Hi Tabta Almeida,
Step 2: Connect with your Language Coordinators (experienced volunteers who can help you):
http://www.ted.com/participate/translate/our-translators/language-coordinators
Remember: DO NOT take a review assignment until you've subtitled 90 minutes of talks.
----------------
O projeto prevê que antes de assumir uma tarefa de revisão, você deve ter pelo menos 90 minutos de
tradução ou transcrição já publicados! É importante que seus trabalhos de tradução/transcrição sejam
avaliados por um revisor experiente para que você receba o feedback e, só então, passe a revisar o
trabalho de seus colegas.
Para encontrar outros tradutores e organizadores TEDx, tirar dúvidas e conhecer melhor a comunidade,
entre no nosso grupo do Facebook: https://www.facebook.com/groups/TEDTranslatorsBR/. Sempre que
tiver qualquer dúvida, não hesite em usar o grupo ou entrar em contato com algum dos coordenadores
brasileiros.
Happy subtitling!
1. Transcription
TED provides an original transcript. (TEDxTalks are the exception — these are delivered in many
languages and are transcribed from audio by volunteers.)
2. Translation
Subtitles are translated from the original language into the target language, using a simple online interface.
3. Review
Subtitles are reviewed by an experienced volunteer (someone who has subtitled 90 minutes of talk
content).
4. Approval
Before publication, reviewed translations are approved by a TED Language Coordinator or staff member.
Crediting
TED places tremendous priority on crediting volunteers for their contributions. Volunteers with published
subtitles will have:
Requirements
Language and subtitling skills:
Volunteer translators should be fluently bilingual in both source and target languages.
Volunteer transcribers should be fluent in the transcription language.
Volunteer translators and transcribers should be knowledgeable of subtitling best practices.
Assignments:
New volunteers should work on one assignment at a time.
Assignments should be completed within 30 days.
Before attempting to review, volunteers must subtitle 90 minutes of talk content.
TED Translators use a free online subtitling tool called Amara to subtitle talks and collaborate with other
volunteers.
Subtitling
Subtitling is a unique skill set: volunteers must accurately convey meaning, despite time and space
constraints.
To ensure viewers can read your subtitles with ease, stick to these guidelines:
The following guides elaborate on the rules and techniques mentioned above:
Idioms
Instead of a word-for-word translation, try finding a similar expression in the target language. If no
equivalent exists, opt for the translation that readers will find least confusing, even if it is less colorful than
the original.
TED
TED is always written as "TED" and should not be translated.
Titles of works
For books, movies, magazines and poems, check if the work has an official translation in your language; if
not, don't translate the title.
Proper nouns
If the target language uses a non-Latin alphabet, transliterate people’s names. For places, use the name
that is most common in your language. Otherwise, transliterate.
Punctuation
Use the target language's native punctuation.
Character sets
Use standard unicode characters and avoid those that are platform-specific. While working offline, make
sure to save the subtitles as a Unicode UTF-8 file to preserve the encoding of non-English characters.
Units of measurement
You may convert units of measurement to make them more understandable to viewers in your language.
We recommend the Google unit conversion tool.
I adopted a dog,
a cat, three mice, and a goldfish.
It may be difficult to achieve balance in length when trying not to break apart linguistic units. For example,
these lines are broken in a way that preserves similar length, but breaks the linguistic unit of the adjective
"Romance" modifying the noun "languages":
In such cases, it is better to go with something less balanced, but preserve the linguistic unit:
When using unbalanced lines to preserve linguistic units, make sure that one line is never less than 50% in
length of the other. If a line is shorter than 50% of the other line, it can often distract the viewer more than
reading a line where a linguistic unit is broken.
For example, the lines in this subtitle are not balanced for length (39/16 characters):
An easy way of making the lines more similar in length would be to put the words "Tiptree, Jr." in the
second line:
However, this would break apart the proper name "James Tiptree, Jr.," which should be avoided. Proper
names are an example of a linguistic unit that should not be divided. In this case, we could consider
breaking apart another linguistic unit:
Here, we broke apart the verb and the complement, but as a result, achieved more balanced lines. Some
linguistic units, like proper names, are more inseparable than others, so if you need to go against non-
breaking rules, it is better to break apart another unit and keep them unseparated.
