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justplainjane47-tc-create-1 (#416)
Merge remote-tracking branch 'origin/master' into justplainjane47-tc-create-1 Edit 'translate/writing-newevent/01.md' using 'tc-create-app' Edit 'translate/writing-newevent/01.md' using 'tc-create-app' Edit 'translate/writing-intro/01.md' using 'tc-create-app' Edit 'translate/writing-endofstory/01.md' using 'tc-create-app' Edit 'translate/writing-endofstory/01.md' using 'tc-create-app' Edit 'translate/writing-background/01.md' using 'tc-create-app' Edit 'translate/writing-background/01.md' using 'tc-create-app' Edit 'translate/writing-background/01.md' using 'tc-create-app' Edit 'translate/writing-apocalypticwriting/01.md' using 'tc-create-app' Edit 'translate/writing-apocalypticwriting/01.md' using 'tc-create-app' Edit 'translate/translation-difficulty/01.md' using 'tc-create-app' Edit 'translate/translation-difficulty/01.md' using 'tc-create-app' Edit 'translate/translation-difficulty/01.md' using 'tc-create-app' Edit 'translate/translate-whatis/01.md' using 'tc-create-app' Edit 'translate/translate-wforw/01.md' using 'tc-create-app' Edit 'translate/translate-wforw/01.md' using 'tc-create-app' Edit 'translate/translate-wforw/01.md' using 'tc-create-app' Edit 'translate/translate-wforw/01.md' using 'tc-create-app' Edit 'translate/translate-wforw/01.md' using 'tc-create-app' Edit 'translate/translate-versebridge/01.md' using 'tc-create-app' Edit 'translate/translate-versebridge/01.md' using 'tc-create-app' Edit 'translate/translate-versebridge/01.md' using 'tc-create-app' Edit 'translate/translate-versebridge/01.md' using 'tc-create-app' Edit 'translate/translate-useultust/01.md' using 'tc-create-app' Edit 'translate/translate-useultust/01.md' using 'tc-create-app' Edit 'translate/translate-useultust/01.md' using 'tc-create-app' Edit 'translate/translate-useultust/01.md' using 'tc-create-app' Edit 'translate/translate-unknown/01.md' using 'tc-create-app' Edit 'translate/translate-terms/01.md' using 'tc-create-app' Edit 'translate/guidelines-sonofgod/01.md' using 'tc-create-app' Edit 'translate/resources-eplain/01.md' using 'tc-create-app' Edit 'translate/translate-aim/01.md' using 'tc-create-app' Edit 'translate/translate-bibleorg/01.md' using 'tc-create-app' Edit 'translate/translate-bibleorg/01.md' using 'tc-create-app' Edit 'translate/translate-unknown/01.md' using 'tc-create-app' Edit 'translate/translate-unknown/01.md' using 'tc-create-app' Edit 'translate/translate-transliterate/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Edit 'translate/translate-textvariants/01.md' using 'tc-create-app' Co-authored-by: Richard Mahn <rich.mahn@unfoldingword.org> Co-authored-by: justplainjane47 <justplainjane47@noreply.door43.org> Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/416
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@ -15,11 +15,9 @@ In the New Testament:
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#### The Old Testament begins to reveal God’s three persons.
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> … **God** created the heavens …**The Spirit of God** was moving …“Let **us** make man in **our** image.”(from Genesis 1:1-2, 26 ULT)
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> … **God** created the heavens …**The Spirit of God** was moving …“Let **us** make man in **our** image.”(from Genesis 1:1b,2b, 26b ULT)
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>
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> God has spoken to us through a **Son** … through him, he also made the universe. He is the brightness of God's glory and the exact representation of his being. “In the beginning, Lord, you laid earth’s foundation. The heavens are the work of your hands.” (Hebrews 1:2-3a, and 10 (ULT) quoting Psalm 102:25)
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>
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>
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> God has spoken to us through a **Son** … through him, he also made the universe. He is the brightness of God's glory and the exact representation of his being. But to the Son he says, “Your throne, God, is forever and ever. In the beginning, Lord, you laid earth’s foundation. The heavens are the work of your hands.” (Hebrews 1:2-3a, 8a,10 (ULT) quoting Psalm 102:25)
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#### The Church has always found it necessary to state what the New Testament says about God by affirming that he exists in three distinct persons: The Father, the Son, and the Holy Spirit.
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@ -17,7 +17,7 @@ If you did not know that fishermen used nets to catch fish, you might wonder why
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* **signaled** – They were too far from shore to call so they made gestures, probably waving their arms.
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This Note can help you understand what kind of signal the people made. It was a signal that people would be able to see from a distance. This will help you choose a good word or phrase for “signaled.”
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This Note can help you understand what kind of signal the people made. It was an action that people would be able to see from a distance. This will help you choose a good word or phrase for “signaled.”
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> He will be filled with the Holy Spirit, **even from his mother’s womb**. (Luke 1:15b ULT)
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@ -15,14 +15,14 @@ For these reasons, Bible translators must decide toward which people they will a
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#### Aim to the Future
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Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these rules:
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Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these guidelines:
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1. They do not try to transliterate common Bible words from Gateway Languages into the target language. For example, this means that they will not try to transform the Bible word “synagogue” into something like “sinagog” and then try to teach its meaning to the people. They will not try to transform the Bible word “angel” into something like “enjel” and then try to teach its meaning to the target language readers.
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2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in “grace” or “sanctify,” translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word’s meaning in the Bible passage that they are working on.
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3. They do not take known words in the target language and give new meaning(s) to them. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that they want the text to communicate.
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4. They express the biblical ideas in ways that are clear and natural in the target language. (See [Create Clear Translations](../guidelines-clear/01.md) and [Create Natural Translations](../guidelines-natural/01.md).)
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When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today’s English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions.
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When translators follow these guidelines, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today’s English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions.
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#### Aim for a Bible Study Translation
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@ -10,6 +10,8 @@ When we refer to verses that are not next to each other, we use commas to separa
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After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, “ULT” stands for the *unfoldingWord® Literal Text*.
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In unfoldingWord® Translation Academy, we use this system to tell where portions of scripture come from. However, this does not mean that the whole verse or set of verses is shown. The text below comes from Judges, chapter 6, verse 28, but it is not the whole verse. The verse has more at the end. In unfoldingWord® Translation Academy, we only show the part of the verse that we want to talk about.
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In unfoldingWord® Translation Academy, we use this system to tell where portions of Scripture come from. If the whole verse or set of verses is not shown, we indicate that with letter "a" or "b" after the verse number. A letter "a" indicates that beginning but not the ending of the verse is not shown. A letter "b" indicates that the beginning of the verse is not shown. The letter "b means" that the Scripture quotation starts somewhere after the beginning of the verse. It may or may not include all of the rest of the verse.
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The text below comes from the book of Judges chapter 6 verse 28, but it is not the entire verse. The verse has more at the end. In unfoldingWord® Translation Academy, we only show the part of the verse that we want to talk about.
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> When the men of the city arose early in the morning, and see, the altar of Baal was torn down. (Judges 6:28a ULT)
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@ -49,7 +49,7 @@
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**Gateway Language** – A Gateway Language (GL) is a language of wider communication that we have identified as being one of the languages into which we will translate all of our translation tools. The set of Gateway Languages is the smallest number of languages through which content can be delivered to every other language of the world through translation by bilingual speakers.
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**Other Language** – The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. We will translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages.
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**Other Language** – The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. The unfoldingWord strategy is to translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages.
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**End-user Bible** – This is a Bible that people have translated so that it speaks in a natural way in the target language. It is meant to be used in churches and homes. In contrast, the ULT and UST are Bibles that are translation tools. They do not speak naturally in any language because the ULT is a literal translation and the UST avoids using idioms and figures of speech which a natural translation would use. Using these translation tools, a translator can produce an end-user Bible.
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@ -70,9 +70,9 @@ Here are ways you might translate a term that is not known in your language:
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(2) Substitute something similar from your language if doing so does not falsely represent a historical fact.
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> your sins…will be white like **snow** (Isaiah 1:18 ULT) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
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>> your sins…will be white like **milk**
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>> your sins…will be white like **the moon**
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> your sins … will be white like **snow** (Isaiah 1:18b ULT) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be.
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>
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> > your sins…will be white like **milk** your sins…will be white like **the moon**
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(3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
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@ -84,13 +84,15 @@ Here are ways you might translate a term that is not known in your language:
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(4) Use a word that is more general in meaning.
