AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER i FROM THE BOOK “OUT TO WORK a HISTORY OF WAGE EARNING WOMEN IN THE UNITED STATES” BY ALICE KESSLER HARRIS, 2003

DUY TAN UNIVERSITY
FACULTY OF ENGLISH

VO HOANG TRA MY

AN ANALYSIS OF THE SUGGESTED
TRANSLATION OF CHAPTER I FROM THE BOOK
“OUT TO WORK- A HISTORY OF WAGE-EARNING
WOMEN IN THE UNITED STATES” BY ALICE
KESSLER-HARRIS, 2003

GRADUATION PAPER IN ENGLISH LINGUISTICS

DA NANG, 2022


DUY TAN UNIVERSITY
FACULTY OF ENGLISH

GRADUATION PAPER

AN ANALYSIS OF THE SUGGESTED
TRANSLATION OF CHAPTER I FROM THE BOOK
“OUT TO WORK- A HISTORY OF WAGE-EARNING
WOMEN IN THE UNITED STATES” BY ALICE
KESSLER-HARRIS, 2003
Major: English for Translation – Interpretation
SUPERVISOR

: NGUYEN QUYNH CHI, M.A

STUDENT

: VO HOANG TRA MY

CLASS

: K24NAB

STUDENT CODE

: 24203107584

DA NANG, 2022


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

ACKNOWLEDGEMENTS

This graduation paper could not be finished without the invaluable help,
advice, and encouragement of many people that have contributed to my
success.
First of all, I would like to express my deepest gratitude to Ms.Nguyen
Quynh Chi, M.A, who guided me throughout the graduation thesis process,
without her I would not be able to accomplish the graduation paper
sucessfully. I am very grateful to her valuable comments and suggestions, her
devotion, patience, friendliness, encouragement and support. I really
appreciate she has done for me and look forward to continuing our

relationship.
Secondly, to complete this report, I would like to express my deep
gratitude to the teachers at the Faculty of English - Duy Tan University for
their dedication to conveying valuable knowledge to me during my study time
at school. The knowledge acquired in the learning process is not only the
foundation for my studies but also precious luggage for me to confidently step
into life.
Last but not least, I would like to thank my family, especially my
parents, for their love, motivation, and support while I write this article.
Wishing you all good health and success!
Your sincerely!

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

STATEMENT OF AUTHORSHIP
There had not been any published Vietnamese edition of the book
containing the translated chapter until I began working on my graduation
thesis. 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 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, 2022
Vo Hoang Tra My

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

ABSTRACT

My area of expertise is interpreting and translating. The topic I chose for
my graduation thesis was a suggested translation of Chapter I entitled:
“Forming the Female Wage Labor Force: Colonial America to the Civil
War” of the book “OUT TO WORK – A history of Wage-Earning Women in
the United States” by Alice Kessler-Harris.
This book traces the transformation of "women's work" into wage labor
in the United States, identifying the social, economic, and ideological forces
that have shaped our expectations of what women do, examines the influence
of class, ethnic and racial patterns on changing perceptions of salaried work
on women.
This graduation helps translators improve their translation skills and
understand the strengths and weaknesses of the translation.

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

ABBREVIATION

SL

:

Source Language

TL

:

Target Language

P

:

Page

Para

:

Paragraph

S

:

Subject

V

:

Verb

A

:

Adverb

O

:

Object

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

TABLE OF CONTENTS
ACKNOWLEDGEMENTS..........................................................................................i
STATEMENT OF AUTHORSHIP...........................................................................ii
ABSTRACT.....................................................................................................................iii
ABBREVIATION..........................................................................................................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 the Study.......................................................................................2
3.1 Text Features..............................................................................................3
3.2 Text Length................................................................................................3
3.3 Text Organization......................................................................................3
3.4 Text Source.................................................................................................4
4. Methods of the Study..................................................................................4
5. Organization of the study...........................................................................4
CHAPTER 2: THEORETICAL BACKGROUND.............................................6
2.1 Translation theory.....................................................................................6
2.1.1 Concepts of translation.............................................................................6
2.1.2 Definitions................................................................................................6
2.2 Types of categories.....................................................................................7

