See in Reader
V11.final.edits (#261)
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Joel D. Ruark
Gogs
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@ -23,6 +23,6 @@ Finally, a translation team is very close to and involved in their work, and so
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This Checking Manual is a guide to the process of checking. It will guide you through several kinds of checks that will allow you to fix these problems. We believe that having many people doing a variety of different checks will result in a faster checking process, allow broad church participation and ownership, and produce better translations.
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For more examples of the things that need to be checked, go to: [Types of Things to Check](../vol2-things-to-check/01.md).
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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).
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*Credits: Quotation used by permission, © 2013, SIL International, Sharing Our Native Culture, p. 69.*
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@ -17,9 +17,9 @@ To use these questions, follow these steps:
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2. Ask the community members some of the questions for that passage, one question at a time. It is not necessary to use all of the questions for each story or chapter if it seems that the community members are understanding the translation well.
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3. After each question, a member of the language community will answer the question. If the person only answers with a “yes” or a “no,” then the questioner should ask a further question so that he can be sure that the translation is communicating well. A further question could be something like, “How do you know that?” or “What part of the translation tells you that?”
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3. After each question, a member of the language community will answer the question. If the person only answers with a “yes” or a “no”, then the questioner should ask a further question so that he can be sure that the translation is communicating well. A further question could be something like, “How do you know that?” or “What part of the translation tells you that?”
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4. Write down or record the answer that the person gives, along with the chapter and verse of the Bible or the story and frame number of *Open Bible Stories* that you are talking about. If the person’s answer is similar to the suggested answer that has been provided for the question, then the translation is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer.
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4. Write down or record the answer that the person gives, along with the chapter and verse of the Bible or the story and frame number of Open Bible Stories that you are talking about. If the person’s answer is similar to the suggested answer that has been provided for the question, then the translation is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer.
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5. If the answer is unexpected or very different than the suggested answer, or if the person cannot answer the question, then the translation team will need to revise the part of the translation that communicates that information so that it communicates the information more clearly.
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@ -29,6 +29,6 @@ To use these questions, follow these steps:
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8. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church leader's accuracy check when language community members who have not heard the translation before can answer the questions correctly.
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9. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
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9. Go to the Community Evaluation page and answer the questions there. (See [Language Community Evaluation Questions](../community-evaluation/01.md).)
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For more information about making a clear translation, see [Clear](../clear/01.md). There are also methods other than the Translation Questions that you can use to check a translation with the community. For these other methods, see [Other Methods](../other-methods/01.md).
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@ -1,5 +1,5 @@
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Some images from the Bible involving animals are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
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Some images from the Bible involving animals are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the Image, but the Idea that the word represents does.
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#### An ANIMAL HORN represents strength
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@ -1,5 +1,5 @@
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Some images from the Bible related to farming are listed below. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does appear.
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Some images from the Bible related to farming are listed below. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the Image, but the Idea that the word represents does appear.
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#### A FARMER represents God, and the VINEYARD represents his chosen people
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@ -101,17 +101,14 @@ To honor someone’s name is to honor him.
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> You must no longer profane <u>my holy name</u> with your gifts and your idols. Ezekiel 20:39 (ULT)
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To profane God’s name is to profane his reputation, that is, to profane how people think about him.
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> For I will make <u>my great name</u> holy, which you have profaned among the nations…. Ezekiel 36:23 (ULT)
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To make God’s name holy is to cause people to to see that God is holy.
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> Your servants have come here from a land very far away, because of <u>the name</u> of Yahweh your God. We have heard a report about him and about everything that he did in Egypt (Joshua 9:9 ULT)
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The fact that the men said they heard a report about Yahweh shows that “because of the name of Yahweh” means because of Yahweh’s reputation.
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#### The SON OF SOMETHING shares its qualities
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@ -137,4 +134,4 @@ To serve God is to be motivated by God. To serve money is to be motivated by mon
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### Translation Strategies
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(see the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md))
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See the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md).
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@ -1,6 +1,6 @@
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Some images from the Bible involving human behavior are listed below. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
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Some images from the Bible involving human behavior are listed below. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the Image, but the Idea that the word represents does.
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#### BEING BENT OVER represents being discouraged or oppressed
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@ -44,7 +44,7 @@ This is because he actually will be dedicated to the Lord.
