【译文】他马马虎虎地看了看那张便条就走了。
【例6】 Don’t scamp your work because you are pressed for time. (否定转移)
【译文】不要因为时间紧张就敷衍塞责。
【分析】否定转移是指形式上看起来是否定某个词语或主句，但实际上是否定另外的词语或从句。最常见的是“主语 + don’t think + 从句 (否定从句)”，“not…because / because of…(否定because / because of )”等。对于否定转移，翻译时要把否定转回原位。本句中，not否定的是because从句，所以翻译时要把not还原到because从句上。
【例7】 As they expected to be away from the steamer only a few hours, they took enough food for one meal only and no extra clothing beyond what they stood up in. (排除否定)
【译文】因为他们估计离开轮船只有几个小时，所以只带了一顿饭的食物和身上穿的衣服/所以只带了一顿饭的食物，除了身上穿的之外，没有多带衣服。
【分析】本句是排除否定。所谓排除否定，就是指该句中有一部分是否定，有一部分是肯定。通常地，会用一些介词或连词等来排除掉其所引导或连接的部分。常见的引导词有：beyond (除了)、other than(除了)、except (除了)、nothing more than (仅仅)等。该句中是用beyond引导的排除否定，排除掉其后的what they stood up in；由于本句前面有no,也可以看成是no和beyond的双重否定表肯定。
除了上述一些有规律的用法之外，英语中还有些表示否定的固定词语、结构，列举如下：
(1)for all…不管。
【例句】You may leave at once for all I care。
【译文】你尽可离开，我才不管呢。
(2)it be + adj. + n. + that + 否定句，表示肯定。
【例1】It is a long lane that has no end。
【译文】路必有弯。/ 凡事总有变化，不会永远不变。
【例2】It is a good workman that never blunders。
【译文】智者千虑，必有一失。
(3)not more than客观地表示“不超过”、“至多”。
【例句】I have not more than twenty Yuan in my purse。
【译文】我钱包里的钱不超过20元。
no more than：主观地表示数量之少，常译成“仅仅”、“只不过”。
【例句】I have no more than twenty Yuan in my purse。
【译文】我钱包里仅仅有20元钱。
(4)not…nearly根本不，远远不。
【例句】The food supply will not increase nearly enough to match population growth。
【译文】粮食供应量的增长将远远跟不上人口的增长。
六、比较(略)
七、被动(略)
八、分词(略)
九、代词(略)
十、插入语(略)
十一、强调结构(略)
二、考研翻译历年真题精析(2009)
研究考研翻译历年真题对应用和巩固翻译技巧和方法，把握考研翻译的命题方向和提高翻译成绩，有着其他方式无可替代的重要作用。从研究和方便读者的角度出发，本章对考研翻译句子的解析采取下列格式：
1. 对原句的翻译过程做出一些简化，主要按照三部分展开：句子结构分析、词语用法解释、汉语方式表达。
2. 句子结构分析用各种具体符号标示，使读者一目了然。具体符号及表示内容如下： 句子间的逻辑层次关系用/来表示，/为第一层，//为第二层，以此类推；主语：用下划线表示；谓语：用阴影部分表示；宾语：用波浪线表示；插入语：用双下线表示；连接词：用全框来表示；修饰成分用()来表示，有必要时再做具体解释。例如：
It may be said //that the measure of the worth of any social institution is its effect in enlarging and improving experience; / but this effect is not a part of its original motive。
2009年英译汉试题及解析
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association。(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output。
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young。
(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group。
真题解析
46. It may be said //that the measure (of the worth of any social institution) is its effect (in enlarging and improving experience)； / but this effect is not a part of its original motive。
句子结构分析
(1)该句是由but连接的并列复合句，句子的主干是it may be said…but this effect is not a part。
(2)that引导的是宾语从句，其句子的主干是the measure is its effect。
(3)本句是并列句，与汉语语序基本一致，可以采取顺译法。
词语用法解释
(1)it may be said that可以看作一个固定结构，意思是“可以说”。
(2)measure
n。表示“措施，办法”。如：They took strong measures against dangerous drivers。(他们对危害公众的司机采取强硬的措施。)
