diff --git a/README.md b/README.md index c619ef3..2650644 100644 --- a/README.md +++ b/README.md @@ -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. diff --git a/checking/accuracy-check/01.md b/checking/accuracy-check/01.md index 39d5308..03ac200 100644 --- a/checking/accuracy-check/01.md +++ b/checking/accuracy-check/01.md @@ -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. diff --git a/checking/accurate/01.md b/checking/accurate/01.md index 4430cb9..9bb27a3 100644 --- a/checking/accurate/01.md +++ b/checking/accurate/01.md @@ -3,4 +3,4 @@ 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." \ No newline at end of file +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.” \ No newline at end of file diff --git a/checking/authority-level2/01.md b/checking/authority-level2/01.md index d0c5723..cfa9701 100644 --- a/checking/authority-level2/01.md +++ b/checking/authority-level2/01.md @@ -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**. diff --git a/checking/authority-process/01.md b/checking/authority-process/01.md index b9ab632..97f86ad 100644 --- a/checking/authority-process/01.md +++ b/checking/authority-process/01.md @@ -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." \ No newline at end of file +The process for checking a translation will be described in the modules under the heading “Checking Process.” \ No newline at end of file diff --git a/checking/headings/01.md b/checking/headings/01.md index cd5ac3d..07ee2f6 100644 --- a/checking/headings/01.md +++ b/checking/headings/01.md @@ -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. \ No newline at end of file diff --git a/checking/intro-check/01.md b/checking/intro-check/01.md index 0cf939a..4364666 100644 --- a/checking/intro-check/01.md +++ b/checking/intro-check/01.md @@ -4,7 +4,7 @@ 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. \ No newline at end of file diff --git a/checking/intro-checking/01.md b/checking/intro-checking/01.md index 18c22e2..181bef3 100644 --- a/checking/intro-checking/01.md +++ b/checking/intro-checking/01.md @@ -3,7 +3,7 @@ #### 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. diff --git a/checking/language-community-check/01.md b/checking/language-community-check/01.md index 206ddbf..8b26de3 100644 --- a/checking/language-community-check/01.md +++ b/checking/language-community-check/01.md @@ -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. diff --git a/checking/level3-questions/01.md b/checking/level3-questions/01.md index 8d0f670..d0ab9ce 100644 --- a/checking/level3-questions/01.md +++ b/checking/level3-questions/01.md @@ -3,7 +3,7 @@ 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? diff --git a/checking/punctuation/01.md b/checking/punctuation/01.md index ee75ddf..c62a4f1 100644 --- a/checking/punctuation/01.md +++ b/checking/punctuation/01.md @@ -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. diff --git a/checking/self-assessment/01.md b/checking/self-assessment/01.md index 36dc84d..c2dbe63 100644 --- a/checking/self-assessment/01.md +++ b/checking/self-assessment/01.md @@ -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. diff --git a/checking/verses/01.md b/checking/verses/01.md index 8fba12f..79163a5 100644 --- a/checking/verses/01.md +++ b/checking/verses/01.md @@ -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. \ No newline at end of file +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. \ No newline at end of file diff --git a/checking/vol2-backtranslation-guidelines/01.md b/checking/vol2-backtranslation-guidelines/01.md index d2cd958..e4a7562 100644 --- a/checking/vol2-backtranslation-guidelines/01.md +++ b/checking/vol2-backtranslation-guidelines/01.md @@ -3,9 +3,9 @@ #### 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 diff --git a/checking/vol2-backtranslation-kinds/01.md b/checking/vol2-backtranslation-kinds/01.md index ee19652..834de3f 100644 --- a/checking/vol2-backtranslation-kinds/01.md +++ b/checking/vol2-backtranslation-kinds/01.md @@ -5,7 +5,7 @@ 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. diff --git a/checking/vol2-backtranslation/01.md b/checking/vol2-backtranslation/01.md index 07cd866..a1cfad0 100644 --- a/checking/vol2-backtranslation/01.md +++ b/checking/vol2-backtranslation/01.md @@ -1,6 +1,6 @@ ### 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. \ No newline at end of file diff --git a/checking/vol2-intro/sub-title.md b/checking/vol2-intro/sub-title.md index 17b3bc0..9f4507b 100644 --- a/checking/vol2-intro/sub-title.md +++ b/checking/vol2-intro/sub-title.md @@ -1 +1 @@ -Why should I check someone else's translation? \ No newline at end of file +Why should I check someone else’s translation? \ No newline at end of file diff --git a/checking/vol2-steps/01.md b/checking/vol2-steps/01.md index 6d857c0..dd6aff2 100644 --- a/checking/vol2-steps/01.md +++ b/checking/vol2-steps/01.md @@ -11,8 +11,8 @@ #### 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 diff --git a/checking/vol2-steps/sub-title.md b/checking/vol2-steps/sub-title.md index 799f59f..8a7ce3a 100644 --- a/checking/vol2-steps/sub-title.md +++ b/checking/vol2-steps/sub-title.md @@ -1 +1 @@ -What are the steps I should follow to check someone else's translation? \ No newline at end of file +What are the steps I should follow to check someone else’s translation? \ No newline at end of file diff --git a/checking/vol2-things-to-check/01.md b/checking/vol2-things-to-check/01.md index dfb08db..359d98e 100644 --- a/checking/vol2-things-to-check/01.md +++ b/checking/vol2-things-to-check/01.md @@ -10,7 +10,7 @@ 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. diff --git a/intro/finding-answers/01.md b/intro/finding-answers/01.md index c3ee9ed..e4d98b8 100644 --- a/intro/finding-answers/01.md +++ b/intro/finding-answers/01.md @@ -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 with your questions diff --git a/intro/gl-strategy/01.md b/intro/gl-strategy/01.md index c008def..7f1e2a7 100644 --- a/intro/gl-strategy/01.md +++ b/intro/gl-strategy/01.md @@ -3,12 +3,12 @@ ### Explanation -The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) 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. diff --git a/intro/open-license/01.md b/intro/open-license/01.md index fa49bde..01f034d 100644 --- a/intro/open-license/01.md +++ b/intro/open-license/01.md @@ -1,7 +1,7 @@ ### 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 diff --git a/intro/statement-of-faith/01.md b/intro/statement-of-faith/01.md index 3f22aab..36815a9 100644 --- a/intro/statement-of-faith/01.md +++ b/intro/statement-of-faith/01.md @@ -33,4 +33,4 @@ Essential beliefs are what define a follower of Jesus Christ and can never be co #### 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). diff --git a/intro/ta-intro/01.md b/intro/ta-intro/01.md index 224ca30..1f5fbaf 100644 --- a/intro/ta-intro/01.md +++ b/intro/ta-intro/01.md @@ -1,12 +1,12 @@ ### 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 diff --git a/intro/translate-why/01.md b/intro/translate-why/01.md index 5cbbb6a..157acf2 100644 --- a/intro/translate-why/01.md +++ b/intro/translate-why/01.md @@ -1,12 +1,12 @@ -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* diff --git a/intro/uw-intro/01.md b/intro/uw-intro/01.md index c6fc2ab..2841baf 100644 --- a/intro/uw-intro/01.md +++ b/intro/uw-intro/01.md @@ -3,15 +3,15 @@ The unfoldingWord project exists because we want to see **unrestricted biblical 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? diff --git a/process/pretranslation-training/01.md b/process/pretranslation-training/01.md index d00b7e9..c2e667a 100644 --- a/process/pretranslation-training/01.md +++ b/process/pretranslation-training/01.md @@ -1,7 +1,7 @@ ### 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: diff --git a/process/setup-ts/01.md b/process/setup-ts/01.md index 37783e0..1d0e483 100644 --- a/process/setup-ts/01.md +++ b/process/setup-ts/01.md @@ -5,7 +5,7 @@ The mobile (Android) edition of translationStudio is available from the [Google ### 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 diff --git a/translate/biblicalimageryta/01.md b/translate/biblicalimageryta/01.md index 9552edb..d6fd4f2 100644 --- a/translate/biblicalimageryta/01.md +++ b/translate/biblicalimageryta/01.md @@ -8,21 +8,21 @@ The patterns of pairings found in the Bible are often unique to the Hebrew and G ### 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 like 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 like 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.” diff --git a/translate/bita-animals/01.md b/translate/bita-animals/01.md index 8d956c4..71bafa7 100644 --- a/translate/bita-animals/01.md +++ b/translate/bita-animals/01.md @@ -8,11 +8,11 @@ Some images from the Bible involving body parts and human qualities are listed b > 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.
and their horsemen come from a great distance—they fly like an eagle hurrying to eat! (Habakkuk 1:8 ULT)
>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) -
For Yahweh says this, "See, the enemy will come flying like an eagle, spreading out his wings over Moab." (Isaiah 48:40 ULT)
+
For Yahweh says this, “See, the enemy will come flying like an eagle, spreading out his wings over Moab.” (Isaiah 48:40 ULT)
#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger diff --git a/translate/bita-farming/01.md b/translate/bita-farming/01.md index ad28ee9..0040093 100644 --- a/translate/bita-farming/01.md +++ b/translate/bita-farming/01.md @@ -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)
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)
@@ -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)
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)
-#### 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)
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)
-> 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) diff --git a/translate/bita-hq/01.md b/translate/bita-hq/01.md index 9658abb..c4ae372 100644 --- a/translate/bita-hq/01.md +++ b/translate/bita-hq/01.md @@ -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 before my face? (Jeremiah 5:22 ULT) +>Do you not fear me—this is Yahweh’s declaration—or tremble before my face? (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 before his face, 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 seek the face 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 hide your face 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.
He encloses the face of the moon and spreads his clouds on it. (Job 26:9 ULT)
-#### The HAND represents a person's agency or power +#### The HAND represents a person’s agency or power > Yahweh has burst through my enemies by my hand 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.” >Your hand will seize all your enemies; your right hand 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, Yahweh's hand is not so short that it cannot save. (Isaiah 59:1 ULT) +>Look, Yahweh’s hand 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 made him the head 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 made him the head 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)
Wives should be subject to their own husbands, as to the Lord. For the husband is the head of the wife, as Christ also is the head of the church, and he is the Savior of the body. (Ephesian 5:22-23 ULT)
@@ -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 the name of Solomon better than your name, and make his throne greater than your throne." 1 Kings 1:47 (ULT) +>May your God make the name of Solomon better than your name, and make his throne greater than your throne.” 1 Kings 1:47 (ULT) -
See, I have sworn by my great name—says Yahweh. My name 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)
+
See, I have sworn by my great name—says Yahweh. My name 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)
-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 honor your name…. 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 my holy name 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 my great name 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 the name 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 his nostrils, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULT) -
…This is the Lord Yahweh's declaration: 'My fury will arise in my nostrils!' (Ezekiel 38:18 ULT)
+
…This is the Lord Yahweh’s declaration: ‘My fury will arise in my nostrils!’ (Ezekiel 38:18 ULT)
-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 diff --git a/translate/bita-humanbehavior/01.md b/translate/bita-humanbehavior/01.md index 6eb97f0..f156af6 100644 --- a/translate/bita-humanbehavior/01.md +++ b/translate/bita-humanbehavior/01.md @@ -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 clean animals and some of the clean 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 clean. It is a rash. He must wash his clothes, and then he is clean. (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 cleanse it and dedicate it to Yahweh, away from the unclean 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 cleanse it and dedicate it to Yahweh, away from the unclean actions of the people of Israel. (Leviticus 16:18-19 ULT)
This is because on this day atonement will be made for you, to cleanse you from all your sins so you will be clean before Yahweh. (Leviticus 16:30 ULT)
-#### 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 you must not eat them, animals such as the camel, because it chews the cud but does not have a split hoof. So the camel is unclean for you. (Leviticus 11:3-4 ULT) @@ -67,7 +67,7 @@ Noah built an altar to Yahweh. He took some of the clean animals and some
And if any of them dies and falls on anything, that thing will be unclean, 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 unclean until evening. Then it will be clean. (Leviticus 11:32 ULT)
-#### 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 unclean, whether it be the carcass of an unclean 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 unclean and guilty. (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 drink the wine of staggering. (Psalm 60:3 ULT) @@ -113,7 +113,7 @@ Another example from Psalm. >Surely all the wicked of the earth will drink it to the last drop. (Psalm 75:8 ULT) An example from Revelation. ->he also will drink the wine of God's wrath, the wine that has been prepared and poured unmixed into the cup of his anger. (Revelation 14:10 ULT) +>he also will drink the wine of God’s wrath, the wine 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 the tongue of fire devours stubble, 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, inherit 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, inherit 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 inherit the kingdom of God. Neither does what is perishable inherit 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 heir 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 heir of the righteousness that comes through faith. (Hebrews 11:7 ULT) @@ -217,7 +217,7 @@ Noah received righteousness as a permanent possession.
When your days are fulfilled and you lie down with your fathers, I will raise up a descendant after you, (2 Samuel 7:12 ULT)
->Ask them, 'Are you really more beautiful than anyone else? Go down and lie with the uncircumcised!' +>Ask them, ‘Are you really more beautiful than anyone else? Go down and lie 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 rest, 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 rest, so that things may go well for you?” (Ruth 3:1 ULT)
Therefore I vowed in my anger that they would never enter into my resting place. (Psalm 95:11 ULT)
@@ -250,14 +250,14 @@ Noah received righteousness as a permanent possession. >You will not let the one who has covenant faithfulness see 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] sold [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 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) #### STANDING represents successfully resisting diff --git a/translate/bita-manmade/01.md b/translate/bita-manmade/01.md index 06a2ca0..fd4e1c3 100644 --- a/translate/bita-manmade/01.md +++ b/translate/bita-manmade/01.md @@ -47,7 +47,7 @@ Some images from the Bible involving man-made objects are listed below in alphab 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.
The house of the wicked will be destroyed, but the tent of the upright will flourish. (Proverbs 14:11 ULT)
->A throne will be established in covenant faithfulness, and one from David's tent will faithfully sit there. (Isaiah 16:5 ULT) \ No newline at end of file +>A throne will be established in covenant faithfulness, and one from David’s tent will faithfully sit there. (Isaiah 16:5 ULT) \ No newline at end of file diff --git a/translate/bita-part1/01.md b/translate/bita-part1/01.md index a8daf8c..dd801e6 100644 --- a/translate/bita-part1/01.md +++ b/translate/bita-part1/01.md @@ -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 walking with "behaving" and a path 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 walking with “behaving” and a path 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 walk 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 run in the path 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.
The cups, lamp trimmers, basins, spoons, and incense burners were all made of pure gold. (1 Kings 7:50 ULT)
->Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, "You must not go to battle anymore with us, so that you do not put out the lamp of Israel." (2 Samuel 21:16-17 ULT) +>Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the lamp of Israel.” (2 Samuel 21:16-17 ULT) 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 the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. (2 Samuel 14:7 ULT) +>They say, ‘Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.’ And so they would also destroy the heir. Thus they will put out the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. (2 Samuel 14:7 ULT) #### Links to Lists of Images in the Bible diff --git a/translate/bita-part2/01.md b/translate/bita-part2/01.md index 0f9eaec..f08fdb5 100644 --- a/translate/bita-part2/01.md +++ b/translate/bita-part2/01.md @@ -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 cup, you proclaim the Lord's death until he comes. (1 Corinthians 11:26 ULT) +> For every time you eat this bread and drink this cup, 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 mouth is his ruin. (Proverbs 18:7 ULT) +>A fool’s mouth is his ruin. (Proverbs 18:7 ULT)
Oh, how I would encourage you with my mouth! (Job 16:5 ULT)
@@ -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 pierced 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 diff --git a/translate/bita-part3/01.md b/translate/bita-part3/01.md index e7a9990..a52eda8 100644 --- a/translate/bita-part3/01.md +++ b/translate/bita-part3/01.md @@ -2,7 +2,7 @@ ### 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 >The hand of God 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 King over all the earth; (Psalm 47:7 ULT) ->For the kingdom is Yahweh's; +>For the kingdom is Yahweh’s; >he is the ruler over the nations. (Psalm 22:28 ULT) >Your throne, God, is forever and ever; >a scepter of justice is the scepter of your kingdom. (Psalm 45:6 ULT) >This is what Yahweh says, ->"Heaven is my throne, and the earth is my footstool. (Isaiah 66:1 ULT) +>“Heaven is my throne, and the earth is my footstool. (Isaiah 66:1 ULT) >God reigns over the nations; >God sits on his holy throne. @@ -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 shepherd 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 shepherd my people Israel, and you will become ruler over Israel.’ “ (2 Samuel 5:1-2 ULT) -
"Woe to the shepherds who destroy and scatter the sheep of my pasture—this is Yahweh's declaration." (Jeremiah 23:1 ULT)
+
“Woe to the shepherds who destroy and scatter the sheep of my pasture—this is Yahweh’s declaration.” (Jeremiah 23:1 ULT)
>Therefore be careful about yourselves, and about all the flock of which the Holy Spirit has made you overseers. Be careful to shepherd 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 flock. 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 lamp of the body. Therefore, if your eye is good, the whole body is filled with light. (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 kindness in his eyes. (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…, envy …. (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…, envy …. (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 eye evil 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 eye is good, the whole body is filled with light. But if your eye is bad, 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. You cannot serve God and wealth. (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 sheds man's blood, by man will his blood be shed, (Genesis 9:6 ULT) +>Whoever sheds man’s blood, by man will his blood be shed, (Genesis 9:6 ULT)
In this way, this person would not die by the hand of the one who wanted to avenge the blood that was shed, until the accused person would first stand before the assembly. (Joshua 20:9 ULT)
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? Your brother's blood is calling out to me from the ground. (Genesis 4:10 ULT) +>Yahweh said, “What have you done? Your brother’s blood is calling out to me 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 prostituted themselves 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 my son 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 the wings of the morning 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
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 and their gods from before your people, whom you rescued from Egypt. (2 Samuel 7:23 ULT)
->The servants of the king of Aram said to him, "Their god is a god of the hills. That is why they were stronger than we were. 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, “Their god is a god of the hills. That is why they were stronger than we were. 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, you can make me clean." Jesus reached out his hand and touched him, saying, "I am willing. Be clean." Immediately he was cleansed of his leprosy. (Matthew 8:2-3 ULT) +>Behold, a leper came to him and bowed before him, saying, “Lord, if you are willing, you can make me clean.” Jesus reached out his hand and touched him, saying, “I am willing. Be clean.” Immediately he was cleansed of his leprosy. (Matthew 8:2-3 ULT) -An "unclean spirit" is an evil spirit. +An “unclean spirit” is an evil spirit. >When an unclean spirit has gone away from a man, it passes through waterless places and looks for rest, but does not find it. (Matthew 12:43 ULT) diff --git a/translate/bita-phenom/01.md b/translate/bita-phenom/01.md index 219aab4..b3f7e78 100644 --- a/translate/bita-phenom/01.md +++ b/translate/bita-phenom/01.md @@ -2,7 +2,7 @@ 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)
Yahweh, lift up the light of your face on us. (Psalm 4:6 ULT)
@@ -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 burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULT) +>They say, ‘Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.’ And so they would also destroy the heir. Thus they will put out the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULT)
You must not go to battle anymore with us, so that you do not put out the lamp of Israel. (2 Samuel 21:17 ULT)
->I will give one tribe to Solomon's son, so that David my servant may always have a lamp 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 a lamp before me in Jerusalem. (1 Kings 11:36 ULT) -
Nevertheless for David's sake, Yahweh his God gave him a lamp in Jerusalem by raising up his son after him in order to strengthen Jerusalem. (1 Kings 15:4 ULT)
+
Nevertheless for David’s sake, Yahweh his God gave him a lamp in Jerusalem by raising up his son after him in order to strengthen Jerusalem. (1 Kings 15:4 ULT)
>Indeed, the light of the wicked person will be put out; the spark of his fire will not shine. The light will be dark in his tent; his lamp 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 poured out like water. (Job 3:24 ULT) -
The words of a man's mouth are deep waters; the fountain of wisdom is a flowing stream. (Proverbs 18:3 ULT)
+
The words of a man’s mouth are deep waters; the fountain of wisdom is a flowing stream. (Proverbs 18:3 ULT)
#### FLOODING WATER represents disaster diff --git a/translate/bita-plants/01.md b/translate/bita-plants/01.md index 32b119e..ef03c12 100644 --- a/translate/bita-plants/01.md +++ b/translate/bita-plants/01.md @@ -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. >A shoot will sprout from the root of Jesse, and a branch 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 a righteous branch. +>See, days are coming—this is Yahweh’s declaration—when I will raise up for David a righteous branch. >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 his branch be cut off. @@ -55,4 +55,4 @@ The emotion or attitude in the verses is underlined below.
I have seen the wicked and terrifying person spread out like a green tree in its native soil. (Psalm 37:35 ULT)
->I am like a green olive tree in God's house. (Psalm 52:8 ULT) \ No newline at end of file +>I am like a green olive tree in God’s house. (Psalm 52:8 ULT) \ No newline at end of file diff --git a/translate/choose-team/01.md b/translate/choose-team/01.md index 604fa04..d46b46b 100644 --- a/translate/choose-team/01.md +++ b/translate/choose-team/01.md @@ -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 diff --git a/translate/figs-123person/01.md b/translate/figs-123person/01.md index da788c2..d64ef10 100644 --- a/translate/figs-123person/01.md +++ b/translate/figs-123person/01.md @@ -1,54 +1,54 @@ -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, "Your servant used to keep his 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, “Your servant used to keep his 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 God's? Can you thunder with a voice like him? (Job 40:6, 9 ULT) +>“… Do you have an arm like God’s? Can you thunder with a voice like him? (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 my Lord, 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 my Lord, 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 each of you does not forgive his 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, "Your servant used to keep his father's sheep."** (1 Samuel 17:34) - * But David said to Saul, "I, your servant, used to keep my father's sheep." + * **But David said to Saul, “Your servant used to keep his father’s sheep.”** (1 Samuel 17:34) + * But David said to Saul, “I, your servant, used to keep my 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 God's? Can you thunder with a voice like him?** (Job 40:6, 9 ULT) - * Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like mine? Can you thunder with a voice like me?" + * **Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like God’s? Can you thunder with a voice like him?** (Job 40:6, 9 ULT) + * Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like mine? Can you thunder with a voice like me?” * **So also my heavenly Father will do to you, if each of you does not forgive his brother from your heart.** (Matthew 18:35 ULT) * So also my heavenly Father will do to you, if each of you does not forgive your brother from your heart. diff --git a/translate/figs-abstractnouns/01.md b/translate/figs-abstractnouns/01.md index b243847..60b33cf 100644 --- a/translate/figs-abstractnouns/01.md +++ b/translate/figs-abstractnouns/01.md @@ -1,11 +1,11 @@ -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 weight?" could be expressed as "How much does it weigh?" or "How heavy 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 weight?” could be expressed as “How much does it weigh?” or “How heavy 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 childhood 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 godliness with contentment is great gain. (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 salvation 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 slowness 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 purposes 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 diff --git a/translate/figs-activepassive/01.md b/translate/figs-activepassive/01.md index 9cac053..1a3c0da 100644 --- a/translate/figs-activepassive/01.md +++ b/translate/figs-activepassive/01.md @@ -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 were killed, and your servant Uriah the Hittite was killed too. (2 Samuel 11:24 ULT) +>And their shooters shot at your soldiers from off the wall, and some of the king’s servants were killed, and your servant Uriah the Hittite was killed too. (2 Samuel 11:24 ULT) -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 was broken down … (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 was given him every day from the street of the bakers.** (Jeremiah 37:21 ULT) - * The king's servants gave Jeremiah a loaf of bread every day from the street of the bakers. + * The king’s servants gave 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 were put around his neck and he were thrown into the sea.** (Luke 17:2 ULT) * It would be better for him if they were to put a millstone around his neck and throw him into the sea. diff --git a/translate/figs-apostrophe/01.md b/translate/figs-apostrophe/01.md index b1fdea3..0f652b3 100644 --- a/translate/figs-apostrophe/01.md +++ b/translate/figs-apostrophe/01.md @@ -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: "Altar, altar! 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: “Altar, altar! 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 them his message or feelings about the people or thing that cannot hear him. - * **He cried against the altar by the word of Yahweh: "Altar, altar! 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 about this altar. 'See, … they will burn people's bones on it.' " + * **He cried against the altar by the word of Yahweh: “Altar, altar! 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 about this altar. ‘See, … they will burn people’s bones on it.’ “ * **Mountains of Gilboa, let there not be dew or rain on you** (2 Samuel 1:21 ULT) * As for these mountains of Gilboa, let there not be dew or rain on them diff --git a/translate/figs-declarative/01.md b/translate/figs-declarative/01.md index 37c370b..3b60952 100644 --- a/translate/figs-declarative/01.md +++ b/translate/figs-declarative/01.md @@ -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 you will call his name Jesus, 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 you will call his name Jesus, 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. Name him Jesus, 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, you can make me clean.** (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, you can make me clean.** (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, you can make me clean. Please do so. * Lord, if you are willing, please make me clean. I know you can do so. diff --git a/translate/figs-distinguish/01.md b/translate/figs-distinguish/01.md index 7e4d1da..7724b69 100644 --- a/translate/figs-distinguish/01.md +++ b/translate/figs-distinguish/01.md @@ -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 her sister who was very 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. + * 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 her sister, who was very thankful. - * 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 the holy place from the most holy place. (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 the woman who bore him. (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 your righteous judgments 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, who is ninety years old, 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 whom I have created 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 worthless idols** (Psalm 31:6 ULT) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. + * **I hate those who serve worthless idols** (Psalm 31:6 ULT) - By saying “worthless idols,” David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. * Because idols are worthless, I hate those who serve them. * **... for your righteous judgments are good.** (Psalm 119:39 ULT) * ... for your judgments are good because they are righteous. - * **Can Sarah, who is ninety years old, 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, who is ninety years old, 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 even when she is ninety years old? - * **I will call on Yahweh, who is worthy to be praised** (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, who is worthy to be praised** (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, because 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, whom I love. I am pleased with you.** (Luke 3:22 ULT) * You are my Son. I love you and I am pleased with you. diff --git a/translate/figs-doublenegatives/01.md b/translate/figs-doublenegatives/01.md index fcf9189..eb57b90 100644 --- a/translate/figs-doublenegatives/01.md +++ b/translate/figs-doublenegatives/01.md @@ -1,11 +1,11 @@ -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: "unhappy," "impossible," and "useless." +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: “unhappy,” “impossible,” and “useless.” -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 not that we do not have authority... (2 Thessalonians 3:9 ULT)
And this better confidence did not happen without the taking of an oath, ... (Hebrews 7:20 ULT.)
