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Add curly quotes (#60)

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Larry Sallee 2019-06-13 21:02:36 +00:00 committed by Gogs
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README.md
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@ -18,13 +18,13 @@ If you want to make your suggested changes then you may use the online editor to
The tA are written in a simple Markdown format and organized according to the [Resource Container Manual](https://resource-container.readthedocs.io/en/latest/container_types.html#manual-man) type. See that link for more information but here is a quick summary.
Each manual has it's own directory in this repository (for example, the Checking Manual is in the [checking](https://git.door43.org/unfoldingWord/en_ta/src/branch/master/checking) directory). Each module has its own directory inside of these manual directories. Inside each of these are three files:
Each manual has it’s own directory in this repository (for example, the Checking Manual is in the [checking](https://git.door43.org/unfoldingWord/en_ta/src/branch/master/checking) directory). Each module has its own directory inside of these manual directories. Inside each of these are three files:
* `01.md` - This is the main body of the module
* `sub-title.md` - This file contians the question that the module is intended to answer.
* `title.md` - This contains the title of the module
There are also YAML formatted files in each manual's directory. The `toc.yaml` file is for encoding the Table of Contents and the `config.yaml` file is for encoding dependencies between the modules.
There are also YAML formatted files in each manual’s directory. The `toc.yaml` file is for encoding the Table of Contents and the `config.yaml` file is for encoding dependencies between the modules.
## GL Translators
@ -37,13 +37,13 @@ If you are translating online, please fork the [Door43-Catalog/en_ta](https://gi
### Technical Information for Translating tA
* *Do not* rename any files or directories. Only translate what is inside the files.
* 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.
* 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.
* Images that are included in tA should be no more than 600px wide. Leave the image links alone to use the original images.
* 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.
* 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.
You are free to add additional modules. In order for the new modules to be included when tA is published, all of the following conditions need to be satisfied:
* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on "testing" in the Translation Manual, you will want to put the file in "translate/testing/01.md".
* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on “testing” in the Translation Manual, you will want to put the file in “translate/testing/01.md”.
* The file must be included in the table of contents, `toc.yaml` for the appropriate manual.
* The value of the slug in the `toc.yaml` file and the directory (without the extension) must be the same as the directory name (`testing` in this example).
* The slug must be unique, and not used in any of the other tA repositories. This is a requirement so that it is possible to create unambiguous links to articles in other tA manuals.

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checking/accuracy-check/01.md
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@ -40,5 +40,5 @@ These questions can also be helpful for finding anything that might be inaccurat
* 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?)
* Are there translationWords 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?
* 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 and still fit with the meaning of the source language translation?)
* 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 translationQuestions 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.
* 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 translationQuestions 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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checking/accurate/01.md
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It is very important to make sure that the new translation is accurate. Those who have been chosen to check the translation for accuracy have the responsibility to make sure that it communicates the same meaning as the original writer intended and expected to communicate.
For instructions on how to do this, go to [Accuracy Check](../accuracy-check/01.md), and follow the steps in the section under the heading "All Levels."
For instructions on how to do this, go to [Accuracy Check](../accuracy-check/01.md), and follow the steps in the section under the heading “All Levels.”

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checking/authority-level2/01.md
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@ -6,7 +6,7 @@ The intent of this level is two-fold:
1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community
1. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it
At this level, the model implements the concept of a "testimony of two or three witnesses" in the checking process.
At this level, the model implements the concept of a “testimony of two or three witnesses” in the checking process.
To achieve this level, the translation team will submit the translation to members of the language community that will use the translation. The language community will review the translation for **clarity** and **naturalness**.

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checking/authority-process/01.md
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@ -9,4 +9,4 @@ This model proposes a three-tiered approach to affirming the quality of a transl
* [Authority Level 2](../authority-level2/01.md): Determined by the agreement of pastors/elders who are members of different Church networks in the language group, and tested with the language community
* [Authority Level 3](../authority-level3/01.md): Determined by the leadership of Church networks with a presence in the people group that speaks the language
The process for checking a translation will be described in the modules under the heading "Checking Process."
The process for checking a translation will be described in the modules under the heading “Checking Process.”

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checking/headings/01.md
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@ -11,10 +11,10 @@ If you have decided to use section headings, then you will need to decide which
There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12:
* Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
* Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
* Topical reference: "Cure of a paralytic." This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
* Question: "Does Jesus have authority to heal and forgive sins?" This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
* "About" comment: "About Jesus healing a paralyzed man." This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
* Summary statement: “By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal.” This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
* Explanatory comment: “Jesus heals a paralyzed man.” This is also a full sentence, but gives just enough information to remind the reader which section follows.
* Topical reference: “Cure of a paralytic.” This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
* Question: “Does Jesus have authority to heal and forgive sins?” This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
* “About” comment: “About Jesus healing a paralyzed man.” This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
As you can see, it is possible to make many different kinds of section headings, but they all have the same purpose. They all give the reader information about the main topic of the section of the Bible that follows. Some are shorter, and some are longer. Some give just a little information, and some give more. You may want to experiment with the different kinds, and ask people which kind they think is most helpful for them.

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checking/intro-check/01.md
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This manual describes how to check translated biblical content for accuracy, clarity, and naturalness.
The manual begins with instructions for checking the translation that the translation team will use to check each other's work. If they follow these instructions, they will complete checking level one. Then there are instructions for the translation team to use for checking the translation with the language community for clarity and naturalness, and for church leaders to use when they check the translation for accuracy. If they follow these instructions, they will complete checking level two. This manual also contains instructions for the leaders of church networks to use for checking the translation for accuracy at level three.
The manual begins with instructions for checking the translation that the translation team will use to check each other’s work. If they follow these instructions, they will complete checking level one. Then there are instructions for the translation team to use for checking the translation with the language community for clarity and naturalness, and for church leaders to use when they check the translation for accuracy. If they follow these instructions, they will complete checking level two. This manual also contains instructions for the leaders of church networks to use for checking the translation for accuracy at level three.
The manual also includes further instructions for checking the translation that the leaders of church networks can use to check the translation. Because many leaders of church networks do not speak the language of the translation, there are also instructions for creating a back translation, which allows people to check a translation in a language that they do not speak.

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checking/intro-checking/01.md
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#### Introduction
As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, "But I speak my native language perfectly. The translation is for that language. What more is needed?" What he said was true, but there are two more things to keep in mind.
As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, “But I speak my native language perfectly. The translation is for that language. What more is needed?” What he said was true, but there are two more things to keep in mind.
One thing is that he may not have understood the source text correctly, and so someone who knows what it should say might be able to correct the translation. This could be because he did not correctly understand a phrase or expression in the source language. In this case, someone else who understands the source language well can correct the translation.

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checking/language-community-check/01.md
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@ -13,9 +13,9 @@ To use these questions, follow these steps:
1. 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.
1. 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?"
1. 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?”
1. Write down the answer that the person gives. If the person's answer is similar to the suggested answer that has been provided for the question, then the translation of the story 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.
1. Write down the answer that the person gives. If the person’s answer is similar to the suggested answer that has been provided for the question, then the translation of the story 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.
1. 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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checking/level3-questions/01.md
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These are the questions for the Level Three checkers to keep in mind as they read the new translation.
You can answer these questions after you read portions of the translation or as you come across problems in the text. If you answer "no" to any of these questions in the first group, please explain in more detail, include the specific passage that you feel is not right, and give your recommendation for how the translation team should correct it.
You can answer these questions after you read portions of the translation or as you come across problems in the text. If you answer “no” to any of these questions in the first group, please explain in more detail, include the specific passage that you feel is not right, and give your recommendation for how the translation team should correct it.
Keep in mind that the goal of the translation team is to express the meaning of the source text in a natural and clear way in the target language. This means that they may have needed to change the order of some clauses and that they had to represent many single words in the source language with multiple words in the target language. These things are not considered to be problems in Other Language (OL) translations. The only times that translators should avoid making these changes is for Gateway Language (GL) translations of the ULT and UST. The purpose of the ULT is to show the OL translator how the original biblical languages expressed the meaning, and the purpose of the UST is to express that same meaning in simple, clear forms, even though it might be more natural to use an idiom in the OL. GL translators need to remember those guidelines. But for OL translations, the goal is always to be natural and clear.
@ -22,9 +22,9 @@ Also keep in mind that the translators may have included information that the or
1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
1. In these difficult passages, do the community leaders feel that the translator has used language that communicates the same message that is in the source text?
1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer "no," please answer the second group of questions below.
1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer “no,” please answer the second group of questions below.
If you answer "yes" to any of the questions in this second group, please explain in more detail so that the translation team can know what the specific problem is, what part of the text needs correction, and how you would like them to correct it.
If you answer “yes” to any of the questions in this second group, please explain in more detail so that the translation team can know what the specific problem is, what part of the text needs correction, and how you would like them to correct it.
1. Are there any doctrinal errors in the translation?
1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community?

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checking/punctuation/01.md
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@ -1,5 +1,5 @@
"Punctuation" refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently.
“Punctuation” refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently.
Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct way to use the different punctuation marks.

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checking/self-assessment/01.md
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@ -5,7 +5,7 @@ The objective of this section is to describe a process by which the Church can r
#### How to Use the Assessment
This assessment method employs two types of statements. Some are "yes/no" statements where a negative response indicates a problem that must be resolved. Other sections use an equally-weighted method that provides translation teams and checkers with statements about the translation. Each statement should be scored by the person doing the check (beginning with the translation team) on a scale of 0-2:
This assessment method employs two types of statements. Some are “yes/no” statements where a negative response indicates a problem that must be resolved. Other sections use an equally-weighted method that provides translation teams and checkers with statements about the translation. Each statement should be scored by the person doing the check (beginning with the translation team) on a scale of 0-2:
**0** - disagree
@ -13,7 +13,7 @@ This assessment method employs two types of statements. Some are "yes/no" statem
**2** - strongly agree
At the end of the review, the total value of all responses in a section should be added up and, if the responses accurately reflect the state of the translation, this value will provide the reviewer with an approximation of the probability that the translated chapter is of excellent quality. The rubric is designed to be simple and provide the reviewer with an objective method to assess where the work needs improvement. *For example, if the translation scores relatively well in "Accuracy" but quite poorly in "Naturalness" and "Clarity," then the translation team needs to do more community checking.*
At the end of the review, the total value of all responses in a section should be added up and, if the responses accurately reflect the state of the translation, this value will provide the reviewer with an approximation of the probability that the translated chapter is of excellent quality. The rubric is designed to be simple and provide the reviewer with an objective method to assess where the work needs improvement. *For example, if the translation scores relatively well in “Accuracy” but quite poorly in “Naturalness” and “Clarity,” then the translation team needs to do more community checking.*
The rubric is intended to be used for each chapter of translated biblical content. The translation team should do an assessment of each chapter after they finish their other checks, and then the level 2 church checkers should do it again, and then the level 3 checkers should also assess the translation with this checklist. As more detailed and extensive checking of the chapter is performed by the Church at each level, the points for the chapter should be updated from each of the first four sections (overview, naturalness, clarity, accuracy), allowing the church and community to see how the translation is improving.
@ -23,7 +23,7 @@ The process is divided into five parts: the **overview** (information about the
##### 1. Overview
*Circle either "no" or "yes" for each statement below.*
*Circle either “no” or “yes” for each statement below.*
**no | yes** This translation is a meaning-based translation that attempts to communicate the meaning of the original text in ways that are natural, clear, and accurate in the target language.
@ -33,9 +33,9 @@ The process is divided into five parts: the **overview** (information about the
**no | yes** The translation of this chapter has been done in accordance with the Translation Guidelines.
##### 2. Naturalness: "this is *my* language"
##### 2. Naturalness: “this is *my* language”
*Circle either "0" or "1" or "2" for each statement below.*
*Circle either “0” or “1” or “2” for each statement below.*
This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md))
@ -55,9 +55,9 @@ This section can be strengthened through doing more community checking. (See [La
**0 1 2** The review of the translation of this chapter for naturalness included both men and women.
##### 3. Clarity: "the meaning is clear"
##### 3. Clarity: “the meaning is clear”
*Circle either "0" or "1" or "2" for each statement below.*
*Circle either “0” or “1” or “2” for each statement below.*
This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md))
@ -77,9 +77,9 @@ This section can be strengthened through doing more community checking. (See [La
**0 1 2** The review of the translation of this chapter for clarity included both men and women.
##### 4. Accuracy: "the translation communicates what the original source text communicated"
##### 4. Accuracy: “the translation communicates what the original source text communicated”
*Circle either "0" or "1" or "2" for each statement below.*
*Circle either “0” or “1” or “2” for each statement below.*
This section can be strengthened through doing more accuracy checking. (See [Accuracy Check](../accuracy-check/01.md))
@ -103,9 +103,9 @@ This section can be strengthened through doing more accuracy checking. (See [Acc
**0 1 2** The translation of this chapter has been compared against the original texts (Hebrew, Greek, Aramaic) to check for correct lexical definitions and intent of the original texts.
##### 5. Church approval: "the naturalness, clarity, and accuracy of the translation is approved by the Church that speaks that language"
##### 5. Church approval: “the naturalness, clarity, and accuracy of the translation is approved by the Church that speaks that language”
*Circle either "0" or "1" or "2" for each statement below.*
*Circle either “0” or “1” or “2” for each statement below.*
**no | yes** Church leaders who have checked this translation are native speakers of the target language, and include someone who understands well one of the languages in which the source text is available.

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checking/verses/01.md
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@ -9,4 +9,4 @@ It is important that your target language translation include all of the verses
### Checking for Missing Verses
In order to check your translation for missing verses, after a book has been translated, import the translation into ParaTExt. Then run the check for "chapter/verse numbers." ParaTExt will give you a list of everywhere in that book that it finds verses missing. You can then look at each of those places and decide if the verse is missing on purpose because of one of the three reasons above, or if it is missing by mistake and you need to go back and translate that verse.
In order to check your translation for missing verses, after a book has been translated, import the translation into ParaTExt. Then run the check for “chapter/verse numbers.” ParaTExt will give you a list of everywhere in that book that it finds verses missing. You can then look at each of those places and decide if the verse is missing on purpose because of one of the three reasons above, or if it is missing by mistake and you need to go back and translate that verse.

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checking/vol2-backtranslation-guidelines/01.md
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#### a. Use the meaning of the word in context
If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, "come (go)" if the target language word was translated as "go" earlier in the back translation but in the new context it is better translated as "come."
If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, “come (go)” if the target language word was translated as “go” earlier in the back translation but in the new context it is better translated as “come.”
If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, "he kicked the bucket (he died)." If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning.
If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, “he kicked the bucket (he died).” If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning.
#### b. Keep parts of speech the same
@ -21,7 +21,7 @@ The back translator should use the same punctuation in the back translation as t
#### e. Express the full meaning of complex words
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)."
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, “go up,” or “be lying down.” Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as “we (inclusive),” or “you (feminine, plural).”
### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure

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checking/vol2-backtranslation-kinds/01.md
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An oral back translation is one that the back translator speaks to the translation checker in the language of wider communication as he reads or hears the translation in the target language. He will usually do this one sentence at a time, or two sentences at a time if they are short. When the translation checker hears something that may be a problem, he will stop the person doing the oral back translation so that he can ask a question about it. One or more members of the translation team should also be present so that they can answer questions about the translation.
An advantage of the oral back translation is that the back translator is immediately accessible to the translation checker and can answer the translation checker's questions about the back translation. A disadvantage of the oral back translation is that the back translator has very little time to think about the best way to back translate the translation and he may not express the meaning of the translation in the best way. This may make it necessary for the translation checker to ask more questions than if the back translation were expressed in a better way. Another disadvantage is that the checker also has very little time to evaluate the back translation. He only has a few seconds to think about one sentence before hearing another. Because of this, he may not catch all of the problems that he would catch if he had more time to think about each sentence.
An advantage of the oral back translation is that the back translator is immediately accessible to the translation checker and can answer the translation checker’s questions about the back translation. A disadvantage of the oral back translation is that the back translator has very little time to think about the best way to back translate the translation and he may not express the meaning of the translation in the best way. This may make it necessary for the translation checker to ask more questions than if the back translation were expressed in a better way. Another disadvantage is that the checker also has very little time to evaluate the back translation. He only has a few seconds to think about one sentence before hearing another. Because of this, he may not catch all of the problems that he would catch if he had more time to think about each sentence.
#### Written
@ -13,7 +13,7 @@ There are two types of written back translations. The differences between the tw
Second, when the back translation is written, the translation checker can read the back translation before meeting with the translation team and take time to research any question that arises from the back translation. Even when the translation checker does not need to research a problem, the written back translation allows him more time to think about the translation. He can identify and address more of the problems in the translation and sometimes come to better solutions to the problems because he has more time to think about each one than when he has only a few seconds to think about each sentence.
Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker's question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood.
Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker’s question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood.
Even if there is not time for the checker to send his questions to the translation team before their meeting, they will still be able to review more material at the meeting than they would have been able to review otherwise because the checker has already read the back translation and has already prepared his questions. Because he has had this previous preparation time, he and the translation team can use their meeting time to discuss only the problem areas of the translation rather than reading through the entire translation at a slow pace, as is required when making an oral back translation.

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### What is a back translation?
A back translation is a translation of the biblical text from the local target language back into the language of wider communication. It is called a "back translation" because it is a translation in the opposite direction than what was done to create the local target language translation.
A back translation is a translation of the biblical text from the local target language back into the language of wider communication. It is called a “back translation” because it is a translation in the opposite direction than what was done to create the local target language translation.
A back translation is not done in a completely normal style, however, because it does not have naturalness as a goal in the language of the translation (in this case, the language of wider communication). Instead, its goal is to represent the words and expressions of the local language translation in a literal way, while also using the grammar and word order of the language of wider communication. In this way, the translation checker can most clearly see the meaning of the words in the target language text, and can also understand the back translation well and read it more quickly and easily.

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Why should I check someone else's translation?
Why should I check someone else’s translation?

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#### While Checking
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, “What would you think about saying it this way?” and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, “In what situations is this phrase used in your language?” or “Who usually says things like this, and why do they say it?” It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
#### Checking the Translation Directly

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What are the steps I should follow to check someone else's translation?
What are the steps I should follow to check someone else’s translation?

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1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
1. Check for the consistency of the translationWords, as explained in the last section of “Steps in Checking a Translation.” Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text.
1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.

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@ -5,10 +5,10 @@ There are several resources available for finding answers to questions:
* **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
* [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 practical translation helps
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
* **Slack Chatroom** - Join the Team43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
* **CCBT Discussion Forum** - A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.ccbt.bible/
* **Helpdesk** - email <help@door43.org> with your questions

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### Explanation
The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A "gateway language" is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A “gateway language” is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language.
The "gateway languages" at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages.
The “gateway languages” at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages.
At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, given that all people groups native to North Korea can be reached by translation of content into their language from English.
### Effects
This model has two basic effects: First, it empowers all languages to "pull" content to their language once the content and helps have been "pushed" into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.
This model has two basic effects: First, it empowers all languages to “pull” content to their language once the content and helps have been “pushed” into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps.

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### A License for Freedom
To achieve **unrestricted biblical content 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 open. Except where otherwise noted, all our content is licensed CC BY-SA.
To achieve **unrestricted biblical content 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 open. 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.*
@ -31,13 +31,13 @@ You do not have to comply with the license for elements of the material in the p
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Suggested attribution statement for derivative 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 derivative 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.”
### Attribution of Door43 Contributors
When importing a resource into Door43, the original work must be attributed as specified by the open license under which it is available. For example, the artwork used in Open Bible Stories is clearly attributed on the project's [main page](http://openbiblestories.com).
When importing a resource into Door43, the original work must be attributed as specified by the open license under which it is available. For example, the artwork used in Open Bible Stories is clearly attributed on the project’s [main page](http://openbiblestories.com).
Contributors to projects on Door43 agree that **the attribution that occurs automatically in the revision history of every page is sufficient attribution for their work.** That is, every contributor on Door43 may be listed as "the Door43 World Missions Community" or something to that effect. The contributions of each contributor are preserved in the revision history for that work.
Contributors to projects on Door43 agree that **the attribution that occurs automatically in the revision history of every page is sufficient attribution for their work.** That is, every contributor on Door43 may be listed as “the Door43 World Missions Community” or something to that effect. The contributions of each contributor are preserved in the revision history for that work.
### Source Texts

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#### Peripheral beliefs
Peripheral beliefs are everything else that is in Scripture but about which sincere followers of Christ may disagree (e.g. Baptism, Lord's Supper, the Rapture, etc.). We choose to agree to disagree agreeably on these topics and press on together toward a common goal of making disciples of every people group (Matthew 28:18-20).
Peripheral beliefs are everything else that is in Scripture but about which sincere followers of Christ may disagree (e.g. Baptism, Lord’s Supper, the Rapture, etc.). We choose to agree to disagree agreeably on these topics and press on together toward a common goal of making disciples of every people group (Matthew 28:18-20).

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### Welcome to translationAcademy
The "translationAcademy" is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure.
The “translationAcademy” is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure.
translationAcademy contains the following sections:
* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
* [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 practical translation helps
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices

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The purpose of translationAcademy is to train you to become a Bible translator. Translating God's Word into your language to help your people grow as disciples of Jesus is an important task. You must be committed to this task, take your responsibility seriously, and pray that the Lord will help you.
The purpose of translationAcademy is to train you to become a Bible translator. Translating God’s Word into your language to help your people grow as disciples of Jesus is an important task. You must be committed to this task, take your responsibility seriously, and pray that the Lord will help you.
God has spoken to us in the Bible. He inspired the writers of the Bible to write his Word using the Hebrew, Aramaic and Greek languages. There were about 40 different authors writing from around 1400 B.C. to A.D. 100. These documents were written in the Middle East, North Africa and Europe. By recording his Word in those languages, God ensured that the people at those times and in those places could understand it.
Today, people in your country do not understand Hebrew, Aramaic and Greek. But translating God's Word into their language will enable them understand it!
Today, people in your country do not understand Hebrew, Aramaic and Greek. But translating God’s Word into their language will enable them understand it!
Someone's "mother tongue" or "heart language" means the language they first spoke as a child and the one which they use at home. This is the language in which they are most comfortable and which they use to express their deepest thoughts. We want everyone to be able to read God's Word in their heart language.
Someone’s “mother tongue” or “heart language” means the language they first spoke as a child and the one which they use at home. This is the language in which they are most comfortable and which they use to express their deepest thoughts. We want everyone to be able to read God’s Word in their heart language.
Every language is important and valuable. Small languages are just as important as the national languages spoken in your country, and they can express meaning just as well. No one should be ashamed to speak their dialect. Sometimes, those in minority groups feel ashamed of their language and try not to use it around the people who are in the majority in their nation. But there is nothing inherently more important, more prestigious, or more educated about the national language than there is about local languages. Each language has nuances and shades of meaning that are unique. We should use the language we are most comfortable with and with which we best communicate with others.
*Credits: Taken from "Bible Translation Theory & Practice" by Todd Price, Ph.D. CC BY-SA 4.0*
*Credits: Taken from “Bible Translation Theory & Practice” by Todd Price, Ph.D. CC BY-SA 4.0*

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Jesus commanded his disciples to make disciples of EVERY people group:
>"Jesus came to them and spoke to them and said, 'All authority has been given to me in heaven and on earth. Go therefore and make disciples of all the nations. Baptize them into the name of the Father, of the Son, and of the Holy Spirit. Teach them to obey all the things that I have commanded you. And see, I am with you always, even to the end of the world.'" (Matthew 28:18-20 ULT)
>“Jesus came to them and spoke to them and said, ‘All authority has been given to me in heaven and on earth. Go therefore and make disciples of all the nations. Baptize them into the name of the Father, of the Son, and of the Holy Spirit. Teach them to obey all the things that I have commanded you. And see, I am with you always, even to the end of the world.’” (Matthew 28:18-20 ULT)
We have the promise that people from EVERY language will be in heaven:
>"After these things I saw, and behold, there was a great crowd, which no one was able to number, out of every nation, tribe, people, and language, standing before the throne and before the Lamb." (Revelation 7:9 ULT)
>“After these things I saw, and behold, there was a great crowd, which no one was able to number, out of every nation, tribe, people, and language, standing before the throne and before the Lamb.” (Revelation 7:9 ULT)
Understanding the Word of God in one's heart language is important:
Understanding the Word of God in one’s heart language is important:
>"So faith comes from hearing, and hearing by the word of Christ." (Romans 10:17 ULT)
>“So faith comes from hearing, and hearing by the word of Christ.” (Romans 10:17 ULT)
### How Do We Do This?

