This guide moves from six-dot cells to contractions, indicators, punctuation, and document transcription. Each concept explains a rule or distinction, resolves an original example, and identifies an error to avoid. Examples describe signs by name or dot number so you can reconstruct their braille forms. Use them alongside the UEB rules and the literary transcribing course materials.
Cells, letters, and numeric foundations
1. The six-dot cell and reading orientation
A literary braille cell has two columns of three positions. In reading orientation, dots 1, 2, and 3 run down the left column; dots 4, 5, and 6 run down the right. Dot numbers identify positions, not the order in which a reader encounters raised dots.
Worked example: Dots 1 and 4 occupy the two top positions. Together they form the letter c, rather than a vertical pair.
Mistake to avoid: Mirroring the cell because you are thinking about the reverse side of an embossed sheet.
2. The first ten alphabet cells
The letters a through j establish the first alphabet pattern: a is dot 1, b is dots 12, and c is dots 14. These cells also underpin digits, so their shapes must be recognized independently of their interpretation. An indicator and the surrounding text determine whether the pattern represents a letter or a number.
Worked example: Dots 145 represent d in ordinary alphabetic text but represent 4 within numeric mode.
Mistake to avoid: Assigning a permanent numerical meaning to a cell that also represents a letter.
3. Building the second alphabet series
The letters k through t follow the a-through-j patterns with dot 3 added. This relationship gives a useful structural check on cell recognition without replacing knowledge of each letter. Confirm that the added dot is in the bottom-left position; adding dot 6 creates a different pattern.
Worked example: The a cell is dot 1. Adding dot 3 produces dots 13, which represent k. The d pattern, dots 145, becomes n at dots 1345.
Mistake to avoid: Adding a bottom-right dot when reconstructing the k-through-t series.
4. The final alphabet series and the w exception
The letters u, v, x, y, and z correspond to a, b, c, d, and e with dots 3 and 6 added. The letter w does not fit this sequence and uses dots 2456. Recognizing the exception prevents an otherwise useful pattern from producing a systematic transcription error.
Worked example: The c pattern, dots 14, becomes x when dots 3 and 6 are added: dots 1346. The w cell remains dots 2456.
Mistake to avoid: Trying to derive w by continuing the same pattern used for u and v.
5. Reading dot notation accurately
Dot notation lists the raised positions within a cell. A notation such as 145 describes one cell with three raised dots, not three separate cells. When a sign contains several cells, its cell boundaries must also be recorded. Otherwise, a correct collection of dot numbers can still describe the wrong sign.
Worked example: The capitalized letter D uses a dot-6 cell followed by a dots-145 cell. It is not a single dots-1456 cell.
Mistake to avoid: Combining an indicator and its following letter into one dot pattern.
6. Constructing whole numbers
The numeric indicator, dots 3456, introduces digits represented by the a-through-j cells. The correspondence is a through i for 1 through 9, with j representing 0. Within an uninterrupted run of digits, the numeric indicator is placed before the number rather than repeated before every digit.
Worked example: The number 204 is written with the numeric indicator followed by the b, j, and d cells.
Mistake to avoid: Using the a cell for zero or inserting a numeric indicator before each digit.
7. Numeric mode through commas and decimal points
A comma or decimal point within a number does not require a fresh numeric indicator for the following digits. Interpret the punctuation according to its position and meaning in the printed number. Preserve the source's numerical notation rather than changing separators to match your personal writing habits.
Worked example: For 1,250.6, place one numeric indicator before the first digit, retain the comma and decimal point, and continue with the appropriate digit cells.
Mistake to avoid: Restarting numeric mode after every separator within one number.
8. Letters immediately following digits
When a letter a through j immediately follows digits, its cell could otherwise be read as another digit. A grade 1 symbol indicator clarifies that the following cell is a letter. This decision depends on the cell's numeric ambiguity, not simply on whether the printed expression contains both letters and numbers.
Worked example: In the identifier 7b, write the numeric indicator and digit 7, then a grade 1 symbol indicator before b. The result means 7b rather than 72.
Mistake to avoid: Leaving a-through-j letters in numeric mode when no separating boundary intervenes.