@@ -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 not be unfruitful. (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 without him there was not 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 not have a high priest who cannot 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 not be unfruitful.** (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 not go unpunished ...** (Proverbs 11:21 ULT) - * "Be sure of this—wicked people will certainly be punished ..." + * “Be sure of this—wicked people will certainly be punished ...” * **All things were made through him and without him there was not one thing made that has been made.** (John 1:3 ULT) - * "All things were made through him. He made absolutely everything that has been made." + * “All things were made through him. He made absolutely everything that has been made.” diff --git a/translate/figs-doublet/01.md b/translate/figs-doublet/01.md index cd1a8c9..73ec4fe 100644 --- a/translate/figs-doublet/01.md +++ b/translate/figs-doublet/01.md @@ -2,7 +2,7 @@ ### 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 old and advanced in years. (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 more righteous and better 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 false and deceptive 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 without blemish and without spot. (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 false and deceptive words** (Daniel 2:9 ULT) - * "You have decided to prepare false things to say." + * “You have decided to prepare false 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 old and advanced in years.** (1 Kings 1:1 ULT) - * "King David was very old." + * “King David was very old.” -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 without blemish and without spot...** (1 Peter 1:19 ULT) - English can emphasize this with "any" and "at all." - * " ... a lamb without any blemish at all ..." + * **... a lamb without blemish and without spot...** (1 Peter 1:19 ULT) - English can emphasize this with “any” and “at all.” + * “ ... a lamb without any blemish at all ...” diff --git a/translate/figs-ellipsis/01.md b/translate/figs-ellipsis/01.md index b87c38b..0968280 100644 --- a/translate/figs-ellipsis/01.md +++ b/translate/figs-ellipsis/01.md @@ -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, that I might receive my sight." (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, that I might receive my sight.” (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 sinners in the assembly of the righteous.** (Psalm 1:5) * ... the wicked will not stand in the judgment, and sinners will not stand in the assembly of the righteous - * **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, that I might receive my sight."** (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, I want you to heal me 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, that I might receive my sight.”** (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, I want you to heal me that I might receive my sight.” * **He makes Lebanon skip like a calf and Sirion like a young ox.** (Psalm 29:6) * He makes Lebanon skip like a calf, and he makes Sirion skip like a young ox. diff --git a/translate/figs-euphemism/01.md b/translate/figs-euphemism/01.md index 98e1a53..6bb6855 100644 --- a/translate/figs-euphemism/01.md +++ b/translate/figs-euphemism/01.md @@ -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 fallen 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 relieve himself.** (1 Samuel 24:3 ULT) - Some languages might use euphemisms like these: - * "...where there was a cave. Saul went into the cave to dig a hole" - * "...where there was a cave. Saul went into the cave to have some time alone" + * “...where there was a cave. Saul went into the cave to dig a hole“ + * “...where there was a cave. Saul went into the cave to have some time alone“ * **Mary said to the angel, “How will this happen, since I have not slept with any man?”** (Luke 1:34 ULT) * Mary said to the angel, “How will this happen, since I do not know a man?” - (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 fallen on Mount Gilboa.** (1 Chronicles 10:8 ULT) - * "they found Saul and his sons dead on Mount Gilboa." + * “they found Saul and his sons dead on Mount Gilboa.” diff --git a/translate/figs-events/01.md b/translate/figs-events/01.md index a83fb74..c84e7d4 100644 --- a/translate/figs-events/01.md +++ b/translate/figs-events/01.md @@ -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. - * **8 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...10 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) - * 8 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...10 But Joshua had 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. + * **8 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...10 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) + * 8 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...10 But Joshua had 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. 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). - * **8 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...10 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) - * 8-10 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 ... + * **8 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...10 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) + * 8-10 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? diff --git a/translate/figs-exclamations/01.md b/translate/figs-exclamations/01.md index 00358c0..007cde5 100644 --- a/translate/figs-exclamations/01.md +++ b/translate/figs-exclamations/01.md @@ -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. >Oh, 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, "Ah, 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, “Ah, 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. >How 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 are such a worthless person!" + * “You are 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 are so deep!" + * “Oh, the riches of the wisdom and the knowledge of God are 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, "Wow! 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, “Wow! 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. * **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULT) - * Lord Yahweh, what will happen to me? For I have seen the angel of Yahweh face to face!" + * Lord Yahweh, what will happen to me? For I have seen the angel of Yahweh face to face!” * Help, 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 so unsearchable and his ways are far beyond discovering!" + * “His judgements are so unsearchable and his ways are far 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, "Ah, 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. He was terrified and said, "Ah, 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, “Ah, 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. He was terrified and said, “Ah, Lord Yahweh! I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT) diff --git a/translate/figs-exclusive/01.md b/translate/figs-exclusive/01.md index 8ecd603..c887a63 100644 --- a/translate/figs-exclusive/01.md +++ b/translate/figs-exclusive/01.md @@ -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 not you." 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 not you.” 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, “We have no more than five loaves of bread and two fish, unless we 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. >we have seen, and bear witness, and declare to you the eternal life, which was with the Father, and was manifested to us (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 us now go to Bethlehem, and see this thing that has happened, which the Lord has made known to us." (Luke 2:15 ULT) +>… the shepherds said one to each other, “Let us now go to Bethlehem, and see this thing that has happened, which the Lord has made known to us.” (Luke 2:15 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 us 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 us 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. diff --git a/translate/figs-exclusive/sub-title.md b/translate/figs-exclusive/sub-title.md index 78f2596..c944e6d 100644 --- a/translate/figs-exclusive/sub-title.md +++ b/translate/figs-exclusive/sub-title.md @@ -1 +1 @@ -What is exclusive and inclusive "we"? \ No newline at end of file +What is exclusive and inclusive “we”? \ No newline at end of file diff --git a/translate/figs-exclusive/title.md b/translate/figs-exclusive/title.md index 72d9505..96cb83a 100644 --- a/translate/figs-exclusive/title.md +++ b/translate/figs-exclusive/title.md @@ -1 +1 @@ -Exclusive and Inclusive "We" \ No newline at end of file +Exclusive and Inclusive “We” \ No newline at end of file diff --git a/translate/figs-exmetaphor/01.md b/translate/figs-exmetaphor/01.md index f15a409..be74f72 100644 --- a/translate/figs-exmetaphor/01.md +++ b/translate/figs-exmetaphor/01.md @@ -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. >1Yahweh is my shepherd; I will lack nothing. >2He makes me to lie down in green pastures; >he leads me beside tranquil water. >3He brings back my life; ->he guides me along right paths for his name's sake. +>he guides me along right paths for his name’s sake. >4Even 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. >1...My well beloved had a vineyard on a very fertile hill. >2He 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 my shepherd; I will lack nothing.** >**He makes me to lie down in green pastures;** >**he leads me beside tranquil water.** (ULT) Can be translated as: -> "Yahweh is like a shepherd to me, so I will lack nothing. +> “Yahweh is like a shepherd to me, so I will lack nothing. > Like 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 wild grapes.**(Isaiah 5:1-2 ULT) May be translated as: -> "My well beloved had a grapevine garden on a very fertile hill. +> “My well beloved had a grapevine garden on a very fertile hill. > He dug up the ground and removed the stones, and planted it with the best grapevines. > He built a watchtower in the middle of it, and also built a tank where he could crush the juice out of the grapes. -> He waited for it to produce grapes, but it produced wild grapes that were not good for making wine." +> He waited for it to produce grapes, but it produced wild grapes that were not good for making wine.” 1. If the target audience still would not understand, then state it clearly. Yahweh is my shepherd; I will lack nothing.** (Psalm 23:1 ULT) -* "Yahweh cares for me like a shepherd that cares for his sheep, so I will lack nothing." +* “Yahweh cares for me like a shepherd that cares for his sheep, so I will lack nothing.” >**For the vineyard of Yahweh of hosts is the house of Israel,** >**and the men of Judah his pleasant planting;** diff --git a/translate/figs-explicit/01.md b/translate/figs-explicit/01.md index a6ac320..2de2b97 100644 --- a/translate/figs-explicit/01.md +++ b/translate/figs-explicit/01.md @@ -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 have holes, and the birds of the sky have nests, 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 have holes, and the birds of the sky have nests, 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 Tyre and Sidon 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 day of judgment 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 have holes, and the birds of the sky have nests, 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 have holes to live in, and the birds of the sky have nests to live in, but the Son of Man has nowhere to lay his head and sleep." + * **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 8:20 ULT) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests. + * Jesus said to him, “Foxes have holes to live in, and the birds of the sky have nests to live in, but the Son of Man has nowhere to lay his head and sleep.” * **it will be more tolerable for Tyre and Sidon 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 I, the Son of Man, have no home to rest in. If you want to follow me, you will live as I live." + * Jesus said to him, “Foxes have holes, and the birds of the sky have nests, but I, the Son of Man, have no home to rest in. If you want to follow me, you will live as I live.” * **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. diff --git a/translate/figs-explicitinfo/01.md b/translate/figs-explicitinfo/01.md index 04e1f7e..4bd2813 100644 --- a/translate/figs-explicitinfo/01.md +++ b/translate/figs-explicitinfo/01.md @@ -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 answered and said, "Lord, I am not worthy that you should enter under my roof…” (Matthew 8:8 ULT) +>The centurion answered and said, “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 answered, "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 answered, “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. diff --git a/translate/figs-extrainfo/01.md b/translate/figs-extrainfo/01.md index f1ff3ef..836a6e3 100644 --- a/translate/figs-extrainfo/01.md +++ b/translate/figs-extrainfo/01.md @@ -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. diff --git a/translate/figs-gendernotations/01.md b/translate/figs-gendernotations/01.md index 3f7fae4..52b47c6 100644 --- a/translate/figs-gendernotations/01.md +++ b/translate/figs-gendernotations/01.md @@ -1,18 +1,18 @@ -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 'brothers' 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 ‘brothers‘ 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 his father rejoice >but a foolish child brings grief to his 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, he must deny himself, take up his cross, and follow me." (Matthew 16:24-26 ULT) +> Then said Jesus to his disciples, “If anyone wants to follow me, he must deny himself, take up his 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 man dies, having no children, his brother must marry his wife and have a child for his brother.' (Mark 22:24 ULT) +>Moses said, ‘If a man dies, having no children, his brother must marry his wife and have a child for his brother.’ (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 man dies just like the fool dies.** (Ecclesiastes 2:16 ULT) - * "The wise person dies just like the fool dies." - * "Wise people die just like fools die." + * “The wise person dies just like the fool dies.” + * “Wise people 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, brothers, 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, brothers and sisters, about the troubles we had in Asia." (2 Corinthians 1:8) + * “For we do not want you to be ignorant, brothers and sisters, 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 people want to follow me, they must deny themselves, take up their 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 people want to follow me, they must deny themselves, take up their cross, and follow me.” diff --git a/translate/figs-gendernotations/sub-title.md b/translate/figs-gendernotations/sub-title.md index 78e0e22..f5d3806 100644 --- a/translate/figs-gendernotations/sub-title.md +++ b/translate/figs-gendernotations/sub-title.md @@ -1 +1 @@ -How do I translate "brother" or "he" when it could refer to anyone, male or female? \ No newline at end of file +How do I translate “brother” or “he” when it could refer to anyone, male or female? \ No newline at end of file diff --git a/translate/figs-genericnoun/01.md b/translate/figs-genericnoun/01.md index 3ccda5b..8bf84b8 100644 --- a/translate/figs-genericnoun/01.md +++ b/translate/figs-genericnoun/01.md @@ -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 a man walk on hot coals without scorching his feet? ->So is the man who goes into his neighbor's wife; +>So is the man who goes into his neighbor’s wife; >the one who has relations with her 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 a good man, but he condemns a man who makes evil plans. (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 a good man, but he condemns a man who makes evil plans.** (Proverbs 12:2 ULT) - * "Yahweh gives favor to the good man, but he condemns the man who makes evil plans." (Proverbs 12:2) + * “Yahweh gives favor to the good man, but he condemns the man who makes evil plans.” (Proverbs 12:2) -1. Use the word "a" in the noun phrase. +1. Use the word “a” in the noun phrase. * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULT) - * "People curse a man who refuses to sell them grain" + * “People curse a man 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 the man who refuses to sell them grain.** (Proverbs 11:26 ULT) - * "People curse any man who refuses to sell them grain." + * “People curse any man 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 the man who refuses to sell them grain.** (Proverbs 11:26 ULT) - * "People curse men who refuse to sell them grain" + * “People curse men who refuse to sell them grain” 1. Use any other way that is natural in your language. * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULT) - * "People curse whoever refuses to sell them grain." + * “People curse whoever refuses to sell them grain.” diff --git a/translate/figs-go/01.md b/translate/figs-go/01.md index 7cf33c0..add7502 100644 --- a/translate/figs-go/01.md +++ b/translate/figs-go/01.md @@ -2,31 +2,31 @@ ### 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, "Come, you and all your household, into the ark (Genesis 7:1 ULT) +>Yahweh said to Noah, “Come, 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 come 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 go to them, not come 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 go to them, not come toward Abraham. >When you have come 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 gone 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 gone into the land...” >Joseph and Mary brought 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 took or carried 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 come 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 come to his house, (Luke 8:41 ULT) The man was not at his house when he spoke to Jesus. He wanted Jesus to go with him to his house. @@ -38,12 +38,12 @@ In some languages, it might make more sense to say that Elizabeth did not 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 come 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 go 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 come 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 arrived 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 arrived 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, "Come, you and all your household, into the ark ...** (Genesis 7:1 ULT) - * "Yahweh said to Noah, "Enter, you and all your household, into the ark ..." + * **Yahweh said to Noah, “Come, you and all your household, into the ark ...** (Genesis 7:1 ULT) + * “Yahweh said to Noah, “Enter, you and all your household, into the ark ...” * **Some time after this, his wife Elizabeth became pregnant, but she did not go out in public for five months.** (Luke 1:24 UST) * Some time after this, his wife Elizabeth became pregnant, but she did not appear in public for five months. diff --git a/translate/figs-go/sub-title.md b/translate/figs-go/sub-title.md index 94899b7..d29e5ca 100644 --- a/translate/figs-go/sub-title.md +++ b/translate/figs-go/sub-title.md @@ -1 +1 @@ -What do I do if the word "go" or "come" is confusing in a certain sentence? \ No newline at end of file +What do I do if the word “go” or “come” is confusing in a certain sentence? \ No newline at end of file diff --git a/translate/figs-grammar/01.md b/translate/figs-grammar/01.md index adb8648..2fbf4e9 100644 --- a/translate/figs-grammar/01.md +++ b/translate/figs-grammar/01.md @@ -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. diff --git a/translate/figs-hendiadys/01.md b/translate/figs-hendiadys/01.md index a37d698..fe69bcb 100644 --- a/translate/figs-hendiadys/01.md +++ b/translate/figs-hendiadys/01.md @@ -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 kingdom and glory. (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 words and wisdom ... (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, willing and obedient** (Isaiah 1:19 ULT) - The adjective "obedient" can be substituted with the verb "obey." + * **if you are, willing and obedient** (Isaiah 1:19 ULT) - The adjective “obedient” can be substituted with the verb “obey.” * if you obey willingly diff --git a/translate/figs-hyperbole/01.md b/translate/figs-hyperbole/01.md index 568474b..f7826dc 100644 --- a/translate/figs-hyperbole/01.md +++ b/translate/figs-hyperbole/01.md @@ -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 all the learning of the Egyptians (Acts 7:22 ULT) @@ -53,13 +53,13 @@ The underlined phrase is an exaggeration. It means that there were many, many #### Examples of Generalization ->They found him, and they said to him, "Everyone is looking for you." (Mark 1:37 ULT) +>They found him, and they said to him, “Everyone 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 many people 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 many people were looking for him, or that all of Jesus’ closest friends there were looking for him. >But as his anointing teaches you about all things 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 all things that we need to know, not about everything that is possible to know. + This is a generalization. God’s Spirit teaches us about all things that we need to know, 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 as numerous as the sand on the seashore.** (1 Samuel 13:5 ULT) * The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and a great number of troops. -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) * In general, 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 generally 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 generally 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 whole country of Judea and all the people of Jerusalem went out to him.** (Mark 1:5 ULT) - * Almost all the country of Judea and almost all the people of Jerusalem went out to him." - * Most of the country of Judea and most of the people of Jerusalem went out to him." + * Almost all the country of Judea and almost all the people of Jerusalem went out to him.” + * Most of the country of Judea and most 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 whole country of Judea and all 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. diff --git a/translate/figs-hypo/01.md b/translate/figs-hypo/01.md index bb46f0a..937a9e2 100644 --- a/translate/figs-hypo/01.md +++ b/translate/figs-hypo/01.md @@ -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 if 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, if 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, if 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, "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. 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, “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. 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. diff --git a/translate/figs-idiom/01.md b/translate/figs-idiom/01.md index 4c68956..27b08ed 100644 --- a/translate/figs-idiom/01.md +++ b/translate/figs-idiom/01.md @@ -1,10 +1,10 @@ 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 set his face 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 enter under my roof. (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 go deeply into your ears. (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 flesh and bone." (1 Chronicles 11:1 ULT) +>Then all Israel came to David at Hebron and said, “Look, we are your flesh and bone.” (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 with a high hand. (Exodus 14:8 ASV) -This means, "The Israelites went out defiantly." +This means, “The Israelites went out defiantly.” >the one who lifts up my head (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 flesh and bone."** ( 1 Chronicles 11:1 ULT) + * **Then all Israel came to David at Hebron and said, “Look, we are your flesh and bone.”** ( 1 Chronicles 11:1 ULT) * ...Look, we all belong to the same nation. * **he resolutely set his face 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 go deeply into your ears** (Luke 9:44 ULT) * Be all ears when I say these words to you. - * **"My eyes grow dim from grief** (Psalm 6:7 ULT) + * **”My eyes grow dim from grief** (Psalm 6:7 ULT) * I am crying my eyes out diff --git a/translate/figs-imperative/01.md b/translate/figs-imperative/01.md index ad64acc..3398600 100644 --- a/translate/figs-imperative/01.md +++ b/translate/figs-imperative/01.md @@ -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, "Do not go down to Egypt; live in the land that I tell you to live in. (Genesis 26:2 ULT) +> Now Yahweh appeared to him and said, “Do not go down to Egypt; live 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. Be clean." 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. Be clean.” 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, "Let there be light," and there was light. (Genesis 1:3 ULT) +>God said, “Let there be 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, "Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth." +>God blessed them and said to them, “Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.” #### 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, "Let there be light," and there was light.** (Genesis 1:3 ULT) - * God said, "There is now light" and there was light. + * **God said, “Let there be light,” and there was light.** (Genesis 1:3 ULT) + * God said, “There is now light“ and there was light. - * **God blessed them and said to them, "Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:28 ULT) - * God blessed them and said to them, "My will for you is that you be fruitful, and multiply. Fill the earth, and subdue it. I want you to have dominion 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, “Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.”** (Genesis 1:28 ULT) + * God blessed them and said to them, “My will for you is that you be fruitful, and multiply. Fill the earth, and subdue it. I want you to have dominion 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,' so there was light. - * God said, "Light must be;" as a result, there was light. + * **God said, “Let there be light,” and there was light.** (Genesis 1:3 ULT) + * God said, ‘Let there be light,’ so there was light. + * God said, “Light must be;” as a result, 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: ->"If you teach a child the way he should go, ->then when he is old he will not turn away from that instruction." +>“If you teach a child the way he should go, +>then when he is old he will not turn away from that instruction.” diff --git a/translate/figs-inclusive/01.md b/translate/figs-inclusive/01.md index 05735bc..a51b538 100644 --- a/translate/figs-inclusive/01.md +++ b/translate/figs-inclusive/01.md @@ -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 us now go to Bethlehem, and see this thing that has happened, which the Lord has made known to us." (Luke 2:15 ULT) +>… the shepherds said one to each other, “Let us now go to Bethlehem, and see this thing that has happened, which the Lord has made known to us.” (Luke 2:15 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 us 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 us 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. diff --git a/translate/figs-inclusive/sub-title.md b/translate/figs-inclusive/sub-title.md index fc14592..eca3a31 100644 --- a/translate/figs-inclusive/sub-title.md +++ b/translate/figs-inclusive/sub-title.md @@ -1 +1 @@ -What is inclusive "we"? \ No newline at end of file +What is inclusive “we”? \ No newline at end of file diff --git a/translate/figs-inclusive/title.md b/translate/figs-inclusive/title.md index 9061019..1761302 100644 --- a/translate/figs-inclusive/title.md +++ b/translate/figs-inclusive/title.md @@ -1 +1 @@ -Inclusive "We" \ No newline at end of file +Inclusive “We” \ No newline at end of file diff --git a/translate/figs-informremind/01.md b/translate/figs-informremind/01.md index e6ad150..f0e42ee 100644 --- a/translate/figs-informremind/01.md +++ b/translate/figs-informremind/01.md @@ -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, who was very thankful. -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, who was very thankful. -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, which flows east of Asshur. (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 whom I have created 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 worthless 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 righteous 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 worthless idols** (Psalm 31:6 ULT) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. - * "Because idols are worthless, I hate those who serve them." + * **I hate those who serve worthless idols** (Psalm 31:6 ULT) - By saying “worthless idols,” David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. + * “Because idols are worthless, I hate those who serve them.” * **... for your righteous judgments are good.** (Psalm 119:39 ULT) * ... for your judgments are good because they are righteous. - * **Can Sarah, who is ninety years old, 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 even when she is ninety years old?" + * **Can Sarah, who is ninety years old, 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 even when she is ninety years old?” - * **I will call on Yahweh, who is worthy to be praised ...** (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, because he is worthy to be praised" + * **I will call on Yahweh, who is worthy to be praised ...** (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, because 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, which flows east of Asshur.** (Genesis 2:14 ULT) - * "The name of the third river is Tigris. It flows east of Asshur. + * “The name of the third river is Tigris. It flows east of Asshur. diff --git a/translate/figs-infostructure/01.md b/translate/figs-infostructure/01.md index a62697b..b536181 100644 --- a/translate/figs-infostructure/01.md +++ b/translate/figs-infostructure/01.md @@ -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! diff --git a/translate/figs-intro/01.md b/translate/figs-intro/01.md index 6271284..69bfbde 100644 --- a/translate/figs-intro/01.md +++ b/translate/figs-intro/01.md @@ -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. diff --git a/translate/figs-irony/01.md b/translate/figs-irony/01.md index 2208492..8a1cedb 100644 --- a/translate/figs-irony/01.md +++ b/translate/figs-irony/01.md @@ -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 >How well you reject the commandment of God 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. "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." (Isaiah 41:21-22 ULT) +>“Present your case,” says Yahweh; “present your best arguments for your idols,” says the King of Jacob. “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.” (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? >Undoubtedly you know, for you were born then; ->"the number of your days is so large!" (Job 38:20, 21 ULT) +>“the number of your days is so large!“ (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 not found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words. +1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is not found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker’s words. ### Examples of Translation Strategies Applied 1. Translate it in a way that shows that the speaker is saying what someone else believes. * **How well you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULT) - * You think that you are doing well when you reject God's commandment so you may keep your tradition! - * You act like it is good to reject God's commandment so you may keep your tradition! + * You think that you are doing well when you reject God’s commandment so you may keep your tradition! + * You act like it is good to reject God’s commandment so you may keep your tradition! * **I did not come to call righteous people to repentance, but to call sinners to repentance.** (Luke 5:32 ULT) * I did not come to call people who think that they are righteous 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 * **How well you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULT) * You are doing a terrible thing when you reject the commandment of God so you may keep your tradition! -* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "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."** (Isaiah 41:21-22 ULT) - * 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols cannot bring us their own arguments or come forward to declare to us what will happen so we may know these things well. We cannot hear them because they cannot speak 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. “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.”** (Isaiah 41:21-22 ULT) + * ‘Present your case,’ says Yahweh; ‘present your best arguments for your idols,’ says the King of Jacob. Your idols cannot bring us their own arguments or come forward to declare to us what will happen so we may know these things well. We cannot hear them because they cannot speak 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?** **Undoubtedly you know, for you were born then;** -**the number of your days is so large!"** (Job 38:20, 21 ULT) +**the number of your days is so large!“** (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? 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! diff --git a/translate/figs-litotes/01.md b/translate/figs-litotes/01.md index 6289cdd..58790f7 100644 --- a/translate/figs-litotes/01.md +++ b/translate/figs-litotes/01.md @@ -2,7 +2,7 @@ ### 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 positive meaning in a strong way. * **For you yourselves know, brothers, our coming to you was not useless.** (1 Thessalonians 2:1 ULT) - * "For you yourselves know, brothers, our visit to you did much good." + * “For you yourselves know, brothers, our visit to you did much good.” * **Now when it became day, there was no small excitement among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULT) - * "Now when it became day, there was great excitement among the soldiers, regarding what had happened to Peter." - * "Now when it became day, the soldiers were very concerned because of what had happened to Peter." + * “Now when it became day, there was great excitement among the soldiers, regarding what had happened to Peter.” + * “Now when it became day, the soldiers were very concerned because of what had happened to Peter.” diff --git a/translate/figs-merism/01.md b/translate/figs-merism/01.md index 5f89d8a..cd29eb5 100644 --- a/translate/figs-merism/01.md +++ b/translate/figs-merism/01.md @@ -3,7 +3,7 @@ ### 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 Alpha and the Omega, the First and the Last, the Beginning and the End. (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 ->From the rising of the sun to its setting, Yahweh's name should be praised. (Psalm 113:3 ULT) +>From the rising of the sun to its setting, 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 young and old. (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 heaven and earth ...** (Matthew 11:25 ULT) * I praise you, Father, Lord of everything ... - * **From the rising of the sun to its setting, Yahweh's name should be praised.** (Psalm 113:3 ULT) - * In all places, people should praise Yahweh's name. + * **From the rising of the sun to its setting, Yahweh’s name should be praised.** (Psalm 113:3 ULT) + * In all places, people should praise Yahweh’s name. 1. Identify what the merism refers to and include the parts. diff --git a/translate/figs-metaphor/01.md b/translate/figs-metaphor/01.md index 5467e82..4700929 100644 --- a/translate/figs-metaphor/01.md +++ b/translate/figs-metaphor/01.md @@ -4,7 +4,7 @@ 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, you cows of Bashan, (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; we are the clay. You are our potter; 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 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) -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 if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible. If you do this, be sure to test it to make sure that the language community understands it correctly. -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 if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible. If you do this, be sure to test it to make sure that the language community understands it correctly. +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, fell at his feet.** (Mark 5:22 ULT) * Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, immediately bowed down in front of him. -1. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible. If you do this, be sure to test it to make sure that the language community understands it correctly. +1. If the metaphor seems to be a “live” metaphor, you can translate it literally if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible. If you do this, be sure to test it to make sure that the language community understands it correctly. * **It was because of your hard hearts that he wrote you this law,** (Mark 10:5 ULT) * It was because of your hard hearts 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 clay. You are our potter; and we all are the work of your hand.** (Isaiah 64:8 ULT) * And yet, Yahweh, you are our father; we are like clay. You are like 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 clay. You are our potter; and we all are the work of your hand.** (Isaiah 64:8 ULT) - * "And yet, Yahweh, you are our father; we are the wood. You are our carver; and we all are the work of your hand." - * "And yet, Yahweh, you are our father; we are the string. You are the weaver; and we all are the work of your hand." + * “And yet, Yahweh, you are our father; we are the wood. You are our carver; and we all are the work of your hand.” + * “And yet, Yahweh, you are our father; we are the string. You are the weaver; 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 under which I can hide from my enemies. May the God of my salvation be exalted. * **Saul, Saul, why do you persecute me? It is hard for you to kick a goad.** (Acts 26:14 ULT) - * Saul, Saul, why do you persecute me? You fight against me and hurt yourself like an ox that kicks against its owner's pointed stick. + * Saul, Saul, why do you persecute me? You fight against me and hurt yourself like an ox that kicks against its owner’s pointed stick. 1. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor. diff --git a/translate/figs-metonymy/01.md b/translate/figs-metonymy/01.md index fddca3e..23efe51 100644 --- a/translate/figs-metonymy/01.md +++ b/translate/figs-metonymy/01.md @@ -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 the blood of Jesus his Son cleanses us from all sin. (1 John 1:7 ULT) -The blood represents Christ's death. ->He took the cup in the same way after supper, saying, "This cup 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 the cup in the same way after supper, saying, “This cup 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 the throne 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 mouth 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 the wrath 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, "This cup 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, "The wine in this cup is the new covenant in my blood, which is poured out for you." + * **He took the cup in the same way after supper, saying, “This cup 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, “The wine in this cup 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 the throne of his father, David.** (Luke 1:32 ULT) - * "The Lord God will give him the kingly authority of his father, David." - * "The Lord God will make him king like his ancestor, King David." + * “The Lord God will give him the kingly authority of his father, David.” + * “The Lord God will make him king like his ancestor, King David.” * **who warned you to flee from the wrath to come?** (Luke 3:7 ULT) - * "who warned you to flee from God's coming punishment?" + * “who warned you to flee from God’s coming punishment?” To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../bita-part2/01.md). diff --git a/translate/figs-nominaladj/01.md b/translate/figs-nominaladj/01.md index f9a7a44..b018980 100644 --- a/translate/figs-nominaladj/01.md +++ b/translate/figs-nominaladj/01.md @@ -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. > ... The rich man 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.” >He will not be rich; 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. >…the rich must not give more than the half shekel, and the poor 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 the righteous. (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 the meek (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 diff --git a/translate/figs-order/01.md b/translate/figs-order/01.md index 7c408c7..21aeda0 100644 --- a/translate/figs-order/01.md +++ b/translate/figs-order/01.md @@ -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. diff --git a/translate/figs-order/sub-title.md b/translate/figs-order/sub-title.md index c462b03..1fd6d92 100644 --- a/translate/figs-order/sub-title.md +++ b/translate/figs-order/sub-title.md @@ -1 +1 @@ -What does "word order" mean? \ No newline at end of file +What does “word order” mean? \ No newline at end of file diff --git a/translate/figs-parables/01.md b/translate/figs-parables/01.md index df959c8..dbcad1a 100644 --- a/translate/figs-parables/01.md +++ b/translate/figs-parables/01.md @@ -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 lampstand"**. (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 a high shelf. + * **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 lampstand“**. (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 a high shelf. - * **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) - 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 planted 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 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) - 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 planted 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.” - * **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 lampstand"**. (Mark 4:21 ULT) - * Jesus told them a parable about why they should witness openly. "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) + * **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 lampstand”**. (Mark 4:21 ULT) + * Jesus told them a parable about why they should witness openly. “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) - * **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 about how the Kingdom of God grows. 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." + * **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 about how the Kingdom of God grows. 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.” diff --git a/translate/figs-parallelism/01.md b/translate/figs-parallelism/01.md index c4c26df..9bba08f 100644 --- a/translate/figs-parallelism/01.md +++ b/translate/figs-parallelism/01.md @@ -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.” diff --git a/translate/figs-partsofspeech/01.md b/translate/figs-partsofspeech/01.md index 8df274e..5c830a3 100644 --- a/translate/figs-partsofspeech/01.md +++ b/translate/figs-partsofspeech/01.md @@ -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 to her father." 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 around Jesus grew in numbers." The phrase with the preposition around 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 to her father.” 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 around Jesus grew in numbers.” The phrase with the preposition around 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 a and an mean the same thing. If a speaker says "a dog, 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 the 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 the to show that they are talking about something in general. For example, they can say "The 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 a and an mean the same thing. If a speaker says “a dog, 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 the 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 the to show that they are talking about something in general. For example, they can say “The 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 my elderly father the adjective elderly simply tells something about my father. But in my eldest sister the word eldest 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). diff --git a/translate/figs-pastforfuture/01.md b/translate/figs-pastforfuture/01.md index c3e59e1..6022e28 100644 --- a/translate/figs-pastforfuture/01.md +++ b/translate/figs-pastforfuture/01.md @@ -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 has been born, to us a son has been given;** (Isaiah 9:6a ULT) - * "For to us a child will be born, to us a son will be given; + * “For to us a child will be born, to us a son will be given; 1. If it refers to something that would happen very soon, use a form that shows that. -* **Yahweh said to Joshua, "See, I have handed over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULT) - * Yahweh said to Joshua, "See, I am about to hand over to you Jericho, its king, and its trained soldiers." +* **Yahweh said to Joshua, “See, I have handed over to you Jericho, its king, and its trained soldiers.”** (Joshua 6:2 ULT) + * Yahweh said to Joshua, “See, I am about to hand 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 have handed over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULT) - * Yahweh said to Joshua, "See, I am handing over to you Jericho, its king, and its trained soldiers." +* **Yahweh said to Joshua, “See, I have handed over to you Jericho, its king, and its trained soldiers.”** (Joshua 6:2 ULT) + * Yahweh said to Joshua, “See, I am handing over to you Jericho, its king, and its trained soldiers.” diff --git a/translate/figs-personification/01.md b/translate/figs-personification/01.md index f5a0d0a..5b9606a 100644 --- a/translate/figs-personification/01.md +++ b/translate/figs-personification/01.md @@ -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 * ** ... sin crouches 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. * ... sin is at your door, waiting to attack you -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 as a wild animal does waiting to attack a person. 1. Find a way to translate it without the personification. - * ** ... even the winds and the sea obey him** (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 winds and the sea obey him** (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 controls the winds and the sea. -**Note**: We have broadened our definition of "personification" to include "zoomorphism" (speaking of other things as if they had animal characteristics) and "anthropomorphism" (speaking of non-human things as if they had human characteristics.) +**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.) diff --git a/translate/figs-possession/01.md b/translate/figs-possession/01.md index c502d6b..ad9c940 100644 --- a/translate/figs-possession/01.md +++ b/translate/figs-possession/01.md @@ -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 of, or an apostrophe and the letter s, 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 of, or an apostrophe and the letter s, or a possessive pronoun. * the house of my grandfather -* my grandfather's house +* my grandfather‘s house * his 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 a cup of water 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 the door of the king's palace (2 Samuel 11:9 ULT) +>But Uriah slept at the door of the king’s palace (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 each one of us 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, John baptized people. ->The **baptism** of John, 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, John baptized people. +>The **baptism** of John, was it from heaven or from men? Answer me.” (Mark 11:30) In the example below, Christ loves us. >Who will separate us from the **love** of Christ? (Romans 3:35) -**Object** - Sometimes the word after "of" tells who or what something would happen to. In the example below, people love money. +**Object** - Sometimes the word after “of” tells who or what something would happen to. In the example below, people love money. >For the **love** of money 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 punish people by sending enemies to attack them with swords. +**Instrument** - Sometimes the word after “of” tells how something would happen. In the example below, God would punish people by sending enemies to attack them with swords. > then be afraid of the sword, because wrath brings the **punishment** of the sword (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 baptism represented their repentance. @@ -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 crowns of gold** (Revelation 9:7) - * "On their heads were **gold** crowns" + * “On their heads were **gold** crowns“ 1. Use a verb to show how the two are related. In the example below, the added verb is in bold. diff --git a/translate/figs-pronouns/01.md b/translate/figs-pronouns/01.md index acc7f30..3271874 100644 --- a/translate/figs-pronouns/01.md +++ b/translate/figs-pronouns/01.md @@ -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 himself in the mirror.** - The word "himself" refers to John. +* **John saw himself 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 that John built.** The clause "that John built" tells which house I saw. -* **I saw the man who built the house.** The clause "who built the house" tells which man I saw. +* **I saw the house that John built.** The clause “that John built” tells which house I saw. +* **I saw the man who 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 * **Someone fixed it, but I do not know who.** * **They say that you 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. diff --git a/translate/figs-quotations/01.md b/translate/figs-quotations/01.md index f0c1035..ace7267 100644 --- a/translate/figs-quotations/01.md +++ b/translate/figs-quotations/01.md @@ -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, "I do not know at what time I will arrive." +* John said, “I do not know at what time I 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 he did not know at what time he 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 to tell no one, -* Direct quote: but told him, "Go on your way, and show yourself to the priest…" +* Direct quote: but told him, “Go on your way, and show yourself to the priest…“ ->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 when the kingdom of God would come, -* Direct quote: 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." -* Direct quotes: Neither will they say, 'Look here!' or, 'Look there!' +* Direct quote: 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.“ +* Direct quotes: Neither will they say, ‘Look here!‘ or, ‘Look there!‘ ### 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, "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 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." + * **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 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.” 1. If an indirect quote would not work well in your language, change it to a direct quote. - * **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, "Tell no one. 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, 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, “Tell no one. 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. diff --git a/translate/figs-quotemarks/01.md b/translate/figs-quotemarks/01.md index 1beaf70..01a69da 100644 --- a/translate/figs-quotemarks/01.md +++ b/translate/figs-quotemarks/01.md @@ -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, 'Pick up your bed and walk'?" (John 5:12 ULT) +> They asked him, “Who is the man that said to you, ‘Pick up your bed and walk’?” (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, 'Why are you untying it?' say, 'The Lord has need of it.' " (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, ‘Why are you untying it?’ say, ‘The Lord has need of it.’ “ (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, "He is my brother." ' " (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, “He is my brother.” ‘ “ (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: '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 1:5-6 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: ‘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 1:5-6 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 that 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 that 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.” ‘ “ diff --git a/translate/figs-quotesinquotes/01.md b/translate/figs-quotesinquotes/01.md index 750ac7a..d5daaf9 100644 --- a/translate/figs-quotesinquotes/01.md +++ b/translate/figs-quotesinquotes/01.md @@ -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, "He is my brother." ' " (Genesis 20:10-13 ULT) +> Abraham said, “... I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, “He is my brother.” ‘ “ (Genesis 20:10-13 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: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' " (2 Kings 1:6 ULT) +>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “ (2 Kings 1:6 ULT) The outermost layer is what the messengers said to the king. The second layer is what the man who had met the messengers told them. The third is what that man wanted the messengers to say to the king. The fourth is what Yahweh said. (We have underlined the fourth layer.) @@ -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 if he would go to Jerusalem to be judged there about these things. But when Paul called to be kept under guard for the Emperor's decision, I ordered him to be kept until I send him to Caesar."** (Acts 25:14-21 ULT) - * Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, 'Will you go to Jerusalem to be judged there about these things?' But when Paul said, 'I want to be kept under guard for the Emperor's decision,' I told the guard, 'Keep him under guard until I send him to Caesar.'" + * **Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him if he would go to Jerusalem to be judged there about these things. But when Paul called to be kept under guard for the Emperor’s decision, I ordered him to be kept until I send him to Caesar.”** (Acts 25:14-21 ULT) + * Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, ‘Will you go to Jerusalem to be judged there about these things?’ But when Paul said, ‘I want to be kept under guard for the Emperor’s decision,’ I told the guard, ‘Keep him under guard until I send him to Caesar.’“ -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 that at twilight they will eat meat, and in the morning they will be filled with bread. Then they will know that I am Yahweh their God." + * **Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them, ‘At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.’ “** (Exodus 16:11-12 ULT) + * Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them that at twilight they will eat meat, and in the morning they will be filled with bread. Then they will know that I am Yahweh their God.” - * **They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " ' "** (2 Kings 1:6 ULT) - * They told him that a man had come to meet them who said to them, "Go back to the king who sent you, and tell him that Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.' " + * **They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “** (2 Kings 1:6 ULT) + * They told him that a man had come to meet them who said to them, “Go back to the king who sent you, and tell him that Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ diff --git a/translate/figs-rpronouns/01.md b/translate/figs-rpronouns/01.md index f748a17..081b9c8 100644 --- a/translate/figs-rpronouns/01.md +++ b/translate/figs-rpronouns/01.md @@ -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 myself alone, my testimony would not be true.** (John 5:31) - * "If I should self-testify alone, my testimony would not be true." + * “If I should self-testify 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 purify themselves.** (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 self-purify." + * “Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to self-purify.” 1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. * **He himself took our sickness and bore our diseases.** (Matthew 8:17 ULT) - * "It was he who took our sickness and bore our diseases." + * “It was he who took our sickness and bore our diseases.” * **Jesus himself was not baptizing, but his disciples were.** (John 4:2) - * "It was not Jesus who was baptizing, but his disciples were." + * “It was not Jesus who 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 himself 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 by himself.** (John 6:15) - * "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again alone up the mountain." + * “When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again alone 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 by itself.** (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 in it's own place." + * “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 in it’s own place.” diff --git a/translate/figs-rquestion/01.md b/translate/figs-rquestion/01.md index 51b8bc4..49a8a74 100644 --- a/translate/figs-rquestion/01.md +++ b/translate/figs-rquestion/01.md @@ -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, "Is this how you insult God's high priest?" (Acts 23:4 ULT) +>Those who stood by said, “Is this how you insult God’s high priest?“ (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. >Will a virgin forget her jewelry, a bride her veils? 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. * **What is the kingdom of God like, and what can I compare it to? It is like a mustard seed...** (Luke 13:18-19 ULT) - * This is what the kingdom of God is like. It is like a mustard seed..." + * This is what the kingdom of God is like. It is like a mustard seed...” - * **Is this how you insult God's high priest?** (Acts 23:4 ULT) - * You should not insult God's high priest! + * **Is this how you insult God’s high priest?** (Acts 23:4 ULT) + * You should not insult God’s high priest! * **Why did I not die when I came out from the womb?** (Job 3:11 ULT) * I wish I had died when I came out from the womb! diff --git a/translate/figs-sentences/01.md b/translate/figs-sentences/01.md index 04a966f..68ae1b9 100644 --- a/translate/figs-sentences/01.md +++ b/translate/figs-sentences/01.md @@ -14,15 +14,15 @@ The ***subject*** is who or what the sentence is about. In these examples, the s * The boy is running. * He 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 **is** strong. * He **worked** hard. @@ -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 and 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** that was ready. -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**, who was very annoyed. diff --git a/translate/figs-sentencetypes/01.md b/translate/figs-sentencetypes/01.md index aaa99f7..d265453 100644 --- a/translate/figs-sentencetypes/01.md +++ b/translate/figs-sentencetypes/01.md @@ -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. -
Jesus said to them, "Do you believe that I can do this?" They said to him, "Yes, Lord." (Matthew 9:28 ULT)
+
Jesus said to them, “Do you believe that I can do this?“ They said to him, “Yes, Lord.” (Matthew 9:28 ULT)
-
The jailer...said, "Sirs, what must I do to be saved?" They said, "Believe in the Lord Jesus, and you will be saved, you and your house." (Acts 16:29-31 ULT)
+
The jailer...said, “Sirs, what must I do to be saved?“ They said, “Believe in the Lord Jesus, and you will be saved, you and your house.” (Acts 16:29-31 ULT)
Questions can also have other functions. (see [Rhetorical Question](../figs-rquestion/01.md)) @@ -51,23 +51,23 @@ With a **suggestion**, the speaker tells someone something to do or not do that >A blind man should not 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, let us make bricks and bake them thoroughly." (Genesis 11:3 ULT) +>They said to one another, “Come, let us 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. >Come 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.