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### What to Know Before Translation
It is recommended that you consult the [Translation Manual](../../translate/translate-manual/01.md) frequently as you translate this content. Before you start translating, we recommend that you start working your way through the Translation Manual at least until you know the difference between a literal translation and a meaning-based translation. Much of the rest of the Translation Manual can be used as a "just-in-time" learning resource.
It is recommended that you consult the [Translation Manual](../../translate/translate-manual/01.md) frequently as you translate this content. Before you start translating, we recommend that you start working your way through the Translation Manual at least until you know the difference between a literal translation and a meaning-based translation. Much of the rest of the Translation Manual can be used as a “just-in-time” learning resource.
Some important subjects that must be learned before starting a translation project:

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### 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 the app.
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 the app.
### Using tS

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### Common Patterns in Metaphors and Similes
A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in "My love is a red, red rose," the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower.
A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in “My love is a red, red rose,” the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower.
A **simile** is like a metaphor, except that it uses words such as "like" or "as" as a signal to the audience that it is a figure of speech. A simile using the image above would say, "My love is <u>like</u> a red, red rose."
A **simile** is like a metaphor, except that it uses words such as “like” or “as” as a signal to the audience that it is a figure of speech. A simile using the image above would say, “My love is <u>like</u> a red, red rose.”
"see [Biblical Imagery - Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in metaphors and similes."
“see [Biblical Imagery - Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in metaphors and similes.”
### Common Metonymies
In metonymy, a thing or idea is called not by its own name, but by the name of something closely associated with it.
"see [Biblical Imagery - Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible"
“see [Biblical Imagery - Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible”
### Cultural Models
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, "His marriage is breaking down," or "Their friendship is going full speed ahead."
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, “His marriage is breaking down,” or “Their friendship is going full speed ahead.”
The Bible often speaks of God as if he were a shepherd and his people were sheep. This is a cultural model.
@ -33,4 +33,4 @@ The Bible often speaks of God as if he were a shepherd and his people were sheep
Some of the cultural models in the Bible were used much by the cultures in the Ancient Near East, and not only by the Israelites.
"see [Biblical Imagery - Cultural Models](../bita-part3/01.md) for a list of cultural models in the Bible."
“see [Biblical Imagery - Cultural Models](../bita-part3/01.md) for a list of cultural models in the Bible.”

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> He is my shield, the horn of my salvation, my stronghold, and my refuge,
> the one who saves me from violence. (2 Samuel 22:3 ULT)
The "horn of my salvation" is the strong one who saves me.
The “horn of my salvation” is the strong one who saves me.
>There I will make the horn of David to grow. (Psalm 132:17 ULT)
The "horn of David" is King David's military strength.
The “horn of David” is King David’s military strength.
#### BIRDS represent people who are in danger and defenseless
@ -30,17 +30,17 @@ A fowler is a person who catches birds, and a snare is a small trap.
#### BIRDS THAT EAT MEAT represent enemies who attack swiftly
In Habakkuk and Hosea, Israel's enemies who would come and attack them were compared to an eagle.
In Habakkuk and Hosea, Israel’s enemies who would come and attack them were compared to an eagle.
<blockquote> and their horsemen come from a great distance—they fly like an eagle hurrying to eat! (Habakkuk 1:8 ULT) </blockquote>
>An eagle is coming over the house of Yahweh.
> ... Israel has rejected what is good,
>and the enemy will pursue him. (Hosea 8:1,3 ULT)
In Isaiah, God called a certain foreign king a bird of prey because he would come quickly and attack Israel's enemies.
In Isaiah, God called a certain foreign king a bird of prey because he would come quickly and attack Israel’s enemies.
>I call a bird of prey from the east, the man of my choice from a distant land; (Isaiah 46:11 ULT)
#### A BIRD'S WINGS represent protection
#### A BIRD’S WINGS represent protection
This is because birds spread their wings over their chicks to protect them from danger.
>Protect me like the apple of your eye; hide me under the shadow of your wings
@ -64,10 +64,10 @@ Peter called the devil a roaring lion.
>Be sober, be watchful. Your adversary—the devil—like a roaring lion is stalking around, looking for someone to devour. (1 Peter 5:8 ULT)
In Matthew, Jesus called false prophets wolves because of the harm they did to people by their lies.
>Beware of false prophets, those who come to you in sheep's clothing, but are truly ravenous wolves. (Matthew 7:15 ULT)
>Beware of false prophets, those who come to you in sheep’s clothing, but are truly ravenous wolves. (Matthew 7:15 ULT)
In Matthew, John the Baptist called the religious leaders poisonous snakes because of the harm they did by teaching lies.
>But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming? (Matthew 3:7 ULT)
>But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, “You offspring of poisonous snakes, who warned you to flee from the wrath that is coming? (Matthew 3:7 ULT)
#### EAGLES represent strength
@ -75,7 +75,7 @@ In Matthew, John the Baptist called the religious leaders poisonous snakes becau
> so that your youth is renewed like the eagle. (Psalm 103:5 ULT)
<blockquote>For Yahweh says this, "See, the enemy will come flying like an eagle, spreading out his wings over Moab." (Isaiah 48:40 ULT) </blockquote>
<blockquote>For Yahweh says this, “See, the enemy will come flying like an eagle, spreading out his wings over Moab.” (Isaiah 48:40 ULT) </blockquote>
#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger

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@ -12,9 +12,9 @@ Some images from the Bible related to farming are listed below. The word in all
> There was a man, a person with extensive land. He planted a vineyard, set a hedge about it, dug a winepress in it, built a watchtower, and rented it out to vine growers. Then he went into another country. (Matthew 21:33 ULT)
#### The GROUND represents people's hearts (inner being)
#### The GROUND represents people’s hearts (inner being)
> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground,
> For Yahweh says this to each person in Judah and Jerusalem: ‘Plow your own ground,
> and do not sow among thorns. (Jeremiah 4:3 ULT)
<blockquote>When anyone hears the word of the kingdom but does not understand it.... This is the seed that was sown beside the road. What was sown on rocky ground is the person who hears the word and immediately receives it with joy....What was sown among the thorn plants, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word.... What was sown on the good soil, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)</blockquote>
@ -31,22 +31,22 @@ Some images from the Bible related to farming are listed below. The word in all
#### 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 while the grains fall back to the threshing floor, where they can be gathered and used for food. (see *thresh* and *winnow* pages in [translationWords](https://unfoldingword.bible/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 while the grains fall back to the threshing floor, where they can be gathered and used for food. (see *thresh* and *winnow* pages in [translationWords](https://unfoldingword.bible/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)
<blockquote> His winnowing fork is in his hand to thoroughly clear off his threshing floor and to gather the wheat into his storehouse. But he will burn up the chaff with fire that can never be put out. (Luke 3:17 ULT)</blockquote>
#### GRAFTING represents God's allowing the Gentiles to become his people
#### GRAFTING represents God’s allowing the Gentiles to become his people
> For if you were cut out of what is by nature a wild olive tree, and contrary to nature were grafted into a good olive tree, how much more will these Jews, who are the natural branches, be grafted back into their own olive tree? For I do not want you to be unaware, brothers, of this mystery, in order that you will not be wise in your own thinking. This mystery is that a partial hardening has occurred in Israel, until the completion of the Gentiles come in. (Romans 11:24-25 ULT)
#### RAIN represents God's gifts to his people
#### RAIN represents God’s gifts to his people
> ...he comes and rains righteousness on you. (Hosea 10:12 ULT)
<blockquote>For the land that drinks in the rain that often comes on it, and that gives birth to the plants useful to those for whom the land was worked—this is the land that receives a blessing from God. But if it bears thorns and thistles, it is worthless and is near to a curse. Its end is in burning. (Hebrews 6:7-8 ULT)</blockquote>
> So be patient, brothers, until the Lord's coming. See, the farmer awaits the valuable harvest from the ground. He is patiently waiting for it, until it receives the early and late rains. (James 5:7 ULT)
> So be patient, brothers, until the Lord’s coming. See, the farmer awaits the valuable harvest from the ground. He is patiently waiting for it, until it receives the early and late rains. (James 5:7 ULT)

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@ -12,25 +12,25 @@ Some images from the Bible involving body parts and human qualities are listed b
In these verses, the body of Christ represents the group of people who follow Christ.
#### The FACE represents someone's presence
#### The FACE represents someone’s presence
>Do you not fear me—this is Yahweh's declaration—or tremble <u>before my face</u>? (Jeremiah 5:22 ULT)
>Do you not fear me—this is Yahweh’s declaration—or tremble <u>before my face</u>? (Jeremiah 5:22 ULT)
To be before someone's face is to be in their presence, that is, to be with them.
To be before someone’s face is to be in their presence, that is, to be with them.
#### The FACE represents someone's attention
#### The FACE represents someone’s attention
> Every man of the house of Israel who takes his idols into his heart, or who puts the stumbling block of his iniquity <u>before his face</u>, and who then comes to a prophet—I, Yahweh, will answer him according to the number of his idols. (Ezekiel 14:4 ULT)
To put something before one's face is to look at it intently or pay attention to it.
To put something before one’s face is to look at it intently or pay attention to it.
> Many <u>seek the face</u> of the ruler, (Proverbs 29:26 ULT)
If someone seeks another person's face, he hopes that the person will pay attention to him.
If someone seeks another person’s face, he hopes that the person will pay attention to him.
>Why do you <u>hide your face</u> and forget our affliction and our oppression? (Psalm 44:24 ULT)
To hide one's face from someone is to ignore him.
To hide one’s face from someone is to ignore him.
#### The FACE represents surface
@ -39,23 +39,23 @@ To hide one's face from someone is to ignore him.
<blockquote> He encloses <u>the face</u> of the moon and spreads his clouds on it. (Job 26:9 ULT) </blockquote>
#### The HAND represents a person's agency or power
#### The HAND represents a person’s agency or power
> Yahweh has burst through my enemies <u>by my hand</u> like a bursting flood of water. (1 Chronicles 14:11 ULT)
"Yahweh has burst through my enemies by my hand" means "Yahweh has used me to burst through my enemies."
“Yahweh has burst through my enemies by my hand” means “Yahweh has used me to burst through my enemies.”
><u>Your hand</u> will seize all your enemies; <u>your right hand</u> will seize those who hate you. (Psalm 21:8 ULT)
"Your hand will seize all your enemies" means "By your power you will seize all your enemies."
“Your hand will seize all your enemies” means “By your power you will seize all your enemies.”
>Look, <u>Yahweh's hand</u> is not so short that it cannot save. (Isaiah 59:1 ULT)
>Look, <u>Yahweh’s hand</u> is not so short that it cannot save. (Isaiah 59:1 ULT)
"His hand is not short" means that he is not weak.
“His hand is not short” means that he is not weak.
#### The HEAD represents the ruler, the one who has authority over others
>God has subjected all things under Christ's feet and has <u>made him the head</u> over all things in the church, which is his body, the fullness of him who fills all things in all ways. (Ephesians 1:22 ULT)
>God has subjected all things under Christ’s feet and has <u>made him the head</u> over all things in the church, which is his body, the fullness of him who fills all things in all ways. (Ephesians 1:22 ULT)
<blockquote>Wives should be subject to their own husbands, as to the Lord. For the husband is <u>the head</u> of the wife, as Christ also is <u>the head</u> of the church, and he is the Savior of the body. (Ephesian 5:22-23 ULT)</blockquote>
@ -69,35 +69,35 @@ To serve God is to be motivated by God. To serve money is to be motivated by mon
#### A NAME represents the person who has that name
>May your God make <u>the name of Solomon</u> better than your name, and make his throne greater than your throne." 1 Kings 1:47 (ULT)
>May your God make <u>the name of Solomon</u> better than your name, and make his throne greater than your throne.” 1 Kings 1:47 (ULT)
<blockquote> See, I have sworn <u>by my great name</u>—says Yahweh. <u>My name</u> will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt…." (Jeremiah 44:26 ULT) </blockquote>
<blockquote> See, I have sworn <u>by my great name</u>—says Yahweh. <u>My name</u> will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt….” (Jeremiah 44:26 ULT) </blockquote>
If someone's name is great, it means that he is great.
If someone’s name is great, it means that he is great.
>Listen now to the prayer of your servant and to the prayer of your servants who delight to <u>honor your name</u>…. Nehemiah 1:11 (ULT)
To honor someone's name is to honor him.
To honor someone’s name is to honor him.
#### A NAME represents the fame or reputation of a person
>You must no longer profane <u>my holy name</u> with your gifts and your idols. Ezekiel 20:39 (ULT)
To profane God's name is to profane his reputation, that is, to profane how people think about him.
To profane God’s name is to profane his reputation, that is, to profane how people think about him.
>For I will make <u>my great name</u> holy, which you have profaned among the nations…. Ezekiel 36:23 (ULT)
To make God's name holy is to cause people to to see that God is holy.
To make God’s name holy is to cause people to to see that God is holy.
>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)
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.
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.
#### The NOSE represents anger
@ -110,10 +110,10 @@ The fact that the men said they heard a report about Yahweh shows that "because
>Smoke went up from out of <u>his nostrils</u>, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULT)
<blockquote>…This is the Lord Yahweh's declaration: 'My fury will arise in <u>my nostrils</u>!' (Ezekiel 38:18 ULT)</blockquote>
<blockquote>…This is the Lord Yahweh’s declaration: ‘My fury will arise in <u>my nostrils</u>!’ (Ezekiel 38:18 ULT)</blockquote>
A blast of air or smoke coming from someone's nose shows his great anger.
A blast of air or smoke coming from someone’s nose shows his great anger.
#### RAISED EYES represents arrogance

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@ -44,22 +44,22 @@ This is because he actually is the Son of God.
This is because he actually will be dedicated to the Lord.
#### CLEANLINESS represents being acceptable for God's purposes
#### CLEANLINESS represents being acceptable for God’s purposes
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)
>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)
#### CLEANSING or PURIFYING represents making something acceptable for God's Purposes
#### CLEANSING or PURIFYING represents making something acceptable for God’s Purposes
>He must go out to the altar that is before Yahweh and make atonement for it, and he must take some of the bull's blood and some of the goat's blood and put it on the horns of the altar all around. He must sprinkle some of the blood on it with his finger seven times to <u>cleanse</u> it and dedicate it to Yahweh, away from the <u>unclean</u> actions of the people of Israel. (Leviticus 16:18-19 ULT)
>He must go out to the altar that is before Yahweh and make atonement for it, and he must take some of the bull’s blood and some of the goat’s blood and put it on the horns of the altar all around. He must sprinkle some of the blood on it with his finger seven times to <u>cleanse</u> it and dedicate it to Yahweh, away from the <u>unclean</u> actions of the people of Israel. (Leviticus 16:18-19 ULT)
<blockquote>This is because on this day atonement will be made for you, to <u>cleanse</u> you from all your sins so you will be <u>clean</u> before Yahweh. (Leviticus 16:30 ULT)</blockquote>
#### UNCLEANLINESS represents not being acceptable for God's purposes
#### UNCLEANLINESS represents not being acceptable for God’s purposes
>You may eat any animal that has a split hoof and that also chews the cud. However, some animals either chew the cud or have a split hoof, and <u>you must not eat them</u>, animals such as the camel, because it chews the cud but does not have a split hoof. So the camel is <u>unclean</u> for you. (Leviticus 11:3-4 ULT)
@ -67,7 +67,7 @@ Noah built an altar to Yahweh. He took some of the <u>clean</u> animals and some
<blockquote>And if any of them dies and falls on anything, that thing will be <u>unclean</u>, whether it is made of wood, cloth, leather, or sackcloth. Whatever it is and whatever it is used for, it must be put into water; it will be <u>unclean</u> until evening. Then it will be <u>clean</u>. (Leviticus 11:32 ULT) </blockquote>
#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God's purposes.
#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God’s purposes.
> Or if anyone touches anything God has designated as <u>unclean</u>, whether it be the carcass of an <u>unclean</u> wild animal or the carcass of any livestock that has died, or creeping animal, even if the person did not intend to touch it, he is <u>unclean</u> and <u>guilty</u>. (Leviticus 5:2 ULT)
@ -100,7 +100,7 @@ Covenant faithfulness and trustworthiness are also personified here. (see [Perso
#### DRUNKENNESS represents suffering and WINE represents judgment
Too much wine makes a person weak and he staggers. So too, when God judges people, they become weak and stagger. So the idea of wine is used to represent God's judgment.
Too much wine makes a person weak and he staggers. So too, when God judges people, they become weak and stagger. So the idea of wine is used to represent God’s judgment.
>You have shown your people severe things;
>you have made us <u>drink the wine of staggering</u>. (Psalm 60:3 ULT)
@ -113,7 +113,7 @@ Another example from Psalm.
>Surely all the wicked of the earth will <u>drink it</u> to the last drop. (Psalm 75:8 ULT)
An example from Revelation.
>he also will drink the <u>wine</u> of God's wrath, the <u>wine</u> that has been prepared and poured unmixed into the cup of his anger. (Revelation 14:10 ULT)
>he also will drink the <u>wine</u> of God’s wrath, the <u>wine</u> that has been prepared and poured unmixed into the cup of his anger. (Revelation 14:10 ULT)
#### EATING UP represents destroying
@ -125,7 +125,7 @@ An example from Revelation.
>He will shoot them with his arrows. Numbers 24:8 ULT)
Another word for "eat up" is devour.
Another word for “eat up” is devour.
>Therefore as <u>the tongue of fire devours stubble</u>, and as the dry grass goes down in flame,
>so their root will rot, and their blossom will blow away like dust, (Isaiah 5:24 ULT)
@ -175,9 +175,9 @@ An example from Deuteronomy.
#### INHERITING is permanently possessing something
>Then the King will say to those on his right hand, "Come, you who have been blessed by my Father, <u>inherit</u> the kingdom prepared for you from the foundation of the world." (Matthew 25:34)
>Then the King will say to those on his right hand, “Come, you who have been blessed by my Father, <u>inherit</u> the kingdom prepared for you from the foundation of the world.” (Matthew 25:34)
The blessing of God's complete rule is given as the permanent possession to those to whom the King is speaking.
The blessing of God’s complete rule is given as the permanent possession to those to whom the King is speaking.
>Now this I say, brothers and sisters, that flesh and blood cannot <u>inherit</u> the kingdom of God. Neither does what is perishable <u>inherit</u> what is imperishable. (1 Corinthians 15:50 ULT)
@ -205,7 +205,7 @@ The promise was that Abraham and his descendants would permanently possess the e
>God has spoken to us by a Son, whom he appointed to be the <u>heir</u> of all things. (Hebrews 1:2 ULT)
God's Son will receive all things as a permanent possession.
God’s Son will receive all things as a permanent possession.
>It was by faith that Noah...condemned the world and became an <u>heir</u> of the righteousness that comes through faith. (Hebrews 11:7 ULT)
@ -217,7 +217,7 @@ Noah received righteousness as a permanent possession.
<blockquote>When your days are fulfilled and you <u>lie down with your fathers</u>, I will raise up a descendant after you, (2 Samuel 7:12 ULT)</blockquote>
>Ask them, 'Are you really more beautiful than anyone else? <u>Go down and lie</u> with the uncircumcised!'
>Ask them, ‘Are you really more beautiful than anyone else? <u>Go down and lie</u> with the uncircumcised!’
>They will fall among those who were killed by the sword! Egypt is given to the sword; her enemies will seize her and her servants! (Ezekiel 32:19-20 ULT)
@ -231,7 +231,7 @@ Noah received righteousness as a permanent possession.
#### RESTING or a RESTING PLACE represents a permanent beneficial situation
>Naomi her mother-in-law said to her, "My daughter, should I not seek a place for you to <u>rest</u>, so that things may go well for you?" (Ruth 3:1 ULT)
>Naomi her mother-in-law said to her, “My daughter, should I not seek a place for you to <u>rest</u>, so that things may go well for you?” (Ruth 3:1 ULT)
<blockquote>Therefore I vowed in my anger that they would never enter into my <u>resting place</u>. (Psalm 95:11 ULT)</blockquote>
@ -250,14 +250,14 @@ Noah received righteousness as a permanent possession.
>You will not let the one who has covenant faithfulness <u>see</u> the pit. (Psalm 16:10 ULT)
#### SELLING represents handing over to someone's control. BUYING represents removing from someone's control
#### SELLING represents handing over to someone’s control. BUYING represents removing from someone’s control
>[Yahweh] <u>sold</u> [the Israelites] into the hand of Cushan Rishathaim king of Aram Naharaim. (Judges 3:8 ULT)
#### SITTING IS RULING
>A throne will be established in covenant faithfulness, and one from David's tent will faithfully <u>sit</u> there. ( Isaiah 16:5 ULT)
>A throne will be established in covenant faithfulness, and one from David’s tent will faithfully <u>sit</u> there. ( Isaiah 16:5 ULT)
#### STANDING represents successfully resisting

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In this case the snare was a persuasion to do evil, which leads to death.
#### A TENT represents a house, home, people in one's home, descendants
#### A TENT represents a house, home, people in one’s home, descendants
>God will likewise destroy you forever; he will take you up and pluck you out of your tent. (Psalm 52:5 ULT)
@ -55,4 +55,4 @@ In this case the snare was a persuasion to do evil, which leads to death.
<blockquote>The house of the wicked will be destroyed, but the tent of the upright will flourish. (Proverbs 14:11 ULT)</blockquote>
>A throne will be established in covenant faithfulness, and one from David's tent will faithfully sit there. (Isaiah 16:5 ULT)
>A throne will be established in covenant faithfulness, and one from David’s tent will faithfully sit there. (Isaiah 16:5 ULT)

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@ -4,16 +4,16 @@ This page discusses ideas that are paired together in limited ways. (For a discu
### Description
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. 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__.
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. 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__.
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.
For example, one pattern of pairings in the Bible is of <u>walking</u> with "behaving" and <u>a path</u> with a kind of behavior. In Psalm 1:1 the walking in the advice of the wicked represents doing what wicked people say to do.
For example, one pattern of pairings in the Bible is of <u>walking</u> with “behaving” and <u>a path</u> with a kind of behavior. In Psalm 1:1 the walking in the advice of the wicked represents doing what wicked people say to do.
>Blessed is the man who does not <u>walk</u> in the advice of the wicked (Psalm 1:1 ULT)
This pattern is also seen in Psalm 119:32 where running in the path of God's commands represents doing what God commands. Since running is more intense than walking, the idea of running here might give the idea of doing this whole-heartedly.
This pattern is also seen in Psalm 119:32 where running in the path of God’s commands represents doing what God commands. Since running is more intense than walking, the idea of running here might give the idea of doing this whole-heartedly.
> I will <u>run in the path</u> of your commandments. (Psalm 119:32 ULT)
@ -22,23 +22,23 @@ This pattern is also seen in Psalm 119:32 where running in the path of God's com
These patterns present three challenges to anyone who wants to identify them:
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))
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))
1. 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 concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md))
1. 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 concretely to a container with oil and a wick for giving light or whether “lamp” is an image that represents life. (see “FIRE or LAMP represents life” in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md))
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.
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.
<blockquote>The cups, <u>lamp</u> trimmers, basins, spoons, and incense burners were all made of pure gold. (1 Kings 7:50 ULT)</blockquote>
>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)
>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)
1. 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.
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 <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULT)
>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 <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULT)
#### Links to Lists of Images in the Bible