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#### CLEANLINESS represents being acceptable for God’s purposes
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Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some of the <u>clean</u> birds, and offered burnt offerings on the altar. Yahweh smelled the pleasing aroma…(Genesis 8:20 ULT)
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> Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some of the <u>clean</u> birds, and offered burnt offerings on the altar. Yahweh smelled the pleasing aroma… (Genesis 8:20 ULT)
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> The priest will examine him again on the seventh day to see if the disease is better and has not spread farther in the skin. If it has not, then the priest will pronounce him <u>clean</u>. It is a rash. He must wash his clothes, and then he is <u>clean</u>. (Leviticus 13:6 ULT)
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@ -89,7 +89,7 @@ Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some
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> Covenant faithfulness and trustworthiness <u>come before you</u>. (Psalm 89:14 ULT)
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Covenant faithfulness and trustworthiness are also personified here. (see [Personification](../figs-personification/01.md))
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Covenant faithfulness and trustworthiness are also personified here. (See [Personification](../figs-personification/01.md).)
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#### DRINKING WINE represents judgment
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@ -1,6 +1,6 @@
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Some images from the Bible involving man-made objects are listed below in alphabetical order. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does.
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Some images from the Bible involving man-made objects are listed below in alphabetical order. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the Image, but the Idea that the word represents does.
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#### BRONZE represents strength
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@ -1,12 +1,12 @@
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This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](../bita-part3/01.md).*)
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This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](../bita-part3/01.md).)
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### Description
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In all languages, most [metaphors](../figs-metaphor/01.md) come from broad patterns of pairings of items in which a physical Image represents an abstract Idea. For example, some languages have the pattern of pairing __height__ with “much” and pairing __being low__ with “not much,” so that __height__ represents “much” and __being low__ represents “not much.” This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__.
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The patterns found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere. (See the modules about [simple metaphors](../figs-simetaphor) and [extended metaphors](../figs-exmetaphor).)
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The patterns found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere. (See the modules about [simple metaphors](../figs-simetaphor/01.md) and [extended metaphors](../figs-exmetaphor/01.md).)
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For example, one pattern of pairings in the Bible is of WALKING representing “behaving” and a PATH representing a kind of behavior. In Psalm 1:1, to "walk" in the advice of the wicked represents doing what wicked people say to do.
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@ -22,9 +22,9 @@ This pattern is also seen in Psalm 119:32 where running in the path of God’s c
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These patterns present three challenges to anyone who wants to identify them:
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(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, "It is God who puts strength on me like a belt" (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (see “Clothing represents a moral quality” in [Biblical Imagery - Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor))
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(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, "It is God who puts strength on me like a belt" (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (See “CLOTHING represents a moral quality” in [Biblical Imagery - Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
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(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (see “LIGHT or FIRE represents life” in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md))
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(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md).)
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In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David’s life. When his men were concerned that he might “put out the lamp of Israel” they were concerned that he might be killed.
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> 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 <u>lamp</u> of Israel.” (2 Samuel 21:16-17 ULT)
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(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).
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(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).)
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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.
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> They said, “Believe in the Lord Jesus, and you will be saved, you and your <u>household</u>.” 32 They spoke the word of the Lord to him, together with everyone in his house. 33 Then the jailer took them at the same hour of the night, and washed their wounds, and he and those in his entire house were baptized immediately. (Acts 16:31-33 ULT)
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In original languages (Hebrew and Greek), the words translated here as "household" literally mean "house". The word "house" is a metonym for the people who live in the house. This is very common metonym in the Bible.
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In the original languages (Hebrew and Greek), the words translated here as "household" literally mean "house". The word "house" is a metonym for the people who live in the house. This is a very common metonym in the Bible.
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#### The MEMORY OF A PERSON means [his descendants]
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> Asher’s food will be rich, and he will provide royal delicacies.
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> Naphtali is a doe let loose; he will have beautiful fawns. (Genesis 49:19-21 ULT)
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The names Gad, Asher, and Naphtali refer not only to those men, but to their descendants.
