!
→ Chúc vui vẻ!
2.1.7.Idiomatic Translation
This produces the “message” of the original again but tends to distort the
nuances of meaning by preferring colloquialisms and idioms where these do
not exist in the original.

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Example: Add fuel to the fire.
→ Thêm dầu vào lửa.

2.1.8. Communicative Translation
This method attempts to render the exact contextual meaning of the
original in such a way that both content and language are readily acceptable
and comprehensible to the readership. This translation is rather often news on
radio or in newspapers. Sometimes communicative and semantic translation
may coincide with each other.
Example: Don’t drink and drive.
→ Đã uống rượu bia thì khơng lái xe.
2.2. Principles of Translation
Although this is not a theoretical work, students may follow some
guidelineson how to help themselves to evaluate their own work. Below are
some general principles which are relevant to all translation.
2.2.1. Meaning
The translation should reflect accurately the meaning of original text.
Nothing should be arbitrarily added or moved, though occasionally part of the
meaning can be “transpose”.
Example: “Coral reefs fringing the Okinawan islands just like a necklace
can be seen only in warm and very clear water.”
→ “ Những rặng san hô bao quanh các đảo vùng Okinawa giống như
một chiếc vòng cổ nổi bật trên nền nước biển trong xanh.”
2.2.2. Form
The order of words and ideas in the translation should match that in the
original as closely as possible. This is particularly in the form and order of
words. When in doubt, underline in the original text the words on which the
main stress falls. In English, emphasis or main stress can be obtained through
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inversion of word order and using different structures such as: “No
sooner...than”, “It is/was... that(who)...”, "Only by...”, etc.
Example: No sooner had he graduated than was he was on his way to
America.
→ Ngay sau khi anh ấy tốt nghiệp, anh ấy đến Mỹ.
2.2.3. Register
Languages often differ greatly in, their levels of formality in a given
context (say, in a business letter). To resolve these differences, the translator
must distinguish between formal and fixed expressions.
Would any expression in the original sound too formal/ informal, cold/
warm, personal / impersonal if translated literally?
What is the intension of the writer or speaker? (to persuade/ dissuade
apologize, criticize?). Does it come through in the translation?
Example: I’m sorry.
It’s my fault.
I own you an apology.
→ All of them have the same meaning: “xin loi”.
2.2.4. Source Language Infulence
One of the most frequent criticisms of translation is that “It’s doesn’t
sound natural”. This is because the translator’s thoughts and choice of words
are too strongly moulded by the original text. A good way of shaking off the
SL influence is to set text aside and translate a new sentence aloud from
memory. This will suggest natural patterns of thought in the first language
(TL), which may not come in mind when the eyes are fixed on the SL text.

Example:

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2.2.5. Idiom
Idiomatic expressions are notoriously untranslatable. These include
similes, metaphors, proverbs, sayings, jargons, slangs, colloquialisms and
phrasal verbs. If the expressions cannot be directly translated, try any of the
following.
a.Retain the original word, in inverted commas
Example: “Jazz” music.
→

Nhạc jazz.

b.Retain the original expression, with a literal explanation in brackets.
Example: Tốt gỗ hơn tốt nước sơn.
→

The good inner nature is always more important than the

beauty of the outer flashiness.
c.Use a close equivalent
Example: Họa vơ đơn chí.
→ It never rains but it pours.
d.Use a non-idiomatic or plain prose translation
Example: Get off the ground.
→ Khởi đầu suôn sẻ.
2.2.6. Style and Clarity
The not change the style of the original. But translator in general should
if the text is sloppily written or full of tedious repetitions, the translator may,
for the reader's sake, correct the defects.
Example: Don’t gain the world and lose your soul, wisdom is better than
silver or gold.
→ Đừng đuổi theo quyền lực mà đánh mất đạo đức, cũng như trí tuệ
đem đến cho bạn hạnh phúc chứ không phải là tiền bạc và vật chất.

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2.3. Rules of Translation
English sentences can be arranged and classical into seven patterns
follows:

S+V

( Ex: I’m cooking )

S +V + A

( Ex: The lamp is on the table )

S + V+ O

( Ex: I love English )

S +V + C

( Ex: He is a policeman )

S + V + O + A ( Ex: I met you at the railway station )
S + V + O + O ( Ex: John gave his wife a gift )
S + V + O + C ( Ex: The company appointed him clerk.
2.3.1. The Rule of Proximity
“Proximity” means “nearness” in English.
Rule: When modifying any item of language, the MODIFIER must be
placed closely to that item even though the modifier is a single word, a phrase
(P_group/V_ing (ed) group/Inf_group), or a clause.
Example: “Only he can speak English in class.”
→ Chỉ có anh ấy có thể nói tiếng Anh trong lớp.
“He can speak only English in class.”
→ Anh ấy chỉ có thể nói tiếng Anh trong lớp.
In English, mistakes caused by incorrectly placing the position of modifies are
called misplaced modifies.