Give us today our daily bread. (Matthew 6:11 ULT)
Please excuse me. (Luke 14:18 ULT)
-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. >May God Almighty bless you, make you fruitful and multiply you. (Genesis 28:3 ULT) In Genesis 9, Noah said what he wanted to happen to Canaan. ->Cursed be Canaan. May he be a servant to his brothers' servants. (Genesis 9:25 ULT) +>Cursed be Canaan. May he be 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. >Let me not look 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) diff --git a/translate/figs-simile/01.md b/translate/figs-simile/01.md index 5b81be2..990a395 100644 --- a/translate/figs-simile/01.md +++ b/translate/figs-simile/01.md @@ -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 like sheep without a shepherd. (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 as sheep in the midst of wolves, so be as wise as serpents and harmless as doves. (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 than any two-edged sword. (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 as sheep in the midst of wolves** (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 as sheep in the midst of wolves** (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 among wicked people and you will be in danger from them as sheep are in danger when they are among wolves. * **For the word of God is living and active and sharper than any two-edged sword.** (Hebrews 4:12 ULT) diff --git a/translate/figs-synecdoche/01.md b/translate/figs-synecdoche/01.md index 6cd3a73..a3f2f4f 100644 --- a/translate/figs-synecdoche/01.md +++ b/translate/figs-synecdoche/01.md @@ -5,8 +5,8 @@ Synecdoche is when a speaker uses a part of something to refer to the whole or uses the whole to refer to a part. > My soul exalts the Lord. (Luke 1:46 ULT) -Mary was was very happy about what the Lord was doing, so she said "my soul," which means the inner, emotional part of herself, to refer to her whole self. ->the Pharisees said to him, "Look, why are they doing something that is not lawful ...?" (Mark 2:24 ULT) +Mary was was very happy about what the Lord was doing, so she said “my soul,” which means the inner, emotional part of herself, to refer to her whole self. +>the Pharisees said to him, “Look, why are they doing something that is not lawful ...?” (Mark 2:24 ULT) The Pharisees who were standing there did not all say the same words at the same time. Instead, it is more likely that one man representing the group said those words. @@ -19,7 +19,7 @@ The Pharisees who were standing there did not all say the same words at the same >I looked on all the deeds that my hands had accomplished (Ecclesiastes 2:11 ULT) -"My hands" is a synecdoche for the whole person, because clearly the arms and the rest of the body and the mind were also involved in the person's accomplishments. +“My hands” is a synecdoche for the whole person, because clearly the arms and the rest of the body and the mind were also involved in the person’s accomplishments. ### Translation Strategies @@ -31,8 +31,8 @@ If the synecdoche would be natural and give the right meaning in your language, 1. State specifically what the synecdoche refers to. - * **"My soul exalts the Lord."** (Luke 1:46 ULT) - * "I exalt the Lord." + * **”My soul exalts the Lord.”** (Luke 1:46 ULT) + * “I exalt the Lord.” * **...the Pharisees said to him** (Mark 2:24 ULT) * ...a representative of the Pharisees said to him ... diff --git a/translate/figs-synonparallelism/01.md b/translate/figs-synonparallelism/01.md index 4b9b175..957ef4f 100644 --- a/translate/figs-synonparallelism/01.md +++ b/translate/figs-synonparallelism/01.md @@ -1,12 +1,12 @@ ### Description -**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two or more different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called "synonymous parallelism." +**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two or more different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.” -Note: We use the term "parallelism with the same meaning" 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 “parallelism with the same meaning” 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. >Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT) -The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. "Sees" corresponds to "watches," "everything ... does" corresponds to "all the paths ... takes," and "a person" corresponds to "he." +The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. “Sees” corresponds to “watches,” “everything ... does” corresponds to “all the paths ... takes,” and “a person” corresponds to “he.” Synonymous parallelism in poetry has several effects: @@ -22,10 +22,10 @@ In some languages people do not expect someone to say the same thing twice, even >Your word is a lamp to my feet and a light for my path. (Psalm 119:105 ULT) -Both parts of the sentences are metaphors saying that God's word teaches people how to live. The words "lamp" and "light" are similar in meaning because they refer to light, and the words "my feet" and "my path" are related, because they refer to a person walking. +Both parts of the sentences are metaphors saying that God’s word teaches people how to live. The words “lamp” and “light” are similar in meaning because they refer to light, and the words “my feet” and “my path” are related, because they refer to a person walking. >Praise Yahweh, all you nations; exalt him, all you peoples! (Psalm 117:1 ULT) -Both parts of this verse tell people everywhere to praise Yahweh. The words 'Praise' and 'exalt' mean the same thing, 'Yahweh' and 'him' refer to the same person, and 'all you nations' and 'all you peoples' refer to the same people. +Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing, ‘Yahweh’ and ‘him’ refer to the same person, and ‘all you nations’ and ‘all you peoples’ refer to the same people. >For Yahweh has a lawsuit with his people, and he will fight in court against Israel. (Micah 6:2 ULT) The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people. @@ -35,8 +35,8 @@ The two parts of this verse say that Yahweh has a serious disagreement with his If your language uses parallelism in the same way as the biblical languages, that is, to strengthen a single idea, then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies. 1. Combine the ideas of both clauses into one. -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 @@ -45,18 +45,18 @@ If your language uses parallelism in the same way as the biblical languages, tha * **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. - * **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 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. -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. -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. diff --git a/translate/figs-verbs/01.md b/translate/figs-verbs/01.md index 5319cea..4589233 100644 --- a/translate/figs-verbs/01.md +++ b/translate/figs-verbs/01.md @@ -5,17 +5,17 @@ Verbs are words that refer to an action or event or that is used in describing o **Examples** The verbs in the examples below are underlined. -* John ran. ("Run" is an action.) -* John ate a banana. ("Eat" is an action.) -* John saw Mark. ("See" is an event.) -* John died. ("Die" is an event.) -* John is tall. (The phrase "is tall" describes John. The word "is" is a verb that links "John" with "tall.") -* John looks handsome. (The phrase "is handsome" describes John. The word "looks" here is a verb that links "John" with "handsome.") -* John is my brother. (The phrase "is my brother" identifies John.) +* John ran. (“Run” is an action.) +* John ate a banana. (“Eat” is an action.) +* John saw Mark. (“See” is an event.) +* John died. (“Die” is an event.) +* John is tall. (The phrase “is tall” describes John. The word “is” is a verb that links “John” with “tall.”) +* John looks handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome.”) +* John is my brother. (The phrase “is my brother” identifies John.) ### People or Things Associated with a Verb -A verb usually says something about someone or something. All of the example sentences above say something about John. "John" is the **subject** of those sentences. In English the subject usually comes before the verb. +A verb usually says something about someone or something. All of the example sentences above say something about John. “John” is the **subject** of those sentences. In English the subject usually comes before the verb. Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb. @@ -26,7 +26,7 @@ Sometimes there is another person or thing associated with the verb. In the exam Some verbs never have an object. -* The sun rose at six o'clock. +* The sun rose at six o’clock. * John slept well. * John fell yesterday. @@ -46,27 +46,27 @@ In some languages, a verb that needs an object must always take one, even if the ### Subject and Object Marking on Verbs -In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put "s" at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is "I," "you," or "he"; singular, dual, or plural; male or female, or human or non-human. +In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put “s” at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is “I,” “you,” or “he”; singular, dual, or plural; male or female, or human or non-human. -* They __eat__ bananas every day. (The subject "they" is more than one person.) -* John __eats__ bananas every day. (The subject "John" is one person.) +* They __eat__ bananas every day. (The subject “they” is more than one person.) +* John __eats__ bananas every day. (The subject “John” is one person.) ### Time and Tense -When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like "yesterday," "now," or "tomorrow." +When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday,” “now,” or “tomorrow.” -In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called **tense**. English speakers sometimes put "ed" at the end of the verb when the event happened in the past. +In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called **tense**. English speakers sometimes put “ed” at the end of the verb when the event happened in the past. * Sometimes Mary cooks meat. * Yesterday Mary cooked meat. (She did this in the past.) -In some languages speakers might add a word to tell something about the time. English speakers use the word "will" when the verb refers to something in the future. +In some languages speakers might add a word to tell something about the time. English speakers use the word “will” when the verb refers to something in the future. * Tomorrow Mary will cook meat. ### Aspect -When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs "is" or "has" and add "s," "ing," or "ed" to the end of the verb in order to show how the event relates to another event or to the present time. +When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs “is” or “has” and add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time. * Mary cooks meat every day. (This tell about something Mary often does.) * Mary is cooking the meat. (This tells about something Mary is in the process of doing right now.) diff --git a/translate/figs-you/01.md b/translate/figs-you/01.md index c43b95c..cd52142 100644 --- a/translate/figs-you/01.md +++ b/translate/figs-you/01.md @@ -1,22 +1,22 @@ ### Singular, Dual, and Plural -Some languages have more than one word for "you" based on how many people the word "you" refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some have other forms that refer to three or four people. +Some languages have more than one word for “you” based on how many people the word “you” refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some have other forms that refer to three or four people. You may also want to watch the video at http://ufw.io/figs_younum. -Sometimes in the Bible a speaker uses a singular form of "you" even though he is speaking to a crowd. +Sometimes in the Bible a speaker uses a singular form of “you” even though he is speaking to a crowd. * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md) ### Formal and Informal -Some languages have more than one form of "you" based on the relationship between the speaker and the person he is talking to. People use the **formal** form of "you" when speaking to someone who is older, or has higher authority, or is someone they do not know very well. People use the **informal** form when speaking to someone who is not older, or does not have higher authority, or is a family member or close friend. +Some languages have more than one form of “you” based on the relationship between the speaker and the person he is talking to. People use the **formal** form of “you” when speaking to someone who is older, or has higher authority, or is someone they do not know very well. People use the **informal** form when speaking to someone who is not older, or does not have higher authority, or is a family member or close friend. You may also want to watch the video at http://ufw.io/figs_youform. For help with translating these, we suggest you read: -* [Forms of "You" - Formal or Informal](../figs-youformal/01.md) +* [Forms of “You” - Formal or Informal](../figs-youformal/01.md) diff --git a/translate/figs-youcrowd/01.md b/translate/figs-youcrowd/01.md index 1683a62..a8452fb 100644 --- a/translate/figs-youcrowd/01.md +++ b/translate/figs-youcrowd/01.md @@ -2,33 +2,33 @@ ### Description -The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of "you" for when the word "you" refers to just one person, and a **plural** form for when the word "you" refers to more than one person. However sometimes speakers in the Bible used the **singular** form of "you" even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have distinct forms for "you" singular and "you" plural. But you may see this if you read a Bible in a language that does have distinct forms. +The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. However sometimes speakers in the Bible used the **singular** form of “you” even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have distinct forms for “you” singular and “you” plural. But you may see this if you read a Bible in a language that does have distinct forms. -Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun "he," rather than with the plural pronoun "they." +Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he,” rather than with the plural pronoun “they.” ### Reason this is a Translation Issue -* For many languages, a translator who reads a Bible with a general form of "you" will need to know whether the speaker was speaking to one person or to more than one. +* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one. * In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person. ### Examples from the Bible >1Take heed that you do not do your acts of righteousness before people to be seen by them, or else you will have no reward from your Father who is in heaven. 2So when you give alms, do not sound a trumpet before yourself as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to you, they have received their reward. (Matthew 6:1,2 ULT) -Jesus said this to a crowd. He used "you" plural in verse 1, and "you" singular in the first sentence of verse 2. Then in the last sentence he used the plural again. +Jesus said this to a crowd. He used “you” plural in verse 1, and “you” singular in the first sentence of verse 2. Then in the last sentence he used the plural again. ->God spoke all these words: "I am Yahweh, your God, who brought you out of the land of Egypt, out of the house of slavery. You must have no other gods before me." (Exodus 20:1-3 ULT) +>God spoke all these words: “I am Yahweh, your God, who brought you out of the land of Egypt, out of the house of slavery. You must have no other gods before me.” (Exodus 20:1-3 ULT) God said this to all the people of Israel. He had taken them all out of Egypt and he wanted them all to obey him, but he used the singular form of you here when speaking to them. >This is what Yahweh says, ->"For three sins of Edom, +>“For three sins of Edom, >even for four, >I will not turn away punishment, >because he pursued his brother with the sword >and cast off all pity. >His anger raged continually, ->and his wrath lasted forever." (Amos 1:11 ULT) +>and his wrath lasted forever.” (Amos 1:11 ULT) Yahweh said these things about the nation of Edom, not about only one person. @@ -46,19 +46,19 @@ If the singular form of the pronoun would be natural when referring to a group o 1. If the singular form of the pronoun would not be natural when referring to a group of people, or if the readers would be confused by it, use the plural form of the pronoun. >This is what Yahweh says, ->"For three sins of Edom, +>“For three sins of Edom, >even for four, >I will not turn away punishment, >because he pursued his brother with the sword >and cast off all pity. >His anger raged continually, ->and his wrath lasted forever." (Amos 1:11 ULT) +>and his wrath lasted forever.” (Amos 1:11 ULT) This is what Yahweh says, -"For three sins of Edom, +“For three sins of Edom, even for four, I will not turn away punishment, because they pursued their brothers with the sword and cast off all pity. Their anger raged continually, -and their wrath lasted forever." \ No newline at end of file +and their wrath lasted forever.” \ No newline at end of file diff --git a/translate/figs-youdual/01.md b/translate/figs-youdual/01.md index 7558270..ed81be8 100644 --- a/translate/figs-youdual/01.md +++ b/translate/figs-youdual/01.md @@ -2,36 +2,36 @@ ### Description -Some languages have a **singular** form of "you" for when the word "you" refers to just one person, and a **plural** form for when the word "you" refers to more than one person. Some languages also have a **dual** form of "you" for when the word "you" refers to only two people. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for "you" in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to. +Some languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. Some languages also have a **dual** form of “you” for when the word “you” refers to only two people. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to. -The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have a singular form of "you" and a plural form of "you." When we read the Bible in those languages, the pronouns and verb forms show us whether the word "you" refers to one person or more than one person. However, they do not show us whether it refers to only two people or more than two people. When the pronouns do not show us how many people the word "you" refers to, we need to look at the context to see how many people the speaker was speaking to. +The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have a singular form of “you” and a plural form of “you.” When we read the Bible in those languages, the pronouns and verb forms show us whether the word “you” refers to one person or more than one person. However, they do not show us whether it refers to only two people or more than two people. When the pronouns do not show us how many people the word “you” refers to, we need to look at the context to see how many people the speaker was speaking to. #### Reasons this is a Translation Issue -* Translators who speak a language that has distinct singular, dual, and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language. -* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you," translators of these languages will need to know if the speaker was referring to one person or more than one. +* Translators who speak a language that has distinct singular, dual, and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language. +* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one. -Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know how many people the speaker was addressing. +Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know how many people the speaker was addressing. ### Examples from the Bible ->James and John, the sons of Zebedee, came up to him and said, "Teacher, we want you to do for us whatever we ask you." He [Jesus] said to them, "What do you want me to do for you?" (Mark 10:35-36 ULT) +>James and John, the sons of Zebedee, came up to him and said, “Teacher, we want you to do for us whatever we ask you.” He [Jesus] said to them, “What do you want me to do for you?” (Mark 10:35-36 ULT) -Jesus is asking the **two**, James and John, what they want him to do for them. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. +Jesus is asking the **two**, James and John, what they want him to do for them. If the target language has a **dual** form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate. ->… and Jesus sent out two of his disciples and said to them, "Go into the village opposite us. As soon as you enter it, you will find a colt that has never been ridden. Untie it and bring it to me. (Mark 11:1-2 ULT) +>… and Jesus sent out two of his disciples and said to them, “Go into the village opposite us. As soon as you enter it, you will find a colt that has never been ridden. Untie it and bring it to me. (Mark 11:1-2 ULT) -The context makes it clear that Jesus is addressing **two** people. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. +The context makes it clear that Jesus is addressing **two** people. If the target language has a **dual** form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate. >James, a servant of God and of the Lord Jesus Christ, to the twelve tribes of the Dispersion, greetings. Consider it all joy, my brothers, when you experience various troubles, knowing that the testing of your faith works endurance. (James 1:1-3 ULT) -James wrote this letter to many people, so the word "you" refers to many people. If the target language has a **plural** form of "you," it would be best to use it here. +James wrote this letter to many people, so the word “you” refers to many people. If the target language has a **plural** form of “you,” it would be best to use it here. -### Strategies for finding out how many people "you" refers to +### Strategies for finding out how many people “you” refers to -1. Look at the notes to see if they tell whether "you" refers to one person or more than one person. -1. Look at the UST to see if it says anything that would show you whether the word "you" refers to one person or more than one person. -1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. +1. Look at the notes to see if they tell whether “you” refers to one person or more than one person. +1. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person. +1. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence. 1. Look at the context to see who the speaker was talking to and who responded. You may also want to watch the video at http://ufw.io/figs_youdual. \ No newline at end of file diff --git a/translate/figs-youdual/sub-title.md b/translate/figs-youdual/sub-title.md index ba11851..6fa2e6a 100644 --- a/translate/figs-youdual/sub-title.md +++ b/translate/figs-youdual/sub-title.md @@ -1 +1 @@ -How do I know if the word 'you' is dual or plural? \ No newline at end of file +How do I know if the word ‘you’ is dual or plural? \ No newline at end of file diff --git a/translate/figs-youdual/title.md b/translate/figs-youdual/title.md index e5a4436..846eb63 100644 --- a/translate/figs-youdual/title.md +++ b/translate/figs-youdual/title.md @@ -1 +1 @@ -Forms of 'You' - Dual/Plural \ No newline at end of file +Forms of ‘You’ - Dual/Plural \ No newline at end of file diff --git a/translate/figs-youformal/01.md b/translate/figs-youformal/01.md index 354824b..786d214 100644 --- a/translate/figs-youformal/01.md +++ b/translate/figs-youformal/01.md @@ -3,40 +3,40 @@ ### Description -Some languages make a distinction between the formal form of "you" and the informal form of "you." This page is primarily for people whose language makes this distinction. +Some languages make a distinction between the formal form of “you” and the informal form of “you.” This page is primarily for people whose language makes this distinction. -In some cultures people use the formal "you" when speaking to someone who is older or in authority, and they use the informal "you" when speaking to someone who is their own age or younger or who has less authority. In other cultures, people use the formal "you" when speaking to strangers or people they do not know well, and the informal "you" when speaking with family members and close friends. +In some cultures people use the formal “you” when speaking to someone who is older or in authority, and they use the informal “you” when speaking to someone who is their own age or younger or who has less authority. In other cultures, people use the formal “you” when speaking to strangers or people they do not know well, and the informal “you” when speaking with family members and close friends. #### Reasons this is a Translation Issue -* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you." -* English and many other source languages do not have formal and informal forms of "you." -* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator's language. +* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you.” +* English and many other source languages do not have formal and informal forms of “you.” +* Translators who use a source text in a language that does have formal and informal forms of “you” will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator’s language. * Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language. #### Translation Principles * Understand the relationship between a speaker and the person or people he is speaking to. -* Understand the speaker's attitude toward the person he is speaking to. +* Understand the speaker’s attitude toward the person he is speaking to. * Choose the form in your language that is appropriate for that relationship and attitude. ### Examples from the Bible ->Yahweh God called to the man and said to him, "Where are you?" (Genesis 3:9 ULT) +>Yahweh God called to the man and said to him, “Where are you?” (Genesis 3:9 ULT) -God is in authority over the man, so languages that have formal and informal forms of "you" would probably use the informal form here. +God is in authority over the man, so languages that have formal and informal forms of “you” would probably use the informal form here. >So, it seemed good to me also, having investigated everything accurately from the beginning, to write it down for you in order, most excellent Theophilus. I want you to know the certainty of the things that you were taught. (Luke 1:3-4 ULT) -Luke called Theophilus "most excellent." This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of "you" would probably use that form here. +Luke called Theophilus “most excellent.” This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of “you” would probably use that form here. >Heavenly Father, sanctify your name. (Matthew 6:9 ULT) -This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal "you" because God is in authority. Other cultures would use the informal "you" because God is our Father. +This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal “you” because God is in authority. Other cultures would use the informal “you” because God is our Father. ### Translation Strategies -Translators whose language has formal and informal forms of "you" will need to understand the relationship between two speakers in order to choose the appropriate form of "you" in their language. +Translators whose language has formal and informal forms of “you” will need to understand the relationship between two speakers in order to choose the appropriate form of “you” in their language. -#### Deciding whether to use the Formal or Informal "You" +#### Deciding whether to use the Formal or Informal “You” 1. Pay attention to the relationships between the speakers. @@ -44,8 +44,8 @@ Translators whose language has formal and informal forms of "you" will need to u * Is one speaker older than the other? * Are the speakers family members, relatives, friends, strangers, or enemies? -1. If you have a Bible in a language that has formal and informal forms of "you," see what forms it uses. Remember, though, that the rules in that language might be different than the rules in your language. +1. If you have a Bible in a language that has formal and informal forms of “you,” see what forms it uses. Remember, though, that the rules in that language might be different than the rules in your language. ### Translation Strategies Applied -English does not have formal and informal forms of "you", so we cannot show in English how to translate using formal and informal forms of "you." Please see the examples and discussion above. +English does not have formal and informal forms of “you”, so we cannot show in English how to translate using formal and informal forms of “you.” Please see the examples and discussion above. diff --git a/translate/figs-youformal/sub-title.md b/translate/figs-youformal/sub-title.md index 04b7f24..3dfbd27 100644 --- a/translate/figs-youformal/sub-title.md +++ b/translate/figs-youformal/sub-title.md @@ -1 +1 @@ -What are formal and informal "you"? \ No newline at end of file +What are formal and informal “you”? \ No newline at end of file diff --git a/translate/figs-youformal/title.md b/translate/figs-youformal/title.md index e424346..ce1c28f 100644 --- a/translate/figs-youformal/title.md +++ b/translate/figs-youformal/title.md @@ -1 +1 @@ -Forms of "You" - Formal or Informal \ No newline at end of file +Forms of “You” - Formal or Informal \ No newline at end of file diff --git a/translate/figs-yousingular/01.md b/translate/figs-yousingular/01.md index 1edeae8..1a93d4d 100644 --- a/translate/figs-yousingular/01.md +++ b/translate/figs-yousingular/01.md @@ -2,35 +2,35 @@ ### Description -Some languages have a **singular** form of "you" for when the word "you" refers to just one person, and a **plural** form for when the word "you" refers to more than one person. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for "you" in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to. +Some languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to. -The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have both a singular form of "you" and a plural form of "you." When we read the Bible in those languages, the pronouns and verb forms show us whether the word "you" refers to one person or more than one. When we read the Bible in a language that does not have different forms of you, we need to look at the context to see how many people the speaker was speaking to. +The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have both a singular form of “you” and a plural form of “you.” When we read the Bible in those languages, the pronouns and verb forms show us whether the word “you” refers to one person or more than one. When we read the Bible in a language that does not have different forms of you, we need to look at the context to see how many people the speaker was speaking to. #### Reason this is a Translation Issue -* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language. -* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you", translators of these languages will need to know if the speaker was referring to one person or more than one. +* Translators who speak a language that has distinct singular and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language. +* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you”, translators of these languages will need to know if the speaker was referring to one person or more than one. -Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to. -Sometimes Greek and Hebrew speakers used "you" singular even though they were speaking to a group of people. See [Forms of 'You' - Singular to a Crowd](../figs-youcrowd/01.md) +Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to. +Sometimes Greek and Hebrew speakers used “you” singular even though they were speaking to a group of people. See [Forms of ‘You’ - Singular to a Crowd](../figs-youcrowd/01.md) ### Examples from the Bible ->The ruler said, "All these things I have obeyed from the time I was a youth." When Jesus heard that, he said to him, "One thing you still lack. You must sell all that you have and distribute it to the poor, and you will have treasure in heaven—and come, follow me." (Luke 18:21, 22 ULT) +>The ruler said, “All these things I have obeyed from the time I was a youth.” When Jesus heard that, he said to him, “One thing you still lack. You must sell all that you have and distribute it to the poor, and you will have treasure in heaven—and come, follow me.” (Luke 18:21, 22 ULT) -The ruler was speaking about just himself when he said "I." This shows us that when Jesus said "you" he was referring only to the ruler. So languages that have singular and plural forms of "you" would have the singular form here. ->The angel said to him, "Dress yourself and put on your sandals." Peter did so. The angel said to him, "Put on your outer garment and follow me." So Peter followed the angel and went out. (Acts 12:8, ULT) +The ruler was speaking about just himself when he said “I.” This shows us that when Jesus said “you” he was referring only to the ruler. So languages that have singular and plural forms of “you” would have the singular form here. +>The angel said to him, “Dress yourself and put on your sandals.” Peter did so. The angel said to him, “Put on your outer garment and follow me.” So Peter followed the angel and went out. (Acts 12:8, ULT) -The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of "you" would have the singular form here for "yourself" and "your". Also, if verbs have different forms for singular and plural subjects, the verbs "dress" and "put on" will need the form for "you" singular. +The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would have the singular form here for “yourself” and “your”. Also, if verbs have different forms for singular and plural subjects, the verbs “dress” and “put on” will need the form for “you” singular. >To Titus, a true son in our common faith. ... For this purpose I left you in Crete, that you might set in order things not yet complete, and ordain elders in every city as I directed you. … But you, say what agrees with healthy doctrine. (Titus 1:4,5; 2:1 ULT) -Paul wrote this letter to one person, Titus. Most of the time the word "you" in this letter refers only to Titus. +Paul wrote this letter to one person, Titus. Most of the time the word “you” in this letter refers only to Titus. -#### Strategies for finding out how many people "you" refers to +#### Strategies for finding out how many people “you” refers to -1. Look at the notes to see if they tell whether "you" refers to one person or more than one person. -1. Look at the UST to see if it says anything that would show you whether the word "you" refers to one person or more than one person. -1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. +1. Look at the notes to see if they tell whether “you” refers to one person or more than one person. +1. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person. +1. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence. 1. Look at the context to see how many people the speaker was talking to and who responded. diff --git a/translate/figs-yousingular/sub-title.md b/translate/figs-yousingular/sub-title.md index 65aec74..c0c03bb 100644 --- a/translate/figs-yousingular/sub-title.md +++ b/translate/figs-yousingular/sub-title.md @@ -1 +1 @@ -How do I know if the word 'you' is singular? \ No newline at end of file +How do I know if the word ‘you’ is singular? \ No newline at end of file diff --git a/translate/figs-yousingular/title.md b/translate/figs-yousingular/title.md index d02f486..6e715e7 100644 --- a/translate/figs-yousingular/title.md +++ b/translate/figs-yousingular/title.md @@ -1 +1 @@ -Forms of 'You' - Singular \ No newline at end of file +Forms of ‘You’ - Singular \ No newline at end of file diff --git a/translate/file-formats/01.md b/translate/file-formats/01.md index d8440bc..d6ca23c 100644 --- a/translate/file-formats/01.md +++ b/translate/file-formats/01.md @@ -7,7 +7,7 @@ While a large part of translation has to do with language, words, and sentences, For many years, the standard format for Bible translation has been USFM (which stands for Unified Standard Format Markers). We have adopted this standard as well. -USFM is a type of markup language that tells a computer program how to format the text. For instance, each chapter is marked like this ''\c 1'' or ''\c 33''. Verse markers might look like ''\v 8'' or ''\v 14''. Paragraphs are marked ''\p''. There are many other markers like this that have specific meaning. So a passage like John 1:1-2 in USFM will look like this: +USFM is a type of markup language that tells a computer program how to format the text. For instance, each chapter is marked like this ‘‘\c 1’’ or ‘‘\c 33’’. Verse markers might look like ‘‘\v 8’’ or ‘‘\v 14’’. Paragraphs are marked ‘‘\p’’. There are many other markers like this that have specific meaning. So a passage like John 1:1-2 in USFM will look like this: \c 1 \p diff --git a/translate/first-draft/01.md b/translate/first-draft/01.md index c27d5a1..bdeeab7 100644 --- a/translate/first-draft/01.md +++ b/translate/first-draft/01.md @@ -6,7 +6,7 @@ * Read the passage that you plan to translate in as many different translations as you have. If you are using translationStudio, it contains at least two Bible texts, the unfoldingWord Literal Text (ULT) and the unfoldingWord Simplified Text (UST). The ULT will help you to see the form of the original text, and the UST will help you to understand the meaning of the original text. Think about how to communicate the meaning in the form that people would use in your language. * Read any Bible helps or commentaries that you have that talk about that passage. * Read the translationNotes for the passage that you plan to translate. -* Read the definitions of important terms in the list called "translationWords" for each highlighted word in the passage that you plan to translate. +* Read the definitions of important terms in the list called “translationWords” for each highlighted word in the passage that you plan to translate. * Discuss the passage, the translationNotes, and the translationWords with others in the translation team. * When you understand well what the passage is saying, say it out loud in your language in the way that someone from your language community would say it. If possible, say it to another member of the translation team. Let the translation team member correct it until it sounds good in your language. Do not follow the order of words from the source text if it is more natural for your language to use a different order. To help with this, say the whole passage (the chunk of text) without looking at the source text. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but that is not the best way to say it in your language. Then type it into translationStudio (or record it). diff --git a/translate/guidelines-accurate/01.md b/translate/guidelines-accurate/01.md index 0085f05..803dffd 100644 --- a/translate/guidelines-accurate/01.md +++ b/translate/guidelines-accurate/01.md @@ -5,17 +5,17 @@ To create an **accurate** translation of the Bible means that the translation co * Discover the meaning of a passage. * Identify the main idea. -* Translate with the author's message in mind. +* Translate with the author’s message in mind. #### Discover the Meaning First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the *unfoldingWord Simplified Text* and the *unfoldingWord Literal Text*. Also read the definitions of the translationWords and the translationNotes. First read the *unfoldingWord Literal Text*: ->Whatever town you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, 'The kingdom of God has come close to you.' (Luke 10:8-9 ULT) +>Whatever town you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, ‘The kingdom of God has come close to you.’ (Luke 10:8-9 ULT) Look at the *unfoldingWord Simplified Text* in the translationHelps: ->Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, 'The kingdom of God is right here near you.' (Luke 10:8-9 UST) +>Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, ‘The kingdom of God is right here near you.’ (Luke 10:8-9 UST) Do you notice the differences? There are some differences in the words each Bible version uses. @@ -25,7 +25,7 @@ Did you discover the meaning is the same? In both versions Jesus is giving speci Then, after discovering the meaning of the passage, you should identify the main idea. -Ask yourself, "Why is the author writing this, and how does he feel about these things?" +Ask yourself, “Why is the author writing this, and how does he feel about these things?” Look at the Luke 10 passage again. Why do you think the author is writing this? What do you think the author feels about what he wrote? What do you think? After you have read the passage several times, answer these questions: @@ -38,7 +38,7 @@ Look at the Luke 10 passage again. Why do you think the author is writing this? Finally, part of translating the source text accurately is to think of the original audience and the message of the writer. -Do you think the author had specific things for the reader to know? Remember what we thought the author's main ideas were? The main ideas were: +Do you think the author had specific things for the reader to know? Remember what we thought the author’s main ideas were? The main ideas were: * The instructions that Jesus gave * That the 72 people whom Jesus sent out would have power to heal sick people diff --git a/translate/guidelines-clear/01.md b/translate/guidelines-clear/01.md index 949d59a..c722d0f 100644 --- a/translate/guidelines-clear/01.md +++ b/translate/guidelines-clear/01.md @@ -27,13 +27,13 @@ You may also need to change each **event** idea into an active clause to be sure A clear translation may need to change any **passive** verbs to the **active** form. See [Active or Passive](../figs-activepassive/01.md) -In the **active** form, the subject of the sentence is the person who does the action. In the **passive** form, the subject of the sentence is the person or thing to which the action is done. For example, "John hit Bill" is an active sentence. "Bill was hit by John" is a passive sentence. +In the **active** form, the subject of the sentence is the person who does the action. In the **passive** form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence. Many languages do not have a **passive** form, only the **active** form exists. In this case, it would be necessary to turn a sentence from the **passive** form into the **active** form. Some languages, however, prefer to use **passive** forms. Translators should use the forms that are most natural in the target language. -#### Look at Each 'Of' Phrase +#### Look at Each ‘Of’ Phrase -To make a clear translation, you will also need to look at each "of" phrase to identify the meaning of the relationship between the nouns connected by "of." In many languages, "of" constructions are not as frequent as they are in the original languages of the Bible. Study the meaning of each one and re-express the "of" phrase in a way which makes the relationship between the parts clear. +To make a clear translation, you will also need to look at each “of” phrase to identify the meaning of the relationship between the nouns connected by “of.” In many languages, “of” constructions are not as frequent as they are in the original languages of the Bible. Study the meaning of each one and re-express the “of” phrase in a way which makes the relationship between the parts clear. After you have checked these things and made your translation as clear as possible, you will need to read it to other people who speak your language to see if it is clear to them. If there are parts that they do not understand, it may be because that part is not clear. Together, you can think of a clearer way to say that part. Keep checking the translation with many people until all of it is clear. diff --git a/translate/guidelines-equal/01.md b/translate/guidelines-equal/01.md index 3ae1690..afab9cc 100644 --- a/translate/guidelines-equal/01.md +++ b/translate/guidelines-equal/01.md @@ -9,11 +9,11 @@ An **equal** translation communicates any expressive meaning from the source lan Here are three translations, all with the same meaning, of Acts 18:6: -* "Your blood be upon your heads! I am innocent." (RSV) -* "If you are lost, you yourselves must take the blame for it! I am not responsible." (GNB) -* "If God punishes you, it is because of you, not me!" (TFT) +* “Your blood be upon your heads! I am innocent.” (RSV) +* “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB) +* “If God punishes you, it is because of you, not me!” (TFT) -These are all accusations of guilt. Some are using idioms with the word "blood" or "lost," while the third is more direct using the word "punishes." In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture. +These are all accusations of guilt. Some are using idioms with the word “blood” or “lost,” while the third is more direct using the word “punishes.” In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture. #### Figures of Speech @@ -25,7 +25,7 @@ These are all accusations of guilt. Some are using idioms with the word "blood" Here are some examples: * I was shattered! The speaker was not literally broken, but he felt very bad. -* He closed his ears to what I was saying. Meaning, "he chose to not listen to what I was saying." +* He closed his ears to what I was saying. Meaning, “he chose to not listen to what I was saying.” * The wind moaned in the trees. This means that the wind blowing through the trees sounded like a person moaning. * The whole world came to the meeting. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting. @@ -45,9 +45,9 @@ It is the **real meaning** of the whole figure of speech that should be translat **Description** - Rhetorical questions are a type of question that does not expect an answer or ask for information. They usually express some kind of emotion and can be intended as a rebuke, a warning, to express surprise, or something else. -See, for example, Matthew 3:7: "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?" +See, for example, Matthew 3:7: “You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?” -Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God's wrath, because they refuse the only way to escape it: to repent of their sins. +Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God’s wrath, because they refuse the only way to escape it: to repent of their sins. You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech. @@ -55,11 +55,11 @@ You may need to restate this rhetorical question as a statement when you transla #### Exclamations -**Definition** - Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words "alas" or "wow" in English. +**Definition** - Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words “alas” or “wow” in English. See, for example, 1 Samuel 4:8: **Woe to us**! Who will protect us from the strength of these mighty gods? (ULT) -The Hebrew word translated as "woe" here expresses strong emotion about something bad happening. If possible, try to find an exclamation in your language that communicates this same emotion. +The Hebrew word translated as “woe” here expresses strong emotion about something bad happening. If possible, try to find an exclamation in your language that communicates this same emotion. #### Poetry diff --git a/translate/guidelines-faithful/01.md b/translate/guidelines-faithful/01.md index 86d5acb..1ae136b 100644 --- a/translate/guidelines-faithful/01.md +++ b/translate/guidelines-faithful/01.md @@ -11,23 +11,23 @@ Always translating faithfully can be difficult for several reasons: 1. You might be used to the way that your church interprets some Bible passages, and not know that there are other interpretations. - * Example: When you are translating the word "baptize," you might want to translate it with a word that means "sprinkle," because that is what your church does. But after reading translationWords, you learn that the word has a meaning in the range of "plunge," "dip," "wash," or "purify." + * Example: When you are translating the word “baptize,” you might want to translate it with a word that means “sprinkle,” because that is what your church does. But after reading translationWords, you learn that the word has a meaning in the range of “plunge,” “dip,” “wash,” or “purify.” 1. You might want to translate a Bible passage in a way that accords with your culture, rather than according to what it meant when it was written. - * Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34 in a way that is not as strict as the Apostle Paul wrote them: "... the women should keep silent in the churches." But a faithful translator will translate the meaning of the Bible passage just the way it is. + * Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34 in a way that is not as strict as the Apostle Paul wrote them: “... the women should keep silent in the churches.” But a faithful translator will translate the meaning of the Bible passage just the way it is. 1. You might not like something that the Bible says, and be tempted to change it. - * Example: You might not like what Jesus says in John 6:53, "Truly, truly, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves." This may seem disgusting to you. But you must translate it faithfully, so that your people can read it and contemplate what Jesus meant by it. + * Example: You might not like what Jesus says in John 6:53, “Truly, truly, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves.” This may seem disgusting to you. But you must translate it faithfully, so that your people can read it and contemplate what Jesus meant by it. 1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says. - * Example: You might be tempted to translate God's words in Matthew 3:17, "This is my beloved Son. I am very pleased with him," with a word that does not mean "son." But you must remember that you do not have the right to change the meaning of what the Bible says. + * Example: You might be tempted to translate God’s words in Matthew 3:17, “This is my beloved Son. I am very pleased with him,” with a word that does not mean “son.” But you must remember that you do not have the right to change the meaning of what the Bible says. 1. You might know something extra about the Bible passage that you are translating and want to add that to your translation. - * Example: When you are translating Mark 10:11, "Whoever divorces his wife and marries another woman commits adultery against her," you might know that in Matthew 19:9 there is also the phrase, "...except for sexual immorality...." Even so, do not add this phrase into Mark 10:11, because that would not be translating faithfully. Also, do not add any of your own ideas or teachings from your church. Only translate the meaning that is there in the Bible passage. + * Example: When you are translating Mark 10:11, “Whoever divorces his wife and marries another woman commits adultery against her,” you might know that in Matthew 19:9 there is also the phrase, “...except for sexual immorality....” Even so, do not add this phrase into Mark 10:11, because that would not be translating faithfully. Also, do not add any of your own ideas or teachings from your church. Only translate the meaning that is there in the Bible passage. In order to avoid these biases, especially the ones that you might not be aware of, you must study the translationNotes (see http://ufw.io/tn/), translationWords (see http://ufw.io/tw/) and the *unfoldingWord Simplified Text* (see http://ufw.io/udb/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way. diff --git a/translate/guidelines-historical/01.md b/translate/guidelines-historical/01.md index d2dcb7b..85f010f 100644 --- a/translate/guidelines-historical/01.md +++ b/translate/guidelines-historical/01.md @@ -1,12 +1,12 @@ -(see the video "Translating the Scriptures - Culture" at http://ufw.io/trans_culture.) +(see the video “Translating the Scriptures - Culture” at http://ufw.io/trans_culture.) A **historical definition** translation communicates historical events and facts accurately. Providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. To communicate well with historical accuracy, you need to remember two things: 1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. -1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called "implicit (or implied) information." (see [Assumed Knowledge and Implicit Information"](../figs-explicit/01.md)) +1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called “implicit (or implied) information.” (see [Assumed Knowledge and Implicit Information”](../figs-explicit/01.md)) as translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about. @@ -18,11 +18,11 @@ Some explanation can be included in the text, as long as it is brief and does no Let us compare 1 Corinthians 10:1 from the ULT and UST. ->"I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea. " (ULT) +>“I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea. “ (ULT) -
"I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus." (UST)
+
“I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus.” (UST)
-Notice that the UST makes several points explicit: the 'fathers were all under the cloud' tells of the time that God led the Jewish ancestors as a cloud. The statement that 'our fathers passed through the sea' is also about the 'passing through the Red Sea in the time of the exodus.' The UST translator decided to explicitly describe the historical events. This is a way to translate historical events that is more meaningful for those who have little knowledge of Old Testament history. +Notice that the UST makes several points explicit: the ‘fathers were all under the cloud’ tells of the time that God led the Jewish ancestors as a cloud. The statement that ‘our fathers passed through the sea’ is also about the ‘passing through the Red Sea in the time of the exodus.’ The UST translator decided to explicitly describe the historical events. This is a way to translate historical events that is more meaningful for those who have little knowledge of Old Testament history. Include or refer to the needed implicit information intended by the original writer that will be necessary for your community to understand what is written. diff --git a/translate/guidelines-natural/01.md b/translate/guidelines-natural/01.md index a0cc279..eb86008 100644 --- a/translate/guidelines-natural/01.md +++ b/translate/guidelines-natural/01.md @@ -15,7 +15,7 @@ To make shorter sentences from longer, more complex sentences, identify the word #### Write the Way Your People Talk -Read the passage or chapter of the Bible and ask yourself, "what kind of message is this?" Then translate that passage or chapter in the way that your language would communicate that kind of message. +Read the passage or chapter of the Bible and ask yourself, “what kind of message is this?” Then translate that passage or chapter in the way that your language would communicate that kind of message. For example, if the passage is a poem, such as in the Psalms, then translate it in the form that your people will recognize as a poem. Or if the passage is an exhortation about the right way to live, such as in the New Testament letters, then translate it in a form that people in your language exhort each other. @@ -28,4 +28,4 @@ A good translation will use the same vocabulary and expressions as the people of #### Not for Gateway Language Translations -This section is not for Gateway Language translations of the ULT and UST. These are Bibles that are designed to have characteristics that keep them from being natural in a target language. They are Bible translation tools, not end-user Bibles. For more information about this, see "Translating the ULT" and "Translating the UST" in the Gateway Languages Manual. \ No newline at end of file +This section is not for Gateway Language translations of the ULT and UST. These are Bibles that are designed to have characteristics that keep them from being natural in a target language. They are Bible translation tools, not end-user Bibles. For more information about this, see “Translating the ULT” and “Translating the UST” in the Gateway Languages Manual. \ No newline at end of file diff --git a/translate/guidelines-sonofgod/01.md b/translate/guidelines-sonofgod/01.md index 23140dc..ef48cbc 100644 --- a/translate/guidelines-sonofgod/01.md +++ b/translate/guidelines-sonofgod/01.md @@ -7,31 +7,31 @@ In the Old Testament: >Yahweh, he is God; there is no other God! (I Kings 8:60 ULT) In the New Testament: ->Jesus said,... "This is everlasting life: that they should know you, the only true God". (John 17:3 ULT) +>Jesus said,... “This is everlasting life: that they should know you, the only true God”. (John 17:3 ULT) (See also: Deuteronomy 4:35, Ephesians 4:5-6, 1 Timothy 2:5, James 2:19) -#### The Old Testament begins to reveal God's three persons. +#### The Old Testament begins to reveal God’s three persons. ->God created the heavens... The Spirit of God was moving... "Let us make man in our image." (Genesis 1:1-2 ULT) +>God created the heavens... The Spirit of God was moving... “Let us make man in our image.” (Genesis 1:1-2 ULT) -
God has spoken to us by a Son... through whom he also made the universe. His Son is the radiance of his glory, the very character of his essence... about the Son he says,... "In the beginning, Lord, you laid earth's foundation; the heavens are the work of your hands." (Hebrews 1:2-3, and 8-10 ULT quoting Psalm 102:25)
+
God has spoken to us by a Son... through whom he also made the universe. His Son is the radiance of his glory, the very character of his essence... about the Son he says,... “In the beginning, Lord, you laid earth’s foundation; the heavens are the work of your hands.” (Hebrews 1:2-3, and 8-10 ULT quoting Psalm 102:25)
#### The Church has always found it necessary to state what the New Testament says about God by affirming that he exists in three distinct persons: The Father, the Son, and the Holy Spirit. ->Jesus said, "...Baptize them into the name of the Father, of the Son, and of the Holy Spirit." (Matthew 28:19 ULT) +>Jesus said, “...Baptize them into the name of the Father, of the Son, and of the Holy Spirit.” (Matthew 28:19 ULT) -
God sent his Son, born of a woman,... God sent the Spirit of his Son into our hearts, who calls, "Abba, Father." (Galatians 4:4-6 ULT)
+
God sent his Son, born of a woman,... God sent the Spirit of his Son into our hearts, who calls, “Abba, Father.” (Galatians 4:4-6 ULT)
See also: John 14:16-17, 1 Peter 1:2 -Each person of God is fully God and is called "God" in the Bible. +Each person of God is fully God and is called “God” in the Bible. >Yet for us there is only one God the Father ... (1 Corinthians 8:6 ULT) -
Thomas answered and said to him, "My Lord and my God." Jesus said to him, "Because you have seen me, you have believed. Blessed are those who have not seen, and yet have believed." (John 20:28-29 ULT)
+
Thomas answered and said to him, “My Lord and my God.” Jesus said to him, “Because you have seen me, you have believed. Blessed are those who have not seen, and yet have believed.” (John 20:28-29 ULT)
-
But Peter said, "Ananias, why has Satan filled your heart to lie to the Holy Spirit and to keep back part of the price of the land?... You have not lied to men, but to God." (Acts 5:3-4 ULT)
+
But Peter said, “Ananias, why has Satan filled your heart to lie to the Holy Spirit and to keep back part of the price of the land?... You have not lied to men, but to God.” (Acts 5:3-4 ULT)
Each person is also distinct from the other two persons. All three persons can appear separately at the same time. In the verses below, God the Son is baptized while God the Spirit comes down and God the Father speaks from heaven. ->After he was baptized, Jesus came up... from the water... He saw the Spirit of God coming down..., and a voice [the Father's] came out of the heavens saying, "This is my Beloved Son..." (Matthew 3:16-17 ULT) \ No newline at end of file +>After he was baptized, Jesus came up... from the water... He saw the Spirit of God coming down..., and a voice [the Father’s] came out of the heavens saying, “This is my Beloved Son...” (Matthew 3:16-17 ULT) \ No newline at end of file diff --git a/translate/guidelines-sonofgodprinciples/01.md b/translate/guidelines-sonofgodprinciples/01.md index 13358b6..736ed6e 100644 --- a/translate/guidelines-sonofgodprinciples/01.md +++ b/translate/guidelines-sonofgodprinciples/01.md @@ -3,16 +3,16 @@ Door43 supports Bible translations that represent these concepts when they refer ### Biblical Witness -**"Father" and "Son" are names that God calls himself in the Bible.** +**”Father” and “Son” are names that God calls himself in the Bible.** The Bible shows that God called Jesus his Son: ->After he was baptized, Jesus came up immediately from the water, and... a voice came out of the heavens saying, "This is my beloved Son. I am very pleased with him." (Matthew 3:16-17 ULT) +>After he was baptized, Jesus came up immediately from the water, and... a voice came out of the heavens saying, “This is my beloved Son. I am very pleased with him.” (Matthew 3:16-17 ULT) The Bible shows that Jesus called God his Father: ->Jesus said, "I praise you Father, Lord of heaven and earth,... no one knows the Son except the Father, and no one knows the Father except the Son" (Matthew 11:25-27 ULT) (See also: John 6:26-57) +>Jesus said, “I praise you Father, Lord of heaven and earth,... no one knows the Son except the Father, and no one knows the Father except the Son“ (Matthew 11:25-27 ULT) (See also: John 6:26-57) -Christians have found that "Father" and "Son" are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them. +Christians have found that “Father” and “Son” are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them. Jesus referred to God in the following terms: > Baptize them into the name of the Father, of the Son, and of the Holy Spirit. (Matthew 28:19 ULT) @@ -25,24 +25,24 @@ The intimate, loving relationship between the Father and the Son is eternal, jus
... no one knows who the Son is except the Father, and no one knows who the Father is except the Son. (Luke 10:22 ULT)
-The terms "Father" and "Son" also communicate that the Father and the Son are of the same essence; they are both eternal God. +The terms “Father” and “Son” also communicate that the Father and the Son are of the same essence; they are both eternal God. ->Jesus said, "Father, glorify your Son so that the Son may glorify you... I glorified you on the earth,... Now Father, glorify me... with the glory that I had with you before the world was created." (John 17:1-5 ULT) +>Jesus said, “Father, glorify your Son so that the Son may glorify you... I glorified you on the earth,... Now Father, glorify me... with the glory that I had with you before the world was created.” (John 17:1-5 ULT) -
But in these last days, he [God the Father] has spoken to us through a Son, whom he appointed to be the heir of all things. It is through him that God also made the universe. He is the brightness of God's glory, the very character of his essence. He even holds everything together by the word of his power. (Hebrews 1:2-3 ULT)
+
But in these last days, he [God the Father] has spoken to us through a Son, whom he appointed to be the heir of all things. It is through him that God also made the universe. He is the brightness of God’s glory, the very character of his essence. He even holds everything together by the word of his power. (Hebrews 1:2-3 ULT)
->Jesus said to him, "I have been with you for so long and you still do not know me, Philip? Whoever has seen me has seen the Father. How can you say, 'Show us the Father'? (John 14:9 ULT) +>Jesus said to him, “I have been with you for so long and you still do not know me, Philip? Whoever has seen me has seen the Father. How can you say, ‘Show us the Father’? (John 14:9 ULT) ### Human Relationships **Human fathers and sons are not perfect, but the Bible still uses those terms for the Father and Son, who are perfect.** -Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human "father" and "son." In this way you will communicate that God the Father and God the Son are essentially the same (they are both God), just as a human father and son are essentially the same, both human and sharing the same characteristics. +Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human “father” and “son.” In this way you will communicate that God the Father and God the Son are essentially the same (they are both God), just as a human father and son are essentially the same, both human and sharing the same characteristics. ### Translation Strategies -1. Think through all the possibilities that your language has to translate the words "son" and "father." Determine which words in your language best represent the divine "Son" and "Father." -1. If your language has more than one word for "son," use the word that has the closest meaning to "only son" (or "first son" if necessary). -1. If your language has more than one word for "father," use the word that has the closest meaning to "birth father," rather than "adoptive father." +1. Think through all the possibilities that your language has to translate the words “son” and “father.” Determine which words in your language best represent the divine “Son” and “Father.” +1. If your language has more than one word for “son,” use the word that has the closest meaning to “only son” (or “first son” if necessary). +1. If your language has more than one word for “father,” use the word that has the closest meaning to “birth father,” rather than “adoptive father.” -(See *God the Father* and *Son of God* pages in [translationWords](https://unfoldingword.bible/tw/) for help translating "Father" and "Son.") +(See *God the Father* and *Son of God* pages in [translationWords](https://unfoldingword.bible/tw/) for help translating “Father” and “Son.”) diff --git a/translate/resources-alter/01.md b/translate/resources-alter/01.md index b63efe6..5ae70f8 100644 --- a/translate/resources-alter/01.md +++ b/translate/resources-alter/01.md @@ -7,23 +7,23 @@ The alternate translation suggestion may involve, for example, stating implicit ### Translation Notes Examples -The "AT:" indicates that this is an alternate translation. Some examples are: +The “AT:” indicates that this is an alternate translation. Some examples are: **Making Implicit Information Clear** >it is the law of the Medes and Persians, that no decree or statute that the king issues can be changed. (Daniel 6:15 ULT) -* **no decree...can be changed** - An additional sentence may be added here to aid in understanding. AT: "no decree...can be changed. So they must throw Daniel into the pit of lions." (See: *Explicit*) +* **no decree...can be changed** - An additional sentence may be added here to aid in understanding. AT: “no decree...can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*) -The additional sentence shows what the speaker wanted the king to understand from his reminder that the king's decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit. +The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit. **Passive to Active** >to him who blasphemes against the Holy Spirit, it will not be forgiven. (Luke 12:10 ULT) -* **it will not be forgiven** - This can be expressed with an active verb. AT: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of "forgive." AT: "God will consider him guilty forever" (See: *Active Passive*) +* **it will not be forgiven** - This can be expressed with an active verb. AT: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” AT: “God will consider him guilty forever” (See: *Active Passive*) This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences. @@ -32,6 +32,6 @@ This Note provides an example of how translators can translate this passive sent >Saul, Saul, why are you persecuting me? (Acts 9:4 ULT) -* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (AT): "You are persecuting me!" or a command (AT): "Stop persecuting me!" (See: *Rhetorical Questions*) +* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (AT): “You are persecuting me!” or a command (AT): “Stop persecuting me!” (See: *Rhetorical Questions*) The translation suggestion here provides an alternate way to translate (AT) the rhetorical question if your language does not use that form of rhetorical question to rebuke someone. \ No newline at end of file diff --git a/translate/resources-alter/sub-title.md b/translate/resources-alter/sub-title.md index 57cce51..11f966b 100644 --- a/translate/resources-alter/sub-title.md +++ b/translate/resources-alter/sub-title.md @@ -1 +1 @@ -What translating decision should I make when I see "AT:" in the notes? \ No newline at end of file +What translating decision should I make when I see “AT:” in the notes? \ No newline at end of file diff --git a/translate/resources-alterm/01.md b/translate/resources-alterm/01.md index f7cdb76..041e335 100644 --- a/translate/resources-alterm/01.md +++ b/translate/resources-alterm/01.md @@ -3,7 +3,7 @@ Alternate meanings refer to when Bible scholars have different understandings of what a word or phrase means. -The note will have the ULT text followed by an explanation starting with the words "Possible meanings are." The meanings are numbered, and the first one is the one that most Bible scholars consider to be correct. If a meaning is given in a way that it can be used as a translation, it will have quote marks around it. +The note will have the ULT text followed by an explanation starting with the words “Possible meanings are.” The meanings are numbered, and the first one is the one that most Bible scholars consider to be correct. If a meaning is given in a way that it can be used as a translation, it will have quote marks around it. The translator needs to decide which meaning to translate. Translators may choose the first meaning, or they may choose one of the other meanings if the people in their community use and respect another Bible version that has one of those other meanings. @@ -11,12 +11,12 @@ The translator needs to decide which meaning to translate. Translators may choos > But take a small number of hairs from them and tie them into the folds of your robe. (Ezekiel 5:3 ULT) -* **the folds of your robe** -- Possible meanings are 1) "the cloth on your arms" ("your sleeves") (UST) or 2) "the end of the cloth on your robe" ("your hem") or 3) the fold in the garment where it is tucked into the belt. +* **the folds of your robe** -- Possible meanings are 1) “the cloth on your arms” (“your sleeves”) (UST) or 2) “the end of the cloth on your robe” (“your hem”) or 3) the fold in the garment where it is tucked into the belt. -This note has the ULT text followed by three possible meanings. The word translated by "the folds of your robe" refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. +This note has the ULT text followed by three possible meanings. The word translated by “the folds of your robe” refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. -> But Simon Peter, when he saw it, fell down at Jesus' knees (Luke 5:8 ULT) +> But Simon Peter, when he saw it, fell down at Jesus’ knees (Luke 5:8 ULT) -* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus' feet" or 3) "lay down on the ground at Jesus' feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus. +* **fell down at Jesus’ knees** - Possible meanings are 1) “knelt down before Jesus” or 2) “bowed down at Jesus’ feet” or 3) “lay down on the ground at Jesus’ feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus. -This note explains what "fell down at Jesus' knees" might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture. \ No newline at end of file +This note explains what “fell down at Jesus’ knees” might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture. \ No newline at end of file diff --git a/translate/resources-clarify/01.md b/translate/resources-clarify/01.md index 2e52858..c7d3905 100644 --- a/translate/resources-clarify/01.md +++ b/translate/resources-clarify/01.md @@ -1,7 +1,7 @@ ### Description -Sometimes a Note suggests a translation from the UST. In that case the text from the UST will be followed by "(UST)." +Sometimes a Note suggests a translation from the UST. In that case the text from the UST will be followed by “(UST).” ### Translation Notes Examples @@ -11,9 +11,9 @@ Sometimes a Note suggests a translation from the UST. In that case the text from The Note for this verse says: -* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: "rules in the heavens" or "sits on his throne in heaven" (UST) (See: [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md)) +* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: “rules in the heavens” or “sits on his throne in heaven” (UST) (See: [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md)) -Here there are two suggested translations for the phrase 'sits in the heavens.' The first expresses clearly what "sits in the heavens" represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his "throne." This suggestion is from the UST. +Here there are two suggested translations for the phrase ‘sits in the heavens.’ The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST. >When he saw Jesus, he fell on his face. (Luke 5:12 **ULT**) @@ -21,6 +21,6 @@ Here there are two suggested translations for the phrase 'sits in the heavens.' The Note for this verse says: -* **he fell on his face** - "he knelt and touched the ground with his face" or "he bowed down to the ground" (UST) +* **he fell on his face** - “he knelt and touched the ground with his face” or “he bowed down to the ground” (UST) Here the words from the UST are provided as another translation suggestion. \ No newline at end of file diff --git a/translate/resources-connect/01.md b/translate/resources-connect/01.md index 7448fd9..0e3cd8e 100644 --- a/translate/resources-connect/01.md +++ b/translate/resources-connect/01.md @@ -21,7 +21,7 @@ Both types of notes are to help you understand the passage better and be aware o #### Whether this chunk is at the beginning, continuation, or end of a passage ->1It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. 2Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples 3and said to him, "Are you the Coming One, or is there another person we should be looking for?" (Matthew 11:1-3 ULT) +>1It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. 2Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples 3and said to him, “Are you the Coming One, or is there another person we should be looking for?” (Matthew 11:1-3 ULT) * **General Information**: - This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: *Introduction of New Event*) @@ -29,7 +29,7 @@ This note alerts you to the beginning of a new part of a story and gives you a l #### Who is speaking -> 17For he was one of us and received his share of the benefits of this ministry." 18(Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. 19It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULT) +> 17For he was one of us and received his share of the benefits of this ministry.” 18(Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. 19It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULT) * **Connecting Statement:** - Peter continues his speech to the believers that he began in *Acts 1:16*. @@ -39,21 +39,21 @@ This note tells you that it is still Peter speaking in verse 17 so you can mark #### The person or thing that pronouns refer to >20And Isaiah is very bold and says, ->"I was found by those who did not seek me. ->I appeared to those who did not ask for me." ->21But to Israel he says, "All the day long I reached out my hands ->to a disobedient and resistant people." (Romans 10:20-21 ULT) +>“I was found by those who did not seek me. +>I appeared to those who did not ask for me.” +>21But to Israel he says, “All the day long I reached out my hands +>to a disobedient and resistant people.” (Romans 10:20-21 ULT) -* **General Information:** - Here the words "I," "me," and "my" refer to God. +* **General Information:** - Here the words “I,” “me,” and “my” refer to God. This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said. #### Important background or implied information -> 26Now an angel of the Lord spoke to Philip and said, "Arise and go toward the south to the road that goes down from Jerusalem to Gaza." (This road is in a desert.) 27He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. 28He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT) +> 26Now an angel of the Lord spoke to Philip and said, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This road is in a desert.) 27He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. 28He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT) * **General Information:** - This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*) -This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language's ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information. \ No newline at end of file +This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information. \ No newline at end of file diff --git a/translate/resources-def/01.md b/translate/resources-def/01.md index ee32104..900aab1 100644 --- a/translate/resources-def/01.md +++ b/translate/resources-def/01.md @@ -6,20 +6,20 @@ Sometimes you may not know what a word in the ULT means. The notes may have a de ### Translation Notes Examples Simple definitions of words or phrases are added without quotes or sentence format. Here are examples: ->It is like children playing in the marketplace, who sit and call to one another and say, "We played a flute for you." (Matthew 11:16-17 ULT) +>It is like children playing in the marketplace, who sit and call to one another and say, “We played a flute for you.” (Matthew 11:16-17 ULT) * **marketplace** - a large, open-air area where people would come to sell their goods * **flute** - a long, hollow musical instrument which is played by blowing air in or over one end ->people who dress in splendid clothing and live in luxury are in kings' palaces (Luke 7:25 ULT) +>people who dress in splendid clothing and live in luxury are in kings’ palaces (Luke 7:25 ULT) -* **kings' palaces** - a large, expensive house that a king lives in +* **kings’ palaces** - a large, expensive house that a king lives in ### Translation Principles * Use words that are already part of your language if possible. * Keep expressions short if possible. -* Represent God's commands and historical facts accurately. +* Represent God’s commands and historical facts accurately. ### Translation Strategies diff --git a/translate/resources-eplain/01.md b/translate/resources-eplain/01.md index 2adfacf..4ba8481 100644 --- a/translate/resources-eplain/01.md +++ b/translate/resources-eplain/01.md @@ -5,21 +5,21 @@ Sometimes you may not know what a word or phrase means in the ULT, and it may al ### Translation Notes Examples -Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period ("."). +Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period (“.”). > The fishermen had gotten out of them and were washing their nets.(Luke 5:2 ULT) * **washing their nets** - They were cleaning their fishing nets in order to use them again to catch fish. -If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for "were washing" and "nets." +If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for “were washing” and “nets.” > they motioned to their partners in the other boat (Luke 5:7 ULT) * **motioned** - They were too far from shore to call so they made gestures, probably waving their arms. -This note can help you understand what kind of motion the people made. It was a motion that people would be able to see from a distance. This will help you choose a good word or phrase for "motioned." +This note can help you understand what kind of motion the people made. It was a motion that people would be able to see from a distance. This will help you choose a good word or phrase for “motioned.” -> He will be filled with the Holy Spirit, even while in his mother's womb. (Luke 1:14 ULT) +> He will be filled with the Holy Spirit, even while in his mother’s womb. (Luke 1:14 ULT) -* **even while in his mother's womb** - The word "even" here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit. +* **even while in his mother’s womb** - The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit. -This note can help you understand what the word "even" means in this sentence, so that you can find a way of showing how surprising this was. \ No newline at end of file +This note can help you understand what the word “even” means in this sentence, so that you can find a way of showing how surprising this was. \ No newline at end of file diff --git a/translate/resources-fofs/01.md b/translate/resources-fofs/01.md index 80f8ae7..8441eec 100644 --- a/translate/resources-fofs/01.md +++ b/translate/resources-fofs/01.md @@ -3,20 +3,20 @@ Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. There are many different types of figures of speech. -In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as "AT," which is the initial letters of "Alternate Translation." There will also be a link to a translationAcademy (tA) page that gives additional information and translation strategies for that kind of figure of speech. +In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as “AT,” which is the initial letters of “Alternate Translation.” There will also be a link to a translationAcademy (tA) page that gives additional information and translation strategies for that kind of figure of speech. In order to translate the meaning, you need to be able to recognize the figure of speech and know what it means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language. ### Translation Notes Examples -> Many will come in my name and say, 'I am he,' and they will lead many astray. (Mark 13:6 ULT) +> Many will come in my name and say, ‘I am he,’ and they will lead many astray. (Mark 13:6 ULT) -* **in my name** - Possible meanings are 1) AT: "claiming my authority" or 2) "claiming that God sent them." (See: [Metonymy](../figs-metonymy/01.md) and [Idiom](../figs-idiom/01.md)) +* **in my name** - Possible meanings are 1) AT: “claiming my authority” or 2) “claiming that God sent them.” (See: [Metonymy](../figs-metonymy/01.md) and [Idiom](../figs-idiom/01.md)) -The figure of speech in this Note is called a metonymy. The phrase "in my name" does not refer to the speaker's name (Jesus), but to his person and authority. The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the tA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonymys. Because this phrase is also a common idiom, the Note includes a link to the tA page that explains idioms. +The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speaker’s name (Jesus), but to his person and authority. The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the tA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonymys. Because this phrase is also a common idiom, the Note includes a link to the tA page that explains idioms. -> "You offspring of vipers! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULT) +> “You offspring of vipers! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULT) -* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: "You evil poisonous snakes" or "People should stay away from you just like they avoid poisonous snakes" (See: [Metaphor](../figs-metaphor/01.md)) +* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: [Metaphor](../figs-metaphor/01.md)) The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the tA page about metaphors. Click on the link to learn about metaphors and general strategies for translating them. \ No newline at end of file diff --git a/translate/resources-iordquote/01.md b/translate/resources-iordquote/01.md index 5eff990..655d16c 100644 --- a/translate/resources-iordquote/01.md +++ b/translate/resources-iordquote/01.md @@ -3,20 +3,20 @@ There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. (See: [Direct and Indirect Quotations](../figs-quotations/01.md)) -When there is a direct or indirect quote in the ULT, the notes may have an option for translating it as the other kind of quote. The translation suggestion may start with "It can be translated as a direct quote:" or "It can be translated as an indirect quote:" and it will be followed by that kind of quote. This will be followed by a link to the information page called "Direct and Indirect Quotations" that explains both kinds of quotations. +When there is a direct or indirect quote in the ULT, the notes may have an option for translating it as the other kind of quote. The translation suggestion may start with “It can be translated as a direct quote:” or “It can be translated as an indirect quote:” and it will be followed by that kind of quote. This will be followed by a link to the information page called “Direct and Indirect Quotations” that explains both kinds of quotations. -There may be a note about direct and indirect quotes when a quote has another quote inside of it, because these can be confusing. In some languages it may be more natural to translate one of these quotes with a direct quote and the other quote with an indirect quote. The note will end with a link to the information page called "[Quotes within Quotes](../figs-quotesinquotes/01.md)." +There may be a note about direct and indirect quotes when a quote has another quote inside of it, because these can be confusing. In some languages it may be more natural to translate one of these quotes with a direct quote and the other quote with an indirect quote. The note will end with a link to the information page called “[Quotes within Quotes](../figs-quotesinquotes/01.md).” ### Translation Notes Examples > He instructed him to tell no one (Luke 5:14 ULT) -* **to tell no one** - This can be translated as a direct quote: "Do not tell anyone" There is implied information that can also be stated explicitly (AT): "do not tell anyone that you have been healed" (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md)) +* **to tell no one** - This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (AT): “do not tell anyone that you have been healed” (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md)) Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language. -> At the time of the harvest I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn." (Matthew 13:30 ULT) +> At the time of the harvest I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn.” (Matthew 13:30 ULT) -* **I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn"** - You can translate this as an indirect quote: "I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn." (See: [Direct and Indirect Quotations](../figs-quotations/01.md)) +* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** - You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: [Direct and Indirect Quotations](../figs-quotations/01.md)) Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language. \ No newline at end of file diff --git a/translate/resources-links/01.md b/translate/resources-links/01.md index 0e5eba1..0288ae5 100644 --- a/translate/resources-links/01.md +++ b/translate/resources-links/01.md @@ -15,8 +15,8 @@ There are several reasons to read the translationAcademy topic information: #### Examples * **evening and morning** - This refers to the whole day. Two parts of the day are used to refer to the whole day. In the Jewish culture, a day begins when the sun sets. (See: *Merism*) -* **walking** - "obeying" (See: *Metaphor*) -* **made it known** - "communicated it" (See: *Idiom*) +* **walking** - “obeying” (See: *Metaphor*) +* **made it known** - “communicated it” (See: *Idiom*) @@ -35,5 +35,5 @@ These links will only take you back to notes in the book that you are working on * **be fruitful and multiply** - See how you translated these commands in Genesis 1:28. * **everything that creeps along the ground** - This includes all types of small animals. See how you translated this in Genesis 1:25. -* **will be blessed in him** - AT: "will be blessed because of Abraham" or "will be blessed because I have blessed Abraham." For translating "in him," see how you translated "through you" in Genesis 12:3. +* **will be blessed in him** - AT: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in Genesis 12:3. diff --git a/translate/resources-long/01.md b/translate/resources-long/01.md index 9d69b1a..34f2518 100644 --- a/translate/resources-long/01.md +++ b/translate/resources-long/01.md @@ -7,7 +7,7 @@ Sometimes there are notes for a phrase and separate notes for portions of that p > But it is to the extent of your hardness and unrepentant heart that you are storing up for yourself wrath in the day of wrath (Romans 2:5 ULT) -* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym "heart" to represent the whole person. AT: "It is because you refuse to listen and repent" (See: [Metaphor](../figs-metaphor/01.md) and [Metonymy](../figs-metonymy/01.md)) -* **hardness and unrepentant heart** - The phrase "unrepentant heart" explains the word "hardness" (See: [Doublet](../figs-doublet/01.md)) +* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. AT: “It is because you refuse to listen and repent” (See: [Metaphor](../figs-metaphor/01.md) and [Metonymy](../figs-metonymy/01.md)) +* **hardness and unrepentant heart** - The phrase “unrepentant heart” explains the word “hardness” (See: [Doublet](../figs-doublet/01.md)) In this example the first note explains the metaphor and the metonymy, and the second explains the doublet in the same passage. \ No newline at end of file diff --git a/translate/resources-porp/01.md b/translate/resources-porp/01.md index 47a0aaf..2c45f1d 100644 --- a/translate/resources-porp/01.md +++ b/translate/resources-porp/01.md @@ -9,10 +9,10 @@ Sometimes Bible scholars do not know for sure, or do not agree on, what a partic ### Translation Notes Examples -When many scholars say that a word or phrase means one thing, and many others say that it means other things, we show the most common meanings that they give. Our notes for these situations begin with "Possible meanings are" and then give a **numbered list**. We recommend that you use the first meaning given. However, if people in your community have access to another Bible that uses one of the other possible meanings, you may decide that it is better to use that meaning. ->But Simon Peter, when he saw it, fell down at Jesus' knees, saying, "Depart from me, for I am a sinful man, Lord." (Luke 5:8 ULT) +When many scholars say that a word or phrase means one thing, and many others say that it means other things, we show the most common meanings that they give. Our notes for these situations begin with “Possible meanings are” and then give a **numbered list**. We recommend that you use the first meaning given. However, if people in your community have access to another Bible that uses one of the other possible meanings, you may decide that it is better to use that meaning. +>But Simon Peter, when he saw it, fell down at Jesus’ knees, saying, “Depart from me, for I am a sinful man, Lord.” (Luke 5:8 ULT) -* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus feet" or 3) "lay down on the ground at Jesus feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus. +* **fell down at Jesus’ knees** - Possible meanings are 1) “knelt down before Jesus” or 2) “bowed down at Jesus feet” or 3) “lay down on the ground at Jesus feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus. ### Translation Strategies diff --git a/translate/resources-porp/sub-title.md b/translate/resources-porp/sub-title.md index 7547b27..9848da6 100644 --- a/translate/resources-porp/sub-title.md +++ b/translate/resources-porp/sub-title.md @@ -1 +1 @@ -What translating decision should I make when I see the word "possible" in the note? \ No newline at end of file +What translating decision should I make when I see the word “possible” in the note? \ No newline at end of file diff --git a/translate/resources-questions/01.md b/translate/resources-questions/01.md index fba7ced..5ce35a3 100644 --- a/translate/resources-questions/01.md +++ b/translate/resources-questions/01.md @@ -10,7 +10,7 @@ Using tQ during community checks will help the translator know if the Target Lan In order to use tQ when doing a self-check, follow these steps: 1. Translate a passage, or chapter, of the Bible. -1. Look at the section called "Questions." +1. Look at the section called “Questions.” 1. Read the question entry for that passage. 1. Think of the answer from the translation. Try to not answer from what you know from other Bible translations. 1. Click on the question to have the answer displayed. @@ -20,9 +20,9 @@ In order to use tQ for a community check, follow these steps: 1. Read the newly completed translation of a Bible chapter to one or more community members. 1. Tell the listeners to only answer the questions from this translation and to not answer using what they know from other translations of the Bible. This is a test of the translation, not of the people. Because of this, testing the translation with people who do not know the Bible well is very useful. -1. Look at the section called "Questions." +1. Look at the section called “Questions.” 1. Read the first question entry for that chapter. 1. Ask the community members to answer the question. Remind them to think of the answer only from the translation. -1. Click on the question to have the answer displayed. If the community member's answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed. +1. Click on the question to have the answer displayed. If the community member’s answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed. 1. Continue with the rest of the questions for the chapter. diff --git a/translate/resources-synequi/01.md b/translate/resources-synequi/01.md index 26dbd77..4a0d982 100644 --- a/translate/resources-synequi/01.md +++ b/translate/resources-synequi/01.md @@ -7,12 +7,12 @@ Some Notes provide a translation suggestion that can replace the word or phrase > Make ready the way of the Lord, (Luke 3:4 ULT) -* **the way** - "the path" or "the road" +* **the way** - “the path” or “the road” -In this example, the words "the path" or the words "the road" can replace the words "the way" in the ULT. You can decide whether it is natural to say "way," "path," or "road" in your language. +In this example, the words “the path” or the words “the road” can replace the words “the way” in the ULT. You can decide whether it is natural to say “way,” “path,” or “road” in your language. > Deacons, likewise, should be dignified, not double-talkers. (1 Timothy 3:8 ULT) -* **Deacons, likewise** - "In the same way, deacons" or "Deacons, like overseers" +* **Deacons, likewise** - “In the same way, deacons” or “Deacons, like overseers” -In this example, the words "In the same way, deacons" or "Deacons, like overseers" can replace the words "Deacons, likewise" in the ULT. You, as the translator, can decide what is natural for your language. \ No newline at end of file +In this example, the words “In the same way, deacons” or “Deacons, like overseers” can replace the words “Deacons, likewise” in the ULT. You, as the translator, can decide what is natural for your language. \ No newline at end of file diff --git a/translate/resources-types/01.md b/translate/resources-types/01.md index c3c2b45..0d14507 100644 --- a/translate/resources-types/01.md +++ b/translate/resources-types/01.md @@ -29,7 +29,7 @@ There are several types of suggested translations. * **[Notes with Alternate Translations (AT)](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULT because the target language may prefer a different form. The alternate translation should only be used when the ULT form or content is not accurate or natural in your language. -* **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** - When the UST provides a good alternate translation for the ULT, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate Translation. In that case, the Note will say "(UST)" after the text from the UST. +* **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** - When the UST provides a good alternate translation for the ULT, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate Translation. In that case, the Note will say “(UST)” after the text from the UST. * **[Notes that have Alternate Meanings](../resources-alterm/01.md)** - Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first. diff --git a/translate/resources-words/01.md b/translate/resources-words/01.md index 1018ec8..c2b9d8f 100644 --- a/translate/resources-words/01.md +++ b/translate/resources-words/01.md @@ -6,7 +6,7 @@ It is the duty of the translator, to the best of his ability, to make sure that In order to use translationWords, follow these steps: 1. Identify the important words and any words in the source text that are ambiguous or difficult to understand. -1. Look at the section called "translationWords." +1. Look at the section called “translationWords.” 1. Find the words that you identified as important or difficult, and click on the first one. 1. Read the translationWords entry for that word. 1. After reading the definition, read the Bible passage again, thinking about the definition that you read in translationWords. @@ -22,7 +22,7 @@ Once you have found a good translation for a translationWord, you should use it Sometimes a translationWord refers to a thing or custom that is unknown in the target language. Possible solutions are to use a descriptive phrase, substitute something similar, use a foreign word from another language, use a more general word or use more specific words. See the lesson on [Translate Unknowns](../translate-unknown/01.md) for more information. -One kind of 'unknown idea' are words that refer to Jewish and Christian religious customs and beliefs. Some common unknown ideas are: +One kind of ‘unknown idea’ are words that refer to Jewish and Christian religious customs and beliefs. Some common unknown ideas are: **Names of places** such as: @@ -33,7 +33,7 @@ One kind of 'unknown idea' are words that refer to Jewish and Christian religiou **Titles of people who hold an office** such as: * Priest (someone who is chosen to offer sacrifices to God on behalf of his people) -* Pharisee (important group of Israel's religious leaders in Jesus' time) +* Pharisee (important group of Israel’s religious leaders in Jesus’ time) * Prophet (person who delivers messages that come directly from God) * Son of Man * Son of God diff --git a/translate/translate-aim/01.md b/translate/translate-aim/01.md index 7603a1d..7dee14b 100644 --- a/translate/translate-aim/01.md +++ b/translate/translate-aim/01.md @@ -5,7 +5,7 @@ A translator is like a hunter, who must aim his gun at an animal if he wants to It is the same when we speak to other people. We do not speak to young children with exactly the same words that we would say to an adult. Neither do we speak to our friends in exactly the same way we would speak to the president or ruler of our country. -In all these cases, we decide to use different words and expressions. For example, if I am sharing the gospel with a young child, I should not say to him, "Repent, and the Lord will give you his grace." Instead, I should say something like, "Be sorry for the wrong things you have done, and tell Jesus that you are sorry. Then he will welcome you, because he loves you." +In all these cases, we decide to use different words and expressions. For example, if I am sharing the gospel with a young child, I should not say to him, “Repent, and the Lord will give you his grace.” Instead, I should say something like, “Be sorry for the wrong things you have done, and tell Jesus that you are sorry. Then he will welcome you, because he loves you.” In every language, there are words that only adults use, words that children have not yet learned. Of course, the children will eventually learn to use many of these words. But if you say too many of these words to children at the same time, they will find it very difficult to understand you. @@ -17,19 +17,19 @@ For these reasons, Bible translators must decide who are the people that they wi Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these other rules: -1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word "synagogue" into something like "sinagog" and then try to teach its meaning to the people. They will not try to transform the Bible word "angel" into something like "enjel" and then try to teach its meaning to the target language readers. -1. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in "grace" or "sanctify," translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word's meaning in the Bible passage that they are working on. +1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word “synagogue” into something like “sinagog” and then try to teach its meaning to the people. They will not try to transform the Bible word “angel” into something like “enjel” and then try to teach its meaning to the target language readers. +1. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in “grace” or “sanctify,” translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word’s meaning in the Bible passage that they are working on. 1. They remember not to take known words in the target language and stuff them with new meaning. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that you want the text to communicate. 1. They remember to express the biblical ideas in ways that are clear and natural. (See: [Create Clear Translations](../guidelines-clear/01.md), [Create Natural Translations](../guidelines-natural/01.md)) -When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today's English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions. +When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today’s English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions. #### Aim for a Bible Study Translation Translators can aim their translation at Christians who want to study the Bible in a way that is deeper than the way it is read by new Christians. Translators may decide to do this if the target language already has a good Bible that speaks well to unbelievers and new believers. If translators work in this way, they may decide to: -1. Try to imitate more of the grammatical structures they find in the biblical languages. For example, when the Bible says, "The love of God," translators might decide to leave the expression ambiguous. If they do this, they will not decide whether it means "the love that people have for God" or "the love that God has for people." When the Bible says, "the love that we have in Christ Jesus," translators might decide not to say that it means "because of Christ Jesus" or "united to Christ Jesus." -1. Try to say what Greek or Hebrew words "stand behind" various expressions in translation. For example, they can do this with footnotes. +1. Try to imitate more of the grammatical structures they find in the biblical languages. For example, when the Bible says, “The love of God,” translators might decide to leave the expression ambiguous. If they do this, they will not decide whether it means “the love that people have for God” or “the love that God has for people.” When the Bible says, “the love that we have in Christ Jesus,” translators might decide not to say that it means “because of Christ Jesus” or “united to Christ Jesus.” +1. Try to say what Greek or Hebrew words “stand behind” various expressions in translation. For example, they can do this with footnotes. 1. Try to invent new expressions in the target language that signal more of the meaning carried by biblical words. If translators do this, they must become creative with the target language. We do not recommend that you follow this second path unless the target language already has a Bible translation that communicates in a clear and natural way. diff --git a/translate/translate-alphabet/01.md b/translate/translate-alphabet/01.md index 26779a8..0335cb0 100644 --- a/translate/translate-alphabet/01.md +++ b/translate/translate-alphabet/01.md @@ -7,7 +7,7 @@ The goal of a good alphabet is to have one letter to represent each different so If a neighboring language already has an alphabet, and if that language has similar sounds to your language, it might work well to simply borrow their alphabet. If not, then the next best thing is to borrow the alphabet from the national language that you learned in school. However, it is likely that your language has sounds that the national language does not, and so it will be difficult to use this alphabet to represent all of the sounds of your language. In that case, it is good to think about each sound in your language. Write out the national language alphabet on a piece of paper from top to bottom. Then write a word from your language next to each letter that either starts with that sound or has that sound in it. Underline the letter that makes that sound in each of the words. -There may be letters in the national alphabet that your language does not use. That is fine. Now think about the sounds from these words that you had a hard time writing, or that you could not find a letter for. If the sound is similar to a sound that you did find a letter for, then maybe you can modify that letter to represent the other sound. For example, if you have a sound represented by "s", and a similar sound that there was no letter for, you could add a mark to the letter for the similar sound, such as putting ' or ^ or ~ on top of it. If you find that there is a group of sounds that seem to all have the same kind of difference from the national language sounds, then it is good to modify that group of letters in the same way. +There may be letters in the national alphabet that your language does not use. That is fine. Now think about the sounds from these words that you had a hard time writing, or that you could not find a letter for. If the sound is similar to a sound that you did find a letter for, then maybe you can modify that letter to represent the other sound. For example, if you have a sound represented by “s”, and a similar sound that there was no letter for, you could add a mark to the letter for the similar sound, such as putting ‘ or ^ or ~ on top of it. If you find that there is a group of sounds that seem to all have the same kind of difference from the national language sounds, then it is good to modify that group of letters in the same way. Once you have finished this exercise and cannot think of any more sounds in your language, try writing a story or write down something that happened recently. As you write, you will probably discover sounds that you had not thought of earlier. Continue to modify letters so that you can write these sounds. Add these sounds to the list you made earlier. diff --git a/translate/translate-alphabet2/01.md b/translate/translate-alphabet2/01.md index c524e01..0335f73 100644 --- a/translate/translate-alphabet2/01.md +++ b/translate/translate-alphabet2/01.md @@ -25,7 +25,7 @@ The most basic part of a word; what is left when all the affixes are removed. #### Morpheme -A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final "s" is a morpheme that means "plural.") +A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final “s” is a morpheme that means “plural.”) ### How Syllables Make Words @@ -53,11 +53,11 @@ The vowel sounds form the middle of each syllable, and the consonant sounds come **Points of articulation** are those places along the throat or mouth where air is constricted or its flow is stopped. Common points of articulation include the lips, the teeth, the dental (alveolar) ridge, the palate (hard roof of the mouth), the velum (soft roof of the mouth), uvula, and the vocal cords (or glottis). -**Articulators** are the moving parts of the mouth, particularly the parts of the tongue that slow the flow of air. The parts of the tongue that can do this include the tongue root, the back, the blade, and the tip. The lips can also slow the air flow through the mouth without the use of the tongue. Sounds made with the lips include consonants such as “b," "v," and "m." +**Articulators** are the moving parts of the mouth, particularly the parts of the tongue that slow the flow of air. The parts of the tongue that can do this include the tongue root, the back, the blade, and the tip. The lips can also slow the air flow through the mouth without the use of the tongue. Sounds made with the lips include consonants such as “b,” “v,” and “m.” The **manner of articulation** describes how the airflow is slowed. It can come to a complete stop (as with “p” or “b”, which are called stop consonants or stops), have heavy friction (like “f” or “v,” called fricatives), or be only slightly restricted (like “w” or “y,” called semi-vowels, because they are almost as free as vowels.) -**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b,d,g,v,” or voiceless (-v) such as “p,t,k,f." These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b,d,g,v” and “p,t,k,f” is voicing (+v and –v). +**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b,d,g,v,” or voiceless (-v) such as “p,t,k,f.” These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b,d,g,v” and “p,t,k,f” is voicing (+v and –v). **The consonants of English** Points of Articulation Lips Teeth Ridge Palate Velum Uvula Glottis diff --git a/translate/translate-bdistance/01.md b/translate/translate-bdistance/01.md index ce26358..e964571 100644 --- a/translate/translate-bdistance/01.md +++ b/translate/translate-bdistance/01.md @@ -3,11 +3,11 @@ The following terms are the most common measures for distance or length that were originally used in the Bible. Most of these are based on the sizes of the hand and forearm. -* The **handbreadth** was the width of the palm of a man's hand. -* The **span** or handspan was the width of a man's hand with the fingers spread out. -* The **cubit** was the length of a man's forearm, from the elbow to the tip of the longest finger. -* The **"long" cubit** is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span. -* The **stadium** (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as "furlong", which referred to the average length of a plowed field. +* The **handbreadth** was the width of the palm of a man’s hand. +* The **span** or handspan was the width of a man’s hand with the fingers spread out. +* The **cubit** was the length of a man’s forearm, from the elbow to the tip of the longest finger. +* The **”long” cubit** is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span. +* The **stadium** (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as “furlong”, which referred to the average length of a plowed field. The metric values in the table below are close but not exactly equal to the biblical measures. The biblical measures probably differed in exact length from time to time and place to place. The equivalents below are an attempt to give an average measurement. @@ -16,7 +16,7 @@ The metric values in the table below are close but not exactly equal to the bibl | handbreadth | 8 centimeters | | span | 23 centimeters | | cubit | 46 centimeters | -| "long" cubit | 54 centimeters | +| “long” cubit | 54 centimeters | | stadia | 185 meters | @@ -25,9 +25,9 @@ The metric values in the table below are close but not exactly equal to the bibl 1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures. 1. Using modern measures can help readers understand the text more easily. 1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote. -1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as ".46 meters" or even as "46 centimeters," readers might think that the measurement is exact. It would be better to say "half a meter," "45 centimeters," or "50 centimeters." -1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as "about ten kilometers" from Jerusalem. -1. When God tells people how long something should be, and when people make things according to those lengths, do not use "about" in the translation. Otherwise it will give the impression that God did not care exactly how long something should be. +1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as “.46 meters” or even as “46 centimeters,” readers might think that the measurement is exact. It would be better to say “half a meter,” “45 centimeters,” or “50 centimeters.” +1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as “about ten kilometers” from Jerusalem. +1. When God tells people how long something should be, and when people make things according to those lengths, do not use “about” in the translation. Otherwise it will give the impression that God did not care exactly how long something should be. ### Translation Strategies @@ -45,23 +45,23 @@ The strategies are all applied to Exodus 25:10 below. 1. Use the measurements given in the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (see [Copy or Borrow Words](../translate-transliterate/01.md)) - * "They are to make an ark of acacia wood. Its length must be two and a half kubits; its width will be one kubit and a half; and its height will be one kubit and a half." + * “They are to make an ark of acacia wood. Its length must be two and a half kubits; its width will be one kubit and a half; and its height will be one kubit and a half.” 1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. - * "They are to make an ark of acacia wood. Its length must be one meter; its width will be two thirds of a meter; and its height will be two thirds of a meter." + * “They are to make an ark of acacia wood. Its length must be one meter; its width will be two thirds of a meter; and its height will be two thirds of a meter.” 1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below. - * "They are to make an ark of acacia wood. Its length must be 3 3/4 feet; its width will be 2 1/4 feet; and its height will be 2 1/4 feet." + * “They are to make an ark of acacia wood. Its length must be 3 3/4 feet; its width will be 2 1/4 feet; and its height will be 2 1/4 feet.” 1. Use the measurements from the ULT and include measurements that your people know in the text or a note. The following shows both measurements in the text. - * "They are to make an ark of acacia wood. Its length must be two and a half cubits (one meter); its width will be one cubit and a half (two thirds of a meter); and its height will be one cubit and a half (two thirds of a meter)." + * “They are to make an ark of acacia wood. Its length must be two and a half cubits (one meter); its width will be one cubit and a half (two thirds of a meter); and its height will be one cubit and a half (two thirds of a meter).” 1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in notes. - * "They are to make an ark of acacia wood. Its length must be one meter1; its width will be two thirds of a meter 2; and its height will be two thirds of a meter." The footnotes would look like: + * “They are to make an ark of acacia wood. Its length must be one meter1; its width will be two thirds of a meter 2; and its height will be two thirds of a meter.” The footnotes would look like: * [1] two and a half cubits * [2] one cubit and a half diff --git a/translate/translate-bibleorg/01.md b/translate/translate-bibleorg/01.md index 1d72a3d..86c80a7 100644 --- a/translate/translate-bibleorg/01.md +++ b/translate/translate-bibleorg/01.md @@ -1,15 +1,15 @@ -The Bible is made up of 66 "books." Although they are called "books," they vary greatly in length and the shortest ones are only a page or two long. The Bible has two main parts. The first part was written first and is called the Old Testament. The second part was written later and is called the New Testament. The Old Testament has 39 books and the New Testament has 27 books. (Some of the books in the New Testament are letters to people.) +The Bible is made up of 66 “books.” Although they are called “books,” they vary greatly in length and the shortest ones are only a page or two long. The Bible has two main parts. The first part was written first and is called the Old Testament. The second part was written later and is called the New Testament. The Old Testament has 39 books and the New Testament has 27 books. (Some of the books in the New Testament are letters to people.) Each book is divided into chapters. Most books have more than one chapter, but Obadiah, Philemon, 2 John, 3 John, and Jude each have only one chapter. All the chapters are divided into verses. -When we want to refer to a verse, we first write the name of the book, then the chapter, and then the verse. For example "John 3:16" means the book of John, chapter 3, verse 16. +When we want to refer to a verse, we first write the name of the book, then the chapter, and then the verse. For example “John 3:16” means the book of John, chapter 3, verse 16. -When we refer to two or more verses that are next to each other, we put a line between them. "John 3:16-18" means John, chapter 3, verses 16, 17, and 18. +When we refer to two or more verses that are next to each other, we put a line between them. “John 3:16-18” means John, chapter 3, verses 16, 17, and 18. -When we refer to verses that are not next to each other, we use commas to separate them. "John 3:2, 6, 9" means John chapter 3, verses 2, 6, and 9. +When we refer to verses that are not next to each other, we use commas to separate them. “John 3:2, 6, 9” means John chapter 3, verses 2, 6, and 9. -After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, "ULT" stands for the *unfoldingWord Literal Text*. +After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, “ULT” stands for the *unfoldingWord Literal Text*. In translationAcademy we use this system to tell where portions of scripture come from. However, this does not mean that the whole verse or set of verses is shown. The text below comes from Judges, chapter 6, verse 28, but it is not the whole verse. The verse has more at the end. In translationAcademy, we only show the part of the verse that we want to talk about. >In the morning when the men of the town got up, the altar of Baal was broken down ... (Judges 6:28 ULT) \ No newline at end of file diff --git a/translate/translate-bmoney/01.md b/translate/translate-bmoney/01.md index e2916cf..976d367 100644 --- a/translate/translate-bmoney/01.md +++ b/translate/translate-bmoney/01.md @@ -3,7 +3,7 @@ In early Old Testament times, people weighed their metals such as silver and gold and would give a certain weight of that metal in order to buy things. Later people started to make coins that each contained a standard amount of a certain metal. The daric is one such coin. In New Testament times, people used silver and copper coins. -The two tables below show some of the most well-known units of money found in the Old Testament (OT) and New Testament (NT). The table for Old Testament units shows what kind of metal was used and how much it weighed. The table for New Testament units shows what kind of metal was used and how much it was worth in terms of a day's wage. +The two tables below show some of the most well-known units of money found in the Old Testament (OT) and New Testament (NT). The table for Old Testament units shows what kind of metal was used and how much it weighed. The table for New Testament units shows what kind of metal was used and how much it was worth in terms of a day’s wage. | Unit in OT | Metal | Weight | | -------- | -------- | -------- | @@ -12,7 +12,7 @@ The two tables below show some of the most well-known units of money found in th | talent | various metals | 33 kilograms| -| Unit in NT | Metal | Day's Wage | +| Unit in NT | Metal | Day’s Wage | | -------- | -------- | -------- | | denarius/denarii | silver coin | 1 day | | drachma | silver coin | 1 day | @@ -43,24 +43,24 @@ The translations strategies are all applied to Luke 7:41 below. 1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md)) - * "The one owed five hundred denali, and the other owed fifty denali." (Luke 7:41 ULT) + * “The one owed five hundred denali, and the other owed fifty denali.” (Luke 7:41 ULT) 1. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used. - * "The one owed five hundred silver coins, and the other owed fifty silver coins." (Luke 7:41 ULT) + * “The one owed five hundred silver coins, and the other owed fifty silver coins.” (Luke 7:41 ULT) 1. Describe the value of the money in terms of what people in Bible times could earn in one day of work. - * "The one owed five hundred days' wages, and the other owed fifty days' wages." + * “The one owed five hundred days’ wages, and the other owed fifty days’ wages.” 1. Use the Bible term and give the equivalent amount in the text or a footnote. - * "The one owed five hundred denarii1, and the other owed fifty denarii.2" (Luke 7:41 ULT) The footnotes would look like: - * [1] five hundred days's wages - * [2] fifty day's wages + * “The one owed five hundred denarii1, and the other owed fifty denarii.2“ (Luke 7:41 ULT) The footnotes would look like: + * [1] five hundred days’s wages + * [2] fifty day’s wages 1. Use the Bible term and explain it in a footnote. - * "The one owed five hundred denarii1, and the other owed fifty denarii." (Luke 7:41 ULT) + * “The one owed five hundred denarii1, and the other owed fifty denarii.” (Luke 7:41 ULT) * [1] A denarius was the amount of silver that people could earn in one day of work. diff --git a/translate/translate-bvolume/01.md b/translate/translate-bvolume/01.md index c1b3d64..5713fe7 100644 --- a/translate/translate-bvolume/01.md +++ b/translate/translate-bvolume/01.md @@ -22,8 +22,8 @@ The following terms are the most common units of volume used in the Bible to sta * The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures. * Using modern measures can help readers understand the text more easily. * Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote. -* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as "3.7 liters," readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as "three and a half liters" or "four liters." -* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much they used. +* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters,” readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters.” +* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much they used. ### When the unit of measure is stated @@ -43,39 +43,39 @@ The strategies are all applied to Isaiah 5:10 below. 1. Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (see [Copy or Borrow Words](../translate-transliterate/01.md)) - * "For four hektares of vineyard will yield only one bat, and one homer of seed will yield only an efa." + * “For four hektares of vineyard will yield only one bat, and one homer of seed will yield only an efa.” 1. Use the measurements given in the UST. Usually they are metric measurements. The translators of the UST have already figured how to represent the amounts in the metric system. - * "For four hectares of vineyard will yield only twenty-two liters, and ten baskets of seed will yield only one basket." - * "For four hectares of vineyard will yield only twenty-two liters and 220 liters of seed will yield only twenty-two liters." + * “For four hectares of vineyard will yield only twenty-two liters, and ten baskets of seed will yield only one basket.” + * “For four hectares of vineyard will yield only twenty-two liters and 220 liters of seed will yield only twenty-two liters.” 1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. - * "For four hectares of vineyard will yield only six gallons, and six and a half bushels of seed will yield only twenty quarts." + * “For four hectares of vineyard will yield only six gallons, and six and a half bushels of seed will yield only twenty quarts.” 1. Use the measurements from the ULT and include measurements that your people know in the text or a note. The following shows both measurements in the text. - * "For four hectares of vineyard will yield only one bath (six gallons), and one homer (six and a half bushels) of seed will yield only an ephah (twenty quarts)." + * “For four hectares of vineyard will yield only one bath (six gallons), and one homer (six and a half bushels) of seed will yield only an ephah (twenty quarts).” 1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in footnotes. - * "For four hectares of vineyard will yield only twenty-two liters1, and 220 liters2 of seed will yield only twenty-two liters3." The footnotes would look like: + * “For four hectares of vineyard will yield only twenty-two liters1, and 220 liters2 of seed will yield only twenty-two liters3.” The footnotes would look like: * [1]one bath * [2]one homer * [3]one ephah ### When the unit of measure is implied -Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word "measure." +Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure.” * **whenever anyone came to the grainery for twenty measures of grain, there were only ten, and whenever someone came to the wine vat to draw out fifty measures of wine, there were only twenty.