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#### A PERSON means [himself and the people with him]
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@ -3,7 +3,7 @@ A **complex metaphor** is an *implicit* [metaphor](../figs-metaphor/01.md) that
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### Explanation of a Complex Metaphor
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When using a metaphor, a writer/speaker uses a physical Image in order to express an abstract Idea about some immediate Topic, with at least one point of comparison between the Topic and the Image. In simple metaphors, usually the Topic and the Image are expressed, and the Idea is implied from the context. In extended metaphors, the writer or speaker explicitly states the topic, and then describes multiple images and communicates multiple ideas. A complex metaphor is different from both of these. In a complex metaphor, a writer/speaker uses multiple Images to express multiple Ideas about a Topic, but he does not explicitly say how the images and ideas are metaphorically related to one another. The reader/listener must think very carefully about what the writer/speaker is saying in order to figure out the underlying relationship between the images and the ideas. *One can say more precisely that a complex metaphor operates <u>in the mind of the writer/speaker</u> rather than <u>in the text itself</u>.*
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When using a metaphor, a writer/speaker uses a physical **Image** in order to express an abstract **Idea** about some immediate **Topic**, with at least one point of comparison between the Topic and the Image. In simple metaphors, usually the Topic and the Image are expressed, and the Idea is implied from the context. In extended metaphors, the writer or speaker explicitly states the topic, and then describes multiple images and communicates multiple ideas. A complex metaphor is different from both of these. In a complex metaphor, a writer/speaker uses multiple **Images** to express multiple **Ideas** about a **Topic**, but he does not explicitly say how the images and ideas are metaphorically related to one another. The reader/listener must think very carefully about what the writer/speaker is saying in order to figure out the underlying relationship between the images and the ideas. **One can say more precisely that a complex metaphor operates <u>in the mind of the writer/speaker</u> rather than <u>in the text itself</u>.**
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For example, the metaphor FORGIVENESS IS CLEANSING is a very common complex metaphor in both the Old Testament and the New Testament. Consider the following verses from Psalm 51.
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* For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
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* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md), [Biblical Imagery - Common Patterns](../bita-part1/01.md) and [Biblical Imagery - Cultural Models](../bita-part3/01.md).
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* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery - Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery - Cultural Models](../bita-part3/01.md).
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In Isaiah 5:1-7, the prophet Isaiah uses a vineyard (the **Image**) to express God’s disappointment (the **Idea**) with the nation of Israel (the **Topic**) for their unfaithfulness to God and his covenant with them as his people. Farmers care for their gardens, and a farmer would feel disappointed if his vineyard produced bad fruit. If a vineyard produced only bad fruit for a long enough time, the farmer would eventually stop caring for it. We call this an extended metaphor because the prophet describes in detail multiple images relating to a vineyard as well as multiple aspects of God's disappointment.
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> <sup>1</sup> …My well beloved had a <u>vineyard</u> on a very fertile hill. <sup>2</sup> He <u>spaded it</u> and <u>removed the stones</u>, and <u>planted it</u> with the choicest vine. He <u>built a tower</u> in the middle of it, and also <u>built a winepress</u>. <u>He waited for it to produce grapes, but it produced wild grapes</u>. <sup>3</sup> So now, inhabitants of Jerusalem and men of Judah; judge between me and my vineyard. <sup>4</sup> What more could have been done for my vineyard, that I have not done for it? <u>When I looked for it to produce grapes, why did it produce wild grapes</u>? <sup>5</sup> Now I will inform you what I will do to my vineyard; I will remove the hedge; I will turn it into a pasture; I will break down its wall, and it will be trampled on. <sup>6</sup> I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up, I will also command the clouds not to rain on it. <sup>7</sup> For the vineyard of Yahweh of hosts is the house of Israel, and the men of Judah his pleasant planting; <u>he waited for justice, but instead, there was killing</u>; <u>for righteousness, but, instead, a cry for help</u>. (Isa 5:1-7 ULT)
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> <sup>1</sup> …My well beloved had a <u>vineyard</u> on a very fertile hill. <sup>2</sup> He <u>spaded it</u> and <u>removed the stones</u>, and <u>planted it</u> with the choicest vine. He <u>built a tower</u> in the middle of it, and also <u>built a winepress</u>. <u>He waited for it to produce grapes, but it produced wild grapes</u>. <sup>3</sup> So now, inhabitants of Jerusalem and men of Judah; judge between me and my vineyard. <sup>4</sup> What more could have been done for my vineyard, that I have not done for it? <u>When I looked for it to produce grapes, why did it produce wild grapes</u>? <sup>5</sup> Now I will inform you what I will do to my vineyard; I will remove the hedge; I will turn it into a pasture; I will break down its wall, and it will be trampled on. <sup>6</sup> I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up, I will also command the clouds not to rain on it. <sup>7</sup> For <u>the vineyard of Yahweh of hosts is the house of Israel</u>, and the men of Judah his pleasant planting; <u>he waited for justice, but instead, there was killing</u>; <u>for righteousness, but, instead, a cry for help</u>. (Isa 5:1-7 ULT)
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### Other Examples from the Bible
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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:
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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.
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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.
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1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
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1. If the target audience still would not understand, then state it clearly.
