See in Reader
Merge pull request 'Version v20' (#9) from prePubV20 into master
Reviewed-on: https://git.door43.org/Door43-Catalog/en_ta/pulls/9
This commit is contained in:
Robert Hunt
commit
58a674745e
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.idea
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.DS_Store
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desktop.ini
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@ -2,7 +2,7 @@
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**Copyright © 2021 by unfoldingWord**
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||||
This work is made available under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit [http://creativecommons.org/licenses/by-sa/4.0/](http://creativecommons.org/licenses/by-sa/4.0/) or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
|
||||
This work is made available under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit [https://creativecommons.org/licenses/by-sa/4.0/](https://creativecommons.org/licenses/by-sa/4.0/) or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
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||||
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||||
unfoldingWord® is a registered trademark of unfoldingWord. Use of the unfoldingWord name or logo requires the written permission of unfoldingWord. Under the terms of the CC BY-SA license, you may copy and redistribute this unmodified work as long as you keep the unfoldingWord® trademark intact. If you modify a copy or translate this work, thereby creating a derivative work, you must remove the unfoldingWord® trademark.
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@ -6,7 +6,7 @@
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## Downloading
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If you want to download unfoldingWord® Translation Academy to use, go here: [https://www.unfoldingword.org/uta](https://www.unfoldingword.org/uta). UTA is also included in [tS](http://ufw.io/ts) and [tC](http://ufw.io/tc).
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If you want to download unfoldingWord® Translation Academy to use, go here: [https://www.unfoldingword.org/uta](https://www.unfoldingword.org/uta). UTA is also included in [tS](https://ufw.io/ts) and [tC](https://ufw.io/tc).
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## Improving UTA
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@ -30,7 +30,7 @@ There are also YAML formatted files in each manual’s directory. The `toc.yaml`
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### UTA Translation Philosophy
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To learn the philosophy of how to translate the UTA please see the [Translate unfoldingWord® Translation Academy](http://gl-manual.readthedocs.io/en/latest/gl_translation.html#translating-translationacademy) article in the [Gateway Language Manual](http://gl-manual.readthedocs.io/).
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To learn the philosophy of how to translate the UTA please see the [Translate unfoldingWord® Translation Academy](https://gl-manual.readthedocs.io/en/latest/gl_translation.html#translating-translationacademy) article in the [Gateway Language Manual](https://gl-manual.readthedocs.io/).
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NOTE: The Bible was originally written in Hebrew, Aramaic, and Greek. In these languages, masculine pronouns and terms can apply to both men and women. The same is true in English, and in this manual we often use masculine terms to refer to both men and women. For example, in this manual we often use masculine pronouns to refer to people like you (and other translators) who will use this manual. But we do not intend to say that only men can use this manual or to say that only men can translate the Bible. We are simply using masculine terms to refer to both men and women.
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@ -41,7 +41,7 @@ If you are translating online, please fork the [Door43-Catalog/en_ta](https://gi
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* *Do not* rename any files or directories. Only translate what is inside the files.
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* The `config.yaml` and `toc.yaml` files do not need to be changed unless you add a new module. When you are finished translating, you may want to update the `title` fields in the `toc.yaml` file, but you shouldn’t make any other changes in those files.
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* Images that are included in UTA should be no more than 600px wide. NOTE: If you use the images already in UTA, you do not need to translate the names of the image files. They will work in their current format.
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* Hyperlinks (links to other articles or to other pages on the internet) follow this pattern: `[text to display](http://www.example.com)`. You can translate the “text to display” inside the square brackets but not the web address that follows inside the parentheses.
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* Hyperlinks (links to other articles or to other pages on the internet) follow this pattern: `[text to display](https://www.example.com)`. You can translate the “text to display” inside the square brackets but not the web address that follows inside the parentheses.
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You are free to add additional modules. In order for the new modules to be included, all of the following conditions need to be satisfied:
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@ -39,6 +39,6 @@ These questions can also be helpful for finding anything that might be inaccurat
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* Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
|
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* Are there any unfoldingWord® Translation Words used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
|
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* Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding yet still fits with the meaning of the source language translation?)
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, “who did what, when, where, how, and why?” There are questions that have already been prepared to help with this. (To view the unfoldingWord® Translation Questions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
|
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, “who did what, when, where, how, and why?” There are questions that have already been prepared to help with this. (To view the unfoldingWord® Translation Questions go to https://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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|
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For more general types of things that need to be checked, go to [Types of Things to Check](../vol2-things-to-check/01.md).
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@ -11,20 +11,23 @@ Please also answer the following questions. The answers to these questions will
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||||
* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
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||||
<br>
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<br>
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||||
<br>
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||||
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||||
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||||
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||||
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||||
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||||
* Write an explanation for some of the Important Terms, explaining how they are equal to terms used in the source language. This will help the checkers understand why you chose these terms.
|
||||
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||||
<br>
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||||
<br>
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||||
<br>
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||||
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||||
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||||
|
||||
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||||
|
||||
* Does the community verify that there is a good flow to the language when the passages are read out loud? (Does the language sound like the writer was a person from your own community?)
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||||
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||||
<br>
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||||
<br>
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||||
<br>
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||||
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||||
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||||
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||||
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||||
The community leaders might want to add their own information to this or make a summary statement about how acceptable this translation is to the local community. The wider church leadership will have access to this information, and it will help them to understand and to have confidence in the checking process that has been done so far. This will help them to validate the translation as approved by the local Christian community both when they do the Accuracy Check and when they do the final Validation Check.
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@ -24,4 +24,4 @@ This Checking Manual is a guide to the process of checking. It will guide you th
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|
||||
For more examples of the things that need to be checked, see [Types of Things to Check](../vol2-things-to-check/01.md).
|
||||
|
||||
**Credits: Quotation used by permission, © 2013, SIL International, Sharing Our Native Culture, p. 69.**
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**Credits: Quotation used by permission, © 2013, Juan Tuggy P., Victor Raúl Paredes E., Sharing Our Native Culture, p. 69.**
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@ -8,7 +8,7 @@ To check a translation for naturalness and clarity, it is not helpful to compare
|
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|
||||
To check for naturalness, you will read or play a recording of a section of the translation to members of the language community. Before you read or play the translation, tell the people listening that you want them to stop you if they hear something that is not natural in their language. (For more information on how to check a translation for naturalness, see [Natural Translation](../natural/01.md).) When they stop you, ask what was not natural, and ask how they would say it in a more natural way. Write down or record their answer, along with the chapter and verse where this phrase was, so that the translation team can consider using this way of saying the phrase in the translation.
|
||||
|
||||
To check the translation for clarity, there is a set of questions and answers for each *Open Bible Story* and for each chapter of the Bible that you can use. When members of the language community can answer the questions easily, you will know that the translation is clear. (See http://ufw.io/tq/ for the unfoldingWord® Translation Questions.)
|
||||
To check the translation for clarity, there is a set of questions and answers for each *Open Bible Story* and for each chapter of the Bible that you can use. When members of the language community can answer the questions easily, you will know that the translation is clear. (See https://ufw.io/tq/ for the unfoldingWord® Translation Questions.)
|
||||
|
||||
To use these questions, follow these steps:
|
||||
|
||||
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@ -2,9 +2,9 @@
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|
||||
* Throughout the translation and checking process, the translation draft will be uploaded to and maintained in a repository under the username that you have chosen on the Door43 website. This is where translationStudio and translationCore send the drafts when you tell them to upload.
|
||||
* When checking has been completed and all appropriate edits have been made to the translation on door43, the checkers or church leaders will inform unfoldingWord of their desire to publish. They will provide unfoldingWord with the documents affirming that the [Pastors](../good/01.md), the [Community](../community-evaluation/01.md), and the [Church Network Leaders](../level3-approval/01.md) affirm that the translation is trustworthy. The documents also contain an affirmation of the unfoldingWord [Translation Guidelines](../../intro/translation-guidelines/01.md) and the unfoldingWord [Statement of Faith](../../intro/statement-of-faith/01.md). All translated content is expected to be in accordance with the theology of the Statement of Faith. We also expect that the translators have followed the procedures and methodologies of the Translation Guidelines. unfoldingWord has no way to verify the accuracy of the translations or the affirmations, and so we rely on the integrity of the leadership of the church networks.
|
||||
* After obtaining these affirmations, unfoldingWord will then make a copy of the translation that is on Door43, digitally publish a static copy of it on the unfoldingWord website (see http://www.unfoldingword.org), and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on Door43, allowing for future checking and editing.
|
||||
* After obtaining these affirmations, unfoldingWord will then make a copy of the translation that is on Door43, digitally publish a static copy of it on the unfoldingWord website (see https://www.unfoldingword.org), and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on Door43, allowing for future checking and editing.
|
||||
* unfoldingWord will also need to know the version number of the source that was used for the translation. This number will be incorporated into the version number for the translation so that it will be easy to keep track of the state of the source and the translation as they both improve and change over time. For information about version numbers, see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md).
|
||||
|
||||
### Ongoing Checking
|
||||
|
||||
The process and checking framework described in this document depends on an ongoing process of checking and revising content, as determined by the Church that uses the content. We encourage each translation team to continue to accept feedback from the language and church community. By doing so, they can continue to improve the translation by incorporating corrections and including better ways of saying things as people discover them. For that reason, the translations of the content continue to be made available on the translation platform (see http://door43.org) indefinitely so that users can continue to improve it. We recommend that the translation committee invite input from the language community to Door43, and appoint one or more people to monitor the issues that people submit there for the translation. These people can make corrections to the translation and discuss other suggested changes with the translation committee. Over time, the committee may decide to adjust the style of the translation as well, such as to add or remove implied information or to use newer words or phrases. By maximizing input in this way from the greatest number of users of the content, the Church can work together to create biblical content that increases in quality and usability over time.
|
||||
The process and checking framework described in this document depends on an ongoing process of checking and revising content, as determined by the Church that uses the content. We encourage each translation team to continue to accept feedback from the language and church community. By doing so, they can continue to improve the translation by incorporating corrections and including better ways of saying things as people discover them. For that reason, the translations of the content continue to be made available on the translation platform (see https://door43.org) indefinitely so that users can continue to improve it. We recommend that the translation committee invite input from the language community to Door43, and appoint one or more people to monitor the issues that people submit there for the translation. These people can make corrections to the translation and discuss other suggested changes with the translation committee. Over time, the committee may decide to adjust the style of the translation as well, such as to add or remove implied information or to use newer words or phrases. By maximizing input in this way from the greatest number of users of the content, the Church can work together to create biblical content that increases in quality and usability over time.
|
||||
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@ -2,11 +2,11 @@
|
|||
|
||||
There are several resources available for finding answers to questions:
|
||||
|
||||
* **unfoldingWord® Translation Academy** – This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and provides practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices
|
||||
* **Door43 Slack** – Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/door43)
|
||||
* **unfoldingWord® Translation Academy** – This training manual is available at https://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and provides practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices
|
||||
* **Door43 Slack** – Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at https://ufw.io/door43)
|
||||
* **Door43 Forum** – A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
|
||||
* **Helpdesk** – email <help@door43.org> with your questions
|
||||
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@ -1,4 +1,4 @@
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**The official version of this document is found at http://ufw.io/gl/.**
|
||||
**The official version of this document is found at https://ufw.io/gl/.**
|
||||
|
||||
### Explanation
|
||||
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@ -1,12 +1,12 @@
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### A License for Freedom
|
||||
|
||||
To achieve our vision of **the church in every people group and the Bible in every language**, a license is needed that gives the global church “unrestricted” access. We believe this movement will become unstoppable when the Church has unrestricted access. The [Creative Commons Attribution-ShareAlike 4.0 International License](http://creativecommons.org/licenses/by-sa/4.0/) provides all the needed rights for translation and distribution of biblical content and ensures that the content remains unrestricted. Except where otherwise noted, all our content is licensed CC BY-SA.
