The chapter begins by exploring ways of working with machine-generated or machine-stored texts. Texts produced with the aid of machine translation (MT) or with the aid of translation memories (TM) can enhance productivity, but almost without exception require significant editing. In the case of MT this usually takes place at the end of the process, in the case of TM typically during the process itself. The distinction between editing and revision is reinforced through an exercise illustrating and inviting practice of the two activities using newspaper articles. Next, the chapter explores translators’ potential uses of the internet for individual or group collaborative translation, and their varying attitudes to this type of collaboration. Finally, it introduces and illustrates an approach to translation analysis known as translational stylistics

The analysis and translation of extreme texts, or highly constrained texts, such as acronyms, anagrams, lipograms, pangrams, plays on words, and puns but also poems, lyrics, and even novels, are not just useful teaching practices that can allow students to improve their linguistic competence, both in their native and foreign languages. These activities have a fundamental pedagogical and political value. In training translators, ‘talk-and-chalk’ lectures should be replaced by collaborative workshops, attended not only by teachers and students but also by experts and actors in the editorial productive chain (professional translators, editors, publishers, and clients).