2.3.2. The Rule of Parallelism
Rule: The speech elements of the same grammatical function must be
performed in an only similar structural form.
Similar structural form may be a single word, a P_group, V_ing/ed
group, Inf-group, or an S-group (clause).

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More specifically, when sentence elements have the same grammatical
function, a Noun must be parallel to Noun an Adjective parallel to an
Adjective.
 The Rule and conjunctions of coordinating form
The rule of parallelism is strictly used when we are expressing a series of
similar ideas in which we have to use conjunctions “AND” and “OR”.
Example: “I like playing footbal, listening to music and to watch TV.”
→ “watching” not “to watch”
 The Rule and Correlative Conjunctions
Correlative conjunctions are those such as BOTH … AND, EITHER …
OR, NEITHER … NOR, NOT ONLY … BUT ALSO, etc…
Structural forms after each element of the correlative conjunction must
be the same.

Example: “I like both oranges and apples.”
Noun

Noun

“The place was not only cold, but also damp.”
Adj

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Adj

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CHAPTER 3: SUGGESTED TRANSLATION
ORIGINAL VERSION

SUGGESTED VERSION

Chapter III

Chương III

A Governess at Thornfield

Nữ gia sư ở Thornfield

Thornfield and Mr. Rochester

Thornfield và Ngài Rochester

1.Thornfield

Hall

was

a

large 1. Thornfield Hall là một ngôi nhà lớn

gentleman's house in the country, near của một quý ông ở nông thôn, gần
a town called Millcote. There, after một thị trấn tên là Millcote. Ở đó, sau
my sixteen-hour journey, I was cuộc hành trình kéo dài mười sáu giờ
welcomed by Mrs. Fairfax. She was a của tơi, tơi được bà Fairfax đón tiếp.
little old lady, dressed in black, who Bà ấy là một quý bà nhỏ con, mặc bộ
seemed glad to have someone else to đồ đen, có vẻ rất vui khi có người nào
talk to, apart from the servants.

khác để trị chuyện, ngồi những
người hầu.

2. Although the house was dark and 2. Mặc dù căn nhà tối và đáng sợ, với

frightening, with its big rooms full of những căn phòng lớn đầy đồ đạc nặng
heavy furniture, I was excited at nề, tơi vẫn phấn khích khi được ở một
being in a new place, and looked nơi mới, và mong đợi về cuộc sống
forward to my new life there, working mới ở đó , làm việc cho bà Fairfax tốt
for kind Mrs. Fairfax. But I was bụng. Nhưng tôi đã rất ngạc nhiên khi
surprised to discover on my first full phát hiện ra vào ngày đầu tiên của tôi
day at Thornfield that Mrs. Fairfax tại Thornfield là bà Fairfax thực tế
was not in fact the owner, as I had không phải là chủ sở hữu, như tôi đã
assumed, but the housekeeper, and nghĩ, mà là người quản gia, và chủ
that my new master was a Mr. mới của tôi là ông Rochester, người
Rochester, who was often away from thường xuyên vắng nhà.
home.
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3. My pupil was a girl called Adele, 3. Học trị của tơi là một cô bé tên
seven or eight years old, who was Adele, bảy hay tám tuổi, sinh ra ở
born in France and could hardly Pháp và hầu như khơng nói được
speak English. Luckily I had learnt tiếng Anh. Thật may mắn vì tôi đã
French very well at Lowood, and had học tiếng Pháp rất tốt ở Lowood, và
no difficulty in communicating with khơng gặp khó khăn gì khi giao tiếp
young Adele, a pretty, cheerful child. với Adele, một đứa trẻ xinh xắn, ln

It appeared that Mr. Rochester, who tươi cười. Có vẻ như ông Rochester,
had known Adele and her mother người đã biết rất rõ về Adele và mẹ
very well, had brought Adele back to cô bé, đã đưa Adele trở lại Anh để
England to live with him after her sống với ông sau khi mẹ cô bé qua
mother had died. I taught her for đời. Tôi dạy cô ấy vài giờ mỗi ngày
several hours every day in the library, trong thư viện, mặc dù không dễ
although it was not easy to make her khiến cô ấy tập trung lâu vào bất cứ
concentrate on anything for long, as việc gì, vì rõ ràng cô bé không quen
she was clearly not used to the với kỷ luật của lớp học.
discipline of lessons.
4. One day I took the opportunity of 4. Một hôm, tôi nhân cơ hội hỏi bà
asking Mrs. Fairfax a few questions Fairfax một vài câu hỏi về ông
about Mr. Rochester, as I was curious Rochester, vì tơi rất tị mị về ông ấy,
about him, and the little housekeeper và người quản gia nhỏ con có vẻ rất
seemed happy to talk. 'Is he liked by vui khi nói chuyện. 'Hầu hết mọi
most people?' was my first question. người đều thích ơng ấy chứ?' là câu
'Oh yes, his family have always been hỏi đầu tiên của tơi. 'Ồ vâng, gia đình
respected here. They've owned the ông ấy luôn được tôn trọng ở đây. Họ
land round here for years,' she đã sở hữu đất đai ở nơi này trong
replied.
Student: Dinh Hong Diem