9. Braille cells and digital character encoding
A braille cell, a Unicode braille character, and a character in a braille file encoding are different representations. The cell's dots are the reading content; its digital representation depends on the file format. A file must be interpreted with the correct encoding before its transcription can be assessed.
Worked example: The Unicode character ⠃ displays dots 12. An ordinary print b is a letter character, not automatically an encoded braille cell.
Mistake to avoid: Assuming visually familiar characters in an unfamiliar file format prove that the braille is correct.
Wordsigns and common groupsigns
10. Alphabetic wordsigns
Certain single-letter cells represent complete words when the standing-alone conditions are satisfied. For example, b can represent but, c can represent can, and d can represent do. These are defined assignments, not permission to abbreviate any word to its first letter. Their interpretation changes when they form part of a larger letter sequence.
Worked example: In “but now,” the standing-alone b cell represents but. In “bat,” the b cell is simply the first letter.
Mistake to avoid: Inventing first-letter abbreviations for words that have no alphabetic wordsign.
11. Standing alone is a structural condition
A wordsign must meet the UEB standing-alone rules. A space is a clear boundary, but some punctuation can also surround a wordsign without making it part of another word. Examine the actual neighboring signs rather than assuming that every punctuation mark either permits or prohibits the contraction.
Worked example: In “Can we go?” the capitalized wordsign for can represents the complete first word. In “candle,” a c cell cannot represent can.
Mistake to avoid: Recognizing a word's opening letters and applying its wordsign inside a longer word.
12. Strong contractions as whole words
The strong contractions for and, for, of, the, and with can represent these complete words. Their established cell shapes make common prose compact. Unlike alphabetic wordsigns, these contractions also have uses within longer words, so their classification and permitted uses must be distinguished.
Worked example: The phrase “with the team” uses the with contraction, a space, the the contraction, another space, and the transcription of team.
Mistake to avoid: Treating every one-cell whole-word contraction as an alphabetic wordsign.
13. Strong contractions inside words
The contractions and, for, of, the, and with can also represent their letter sequences within words where the UEB rules permit. In this role they are parts of a larger word, not separate words. Their use must preserve the exact sequence of printed letters.
Worked example: Candy can be written as c, the and contraction, and y. Theory begins with the the contraction followed by o, r, and y.
Mistake to avoid: Adding spaces around a contraction because its name happens to be a complete word.
14. Strong wordsigns with groupsign counterparts
The cells for ch, sh, th, wh, ou, and st have both groupsign uses and defined whole-word meanings: child, shall, this, which, out, and still. The surrounding structure decides which reading applies. Learn both functions rather than treating the cell's short letter sequence as its only meaning.
Worked example: The standing-alone th cell means this. In “thin,” the same cell represents the opening letters th, followed by i and n.
Mistake to avoid: Reading the th cell as the complete word this when it is embedded in a longer word.
15. Other common strong groupsigns
The groupsigns gh, ed, er, ow, and ar represent their specified letter sequences within words. They do not automatically acquire whole-word meanings when isolated. Locate the actual letters before applying a groupsign; a similar sound with different spelling does not justify substituting the sign.
Worked example: Farm uses f, the ar groupsign, and m. Shower can use sh, ow, and er in sequence while preserving every printed letter.
Mistake to avoid: Choosing a groupsign because a syllable sounds similar, even though its letters differ.
16. The ing groupsign
The ing groupsign represents the letters i-n-g and may be used in eligible positions within words, including endings. It is not a general symbol for any sound resembling “ing,” and it is not used at the beginning of a word. Distinguish its permitted position from the behavior of other strong groupsigns.
Worked example: Sing can use s followed by the ing groupsign. Ingot begins with separately represented letters rather than an initial ing groupsign.
Mistake to avoid: Applying ing at the start of every word beginning with those three letters.
17. Lower wordsigns and their restrictions
Lower wordsigns include be, enough, were, his, in, and was. Their cells use lower dot positions, which makes neighboring punctuation and sign sequences significant. Standing alone is necessary, but some lower wordsigns have additional punctuation restrictions. Do not transfer the more permissive behavior of a strong contraction to every lower wordsign.
Worked example: In “be ready” and “in town,” be and in are complete words and can use their lower wordsigns.