2.2.1 Full and Partial Translation......................................................................7
2.2.2 Total and Restricted Translation...............................................................8
2.2.3 Phonological Translation..........................................................................8
2.2.4 Graphological Translation........................................................................9
2.2.5 Transliteration...........................................................................................9
2.2.6 Free, Literal, and Word-for-word Translation..........................................9
2.3 Principles and Methods of Translation..................................................10
2.3.1 Principles of Translation.........................................................................10
2.3.2 Methods of Translation...........................................................................12
Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

CHAPTER 3: SUGGESTED TRANSLATION.................................................15
CHAPTER 4 : ANALYSIS........................................................................................47
4.1 Vocabulary...............................................................................................47
4.1.1 Words with multi-meanings...................................................................47
4.1.2 Phrasal verb............................................................................................50
4.2 Structures.................................................................................................52
4.2.1 Compound sentences..............................................................................53
4.2.2 Complex Sentences................................................................................55
4.2.2.1 Complex sentences with relative clauses............................................56
4.2.2.2 Complex sentences with adverbial clauses.........................................57
4.2.2.3 Complex sentences with noun clauses................................................59
4.2.3 Compound - complex sentences.............................................................60

4.2.4 Passive voice..........................................................................................63
4.2.5 Empty Subject........................................................................................64
CHAPTER 5: DIFFICULTIES AND SOLUTIONS.........................................66
5.1 Difficulties................................................................................................66
5.2 Solutions...................................................................................................67
CHAPTER 6: CONCLUSION AND SUGGESTIONS...................................69
6.1 Summary..................................................................................................69
6.2 Implications..............................................................................................70
6.2.1 Implications for learning........................................................................70
6.2.2 Implications for teaching........................................................................70
REFERENCES
SUPERVISOR’COMMENTS

Student: Vo Hoang Tra My

Code: 24203107584


1

Graduation Paper
M.A

Supervisor: Nguyen Quynh Chi,

CHAPTER 1: INTRODUCTION
1. Rationale
Today's media development, especially the internet network, often when
we want to learn a historical context of the world or the change of the world
in each period, the internet is very convenient for us the search. However, the

content on the internet will not be as clear and precise as in the book.
As a student of Faculty of Foreign Languages, especially majoring in
Translation and Interpretation, I have the opportunity to learn in-depth about
translation issues. I have translated content on economics, health, nature, etc
that the lecturers give. Therefore, today I want to try my hand at a work that
talks about the historical context of America and more specifically the
distinction between men and women, race, class, etc
Surely all university students who have studied World Civilization
History will understand how the period before and after the American Civil
War changed. For those who love history, perhaps it will be more detailed, but
for some students like me, they only know a glimpse of events through the
lectures of the teachers, not the need to do so ask to learn more.
Therefore, today I decided to choose the book "Out to Work: A History
of Wage-Earning Women in the United States" for translation for two reasons.
Firstly, as we all know that the distinction between men and women
almost exists in the world, and as a woman myself, I also want to find out
how in the past there was a distinction that made women become women low
throat in front of men and society at that time
Secondly, I want to understand with everyone about the situation and
how unfair discrimination against women was in the past, maybe people will
think it's boring and nothing special, but I still want to translate. This book

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

lets us imagine together what women of that era went through to fight for
their rights.
In short, I hope my translation is correct and complete, and I hope to
receive a good response.
2. Aims and objectives
2.1 Aims
I have two purposes for this graduate thesis:
First, this is a book that has never been translated before, and it was
seems to be a test of my ability during my four years of college. Through this
translation I will realize my strengths and weaknesses in translation.
Secondly, the purpose of this graduation thesis is to help me and other
students learn from experiences and avoid making mistakes. Hopefully my
analysis and translation skills can help everyone understand and not be
confused.
2.2 Objectives
After completing my graduation thesis, I have gained the following
goals:
 Improving and expanding my knowledge
 Analyzing difficult and complex words, phrases, or structures which
easily make misunderstand for readers.
 Knowing how to translate the text smoothly and naturally.
 Removing language barriers to help Vietnamese people understand
clearly the book.
 Using suitable equivalent words and structures of sentences.