This type of rephrasing can be referred to as "compressing" or reducing text. Depending on the context, it
may be possible to omit some information, if previous subtitles or other sources (a slide, the viewer's
general knowledge) are certain to fill the blanks anyway. This way, you can avoid breaking apart any
linguistic units. You can learn more about compressing subtitles from this guide.
The articles (a, an, the) are never followed by a line break.
An adjective should stay together with what it is describing, but two or more adjectives can sometimes
be separated with commas, and then it is possible (though not preferable) to break a line after one of
the commas.
Clauses should stay together (never break lines after relative pronouns like which, that, who, etc.).
Prepositions are not followed by a line break if the break would separate them from the noun they
refer to. Note that in English, a preposition in a concrete/physical meaning (e.g. "The book is in the
drawer") always precedes a noun, and cannot be followed by a line break, but a preposition that is
part of a phrasal verb (put up, figure out, take in) may sometimes not be followed by a noun ("I figured
it out yesterday"), and so, it can be followed by a line break.
Proper names should stay together if at all possible (think of them as a single word with many parts).
For more line-breaking advice for English subtitles, see the English Style Guide.
"Mary wants/to go/to the store,/but as far as I know,/all the stores/are closed/on Translation Day."
Notes: The green slashes are again placed at clause boundaries. The first orange slash is there to make
sure that the word "to" is not separated from the infinitive, and the second is placed so as not to separate
"to" from the noun phrase that the preposition refers to ("the store"). Remember that the orange slashes
are various imperfect line-breaking options, and would never be used at the same time to create short
lines; the point is, if you have to, you can break the clause after "wants" or after "to go." The third orange
slash separates a subject from the predicate, but avoids separating the auxiliary verb ("are") from the
participle ("closed"). In other words, line breaks should be placed in ways that don't split up complex
grammatical constructions. The last orange slash splits off an adverbial, an expression that tells us
something about a sentence or a verb, and thus, can often be put into the next line, as something "extra"
that describes the sentence.
"I woke up,/jet-lagged,/at 4 in the morning,/in my new bed,/and right away I called/Annie
Jayaraman,/to tell her/about my interview."
Notes: The example below contains some commas that are arguably redundant, but sometimes, you can
"cheat" a little and add commas in places where part of the sentence can be considered a parenthesis,
meaning a word or phrase that is interjected into a sentence to add some context or description, but could
be left out without changing the "core" meaning of the sentence. For example, the word "jet-lagged" can be
seen as an additional comment about the way the speaker awoke. You can easily break lines at the
boundaries of such parentheses or interjections (usually set apart by commas), which is where the green
slashes are placed. The orange slash after "called" indicates a line break that splits a verb from
its complement or object, which should be used only if other breaks are not available. The second orange
slash also separates a verb from its complement, but keeps intact the whole phrase that begins with the
preposition "about."
Correct:
on something big,
you need to accept failure.
Correct:
This guide discusses strategies for reducing or compressing text to tackle reading-speed
issues. If you wish to find out about additional ways to deal with reading-speed issues,
please watch this short tutorial.
Very often, although a very close (almost word-for-word) translation is possible in the target
language, it would make the resulting subtitle too long for the viewers to read in the time
that it is displayed on screen (with a reading speed of over 21 characters/second), or too
long to fall within the rules for the max number of characters in a line (42) or the whole
subtitle (84) (learn more about these technical style rules by watching this tutorial). In these
cases, you need to "compress" (reduce) the text in the subtitle. Transcribing is a form of
translation too, from the spoken to the written language, and compressing or reducing text
will also sometimes be necessary while transcribing, to create a good subtitle. To compress
a subtitle means either not to include any equivalent of a certain part of the original text at
all (since that part is superfluous), or not include a direct equivalent but express the
meaning in a different way (e.g. by referring to the context in the talk). Although the way a
subtitle can be compressed largely depends on its context, there are several recurring
patterns in subtitles that can be compressed across languages.
