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@ -15,7 +15,7 @@ Understanding the Word of God in ones heart language is important:
### How Do We Do This?
How do we accomplish the goal of **the church in every people group and the Bible in every language**?
How do we accomplish the goal of __the church in every people group and the Bible in every language__?
* [Church-Centric Bible Translation](https://www.ccbt.bible/) - By working with other like-minded churches and organizations
* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs
@ -27,7 +27,7 @@ How do we accomplish the goal of **the church in every people group and the Bibl
#### Content
We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
* **unfoldingWord® Open Bible Stories** - unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
* **unfoldingWord® Literal Text** - a form-centric translation of the Bible *for translators*. It increases the translators understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).

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Setting Up translationCore
Setting Up translationCore®

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title: "Table of Contents"
sections:
- title: "1. Getting Started"
- title: "Step 1: Getting Started"
sections:
- title: "Introduction to the Process Manual"
link: process-manual
- title: "2. Setting Up a Translation Team"
- title: "Step 2: Setting Up a Translation Team"
sections:
- title: "Setting Up A Translation Team"
link: setup-team
- title: "3. Translating"
- title: "Step 3: Translating"
sections:
- title: "Training Before Translation Begins"
link: pretranslation-training
@ -21,19 +21,19 @@ sections:
- title: "Translation Overview"
link: translation-overview
- title: "4. Checking"
- title: "Step 4: Checking"
sections:
- title: "Training Before Checking Begins"
link: prechecking-training
- title: "Setting Up translationCore"
link: setup-tc
- title: "5. Publishing"
- title: "Step 5: Publishing"
sections:
- title: "Introduction to Publishing"
link: intro-publishing
- title: "6. Distributing"
- title: "Step 6: Distributing"
sections:
- title: "Introduction to Distribution"
link: intro-share

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Normally a speaker refers to himself as “I” and the person he is speaking to as “you.” Sometimes in the Bible a speaker refers to himself or to the person he is speaking to with terms other than “I” or “you.
Normally a speaker refers to himself as “I” and the person he is speaking to as “you”. Sometimes in the Bible a speaker refers to himself or to the person he is speaking to with terms other than “I” or “you”.
### Description
@ -9,40 +9,40 @@ Normally a speaker refers to himself as “I” and the person he is speaking to
### Reason this is a Translation Issue
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.
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
Sometimes people used the third person instead of “I” or “me” to refer to themselves.
> But David said to Saul, “<u>Your servant</u> used to keep <u>his</u> fathers sheep.” (1 Samuel 17:34 ULT)
David referred to himself in the third person as “your servant” and “his.” He was calling himself Sauls servant in order to show his humility before Saul.
David referred to himself in the third person as “your servant” and “his”. He was calling himself Sauls servant in order to show his humility before Saul.
> Then Yahweh answered Job out of a fierce storm and said,
> “…Do you have an arm like <u>Gods</u>? Can you thunder with a voice like <u>him</u>? (Job 40:6, 9 ULT)
God referred to himself in the third person with the words “Gods” and “him.” He did this to emphasize that he is God, and he is powerful.
God referred to himself in the third person with the words “Gods” and “him”. He did this to emphasize that he is God, and he is powerful.
Sometimes people use the third person instead of “you” or “your” to refer to the person or people they are speaking to.
> Abraham answered and said, “Look what I have done, taking it upon myself to speak to <u>my Lord</u>, even though I am only dust and ashes! (Genesis 18:27 ULT)
Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you.” He did this to show his humility before God.
Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you”. He did this to show his humility before God.
> So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart. (Matthew 18:35 ULT)
After saying “each of you,” Jesus used the third person “his” instead of “your.
After saying “each of you,” Jesus used the third person “his” instead of “your”.
### Translation Strategies
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.
1. Use the third person phrase along with the pronoun “I” or “you”.
1. Simply use the first person (“I”) or second person (“you”) instead of the third person.
### Examples of Translation Strategies Applied
(1) Use the third person phrase along with the pronoun “I” or “you.
(1) Use the third person phrase along with the pronoun “I” or “you”.
> **But David said to Saul, “<u>Your servant</u> used to keep <u>his</u> fathers sheep.”** (1 Samuel 17:34)

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@ -23,8 +23,8 @@ 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.
1. 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 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))
1. 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 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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@ -26,8 +26,8 @@ John is telling people who have not seen Jesus what he and the other apostles ha
> …the shepherds said one to each other, “Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>.” (Luke 2:15 ULT)
The shepherds were speaking to one another. When they said “us,” they were <u>including</u> the people they were speaking to - one another.
The shepherds were speaking to one another. When they said “us”, they were <u>including</u> the people they were speaking to - one another.
> Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, “Let <u>us</u> go over to the other side of the lake.” Then they set sail. (Luke 8:22 ULT)
When Jesus said “us,” he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.
When Jesus said “us”, he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.

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Extended Metaphor
Biblical Imagery Extended Metaphors

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Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences.
**Parts of Speech** - Every word in a language belongs to a category called a part of speech. (see [Parts of Speech](../figs-partsofspeech/01.md))
**Parts of Speech** - Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
**Sentences** - When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (see [Sentence Structure](../figs-sentences/01.md))
**Sentences** - When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
* Sentences can be statements, questions, commands, or exclamations. (see [Exclamations](../figs-sentencetypes/01.md))
* Sentences can have more than one clause. (see [Sentence Structure](../figs-sentences/01.md))
* Some languages have both active and passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
* Sentences can be statements, questions, commands, or exclamations. (See [Exclamations](../figs-sentencetypes/01.md).)
* Sentences can have more than one clause. (See [Sentence Structure](../figs-sentences/01.md).)
* Some languages have both active and passive sentences. (See [Active or Passive](../figs-activepassive/01.md).)
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “s” as in “Gods love,” or with a possessive pronoun as in “his love.” (see [Possession](../figs-possession/01.md))
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “s” as in “Gods love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
**Quotations** - A quotation is a report of what someone else has said.
* Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md))
* Quotations can be either direct quotes or indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
* Quotations normally have two parts: Information about who said something and what the person said. (See [Quotations and Quote Margins](../writing-quotations/01.md).)
* Quotations can be either direct quotes or indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
* Quotes can have quotes within them. (See [Quotes within Quotes](../figs-quotesinquotes/01.md).)
* Quotes can be marked to make it easy for readers to understand who said what. (See [Quote Markings](../figs-quotemarks/01.md).)