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### Examples of Translation Strategies Applied
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(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. See Psalm 23:1-2 as an example:
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(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. See Psalm 23:1-2 as an example:
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> **Yahweh is <u>my shepherd</u>; I will lack nothing.**
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> **He makes <u>me</u> to lie down in green pastures;**
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### Description
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Litotes is a figure of speech in which the speaker expresses a strong positive meaning by using two negative words or a negative word with a word that means the opposite of the meaning he intends. A few examples of negative words are “no,” “not,” “none,” and “never.” The opposite of “good” is “bad.” Someone could say that something is “not bad” to mean that it is extremely good.
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Litotes is a figure of speech in which the speaker expresses a strong positive meaning by using two negative words or a negative word with a word that means the opposite of the meaning he intends. A few examples of negative words are “no”, “not”, “none”, and “never”. The opposite of “good” is “bad”. Someone could say that something is “not bad” to mean that it is extremely good.
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#### Reason this is a translation issue
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@ -22,11 +22,11 @@ Some languages do not use merism. The readers of those languages may think that
|
|||
|
||||
> <u>From the rising of the sun to its setting</u>, Yahweh’s name should be praised. (Psalm 113:3 ULT)
|
||||
|
||||
This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means “everywhere.”
|
||||
This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means “everywhere”.
|
||||
|
||||
> He will bless those who honor him, both <u>young and old</u>. (Psalm 115:13)
|
||||
|
||||
The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means “everyone.”
|
||||
The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means “everyone”.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ A girl and a rose are very different things, but the speaker considers that they
|
|||
|
||||
### The Parts of a Metaphor
|
||||
|
||||
The example above shows us that a metaphor has three parts. In this metaphor, the speaker is talking about "the girl I love." This is the **Topic**. The speaker wants the hearer to think about what is similar between her and "a red rose." The red rose is the **Image** to which he compares the girl. Most probably, he wants the hearer to consider that they are both <u>beautiful</u>. This is the **Idea** that the girl and the rose both share, and so we may also call it the **Point of Comparison**.
|
||||
The example above shows us that a metaphor has three parts. In this metaphor, the speaker is talking about "the girl I love". This is the **Topic**. The speaker wants the hearer to think about what is similar between her and "a red rose." The red rose is the **Image** to which he compares the girl. Most probably, he wants the hearer to consider that they are both <u>beautiful</u>. This is the **Idea** that the girl and the rose both share, and so we may also call it the **Point of Comparison**.
|
||||
|
||||
Every metaphor has three parts:
|
||||
|
||||
|
|
@ -28,11 +28,11 @@ Usually, a writer or speaker uses a metaphor in order to express something about
|
|||
|
||||
Speakers often use metaphors in order to strengthen their message, to make their language more vivid, to express their feelings better, to say something that is hard to say in any other way, or to help people remember their message.
|
||||
|
||||
Sometimes speakers use metaphors that are very common in their language. However, sometimes speakers use metaphors that are uncommon, and even some metaphors that are unique. When a metaphor has become very common in a language, often it becomes a "passive" metaphor, in contrast to uncommon metaphors, which we describe as being "active." Passive metaphors and active metaphors each present a different kind of translation problem, which we will discuss below.
|
||||
Sometimes speakers use metaphors that are very common in their language. However, sometimes speakers use metaphors that are uncommon, and even some metaphors that are unique. When a metaphor has become very common in a language, often it becomes a "passive" metaphor, in contrast to uncommon metaphors, which we describe as being "active". Passive metaphors and active metaphors each present a different kind of translation problem, which we will discuss below.
|
||||
|
||||
### Passive Metaphors
|
||||
|
||||
A passive metaphor is a metaphor that has been used so much in the language that its speakers no longer regard it as one concept standing for another. Passive metaphors are extremely common. Examples in English include the terms “table <u>leg</u>", “family <u>tree</u>”, “book <u>leaf</u>” (meaning a page in a book), or the word “crane” (meaning a large machine for lifting heavy loads). English speakers simply think of these words as having more than one meaning. Examples of passive metaphors in Biblical Hebrew include using the word “hand” to represent “power,” using the word “face” to represent “presence,” and speaking of emotions or moral qualities as if they were “clothing.”
|
||||
A passive metaphor is a metaphor that has been used so much in the language that its speakers no longer regard it as one concept standing for another. Passive metaphors are extremely common. Examples in English include the terms “table <u>leg</u>", “family <u>tree</u>”, “book <u>leaf</u>” (meaning a page in a book), or the word “crane” (meaning a large machine for lifting heavy loads). English speakers simply think of these words as having more than one meaning. Examples of passive metaphors in Biblical Hebrew include using the word “hand” to represent “power”, using the word “face” to represent “presence”, and speaking of emotions or moral qualities as if they were “clothing.”