** (Haggai 2:16 ULT) #### Translation Strategies 1. Translate literally by using the number without a unit. -1. Use a generic word like "measure" or "quantity" or "amount." -1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. +1. Use a generic word like “measure” or “quantity” or “amount.” +1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine. 1. Use a unit of measure that you are already using in your translation. #### Translation Strategies Applied @@ -88,11 +88,11 @@ The strategies are all applied to Haggai 2:16 below. * whenever anyone came to the grainery for twenty of grain, there were only ten, and whenever someone came to the wine vat to draw out fifty of wine, there were only twenty. -1. Use a generic word like "measure" or "quantity" or "amount." +1. Use a generic word like “measure” or “quantity” or “amount.” * whenever anyone came to the grainery for twenty amounts of grain, there were only ten, and whenever someone came to the wine vat to draw out fifty amounts of wine, there were only twenty. -1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. +1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine. * whenever anyone came to the grainery for twenty baskets of grain, there were only ten, and whenever someone came to the wine vat to draw out fifty jars of wine, there were only twenty. diff --git a/translate/translate-bweight/01.md b/translate/translate-bweight/01.md index 32e8e77..44d2ca1 100644 --- a/translate/translate-bweight/01.md +++ b/translate/translate-bweight/01.md @@ -1,7 +1,7 @@ ### Description -The following terms are the most common units of weight in the Bible. The term "shekel" means "weight," and many other weights are described in terms of the shekel. Some of these weights were used for money. The metric values in the table below are not exactly equal to the biblical measures. The biblical measures differed in exact amount from time to time and place to place. The equivalents below are only an attempt to give an average measurement. +The following terms are the most common units of weight in the Bible. The term “shekel” means “weight,” and many other weights are described in terms of the shekel. Some of these weights were used for money. The metric values in the table below are not exactly equal to the biblical measures. The biblical measures differed in exact amount from time to time and place to place. The equivalents below are only an attempt to give an average measurement. | Original Measure | Shekels | Grams | Kilograms | |--------------------|----------|---------|------------| @@ -17,9 +17,9 @@ The following terms are the most common units of weight in the Bible. The term " 1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures. 1. Using modern measures can help readers understand the text more easily. 1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote. -1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as ".57 grams" readers might think that the measurement is exact. It would be better to say "half a gram." -1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath's spear weighed 300 shekels. Instead of translating this as "3300 grams" or "3.3 kilograms," it can be translated as "about three and one half kilograms." -1. When God tells people how much something should weigh, and when people use those weights, do not say "about" in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh. +1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as “.57 grams” readers might think that the measurement is exact. It would be better to say “half a gram.” +1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed 300 shekels. Instead of translating this as “3300 grams” or “3.3 kilograms,” it can be translated as “about three and one half kilograms.” +1. When God tells people how much something should weigh, and when people use those weights, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh. ### Translation Strategies @@ -37,23 +37,23 @@ The strategies are all applied to Exodus 38:29 below. 1. Use the measurements from the ULT. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULT. (see [Copy or Borrow Words](../translate-transliterate/01.md)) - * "The bronze from the offering weighed seventy talentes and 2,400 sekeles." + * “The bronze from the offering weighed seventy talentes and 2,400 sekeles.” 1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. - * "The bronze from the offering weighed 2,400 kilograms." + * “The bronze from the offering weighed 2,400 kilograms.” 1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. - * "The bronze from the offering weighed 5,300 pounds." + * “The bronze from the offering weighed 5,300 pounds.” 1. Use the measurements from the ULT and include measurements that your people know in the text or a footnote. The following shows both measurements in the text. - * "The bronze from the offering weighed seventy talents (2,380 kilograms) and 2,400 shekels (26.4 kilograms)." + * “The bronze from the offering weighed seventy talents (2,380 kilograms) and 2,400 shekels (26.4 kilograms).” 1. Use measurements that your people know, and include the measurements from the ULT in the text or in a footnote. The following shows the ULT measurements in notes. - * "The bronze from the offering weighed seventy talents and 2,400 shekels.1" + * “The bronze from the offering weighed seventy talents and 2,400 shekels.1“ * The footnote would look like: [1] This was a total of about 2,400 kilograms. diff --git a/translate/translate-chapverse/01.md b/translate/translate-chapverse/01.md index 7c71739..312720f 100644 --- a/translate/translate-chapverse/01.md +++ b/translate/translate-chapverse/01.md @@ -44,10 +44,10 @@ Next is an example from Psalm 3. Some Bibles do not mark the explanation at the 1 **Yahweh, how many are my enemies!** **Many have turned away and attacked me.** 2 **Many say about me,** -**"There is no help for him from God." *Selah*** +**”There is no help for him from God.” *Selah*** 1 *A psalm of David, when he fled from Absalom his son.* 2 Yahweh, how many are my enemies! Many have turned away and attacked me. 3 Many say about me, -"There is no help for him from God." *Selah* +“There is no help for him from God.” *Selah* diff --git a/translate/translate-decimal/01.md b/translate/translate-decimal/01.md index 53b01c3..1b6217e 100644 --- a/translate/translate-decimal/01.md +++ b/translate/translate-decimal/01.md @@ -3,7 +3,7 @@ The decimal point, or decimal comma, is a mark placed to the left of a number to show that the number refers to part of a whole number. For example .1 meter is not a whole meter but is only one tenth of a meter and .5 meter is not five meters, but is only five tenths of a meter. 3.7 meters is three and seven tenths of a meter. Numbers like these are used in the *unfoldingWord Simplified Text* (UST). -In some countries people use a decimal point, and in other countries people use a decimal comma. So translators in countries that use a decimal comma would write "3.7 meters" as "3,7 meters." In some cultures people prefer fractions. (see [Fractions](../translate-fraction/01.md)) +In some countries people use a decimal point, and in other countries people use a decimal comma. So translators in countries that use a decimal comma would write “3.7 meters” as “3,7 meters.” In some cultures people prefer fractions. (see [Fractions](../translate-fraction/01.md)) In the unfoldingWord Simplified Text (UST) parts of a number are written as decimals or fractions. When they are used with a measurement such as meters, grams, and liters, the are usually written as decimals. @@ -34,7 +34,7 @@ In the unfoldingWord Simplified Text (UST) parts of a number are written as deci For telling about parts of a number, the unfoldingWord Literal Text (ULT) uses fractions, and the unfoldingWord Simplified Text (UST) uses mostly decimals when the number is used with a measurement. Another difference between the ULT and the UST is that when measuring [Biblical Distance](../translate-bdistance/01.md), [Biblical Weight](../translate-bweight/01.md), and [Biblical Volume](../translate-bvolume/01.md), they use different systems, so the numbers in the ULT and the UST are not the same for these measures. >They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half. (Exodus 25:10 ULT) -The ULT uses the fraction "half." This can also be written as a decimal: .5. +The ULT uses the fraction “half.” This can also be written as a decimal: .5. >Tell the people to make a sacred chest from acacia wood. It is to be one meter long, 0.7 meter wide, and 0.7 meter high. (Exodus 25:10 UST) The UST uses the decimal 0.7. This equals seven tenths. @@ -59,10 +59,10 @@ One and a half cubits is about .7 meter or seven tenths of a meter. 1. If you decide to use decimals and the measures in the ULT, you will need to change the fractions in the ULT to decimals. * **three tenths of an ephah of fine flour mixed with oil as a grain offering, and one log of oil.** (Leviticus 14:10 ULT) - * " 0.3 ephah of fine flour mixed with oil as a grain offering, and one log of oil." + * “ 0.3 ephah of fine flour mixed with oil as a grain offering, and one log of oil.” 1. If you decide to use fractions and the measures in the UST, you will need to change the decimals in the UST to fractions. * **about 6.5 liters of a fine flour offering, mixed with olive oil, to be an offering, and about one third liter of olive oil.** (Leviticus 14:10 UST) - * "about six and a half liters of a fine flour offering, mixed with olive oil, to be an offering, and about one third liter of olive oil." + * “about six and a half liters of a fine flour offering, mixed with olive oil, to be an offering, and about one third liter of olive oil.” diff --git a/translate/translate-discover/01.md b/translate/translate-discover/01.md index aea49c0..d935e0b 100644 --- a/translate/translate-discover/01.md +++ b/translate/translate-discover/01.md @@ -3,7 +3,7 @@ There are many different things that we can do to help us to discover the meaning of the text, that is, to make sure that we understand what the text is trying to say. Here are a few suggestions: -1. Read the whole passage through before you translate it. Understand the main point of the whole passage before you begin to translate it. If it is a narrative passage, such as a story of one of Jesus' miracles, picture the original situation. Imagine you were there. Imagine how people felt. +1. Read the whole passage through before you translate it. Understand the main point of the whole passage before you begin to translate it. If it is a narrative passage, such as a story of one of Jesus’ miracles, picture the original situation. Imagine you were there. Imagine how people felt. 1. When translating the Bible, always use at least two versions of the Bible together as your source text. Comparing two versions will help you to think about the meaning, so that you do not just follow the words of one version literally. The two versions should be: * One version that follows the form of the original language fairly closely, such as the unfoldingWord Literal Text (ULT). diff --git a/translate/translate-dynamic/01.md b/translate/translate-dynamic/01.md index 6ccfd9e..ae5a931 100644 --- a/translate/translate-dynamic/01.md +++ b/translate/translate-dynamic/01.md @@ -15,7 +15,7 @@ The key characteristic of meaning-based translations is that they give priority * replace foreign grammatical structures with natural ones * change order of reasons or results to match the normal order of the flow of logic in the target language * substitute or explain idioms -* explain or translate terms from other languages ("Golgotha" = "place of the skull") +* explain or translate terms from other languages (“Golgotha” = “place of the skull”) * use phrases with simpler words instead of trying to find single word equivalents for difficult or uncommon words in the source text * replace terms that are unknown in the target culture with equivalent terms or descriptions * replace connecting words that the target language does not use with connecting words that the target language needs @@ -43,7 +43,7 @@ A literal translation would usually follow the words and order of the Greek text >Produce fruits that are worthy of repentance (Luke 3:8 ULT) -Note that this modified-literal translation retains the words "fruits" and "repentance." The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language. +Note that this modified-literal translation retains the words “fruits” and “repentance.” The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language. #### Meaning-Based @@ -58,6 +58,6 @@ From the New Living Translation: From the unfoldingWord Simplified Text >Do the things that show that you have truly turned away from your sinful behavior! -Notice that these translations have changed the word order to be more natural in English. Also, the word "fruits" no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than "fruits," the meaning-based translations refer to "deeds" or to "the way you live." "Fruits" in this verse is used as part of a metaphor. The meaning of "fruits" in this metaphor is "the things that a person does." (See [Metaphor](../figs-metaphor/01.md).) +Notice that these translations have changed the word order to be more natural in English. Also, the word “fruits” no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than “fruits,” the meaning-based translations refer to “deeds” or to “the way you live.” “Fruits” in this verse is used as part of a metaphor. The meaning of “fruits” in this metaphor is “the things that a person does.” (See [Metaphor](../figs-metaphor/01.md).) -So these translations translated the meaning in context, rather than just the words. They also used more understandable phrases such as "turned from sin" or "turned away from your sinful behavior" rather than the single difficult word "repentance," or they explained the word by saying, "repented of your sins and turned to God." The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer. \ No newline at end of file +So these translations translated the meaning in context, rather than just the words. They also used more understandable phrases such as “turned from sin” or “turned away from your sinful behavior” rather than the single difficult word “repentance,” or they explained the word by saying, “repented of your sins and turned to God.” The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer. \ No newline at end of file diff --git a/translate/translate-fandm/01.md b/translate/translate-fandm/01.md index 0168319..c9e6bca 100644 --- a/translate/translate-fandm/01.md +++ b/translate/translate-fandm/01.md @@ -1,27 +1,27 @@ ### Defining Form & Meaning -Two of the major terms used in translating text are "form" and "meaning." These terms are used in special ways in Bible translation. They have the following definitions: +Two of the major terms used in translating text are “form” and “meaning.” These terms are used in special ways in Bible translation. They have the following definitions: -* **Form** - The structure of the language as it appears on the page or as it is spoken. "Form" refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text. +* **Form** - The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text. * **Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing. ### An Example -Let's consider an example from normal life. Suppose a friend sent you the note below: +Let’s consider an example from normal life. Suppose a friend sent you the note below: -* "I am having a very difficult week. My mother was sick and I spent all of my money to take her to the doctor and to buy medicine for her. I do not have anything left. My employer will not pay me until next weekend. I do not know how I am going to make it through the week. I do not even have money to buy food." +* “I am having a very difficult week. My mother was sick and I spent all of my money to take her to the doctor and to buy medicine for her. I do not have anything left. My employer will not pay me until next weekend. I do not know how I am going to make it through the week. I do not even have money to buy food.” #### The Meaning Why do you think the friend sent this note? Just to tell you about his week? Probably not. His true intention was more likely to tell you: -* "I would like you to give me money." +* “I would like you to give me money.” That is the primary **meaning** of the note that the sender wanted to communicate to you. It is not a report, but a request. However, it would be rude in some cultures to ask for money so directly-even from a friend. Therefore, he adjusted the **form** of the note to fill out the request and help you to understand his need. He wrote in a culturally acceptable way that presented his need for money but did not obligate you to respond. He explained why he had no money (his sick mother), that his need was only temporary (until he is paid), and that his situation was desperate (no food). In other cultures, a more direct form of request might be more appropriate to communicate this meaning. #### The Form -In this example, the **form** is the entire text of the note. The **meaning** is "I would like you to give me money!" +In this example, the **form** is the entire text of the note. The **meaning** is “I would like you to give me money!” We use these terms in a similar way. **Form** will refer to the entire text of the verses that we are translating. **Meaning** will refer to the idea or ideas that the text is trying to communicate. The best form for communicating a certain meaning will be different in different languages and cultures. \ No newline at end of file diff --git a/translate/translate-form/01.md b/translate/translate-form/01.md index 42aeb9e..4a26d2a 100644 --- a/translate/translate-form/01.md +++ b/translate/translate-form/01.md @@ -1,7 +1,7 @@ ### Why Form is Important -The meaning of a text is the most crucial element. However, the form of the text is also very important. It is more than just a "container" for the meaning. It affects the way the meaning is understood and received. So the form itself also has a meaning. +The meaning of a text is the most crucial element. However, the form of the text is also very important. It is more than just a “container” for the meaning. It affects the way the meaning is understood and received. So the form itself also has a meaning. For example, look at the differences in form between two translations of Psalm 9:1-2: @@ -23,9 +23,9 @@ A reader of the second version will know that this Psalm is a poem or a song bec Look also at the form of 2 Samuel 18:33b in the New International Version: ->"O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!" +>“O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!” -Someone might say that the meaning contained in this part of the verse is, "I wish that I had died instead of my son Absalom." This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of "my son" so many times, the repetition of the name "Absalom," the expression "O," the wish form "If only…" all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language. +Someone might say that the meaning contained in this part of the verse is, “I wish that I had died instead of my son Absalom.” This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of “my son” so many times, the repetition of the name “Absalom,” the expression “O,” the wish form “If only…” all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language. So we need to examine the form of the biblical text and ask ourselves why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help us to understand the meaning of the form are: @@ -39,4 +39,4 @@ When we understand the meaning of the form, then we can choose a form that has t ### Culture Affects Meaning -The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. This means that the form of the text must change to fit the culture. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like "O." You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture. \ No newline at end of file +The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. This means that the form of the text must change to fit the culture. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like “O.” You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture. \ No newline at end of file diff --git a/translate/translate-formatsignals/01.md b/translate/translate-formatsignals/01.md index 313f8b5..e7a2555 100644 --- a/translate/translate-formatsignals/01.md +++ b/translate/translate-formatsignals/01.md @@ -10,11 +10,11 @@ The *unfoldingWord Literal Text* (ULT) and *unfoldingWord Simplified Text* (UST) In Matthew 9:4-6, the ellipsis mark shows that Jesus did not finish his sentence to the scribes when he turned his attention to the paralyzed man and spoke to him: ->Behold, some of the scribes said among themselves, "This man is blaspheming."Jesus knew their thoughts and said, "Why are you thinking evil in your hearts? For which is easier to say, 'Your sins are forgiven,' or to say, 'Get up and walk'? But that you may know that the Son of Man has authority on earth to forgive sins,**...**" he said to the paralytic, "Get up, pick up your mat, and go to your house." (ULT) +>Behold, some of the scribes said among themselves, “This man is blaspheming.”Jesus knew their thoughts and said, “Why are you thinking evil in your hearts? For which is easier to say, ‘Your sins are forgiven,’ or to say, ‘Get up and walk’? But that you may know that the Son of Man has authority on earth to forgive sins,**...**” he said to the paralytic, “Get up, pick up your mat, and go to your house.” (ULT) In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did not finish their sentence, or Mark did not finish writing what they said. ->They discussed between themselves and argued and said, "If we say, 'From heaven,' he will say, 'Why then did you not believe him?' But if we say, 'From men,' **...**" They feared the people, for they all held that John was a prophet. Then they answered Jesus and said, "We do not know." Then Jesus said to them, "Neither will I tell you by what authority I do these things." (ULT) +>They discussed between themselves and argued and said, “If we say, ‘From heaven,’ he will say, ‘Why then did you not believe him?’ But if we say, ‘From men,’ **...**” They feared the people, for they all held that John was a prophet. Then they answered Jesus and said, “We do not know.” Then Jesus said to them, “Neither will I tell you by what authority I do these things.” (ULT) #### Long Dashes @@ -25,17 +25,17 @@ In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did #### Parentheses -**Definition** - Parentheses "( )" show that some information is an explanation or afterthought. +**Definition** - Parentheses “( )” show that some information is an explanation or afterthought. It is background information that the writer put in that place to help the reader understand the material around it. In John 6:6, John interrupted the story he was writing to explain that Jesus already knew what he was going to do. This is put in parentheses. ->5When Jesus looked up and saw a great crowd coming to him, he said to Philip, "Where are we going to buy bread so that these may eat?" 6 **(**Now Jesus said this to test Philip, for he himself knew what he was going to do.**)** 7Philip answered him, "Two hundred denarii worth of bread would not be sufficient for each one to have even a little." (John 6:5-7 ULT) +>5When Jesus looked up and saw a great crowd coming to him, he said to Philip, “Where are we going to buy bread so that these may eat?” 6 **(**Now Jesus said this to test Philip, for he himself knew what he was going to do.**)** 7Philip answered him, “Two hundred denarii worth of bread would not be sufficient for each one to have even a little.” (John 6:5-7 ULT) The words in the parentheses below are not what Jesus was saying, but what Matthew was saying to the reader, to alert the reader that Jesus was using words that they would need to think about and interpret. ->"Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place" **(**let the reader understand**)**, "let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take out anything that is in his house, 18and let him who is in the field not return to take his cloak." (Matthew 24:15-18 ULT) +>“Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place” **(**let the reader understand**)**, “let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take out anything that is in his house, 18and let him who is in the field not return to take his cloak.” (Matthew 24:15-18 ULT) #### Indentation diff --git a/translate/translate-fraction/01.md b/translate/translate-fraction/01.md index 3aeb85a..2658840 100644 --- a/translate/translate-fraction/01.md +++ b/translate/translate-fraction/01.md @@ -10,7 +10,7 @@ A hin is a container used for measuring wine and other liquids. They were to thi There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed. -Most fractions in English simply have "-th" added to the end of the number. +Most fractions in English simply have “-th” added to the end of the number. | Number of parts the whole is divided into | Fraction | | -------- | -------- | @@ -36,7 +36,7 @@ Some fractions in English do not follow that pattern. >Now to one half of the tribe of Manasseh, Moses had given an inheritance in Bashan, but to the other half, Joshua gave an inheritance beside their brothers in the land west of the Jordan. (Joshua 22:7 ULT) -The tribe of Manasseh divided into two groups. The phrase "one half of the tribe of Manasseh" refers one of those groups. The phrase "the other half" refers to the other group. +The tribe of Manasseh divided into two groups. The phrase “one half of the tribe of Manasseh” refers one of those groups. The phrase “the other half” refers to the other group. >The four angels who had been prepared for that very hour, that day, that month, and that year, were released to kill a third of humanity. (Revelation 9:15 ULT) If all the people were to be divided into three equal groups, then the number of people in one group would be killed. diff --git a/translate/translate-hebrewmonths/01.md b/translate/translate-hebrewmonths/01.md index 7a9ec80..2a2c169 100644 --- a/translate/translate-hebrewmonths/01.md +++ b/translate/translate-hebrewmonths/01.md @@ -7,7 +7,7 @@ The Hebrew calendar used in the Bible has twelve months. Unlike the western cale #### Reasons this is a translation issue * Readers may be surprised to read of months that they have never heard of, and they may wonder how those months correspond to the months that they use. -* Readers may not realize that phrases such as "the first month" or "the second month" refer to the first or second month of the Hebrew calendar, not some other calendar. +* Readers may not realize that phrases such as “the first month” or “the second month” refer to the first or second month of the Hebrew calendar, not some other calendar. * Readers may not know when the first month of the Hebrew calendar begins. * The scripture may tell about something happening in a certain month, but readers will not be able to fully understand what is said about it if they do not know what season of the year that was. @@ -68,7 +68,7 @@ The examples below use these two verses. 1. Use the months that people know. * At that time, you will appear before me in the month of March, which is fixed for this purpose. It was in this month that you came out from Egypt. - * It will always be a statute for you that on the day I choose in late September you must humble yourselves and do no work." + * It will always be a statute for you that on the day I choose in late September you must humble yourselves and do no work.” 1. State clearly what season the month occurred in. @@ -78,5 +78,5 @@ The examples below use these two verses. * It will always be a statute for you that in the day I choose in early autumn1 you must humble yourselves and do no work. * The footnote would look like: - * [1]The Hebrew says, "the seventh month, on the tenth day of the month." + * [1]The Hebrew says, “the seventh month, on the tenth day of the month.” diff --git a/translate/translate-levels/01.md b/translate/translate-levels/01.md index fbdf4fd..6e496dc 100644 --- a/translate/translate-levels/01.md +++ b/translate/translate-levels/01.md @@ -14,7 +14,7 @@ There are many different levels of meaning in any text, including the Bible. The ### Words Have Meaning -We are used to thinking that the meaning of a text is in the words. But this meaning is controlled by the context that each word is in. That is, the meaning of the individual words is controlled by the levels above it, including the phrases, sentences, and paragraphs. For example, a single word like "give" may have the following possible meanings, depending on the context (the higher levels): +We are used to thinking that the meaning of a text is in the words. But this meaning is controlled by the context that each word is in. That is, the meaning of the individual words is controlled by the levels above it, including the phrases, sentences, and paragraphs. For example, a single word like “give” may have the following possible meanings, depending on the context (the higher levels): * to grant a gift * to collapse or break diff --git a/translate/translate-literal/01.md b/translate/translate-literal/01.md index 1107c5a..7018ba4 100644 --- a/translate/translate-literal/01.md +++ b/translate/translate-literal/01.md @@ -13,7 +13,7 @@ Literal translations are also called: #### Form Over Meaning -A literal translation is one that focuses on reproducing the form of the source text in the target text, even if the meaning changes, or is hard to understand, as a result. An extreme version of a literal translation would not be a translation at all—it would have the same characters and words as the source language. The next closest step would be to replace each word in the source language with an equivalent word from the target language. Because of differences in grammar between languages, the target language audience would probably not understand this kind of translation. Some translators of the Bible wrongly believe that they should keep the word order of the source text in the target text and only substitute target language words for source language words. They wrongly believe that this shows respect for the source text as God's word. But in fact this kind of translation keeps people from understanding God's word. God wants people to understand his word, so it shows the greatest respect for the Bible and for God to translate the Bible so that people can understand it. +A literal translation is one that focuses on reproducing the form of the source text in the target text, even if the meaning changes, or is hard to understand, as a result. An extreme version of a literal translation would not be a translation at all—it would have the same characters and words as the source language. The next closest step would be to replace each word in the source language with an equivalent word from the target language. Because of differences in grammar between languages, the target language audience would probably not understand this kind of translation. Some translators of the Bible wrongly believe that they should keep the word order of the source text in the target text and only substitute target language words for source language words. They wrongly believe that this shows respect for the source text as God’s word. But in fact this kind of translation keeps people from understanding God’s word. God wants people to understand his word, so it shows the greatest respect for the Bible and for God to translate the Bible so that people can understand it. #### Weaknesses of Literal Translation diff --git a/translate/translate-manual/01.md b/translate/translate-manual/01.md index c9a9e8c..1ffc545 100644 --- a/translate/translate-manual/01.md +++ b/translate/translate-manual/01.md @@ -1,7 +1,7 @@ ### What Does the Translation Manual Teach? -This manual teaches translation theory and how to make a good translation for Other Languages (OLs). Some of the principles of translation in this manual also apply to Gateway Language translation. For specific instruction on how to translate the set of translation tools for Gateway Languages, however, please see the Gateway Language Manual. It will be very helpful to study many of these modules before starting any type of translation project. Other modules, such as the ones about grammar, are only needed for "just-in-time" learning. +This manual teaches translation theory and how to make a good translation for Other Languages (OLs). Some of the principles of translation in this manual also apply to Gateway Language translation. For specific instruction on how to translate the set of translation tools for Gateway Languages, however, please see the Gateway Language Manual. It will be very helpful to study many of these modules before starting any type of translation project. Other modules, such as the ones about grammar, are only needed for “just-in-time” learning. Some highlights in the Translation Manual: diff --git a/translate/translate-manuscripts/01.md b/translate/translate-manuscripts/01.md index 35cb4fb..3e05d3f 100644 --- a/translate/translate-manuscripts/01.md +++ b/translate/translate-manuscripts/01.md @@ -1,7 +1,7 @@ ### The Writing of the Original Manuscripts -The Bible was written many hundreds of years ago by God's prophets and apostles as God directed them to write it. The people of Israel spoke Hebrew, so most of the Old Testament books were written in Hebrew. When they lived as strangers in Assyria and Babylon, they learned to speak Aramaic, so some later parts of the Old Testament were written in Aramaic. +The Bible was written many hundreds of years ago by God’s prophets and apostles as God directed them to write it. The people of Israel spoke Hebrew, so most of the Old Testament books were written in Hebrew. When they lived as strangers in Assyria and Babylon, they learned to speak Aramaic, so some later parts of the Old Testament were written in Aramaic. About three hundred years before Christ came, Greek became the language of wider communication. Many people in Europe and the Middle East spoke Greek as a second language. So the Old Testament was translated into Greek. When Christ came, many people in those areas of the world still spoke Greek as a second language, and the New Testament books were all written in Greek. diff --git a/translate/translate-more/01.md b/translate/translate-more/01.md index f22a5e5..b05dff0 100644 --- a/translate/translate-more/01.md +++ b/translate/translate-more/01.md @@ -3,14 +3,14 @@ Translation is a process performed between different languages that requires a p #### Why do people translate texts? -Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible's ideas to affect the target language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God's ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the target language readers to know his ideas. +Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible’s ideas to affect the target language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God’s ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the target language readers to know his ideas. #### How do we as Bible translators usually expect to represent the biblical ideas? -There are various ways in which we can represent the ideas in a source text: we can put them into a list, we can summarize them using far less space on the written page, we can simplify them (as we often do in children's Bible story books and in other kinds of Bible helps), or we can even put them into diagrams or charts. However, Bible translators usually try to present the biblical ideas as completely as possible. This also means that they try to produce in translation the same kinds of documents as the original documents (a prophecy for a prophecy, a letter for a letter, a book of history for a book of history, etc.) Also, they try to recreate the same **tensions** in the translation that exist in the source texts. +There are various ways in which we can represent the ideas in a source text: we can put them into a list, we can summarize them using far less space on the written page, we can simplify them (as we often do in children’s Bible story books and in other kinds of Bible helps), or we can even put them into diagrams or charts. However, Bible translators usually try to present the biblical ideas as completely as possible. This also means that they try to produce in translation the same kinds of documents as the original documents (a prophecy for a prophecy, a letter for a letter, a book of history for a book of history, etc.) Also, they try to recreate the same **tensions** in the translation that exist in the source texts. -#### What do we mean by "tension" in texts? +#### What do we mean by “tension” in texts? -Examples of tension occur when a reader wonders what will happen next to the participants in a story, or when a reader follows the argument, encouragement, and warnings of an epistle writer or of a conversation that is reported in the text. A reader can feel tension when reading a psalm, since the praises of God affect the psalmist in various ways. When reading an Old Testament prophetic book, the reader can feel tension rise as the prophet condemns people for their sin, or as he warns them to turn back to God. Tension may also be felt when reading about God's promises for the future, as one considers when God fulfilled those promises, or when he will fulfill them. Good translators study the kinds of tension in the source documents, and they try to recreate those tensions in the target language. +Examples of tension occur when a reader wonders what will happen next to the participants in a story, or when a reader follows the argument, encouragement, and warnings of an epistle writer or of a conversation that is reported in the text. A reader can feel tension when reading a psalm, since the praises of God affect the psalmist in various ways. When reading an Old Testament prophetic book, the reader can feel tension rise as the prophet condemns people for their sin, or as he warns them to turn back to God. Tension may also be felt when reading about God’s promises for the future, as one considers when God fulfilled those promises, or when he will fulfill them. Good translators study the kinds of tension in the source documents, and they try to recreate those tensions in the target language. Another way to talk about recreating the tensions in the source text is to say that the translation should have the same effect on the target audience that the source text had on the original audience. For example, if the source text is a rebuke to the original audience, the target audience should also feel the translation as a rebuke. A translator will need to think about how the target language expresses rebukes and other types communication, so that the translation will have the right kind of effect on the target audience. \ No newline at end of file diff --git a/translate/translate-names/01.md b/translate/translate-names/01.md index cd9b990..ac2fd1d 100644 --- a/translate/translate-names/01.md +++ b/translate/translate-names/01.md @@ -9,11 +9,11 @@ Most names in the Bible have meaning. Most of the time, names in the Bible are u >It was this Melchizedek, king of Salem, priest of God Most High, who met Abraham returning from the slaughter of the kings and blessed him. (Hebrews 7:1 ULT) -Here the writer uses the name "Melchizedek" primarily to refer to a man who had that name, and the title "king of Salem" tells us that he ruled over a certain city. +Here the writer uses the name “Melchizedek” primarily to refer to a man who had that name, and the title “king of Salem” tells us that he ruled over a certain city. ->His name "Melchizedek" means "king of righteousness," and also "king of Salem," that is, "king of peace." (Hebrews 7:2 ULT) +>His name “Melchizedek” means “king of righteousness,” and also “king of Salem,” that is, “king of peace.” (Hebrews 7:2 ULT) -Here the writer explains the meanings of Melchizedek's name and title, because those things tell us more about the person. Other times, the writer does not explain the meaning of a name because he expects the reader to already know the meaning. If the meaning of the name is important to understand the passage, you can include the meaning in the text or in a footnote. +Here the writer explains the meanings of Melchizedek’s name and title, because those things tell us more about the person. Other times, the writer does not explain the meaning of a name because he expects the reader to already know the meaning. If the meaning of the name is important to understand the passage, you can include the meaning in the text or in a footnote. ### Reasons this is a translation issue @@ -26,15 +26,15 @@ Here the writer explains the meanings of Melchizedek's name and title, because t >You went over the Jordan and came to Jericho. The leaders of Jericho fought against you, along with the Amorites (Joshua 24:11 ULT) -Readers might not know that "Jordan" is the name of a river, "Jericho" is the name of a city, and "Amorites" is the name of a group of people. +Readers might not know that “Jordan” is the name of a river, “Jericho” is the name of a city, and “Amorites” is the name of a group of people. ->she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Beerlahairoi; (Genesis 16:13-14 ULT) +>she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called Beerlahairoi; (Genesis 16:13-14 ULT) -Readers may not understand the second sentence if they do not know that "Beerlahairoi" means "Well of the Living One who sees me." +Readers may not understand the second sentence if they do not know that “Beerlahairoi” means “Well of the Living One who sees me.” ->She named him Moses and said, "Because I drew him from the water." (Exodus 2:11 ULT) +>She named him Moses and said, “Because I drew him from the water.” (Exodus 2:11 ULT) -Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words "pull out." +Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out.” >Saul was in agreement with his death (Acts 8:1 ULT)