Student: Vo Hoang Tra My

Code: 24203107584

Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

3. Scope of the Study
The book I chose to translate is "Out to Work: A History of WageEarning Women in the United States" by Alice Kessler -Harris, first published
in 1982 and reprinted in 2003. Dissertation graduate is translated from the
original text and has some complex vocabulary and structures that make it
difficult for me to translate.
3.1 Text Features
The book "Out to Work: A History of Wage-Earning Women in the
United States" has three chapters, but due to time constraints, I only translate
chapter I "Forming the Female Wage Labor Force: Colonial America to the
Civil War". The main purpose of this chapter is to present the limits of
independence in the colonial economy, and the difficulties of women in
choosing to work outside and to work in the home in a society markedly
differentiated by author's observations.
3.2 Text Length
This book consists of 3 chapters. Because of the limited time, I only
chose chapter 1 "Forming the Female Wage Labor Force: Colonial America
to the Civil War" from the book “Out to Work: A History of Wage-Earning
Women in the United States” With a total of 4.915 words of the book to
translate.
3.3 Text Organization
The book "Out to Work: A History of Wage-Earning Women in the
United States" has three chapters
 Chapter I "Forming the Female Wage Labor Force: Colonial America to
the Civil War".

Student: Vo Hoang Tra My

Code: 24203107584


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Supervisor: Nguyen Quynh Chi, M.A

 Chapter II " The Idea of Home and Mother at Work: The Civil War to
World War I
 Chapter III " Transforming the Notion of Work for Women: World War
I to the Present
I chose chapter I for my report. The chapter is titled "Forming the
Female Wage Labor Force: Colonial America tho the Civil War".
3.4 Text Source
The text is part of the book "Out to Work: A History of Wage-Earning
Women in the United States." It was first published in 1982 by Alice Kessler
Harris and republished in 2003 by Oxford University Press, USA. I got this
book in DTU- Library.
ISBN 0195157095
4. Methods of the Study
 Reading the whole text to get the main content of the text.
 Translating the text and taking notes on difficult terminologies,
expressions, and structures of the text.
 Analyzing structures and vocabulary carefully.
 Discussing with instructors and friends
 Referring to the terms, expressions and structures on the Internet.
 Completing and offering a suggested version of the text.
5. Organization of the study

The study includes six main chapters:
• Chapter 1: Introduction
This is the introduction of rationale, aims and objectives, scope, methods
and organization of the study.
• Chapter 2: The theorical background of translation.
•Chapter 3: Suggested version of the text
. This section will give a suggested translation of the graduation paper
•Chapter 4: An analysis of the suggested version.
This section will analyze the structure in the translation
Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

 1. Difficult words and phrases
 2. Structures
•Chapter 5: Difficulties and Solutions.
In this section I will show the difficulties that I face and how I
overcome them.
1. Difficulties
2. Solutions
•Chapter 6: Conclusion and suggestions.
This part includes a summary of the results, the experience I have gained
through this graduate paper, and some recommendations that I would like to
send to the school and faculty.