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@ -27,7 +27,7 @@ A speaker or writer can use exactly the same words to say something he means as
* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
Even though a generalization may have a strong-sounding word like “all,” “always,” “none,” or “never,” it does not necessarliy mean **exactly** “all,” “always,” “none,” or “never.” It simply means “most, “most of the time,” “hardly any” or “rarely.
Even though a generalization may have a strong-sounding word like “all”, “always”, “none”, or “never”, it does not necessarliy mean **exactly** “all”, “always”, “none”, or “never”. It simply means “most", “most of the time”, “hardly any”, or “rarely".
> Moses was educated in <u>all the learning of the Egyptians</u> (Acts 7:22 ULT)
@ -81,9 +81,9 @@ Yahweh is always righteous. This is a completely true statement.
If the exaggeration 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.
1. For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.
1. For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases”.
1. For a generalization, add a word like “most” or “almost” to show that the generalization is not exact.
1. For a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
1. For a generalization that has a word like “all”, always”, “none”, or “never”, consider deleting that word.
### Examples of Translation Strategies Applied
@ -93,7 +93,7 @@ If the exaggeration or generalization would be natural and people would understa
> **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULT)
>> The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases”.
> **The one who ignores instruction will have poverty and shame…** (Proverbs 13:18 ULT)
>> <u>In general,</u> the one who ignores instruction will have poverty and shame
@ -106,7 +106,7 @@ If the exaggeration or generalization would be natural and people would understa
>> <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him.”
>> <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him.”
(4) For a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
(4) For a generalization that has a word like “all”, always”, “none”, or “never”, consider deleting that word.
> **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULT)
>> The country of Judea and the people of Jerusalem went out to him.

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“If the sun stopped shining…”, “What if the sun stopped shining…”, “Suppose the sun stopped shining…”, “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. These occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen, and that they will understand why the event was imagined.
Consider these phrases: “If the sun stopped shining…”; “What if the sun stopped shining…”; “Suppose the sun stopped shining…”; and “If only the sun had not stopped shining”. We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. These occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen, and that they will understand why the event was imagined.
### Description
Hypothetical situations are situations that are not real. They can be in the past, present, or future. Hypothetical situations in the past and present have not happened, and ones in the future are not expected to happen.
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 are the phrase that start with “if.”)
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 are the phrase that start 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.)
@ -56,7 +56,7 @@ Jesus asked the religious leaders what they would do on the Sabbath if one of th
> <u>Unless those days are shortened, no flesh would be saved</u>; but for the sake of the elect, those days will be shortened. (Matthew 24:22 ULT)
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will beso bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
1. Expressing emotion about a hypothetical situation

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An idiom is a figure of speech made up of a group of words that, as a whole, has a meaning that is different from what one would understand from the meanings of the individual words. Someone from outside of the culture usually cannot understand an idiom without someone inside the culture explaining its true meaning. Every language uses idioms. Some English examples are:
* You are pulling my leg (This means, “You are telling me a lie”)
* Do not push the envelope (This means, “Do not take a matter to its extreme”)
* This house is under water (This means, “The debt owed for this house is greater than its actual value”)
* We are painting the town red (This means, “We are going around town tonight celebrating very intensely”)
* You are pulling my leg. (This means, “You are telling me a lie.”)
* Do not push the envelope. (This means, “Do not take a matter to its extreme.”)
* This house is under water. (This means, “The debt owed for this house is greater than its actual value.”)
* We are painting the town red. (This means, “We are going around town tonight celebrating very intensely.”)
### Description
@ -12,17 +12,17 @@ An idiom is a phrase that has a special meaning to the people of the language or
> he resolutely <u>set his face</u> to go to Jerusalem. (Luke 9:51 ULT)
The words “set his face” is an idiom that means “decided.
The words “set his face” is an idiom that means “decided”.
Sometimes people may be able to understand an idiom from another culture, but it might sound like a strange way to express the meaning.
> I am not worthy that you should <u>enter under my roof</u>. (Luke 7:6 ULT)
The phrase “enter under my roof” is an idiom that means “enter my house.
The phrase “enter under my roof” is an idiom that means “enter my house”.
> Let these words <u>go deeply into your ears</u>. (Luke 9:44 ULT)
This idiom means “Listen carefully and remember what I say.
This idiom means “Listen carefully and remember what I say”.
**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.

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The parts of this sentence were in a different order in the original Greek source language. They were like this:
* And they ate all and they were satisfied.
* __And they ate all and they were satisfied.__
In English, this means that the people ate everything. But the next verse says that they took up twelve baskets full of leftover pieces of food. In order for this to not be so confusing, the translators of the ULT put the parts of the sentence in the right order for English.
@ -46,14 +46,14 @@ In this verse, the most important part of the information is first - that “woe
### Translation Strategies Applied
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.
* And he went out from there and came to the hometown his, and they followed him the disciples his. (Mark 6:1)
* __And he went out from there and came to the hometown his, and they followed him the disciples his. (Mark 6:1)__
This is the verse in the original Greek order. The ULT has put this into the normal order for English:
> And he went out from there and came into his hometown, and his disciples followed him. (Mark 6:1 ULT)
1. 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.
(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.
> Now the day was about to come to an end, and the twelve came to him and said, “Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place.” (Luke 9:12 ULT)

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In some languages an adjective can be used to refer to a class of things that the adjective describes. When it does, it acts like a noun. For example, the word “rich” is an adjective. Here are two sentences that show that “rich” is an adjective.
> …<u>The rich man</u> had huge numbers of flocks and herds…(2 Samuel 12:2 ULT)
The adjective “rich” comes before the word “man” and describes “man.
The adjective “rich” comes before the word “man” and describes “man”.
> <u>He will not be rich</u>; his wealth will not last… (Job 15:29 ULT)
The adjective “rich” comes after the verb “be” and describes “He.
The adjective “rich” comes after the verb “be” and describes “He”.
Here is a sentence that shows that “rich” can also function as a noun.
> …<u>the rich</u> must not give more than the half shekel, and <u>the poor</u> must not give less. (Exodus 30:15 ULT)
In Exodus 30:15, the word “rich” acts as a noun in the phrase “the rich,” and it refers to rich people. The word “poor” also acts as a noun and refers to poor people.
In Exodus 30:15, the word “rich” acts as a noun in the phrase “the rich”, and it refers to rich people. The word “poor” also acts as a noun and refers to poor people.
### Reason this is a translation issue

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Sometimes a particle takes the place of the conjunction. Often (but not always) in these cases, the particle is functioning as a [connecting word](../grammar-connect-words-phrases/01.md) that expresses a specific kind of logical relationship between the chunk before the particle and the chunk after the particle. NOTE: this rule does not apply to negative particles or temporal particles.
#### Conjunction-<u>Subject</u>-Verb-Object
#### Conjunction<u>Subject</u>VerbObject
Often the subject of a sentence appears before the verb instead of after it. Many of these instances have very little impact on the meaning of a sentence or paragraph. However, sometimes a writer/speaker puts the subject first in order to [begin a new story or event](../writing-newevent), to [give background information](../writing-background), to [introduce a new participant (or re-introduce an old participant)](../writing-participants), or to [end a story](../writing-endofstory).
#### [Conjunction]-<u>Temporal phrase</u>VerbSubjectObject
#### [Conjunction]<u>Temporal phrase</u>VerbSubjectObject
When a temporal phrase appears before the verb, often (but not always) the temporal phrase [introduces a new story or event](../writing-newevent) within the narrative. Sometimes a conjunction appears before the temporal phrase, and sometimes not.