Mistake to avoid: Using the be wordsign to represent the first two letters of any longer word.
18. The en and in lower groupsigns
The en and in signs can represent those letter groups within words. They are distinct from the whole-word interpretation of in and from the wordsign enough. Because these signs use only lower dots, check the applicable lower-sign sequence rules as well as the letters they replace.
Worked example: Winter can use w, the in groupsign, t, and the er groupsign. Here in contributes two letters rather than a separate preposition.
Mistake to avoid: Inserting a word boundary merely because the groupsign also names a familiar word.
19. Internal doubled-letter groupsigns
The lower groupsigns bb, cc, ff, and gg represent doubled letters in eligible internal positions. They require letters before and after the doubled group; they are not unrestricted replacements wherever the pair appears. A word-final doubled letter therefore needs a different transcription decision from the same pair inside a word.
Worked example: Offer can use o, the ff groupsign, and er. Egg cannot use the gg groupsign for its final two letters.
Mistake to avoid: Using a doubled-letter groupsign at the end of a word.
Word forms and contraction decisions
20. Initial be, con, and dis groupsigns
The lower groupsigns be, con, and dis have restricted initial uses. They must occur at the beginning of a word and represent its complete first syllable. Matching the opening letters alone is insufficient. This positional and syllabic rule is narrower than the ordinary use of many strong groupsigns.
Worked example: Dislike can begin with the dis groupsign because dis is its first syllable. Disc does not qualify merely because its first three letters are dis.
Mistake to avoid: Applying an initial lower groupsign whenever its letters appear at the start.
21. The internal ea groupsign
The lower ea groupsign is used internally, with a letter before and after it. It cannot replace ea at the beginning or end of a word. This position rule concerns written structure; the pronunciation of ea does not determine whether the internal groupsign is available.
Worked example: Bead can use b, the ea groupsign, and d. Sea ends with ea, so those two letters are written separately.
Mistake to avoid: Using the ea groupsign at a word ending because it is familiar from internal examples.
22. Initial-letter contractions
An initial-letter contraction combines a prefix cell with a letter cell to represent a defined word or letter sequence. The prefix belongs to the contraction; it is not a capital or grade 1 indicator. Such contractions must be learned as established signs rather than constructed freely from a word's initial letter.
Worked example: The contraction for day consists of dot 5 followed by d. In daybreak, that contraction can represent the opening day sequence.
Mistake to avoid: Reading the prefix as decorative spacing or inventing equivalent signs for unrelated words.
23. Final-letter groupsigns
Final-letter groupsigns use a prefix and a letter cell to represent defined sequences such as tion and ment. They are not simply the final printed letter preceded by emphasis. Apply their position restrictions and preserve the full spelling they represent, even when several letters disappear from the visible cell sequence.
Worked example: Action can end with the tion groupsign, dots 56 followed by n. Payment can end with ment, dots 56 followed by t.
Mistake to avoid: Interpreting the n in the tion sign as the only letter represented.
24. Shortforms are fixed spellings
A shortform is an established shortened spelling representing a specified word. Examples include ab for about, fr for friend, ll for little, and brl for braille. These forms are part of the code, not personal abbreviations. The shortform's cells must themselves be represented correctly under the applicable rules.
Worked example: For the complete word braille, use the established shortform brl rather than inventing br or bl.
Mistake to avoid: Creating a plausible abbreviation because it would save more cells.
25. Shortforms in permitted word extensions
Some shortforms remain available in specified longer word forms. Their use depends on the shortform extension rules, not merely on finding the same letters somewhere inside another word. Confirm that the extension is permitted and that the represented word retains the relevant meaning.
Worked example: Friends can use the friend shortform fr followed by s. The added s supplies the plural ending without changing the shortform's meaning.
Mistake to avoid: Assuming every word containing a shortform's underlying letters may use that shortform.
26. Distinguishing shortforms from literal strings
A literal letter sequence may coincide with the contracted spelling of a shortform. If that sequence must be read as individual letters, grade 1 establishes the required interpretation. Decide from the source's meaning whether the text is the word represented by the shortform or an independently printed label.