|
||||
To achieve our vision of **the church in every people group and the Bible in every language**, a license is needed that gives the global church “unrestricted” access. We believe this movement will become unstoppable when the Church has unrestricted access. The [Creative Commons Attribution-ShareAlike 4.0 International License](https://creativecommons.org/licenses/by-sa/4.0/) provides all the needed rights for translation and distribution of biblical content and ensures that the content remains unrestricted. Except where otherwise noted, all our content is licensed CC BY-SA.
|
||||
|
||||
**The official license for Door43 is found at https://door43.org/en/legal/license.**
|
||||
|
||||
### Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)
|
||||
|
||||
This is a human-readable summary of (and not a substitute for) the [license](http://creativecommons.org/licenses/by-sa/4.0/).
|
||||
This is a human-readable summary of (and not a substitute for) the [license](https://creativecommons.org/licenses/by-sa/4.0/).
|
||||
|
||||
#### You are free to:
|
||||
|
||||
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@ -40,7 +40,7 @@ This principle applies to trademarks from other organizations as well. The CC BY
|
|||
|
||||
On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from unfoldingword.org/uta.” You must also make your derivative work available under the same license (CC BY-SA).
|
||||
|
||||
Suggested attribution statement for Door43 works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/). This work has been changed from the original, and the original authors have not endorsed this work.”
|
||||
Suggested attribution statement for Door43 works: “Original work created by the Door43 World Missions Community, available at https://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (https://creativecommons.org/licenses/by-sa/4.0/). This work has been changed from the original, and the original authors have not endorsed this work.”
|
||||
|
||||
Other works on Door43 may have different suggestions for attribution, please check the LICENSE files that are distributed with the content.
|
||||
|
||||
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@ -54,9 +54,9 @@ Contributors to projects on Door43 agree that **the attribution that occurs auto
|
|||
|
||||
Source texts may only be used if they have one of the following licenses:
|
||||
|
||||
* **[CC0 Public Domain Dedication (CC0)](http://creativecommons.org/publicdomain/zero/1.0/)**
|
||||
* **[CC Attribution (CC BY)](http://creativecommons.org/licenses/by/3.0/)**
|
||||
* **[CC Attribution-ShareAlike (CC BY-SA)](http://creativecommons.org/licenses/by-sa/4.0/)**
|
||||
* **[Free Translate License](http://ufw.io/freetranslate/)**
|
||||
* **[CC0 Public Domain Dedication (CC0)](https://creativecommons.org/publicdomain/zero/1.0/)**
|
||||
* **[CC Attribution (CC BY)](https://creativecommons.org/licenses/by/3.0/)**
|
||||
* **[CC Attribution-ShareAlike (CC BY-SA)](https://creativecommons.org/licenses/by-sa/4.0/)**
|
||||
* **[Free Translate License](https://ufw.io/freetranslate/)**
|
||||
|
||||
See [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) for more information.
|
||||
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@ -1,6 +1,6 @@
|
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**The official version of this document is found at http://ufw.io/faith.**
|
||||
**The official version of this document is found at https://ufw.io/faith.**
|
||||
|
||||
The following statement of faith is in agreement with these historical creeds: [Apostles’ Creed](https://git.door43.org/Door43/en_creeds/src/master/content/apostles.md), [Nicene Creed](https://git.door43.org/Door43/en_creeds/src/master/content/nicene.md), and [Athanasian Creed](https://git.door43.org/Door43/en_creeds/src/master/content/athanasian.md); and also the [Lausanne Covenant](http://www.lausanne.org/en/documents/lausanne-covenant.html).
|
||||
The following statement of faith is in agreement with these historical creeds: [Apostles’ Creed](https://git.door43.org/Door43/en_creeds/src/master/content/apostles.md), [Nicene Creed](https://git.door43.org/Door43/en_creeds/src/master/content/nicene.md), and [Athanasian Creed](https://git.door43.org/Door43/en_creeds/src/master/content/athanasian.md); and also the [Lausanne Covenant](https://www.lausanne.org/en/documents/lausanne-covenant.html).
|
||||
|
||||
We believe that Christian belief can and should be divided into **essential beliefs** and **peripheral beliefs** (Romans 14).
|
||||
|
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@ -1,4 +1,4 @@
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**The official version of this document is found at http://ufw.io/guidelines/.**
|
||||
**The official version of this document is found at https://ufw.io/guidelines/.**
|
||||
|
||||
The following statement on the principles and procedures used in translation is subscribed to by unfoldingWord and its contributors. All translation activities are carried out according to these common guidelines.
|
||||
|
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@ -40,8 +40,8 @@ We create and make available for translation free and unrestricted biblical cont
|
|||
We create translation, checking, and distribution tools that are free and open-licensed. See https://www.unfoldingword.org/tools for a complete list of tools. Here are a few samples:
|
||||
|
||||
* **Door43** – an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
|
||||
* **translationStudio** – a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
|
||||
* **unfoldingWord app** – a mobile app where Open Bible Stories and Bible translations can be distributed (see http://ufw.io/uw/).
|
||||
* **translationStudio** – a mobile app and a desktop app where translators can do offline translating (see https://ufw.io/ts/).
|
||||
* **unfoldingWord app** – a mobile app where Open Bible Stories and Bible translations can be distributed (see https://ufw.io/uw/).
|
||||
* **translationCore** – a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
|
||||
|
||||
#### Training
|
||||
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|
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@ -22,12 +22,12 @@ dublin_core:
|
|||
description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
|
||||
format: 'text/markdown'
|
||||
identifier: 'ta'
|
||||
issued: '2021-02-22'
|
||||
issued: '2021-04-07'
|
||||
language:
|
||||
identifier: 'en'
|
||||
title: 'English'
|
||||
direction: 'ltr'
|
||||
modified: '2021-02-22'
|
||||
modified: '2021-04-07'
|
||||
publisher: 'unfoldingWord®'
|
||||
relation:
|
||||
- 'en/ust'
|
||||
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@ -39,11 +39,11 @@ dublin_core:
|
|||
-
|
||||
identifier: 'ta'
|
||||
language: 'en'
|
||||
version: '18'
|
||||
version: '19'
|
||||
subject: 'Translation Academy'
|
||||
title: 'unfoldingWord® Translation Academy'
|
||||
type: 'man'
|
||||
version: '19'
|
||||
version: '20'
|
||||
|
||||
checking:
|
||||
checking_entity:
|
||||
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@ -1,6 +1,6 @@
|
|||
### Publishing Overview
|
||||
|
||||
Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). Both translationStudio and translationCore will give you the correct link when you upload. You can also browse all works on http://door43.org.
|
||||
Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at https://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). Both translationStudio and translationCore will give you the correct link when you upload. You can also browse all works on https://door43.org.
|
||||
|
||||
From your Door43 project page you can:
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
### Recommended Platform
|
||||
|
||||
The recommended platform for drafting Bible translations in the Door43 online community is translationStudio (http://ufw.io/ts/). The recommended platform for checking Bible translations is translationCore (http://ufw.io/tc/). You may set up translationStudio on Android, Windows, Mac, or Linux devices (see [Setting up translationStudio](../setup-ts/01.md) for more information). You may set up translationCore on Windows, Mac, or Linux devices. These platforms are free to download and use. They import and export Bible books in USFM format.
|
||||
The recommended platform for drafting Bible translations in the Door43 online community is translationStudio (https://ufw.io/ts/). The recommended platform for checking Bible translations is translationCore (https://ufw.io/tc/). You may set up translationStudio on Android, Windows, Mac, or Linux devices (see [Setting up translationStudio](../setup-ts/01.md) for more information). You may set up translationCore on Windows, Mac, or Linux devices. These platforms are free to download and use. They import and export Bible books in USFM format.
|
||||
|
||||
### Other Options
|
||||
|
||||
|
|
|
|||
|
|
@ -4,10 +4,10 @@ As you begin selecting a translation and checking team, there are many different
|
|||
|
||||
* [Choosing a Translation Team](../../translate/choose-team/01.md) – Describes many of the roles that are needed
|
||||
* [Translator Qualifications](../../translate/qualifications/01.md) – Describes some of the skills needed by the translators
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms)
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at https://ufw.io/forms)
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
|
||||
* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
|
||||
|
|
@ -16,8 +16,8 @@ As you begin selecting a translation and checking team, there are many different
|
|||
There are many decisions the translation team will need to make, many of them right at the beginning of the project. Included are the following:
|
||||
|
||||
* [Choosing a Source Text](../../translate/translate-source-text/01.md) – Choosing a good source text is very important
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) – Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) – Translating from the latest version of a source text is best
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) – Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) – Translating from the latest version of a source text is best
|
||||
* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) – Many languages have alphabet decisions that need to be made
|
||||
* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) – Writing style, punctuation, translating names, spelling, and other decisions have to be made
|
||||
* [Translation Style](../../translate/choose-style/01.md) – The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
|
||||
|
|
|
|||
|
|
@ -1,10 +1,10 @@
|
|||
### Installing tS for Mobile
|
||||
|
||||
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also copy the installation file (apk) to other devices to share translationStudio with others without using the internet.
|
||||
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from https://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also copy the installation file (apk) to other devices to share translationStudio with others without using the internet.
|
||||
|
||||
### Installing tS for Desktop
|
||||
|
||||
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from http://ufw.io/ts/. To install the program, navigate to the “Desktop” section and download the latest release. Note that you may also copy the installation file to other computers to share translationStudio with others without using the internet.
|
||||
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from https://ufw.io/ts/. To install the program, navigate to the “Desktop” section and download the latest release. Note that you may also copy the installation file to other computers to share translationStudio with others without using the internet.
|
||||
|
||||
### Using tS
|
||||
|
||||
|
|
|
|||
|
|
@ -29,4 +29,4 @@ After finishing Open Bible Stories, you will have gained enough skill and experi
|
|||
|
||||
Repeat these steps with each Bible book.
|
||||
|
||||
Plan to have someone from the translation team continue to maintain the translation on [Door43](http://git.door43.org), editing it to correct errors and improve it according to suggestions from the church community. The translation can easily be downloaded and reprinted as often as desired.
|
||||
Plan to have someone from the translation team continue to maintain the translation on [Door43](https://git.door43.org), editing it to correct errors and improve it according to suggestions from the church community. The translation can easily be downloaded and reprinted as often as desired.
|
||||
|
|
|
|||
|
|
@ -24,7 +24,6 @@ A **complex metaphor** is an implicit metaphor that uses multiple images and mul
|
|||
|
||||
In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery – Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
|
||||
|
||||
|
||||
### Cultural Models
|
||||
|
||||
Cultural models are complex metaphors that people use to help them imagine and talk about various aspects of life and behavior. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, “His marriage is breaking up,” or “Their friendship is going full speed ahead.” Often, cultural models that are used in the Bible are not explicitly stated, but must be learned by reading large amounts of text and looking for images and metaphors that are repeated in many different contexts.
