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Co-authored-by: justplainjane47 <justplainjane47@noreply.door43.org>
Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/419
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intro/gl-strategy/01.md
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@ -3,12 +3,12 @@
### Explanation
The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication, also known as a “gateway language”) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A “gateway language” is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
The objective of the Gateway Languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication, also known as a “gateway language”) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A Gateway Language is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
The “gateway languages” at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa since content available in French can be translated by bilingual speakers from French into their own languages.
The Gateway Languages at the world level comprise the smallest number of languages through which content can be delivered to every Other Language via translation by bilingual speakers. For example, French is a Gateway Language for minority languages in francophone Africa since content available in French can be translated by bilingual speakers from French into their own languages.
At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, because all people groups native to North Korea can be reached by translation of content into their language from English.
At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the Gateway Language for North Korea, because all people groups native to North Korea can be reached by translation of content into their language from English.
### Effects
This model has two basic effects: First, it empowers all languages to “pull” content to their language once the content and helps have been “pushed” into a gateway language, thereby making that content accessible to every language of the world. Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.
This model has two basic effects: First, it empowers all languages to “pull” content to their language once the content and helps have been “pushed” into a Gateway Language, thereby making that content accessible to every language of the world. Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the Gateway Language. All Other Languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.

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translate/figs-123person/01.md
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@ -10,7 +10,7 @@ Normally a speaker refers to himself as “I” and the person he is speaking to
Sometimes in the Bible a speaker uses the third person to refer to himself or to the people he is speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant “I” or “you.”
### Examples from the Bible
### Examples From the Bible
Sometimes people used the third person instead of “I” or “me” to refer to themselves.
@ -37,7 +37,8 @@ After saying “each of you,” Jesus used the third person “his” instead of
If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
(1) Use the third person phrase along with the pronoun “I” or “you.” (2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
(1) Use the third person phrase along with the pronoun “I” or “you.”
(2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
### Examples of Translation Strategies Applied

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translate/figs-activepassive/01.md
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@ -33,7 +33,7 @@ All languages use active forms. Some languages use passive forms, and some do no
* Translators whose language does not use passive forms will need to find another way to express the idea.
* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
### Examples from the Bible
### Examples From the Bible
> Then their shooters shot at your soldiers from off the wall, and some of the king’s servants **were killed**, and your servant Uriah the Hittite **was killed** too. (2 Samuel 11:24 ULT)

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translate/figs-aside/01.md
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@ -6,7 +6,7 @@ An aside is a figure of speech in which someone who is speaking to a person or g
Many languages do not use asides, and readers could be confused by them. They may wonder why the speaker suddenly starts talking to himself or someone else about the people he is speaking with.
### Examples from the Bible
### Examples From the Bible
> All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **There is no understanding in him.** (Obadiah 1:7 ULT)
@ -18,8 +18,7 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
### Translation Strategies
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
(2) If a person speaks a prayer to God as an aside, you can put the prayer in quotation marks to indicate that.
### Examples of Translation Strategies Applied

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translate/figs-cometaphor/01.md
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@ -22,7 +22,7 @@ The apostle Paul uses an even more difficult complex metaphor in Ephesians 6:10-
In this paragraph, the apostle Paul describes how a Christian should prepare to resist temptation (the **Topic**) by comparing a series of abstract ideas to pieces of armor worn by a soldier. The term “full armor of God” is not a combination of several simple metaphors. The soldier’s belt does not represent truth, the helmet does not represent salvation, the shield does not represent faith, and so on. Rather, the apostle Paul was using the central **Image** of a soldier putting on his armor (that is, “GETTING DRESSED” for battle) to refer to the central abstract **Idea** of a Christian preparing himself (that is, “PREPARATION”) to resist temptation. The unstated complex metaphor PREPARATION IS GETTING DRESSED underlies the entire description as a whole.
### Other Examples from the Bible
### Other Examples From the Bible
The Bible often speaks of God as doing things that people do, such as speaking, seeing, walking, etc. But God is not a human being, although Jesus is both God and a human being, of course. So when the Old Testament says that God speaks, we should not think that he has vocal chords that vibrate. And when the Bible says something about God doing something with his hand, we should not think that God has a physical hand made of flesh and bones. Rather, the writer is thinking about God as a person, using the physical **Image** of a human being to represent the abstract **Idea** “God.” The writer is using the complex metaphor GOD IS A HUMAN, even though he does not explicitly say so in the text.

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translate/figs-declarative/01.md
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@ -7,7 +7,7 @@ Normally statements are used to give information. Sometimes they are used in the
Some languages would not use a statement for some of the functions that statements are used for in the Bible.
### Examples from the Bible
### Examples From the Bible
Statements are normally used to give **information**. All of the sentences in John 1:6-8 below are statements, and their function is to give information.
@ -35,8 +35,8 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
### Translation Strategies
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
(3) If the function of a statement would not be understood correctly in your language, **use a verb form** that would express that function.
### Examples of Translation Strategies Applied

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translate/figs-distinguish/01.md
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@ -17,7 +17,7 @@ With the comma, the sentence is giving more information:
* Many source languages of the Bible use phrases that modify a noun both for distinguishing the noun from another similar item and also for giving more information about the noun. You (the translator) must be careful to understand which meaning the author intended in each case.
* Some languages use phrases that modify a noun only for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, translators who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
### Examples from the Bible
### Examples From the Bible
#### Examples of words and phrases that are used to distinguish one item from other possible items:

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translate/figs-doublenegatives/01.md
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@ -24,7 +24,7 @@ Double negatives mean very different things in different languages.
To translate sentences with double negatives accurately and clearly in your language, you need to know what a double negative means in the Bible and how to express the same idea in your language.
### Examples from the Bible
### Examples From the Bible
> … in order **not** to be **unfruitful**. (Titus 3:14b ULT)

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translate/figs-doublet/01.md
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@ -6,7 +6,7 @@ We are using the word “doublet” to refer to two words or phrases that are us
In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. People might think that the verse is describing two ideas or actions, when it is only describing one. In this case, translators may need to find some other way to express the meaning expressed by the doublet.
### Examples from the Bible
### Examples From the Bible
> He has one people **scattered** and **dispersed** among the peoples (Esther 3:8 ULT)
@ -28,8 +28,8 @@ This means that he was like a lamb that did not have any defect—not even one.
If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
(1) Translate only one of the words or phrases.
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
(1) Translate only one of the words or phrases.
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
(3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
### Translation Strategies Applied

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translate/figs-ellipsis/01.md
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@ -8,7 +8,7 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
> > … nor **will** sinners **stand** in the assembly of the righteous.
#### There are two types of ellipsis.
#### Two Types of Ellipsis
1. A Relative Ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
2. An Absolute Ellipsis happens when the omitted word or words are not in the context, but the phrases are common enough in the language that the reader is expected to supply what is missing from this common usage or from the nature of the situation.

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translate/figs-euphemism/01.md
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@ -10,7 +10,7 @@ This means that Saul and his sons “were dead.” It is a euphemism because the
Different languages use different euphemisms. If the target language does not use the same euphemism as in the source language, readers may not understand what it means and they may think that the writer means only what the words literally say.
### Examples from the Bible
### Examples From the Bible
> … where there was a cave. Saul went inside to cover his feet. (1 Samuel 24:3b ULT)
@ -24,8 +24,7 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
(1) Use a euphemism from your own culture.
(1) Use a euphemism from your own culture.
(2) State the information plainly without a euphemism if it would not be offensive.
### Examples of Translation Strategies Applied

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translate/figs-events/01.md
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@ -6,7 +6,7 @@ In the Bible, events are not always told in the order in which they occurred. So
Readers might think that the events happened in the order that they are told. It is important to help them understand the correct order of events.
### Examples from the Bible
### Examples From the Bible
> He even added this to them all: he locked John up in prison. Now it came about, when all the people were baptized, Jesus also was baptized. (Luke 3:20-21 ULT)
@ -22,8 +22,8 @@ This sounds like a person must first open the scroll and then break its seals, b
### Translation Strategies
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
(3) If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See [Verse Bridges](../translate-versebridge/01.md).)
### Examples of Translation Strategies Applied

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translate/figs-exclamations/01.md
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@ -12,7 +12,7 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
Languages have different ways of showing that a sentence communicates strong emotion.
### Examples from the Bible
### Examples From the Bible
Some exclamations have a word that shows feeling. The sentences below have “Oh” and “Ah.” The word “oh” here shows the speaker’s amazement.
@ -32,10 +32,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
### Translation Strategies
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
(2) Use an exclamation word from your language that shows the strong feeling.
(3) Translate the exclamation word with a sentence that shows the feeling.
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
(2) Use an exclamation word from your language that shows the strong feeling.
(3) Translate the exclamation word with a sentence that shows the feeling.
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
(5) If the strong feeling is not clear in the target language, then tell how the person felt.
### Examples of Translation Strategies Applied