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> I will turn Jerusalem into piles of ruins, a hideout for **jackals** (Jeremiah 9:11 ULT)
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>> I will turn Jerusalem into piles of ruins, a hideout for **wild dogs**
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> I will turn Jerusalem into piles of ruins, a hideout for **jackals** (Jeremiah 9:11a ULT)
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>
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> > I will turn Jerusalem into piles of ruins, a hideout for **wild dogs**
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> We have here only five **loaves of bread** and two fish (Matthew 14:17 ULT)
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>> We have here only five **loaves of baked food** and two fish
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(5) Use a word or phrase that is more specific in meaning.
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> to him who made **great lights** (Psalm 136:7 ULT)
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>> to him who made **the sun and the moon**
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> to him who made **great lights** (Psalm 136:7a ULT)
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>
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> > to him who made **the sun and the moon**
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When you translate, you should put ideas into an order that is natural in the target language. (See [Order of Events](../figs-events/01.md).)
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> <sup> 1</sup> Paul, a servant of Jesus Christ, called to be an apostle, and set apart for the gospel of God…<sup> 7</sup> This letter is to all who are in Rome, the beloved of God. (Romans 1:1,7 ULT)
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> 1 Paul, a servant of Jesus Christ, called to be an apostle and set apart for the gospel of God … 7 This letter is to all who are in Rome, the beloved of God. (Romans 1:1,7a ULT)
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> <sup> 1</sup> I, Paul, who serve Christ Jesus, am writing this letter to all of you believers in the city of Rome. (Romans 1:1 UST)
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> 1 I, Paul, who serve the Messiah Jesus, am writing this letter to all of you believers in the city of Rome. (Romans 1:1a UST)
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The ULT shows Paul’s style of beginning his letters. He does not say who his audience is until verse 7. However, the UST follows a style that is much more natural in English and many other languages today.
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@ -21,17 +21,17 @@ The ULT often presents ideas that **imply** or **assume** other ideas that are i
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The UST often makes those other ideas explicit. The UST does this in order to remind you that you should perhaps do the same in your translation if you think that your audience will need to know this information in order to understand the text.
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When you translate, you should decide which of these implied ideas would be understood by your audience without being included. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
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When you translate, you should decide which of these implied ideas would be understood by your audience without being explicitly stated. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
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> And Jesus said to Simon, “Do not be afraid, because **from now on you will catch men**.” (Luke 5:10 ULT)
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> And Jesus said to Simon, “Do not be afraid; **from now on you will be catching men**.” (Luke 5:10b ULT)
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> But Jesus said to Simon, “Do not be afraid! Until now you gathered in fish, but from now on you will gather in people to become my disciples.” (Luke 5:10 UST)
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> But Jesus said to Simon, “Do not be afraid! Until now you gathered in fish, but from now on you will gather in people to become my disciples.” (Luke 5:10b UST)
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Here the UST reminds the reader that Simon was a fisherman by trade. It also makes clear the similarity that Jesus was drawing between Simon’s previous work and his future work. In addition, the UST makes it clear why Jesus wanted Simon to “catch men” (ULT), that is, to lead them “to become my disciples” (UST).
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> When he saw Jesus, he **fell on his face** and begged him, saying, “Lord, if you are willing, you can **make me clean**.” (Luke 5:12 ULT)
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> And he saw Jesus, **fell on his face,** and begged him, saying, “Lord, if you are willing, you can **make me clean**.” (Luke 5:12b ULT)
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> When he saw Jesus, he **bowed down to the ground** in front of him and pleaded with him, “Lord, **please heal me**, because you are able to heal me if you are willing!” (Luke 5:12 UST)
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> When he saw Jesus he **bowed down to the ground** in front of him and pleaded with him, “Lord, **please heal me**, because you are able to heal me if you are willing!” (Luke 5:12b UST)
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Here the UST makes it clear that the man who had leprosy did not fall to the ground by accident. Instead, he deliberately bowed down to the ground. Also, the UST makes it clear that he is asking Jesus to heal him. In the ULT, he only implies this request.
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@ -43,37 +43,39 @@ The ULT often simply presents the symbolic action with no explanation of what it
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When you translate, you should decide whether your audience will correctly understand a symbolic action. If your audience will not understand, then you should do as the UST does. (See [Symbolic Action](../translate-symaction/01.md).)
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> The high priest **tore his** garments (Mark 14:63 ULT)
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> Then the high priest **tore his** garments. (Mark 14:63a ULT)
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> In response to Jesus’ words, the high priest **was so shocked** that he tore his outer garment. (Mark 14:63 UST)
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> When Jesus said this, the high priest tore his own outer garment **in protest**. (Mark 14:63a UST)
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Here the UST makes it clear that it was not by accident that the high priest tore his garment. It also makes clear that it was probably only his outer garment that he tore, and that he did so because he wanted to show that he was sad or angry or both.
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Because the high priest actually tore his garment, the UST must, of course, say that he did. However, if a symbolic action never actually took place, you do not have to state that action. Here is such an example:
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> Present that to your governor; will he accept you or will he **lift up your face**?” (Malachi 1:8 ULT)
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> Present that to your governor! Will he accept you or will he **lift up your face**?” (Malachi 1:8b ULT)
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> You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be **displeased with you and would not welcome you**! (Malachi 1:8 UST)
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> You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be **displeased with you and would not welcome you**! (Malachi 1:8 USTb)
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Here the symbolic action “lift up someone’s face,” represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you.” It can be presented in this way because Malachi is not referring to an actual event that took place. He is only referring to the idea represented by that event.
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### Passive Verb Forms
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Both Biblical Hebrew and Greek often use passive verb forms, while many other languages do not have that possibility. The ULT tries to use passive verb forms when the original languages use them. However, the UST usually does not use these passive verb forms. As a result, the UST **restructures** many phrases.
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Both biblical Hebrew and Greek often use passive verb forms, while many Other Languages do not have that possibility. The ULT tries to use passive verb forms when the original languages use them. However, the UST usually does not use these passive verb forms. As a result, the UST **restructures** many phrases.
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When you translate, you must decide whether the target language can present events or states using a passive expression, as in the following examples. If you cannot use a passive verb form in a particular context, then you may find in the UST one possible way to restructure the phrase. (See [Active or Passive](../figs-activepassive/01.md).)
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### Examples from the Bible
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> For **he was amazed**, and all who were with him, at the catch of fish which they had taken. (Luke 5:9 ULT)
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> For **amazement had seized him** and all those with him, at the catch of fish that they had taken. (Luke 5:9 ULT)
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>
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> For amazement had seized him, and all those with him, at the catch of fish that they had taken,
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> He said this because **he marveled** at the huge number of fish that they had caught. All the men who were with him also marveled. (Luke 5:9 UST)
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Here the UST uses a verb in the active voice “he marveled” instead of the ULT’s verb in the passive voice “was amazed.”
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Here the UST uses a verb in the active voice, “he marveled,” instead of the ULT’s verb in the passive voice, “was amazed.”
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> Large crowds of people came together to hear him teach and to be healed of their sicknesses. (Luke 5:15 ULT)
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> Large crowds came together to hear him and to be healed from their sicknesses. (Luke 5:15b ULT)
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> The result was that large crowds came to Jesus to hear him teach and **to have him heal them from their sicknesses**. (Luke 5:15 UST)
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> The result was that large crowds came to Jesus to hear him teach and **to have him heal them from their sicknesses**. (Luke 5:15b UST)
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Here the UST avoids the ULT’s passive verb form “to be healed.” It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them.”
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@ -85,34 +87,35 @@ The UST often presents the meaning of these ideas in other ways.
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When you translate, you will need to decide whether the target language readers will understand a figure of speech with little effort, with some effort, or not at all. If they must make a great effort to understand, or if they do not understand at all, you will need to present the essential meaning of the figure of speech using other words.
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> He has **made you rich in every way**, in all speech and with all knowledge. (1 Corinthians 1:5 ULT)
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> For **in everything you have been made rich** in him, in all speech and all knowledge. (1 Corinthians 1:5 ULT)
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> Christ has **given you so many things**. He helped you to speak his truth and to know God. (1 Corinthians 1:5 UST)
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> For example, the Messiah has **given you so many things**. He has helped you with all you say and all you know. (1 Corinthians 1:5 UST)
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Paul uses a metaphor of material wealth, expressed in the word “rich.” Even though he immediately explains what he means—“in all speech and with all knowledge”—some readers might not understand. The UST presents the idea in a different way, without using the metaphor of material wealth. (See [Metaphor](../figs-metaphor/01.md).)