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

CHAPTER 2: THEORETICAL BACKGROUND
2.1 Translation theory
2.1.1 Concepts of translation
In an increasingly modernized society, translation plays an important
role in helping you get closer to everyone from different parts of the world.
Translation is seen as a means to communicate and spread culture to the
world. Therefore, to become a good interpreter or translator, we need to
understand the theory of translation.
Translation theory is involved in a certain type of relation between
languages and is consequently a branch of comparative linguistics.
Translation may be set up and is performed between any pair of languages or
dialects “related” or “unrelated” and with any kind of spatial, temporal, social,
and other relationship between them. Relations between languages can
generally be regarded as two-directional, though not always symmetrical.
Translation, as a process, is always un-directional: It is always performed in a
given direction, “FROM” a source language (SL) “INTO” a target one (TL).
The important point of translation theory is to understand the appropriate
translation methods within the context of the text. It also provides guidelines,
limits, and tips for the translation process. In addition, there are many
translation concepts developed by world name linguists.
2.1.2 Definitions

 J. C. Catford [1] “Translation is the replacement of textual material in
one language (source language) by equivalent textual material in another
language (target language).”

Student: Vo Hoang Tra My

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 Dr. Ian Tudor [2] describes translations as “Translation is the process
of conveying messages across cultures and their languages.”
 Peter Newmark [3] “Translation is a process of transferring a
message from this language into another language in the way the author
intended the text.”
 Foster – 1958 [4] “Translation is the act of transferring through
which the content of a text is transferred from the SL into the TL.”
2.2 Types of categories
There are many methods to translate. As stated by Dr Ian Tudor [2]
translation is described as “the process of conveying messages across
linguistic and cultural barrier, is an eminently communicative activity, one
whose use could well be considered in a wider of teaching situations than
may currently be the case.”
2.2.1 Full and Partial Translation
This distinction relates to the extent (in a syntagmatic sense) of source
language text which is submitted to the translation process. The text may be a
book, a simple volume, a chapter, a paragraph, a sentence, a clause, etc. It

may be a segment, not co-existence with any formal literacy or linguistic unit.
 In a “full” translation, the entire text is submitted to the translation
process; that is, every part of the source language text is replaced with target
language text material.
Ex: “My mother is cooking in the kitchen.”
 Mẹ tôi đang nấu ăn trong bếp.
 In a “partial” translation, some parts or parts of the source language
text are left untranslated: they are simply transferred to and incorporated in
the target language text.
Ex: “ Phở là món ăn đặc sản ở Việt Nam.”
Student: Vo Hoang Tra My

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Supervisor: Nguyen Quynh Chi, M.A

 “Pho is a speciality dish in Vietnam
 In “partial” translation, the process of transferring source language
lexical items into a target language text is more complex than appears at first
sight, seeming to remain “untranslated”.
Ex: “ Năm 2022 chứng kiến một sự tăng giá xăng liên tục”
 “Gasoline price increased continuously in 2022”
2.2.2 Total and Restricted Translation
This distinction relates to the levels of language involved in translation.
 Total translation means the replacement of SL grammar and lexis by
equivalent TL grammar and lexis with consequential replacement of SL
phonology or graphology by non-equivalent TL phonology or graphology.

 Example: “ Poverty is no sin” – Đói nghèo khơng phải là tội lỗi
 Example: “ I like reading book” – Tơi thích đọc sách
 Restricted translation means the replacement of SL textual material by
equivalent TL textual material at only one level that is translation performed
only at the phonological or at graphological level, or at only one of the two
levels of grammar and lexis.
 Example: New York -> Niu-Ooc
Soda -> Sô đa
2.2.3 Phonological Translation
In this translation, the main thing is source language phonology is
replaced with equivalent target language one, but there are hardly any other
important replacements.
 Example: Clip -> Cờ-líp
Video -> Vi-đeo
Camera -> Ca -mê –ra

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

2.2.4 Graphological Translation
In graphological translation, SL graphology is replaced with equivalent
target one without other considerable replacements.
 Example: Diva -> Di va
Myanmar-> My-an-ma