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@ -8,14 +8,14 @@ Some common metonymies from the Bible are listed below in alphabetical order. Th
There is so much in the cup that it runs over the top of the cup.
> For every time you eat this bread and drink this <u>cup</u>, you proclaim the Lord's death until he comes. (1 Corinthians 11:26 ULT)
> For every time you eat this bread and drink this <u>cup</u>, you proclaim the Lord’s death until he comes. (1 Corinthians 11:26 ULT)
People do not drink cups. They drink what is in the cup.
#### The MOUTH represents speech or words
>A fool's <u>mouth</u> is his ruin. (Proverbs 18:7 ULT)
>A fool’s <u>mouth</u> is his ruin. (Proverbs 18:7 ULT)
<blockquote>Oh, how I would encourage you with my <u>mouth</u>! (Job 16:5 ULT) </blockquote>
@ -26,7 +26,7 @@ In these examples the mouth refers to what a person says.
#### The MEMORY OF A PERSON represents his descendants
The memory of a person represents his descendants, because they are the ones who should remember and honor him. When the Bible says that someone's memory dies, it means that either he will not have any descendants, or his descendants will all die.
The memory of a person represents his descendants, because they are the ones who should remember and honor him. When the Bible says that someone’s memory dies, it means that either he will not have any descendants, or his descendants will all die.
>You terrified the nations with your battle cry;
>you have destroyed the wicked;
@ -48,10 +48,10 @@ The memory of a person represents his descendants, because they are the ones who
This does not refer to a particular wicked person, but to wicked people in general.
#### A PERSON'S NAME represents his descendants
#### A PERSON’S NAME represents his descendants
>Gad—raiders will attack him, but he will attack them at their heels.
>Asher's food will be rich, and he will provide royal delicacies.
>Asher’s food will be rich, and he will provide royal delicacies.
>Naphtali is a doe let loose; he will have beautiful fawns. (Genesis 49:19-21 ULT)
@ -61,7 +61,7 @@ The names Gad, Asher, and Naphtali refer not only to those men, but to their des
>It came about that when Abram entered into Egypt, the Egyptians saw that Sarai was very beautiful. (Genesis 12:14 ULT)
Here when it says "Abram" it represents Abram and all the people traveling with him. The focus was on Abram.
Here when it says “Abram” it represents Abram and all the people traveling with him. The focus was on Abram.
#### PIERCING represents killing
@ -71,7 +71,7 @@ This means that he killed the serpent.
> Look, he is coming with the clouds; every eye will see him, including those who <u>pierced</u> him. (Revelation 1:7 ULT)
"Those who pierced him" refers to those who killed Jesus.
“Those who pierced him” refers to those who killed Jesus.
#### SINS (INIQUITY) represent punishment for those sins

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### Description
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these topics. For example, Americans often think of many things, even marriage and friendship, as if they were machines. Americans might say "His marriage is breaking down" or "Their friendship is going full speed ahead." In this example, human relationships are modeled as a MACHINE.
Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these topics. For example, Americans often think of many things, even marriage and friendship, as if they were machines. Americans might say “His marriage is breaking down” or “Their friendship is going full speed ahead.” In this example, human relationships are modeled as a MACHINE.
Some cultural models, or mental pictures, found in the Bible are listed below. First there are models for God, then models for humans, things, and experiences. Each heading has the model written in capital letters. That word or phrase does not necessarily appear in every verse, but the idea does.
@ -16,20 +16,20 @@ Although the Bible explicitly denies that God is a human being, he is often spok
><u>The hand of God</u> also came on Judah, to give them one heart to carry out the command of the king and leaders by the word of Yahweh (2 Chronicles 30:12 ULT)
The word "hand" here is a metonym that refers to God's power. (See: [Metonymy](../figs-metonymy/01.md))
The word “hand” here is a metonym that refers to God’s power. (See: [Metonymy](../figs-metonymy/01.md))
#### God is modeled as a KING
> For God is the <u>King</u> over all the earth; (Psalm 47:7 ULT)
>For the <u>kingdom</u> is Yahweh's;
>For the <u>kingdom</u> is Yahweh’s;
>he is the <u>ruler</u> over the nations. (Psalm 22:28 ULT)
>Your <u>throne</u>, God, is forever and ever;
>a <u>scepter</u> of justice is the scepter of your <u>kingdom</u>. (Psalm 45:6 ULT)
>This is what Yahweh says,
>"Heaven is my <u>throne</u>, and the earth is my <u>footstool</u>. (Isaiah 66:1 ULT)
>“Heaven is my <u>throne</u>, and the earth is my <u>footstool</u>. (Isaiah 66:1 ULT)
>God <u>reigns</u> over the nations;
>God sits on his holy <u>throne</u>.
@ -68,9 +68,9 @@ He is willing to die in order to save his sheep.
#### A leader is modeled as a SHEPHERD and those he leads are modeled as SHEEP
>Then all the tribes of Israel came to David at Hebron and said, "Look...when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, 'You will <u>shepherd</u> my people Israel, and you will become ruler over Israel.' " (2 Samuel 5:1-2 ULT)
>Then all the tribes of Israel came to David at Hebron and said, “Look...when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, ‘You will <u>shepherd</u> my people Israel, and you will become ruler over Israel.’ “ (2 Samuel 5:1-2 ULT)
<blockquote> "Woe to the <u>shepherds</u> who destroy and scatter the <u>sheep</u> of my <u>pasture</u>—this is Yahweh's declaration." (Jeremiah 23:1 ULT)</blockquote>
<blockquote> “Woe to the <u>shepherds</u> who destroy and scatter the <u>sheep</u> of my <u>pasture</u>—this is Yahweh’s declaration.” (Jeremiah 23:1 ULT)</blockquote>
>Therefore be careful about yourselves, and about all the <u>flock</u> of which the Holy Spirit has made you overseers. Be careful to <u>shepherd</u> the assembly of the Lord, which he purchased with his own blood. 29I know that after my departure, vicious wolves will enter in among you, and not spare the <u>flock</u>. I know that from even among your own selves some men shall come and say corrupt things, in order to draw away the disciples after them. (Acts 20:28-30 ULT)
@ -81,19 +81,19 @@ Variations of this model and the model of the EVIL EYE are found in many parts o
People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects.
>The eye is the <u>lamp</u> of the body. Therefore, if your eye is good, the whole body is <u>filled with light</u>. (Matthew 6:22 ULT)
This light shining from the eyes carries with itself the viewer's character.
This light shining from the eyes carries with itself the viewer’s character.
>The appetite of the wicked craves evil; his neighbor sees no <u>kindness in his eyes</u>. (Proverbs 21:10 ULT)
#### Envy and cursing are modeled as looking with an EVIL EYE at someone, and favor is modeled as looking with a GOOD EYE at someone
The primary emotion of a person with the evil eye is envy. The Greek word translated as "envy" in Mark 7 is "eye," which refers here to an evil eye.
The primary emotion of a person with the evil eye is envy. The Greek word translated as “envy” in Mark 7 is “eye,” which refers here to an evil eye.
>He said, "It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, <u>envy</u> …. (Mark 7:20-22 ULT)
>He said, “It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, <u>envy</u> …. (Mark 7:20-22 ULT)
The context for Matthew 20:15 includes the emotion of envy. "Is your eye evil?" means "Are you envious?"
The context for Matthew 20:15 includes the emotion of envy. “Is your eye evil?” means “Are you envious?”
>Is it not legitimate for me to do what I wish with my own possessions? Or is your <u>eye evil</u> because I am good? (Matthew 20:15 ULT)
If a person's eye is evil, that person is envious of other people's money.
If a person’s eye is evil, that person is envious of other people’s money.
>The eye is the lamp of the body. Therefore, if your <u>eye is good</u>, the whole body is filled with light. But if your <u>eye is bad</u>, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! No one can serve two masters, for either he will hate the one and love the other, or else he will be devoted to one and despise the other. <u>You cannot serve God and wealth</u>. (Matthew 6:22-24 ULT)
A person who is envious might put a curse or enchantment on someone by looking at him with an evil eye.
@ -111,19 +111,19 @@ In this model, the blood of a person or an animal represents its life.
If blood is spilled or shed, someone has been killed.
>Whoever <u>sheds man's blood</u>, by man will his <u>blood be shed</u>, (Genesis 9:6 ULT)
>Whoever <u>sheds man’s blood</u>, by man will his <u>blood be shed</u>, (Genesis 9:6 ULT)
<blockquote>In this way, this person would not die by the hand of the one who wanted to avenge <u>the blood that was shed</u>, until the accused person would first stand before the assembly. (Joshua 20:9 ULT)</blockquote>
If blood cries out, nature itself is crying out for vengeance on a person who killed someone. (This also includes personification, because the blood is pictured as someone that can cry out. See: [Personification](../figs-personification/01.md))
>Yahweh said, "What have you done? <u>Your brother's blood is calling out to me</u> from the ground. (Genesis 4:10 ULT)
>Yahweh said, “What have you done? <u>Your brother’s blood is calling out to me</u> from the ground. (Genesis 4:10 ULT)
#### A country is modeled as a WOMAN, and its gods are modeled as HER HUSBAND
>It came about, as soon as Gideon was dead, the people of Israel turned again and <u>prostituted themselves</u> by worshiping the Baals. They made Baal Berith their god. (Judges 8:33 ULT)
#### The nation of Israel is modeled as GOD'S SON
#### The nation of Israel is modeled as GOD’S SON
>When Israel was a young man I loved him, and I called <u>my son</u> out of Egypt. (Hosea 11:1 ULT)
@ -140,7 +140,7 @@ Psalm 110 pictures the sun as being in the womb before it comes out in the morni
This is especially true of things that move in the air or the sky.
The sun is modeled as a disc with wings, which allow it to "fly" through the air from east to west during the daytime. In Psalm 139, "the wings of the morning" refers to the sun. In Malachi 4 God called himself the "sun of righteousness" and he spoke of the sun as having wings.
The sun is modeled as a disc with wings, which allow it to “fly” through the air from east to west during the daytime. In Psalm 139, “the wings of the morning” refers to the sun. In Malachi 4 God called himself the “sun of righteousness” and he spoke of the sun as having wings.
>If I fly away on <u>the wings of the morning</u> and go to live in the uttermost parts across the sea... (Psalm 139:9 ULT)
@ -186,7 +186,7 @@ When there was a war between nations, people believed that the gods of those nat
<blockquote>And what nation is like your people Israel, the one nation on earth whom you, God, went and rescued for yourself?...You drove out nations <u>and their gods</u> from before your people, whom you rescued from Egypt. (2 Samuel 7:23 ULT)</blockquote>
>The servants of the king of Aram said to him, "<u>Their god is a god of the hills. That is why they were stronger than we were</u>. But now let us fight against them in the plain, and surely there we will be stronger than they." (1 Kings 20:23 ULT)
>The servants of the king of Aram said to him, “<u>Their god is a god of the hills. That is why they were stronger than we were</u>. But now let us fight against them in the plain, and surely there we will be stronger than they.” (1 Kings 20:23 ULT)
#### Constraints in life are modeled as PHYSICAL BOUNDARIES
@ -220,7 +220,7 @@ When Job was distressed because of all the sad things that happened to him, he s
#### Wellbeing is modeled as PHYSICAL CLEANLINESS, and evil is modeled as PHYSICAL DIRTINESS
Leprosy is a disease. If a person had it, he was said to be unclean.
>Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, <u>you can make me clean</u>." Jesus reached out his hand and touched him, saying, "I am willing. Be clean." Immediately he was <u>cleansed of his leprosy.</u> (Matthew 8:2-3 ULT)
>Behold, a leper came to him and bowed before him, saying, “Lord, if you are willing, <u>you can make me clean</u>.” Jesus reached out his hand and touched him, saying, “I am willing. Be clean.” Immediately he was <u>cleansed of his leprosy.</u> (Matthew 8:2-3 ULT)
An "unclean spirit" is an evil spirit.
An “unclean spirit” is an evil spirit.
>When an <u>unclean spirit</u> has gone away from a man, it passes through waterless places and looks for rest, but does not find it. (Matthew 12:43 ULT)

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Some images from the Bible involving natural phenomena 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.
#### LIGHT represents someone's face (This often combines with FACE represents someone's presence)
#### LIGHT represents someone’s face (This often combines with FACE represents someone’s presence)
<blockquote>Yahweh, lift up the <u>light of your face</u> on us. (Psalm 4:6 ULT)</blockquote>
@ -50,16 +50,16 @@ Some images from the Bible involving natural phenomena are listed below. The wor
#### FIRE OR A LAMP represents life
>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 <u>burning coal</u> 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)
>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 <u>burning coal</u> 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)
<blockquote>You must not go to battle anymore with us, so that you do not put out the <u>lamp of Israel</u>. (2 Samuel 21:17 ULT) </blockquote>
>I will give one tribe to Solomon's son, so that David my servant may always have <u>a lamp</u> before me in Jerusalem. (1 Kings 11:36 ULT)
>I will give one tribe to Solomon’s son, so that David my servant may always have <u>a lamp</u> before me in Jerusalem. (1 Kings 11:36 ULT)
<blockquote>Nevertheless for David's sake, Yahweh his God gave him <u>a lamp</u> in Jerusalem by raising up his son after him in order to strengthen Jerusalem. (1 Kings 15:4 ULT)</blockquote>
<blockquote>Nevertheless for David’s sake, Yahweh his God gave him <u>a lamp</u> in Jerusalem by raising up his son after him in order to strengthen Jerusalem. (1 Kings 15:4 ULT)</blockquote>
>Indeed, <u>the light</u> of the wicked person will be put out; <u>the spark of his fire</u> will not shine. <u>The light</u> will be dark in his tent; <u>his lamp</u> above him will be put out. (Job 18:5-6 ULT)
@ -128,7 +128,7 @@ Some images from the Bible involving natural phenomena are listed below. The wor
>My groaning is <u>poured out like water</u>. (Job 3:24 ULT)
<blockquote>The words of a man's mouth are <u>deep waters</u>; the <u>fountain of wisdom</u> is a flowing stream. (Proverbs 18:3 ULT)</blockquote>
<blockquote>The words of a man’s mouth are <u>deep waters</u>; the <u>fountain of wisdom</u> is a flowing stream. (Proverbs 18:3 ULT)</blockquote>
#### FLOODING WATER represents disaster

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@ -3,18 +3,18 @@
Some images from the Bible involving plants 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.
#### A BRANCH represents a person's descendant
#### A BRANCH represents a person’s descendant
In the examples below, Isaiah wrote about one of Jesse's descendants and Jeremiah wrote about one of David's descendants.
In the examples below, Isaiah wrote about one of Jesse’s descendants and Jeremiah wrote about one of David’s descendants.
><u>A shoot</u> will sprout from the root of Jesse, and <u>a branch</u> out of his root will bear fruit.
>The Spirit of Yahweh will rest upon him, the spirit of wisdom and understanding. (Isaiah 11:1 ULT)
>See, days are coming—this is Yahweh's declaration—when I will raise up for David <u>a righteous branch</u>.
>See, days are coming—this is Yahweh’s declaration—when I will raise up for David <u>a righteous branch</u>.
>He will reign as king; he will bring prosperity and carry out justice and righteousness in the land. (Jeremiah 23:5 ULT)
In Job when it says "his branch will be cut off," it means that he will not have any descendants.
In Job when it says “his branch will be cut off,” it means that he will not have any descendants.
>His roots will be dried up beneath;
>above will <u>his branch be cut off</u>.
@ -55,4 +55,4 @@ The emotion or attitude in the verses is underlined below.
<blockquote>I have seen the wicked and terrifying person spread out <u>like a green tree in its native soil</u>. (Psalm 37:35 ULT)</blockquote>
>I am <u>like a green olive tree</u> in God's house. (Psalm 52:8 ULT)
>I am <u>like a green olive tree</u> in God’s house. (Psalm 52:8 ULT)

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@ -19,7 +19,7 @@ When it comes time, this committee can also make decisions about the format of t
These are the people who will do the work of making the translation drafts. They will be appointed by the Translation Committee. They need to be people who are native speakers of the target language, who can read the source language (the Gateway Language) very well, and who are respected in the community for their Christian character. For more details about these things, see [Translator Qualifications](../qualifications/01.md).
As well as making the first drafts, these people will form the core of the translation team that will check each other's work, check the translation with the language community, and receive the suggestions for revision from the level 2 and level 3 checkers. After each review or checking session, these translators are responsible to make the changes to the translation that are necessary so that it communicates what it should in the best way. So they will revise the translation many, many times.
As well as making the first drafts, these people will form the core of the translation team that will check each other’s work, check the translation with the language community, and receive the suggestions for revision from the level 2 and level 3 checkers. After each review or checking session, these translators are responsible to make the changes to the translation that are necessary so that it communicates what it should in the best way. So they will revise the translation many, many times.
#### Typists

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Normally a speaker refers to himself as "I" and the person he is speaking to as "you." Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than "I" or "you."
Normally a speaker refers to himself as “I” and the person he is speaking to as “you.” Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than “I” or “you.”
### Description
* **First person** - This is how a speaker normally refers to himself. English uses the pronouns "I" and "we." (Also: me, my, mine; us, our, ours)
* **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun "you." (Also: your, yours)
* **Third person** - This is how a speaker refers to someone else. English uses the pronouns "he," "she," "it" and "they." (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like "the man" or "the woman" are also third person.
* **First person** - This is how a speaker normally refers to himself. English uses the pronouns “I” and “we.” (Also: me, my, mine; us, our, ours)
* **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun “you.” (Also: your, yours)
* **Third person** - This is how a speaker refers to someone else. English uses the pronouns “he,” “she,” “it” and “they.” (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like “the man” or “the woman” are also third person.
### Reason this is a Translation Issue
Sometimes in the Bible a speaker used the third person to refer to himself or to the people he was speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant "I" or "you."
Sometimes in the Bible a speaker used the third person to refer to himself or to the people he was speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant “I” or “you.”
### Examples from the Bible
Sometimes people used the third person instead of "I" or "me" to refer to themselves.
>But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep." (1 Samuel 17:34 ULT)
Sometimes people used the third person instead of “I” or “me” to refer to themselves.
>But David said to Saul, “<u>Your servant</u> used to keep <u>his</u> father’s sheep.” (1 Samuel 17:34 ULT)
David referred to himself in the third person as "your servant" and "his." He was calling himself Saul's servant in order to show his humility before Saul.
David referred to himself in the third person as “your servant” and “his.” He was calling himself Saul’s servant in order to show his humility before Saul.
>Then Yahweh answered Job out of a fierce storm and said,
>"… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>? (Job 40:6, 9 ULT)
>“… Do you have an arm like <u>God’s</u>? Can you thunder with a voice like <u>him</u>? (Job 40:6, 9 ULT)
God referred to himself in the third person with the words "God's" and "him." He did this to emphasize that he is God, and he is powerful.
God referred to himself in the third person with the words “God’s” and “him.” He did this to emphasize that he is God, and he is powerful.
Sometimes people use the third person instead of "you" or "your" to refer to the person or people they are speaking to.
>Abraham answered and said, "Look what I have done, taking it upon myself to speak to <u>my Lord</u>, even though I am only dust and ashes! (Genesis 18:27 ULT)
Sometimes people use the third person instead of “you” or “your” to refer to the person or people they are speaking to.
>Abraham answered and said, “Look what I have done, taking it upon myself to speak to <u>my Lord</u>, even though I am only dust and ashes! (Genesis 18:27 ULT)
Abraham was speaking to the Lord, and referred to the Lord as "My Lord" rather than as "you." He did this to show his humility before God.
Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you.” He did this to show his humility before God.
>So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart. (Matthew 18:35 ULT)
After saying "each of you," Jesus used the third person "his" instead of "your."
After saying “each of you,” Jesus used the third person “his” instead of “your.”
### Translation Strategies
If using the third person to mean "I" or "you" would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
1. Use the third person phrase along with the pronoun "I" or "you."
1. Simply use the first person ("I") or second person ("you") instead of the third person.
1. Use the third person phrase along with the pronoun “I” or “you.”
1. Simply use the first person (“I”) or second person (“you”) instead of the third person.
### Examples of Translation Strategies Applied
1. Use the third person phrase along with the pronoun "I" or "you."
1. Use the third person phrase along with the pronoun “I” or “you.”
* **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."** (1 Samuel 17:34)
* But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
* **But David said to Saul, “<u>Your servant</u> used to keep <u>his</u> father’s sheep.”** (1 Samuel 17:34)
* But David said to Saul, “<u>I, your servant</u>, used to keep <u>my</u> father’s sheep.”
1. Simply use the first person ("I") or second person ("you") instead of the third person.
1. Simply use the first person (“I”) or second person (“you”) instead of the third person.
* **Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?** (Job 40:6, 9 ULT)
* Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
* **Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like <u>God’s</u>? Can you thunder with a voice like <u>him</u>?** (Job 40:6, 9 ULT)
* Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?”
* **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart.** (Matthew 18:35 ULT)
* So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u> brother from your heart.

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Abstract nouns are nouns that refer to attitudes, qualities, events, situations, or even to relationships among these ideas. These are things that cannot be seen or touched in a physical sense, such as happiness, weight, injury, 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. For example, "What is its <u>weight</u>?" could be expressed as "How much does it <u>weigh</u>?" or "How <u>heavy</u> is it?"
Abstract nouns are nouns that refer to attitudes, qualities, events, situations, or even to relationships among these ideas. These are things that cannot be seen or touched in a physical sense, such as happiness, weight, injury, 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. For example, “What is its <u>weight</u>?” could be expressed as “How much does it <u>weigh</u>?” or “How <u>heavy</u> is it?”
### Description
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 among these 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, and weight.
Using abstract nouns allows people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, "I believe in the forgiveness of sin." But if the language did not have the two abstract nouns "forgiveness" and "sin," then they would have to make a longer sentence to express the same meaning. They would have to say, for example, "I believe that God is willing to forgive people after they have sinned," using verb phrases instead of nouns for those ideas.
Using abstract nouns allows people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.” But if the language did not have the two abstract nouns “forgiveness” and “sin,” then they would have to make a longer sentence to express the same meaning. They would have to say, for example, “I believe that God is willing to forgive people after they have sinned,” using verb phrases instead of nouns for those ideas.
#### Reason this is a translation issue
@ -15,24 +15,24 @@ The Bible that you translate from may use abstract nouns to express certain idea
> ..._from <u>childhood</u> you have known the sacred writings ..._ (2 Timothy 3:15 ULT)
The abstract noun "childhood" refers to when someone is a child.
The abstract noun “childhood” refers to when someone is a child.
>But <u>godliness</u> with <u>contentment</u> is great <u>gain</u>. (1 Timothy 6:6 ULT)
The abstract nouns "godliness" and "contentment" refer to being godly and content.
The abstract noun "gain" refers to something that benefits or helps someone.
The abstract nouns “godliness” and “contentment” refer to being godly and content.
The abstract noun “gain” refers to something that benefits or helps someone.
>Today <u>salvation</u> has come to this house, because he too is a son of Abraham. (Luke 19:9 ULT)
The abstract noun "salvation" here refers to being saved.
The abstract noun “salvation” here refers to being saved.
>The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be (2 Peter 3:9 ULT)
The abstract noun "slowness" refers how slowly something is done.
The abstract noun “slowness” refers how slowly something is done.
>He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart. (1 Corinthians 4:5 ULT)
The abstract noun "purposes" refers to the things that people want to do and the reasons they want to do them.
The abstract noun “purposes” refers to the things that people want to do and the reasons they want to do them.
### Translation Strategies

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translate/figs-activepassive/01.md
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@ -37,9 +37,9 @@ The passive form is not used for the same purposes in all of the languages that
### Examples from the Bible
>And their shooters shot at your soldiers from off the wall, and some of the king's servants <u>were killed</u>, and your servant Uriah the Hittite <u>was killed</u> too. (2 Samuel 11:24 ULT)
>And their shooters shot at your soldiers from off the wall, and some of the king’s servants <u>were killed</u>, and your servant Uriah the Hittite <u>was killed</u> too. (2 Samuel 11:24 ULT)
This means that the enemy's shooters shot and killed some of the king's servants, including Uriah. The point is what happened to the king's servants and Uriah, not who shot them. The purpose of the passive form here is to keep the focus on the king's servants and Uriah.
This means that the enemy’s shooters shot and killed some of the king’s servants, including Uriah. The point is what happened to the king’s servants and Uriah, not who shot them. The purpose of the passive form here is to keep the focus on the king’s servants and Uriah.
>In the morning when the men of the town got up, the altar of Baal <u>was broken down</u> … (Judges 6:28 ULT)
@ -54,7 +54,7 @@ This describes a situation in which a person ends up in the sea with a millstone
If you decide that it is better to translate without a passive form, here are some strategies 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.
1. 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." 
1. 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.” 
1. Use a different verb.
### Examples of Translation Strategies Applied
@ -62,9 +62,9 @@ If you decide that it is better to translate without a passive form, here are so
1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULT)
* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
* <u>The king’s servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
1. Use the same verb in an active sentence, and do not tell  who did the action. Instead, use a generic expression like "they" or  "people" or  "someone." 
1. Use the same verb in an active sentence, and do not tell  who did the action. Instead, use a generic expression like “they” or  ”people” or  ”someone.” 
* **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.** (Luke 17:2 ULT)
* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.