Worked example: A diagram label ab means the letters a and b. A grade 1 word indicator before those letters prevents its being read as about.
Mistake to avoid: Expanding a printed identifier into an unrelated word because its letters match a shortform.
27. Choosing contractions without a universal shortcut
Contraction choice follows UEB rules, including restrictions and preferences where alternatives compete. A general instruction to use the longest match is unreliable because a longer candidate may be prohibited. First establish eligibility, then apply the relevant preference instead of optimizing cell count independently of the code.
Worked example: In “with,” the established one-cell with contraction is appropriate. In “ingot,” the initial ing candidate is unavailable despite matching three letters.
Mistake to avoid: Treating maximum compression as the rule that overrides every positional restriction.
28. Hyphenated compounds preserve their boundaries
A genuine printed hyphen remains a boundary in the braille transcription. Consider contractions within the components without consuming letters across that boundary. First distinguish a lexical hyphen from a print line-ending division, because the latter may disappear when the word is reconstructed for braille.
Worked example: In hand-made, hand can use h followed by and; the hyphen remains before made. No contraction may erase that printed compound boundary.
Mistake to avoid: Deleting a meaningful hyphen to make a contraction fit across two components.
29. Contractions in proper names
A proper name is not automatically exempt from contraction. Apply the normal UEB rules while preserving its spelling and capitalization. Pronunciation, unfamiliarity, or a capital initial does not by itself make a name uncontracted. Any applicable exception must come from a specific rule or transcription requirement.
Worked example: Paris can use a capital indicator before p, followed by the ar groupsign, i, and s. The contraction preserves the name's exact letters.
Mistake to avoid: Spelling every proper name without contractions solely because it names a person or place.
30. Recognizing obsolete EBAE contractions
UEB differs from English Braille American Edition in its contraction inventory. Former contractions for to, into, and by are not UEB contractions. Familiarity with older braille therefore cannot substitute for checking which signs remain valid. Ordinary eligible contractions within a word may still be available.
Worked example: Write to using t and o, and by using b and y. Preserve the space between to and the following word.
Mistake to avoid: Importing an older contraction or its associated spacing practice into UEB.
Capitalization and grade 1 indicators
31. Capitalizing one letter
A single capital indicator, dot 6, capitalizes the following letter. It is placed before the affected letter rather than after it. Its scope is limited: it does not automatically capitalize every later letter in the word. Interpret capitalization together with the contraction rules.
Worked example: For the name Nora, place the capital indicator before n; the remaining letters retain their ordinary lowercase interpretation.
Mistake to avoid: Placing the capital indicator after the letter or letting it govern the whole word.
32. Capitalizing a complete word
Two consecutive capital indicators form the capitals word indicator. For a plain alphabetic word, this establishes capitals throughout that word. It avoids repeating a single-letter capital indicator before every letter. Check the formal termination rules when punctuation, hyphens, or changes of case complicate the sequence.
Worked example: NASA begins with two dot-6 cells followed by the letters n, a, s, and a, all interpreted as capitals.
Mistake to avoid: Using one capital indicator and expecting all four letters to become uppercase.
33. Capitalizing a passage
A capitals passage indicator consists of three capital indicators and is used for a passage of three or more words in capitals. Its effect continues across spaces until a capitals terminator. This differs from word capitalization, whose scope is shorter and has its own termination conditions.
Worked example: KEEP DOOR CLOSED can use a capitals passage indicator before keep and a capitals terminator after closed.
Mistake to avoid: Assuming a space automatically ends capitals passage mode.
34. The capitals terminator
The capitals terminator is dot 6 followed by dot 3. It ends the applicable capitals mode so that subsequent letters return to their normal interpretation. The dot-3 cell is part of the terminator rather than a printed apostrophe. Its placement marks the exact end of the capitalized material.
Worked example: If STOP NOW PLEASE is followed by “then wait,” terminate the capitals passage after please so then remains lowercase.
Mistake to avoid: Omitting a required terminator and unintentionally capitalizing later prose.
35. Mixed capitalization within a word
A word containing both lowercase and uppercase letters needs indicators that preserve each change of case. A capitals word indicator would incorrectly affect lowercase letters unless its scope were properly controlled. For straightforward mixed-case names, separate single-letter capital indicators can express the required capitals clearly.