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translate/figs-exclusive/01.md
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@ -12,7 +12,7 @@ See the pictures. The people on the right are the people that the speaker is tal
The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for “we.” If your language has separate exclusive and inclusive forms of “we,” then you will need to understand what the speaker meant so that you can decide which form of “we” to use.
### Examples from the Bible
### Examples From the Bible
> They said, “There are not more than five loaves of bread and two fish with us—unless **we** go and buy food for all these people.” (Luke 9:13 ULT)

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translate/figs-exmetaphor/01.md
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@ -9,7 +9,7 @@ In Isaiah 5:1b-7, the prophet Isaiah uses a vineyard (the **Image**) to express
> 1b My well beloved had a **vineyard** on a very fertile hill. 2 He **spaded it,** **removed the stones**, and **planted it** with an excellent kind of vine. He **built a tower** in the middle of it, and also **built a winepress**. **He waited for it to produce grapes, but it produced wild grapes**. 3 So now, inhabitant of Jerusalem and man of Judah; judge between me and my vineyard. 4 What more could have been done for my vineyard, that I have not done for it? **When I looked for it to produce grapes, why did it produce wild grapes**? 5 Now I will tell you what I will do to my vineyard; I will remove the hedge; I will turn it into a pasture; I will break down its wall, and it will be trampled down. 6 I will lay it waste, and it will not be pruned nor hoed. Instead, briers and thorns will spring up. I will also command the clouds not to rain on it. 7 For **the vineyard of Yahweh of hosts is the house of Israel**, and the man of Judah his pleasant planting; **he waited for justice, but instead, there was killing**; **for righteousness, but, instead, a shout for help**. (Isa 5:1b-7 ULT)
### Other Examples from the Bible
### Other Examples From the Bible
In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe the way that God (the **Topic**) shows great concern and care (the **Idea**) for his people. The psalmist describes multiple aspects of what shepherds do for sheep (leads them to pasture and to water, protects them, etc.). The psalmist also describes multiple aspects of how God takes care of him (gives him life, righteousness, comfort, etc.). Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions.
@ -39,9 +39,9 @@ In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe
Consider using the same extended metaphor if your readers will understand it in the same way the original readers would have understood it. If not, here are some other strategies:
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
(3) If the target audience still would not understand, then state it clearly.
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
(3) If the target audience still would not understand, then state it clearly.
### Examples of Translation Strategies Applied

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translate/figs-explicitinfo/01.md
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@ -20,8 +20,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
### Translation Strategies
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
(2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
### Examples of Translation Strategies Applied

2
translate/figs-extrainfo/01.md
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@ -11,7 +11,7 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
* Do not make implicit information explicit if it confuses the message or leads the reader to forget what the main point is.
* Do not make assumed knowledge or implicit information explicit if your readers already understand it.
### Examples from the Bible
### Examples From the Bible
> From the eater came forth food;
> and from the strong one came forth sweetness. (Judges 14:14 ULT)

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translate/figs-gendernotations/01.md
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@ -17,7 +17,7 @@ Also in some languages, the masculine pronouns “he” and “him” can be use
When a statement applies to both men and women, translate it in such a way that people will be able to understand that it applies to both.
### Examples from the Bible
### Examples From the Bible
> Now we want you to know, **brothers**, the grace of God that has been given to the churches of Macedonia. (2 Corinthians 8:1 ULT)
@ -36,8 +36,8 @@ Jesus was not speaking only of men, but of **men and women**.
If people would understand that that masculine words like “man,” “brother,” and “he” can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
(1) Use a noun that can be used for both men and women.
(2) Use a word that refers to men and a word that refers to women.
(1) Use a noun that can be used for both men and women.
(2) Use a word that refers to men and a word that refers to women.
(3) Use pronouns that can be used for both men and women.
### Examples of Translation Strategies Applied

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translate/figs-genericnoun/01.md
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@ -12,7 +12,7 @@ The phrases in bold above do not refer to a specific man. They refer to any man
Different languages have different ways of showing that noun phrases refer to something in general. You (the translator) should refer to these general ideas in ways that are natural in your language.
### Examples from the Bible
### Examples From the Bible
> The **righteous person** is kept away from trouble and it comes upon **the wicked** instead. (Proverbs 11:8 ULT)
@ -29,10 +29,10 @@ The phrase “a good man” does not refer to a particular man, but to any perso
If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
(1) Use the word “the” in the noun phrase.
(2) Use the word “a” in the noun phrase.
(3) Use the word “any,” as in “any person” or “anyone.”
(4) Use the plural form, as in “people.”
(1) Use the word “the” in the noun phrase.
(2) Use the word “a” in the noun phrase.
(3) Use the word “any,” as in “any person” or “anyone.”
(4) Use the plural form, as in “people.”
(5) Use any other way that is natural in your language.
### Examples of Translation Strategies Applied

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translate/figs-go/01.md
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@ -6,7 +6,7 @@ Different languages have different ways of determining whether to use the words
Different languages have different ways of talking about motion. The biblical languages or your source language may use the words “go” and “come” or “take” and “bring” differently than your language uses them. If these words are not translated in the way that is natural in your language, your readers may be confused about which direction people are moving.
### Examples from the Bible
### Examples From the Bible
> Yahweh said to Noah, “**Come**, you and all your household, into the ark” (Genesis 7:1 ULT)
@ -36,7 +36,7 @@ In some languages, it might make more sense to ask what did you come out to see.
If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
(2) Use another word that expresses the right meaning.
### Examples of Translation Strategies Applied

8
translate/figs-hendiadys/01.md
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@ -32,10 +32,10 @@ Titus 2:13 contains two hendiadyses. “The blessed hope” and “appearing of
If the hendiadys would be natural and give the right meaning in your language, consider using it. If not, here are other options:
(1) Substitute the describing noun with an adjective that means the same thing.
(2) Substitute the describing noun with a phrase that means the same thing.
(3) Substitute the describing adjective with an adverb that means the same thing.
(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.
(1) Substitute the describing noun with an adjective that means the same thing.
(2) Substitute the describing noun with a phrase that means the same thing.
(3) Substitute the describing adjective with an adverb that means the same thing.
(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.
(5) If it is unclear that only one thing is meant, change the phrase so that this is clear.
### Examples of Translation Strategies Applied

15
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@ -44,7 +44,7 @@ Even though a hyperbole or a generalization may have a strong-sounding word like
When Jesus said to cut off your hand, he meant that we should **do whatever extreme things** we need to do in order not to sin. He used this hyperbole to show how extremely important it is to try to stop sinning.
> The Philistines gathered together to fight against Israel with three thousand chariots, six thousand men to drive the chariots, and troops **as numerous as the sand on the seashore**. (1 Samuel 13:5a ULT)
> The Philistines gathered together to fight against Israel with 3,000 chariots, 6,000 men to drive the chariots, and troops **as numerous as the sand on the seashore**. (1 Samuel 13:5a ULT)
The bolded phrase is an exaggeration for the purpose of expressing the emotion that the Philistine army was overwhelming in number. It means that there were **many, many** soldiers in the Philistine army.
@ -89,18 +89,19 @@ Yahweh is always righteous. This is a completely true statement.
If the hyperbole or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
(1) Express the meaning without the exaggeration.
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.
(4) For a hyperbole or a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
(1) Express the meaning without the exaggeration.
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.
(4) For a hyperbole or a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
### Examples of Translation Strategies Applied
(1) Express the meaning without the exaggeration.
> The Philistines gathered together to fight against Israel: three thousand chariots, six thousand men to drive the chariots, and troops **as numerous as the sand on the seashore**. (1 Samuel 13:5a ULT)
>> The Philistines gathered together to fight against Israel: three thousand chariots, six thousand men to drive the chariots, and **a great number of troops**.
> The Philistines gathered together to fight against Israel: 3,000 chariots, 6,000 men to drive the chariots, and troops **as numerous as the sand on the seashore**. (1 Samuel 13:5a ULT)
>
> > The Philistines gathered together to fight against Israel: 3,000 chariots, 6,000 men to drive the chariots, and **a great number of troops**.
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”

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@ -6,9 +6,9 @@ Hypothetical situations are situations that are not real. They can be in the pas
People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions comprise the phrase that starts with “if.”)
* If he had lived to be one hundred years old, he would have seen his grandson’s grandson. (But he did not.)
* If he lived to be one hundred years old, he would still be alive today. (But he is not.)
* If he lives to be one hundred years old, he will see his grandson’s grandson. (But he probably will not.)
* If he had lived to be 100 years old, he would have seen his grandson’s grandson. (But he did not.)
* If he lived to be 100 years old, he would still be alive today. (But he is not.)
* If he lives to be 100 years old, he will see his grandson’s grandson. (But he probably will not.)
People sometimes express wishes about things that have not happened or that are not expected to happen.