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A parable is a short story that teaches a truth (or truths) in a way that is easy to understand and hard to forget.
A parable is a short story that teaches something(s) that is true, and teaches in such a way that is easy to understand and hard to forget.
### Description
A parable is a short story that is told to teach a truth (or truths). Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth(s). Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often have figures of speech such as simile and metaphor.
A parable is a short story that is told to teach something(s) that is true. Though the events in a parable could happen, they did not actually happen. They are told only to teach the lesson(s) that the listener is meant to learn. Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often have figures of speech such as [simile](../figs-simile/01.md) and [metaphor](../figs-simile/01.md).
> Then he also told them a parable. “Can a blind person guide another blind person? If he did, they would both fall into a pit, would they not?” (Luke 6:39 ULT)
This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things.
@ -19,7 +19,7 @@ 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 teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
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 teaching the same. (See [Translate Unknowns](../translate-unknown/01.md).)
1. 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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@ -5,11 +5,11 @@ Parts of speech are categories of words. The different categories of words have
**VERBS** are words that express either an action (such as "come", "go", "eat") or a state-of-being (such as "is", "are", "was"). More detailed information can be found on [Verbs](../figs-verbs/01.md).
**NOUNS** are words that refer to a person, place, thing, or idea. Common nouns are generic, that is, they do not refer to any specific entity ("man", "city", "country"). Names, or proper nouns, refer to a specific entity ("Peter", "Jerusalem", "Egypt"). (For more information see) [How to Translate Names](../translate-names/01.md).
**NOUNS** are words that refer to a person, place, thing, or idea. Common nouns are generic, that is, they do not refer to any specific entity ("man", "city", "country"). Names, or proper nouns, refer to a specific entity ("Peter", "Jerusalem", "Egypt"). (For more information, see [How to Translate Names](../translate-names/01.md)).
**PRONOUNS** take the place of nouns and include such words as "he", "she", "it", "you", "they", and "we", and others. More detailed pages on pronouns can be found on [Pronouns](../figs-pronouns/01.md).
**CONJUNCTIONS** are words that join phrases or sentences. Examples include "and", "or", "but", "for", "yet", "nor", and others. Some conjunctions are used in pairs: both/and; either/or; neither/nor; not only/but also. More information about these can be found on [Connecting Words](../writing-connectingwords/01.md)
**CONJUNCTIONS** are words that join phrases or sentences. Examples include "and", "or", "but", "for", "yet", "nor", and others. Some conjunctions are used in pairs: both/and; either/or; neither/nor; not only/but also. More information about these can be found on [Connecting Words](../writing-connectingwords/01.md).
**PREPOSITIONS** are words that begin phrases which connect a noun or verb with something else in the sentence that gives more detail about that noun or verb. For example, “The girl ran <u>to her father</u>.” Here the phrase with the preposition “to” tells the direction of the girls running (the action) in relation to her father. Another example is, “The crowd <u>around Jesus</u> grew in numbers.” The phrase with the preposition <u>around</u> tells the location of the crowd in relation to Jesus. Some examples of prepositions are "to", "from", "in", "out", "on", "off", "with", "without", "above", "below", "before", "after", "behind", "in front of", "among", "through", "beyond", "among".

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@ -42,7 +42,7 @@ The outermost layer is what the messengers said to the king. The second layer is
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 one or some of the quotes as indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
### Examples of Translation Strategies Applied

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@ -44,7 +44,7 @@ If a reflexive pronoun would have the same function in your language, consider u
1. In some languages people put something on the verb to show that the object of the verb is the same as the subject.
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
1. In some languages people show that someone did something alone by using a word like “alone.
1. In some languages people show that someone did something alone by using a word like “alone”.
1. In some languages people show that something was alone by using a phrase that tells about where it was.
### Examples of Translation Strategies Applied
@ -69,7 +69,7 @@ If a reflexive pronoun would have the same function in your language, consider u
> **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
(4) In some languages people show that someone did something alone by using a word like “alone.
(4) In some languages people show that someone did something alone by using a word like “alone”.
> **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
>> “When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain.”

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@ -14,7 +14,7 @@ The ***subject*** is who or what the sentence is about. In these examples, the s
* <u>The boy</u> is running.
* <u>He</u> is running.
Subjects are typically noun phrases or pronouns. (see [Parts of Speach](../figs-partsofspeech/01.md)) In the examples above, “the boy” is a noun phrase that has the noun “boy”, and “he” is a pronoun.
Subjects are typically noun phrases or pronouns. (See [Parts of Speach](../figs-partsofspeech/01.md).) In the examples above, “the boy” is a noun phrase that has the noun “boy”, and “he” is a pronoun.
When the sentence is a command, in many languages it does not have a subject pronoun. People understand that the subject is “you”.
@ -22,7 +22,7 @@ When the sentence is a command, in many languages it does not have a subject pro
#### Predicate
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](../figs-verbs/01.md)) In the sentences below, the subjects are “the man” and “he”. The predicates are underlined and the verbs are in bold.
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See [Verbs](../figs-verbs/01.md).) In the sentences below, the subjects are “the man” and “he”. The predicates are underlined and the verbs are in bold.
* The man <u>**is** strong</u>.
* He <u>**worked** hard</u>.
@ -75,6 +75,6 @@ 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))
* 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).)

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@ -24,7 +24,7 @@ The examples below show each of these types used for their main functions.
> In the beginning God created the heavens and the earth. (Genesis 1:1 ULT)
Statements can also have other functions. (see [Statements - Other Uses](../figs-declarative/01.md))
Statements can also have other functions. (See [Statements - Other Uses](../figs-declarative/01.md).)
#### Questions
@ -34,7 +34,7 @@ The speakers below used these questions to get information, and the people they
> The jailer…said, “Sirs, <u>what must I do to be saved?</u> “ They said, “Believe in the Lord Jesus, and you will be saved, you and your house.” (Acts 16:29-31 ULT)
Questions can also have other functions. (see [Rhetorical Question](../figs-rquestion/01.md))
Questions can also have other functions. (See [Rhetorical Question](../figs-rquestion/01.md).)
#### Imperative Sentences
@ -79,7 +79,7 @@ In Genesis 21, Hagar expressed her strong desire not to see her son die, and the
> <u>Let me not look</u> upon the death of the child. (Genesis 21:16 ULT)
Imperative sentences can have other functions also. (see [Imperatives - Other Uses](../figs-imperative/01.md))
Imperative sentences can have other functions also. (See [Imperatives - Other Uses](../figs-imperative/01.md).)
#### Exclamations

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@ -9,8 +9,8 @@ Verbs are words that refer to an action or event or that is used in describing o
* John <u>ate</u> a banana. (“Eat” is an action.)
* John <u>saw</u> Mark. (“See” is an event.)
* John <u>died.</u> (“Die” is an event.)
* John <u>is</u> tall. (The phrase “is tall” describes John. The word “is” is a verb that links “John” with “tall.”)
* John <u>looks</u> handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome.”)
* John <u>is</u> tall. (The phrase “is tall” describes John. The word “is” is a verb that links “John” with “tall”.)
* John <u>looks</u> handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome”.)
* John <u>is</u> my brother. (The phrase “is my brother” identifies John.)
### People or Things Associated with a Verb
@ -46,14 +46,14 @@ In some languages, a verb that needs an object must always take one, even if the
### Subject and Object Marking on Verbs
In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put “s” at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is “I,” “you,” or “he”; singular, dual, or plural; male or female, or human or non-human.
In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put “s” at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is “I”, “you”, or “he”; singular, dual, or plural; male or female, or human or non-human.
* They __eat__ bananas every day. (The subject “they” is more than one person.)
* John __eats__ bananas every day. (The subject “John” is one person.)
### Time and Tense
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday,” “now,” or “tomorrow.
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday”, “now”, or “tomorrow”.
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called **tense**. English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
@ -66,7 +66,7 @@ In some languages speakers might add a word to tell something about the time. En
### Aspect
When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs “is” or “has” and add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs “is” or “has” then add “s”, “ing”, or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
* Mary <u>cooks</u> meat every day. (This tells about something Mary often does.)
* Mary <u>is cooking</u> the meat. (This tells about something Mary is in the process of doing right now.)