6
translate/figs-apostrophe/01.md
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@ -21,7 +21,7 @@ King Saul was killed on Mount Gilboa, and David sang a sad song about it. By tel
Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them.
>He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' " (1 Kings 13:2 ULT)
>He cried against the altar by the word of Yahweh: <u>“Altar</u>, <u>altar</u>! This is what Yahweh says, ‘See, … on you they will burn human bones.’ “ (1 Kings 13:2 ULT)
The man of God spoke as if the altar could hear him, but he really wanted the king, who was standing there, to hear him.
@ -35,8 +35,8 @@ If apostrophe would be natural and give the right meaning in your language, cons
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
* **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' "** (1 Kings 13:2 ULT)
* He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, … they will burn people's bones on <u>it</u>.' "
* **He cried against the altar by the word of Yahweh: <u>“Altar</u>, <u>altar</u>! This is what Yahweh says, ‘See, … on you they will burn human bones.’ “** (1 Kings 13:2 ULT)
* He said this about the altar: “This is what Yahweh says <u>about this altar.</u> ‘See, … they will burn people’s bones on <u>it</u>.’ “
* **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>** (2 Samuel 1:21 ULT)
* <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>

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translate/figs-declarative/01.md
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@ -13,9 +13,9 @@ Statements are normally used to give **information**. All of the sentences in Jo
> There was a man who was sent from God, whose name was John. He came as a witness to testify about the light, that all might believe through him. John was not the light, but came that he might testify about the light. (John 1:6-8 ULT)
A statement can also be used as a **command** to tell someone what to do. In the examples below, the high priest used statements with the verb "will" to tell people what to do.
A statement can also be used as a **command** to tell someone what to do. In the examples below, the high priest used statements with the verb “will” to tell people what to do.
>He commanded them, saying, "This is what you **must** do. A third of you who come on the Sabbath _will_ keep watch over the king's house, and a third _will_ be at the Sur Gate, and a third at the gate behind the guardhouse." (2 Kings 11:5 ULT)
>He commanded them, saying, “This is what you **must** do. A third of you who come on the Sabbath _will_ keep watch over the king’s house, and a third _will_ be at the Sur Gate, and a third at the gate behind the guardhouse.” (2 Kings 11:5 ULT)
A statement can also be used to give **instructions**. The speaker below was not just telling Joseph about something Joseph would do in the future; he was telling Joseph what he needed to do.
@ -23,15 +23,15 @@ A statement can also be used to give **instructions**. The speaker below was not
A statement can also be used to make a **request**. The man with leprosy was not just saying what Jesus was able to do. He was also asking Jesus to heal him.
>Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, _you can make me clean_." (Matthew 8:2 ULT)
>Behold, a leper came to him and bowed before him, saying, “Lord, if you are willing, _you can make me clean_.” (Matthew 8:2 ULT)
A statement can also be used to **perform** something. By telling Adam that the ground was cursed because of him, God actually cursed it.
>... cursed is the ground because of you; (Genesis 3:17 ULT)
By telling a man that his sins were forgiven, Jesus forgave the man's sins.
By telling a man that his sins were forgiven, Jesus forgave the man’s sins.
>Seeing their faith, Jesus said to the paralyzed man, "Son, _your sins are forgiven_." (Luke 2:5 ULT)
>Seeing their faith, Jesus said to the paralyzed man, “Son, _your sins are forgiven_.” (Luke 2:5 ULT)
### Translation Strategies
@ -43,12 +43,12 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function.
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULT) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULT) The phrase “you will call his name Jesus” is an instruction. It can be translated using the sentence type of a normal instruction.
* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
1. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
* **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULT) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
* **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULT) The function of “you can make me clean” is to make a request. In addition to the statement, a request can be added.
* Lord, if you are willing, <u>you can make me clean. Please do so.</u>
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>

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translate/figs-distinguish/01.md
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@ -6,12 +6,12 @@ In some languages, phrases that modify a noun can be used with the noun for two
Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
* Mary gave some of the food to <u>her sister who was very thankful</u>.
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
* If her sister was usually thankful, the phrase “who was thankful” could **distinguish this sister** of Mary’s from another sister who was not usually thankful.
With the comma, the sentence is giving more information:
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
* This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
* This same phrase can be used give us more information about Mary’s sister. It tells us about **how Mary’s sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister.
### Reasons this is a translation issue
@ -24,50 +24,50 @@ With the comma, the sentence is giving more information:
>… The curtain is to separate <u>the holy place</u> from <u>the most holy place</u>. (Exodus 26:33 ULT)
The words "holy" and "most holy" distinguish two different places from each other and from any other place.
The words “holy” and “most holy” distinguish two different places from each other and from any other place.
>A foolish son is a grief to his father, and bitterness to <u>the woman who bore him</u>. (Proverbs 17:25 ULT)
The phrase "who bore him" distinguishes which woman the son is bitterness to. He is not bitterness to all women, but to his mother.
The phrase “who bore him” distinguishes which woman the son is bitterness to. He is not bitterness to all women, but to his mother.
**Examples of words and phrases that are used to give added information or a reminder about an item**: These are a translation issue for languages that do not use these.
>... for <u>your righteous judgments</u> are good. (Psalm 119:39 ULT)
The word "righteous" simply reminds us that God's judgments are righteous. It does not distinguish his righteous judgements from his unrighteous judgements, because all of his judgments are righteous.
The word “righteous” simply reminds us that God’s judgments are righteous. It does not distinguish his righteous judgements from his unrighteous judgements, because all of his judgments are righteous.
>Can Sarah, <u>who is ninety years old</u>, bear a son? - (Genesis 17:17-18 ULT)
The phrase "who is ninety years old" is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child.
The phrase “who is ninety years old” is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child.
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULT)
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. There is not another mankind that God did not create.
The phrase “whom I have created” is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. There is not another mankind that God did not create.
### Translation Strategies
If people 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.
1. 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.
1. 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 <u>worthless</u> 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.
* **I hate those who serve <u>worthless</u> 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.
* <u>Because</u> idols are worthless, I hate those who serve them.
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULT)
* ... for your judgments are good <u>because</u> they are righteous.
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULT) - The phrase "who is ninety 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.
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULT) - The phrase “who is ninety 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.
* Can Sarah bear a son <u>even when</u> she is ninety years old?
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULT) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULT) - There is only one Yahweh. The phrase “who is worthy to be praised” gives a reason for calling on Yahweh.
* I will call on Yahweh, <u>because</u> he is worthy to be praised
1. Use one of your language's ways for expressing that this is just added information.
1. Use one of your language’s ways for expressing that this is just added information.
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULT)
* You are my Son. <u>I love you</u> and I am pleased with you.

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translate/figs-doublenegatives/01.md
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A double negative occurs when a clause has two words that each express the meaning of "not." Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
A double negative occurs when a clause has two words that each express the meaning of “not.” Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
### Description
Negative words are words that have in them the meaning "not." Examples are "no," "not," "none," "no one," "nothing," "nowhere," "never," "nor," "neither," and "without." Also, some words have prefixes or suffixes that mean "not" such as the underlined parts of these words: "<u>un</u>happy," "<u>im</u>possible," and "use<u>less</u>."
Negative words are words that have in them the meaning “not.” Examples are “no,” “not,” “none,” “no one,” “nothing,” “nowhere,” “never,” “nor,” “neither,” and “without.” Also, some words have prefixes or suffixes that mean “not” such as the underlined parts of these words: “<u>un</u>happy,” “<u>im</u>possible,” and “use<u>less</u>.”
A double negative occurs when a sentence has two words that each express the meaning of "not."
A double negative occurs when a sentence has two words that each express the meaning of “not.”
>It is <u>not</u> that we do <u>not</u> have authority... (2 Thessalonians 3:9 ULT)
<blockquote>And this better confidence did <u>not</u> happen <u>without</u> the taking of an oath, ... (Hebrews 7:20 ULT.) </blockquote>
@ -16,10 +16,10 @@ A double negative occurs when a sentence has two words that each express the mea
Double negatives mean very different things in different languages.
* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent."
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent."
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent."
* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent.”
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, “He is not unintelligent” can mean “He is intelligent” or “He is very intelligent.”
To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
@ -27,7 +27,7 @@ To translate sentences with double negatives accurately and clearly in your lang
>... so that they may <u>not</u> be <u>un</u>fruitful. (Titus 3:14 ULT)
This means "so that they will be fruitful."
This means “so that they will be fruitful.”
>All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made. (John 1:3 ULT)
By using a double negative, John emphasized that the Son of God created absolutely everything.
@ -37,23 +37,23 @@ 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.
1. 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."
1. 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.”
### Examples of Translation Strategies Applied
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.
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULT)
* "For we have a high priest who can feel sympathy for our weaknesses."
* “For we have a high priest who can feel sympathy for our weaknesses.”
* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULT)
* "... so that they may be fruitful."
* “... so that they may be fruitful.”
1. 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."
1. 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.”
* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULT)
* "Be sure of this—wicked people will <u>certainly</u> be punished ..."
* “Be sure of this—wicked people will <u>certainly</u> be punished ...”
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULT)
* "All things were made through him. He made <u>absolutely</u> everything that has been made."
* “All things were made through him. He made <u>absolutely</u> everything that has been made.”

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translate/figs-doublet/01.md
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### Description
We are using the word "doublet" to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word "and." Often they are used to emphasize or intensify the idea expressed by the two words.
We are using the word “doublet” to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word “and.” Often they are used to emphasize or intensify the idea expressed by the two words.
#### Reason this is a translation issue
@ -12,15 +12,15 @@ In some languages people do not use doublets. Or they may use doublets, but only
>King David was <u>old</u> and <u>advanced in years</u>. (1 Kings 1:1 ULT)
The underlined words mean the same thing. Together they mean that he was "very old."
The underlined words mean the same thing. Together they mean that he was “very old.”
>... he attacked two men <u>more righteous</u> and <u>better</u> than himself ... (1 Kings 2:32 ULT)
This means that they were "much more righteous" than he was.
This means that they were “much more righteous” than he was.
>You have decided to prepare <u>false</u> and <u>deceptive</u> words (Daniel 2:9 ULT)
This means that they had prepared "many false things to say."
This means that they had prepared “many false things to say.”
>... as of a lamb <u>without blemish</u> and <u>without spot</u>. (1 Peter 1:19 ULT)
@ -31,23 +31,23 @@ This means that he was like a lamb that did not have any blemish--not even one.
If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies.
1. Translate only one of the words.
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as “very” or “great” or “many.”
1. If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
### Translation Strategies Applied
1. Translate only one of the words.
* **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULT)
* "You have decided to prepare <u>false</u> things to say."
* “You have decided to prepare <u>false</u> things to say.”
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as “very” or “great” or “many.”
* **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULT)
* "King David was <u>very old</u>."
* “King David was <u>very old</u>.”
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
1. If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULT) - English can emphasize this with "any" and "at all."
* " ... a lamb <u>without any blemish at all</u> ..."
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULT) - English can emphasize this with “any” and “at all.”
* “ ... a lamb <u>without any blemish at all</u> ...”

8
translate/figs-ellipsis/01.md
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@ -6,7 +6,7 @@ Ellipsis is what happens when a speaker or writer leaves one or more words out o
>... the wicked will not stand in the judgment, nor sinners in the assembly of the righteous. (Psalm 1:5)
This is ellipsis because "sinners in the assembly of the righteous" is not a complete sentence. The speaker assumes that the hearer will understand what it is that sinners will not do in the assembly of the righteous by filling in the action from the previous clause.
This is ellipsis because “sinners in the assembly of the righteous” is not a complete sentence. The speaker assumes that the hearer will understand what it is that sinners will not do in the assembly of the righteous by filling in the action from the previous clause.
### Reason this is a translation issue
@ -14,7 +14,7 @@ Readers who see incomplete sentences or phrases may not know what the missing in
### Examples from the Bible
> ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>." (Luke 18:40-41 ULT)
> ... when the blind man was near, Jesus asked him, “What do you want me to do for you?” He said, “Lord, <u>that I might receive my sight</u>.” (Luke 18:40-41 ULT)
The man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him.
@ -35,8 +35,8 @@ If ellipsis would be natural and give the right meaning in your language, consid
* **... the wicked will not stand in the judgment, nor <u>sinners in the assembly</u> of the righteous.** (Psalm 1:5)
* ... the wicked will not stand in the judgment, and <u>sinners will not stand in the assembly</u> of the righteous
* **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>."** (Luke 18:40-41)
* ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>I want you to heal me</u> that I might receive my sight."
* **... when the blind man was near, Jesus asked him, “What do you want me to do for you?” He said, “Lord, <u>that I might receive my sight</u>.”** (Luke 18:40-41)
* ... when the blind man was near, Jesus asked him, “What do you want me to do for you?” He said, “Lord, <u>I want you to heal me</u> that I might receive my sight.”
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.

8
translate/figs-euphemism/01.md
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@ -7,7 +7,7 @@ A euphemism is a mild or polite way of referring to something that is unpleasant
>... they found Saul and his sons <u>fallen</u> on Mount Gilboa. (1 Chronicles 10:8 ULT)
This means that Saul and his sons "were dead". It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant.
This means that Saul and his sons “were dead”. It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant.
### Reason this is a translation issue
@ -35,8 +35,8 @@ If euphemism would be natural and give the right meaning in your language, consi
1. Use a euphemism from your own culture.
* **... where there was a cave. Saul went inside to <u>relieve himself</u>.** (1 Samuel 24:3 ULT) - Some languages might use euphemisms like these:
* "...where there was a cave. Saul went into the cave <u>to dig a hole</u>"
* "...where there was a cave. Saul went into the cave <u>to have some time alone</u>"
* “...where there was a cave. Saul went into the cave <u>to dig a hole</u>“
* “...where there was a cave. Saul went into the cave <u>to have some time alone</u>“
* **Mary said to the angel, “How will this happen, since I have not <u>slept with any man</u>?”** (Luke 1:34 ULT)
* Mary said to the angel, “How will this happen, since <u>I do not know a man</u>?” - (This is the euphemism used in the original Greek)
@ -44,5 +44,5 @@ If euphemism would be natural and give the right meaning in your language, consi
1. State the information plainly without a euphemism if it would not be offensive.
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULT)
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
* “they found Saul and his sons <u>dead</u> on Mount Gilboa.”

10
translate/figs-events/01.md
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@ -12,7 +12,7 @@ In the Bible, events are not always told in the order in which they occurred. So
This could sound like John baptized Jesus after John was locked up in prison, but John baptized Jesus before John was locked up in prison.
> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." (Joshua 6:8-10 ULT)
> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.” (Joshua 6:8-10 ULT)
This could sound like Joshua gave the order not to shout after the army had already started their march, but he had given that order before they started marching.
@ -38,13 +38,13 @@ This sounds like a person must first open the scroll and then break its seals, b
1. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULT)
* <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams’ horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.”** (Joshua 6:8-10 ULT)
* <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
1. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULT)
* <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.”** (Joshua 6:8-10 ULT)
* <sup>8-10</sup> Joshua commanded the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.” Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULT)
* Who is worthy to break the seals and open the scroll?

34
translate/figs-exclamations/01.md
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@ -6,7 +6,7 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
>Save us, Lord; we are about to die! (Matthew 8:25 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)
>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
@ -14,14 +14,14 @@ Languages have different ways of showing that a sentence communicates strong emo
### Examples from the Bible
Some exclamations have a word that shows feeling. The sentences below have "Oh" and "Ah." The word "oh" here shows the speaker's amazement.
Some exclamations have a word that shows feeling. The sentences below have “Oh” and “Ah.” The word “oh” here shows the speaker’s amazement.
><u>Oh</u>, the depth of the riches both of the wisdom and the knowledge of God! (Romans 11:33 ULT)
The word "Ah" below shows that Gideon was very frightened.
>Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!" (Judges 6:22 ULT)
The word “Ah” below shows that Gideon was very frightened.
>Gideon understood that this was the angel of Yahweh. Gideon said, “<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT)
Some exclamations start with a question word such as "how" or "why," even though they are not questions. The sentence below shows that the speaker is amazed at how unsearchable God's judgments are.
Some exclamations start with a question word such as “how” or “why,” even though they are not questions. The sentence below shows that the speaker is amazed at how unsearchable God’s judgments are.
><u>How</u> unsearchable are his judgments, and his ways beyond discovering! (Romans 11:33 ULT)
@ -31,7 +31,7 @@ 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."
1. If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
1. Use an exclamation word from your language that shows the strong feeling.
1. Translate the exclamation word with a sentence that shows the feeling.
1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
@ -39,35 +39,35 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
### Examples of Translation Strategies Applied
1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are."
1. If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
* **You worthless person!** (Matthew 5:22 ULT)
* "You <u>are</u> such a worthless person!"
* “You <u>are</u> such a worthless person!”
* **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULT)
* "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
* “Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!”
1. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
1. Use an exclamation word from your language that shows the strong feeling. The word “wow” below shows that they were astonished. The expression “Oh no” shows that something terrible or frightening has happened.
* **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULT)
* "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
* **They were absolutely astonished, saying, “He has done everything well. He even makes the deaf to hear and the mute to speak.”** (Mark 7:36 ULT)
* “They were absolutely astonished, saying, “<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak.” “
* **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULT)
* "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
* “__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!”
1. Translate the exclamation word with a sentence that shows the feeling.
* **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULT)
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!”
* <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
* **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULT)
* "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
* “His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!”
1. If the strong feeling is not clear in the target language, then tell how the person felt.
* **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULT)
* "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULT)
* **Gideon understood that this was the angel of Yahweh. Gideon said, “<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!”** (Judges 6:22 ULT)
* “Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, “<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT)

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translate/figs-exclusive/01.md
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@ -2,9 +2,9 @@
### Description
Some languages have more than one form of "we:" an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but <u>not you</u>." The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use.
Some languages have more than one form of “we:” an **inclusive** form that means “I and you” and an **exclusive** form that means “I and someone else but <u>not you</u>.” The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for “us,” “our,” “ours,” and “ourselves.” Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use.
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive “we” and the exclusive “we” refer to.
![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg)
@ -12,22 +12,22 @@ See the pictures. The people on the right are the people that the speaker is tal
### Reason this is a translation issue
The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so that they can decide which form of "we" to use.
The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for “we.” Translators whose language has separate exclusive and inclusive forms of “we” will need to understand what the speaker meant so that they can decide which form of “we” to use.
### Examples from the Bible
>They said, “<u>We</u> have no more than five loaves of bread and two fish, unless <u>we</u> went and bought food for all this crowd of people.” (Luke 9:13 ULT)
In the first clause, the disciples are telling Jesus how much food they have among them, so this "we" could be the inclusive form or the exclusive form. In the second clause, the disciples are talking about some of them going to buy food, so that "we" would be the exclusive form, since Jesus would not go to buy food.
In the first clause, the disciples are telling Jesus how much food they have among them, so this “we” could be the inclusive form or the exclusive form. In the second clause, the disciples are talking about some of them going to buy food, so that “we” would be the exclusive form, since Jesus would not go to buy food.
><u>we</u> have seen, and bear witness, and declare to you the eternal life, which was with the Father, and was manifested to <u>us</u> (1 John 1:2 ULT)
John is telling people who have not seen Jesus what he and the other apostles have seen. So languages that have exclusive forms of "we" and "us" would use the exclusive forms in this verse.
John is telling people who have not seen Jesus what he and the other apostles have seen. So languages that have exclusive forms of “we” and “us” would use the exclusive forms in this verse.
>… the shepherds said one to each other, "Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>." (Luke 2:15 ULT)
>… the shepherds said one to each other, “Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>.” (Luke 2:15 ULT)
The shepherds were speaking to one another. When they said "us," they were <u>including</u> the people they were speaking to - one another.
The shepherds were speaking to one another. When they said “us,” they were <u>including</u> the people they were speaking to - one another.
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULT)
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, “Let <u>us</u> go over to the other side of the lake.” Then they set sail. (Luke 8:22 ULT)
When Jesus said "us," he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.
When Jesus said “us,” he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.

2
translate/figs-exclusive/sub-title.md
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@ -1 +1 @@
What is exclusive and inclusive "we"?
What is exclusive and inclusive “we”?