|
||||
|
|
|
|||
|
|
@ -81,7 +81,6 @@ In Matthew, John the Baptist called the religious leaders poisonous snakes becau
|
|||
|
||||
> For Yahweh says this, “See, the enemy will come flying like an **eagle**, spreading out his wings over Moab.” (Jeremiah 48:40 ULT)
|
||||
|
||||
|
||||
#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger
|
||||
|
||||
> My people have been a lost **flock**. Their shepherds have led them astray in the mountains. (Jeremiah 50:6 ULT)
|
||||
|
|
|
|||
|
|
@ -28,7 +28,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
#### THRESHING and WINNOWING represent the separation of evil people from good people
|
||||
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See “thresh” and “winnow” pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See “thresh” and “winnow” pages in [unfoldingWord® Translation Words](https://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
|
||||
> So I will **winnow** them with a pitchfork at the gates of the land. I will bereave them. I will destroy my people since they will not turn from their ways. (Jeremiah 15:7 ULT)
|
||||
>
|
||||
|
|
|
|||
|
|
@ -26,17 +26,14 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
|
|||
|
||||
> Solomon also had made the cups, lamp trimmers, basins, spoons, and incense burners, all of which were made of pure gold. (1 Kings 7:50a ULT)
|
||||
|
||||
|
||||
> Ishbibenob … intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
|
||||
|
||||
|
||||
(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) and [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
|
||||
|
||||
For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
|
||||
|
||||
> They say, ‘Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.’ And so they would also destroy the heir. Thus they will put out **the burning coal** that I have left, and they will leave for **my husband neither name nor descendant** on the surface of the earth. (2 Samuel 14:7 ULT)
|
||||
|
||||
|
||||
#### Links to Lists of Images in the Bible
|
||||
|
||||
The following pages have lists of some of the Images that represent Ideas in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
|
||||
|
|
|
|||
|
|
@ -37,7 +37,7 @@ After saying “each of you,” Jesus used the third person “his” instead of
|
|||
|
||||
If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
|
||||
(1) Use the third person phrase along with the pronoun “I” or “you.”<br>
|
||||
(1) Use the third person phrase along with the pronoun “I” or “you.”
|
||||
(2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -1,8 +1,7 @@
|
|||
Abstract nouns are nouns that refer to attitudes, qualities, events, or situations. These are things that cannot be seen or touched in a physical sense, such as happiness, weight, unity, friendship, health, and reason. This is a translation issue because some languages may express a certain idea with an abstract noun, while others would need a different way to express it.
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
Abstract nouns are nouns that refer to attitudes, qualities, events, or situations. These are things that cannot be seen or touched in a physical sense, such as happiness, weight, unity, friendship, health, and reason. This is a translation issue because some languages may express a certain idea with an abstract noun, while others would need a different way to express it.
|
||||
|
||||
Remember that nouns are words that refer to a person, place, thing, or idea. Abstract nouns are the nouns that refer to ideas. These can be attitudes, qualities, events, situations, or even relationships between those ideas. These are things that cannot be seen or touched in a physical sense, such as joy, peace, creation, goodness, contentment, justice, truth, freedom, vengeance, slowness, length, weight, and many, many more.
|
||||
|
||||
Some languages, such as Biblical Greek and English, use abstract nouns a lot.They provide a way of giving names to actions or qualities. With names, people who speak these languages can talk about the concepts as though they were things. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.”
|
||||
|
|
|
|||
|
|
@ -51,8 +51,8 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If your language would use a passive form for the same purpose as in the passage that you are translating, then use a passive form. If you decide that it is better to translate without a passive form, here are some strategies that you might consider.
|
||||
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.<br>
|
||||
(2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or “people” or “someone.”<br>
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
(2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or “people” or “someone.”
|
||||
(3) Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -8,7 +8,10 @@ Many languages do not use asides, and readers could be confused by them. They ma
|
|||
|
||||
### Examples From the Bible
|
||||
|
||||
> All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **There is no understanding in him.** (Obadiah 1:7 ULT)
|
||||
> All the men of your covenant are sending you away as far as the border.
|
||||
> The men of your peace are deceiving you and are prevailing against you.
|
||||
> They of your bread will set a trap under you.
|
||||
> **There is no understanding in him.** (Obadiah 1:7 ULT)
|
||||
|
||||
In the first three lines, Yahweh is telling the people of Edom what will happen to them because they did not help the people of Judah. In the fourth line, Yahweh says something about Edom to himself.
|
||||
|
||||
|
|
@ -18,15 +21,24 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.<br>
|
||||
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
|
||||
(2) If a person speaks a prayer to God as an aside, you can put the prayer in quotation marks to indicate that.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
> All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **There is no understanding in him.** (Obadiah 1:7 ULT)
|
||||
(1)
|
||||
|
||||
(1) All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **You do not understand any of this.**
|
||||
> All the men of your covenant are sending you away as far as the border.
|
||||
The men of your peace are deceiving you and are prevailing against you.
|
||||
They of your bread will set a trap under you.
|
||||
**There is no understanding in him.** (Obadiah 1:7 ULT)
|
||||
|
||||
All the men of your covenant are sending you away as far as the border.
|
||||
The men of your peace are deceiving you and are prevailing against you.
|
||||
They of your bread will set a trap under you.
|
||||
**You do not understand any of this.**
|
||||
|
||||
(2)
|
||||
> And I purified them from everything foreign. And I caused the service watches to stand: for the priests and for the Levites, a man in his work; 31 and for the offering of pieces of wood at the appointed times; and for the firstfruits. **Remember me, my God, for good.** (Nehemiah 13:30-31 ULT)
|
||||
|
||||
(2) And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good.”**
|
||||
And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good.”**
|
||||
|
|
|
|||
|
|
@ -34,8 +34,8 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.<br>
|
||||
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.<br>
|
||||
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
|
||||
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
|
||||
(3) If the function of a statement would not be understood correctly in your language, **use a verb form** that would express that function.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -51,14 +51,14 @@ The phrase “whom I have created” is a reminder of the relationship between G
|
|||
|
||||
If readers would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
|
||||
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.<br>
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.
|
||||
(2) Use one of your language’s ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
> I hate those who serve **worthless** idols (Psalm 31:6 ULT)
|
||||
> I hate those who serve **worthless** idols (Psalm 31:6 ULT)
|
||||
|
||||
By saying “worthless idols,” David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
|
||||
>
|
||||
|
|
@ -68,7 +68,7 @@ By saying “worthless idols,” David was commenting about all idols and giving
|
|||
>
|
||||
> > … for your judgments are good **because they are righteous**.
|
||||
>
|
||||
> Can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT)
|
||||
> Can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT)
|
||||
|
||||
The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
>
|
||||
|
|
@ -82,6 +82,6 @@ The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells wh
|
|||
|
||||
> You are my Son, **whom I love**. I am pleased with you. (Luke 3:22 ULT)
|
||||
>
|
||||
> > You are my Son. **I love you** and I am pleased with you.
|
||||
> > You are my Son. **I love you** and I am pleased with you.
|
||||
|
||||
> > **Receiving my love**, you are my Son. I am pleased with you.
|
||||
|
|
|
|||
|
|
@ -36,7 +36,7 @@ By using a double negative, John emphasized that the Son of God created absolute
|
|||
|
||||
If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
|
||||
|
||||
(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.<br>
|
||||
(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
|
||||
(2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely” or “absolutely.”
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -28,8 +28,8 @@ This means that he was like a lamb that did not have any defect—not even one.
|
|||
|
||||
If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
|
||||
|
||||
(1) Translate only one of the words or phrases.<br>
|
||||
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”<br>
|
||||
(1) Translate only one of the words or phrases.
|
||||
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
|
||||
(3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -12,11 +12,11 @@ Different languages use different euphemisms. If the target language does not us
|
|||
|
||||
### Examples From the Bible
|
||||
|
||||
> … where there was a cave. Saul went inside to cover his feet. (1 Samuel 24:3b ULT)
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT)
|
||||
|
||||
The original hearers would have understood that Saul went into the cave to use it as a toilet, but the writer wanted to avoid offending or distracting them, so **he did not say specifically** what Saul did or what he left in the cave.
|
||||
|
||||
> But Mary said to the angel, “How will this be, since I have not known a man?” (Luke 1:34 ULT)
|
||||
> But Mary said to the angel, “How will this be, since I have not **known a man**?” (Luke 1:34 ULT)
|
||||
|
||||
In order **to be polite**, Mary uses a euphemism to say that she has never had sexual intercourse with a man.
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
|
|||
|
||||
If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
|
||||
|
||||
(1) Use a euphemism from your own culture.<br>
|
||||
(1) Use a euphemism from your own culture.
|
||||
(2) State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -33,12 +33,12 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) – Some languages might use euphemisms like these:
|
||||
>
|
||||
> > “… where there was a cave. Saul went into the cave **to dig a hole**”
|
||||
> > “… where there was a cave. Saul went into the cave **to have some time alone**”
|
||||
> > “… where there was a cave. Saul went into the cave to **dig a hole**”
|
||||
> > “… where there was a cave. Saul went into the cave to **have some time alone**”
|
||||
>
|
||||
> But Mary said to the angel, “How will this be, since I have not **known a man**?” (Luke 1:34 ULT)
|
||||
>
|
||||
> > But Mary said to the angel, “How will this be, since **I do not know a man**?” – (This is the euphemism used in the original Greek)
|
||||
> > But Mary said to the angel, “How will this be, since I have not **slept with a man**?”
|
||||
|
||||
(2) State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
|
|
|
|||
|
|
@ -22,8 +22,8 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.<br>
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)<br>
|
||||
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
|
||||
(3) If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See [Verse Bridges](../translate-versebridge/01.md).)
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -54,4 +54,4 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
>
|
||||
> > Who is worthy to break the seals and open the scroll?