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@ -4,7 +4,7 @@
The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. However sometimes speakers in the Bible used the **singular** form of “you” even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have different forms that indicate where “you” is singular and where “you” plural. But you may see this if you read a Bible in a language that does have distinct forms.
Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he,” rather than with the plural pronoun “they.
Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he”, rather than with the plural pronoun “they”.
### Reason this is a Translation Issue

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@ -9,7 +9,7 @@ In some cultures people use the formal “you” when speaking to someone who is
#### Reasons this is a Translation Issue
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you.
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you”.
* English and many other source languages do not have formal and informal forms of “you”.
* Translators who use a source text in a language that does have formal and informal forms of “you” will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translators language.
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.

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@ -12,7 +12,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you”, translators of these languages will need to know if the speaker was referring to one person or more than one.
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)
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

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@ -16,7 +16,7 @@ Usually there are no special words that indicate a Contrary to Fact Condition. T
> Elijah came near to all the people and said, "How long will you keep changing your mind? If Yahweh is God, follow him. But **if Baal is God**, then follow him." Yet the people did not answer him a word. (1 Kings 18:21 ULT)
Baal is not a god, Elijah is not suggesting that he might be a god, and he does not want the people to follow him. But he used a conditional statement to show them that what they were doing was wrong. In the example above, we see two conditions that have the same construction. The first one, "If Yahweh is God," is a Factual Condition, because Elijah is certain that it is true. The second one, "if Baal is God," is a Contrary to Fact Condition, because Elijah is certain that it is not true. You will need to consider if people would say both of these in the same way in your language, or if they would say them in different ways.
Baal is not a god, Elijah is not suggesting that he might be a god, and he does not want the people to follow him. But he used a conditional statement to show them that what they were doing was wrong. In the example above, we see two conditions that have the same construction. The first one, "If Yahweh is God", is a Factual Condition, because Elijah is certain that it is true. The second one, "if Baal is God", is a Contrary to Fact Condition, because Elijah is certain that it is not true. You will need to consider if people would say both of these in the same way in your language, or if they would say them in different ways.
> But his wife said to him, "**If Yahweh wanted to kill us**, he would not have received the burnt offering and the grain offering we gave him. He would not have shown us all these things, nor at this time would he have let us hear such things." (Judges 13:23 ULT)
@ -28,7 +28,7 @@ Of course the people speaking here did not die in Egypt, and so this is a Contra
> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” These words also signal something that did not happen.
The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have”. These words also signal something that did not happen.
#### Translation Strategies

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#### Definition
A Factual Condition is a condition that sounds hypothetical but is already certain or true in the speaker's mind. In English, Factual Conditions can use the words “even though,” “since,” or “this being the case” to indicate that it is a factual condition and not a hypothetical condition.
A Factual Condition is a condition that sounds hypothetical but is already certain or true in the speaker's mind. In English, Factual Conditions can use the words “even though”, “since”, or “this being the case” to indicate that it is a factual condition and not a hypothetical condition.
#### Reason this is a translation issue
@ -20,7 +20,7 @@ This sentence has the same construction as a hypothetical condition. The conditi
> "A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?" says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if”, it is not. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
#### Translation Strategies

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@ -1,6 +1,6 @@
## Conditional Connectors
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if . . . then.” Often, however, the word “then” is not stated.
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
### Hypothetical Condition
@ -30,7 +30,7 @@ There are two hypothetical conditions here: 1) If it is true that this plan is o
#### Translation Strategies
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.
2. If it is not clear where the second event is, mark that part with a word like “then”.
#### Examples of Translation Strategies Applied
@ -40,7 +40,7 @@ There are two hypothetical conditions here: 1) If it is true that this plan is o
>> **If** the people obeyed these laws, God promised to bless them and protect them. But **if** they did not obey these laws, God said that he would punish them.
(2) If it is not clear where the second event is, mark that part with a word like “then.
(2) If it is not clear where the second event is, mark that part with a word like “then”.
> 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)

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@ -8,7 +8,7 @@ A Contrast relationship is a logical relationship in which one event or item is
#### Reason this is a translation issue
In Scripture, many events do not happen as the people involved intend or expect them to happen. Sometimes people act in ways that were not expected, whether good or bad. Often it is God at work changing the events. These events are often pivotal and 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.
In Scripture, many events do not happen as the people involved intend or expect them to happen. Sometimes people act in ways that were not expected, whether good or bad. Often it is God at work changing the events. These events are often pivotal and 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
@ -18,7 +18,7 @@ Josephs brothers evil plan to sell Joseph is contrasted with Gods good
> For who is greater, the one who reclines at table, or the one who serves? Is it not the one who reclines at table? <u>Yet</u> I am among you as one who serves. (Luke 22:27 ULT)
Jesus contrasts the proud way that human leaders behave and the humble way that he behaves, marked by the word "yet."
Jesus contrasts the proud way that human leaders behave and the humble way that he behaves, marked by the word "yet".
> …and <u>though</u> he was bound with chains and shackles and kept under guard, he had broken his chains and he would be driven by the demon into the wilderness. (Luke 8:29 ULT)
@ -26,7 +26,7 @@ It is unexpected that someone who is bound with chains will be able to break the
> [David] found favor in the sight of God, and he asked if he might find a dwelling place for the God of Jacob. <u>However</u>, Solomon built the house for God. <u>However</u>, the Most High does not live in houses made with hands, (Acts 7:46-48 ULT)
There are two contrasts here, both marked with “however.” The first contrast shows that even though David asked to find a place for Gods house, it was Solomon who built it. But then there is another contrast. Even though Solomon built a house for God, God does not live in houses that people build.
There are two contrasts here, both marked with “however”. The first contrast shows that even though David asked to find a place for Gods house, it was Solomon who built it. But then there is another contrast. Even though Solomon built a house for God, God does not live in houses that people build.
#### Translation Strategies

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## Logical Relationships
### Reason and Result Relationships
### Reason-and-Result Relationships
#### Definition

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Connect - Reason-Result Relationship
Connect - Reason-and-Result Relationship

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@ -9,12 +9,12 @@ To create an **accurate** translation of the Bible means that the translation co
#### Discover the Meaning
First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the *unfoldingWord® Simplified Text* and the *unfoldingWord® Literal Text*. Also read the definitions of the unfoldingWord® Translation Words and the unfoldingWord® Translation Notes.
First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the unfoldingWord® Simplified Text and the unfoldingWord® Literal Text. Also read the definitions of the unfoldingWord® Translation Words and the unfoldingWord® Translation Notes.
First read the *unfoldingWord® Literal Text*:
First read the unfoldingWord® Literal Text:
> Whatever town you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, The kingdom of God has come close to you. (Luke 10:8-9 ULT)
Look at the *unfoldingWord® Simplified Text* in the translationHelps:
Look at the unfoldingWord® Simplified Text in the translation helps:
> Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, The kingdom of God is right here near you. (Luke 10:8-9 UST)
Do you notice the differences? There are some differences in the words each Bible version uses.