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@ -50,7 +50,7 @@ This means, “the one who helps me.”
If the idiom would be clearly understood in your language, consider using it. If not, here are some other options.
(1) Translate the meaning plainly without using an idiom.
(1) Translate the meaning plainly without using an idiom.
(2) Use a different idiom that people use in your own language that has the same meaning.
### Examples of Translation Strategies Applied

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@ -47,8 +47,8 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
### Translation Strategies
(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.
(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.
(3) If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
### Examples of Translation Strategies Applied

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@ -46,7 +46,8 @@ All of God’s judgments are righteous. This is why the person who wrote this ps
If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
(1) Put the information in another part of the sentence and add words that show its purpose. (2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
(1) Put the information in another part of the sentence and add words that show its purpose.
(2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
### Examples of Translation Strategies Applied

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@ -33,7 +33,7 @@ In this verse, the most important part of the information is first, that “woe
### Translation Strategies
(1) Study how your language arranges the parts of a sentence, and use that order in your translation.
(1) Study how your language arranges the parts of a sentence, and use that order in your translation.
(2) Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
### Translation Strategies Applied

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@ -35,7 +35,7 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
(1) Translate it in a way that shows that the speaker is saying what someone else believes.
(1) Translate it in a way that shows that the speaker is saying what someone else believes.
(2) The irony is **not** found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker’s words.
### Examples of Translation Strategies Applied

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@ -1,12 +1,12 @@
# Description
### Description
A litany is a figure of speech in which the various components of a thing are listed in a series of very similar statements. The speaker does this to indicate that what he is saying should be understood as comprehensive and without exceptions.
# Reason This Is a Translation Issue
#### Reason This Is a Translation Issue
Many languages do not use litanies, and readers could be confused by them. They may wonder why the speaker seems to be saying the same thing over and over again.
## Examples From the Bible
### Examples From the Bible
> Though they dig into Sheol, there my hand will take them. Though they climb up to heaven, there I will bring them down. Though they hide on the top of Carmel, there I will search and take them. Though they are hidden from my sight in the bottom of the sea, there will I give orders to the serpent, and it will bite them. Though they go into captivity, driven by their enemies before them, there will I give orders to the sword, and it will kill them. (Amos 9:2-4 ULT)
@ -16,15 +16,13 @@ In this passage Yahweh is telling the people of Israel that when he punishes the
In this passage Yahweh is telling the people of Edom all the things they should not have done when the people of Judah were conquered by the Babylonians.
# Translation Strategies
(1). A good strategy for showing how a litany conveys its meaning may be to format it on the page in a certain way. Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement and the litany in a way appropriate to your language that will show that by listing all of the components of a thing, the litany is making a comprehensive statement equivalent to this general statement.
(2) Also in terms of formatting, if each sentence in the litany has two parts, you can decide whether it would be clearer to put both of these parts on the same line or to put them on separate lines.
### Translation Strategies
(1). A good strategy for showing how a litany conveys its meaning may be to format it on the page in a certain way. Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement and the litany in a way appropriate to your language that will show that by listing all of the components of a thing, the litany is making a comprehensive statement equivalent to this general statement.
(2) Also in terms of formatting, if each sentence in the litany has two parts, you can decide whether it would be clearer to put both of these parts on the same line or to put them on separate lines.
(3) You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of a thing are all being listed in a row.
# Examples of Translation Strategies Applied
### Examples of Translation Strategies Applied
(1) The verse before the litany explains its overall meaning. That verse can be placed as an introduction. In English, a colon would indicate that what follows elaborates on this meaning. The accusation in the middle of the litany can be placed on a line of its own so that readers will see that the sentence that follows is like all the others in the litany.

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@ -32,7 +32,7 @@ Sometimes speakers use metaphors that are very common in their language. However
A passive metaphor is a metaphor that has been used so much in the language that its speakers no longer regard it as one concept standing for another. Linguists often call these “dead metaphors.” Passive metaphors are extremely common. Examples in English include the terms “table **leg**,” “family **tree**,” “book **leaf**” (meaning a page in a book), or the word “crane” (meaning a large machine for lifting heavy loads). English speakers simply think of these words as having more than one meaning. Examples of passive metaphors in Biblical Hebrew include using the word “hand” to represent “power,” using the word “face” to represent “presence,” and speaking of emotions or moral qualities as if they were “clothing.”
#### Patterned Pairs of Concepts acting as Metaphors
#### Patterned Pairs of Concepts Acting as Metaphors
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction “up” (the Image) often represents the concepts of “more” or “better” (the Idea). Because of this pair of underlying concepts, we can make sentences such as “The price of gasoline is going **up**,” “A **highly** intelligent man,” and also the opposite kind of idea: “The temperature is going **dow****n**,” and “I am feeling very **low**.”
@ -86,7 +86,7 @@ In this metaphor, Jesus called himself the bread of life. The **Topic** is “I
* Make the meaning of a metaphor as clear to the target audience as it was to the original audience.
* Do not make the meaning of a metaphor more clear to the target audience than you think it was to the original audience.
### Examples from the Bible
### Examples From the Bible
> Listen to this word, **you cows of Bashan**, (Amos 4:1q ULT)

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@ -20,7 +20,8 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
### Translation Strategies
(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.
(2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
### Examples of Translation Strategies Applied

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@ -66,8 +66,8 @@ This contrasts what happens when someone gives a gentle answer with what happens
For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
(1) Combine the ideas of both clauses into one.
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
(1) Combine the ideas of both clauses into one.
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely,” or “all.”
### Examples of Translation Strategies Applied

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@ -31,8 +31,8 @@ Enoch was speaking of something that would happen in the future, but he used the
If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
(1) Use the future tense to refer to future events.
(2) If it refers to something in the immediate future, use a form that would show that.
(1) Use the future tense to refer to future events.
(2) If it refers to something in the immediate future, use a form that would show that.
(3) Some languages may use the present tense to show that something will happen very soon.
### Examples of Translation Strategies Applied

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@ -31,8 +31,8 @@ The author speaks of wisdom and understanding as if they were woman who calls ou
If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
(1) Add words or phrases to make the human (or animal) characteristic clear.
(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
(1) Add words or phrases to make the human (or animal) characteristic clear.
(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
(3) Find a way to translate it without the personification.
### Examples of Translation Strategies Applied

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@ -86,8 +86,8 @@ In the example below, **Christ loves us**.
If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
(1) Use an adjective to show that one noun describes the other.
(2) Use a verb to show how the two are related.
(1) Use an adjective to show that one noun describes the other.
(2) Use a verb to show how the two are related.
(3) If one of the nouns refers to an event, translate it as a verb.
### Examples of Translation Strategies Applied

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@ -10,7 +10,7 @@ An indirect quotation occurs when a speaker reports what someone else said, but
* John said that **he** did not know at what time **he** would arrive.
### Reason This Is a Translation Issue
#### Reason This Is a Translation Issue
In some languages, reported speech can be expressed by either direct or indirect quotations. In other languages, it is more natural to use one than the other. There may be a certain meaning implied by using one rather than the other. So for each quotation, translators need to decide whether it is best to translate it as a direct quotation or as an indirect quotation.
@ -35,7 +35,7 @@ The verses in the examples below contain both direct and indirect quotations. In
If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
(1) If a direct quote would not work well in your language, change it to an indirect quote.
(1) If a direct quote would not work well in your language, change it to an indirect quote. 
(2) If an indirect quote would not work well in your language, change it to a direct quote.
### Examples of Translation Strategies Applied

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@ -49,8 +49,8 @@ A fourth layer direct quote has single quotation marks around it. We have printe
Here are some ways you may be able to help readers see where each quote starts and ends so they can more easily know who said what.
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
(3) If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
### Examples of Quote Marking Strategies Applied