Note: Even though the maximum reading speed is 21 characters / second, if you predict the
viewer would find the subtitle exceptionally difficult (proper names, poetic language),
consider lowering the reading speed even more, by compressing the text and / or extending
the duration of the subtitle.
Omission
Some parts of the original subtitle can simply be left out in the translation. Examples follow below.
Repetition
Wait, wait. I still haven't shown you slide 3.
-->
Wait, I still haven't shown you slide 3.
OR
I still haven't shown you slide 3.
OR
I haven't shown you slide 3!
OR
Wait till you see slide 3.
It was a very, very long dinner.
-->
It was a very long dinner.
OR
It was a long dinner.
OR
We sat there for hours.
Addressing a person
People, this example won't be the last one.
-->
This example won't be the last one.
OR
This won't be the last example.
OR
There will be more examples.
OR
I've got more examples.
OR
I've got another one.
She told me, "Be nice, Jack."
-->
She told me, "Be nice."
OR
She told me to be nice.
Chris Anderson: Thank you so much for that. You know, you once wrote, I like
this quote,
"If by some magic, autism had been eradicated from the face of the Earth, then
men
would still be socializing in front of a wood fire at the entrance to a cave."
Temple Grandin: Because who do you think made the first stone spears? The
Asperger guy. (...)
CA: So, I wanted to ask you a couple other questions. (...) But if there is
someone here
who has an autistic child, or knows an autistic child and feels kind of cut
off from them,
what advice would you give them?
False starts
How on Earth... How on Earth am I going to make it in time?
-->
How on Earth am I going to make it in time?
OR
How am I going to make it in time?
OR
How am I going to make it?
OR
Will I make it?
OR
I don't think I'll make it.
Simplifying the semantics
Sometimes it's possible to omit some elements of style or semantic nuance that is not crucial to the
message in the particular subtitle we want to shorten.
Synonyms
It was a huge, enormous building.
-->
It was a huge building.
OR
It was a big building.
OR
It was big.
Our organization is about perseverance, or stick-to-itiveness, if you will.
-->
Our organization is about perseverance.
OR
Our organization is about stick-to-itiveness.
Introductory/discourse-modifier phrases
These phrases often serve to keep the audience interested, to emphasize a point, or to lead the audience
along a series of points. Very often, they are added "by default" by speakers when they do not serve much
purpose other than to add a slight emphasis. They can frequently be removed and their meaning can be
covered by the context.
Note: The word "so" can be used in two ways - as a way to connect two sentences together or as a way to
indicate that the speaker is talking about a result. Often, a speaker will begin a sentence with the word "so"
simply to get the sentence started, in which case it can be omitted (e.g. "So like I said before..."). However,
"so" can also be used in the sense of "thus/accordingly/consequently/therefore" (e.g. "I ran out of water.
So I couldn't bake anymore"). Then, it probably cannot be omitted. The word "so" can also be used inside
a sentence to indicate a purpose (e.g. "Put on a sweater so you don't catch a cold"), sometimes in the
expression like "so that," "so as to." This is also a case where "so" cannot be omitted. The same rule can
be used with the word "Now;" at the beginning of the sentence, if it doesn't mean "currently," it's a
connector that can usually be removed if necessary.
Note: usually, if the viewer is just presented with a statement, they will assume, from the context, that
whatever belief is contained in the subtitle should be ascribed to the speaker, so it is possible to safely cut
out "I think/believe." However, in some contexts, the speaker will be using "I think/believe" to distance their
personal beliefs from somebody else's (in such cases, the word "I" is usually emphasized). Then, including
an equivalent of "I think/believe" in the translation may be necessary, but you can often find other ways to
convey the fact that the speaker is distancing themselves from other opinions (e.g. "To me, that's not
bad.").
Note: these adverbials are very often used simply conversationally, as a way of emphasizing the
"actuality" of whatever one is talking about. However, in some cases, they are used to show contrast
between what someone might have believed and what is actually true. Then, some kind of equivalent may
need to be used, and the example with "but" shows just one way how that same meaning can actually be
expressed using fewer words.