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> I send you out **as sheep in the midst of wolves**, (Matthew 10:16 ULT)
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> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16a ULT)
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>
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>
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> When I send you out, you will be **as defenseless as sheep, among people who are as dangerous as wolves**. (Matthew 10:16 UST)
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> Take note: When I send you out, you will be **as defenseless as sheep, among people who are as dangerous as wolves**. (Matthew 10:16a UST)
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Jesus uses a simile that compares his apostles going to others as sheep going out among wolves. Some readers might not understand how the apostles would be like sheep while the other people would be like wolves. The UST clarifies that the apostles would be defenseless, and that their enemies would be dangerous. (See [Simile](../figs-simile/01.md).)
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> You are separated from Christ, all **you who are “justified” by the law**. You have fallen away from grace. (Galatians 5:4 ULT)
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> You are cut off from Christ, **whoever is** **justified by the law**; you have fallen from grace. (Galatians 5:4 ULT)
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> **If you expect God to declare you good in his sight because you try to keep the law**, you have separated yourself from Christ; God will no longer act kindly toward you. (Galatians 5:4 UST)
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> **If you expect God to declare you good in his sight because you try to keep the law**, you have separated yourself from the Messiah; God will no longer act kindly toward you. (Galatians 5:4 UST)
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Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULT uses quote marks around “justified” to show that Paul did not really believe that they were justified by the law. The UST translates the same idea by making it clear that it was what the other people believed. (See [Irony](../figs-irony/01.md).)
|
||||
|
||||
### Abstract Expressions
|
||||
|
||||
The ULT often uses abstract nouns, adjectives, and other parts of speech, because it tries to closely resemble the biblical texts.
|
||||
The UST tries not to use such abstract expressions, because many languages do not use abstract expressions.
|
||||
The ULT often uses abstract nouns, adjectives, and other parts of speech because it tries to closely resemble the biblical texts. The UST tries not to use such abstract expressions because many languages do not use abstract expressions.
|
||||
|
||||
When you translate, you will have to decide how the target language prefers to present these ideas. (See [Abstract Nouns](../figs-abstractnouns/01.md).)
|
||||
|
||||
> He has made you rich in every way, in **all speech** and with **all knowledge**. (1 Corinthians 1:5 ULT)
|
||||
> For in everything you have been made rich in him, in **all speech** and **all knowledge**. (1 Corinthians 1:5 ULT)
|
||||
|
||||
> Christ has given you so many things. He **helped you to speak his truth** and **to know God**. (1 Corinthians 1:5 UST)
|
||||
> For example, the Messiah has given you so many things. He has **helped you with all you say** and **all you know**. (1 Corinthians 1:5 UST)
|
||||
|
||||
Here the ULT expressions “all speech” and “all knowledge” are abstract noun expressions. One problem with them is that readers might not know who is supposed to do the speaking and what they are to speak, or who is doing the knowing and what it is that they know. The UST answers these questions.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,12 +1,10 @@
|
|||
|
||||
|
||||
### Description
|
||||
|
||||
In some cases, you will see in the unfoldingWord® Simplified Text (UST) that two or more verse numbers are combined, such as 17-18. This is called a verse bridge. This means that the information in the verses was rearranged so that the story or message could be more easily understood.
|
||||
|
||||
> <sup> 29</sup> These were the clans of the Horites: Lotan, Shobal, Zibeon, and Anah, <sup> 30</sup> Dishon, Ezer, Dishan: these are clans of the Horites, according to their clan lists in the land of Seir. (Genesis 36:29-30 ULT)
|
||||
> 29 These were the clans of the Horites: Lotan, Shobal, Zibeon, and Anah, 30 Dishon, Ezer, Dishan: these are clans of the Horites, according to their clan lists in the land of Seir. (Genesis 36:29-30 ULT)
|
||||
|
||||
> <sup> 29-30</sup> The people groups who were descendants of Hor lived in Seir land. The names of the people groups are Lotan, Shobal, Zibeon, Anah, Dishon, Ezer, and Dishan. (Genesis 36:29-30 UST)
|
||||
> 29-30 The people groups who were descendants of Hor lived in Seir land. The names of the people groups are Lotan, Shobal, Zibeon, Anah, Dishon, Ezer, and Dishan. (Genesis 36:29-30 UST)
|
||||
|
||||
In the ULT text, verses 29 and 30 are separate, and the information about the people living in Seir is at the end of verse 30. In the UST text, the verses are joined, and the information about them living in Seir is at the beginning. For many languages, this is a more logical order of information.
|
||||
|
||||
|
|
@ -14,13 +12,11 @@ In the ULT text, verses 29 and 30 are separate, and the information about the pe
|
|||
|
||||
Where the UST has a verse bridge, the ULT will have separate verses.
|
||||
|
||||
|
||||
> <sup> 4-5</sup> Yahweh our God will bless you in the land that he is giving to you. If you obey Yahweh our God and obey all the commandments that I am giving to you today, there will not be any poor people among you. (Deuteronomy 15:4-5 UST)
|
||||
><sup>4-5</sup> Yahweh our God will bless you in the land that he is giving to you. If you obey Yahweh our God and obey all the commandments that I am giving to you today, there will not be any poor people among you. (Deuteronomy 15:4-5 UST)
|
||||
|
||||
> <sup> 4</sup> However, there should be no poor among you (for Yahweh will surely bless you in the land that he gives you as an inheritance to possess), <sup> 5</sup> if only you diligently listen to the voice of Yahweh your God, to keep all these commandments that I am commanding you today. (Deuteronomy 15:4-5 ULT)
|
||||
|
||||
|
||||
> <sup> 16-17</sup> But Yahweh said to him, “You must not eat the fruit of the tree that will enable you to know what actions are evil to do as well as what actions are good to do. If you eat any fruit from that tree, on that day your relationship with me will end. But I will permit you to eat the fruit of any of the other trees in the garden.” (Genesis 2:16-17 UST)
|
||||
> <sup> 16-17</sup> But Yahweh said to him, “I will not permit you to eat the fruit of the tree that will enable you to know what actions are good to do and what actions are evil to do. If you eat any fruit from that tree, on the day you eat it you will surely die. But I will permit you to eat the fruit of any of the other trees in the park.” (Genesis 2:16-17 UST)
|
||||
|
||||
> <sup> 16</sup> Yahweh God commanded the man, saying, “From every tree in the garden you may freely eat. <sup> 17</sup> But from the tree of the knowledge of good and evil you may not eat, for on the day that you eat from it, you will surely die.” (Genesis 2:16-17 ULT)
|
||||
|
||||
|
|
@ -37,8 +33,6 @@ See how to mark verses in [translationStudio](http://help.door43.org/en/knowledg
|
|||
|
||||
(1) If information from one verse is put before information from an earlier verse, then combine the verses and put the verse numbers before the first verse with a hyphen between them.
|
||||
|
||||
> <sup> 2</sup> you must select three cities for yourself in the middle of your land that Yahweh your God is giving you to possess. <sup> 3</sup> You must build a road and divide the borders of your land into three parts, the land that Yahweh your God is causing you to inherit, so that everyone who kills another person may flee there. (Deuteronomy 19:2-3)
|
||||
>> <sup> 2-3</sup> you must divide into three parts the land that he is giving to you. Then select a city in each part. You must make good roads in order that people can get to those cities easily. Someone who kills another person can escape to one of those cities to be safe. (Deuteronomy 19:2-3 UST)
|
||||
|
||||
|
||||
|
||||
> 2 You must select three cities for yourself in the middle of your land that Yahweh your God is giving you to possess. 3 You must build a road and divide the borders of your land into three parts, the land that Yahweh your God is causing you to inherit, so that everyone who kills another person may flee there. (Deuteronomy 19:2-3 ULT)
|
||||
>
|
||||
> 2-3 You must divide into three parts the land that he is giving to you. Then select a city in each part. You must make good roads in order that people can get to those cities easily. Someone who kills another person can escape to one of those cities to be safe. (Deuteronomy 19:2-3 UST)
|
||||
|
|
@ -1,5 +1,4 @@
|
|||
|
||||
### Definition
|
||||
### Description
|
||||
|
||||
A word-for-word substitution is the most literal form of translation. It is not the best choice for doing good translations. A word-for-word translation simply substitutes an equivalent word in the target language for each word in the source language.
|
||||
|
||||
|
|
@ -16,9 +15,9 @@ Word-for-word substitution results in translations that are awkward to read. The
|
|||
|
||||
#### Word Order
|
||||
|
||||
Here is an example of Luke 3:16 in the ULT:
|
||||
Here is an example from Luke 3:16 in the ULT:
|
||||
|
||||
> John answered by saying to them all, “As for me, I baptize you with water, but someone is coming who is more powerful than I, and I am not worthy even to untie the strap of his sandals. He will baptize you with the Holy Spirit and with fire.”