@@ -58,20 +58,20 @@ Readers may not know that the names Saul and Paul refer to the same person. * **You went over the Jordan and came to Jericho. The leaders of Jericho fought against you, along with the Amorites** (Joshua 24:11 ULT) * You went over the Jordan River and came to the city of Jericho. The leaders of Jericho fought against you, along with the tribe of the Amorites - * **Shortly after, some Pharisees came and said to him, "Go and leave here because Herod wants to kill you."** (Luke 13:31 ULT) - * Shortly after, some Pharisees came and said to him, "Go and leave here because King Herod wants to kill you. + * **Shortly after, some Pharisees came and said to him, “Go and leave here because Herod wants to kill you.”** (Luke 13:31 ULT) + * Shortly after, some Pharisees came and said to him, “Go and leave here because King Herod wants to kill you. 1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote. - * **She named him Moses and said, "Because I drew him from the water."** (Exodus 2:11 ULT) - * She named him Moses, which sounds like 'drawn out,' and said, "Because I drew him from the water." + * **She named him Moses and said, “Because I drew him from the water.”** (Exodus 2:11 ULT) + * She named him Moses, which sounds like ‘drawn out,’ and said, “Because I drew him from the water.” 1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name. - * **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Beerlahairoi;** (Genesis 16:13-14 ULT) - * ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Well of the Living One who sees me; + * **... she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called Beerlahairoi;** (Genesis 16:13-14 ULT) + * ... she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called Well of the Living One who sees me; -1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names. +1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called “Saul” before Acts 13 and “Paul” after Acts 13. You could translate his name as “Paul” all of the time, except in Acts 13:9 where it talks about him having both names. * **... a young man named Saul** (Acts 7:58 ULT) * ... a young man named Paul1 @@ -81,7 +81,7 @@ Readers may not know that the names Saul and Paul refer to the same person. * **But Saul, who is also called Paul, was filled with the Holy Spirit;** (Acts 13:9) * But Saul, who is also called Paul, was filled with the Holy Spirit; -1. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul." +1. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write “Saul” where the source text has “Saul” and “Paul” where the source text has “Paul.” * **a young man named Saul** (Acts 7:58 ULT) * a young man named Saul diff --git a/translate/translate-numbers/01.md b/translate/translate-numbers/01.md index 396b0cf..fd5b3dc 100644 --- a/translate/translate-numbers/01.md +++ b/translate/translate-numbers/01.md @@ -2,7 +2,7 @@ ### Description -There are many numbers in the Bible. They can be written as words, such as "five" or as numerals, such as "5." Some numbers are very large, such as "two hundred" (200), "twenty-two thousand" (22,000), or "one hundred million" (100,000,000.) Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. +There are many numbers in the Bible. They can be written as words, such as “five” or as numerals, such as “5.” Some numbers are very large, such as “two hundred” (200), “twenty-two thousand” (22,000), or “one hundred million” (100,000,000.) Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. Some numbers are exact and others are rounded. >Abram was eighty-six years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT) @@ -10,7 +10,7 @@ Some numbers are exact and others are rounded. Eighty-six (86) is an exact number. >That day about three thousand men out of the people died. (Exodus 32:28 ULT) -Here the number three thousand is a round number. It may have been a little more than that or a little less than that. The word "about" shows that it is not an exact number. +Here the number three thousand is a round number. It may have been a little more than that or a little less than that. The word “about” shows that it is not an exact number. **Reason this is a translation issue**: Some languages do not have words for some of these numbers. @@ -31,7 +31,7 @@ This is a rounded number. It does not say exactly how many descendants she shoul ### Translation Strategies 1. Write numbers using numerals. -1. Write numbers using your language's words or the gateway language words for those numbers. +1. Write numbers using your language’s words or the gateway language words for those numbers. 1. Write numbers using words, and put the numerals in parenthesis after them. 1. Combine words for large numbers. 1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward. @@ -39,27 +39,27 @@ This is a rounded number. It does not say exactly how many descendants she shoul ### Examples of Translation Strategies Applied We will use the following verse in our examples: ->Now, see, at great effort I have prepared for Yahweh's house 100,000 talents of gold, one million talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14 ULT) +>Now, see, at great effort I have prepared for Yahweh’s house 100,000 talents of gold, one million talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14 ULT) 1. Write numbers using numerals. - * I have prepared for Yahweh's house 100,000 talents of gold, 1,000,000 talents of silver, and bronze and iron in large quantities. + * I have prepared for Yahweh’s house 100,000 talents of gold, 1,000,000 talents of silver, and bronze and iron in large quantities. -1. Write numbers using your language's words or the gateway language words for those numbers. +1. Write numbers using your language’s words or the gateway language words for those numbers. - * I have prepared for Yahweh's house one hundred thousand talents of gold, one million talents of silver, and bronze and iron in large quantities. + * I have prepared for Yahweh’s house one hundred thousand talents of gold, one million talents of silver, and bronze and iron in large quantities. 1. Write numbers using words, and put the numerals in parenthesis after them. - * I have prepared for Yahweh's house one hundred thousand (100,000) talents of gold, one million (1,000,000) talents of silver, and bronze and iron in large quantities. + * I have prepared for Yahweh’s house one hundred thousand (100,000) talents of gold, one million (1,000,000) talents of silver, and bronze and iron in large quantities. 1. Combine words for large numbers. - * I have prepared for Yahweh's house one hundred thousand talents of gold, a thousand thousand talents of silver, and bronze and iron in large quantities. + * I have prepared for Yahweh’s house one hundred thousand talents of gold, a thousand thousand talents of silver, and bronze and iron in large quantities. 1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward. - * I have prepared for Yahweh's house a great amount of gold (100,000 talents), ten times that amount of silver (1,000,000 talents), and bronze and iron in large quantities. + * I have prepared for Yahweh’s house a great amount of gold (100,000 talents), ten times that amount of silver (1,000,000 talents), and bronze and iron in large quantities. #### Consistency @@ -74,5 +74,5 @@ Be consistent in your translations. Decide how the numbers will be translated, u #### Consistency in the ULT and UST -The *unfoldingWord Literal Text* (ULT) and the *unfoldingWord Simplified Text* (UST) use words for numbers that have only one or two words (nine, sixteen, three hundred). They use numerals for numbers that have more than two words (the numerals "130" instead of "one hundred thirty"). +The *unfoldingWord Literal Text* (ULT) and the *unfoldingWord Simplified Text* (UST) use words for numbers that have only one or two words (nine, sixteen, three hundred). They use numerals for numbers that have more than two words (the numerals “130” instead of “one hundred thirty”). >When Adam had lived 130 years, he became the father of a son in his own likeness, after his image, and he called his name Seth. After Adam became the father of Seth, he lived eight hundred years. He became the father of more sons and daughters. Adam lived 930 years, and then he died. (Genesis 5:3-5 ULT) diff --git a/translate/translate-ordinal/01.md b/translate/translate-ordinal/01.md index 309308a..2601a64 100644 --- a/translate/translate-ordinal/01.md +++ b/translate/translate-ordinal/01.md @@ -10,7 +10,7 @@ This is a list of workers that God gave to the church in their order. #### Ordinal Numbers in English -Most ordinal numbers in English simply have "-th" added to the end. +Most ordinal numbers in English simply have “-th” added to the end. | Numeral | Number | Ordinal Number | | -------- | -------- | -------- | @@ -48,12 +48,12 @@ This describes four rows of stones. The first row is probably the top row, and t If your language has ordinal numbers and using them would give the right meaning, consider using them. If not, here are some strategies to consider: -1. Use "one" with the first item and "another" or "the next" with the rest. +1. Use “one” with the first item and “another” or “the next” with the rest. 1. Tell the total number of items and then list them or the things associated with them. ### Examples of Translation Strategies Applied -1. Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest. +1. Tell the total number of items, and use “one” with the first item and “another” or “the next” with the rest. * **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULT) * There were twenty-four lots. One lot went to Jehoiarib, another to Jedaiah,  another  to Harim, … another to Delaiah, and the last went to  Maaziah. diff --git a/translate/translate-problem/01.md b/translate/translate-problem/01.md index 93b953f..a6fdf9a 100644 --- a/translate/translate-problem/01.md +++ b/translate/translate-problem/01.md @@ -1,7 +1,7 @@ ### The meaning of forms change -Literal translations keep the form of the source text in the target text. Some translators might want to do this because, as we saw in the teaching module "The Importance of Form," the form of a text affects the meaning of the text. However, we must keep in mind that people from different cultures understand the meaning of forms differently. In different cultures, the same form may be understood in very different ways. Therefore it is not possible to protect the meaning from change by keeping the original forms. The only way to protect the meaning is to change the original form to a new form that communicates the same meaning in the new culture as the old form did in the old culture. +Literal translations keep the form of the source text in the target text. Some translators might want to do this because, as we saw in the teaching module “The Importance of Form,” the form of a text affects the meaning of the text. However, we must keep in mind that people from different cultures understand the meaning of forms differently. In different cultures, the same form may be understood in very different ways. Therefore it is not possible to protect the meaning from change by keeping the original forms. The only way to protect the meaning is to change the original form to a new form that communicates the same meaning in the new culture as the old form did in the old culture. ### Different languages use different orders of words and phrases @@ -17,6 +17,6 @@ The Bible contains many terms for things that no longer exist, such as ancient w ### The Bible was intended to be understood -The testimony of the Scriptures themselves shows that they were meant to be understood. The Bible is written in three languages because the language that God's people used was different in different times. When the Jews returned from exile and no longer remembered Hebrew, the priests translated the Old Testament readings into Aramaic so they could understand (Neh 8:8). Later, when the New Testament was written, it was written in the common Koine Greek, which was the language that most people spoke at that time, rather than Hebrew or Aramaic or even classical Greek, which would have been harder for common people to understand. +The testimony of the Scriptures themselves shows that they were meant to be understood. The Bible is written in three languages because the language that God’s people used was different in different times. When the Jews returned from exile and no longer remembered Hebrew, the priests translated the Old Testament readings into Aramaic so they could understand (Neh 8:8). Later, when the New Testament was written, it was written in the common Koine Greek, which was the language that most people spoke at that time, rather than Hebrew or Aramaic or even classical Greek, which would have been harder for common people to understand. These and other reasons demonstrate that God wants people to understand his word. So we know that he wants us to translate the meaning of the Bible, not reproduce the form. The meaning of the Scriptures is more important than the form. \ No newline at end of file diff --git a/translate/translate-retell/01.md b/translate/translate-retell/01.md index a1b5951..6b0117d 100644 --- a/translate/translate-retell/01.md +++ b/translate/translate-retell/01.md @@ -9,7 +9,7 @@ Following is a list of ordered steps. The purpose of these steps is to help the 1. Looking again at the source language text, focus only on the parts you forgot, and then re-tell it all in the target language by memory. 1. After remembering the entire passage, write it exactly as it you re-told it by memory. 1. Once written, look at the source language to see if you have overlooked some detail. Insert any such detail in the most natural place. -1. If you do not understand something in the source text, write into the translation '[not understood]' and continue writing the rest of the passage. +1. If you do not understand something in the source text, write into the translation ‘[not understood]’ and continue writing the rest of the passage. 1. Now, read what you wrote. Assess whether you understand it or not. Fix the parts that should be improved. 1. Go on to the next section. Read it in the source language. Strictly follow steps 2 through 8. diff --git a/translate/translate-source-licensing/01.md b/translate/translate-source-licensing/01.md index aa904df..f587303 100644 --- a/translate/translate-source-licensing/01.md +++ b/translate/translate-source-licensing/01.md @@ -1,7 +1,7 @@ ### Why Is It Important? -When choosing a source text from which to do a translation, considering the copyright/licensing issue is important for two reasons. First, if you translate from a copyrighted work without prior permission, you are breaking the law because translation is a right reserved for the owner of the content. In some places, copyright infringement is a criminal offense and may be prosecuted by the government without the copyright holder's consent! Second, when a translation is done off of a copyrighted work, the translation is the intellectual property of the copyright holder of the source text. They maintain all the rights of the translation just as they do with the source text. For these and other reasons, unfoldingWord will only distribute translations that are not in violation of copyright law. +When choosing a source text from which to do a translation, considering the copyright/licensing issue is important for two reasons. First, if you translate from a copyrighted work without prior permission, you are breaking the law because translation is a right reserved for the owner of the content. In some places, copyright infringement is a criminal offense and may be prosecuted by the government without the copyright holder’s consent! Second, when a translation is done off of a copyrighted work, the translation is the intellectual property of the copyright holder of the source text. They maintain all the rights of the translation just as they do with the source text. For these and other reasons, unfoldingWord will only distribute translations that are not in violation of copyright law. ### What License Do We Use? diff --git a/translate/translate-source-version/01.md b/translate/translate-source-version/01.md index 085873f..3821613 100644 --- a/translate/translate-source-version/01.md +++ b/translate/translate-source-version/01.md @@ -11,7 +11,7 @@ Version numbers are only given when a work is released, not when they are edited ![](https://cdn.door43.org/ta/jpg/versioning.jpg) -Each source text is given a whole number for each release (version 1, 2, 3, etc). Any translations based on that source text will take the version number of the source text and add .1 (a translation from English OBS version 4 would become version 4.1). Any further translation based on the intermediate translation would add another .1 to the version number it was created from (for example 4.1.1). New releases of any of these texts increment their "decimal place" by 1. +Each source text is given a whole number for each release (version 1, 2, 3, etc). Any translations based on that source text will take the version number of the source text and add .1 (a translation from English OBS version 4 would become version 4.1). Any further translation based on the intermediate translation would add another .1 to the version number it was created from (for example 4.1.1). New releases of any of these texts increment their “decimal place” by 1. Please see http://ufw.io/versioning for more details. diff --git a/translate/translate-symaction/01.md b/translate/translate-symaction/01.md index 92d175b..4d33c5a 100644 --- a/translate/translate-symaction/01.md +++ b/translate/translate-symaction/01.md @@ -2,7 +2,7 @@ ### Description -A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean "Yes" or turn their head from side to side to mean "No." Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action. +A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean “Yes” or turn their head from side to side to mean “No.” Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action. #### Examples of symbolic actions @@ -11,7 +11,7 @@ A symbolic action is something that someone does in order to express a certain i #### Reason this is a translation issue -An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means "I am surprised" or "What did you say?" In others cultures it means "Yes." +An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means “I am surprised” or “What did you say?” In others cultures it means “Yes.” In the Bible people did things that had certain meanings in their culture. When we read the Bible we might not understand what someone meant if we interpret the action based on what it means in our own culture. @@ -19,7 +19,7 @@ Translators need to understand what people in the Bible meant when they used sym ### Examples from the Bible ->Jairus fell down at Jesus' feet. (Luke 8:41 ULT) +>Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) Meaning of symbolic action: He did this to show great respect to Jesus. >Look, I stand at the door and knock. If anyone hears my voice and opens the door, I will come in to his home, and have a meal with him, and he with me. (Revelation 3:20 ULT) @@ -38,15 +38,15 @@ If people would correctly understand what a symbolic action meant to the people 1. Tell what the person did and why he did it. - * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULT) - * Jairus fell down at Jesus' feet in order to show that he greatly respected him. + * **Jairus fell down at Jesus’ feet.** (Luke 8:41 ULT) + * Jairus fell down at Jesus’ feet in order to show that he greatly respected him. * **Look, I stand at the door and knock.** (Revelation 3:20 ULT) * Look, I stand at the door and knock on it, asking you to let me in. 1. Do not tell what the person did, but tell what he meant. - * **Jairus fell down at Jesus' feet.** (Luke 8:41) + * **Jairus fell down at Jesus’ feet.** (Luke 8:41) * Jairus showed Jesus great respect. * **Look, I stand at the door and knock.** (Revelation 3:20) @@ -54,8 +54,8 @@ If people would correctly understand what a symbolic action meant to the people 1. Use an action from your own culture that has the same meaning. - * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULT) - Since Jairus actually did this, we would not substitute an action from our own culture. + * **Jairus fell down at Jesus’ feet.** (Luke 8:41 ULT) - Since Jairus actually did this, we would not substitute an action from our own culture. - * **Look, I stand at the door and knock.** (Revelation 3:20 ULT) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that. + * **Look, I stand at the door and knock.** (Revelation 3:20 ULT) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one’s throat when wanting to be let into a house, you could use that. * Look, I stand at the door and clear my throat. diff --git a/translate/translate-terms/01.md b/translate/translate-terms/01.md index 3d04f43..d2a5325 100644 --- a/translate/translate-terms/01.md +++ b/translate/translate-terms/01.md @@ -3,27 +3,27 @@ *Note: These are terms are used in this manual. The translator will need to understand these terms in order to use the Translation Manual.* -**Term** - A word or phrase that refers to one thing, idea, or action. For example, the term in English for pouring liquid into one's mouth is "drink." The term for a ceremony that marks an important transition in someone's life is "rite of passage." The difference between a term and a word is that a term can contain several words. +**Term** - A word or phrase that refers to one thing, idea, or action. For example, the term in English for pouring liquid into one’s mouth is “drink.” The term for a ceremony that marks an important transition in someone’s life is “rite of passage.” The difference between a term and a word is that a term can contain several words. **Text** - A text is something that a speaker or writer is communicating to a hearer or reader by means of language. The speaker or writer has a certain meaning in mind, and so he or she chooses a form of the language to express that meaning. **Context** - The words, phrases, sentences, and paragraphs surrounding the word, phrase, or sentence in question. The context is the text that surrounds the part of the text that you are examining. The meaning of individual words and phrases can change when they are in different contexts. -**Form** - The structure of the language as it appears on the page or as it is spoken. "Form" refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text. +**Form** - The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged-it includes the words, the word order, the grammar, idioms, and any other features of the structure of the text. **Grammar** - The way that sentences are put together in a language. This has to do with the order of its various parts, such as if the verb goes first or last or in the middle. -**Noun** - A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like "peace" or "unity." It refers to an idea or a state of being. Some languages do not use abstract nouns. +**Noun** - A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like “peace” or “unity.” It refers to an idea or a state of being. Some languages do not use abstract nouns. -**Verb** - A kind of word that refers to an action, like "walk" or "arrive." +**Verb** - A kind of word that refers to an action, like “walk” or “arrive.” **Modifier** - A kind of word that says something about another word. Both adjectives and adverbs are modifiers. -**Adjective** - A kind of word that says something about a noun. For example, the word "tall" says something about the noun "man" in the following sentence. *I see a tall man*. +**Adjective** - A kind of word that says something about a noun. For example, the word “tall” says something about the noun “man” in the following sentence. *I see a tall man*. -**Adverb** - A kind of word that says something about a verb. For example, the word "loudly" says something about the verb "spoke" in the following sentence. *The man spoke loudly to the crowd of people*. +**Adverb** - A kind of word that says something about a verb. For example, the word “loudly” says something about the verb “spoke” in the following sentence. *The man spoke loudly to the crowd of people*. -**Idiom** - An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, with the meanings of the separate words. For example, "he kicked the bucket" is an idiom in English that means "he died." +**Idiom** - An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, with the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.” **Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing. diff --git a/translate/translate-textvariants/01.md b/translate/translate-textvariants/01.md index 3eddabb..b30bf31 100644 --- a/translate/translate-textvariants/01.md +++ b/translate/translate-textvariants/01.md @@ -16,7 +16,7 @@ Matthew 18:10-11 ULT has a footnote about verse 11. [1] Many authorities, some ancient, insert v. 11. *For the Son of Man came to save that which was lost.* John 7:53-8:11 is not in the best earliest manuscripts. It has been included in the ULT, but it is marked off with square brackets ([ ]) at the beginning and end, and there is a footnote after verse 11. ->53[Then every man went to his own house.… 11She said, "No one, Lord." Jesus said, "Neither do I condemn you. Go your way; from now on sin no more."][2] +>53[Then every man went to his own house.… 11She said, “No one, Lord.” Jesus said, “Neither do I condemn you. Go your way; from now on sin no more.”][2] [2]The best earliest manuscripts do not have John 7:53-8:11 @@ -31,16 +31,16 @@ When there is a textual variant, you may choose to follow the ULT or another ver The translation strategies are applied to Mark 7:14-16 ULT, which has a footnote about verse 16. -* 14**He called the crowd again and said to them, "Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** 16[1] +* 14**He called the crowd again and said to them, “Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him.”** 16[1] * **[1]The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*.** 1. Translate the verses that the ULT does and include the footnote that the ULT provides. - * 14He called the crowd again and said to them, "Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." 16[1] + * 14He called the crowd again and said to them, “Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him.” 16[1] * [1]The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*. 1. Translate the verses as another version does, and change the footnote so that it fits this situation. - * 14He called the crowd again and said to them, "Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. 16If any man has ears to hear, let him hear." [1] + * 14He called the crowd again and said to them, “Listen to me, all of you, and understand. 15There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. 16If any man has ears to hear, let him hear.” [1] * [1]Some ancient copies do not have verse 16. diff --git a/translate/translate-tform/01.md b/translate/translate-tform/01.md index a1171bb..4f8fab3 100644 --- a/translate/translate-tform/01.md +++ b/translate/translate-tform/01.md @@ -1,9 +1,9 @@ ### The Importance of Meaning -The people who wrote the Bible had messages from God that God wanted people to understand. These original writers used the language that their people spoke so that they and their people could understand God's messages. God wants people today to understand those same messages. But people today do not speak those languages that the Bible was written in long ago. So God has given us the task of translating the Bible into the languages that people speak today. +The people who wrote the Bible had messages from God that God wanted people to understand. These original writers used the language that their people spoke so that they and their people could understand God’s messages. God wants people today to understand those same messages. But people today do not speak those languages that the Bible was written in long ago. So God has given us the task of translating the Bible into the languages that people speak today. -The particular language that people use to communicate God's messages is not important. The specific words that are used are not important. What is important is the meaning that those words communicate. The meaning is the message, not the words or the language. What we must translate, then, is not the words or the forms of the sentences of the source languages, but the meaning. +The particular language that people use to communicate God’s messages is not important. The specific words that are used are not important. What is important is the meaning that those words communicate. The meaning is the message, not the words or the language. What we must translate, then, is not the words or the forms of the sentences of the source languages, but the meaning. Look at the pairs of sentences below. @@ -13,7 +13,7 @@ Look at the pairs of sentences below. * It was a hot day. / The day was hot. -* Peter's house / The house that belongs to Peter +* Peter’s house / The house that belongs to Peter You can see that the meaning of each pair of sentences is the same, even though they use different words. This is the way it is in a good translation. We will use different words than the source text, but we will keep the meaning the same. We will use words that our people understand and use them in a way that is natural for our language. Communicating the same meaning as the source text in a clear and natural way is the goal of translation. diff --git a/translate/translate-transliterate/01.md b/translate/translate-transliterate/01.md index 76f19c0..274716e 100644 --- a/translate/translate-transliterate/01.md +++ b/translate/translate-transliterate/01.md @@ -4,7 +4,7 @@ Sometimes the Bible includes things that are not part of your culture and that your language may not have a word for. It also includes people and places that you may not have names for. -When that happens you can "borrow" the word from the Bible into your own language. This means that you basically copy it from the other language. This page tells how to "borrow" words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).) +When that happens you can “borrow” the word from the Bible into your own language. This means that you basically copy it from the other language. This page tells how to “borrow” words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).) ### Examples from the Bible @@ -25,8 +25,8 @@ Malachi might not be a name that people who speak your language use. There are several things to be aware of when borrowing words from another language. * Different languages use different scripts, such as the Hebrew, Greek, Latin, Cyrillic, Devanagari, and Korean scripts. These scripts use different shapes to represent the letters in their alphabets. -* Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter "j" the same way that people pronounce the letter "y" when speaking English. -* Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft "th" sound in the English word "think," and some languages cannot start a word with a combination of sounds like "st" as in "stop." +* Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter “j” the same way that people pronounce the letter “y” when speaking English. +* Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft “th” sound in the English word “think,” and some languages cannot start a word with a combination of sounds like “st” as in “stop.” There are several ways to borrow a word. @@ -39,18 +39,18 @@ There are several ways to borrow a word. 1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language. - * **צְפַנְיָ֤ה** - A man's name in Hebrew letters. - * "Zephaniah" - The same name in Roman letters + * **צְפַנְיָ֤ה** - A man’s name in Hebrew letters. + * “Zephaniah” - The same name in Roman letters 1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters. - * **Zephaniah** - This is a man's name. - * "Zephaniah" - The name as it is spelled in English, but you can pronounce it according to the rules of your language. + * **Zephaniah** - This is a man’s name. + * “Zephaniah” - The name as it is spelled in English, but you can pronounce it according to the rules of your language. 1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language. - * **Zephaniah** - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay". - * "Sefania" - * "Sefanaia" - * "Sefanaya" + * **Zephaniah** - If your language does not have the “z”, you could use “s”. If your writing system does not use “ph” you could use “f”. Depending on how you pronounce the “i” you could spell it with “i” or “ai” or “ay”. + * “Sefania” + * “Sefanaia” + * “Sefanaya” diff --git a/translate/translate-unknown/01.md b/translate/translate-unknown/01.md index 432e80b..adf71fb 100644 --- a/translate/translate-unknown/01.md +++ b/translate/translate-unknown/01.md @@ -17,14 +17,14 @@ Bread is a particular food made by mixing finely crushed grains with oil, and th * Use words that are already part of your language if possible. * Keep expressions short if possible. -* Represent God's commands and historical facts accurately. +* Represent God’s commands and historical facts accurately. ### Examples from the Bible >I will turn Jerusalem into piles of ruins, a hideout for jackals (Jeremiah 9:11 ULT) Jackals are wild animals like dogs that live in only a few parts of the world. So they are not known in many places. ->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) If wolves do not live where the translation will be read, the readers may not understand that they are fierce, wild animals like dogs that attack and eat sheep. >Then they tried to give Jesus wine that was mixed with myrrh. But he refused to drink it. (Mark 15:23 ULT) @@ -51,10 +51,10 @@ Here are ways you might translate a term that is not known in your language: 1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated. - * **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 hungry and dangerous animals. + * **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 hungry and dangerous animals. -"Ravenous wolves" is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).) +“Ravenous wolves” is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).) * **We have here only five loaves of bread and two fish** (Matthew 14:17 ULT) * We have here only five loaves of baked grain seeds and two fish @@ -67,7 +67,7 @@ Here are ways you might translate a term that is not known in your language: 1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it. - * **Then they tried to give Jesus wine that was mixed with myrrh. But he refused to drink it.** (Mark 15:23 ULT) - People may understand better what myrrh is if it is used with the general word "medicine." + * **Then they tried to give Jesus wine that was mixed with myrrh. But he refused to drink it.** (Mark 15:23 ULT) - People may understand better what myrrh is if it is used with the general word “medicine.” * Then they tried to give Jesus wine that was mixed with a medicine called myrrh. But he refused to drink it. * **We have here only five loaves of bread and two fish** (Matthew 14:17 ULT) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked). diff --git a/translate/translate-useulbudb/01.md b/translate/translate-useulbudb/01.md index 0b07fb5..01fa09e 100644 --- a/translate/translate-useulbudb/01.md +++ b/translate/translate-useulbudb/01.md @@ -15,7 +15,7 @@ When you translate, you should put ideas into an order that is natural in the ta
1 I, Paul, who serve Christ Jesus, am writing this letter to all of you believers in the city of Rome. (Romans 1:1 UST)
-The ULT shows Paul's style of beginning his letters. He does not say who his audience is until verse 7. However, the UST follows a style that is much more natural in English and many other languages today. +The ULT shows Paul’s style of beginning his letters. He does not say who his audience is until verse 7. However, the UST follows a style that is much more natural in English and many other languages today. ### Implied Information @@ -25,15 +25,15 @@ The UST often makes those other ideas explicit. The UST does this in order to re When you translate, you should decide which of these implied ideas would be understood by your audience without being included. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md)) ->And Jesus said to Simon, "Do not be afraid, because from now on you will catch men." (Luke 5:10 ULT) +>And Jesus said to Simon, “Do not be afraid, because from now on you will catch men.” (Luke 5:10 ULT) -
But Jesus said to Simon, "Do not be afraid! Until now you gathered in fish, but from now on you will gather in people to become my disciples." (Luke 5:10 UST)
+
But Jesus said to Simon, “Do not be afraid! Until now you gathered in fish, but from now on you will gather in people to become my disciples.” (Luke 5:10 UST)
-Here the UST reminds the reader that Simon was a fisherman by trade. It also makes clear the similarity that Jesus was drawing between Simon's previous work and his future work. In addition, the UST makes it clear why Jesus wanted Simon to "catch men" (ULT), that is, to lead them "to become my disciples" (UST). +Here the UST reminds the reader that Simon was a fisherman by trade. It also makes clear the similarity that Jesus was drawing between Simon’s previous work and his future work. In addition, the UST makes it clear why Jesus wanted Simon to “catch men” (ULT), that is, to lead them “to become my disciples” (UST). ->When he saw Jesus, he fell on his face and begged him, saying, "Lord, if you are willing, you can make me clean." (Luke 5:12 ULT) +>When he saw Jesus, he fell on his face and begged him, saying, “Lord, if you are willing, you can make me clean.” (Luke 5:12 ULT) -
When he saw Jesus, he bowed down to the ground in front of him and pleaded with him, "Lord, please heal me, because you are able to heal me if you are willing!" (Luke 5:12 UST)
+
When he saw Jesus, he bowed down to the ground in front of him and pleaded with him, “Lord, please heal me, because you are able to heal me if you are willing!” (Luke 5:12 UST)
Here the UST makes it clear that the man who had leprosy did not fall to the ground by accident. Instead, he deliberately bowed down to the ground. Also, the UST makes it clear that he is asking Jesus to heal him. In the ULT, he only implies this request. @@ -46,17 +46,17 @@ The ULT often simply presents the symbolic action with no explanation of what it When you translate, you should decide whether your audience will correctly understand a symbolic action. If your audience will not understand, then you should do as the UST does. (see [Symbolic Action](../translate-symaction/01.md)) >The high priest tore his garments (Mark 14:63 ULT) -
In response to Jesus' words, the high priest was so shocked that he tore his outer garment. (Mark 14:63 UST)
+
In response to Jesus’ words, the high priest was so shocked that he tore his outer garment. (Mark 14:63 UST)
Here the UST makes it clear that it was not by accident that the high priest tore his garment. It also makes clear that it was probably only his outer garment that he tore, and that he did so because he wanted to show that he was sad or angry or both. Because the high priest actually tore his garment, the UST must, of course, say that he did. However, if a symbolic action never actually took place, you do not have to state that action. Here is such an example: ->Present that to your governor; will he accept you or will he lift up your face?" (Malachi 1:8 ULT) +>Present that to your governor; will he accept you or will he lift up your face?” (Malachi 1:8 ULT)
You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be displeased with you and would not welcome you! (Malachi 1:8 UST)
-Here the symbolic action "lift up someone's face," represented in this way in the ULT, is presented only as its meaning in the UST: "he would be displeased with you and would not welcome you." It can be presented in this way because Malachi is not actually referring to a particular event that actually took place. He is only referring to the idea represented by that event. +Here the symbolic action “lift up someone’s face,” represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you.” It can be presented in this way because Malachi is not actually referring to a particular event that actually took place. He is only referring to the idea represented by that event. ### Passive Verb Forms @@ -70,13 +70,13 @@ When you translate, you must decide whether the target language can present even
He said this because he marveled at the huge number of fish that they had caught. All the men who were with him also marveled. (Luke 5:9 UST)
-Here the UST uses a verb in the active voice "he marveled" instead of the ULT's verb in the passive voice "was amazed." +Here the UST uses a verb in the active voice “he marveled” instead of the ULT’s verb in the passive voice “was amazed.” >Large crowds of people came together to hear him teach and to be healed of their sicknesses. (Luke 5:15 ULT)
The result was that large crowds came to Jesus to hear him teach and to have him heal them from their sicknesses. (Luke 5:15 UST)