Canada -> Ca-na-da
2.2.5 Transliteration
This is a complex process involving phonological translation with the
addition of phonology-graphology correlation at both ends of the process, i.e.
in source and target language. Source language graphological units are
replaced with corresponding source language phonological units converted
into corresponding target language graphological units.
 Example: Sofa -> Sô-pha
Internet -> In-tơ- nét
2.2.6 Free, Literal, and Word-for-word Translation
A “free” translation is always unbounded while “word-for-word”
translation generally means what it says. “Literal” translation lies between
these extremes. It may start from a “word-for-word” translation, but changes
in conformity with target language grammar (inserting additional words,
changing structures, etc). This may make it a group-group or clause-clause
translation.
Example: Home is where your Mom is.
 Nhà là nơi của mẹ bạn ( word –for-word)
 Gia đình ở nơi có mẹ bạn ( Literal)
 Nhà là nơi có Mẹ ( Free)

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

2.3 Principles and Methods of Translation
2.3.1 Principles of Translation
Meaning
The translation should be reflected accurately the meaning of original
text. Nothing should be arbitrarily added or moved, though occasionally part
of the meaning can be “transpose”. The following questions will be very
helpful.
- Is the meaning of original text clear?
- If not, where does the uncertainty lie?
- Are there any underlying implications?
- Is the dictionary meaning of particular word the most suitable one?
- Does anything in the translation sound unnatural or forced?
Example: “Every day, students strive to complete their graduation
thesis.”
 Mỗi ngày, sinh viên đều nỗ lực hoàn thành khóa luận tốt nghiệp của
mình.
Form
The order of words and ideas in the translation should match 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
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 she read the letter than she started crying.”
 Ngay sau khi cô ấy đọc lá thư, cơ ấy bắt đầu khóc.
Register
Languages often differ greatly in their level of formality in a specific
context. To resolve these differences, the translator must distinguish between
formal or fixed expressions and personal expressions in which the writer or
speaker sets the tone.

Example: “Ladies and Gentlement, smoking is not allowed here.”
Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

 Thưa quí vị, ở đây không được phép hút thuốc
Source Language Influence
Source Language Influence One of the most frequent criticisms of
translation is that "It doesn't sound natural". This is because the translator's
thoughts and choice of words are too strongly molded by the original text. A
good way of shaking off the SL influence is to set the text aside and translate
a few sentences aloud from memory. This will suggest natural patterns of
thought in the first language (target language), which may not come to mind
when the eyes are fixed on the SL text.
For example, the passive structure of English is not always “passive” in
Vietnamese: “The dog was being washed when I got home.”
 Con chó đã được tắm rửa trước khi tôi về nhà.
Idiom
a. Retain the original word, in inverted commas.
Example: “Pho”, “Pop music”, “Ao dai”
b. Retain the original expression, with a literal explanation in
brackets.
Example: You get what you pay for -> Tiền nào của nấy
c. Use a close equivalent.
Example: “Great minds think alike” -> Ngưu tầm ngưu mã tầm mã

d. Use a non-idiomatic or plain prose translation.
Example: “The failure is the mother of success.” -> Thất bại là mẹ thành
công.
When we translate idioms we should note that “The golden rule is if the
idiom does not work in the target language, do not force it into the
translation”.
Style and clarity

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

The translator should not change the style of the original as much as
possible. Changes are likely to happen if it necessary such as, many
repetitions or mistakes in writing.
Example: “She ate and drank, and talked during the meal.”
 Cô ấy vừa ăn uống vừa luôn miệng nói suốt bữa ăn.
2.3.2 Methods of Translation
Word-for-word translation
The Source Language (SL) word order is preserved and the words
translated by their most common meaning. Cultural words are translated
literally. The main use of this method is either to understand the mechanics of
the SL or to construe a difficult text as pre-translation process.
Example: “Weather forecast for tomorrow it will rain.”
 Thời tiết dự báo cho ngày mai trời sẽ mưa

 Literal translation
The SL grammatical constructions are converted to their nearest
Translated Language (TL) equivalents but the lexical items are again
translated out of context. As pre-translation process it indicates problems to be
solved.
Example: “When will May come?”
 Bao giờ cho đến tháng năm.
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 intentions and the text realization of the SL writer.
Example: “It takes me half an hour to prepare the clothes.”
 Tôi mất nửa tiếng để chuẩn bị quần áo
Semantic Translation
It differ from faithful translation only in as far as it must take more
account of the aethetic value of the SL text, compromising on seven meaning