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@ -2,59 +2,61 @@
A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we say there are “layers” of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier.
#### Reasons this is a translation issue
#### Reasons This Is a Translation Issue
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example: if a quote that is inside a quote has the word “I,” the listener needs to know whether “I” refers to the speaker of the inner quote or the outer quote.
1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
1. Some languages do not use indirect quotes.
### Examples from the Bible
### Examples From the Bible
#### A quotation with only one layer
> But Paul said, “I was born a Roman citizen.” (Acts 22:28 ULT)
> But Paul said, “I, however, was indeed born a citizen.” (Acts 22:28b ULT)
#### Quotations with two layers
> Jesus answered and said to them, “Be careful that no one leads you astray. For many will come in my name. They will say, ‘I am the Christ,’ and will lead many astray.” Matthew 24:4-5 ULT
> Jesus answered and said to them, “Be careful that no one leads you astray. For many will come in my name. They will say, ‘I am the Christ,’ and will lead many astray.” Matthew 24:4-5 ULT
The outermost layer is what Jesus said to his disciples. The second layer is what other people will say.
> Jesus answered, “You say that I am a king.” (John 18:37 ULT)
> Jesus answered, “You say that I am a king.” (John 18:37b ULT)
The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus.
#### A quotation with three layers
> Abraham said, “…I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, **“He is my brother.”**‘” (Genesis 20:10-13 ULT)
> Abraham said, “… I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, **“He is my brother.”**‘” (Genesis 20:11a, 13 ULT)
The outermost layer is what Abraham said to Abimelech. The second layer is what Abraham had told his wife. The third layer is what he wanted his wife to say. (We have underlined the third layer.)
The outermost layer is what Abraham responded to Abimelech. The second layer is what Abraham had told his wife. The third layer is what he wanted his wife to say. (We have bolded the third layer.)
#### A quotation with four layers
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’**“‘” (2 Kings 1:6 ULT)
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal- Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’**“‘” (2 Kings 1:6 ULT)
The outermost layer is what the messengers said to the king. The second layer is what the man who had met the messengers told them. The third is what that man wanted the messengers to say to the king. The fourth is what Yahweh said. (We have underlined the fourth layer.)
The outermost layer is what the messengers said to the king. The second layer is what the man who had met the messengers told them. The third is what that man wanted the messengers to say to the king. The fourth is what Yahweh said. (We have bolded the fourth layer.)
### Translation Strategies
Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes.
1. Translate all of the quotes as direct quotes.
1. Translate one or some of the quotes as indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
(1) Translate all of the quotes as direct quotes.
(2) Translate one or some of the quotes as indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
### Examples of Translation Strategies Applied
(1) Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULT and the quotes that we have changed to direct quotes below it.
(1) Translate all of the quotes as direct quotes. In the example below we have bolded the indirect quotes in the ULT and the quotes that we have changed to direct quotes below it.
> Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner.…I was puzzled about how to investigate this matter, and I asked him **if he would go to Jerusalem to be judged there about these things**. But when Paul called **to be kept under guard for the Emperor’s decision**, I ordered him **to be kept until I send him to Caesar**.” (Acts 25:14-21 ULT)
>> Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner.…I was puzzled about how to investigate this matter, and I asked him, **‘Will you go to Jerusalem to be judged there about these things?’** But when Paul said, **‘I want to be kept under guard for the Emperor’s decision,’** I told the guard, **‘Keep him under guard until I send him to Caesar.’**”
> Festus presented to the king the things concerning Paul, saying, “There is a certain man was left here as a prisoner by Felix. So I am uncertain about the things concerning this matter. I asked **if he was willing to go to Jerusalem and there to be judged concerning these things**. But when Paul appealed **to keep him in custody for the decision of the emperor**, I ordered him **to be held in custody until when I could send him to Caesar**.” (Acts 25:14b, 20-21 ULT)
>
> > Festus presented Paul’s case to the king. He said, “A certain man was left behind here by Felix as a prisoner. I was uncertain about the things concerning this matter. I asked him, **‘Will you go to Jerusalem to be judged there concerning these things?’** But when Paul said, **‘I want to be kept in custody for the emperor’s decision,’** I told the guard, **‘Keep him in custody until when I can send him to Caesar.’**”
(2) Translate one or some of the quotes as indirect quotes. In English the word “that” can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
(2) Translate one or some of the quotes as indirect quotes. In English the word “that” can come before indirect quotes. It is bolded in the examples below. The pronouns that changed because of the indirect quote are also bolded.
> Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them, ‘At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.’ ” (Exodus 16:11-12 ULT)
>
> > Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them **that** at twilight **they** will eat meat, and in the morning **they** will be filled with bread. Then **they** will know that I am Yahweh **their** God.”
>
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
>
> And Yahweh spoke to Moses, saying, “I have heard the complaints of the sons of Israel. Speak to them and say, ‘During the evenings you will eat meat, and in the morning you will be satisfied with bread. And you will know that I am Yahweh your God.’” (Exodus 16:11-12 ULT)
>
> > And Yahweh spoke to Moses, saying, “I have heard the complaints of the sons of Israel. Tell them **that** during the evenings **they** will eat meat, and in the morning **they** will be satisfied with bread. And **they** will know that I am Yahweh **their** God.’” 
>
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’”’” (2 Kings 1:6 ULT)
>
> > They told him **that** a man had come to meet **them** who said to **them**, “Go back to the king who sent you, and tell him **that** Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’”

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@ -40,10 +40,10 @@ Reflexive pronouns are used to show that someone or something was alone.
If a reflexive pronoun would have the same function in your language, consider using it. If not, here are some other strategies.
(1) In some languages people put something on the verb to show that the object of the verb is the same as the subject.
(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
(4) In some languages people show that someone did something alone by using a word like “alone.”
(1) In some languages people put something on the verb to show that the object of the verb is the same as the subject.
(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
(4) In some languages people show that someone did something alone by using a word like “alone.”
(5) In some languages people show that something was alone by using a phrase that tells about where it was.
### Examples of Translation Strategies Applied

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@ -64,9 +64,9 @@ When you know the purpose of the rhetorical question, then think of the most nat
If using the rhetorical question would be natural and give the right meaning in your language, consider doing so. If not, here are other options:
(1) Add the answer after the question.
(2) Change the rhetorical question to a statement or exclamation.
(3) Change the rhetorical question to a statement, and then follow it with a short question.
(1) Add the answer after the question.
(2) Change the rhetorical question to a statement or exclamation.
(3) Change the rhetorical question to a statement, and then follow it with a short question.
(4) Change the form of the question so that it communicates in your language what the original speaker communicated in his.
### Examples of Translation Strategies Applied

9
translate/figs-sentences/01.md
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@ -1,6 +1,4 @@
### Description
The simplest sentence structure in English includes a **subject** and an **action** word:
@ -9,7 +7,7 @@ The simplest sentence structure in English includes a **subject** and an **actio
#### Subject
The **subject** is who or what the sentence is about. In these examples, the subject is underlined:
The **subject** is who or what the sentence is about. In these examples, the subject is bolded:
* **The boy** is running.
* **He** is running.
@ -42,7 +40,7 @@ The compound sentence below contains the two sentences above. In English, compou
#### Clauses
Sentences can also have clauses and other phrases. Clauses are like sentences because they have a subject and a predicate, but they do not normally occur by themselves. Here are some examples of clauses. The subjects are in bold, and the predicates are underlined.
Sentences can also have clauses and other phrases. Clauses are like sentences because they have a subject and a predicate, but they do not normally occur by themselves. Here are some examples of clauses. The subjects are in bold, and the predicates are bolded.
* when **the maize** **was ready**
* after **she** **picked it**
@ -76,5 +74,4 @@ In the sentence below “her mother, who was very annoyed” is part of the pred
#### Translation Issues
* Languages have different orders for the parts of a sentence. (See [Information Structure](../figs-infostructure).)
* Some languages do not have relative clauses, or they use them in a limited way. (See [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).)
* Some languages do not have relative clauses, or they use them in a limited way. (See [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).)

4
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@ -89,8 +89,8 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
### Translation Strategies
1. Use your language’s ways of showing that a sentence has a particular function.
1. When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
(1) Use your language’s ways of showing that a sentence has a particular function.
(2) When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
* [Statements – Other Uses](../figs-declarative/01.md)
* [Rhetorical Question](../figs-rquestion/01.md)

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@ -14,7 +14,7 @@ Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack
God’s word is compared to a two-edged sword. A two-edged sword is a weapon that can easily cut through a person’s flesh. God’s word is very effective in showing what is in a person’s heart and thoughts.
#### Purposes of Simile
### Purposes of Simile
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
@ -39,11 +39,8 @@ This verse does not tell how the Son of Man will be like the lightning. But in c
If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
(3) Simply describe the item without comparing it to another.
### Examples of Translation Strategies Applied

2
translate/figs-synecdoche/01.md
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@ -25,7 +25,7 @@ The Pharisees who were standing there did not all say the same words at the same
If the synecdoche would be natural and give the right meaning in your language, consider using it. If not, here is another option:
1. State specifically what the synecdoche refers to.
(1) State specifically what the synecdoche refers to.
### Examples of Translation Strategies Applied

10
translate/figs-verbs/01.md
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@ -17,12 +17,12 @@ Verbs are words that refer to an action or event or that is used in describing o
A verb usually says something about someone or something. All of the example sentences above say something about John. “John” is the **subject** of those sentences. In English the subject usually comes before the verb.
Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the underlined phrase is the **object**. In English the object usually comes after the verb.
Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the quoted phrase is the **object**. In English the object usually comes after the verb.
* He **ate** <u>lunch.</u>
* He **sang** <u>a song</u>.
* He **read** <u>a book</u>.
* **He saw** <u>the book</u>.
* He **ate** "lunch."
* He **sang** "a song."
* He **read** "a book."
* **He saw** "the book."
Some verbs never have an object.

2
translate/figs-youcrowd/01.md
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@ -6,7 +6,7 @@ Also, speakers and writers of the Old Testament often referred to groups of peop
Finally, Old Testament speakers and writers also refer to actions that they performed as part of a group by saying ‘I’ did it when, really, the whole group was involved.
### Reason This Is a Translation Issue
#### Reason This Is a Translation Issue
* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one.
* In some languages, it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.