2
translate/figs-exclusive/title.md
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@ -1 +1 @@
Exclusive and Inclusive "We"
Exclusive and Inclusive “We”

20
translate/figs-exmetaphor/01.md
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@ -18,18 +18,18 @@ An extended metaphor occurs when someone speaks of a situation as if it were a d
### Examples from the Bible
In Psalm 23:1-4, the writer says that God's concern and care for his people can be pictured as the care that a shepherd has for his flock of sheep. Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions.
In Psalm 23:1-4, the writer says that God’s concern and care for his people can be pictured as the care that a shepherd has for his flock of sheep. Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions.
><sup>1</sup>Yahweh is my shepherd; I will lack nothing.
><sup>2</sup>He <u>makes me</u> to lie down in green pastures;
>he <u>leads me</u> beside tranquil water.
><sup>3</sup>He <u>brings back</u> my life;
>he <u>guides me</u> along right paths for his name's sake.
>he <u>guides me</u> along right paths for his name’s sake.
><sup>4</sup>Even though I walk through a valley of darkest shadow,
>I will not fear harm since you are with me;
>your rod and your staff comfort me. (ULT)
In Isaiah 5:1-7, Isaiah presents God's disappointment with his people as the disappointment that a farmer would feel if his vineyard only produced bad fruit. Farmers care for their gardens, but if they only produce bad fruit, farmers eventually stop caring for them. Verses 1 through 6 appear to be simply about a farmer and his vineyard, but verse 7 makes it clear that it is about God and his people.
In Isaiah 5:1-7, Isaiah presents God’s disappointment with his people as the disappointment that a farmer would feel if his vineyard only produced bad fruit. Farmers care for their gardens, but if they only produce bad fruit, farmers eventually stop caring for them. Verses 1 through 6 appear to be simply about a farmer and his vineyard, but verse 7 makes it clear that it is about God and his people.
><sup>1</sup>...My well beloved had a vineyard on a very fertile hill.
><sup>2</sup>He spaded it and removed the stones, and planted it with the choicest vine.
@ -54,22 +54,22 @@ In Isaiah 5:1-7, Isaiah presents God's disappointment with his people as the dis
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 it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two.
1. If the target audience would think that the images should be understood literally, translate it as a simile by using “like” or “as.” It may be enough to to do this in just the first sentence or two.
1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
1. If the target audience still would not understand, then state it clearly.
### Examples of Translation Strategies Applied
1. If the target audience would think that the images should be understood literally, translate it as a simile by using "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:
1. If the target audience would think that the images should be understood literally, translate it as a simile by using “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:
>**Yahweh is <u>my shepherd</u>; I will lack nothing.**
>**He makes <u>me</u> to lie down in green pastures;**
>**<u>he leads me</u> beside tranquil water.** (ULT)
Can be translated as:
> "Yahweh is <u>like</u> a shepherd to me, so I will lack nothing.
> “Yahweh is <u>like</u> a shepherd to me, so I will lack nothing.
> <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters,
> Yahweh helps me to rest peacefully."
> Yahweh helps me to rest peacefully.”
1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
@ -79,16 +79,16 @@ Can be translated as:
>**He waited for it to produce grapes, but it produced <u>wild grapes</u>.**(Isaiah 5:1-2 ULT)
May be translated as:
> "My well beloved had a <u>grapevine garden</u> on a very fertile hill.
> “My well beloved had a <u>grapevine garden</u> on a very fertile hill.
> He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>.
> He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>.
> He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
> He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>.”
1. If the target audience still would not understand, then state it clearly.
Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULT)
* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
* “Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing.”
>**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**
>**and the men of Judah his pleasant planting;**

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translate/figs-explicit/01.md
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@ -15,15 +15,15 @@ Often, the audience understands this **implicit information** by combining what
### Reasons this is a translation issue
All three kinds of information are part of the speaker's message. If one of these kinds of information is missing, then the audience will not understand the message. Because the target translation is in a language that is very different than the biblical languages and made for an audience that lives in a very different time and place than the people in the Bible, many times the **assumed knowledge** or the **implicit information** is missing from the message. In other words, modern readers do not know everything that the original speakers and hearers in the Bible knew. When these things are important for understanding the message, you can include this information in the text or in a footnote.
All three kinds of information are part of the speaker’s message. If one of these kinds of information is missing, then the audience will not understand the message. Because the target translation is in a language that is very different than the biblical languages and made for an audience that lives in a very different time and place than the people in the Bible, many times the **assumed knowledge** or the **implicit information** is missing from the message. In other words, modern readers do not know everything that the original speakers and hearers in the Bible knew. When these things are important for understanding the message, you can include this information in the text or in a footnote.
### Examples from the Bible
>Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head." (Matthew 8:20 ULT)
>Then a scribe came to him and said, “Teacher, I will follow you wherever you go.” Jesus said to him, “Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head.” (Matthew 8:20 ULT)
Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**.
Jesus did not directly say here "I am the Son of Man" but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head.
Jesus did not directly say here “I am the Son of Man” but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head.
> Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in <u>Tyre and Sidon</u> which were done in you, they would have repented long ago in sackcloth and ashes. But it will be more tolerable for Tyre and Sidon at the <u>day of judgment</u> than for you. (Matthew 11:21, 22 ULT)
@ -46,8 +46,8 @@ If readers have enough assumed knowledge to be able to understand the message, a
1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
* **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."** (Matthew 8:20 ULT) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
* Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
* **Jesus said to him, “Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head.”** (Matthew 8:20 ULT) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
* Jesus said to him, “Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep.”
* **it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you** (Matthew 11:22 ULT) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
@ -61,9 +61,9 @@ If readers have enough assumed knowledge to be able to understand the message, a
1. 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.
* **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULT) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
* **Then a scribe came to him and said, “Teacher, I will follow you wherever you go.” Jesus said to him, “Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head.”** (Matthew 8:19, 20 ULT) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
* Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
* Jesus said to him, “Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>.”
* **it will be more tolerable for Tyre and Sidon at the day of judgment than for you** (Matthew 11:22 ULT) - Implicit information is that God would not only judge the people; he would punish them. This can be made explicit.

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@ -17,7 +17,7 @@ In Biblical Hebrew, it was normal to start most sentences with a conjunction suc
In Biblical Hebrew, it was 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.
>The centurion <u>answered and said</u>, "Lord, I am not worthy that you should enter under my roof…” (Matthew 8:8 ULT)
>The centurion <u>answered and said</u>, “Lord, I am not worthy that you should enter under my roof…” (Matthew 8:8 ULT)
In the biblical languages, it was normal to introduce direct speech with two verbs of speaking. One verb indicated the mode of address, 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.
@ -39,7 +39,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
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.
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULT)
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
* **The centurion answered and said, “Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULT)
* The centurion <u>answered</u>, “Lord, I am not worthy that you should enter under my roof…”
In English, the information that the centurion answered 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.

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@ -20,10 +20,10 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
This was a riddle. Samson purposely said this in a way that it would be hard for his enemies to know what it meant. Do not make it clear that the eater and the strong thing was a lion and that the sweet thing to eat was honey.
>Jesus said to them, "Take heed and beware of the yeast of the Pharisees and Sadducees." The disciples reasoned among themselves and said, "It is because we took no bread." … (Matthew 16:6,7 ULT)
>Jesus said to them, “Take heed and beware of the yeast of the Pharisees and Sadducees.” The disciples reasoned among themselves and said, “It is because we took no bread.” … (Matthew 16:6,7 ULT)
Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus' disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word "yeast" here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 -
> "How is it that you do not understand that I was not speaking to you about bread? Take heed and beware of the yeast of the Pharisees and Sadducees." Then they understood that he was not telling them to beware of yeast in bread, but to beware of the teaching of the Pharisees and Sadducees. (Matthew 16:11,12 ULT)
Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus’ disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word “yeast” here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 -
> “How is it that you do not understand that I was not speaking to you about bread? Take heed and beware of the yeast of the Pharisees and Sadducees.” Then they understood that he was not telling them to beware of yeast in bread, but to beware of the teaching of the Pharisees and Sadducees. (Matthew 16:11,12 ULT)
Only after Jesus explained that he was not talking about bread did they realize that he was talking about the false teaching of the Pharisees. Therefore it would be wrong to explicitly state the implicit information in Matthew 16:6.

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In some parts of the Bible, the words "men", "brothers" and "sons" refer only to men. In other parts of the Bible, those words include both men and women. When the writer meant both men and women, translators need to translate it in a way that does not limit the meaning to men.
In some parts of the Bible, the words “men”, “brothers” and “sons” refer only to men. In other parts of the Bible, those words include both men and women. When the writer meant both men and women, translators need to translate it in a way that does not limit the meaning to men.
### Description
In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says '<u>brothers</u>' when it refers to both brothers and sisters.
In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says ‘<u>brothers</u>‘ when it refers to both brothers and sisters.
Also in some languages, the masculine pronouns "he" and "him" can be used in a more general way for any person if it is not important whether the person is a man or a woman. In the example below, the pronoun is "his", but it is not limited to males.
Also in some languages, the masculine pronouns “he” and “him” can be used in a more general way for any person if it is not important whether the person is a man or a woman. In the example below, the pronoun is “his”, but it is not limited to males.
>A wise child makes <u>his</u> father rejoice
>but a foolish child brings grief to <u>his</u> mother. (Proverbs 10:1 ULT)
#### Reason this is a translation issue
* In some cultures words like "man," "brother," and "son" can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
* In some cultures, the masculine pronouns "he" and "him" can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
* In some cultures words like “man,” “brother,” and “son” can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
* In some cultures, the masculine pronouns “he” and “him” can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
#### Translation Principles
@ -24,17 +24,17 @@ When a statement applies to both men and women, translate it in such a way that
This verse is addressing the believers in Corinth, not only men, but **men and women**.
> Then said Jesus to his disciples, "If anyone wants to follow me, <u>he</u> must deny <u>himself</u>, take up <u>his</u> cross, and follow me." (Matthew 16:24-26 ULT)
> Then said Jesus to his disciples, “If anyone wants to follow me, <u>he</u> must deny <u>himself</u>, take up <u>his</u> cross, and follow me.” (Matthew 16:24-26 ULT)
Jesus was not speaking only of men, but of **men and women**.
**Caution**: Sometimes masculine words are used specifically to refer to men. Do not use words that would lead people to think that they include women. The underlined words below are specifically about men.
>Moses said, 'If a <u>man</u> dies, having no children, <u>his</u> <u>brother</u> must marry <u>his</u> wife and have a child for <u>his</u> <u>brother</u>.' (Mark 22:24 ULT)
>Moses said, ‘If a <u>man</u> dies, having no children, <u>his</u> <u>brother</u> must marry <u>his</u> wife and have a child for <u>his</u> <u>brother</u>.’ (Mark 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.
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.
1. Use a word that refers to men and a word that refers to women.
@ -45,16 +45,16 @@ If people would understand that that masculine words like "man," "brother," and
1. Use nouns that can be used for both men and women.
* **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULT)
* "The wise <u>person</u> dies just like the fool dies."
* "Wise <u>people</u> die just like fools die."
* “The wise <u>person</u> dies just like the fool dies.”
* “Wise <u>people</u> die just like fools die.”
1. Use a word that refers to men and a word that refers to women.
* **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
* "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
* “For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia.” (2 Corinthians 1:8)
1. Use pronouns that can be used for both men and women.
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULT) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
* "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me.”** (Matthew 16:24 ULT) - English speakers can change the masculine singular pronouns, “he,” “himself,” and “his” to plural pronouns that do not mark gender, “they,” “themselves,” and “their” in order to show that it applies to all people, not just men.
* “If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me.”

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How do I translate "brother" or "he" when it could refer to anyone, male or female?
How do I translate “brother” or “he” when it could refer to anyone, male or female?

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@ -5,7 +5,7 @@
Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general.
>Can <u>a man</u> walk on hot coals without scorching his feet?
>So is <u>the man who goes into his neighbor's wife</u>;
>So is <u>the man who goes into his neighbor’s wife</u>;
><u>the one who has relations with her</u> will not go unpunished. (Proverbs 6:28 ULT)
The underlined phrases above do not refer to a specific man. They refer to any man who does these things.
@ -25,43 +25,43 @@ The underlined phrases above do not refer to any specific people but to anyone w
This does not refer to a particular man, but to any person who refuses to sell grain.
>Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>. (Proverbs 12:2 ULT)
The phrase "a good man" does not refer to a particular man, but to any person who is good. The phrase "a man who makes evil plans" does not refer to a particular man, but to any person who makes evil plans.
The phrase “a good man” does not refer to a particular man, but to any person who is good. The phrase “a man who makes evil plans” does not refer to a particular man, but to any person who makes evil plans.
### Translation Strategies
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. Here are some strategies you might use.
1. Use the word "the" in the noun phrase.
1. Use the word "a" in the noun phrase.
1. Use the word "any", as in "any person" or "anyone."
1. Use the plural form, as in "people."
1. Use the word “the” in the noun phrase.
1. Use the word “a” in the noun phrase.
1. Use the word “any”, as in “any person” or “anyone.”
1. Use the plural form, as in “people.”
1. Use any other way that is natural in your language.
### Examples of Translation Strategies Applied
1. Use the word "the" in the noun phrase.
1. Use the word “the” in the noun phrase.
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULT)
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
* “Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>.” (Proverbs 12:2)
1. Use the word "a" in the noun phrase.
1. Use the word “a” in the noun phrase.
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULT)
* "People curse <u>a man</u> who refuses to sell them grain"
* “People curse <u>a man</u> who refuses to sell them grain”
1. Use the word "any, as in "any person" or "anyone."
1. Use the word “any, as in “any person” or “anyone.”
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULT)
* "People curse <u>any man</u> who refuses to sell them grain."
* “People curse <u>any man</u> who refuses to sell them grain.”
1. Use the plural form, as in "people" (or in this sentence, "men").
1. Use the plural form, as in “people” (or in this sentence, “men”).
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULT)
* "People curse <u>men</u> who refuse to sell them grain"
* “People curse <u>men</u> who refuse to sell them grain”
1. Use any other way that is natural in your language.
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULT)
* "People curse <u>whoever</u> refuses to sell them grain."
* “People curse <u>whoever</u> refuses to sell them grain.”

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### Description
Different languages have different ways of determining whether to use the words "go" or "come" and whether to use the words "take" or "bring" when talking about motion. For example, when saying that they are approaching a person who has called them, English speakers say "I'm coming," while Spanish speakers say "I'm going." You will need to translate the words "go" and "come" (and also "take" and "bring") in a way that your readers will understand which direction people are moving in.
Different languages have different ways of determining whether to use the words “go” or “come” and whether to use the words “take” or “bring” when talking about motion. For example, when saying that they are approaching a person who has called them, English speakers say “I’m coming,” while Spanish speakers say “I’m going.” You will need to translate the words “go” and “come” (and also “take” and “bring”) in a way that your readers will understand which direction people are moving in.
### Reason this is a translation issue
Different languages have different ways of talking about motion. The biblical languages or your source language may use the words "go" and "come" or "take" and "bring" differently than your language uses them. If these words are not translated in the way that is natural in your language, your readers may be confused about which direction people are moving.
Different languages have different ways of talking about motion. The biblical languages or your source language may use the words “go” and “come” or “take” and “bring” differently than your language uses them. If these words are not translated in the way that is natural in your language, your readers may be confused about which direction people are moving.
### Examples from the Bible
>Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark (Genesis 7:1 ULT)
>Yahweh said to Noah, “<u>Come</u>, you and all your household, into the ark (Genesis 7:1 ULT)
In some languages, this would lead people to think that Yahweh was in the ark.
>But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you. Then you will be free from my oath. (Genesis 24:41 ULT)
Abraham was speaking to his servant. Abraham's relatives lived far away, from where he and his servant were standing and he wanted his servant to <u>go</u> to them, not <u>come</u> toward Abraham.
Abraham was speaking to his servant. Abraham’s relatives lived far away, from where he and his servant were standing and he wanted his servant to <u>go</u> to them, not <u>come</u> toward Abraham.
>When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ... (Deuteronomy 17:14 ULT)
Moses is speaking to the people in the wilderness. They had not yet gone into the land that God was giving them. In some languages, it would make more sense to say, "When you have <u>gone</u> into the land..."
Moses is speaking to the people in the wilderness. They had not yet gone into the land that God was giving them. In some languages, it would make more sense to say, “When you have <u>gone</u> into the land...”
>Joseph and Mary <u>brought</u> him up to the temple in Jerusalem to present him to the Lord. (Luke 1:22 ULT)
In some languages, it might make more sense to say that Joseph and Mary <u>took</u> or <u>carried</u> Jesus to the temple.
>Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus' feet and implored him to <u>come</u> to his house, (Luke 8:41 ULT)
>Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus’ feet and implored him to <u>come</u> to his house, (Luke 8:41 ULT)
The man was not at his house when he spoke to Jesus. He wanted Jesus to <u>go</u> with him to his house.
@ -38,12 +38,12 @@ In some languages, it might make more sense to say that Elizabeth did not <u>com
If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
1. Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
1. Use another word that expresses the right meaning.
### Examples of Translation Strategies Applied
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
1. Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
* **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULT)
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
@ -54,10 +54,10 @@ If the word used in the ULT would be natural and give the right meaning in your
1. Use another word that expresses the right meaning.
* **When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...** (Deuteronomy 17:14 ULT)
* "When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
* “When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...”
* **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULT)
* "Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ..."
* **Yahweh said to Noah, “<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULT)
* “Yahweh said to Noah, “<u>Enter</u>, you and all your household, into the ark ...”
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UST)
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.

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What do I do if the word "go" or "come" is confusing in a certain sentence?
What do I do if the word “go” or “come” is confusing in a certain sentence?

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@ -9,7 +9,7 @@ Grammar has two main parts: words and structure. Structure involves how we put w
* Sentences can have more than one clause. (see [Sentence Structure](../figs-sentences/01.md))
* Some languages have both active and passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with "of" as in "the love of God," or with "'s" as in "God's love," or with a possessive pronoun as in "his love." (see [Possession](../figs-possession/01.md))
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “‘s” as in “God’s love,” or with a possessive pronoun as in “his love.” (see [Possession](../figs-possession/01.md))
**Quotations** - A quotation is a report of what someone else has said.

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@ -2,11 +2,11 @@
### Description
When a speaker expresses a single idea by using two words that are connected with "and," it is called "hendiadys." In hendiadys, the two words work together. Usually one of the words is the primary idea and the other word further describes the primary one.
When a speaker expresses a single idea by using two words that are connected with “and,” it is called “hendiadys.” In hendiadys, the two words work together. Usually one of the words is the primary idea and the other word further describes the primary one.
>... his own <u>kingdom and glory.</u> (1 Thessalonians 2:12 ULT)
Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of kingdom it is: it is a **kingdom of glory** or **a glorious kingdom**.
Though “kingdom” and “glory” are both nouns, “glory” actually tells what kind of kingdom it is: it is a **kingdom of glory** or **a glorious kingdom**.
#### Reasons this is a translation issue
@ -17,11 +17,11 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of
>... for I will give you <u>words and wisdom ...</u> (Luke 21:15 ULT)
"Words" and "wisdom" are nouns, but in this figure of speech "wisdom" describes "words."
“Words” and “wisdom” are nouns, but in this figure of speech “wisdom” describes “words.”
>... if you are willing and obedient ... (Isaiah 1:19 ULT)
"Willing" and "obedient" are adjectives, but "willing" describes "obedient."
“Willing” and “obedient” are adjectives, but “willing” describes “obedient.”
### Translation Strategies
@ -57,6 +57,6 @@ If the hendiadys would be natural and give the right meaning in your language, c
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULT) - The adjective "obedient" can be substituted with the verb "obey."
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULT) - The adjective “obedient” can be substituted with the verb “obey.”
* if you <u>obey willingly</u>

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@ -27,7 +27,7 @@ A speaker or writer can use exactly the same words to say something he means as
* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
Even though a generalization may have a strong-sounding word like "all," "always," "none," or "never," it does not necessarliy mean **exactly** "all," "always," "none," or "never." It simply means "most, "most of the time," "hardly any" or "rarely."
Even though a generalization may have a strong-sounding word like “all,” “always,” “none,” or “never,” it does not necessarliy mean **exactly** “all,” “always,” “none,” or “never.” It simply means “most, “most of the time,” “hardly any” or “rarely.”
>Moses was educated in <u>all the learning of the Egyptians</u> (Acts 7:22 ULT)
@ -53,13 +53,13 @@ The underlined phrase is an exaggeration. It means that there were <u>many, many
#### Examples of Generalization
>They found him, and they said to him, "<u>Everyone</u> is looking for you." (Mark 1:37 ULT)
>They found him, and they said to him, “<u>Everyone</u> is looking for you.” (Mark 1:37 ULT)
The disciples told Jesus that everyone was looking looking for him. They probably did not mean that everyone in the city was looking for him, but that <u>many people</u> were looking for him, or that all of Jesus' closest friends there were looking for him.
The disciples told Jesus that everyone was looking looking for him. They probably did not mean that everyone in the city was looking for him, but that <u>many people</u> were looking for him, or that all of Jesus’ closest friends there were looking for him.
>But as his anointing teaches you about <u>all things</u> and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULT)
This is a generalization. God's Spirit teaches us about <u>all things that we need to know</u>, not about everything that is possible to know.
This is a generalization. God’s Spirit teaches us about <u>all things that we need to know</u>, not about everything that is possible to know.
#### Caution
@ -68,7 +68,7 @@ Do not assume that something is an exaggeration just because it seems to be impo
This is not hyperbole. Jesus really walked on the water. It is a literal statement.
Do not assume that the word "all" is always a generalization that means "most."
Do not assume that the word “all” is always a generalization that means “most.”
>Yahweh is righteous in all his ways
>and gracious in all he does. (Psalms 145:17 ULT)
@ -80,9 +80,9 @@ Yahweh is always righteous. This is a completely true statement.
If the exaggeration or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
1. Express the meaning without the exaggeration.
1. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
1. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
1. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
1. For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
1. For a generalization, add a word like “most” or “almost” to show that the generalization is not exact.
1. For a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
### Examples of Translation Strategies Applied
@ -92,20 +92,20 @@ If the exaggeration or generalization would be natural and people would understa
* **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULT)
* The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
1. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
1. For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
* **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULT)
* <u>In general,</u> the one who ignores instruction will have poverty and shame
* **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
* "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words."
* “And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words.”
1. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact. 
1. For a generalization, add a word like “most” or “almost” to show that the generalization is not exact. 
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULT)
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him.”
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him.”
1. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
1. For a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULT)
* The country of Judea and the people of Jerusalem went out to him.

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@ -1,11 +1,11 @@
"If the sun stopped shining…", "What if the sun stopped shining…", "Suppose the sun stopped shining…", "If only the sun had not stopped shining." We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. These occur often in the Bible. We need to translate them in a way that people will know that the event did not actually happen, and that they will understand why the event was imagined.
“If the sun stopped shining…”, “What if the sun stopped shining…”, “Suppose the sun stopped shining…”, “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. These occur often in the Bible. We need to translate them in a way that people will know that the event did not actually happen, and that they will understand why the event was imagined.
### Description
Hypothetical situations are situations that are not real. They can be in the past, present, or future. Hypothetical situations in the past and present have not happened, and ones in the future are not expected to happen.
People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions are the phrase that start with "if.")
People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions are the phrase that start with “if.”)
* If he had won the lottery, he would have given me a million dollars. (But he did not.)
* If he won the lottery, there would be food on the table. (But there is not.)
@ -26,18 +26,18 @@ People sometimes express regrets about things that have not happened or that are
#### Reason this is a translation issue
* Translators need to recognize the different kinds of hypothetical situations in the Bible.
* Translators need to know their own language's ways of talking about different kinds of hypothetical situations.
* Translators need to know their own language’s ways of talking about different kinds of hypothetical situations.
### Examples from the Bible
1. Hypothetical situations in the past
> "Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in Tyre and Sidon which were done in you, they would have repented long ago in sackcloth and ashes." (Matthew 11:21 ULT)
> “Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in Tyre and Sidon which were done in you, they would have repented long ago in sackcloth and ashes.” (Matthew 11:21 ULT)
Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient cities of Tyre and Sidon had been able to see the miracles that he performed, they would have repented long ago. The people of Tyre and Sidon did not actually see his miracles and repent. He said this to rebuke the people of Chorazin and Bethsaida who had seen his miracles yet did not repent.
> Martha then said to Jesus, "Lord, if you had been here, my brother would not have died." (John 11:21 ULT)
> Martha then said to Jesus, “Lord, if you had been here, my brother would not have died.” (John 11:21 ULT)
Martha said this to express her wish that Jesus had come sooner. But Jesus did not come sooner, and her brother did die.
@ -49,7 +49,7 @@ Martha said this to express her wish that Jesus had come sooner. But Jesus did n
Jesus told about what would happen if a person were to put new wine into old wineskins. But no one would do that. He used this imaginary situation as an example to show that there are times when it is unwise to mix new things with old things. He did this so that people could understand why his disciples were not fasting as people traditionally did.
>Jesus said to them, "What man would there be among you, who, <u>if</u> he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out? (Matthew 12:11 ULT)
>Jesus said to them, “What man would there be among you, who, <u>if</u> he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out? (Matthew 12:11 ULT)
Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath.
@ -64,7 +64,7 @@ Jesus was talking about a future time when very bad things would happen. He told
1. Expressing emotion about a hypothetical situation
Regrets and wishes are very similar.
>The Israelites said to them, "<u>If only we had died by Yahweh's hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full.</u> For you have brought us out into this wilderness to kill our whole community with hunger." (Exodus 16:3 ULT)
>The Israelites said to them, “<u>If only we had died by Yahweh’s hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full.</u> For you have brought us out into this wilderness to kill our whole community with hunger.” (Exodus 16:3 ULT)
Here the Israelites were afraid they would have to suffer and die of hunger in the wilderness, and so they wished that they had stayed in Egypt and died there with full stomachs. They were complaining, expressing regret that this had not happened.
@ -84,7 +84,7 @@ Know how people speaking your language show:
* that they wish for something, but it does not happen.
* that they regret that something did not happen.
Use your language's ways of showing these kinds of things.
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.