|
||||
> John answered, saying to them all, “I indeed baptize you with water, but more powerful than I is coming, of whom I am not worthy to untie the strap of his sandals. He will baptize you with the Holy Spirit and with fire.”
|
||||
|
||||
That translation is clear and easy to understand. But suppose the translators had used the word-for-word method. What would the translation be like?
|
||||
|
||||
|
|
@ -28,7 +27,7 @@ Here, translated in English, are the words in the same order as the original Gre
|
|||
|
||||
This translation is awkward and does not make sense in English.
|
||||
|
||||
Look at the ULT version above again. The English ULT translators did not keep the original Greek word order. They moved words around in the sentence to fit the rules of English grammar. They also changed some of the phrasing. For example, the English ULT says, “John answered by saying to them all,” rather than “John answered to all saying.” They used different words in a different order to make the text sound natural so that it could successfully communicate the original meaning.
|
||||
Look again at the ULT version above. The English ULT translators did not keep the original Greek word order. They moved words around in the sentence to fit the rules of English grammar. They also changed some of the phrasing. For example, the English ULT says, “John answered by saying to them all,” rather than “John answered to all saying.” They used different words in a different order to make the text sound natural so that it could successfully communicate the original meaning.
|
||||
|
||||
The translation must communicate the same meaning as the Greek text. In this example, the ULT is a much better English translation than the awkward word-for-word version.
|
||||
|
||||
|
|
@ -37,10 +36,12 @@ The translation must communicate the same meaning as the Greek text. In this exa
|
|||
In addition, word-for-word substitution usually does not take into account that most words in all languages have a range of meanings. In any one passage, usually the writer had only one of those meanings in mind. In a different passage, he may have had a different meaning in mind. But in word-for-word translations, usually only one meaning is chosen and used throughout the translation.
|
||||
|
||||
For example, the Greek word “aggelos” can refer to a human messenger or to an angel.
|
||||
> “This is he of whom it is written, ‘See, I am sending my **messenger** before your face, Who will prepare your way before you.’ (Luke 7:27)
|
||||
|
||||
> This is he concerning whom it is written, ‘Behold, I am sending my **messenger** before your face, who will prepare your way before you.’ (Luke 7:27)
|
||||
|
||||
Here the word “aggelos” refers to a human messenger. Jesus was talking about John the Baptist.
|
||||
> the **angels** had gone away from them into heaven (Luke 2:15)
|
||||
|
||||
> … the **angels** had gone away from them into heaven … (Luke 2:15)
|
||||
|
||||
Here the word “aggelos” refers to angels from heaven.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Definition
|
||||
|
||||
Translation is a process performed between different languages that requires a person (the translator) to understand the meaning that a writer or speaker intended to communicate to an original audience in the source language, and then to express that same meaning to a different audience in the target language.
|
||||
Translation is a process performed between different languages. The process requires a person (the translator) to understand the meaning that a writer or speaker intended to communicate to an original audience in the source language. Then the translator must express that same meaning to a different audience in the target language.
|
||||
|
||||
This is how translation is supposed to work most of the time, but sometimes certain translations have other goals, such as to reproduce the form of a source language, as we will see below.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,13 +11,13 @@ The answers to these questions are all important. But remember this:
|
|||
|
||||
**Translation is a skill that grows with experience.**
|
||||
|
||||
Because translation is a skill that grows, it is wise to start translating content that is less complicated so that the translators can learn the skill while translating something simple.
|
||||
Because translation is a skill that grows, it is wise to start translating content that is less complicated than Scripture. That way, translators can learn the skill while translating material that is less difficult.
|
||||
|
||||
### Translation Difficulty
|
||||
|
||||
Wycliffe Bible Translators have rated the difficulty of translating the different books of the Bible. In their rating system, the most complicated books to translate receive a level 5 difficulty. The easiest books to translate are a level 1.
|
||||
Wycliffe Bible Translators has rated the difficulty of translating the different books of the Bible. In their rating system, the most complicated books to translate receive a level 5 difficulty. The easiest books to translate are a level 1.
|
||||
|
||||
In general, books that have more abstract, poetic, and theologically loaded terms and ideas are more difficult to translate. Books that are more narrative and concrete are generally easier to translate.
|
||||
In general, books that have more abstract, poetic, and theologically complex terms and ideas are more difficult to translate. Books that are more narrative and that state information in a straightforward manner are generally easier to translate.
|
||||
|
||||
#### Difficulty Level 5 (Most Difficult to Translate)
|
||||
|
||||
|
|
@ -53,29 +53,35 @@ In general, books that have more abstract, poetic, and theologically loaded term
|
|||
|
||||
### Open Bible Stories
|
||||
|
||||
Though Open Bible Stories was not assessed according to this rating system, it should fall under Difficulty Level 1. We recommend that you begin by translating Open Bible Stories. There are many good reasons to start by translating Open Bible Stories:
|
||||
unfoldingWord has developed a set of 50 Bible stories assembled in a collection called Open Bible Stories. Though Open Bible Stories was not assessed according to this rating system, it should fall under Difficulty Level 1. We recommend that you begin by translating Open Bible Stories. There are many good reasons to start by translating Open Bible Stories:
|
||||
|
||||
* Open Bible Stories was designed to be easily translated.
|
||||
* Most of it is simple narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
|
||||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
* Open Bible Stories was designed to be easily translated.
|
||||
* Most of it is simple narrative.
|
||||
* Many difficult phrases and words have been simplified.
|
||||
* It has many pictures to help the translator understand the text.
|
||||
* Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church.
|
||||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
|
||||
* Experience in creating a translation and checking team
|
||||
* Experience in doing the translation and checking process
|
||||
* Experience in using the Door43 translation tools
|
||||
* Experience in resolving translation conflicts
|
||||
* Experience in getting church and community participation
|
||||
* Experience in publishing and distributing content
|
||||
> > * experience in creating a translation and checking team
|
||||
> > * experience in doing the translation and checking process
|
||||
> > * experience in using the Door43 translation tools
|
||||
> > * experience in resolving translation conflicts
|
||||
> > * experience in getting church and community participation
|
||||
> > * experience in publishing and distributing content
|
||||
|
||||
* Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
|
||||
* Open Bible Stories is a great tool to teach the church, evangelize the lost, and train the translators in what the Bible is all about.
|
||||
|
||||
You can work your way through the Stories in whatever order that you want, but we have found that Story number 31 is a good first story to translate since it is short and easy to understand.
|
||||
You can work your way through the stories in whatever order that you want, but we have found that story number 31 is a good first story to translate since it is short and easy to understand.
|
||||
|
||||
### Conclusion
|
||||
|
||||
Ultimately, the church needs to decide what they want to translate, and in what order. But we highly recommend starting your translation project with Open Bible Stories, for three reasons. First, because translation is a skill that improves with use. Secondly, because the translation and checking teams can learn so much about translating the Bible by translating Open Bible Stories. Thirdly, because of the immense value that the translated Open Bible Stories gives to the local church.
|
||||
Ultimately, the church needs to decide what they want to translate, and in what order. But we highly recommend starting your translation project with Open Bible Stories, for three reasons:
|
||||
|
||||
After translating Open Bible Stories, the church will need to decide if it would be more beneficial to start with how everything began (Genesis, Exodus) or with Jesus (New Testament gospels). In either case, we recommend starting Bible translation with some of the Difficulty Level 2 and 3 books (like Genesis, Ruth, and Mark). Finally, after the translation team has a lot of experience, then they can start translating Difficulty Level 4 and 5 books (like John, Hebrews, and Psalms). If the translation team follows this schedule, they will make better translations with far fewer mistakes.
|
||||
* because translation is a skill that improves with use
|
||||
|
||||
* because the translation and checking teams can learn so much about translating the Bible by translating Open Bible Stories
|
||||
|
||||
* because of the immense value that the translated Open Bible Stories gives to the local church.
|
||||
|
||||
After translating Open Bible Stories, the church will need to decide if it would be more beneficial to start with how everything began (Genesis, Exodus) or with Jesus (New Testament gospels). In either case, we recommend starting Bible translation with some of the Difficulty Level 2 and 3 books (like Genesis, Ruth, and Mark). Finally, after the translation team has a lot of experience, then they can start translating Difficulty Level 4 and 5 books (like John, Hebrews, and Psalms). If the translation team follows this schedule, they will make better translations with far fewer mistakes.
|
||||
|
|
@ -3,11 +3,11 @@
|
|||
|
||||
Symbolic prophecy is a type of message that God gave to a prophet so that the prophet would tell others. These messages use images and symbols to show what God will do in the future.
|
||||
|
||||
The main books that have these prophecies are Isaiah, Ezekiel, Daniel, Zechariah, and Revelation. Shorter examples of symbolic prophecy are also found in other books, such as in Matthew 24, Mark 13, and Luke 21.