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs\_events.
|
||||
You may also want to watch the video at https://ufw.io/figs\_events.
|
||||
|
|
|
|||
|
|
@ -4,7 +4,6 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
|
|||
|
||||
> Save us, Lord; we are about to die! (Matthew 8:25b ULT)
|
||||
|
||||
|
||||
> When the demon had been driven out, the mute man spoke. The crowds were astonished and said, “This has never been seen before in Israel!” (Matthew 9:33 ULT)
|
||||
|
||||
### Reason This Is a Translation Issue
|
||||
|
|
@ -31,10 +30,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”<br>
|
||||
(2) Use an exclamation word from your language that shows the strong feeling.<br>
|
||||
(3) Translate the exclamation word with a sentence that shows the feeling.<br>
|
||||
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.<br>
|
||||
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
|
||||
(2) Use an exclamation word from your language that shows the strong feeling.
|
||||
(3) Translate the exclamation word with a sentence that shows the feeling.
|
||||
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
(5) If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -18,7 +18,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like En
|
|||
|
||||
> They said, “There are not more than five loaves of bread and two fish with us—unless **we** go and buy food for all these people.” (Luke 9:13 ULT)
|
||||
|
||||
In the second clause, the disciples are talking about some of them going to buy food. They were speaking to Jesus, but Jesus was not going to buy food. So languages that have inclusive and exclusive forms of “we” would use the **exclusive** form there.
|
||||
In the second clause, the disciples are talking about some of them going to buy food. They were speaking to Jesus, but Jesus was not going to buy food. So languages that have inclusive and exclusive forms of “we” would use the **exclusive** form there.
|
||||
|
||||
> **We** have seen it, and **we** bear witness to it. **We** are announcing to you the eternal life, which was with the Father, and which has been made known to **us**. (1 John 1:2 ULT)
|
||||
|
||||
|
|
@ -28,7 +28,7 @@ John is telling people who have not seen Jesus what he and the other apostles ha
|
|||
|
||||
> The shepherds said one to each other, “Let **us** now go to Bethlehem, and see this thing that has happened, which the Lord has made known to **us**.” (Luke 2:15b ULT)
|
||||
|
||||
The shepherds were speaking to one another. When they said “us,” they were including the people they were speaking to, so languages that have inclusive and exclusive forms of “we” and “us” would use the **inclusive** form in this verse.
|
||||
The shepherds were speaking to one another. When they said “us,” they were including the people they were speaking to, so languages that have inclusive and exclusive forms of “we” and “us” would use the **inclusive** form in this verse.
|
||||
|
||||
> Now it happened that on one of those days, he indeed got into a boat with his disciples, and he said to them, “Let **us** go over to the other side of the lake.” So they set sail. (Luke 8:22 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -38,8 +38,8 @@ In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe
|
|||
|
||||
Consider using the same extended metaphor if your readers will understand it in the same way the original readers would have understood it. If not, here are some other strategies:
|
||||
|
||||
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.<br>
|
||||
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.<br>
|
||||
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
|
||||
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
(3) If the target audience still would not understand, then state it clearly.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ One of the traditions of the elders was a ceremony in which people would wash th
|
|||
|
||||
If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
|
||||
|
||||
(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.<br>
|
||||
(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
(2) If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -8,19 +8,19 @@ If you translate all of the explicit information from the source language into t
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
> **Then** Abimelech came toward the tower and he fought against it, and approached as far as the entrance of the tower in order **to burn it with fire**. (Judges 9:52 ESV)
|
||||
> **And** Abimelech came to the tower and fought against it and drew near to the door of the tower **to burn it with fire**. (Judges 9:52 ESV)
|
||||
|
||||
In Biblical Hebrew, it is normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is not natural to do so, it is quite tiresome for the English reader, and it gives the impression that the author is uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly.
|
||||
|
||||
In Biblical Hebrew, it is normal to say that something was burned with fire. In English, the idea of fire is included in the action of burning, and so it is unnatural to state both ideas explicitly. It is enough to say that something was burned and leave the idea of fire implicit.
|
||||
|
||||
> But the centurion **answered and said**, “Lord, I am not worthy that you should enter under my roof …” (Matthew 8:8a ULT)
|
||||
> But the centurion **answered and said**, “Lord, I am not worthy that you should enter under my roof” (Matthew 8:8a ULT)
|
||||
|
||||
In the biblical languages, it was normal to introduce direct speech with two verbs of speaking. One verb indicated the action, and the other introduced the words of the speaker. English speakers do not do this, so it is very unnatural and confusing to use two verbs. For the English speaker, the idea of speaking is included in the idea of answering. Using two verbs in English implies two separate speeches, rather than just one. So in English, it is better to use only one verb of speaking.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.<br>
|
||||
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
(2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -31,19 +31,19 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
(2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, make the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
> Then Abimelech came toward the tower and he fought against it, and he approached as far as the entrance of the tower in order to burn it with fire. (Judges 9:52 ESV)
|
||||
> **And** Abimelech came to the tower and fought against it and drew near to the door of the tower **to burn it with fire**. (Judges 9:52 ESV)
|
||||
>
|
||||
> > Abimelech came to the tower and fought against it, and he approached the door of the tower **to burn it**. (Or) … **to set it on fire**.
|
||||
|
||||
In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
|
||||
|
||||
> But the centurion answered and said, “Lord, I am not worthy that you should enter under my roof” (Matthew 8:8a ULT)
|
||||
> But the centurion **answered and said**, “Lord, I am not worthy that you should enter under my roof” (Matthew 8:8a ULT)
|
||||
>
|
||||
> > The centurion **answered**, “Lord, I am not worthy that you should enter under my roof”
|
||||
|
||||
In English, the information that the centurion responded by speaking is included in the verb “answered,” so the verb “said” can be left implicit. You can test if the readers understood the implicit information by asking, “How did the centurion answer?” If they knew it was by speaking, then they have understood the implicit information.
|
||||
|
||||
> He opened his mouth and taught them, saying, (Matthew 5:2 ULT)
|
||||
> **He opened his mouth** and taught them, saying, (Matthew 5:2 ULT)
|
||||
>
|
||||
> > **He began to** teach them, saying, (Or) He taught them, saying,
|
||||
|
||||
|
|
|
|||
|
|
@ -27,8 +27,8 @@ Only after Jesus explained that he was not talking about bread did they realize
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
This page does not have any translation strategies.
|
||||
Because we recommend that translators not change this kind of passage to make it more clear, this page does not have any translation strategies.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
This page does not have any translation strategies applied.
|
||||
Because we recommend that translators not change this kind of passage to make it more clear, this page does not have any translation strategies applied.
|
||||
|
|
|
|||
|
|
@ -31,13 +31,12 @@ Jesus was not speaking only of men, but of **men and women**.
|
|||
|
||||
> Moses said, ‘If **someone** dies, not having children, **his** **brother** must marry **his** wife and have children for **his** **brother**.’ (Matthew 22:24 ULT)
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If people would understand that that masculine words like “man,” “brother,” and “he” can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
|
||||
|
||||
(1) Use a noun that can be used for both men and women.<br>
|
||||
(2) Use a word that refers to men and a word that refers to women.<br>
|
||||
(1) Use a noun that can be used for both men and women.
|
||||
(2) Use a word that refers to men and a word that refers to women.
|
||||
(3) Use pronouns that can be used for both men and women.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -29,10 +29,10 @@ The phrase “a good man” does not refer to a particular man, but to any perso
|
|||
|
||||
If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
|
||||
|
||||
(1) Use the word “the” in the noun phrase.<br>
|
||||
(2) Use the word “a” in the noun phrase.<br>
|
||||
(3) Use the word “any,” as in “any person” or “anyone.”<br>
|
||||
(4) Use the plural form, as in “people.”<br>
|
||||
(1) Use the word “the” in the noun phrase.
|
||||
(2) Use the word “a” in the noun phrase.
|
||||
(3) Use the word “any,” as in “any person” or “anyone.”
|
||||
(4) Use the plural form, as in “people.”
|
||||
(5) Use any other way that is natural in your language.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -36,7 +36,7 @@ In some languages, it might make more sense to ask what did you come out to see.
|
|||
|
||||
If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
|
||||
|
||||
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.<br>
|
||||
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
|
||||
(2) Use another word that expresses the right meaning.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -32,10 +32,10 @@ Titus 2:13 contains two hendiadyses. “The blessed hope” and “appearing of
|
|||
|
||||
If the hendiadys would be natural and give the right meaning in your language, consider using it. If not, here are other options:
|
||||
|
||||
(1) Substitute the describing noun with an adjective that means the same thing.<br>
|
||||
(2) Substitute the describing noun with a phrase that means the same thing.<br>
|
||||
(3) Substitute the describing adjective with an adverb that means the same thing.<br>
|
||||
(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.<br>
|
||||
(1) Substitute the describing noun with an adjective that means the same thing.
|
||||
(2) Substitute the describing noun with a phrase that means the same thing.
|
||||
(3) Substitute the describing adjective with an adverb that means the same thing.
|
||||
(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.
|
||||
(5) If it is unclear that only one thing is meant, change the phrase so that this is clear.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -84,7 +84,7 @@ This is not hyperbole. Jesus really walked on the water. It is a literal stateme
|
|||
|
||||
* Do not assume that the word “all” is always a generalization that means “most.”
|
||||
|
||||
> Yahweh is righteous in **all** his ways<br>
|
||||
> Yahweh is righteous in **all** his ways
|
||||
> and gracious in **all** he does. (Psalms 145:17 ULT)
|
||||
|
||||
Yahweh is always righteous. This is a completely true statement.
|
||||
|
|
@ -93,9 +93,9 @@ Yahweh is always righteous. This is a completely true statement.
|
|||
|
||||
If the hyperbole or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
|
||||
|
||||
(1) Express the meaning without the exaggeration.<br>
|
||||
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”<br>
|
||||
(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.<br>
|
||||
(1) Express the meaning without the exaggeration.
|
||||
(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
|
||||
(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.
|
||||
(4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -121,7 +121,7 @@ If the hyperbole or generalization would be natural and people would understand
|
|||
> The **whole** country of Judea and **all** the people of Jerusalem went out to him. (Mark 1:5a ULT)
|
||||
>
|
||||
> > **Almost all** the country of Judea and **almost all** the people of Jerusalem went out to him.
|
||||
> > or:<br>
|
||||
> > or:
|
||||
> > **Many** of the country of Judea and **many** of the people of Jerusalem went out to him.
|
||||
|
||||
(4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.
|
||||
|
|
|
|||
|
|
@ -79,4 +79,4 @@ Find out how people speaking your language show:
|
|||
|
||||
Use your language’s ways of showing these kinds of things.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_hypo.
|
||||
You may also want to watch the video at https://ufw.io/figs_hypo.
|
||||
|
|
|
|||
|
|
@ -49,7 +49,7 @@ This means, “the one who helps me.”
|
|||
|
||||
If the idiom would be clearly understood in your language, consider using it. If not, here are some other options.
|
||||
|
||||
(1) Translate the meaning plainly without using an idiom.<br>
|
||||
(1) Translate the meaning plainly without using an idiom.
|
||||
(2) Use a different idiom that people use in your own language that has the same meaning.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -32,7 +32,6 @@ In the Bible, God blesses people by using imperatives. This indicates what his w
|
|||
|
||||
> God blessed them and said to them, “**Be fruitful**, and **multiply**. **Fill** the earth, and **subdue** it. **Have dominion** over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.” (Genesis 1:28 ULT)
|
||||
|
||||
|
||||
#### Imperatives that function as conditions
|
||||
|
||||
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
|
||||
|
|
@ -47,8 +46,8 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.<br>
|
||||
(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.<br>
|
||||
(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
|
||||
(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.
|
||||
(3) If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -46,7 +46,7 @@ All of God’s judgments are righteous. This is why the person who wrote this ps
|
|||
|
||||
If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
|
||||
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.<br>
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.
|
||||
(2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -33,7 +33,7 @@ In this verse, the most important part of the information is first, that “woe
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) Study how your language arranges the parts of a sentence, and use that order in your translation.<br>
|
||||
(1) Study how your language arranges the parts of a sentence, and use that order in your translation.
|
||||
(2) Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -34,7 +34,7 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
|
|||
|
||||
If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
|
||||
|
||||
(1) Translate it in a way that shows that the speaker is saying what someone else believes.<br>
|
||||
(1) Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
(2) The irony is **not** found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker’s words.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -20,15 +20,15 @@ In this passage Yahweh is telling the people of Edom that they should have helpe
|
|||
|
||||
If the litany is understood as it is in the ULT, then translate the litany as it is. If it is not understood, then try one or more of the following strategies.
|
||||
|
||||
(1) Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany.<br>
|
||||
(2) You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.<br>
|
||||
(1) Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany.
|
||||
(2) You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.