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

where appropriates that no assonance, word play or repetition jars in the
finished version. It does not rely on cultural equivalence and makes very

small concessions to the readership. While “faithful” translation is dogmatic,
semantic translation is more flexible.
Example: “She has a sunny smile on her face.”
 Cô ấy có gương mặt với nụ cười tỏa nắng.
Adaptation translation
This is the “freest” form of translation. It is used mainly for plays and
poetry. The themes, characters, plots are usually preserved, the source
language culture is converted to the target language culture and the text is
rewritten.
Example: “Tôi hát
trong màu hoa
(áo anh sứt chỉ đường tà
Vợ anh mất sớm, mẹ già chưa khâu…).”
(Màu tím hoa sim- Hữu Loan)
 I sing
in the flower’s color
(My shirt is torn by the seam
My wife died
My mother has not yet mended it.)
 Free Translation
It reproduces the matter without the manner, or the content without the
form of the original. It is paraphrase much longer than the original
(intralingual translation).
Example: “That guy is as poor as church mouse.”
 Anh ta nghèo rớt mồng tơi.
Idiomatic translation
This method reproduces 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.
Example: “Carry coals to Newcastle.”

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

 Chở củi về rừng.
Communicative translation
Communicative translation 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.
Example: “No awarencess is dangerous for driving.”
 Lái xe không tỉnh táo là rất nguy hiểm.

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

CHAPTER 3: SUGGESTED TRANSLATION
ENGLISH

VIETNAMESE

OUT TO WORK

QUYẾT TÂM LÀM VIỆC

A History of Wage-Earning Women in

Lịch sử về việc làm công ăn lương của

the United States

phụ nữ ở Hoa Kỳ

Forming the Female Wage Labor Hình thành lực lượng lao động phụ nữ
Force: Colinial America to the Civil làm công ăn lương: Nước Mỹ thuộc
War
1.

địa đến Nội chiến
Limits of Independence in the
Colinial Economy.

[P1]

In

the

early

1. Giới hạn của sự độc lập trong nền
kinh tế thuộc địa.

settlements

of [P1]Trong những khu định cư ban đầu

seventeenth-century America, only one của nước Mỹ thế kỷ XVII, chỉ có một
group

of

women-domestic

servants nhóm phụ nữ - người giúp việc gia đình

could properly be called wage earners. có thể được gọi là những người làm
By the end of the colonial period, the công ăn lương. Vào cuối thời kỳ thuộc
stage had been set for women to take địa, giai đoạn này đã được thiết lập để
their places in the nineteenth-century phụ nữ tham gia vào cuộc vận động ở
movement of people into the wage labor thế kỷ XIX của lực lượng lao động làm
force. Women's transition from family- cơng ăn lương. Q trình chuyển đổi vai
centered roles to wage labor of all kinds trò của phụ nữ từ tập trung vào gia đình
began early in the American past.

sang lao động làm công ăn lương đã bắt
đầu sớm ở Mỹ trong quá khứ.

Student: Vo Hoang Tra My

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

[P2] For free, white, male immigrants to [P2] Những người nam giới da trắng
the colonies, land provided the major nhập cư tự do đến các thuộc địa thì được
source of economic independence. Even cung cấp đất đai làm nguồn kinh tế
those who came to the New World with chính. Ngay cả những người đến Thế
a craft relied on their land to meet Giới Mới với một nghề thủ cơng cũng
important

family

needs.