Quantifiers
Some words and phrases that express number, quantity or extent are actually redundant if their meaning
can be inferred from the context, of if the speaker used the quantifier not to be exact, but to give a general
sense of magnitude.
Merging sentences
Sometimes, the idea expressed by two sentences can be conveyed by one shorter sentence.
Note: this line can be interpreted in two different ways - either as the speaker reflecting about the
possibility of doing something one more time, or the speaker trying to convince somebody else that
something could be done over. "Could we do it over?" could be used for the latter.
Note: this kind of compression is possible if the slide is being shown while the speaker is saying this or if it
becomes visible shortly after. If the slide is not shown at all for some reason, or appears much later (e.g. a
few sentences after), it may be advisable to leave out less text (e.g. "This is a picture of John Smith"),
although more extensive compression may be possible anyway if it is still obvious from the context that the
speaker is referring to a slide.
(Knocking on the door) So after I heard her knocking, I knew it was her, I let
her in.
-->
(Knocking on the door) I knew it was her, so I let her in.
OR
(Knocking on the door) I let her in.
Spelling conventions
Some of the American and British differences in spelling are largely regular (e.g. -our in BrE and -or in
AmE, e.g. colour vs. color), but there are other differences that are more difficult to predict. You can learn
more in this Wikipedia article.
Punctuation
In British English, please use single quotation marks ('') on the outside of the quote and double quotation
marks (“”) for quotes within quotes. American usage is the opposite – double quotation marks on the
outside and single quotation marks for quotes within quotes. In British English, periods and commas at the
end of a quote are placed after the closing quotation mark (for example: ‘This is a quote’, she said, ‘and
here is another one’.). Note that in British English, periods and commas that are part of the person's
speech are permitted inside the quotation marks[1]. American usage is the opposite, with periods and
commas going before the closing quotation mark (for example: “This is a quote,” she said, “and here is
another one.”).
Numbers
Spell out numbers from 1 to 9, and use digits for numbers 10 and above. It is OK to occasionally use digits
for numbers 1–9 if that is necessary to help fix reading speed issues. Also, for numbers higher than
999,999, it is OK to use a word like "million," "billion" etc. with a numerical modifier, e.g. "1.6 million"
instead of "1,600,000." Use your best judgment – sometimes, it may be easier to use digits, especially
when trying to maintain a good reading speed, e.g. "1,000,012" instead of "one million and twelve." See
also the section on converting units of length and weight below.
Keep forms of the verb “to be” with the predicate (Jack/is a girl not Jack is/a girl) and with the subject
pronoun (we are/here not we/are here)
Keep complex grammatical forms together (Jack has been working/in Spain not Jack has/been
working in Spain)
Don't break lines or end subtitles after contracted forms of verbs (Remember that book?/It's
here not Remember that book? It's/here)
Keep the "to" infinitive together (It’s not difficult/to eat slowly not It’s not difficult to/eat slowly)
Keep articles and nouns together (Paris is/a city in France not Paris is a/city in France)
Keep there + to be (there is, there was, there has been... etc.) together (I heard/there is fruit not I
heard there/is fruit)
Keep relative pronouns (that, which, whose etc.) together with the clause they introduce (I didn't
know/that the dog was blue not I didn't know that/the dog was blue)
Don't separate a pronoun used as the subject of a clause from the verb/component (e.g. I call her
up;/she responds not I call her up; she/responds)
If at all possible, don't break the line or subtitle after determiners:
adjectives, numerals, demonstratives (like this or those), possessives (like his or the dog's)
orquantifiers (like some, any, every, a lot of, etc.)
Prepositions (in, on, under, etc.) should not be followed by a line break if the break would separate
them from the noun they refer to. Note: A preposition usually precedes a noun (or a “noun phrase,”
like the big dog), and cannot be followed by a line break. However, in English, a preposition that is
part of a phrasal verb (put up, figure out, take in, etc.) may sometimes not be followed by a noun (I
figured it out yesterday). Prepositions that are part of phrasal verbs can often be followed by a line
break.