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@ -19,13 +19,13 @@ Next you need to understand who is doing the action. A clear translation will id
Many **event** ideas may occur as nouns in the Gateway Language. A clear translation may need to express these **event** ideas as verbs.
When preparing to translate, it is helpful to look for any **event** ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the **event** idea. If, however, your language also uses nouns to express **event** ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md)
When preparing to translate, it is helpful to look for any **event** ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the **event** idea. If, however, your language also uses nouns to express **event** ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md).
You may also need to change each **event** idea into an active clause to be sure it is understood.
#### Passive Verbs
A clear translation may need to change any **passive** verbs to the **active** form. See [Active or Passive](../figs-activepassive/01.md)
A clear translation may need to change any **passive** verbs to the **active** form. See [Active or Passive](../figs-activepassive/01.md).
In the **active** form, the subject of the sentence is the person who does the action. In the **passive** form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence.

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@ -11,7 +11,7 @@ Sometimes a Note suggests a translation from the UST. In that case the text from
The Note for this verse says:
* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: “rules in the heavens” or “sits on his throne in heaven” (UST) (See: [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md))
* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md).)
Here there are two suggested translations for the phrase sits in the heavens. The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST.

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@ -11,12 +11,12 @@ In order to translate the meaning, you need to be able to recognize the figure o
> Many will come <u>in my name</u> and say, I am he, and they will lead many astray. (Mark 13:6 ULT)
* **in my name** - Possible meanings are 1) AT: “claiming my authority” or 2) “claiming that God sent them.” (See: [Metonymy](../figs-metonymy/01.md) and [Idiom](../figs-idiom/01.md))
* **in my name** - Possible meanings are 1) AT: “claiming my authority” or 2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*
The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speakers name (Jesus), but to his person and authority. (Thus, in this context, the word "name" is a *metonym* for the ideas of "person/authority".) The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the UTA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonyms. Because this phrase is also a common idiom, the Note includes a link to the UTA page that explains idioms.
> “<u>You offspring of vipers</u>! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULT)
* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: [Metaphor](../figs-metaphor/01.md))
* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: *Metaphor*)
The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the UTA page about metaphors. Click on the link to learn about metaphors and general strategies for translating them.

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### Description
There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. (See: [Direct and Indirect Quotations](../figs-quotations/01.md))
There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
When there is a direct or indirect quote in the ULT, the Notes may have an option for translating it as the other kind of quote. The translation suggestion may start with “It can be translated as a direct quote:” or “It can be translated as an indirect quote:” and it will be followed by that kind of quote. This will be followed by a link to the information page called “Direct and Indirect Quotations” that explains both kinds of quotations.
@ -11,12 +11,12 @@ There may be a Note about direct and indirect quotes when a quote has another qu
> He instructed him <u>to tell no one</u> (Luke 5:14 ULT)
* **to tell no one** - This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (AT): “do not tell anyone that you have been healed” (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md))
* **to tell no one** - This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (AT): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language.
> At the time of the harvest <u>I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn</u>.” (Matthew 13:30 ULT)
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** - You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: [Direct and Indirect Quotations](../figs-quotations/01.md))
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** - You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language.

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@ -29,7 +29,7 @@ Sometimes a phrase is used multiple times in one book. When this happens, there
If a translation that you have used before for the same phrase does not fit a new context, then you will need to think of a new way to translate it. In this case, you should make a note of it and discuss it with others on the translation team.
These links will only take you back to notes in the book that you are working on.
These links will only take you back to notes in the book that you are working on. (Note: In the examples below, the abbreviation "AT" stands for "alternation translations".)
#### Examples

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@ -7,7 +7,7 @@ Sometimes there are notes for a phrase and separate notes for portions of that p
> <u>But it is to the extent of your hardness and unrepentant heart</u> that you are storing up for yourself wrath in the day of wrath (Romans 2:5 ULT)
* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. AT: “It is because you refuse to listen and repent” (See: [Metaphor](../figs-metaphor/01.md) and [Metonymy](../figs-metonymy/01.md))
* **hardness and unrepentant heart** - The phrase “unrepentant heart” explains the word “hardness” (See: [Doublet](../figs-doublet/01.md))
* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. AT: “It is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
* **hardness and unrepentant heart** - The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
In this example the first note explains the metaphor and the metonym in the longer phrase as a whole, and the second note explains the doublet within the longer phrase.

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@ -376,21 +376,21 @@ sections:
link: figs-exmetaphor
- title: "Biblical Imagery - Complex Metaphors"
link: figs-cometaphor
- title: "Common Metaphors in the Bible"
- title: "Biblical Imagery Common Metaphors in the Bible"
sections:
- title: "Biblical Imagery - Body Parts and Human Qualities"
- title: "Body Parts and Human Qualities"
link: bita-hq
- title: "Biblical Imagery - Human Behavior"
- title: "Human Behavior"
link: bita-humanbehavior
- title: "Biblical Imagery - Natural Phenomena"
- title: "Natural Phenomena"
link: bita-phenom
- title: "Biblical Imagery - Man-made Objects"
- title: "Man-made Objects"
link: bita-manmade
- title: "Biblical Imagery - Farming"
- title: "Farming"
link: bita-farming
- title: "Biblical Imagery - Animals"
- title: "Animals"
link: bita-animals
- title: "Biblical Imagery - Plants"
- title: "Plants"
link: bita-plants
- title: "Biblical Imagery - Cultural Models"
link: bita-part3

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@ -20,7 +20,7 @@ Translators can aim their translation at young mothers and their children who sp
1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word “synagogue” into something like “sinagog” and then try to teach its meaning to the people. They will not try to transform the Bible word “angel” into something like “enjel” and then try to teach its meaning to the target language readers.
2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in “grace” or “sanctify,” translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the words meaning in the Bible passage that they are working on.
3. They do not take known words in the target language and give new meaning(s) to them. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that they want the text to communicate.
4. They express the biblical ideas in ways that are clear and natural in the target language. (See: [Create Clear Translations](../guidelines-clear/01.md), [Create Natural Translations](../guidelines-natural/01.md))
4. They express the biblical ideas in ways that are clear and natural in the target language. (See [Create Clear Translations](../guidelines-clear/01.md) and [Create Natural Translations](../guidelines-natural/01.md).)
When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Todays English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions.

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@ -25,13 +25,13 @@ The metric values in the table below are close but not exactly equal to the bibl
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. 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.
### 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 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.
@ -43,7 +43,7 @@ The strategies are all applied to Exodus 25:10 below.
> **They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half.** (Exodus 25:10 ULT)
(1) Use the measurements given in 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 measurements given in 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).)
>> “They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u> ; its width will be <u>one kubit and a half</u> ; and its height will be <u>one kubit and a half</u>.”