Worked example: McDonald uses a capital indicator before M and another before D, while c and the letters after D retain lowercase interpretation.
Mistake to avoid: Applying whole-word capitals to a name that contains internal lowercase letters.
36. Acronyms and initialisms preserve printed form
An acronym's pronunciation does not determine its capitalization indicators. Preserve whether the source uses capitals, lowercase letters, periods, or spaces, then apply the relevant UEB rules. A compact all-capital initialism and a punctuated series of initials may therefore require different sign sequences.
Worked example: For ABC printed as one unpunctuated capital sequence, use the capitals word indicator before a, b, and c. Do not insert periods.
Mistake to avoid: Adding punctuation because you expect an abbreviation to contain it.
37. Capitalization does not cancel contraction
A capital indicator changes case, not the contraction value of the following sign. A capitalized word may therefore retain its eligible wordsign or groupsigns. Determine whether the cell represents a letter or contraction first, then apply capitalization to the represented text.
Worked example: At the start of “But we agreed,” a capital indicator followed by the b wordsign represents But, not merely the isolated letter B.
Mistake to avoid: Assuming the capital indicator makes every following contraction into a literal letter.
38. Grade 1 symbol scope
The grade 1 symbol indicator, dots 56, establishes grade 1 interpretation for the following symbol. It can prevent a letter cell from being read as a contraction or digit where context would otherwise allow that reading. Its effect is local; it does not make an entire paragraph uncontracted.
Worked example: A standalone lowercase b used as a variable can take a grade 1 symbol indicator before b, distinguishing the letter from the wordsign but.
Mistake to avoid: Expecting one grade 1 symbol indicator to suppress all later contractions.
39. Grade 1 word scope
Two grade 1 indicators form the grade 1 word indicator. It establishes grade 1 interpretation through the following word or symbols-sequence under the relevant termination rules. This is useful when several adjacent characters must remain literal, rather than applying a separate symbol indicator wherever ambiguity arises.
Worked example: When chat must be presented uncontracted as a literal token, a grade 1 word indicator precedes c, h, a, and t.
Mistake to avoid: Using a single symbol indicator and assuming it also suppresses contractions later in the token.
40. Grade 1 passage scope and termination
Three grade 1 indicators establish grade 1 passage mode. The grade 1 terminator, dots 56 followed by dot 3, ends that mode. Unlike word scope, passage scope crosses spaces. Use it when the applicable transcription requires an extended sequence to remain uncontracted.
Worked example: An uncontracted passage containing “chat with me” can begin with a grade 1 passage indicator and end with its terminator before contracted prose resumes.
Mistake to avoid: Leaving passage mode active after the intended uncontracted text has ended.
Punctuation, accents, and typeforms
41. Commas mark printed punctuation
The UEB comma is dot 2. In prose it preserves the source's punctuation and does not authorize adding a pause mark wherever a sentence feels difficult. Its cell can also participate in other contextual interpretations, so identify its function from the surrounding indicators and text.
Worked example: In “After lunch, Mira returned,” place the comma immediately after lunch and retain the word space before Mira.
Mistake to avoid: Adding a comma based on reading rhythm when the source contains none.
42. Full stops and decimal points
Dots 256 serve as the full stop and the decimal point. The cell's function depends on context: a decimal point belongs to a number, while a full stop closes a sentence. Preserve both functions when a sentence ends with a decimal number; neither punctuation mark replaces the other.
Worked example: In “It cost 2.50.” the point between 2 and 50 is decimal punctuation, and the final point ends the sentence.
Mistake to avoid: Deleting the sentence-ending full stop because the number already contains a decimal point.
43. Question marks and exclamation marks
The question mark uses dots 236, and the exclamation mark uses dots 235. Their similar shapes demand attention to the right-hand dot. These signs preserve different sentence functions, and neither should be inferred from tone when the printed punctuation says otherwise.
Worked example: “Where now?” ends with dots 236. “Stop!” ends with dots 235; moving the right-column dot would change the punctuation.
Mistake to avoid: Confusing dots 5 and 6 and thereby changing a question into an exclamation.