|
||||
(3) You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) combined with (3):<br>
|
||||
Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;<br>
|
||||
You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.<br>
|
||||
(1) combined with (3):
|
||||
Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;
|
||||
You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.
|
||||
|
||||
> > You did nothing to help the Israelites when strangers carried away their wealth. They conquered all the cities of Judah, and they even plundered Jerusalem. And you were just as bad as those foreigners, because you did nothing to help:
|
||||
>
|
||||
|
|
@ -36,16 +36,16 @@ You can eliminate words like “and,” “but,” and “or” at the beginning
|
|||
|
||||
In the above example, verse 11 provides the summary and meaning for the litany that follows in verses 12-14.
|
||||
|
||||
(1) combined with (2):<br>
|
||||
Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;<br>
|
||||
You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.<br>
|
||||
(1) combined with (2):
|
||||
Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;
|
||||
You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.
|
||||
|
||||
> > Not one of them will get away, not one of them will escape:
|
||||
>
|
||||
> Though they dig into Sheol, there my hand will take them.<br>
|
||||
Though they climb up to heaven, there I will bring them down.<br>
|
||||
Though they hide on the top of Carmel, there I will search and take them.<br>
|
||||
Though they are hidden from my sight in the bottom of the sea, there will I give orders to the serpent, and it will bite them.<br>
|
||||
> Though they dig into Sheol, there my hand will take them.
|
||||
Though they climb up to heaven, there I will bring them down.
|
||||
Though they hide on the top of Carmel, there I will search and take them.
|
||||
Though they are hidden from my sight in the bottom of the sea, there will I give orders to the serpent, and it will bite them.
|
||||
Though they go into captivity, driven by their enemies before them, there will I give orders to the sword, and it will kill them. (Amos 9:1b–4 ULT)
|
||||
|
||||
In the above example, the sentence before the litany explains its overall meaning. That sentence can be placed as an introduction. The second half of each sentence can be formatted in a descending staircase pattern as above, or lined up evenly like the first half of each sentence, or in another way. Use whatever format best shows that these sentences are all communicating the same truth, that it is not possible to escape from God.
|
||||
|
|
|
|||
|
|
@ -26,12 +26,11 @@ This bolded phrase is a merism because it speaks of the east and the west and ev
|
|||
|
||||
The bolded phrase is merism because it speaks of old people and young people and everyone in between. It means “everyone.”
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
|
||||
|
||||
(1) Identify what the merism refers to without mentioning the parts.<br>
|
||||
(1) Identify what the merism refers to without mentioning the parts.
|
||||
(2) Identify what the merism refers to and include the parts.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -18,7 +18,6 @@ Every metaphor has three parts:
|
|||
|
||||
* The **Idea**, the abstract concept or quality that the physical **Image** brings to the mind of the hearer when he thinks of how the **Image** and the **Topic** are similar. Often, the **Idea** of a metaphor is not explicitly stated in the Bible, but it is only implied from the context. The hearer or reader usually needs to think of the **Idea** himself.
|
||||
|
||||
|
||||
Using these terms, we can say that a metaphor is a figure of speech that uses a physical **Image** to apply an abstract **Idea** to the speaker’s **Topic**.
|
||||
|
||||
Usually, a writer or speaker uses a metaphor in order to express something about a **Topic**, with at least one **Point of Comparison** (**Idea**) between the **Topic** and the **Image**. Often in metaphors, the **Topic** and the **Image** are explicitly stated, but the **Idea** is only implied. The writer/speaker often uses a metaphor in order to invite the readers/listeners to think about the similarity between the **Topic** and the **Image** and to figure out for themselves the **Idea** that is being communicated.
|
||||
|
|
@ -107,13 +106,13 @@ If people would understand the metaphor in the same way that the original reader
|
|||
|
||||
If people do not or would not understand it, here are some other strategies.
|
||||
|
||||
(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.<br>
|
||||
(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.<br>
|
||||
(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).<br>
|
||||
(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.<br>
|
||||
(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.<br>
|
||||
(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)<br>
|
||||
(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.<br>
|
||||
(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.
|
||||
(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
|
||||
(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).
|
||||
(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)
|
||||
(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.
|
||||
(8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -37,7 +37,7 @@ The word “wrath” or “anger” is a metonym for “punishment.” God was e
|
|||
|
||||
If people would easily understand the metonym, consider using it. Otherwise, here are some options.
|
||||
|
||||
(1) Use the metonym along with the name of the thing it represents.<br>
|
||||
(1) Use the metonym along with the name of the thing it represents.
|
||||
(2) Use only the name of the thing the metonym represents.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -31,7 +31,6 @@ The **object** is often the thing that the subject does something to.
|
|||
* Peter sang **the song** well.
|
||||
* Peter ate **good food**.
|
||||
|
||||
|
||||
#### Verb
|
||||
|
||||
The verb shows an action or a state of being.
|
||||
|
|
@ -80,5 +79,4 @@ Word order can also change
|
|||
* Use your language’s preferred word order unless there is some reason in your language to change it.
|
||||
* Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_order.
|
||||
You may also want to watch the video at https://ufw.io/figs_order.
|
||||
|
|
|
|||
|
|
@ -18,7 +18,6 @@ A temporal phrase is made of words that tell when something happens, how long it
|
|||
|
||||
When another part of speech (other than a temporal phrase or negative particle) appears before the verb, usually (but not always) it is because the writer/speaker is emphasizing that particular item as the most important information in the sentence.
|
||||
|
||||
|
||||
### Word Order in Biblical Aramaic
|
||||
|
||||
Most scholars agree that word order is so free in Biblical Aramaic that no distinct patterns of standard word order can be observed. Therefore, it is best to assume that word order has no affect on the meaning of a sentence in Aramaic.
|
||||
|
|
|
|||
|
|
@ -20,7 +20,7 @@ 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 lesson the same.<br>
|
||||
(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.
|
||||
(2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
### Description
|
||||
|
||||
In parallelism, two phrases or clauses that are similar in structure or idea are used together. The following are some of the different kinds of parallelism.
|
||||
Parallelism is a poetic device in which two phrases or clauses that are similar in structure or idea are used together. The following are some of the different kinds of parallelism.
|
||||
|
||||
* The second clause or phrase means the same as the first. This is called synonymous parallelism.
|
||||
* The second clarifies or strengthens the meaning of the first.
|
||||
|
|
@ -9,7 +9,9 @@ In parallelism, two phrases or clauses that are similar in structure or idea are
|
|||
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles’ letters.
|
||||
|
||||
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects:
|
||||
This article will only discuss synonymous parallelism, the kind in which the two parallel phrases mean the same thing, because that is the kind that presents a problem for translation. Note that we use the term “synonymous parallelism” for long phrases or clauses that have the same meaning. We use the term [“doublet”](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
|
||||
|
||||
In the poetry of the original languages, synonymous parallelism has several effects:
|
||||
|
||||
* It shows that something is very important by saying it more than once and in more than one way.
|
||||
* It helps the hearer to think more deeply about the idea by saying it in different ways.
|
||||
|
|
@ -17,81 +19,78 @@ Synonymous parallelism (the kind in which the two phrases mean the same thing) i
|
|||
|
||||
#### Reason This Is a Translation Issue
|
||||
|
||||
Some languages would not use synonymous parallelism. They would either think it odd that someone said the same thing twice, or they would think that the two phrases must have some difference in meaning. For them it would be confusing, rather than beautiful.
|
||||
|
||||
Note: We use the term “synonymous parallelism” for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
|
||||
Some languages would not use synonymous parallelism. They would either think it odd that someone said the same thing twice, or, since it is in the Bible, they would think that the two phrases must have some difference in meaning. For them it would be confusing, rather than beautiful. They would not understand that the repetition of the idea in different words serves to emphasize the idea.
|
||||
|
||||
### Examples From the Bible
|
||||
|
||||
**(1) The second clause or phrase means the same as the first.**
|
||||
|
||||
> Your word is a lamp to my feet
|
||||
> Your word is a lamp to my feet<br>
|
||||
> and a light for my path. (Psalm 119:105 ULT)
|
||||
|
||||
Both parts of the sentence are metaphors saying that God’s word teaches people how to live.
|
||||
Both parts of the sentence are metaphors saying that God’s word teaches people how to live. That is the single idea. The words “lamp” and “light” are similar in meaning because they refer to light. The words “my feet” and “my path” are related because they refer to a person walking. Walking is a metaphor for living.
|
||||
|
||||
> You make him to rule over the works of your hands;
|
||||
> You make him to rule over the works of your hands;<br>
|
||||
> you have put all things under his feet (Psalm 8:6 ULT)
|
||||
|
||||
Both lines say that God made man the ruler of everything.
|
||||
Both lines say that God made man the ruler of everything. “To rule over” is the same idea as putting things “under his feet,” and “the works of your [God's] hands” is the same idea as “all things.”
|
||||
|
||||
**(2) The second clarifies or strengthens the meaning of the first.**
|
||||
> Yahweh sees everything a person does<br>
|
||||
> and watches all the paths he takes. (Proverbs 5:21 ULT)
|
||||
|
||||
> The eyes of Yahweh are everywhere,
|
||||
> keeping watch over the evil and the good. (Proverbs 15:3 ULT)
|
||||
The first phrase and the second phrase mean the same thing. There are three ideas that are the same between these two phrases. “Sees” corresponds to “watches,” “everything…does” corresponds to “all the paths…takes,” and “a person” corresponds to “he.”
|
||||
|
||||
The second line tells more specifically what Yahweh watches.
|
||||
> Praise Yahweh, all you nations;<br>
|
||||
> exalt him, all you peoples! (Psalm 117:1 ULT)
|
||||
|
||||
**(3) The second completes what is said in the first.**
|
||||
Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing. The words ‘Yahweh’ and ‘him’ refer to the same person. The terms ‘all you nations’ and ‘all you peoples’ refer to the same people.
|
||||
|
||||
> I lift up my voice to Yahweh,
|
||||
> and he answers me from his holy hill. (Psalm 3:4 ULT)
|
||||
> For Yahweh has a lawsuit with his people,<br>
|
||||
> and he will fight in court against Israel. (Micah 6:2b ULT)
|
||||
|
||||
The second line tells what Yahweh does in response to what the person does in the first clause.
|
||||
|
||||
**(4) The second says something that contrasts with the first, but adds to the same idea.**
|
||||
|
||||
> For Yahweh approves of the way of the righteous,
|
||||
> but the way of the wicked will perish. (Psalm 1:6 ULT)
|
||||
|
||||
This contrasts what happens to righteous people with what happens to wicked people.
|
||||
|
||||
> A gentle answer turns away wrath,
|
||||
> but a harsh word stirs up anger. (Proverbs 15:1 ULT)
|
||||
|
||||
This contrasts what happens when someone gives a gentle answer with what happens when someone says something harsh.
|
||||
The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
|
||||
|
||||
(1) Combine the ideas of both clauses into one.<br>
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”<br>
|
||||
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely,” or “all.”