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@ -29,7 +29,7 @@ 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. 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 Bible term and give the equivalent amount in the text or a note.
@ -41,7 +41,7 @@ The translations strategies are all applied to Luke 7:41 below.
> **The one owed five hundred denarii, and the other owed fifty denarii.** (Luke 7:41 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))
(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 <u>five hundred denali</u>, and the other owed <u>fifty denali</u>.”

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@ -22,14 +22,14 @@ The following terms are the most common units of volume used in the Bible to sta
* 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.
* Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
* 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”.
* 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
#### 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 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.
@ -41,7 +41,7 @@ The strategies are all applied to Isaiah 5:10 below.
> **For four hectares of vineyard will yield only one bath, and one homer of seed will yield only an ephah.** (Isaiah 5:10 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))
(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).)
>> “For four hektares of vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>.”

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@ -23,7 +23,7 @@ The following terms are the most common units of weight in the Bible. The term
### 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 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.
@ -35,7 +35,7 @@ The strategies are all applied to Exodus 38:29 below.
> **The bronze from the offering weighed <u>seventy talents and 2,400 shekels</u>.** (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))
(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 offering weighed <u>seventy talentes and 2,400 sekeles</u>.”

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@ -3,7 +3,7 @@
The decimal point, or decimal comma, is a mark placed to the left of a number to show that the number refers to part of a whole number. For example .1 meter is not a whole meter but is only one tenth of a meter and .5 meter is not five meters, but is only five tenths of a meter. 3.7 meters is three and seven tenths of a meter. Numbers like these are used in the unfoldingWord® Simplified Text (UST).
In some countries people use a decimal point, and in other countries people use a decimal comma. So translators in countries that use a decimal comma would write “3.7 meters” as “3,7 meters.” In some cultures people prefer fractions. (see [Fractions](../translate-fraction/01.md))
In some countries people use a decimal point, and in other countries people use a decimal comma. So translators in countries that use a decimal comma would write “3.7 meters” as “3,7 meters.” In some cultures people prefer fractions. (See [Fractions](../translate-fraction/01.md).)
In the UST, parts of a number are written as decimals or fractions. When they are used with a measurement such as meters, grams, and liters, the are usually written as decimals.

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@ -7,7 +7,7 @@ There are many different things that we can do to help us to discover the meanin
1. When translating the Bible, always use at least two versions of the Bible together as your source text. Comparing two versions will help you to think about the meaning, so that you do not just follow the words of one version literally. The two versions should be:
* One version that follows the form of the original language fairly closely, such as the unfoldingWord® Literal Text (ULT).
* One meaning-based version, such as the *unfoldingWord® Simplified Text* (UST).
* One meaning-based version, such as the unfoldingWord® Simplified Text (UST).
1. Use the unfoldingWord® Translation Words resource to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage.
1. Also use the unfoldingWord® Translation Notes that are with the ULT. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries.

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@ -43,11 +43,11 @@ A literal translation would usually follow the words and order of the Greek text
> Produce fruits that are worthy of repentance (Luke 3:8 ULT)
Note that this modified-literal translation retains the words “fruits” and “repentance.” The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language.
Note that this modified-literal translation retains the words “fruits” and “repentance”. The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language.
#### Meaning-Based
Meaning-based translations, on the other hand, are more likely to change the words and order if the translators think it will help to clarify the meaning. Consider these three meaning-based translations:
Meaning-based translations, on the other hand, are more likely to change the words and order if the translators think it will help to clarify the meaning. Consider these three meaning-based translations.
From the Living Bible:
> …prove that you have turned from sin by doing worthy deeds.
@ -55,9 +55,9 @@ From the Living Bible:
From the New Living Translation:
> Prove by the way you live that you have repented of your sins and turned to God.
From the unfoldingWord® Simplified Text
From the unfoldingWord® Simplified Text:
> Do the things that show that you have truly turned away from your sinful behavior!
Notice that these translations have changed the word order to be more natural in English. Also, the word “fruits” no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than “fruits,” the meaning-based translations refer to “deeds” or to “the way you live.” “Fruits” in this verse is used as part of a metaphor. The meaning of “fruits” in this metaphor is “the things that a person does.” (See [Metaphor](../figs-metaphor/01.md).)
Notice that these translations have changed the word order to be more natural in English. Also, the word “fruits” no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than “fruits”, the meaning-based translations refer to “deeds” or to “the way you live”. “Fruits” in this verse is used as part of a metaphor. The meaning of “fruits” in this metaphor is “the things that a person does.” (See [Metaphor](../figs-metaphor/01.md).)
So in these versions, the translators translated the meaning in context, rather than just the words. They also used more understandable phrases such as “turned from sin” or “turned away from your sinful behavior” rather than the single difficult word “repentance,” or they explained the word by saying, “repented of your sins and turned to God.” The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer.

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@ -3,7 +3,7 @@
The meaning of a text is the most crucial element. However, the form of the text is also very important. It is more than just a “container” for the meaning. It affects the way the meaning is understood and received. So the form itself also has a meaning.
For example, look at the differences in form between two translations of Psalm 9:1-2:
For example, look at the differences in form between two translations of Psalm 9:1-2.
From the New Life Version:
> I will give thanks to the Lord with all my heart. I will tell of all the great things You have done. I will be glad and full of joy because of You. I will sing praise to Your name, O Most High.
@ -21,11 +21,11 @@ In the second version, the text is arranged as lines of poetry are arranged in t
A reader of the second version will know that this Psalm is a poem or a song because of its form, while the reader of the first version may not get that understanding, because it was not communicated through the form of the text. The reader of the first version might be confused, because the Psalm seems to be a song, but it is not presented as one. The words are expressing a joyful emotion. As a translator, you should use the form for expressing a joyful song in your language.
Look also at the form of 2 Samuel 18:33b in the New International Version:
Look also at the form of 2 Samuel 18:33b in the New International Version.
> “O my son Absalom! My son, my son Absalom! If only I had died instead of youO Absalom, my son, my son!”
Someone might say that the meaning contained in this part of the verse is, “I wish that I had died instead of my son Absalom.” This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of “my son” so many times, the repetition of the name “Absalom,” the expression “O,” the wish form “If only…” all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language.
Someone might say that the meaning contained in this part of the verse is, “I wish that I had died instead of my son Absalom.” This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of “my son” so many times, the repetition of the name “Absalom,” the expression “O”, the wish form “If only…” all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language.
So when you translate, you need to examine the form of the biblical text and ask yourself why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help you to understand the meaning of the form are:
@ -39,4 +39,4 @@ When you understand the meaning of the form, then you can choose a form that has
### Culture Affects Meaning
The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. To achieve this, sometimes the form of the text must change to fit the culture of the target language. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like “O.” You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture.
The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. To achieve this, sometimes the form of the text must change to fit the culture of the target language. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like “O”. You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture.

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@ -2,7 +2,7 @@
### Description
The *unfoldingWord® Literal Text* (ULT) and *unfoldingWord® Simplified Text* (UST) use ellipsis marks, long dashes, parentheses, and indentation to show how information in the text is related to what is around it.
The unfoldingWord® Literal Text (ULT) and unfoldingWord® Simplified Text (UST) use ellipsis marks, long dashes, parentheses, and indentation to show how information in the text is related to what is around it.
#### Ellipsis marks

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@ -48,7 +48,7 @@ This is a list of the Hebrew months with information about them that may be help
### Translation Strategies
You may need to make some information about the months explicit. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md))
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.
1. Use the months that people know.