"Mary wants/to go/to the store,/but as far as I know,/all the stores/are closed/on Translation Day."
Notes: The green slashes are again placed at clause boundaries. The first orange slash is there to make
sure that the word "to" is not separated from the infinitive, and the second is placed so as not to separate
"to" from the noun phrase that the preposition refers to ("the store"). Remember that the orange slashes
are various imperfect line-breaking options, and would never be used at the same time to create short
lines; the point is, if you have to, you can break the clause after "wants" or after "to go." The third orange
slash separates a subject from the predicate, but avoids separating the auxiliary verb ("are") from the
participle ("closed"). In other words, line breaks should be placed in ways that don't split up complex
grammatical constructions. The last orange slash splits off an adverbial, an expression that tells us
something about a sentence or a verb, and thus, can often be put into the next line, as something "extra"
that describes the sentence.
"I woke up,/jet-lagged,/at 4 in the morning,/in my new bed,/and right away I called/Annie
Jayaraman,/to tell her/about my interview."
Notes: The example below contains some commas that are arguably redundant, but sometimes, you can
"cheat" a little and add commas in places where part of the sentence can be considered a parenthesis,
meaning a word or phrase that is interjected into a sentence to add some context or description, but could
be left out without changing the "core" meaning of the sentence. For example, the word "jet-lagged" can be
seen as an additional comment about the way the speaker awoke. You can easily break lines at the
boundaries of such parentheses or interjections (usually set apart by commas), which is where the green
slashes are placed. The orange slash after "called" indicates a line break that splits a verb from
its complement or object, which should be used only if other breaks are not available. The second orange
slash also separates a verb from its complement, but keeps intact the whole phrase that begins with the
preposition "about."
Correct:
on something big,
you need to accept failure.
Correct:
at lunch yesterday,
Common mistakes
Below, you will find a list of common mistakes found in English transcripts and translations.
Same-language subtitles make the talk accessible to Deaf and hard-of-hearing viewers
Transcribed talks get indexed in Google, giving them and your event more exposure
Only talks with a transcript can later be translated (and possibly considered by TED for further
distribution)
Users can review controls and guidelines right from the subtitling interface
Transcribing an 18-minute talk usually takes between 4 to 6 hours; the user has 30 days to complete that
task. Transcribing is divided into three steps:
When deciding how to divide the text into subtitles, you should consider the following points:
1. Is the subtitle long enough to break it into two lines?
If the text you will have in the subtitle is over 42 characters in length, you should break it into a maximum
of two different lines (two lines in the same subtitle). To break the line, hit Shift+Enter. You don’t need to
break subtitles shorter than 42 characters; very short subtitles broken into two lines can be distracting to
the viewer. IMPORTANT: The subtitle should never be longer than 84 characters total, and should contain
no more than 2 lines.
2. Is the text that I'm entering too long to work as a single subtitle?
If the text you are entering is longer than 84 characters, you should create two subtitles instead.
3. Do the lines and the whole subtitle end neatly in "linguistic wholes"?
You should take care to break the lines and end the subtitles after linguistic wholes (e.g. don’t separate a
possessive and a noun or somebody’s first and last name). Learn more here.
4. Am I including redundant text?
Broken phrases ("I wanted to--No, this is what I'll talk about"), repetitions ("Thank you, thank you, thank
you, thank you") and empty syllables ("erm," "umm" etc.) should not be included in the transcript. Also, do
not include obvious errors, like when the speaker says "We thinks" instead of "We think." Instead, use the
correct form of the word in the subtitle. On rare occasions, if you believe that the need for the change is
obvious (e.g. the speaker says “up” instead of “down”), but your edit will significantly alter the meaning of
the sentence, put it in square brackets, to indicate intentional editing (e.g. “I woke up at 9 AM, and the sun
was [up].”).