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An idiom is a figure of speech made up of a group of words that, as a whole, has a meaning that is different from what one would understand from the meanings of the individual words. Someone from outside of the culture usually cannot understand an idiom without someone inside the culture explaining its true meaning. Every language uses idioms. Some English examples are:
* You are pulling my leg (This means, "You are telling me a lie")
* Do not push the envelope (This means, "Do not take a matter to its extreme")
* This house is under water (This means, "The debt owed for this house is greater than its actual value")
* We are painting the town red (This means, "We are going around town tonight celebrating very intensely")
* You are pulling my leg (This means, “You are telling me a lie”)
* Do not push the envelope (This means, “Do not take a matter to its extreme”)
* This house is under water (This means, “The debt owed for this house is greater than its actual value”)
* We are painting the town red (This means, “We are going around town tonight celebrating very intensely”)
### Description
@ -12,17 +12,17 @@ An idiom is a phrase that has a special meaning to the people of the language or
>he resolutely <u>set his face</u> to go to Jerusalem. (Luke 9:51 ULT)
The words "set his face" is an idiom that means "decided."
The words “set his face” is an idiom that means “decided.”
Sometimes people may be able to understand an idiom from another culture, but it might sound like a strange way to express the meaning.
>I am not worthy that you should <u>enter under my roof</u>. (Luke 7:6 ULT)
The phrase "enter under my roof" is an idiom that means "enter my house."
The phrase “enter under my roof” is an idiom that means “enter my house.”
>Let these words <u>go deeply into your ears</u>. (Luke 9:44 ULT)
This idiom means "Listen carefully and remember what I say."
This idiom means “Listen carefully and remember what I say.”
**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
@ -34,17 +34,17 @@ This idiom means "Listen carefully and remember what I say."
### Examples from the Bible
>Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>." (1 Chronicles 11:1 ULT)
>Then all Israel came to David at Hebron and said, “Look, we are your <u>flesh and bone</u>.” (1 Chronicles 11:1 ULT)
This means, "We and you belong to the same race, the same family."
This means, “We and you belong to the same race, the same family.”
>the children of Israel went out <u>with a high hand</u>. (Exodus 14:8 ASV)
This means, "The Israelites went out defiantly."
This means, “The Israelites went out defiantly.”
>the one who <u>lifts up my head</u> (Psalm 3:3 ULT)
This means, "the one who helps me."
This means, “the one who helps me.”
### Translation Strategies
@ -57,7 +57,7 @@ If the idiom would be clearly understood in your language, consider using it. If
1. Translate the meaning plainly without using an idiom.
* **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULT)
* **Then all Israel came to David at Hebron and said, “Look, we are your <u>flesh and bone</u>.”** ( 1 Chronicles 11:1 ULT)
* ...Look, we all <u>belong to the same nation</u>.
* **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULT)
@ -71,6 +71,6 @@ If the idiom would be clearly understood in your language, consider using it. If
* **Let these words <u>go deeply into your ears</u>** (Luke 9:44 ULT)
* <u>Be all ears</u> when I say these words to you.
* **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULT)
* **”My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULT)
* I am crying my <u>eyes out</u>

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@ -12,25 +12,25 @@ Some languages would not use an imperative sentence for some of the functions th
Speakers often use imperative sentences to tell or ask their listeners to do something. In Genesis 2, God spoke to Isaac and told him not to go to Egypt but to live where God would tell him to live.
> Now Yahweh appeared to him and said, "<u>Do not go down</u> to Egypt; <u>live</u> in the land that I tell you to live in. (Genesis 26:2 ULT)
> Now Yahweh appeared to him and said, “<u>Do not go down</u> to Egypt; <u>live</u> in the land that I tell you to live in. (Genesis 26:2 ULT)
Sometimes imperative sentences in the Bible have other uses.
#### Imperatives that make things happen
God can make things happen by commanding that they happen. Jesus healed a man by commanding that the man be healed. The man could not do anything to obey the command, but Jesus caused him to be healed by commanding it. ("Be clean" means "Be healed.")
> "I am willing. <u>Be clean</u>." Immediately he was cleansed of his leprosy. (Matthew 8:3 ULT)
God can make things happen by commanding that they happen. Jesus healed a man by commanding that the man be healed. The man could not do anything to obey the command, but Jesus caused him to be healed by commanding it. (“Be clean” means “Be healed.”)
> “I am willing. <u>Be clean</u>.” Immediately he was cleansed of his leprosy. (Matthew 8:3 ULT)
In Genesis 1, God commanded that there should be light, and by commanding it, he caused it to exist. Some languages, such as the Hebrew of the Bible, have commands that are in the third person. English does not do that, and so it must turn the third-person command into a general second-person command, as in the ULT:
>God said, "<u>Let there be</u> light," and there was light. (Genesis 1:3 ULT)
>God said, “<u>Let there be</u> light,” and there was light. (Genesis 1:3 ULT)
Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, "light must be."
Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, “light must be.”
#### Imperatives that function as blessings
In the Bible, God blesses people by using imperatives. This indicates what his will is for them.
>God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
>God blessed them and said to them, “<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.”
#### Imperatives that function as conditions
@ -47,34 +47,34 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
### Translation Strategies
1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.
1. If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
### Examples of Translation Strategies Applied
1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
* **Be clean.** (Matthew 8:3 ULT)
* "You are now clean."
* "I now cleanse you."
* “You are now clean.”
* “I now cleanse you.”
* **God said, "<u>Let there be</u> light," and there was light.** (Genesis 1:3 ULT)
* God said, "<u>There is now light</u>" and there was light.
* **God said, “<u>Let there be</u> light,” and there was light.** (Genesis 1:3 ULT)
* God said, “<u>There is now light</u>“ and there was light.
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> 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)
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
* **God blessed them and said to them, “<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> 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)
* God blessed them and said to them, “<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.”
1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
1. If people would not 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.
* **God said, "Let there be light," and there was light.** (Genesis 1:3 ULT)
* God said, 'Let there be light,' <u>so</u> there was light.
* God said, "Light must be;" <u>as a result</u>, there was light.
* **God said, “Let there be light,” and there was light.** (Genesis 1:3 ULT)
* God said, ‘Let there be light,’ <u>so</u> there was light.
* God said, “Light must be;” <u>as a result</u>, there was light.
1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
1. If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
>**Teach a child the way he should go,**
>**and when he is old he will not turn away from that instruction.** (Proverbs 22:6 ULT)
Translated as:
>"<u>If</u> you teach a child the way he should go,
><u>then</u> when he is old he will not turn away from that instruction."
>“<u>If</u> you teach a child the way he should go,
><u>then</u> when he is old he will not turn away from that instruction.”

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@ -2,24 +2,24 @@
### Description
Some languages have more than one form of "we": an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these.
Some languages have more than one form of “we”: an **inclusive** form that means “I and you” and an **exclusive** form that means “I and someone else but not you.” The inclusive form includes the person being spoken to and possibly others. This is also true for “us,” “our,” “ours,” and “ourselves.” Some languages have inclusive forms and exclusive forms for each of these.
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to.
See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive “we” and the exclusive “we” refer to.
![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg)
![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_exclusive.jpg)
**Reason this is a translation issue** - The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so they can decide which form of "we" to use.
**Reason this is a translation issue** - The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for “we.” Translators whose language has separate exclusive and inclusive forms of “we” will need to understand what the speaker meant so they can decide which form of “we” to use.
### Examples from the Bible
>… the shepherds said one to each other, "Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>." (Luke 2:15 ULT)
>… the shepherds said one to each other, “Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>.” (Luke 2:15 ULT)
The shepherds were speaking to one another. When they said "us," they were including the people they were speaking to - one another.
The shepherds were speaking to one another. When they said “us,” they were including the people they were speaking to - one another.
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULT)
>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, “Let <u>us</u> go over to the other side of the lake.” Then they set sail. (Luke 8:22 ULT)
When Jesus said "us," he was referring to himself and to the disciples he was speaking to.
When Jesus said “us,” he was referring to himself and to the disciples he was speaking to.

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What is inclusive "we"?
What is inclusive “we”?

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@ -1 +1 @@
Inclusive "We"
Inclusive “We”

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@ -3,7 +3,7 @@ Some languages can use a word or phrase with a noun to give information about th
* Mary gave some of the food to her sister, <u>who was very thankful</u>.
The phrase "who was very thankful" immediately follows the word "sister" and informs us about how Mary's sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have. It simply gives added information about that sister.
The phrase “who was very thankful” immediately follows the word “sister” and informs us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have. It simply gives added information about that sister.
### Description
@ -11,7 +11,7 @@ Some languages can use a word or phrase with a noun to give information about th
* Mary gave some of the food to her sister, <u>who was very thankful</u>.
The phrase "who was very thankful" immediately follows the word "sister" and informs us about how Mary's sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have.
The phrase “who was very thankful” immediately follows the word “sister” and informs us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have.
**Reason people use these phrases**: People often present either reminders or new information in a weak way. They do this when they want their listener to give most of his attention to something else they are saying. In the example above, the speaker wants most attention to be given to what Mary did, NOT to how her sister responded.
@ -27,11 +27,11 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
>The name of the third river is Tigris, <u>which flows east of Asshur</u>. (Genesis 2:14 ULT)
There is only one Tigris River. The phrase "which flows east of Asshur" gives more information about where the Tigris River was. This would have been helpful to the original audience, because they knew were Asshur was.
There is only one Tigris River. The phrase “which flows east of Asshur” gives more information about where the Tigris River was. This would have been helpful to the original audience, because they knew were Asshur was.
>I will wipe away mankind <u>whom I have created</u> from the surface of the earth. (Genesis 6:7 ULT)
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
The phrase “whom I have created” is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
>I will bring an end to the <u>worthless</u> idols of Memphis. (Ezekiel 30:13 ULT)
@ -39,7 +39,7 @@ All idols are worthless. This is why God said he would destroy them.
>... for your <u>righteous</u> judgments are good. (Psalm 119:39 ULT)
All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good.
All of God’s judgments are righteous. This is why the person who wrote this psalm said that they are good.
### Translation Strategies
@ -47,28 +47,28 @@ All of God's judgments are righteous. This is why the person who wrote this psal
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.
1. Use one of your language's ways for expressing information in a weak way. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
1. 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
1. Put the information in another part of the sentence and add words that show its purpose.
* **I hate those who serve <u>worthless</u> 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.
* "<u>Because</u> idols are worthless, I hate those who serve them."
* **I hate those who serve <u>worthless</u> 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.
* “<u>Because</u> idols are worthless, I hate those who serve them.”
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULT)
* ... for your judgments are good <u>because</u> they are righteous.
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULT) - The phrase "who is ninety 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.
* "Can Sarah bear a son <u>even when</u> she is ninety years old?"
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULT) - The phrase “who is ninety 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.
* “Can Sarah bear a son <u>even when</u> she is ninety years old?”
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULT) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh.
* "I will call on Yahweh, <u>because</u> he is worthy to be praised"
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULT) - There is only one Yahweh. The phrase “who is worthy to be praised” gives a reason for calling on Yahweh.
* “I will call on Yahweh, <u>because</u> he is worthy to be praised”
1. Use one of your language's ways for expressing information in a weak way.
1. Use one of your language’s ways for expressing information in a weak way.
* **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULT)
* "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
* “The name of the third river is Tigris. <u>It flows east of Asshur</u>.

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@ -10,7 +10,7 @@ Many other languages normally put these things in a different order, such as:
**Painted yesterday Peter his house.**
Although all languages have a normal order for parts of a sentence, this order can change depending on what information the speaker or writer considers to be the most important. Suppose that someone is answering the question, "What did Peter paint yesterday?" The person asking the question already knows all of the information in our sentence above except for the object: "his house." Therefore, that becomes the most important part of the information, and a person answering in English might say:
Although all languages have a normal order for parts of a sentence, this order can change depending on what information the speaker or writer considers to be the most important. Suppose that someone is answering the question, “What did Peter paint yesterday?” The person asking the question already knows all of the information in our sentence above except for the object: “his house.” Therefore, that becomes the most important part of the information, and a person answering in English might say:
**His house is what Peter painted (yesterday).**
@ -31,13 +31,13 @@ The parts of this sentence were in a different order in the original Greek sourc
In English, this means that the people ate everything. But the next verse says that they took up twelve baskets full of leftover pieces of food. In order for this to not be so confusing, the translators of the ULT put the parts of the sentence in the right order for English.
>Now the day was about to come to an end, and the twelve came to him and said, "Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place." (Luke 9:12 ULT)
>Now the day was about to come to an end, and the twelve came to him and said, “Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place.” (Luke 9:12 ULT)
In this verse, what the disciples say to Jesus puts the important information first - that he should send the crowd away. But in languages that put the important information last, people would understand that the reason that they give - being in an isolated place - is the most important part of their message to Jesus. They might then think that the disciples are afraid of the spirits in that place, and that sending the people to buy food is a way to protect them from the spirits. That is the wrong message.
>Woe to you, when all men speak well of you, for that is how their ancestors treated the false prophets. (Luke 6:26 ULT)
In this verse, the most important part of the information is first - that "woe" is coming on the people for what they are doing. The reason that supports that warning comes last. This could be confusing for people who expect the important information to come last.
In this verse, the most important part of the information is first - that “woe” is coming on the people for what they are doing. The reason that supports that warning comes last. This could be confusing for people who expect the important information to come last.
### Translation Strategies
@ -55,15 +55,15 @@ This is the verse in the original Greek order. The ULT has put this into the nor
1. Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
>Now the day was about to come to an end, and the twelve came to him and said, "Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place." (Luke 9:12 ULT)
>Now the day was about to come to an end, and the twelve came to him and said, “Send the crowd away that they may go into the surrounding villages and countryside to find lodging and food, because we are here in an isolated place.” (Luke 9:12 ULT)
If your language puts the important information last, you can change the order of the verse:
* Now the day was about to come to an end, and the twelve came to him and said, "Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food."
* Now the day was about to come to an end, and the twelve came to him and said, “Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food.”
>Woe to you, when all men speak well of you, for that is how their ancestors treated the false prophets. (Luke 6:26 ULT)
If your language puts the important information last, you can change the order of the verse:
* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
* When all men speak well of you, which is just as people’s ancestors treated the false prophets, then woe to you!

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@ -15,9 +15,9 @@ Listed below are different types of Figures of Speech. If you would like additio
* **[Euphemism](../figs-euphemism/01.md)** - A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
* **[Hendiadys](../figs-hendiadys/01.md)** - In hendiadys a single idea is expressed with two words connected with "and," when one word could be used to modify the other.
* **[Hendiadys](../figs-hendiadys/01.md)** - In hendiadys a single idea is expressed with two words connected with “and,” when one word could be used to modify the other.
* **[Hyperbole](../figs-hyperbole/01.md)** - A hyperbole is a deliberate exaggeration used to indicate the speaker's feeling or opinion about something.
* **[Hyperbole](../figs-hyperbole/01.md)** - A hyperbole is a deliberate exaggeration used to indicate the speaker’s feeling or opinion about something.
* **[Idiom](../figs-idiom/01.md)** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
@ -37,9 +37,9 @@ Listed below are different types of Figures of Speech. If you would like additio
* **[Predictive Past](../figs-pastforfuture/01.md)** - The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
* **[Rhetorical Question](../figs-rquestion/01.md)** - A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker's attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
* **[Rhetorical Question](../figs-rquestion/01.md)** - A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker’s attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
* **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as "like," "as," or "than" to make the comparison explicit.
* **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as “like,” “as,” or “than” to make the comparison explicit.
* **[Synecdoche](../figs-synecdoche/01.md)** - Synecdoche is a figure of speech in which 1) the name of a part of something is used to refer to the whole thing, or 2) the name of a whole thing is used to refer to just one part of it.

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@ -1,11 +1,11 @@
### Description
Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words. Sometimes a person does this by using someone else's words, but in a way that communicates that he does not agree with them. People do this to emphasize how different something is from what it should be, or how someone else's belief about something is wrong or foolish. It is often humorous.
Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words. Sometimes a person does this by using someone else’s words, but in a way that communicates that he does not agree with them. People do this to emphasize how different something is from what it should be, or how someone else’s belief about something is wrong or foolish. It is often humorous.
>Jesus answered them, "People who are in good health do not need a physician, only people who are sick need one. I did not come to call righteous people to repentance, but to call sinners to repentance." (Luke 5:31-32 ULT)
>Jesus answered them, “People who are in good health do not need a physician, only people who are sick need one. I did not come to call righteous people to repentance, but to call sinners to repentance.” (Luke 5:31-32 ULT)
When Jesus spoke of "righteous people," he was not referring to people who were truly righteous, but to people who wrongly believed that they were righteous. By using irony, Jesus communicated that they were wrong to think that they were better than others and did not need to repent.
When Jesus spoke of “righteous people,” he was not referring to people who were truly righteous, but to people who wrongly believed that they were righteous. By using irony, Jesus communicated that they were wrong to think that they were better than others and did not need to repent.
#### Reason this is a translation issue
@ -15,18 +15,18 @@ When Jesus spoke of "righteous people," he was not referring to people who were
><u>How well you reject the commandment of God</u> so you may keep your tradition! (Mark 7:9 ULT)
Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God's commandments. The use of irony makes the Pharisee's sin more obvious and startling.
Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God’s commandments. The use of irony makes the Pharisee’s sin more obvious and startling.
>"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. <u>"Let them bring us their own arguments; have them come forward and declare to us what will happen, so we may know these things well. Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>." (Isaiah 41:21-22 ULT)
>“Present your case,” says Yahweh; “present your best arguments for your idols,” says the King of Jacob. <u>“Let them bring us their own arguments; have them come forward and declare to us what will happen, so we may know these things well. Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>.” (Isaiah 41:21-22 ULT)
People worshiped idols as if their idols had knowledge or power, and Yahweh was angry at them for doing that. So he used irony and challenged their idols to tell what would happen in the future. He knew that the idols could not do this, but by speaking as if they could, he mocked the idols, making their inability more obvious, and rebuked the people for worshiping them.
>Can you lead light and darkness to their places of work?
>Can you find the way back to their houses for them?
><u>Undoubtedly you know, for you were born then;</u>
>"<u>the number of your days is so large!</u>" (Job 38:20, 21 ULT)
>“<u>the number of your days is so large!</u>“ (Job 38:20, 21 ULT)
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two underlined phrases above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God's questions about the creation of light because Job was not born until many, many years later.
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two underlined phrases above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God’s questions about the creation of light because Job was not born until many, many years later.
>Already you have all you could want! Already you have become rich! You began to reign—and that quite apart from us! (1 Corinthians 4:8 ULT)
@ -37,15 +37,15 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
1. Translate it in a way that shows that the speaker is saying what someone else believes.
1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> 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.
1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> 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
1. Translate it in a way that shows that the speaker is saying what someone else believes.
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULT)
* <u>You think that you are doing well when you reject God's commandment</u> so you may keep your tradition!
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
* <u>You think that you are doing well when you reject God’s commandment</u> so you may keep your tradition!
* <u>You act like it is good to reject God’s commandment</u> so you may keep your tradition!
* **I did not come to call <u>righteous people</u> to repentance, but to call sinners to repentance.** (Luke 5:32 ULT)
* I did not come to call <u>people who think that they are righteous</u> to repentance, but to call sinners to repentance.
@ -55,14 +55,14 @@ If the irony would be understood correctly in your language, translate it as it
* **<u>How well you reject the commandment of God</u> so you may keep your tradition!** (Mark 7:9 ULT)
* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>."** (Isaiah 41:21-22 ULT)
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
* **”Present your case,” says Yahweh; “present your best arguments for your idols,” says the King of Jacob. “<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>.”** (Isaiah 41:21-22 ULT)
* ‘Present your case,’ says Yahweh; ‘present your best arguments for your idols,’ says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
* **Can you lead light and darkness to their places of work?**
**Can you find the way back to their houses for them?**
**<u>Undoubtedly you know, for you were born then;</u>**
**<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULT)
**<u>the number of your days is so large!</u>“** (Job 38:20, 21 ULT)
* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!

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### Description
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.
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.
#### Reason this is a translation issue
@ -36,9 +36,9 @@ If the litotes would be understood correctly, consider using it.
1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
* **For you yourselves know, brothers, our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULT)
* "For you yourselves know, brothers, our visit to you <u>did much good</u>."
* “For you yourselves know, brothers, our visit to you <u>did much good</u>.”
* **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULT)
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
* "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
* “Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter.”
* “Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter.”

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### Definition
Merism is a figure of speech in which a person refers to something by speaking of two extreme parts of it. By referring to the extreme parts, the speaker intends to include also everything in between those parts.
> "I am the Alpha and the Omega," says the Lord God, "the one who is, and who was, and who is to come, the Almighty." (Revelation 1:8, ULT)
> “I am the Alpha and the Omega,” says the Lord God, “the one who is, and who was, and who is to come, the Almighty.” (Revelation 1:8, ULT)
> I am the <u>Alpha and the Omega</u>, <u>the First and the Last</u>, <u>the Beginning and the End</u>. (Revelation 22:13, ULT)
@ -19,12 +19,12 @@ Some languages do not use merism. The readers of those languages may think that
### Examples from the Bible
><u>From the rising of the sun to its setting</u>, Yahweh's name should be praised. (Psalm 113:3 ULT)
><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
@ -40,8 +40,8 @@ If the merism would be natural and give the right meaning in your language, cons
* **I praise you, Father, Lord of <u>heaven and earth</u> ...** (Matthew 11:25 ULT)
* I praise you, Father, Lord of <u>everything</u> ...
* **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULT)
* <u>In all places</u>, people should praise Yahweh's name.
* **<u>From the rising of the sun to its setting</u>, Yahweh’s name should be praised.** (Psalm 113:3 ULT)
* <u>In all places</u>, people should praise Yahweh’s name.
1. Identify what the merism refers to and include the parts.