8
translate/figs-youdual/01.md
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@ -27,9 +27,9 @@ James wrote this letter to many people, so the word “you” refers to many peo
### Strategies for finding out how many people “you” refers to
1. Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
2. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
3. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
4. Look at the context to see who the speaker was talking to and who responded.
(1) Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
(4) Look at the context to see who the speaker was talking to and who responded.
You may also want to watch the video at http://ufw.io/figs_youdual.

10
translate/figs-yousingular/01.md
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@ -12,7 +12,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. (See [Forms of ‘You’ – Singular to a Crowd](../figs-youcrowd/01.md).)
### Examples from the Bible
### Examples From the Bible
> But he said, “All these things I have kept from my youth.” But when he heard this, Jesus said to him, “One thing **i**s still lacking to **you**. All things, as much as **you** have, sell all and distribute to the poor, and **you** will have treasure in heaven—and come, follow me.” (Luke 18:21-22 ULT)
@ -28,10 +28,10 @@ Paul wrote this letter to one person, Titus. Most of the time the word “you”
#### Strategies for finding out how many people “you” refers to
1. Look at the notes to see if they tell whether “you” refers to one person or more than one person.
1. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
1. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
1. Look at the context to see how many people the speaker was talking to and who responded.
(1) Look at the notes to see if they tell whether “you” refers to one person or more than one person.
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
(4) Look at the context to see how many people the speaker was talking to and who responded.
You may also want to watch the video at http://ufw.io/figs_younum.

3
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@ -22,5 +22,4 @@ Follow these steps in order to get started:
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
* In translationStudio, exit editing mode by clicking the check mark icon at the top right of your translation. Now it is time to move the verse numbers where they should be in your translation. Drag each number onto the word that will begin that verse. If your translation has reordered the parts of the chunk or combined verses, you can leave some verse numbers together to indicate that what follows includes content from both of those verses.
When you finish the passage or chapter, it is ready for the [Oral Partner Check](../../checking/peer-check/01.md). To translate the next passage or chapter, start again at step 5.
When you finish the passage or chapter, it is ready for the [Oral Partner Check](../../checking/peer-check/01.md). To translate the next passage or chapter, start again at step 5.

10
translate/grammar-connect-condition-contrary/01.md
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@ -12,7 +12,7 @@ A Contrary-to-Fact Condition is a condition that sounds hypothetical, but the sp
Usually there are no special words that indicate a Contrary-to-Fact Condition. The writer assumes that the reader knows that it is NOT a true condition. For this reason it often requires knowledge of implied information to know that it is not true. If this kind of condition is difficult for translators to communicate, they may want to consider using the same strategies that they used for [Rhetorical Questions](../figs-rquestion/01.md) or [Implied Information](../figs-explicit/01.md).
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> But **if Baal is God**, worship him! (Story 19 Frame 6 OBS)
@ -37,10 +37,10 @@ The English reader knows that these last two examples are Contrary-to-Fact condi
If Contrary-to-Fact conditions are clear in your language, then use them as they are.
(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
(4) If the condition is expressing something that did not happen, restate it as a negative statement.
(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
(4) If the condition is expressing something that did not happen, restate it as a negative statement.
(5) Often Factual and Contrary-to-Fact conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
#### Examples of Translation Strategies Applied

2
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@ -12,7 +12,7 @@ A Factual Condition is a condition that sounds hypothetical but is already certa
Some languages do not state something as a condition if it is certain or true. Translators from these languages may misunderstand the original languages and think that the condition is uncertain. This would lead to mistakes in their translations. Even if the translators understand that the condition is certain or true, the readers may misunderstand it. In this case, it would be best to translate it as a statement of fact rather than as a conditional statement.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> “**If** Yahweh is God, worship him!” (Story 19 Frame 6 OBS)

5
translate/grammar-connect-condition-hypothetical/01.md
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@ -12,7 +12,7 @@ A Hypothetical Condition is a condition in which the second event (the “then
It is important that translators understand whether or not something is a Hypothetical Condition so that they translate it in the correct way. For example, some of God’s promises to Israel were conditional, based on whether or not Israel obeyed God. However, many of God’s promises to Israel were not conditional; God would keep these promises whether or not the Israelites obeyed. It is important that you (the translator) know the difference between these two types of promises and communicate each one accurately in your own language. Also, sometimes conditions are stated in an order different than the order in which they would happen. If the target language would state the clauses in a different order, then you will need to make that adjustment.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> God promised to bless the people and protect them, **if** they obeyed these laws. But he said he would punish them **if** they did not obey them (Story 13 Frame 7 OBS)
@ -30,8 +30,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
#### Translation Strategies
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
(2) If it is not clear where the second event is, mark that part with a word like “then.”
#### Examples of Translation Strategies Applied

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translate/grammar-connect-exceptions/01.md
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@ -6,36 +6,35 @@ Exceptional relationship connectors exclude an item(s) or person(s) from a group
#### Reason This Is a Translation Issue
English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group by using words like “except,” “but not,” “other than,” “besides,” “unless,” “however …not,” and “only” (Part 2). Some languages do not indicate in this way that one or more items or people are excluded from a group. Instead, they have other ways of doing this. In some languages this type of construction does not make sense because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who (or what) is in the group and who (or what) is excluded in order to be able to accurately communicate this in their language.
English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group by using words like “except,” “but not,” “other than,” “besides,” “unless,” “however … not,” and “only” (Part 2). Some languages do not indicate in this way that one or more items or people are excluded from a group. Instead, they have other ways of doing this. In some languages this type of construction does not make sense because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who (or what) is in the group and who (or what) is excluded in order to be able to accurately communicate this in their language.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> God told Adam that he could eat from **any** tree in the garden **except** from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
>
>
> But if you will not redeem it, then tell me so that I may know, for there is **no one** to redeem it **besides** you, and I am after you.” (Ruth 4:4b ULT)
>
> David attacked them from the twilight to the evening of the next day. **Not** a man escaped **except for** four hundred young men, who rode on camels and fled. (1 Samuel 30:17 ULT)
>
>
> David attacked them from the twilight to the evening of the next day. **Not** a man escaped **except for** 400 young men, who rode on camels and fled. (1 Samuel 30:17 ULT)
>
> The man said, “Let me go, for the dawn is breaking.” Jacob said, “I will **not** let you go **unless** you bless me.” (Genesis 32:26 ULT)
#### Translation Strategies
If the way that Exceptional Clauses are marked in the source language is also clear in your language, then translate the Exceptional Clauses in the same way.
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
(2) Reverse the order of the clauses so that the exception is stated first, and then the larger group is named second.
#### Examples of Translation Strategy Applied
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
> David attacked them from the twilight to the evening of the next day. \*\*Not a man escaped except for four hundred young men\*\*, who rode on camels and fled. (1 Samuel 30:17 ULT)
> David attacked them from the twilight to the evening of the next day. \*\*Not a man escaped except for 400 young men\*\*, who rode on camels and fled. (1 Samuel 30:17 ULT)
* Part 1: (**Not** a man escaped)
* Part 2: (**except for** four hundred young men)
>> David attacked them from the twilight to the evening of the next day. **Only** four hundred young men escaped; they rode on camels and fled.
> > David attacked them from the twilight to the evening of the next day. **Only** 400 young men escaped; they rode on camels and fled.
> But if you will not redeem it, then tell me so that I may know, for there is **no one** to redeem it **besides** you, and I am after you.” (Ruth 4:4 ULT)
>

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translate/grammar-connect-logic-contrast/01.md
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@ -12,7 +12,7 @@ A contrast relationship is a logical relationship in which one event or item is
In Scripture, many events did not happen as the people involved intended or expected them to happen. Sometimes people acted in ways that were not expected, whether good or bad. Often it was God at work, changing the events. These events were often pivotal. It is important that translators understand and communicate these contrasts. In English, contrast relationships are often indicated by the words “but,” “although,” “even though,” “though,” “yet,” or “however.”
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> You tried to do evil when you sold me as a slave, **but** God used the evil for good! (Story 8 Frame 12 OBS)
@ -34,10 +34,8 @@ There are two contrasts here, marked with “however” and “but.” The first
If your language uses contrast relationships in the same way as in the text, then use them as they are.
(1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause. 
(1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause.
(3) If your language shows a contrast relationship in a different way, then use that way.
#### Examples of Translation Strategies Applied

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translate/grammar-connect-logic-goal/01.md
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@ -12,7 +12,7 @@ A Goal Relationship is a logical relationship in which the second event is the p
In Scripture, the goal or purpose may be stated either first or second. But in some languages, the goal or purpose must always occur in the same position (either first or second) in order for that logical relationship to be understood. You (the translator) need to understand the relationship between the two parts and communicate those accurately in your language. This may require changing the order of the two events. It may also require specific words to indicate that one is the goal or purpose of the other. Words commonly used to indicate a goal relationship in English are “in order to,” “in order that” or “so that.” It is important that the translator recognize the words that signal a goal relationship and translate that relationship in a natural way.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> She became angry and falsely accused Joseph **so that he was arrested and sent to prison**. (Story 8 Frame 5 OBS)
@ -52,7 +52,7 @@ The purpose of the vine growers killing the heir was so they could take his inhe
If your language uses Goal or Purpose relationships in the same way as in the text, then use them as they are.
(1) If the construction of the Goal statement is unclear, change it to one that is more clear.
(1) If the construction of the Goal statement is unclear, change it to one that is more clear.
(2) If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order.
#### Examples of Translation Strategies Applied