5. Do I really have to cut the sentence up into this many subtitles?
As much as possible while respecting the length and reading speed standards, try to have the subtitle
contain a “full” part of the sentence (a clause), or the whole sentence. This will make it easier to read, and
it will be easier for translators later on to translate bigger chunks of one sentence than smaller ones, since
not everything will divide up easily in the same way in the target language as it does in the original. To
learn more about how to make your subtitles easier for future translators, see this guide.
IMPORTANT: Never include the end of one sentence and the beginning of another in the same subtitle
(e.g. "this is why./And another idea").
This printable cheat sheet contains all of the main OTP technical subtitling standards for Latin-script languages
6. Did I include all of the sound information essential to understanding the talk?
Include all of the sound information essential to understanding the talk, such as non-verbal sounds that the
speaker refers to (“(Clears throat) Sorry about that.”), off-screen speaker changes (indicate who is
speaking, if that is not obviously visible), as well instances of music, clear laughter and applause from the
audience (with the exception of intro music and applause heard at the beginning of the talk). Also, indicate
any temporary change of language, and translate the subtitle into the main language of the talk (e.g.
“(Arabic) This is my idea.”) Put the sound information in parentheses (e.g. (Music)), with the first letter
capitalized, and always represent the sound, not the event that caused it (e.g. “(Gunshot),” not "(Dog fires
gun)."). For more information about using sound representation, read this guide.
7. Did I include on-screen text?
If possible without overlapping other subtitles and going over the subtitle length and reading speed limits,
include on-screen text that is part of the talk (e.g. text on slides or embedded subtitles in a video played on
the stage). This will allow this text to be translated into other languages. In order to signify that this is on-
screen text and not something the speaker is saying, put the representation of on-screen text between
square brackets.
Do not transcribe on-screen text which is not relevant to the content of the talk, nor text which will not be
translated (e.g. the name of the TEDx event).
This step usually takes up to one hour. Starting with text neatly divided into subtitles, the transcriber now
needs to tell the system when to show each of the subtitles while playing the video. The user plays the talk
and hits the up arrow when the first subtitle should start displaying, and then hits the down arrow whenever
the currently highlighted subtitle should stop displaying and the next one should start (see this step in
action in this short tutorial). Afterwards, they go back and make finer edits to the timing using sliders on the
video timeline to set the beginning and end of subtitles (e.g. to fix a subtitle that starts displaying too long
after a speaker started the equivalent sentence). For more information on using the Amara interface to
sync subtitles, read this article.
Once the subtitles have been synchronized, the user goes back to implement reading speed fixes using
sliders in the timeline. In order to allow the viewer to read the subtitle while it’s displayed on the screen, the
reading speed for each subtitle must not be higher than 21 characters per second. This speed
information is displayed for every subtitle on Amara, and wherever this speed is exceeded, the transcriber
can compress or reduce text (without changing the meaning) or/and extend the duration of the subtitle to
fix the issue.
HINT: A red exclamation mark is displayed on every subtitle that needs fixing for length or reading speed.
When synchronizing your subtitles, consider the following points:
1. Is the reading speed no more than 21 characters/second?
The maximum reading speed for subtitles is 21 characters/second. To maintain a good reading speed, you
can extend the duration of the subtitle, even if it’s going to run a little into the time the next sentence is
spoken (but don't start the subtitle more than about 100 ms before the equivalent bit of speech is heard).
Extending the duration usually helps, but if necessary for a good reading speed, combine this with
rephrasing the text of the subtitle to shorten/compress it while preserving the meaning. Remember that
with a reading speed that is too high, the subtitle will just disappear too quickly for most viewers to read,
which is tantamount to cutting it out of the transcript. For this reason, it’s always better to compress the text
a little rather than create a verbatim transcript that viewers won’t be able to follow. Good reading speed is
also very important because your transcript will often serve as the starting point for translations, and the
equivalent subtitle may become much longer in the target language, raising the reading speed even more.
For more advice on compressing/reducing text in subtitles, see this guide.
HINT: Occasionally, if the subtitle contains potentially difficult vocabulary (scientific terminology, obscure
proper names), consider lowering the reading speed to values even below 21 characters/second, to make
it easier for the viewer to take in the content of the subtitle and allow more reading speed for future
translations (which are often longer than the original subtitle).