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could combine the ideas of both clauses into one and include words that emphasize the truth such as “truly” or “certainly.”<br>
|
||||
(3) If it appears that the clauses are used together to intensify an idea in them, you could combine the ideas of both clauses into one and use words like “very,” “completely,” or “all.”<br>
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Combine the ideas of both clauses into one.
|
||||
|
||||
> Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT) – Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
> > Until now you have deceived me with your lies.
|
||||
>
|
||||
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT) – The phrase “all the paths he takes” is a metaphor for “all he does.”
|
||||
>
|
||||
> > “Yahweh pays attention to everything a person does.”
|
||||
>
|
||||
> For Yahweh has a lawsuit with his people, and he will fight in court against Israel. (Micah 6:2 ULT) – This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
|
||||
> > “For Yahweh has a lawsuit with his people, Israel.”
|
||||
> Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT)<br>
|
||||
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
|
||||
Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
|
||||
> > Until now you have deceived me with your lies.
|
||||
|
||||
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT)<br>
|
||||
|
||||
The phrase “all the paths he takes” is a metaphor for “all he does.”
|
||||
|
||||
> > Yahweh pays attention to everything a person does.
|
||||
|
||||
> For Yahweh has a lawsuit with his people, and he will fight in court against Israel. (Micah 6:2 ULT)<br>
|
||||
|
||||
This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
|
||||
|
||||
> > For Yahweh has a lawsuit with his people, Israel.
|
||||
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could combine the ideas of both clauses into one and include words that emphasize the truth such as “truly” or “certainly.”
|
||||
|
||||
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT)
|
||||
> > “Yahweh truly sees everything a person does.”
|
||||
> > Yahweh truly sees everything a person does.
|
||||
|
||||
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
|
||||
> You make him to rule over the works of your hands; you have put all things under his feet (Psalm 8:6 ULT)
|
||||
|
||||
>> You have certainly made him to rule over everything that you have created.
|
||||
|
||||
(3) If it appears that the clauses are used together to intensify an idea in them, you could combine the ideas of both clauses into one and use words like “very,” “completely” or “all.”
|
||||
|
||||
> Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT)
|
||||
> > “All you have done is lie to me.”
|
||||
> > All you have done is lie to me.
|
||||
|
||||
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT)
|
||||
> > “Yahweh sees absolutely everything that a person does.”
|
||||
> > Yahweh sees absolutely everything that a person does.
|
||||
|
|
|
|||
|
|
@ -18,21 +18,18 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
|
|||
> For to us a child has been born, to us a son has been given;
|
||||
> and the rule will be on his shoulder. (Isaiah 9:6a ULT)
|
||||
|
||||
|
||||
In the examples above, God spoke of things that would happen in the future as if they had already happened.
|
||||
|
||||
> But even Enoch, the seventh from Adam, prophesied about them, saying, “Look! The Lord came with thousands and thousands of his holy ones.” (Jude 1:14 ULT)
|
||||
|
||||
|
||||
Enoch was speaking of something that would happen in the future, but he used the past tense when he said “the Lord came.”
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
|
||||
(1) Use the future tense to refer to future events.<br>
|
||||
(2) If it refers to something in the immediate future, use a form that would show that.<br>
|
||||
(1) Use the future tense to refer to future events.
|
||||
(2) If it refers to something in the immediate future, use a form that would show that.
|
||||
(3) Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -1,9 +1,11 @@
|
|||
### Description
|
||||
|
||||
because personification makes it easier to talk about things we cannot see, such as wisdom or sin. For example:
|
||||
Personification is a figure of speech in which someone speaks of something as if it could do things that animals or people can do. People often do this because it makes it easier to talk about things that we cannot see:
|
||||
|
||||
Such as wisdom:
|
||||
> Does not Wisdom call out? (Proverbs 8:1a ULT)
|
||||
|
||||
Or sin:
|
||||
> Sin crouches at the door. (Genesis 4:7b ULT)
|
||||
|
||||
People also use personification because it is sometimes easier to talk about people’s relationships with non-human things such as wealth as if they were relationships between people.
|
||||
|
|
@ -31,8 +33,8 @@ The author speaks of wisdom and understanding as if they were woman who calls ou
|
|||
|
||||
If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
|
||||
|
||||
(1) Add words or phrases to make the human (or animal) characteristic clear.<br>
|
||||
(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.<br>
|
||||
(1) Add words or phrases to make the human (or animal) characteristic clear.
|
||||
(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
|
||||
(3) Find a way to translate it without the personification.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -54,5 +56,4 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
> Even the **winds and the sea obey him**. (Matthew 8:27b ULT) – The men speak of the “wind and the sea” as if they are able to hear and obey Jesus, just as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
> > He even **controls the winds and the sea**.
|
||||
|
||||
|
||||
**NOTE**: We have broadened our definition of “personification” to include “zoomorphism” (speaking of other things as if they had animal characteristics) and “anthropomorphism” (speaking of non-human things as if they had human characteristics) because the translation strategies for them are the same.
|
||||
|
|
|
|||
|
|
@ -22,6 +22,8 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
|
|||
* my head – the head that is part of my body
|
||||
* the roof of a house – the roof that is part of a house
|
||||
|
||||
In some languages there is a special form of possession, termed **inalienable possession.** This form of possession is used for things that cannot be removed from you, as opposed to things you could lose. In the examples above, *my head* and *my mother* are examples of inalienable possession (at least in some languages), while *my clothes* or *my teacher* would be alienably possessed. What may be considered alienable vs. inalienable may differ by language.
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
* You (the translator) need to understand the relationship between two ideas represented by the two nouns when one is in the grammatical relationship of possessing the other.
|
||||
|
|
@ -81,19 +83,18 @@ In the example below, **Christ loves us**.
|
|||
|
||||
> John came, baptizing in the wilderness and preaching **a baptism of repentance** for the forgiveness of sins. (Mark 1:4 ULT)
|
||||
|
||||
|
||||
### Strategies for learning what the relationship is between the two nouns
|
||||
|
||||
(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.<br>
|
||||
(2) Read the verse in the UST. Sometimes it shows the relationship clearly.<br>
|
||||
(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.
|
||||
(2) Read the verse in the UST. Sometimes it shows the relationship clearly.
|
||||
(3) See what the notes say about it.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
|
||||
|
||||
(1) Use an adjective to show that one noun describes the other.<br>
|
||||
(2) Use a verb to show how the two are related.<br>
|
||||
(1) Use an adjective to show that one noun describes the other.
|
||||
(2) Use a verb to show how the two are related.
|
||||
(3) If one of the nouns refers to an event, translate it as a verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
### Description
|
||||
|
||||
Pronouns are words that people might use instead of using a noun when referring to someone or something. Some examples are “I,” “you,” “he,” “it,” “this,” “that,” “himself,” “someone,” and others. The personal pronouns is the most common type of pronoun.
|
||||
Pronouns are words that people might use instead of using a noun when referring to someone or something. Some examples are “I,” “you,” “he,” “it,” “this,” “that,” “himself,” “someone,” and others. The personal pronoun is the most common type of pronoun.
|
||||
|
||||
### Personal Pronouns
|
||||
|
||||
|
|
|
|||
|
|
@ -23,8 +23,6 @@ The verses in the examples below contain both direct and indirect quotations. In
|
|||
* Indirect quote: He commanded him **to tell no one**,
|
||||
* Direct quote: but told him, “**Go, show yourself to the priest …**”
|
||||
|
||||
> And being asked by the Pharisees when the kingdom of God was coming, he answered them and said, “The kingdom of God is not coming with careful observation. **21** Neither will they say, ‘Look, here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.”
|
||||
>
|
||||
> And being asked by the Pharisees when the kingdom of God was coming, he answered them and said, “The kingdom of God is not coming with careful observation. Neither will they say, ‘Look, here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.” (Luke 17:20-21 ULT)
|
||||
|
||||
* Indirect quote: Being asked by the Pharisees **when the kingdom of God was coming,**
|
||||
|
|
@ -35,7 +33,7 @@ The verses in the examples below contain both direct and indirect quotations. In
|
|||
|
||||
If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
|
||||
|
||||
(1) If a direct quote would not work well in your language, change it to an indirect quote.<br>
|
||||
(1) If a direct quote would not work well in your language, change it to an indirect quote.
|
||||
(2) If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -50,6 +48,6 @@ If the kind of quote used in the source text would work well in your language, c
|
|||
|
||||
> And he commanded him **to tell no one,** but, “Go, show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.” (Luke 5:14 ULT)
|
||||
>
|
||||
> > He commanded him, “**Tell no one**. Just go and show yourself to the priest and offer a sacrifice for your cleansing according to what Moses commanded, for a testimony to them.”
|
||||
> > He commanded him, “**Tell no one**. But go and show yourself to the priest and offer a sacrifice for your cleansing according to what Moses commanded, for a testimony to them.”
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs\_quotations.
|
||||
You may also want to watch the video at https://ufw.io/figs\_quotations.
|
||||
|
|
|
|||
|
|
@ -49,8 +49,8 @@ A fourth layer direct quote has single quotation marks around it. We have printe
|
|||
|
||||
Here are some ways you may be able to help readers see where each quote starts and ends so they can more easily know who said what.
|
||||
|
||||
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.<br>
|
||||
(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)<br>
|
||||
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
|
||||
(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
|
||||
(3) If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
### Examples of Quote Marking Strategies Applied
|
||||
|
|
|
|||
|
|
@ -40,7 +40,7 @@ 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.<br>
|
||||
(1) Translate all of the quotes as direct quotes.
|
||||
(2) Translate one or some of the quotes as indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -27,7 +27,6 @@ Reflexive pronouns are used to emphasize a person or thing in the sentence.
|
|||
|
||||
> So they left the crowd, taking Jesus with them, just as he was, in the boat. There also were other boats with him. Then a violent windstorm arose and the waves were breaking into the boat so that the boat was already full of water. But **Jesus himself** was in the stern, asleep on the cushion. (Mark 4:36-38a ULT)
|
||||
|
||||
|
||||
Reflexive pronouns are used to show that someone did something 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 **by himself**. (John 6:15 ULT)
|
||||
|
|
@ -35,15 +34,14 @@ Reflexive pronouns are used to show that someone did something alone.
|
|||
Reflexive pronouns are used to show that someone or something was alone.
|
||||
> He saw the linen cloths lying there and the cloth that had been on his head. **It** was not lying with the linen cloths but was folded up in a place **by itself**. (John 20:6b-7 ULT)
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If a reflexive pronoun would have the same function in your language, consider using it. If not, here are some other strategies.
|
||||
|
||||
(1) In some languages people put something on the verb to show that the object of the verb is the same as the subject.<br>
|
||||
(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.<br>
|
||||
(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.<br>
|
||||
(4) In some languages people show that someone did something alone by using a word like “alone.”<br>
|
||||
(1) In some languages people put something on the verb to show that the object of the verb is the same as the subject.
|
||||
(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
|
||||
(4) In some languages people show that someone did something alone by using a word like “alone.”
|
||||
(5) In some languages people show that something was alone by using a phrase that tells about where it was.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -28,33 +28,26 @@ God used the question above to remind his people of something they already knew:
|
|||
|
||||
> Why did I not die when I came out from the womb? (Job 3:11a ULT)
|
||||
|
||||
|
||||
Job used the question above to show deep emotion. This rhetorical question expresses how sad he was that he did not die as soon as he was born. He wished that he had not lived.
|
||||
|
||||
> And how has this happened to me that the mother of my Lord would come to me? (Luke 1:43 ULT)
|
||||
|
||||
|
||||
Elizabeth used the question above to show how surprised and happy she was that the mother of her Lord came to her.