|
||||
The main books that have these prophecies are Isaiah, Ezekiel, Daniel, Zechariah, and Revelation. Shorter examples of symbolic prophecy are also found in other Scriptures, such as in Matthew 24, Mark 13, and Luke 21.
|
||||
|
||||
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [Dream](rc://en/tw/dict/bible/other/dream) and [Vision](rc://en/tw/dict/bible/other/vision) for help translating “dreams” and “visions.”) When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images include a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
|
||||
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [Dream](rc://en/tw/dict/bible/other/dream) and [Vision](rc://en/tw/dict/bible/other/vision) for help translating “dreams” and “visions.”) When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images included a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
|
||||
|
||||
The prophecies about the world also contain images and symbols. For example, in some of the prophecies strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet.
|
||||
The prophecies about the world also contain images and symbols. For example, in some of the prophecies, strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet.
|
||||
|
||||
The prophecies tell about the evil in this world, how God will judge the world and punish sin, and how God will establish his righteous kingdom in the new world he is creating. They also tell about things that will happen concerning heaven and hell.
|
||||
|
||||
|
|
@ -17,11 +17,11 @@ Sometimes the past tense is used in these books for events that happened in the
|
|||
|
||||
Some of these things happened after the prophets told about them, and some of them will happen at the end of this world.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
* Some of the images are hard to understand because we have never seen things like them before.
|
||||
* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
|
||||
* If God or the prophet used the past tense, readers may have difficulty knowing wehther he was talking about something that had aleady happened or something that would happen later.
|
||||
* Some of the images are hard to understand because we have never seen things like them before.
|
||||
* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
|
||||
* In places where God or the prophet used the past tense, readers may have difficulty knowing whether he was talking about something that had already happened or something that would happen later.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
@ -32,18 +32,13 @@ Some of these things happened after the prophets told about them, and some of th
|
|||
* Translate tense in a way that the readers can understand what the speaker meant. If readers would not understand the predictive past, it is acceptable to use the future tense.
|
||||
* Some of the prophecies were fulfilled after the prophets wrote about them. Some of them have not been fulfilled yet. Do not clarify in the prophecy when these prophecies were fulfilled or how they were fulfilled.
|
||||
|
||||
### Examples From the Bible
|
||||
|
||||
### Examples from the Bible
|
||||
The following passages describe powerful beings that Ezekiel, Daniel, and John saw. Images mentioned in these visions include hair that is white as wool, a voice like many waters, a golden belt, and legs or feet like polished bronze. Though the prophets saw various details, it would be good to translate the details that are the same in the same way. The bolded phrases in the passage from Revelation also occur in the passages from Daniel and Ezekiel.
|
||||
|
||||
The following passages describe powerful beings that Ezekiel, Daniel, and John saw. Images that come up in these visions include hair that is white as wool, a voice like many waters, a golden belt, and legs or feet like polished bronze. Though the prophets saw various details, it would be good to translate the details that are the same in the same way. The underlined phrases in the passage from Revelation also occur in the passages from Daniel and Ezekiel.
|
||||
> In the middle of the lampstands there was one like a son of man, wearing a robe that reached down to his feet and he wore a golden sash across his chest. **His head and hair were as white as wool**—as white as snow—and his eyes were like a flame of fire. **His feet were like polished bronze**, like bronze that had been refined in a furnace, and **his voice was like the sound of many rushing waters**. He had seven stars in his right hand, and a sword with two sharp edges was coming out of his mouth. His face was shining like the sun at its strongest. (Revelation 1:13-16 ULT)
|
||||
|
||||
> In the middle of the lampstands there was one like a Son of Man, wearing a long robe that reached down to his feet, and a golden belt around his chest. **His head and hair were as white as wool**— as white as snow, and his eyes were like a flame of fire. **His feet were like burnished bronze**, like bronze that had been refined in a furnace, and **his voice was like the sound of many rushing waters**. He had in his right hand seven stars, and coming out of his mouth was a sharp two-edged sword. His face was shining like the sun at its strongest shining. (Revelation 1:13-16 ULT)
|
||||
|
||||
> As I looked,
|
||||
> thrones were set in place,
|
||||
> and the Ancient of Days took his seat.
|
||||
> His clothing was as white as snow,
|
||||
> and **the hair of his head was like pure wool**. (Daniel 7:9 ULT)
|
||||
> As I looked, thrones were set in place, and the Ancient of Days took his seat. His clothing was as white as snow, and **the hair of his head was like pure wool**. (Daniel 7:9 ULT)
|
||||
|
||||
> I looked up and saw a man dressed in linen, with a belt around his waist made of pure gold from Uphaz. His body was like topaz, his face was like lightning, his eyes were like flaming torches, his arms and **his feet were like polished bronze**, and the sound of his words was like the sound of a great crowd. (Daniel 10:5-6 ULT)
|
||||
|
||||
|
|
@ -51,17 +46,12 @@ The following passages describe powerful beings that Ezekiel, Daniel, and John s
|
|||
|
||||
The following passage shows the use of the past tense to refer to past events. The underlined verbs refer to past events.
|
||||
|
||||
> The vision of Isaiah son of Amoz, that he **saw** concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah.
|
||||
> The vision of Isaiah son of Amoz, that he **saw** concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah. (Isaiah 1:1 ULT)
|
||||
|
||||
> Hear, heavens, and give ear, earth; for Yahweh **has spoken**:
|
||||
> Hear, heavens, and give ear, earth; for Yahweh **has spoken**: (Isaiah 1:2a ULT)
|
||||
|
||||
> “I **have nourished** and **brought up** children, but they **have rebelled** against me. (Isaiah 1:1-2 ULT)
|
||||
> “I **have nourished** and **brought up** children, but they **have rebelled** against me. (Isaiah 1:2b ULT)
|
||||
|
||||
The following passage shows the future tense and different uses of the past tense. The underlined verbs are examples of the predictive past, where the past tense is used to show that the events certainly will happen.
|
||||
The following passage shows the future tense and different uses of the past tense. The bolded verbs are examples of the predictive past, where the past tense is used to show that the events certainly will happen.
|
||||
|
||||
> The gloom will be dispelled from her who was in anguish.
|
||||
> In an earlier time he humiliated
|
||||
> the land of Zebulun and the land of Naphtali,
|
||||
> but in the later time he will make it glorious, the way to the sea, beyond the Jordan, Galilee of the nations.
|
||||
> The people who walked in darkness **have seen** a great light;
|
||||
> those who have lived in the land of the shadow of death, the light **has shone** on them. (Isaiah 9:1-2 ULT)
|
||||
> The gloom will be dispelled from her who was in anguish. In an earlier time he humiliated the land of Zebulun and the land of Naphtali, but in the later time he will make it glorious, the way to the sea, beyond the Jordan, Galilee of the nations. The people who walked in darkness **have seen** a great light; those who have lived in the land of the shadow of death, the light **has shone** on them. (Isaiah 9:1-2 ULT)
|
||||
|
|
@ -1,32 +1,30 @@
|
|||
|
||||
|
||||
### Description
|
||||
|
||||
When people tell a story, they normally tell the events in the order that they happened. This sequence of events makes up the storyline. The storyline is full of action verbs that move the story along in time. But sometimes a writer may take a break from the storyline and give some information to help his listeners understand the story better. This type of information is called **background information**. The background information might be about things that happened before the events he has already told about, or it might explain something in the story, or it might be about something that would happen much later in the story.
|
||||
When people tell a story, they normally tell the events in the order that they happened. This sequence of events makes up the storyline. The storyline is full of action verbs that move the story along in time. But sometimes a writer may take a break from the storyline and give some information to help his listeners understand the story better. This type of information is called background information. The background information might be about things that happened before the events he has already told about, or it might explain something in the story, or it might be about something that would happen much later in the story.
|
||||
|
||||
**Example** – The underlined sentences in the story below are all background information.
|
||||
**Example** – The bolded phrases in the story below are all background information.
|
||||
|
||||
Peter and John went on a hunting trip because **their village was going to have a feast the next day**. **Peter was the best hunter in the village.** **He once killed three wild pigs in one day!** They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope **they had brought with them**, and carried it home on a pole. When they brought it to the village, Peter’s cousin saw the pig and realized that **it was his own pig**. **Peter had mistakenly killed his cousin’s pig**.
|
||||
Peter and John went on a hunting trip because **their village was going to have a feast the next day**. **Peter was the best hunter in the village.** **He once killed three wild pigs in one day!** They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope **they had brought with them** and carried it home on a pole. When they brought it to the village, Peter’s cousin saw the pig and realized that it was his own pig. Peter had mistakenly killed his cousin’s pig.