2. Is the subtitle synchronized with the equivalent bit of speech?
Generally, the subtitle should start displaying when the speaker says the equivalent bit of speech.
However, good reading speeds are more important than perfect synchronization. If you need to extend the
duration of the previous subtitle to get a good reading speed, it’s OK to have the next one start some time
after the speaker said those words. However, don’t have the subtitle start displaying before the speaker
says the equivalent sentence, since the mismatch in body language and on-screen content can be
distracting to the viewer. This is especially important in cases where synchronizing changes in the video
with changes in the subtitles is crucial to what happens in the talk (e.g. if possible, a subtitle that reveals
what's in a slide should not show up before the slide shows up on the screen).
3. Is the subtitle’s duration shorter than 1 second or longer than 7 seconds?
A subtitle displaying for less than one second will usually disappear too quickly for most users, and this
issue will be compounded in translation. Subtitles displaying for over 7 seconds are distracting to the
viewer and should be split into two separate subtitles.
If there is a longer piece of music or applause, have the sound representation (e.g. (Music)) display for 3
seconds and then indicate when the sound is about to end (e.g. (Music ends)).
4. Does the subtitle lag too long into a pause?
Do not have the subtitle stay on the screen for more than 1 second after the speaker has paused after a
sentence. If you’ve covered up long pauses in the synchronizing step, once you’re done synchronizing the
whole transcript, you can shorten the durations of these subtitles using the sliders in the timeline, so that
they don’t lag over pauses. You can choose not to show pauses inside a sentence, or if necessary,
indicate that the sentence was broken off by using dots (...) or a dash (-), depending on the conventions in
your language (note: in subtitles, use a minus instead of a full dash). However, always try to show longer
pauses between complete sentences.
Avoiding character display errors: simple
quotes, apostrophes and dashes
Using smart/curly double quotes (“”) is precarious, because some players will have trouble displaying them
correctly. Please use the simple, straight ASCII double quote (") or the straight apostrophe ('') for single
quotes. The rule is similar for apostrophes: use the straight apostrophe (') instead of the typographic/curly
apostrophe (’). Instead of an en/em dash (–/—), use a hyphen (-).
For other punctuation marks in your languages, as much as possible, use a simple ASCII equivalent
(research to find one for your language). This may go against strict typographic conventions, but the
technical limitations of most subtitle formats mean that without this simplification, for some users, many of
the "correct" characters will simply not be displayed (e.g. when playing talks offline). Note that these rules
only apply to the subtitles, and you should use proper punctuation in titles and descriptions.
You should not use HTML tags or any other formatting tags in TEDx transcripts, because these tags will
not display correctly in the YouTube player.
Title format
The standard title format uses the talk’s title, the speaker’s name and the TEDx event’s name, separated
with the vertical bar (pipe) character (with a space before and after it):
On being a young entrepreneur | Christophe Van Doninck | TEDxFlanders
If the title is formatted differently, modify it to match the standard format. Do not add the event’s date to the
title.
If the title is missing, it's OK to just leave the speaker's name, but consider coming up with a title on your
own or contacting the organizer or speaker for a title suggestion.
In English titles, use sentence case: capitalize only the first word in the title and any proper names.
Description format
The description should consist of a short overview of the talk. Remove all links to external websites (unless
they represent the speaker’s organization that the talk is about). If the description also contains the
speaker’s bio, you can keep it in, but the general text explaining what the TEDx program is should be left
out (“In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events…”). If the
description is missing, please consider adding your own short description of the talk.
The description may also contain the following disclaimers, which should be kept in and translated:
This talk was given at a local TEDx event, produced independently of the TED Conferences.
This talk was given at a TEDx event using the TED conference format but independently organized
by a local community. Learn more at http://ted.com/tedx
Here, you can find model translations of these disclaimers in various languages. If you can't find your
language, consult with a Language Coordinator and send the model translation that you came up with
to translate@ted.com.