6
translate/grammar-connect-logic-result/01.md
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@ -14,7 +14,7 @@ A reason-and-result relationship can look forward – “I did Y because I wante
If the reason and result are stated in different verses, it is still possible to put them in a different order. If you change the order of the verses, then put the verse numbers together at the beginning of the group of verses that were rearranged like this: 1-2. This is called a [Verse Bridge](../translate-versebridge/01.md).
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> The Jews were amazed, **because** Saul had tried to kill believers, and now he believed in Jesus! (Story 46 Frame 6 OBS)
@ -40,8 +40,8 @@ The **result** is that Joshua circumcised the boys and men who had been born in
If your language uses reason-and-result relationships in the same way as in the text, then use them as they are.
(1) If the order of the clauses is confusing for the reader, then change the order.
(2) If the relationship between the clauses is not clear, then use a more clear connecting word.
(1) If the order of the clauses is confusing for the reader, then change the order.
(2) If the relationship between the clauses is not clear, then use a more clear connecting word.
(3) If it is more clear to put a connecting word in the clause that does not have one, then do so.
#### Examples of Translation Strategies Applied

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translate/grammar-connect-time-background/01.md
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@ -12,7 +12,7 @@ A background clause is one that describes something that is ongoing. Then, in th
Languages indicate a shift in time in different ways. You (the translator) need to understand how these shifts in time are indicated in the original languages in order to communicate them clearly in your own language. Background clauses often indicate a time that began long before the event that is in focus. Translators need to understand how both the source language and the target language communicate background events. Some English words that indicate background events are “now,” “when,” “while,” and “during.” Those words can also indicate simultaneous events. To tell the difference, ask yourself if all of the events seem to be equal in importance and started at about the same time. If so, they are probably simultaneous events. But if an event(s) is ongoing and another event(s) just started, then the ongoing event(s) is probably background to the other event(s). Some common phrases that indicate background events are “in those days” and “at that time.”
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> **When** Solomon was old, he also worshiped their gods. (OBS Story 18 Frame 3)
@ -34,7 +34,7 @@ This example begins with five background clauses (marked by commas), signalled a
If the way that the Background Clauses are marked is also clear in your language, then translate the Background Clauses as they are.
(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
(2) If your language marks Background Clauses in a different way than using connecting words (such as by using different verb forms), then use that way.
#### Examples of Translation Strategies Applied

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translate/grammar-connect-time-sequential/01.md
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@ -12,7 +12,7 @@ A sequential clause is a time relation that connects two events in which one hap
Languages indicate sequences of events in different ways; some use ordering, some use connecting words, some even use relative tense (Relative tense is a tense that refers to a time in relation to a reference point in the context.) Connecting words that may indicate sequence are words such as “then,” “later,” “after,” “afterward,” “before,” “first,” and “when.” Translators need to be certain that they communicate the order of the events in a way that is natural in their language. This may require ordering clauses differently than in the original languages.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> **When** Joseph came to his brothers, they kidnapped him and sold him to some slave traders. (OBS Story 8 Frame 2)
@ -34,7 +34,7 @@ Here the general connector “**and**” connects four events. These are sequent
If the sequence of events is clear in your language, then translate the sequence as it is.
(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
(2) If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
#### Examples of Translation Strategies Applied

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translate/grammar-connect-time-simultaneous/01.md
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@ -12,7 +12,7 @@ A simultaneous clause is a time relationship that connects two or more events th
Languages indicate in many different ways that events occur simultaneously. These ways may vary based on whether or not something is causing the events to occur simultaneously. Connecting words that may indicate simultaneous events are words such as “while,” “as,” and “during.” Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not implied so that you can communicate it clearly. A simultaneous clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a reason-and-result relationship.
#### Examples from OBS and the Bible
#### Examples From OBS and the Bible
> Joseph served his master well, **and** God blessed Joseph. (OBS Story 8 Frame 4)
@ -34,10 +34,8 @@ Three events happened at the same time – the disciples looking, Jesus going up
If the way that the simultaneous clauses are marked also is clear in your language, then translate the simultaneous clauses as they are.
(1) If the connecting word does not make it clear that the simultaneous clauses are happening at the same time, use a connecting word that communicates this more clearly.
(2) If it is not clear which clause the simultaneous clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.
(1) If the connecting word does not make it clear that the simultaneous clauses are happening at the same time, use a connecting word that communicates this more clearly.
(2) If it is not clear which clause the simultaneous clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.
(3) If your language marks events as simultaneous in a different way than using connecting words, then use that way.
#### Examples of Translation Strategies Applied

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translate/translate-bdistance/01.md
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@ -22,20 +22,20 @@ The metric values in the table below are close but not exactly equal to the bibl
#### Translation Principles
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
1. Using modern measures can help readers understand the text more easily.
1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as “.46 meters” or even as “46 centimeters,” readers might think that the measurement is exact. It would be better to say “half a meter,” “45 centimeters,” or “50 centimeters.”
1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as “about ten kilometers” from Jerusalem.
1. When God tells people how long something should be, and when people make things according to those lengths, do not use “about” in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
2. Using modern measures can help readers understand the text more easily.
3. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
4. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as “.46 meters” or even as “46 centimeters,” readers might think that the measurement is exact. It would be better to say “half a meter,” “45 centimeters,” or “50 centimeters.”
5. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was 60 stadia from Jerusalem. This can be translated as “about ten kilometers” from Jerusalem.
6. When God tells people how long something should be, and when people make things according to those lengths, do not use “about” in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
### Translation Strategies
1. Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
1. Use the measurements from the ULT and include measurements that your people know in the text or a note.
1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
(1) Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
(3) Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note.
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
### Translation Strategies Applied

2
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@ -10,7 +10,7 @@ When we refer to verses that are not next to each other, we use commas to separa
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*.
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.
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 the beginning is shown but 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.
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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@ -27,40 +27,40 @@ Do not use modern money values since these change from year to year. Using them
The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). The strategies below are for translating the value of money in the New Testament.
1. Use the Bible term and spell it in a way that is similar to the way it sounds. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
1. Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
1. Use the biblical term and give the equivalent amount in the text or a footnote.
1. Use the biblical term and explain it in a footnote.
(1) Use the Bible term and spell it in a way that is similar to the way it sounds. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
(2) Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
(3) Describe the value of the money in terms of what people in Bible times could earn in one day of work.
(4) Use the biblical term and give the equivalent amount in the text or a footnote.
(5) Use the biblical term and explain it in a footnote.
### Translation Strategies Applied
The translations strategies are all applied to Luke 7:41 below.
> The one owed five hundred denarii, and the other, 50. (Luke 7:41b ULT)
> The one owed 500 denarii, and the other, 50. (Luke 7:41b ULT)
1. Use the Bible term and spell it in a way that is similar to the way it sounds. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
> > “The one owed **five hundred denali**, and the other, **50**.”
> > “The one owed **500 denali**, and the other, **50**.”
2. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used.
> > “The one owed **five hundred silver coins**, and the other, **50**.”
> > “The one owed **500 silver coins**, and the other, **50**.”
(3) Describe the value of the money in terms of what people in Bible times could earn in one day of work.
> > “The one owed **five hundred days’ wages**, and the other, **50**.”
> > “The one owed **500 days’ wages**, and the other, **50**.”
(4) Use the Bible term and give the equivalent amount in the text or a footnote.
> > “The one owed **five hundred denarii** <sup> 1</sup>, and the other owed **fifty denarii**.<sup> 2</sup>”
> > “The one owed **500 denarii** 1, and the other owed **50 denarii**. 2”
The footnotes would look like:
> > \[1\] five hundred days’ wages \[2\] 50 days' wages
> > \[1\] 500 days’ wages \[2\] 50 days' wages
(5) Use the Bible term and explain it in a footnote.
> > “The one owed **five hundred denarii**,<sup>1</sup> and the other, **50**.” (Luke 7:41 ULT)
> > “The one owed **500 denarii**,1 and the other, **50**.” (Luke 7:41 ULT)
>> <sup> [1]</sup> A denarius was the amount of silver that people could earn in one day of work.