4
translate/translate-process/01.md Executable file → Normal file
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@ -3,8 +3,8 @@
There are two things to do in translation:
1. Discover the meaning in the source language text (See: [Discover the Meaning of the Text](../translate-discover/01.md))
1. Re-tell the meaning in the target language translation (See: [Re-telling the Meaning](../translate-retell/01.md))
1. Discover the meaning in the source language text (See [Discover the Meaning of the Text](../translate-discover/01.md).)
1. Re-tell the meaning in the target language translation (See [Re-telling the Meaning](../translate-retell/01.md).)
Instructions for translation sometimes divide these two things into smaller steps. The graphic below shows how these two fit into the translation process.

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@ -7,7 +7,7 @@ The ULT tries to present ideas **in the same order** as they appear in the sourc
The UST tries to present ideas in an order that is more natural in English, or that follows the order of logic or the order of sequence in time.
When you translate, you should put ideas into an order that is natural in the target language. (see [Order of Events](../figs-events/01.md))
When you translate, you should put ideas into an order that is natural in the target language. (See [Order of Events](../figs-events/01.md).)
> <sup> 1</sup> Paul, a servant of Jesus Christ, called to be an apostle, and set apart for the gospel of God…<sup> 7</sup> This letter is to all who are in Rome, the beloved of God. (Romans 1:1,7 ULT)
@ -21,7 +21,7 @@ The ULT often presents ideas that **imply** or **assume** other ideas that are i
The UST often makes those other ideas explicit. The UST does this in order to remind you that you should perhaps do the same in your translation if you think that your audience will need to know this information in order to understand the text.
When you translate, you should decide which of these implied ideas would be understood by your audience without being included. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md))
When you translate, you should decide which of these implied ideas would be understood by your audience without being included. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
> And Jesus said to Simon, “Do not be afraid, because <u>from now on you will catch men</u>.” (Luke 5:10 ULT)
@ -41,7 +41,7 @@ Here the UST makes it clear that the man who had leprosy did not fall to the gro
The ULT often simply presents the symbolic action with no explanation of what it means. The UST often presents the meaning expressed by the symbolic action as well.
When you translate, you should decide whether your audience will correctly understand a symbolic action. If your audience will not understand, then you should do as the UST does. (see [Symbolic Action](../translate-symaction/01.md))
When you translate, you should decide whether your audience will correctly understand a symbolic action. If your audience will not understand, then you should do as the UST does. (See [Symbolic Action](../translate-symaction/01.md).)
> The high priest <u>tore his</u> garments (Mark 14:63 ULT)
@ -55,13 +55,13 @@ Because the high priest actually tore his garment, the UST must, of course, say
> You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be <u>displeased with you and would not welcome you</u>! (Malachi 1:8 UST)
Here the symbolic action “lift up someones face,” represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you.” It can be presented in this way because Malachi is not referring to an actual event that took place. He is only referring to the idea represented by that event.
Here the symbolic action “lift up someones face”, represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you”. It can be presented in this way because Malachi is not referring to an actual event that took place. He is only referring to the idea represented by that event.
### Passive Verb Forms
Both Biblical Hebrew and Greek often use passive verb forms, while many other languages do not have that possibility. The ULT tries to use passive verb forms when the original languages use them. However, the UST usually does not use these passive verb forms. As a result, the UST **restructures** many phrases.
When you translate, you must decide whether the target language can present events or states using a passive expression, as in the following examples. If you cannot use a passive verb form in a particular context, then you may find in the UST one possible way to restructure the phrase. (see [Active or Passive](../figs-activepassive/01.md))
When you translate, you must decide whether the target language can present events or states using a passive expression, as in the following examples. If you cannot use a passive verb form in a particular context, then you may find in the UST one possible way to restructure the phrase. (See [Active or Passive](../figs-activepassive/01.md).)
### Examples from the Bible
@ -75,7 +75,7 @@ Here the UST uses a verb in the active voice “he marveled” instead of the UL
> The result was that large crowds came to Jesus to hear him teach and <u>to have him heal them from their sicknesses</u>. (Luke 5:15 UST)
Here the UST avoids the ULTs passive verb form “to be healed.” It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them.
Here the UST avoids the ULTs passive verb form “to be healed”. It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them”.
### Metaphors and Other Figures of Speech
@ -89,26 +89,26 @@ When you translate, you will need to decide whether the target language readers
> Christ has <u>given you so many things</u>. He helped you to speak his truth and to know God. (1 Corinthians 1:5 UST)
Paul uses a metaphor of material wealth, expressed in the word “rich.” Even though he immediately explains what he means“in all speech and with all knowledge”some readers might not understand. The UST presents the idea in a different way, without using the metaphor of material wealth. (see [Metaphor](../figs-metaphor/01.md))
Paul uses a metaphor of material wealth, expressed in the word “rich.” Even though he immediately explains what he means“in all speech and with all knowledge”some readers might not understand. The UST presents the idea in a different way, without using the metaphor of material wealth. (See [Metaphor](../figs-metaphor/01.md).)
> I send you out <u>as sheep in the midst of wolves</u>, (Matthew 10:16 ULT)
> When I send you out, you will be <u>as defenseless as sheep, among people who are as dangerous as wolves</u>. (Matthew 10:16 UST)
Jesus uses a simile that compares his apostles going to others as sheep going out among wolves. Some readers might not understand how the apostles would be like sheep while the other people would be like wolves. The UST clarifies that the apostles would be defenseless, and that their enemies would be dangerous. (see [Simile](../figs-simile/01.md))
Jesus uses a simile that compares his apostles going to others as sheep going out among wolves. Some readers might not understand how the apostles would be like sheep while the other people would be like wolves. The UST clarifies that the apostles would be defenseless, and that their enemies would be dangerous. (See [Simile](../figs-simile/01.md).)
> You are separated from Christ, all <u>you who are “justified” by the law</u>. You have fallen away from grace. (Galatians 5:4 ULT)
> <u>If you expect God to declare you good in his sight because you try to keep the law</u>, you have separated yourself from Christ; God will no longer act kindly toward you. (Galatians 5:4 UST)
Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULT uses quote marks around “justified” to show that Paul did not really believe that they were justified by the law. The UST translates the same idea by making it clear that it was what the other people believed. (see [Irony](../figs-irony/01.md))
Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULT uses quote marks around “justified” to show that Paul did not really believe that they were justified by the law. The UST translates the same idea by making it clear that it was what the other people believed. (See [Irony](../figs-irony/01.md).)
### Abstract Expressions
The ULT often uses abstract nouns, adjectives, and other parts of speech, because it tries to closely resemble the biblical texts.
The UST tries not to use such abstract expressions, because many languages do not use abstract expressions.
When you translate, you will have to decide how the target language prefers to present these ideas. (see [Abstract Nouns](../figs-abstractnouns/01.md))
When you translate, you will have to decide how the target language prefers to present these ideas. (See [Abstract Nouns](../figs-abstractnouns/01.md).)
> He has made you rich in every way, in <u>all speech</u> and with <u>all knowledge</u>. (1 Corinthians 1:5 ULT)