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A metaphor is a figure of speech in which one concept is used for another, and in which there is at least one point of comparison between the two. In other words, in metaphor, someone speaks of one thing as if it were a different thing because he wants people to think about how those two things are alike. For example, someone might say,
* The girl I love is a red rose.
In this case, the speaker wants the hearer to think about what is similar between his topic, "the girl I love," and the image he is using to compare her, "a red rose." Most probably, he wants us to consider that they are both beautiful.
In this case, the speaker wants the hearer to think about what is similar between his topic, “the girl I love,” and the image he is using to compare her, “a red rose.” Most probably, he wants us to consider that they are both beautiful.
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.
@ -12,24 +12,24 @@ Speakers most often use metaphors in order to strengthen their message, to make
### Kinds of Metaphors
There are two basic kinds of metaphors: "dead" metaphors and "live" metaphors. They each present a different kind of translation problem.
There are two basic kinds of metaphors: “dead” metaphors and “live” metaphors. They each present a different kind of translation problem.
#### Dead Metaphors
A dead 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. Dead metaphors are extremely common. Examples in English are "table leg," "family tree," "leaf" meaning a page in a book, and "crane" meaning a large machine for lifting heavy loads. English speakers simply think of these words as having more than one meaning. Examples in Biblical Hebrew are "hand" to mean "power," "face" to mean "presence," and speaking of emotions or moral qualities as if they were "clothing."
A dead 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. Dead metaphors are extremely common. Examples in English are “table leg,” “family tree,” “leaf” meaning a page in a book, and “crane” meaning a large machine for lifting heavy loads. English speakers simply think of these words as having more than one meaning. Examples in Biblical Hebrew are “hand” to mean “power,” “face” to mean “presence,” and speaking of emotions or moral qualities as if they were “clothing.”
**Patterned Pairs of Concepts acting as Metaphors**
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction UP often stands for the concept of MORE or BETTER. Because of this pair of underlying concepts, we can make sentences such as "The price of gasoline is going *up*," "A *highly* intelligent man," and also the opposite kind of idea: "The temperature is going *down*," and "I am feeling very *low*."
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction UP often stands for the concept of MORE or BETTER. Because of this pair of underlying concepts, we can make sentences such as “The price of gasoline is going *up*,” “A *highly* intelligent man,” and also the opposite kind of idea: “The temperature is going *down*,” and “I am feeling very *low*.”
Patterned pairs of concepts are constantly used for metaphorical purposes in the world's languages, because they serve as convenient ways to organize thought. In general, people like to speak of abstract qualities, such as power, presence, emotions, and moral qualities, as if they were objects that could be seen or held, as if they were body parts, or as if they were events that could be watched as they happened.
Patterned pairs of concepts are constantly used for metaphorical purposes in the world’s languages, because they serve as convenient ways to organize thought. In general, people like to speak of abstract qualities, such as power, presence, emotions, and moral qualities, as if they were objects that could be seen or held, as if they were body parts, or as if they were events that could be watched as they happened.
When these metaphors are used in normal ways, it is rare that the speaker and audience regard them as figurative speech. Examples of metaphors in English that go unrecognized are:
* "Turn the heat *up*." MORE is spoken of as UP.
* "Let us *go ahead* with our debate." DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
* "You *defend* your theory well." ARGUMENT is spoken of as WAR.
* "A *flow* of words" WORDS are spoken of as LIQUIDS.
* “Turn the heat *up*.” MORE is spoken of as UP.
* “Let us *go ahead* with our debate.” DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
* “You *defend* your theory well.” ARGUMENT is spoken of as WAR.
* “A *flow* of words” WORDS are spoken of as LIQUIDS.
English speakers do not view these as unusual or metaphorical expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech.
@ -43,11 +43,11 @@ These are metaphors that people recognize as one concept standing for another co
> For you who fear my name, the sun of righteousness will rise with healing in its wings. (Malachi 4:2 ULT)
Here God speaks about his salvation as if it were the sun rising in order to shine its rays on the people whom he loves. He also speaks of the sun's rays as if they were wings. Also, he speaks of these wings as if they were bringing medicine that would heal his people. Here is another example:
Here God speaks about his salvation as if it were the sun rising in order to shine its rays on the people whom he loves. He also speaks of the sun’s rays as if they were wings. Also, he speaks of these wings as if they were bringing medicine that would heal his people. Here is another example:
> Jesus said, "Go and tell that fox...," (Luke 13:32 ULT)
> Jesus said, “Go and tell that fox...,” (Luke 13:32 ULT)
Here, "that fox" refers to King Herod. The people listening to Jesus certainly understood that Jesus was intending for them to apply certain characteristics of a fox to Herod. They probably understood that Jesus intended to communicate that Herod was evil, either in a cunning way or as someone who was destructive, murderous, or who took things that did not belong to him, or all of these.
Here, “that fox” refers to King Herod. The people listening to Jesus certainly understood that Jesus was intending for them to apply certain characteristics of a fox to Herod. They probably understood that Jesus intended to communicate that Herod was evil, either in a cunning way or as someone who was destructive, murderous, or who took things that did not belong to him, or all of these.
Live metaphors are the metaphors that need special care to translate correctly. To do so, we need to understand the parts of a metaphor and how they work together to produce meaning.
@ -59,17 +59,17 @@ A metaphor has three parts.
1. **Image** - The thing he calls it is the image.
1. **Point of Comparison** - The way or ways in which the author claims that the topic and image are similar are their points of comparison.
In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his "love") is the **topic**, and "red rose" is the **image**. Beauty and delicacy are the **points of comparison** that the speaker sees as similarities between both the topic and the image.
In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his “love”) is the **topic**, and “red rose” is the **image**. Beauty and delicacy are the **points of comparison** that the speaker sees as similarities between both the topic and the image.
* My love is a red, red rose.
Often, as in the metaphor above, the speaker explicitly states the **topic** and the **image**, but he does not state the **points of comparison**. The speaker leaves it to the hearer to think of those points of comparison. Because the hearers must think of these ideas themselves, the speaker's message has a more powerful effect on the hearers.
Often, as in the metaphor above, the speaker explicitly states the **topic** and the **image**, but he does not state the **points of comparison**. The speaker leaves it to the hearer to think of those points of comparison. Because the hearers must think of these ideas themselves, the speaker’s message has a more powerful effect on the hearers.
Also in the Bible, normally the **topic** and the **image** are stated clearly, but not the **points of comparison**. The writer leaves it to the audience to think of and understand the points of comparison that are implied.
> 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)
> 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," and the **image** is "bread." Bread is a food that people ate all the time. The **point of comparison** 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 spiritual life.
In this metaphor, Jesus called himself the bread of life. The **topic** is “I,” and the **image** is “bread.” Bread is a food that people ate all the time. The **point of comparison** 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 spiritual life.
**Purposes of Metaphor**
@ -94,17 +94,17 @@ In this metaphor, Jesus called himself the bread of life. The **topic** is "I,"
>Listen to this word, <u>you cows of Bashan</u>, (Amos 4:1 ULT)
In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") as if they were cows (the image). Amos does not say what points of comparison he intends between these women and cows. He wants the reader to think of them, and fully expects that readers from his culture will easily do so. From the context, we can see that he means that the women are like cows in that they are fat and interested only in feeding themselves. If we were to apply points of comparison from a different culture, such as that cows are sacred and should be worshipped, we would get the wrong meaning from this verse.
In this metaphor Amos speaks to the upper-class women of Samaria (the topic is “you”) as if they were cows (the image). Amos does not say what points of comparison he intends between these women and cows. He wants the reader to think of them, and fully expects that readers from his culture will easily do so. From the context, we can see that he means that the women are like cows in that they are fat and interested only in feeding themselves. If we were to apply points of comparison from a different culture, such as that cows are sacred and should be worshipped, we would get the wrong meaning from this verse.
Note, also, that Amos does not actually mean that the women are cows. He speaks to them as human beings.
>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 topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison 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 point of comparison between the potter's clay and "us" is that neither the clay nor God's people have a right to complain about what they are becoming.
The example above has two related metaphors. The topics are “we” and “you,” and the images are “clay and “potter.” The intended point of comparison 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 point of comparison between the potter’s clay and “us” is that neither the clay nor God’s people have a right to complain about what they are becoming.
>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)
>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)
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.
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
@ -113,9 +113,9 @@ 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 (a "dead" metaphor), then express the main idea in the simplest way preferred by your language.
1. If the metaphor seems to be a "live" metaphor, you can translate it literally <u>if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible</u>. If you do this, be sure to test it to make sure that the language community understands it correctly.
1. 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).
1. If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (a “dead” metaphor), then express the main idea in the simplest way preferred by your language.
1. If the metaphor seems to be a “live” metaphor, you can translate it literally <u>if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible</u>. If you do this, be sure to test it to make sure that the language community understands it correctly.
1. 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).
1. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
1. 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.
1. 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.)
@ -125,19 +125,19 @@ If people do not or would not understand it, here are some other strategies.
### Examples of Translation Strategies Applied
1. If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (a "dead" metaphor), then express the main idea in the simplest way preferred by your language.
1. If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (a “dead” metaphor), then express the main idea in the simplest way preferred by your language.
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULT)
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
1. If the metaphor seems to be a "live" metaphor, you can translate it literally <u>if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible</u>. If you do this, be sure to test it to make sure that the language community understands it correctly.
1. If the metaphor seems to be a “live” metaphor, you can translate it literally <u>if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible</u>. If you do this, be sure to test it to make sure that the language community understands it correctly.
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULT)
* It was because of your <u>hard hearts</u> that he wrote you this law,
There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
1. 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."
1. 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.”
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULT)
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
@ -150,8 +150,8 @@ There is no change to this one - but it must be tested to make sure that the tar
1. 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.
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULT)
* "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
* "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
* “And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand.”
* “And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand.”
1. 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.)
@ -164,7 +164,7 @@ There is no change to this one - but it must be tested to make sure that the tar
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULT)
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner’s pointed stick</u>.
1. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.

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@ -5,8 +5,8 @@
**Metonymy** is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A **metonym** is a word or phrase used as a substitute for something it is associated with.
>and <u>the blood</u> of Jesus his Son cleanses us from all sin. (1 John 1:7 ULT)
The blood represents Christ's death.
>He took <u>the cup</u> in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you. (Luke 22:20 ULT)
The blood represents Christ’s death.
>He took <u>the cup</u> in the same way after supper, saying, “<u>This cup</u> is the new covenant in my blood, which is poured out for you. (Luke 22:20 ULT)
The cup represents the wine that is in the cup.
@ -23,13 +23,13 @@ The Bible uses metonymy very often. Speakers of some languages are not used to m
>The Lord God will give him <u>the throne</u> of his father, David. (Luke 1:32 ULT)
A throne represents the authority of a king. "Throne" is a metonym for "kingly authority," "kingship" or "reign." This means that God would make him become the king that would follow King David.
A throne represents the authority of a king. “Throne” is a metonym for “kingly authority,” “kingship” or “reign.” This means that God would make him become the king that would follow King David.
>Immediately his <u>mouth</u> was opened (Luke 1:64 ULT)
The mouth here represents the power to speak. This means that he was able to talk again.
> ... who warned you to flee from <u>the wrath</u> that is coming? (Luke 3:7 ULT)
The word "wrath" or "anger" is a metonym for "punishment." God was extremely angry with the people, and as a result, he would punish them.
The word “wrath” or “anger” is a metonym for “punishment.” God was extremely angry with the people, and as a result, he would punish them.
### Translation Strategies
@ -42,17 +42,17 @@ If people would easily understand the metonym, consider using it. Otherwise, her
1. Use the metonym along with the name of the thing it represents.
* **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULT)
* "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you."
* **He took the cup in the same way after supper, saying, “<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULT)
* “He took the cup in the same way after supper, saying, “<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you.”
1. Use the name of the thing the metonym represents.
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULT)
* "The Lord God will give him <u>the kingly authority</u> of his father, David."
* "The Lord God will <u>make him king</u> like his ancestor, King David."
* “The Lord God will give him <u>the kingly authority</u> of his father, David.”
* “The Lord God will <u>make him king</u> like his ancestor, King David.”
* **who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULT)
* "who warned you to flee from God's coming <u>punishment</u>?"
* “who warned you to flee from God’s coming <u>punishment</u>?”
To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../bita-part2/01.md).

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@ -2,19 +2,19 @@
### Description
In some languages an adjective can be used to refer to a class of things that the adjective describes. When it does, it acts like a noun. For example, the word "rich" is an adjective. Here are two sentences that show that "rich" is an adjective.
In some languages an adjective can be used to refer to a class of things that the adjective describes. When it does, it acts like a noun. For example, the word “rich” is an adjective. Here are two sentences that show that “rich” is an adjective.
> ... <u> The rich man</u> had huge numbers of flocks and herds ... (2 Samuel 12:2 ULT)
The adjective "rich" comes before the word "man" and describes "man."
The adjective “rich” comes before the word “man” and describes “man.”
><u>He will not be rich</u>; his wealth will not last ... (Job 15:29 ULT)
The adjective "rich" comes after the verb "be" and describes "He."
The adjective “rich” comes after the verb “be” and describes “He.”
Here is a sentence that shows that "rich" can also function as a noun.
Here is a sentence that shows that “rich” can also function as a noun.
>…<u>the rich</u> must not give more than the half shekel, and <u>the poor</u> must not give less. (Exodus 30:15 ULT)
In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it refers to rich people. The word "poor" also acts as a noun and refers to poor people.
In Exodus 30:15, the word “rich” acts as a noun in the phrase “the rich,” and it refers to rich people. The word “poor” also acts as a noun and refers to poor people.
### Reason this is a translation issue
@ -26,10 +26,10 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
>The scepter of wickedness must not rule in the land of <u>the righteous</u>. (Psalms 125:3 ULT)
"The righteous" here are people who are righteous, not one particular righteous person.
“The righteous” here are people who are righteous, not one particular righteous person.
>Blessed are <u>the meek</u> (Matthew 5:5 ULT)
"The meek" here are all people who are meek, not one particular meek person.
“The meek” here are all people who are meek, not one particular meek person.
### Translation Strategies

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translate/figs-order/01.md
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@ -42,7 +42,7 @@ The verb shows an action or a state of being.
#### Preferred Word Order
All languages have a preferred word order. The examples below show the order of the subject, object, and verb in "Peter hit the ball" for some languages.
All languages have a preferred word order. The examples below show the order of the subject, object, and verb in “Peter hit the ball” for some languages.
In some languages, such as English, the order is Subject-Verb-Object.
* Peter hit the ball.
@ -61,7 +61,7 @@ Word order can change if the sentence:
* is a question or command
* describes a state of being (He is happy. He is tall.)
* expresses a condition, such as with the the word "if"
* expresses a condition, such as with the the word “if”
* has a location
* has a time element
* is in a poem
@ -74,7 +74,7 @@ Word order can also change
### Translation Principles
* Know which word order is preferred in your language.
* Use your language's preferred word order unless there is some reason in your language to change it.
* 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.

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@ -1 +1 @@
What does "word order" mean?
What does “word order” mean?

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translate/figs-parables/01.md
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@ -4,7 +4,7 @@ A parable is a short story that makes truth easy to understand and hard to forge
### Description
A parable is a short story that is told to teach a truth. Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth. Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often have figures of speech such as simile and metaphor.
>Then he also told them a parable. "Can a blind person guide another blind person? If he did, they would both fall into a pit, would they not?" (Luke 6:39 ULT)
>Then he also told them a parable. “Can a blind person guide another blind person? If he did, they would both fall into a pit, would they not?” (Luke 6:39 ULT)
This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things.
@ -13,30 +13,30 @@ This parable teaches that if a person does not have spiritual understanding, he
>Neither do people light a lamp and put it under a basket, but rather, on the lampstand, and it shines for everyone in the house. Let your light shine before people in such a way that they see your good deeds and praise your Father who is in heaven. (Matthew 5:15-16 ULT)
This parable teaches us not to hide the way we live for God from other people.
>Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches." (Matthew 13:31-32 ULT)
>Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
This parable teaches that the kingdom of God may seem small at first, but it will grow and spread throughout the world.
### Translation Strategies
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
### Examples of Translation Strategies Applied
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same.
* **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULT) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
* Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
* **Jesus said to them, “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>“**. (Mark 4:21 ULT) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
* Jesus said to them, “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
* **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULT) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
* Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
* **Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.”** (Matthew 13:31-32 ULT) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
* Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.”
1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous."
1. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
* **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULT)
* <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULT)
* **<u>Jesus said to them</u>, “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand”**. (Mark 4:21 ULT)
* <u>Jesus told them a parable about why they should witness openly.</u> “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand.” (Mark 4:21 ULT)
* **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULT)
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
* **<u>Then Jesus presented another parable to them.</u> He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.”** (Matthew 13:31-32 ULT)
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.”

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@ -8,7 +8,7 @@ In **parallelism** two phrases or clauses that are similar in structure or idea
1. The second completes what is said in the first.
1. The second says something that contrasts with the first, but adds to the same idea.
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.
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:
@ -20,7 +20,7 @@ Synonymous parallelism (the kind in which the two phrases mean the same thing) i
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 is 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.
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.
### Examples from the Bible
@ -29,7 +29,7 @@ Note: We use the term "synonymous parallelism" for long phrases or clauses that
>Your word is a lamp to my feet
>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.
>You make him to rule over the works of your hands;
>you have put all things under his feet (Psalm 8:6 ULT)
@ -67,32 +67,32 @@ This contrasts what happens when someone gives a gentle answer with what happens
For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
1. Combine the ideas of both clauses into one.
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
1. 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
1. Combine the ideas of both clauses into one.
* **Until now you have deceived me and told me lies.** (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."
* “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."
* **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."
* “For Yahweh has a lawsuit with his people, Israel.”
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly."
1. 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.”
* **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.”
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
1. 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 have deceived me and told me lies.** (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.”

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@ -11,9 +11,9 @@ Parts of speech are categories of words. The different categories of words have
**CONJUNCTIONS** are words that join phrases or sentences. Examples include and, or, but, for, yet, nor. Some conjunctions are used in pairs: both/and; either/or; neither/nor; not only/but also. More information about these can be found on [Connecting Words](../writing-connectingwords/01.md)
**PREPOSITIONS** are words that begin phrases which connect a noun or verb with more detail about that noun or verb. For example, "The girl ran <u>to her father</u>." Here the phrase with the preposition "to" tells the direction of the girl's running (the action) in relation to her father. Another example is, "The crowd <u>around Jesus</u> grew in numbers." The phrase with the preposition <u>around</u> tells the location of the crowd in relation to Jesus. Some examples of prepositions are to, from, in, out, on, off, with, without, above, below, before, after, behind, in front of, among, through, beyond, among.
**PREPOSITIONS** are words that begin phrases which connect a noun or verb with more detail about that noun or verb. For example, “The girl ran <u>to her father</u>.” Here the phrase with the preposition “to” tells the direction of the girl’s running (the action) in relation to her father. Another example is, “The crowd <u>around Jesus</u> grew in numbers.” The phrase with the preposition <u>around</u> tells the location of the crowd in relation to Jesus. Some examples of prepositions are to, from, in, out, on, off, with, without, above, below, before, after, behind, in front of, among, through, beyond, among.
**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: "a", an, the. The words <u>a</u> and <u>an</u> mean the same thing. If a speaker says "<u>a dog,</u> he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says <u>the</u> dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use <u>the</u> to show that they are talking about something in general. For example, they can say "<u>The</u> elephant is a large animal" and refer to elephants in general, not a specific elephant. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: “a”, an, the. The words <u>a</u> and <u>an</u> mean the same thing. If a speaker says “<u>a dog,</u> he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says <u>the</u> dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use <u>the</u> to show that they are talking about something in general. For example, they can say “<u>The</u> elephant is a large animal” and refer to elephants in general, not a specific elephant. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
**ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: many, big, blue, old, smart, tired. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in <u>my elderly father</u> the adjective <u>elderly</u> simply tells something about my father. But in <u>my eldest sister</u> the word <u>eldest</u> distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).

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@ -15,7 +15,7 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
### Examples from the Bible
>Now all the entrances to Jericho were closed because of the army of Israel. No one went out and no one came in. Yahweh said to Joshua, "See, I have handed over to you Jericho, its king, and its trained soldiers." (Joshua 6:1-2 ULT)
>Now all the entrances to Jericho were closed because of the army of Israel. No one went out and no one came in. Yahweh said to Joshua, “See, I have handed over to you Jericho, its king, and its trained soldiers.” (Joshua 6:1-2 ULT)
>For to us a child has been born, to us a son has been given;
@ -24,10 +24,10 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
In the examples above, God spoke of things that would happen in the future as if they had already happened.
> And about these people also Enoch, the seventh in line from Adam, foretold, saying, "Look, the Lord came with tens of thousands of his holy ones, (Jude 1:14 ULT)
> And about these people also Enoch, the seventh in line from Adam, foretold, saying, “Look, the Lord came with tens of 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.”
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
@ -43,15 +43,15 @@ If the past tense would be natural and give the right meaning in your language,
1. Use the future tense to refer to future events.
* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>;** (Isaiah 9:6a ULT)
* "For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
* “For to us a child <u>will be born</u>, to us a son <u>will be given</u>;
1. If it refers to something that would happen very soon, use a form that shows that.
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULT)
* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
* **Yahweh said to Joshua, “See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers.”** (Joshua 6:2 ULT)
* Yahweh said to Joshua, “See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers.”
1. Some languages may use the present tense to show that something will happen very soon.
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULT)
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
* **Yahweh said to Joshua, “See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers.”** (Joshua 6:2 ULT)
* Yahweh said to Joshua, “See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers.”

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@ -10,7 +10,7 @@ Such as wisdom:
Or sin:
>sin crouches at the door (Genesis 4:7 ULT)
People also do this because it is sometimes easier to talk about people's relationships with non-human things, such as wealth, as if they were like relationships between people.
People also do this because it is sometimes easier to talk about people’s relationships with non-human things, such as wealth, as if they were like relationships between people.
>You cannot serve God and wealth. (Matthew 6:24 ULT)
@ -24,7 +24,7 @@ People also do this because it is sometimes easier to talk about people's relati
>You cannot serve God and wealth. (Matthew 6:24 ULT)
Jesus speaks of wealth as if it were a master whom people might serve. Loving money and basing one's decisions on it is like serving it as a slave would serve his master.
Jesus speaks of wealth as if it were a master whom people might serve. Loving money and basing one’s decisions on it is like serving it as a slave would serve his master.
>Does not Wisdom call out? Does not Understanding raise her voice? (Proverbs 8:1 ULT)
@ -35,7 +35,7 @@ The author speaks of wisdom and understanding as if they are a woman who calls o
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 it clear.
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
1. Use words such as “like” or “as” to show that the sentences is not to be understood literally.
1. Find a way to translate it without the personification.
### Examples of Translation Strategies Applied
@ -45,15 +45,15 @@ If the personification would be understood clearly, consider using it. If it wou
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULT) - God speaks of sin as a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
* ... <u>sin</u> is at your door, <u>waiting to attack you</u>
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
1. Use words such as “like” or “as” to show that the sentences is not to be understood literally.
* ** ... sin crouches at the door** (Genesis 4:7 ULT) - This can be translated with the word "as."
* ** ... sin crouches at the door** (Genesis 4:7 ULT) - This can be translated with the word “as.”
* ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
1. Find a way to translate it without the personification.
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULT) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULT) - The men speak of the “wind and the sea as if they are able to hear” and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
* He even <u>controls the winds and the sea</u>.
**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.)
**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.)

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@ -1,10 +1,10 @@
### Description
In common English, "possession" refers to having something, or to something that a person has. In English that grammatical relationship is shown with <u>of</u>, or an apostrophe and the letter <u>s</u>, or a possessive pronoun.
In common English, “possession” refers to having something, or to something that a person has. In English that grammatical relationship is shown with <u>of</u>, or an apostrophe and the letter <u>s</u>, or a possessive pronoun.
* the house <u>of</u> my grandfather
* my grandfather<u>'s</u> house
* my grandfather<u>‘s</u> house
* <u>his</u> house
Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
@ -40,25 +40,25 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
>Whoever gives you <u>a cup of water</u> to drink … will not lose his reward. (Mark 9:41 ULT)
**Part of a whole** - In the example below, the door was a part of the palace.
>But Uriah slept at <u>the door of the king's palace</u> (2 Samuel 11:9 ULT)
>But Uriah slept at <u>the door of the king’s palace</u> (2 Samuel 11:9 ULT)
**Part of a group** - In the example below, "us" refers to the whole group and "each one" refers to the individual members.
**Part of a group** - In the example below, “us” refers to the whole group and “each one” refers to the individual members.
>To <u>each one of us</u> has been given a gift (Ephesians 4:7 ULT)
#### Events and Possession
Sometimes one or both of the nouns is an abstract noun that refers to an event or action. In the examples below, the abstract nouns are in **bold** print. These are just some of the relationships that are possible between two nouns when one of them refers to an event.
**Subject** - Sometimes the word after "of" tells who would do the action named by the first noun. In the example below, <u>John baptized people</u>.
>The <u>**baptism** of John</u>, was it from heaven or from men? Answer me." (Mark 11:30)
**Subject** - Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, <u>John baptized people</u>.
>The <u>**baptism** of John</u>, was it from heaven or from men? Answer me.” (Mark 11:30)
In the example below, <u>Christ loves us</u>.
>Who will separate us from <u>the **love** of Christ</u>? (Romans 3:35)
**Object** - Sometimes the word after "of" tells who or what something would happen to. In the example below, <u>people love money</u>.
**Object** - Sometimes the word after “of” tells who or what something would happen to. In the example below, <u>people love money</u>.
>For <u>the **love** of money</u> is a root of all kinds of evil. (1 Timothy 6:10 ULT)
**Instrument** - Sometimes the word after "of" tells how something would happen. In the example below, God would <u>punish people by sending enemies to attack them with swords</u>.
**Instrument** - Sometimes the word after “of” tells how something would happen. In the example below, God would <u>punish people by sending enemies to attack them with swords</u>.
> then be afraid of the sword, because wrath brings <u>the **punishment** of the sword</u> (Job 19:29 ULT)
**Representation** - In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their <u>baptism represented their repentance</u>.
@ -83,7 +83,7 @@ If possession would be a natural way to show a particular relationship between t
1. Use an adjective to show that one describes the other. The adjective below is in **bold** print.
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
* "On their heads were <u>**gold** crowns</u>"
* “On their heads were <u>**gold** crowns</u>“
1. Use a verb to show how the two are related. In the example below, the added verb is in bold.