|
||||
|
||||
> Or what man is there among you, of whom his son will ask for a loaf of bread, but he will give him a stone? (Matthew 7:9 ULT)
|
||||
|
||||
|
||||
Jesus used the question above to remind the people of something they already knew: a good father would never give his son something bad to eat. By introducing this point, Jesus could go on to teach them about God with his next rhetorical question:
|
||||
|
||||
> Therefore, if you who are evil know how to give good gifts to your children, how much more will your Father who is in heaven give good things to those who ask him? (Matthew 7:11 ULT)
|
||||
|
||||
|
||||
Jesus used this question to teach the people in an emphatic way that God gives good things to those who ask him.
|
||||
|
||||
> **What is the kingdom of God like, and what can I compare it to?** It is like a mustard seed that a man took and threw into his garden … (Luke 13:18b-19a ULT)
|
||||
|
||||
|
||||
Jesus used the question above to introduce what he was going to talk about. He was about to compare the kingdom of God to something. In this case, he compared the kingdom of God to a mustard seed.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
||||
In order to translate a rhetorical question accurately, first be sure that the question you are translating truly is a rhetorical question and is not an information question. Ask yourself, “Does the person asking the question already know the answer to the question?” If so, it is a rhetorical question. Or, if no one answers the question, did the person who asked it expect to receive an answer? If not, it is a rhetorical question.
|
||||
|
||||
When you are sure that the question is rhetorical, then be sure that you understand the purpose for the rhetorical question. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else?
|
||||
|
|
@ -63,9 +56,9 @@ When you know the purpose of the rhetorical question, then think of the most nat
|
|||
|
||||
If using the rhetorical question would be natural and give the right meaning in your language, consider doing so. If not, here are other options:
|
||||
|
||||
(1) Add the answer after the question.<br>
|
||||
(2) Change the rhetorical question to a statement or exclamation.<br>
|
||||
(3) Change the rhetorical question to a statement, and then follow it with a short question.<br>
|
||||
(1) Add the answer after the question.
|
||||
(2) Change the rhetorical question to a statement or exclamation.
|
||||
(3) Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
(4) Change the form of the question so that it communicates in your language what the original speaker communicated in his.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -25,7 +25,6 @@ The predicate is the part of a sentence that tells something about the subject.
|
|||
* He worked **hard**.
|
||||
* He made **a garden**.
|
||||
|
||||
|
||||
#### Compound Sentences
|
||||
|
||||
A sentence can be made up of more than one sentence. Each of the two lines below has a subject and a predicate and is a full sentence.
|
||||
|
|
@ -69,7 +68,6 @@ In the sentence below “her mother, who was very annoyed” is part of the pred
|
|||
|
||||
* She did not give any maize to **her mother**, **who was very annoyed**.
|
||||
|
||||
|
||||
#### Translation Issues
|
||||
|
||||
* Languages have different orders for the parts of a sentence. (See [Information Structure](../figs-infostructure).)
|
||||
|
|
|
|||
|
|
@ -89,7 +89,7 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) Use your language’s ways of showing that a sentence has a particular function.<br>
|
||||
(1) Use your language’s ways of showing that a sentence has a particular function.
|
||||
(2) When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
|
||||
|
||||
* [Statements – Other Uses](../figs-declarative/01.md)
|
||||
|
|
|
|||
|
|
@ -34,7 +34,6 @@ The example above has two related metaphors. The Topic(s) are “we” and “yo
|
|||
|
||||
Jesus used a metaphor here, but his disciples did not realize it. When he said “yeast,” they thought he was talking about bread, but yeast was the Image in his metaphor, and the Topic was the teaching of the Pharisees and Sadducees. Since the disciples (the original audience) did not understand what Jesus meant, it would not be good to state clearly here what Jesus meant.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
* Simple metaphors in the Bible should be translated like active metaphors.
|
||||
|
|
|
|||
|
|
@ -39,8 +39,8 @@ This verse does not tell how the Son of Man will be like the lightning. But in c
|
|||
|
||||
If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
|
||||
|
||||
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.<br>
|
||||
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.<br>
|
||||
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
|
||||
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
|
||||
(3) Simply describe the item without comparing it to another.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -36,8 +36,8 @@ The two parts of this verse say that Yahweh has a serious disagreement with his
|
|||
|
||||
If your language uses parallelism in the same way as the biblical languages (that is, to strengthen a single idea), then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
|
||||
|
||||
(1) Combine the ideas of both clauses into one.<br>
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”<br>
|
||||
(1) Combine the ideas of both clauses into one.
|
||||
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
|
||||
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -2,8 +2,7 @@
|
|||
|
||||
Some languages have more than one word for “you” based on how many people the word “you” refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some languages have other forms that refer to three or four people.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_younum.
|
||||
|
||||
You may also want to watch the video at https://ufw.io/figs_younum.
|
||||
|
||||
Sometimes in the Bible a speaker uses a singular form of “you” even though he is speaking to a crowd.
|
||||
|
||||
|
|
@ -13,7 +12,7 @@ Sometimes in the Bible a speaker uses a singular form of “you” even though h
|
|||
|
||||
Some languages have more than one form of “you” based on the relationship between the speaker and the person he is talking to. People use the **formal** form of “you” when speaking to someone who is older, or has higher authority, or is someone they do not know very well. People use the **informal** form when speaking to someone who is not older, or does not have higher authority, or is a family member or close friend.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_youform.
|
||||
You may also want to watch the video at https://ufw.io/figs_youform.
|
||||
|
||||
For help with translating these, we suggest you read:
|
||||
|
||||
|
|
|
|||
|
|
@ -27,9 +27,9 @@ James wrote this letter to many people, so the word “you” refers to many peo
|
|||
|
||||
### Strategies for finding out how many people “you” refers to
|
||||
|
||||
(1) Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.<br>
|
||||
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.<br>
|
||||
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.<br>
|
||||
(1) Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
|
||||
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
|
||||
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
|
||||
(4) Look at the context to see who the speaker was talking to and who responded.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_youdual.
|
||||
You may also want to watch the video at https://ufw.io/figs_youdual.
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
(You may also want to watch the video at http://ufw.io/figs_youform.)
|
||||
(You may also want to watch the video at https://ufw.io/figs_youform.)
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -12,6 +12,7 @@ In some cultures people use the formal “you” when speaking to someone who is
|
|||
* 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 translator’s language.
|
||||
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
|
||||
* Use of “you” by people speaking to Jesus is sometimes particularly difficult for translators. Because Jesus is God, some will want to always use the formal form when people are speaking to him, but it is important to recognize the actual relationship and feelings towards Jesus. Pharisees and Sadduces became Jesus’ enemies early on and would have been unlikely to have spoken with particular respect to him. Also, when Jesus was with Pilate, he was treated as a criminal, not with respect.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
|
|||
|
|
@ -28,10 +28,9 @@ Paul wrote this letter to one person, Titus. Most of the time the word “you”
|
|||
|
||||
#### Strategies for finding out how many people “you” refers to
|
||||
|
||||
(1) Look at the notes to see if they tell whether “you” refers to one person or more than one person.<br>
|
||||
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.<br>
|
||||
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.<br>
|
||||
(1) Look at the notes to see if they tell whether “you” refers to one person or more than one person.
|
||||
(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
|
||||
(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
|
||||
(4) Look at the context to see how many people the speaker was talking to and who responded.
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_younum.
|
||||
You may also want to watch the video at https://ufw.io/figs_younum.
|
||||
|
|
|
|||
|
|
@ -19,17 +19,16 @@ When a computer program that can read USFM sees this, it is able to format all o
|
|||
|
||||
**Bible translations must be in USFM for us to be able to use it!**
|
||||
|
||||
To read more about USFM notation, please read http://paratext.org/about/usfm .
|
||||
To read more about USFM notation, please read https://paratext.org/about/usfm .
|
||||
|
||||
#### How To Do a Bible Translation in USFM
|
||||
|
||||
Most people do not know how to write in USFM. This is one of the reasons why we created translationStudio (http://ufw.io/ts/). When you do a translation in translationStudio, what you see looks very similar to a normal word processor document without any markup language. However, translationStudio is formatting the Bible translation in USFM underneath what you see. This way, when you upload your translation from translationStudio, what is being uploaded is already formatted in USFM and can be immediately published in a variety of formats.
|
||||
Most people do not know how to write in USFM. This is one of the reasons why we created translationStudio (https://ufw.io/ts/). When you do a translation in translationStudio, what you see looks very similar to a normal word processor document without any markup language. However, translationStudio is formatting the Bible translation in USFM underneath what you see. This way, when you upload your translation from translationStudio, what is being uploaded is already formatted in USFM and can be immediately published in a variety of formats.
|
||||
|
||||
#### Converting a Translation to USFM
|
||||
|
||||
Though it is strongly encouraged to only do a translation using USFM notation, sometimes a translation is done without using USFM markup. This type of translation still can be used, but first the USFM markers must be added. One way to do this is to copy and paste it into translationStudio, then place the verse markers in the correct place. When this is done, the translation will be able to be exported as USFM. This is a very arduous task, so we strongly recommend doing your Bible translation work from the beginning in translationStudio or some other program that uses USFM.
|
||||
|
||||
|
||||
### Markdown for Other Content
|
||||
|
||||
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
|
||||
|
|
@ -46,15 +45,15 @@ Markdown also supports headings like this:
|
|||
|
||||
### Heading 3
|
||||
|
||||
Markdown also supports links. Links display like this http://www.unfoldingword.org/ and are written like this:
|
||||
Markdown also supports links. Links display like this https://www.unfoldingword.org/ and are written like this:
|
||||
|
||||
http://www.unfoldingword.org
|
||||
https://www.unfoldingword.org
|
||||
|
||||
Customized wording for links is also supported, like this:
|
||||
|
||||
[uW Website](http://www.unfoldingword.org)
|
||||
[uW Website](https://www.unfoldingword.org)
|
||||
|
||||
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax, please visit http://ufw.io/md.
|
||||
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax, please visit https://ufw.io/md.
|
||||
|
||||
### Conclusion
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,7 @@ Follow these steps in order to get started:
|
|||
1. **Organize.** Talk with the pastors and other believers from your language group and form a committee of people who can oversee the translation work. The Translation Committee finds and oversees the translators, to whom the rest of this list applies.
|
||||
2. **Contact.** Make contact with at least one person in the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To obtain information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
|
||||
3. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
|
||||
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see http://ufw.io/forms/)
|
||||
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see https://ufw.io/forms/)
|
||||
5. **Pray.** Pray that God would help the translators to understand the passage that you are translating and that he would help you to find the best way to communicate that passage in your language.
|
||||
6. **Read.**
|
||||
* If you are translating Open Bible Stories, read each individual story entirely before starting to translate it. If you are translating the Bible, read each entire chapter before you start to translate any part of it. That way you will understand how the part you are translating fits into the larger context, and you will translate it better.
|
||||
|
|
|
|||
|
|
@ -37,10 +37,10 @@ The English reader knows that these last two examples are Contrary-to-Fact condi
|
|||
|
||||
If Contrary-to-Fact conditions are clear in your language, then use them as they are.
|
||||
|
||||
(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.<br>
|
||||
(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.<br>
|
||||
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.<br>
|
||||
(4) If the condition is expressing something that did not happen, restate it as a negative statement.<br>
|
||||
(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
|
||||
(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
|
||||
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
|
||||
(4) If the condition is expressing something that did not happen, restate it as a negative statement.
|
||||
(5) Often Factual and Contrary-to-Fact conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -30,7 +30,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
|
|||
|
||||
#### Translation Strategies
|
||||
|
||||
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.<br>
|
||||
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
|
||||
(2) If it is not clear where the second event is, mark that part with a word like “then.”