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@ -17,7 +17,7 @@ The following terms are the most common units of volume used in the Bible to sta
| Liquid | kab | 1.23 liters |
| Liquid | log | 0.31 liters |
#### Translation Principles
### Translation Principles
* The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
* Using modern measures can help readers understand the text more easily.
@ -25,15 +25,15 @@ The following terms are the most common units of volume used in the Bible to sta
* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters,” readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters.”
* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
### When the unit of measure is stated
## When the unit of measure is stated
### Translation Strategies
1. Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
1. Use the measurements from the ULT and include measurements that your people know in the text or a note.
1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
(1) Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
(3) Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note.
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
### Translation Strategies Applied
@ -53,11 +53,11 @@ The strategies are all applied to Isaiah 5:10 below.
(3) Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
> > “For a ten-yoke vineyard will yield only **six gallons**, and **six and a half bushels** of seed will yield only **twenty quarts**.”
> > “For a ten-yoke vineyard will yield only **six gallons**, and **six and a half bushels** of seed will yield only **20 quarts**.”
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note. The following shows both measurements in the text.
>> “For a ten-yoke vineyard will yield only **one bath (six gallons)**, and **one homer (six and a half bushels)** of seed will yield only **an ephah (twenty quarts)**.”
> > “For a ten-yoke vineyard will yield only **one bath (six gallons)**, and **one homer (six and a half bushels)** of seed will yield only **an ephah (20 quarts)**.”
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in footnotes.
@ -69,37 +69,37 @@ The footnotes would look like:
>> <sup> [2]</sup> one homer
>> <sup> [3]</sup> one ephah
### When the unit of measure is implied
## When the unit of measure is implied
Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure.”
> When you came to a heap of **twenty measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT)
> When you came to a heap of **20 measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **50 measures** of wine, there were only 20. (Haggai 2:16 ULT)
### Translation Strategies
1. Translate literally by using the number without a unit.
1. Use a generic word like “measure” or “quantity” or “amount.”
1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
1. Use a unit of measure that you are already using in your translation.
(1) Translate literally by using the number without a unit.
(2) Use a generic word like “measure” or “quantity” or “amount.”
(3) Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
(4) Use a unit of measure that you are already using in your translation.
### Translation Strategies Applied
The strategies are all applied to Haggai 2:16 below.
> When you came to a heap of **twenty measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT)
> When you came to a heap of **20 measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty measures** of wine, there were only **20**. (Haggai 2:16 ULT)
(1) Translate literally by using the number without a unit.
>> When you came to a heap of **twenty** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty** of wine, there were only **twenty**.
>> When you came to a heap of **20** of grain, there were only **ten**, and when you came to the wine vat to draw out **50** of wine, there were only **20**.
(2) Use a generic word like “measure” or “quantity” or “amount.”
>> When you came to a heap of **twenty amounts** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty amounts** of wine, there were only **twenty**.
>> When you came to a heap of **20 amounts** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty amounts** of wine, there were only **20**.
(3) Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
> > When you came to a heap of **twenty baskets** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty jars** of wine, there were only **twenty**.
> > When you came to a heap of **20 baskets** of grain, there were only **ten**, and when you came to the wine vat to draw out **50 jars** of wine, there were only **20**.
(4) Use a unit of measure that you are already using in your translation.
>> When you came to a heap for **twenty liters** of grain, there were only **ten liters**, and when you came to the wine vat to draw out **fifty liters** of wine, there were only **twenty liters**.
>> When you came to a heap for **20 liters** of grain, there were only **ten liters**, and when you came to the wine vat to draw out **50 liters** of wine, there were only **20 liters**.

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@ -18,26 +18,26 @@ The following terms are the most common units of weight in the Bible. The term
2. Using modern measures can help readers understand the text more easily.
3. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
4. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as “.57 grams,” readers might think that the measurement is exact. It would be better to say “half a gram.”
5. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed three hundred shekels. Instead of translating this as “3300 grams” or “3.3 kilograms,” it can be translated as “about three and one half kilograms.”
5. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed 300 shekels. Instead of translating this as “3300 grams” or “3.3 kilograms,” it can be translated as “about three and one half kilograms.”
6. When God tells people how much something should weigh, and when people use those weights, do not say “about” in the translation. Otherwise, it will give the impression that God did not care exactly how much the thing should weigh.
### Translation Strategies
1. Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
2. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
3. Use measurements that are already used in your language. In order to do this, you would need to know how your measurements relate to the metric system and figure out each measurement.
4. Use the measurements from the ULT and include measurements that your people know in the text or a note.
5. Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
(1) Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
(3) Use measurements that are already used in your language. In order to do this, you would need to know how your measurements relate to the metric system and figure out each measurement.
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note.
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
### Translation Strategies Applied
The strategies are all applied to Exodus 38:29 below.
> The bronze from the wave offering weighed **seventy talents and 2,400 shekels**. (Exodus 38:29 ULT)
> The bronze from the wave offering weighed **70 talents and 2,400 shekels**. (Exodus 38:29 ULT)
(1) Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
> > “The bronze from the wave offering weighed **seventy talentes and 2,400 sekeles**.”
> > “The bronze from the wave offering weighed **70 talentes and 2,400 sekeles**.”
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
@ -49,11 +49,11 @@ The strategies are all applied to Exodus 38:29 below.
(4) Use the measurements from the ULT and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
> > “The bronze from the wave offering weighed **seventy talents (2,380 kilograms)** and **2,400 shekels (26.4 kilograms)**.”
> > “The bronze from the wave offering weighed **70 talents (2,380 kilograms)** and **2,400 shekels (26.4 kilograms)**.”
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a footnote. The following shows the ULT measurements in notes.
> > “The bronze from the offering weighed **seventy talents and 2,400 shekels**.<sup> 1</sup>”
> > “The bronze from the offering weighed **70 talents and 2,400 shekels**. 1”
The footnote would look like:

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@ -6,7 +6,7 @@ When the books of the Bible were first written, there were no breaks for chapter
People who speak your language may also use a Bible written in another language. If that Bible and your translation use different chapter and verse numbers, it will be hard for people to know which verse someone is talking about when they say a chapter and verse number.
### Examples from the Bible
### Examples From the Bible
> 14 But I expect to see you soon, and we will speak mouth to mouth. 15 Peace to you. The friends greet you. Greet the friends by name. (3 John 1:14-15 ULT)

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@ -42,9 +42,9 @@ They were to imagine dividing a hin of wine into four equal parts and prepare th
If a fraction in your language would give the right meaning, consider using it. If not, you could consider these strategies.
1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to.
1. For measurements such as for weight and length, use a unit that your people might know or the unit in the UST.
1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement.
(1) Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to.
(2) For measurements such as for weight and length, use a unit that your people might know or the unit in the UST.
(3) For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement.
### Examples of These Translation Strategies Applied

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@ -37,7 +37,7 @@ This is a list of the Hebrew months with information about them that may be help
**Adar** – This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar.
### Examples from the Bible
### Examples From the Bible
> Today you are going out, in **the month of Aviv**. (Exodus 13:4 ULT)
@ -48,10 +48,10 @@ This is a list of the Hebrew months with information about them that may be help
You may need to make some information about the months explicit. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
1. Tell the number of the Hebrew month.
2. Use the names for months that people know.
3. State clearly what season the month occurred in.
4. Refer to the time in terms of the season rather than in terms of the Hebrew name of the month. (If possible, use a footnote to show the Hebrew month and day.)
(1) Tell the number of the Hebrew month.
(2) Use the names for months that people know.
(3) State clearly what season the month occurred in.
(4) Refer to the time in terms of the season rather than in terms of the Hebrew name of the month. (If possible, use a footnote to show the Hebrew month and day.)
### Examples of Translation Strategies Applied

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@ -45,11 +45,11 @@ Readers may not know that the names Saul and Paul refer to the same person.
### Translation Strategies
1. If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently.
1. Or if a person or place has two different names, then use whatever name is given in the source text, and add a footnote that gives the other name.
(1) If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
(2) If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
(3) Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
(4) If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently.
(5) Or if a person or place has two different names, then use whatever name is given in the source text, and add a footnote that gives the other name.
### Examples of Translation Strategies Applied

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@ -32,11 +32,11 @@ This is a rounded number. It does not say exactly how many descendants she shoul
### Translation Strategies
1. Write numbers using numerals.
2. Write numbers using your language’s words or the Gateway Language words for those numbers.
3. Write numbers using words, and put the numerals in parentheses after them.
4. Combine words for large numbers.
5. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
(1) Write numbers using numerals.
(2) Write numbers using your language’s words or the Gateway Language words for those numbers.
(3) Write numbers using words, and put the numerals in parentheses after them.
(4) Combine words for large numbers.
(5) Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
### Examples of Translation Strategies Applied

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@ -46,8 +46,8 @@ This describes four rows of stones. The first row is probably the top row, and t
If your language has ordinal numbers and using them would give the right meaning, consider using them. If not, here are some strategies to consider:
1. Use “one” with the first item and “another” or “the next” with the rest.
1. Tell the total number of items and then list them or the things associated with them.
(1) Use “one” with the first item and “another” or “the next” with the rest.
(2) Tell the total number of items and then list them or the things associated with them.
### Examples of Translation Strategies Applied

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@ -1,4 +1,4 @@
### The meaning of forms changes
### Changing form to protect meaning
Literal translations keep the form of the source text in the target text. As you saw in the teaching module “The Importance of Form,” some translators might want to do this because the form of a text affects the meaning of the text. However, you must remember that people from different cultures understand the meaning of forms differently. In different cultures, the same form may be understood in very different ways. Therefore, it is not possible to protect the meaning from change by keeping the original forms. The only way to protect the meaning is to change the original form to a new form that communicates the same meaning in the new culture as the old form did in the old culture.