44. Apostrophes belong to the printed word
The apostrophe is dot 3. It can mark possession, omitted letters, and other printed forms. Keep it in its source position and assess nearby contractions under the applicable rules. Do not confuse an apostrophe with a dot-3 cell that forms part of a multi-cell terminator.
Worked example: In “Mira's coat,” the apostrophe follows Mira and precedes s. It does not create a space before the possessive ending.
Mistake to avoid: Moving the apostrophe or expanding a contraction in a way that changes the source wording.
45. Hyphens and dashes have different functions
A hyphen can join word components, while a dash can separate or interrupt phrases. UEB represents these with different signs. Identify which mark the source uses before transcribing it; a long-looking mark is not automatically a series of hyphens. Preserve meaningful distinctions in the source's punctuation.
Worked example: The hyphen in “well-lit” joins a compound. The dash in “The room—unexpectedly—was empty” marks an interruption and requires the appropriate dash sign.
Mistake to avoid: Replacing every dash with a hyphen because both appear as horizontal strokes.
46. Paired quotation marks and brackets
Opening and closing punctuation identify the extent of quoted or enclosed material. Transcribe the appropriate pair and preserve nesting, rather than choosing signs solely by their resemblance to printed shapes. Shared cell patterns must be interpreted within the punctuation structure and surrounding text.
Worked example: In “She said, ‘Wait (quietly).’” the parentheses close before the quotation closes. The braille must preserve that enclosure order.
Mistake to avoid: Closing nested punctuation in a different order from the source.
47. Accented letters preserve spelling
An accent is part of the written letter, not optional visual decoration. UEB uses the appropriate modifier before the affected letter. Identify the accent and its target precisely, then apply the relevant contraction restrictions. Do not substitute an unaccented spelling merely because it remains understandable.
Worked example: In café, the acute-accent modifier belongs before the final e. It does not apply to a or to the complete word.
Mistake to avoid: Dropping the accent or attaching it to the wrong letter.
48. Typeform symbol indicators
Typeform indicators distinguish such print attributes as italic, bold, and underline within UEB. A typeform symbol indicator applies to the next symbol. It is appropriate when the emphasized unit is a single symbol rather than an entire word or passage. Typeform and capitalization convey separate information.
Worked example: If only the letter x is italic in “x axis,” use the italic symbol indicator for x while leaving axis in ordinary type.
Mistake to avoid: Applying a word-level typeform to adjacent letters that are not emphasized.
49. Typeform word and passage scopes
Select typeform scope to match the emphasized material. A word indicator covers the relevant word or symbols-sequence; a passage indicator handles three or more words and requires its typeform terminator. Spaces do not end passage scope. The transcription must show where the source's emphasis actually stops.
Worked example: Italic “read this carefully” can use italic passage scope, terminated after carefully. If only carefully is italic, use the appropriate word scope instead.
Mistake to avoid: Letting passage emphasis continue into the next ordinary-text word.
50. Overlapping typeforms remain independent
Bold, italic, underline, and capitalization are separate properties. When their printed spans overlap, each applicable indicator has its own scope and termination. Ending one property must not accidentally end or extend another. Map the source's spans before selecting indicators, following the required ordering rules.
Worked example: If “read now” is bold but only now is italic, bold covers both words while italic covers now alone.
Mistake to avoid: Treating bold and italic as one combined mode with a single shared endpoint.
Document layout and transcription accuracy
51. Paragraphs preserve textual organization
A paragraph break expresses structure that must survive transcription. Printed line endings caused by page width are different from paragraph boundaries. Reflow the text for braille while retaining actual paragraphs, and use the paragraph format required by the applicable instructions rather than reproducing every visual print line.
Worked example: A printed paragraph occupying four narrow lines remains one paragraph when reflowed into two longer braille lines.
Mistake to avoid: Creating a new paragraph at every print line ending.
52. Headings communicate hierarchy
Headings distinguish sections and levels within a document. Their braille treatment should preserve that organization using the applicable formatting conventions. Font size alone is not a reliable guide: identify the heading's role from the document structure and apply consistent treatment to headings at the same level.
Worked example: If Methods and Results are parallel section headings, give them the same heading treatment rather than making Results subordinate because it is shorter.