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@ -11,7 +11,7 @@ Personal pronouns refer to people or things and show if the speaker is referring
#### Person
* First Person - The speaker and possibly others (I, we)
* [Exclusive and Inclusive "We"](../figs-exclusive/01.md)
* [Exclusive and Inclusive “We”](../figs-exclusive/01.md)
* Second Person - The person or people that the speaker is talking to and possibly others (you)
* [Forms of You](../figs-you/01.md)
* Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
@ -40,7 +40,7 @@ Personal pronouns refer to people or things and show if the speaker is referring
**[Reflexive Pronouns](../figs-rpronouns/01.md)** refer to another noun or pronoun in the same sentence: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
* **John saw <u>himself</u> in the mirror.** - The word "himself" refers to John.
* **John saw <u>himself</u> in the mirror.** - The word “himself” refers to John.
**Interrogative Pronouns** are used to make a question that needs more than just a yes or no for an answer: who, whom, whose, what, where, when, why, how
@ -48,8 +48,8 @@ Personal pronouns refer to people or things and show if the speaker is referring
**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when
* **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
* **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
* **I saw the house <u>that</u> John built.** The clause “that John built” tells which house I saw.
* **I saw the man <u>who</u> built the house.** The clause “who built the house” tells which man I saw.
**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those.
@ -62,4 +62,4 @@ Personal pronouns refer to people or things and show if the speaker is referring
* **<u>Someone</u> fixed it, but I do not know who.**
* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.**
In the last example, "they" and "you" just refer to people in general.
In the last example, “they” and “you” just refer to people in general.

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@ -4,11 +4,11 @@
There are two kinds of quotations: direct quotation and indirect quotation.
A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker's exact words. In the example below, John would have said "I" when referring to himself, so the narrator, who is reporting John's words, uses the word "I" in the quotation to refer to John. To show that these are John's exact words, many languages put the words between quotation marks:"".
A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker’s exact words. In the example below, John would have said “I” when referring to himself, so the narrator, who is reporting John’s words, uses the word “I” in the quotation to refer to John. To show that these are John’s exact words, many languages put the words between quotation marks:””.
* John said, "<u>I</u> do not know at what time <u>I</u> will arrive."
* John said, “<u>I</u> do not know at what time <u>I</u> will arrive.”
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person's point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as "he" in the quotation and uses the word "would," to replace the future tense indicated by "will."
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person’s point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as “he” in the quotation and uses the word “would,” to replace the future tense indicated by “will.”
* John said that <u>he</u> did not know at what time <u>he</u> would arrive.
@ -19,16 +19,16 @@ In some languages, reported speech can be expressed by either direct or indirect
### Examples from the Bible
The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations.
>He instructed him to tell no one, but told him, "Go on your way, and 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 instructed him to tell no one, but told him, “Go on your way, and 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)
* Indirect quote: He instructed him <u>to tell no one</u>,
* Direct quote: but told him, "<u>Go on your way, and show yourself to the priest…</u>"
* Direct quote: but told him, “<u>Go on your way, and show yourself to the priest…</u>“
>Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." (Luke 17:20-21 ULT)
>Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, “The kingdom of God is not something that can be observed. Neither will they say, ‘Look here!’ or, ‘Look there!’ because the kingdom of God is among you.” (Luke 17:20-21 ULT)
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
* Direct quote: Jesus answered them and said, “<u>The kingdom of God is not something that can be observed. Neither will they say, ‘Look here!’ or, ‘Look there!’ because the kingdom of God is among you.</u>“
* Direct quotes: Neither will they say, ‘<u>Look here!</u>‘ or, ‘<u>Look there!</u>‘
### Translation Strategies
@ -41,12 +41,12 @@ If the kind of quote used in the source text would work well in your language, c
1. If a direct quote would not work well in your language, change it to an indirect quote.
* **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULT)
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
* **He instructed him to tell no one, but told him, “<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>“** (Luke 5:14 ULT)
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>.”
1. If an indirect quote would not work well in your language, change it to a direct quote.
* **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and 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 instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
* **He instructed him, <u>to tell no one</u>, but told him, “Go on your way, and 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 instructed him, “<u>Tell no one</u>. Just go on your way, 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.

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@ -2,9 +2,9 @@
### Description
Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote.
Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark “ before and after a quote.
* John said, "I do not know when I will arrive."
* John said, “I do not know when I will arrive.”
Quotation marks are not used with indirect quotes.
@ -12,10 +12,10 @@ Quotation marks are not used with indirect quotes.
When there are many layers of quotes inside of quotes, it might be hard for readers to understand who is saying what. Alternating two kinds of quote marks can help careful readers to keep track of them. In English the outermost quote has double quote marks, and the next quote inside has single marks. The next quote inside of that has double quote marks.
* Mary said, "John said, 'I do not know when I will arrive.' "
* Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
* Mary said, “John said, ‘I do not know when I will arrive.’ “
* Bob said, “Mary said, ‘John said, “I do not know when I will arrive.” ‘ “
Some languages use other kinds of quotation marks: Here are some examples: ‚ ' „ " ‹ › « » ⁊ — .
Some languages use other kinds of quotation marks: Here are some examples: ‚ ‘ „ “ ‹ › « » ⁊ — .
### Examples from the Bible
@ -24,25 +24,25 @@ The examples below show the kind of quote marking used in the ULT.
#### A quotation with only one layer
A first layer direct quote has double quote marks around it.
> So the king replied, "That is Elijah the Tishbite." (2 Kings 1:8 ULT)
> So the king replied, “That is Elijah the Tishbite.” (2 Kings 1:8 ULT)
#### Quotations with two layers
A second layer direct quote has single quote marks around it. We have underlined it and the phrase for you to see it clearly.
> They asked him, "Who is the man that said to you, <u>'Pick up your bed and walk'</u>?" (John 5:12 ULT)
> They asked him, “Who is the man that said to you, <u>‘Pick up your bed and walk’</u>?” (John 5:12 ULT)
> … he sent two of the disciples, saying, "Go into the next village. As you enter, you will find a colt that has never been ridden. Untie it and bring it to me. If any one asks you, <u>'Why are you untying it?'</u> say, <u>'The Lord has need of it.'</u> " (Luke 19:29-31 ULT)
> … he sent two of the disciples, saying, “Go into the next village. As you enter, you will find a colt that has never been ridden. Untie it and bring it to me. If any one asks you, <u>‘Why are you untying it?’</u> say, <u>‘The Lord has need of it.’</u> “ (Luke 19:29-31 ULT)
#### A quotation with three layers
A third layer direct quote has double quote marks around it. We have underlined it for you to see it clearly.
> Abraham said, "Because I thought, 'Surely there is no fear of God in this place, and they will kill me because of my wife.' Besides, she is indeed my sister, the daughter of my father, but not the daughter of my mother; and she became my wife. When God caused me to leave my father's house and travel from place to place, I said to her, 'You must show me this faithfulness as my wife: At every place where we go, say about me, <u>"He is my brother."</u> ' " (Genesis 20:10-13 ULT)
> Abraham said, “Because I thought, ‘Surely there is no fear of God in this place, and they will kill me because of my wife.’ Besides, she is indeed my sister, the daughter of my father, but not the daughter of my mother; and she became my wife. When God caused me to leave my father’s house and travel from place to place, I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, <u>“He is my brother.”</u> ‘ “ (Genesis 20:10-13 ULT)
#### A quotation with four layers
A fourth layer direct quote has single quote marks around it. We have underlined it for you to see it clearly.
> They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: <u>'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.'</u> " ' " (2 Kings 1:5-6 ULT)
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: <u>‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’</u> “ ‘ “ (2 Kings 1:5-6 ULT)
### Quote Marking Strategies
@ -56,19 +56,19 @@ Here are some ways you may be able to help readers see where each quote starts a
1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULT text below.
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULT)
>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “ (2 Kings 1:6 ULT)
1. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. In English the word "that" can introduce an indirect quote. In the example below, everything after the word "that" is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with " and '.
1. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. In English the word “that” can introduce an indirect quote. In the example below, everything after the word “that” is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with “ and ‘.
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULT)
>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “ (2 Kings 1:6 ULT)
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
* They told him <u>that</u> a man came to meet them who said to them, “Go back to the king who sent you, and say to him, ‘Yahweh says this: “Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.” ‘ “
1. 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.
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULT)
>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “ (2 Kings 1:6 ULT)
* They said to him,
* A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die." ' "
* A man came to meet us who said to us, “Go back to the king who sent you, and say to him, ‘Yahweh says this: “Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.” ‘ “

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@ -6,7 +6,7 @@ A quotation may have a quote within it, and quotes that are inside of other quot
#### Reasons this is a translation issue
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word "I," the listener needs to know whether "I" refers to the speaker of the inner quote or the outer quote.
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word “I,” the listener needs to know whether “I” refers to the speaker of the inner quote or the outer quote.
1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
1. Some languages do not use indirect quotes.
@ -14,26 +14,26 @@ A quotation may have a quote within it, and quotes that are inside of other quot
#### A quotation with only one layer
> But Paul said, "I was born a Roman citizen." (Acts 22:28 ULT)
> But Paul said, “I was born a Roman citizen.” (Acts 22:28 ULT)
#### Quotations with two layers
>Jesus answered and said to them, "Be careful that no one leads you astray. For many will come in my name. They will say, 'I am the Christ,' and will lead many astray." Matthew 24:4-5 ULT
>Jesus answered and said to them, “Be careful that no one leads you astray. For many will come in my name. They will say, ‘I am the Christ,’ and will lead many astray.” Matthew 24:4-5 ULT
The outermost layer is what Jesus said to his disciples. The second layer is what other people will say.
>Jesus answered, "You say that I am a king." (John 18:37 ULT)
>Jesus answered, “You say that I am a king.” (John 18:37 ULT)
The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus.
#### A quotation with three layers
> Abraham said, "... I said to her, 'You must show me this faithfulness as my wife: At every place where we go, say about me, <u>"He is my brother."</u> ' " (Genesis 20:10-13 ULT)
> Abraham said, “... I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, <u>“He is my brother.”</u> ‘ “ (Genesis 20:10-13 ULT)
The outermost layer is what Abraham said to Abimelech. The second layer is what Abraham had told his wife. The third layer is what he wanted his wife to say. (We have underlined the third layer.)
#### A quotation with four layers
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: <u>'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.'</u> " ' " (2 Kings 1:6 ULT)
>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: <u>‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’</u> “ ‘ “ (2 Kings 1:6 ULT)
The outermost layer is what the messengers said to the king. The second layer is what the man who had met the messengers told them. The third is what that man wanted the messengers to say to the king. The fourth is what Yahweh said. (We have underlined the fourth layer.)
@ -48,14 +48,14 @@ Some languages use only direct quotes. Other languages use a combination of dire
1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULT and the quotes that we have changed to direct quotes below it.
* **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULT)
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
* **Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor’s decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>.”** (Acts 25:14-21 ULT)
* Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>‘Will you go to Jerusalem to be judged there about these things?’</u> But when Paul said, <u>‘I want to be kept under guard for the Emperor’s decision,’</u> I told the guard, <u>‘Keep him under guard until I send him to Caesar.’</u>“
1. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
1. Translate one or some of the quotes as indirect quotes. In English the word “that” can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
* **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "** (Exodus 16:11-12 ULT)
* Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
* **Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them, ‘At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.’ “** (Exodus 16:11-12 ULT)
* Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God.”
* **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "** (2 Kings 1:6 ULT)
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' "
* **They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “** (2 Kings 1:6 ULT)
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, “Go back to the king who sent you, and tell him <u>that</u> Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “

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@ -41,7 +41,7 @@ If a reflexive pronoun would have the same function in your language, consider u
1. In some languages people put something on the verb to show that the object of the verb is the same as the subject.
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
1. In some languages people show that someone did something alone by using a word like "alone."
1. In some languages people show that someone did something alone by using a word like “alone.”
1. In some languages people show that something was alone by using a phrase that tells about where it was.
### Examples of Translation Strategies Applied
@ -49,30 +49,30 @@ If a reflexive pronoun would have the same function in your language, consider u
1. In some languages people put something on the verb to show that the object of the verb is the same as the subject.
* **If I should testify about <u>myself</u> alone, my testimony would not be true.** (John 5:31)
* "If I should <u>self-testify</u> alone, my testimony would not be true."
* “If I should <u>self-testify</u> alone, my testimony would not be true.”
* **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55)
* "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
* “Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>.”
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
* **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULT)
* "<u>It was he who</u> took our sickness and bore our diseases."
* “<u>It was he who</u> took our sickness and bore our diseases.”
* **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
* "<u>It was not Jesus who</u> was baptizing, but his disciples were."
* “<u>It was not Jesus who</u> was baptizing, but his disciples were.”
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
* **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
1. In some languages people show that someone did something alone by using a word like "alone."
1. In some languages people show that someone did something alone by using a word like “alone.”
* **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
* "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain."
* “When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain.”
1. In some languages people show that something was alone by using a phrase that tells about where it was.
* **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 rolled up in its place <u>by itself</u>.** (John 20:6-7 ULT)
* "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 rolled up and lying <u>in it's own place</u>."
* “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 rolled up and lying <u>in it’s own place</u>.”

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translate/figs-rquestion/01.md
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@ -3,9 +3,9 @@ A rhetorical question is a question that a speaker asks when he is more interest
### Description
A rhetorical question is a question that strongly expresses the speaker's attitude toward something. Often the speaker is not looking for information at all, but if he is asking for information, it is not usually the information that the question appears to ask for. The speaker is more interested in expressing his attitude than in getting information.
A rhetorical question is a question that strongly expresses the speaker’s attitude toward something. Often the speaker is not looking for information at all, but if he is asking for information, it is not usually the information that the question appears to ask for. The speaker is more interested in expressing his attitude than in getting information.
>Those who stood by said, "<u>Is this how you insult God's high priest?</u>" (Acts 23:4 ULT)
>Those who stood by said, “<u>Is this how you insult God’s high priest?</u>“ (Acts 23:4 ULT)
The people who asked Paul this question were not asking about his way of insulting God’s high priest. Rather they used theis question to accuse Paul of insulting the high priest.
@ -22,7 +22,7 @@ The Bible contains many rhetorical questions. Some of the purposes of these rhet
>Do you not still rule the kingdom of Israel? (1 Kings 21:7 ULT)
Jezebel used the question above to remind King Ahab of something he already knew: he still ruled the kingdom of Israel. The rhetorical question made her point more strongly than if she had merely stated it, because it forced Ahab to admit the point himself. She did this in order to rebuke him for being unwilling to take over a poor man's property. She was implying that since he was the king of Israel, he had the power to take the man's property.
Jezebel used the question above to remind King Ahab of something he already knew: he still ruled the kingdom of Israel. The rhetorical question made her point more strongly than if she had merely stated it, because it forced Ahab to admit the point himself. She did this in order to rebuke him for being unwilling to take over a poor man’s property. She was implying that since he was the king of Israel, he had the power to take the man’s property.
><u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number! (Jeremiah 2:32 ULT)
@ -58,7 +58,7 @@ Jesus used the question above to introduce what he was going to talk about. He w
### 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, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question.
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, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question.
When you are sure that the question is rhetorical, then be sure that you know what the purpose of the rhetorical question is. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else?
@ -84,10 +84,10 @@ If using the rhetorical question would be natural and give the right meaning in
1. Change the rhetorical question to a statement or exclamation.
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULT)
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed...”
* **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULT)
* <u>You should not insult God's high priest!</u>
* **<u>Is this how you insult God’s high priest?</u>** (Acts 23:4 ULT)
* <u>You should not insult God’s high priest!</u>
* **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULT)
* <u>I wish I had died when I came out from the womb!</u>

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translate/figs-sentences/01.md
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@ -14,15 +14,15 @@ The ***subject*** is who or what the sentence is about. In these examples, the s
* <u>The boy</u> is running.
* <u>He</u> is running.
Subjects are typically noun phrases or pronouns. (see [Parts of Speach](../figs-partsofspeech/01.md)) In the examples above, "the boy" is a noun phrase that has the noun "boy," and "he" is a pronoun.
Subjects are typically noun phrases or pronouns. (see [Parts of Speach](../figs-partsofspeech/01.md)) In the examples above, “the boy” is a noun phrase that has the noun “boy,” and “he” is a pronoun.
When the sentence is a command, in many languages it does not have a subject pronoun. People understand that the subject is "you."
When the sentence is a command, in many languages it does not have a subject pronoun. People understand that the subject is “you.”
* Close the door.
#### Predicate
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](../figs-verbs/01.md)) In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold.
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](../figs-verbs/01.md)) In the sentences below, the subjects are “the man” and “he.” The predicates are underlined and the verbs are in bold.
* The man <u>**is** strong</u>.
* He <u>**worked** hard</u>.
@ -35,7 +35,7 @@ A sentence can be made up of more than one sentence. Each of the two lines below
* He planted the yams.
* His wife planted the corn.
The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as "and," "but," or "or."
The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as “and,” “but,” or “or.”
* He planted the yams <u>and</u> his wife planted the corn.
@ -63,11 +63,11 @@ The following phrases can each be a whole sentence. They are the independent cla
In some languages, clauses can be used with a noun that is part of a sentence. These are called **relative clauses**.
In the sentence below, "the corn that was ready" is part of the predicate of the whole sentence. The relative clause "that was ready" is used with the noun "corn" to tell which corn she picked.
In the sentence below, “the corn that was ready” is part of the predicate of the whole sentence. The relative clause “that was ready” is used with the noun “corn” to tell which corn she picked.
* His wife picked **the corn** <u>that was ready</u>.
In the sentence below "her mother, who was very annoyed" is part of the predicate of the whole sentence. The relative clause "who was very annoyed" is used with the noun "mother" to tell how her mother felt when she did not get any corn.
In the sentence below “her mother, who was very annoyed” is part of the predicate of the whole sentence. The relative clause “who was very annoyed” is used with the noun “mother” to tell how her mother felt when she did not get any corn.
* She did not give any corn to **her mother**, <u>who was very annoyed</u>.

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translate/figs-sentencetypes/01.md
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@ -4,10 +4,10 @@
A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
* **Statements** - These are mainly used to give information. '_This is a fact._'
* **Questions** - These are mainly used to ask for information. '_Do you know him?_'
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
* **Exclamations** - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
* **Statements** - These are mainly used to give information. ‘_This is a fact._’
* **Questions** - These are mainly used to ask for information. ‘_Do you know him?_’
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘_Pick that up._’
* **Exclamations** - These are mainly used to express a strong feeling. ‘_Ouch, that hurt!_’
#### Reasons this is a translation Issue
@ -30,9 +30,9 @@ Statements can also have other functions. (see [Statements - Other Uses](../figs
The speakers below used these questions to get information, and the people they were speaking to answered their questions.
<blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULT) </blockquote>
<blockquote>Jesus said to them, “<u>Do you believe that I can do this?</u>“ They said to him, “Yes, Lord.” (Matthew 9:28 ULT) </blockquote>
<blockquote>The jailer...said, "Sirs, <u>what must I do to be saved?</u>" They said, "Believe in the Lord Jesus, and you will be saved, you and your house." (Acts 16:29-31 ULT)</blockquote>
<blockquote>The jailer...said, “Sirs, <u>what must I do to be saved?</u>“ They said, “Believe in the Lord Jesus, and you will be saved, you and your house.” (Acts 16:29-31 ULT)</blockquote>
Questions can also have other functions. (see [Rhetorical Question](../figs-rquestion/01.md))
@ -51,23 +51,23 @@ With a **suggestion**, the speaker tells someone something to do or not do that
>A blind man <u>should not</u> try to lead another blind man. If he did, they both would fall into a hole! ( Luke 6:39 UST)
Speakers may intend to be part of the group that does what is suggested. In Genesis 11, the people were saying that it would be good for them all to make bricks together.
>They said to one another, "Come, <u>let us</u> make bricks and bake them thoroughly." (Genesis 11:3 ULT)
>They said to one another, “Come, <u>let us</u> make bricks and bake them thoroughly.” (Genesis 11:3 ULT)
With an **invitation**, the speaker uses politeness or friendliness to suggest that someone do something if he wants. This is usually something that the speaker thinks the listener will enjoy.
><u>Come</u> with us and we will do you good. (Numbers 10:29)
With a **request**, the speaker uses politeness to say that he wants someone to do something. This may include the word 'please' to make it clear that it is a request and not a command. This is usually something that would benefit the speaker.
With a **request**, the speaker uses politeness to say that he wants someone to do something. This may include the word ‘please’ to make it clear that it is a request and not a command. This is usually something that would benefit the speaker.
<blockquote><u>Give us</u> today our daily bread. (Matthew 6:11 ULT) </blockquote>
<blockquote><u>Please excuse</u> me. (Luke 14:18 ULT)</blockquote>
With a **wish** a person expresses what they want to happen. In English they often start with the word "may" or "let."
With a **wish** a person expresses what they want to happen. In English they often start with the word “may” or “let.”
In Genesis 28, Isaac told Jacob what he wanted God to do for him.
><u>May God Almighty bless</u> you, make you fruitful and multiply you. (Genesis 28:3 ULT)
In Genesis 9, Noah said what he wanted to happen to Canaan.
><u>Cursed be</u> Canaan. <u>May he be</u> a servant to his brothers' servants. (Genesis 9:25 ULT)
><u>Cursed be</u> Canaan. <u>May he be</u> a servant to his brothers’ servants. (Genesis 9:25 ULT)
In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die.
><u>Let me not look</u> upon the death of the child. (Genesis 21:16 ULT)
@ -83,8 +83,8 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
### Translation Strategies
1. Use your language's ways of showing that a sentence has a particular function.
1. When a sentence in the Bible has a sentence type that your language would not use for the sentence's function, see the pages below for translation strategies.
1. Use your language’s ways of showing that a sentence has a particular function.
1. When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
* [Statements - Other Uses](../figs-declarative/01.md)
* [Rhetorical Question](../figs-rquestion/01.md)

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translate/figs-simile/01.md
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@ -1,23 +1,23 @@
A simile is a 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 a 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)
Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders.
>See, I send you out <u>as sheep in the midst of wolves</u>, so be as wise <u>as serpents</u> and harmless <u>as doves</u>. (Matthew 10:16 ULT)
Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack sheep. Jesus' enemies would attack his disciples.
Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack sheep. Jesus’ enemies would attack his disciples.
>For the word of God is living and active and sharper <u>than any two-edged sword</u>. (Hebrews 4:12 ULT)
God's word is compared to a two-edged sword. A two-edged sword is a weapon that can easily cut through a person's flesh. God's word is very effective in showing what is in a person's heart and thoughts.
God’s word is compared to a two-edged sword. A two-edged sword is a weapon that can easily cut through a person’s flesh. God’s word is very effective in showing what is in a person’s heart and thoughts.
#### Purposes of Simile
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people's attention.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
#### Reasons this is a translation issue
@ -46,7 +46,7 @@ If people would understand the correct meaning of a simile, consider using it. I
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.
* **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULT) - This compares the danger that Jesus' disciples would be in with the danger that sheep are in when they are surrounded by wolves.
* **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULT) - This compares the danger that Jesus’ disciples would be in with the danger that sheep are in when they are surrounded by wolves.
* See, I send <u>you out among wicked people</u> and you will be in danger from them <u>as sheep are in danger when they are among wolves</u>.
* **For the word of God is living and active and sharper <u>than any two-edged sword</u>.** (Hebrews 4:12 ULT)

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