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@ -29,9 +29,9 @@ Meaning of symbolic action: When people wanted someone to welcome them into thei
If people would correctly understand what a symbolic action meant to the people in the Bible, consider using it. If not, here are some strategies for translating it.
1. Tell what the person did and why he did it.
1. Do not tell what the person did, but tell what he meant.
1. Use an action from your own culture that has the same meaning. Do this only in poetry, parables, and sermons. Do not do this when there actually was a person who did a specific action.
(1) Tell what the person did and why he did it.
(2) Do not tell what the person did, but tell what he meant.
(3) Use an action from your own culture that has the same meaning. Do this only in poetry, parables, and sermons. Do not do this when there actually was a person who did a specific action.
### Examples of Translation Strategies Applied

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@ -47,10 +47,10 @@
**Passage** – A section of the Bible text that is being talked about. This can be as small as one verse, but it is usually several verses that together have one topic or tell one story.
**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.
**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.
**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.
**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.
**Participant** – A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are underlined: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is implied. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.
**Participant** – A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are bolded: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is implied. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.

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@ -24,8 +24,8 @@ John 7:53-8:11 is not in the best earliest manuscripts. It has been included in
When there is a textual variant, you may choose to follow the ULT or another version that you have access to.
1. Translate the verses that the ULT does and include the footnote that the ULT provides.
1. Translate the verses as another version does, and change the footnote so that it fits this situation.
(1) Translate the verses that the ULT does and include the footnote that the ULT provides.
(2) Translate the verses as another version does, and change the footnote so that it fits this situation.
### Examples of Translation Strategies Applied

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@ -4,7 +4,7 @@ Sometimes the Bible includes things that are not part of your culture and for wh
When that happens you can “borrow” the word from the Bible in a familiar language and use it in your translation in your own language. This means that you basically copy it from the other language. This page tells how to “borrow” words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).)
### Examples from the Bible
### Examples From the Bible
> Seeing one fig tree along the roadside, he went to it. (Matthew 21:19a ULT)
@ -28,9 +28,9 @@ There are several things to be aware of when borrowing words from another langua
There are several ways to borrow a word.
1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
(1) If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
(2) You can spell the word as the Other Language spells it, and pronounce it the way your language normally pronounces those letters.
(3) You can pronounce the word similarly to the way the Other Language does, and adjust the spelling to fit the rules of your language.
### Examples of Translation Strategies Applied
@ -40,12 +40,12 @@ There are several ways to borrow a word.
> צְפַנְיָ֤ה – A man’s name in Hebrew letters.
>> “Zephaniah” – The same name in Roman letters
(2) You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
(2) You can spell the word as the Other Language spells it, and pronounce it the way your language normally pronounces those letters.
> Zephaniah – This is a man’s name.
>> “Zephaniah” – The name as it is spelled in English, but you can pronounce it according to the rules of your language.
(3) You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
(3) You can pronounce the word similarly to the way the Other Language does, and adjust the spelling to fit the rules of your language.
> Zephaniah – If your language does not have the “z,” you could use “s.” If your writing system does not use “ph” you could use “f.” Depending on how you pronounce the “i” you could spell it with “i” or “ai” or “ay.”
>> “Sefania”

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@ -50,11 +50,11 @@ People in many parts of the world have not seen snow, but they may have seen it
Here are ways you might translate a term that is not known in your language:
1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
1. Use a word that is more general in meaning.
1. Use a word or phrase that is more specific in meaning.
(1) Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
(2) Substitute something similar from your language if doing so does not falsely represent a historical fact.
(3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
(4) Use a word that is more general in meaning.
(5) Use a word or phrase that is more specific in meaning.
### Examples of Translation Strategies Applied

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translate/translate-versebridge/01.md
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@ -8,7 +8,7 @@ In some cases, you will see in the unfoldingWord® Simplified Text (UST) that tw
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.
### Examples from the Bible
### Examples From the Bible
Where the UST has a verse bridge, the ULT will have separate verses.
@ -24,7 +24,7 @@ Where the UST has a verse bridge, the ULT will have separate verses.
Order the information in a way that will be clear to your readers. If the order of information is clear as it is in the ULT, then use that order. But if the order is confusing or gives the wrong meaning, then change the order so that it is more clear.
1. If you put information from one verse before information from an earlier verse, then combine the verses and put a hyphen between the two verse numbers.
(1) If you put information from one verse before information from an earlier verse, then combine the verses and put a hyphen between the two verse numbers.
See how to mark verses in [translationStudio](http://help.door43.org/en/knowledgebase/13-translationstudio-android/docs/24-marking-verses-in-translationstudio).

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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.
#### In word-for-word translations
#### In Word-For-Word Translations
* The focus is on one word at a time.
* The natural sentence structure, phrase structures and figures of speech of the target language are ignored.

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@ -44,7 +44,7 @@ The following passages describe powerful beings that Ezekiel, Daniel, and John s
> Behold! The glory of the God of Israel came from the east; **his voice was like the sound of many waters**, and the earth shone with his glory! (Ezekiel 43:2 ULT)
The following passage shows the use of the past tense to refer to past events. The underlined verbs refer to past events.
The following passage shows the use of the past tense to refer to past events. The bolded 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. (Isaiah 1:1 ULT)

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@ -30,7 +30,7 @@ Background information can also be marked with words that tell the reader that t
* You (the translator) need to know the order of the events in the Bible, which information is background information, and which is storyline information.
* You will need to translate the story in a way that marks the background information in a way that your own readers will understand the order of events, which information is background information, and which is storyline information.
### Examples from the Bible
### Examples From the Bible
> 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)
@ -50,8 +50,8 @@ These verses give the setting of the story. The events took place in a grain fie
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.)
(1) Use your language’s way of showing that certain information is background information.
(2) Reorder the information so that earlier events are mentioned first. (This is not always possible when the background information is very long.)
### Examples of Translation Strategies Applied

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@ -26,7 +26,7 @@ Different languages have different ways of presenting these kinds of information
* Translate it so that people will understand how it relates to the story it is part of.
* If possible, translate the end of the story in a way that people will know where that story ends and the next begins.
### Examples from the Bible
### Examples From the Bible
* To summarize the story

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@ -38,7 +38,7 @@ The differences between the different types of writing in a language can be call
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.
### Specific discourse topics
### Specific Discourse Topics
1. **[Introduction of a New Event](../writing-newevent/01.md)** – Phrases like “One day” or “It came about that” or “This is how it happened” or “Sometime after that” signal to the reader that a new event is about to be told.
1. **[Introduction of New and Old Participants](../writing-participants/01.md)** – Languages have ways of introducing new people and of referring to those people again.

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@ -8,7 +8,7 @@ When your people tell about events, what information do they give at the beginni
> **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 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:
The verses above introduce a story about Zechariah. The first bolded phrase tells when it happened, and the next two bolded 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:
> **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)
@ -40,10 +40,10 @@ Verse 6 is a statement of the events that happen in the rest of chapter 7. Chapt
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.
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.
(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

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@ -44,9 +44,9 @@ Some languages place an affix on the verb that tells something about the subject
### Translation Strategies
(1) If the participant is new, use one of your language’s ways of introducing new participants. 
(1) If it is not clear to whom a pronoun refers, use a noun phrase or name.   
(1) If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
(1) If the participant is new, use one of your language’s ways of introducing new participants.
(2) If it is not clear to whom a pronoun refers, use a noun phrase or name. 
(3) If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
### Examples of Translation Strategies Applied

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@ -88,8 +88,8 @@ This example repeats the phrases “give thanks” and “his covenant faithfuln
If the style of poetry that is used in the source text would be natural and give the right meaning in your language, consider using it. If not, here are some other ways of translating it.
(1) Translate the poetry using one of your styles of poetry. 
(2) Translate the poetry using your style of elegant speech.
(1) Translate the poetry using one of your styles of poetry.
(2) Translate the poetry using your style of elegant speech.
(3) Translate the poetry using your style of ordinary speech.
If you use poetry it may be more beautiful.

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@ -20,7 +20,7 @@ People who read the Bible today may find it hard to recognize that the language
- When symbolic language is used, it is important to keep the symbol in the translation.
- It is also important not to explain the symbol more than the original speaker or writer did, since he may not have wanted everyone living then to be able to understand it easily.
### Examples from the Bible
### Examples From the Bible
> After this I saw in my visions of the night **a fourth animal**, terrifying, frightening, and very strong. It had **large iron teeth**; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had **ten horns**. (Daniel 7:7 ULT)