|
||||
|
||||
Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are: “their village was going to have a feast the next day;” “He once killed three wild pigs in one day;” “that they had brought with them;” and “Peter had mistakenly killed his cousins’ pig.”
|
||||
Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are: “their village was going to have a feast the next day,” “He once killed three wild pigs in one day,” and “that they had brought with them.”
|
||||
|
||||
Often background information uses “be” verbs like “was” and “were,” rather than action verbs. Examples of these are “Peter **was** the best hunter in the village” and “it **was** his own pig.”
|
||||
Often background information uses “be” verbs like “was” and “were,” rather than action verbs. Examples of these are "their village was going to have a feast the next day," and “Peter **was** the best hunter in the village.”
|
||||
|
||||
Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are “because,” “once,” and “had.”
|
||||
|
||||
#### A writer may use background information
|
||||
#### A writer may use background information:
|
||||
|
||||
* To help their listeners be interested in the story
|
||||
* To help their listeners understand something in the story
|
||||
* To help the listeners understand why something is important in the story
|
||||
* To tell the setting of a story
|
||||
* Setting includes:
|
||||
* where the story takes place
|
||||
* when the story takes place
|
||||
* who is present when the story begins
|
||||
* what is happening when the story begins
|
||||
* to help their listeners be interested in the story
|
||||
* to help their listeners understand something in the story
|
||||
* to help the listeners understand why something is important in the story
|
||||
* to tell the setting of a story
|
||||
> * Setting includes:
|
||||
> * where the story takes place
|
||||
> * when the story takes place
|
||||
> * who is present when the story begins
|
||||
> * what is happening when the story begins
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
* Languages have different ways of marking background information and storyline information.
|
||||
* You (the translator) need to know the order of the events in the Bible, which information is background information, and which is storyline information.
|
||||
|
|
@ -34,21 +32,23 @@ Background information can also be marked with words that tell the reader that t
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
> Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. Abram **was eighty-six years old** when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT)
|
||||
> Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. Abram **was 86 years old** when Hagar bore Ishmael to Abram. (Genesis 16:15-16 ULT)
|
||||
|
||||
The first sentence tells about two events. Hagar gave birth and Abraham named his son. The second sentence is background information about how old Abram was when those things happened.
|
||||
|
||||
> Now Jesus himself, when he began to teach, **was about thirty years of age**. He **was the son** (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULT)
|
||||
> And Jesus himself, when he began to teach, **was about 30 years of age**. He **was the son** (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULT)
|
||||
>
|
||||
> And Jesus himself was beginning about 30 years old. He was the son (as it was assumed) of Joseph, of Heli,
|
||||
|
||||
The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus’ age and ancestors. The story starts up again in chapter 4 where it tells about Jesus going to the wilderness.
|
||||
The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus’ age and ancestors. The story resumes in chapter 4 where it tells about Jesus going to the wilderness.
|
||||
|
||||
> Now **it happened on a Sabbath** that Jesus **was going through the grain fields** and his disciples **were picking the heads of grain**, rubbing them between their hands, and eating the grain. But some of the Pharisees said… (Luke 6:1-2a ULT)
|
||||
> Then **it happened on a Sabbath** that he was **going through the grain fields**, and his **disciples were picking and eating the heads of grain**, rubbing them in their hands. But some of the Pharisees said … (Luke 6:1-2a ULT)
|
||||
|
||||
These verses give the setting of the story. The events took place in a grain field on the Sabbath day. Jesus, his disciples, and some Pharisees were there, and Jesus’ disciples were picking heads of grain and eating them. The main action in the story starts with the sentence, “But some of the Pharisees said.”
|
||||
These verses give the setting of the story. The events took place in a grain field on the Sabbath day. Jesus, his disciples, and some Pharisees were there, and Jesus’ disciples were picking heads of grain and eating them. The main action in the story starts with the phrase, “But some of the Pharisees said ….”
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kind of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily.
|
||||
To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kinds of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily.
|
||||
|
||||
1. Use your language’s way of showing that certain information is background information.
|
||||
1. Reorder the information so that earlier events are mentioned first. (This is not always possible when the background information is very long.)
|
||||
|
|
@ -57,22 +57,22 @@ To keep translations clear and natural you will need to study how people tell st
|
|||
|
||||
(1) Use your language’s way of showing that certain information is background information. The examples below explain how this was done in the ULT English translations.
|
||||
|
||||
> **Now** Jesus himself, when he began to teach, **was** about thirty years of age. He **was** the son (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULT)
|
||||
> **And** Jesus himself **was** beginning about 30 years old. He **was** the son (as it was assumed) of Joseph, of Heli. (Luke 3:23 ULT)
|
||||
|
||||
English uses the word “now” to show that there is some kind of change in the story. The verb “was” shows that it is background information.
|
||||
English uses the word “and” to show that there is some kind of change in the story. The verb “was” shows that it is background information.
|
||||
|
||||
> With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch **for marrying his brother’s wife, Herodias**, and **for all the other evil things that Herod had done**. But then Herod did another very evil thing. He had John locked up in prison. (Luke 3:18-20 ULT)
|
||||
> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, **having been rebuked by him concerning Herodias, the wife of his brother,** and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
|
||||
|
||||
The underlined phrases happened before John rebuked Herod. In English, the helping verb “had” in “had done” shows that Herod did those things before John rebuked him.
|
||||
The bolded phrases happened before John rebuked Herod. In English, the helping verb “had” in “had done” shows that Herod did those things before John rebuked him.
|
||||
|
||||
(2) Reorder the information so that earlier events are mentioned first.
|
||||
|
||||
> Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. **Abram was eighty-six years old when Hagar bore Ishmael to Abram**. (Genesis 16:16 ULT)
|
||||
>> “**When Abram was eighty-six years old**, Hagar gave birth to his son, and Abram named his son Ishmael.”
|
||||
> Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. **Abram was 86 years old when Hagar bore Ishmael to Abram**. (Genesis 16:16 ULT)
|
||||
>
|
||||
> > “**When Abram was 86 years old**, Hagar gave birth to his son, and Abram named his son Ishmael.”
|
||||
|
||||
> John also rebuked Herod the tetrarch **for marrying his brother’s wife, Herodias**, and **for all the other evil things that Herod had done**. But then Herod did another very evil thing. He had John locked up in prison. (Luke 3:18-20)
|
||||
> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, **having been rebuked by him concerning Herodias, the wife of his brother,** and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
|
||||
|
||||
The translation below reorders John’s rebuke and Herod’s actions.
|
||||
|
||||
>> “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”
|
||||
|
||||
>> “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”
|
||||
|
|
@ -3,24 +3,24 @@
|
|||
|
||||
There are different types of information that may be given at the end of a story. Often this is background information. This background information is different from the actions that make up the main part of the story. A book of the Bible is often made up of many smaller stories that are part of the larger story of the book itself. For example, the story of Jesus’ birth is a smaller story in the larger story of the book of Luke. Each of these stories, whether large or small, can have background information at the end of it.
|
||||
|
||||
#### Different purposes for end of story information
|
||||
#### The following are purposes for end of story information:
|
||||
|
||||
* To summarize the story
|
||||
* To give a comment about what happened in the story
|
||||
* To connect a smaller story to the larger story it is a part of
|
||||
* To tell the reader what happens to a specific character after the main part of the story ends
|
||||
* To tell on-going action that continues after the main part of the story ends
|
||||
* To tell what happens after the story as a result of the events that happened in the story itself
|
||||
* to summarize the story
|
||||
* to give a comment about what happened in the story
|
||||
* to connect a smaller story to the larger story it is a part of
|
||||
* to tell the reader what happens to a specific character after the main part of the story ends
|
||||
* to tell on-going action that continues after the main part of the story ends
|
||||
* to tell what happens after the story as a result of the events that happened in the story itself
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
Different languages have different ways of presenting these kinds of information. If you (the translator) do not use your language’s ways of doing this, readers may not know these things:
|
||||
Different languages have different ways of presenting these kinds of information. If you (the translator) do not use your language’s ways of doing this, readers may not know:
|
||||
|
||||
* That this information is ending the story
|
||||
* What the purpose of the information is
|
||||
* How the information is related to the story
|
||||
* that this information is ending the story
|
||||
* what the purpose of the information is
|
||||
* how the information is related to the story
|
||||
|
||||
#### Principles of translation
|
||||
#### Translation Strategies
|
||||
|
||||
* Translate the particular kind of information at the end of a story the way your language expresses that kind of information.
|
||||
* Translate it so that people will understand how it relates to the story it is part of.