For

male phải có đất canh tác để đáp ứng các nhu

indentured servants, land was sometimes cầu cần thiết trong gia đình. Đối với
offered as an incentive to serve out their những người hầu là nam giới, đất đai đơi
terms.

khi được tặng như một sự khuyến khích

cho nhiệm vụ của họ.
[P3] The typical portrait of the colonial [P3]Bức chân dung điển hình của người

woman

depicts

goodwife,

a

strong,

pro-ducing

sturdy phụ nữ thuộc địa được mô tả là một

household người vợ tốt, mạnh mẽ, đảm đương việc

necessities and plying her crafts and her làm ra nhu yếu phẩm trong gia đình và
plow beside a yeoman husband.

miệt mài với nghề thủ công và cày cuốc
bên cạnh người chồng nơng dân của

mình.
[P4] Women were chastised for idleness [P4]Phụ nữ bị chỉ trích vì khơng có cơng
and

driven

to

employment.What

seek

choices

useful việc và buộc phải tìm kiếm việc làm.Họ
did

they đã có những lựa chọn nào? Họ có thể

have? They could do women's traditional làm các công việc truyền thống của phụ
tasks: various branches of spinning, nữ: các ngành kéo sợi, dệt vải và may
weaving,

and

sewing.

They

could vá. Họ có thể làm giúp việc cho gia đình

undertake household service in other khác và làm việc trên đồng ruộng. Và
people's families and work in the fields. may mắn cho một số người, một nền
And fortunately for some, an emerging kinh tế mới nổi đã tạo ra sự linh hoạt cho
economy

provided

flexibility

that phép các cá nhân phụ nữ thực hiện sáng

allowed individual women to exercise kiến bên ngồi các khn mẫu truyền
initiative outside traditional patterns.
thống.
[P5] The Massachusetts Bay Colony [P5]Thuộc

Student: Vo Hoang Tra My

địa

Vịnh

Massachusetts

Code: 24203107584


Graduation Paper

Supervisor: Nguyen Quynh Chi, M.A

self-consciously encouraged families to khuyến khích các gia đình tự giác trở
be "little cells of righteousness where the thành "những tế bào nhỏ của sự cơng
mother and father disciplined not only bình, nơi người mẹ và người cha không
their children but also their servants and chỉ kỷ luật con cái mà còn cả những
any boarders they might take in." người hầu của họ và bất kỳ khách trọ
Family members were encouraged to nào mà họ nhận vào." Các thành viên

supervise one another in order to guard trong gia đình được khuyến khích giám
the morals of the community as a whole.

sát lẫn nhau để bảo vệ đạo đức của cộng

đồng nói chung.
[P6] Coming out of an England where [P6] Ra khỏi nước Anh, nơi các nhóm
gangs of vagabonds roamed the streets người lang thang trên đường phố và
and beggars threatened ordinary folk, những người ăn xin đe dọa dân thường,
while the authorities tried desperately to trong khi chính quyền cố gắng hết sức để
share jobs among those with skills, chia sẻ việc làm cho những người có kỹ
colonial leaders had no compunctions năng, mà khơng có bất kỳ sự ép buộc
about forced labor.

cưỡng bức lao động nào.

[P7] In the old country, vagabonds were [P7] Trước đây, những người lang thang
beaten, and beggars not infrequently bị đánh đập, và những người ăn xin
whipped until bloody, or put to death. thường xuyên bị đánh tàn bạo, hoặc bị
Colonists reserved such harsh treatment giết. Những người thực dân đối xử khắc
for slaves and sometimes for servants. nghiệt như vậy đối với nô lệ và đôi khi
Almost all the colonies had a regulation là người hầu. Hầu như tất cả các thuộc
something like that of Boston, which địa đều có một quy định giống như ở
ordered the poor “to dispose of their Boston, trong đó ra lệnh cho người
several children abroad for servants, nghèo “chọn ra một số đứa con ra nước
according to their ages and capacities, ngoài làm người hầu, tùy theo độ tuổi và
which if they refuse or neglect to do the khả năng của mỗi đứa, nếu họ từ chối
Magistrates and Selectmen will take hoặc thờ ơ thì Chính quyền và Người
their said children from them ". Girls tuyển chọn sẽ mang những đứa con ra

Student: Vo Hoang Tra My

Code: 24203107584