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -22,7 +22,7 @@ English indicates exceptional relationships by first describing a group (Part 1)
|
|||
|
||||
If the way that Exceptional Clauses are marked in the source language is also clear in your language, then translate the Exceptional Clauses in the same way.
|
||||
|
||||
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”<br>
|
||||
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
|
||||
(2) Reverse the order of the clauses so that the exception is stated first, and then the larger group is named second.
|
||||
|
||||
#### Examples of Translation Strategy Applied
|
||||
|
|
|
|||
|
|
@ -34,8 +34,8 @@ There are two contrasts here, marked with “however” and “but.” The first
|
|||
|
||||
If your language uses contrast relationships in the same way as in the text, then use them as they are.
|
||||
|
||||
(1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.<br>
|
||||
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause.<br>
|
||||
(1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
|
||||
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause.
|
||||
(3) If your language shows a contrast relationship in a different way, then use that way.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -52,7 +52,7 @@ The purpose of the vine growers killing the heir was so they could take his inhe
|
|||
|
||||
If your language uses Goal or Purpose relationships in the same way as in the text, then use them as they are.
|
||||
|
||||
(1) If the construction of the Goal statement is unclear, change it to one that is more clear.<br>
|
||||
(1) If the construction of the Goal statement is unclear, change it to one that is more clear.
|
||||
(2) If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -40,8 +40,8 @@ The **result** is that Joshua circumcised the boys and men who had been born in
|
|||
|
||||
If your language uses reason-and-result relationships in the same way as in the text, then use them as they are.
|
||||
|
||||
(1) If the order of the clauses is confusing for the reader, then change the order.<br>
|
||||
(2) If the relationship between the clauses is not clear, then use a more clear connecting word.<br>
|
||||
(1) If the order of the clauses is confusing for the reader, then change the order.
|
||||
(2) If the relationship between the clauses is not clear, then use a more clear connecting word.
|
||||
(3) If it is more clear to put a connecting word in the clause that does not have one, then do so.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -34,7 +34,7 @@ This example begins with five background clauses (marked by commas), signalled a
|
|||
|
||||
If the way that the Background Clauses are marked is also clear in your language, then translate the Background Clauses as they are.
|
||||
|
||||
(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.<br>
|
||||
(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
|
||||
(2) If your language marks Background Clauses in a different way than using connecting words (such as by using different verb forms), then use that way.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -34,7 +34,7 @@ Here the general connector “**and**” connects four events. These are sequent
|
|||
|
||||
If the sequence of events is clear in your language, then translate the sequence as it is.
|
||||
|
||||
(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.<br>
|
||||
(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
|
||||
(2) If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -34,8 +34,8 @@ Three events happened at the same time – the disciples looking, Jesus going up
|
|||
|
||||
If the way that the simultaneous clauses are marked also is clear in your language, then translate the simultaneous clauses as they are.
|
||||
|
||||
(1) If the connecting word does not make it clear that the simultaneous clauses are happening at the same time, use a connecting word that communicates this more clearly.<br>
|
||||
(2) If it is not clear which clause the simultaneous clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.<br>
|
||||
(1) If the connecting word does not make it clear that the simultaneous clauses are happening at the same time, use a connecting word that communicates this more clearly.
|
||||
(2) If it is not clear which clause the simultaneous clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.
|
||||
(3) If your language marks events as simultaneous in a different way than using connecting words, then use that way.
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -65,8 +65,8 @@ Here the words “so that” connect what follows as the reason for what came be
|
|||
|
||||
If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
|
||||
|
||||
(1) Use a connecting word (even if the ULT does not use one).<br>
|
||||
(2) Do not use a connecting word if it would be strange to use one and people would understand the right relationship between the thoughts without it.<br>
|
||||
(1) Use a connecting word (even if the ULT does not use one).
|
||||
(2) Do not use a connecting word if it would be strange to use one and people would understand the right relationship between the thoughts without it.
|
||||
(3) Use a different connecting word.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -10,4 +10,4 @@ Make changes to the translation before you distribute it to a wider audience.
|
|||
|
||||
Remember: if possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and that as many people as possible can read and understand it.
|
||||
|
||||
(You may also want to watch the video at http://ufw.io/guidelines_collab.)
|
||||
(You may also want to watch the video at https://ufw.io/guidelines_collab.)
|
||||
|
|
|
|||
|
|
@ -28,6 +28,6 @@ Always translating faithfully can be difficult for several reasons:
|
|||
|
||||
* Example: When you are translating Mark 10:11, “Whoever divorces his wife and marries another woman commits adultery against her,” you might know that in Matthew 19:9 there is also the phrase, “… except for sexual immorality ….” Even so, do not add this phrase into Mark 10:11 because that would not be translating faithfully. Also, do not add any of your own ideas or any teachings from your church. Only translate the meaning that is there in the Bible passage.
|
||||
|
||||
In order to avoid these biases, especially the ones that you might not be aware of, you must study the unfoldingWord® Translation Notes (see http://ufw.io/tn/), unfoldingWord® Translation Words (see http://ufw.io/tw/) and the *unfoldingWord® Simplified Text* (see http://ufw.io/ust/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way.
|
||||
In order to avoid these biases, especially the ones that you might not be aware of, you must study the unfoldingWord® Translation Notes (see https://ufw.io/tn/), unfoldingWord® Translation Words (see https://ufw.io/tw/) and the *unfoldingWord® Simplified Text* (see https://ufw.io/ust/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way.
|
||||
|
||||
(You may also want to watch the video at http://ufw.io/guidelines_faithful.)
|
||||
(You may also want to watch the video at https://ufw.io/guidelines_faithful.)
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
(See the video “Translating the Scriptures – Culture” at http://ufw.io/trans_culture.)
|
||||
(See the video “Translating the Scriptures – Culture” at https://ufw.io/trans_culture.)
|
||||
|
||||
A historical translation communicates historical events and facts accurately. It provides additional information as needed to accurately communicate the intended message to people who do not share the context and culture of the original recipients of the original content.
|
||||
|
||||
|
|
|
|||
|
|
@ -6,4 +6,4 @@ Bible translations should be ongoing. Share the translation with others to see i
|
|||
|
||||
Remember: encourage people to review the translation and give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better.
|
||||
|
||||
(You may also want to watch the video at http://ufw.io/guidelines_ongoing.)
|
||||
(You may also want to watch the video at https://ufw.io/guidelines_ongoing.)
|
||||
|
|
|
|||
|
|
@ -40,8 +40,8 @@ Just as today, human father-son relationships during Bible times were never as l
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) Think through all the possibilities within your language to translate the words “son” and “father.” Determine which words in your language best represent the divine “Son” and “Father.”<br>
|
||||
(2) If your language has more than one word for “son,” use the word that has the closest meaning to “only son” (or “first son” if necessary).<br>
|
||||
(1) Think through all the possibilities within your language to translate the words “son” and “father.” Determine which words in your language best represent the divine “Son” and “Father.”
|
||||
(2) If your language has more than one word for “son,” use the word that has the closest meaning to “only son” (or “first son” if necessary).
|
||||
(3) If your language has more than one word for “father,” use the word that has the closest meaning to “birth father,” rather than “adoptive father.”
|
||||
|
||||
(See *God the Father* and *Son of God* pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating “Father” and “Son.”)
|
||||
(See *God the Father* and *Son of God* pages in [unfoldingWord® Translation Words](https://ufw.io/tw/) for help translating “Father” and “Son.”)
|
||||
|
|
|
|||
|
|
@ -9,7 +9,6 @@ The leaders of the church networks that will be involved in the translation shou
|
|||
* Do people respect the way this person speaks their own language?
|
||||
* What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. The various translators must agree on how to say things in a way that everyone can understand clearly.
|
||||
|
||||
|
||||
2. Does the person have a very good understanding of the source language?
|
||||
|
||||
* What level of education have they received, and how have they obtained skills in the source language?
|
||||
|
|
|
|||
|
|
@ -13,7 +13,6 @@ Simple definitions of words or phrases are added without quotes or sentence form
|
|||
|
||||
> Behold, those in expensive clothing and living in luxury are in **kings’ palaces.** (Luke 7:25b ULT)
|
||||
|
||||
|
||||
* **kings’ palaces** – the large, expensive houses that kings live in
|
||||
|
||||
### Translation Principles
|
||||
|
|
|
|||
|
|
@ -30,6 +30,6 @@ These links will only take you back to Notes in the same book that you are worki
|
|||
|
||||
#### Examples
|
||||
|
||||
* **be fruitful and multiply** – See how you translated these commands in [Genesis 1:28](http://).
|
||||
* **everything that creeps along the ground** – This includes all types of small animals. See how you translated this in [Genesis 1:25](http://).
|
||||
* **will be blessed in him** – Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](http://).
|
||||
* **be fruitful and multiply** – See how you translated these commands in [Genesis 1:28](https://).
|
||||
* **everything that creeps along the ground** – This includes all types of small animals. See how you translated this in [Genesis 1:25](https://).
|
||||
* **will be blessed in him** – Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](https://).
|
||||
|
|
|
|||
|
|
@ -16,6 +16,6 @@ When many scholars say that a word or phrase means one thing, and many others sa
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) Translate it in such a way that the reader could understand either meaning as a possibility.<br>
|
||||
(2) If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.<br>
|
||||
(1) Translate it in such a way that the reader could understand either meaning as a possibility.
|
||||
(2) If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
|
||||
(3) If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning.
|
||||
|
|
|
|||
|
|
@ -18,7 +18,6 @@ The metric values in the table below are close but not exactly equal to the bibl
|
|||
| “long” cubit | 54 centimeters |
|
||||
| stadia | 185 meters |
|
||||
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
|
|
@ -30,10 +29,10 @@ The metric values in the table below are close but not exactly equal to the bibl
|
|||
|
||||
### 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).)<br>
|
||||
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.<br>
|
||||
(3) Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.<br>
|
||||
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note.<br>
|
||||
(1) Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
|
||||
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
|
||||
(3) Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note.
|
||||
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
|
|
@ -10,7 +10,6 @@ The two tables below show some of the most well-known units of money found in th
|
|||
| shekel | various metals | 11 grams |
|
||||
| talent | various metals | 33 kilograms|
|
||||
|
||||
|
||||
| Unit in NT | Metal | Day’s Wage |
|
||||
| -------- | -------- | -------- |
|
||||
| denarius/denarii | silver coin | 1 day |
|
||||
|
|
@ -27,10 +26,10 @@ 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).)<br>
|
||||
(2) Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.<br>
|
||||
(3) Describe the value of the money in terms of what people in Bible times could earn in one day of work.<br>
|
||||
(4) Use the biblical term and give the equivalent amount in the text or a footnote.<br>
|
||||
(1) Use the Bible term and spell it in a way that is similar to the way it sounds. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
|
||||
(2) Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
|
||||
(3) Describe the value of the money in terms of what people in Bible times could earn in one day of work.
|
||||
(4) Use the biblical term and give the equivalent amount in the text or a footnote.
|
||||
(5) Use the biblical term and explain it in a footnote.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
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Reference in New Issue