nhiều năm,' bà trả lời.
Code: 2320311805


15

GRADUATION PAPER

Supervisor: Nguyen Quynh Chi, M.A

5. 'But do you like him? What is his 5. 'Nhưng bà có mến ơng ấy khơng?
character like?' 'I have always liked Tính cách của ông ấy như thế nào? '
him, and I think he's a fair master to 'Tôi luôn mến ông ấy, và tôi nghĩ ông
his servants. He's a little peculiar, ấy là một người chủ công bằng đối
perhaps. He's travelled a lot, you với những người hầu của mình. Ơng
know. I expect he's clever, but I can't ấy có lẽ hơi đặc biệt. Ông ấy đã đi rất
tell, really.' 'What do you mean, nhiều nơi, cô biết đấy. Tôi nghĩ rằng
peculiar?' I asked, interested. 'It's not ông ấy là người tài giỏi, nhưng tôi
easy to describe. You're never sure thực sự không thể diễn đạt được. ' 'Ý
whether he's serious or joking. You bà là gì, đặc biệt ư?' Tơi hỏi, với vẻ
don't really understand him, at least / quan tâm. 'Thật không dễ để miêu tả.
don't. But that doesn't matter, he's a Cô không bao giờ chắc được rằng ông
very good master.'

ấy đang nghiêm túc hay đang nói đùa.
Cơ khơng thể hiểu được ơng ấy chút
nào đâu. Nhưng điều đó khơng quan
trọng, ông ấy là một ông chủ rất tốt. '

6. I could get no further information 6. Tôi không thể hỏi thêm được thông
from

Mrs.

Fairfax

about

Mr. tin nào từ bà Fairfax về ông

Rochester, but instead she offered to Rochester, nhưng thay vào đó bà đề
show me round the whole house. We nghị cho tơi xem tồn bộ ngơi nhà.
went through many large, impressive Chúng tơi đi qua nhiều căn phịng lớn
rooms, finally reaching the top floor, và ấn tượng, cuối cùng lên đến tầng
where there was a narrow corridor trên cùng, có một hành lang hẹp với
with several small black doors, all vài cánh cửa nhỏ màu đen, tất cả đều
shut. I stopped to look at them, and đóng chặt. Tơi dừng lại để nhìn
thought for a moment they looked chúng, và nghĩ trong giây lát, nó
Student: Dinh Hong Diem

Code: 2320311805


GRADUATION PAPER

16

Supervisor: Nguyen Quynh Chi, M.A

like prison doors, hiding evil secrets. giống như những cánh cửa nhà tù, che
No sooner had I turned away to go giấu những bí mật xấu xa. Ngay khi
downstairs than I heard a strange, tôi quay đi để đi xuống cầu thang, tôi
ghostly laugh.

đã nghe thấy một tiếng cười kỳ lạ, ma
quái.

7. 'Mrs. Fairfax!' I called out, as the 7. 'Bà Fairfax! ' Tôi gọi lại, vì người

housekeeper was already on her way quản gia đã trên đường xuống nhà.
downstairs. 'Did you hear that laugh? 'Bà có nghe thấy tiếng cười đó
Who is it?' 'It may be Grace Poole,' khơng? Đó là ai?' "Đó có thể là Grace
she answered calmly. 'She is paid to Poole," bà trả lời một cách bình tĩnh.
help the housemaid in her work, and 'Cô ấy được thuê để giúp đỡ người
always sews in one of those rooms.' I hầu làm việc nhà, và luôn may vá ở
heard the laugh again. It did not một trong những phịng đó.' Tơi lại
sound human to me. 'Grace!' called nghe thấy tiếng cười. Nó khơng có vẻ
Mrs. Fairfax. I did not expect anyone bất thường đối với tôi. 'Grace!' bà
to answer, but in fact a door opened Fairfax gọi. Tơi khơng nghĩ sẽ có ai
and a middle-aged woman appeared. đáp, nhưng thực tế là một cánh cửa
She looked too plain and sensible to mở ra và một người phụ nữ trung niên
be a ghost. 'Too much noise, Grace,' xuất hiện. Cô ấy trông rất giản dị và
said Mrs. Fairfax. 'Remember your giống như một con ma. "Ồn ào quá,
instructions!' Grace nodded and went Grace," bà Fairfax nói. 'Hãy nhớ
back into the room.

mệnh lệnh!' Grace gật đầu và trở vào
phòng.

8. Several times in the next few 8. Vài lần trong những tháng sau đó,
months I went up to the top floor tôi lại đi lên tầng cao nhất, tơi có thể
Student: Dinh Hong Diem

Code: 2320311805