v。表示“衡量，测量”。如：Mother measured me to see what size of dress I should have. (母亲给我量尺寸，好知道我该穿多大号的衣服。)
在本句中，可以转化词性，译成动词“衡量”。
(3)worth
adj。表示“值得……的”，常用be worth doing sth。的结构。如：It isn’t worth waiting for him。(不值得等他。)
n。表示“价值，财产”。如：the true worth of one’s friendship (某人友谊的真正价值)。
本句中可以译为“价值”。
(4)institution
n。表示“制定；习惯，制度；机构”等。如：Marriage became an institution in ancient societies。(婚姻在古代社会就已经成为一种制度。)
本句可译为“制度”。
(5)effect
n。表示“结果， 效果， 作用， 影响”。如：The drug had an immediate effect on the pain. (这药对止痛能立刻生效。)
vt。表示“生效，实现”。如：The new manager effected several changes in the company。(新来的经理在公司里促成了好几次改革。)
常用短语：in effect (实际上，正在生效)，take effect (开始实行，开始生效)。
本句是名词，译成“影响”。
(6)original
adj。表示“最初的， 原始的； 独创的，新颖的”。如：The original owner of the house was the Duke of Wellington。(这房子本来的主人是威灵顿公爵。)再如：an original idea(独到的见解)，an original painting (原画)，a person with an original (有创作头脑的人)。
n。表示“原物，原作”。如：studying Greek to read Homer in the original(学习希腊文是为了读荷马原著)。
本句中是adj.,译成“最初的”。
参考译文
可以说，衡量任何社会制度的价值在于它对扩大和改进经验的影响，但是这种影响并不是它最初动机的组成部分。
47. (Only gradually) was the by-product of the institution noted, / and (only more gradually still) was this effect considered as a directive factor (in the conduct of the institution。)
句子结构分析
(1)该句是由and引导的并列句，句子的主干是the byproduct was noted and this effect was considered as a directive factor。
(2) 两句话的句首都是only引导的时间状语，采用部分倒装结构；正常结构应该是： “The byproduct of the institution was only gradually noted and this effect was only more gradually still considered as a…”
(3)两句都采用了被动语态，可以翻译成汉语的主动语态：首句译为无主句，并列分句的主语变为宾语，再译为主动句。
词语用法解释
(1)by-product
表示“副产品”，由前缀by(附属的，次要的)+ product构成，如：bygone (过去的)，byway (旁道)等。
(2)still
adj。表示“静止的，静寂的，不动的”。如：The sea was calm and still. (大海风平浪静。)
adv。表示“还，仍，更，还要，尽管如此，依然”。如：My father still remembers his first day at school。(我的父亲仍记得他上学的第一天。)有时也表示强调，可以不译。
(3)consider
vt。表示“考虑，照顾，认为”。如：The court would not even consider his claim for the old man’s legacy. (法庭根本不会考虑他所提出的对老人遗产的要求。)
常与as / to be 搭配使用，表示“把(某人、某事)看作……,认为(某人、某事)如何”，本句即为该种用法。
(4)directive
adj。表示“指示的，指导的，管理的；定向的”。如：directive rules (规程)。
n。表示“指示，命令，指令；方针”。
本句可以引申为“规定的”。
(5)conduct
n。表示“行为，举止，品行”或者“执行，实施”。如：His conduct disagrees with his words。(他言行不一。)
vt.&vi。表示“行为，举止，表现”或者“经营，引导，实施”。如：My aunt conducts her business very successfully。(我的婶婶把企业经营得很成功。)
本句是n.,根据与institution的搭配，可译为动词“执行”。
参考译文
只有逐步才能注意到一种制度的副作用，而要承认这种副作用是执行该制度的一种规定性因素则更加缓慢。
48. While it is easy to ignore (in our contact with them) the effect of our acts upon their disposition,/ it is not so easy as (in dealing with adults)。
句子结构分析
(1)本句是一个主从复合句，句子的主干是it is not so easy。
(2)主句是个省略句，补充完整应该是it is not so easy (to ignore the effect of our acts upon their disposition) as in dealing with adults, 翻译时要补充完整。