|
||||
|
||||
#### Patterned Pairs of Concepts acting as Metaphors
|
||||
|
||||
|
|
@ -67,7 +67,7 @@ Active metaphors are the metaphors that need special care to translate correctly
|
|||
|
||||
> Jesus said to them, “I am the bread of life; he who comes to me will not be hungry, and he who believes in me will never be thirsty.” (John 6:35 ULT)
|
||||
|
||||
In this metaphor, Jesus called himself the bread of life. The **Topic** is “I” (meaning Jesus himself) and the **Image** is “bread”. Bread was the primary food that people ate in that place and time. The similarity between bread and Jesus is that people need both to live. Just as people need to eat food in order to have physical life, people need to trust in Jesus in order to have eternal life. The **Idea** of the metaphor is "life." In this case, Jesus stated the central Idea of the metaphor, but often the Idea is only implied.
|
||||
In this metaphor, Jesus called himself the bread of life. The **Topic** is “I” (meaning Jesus himself) and the **Image** is “bread”. Bread was the primary food that people ate in that place and time. The similarity between bread and Jesus is that people need both to live. Just as people need to eat food in order to have physical life, people need to trust in Jesus in order to have eternal life. The **Idea** of the metaphor is "life". In this case, Jesus stated the central Idea of the metaphor, but often the Idea is only implied.
|
||||
|
||||
### Purposes of Metaphor
|
||||
|
||||
|
|
|
|||
|
|
@ -9,9 +9,9 @@ For example, Jesus used a simple metaphor when he said:
|
|||
|
||||
> …I am the light of the world. (John 9:5 ULT)
|
||||
|
||||
In this simple metaphor, the **Topic** is Jesus himself. The **Image** is the phrase "light of the world," because light is the physical object that Jesus uses to refer to some unknown **Idea** about himself. As is often the case with simple metaphors in the Bible, in this instance Jesus does not explicitly tell his listeners the Idea that he intends to convey. The reader must read the story and figure out the Idea for himself from the context.
|
||||
In this simple metaphor, the **Topic** is Jesus himself. The **Image** is the phrase "light of the world", because light is the physical object that Jesus uses to refer to some unknown **Idea** about himself. As is often the case with simple metaphors in the Bible, in this instance Jesus does not explicitly tell his listeners the **Idea** that he intends to communicate. The reader must read the story and figure out the Idea for himself from the context.
|
||||
|
||||
After making this statement, Jesus healed a man who was born blind. After the healed man saw Jesus for the first time and worshiped Him as God, Jesus explained the Idea of his "light of the world" metaphor:
|
||||
After making this statement, Jesus healed a man who was born blind. After the healed man saw Jesus for the first time and worshiped Him as God, Jesus explained the **Idea** of his "light of the world" metaphor:
|
||||
|
||||
> …I came into this world so that those who do not see may see… (John 9:35 ULT)
|
||||
|
||||
|
|
@ -30,7 +30,7 @@ NOTE: Amos did not actually mean that the women were cows. He spoke to them as h
|
|||
|
||||
> And yet, Yahweh, you are our father; <u>we are the clay</u>. <u>You are our potter</u>; and we all are the work of your hand. (Isaiah 64:8 ULT)
|
||||
|
||||
The example above has two related metaphors. The Topic(s) are “we” and “you,” and the Image(s) are “clay and “potter”. The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and “us” is that <u>neither the clay nor God’s people have a right to complain about what they are becoming</u>.
|
||||
The example above has two related metaphors. The Topic(s) are “we” and “you”, and the Image(s) are “clay and “potter”. The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and “us” is that <u>neither the clay nor God’s people have a right to complain about what they are becoming</u>.
|
||||
|
||||
> Jesus said to them, “Take heed and beware of <u>the yeast of the Pharisees and Sadducees</u>.” The disciples reasoned among themselves and said, “It is because we took no bread.” (Matthew 16:6-7 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,9 +1,9 @@
|
|||
|
||||
A simile is an explicit comparison of two things that are not normally thought to be similar. One is said to be “like” the other. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as” or “than.”
|
||||
A simile is an explicit comparison of two things that are not normally thought to be similar. One is said to be “like” the other. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than”.
|
||||
|
||||
### Description
|
||||
|
||||
A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as” or “than.”