|
||||
|
|
@ -28,22 +28,23 @@ Different languages have different ways of presenting these kinds of information
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
1. To summarize the story
|
||||
* To summarize the story
|
||||
|
||||
> Then the rest of the men should follow, some on planks, and some on other things from the ship. **In this way it happened that all of us came safely to land.** (Acts 27:44 ULT)
|
||||
> Then the rest of the men should follow, some on planks, and some on other things from the ship. **In this way it happened that all of us were brought safely to the land.** (Acts 27:44 ULT)
|
||||
|
||||
1. To give a comment about what happened in the story
|
||||
* To give a comment about what happened in the story
|
||||
|
||||
> Many who practiced magical arts brought their books together and burned them in the sight of everyone. When they counted the value of them, it was fifty thousand pieces of silver. **So the word of the Lord spread very widely in powerful ways.** (Acts 19:19-20 ULT)
|
||||
> Many of those who practiced magical arts brought their books together and burned them in the sight of everyone. Then they counted the value of them, and found it was 50,000 pieces of silver. **So the word of the Lord was spreading and prevailing with power.** (Acts 19:19-20 ULT)
|
||||
|
||||
1. To tell the reader what happens to a specific character after the main part of the story ends
|
||||
* To tell the reader what happens to a specific character after the main part of the story ends
|
||||
|
||||
> Mary said,”My soul praises the Lord, and my spirit has rejoiced in God my savior…” **Mary stayed with Elizabeth about three months and then returned to her house.** (Luke 1:46-47, 56 ULT)
|
||||
> And Mary said, ”My soul magnifies the Lord, and my spirit rejoiced in God my savior.” **And Mary stayed with her about three months and then returned to her house.** (Luke 1:46-47, 56 ULT)
|
||||
|
||||
1. To tell on-going action that continues after the main part of the story ends
|
||||
|
||||
> All who heard it were amazed at what was spoken to them by the shepherds. **But Mary kept thinking about all the things she had heard, treasuring them in her heart.** (Luke 2:18-19 ULT)
|
||||
* To tell on-going action that continues after the main part of the story ends
|
||||
|
||||
1. To tell what happens after the story as a result of the events that happened in the story itself
|
||||
> All who those who heard it were amazed concerning the things that were spoken to them by the shepherds. **But Mary kept all the things, pondering them in her heart.** (Luke 2:18-19 ULT)
|
||||
|
||||
> “Woe to you teachers of Jewish laws, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering.” **After Jesus left there, the scribes and the Pharisees opposed him and argued with him about many things, trying to trap him in his own words.** (Luke 11:52-54 ULT)
|
||||
* To tell what happens after the story as a result of the events that happened in the story itself
|
||||
|
||||
> “Woe to you, experts in the Jewish law, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering.” **After he went from there, the scribes and the Pharisees began to fiercely oppose him and argued against him about many things, lying in wait to trap him in something from his mouth.** (Luke 11:52-54 ULT)
|
||||
|
|
@ -5,14 +5,14 @@ There are different kinds or types of writing, and each type of writing has its
|
|||
|
||||
### Types of Writing
|
||||
|
||||
The following are four basic types of writing that exist in every language. Each type of writing has a different purpose.
|
||||
These four basic types of writing exist in every language. Each of them has a different purpose:
|
||||
|
||||
* **Narrative** or **[Parable](../figs-parables/01.md)** – tells a story or event
|
||||
* **Explanatory** – explains facts or teaches principles
|
||||
* **Procedural** – tells how to do something
|
||||
* **Argumentative** – tries to persuade someone to do something
|
||||
|
||||
### Why This Is a Translation Issue
|
||||
### Reason This Is a Translation Issue
|
||||
|
||||
Every language has its own way of organizing these different types of writing. You (the translator) must understand the type of writing that you are translating, understand how it is organized in the source language, and also know how your language organizes this kind of writing. You must put the writing into the form that your language uses for that type of writing so that people will understand it correctly. In every translation, the way that words, sentences, and paragraphs are arranged will affect how people will understand the message.
|
||||
|
||||
|
|
@ -30,11 +30,11 @@ The following are ways of writing that may combine with the four basic types abo
|
|||
|
||||
The differences between the different types of writing in a language can be called their discourse features. The purpose of a particular text will influence what kinds of discourse features are used. For example, in a narrative, discourse features would include:
|
||||
|
||||
* Telling about events that happen before and after other events
|
||||
* Introducing people in the story
|
||||
* Introducing new events in the story
|
||||
* Conversation and the use of quotes
|
||||
* Referring to people and things with nouns or pronouns
|
||||
* telling about events that happen before and after other events
|
||||
* introducing people in the story
|
||||
* introducing new events in the story
|
||||
* conversation and the use of quotes
|
||||
* referring to people and things with nouns or pronouns
|
||||
|
||||
Languages have different ways of using these different discourse features. The translator will need to study the way his language does each of these things, so that his translation communicates the right message in a clear and natural way. Other types of writing have other discourse features.
|
||||
|
||||
|
|
@ -46,5 +46,4 @@ Languages have different ways of using these different discourse features. The t
|
|||
1. **[Pronouns – When to Use Them](../writing-pronouns/01.md)** – Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
1. **[End of Story](../writing-endofstory/01.md)** – Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[Quotations and Quote Margins](../writing-quotations/01.md)** – Languages have different ways of reporting what someone said.
|
||||
1. **[Connecting Words](../grammar-connect-words-phrases/01.md)** – Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”).
|
||||
|
||||
1. **[Connecting Words](../grammar-connect-words-phrases/01.md)** – Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”).
|
||||
|
|
@ -1,87 +1,90 @@
|
|||
|
||||
|
||||
### Description
|
||||
|
||||
When people tell a story, they tell about an event or a series of events. Often they put certain information at the beginning of the story, such as who the story is about, when it happened, and where it happened. This information that the writer gives before the events of the story begin is called the setting of the story. Some new events in a story also have a setting because they might involve new people, new times, and new places. In some languages people also tell if they saw the event or heard about it from someone else.
|
||||
When people tell a story, they tell about an event or a series of events. Often they put certain information at the beginning of the story, such as who the story is about, when it happened, and where it happened. This information that the writer gives before the events of the story begin is called the setting of the story. Some new events in a story also have a setting because they might involve new people, new times, and new places. In some languages, people also tell if they saw the event or heard about it from someone else.
|
||||
|
||||
When your people tell about events, what information do they give at the beginning? Is there a certain order that they put it in? In your translation, you will need to follow the way your language introduces new information at the beginning of a story or a new event rather than the way the source language did that. In this way your translation will sound natural and communicate clearly in your language.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
> **In the days of Herod**, king of Judea, **there was a certain priest named Zechariah**, from the division of Abijah. **His wife was** from the daughters of Aaron, and her name was Elizabeth. (Luke 1:5 ULT)
|
||||
> **In the days of Herod**, king of Judea, **there was a certain priest named Zechariah**, from the division of Abijah. And **h****is wife was** from the daughters of Aaron, and her name was Elizabeth. (Luke 1:5 ULT)
|
||||
|
||||
The verses above introduce a story about Zechariah. The first underlined phrase tells when it happened, and the next two underlined phrases introduce the main people. The next two verses go on to explain that Zechariah and Elizabeth were old and did not have any children. All of this is the setting. Then the phrase “One day” in Luke 1:8 helps to introduce the first event in this story:
|
||||
The verses above introduce a story about Zechariah. The first bolded phrase tells when it happened, and the next two underlined phrases introduce the main people. The next two verses go on to explain that Zechariah and Elizabeth were old and did not have any children. All of this is the setting. Then the phrase “And it happened that” in Luke 1:8 helps to introduce the first event in this story:
|
||||
|
||||
> **One day** while Zechariah was performing his duties as a priest before God in the order of his division, the priests followed their custom and chose him by lot to enter the temple of the Lord and burn incense. (Luke 1:8-9 ULT)
|
||||
> **And it happened that** in his performing as priest before God, in the order of his division, according to the custom of the priesthood, he came up by lot to enter into the temple of the Lord to burn incense. (Luke 1:8-9 ULT)
|
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> **The birth of Jesus Christ happened in the following way.** His mother Mary was engaged to marry Joseph, but before they came together, she was found to be pregnant by the Holy Spirit. (Matthew 1:18 ULT)
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> **The birth of Jesus Christ happened in the following way.** His mother, Mary, was engaged to marry Joseph, but before they came together, she was found to be pregnant by the Holy Spirit. (Matthew 1:18 ULT)
|
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The underlined sentence above makes it explicit that a story about Jesus is being introduced. The story will tell about how the birth of Jesus happened.
|
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The bolded sentence above makes it explicit that a story about Jesus is being introduced. The story will tell about how the birth of Jesus happened.