Mistake to avoid: Flattening all headings into ordinary paragraphs and losing the section hierarchy.
53. Lists preserve item boundaries
A list must retain the separation and relationship of its items. Numbered items may also depend on their original labels for cross-reference. Apply the appropriate list format without turning continuation lines into new items or changing the source's numbering to make it look more orderly.
Worked example: A list labeled a, b, and c keeps those labels in braille. A second line of item b remains part of b.
Mistake to avoid: Renumbering source items when another passage refers to their existing labels.
54. Braille line wrapping follows braille structure
Braille line length and contraction choices differ from print, so line breaks must be recalculated. Keep multi-cell signs intact and apply the permitted word-division rules when division is necessary. A print line break is not evidence that the same break belongs in the braille version.
Worked example: If a word fits in print but not in the remaining braille cells, move it to the next line unless a permitted division is used.
Mistake to avoid: Splitting an indicator from its governed sign merely to fill the line.
55. Print and braille page numbers serve different purposes
Print page references locate material in the original edition; braille page numbers locate it in the transcription. These systems need not coincide because braille occupies different space. Where print pagination is retained, use the required page-reference format and keep the two numbering functions distinct.
Worked example: Material from print page 18 may extend across two braille pages. Both braille locations still belong to print page 18 until the source page changes.
Mistake to avoid: Replacing a cited print page number with the current braille page number.
56. Transcriber's notes distinguish added information
A transcriber's note identifies information supplied by the transcriber rather than the author. Use it when an explanation of an adaptation is necessary, with the required note indicators and formatting. Keep it factual and limited to the transcription issue; it should not silently rewrite or interpret the author's argument.
Worked example: If a visual sidebar is relocated, a marked note can explain its placement so the reader does not mistake that explanation for source text.
Mistake to avoid: Inserting an unmarked explanation into the author's paragraph.
57. Special symbols lists explain actual usage
When a transcription requires a special symbols list, its entries should identify the symbols actually used and explain their functions accurately. A symbol's dot pattern, description, and occurrence must agree. Follow current course or formatting requirements for inclusion rather than building an indiscriminate glossary of every UEB sign.
Worked example: If a document uses a specialized symbol for a particular annotation, its list entry explains that function rather than assigning an unrelated standard meaning.
Mistake to avoid: Listing a symbol that never occurs or describing a different dot pattern from the one used.
58. Source fidelity includes OCR verification
Optical character recognition can confuse letters, digits, punctuation, and line-ending hyphens. Transcription decisions must be based on the source, not on an unchecked OCR rendering. Resolve suspicious text by comparison, and distinguish a source feature from a conversion error before applying braille rules.
Worked example: OCR produces “l0 boxes,” but the page clearly reads “10 boxes.” Correct the input to 10 before generating the numeric indicator and digit cells.
Mistake to avoid: Treating OCR output as authoritative when its characters conflict with the original.
59. Proofreading traces indicators through their scope
An indicator error can change several later cells, even when every letter-shaped cell is correct. Proofreading therefore checks where numeric, capitals, grade 1, and typeform modes begin and end. Read the resulting braille interpretation, rather than only comparing a list of cell patterns with the source.
Worked example: A missing capitals passage terminator after a heading can make following prose appear capitalized. Restoring the terminator corrects the interpretation without changing those letter cells.
Mistake to avoid: Checking letters while ignoring the modes that govern their reading.
Reference: Braille Resources for Transcribers and Teachers of Braille - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress; Braille Education - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress
60. Translation software needs contextual review
Automated translation can produce plausible cells while misunderstanding an identifier, source structure, or intended literal spelling. Review its output against the original meaning and applicable rules. Correct the specific input, settings, or braille decision responsible for an error; successful conversion alone does not establish transcription accuracy.
Worked example: Software interprets the diagram label ab as about. Review identifies the label as literal letters and supplies the appropriate grade 1 treatment.
Mistake to avoid: Accepting a clean software output without checking ambiguous text and document structure.
Sources
Sources checked:
- Braille Education - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress
- Braille Resources for Transcribers and Teachers of Braille - National Library Service for the Blind and Print Disabled (NLS) | Library of Congress