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@ -5,7 +5,7 @@ Symbolic prophecy is a type of message that God gave to a prophet so that the pr
The main books that have these prophecies are Isaiah, Ezekiel, Daniel, Zechariah, and Revelation. Shorter examples of symbolic prophecy are also found in other books, such as in Matthew 24, Mark 13, and Luke 21.
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [dream](rc://en/tw/dict/bible/other/dream) and [vision](rc://en/tw/dict/bible/other/vision) for help translating “dream” and “vision.) When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images include a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [Dream](rc://en/tw/dict/bible/other/dream) and [Vision](rc://en/tw/dict/bible/other/vision) for help translating “dreams” and “visions".) When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images include a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
The prophecies about the world also contain images and symbols. For example, in some of the prophecies strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet.
@ -13,7 +13,7 @@ The prophecies tell about the evil in this world, how God will judge the world a
Much of prophecy in the Bible is presented as poetry. In some cultures people assume that if something is said in poetry, then it might not be true or very important. However, the prophecies in the Bible are true and very important, whether they are presented in poetic forms or non-poetic forms.
Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for this. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense “the predictive past.” See [Predictive Past](../figs-pastforfuture/01.md).
Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for this. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense “the predictive past”. (See [Predictive Past](../figs-pastforfuture/01.md).)
Some of these things happened after the prophets told about them, and some of them will happen at the end of this world.

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@ -8,11 +8,11 @@ When people tell a story, they normally tell the events in the order that they h
Peter and John went on a hunting trip because <u>their village was going to have a feast the next day</u>. <u>Peter was the best hunter in the village.</u> <u>He once killed three wild pigs in one day!</u> They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope <u>they had brought with them</u>, and carried it home on a pole. When they brought it to the village, Peters cousin saw the pig and realized that <u>it was his own pig</u>. <u>Peter had mistakenly killed his cousins pig</u>.
Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are “their village was going to have a feast the next day” and “He once killed three wild pigs in one day,” “that they had brought with them,” and “Peter had mistakenly killed his cousins pig.
Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are: “their village was going to have a feast the next day”; “He once killed three wild pigs in one day”; “that they had brought with them”; and “Peter had mistakenly killed his cousins pig".
Often background information uses “be” verbs like “was” and “were”, rather than action verbs. Examples of these are “Peter <u>was</u> the best hunter in the village” and “it <u>was</u> his own pig.”
Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are “because,” “once,” and “had.
Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are “because”, “once”, and “had”.
#### A writer may use background information

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@ -36,7 +36,7 @@ Old participants can also be referred to in other ways, depending on what is hap
If the old participant has not been mentioned for a while, or if there could be confusion between participants, the author may use the participants name again. In the example below, Manoah is referred to with his name, which the author has not used since verse 2.
> Then <u>Manoah</u> prayed to Yahweh…(Judges 13:8 ULT)
Some languages place an affix on the verb that tells something about the subject. In some of those languages people do not always use noun phrases or pronouns for old participants when they are the subject of the sentence. The marker on the verb gives enough information for the listener to understand who the subject is. (see [Verbs](../figs-verbs/01.md))
Some languages place an affix on the verb that tells something about the subject. In some of those languages people do not always use noun phrases or pronouns for old participants when they are the subject of the sentence. The marker on the verb gives enough information for the listener to understand who the subject is. (See [Verbs](../figs-verbs/01.md).)
### Translation Strategies

8
translate/writing-poetry/01.md Executable file → Normal file
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@ -6,8 +6,8 @@ Poetry is one of the ways that people use the words and sounds of their language
#### Some things commonly found in poetry
* Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md).
* Parallel lines (see [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md))
* Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md)
* Parallel lines (See [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md).)
* Repetition of some or all of a line
> **Praise him, all his angels; praise him, all his angel armies. Praise him, sun and moon; praise him, all you shining stars.** (Psalm 148:2-3 ULT)
@ -56,12 +56,12 @@ This example of [Parallelism with the Same Meaning](../figs-synonparallelism/01.
> Yahweh, judge the nations;
> vindicate me, Yahweh, because I am righteous and innocent, Most High.
This example of parallelism shows the contrast between what David wants God to do to him and what he wants God to do to the unrighteous nations. (see [Parallelism](../figs-parallelism/01.md))
This example of parallelism shows the contrast between what David wants God to do to him and what he wants God to do to the unrighteous nations. (See [Parallelism](../figs-parallelism/01.md).)
> Keep your servant also from arrogant sins;
> let them not rule over me. (Psalm 19:13 ULT)
This example of personification speaks of sins as if they could rule over a person. (see [Personification](../figs-personification/01.md))
This example of personification speaks of sins as if they could rule over a person. (See [Personification](../figs-personification/01.md).)
> Oh, give thanks to Yahweh; for he is good, for his covenant faithfulness endures forever.
> Oh, give thanks to the God of gods, for his covenant faithfulness endures forever.

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@ -6,13 +6,13 @@ When we talk or write, we use pronouns to refer to people or things without alwa
> Now there was <u>a Pharisee whose name was Nicodemus, a member of the Jewish Council</u>. <u>This man</u> came to Jesus…Jesus replied to <u>him</u> (John 3:1-3 ULT)
In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase “this man.” Then he is referred to with the pronoun “him.
In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase “this man”. Then he is referred to with the pronoun “him”.
Each language has its rules and exceptions to this usual way of referring to people and things.
* In some languages the first time something is referred to in a paragraph or chapter, it is referred to with a noun rather than a pronoun.
* The **main character** is the person whom a story is about. In some languages, after a main character is introduced in a story, he is usually referred to with a pronoun. Some languages have special pronouns that refer only to the main character.
* In some languages, marking on the verb helps people know who the subject is. (see [Verbs](../figs-verbs/01.md)) In some of these languages, listeners rely on this marking to help them understand who the subject is; and speakers will use a pronoun, noun phrase, or proper name only when they want either to emphasize or to clarify who the subject is.
* In some languages, marking on the verb helps people know who the subject is. (See [Verbs](../figs-verbs/01.md).) In some of these languages, listeners rely on this marking to help them understand who the subject is; and speakers will use a pronoun, noun phrase, or proper name only when they want either to emphasize or to clarify who the subject is.
#### Reasons this is a translation issue

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@ -2,7 +2,7 @@
### Description
Proverbs are short sayings that give wise advice or teach a general truth about life. People enjoy proverbs because they give a lot of wisdom in few words. Proverbs in the Bible often use metaphor and parallelism. Proverbs should not be understood as either unchangeable laws or absolute truths. Proverbs give general advice to a person about how to live his life.
Proverbs are short sayings that give wise advice or teach something that is generally true about life. People enjoy proverbs because they give a lot of wisdom in few words. Proverbs in the Bible often use metaphor and parallelism. Proverbs should not be understood as absolute and unchangeable laws. Rather, proverbs offer *general advice* to a person about how to live his life.
> Hatred stirs up conflicts,
> but love covers over all offenses. (Proverbs 10:12 ULT)