|
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> **After Jesus was born in Bethlehem of Judea in the days of Herod the king**, learned men from the east arrived in Jerusalem saying,… (Matthew 2:1 ULT)
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> **Now after Jesus was born in Bethlehem of Judea in the days of Herod the king**, behold, learned men from the east arrived in Jerusalem. (Matthew 2:1 ULT)
|
||||
|
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The underlined phrase above shows that the events concerning the learned men happened **after** Jesus was born.
|
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The bolded phrase above shows that the events concerning the learned men happened **after** Jesus was born.
|
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|
||||
> **In those days** John the Baptist came preaching in the wilderness of Judea saying,… (Matthew 3:1-22 ULT)
|
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> **Now in those days** John the Baptist came preaching in the wilderness of Judea. (Matthew 3:1-22 ULT)
|
||||
|
||||
The underlined phrase above shows that John the Baptist came preaching around the time of the previous events. It is probably very general and refers to when Jesus lived in Nazareth.
|
||||
The bolded phrase above shows that John the Baptist came preaching around the time of the previous events. It is probably very general and refers to when Jesus lived in Nazareth.
|
||||
|
||||
> **Then** Jesus came from Galilee to the Jordan River to be baptized by John. (Matthew 3:13 ULT)
|
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> **Then** Jesus came from Galilee to the Jordan River to John, to be baptized by him. (Matthew 3:13 ULT)
|
||||
|
||||
The word “then” shows that Jesus came to the Jordan River some time after the events in the previous verses.
|
||||
|
||||
> Now there was a **Pharisee whose name was Nicodemus, a member of the Jewish Council**. This man came to Jesus at night time (John 3:1-2 ULT)
|
||||
> Now there was **a man from the** **Pharisees whose name was Nicodemus, a Jewish leader**. This man came to Jesus at night. (John 3:1-2a ULT)
|
||||
|
||||
The author first introduced the new person and then told about what he did and when he did it. In some languages it might be more natural to tell about the time first.
|
||||
The author first introduced the new person and then told about what he did and when he did it. In some languages, it might be more natural to tell about the time first.
|
||||
|
||||
> <sup> 6</sup> Noah was six hundred years old when the flood came upon the earth. <sup> 7</sup> Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT)
|
||||
> 6 Noah was 600 years old when the flood came upon the earth. 7 Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT)
|
||||
|
||||
Verse 6 is a summary of the events that happen in the rest of chapter 7. Chapter 6 already told about how God told Noah that there would be a flood, and how Noah prepared for it. Chapter 7 verse 6 introduces the part of the story that tells about Noah and his family and the animals going into the ship, the rain starting, and the rain flooding the earth. Some languages might need to make it clear that this verse simply introduces the event, or move this verse after verse 7. Verse 6 is not one of the events of the story. The people went into the ship before the flood came.
|
||||
Verse 6 is a statement of the events that happen in the rest of chapter 7. Chapter 6 already told about how God told Noah that there would be a flood, and how Noah prepared for it. Chapter 7 verse 6 introduces the part of the story that tells about Noah and his family and the animals going into the ship, the rain starting, and the rain flooding the earth. Some languages might need to make it clear that this verse simply introduces the event, or move this verse after verse 7. Verse 6 is not one of the events of the story. The people went into the ship before the flood came.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the information given at the beginning of a new event is clear and natural to your readers, consider translating it as it is in the ULT or UST. If not, consider one of these strategies.
|
||||
If the information given at the beginning of a new event is clear and natural to your readers, consider translating it as it is in the ULT or UST. If not, consider one of these strategies:
|
||||
|
||||
1. Put the information that introduces the event in the order that your people put it.
|
||||
1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: “another time” or “someone.”
|
||||
1. If the introduction is a summary of the whole event, use your language’s way of showing that it is a summary.
|
||||
1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story.
|
||||
1. Put the information that introduces the event in the order that your people put it.
|
||||
2. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: “another time” or “someone.”
|
||||
3. If the introduction is a summary of the whole event, use your language’s way of showing that it is a summary.
|
||||
4. If it would be strange in the target language to give a summary of the event at the beginning, indicate that the event would actually happen later in the story.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Put the information that introduces the event in the order that your people put it.
|
||||
|
||||
> Now there was a **Pharisee whose name was Nicodemus, a member of the Jewish Council**. This man came to Jesus at night time and said to him… (John 3:1,2)
|
||||
>> There was a **man whose name was Nicodemus. He was a Pharisee and a member of the Jewish Council**. One night he came to Jesus and said…
|
||||
> Now there was **a man from the** **Pharisees whose name was Nicodemus, a Jewish leader**. This man came to Jesus at night. (John 3:1-2a ULT)
|
||||
>
|
||||
> > There was a **man whose name was Nicodemus. He was a Pharisee and a member of the Jewish Council**. One night he came to Jesus.
|
||||
|
||||
>> One night **a man named Nicodemus, who was a Pharisee and a member of the Jewish Council**, came to Jesus and said…
|
||||
> > One night **a man named Nicodemus, who was a Pharisee and a member of the Jewish Council**, came to Jesus.
|
||||
|
||||
> As he passed by, **he saw Levi the son of Alpheus, who was sitting** at the tax collecting place, and he said to him… (Mark 2:14 ULT)
|
||||
>> As he passed by, **Levi the son of Alpheus was sitting** at the tax collecting place. Jesus saw him and and said to him…
|
||||
> As he passed by, **he saw Levi the son of Alpheus, sitting** at the tax collector's tent, and he said to him … (Mark 2:14a ULT)
|
||||
>
|
||||
> > As he passed by, **Levi the son of Alpheus was sitting** at the tax collector's tent. Jesus saw him and and said to him …
|
||||
|
||||
>> As he passed by, **there was a man sitting** at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him…
|
||||
> > As he passed by, **there was a man sitting** at the tax collector's tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
|
||||
>> As he passed by, **there was a tax collector** sitting at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him…
|
||||
> > As he passed by, **there was a tax collector** sitting at the tax collector's tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
|
||||
(2) If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
|
||||
(2) If readers would expect certain information, but it is not in the Bible, consider using an indefinite word or phrase such as "another time," or "someone."
|
||||
|
||||
> Noah was six hundred years old when the flood came upon the earth. (Genesis 7:6 ULT) – If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned.
|
||||
>> **After that**, when Noah was six hundred years old, the flood came upon the earth.
|
||||
> Noah was 600 years old when the flood came upon the earth. (Genesis 7:6 ULT) – If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned.
|
||||
>
|
||||
> > **After that**, when Noah was 600 years old, the flood came upon the earth.
|
||||
|
||||
> **Again he began** to teach beside the lake. (Mark 4:1 ULT) – In chapter 3 Jesus was teaching at someone’s house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
|
||||
>> **Another time** Jesus began to teach people again beside the lake.
|
||||
> **Again he began** to teach beside the sea. (Mark 4:1a ULT) – In chapter 3 Jesus was teaching at someone’s house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the sea.
|
||||
>
|
||||
> > **Another time** Jesus began to teach people again beside the sea.
|
||||
|
||||
>> Jesus went to the lake and **began to teach people again** there.
|
||||
> > Jesus went to the sea and **began to teach people again** there.
|
||||
|
||||
(3) If the introduction is a summary of the whole event, use your language’s way of showing that it is a summary.
|
||||
|
||||
> Noah was six hundred years old when the flood came upon the earth. (Genesis 7:6 ULT)
|
||||
>> **Now this is what happened when** Noah was six hundred years old and the flood came upon the earth.
|
||||
> Noah was 600 years old when the flood came upon the earth. (Genesis 7:6 ULT)
|
||||
>
|
||||
> > **Now this is what happened when** Noah was 600 years old and the flood came upon the earth.
|
||||
|
||||
>> **This part tells about what happened when** the flood came upon the earth. It happened when Noah was six hundred years old.
|
||||
> > **This part tells about what happened when** the flood came upon the earth. It happened when Noah was 600 years old.
|
||||
|
||||
(4) If it would be strange in the target language to give a summary of the event at the beginning, show that the event will actually happen later in the story.
|
||||
|
||||
> Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT)
|
||||
>> **Now this is what happened when** Noah was six hundred years old. Noah, his sons, his wife, and his sons’ wives went into the ark together because **God had said that the waters of the flood would come**.
|
||||
|
||||
> Noah was 600 years old when the flood came upon the earth. Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT)
|
||||
>
|
||||
> > **Now this is what happened when** Noah was 600 years old. Noah, his sons, his wife, and his sons’ wives went into the ark together because **God had said that the waters of the flood would come**.
|
||||
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Reference in New Issue