|
||||
A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than”.
|
||||
|
||||
> When he saw the crowds, he had compassion for them, because they were worried and confused, because they were <u>like sheep without a shepherd</u>. (Matthew 9:36)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,4 +1,6 @@
|
|||
## Conditional Relationship
|
||||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
|
||||
### Contrary to Fact Conditions
|
||||
|
||||
|
|
|
|||
|
|
@ -1,4 +1,6 @@
|
|||
## Conditional Relationship
|
||||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
|
||||
### Factual Conditions
|
||||
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
## Conditional Connectors
|
||||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,7 @@
|
|||
## Logical Relationships
|
||||
|
||||
Some connectors establish logical relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Contrast relationship
|
||||
|
||||
#### Definition
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
## Logical Relationships
|
||||
|
||||
Some connectors establish logical relationships between the parts of the sentence.
|
||||
Some connectors establish logical relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Goal (or Purpose) Relationship
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,7 @@
|
|||
## Logical Relationships
|
||||
|
||||
Some connectors establish logical relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Reason-and-Result Relationships
|
||||
|
||||
#### Definition
|
||||
|
|
|
|||
|
|
@ -1,5 +1,7 @@
|
|||
## Time Relationship
|
||||
|
||||
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Background Clause
|
||||
|
||||
#### Definition
|
||||
|
|
|
|||
|
|
@ -1,4 +1,6 @@
|
|||
## Time Relationship
|
||||
## Time Relationships
|
||||
|
||||
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Sequential Clause
|
||||
|
||||
|
|
@ -49,4 +51,4 @@ If the sequence of events is clear in your language, then translate the sequence
|
|||
|
||||
> For the land whose two kings you dread will be desolate <u>before</u> the child knows to refuse the evil and choose the good.
|
||||
|
||||
For more about sequences of events, see: [Sequence of Events](../figs-events/01.md).
|
||||
For more about sequences of events, see [Sequence of Events](../figs-events/01.md).
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Simultaneous Time Relationship
|
||||
Connect - Sequential Time Relationship
|
||||
|
|
@ -1,4 +1,6 @@
|
|||
## Time Relationship
|
||||
## Time Relationships
|
||||
|
||||
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text.
|
||||
|
||||
### Simultaneous Clause
|
||||
|
||||
|
|
@ -8,7 +10,7 @@ A simultaneous clause is a time relationship that connects two or more events th
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as "while," "as," and "during." Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not so that you can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-and-Result relationship.
|
||||
Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as "while," "as," and "during". Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not so that you can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-and-Result relationship.
|
||||
|
||||
#### Examples from OBS and the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Words and Phrases
|
||||
Connect - Simultaneous Time Relationship
|
||||
|
|
@ -1,4 +1,4 @@
|
|||
### Connecting Words and Phrases
|
||||
### Description
|
||||
|
||||
As humans, we write our thoughts in phrases and sentences. Usually, we want to communicate a series of thoughts that are connected to each other in different ways. **Connecting Words and Phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the underlined Connecting Words:
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Sequential Time Relationship
|
||||
Connecting Words and Phrases
|
||||
|
|
@ -378,19 +378,19 @@ sections:
|
|||
link: figs-cometaphor
|
||||
- title: "Biblical Imagery – Common Metaphors in the Bible"
|
||||
sections:
|
||||
- title: "Body Parts and Human Qualities"
|
||||
- title: "Biblical Imagery – Body Parts and Human Qualities"
|
||||
link: bita-hq
|
||||
- title: "Human Behavior"
|
||||
- title: "Biblical Imagery – Human Behavior"
|
||||
link: bita-humanbehavior
|
||||
- title: "Natural Phenomena"
|
||||
- title: "Biblical Imagery – Natural Phenomena"
|
||||
link: bita-phenom
|
||||
- title: "Man-made Objects"
|
||||
- title: "Biblical Imagery – Man-made Objects"
|
||||
link: bita-manmade
|
||||
- title: "Farming"
|
||||
- title: "Biblical Imagery – Farming"
|
||||
link: bita-farming
|
||||
- title: "Animals"
|
||||
- title: "Biblical Imagery – Animals"
|
||||
link: bita-animals
|
||||
- title: "Plants"
|
||||
- title: "Biblical Imagery – Plants"
|
||||
link: bita-plants
|
||||
- title: "Biblical Imagery - Cultural Models"
|
||||
link: bita-part3
|
||||
|
|
|
|||
Loading…
Reference in New Issue