-Here the UST avoids the ULT's passive verb form "to be healed." It does this by restructuring the phrase. It says who the healer is: "to have him [Jesus] heal them." +Here the UST avoids the ULT’s passive verb form “to be healed.” It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them.” ### Metaphors and Other Figures of Speech @@ -90,7 +90,7 @@ When you translate, you will have to decide whether the target language readers
Christ has given you so many things. He helped you to speak his truth and to know God. (1 Corinthians 1:5 UST)
-Paul uses a metaphor of material wealth, expressed in the word "rich." Even though he immediately explains what he means "in all speech and with all knowledge," some readers might not understand. The UST presents the idea in a different way, without using the metaphor of material wealth. (see [Metaphor](../figs-metaphor/01.md)) +Paul uses a metaphor of material wealth, expressed in the word “rich.” Even though he immediately explains what he means “in all speech and with all knowledge,” some readers might not understand. The UST presents the idea in a different way, without using the metaphor of material wealth. (see [Metaphor](../figs-metaphor/01.md)) >I send you out as sheep in the midst of wolves, (Matthew 10:16 ULT) @@ -98,11 +98,11 @@ Paul uses a metaphor of material wealth, expressed in the word "rich." Even thou Jesus uses a simile that compares his apostles going to others as sheep going out among wolves. Some readers might not understand how the apostles would be like sheep while the other people would be like wolves. The UST clarifies that the apostles would be defenseless, and that their enemies would be dangerous. (see [Simile](../figs-simile/01.md)) ->You are separated from Christ, all you who are "justified" by the law. You have fallen away from grace. (Galatians 5:4 ULT) +>You are separated from Christ, all you who are “justified” by the law. You have fallen away from grace. (Galatians 5:4 ULT)
If you expect God to declare you good in his sight because you try to keep the law, you have separated yourself from Christ; God will no longer act kindly toward you. (Galatians 5:4 UST)
-Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULT uses quote marks around "justified" to show that Paul did not really believe that they were justified by the law. The UST translates the same idea by making it clear that it was what the other people believed. (see [Irony](../figs-irony/01.md)) +Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULT uses quote marks around “justified” to show that Paul did not really believe that they were justified by the law. The UST translates the same idea by making it clear that it was what the other people believed. (see [Irony](../figs-irony/01.md)) ### Abstract Expressions @@ -115,8 +115,8 @@ When you translate, you will have to decide how the target language prefers to p
Christ has given you so many things. He helped you to speak his truth and to know God. (1 Corinthians 1:5 UST)
-Here the ULT expressions "all speech" and "all knowledge" are abstract noun expressions. One problem with them is that readers might not know who is supposed to do the speaking and what they are to speak, or who is doing the knowing and what it is that they know. The UST answers these questions. +Here the ULT expressions “all speech” and “all knowledge” are abstract noun expressions. One problem with them is that readers might not know who is supposed to do the speaking and what they are to speak, or who is doing the knowing and what it is that they know. The UST answers these questions. ### Conclusion -In summary, the ULT will help you translate because it can help you understand to a great degree what form the original biblical texts have. The UST can help you translate because it can help make the ULT text's meaning clear, and also because it can give you various possible ways to make the ideas in the biblical text clear in your own translation. +In summary, the ULT will help you translate because it can help you understand to a great degree what form the original biblical texts have. The UST can help you translate because it can help make the ULT text’s meaning clear, and also because it can give you various possible ways to make the ideas in the biblical text clear in your own translation. diff --git a/translate/translate-versebridge/01.md b/translate/translate-versebridge/01.md index 0d348bf..a4b92b5 100644 --- a/translate/translate-versebridge/01.md +++ b/translate/translate-versebridge/01.md @@ -20,7 +20,7 @@ Sometimes the ULT has separate verses while the UST has a verse bridge. There are also a few verse bridges in the ULT. ->17-18 Ezrah's sons were Jether, Mered, Epher, and Jalon. Mered's Egyptian wife bore Miriam, Shammai, and Ishbah, who became the father of Eshtemoa. These were the sons of Bithiah, daughter of Pharaoh, whom Mered married. Mered's Jewish wife bore Jered, who became the father of Gedor; Heber, who became the father of Soco; and Jekuthiel, who became the father of Zanoah. (1 Chronicles 4:17-18 ULT) +>17-18 Ezrah’s sons were Jether, Mered, Epher, and Jalon. Mered’s Egyptian wife bore Miriam, Shammai, and Ishbah, who became the father of Eshtemoa. These were the sons of Bithiah, daughter of Pharaoh, whom Mered married. Mered’s Jewish wife bore Jered, who became the father of Gedor; Heber, who became the father of Soco; and Jekuthiel, who became the father of Zanoah. (1 Chronicles 4:17-18 ULT) The ULT moved the underlined sentence from verse 18 to verse 17 to more clearly show which were the sons of Bithiah. Here is the original order, which is confusing to many readers: diff --git a/translate/translate-wforw/01.md b/translate/translate-wforw/01.md index 04765ab..eb1745f 100644 --- a/translate/translate-wforw/01.md +++ b/translate/translate-wforw/01.md @@ -18,7 +18,7 @@ Word-for-word substitution results in translations that are awkward to read. The Here is an example of Luke 3:16 in the ULT: ->John answered by saying to them all, "As for me, I baptize you with water, but someone is coming who is more powerful than I, and I am not worthy even to untie the strap of his sandals. He will baptize you with the Holy Spirit and with fire." +>John answered by saying to them all, “As for me, I baptize you with water, but someone is coming who is more powerful than I, and I am not worthy even to untie the strap of his sandals. He will baptize you with the Holy Spirit and with fire.” That translation is clear and easy to understand. But suppose the translators had used the word-for-word method. What would the translation be like? @@ -28,7 +28,7 @@ Here, translated in English, are the words in the same order as the original Gre This translation is awkward and does not make sense in English. -Look at the ULT version above again. The English ULT translators did not keep the original Greek word order. They moved words around in the sentence to fit the rules of English grammar. They also changed some of the phrasing. For example, the English ULT says, "John answered by saying to them all," rather than "John answered to all saying." They used different words in a different order to make the text sound natural so that it could successfully communicate the original meaning. +Look at the ULT version above again. The English ULT translators did not keep the original Greek word order. They moved words around in the sentence to fit the rules of English grammar. They also changed some of the phrasing. For example, the English ULT says, “John answered by saying to them all,” rather than “John answered to all saying.” They used different words in a different order to make the text sound natural so that it could successfully communicate the original meaning. The translation must communicate the same meaning as the Greek text. In this example, the ULT is a much better English translation than the awkward word-for-word version. @@ -36,13 +36,13 @@ The translation must communicate the same meaning as the Greek text. In this exa In addition, word-for-word substitution usually does not take into account that most words in all languages have a range of meanings. In any one passage, usually the writer had only one of those meanings in mind. In a different passage, he may have had a different meaning in mind. But in word-for-word translations, usually only one meaning is chosen and used throughout the translation. -For example, the Greek word "aggelos" can refer to a human messenger or to an angel. ->"This is he of whom it is written, 'See, I am sending my messenger before your face, Who will prepare your way before you.' (Luke 7:27) +For example, the Greek word “aggelos” can refer to a human messenger or to an angel. +>“This is he of whom it is written, ‘See, I am sending my messenger before your face, Who will prepare your way before you.’ (Luke 7:27) -Here the word "aggelos" refers to a human messenger. Jesus was talking about John the Baptist. +Here the word “aggelos” refers to a human messenger. Jesus was talking about John the Baptist. >the angels had gone away from them into heaven (Luke 2:15) -Here the word "aggelos" refers to angels from heaven. +Here the word “aggelos” refers to angels from heaven. A word-for-word translation process might use the same word in both verses, even though it is used to refer to two different kinds of beings. This would be confusing to the reader. diff --git a/translate/writing-apocalypticwriting/01.md b/translate/writing-apocalypticwriting/01.md index 9c29008..f9cbc62 100644 --- a/translate/writing-apocalypticwriting/01.md +++ b/translate/writing-apocalypticwriting/01.md @@ -5,7 +5,7 @@ Symbolic prophecy is a type of message that God gave to a prophet so that the pr The main books that have these prophecies are Isaiah, Ezekiel, Daniel, Zechariah, and Revelation. Shorter examples of symbolic prophecy are also found in other books, such as in Matthew 24, Mark 13, and Luke 21. -The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [dream](rc://en/tw/dict/bible/other/dream) and [vision](rc://en/tw/dict/bible/other/vision) for help translating "dream" and "vision.") When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images are a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet. +The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [dream](rc://en/tw/dict/bible/other/dream) and [vision](rc://en/tw/dict/bible/other/vision) for help translating “dream” and “vision.”) When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images are a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet. The prophecies about the world also contain images and symbols. For example, in some of the prophecies strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet. @@ -13,7 +13,7 @@ The prophecies tell about the evil in this world, how God will judge the world a Much of prophecy in the Bible is presented as poetry. In some cultures people assume that if something is said in poetry, then it might not be true or very important. However, the prophecies in the Bible are true and very important, whether they are presented in poetic forms or non-poetic forms. -Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for us. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense "the predictive past." See [Predictive Past](../figs-pastforfuture/01.md). +Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for us. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense “the predictive past.” See [Predictive Past](../figs-pastforfuture/01.md). Some of these things happened after the prophets told about them, and some of them will happen at the end of this world. @@ -57,7 +57,7 @@ The following passage shows the use of the past tense to refer to past events. T >The vision of Isaiah son of Amoz, that he saw concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah. >Hear, heavens, and give ear, earth; for Yahweh has spoken: ->"I have nourished and brought up children, but they have rebelled against me. (Isaiah 1:1-2 ULT) +>“I have nourished and brought up children, but they have rebelled against me. (Isaiah 1:1-2 ULT) The following passage shows the future tense and different uses of the past tense. The underlined verbs are examples of the predictive past, where the past tense is used to show that the events certainly will happen. diff --git a/translate/writing-background/01.md b/translate/writing-background/01.md index d938f43..6b06179 100644 --- a/translate/writing-background/01.md +++ b/translate/writing-background/01.md @@ -6,13 +6,13 @@ When people tell a story, they normally tell the events in the order that they h **Example** - The underlined sentences in the story below are all background information. -Peter and John went on a hunting trip because their village was going to have a a feast the next day. Peter was the best hunter in the village. He once killed three wild pigs in one day! They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope they had brought with them, and carried it home on a pole. When they brought it to the village, Peter's cousin saw the pig and realized that it was his own pig. Peter had mistakenly killed his cousin's pig. +Peter and John went on a hunting trip because their village was going to have a a feast the next day. Peter was the best hunter in the village. He once killed three wild pigs in one day! They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope they had brought with them, and carried it home on a pole. When they brought it to the village, Peter’s cousin saw the pig and realized that it was his own pig. Peter had mistakenly killed his cousin’s pig. -Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are "their village was going to have a feast the next day" and "He once killed three wild pigs in one day," "that they had brought with them," and "Peter had mistakenly killed his cousins' pig. +Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are “their village was going to have a feast the next day” and “He once killed three wild pigs in one day,” “that they had brought with them,” and “Peter had mistakenly killed his cousins’ pig. -Often background information uses "be" verbs like "was" and "were", rather than action verbs. Examples of these are "Peter was the best hunter in the village" and "it was his own pig." +Often background information uses “be” verbs like “was” and “were”, rather than action verbs. Examples of these are “Peter was the best hunter in the village” and “it was his own pig.” -Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are "because," "once," and "had." +Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are “because,” “once,” and “had.” #### A writer may use background information @@ -34,38 +34,38 @@ Background information can also be marked with words that tell the reader that t ### Examples from the Bible ->Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. Abram was eighty-six years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT) +>Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. Abram was eighty-six years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT) The first sentence tells about two events. Hagar gave birth and Abraham named his son. The second sentence is background information about how old Abram was when those things happened. >Now Jesus himself, when he began to teach, was about thirty years of age. He was the son (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULT) -The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus' age and ancestors. The story starts up again in chapter 4 where it tells about Jesus going to the wilderness. +The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus’ age and ancestors. The story starts up again in chapter 4 where it tells about Jesus going to the wilderness. >Now it happened on a Sabbath that Jesus was going through the grain fields and his disciples were picking the heads of grain, rubbing them between their hands, and eating the grain. But some of the Pharisees said... (Luke 6:1-2a ULT) -These verses give the setting of the story. The events took place in a grain field on the Sabbath day. Jesus, his disciples, and some Pharisees were there, and Jesus' disciples were picking heads of grain and eating them. The main action in the story starts with the sentence, "But some of the Pharisees said." +These verses give the setting of the story. The events took place in a grain field on the Sabbath day. Jesus, his disciples, and some Pharisees were there, and Jesus’ disciples were picking heads of grain and eating them. The main action in the story starts with the sentence, “But some of the Pharisees said.” ### Translation Strategies To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kind of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily. -1. Use your language's way of showing that certain information is background information. +1. Use your language’s way of showing that certain information is background information. 1. Reorder the information so that earlier events are mentioned first. (This is not always possible when the background information is very long.) ### Examples of Translation Strategies Applied -1. Use your language's way of showing that certain information is background information. The examples below explain how this was done in the ULT English translations. +1. Use your language’s way of showing that certain information is background information. The examples below explain how this was done in the ULT English translations. -* **Now Jesus himself, when he began to teach, was about thirty years of age. He was the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULT) English uses the word "now" to show that there is some kind of change in the story. The verb "was" shows that it is background information. +* **Now Jesus himself, when he began to teach, was about thirty years of age. He was the son (as was supposed) of Joseph, the son of Heli.** (Luke 3:23 ULT) English uses the word “now” to show that there is some kind of change in the story. The verb “was” shows that it is background information. -* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch for marrying his brother's wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULT) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him. +* **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch for marrying his brother’s wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULT) The underlined phrases happened before John rebuked Herod. In English, the helping verb “had” in “had done” shows that Herod did those things before John rebuked him. 1. Reorder the information so that earlier events are mentioned first. -* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. Abram was eighty-six years old when Hagar bore Ishmael to Abram.** (Genesis 16:16 ULT) - * "When Abram was eighty-six years old, Hagar gave birth to his son, and Abram named his son Ishmael." +* **Hagar gave birth to Abram’s son, and Abram named his son, whom Hagar bore, Ishmael. Abram was eighty-six years old when Hagar bore Ishmael to Abram.** (Genesis 16:16 ULT) + * “When Abram was eighty-six years old, Hagar gave birth to his son, and Abram named his son Ishmael.” -* **John also rebuked Herod the tetrarch for marrying his brother's wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions. - * "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison." +* **John also rebuked Herod the tetrarch for marrying his brother’s wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John’s rebuke and Herod’s actions. + * “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.” diff --git a/translate/writing-connectingwords/01.md b/translate/writing-connectingwords/01.md index 56d8b7d..48f983e 100644 --- a/translate/writing-connectingwords/01.md +++ b/translate/writing-connectingwords/01.md @@ -26,15 +26,15 @@ Sometimes people might not use a connecting word because they expect the readers >I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, but instead I went to Arabia and then returned to Damascus. Then after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. (Galatians 1:16-18 ULT) -The word "but" introduces something that contrasts with what was said before. The contrast here is between what Paul did not do with what he did do. Here the word "then" introduces something Paul did after he returned to Damascus. +The word “but” introduces something that contrasts with what was said before. The contrast here is between what Paul did not do with what he did do. Here the word “then” introduces something Paul did after he returned to Damascus. >Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULT) -The word "Therefore" links this section with the section before it, signalling that the section that came before gave the reason for this section. "Therefore" usually links sections larger than one sentence. The word "and" links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word "But" contrasts what one group of people will be called in God's kingdom with what another group of people will be called. +The word “Therefore” links this section with the section before it, signalling that the section that came before gave the reason for this section. “Therefore” usually links sections larger than one sentence. The word “and” links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word “But” contrasts what one group of people will be called in God’s kingdom with what another group of people will be called. ->We do not place a stumbling block in front of anyone, for we do not wish our ministry to be brought into disrepute. Instead, we prove ourselves by all our actions, that we are God's servants. (2 Corinthians 6:3-4 ULT) +>We do not place a stumbling block in front of anyone, for we do not wish our ministry to be brought into disrepute. Instead, we prove ourselves by all our actions, that we are God’s servants. (2 Corinthians 6:3-4 ULT) -Here the word "for" connects what follows as the reason for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. "Instead" contrasts what Paul does (proving by his actions that he is God's servant) with what he said he does not do (placing stumbling blocks). +Here the word “for” connects what follows as the reason for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. “Instead” contrasts what Paul does (proving by his actions that he is God’s servant) with what he said he does not do (placing stumbling blocks). ### Translation Strategies @@ -49,8 +49,8 @@ If the way the relationship between thoughts is shown in the ULT would be natura 1. Use a connecting word (even if the ULT does not use one). -* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULT) - They followed Jesus because he told them to. Some translators may want to mark this with "so." - * Jesus said to them, "Come after me, and I will make you become fishers of men." So immediately they left the nets and went after him. +* **Jesus said to them, “Come after me, and I will make you become fishers of men.” Immediately they left the nets and went after him.** (Mark 1:17-18 ULT) - They followed Jesus because he told them to. Some translators may want to mark this with “so.” + * Jesus said to them, “Come after me, and I will make you become fishers of men.” So immediately they left the nets and went after him. 1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it. @@ -62,15 +62,15 @@ Some languages would prefer not to use connecting words here, because the meanin * **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, but instead I went to Arabia and then returned to Damascus. Then after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.** (Galatians 1:16-18 ULT) - -Some languages might not need the words "but" or "then" here. +Some languages might not need the words “but” or “then” here. * I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. 1. Use a different connecting word. -* **Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages. +* **Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT) Instead of a word like “therefore,” a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word “but” is used here because of the contrast between the two groups of people. But in some languages, the word “but” would show that what comes after it is surprising because of what came before it. So “and” might be clearer for those languages. * Because of that, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. And whoever keeps them and teaches them will be called great in the kingdom of heaven. -* **Since the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.** (Acts 21:34 ULT) - Instead of starting the first part of the sentence with "since," some translators might prefer to start the second part of the sentence with "so" to show the same relationship. - * "The captain could not tell anything because of all the noise, so he ordered that Paul be brought into the fortress." +* **Since the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.** (Acts 21:34 ULT) - Instead of starting the first part of the sentence with “since,” some translators might prefer to start the second part of the sentence with “so” to show the same relationship. + * “The captain could not tell anything because of all the noise, so he ordered that Paul be brought into the fortress.” diff --git a/translate/writing-endofstory/01.md b/translate/writing-endofstory/01.md index 1cee3ba..110c997 100644 --- a/translate/writing-endofstory/01.md +++ b/translate/writing-endofstory/01.md @@ -1,7 +1,7 @@ ### Description -There are different types of information that may be given at the end of a story. Often this is background information. This background information is different from the actions that make up the main part of the story. A book of the Bible is often made up of many smaller stories that are part of the larger story of the book itself. For example, the story of Jesus' birth is a smaller story in the larger story of the book of Luke. Each of these stories, whether large or small, can have background information at the end of it. +There are different types of information that may be given at the end of a story. Often this is background information. This background information is different from the actions that make up the main part of the story. A book of the Bible is often made up of many smaller stories that are part of the larger story of the book itself. For example, the story of Jesus’ birth is a smaller story in the larger story of the book of Luke. Each of these stories, whether large or small, can have background information at the end of it. #### Different purposes for end of story information @@ -14,7 +14,7 @@ There are different types of information that may be given at the end of a story #### Reasons this is a translation issue -Different languages have different ways of presenting these kinds of information. If translators do not use their language's ways of doing this, readers may not know these things: +Different languages have different ways of presenting these kinds of information. If translators do not use their language’s ways of doing this, readers may not know these things: * That this information is ending the story * What the purpose of the information is @@ -38,7 +38,7 @@ Different languages have different ways of presenting these kinds of information 1. To tell the reader what happens to a specific character after the main part of the story ends -> Mary said,"My soul praises the Lord, and my spirit has rejoiced in God my savior..." Mary stayed with Elizabeth about three months and then returned to her house. (Luke 1:46-47, 56 ULT) +> Mary said,”My soul praises the Lord, and my spirit has rejoiced in God my savior...” Mary stayed with Elizabeth about three months and then returned to her house. (Luke 1:46-47, 56 ULT) 1. To tell on-going action that continues after the main part of the story ends @@ -46,4 +46,4 @@ Different languages have different ways of presenting these kinds of information 1. To tell what happens after the story as a result of the events that happened in the story itself -> "Woe to you teachers of Jewish laws, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering." After Jesus left there, the scribes and the Pharisees opposed him and argued with him about many things, trying to trap him in his own words. (Luke 11:52-54 ULT) +> “Woe to you teachers of Jewish laws, because you have taken away the key of knowledge; you do not enter in yourselves, and you hinder those who are entering.” After Jesus left there, the scribes and the Pharisees opposed him and argued with him about many things, trying to trap him in his own words. (Luke 11:52-54 ULT) diff --git a/translate/writing-intro/01.md b/translate/writing-intro/01.md index 90a28bd..43f5992 100644 --- a/translate/writing-intro/01.md +++ b/translate/writing-intro/01.md @@ -1,7 +1,7 @@ ### Description -There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author's meaning in the best way. +There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author’s meaning in the best way. ### Types of Writing @@ -40,11 +40,11 @@ Languages have different ways of using these different discourse features. The t ### Specific discourse issues -1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like "One day" or "It came about that" or "This is how it happened" or "Sometime after that" signal to the reader that a new event is about to be told. +1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like “One day” or “It came about that” or “This is how it happened” or “Sometime after that” signal to the reader that a new event is about to be told. 1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again. 1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: 1) to add interest to the story, 2) to provide information that is important for understanding the story or 3) to explain why something in the story is important. 1. **[Pronouns - When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result. 1. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story. 1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said. -1. **[Connecting Words](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as "and," "but," or "then"). +1. **[Connecting Words](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”). diff --git a/translate/writing-newevent/01.md b/translate/writing-newevent/01.md index d7f70ae..d78715e 100644 --- a/translate/writing-newevent/01.md +++ b/translate/writing-newevent/01.md @@ -10,7 +10,7 @@ When your people tell about events, what information do they give at the beginni >In the days of Herod, king of Judea, there was a certain priest named Zechariah, from the division of Abijah. His wife was from the daughters of Aaron, and her name was Elizabeth. (Luke 1:5 ULT) -The verses above introduce a story about Zechariah. The first underlined phrase tells when it happened, and the next two underlined phrases introduce the main people. The next two verses go on to explain that Zechariah and Elizabeth were old and did not have any children. All of this is the setting. Then the phrase "One day" in Luke 1:8 helps to introduce the first event in this story: +The verses above introduce a story about Zechariah. The first underlined phrase tells when it happened, and the next two underlined phrases introduce the main people. The next two verses go on to explain that Zechariah and Elizabeth were old and did not have any children. All of this is the setting. Then the phrase “One day” in Luke 1:8 helps to introduce the first event in this story: > One day while Zechariah was performing his duties as a priest before God in the order of his division, the priests followed their custom and chose him by lot to enter the temple of the Lord and burn incense. (Luke 1:8-9 ULT) @@ -26,13 +26,13 @@ The underlined phrase above shows that the events concerning the learned men hap The underlined phrase above shows that John the Baptist came preaching around the time of the previous events. It is probably very general and refers to when Jesus lived in Nazareth. >Then Jesus came from Galilee to the Jordan River to be baptized by John. (Matthew 3:13 ULT) -The word "then" shows that Jesus came to the Jordan River some time after the events in the previous verses. +The word “then” shows that Jesus came to the Jordan River some time after the events in the previous verses. > Now there was a Pharisee whose name was Nicodemus, a member of the Jewish Council. This man came to Jesus at night time (John 3:1-2 ULT) The author first introduced the new person and then told about what he did and when he did it. In some languages it might be more natural to tell about the time first. ->6Noah was six hundred years old when the flood came upon the earth. 7Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT) +>6Noah was six hundred years old when the flood came upon the earth. 7Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULT) Verse 6 is a summary of the events that happen in the rest of chapter 7. Chapter 6 already told about how God told Noah that there would be a flood, and how Noah prepared for it. Chapter 7 verse 6 introduces the part of the story that tells about Noah and his family and the animals going into the ship, the rain starting, and the rain flooding the earth. Some languages might need to make it clear that this verse simply introduces the event, or move this verse after verse 7. Verse 6 is not one of the events of the story. The people went into the ship before the flood came. @@ -41,8 +41,8 @@ Verse 6 is a summary of the events that happen in the rest of chapter 7. Chapter If the information given at the beginning of a new event is clear and natural to your readers, consider translating it as it is in the ULT or UST. If not, consider one of these strategies. 1. Put the information that introduces the event in the order that your people put it. -1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: "another time" or "someone." -1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. +1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: “another time” or “someone.” +1. If the introduction is a summary of the whole event, use your language’s way of showing that it is a summary. 1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story. ### Examples of Translation Strategies Applied @@ -60,14 +60,14 @@ If the information given at the beginning of a new event is clear and natural to 1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone. - * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULT) - If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned. + * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULT) - If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned. * After that, when Noah was six hundred years old, the flood came upon the earth. - * **Again he began to teach beside the lake.** (Mark 4:1 ULT) - In chapter 3 Jesus was teaching at someone's house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake. + * **Again he began to teach beside the lake.** (Mark 4:1 ULT) - In chapter 3 Jesus was teaching at someone’s house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake. * Another time Jesus began to teach people again beside the lake. * Jesus went to the lake and began to teach people again there. -1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. +1. If the introduction is a summary of the whole event, use your language’s way of showing that it is a summary. * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULT) * Now this is what happened when Noah was six hundred years old and the flood came upon the earth. @@ -75,6 +75,6 @@ If the information given at the beginning of a new event is clear and natural to 1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story. - * **Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood.** (Genesis 7:6-7 ULT) - * Now this is what happened when Noah was six hundred years old. Noah, his sons, his wife, and his sons' wives went into the ark together because God had said that the waters of the flood would come. + * **Noah was six hundred years old when the flood came upon the earth. Noah, his sons, his wife, and his sons’ wives went into the ark together because of the waters of the flood.** (Genesis 7:6-7 ULT) + * Now this is what happened when Noah was six hundred years old. Noah, his sons, his wife, and his sons’ wives went into the ark together because God had said that the waters of the flood would come. diff --git a/translate/writing-participants/01.md b/translate/writing-participants/01.md index 2b75a3b..193c14e 100644 --- a/translate/writing-participants/01.md +++ b/translate/writing-participants/01.md @@ -5,7 +5,7 @@ The first time that people or things are mentioned in a story, they are new participants. After that, whenever they are mentioned, they are old participants. >Now there was a Pharisee whose name was Nicodemus... This man came to Jesus at night time... Jesus replied to him (John 3:1) -The first underlined phrase introduces Nicodemus as a new participant. He is then referred to as "This man" and "him" when he is an old participant. +The first underlined phrase introduces Nicodemus as a new participant. He is then referred to as “This man” and “him” when he is an old participant. #### Reason this is a translation issue @@ -15,10 +15,10 @@ In order to make your translation clear and natural, it is necessary to refer to #### New Participants -Often the most important new participant is introduced with a phrase that says that he existed, such as "There was a man" in the example below. The phrase "There was" tells us that this man existed. The word "a" in "a man" tells us that the author is speaking about him for the first time. The rest of the sentence tells where this man was from, who is family was, and what his name was. +Often the most important new participant is introduced with a phrase that says that he existed, such as “There was a man” in the example below. The phrase “There was” tells us that this man existed. The word “a” in “a man” tells us that the author is speaking about him for the first time. The rest of the sentence tells where this man was from, who is family was, and what his name was. >There was a man from Zorah, of the family of the Danites, whose name was Manoah. (Judges 13:2 ULT) -A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah's wife is simply referred to as "his wife." This phrase shows her relationship to him. +A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah’s wife is simply referred to as “his wife.” This phrase shows her relationship to him. >There was a man from Zorah, of the family of the Danites, whose name was Manoah. His wife was not able to become pregnant and so she had not given birth. (Judges 13:2 ULT) Sometimes a new participant is introduced simply by name because the author assumes that the readers know who the person is. In the first verse of 1 Kings, the author assumes that his readers know who King David is, so there is no need to explain who he is. @@ -26,39 +26,39 @@ Sometimes a new participant is introduced simply by name because the author assu #### Old Participants -A person who has already been brought into the story can be referred to with a pronoun after that. In the example below, Manoah is referred to with the pronoun "his," and his wife is referred to with the pronoun "she". +A person who has already been brought into the story can be referred to with a pronoun after that. In the example below, Manoah is referred to with the pronoun “his,” and his wife is referred to with the pronoun “she”. >His wife was not able to become pregnant and so she had not given birth. (Judges 13:2 ULT) -Old participants can also be referred to in other ways, depending on what is happening in the story. In the example below, the story is about bearing a son, and Manoah's wife is referred to with the noun phrase "the woman." +Old participants can also be referred to in other ways, depending on what is happening in the story. In the example below, the story is about bearing a son, and Manoah’s wife is referred to with the noun phrase “the woman.” > The angel of Yahweh appeared to the woman and said to her, (Judges 13:3 ULT) -If the old participant has not been mentioned for a while, or if there could be confusion between participants, the author may use the participant's name again. In the example below, Manoah is referred to with his name, which the author has not used since verse 2. +If the old participant has not been mentioned for a while, or if there could be confusion between participants, the author may use the participant’s name again. In the example below, Manoah is referred to with his name, which the author has not used since verse 2. > Then Manoah prayed to Yahweh... (Judges 13:8 ULT) Some languages have something on the verb that tells something about the subject. In some of those languages people do not always use noun phrases or pronouns for old participants when they are the subject of the sentence. The marker on the verb gives enough information for the listener to understand who the subject is. (see [Verbs](../figs-verbs/01.md)) ### Translation Strategies -1. If the participant is new, use one of your language's ways of introducing new participants. +1. If the participant is new, use one of your language’s ways of introducing new participants. 1. If it is not clear to whom a pronoun refers, use a noun phrase or name. 1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun. ### Examples of Translation Strategies Applied -1. If the participant is new, use one of your language's ways of introducing new participants. +1. If the participant is new, use one of your language’s ways of introducing new participants. - * **Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).** (Acts 4:36-37 ULT) - Starting the sentence with Joseph's name when he has not been introduced yet might be confusing in some languages. + * **Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).** (Acts 4:36-37 ULT) - Starting the sentence with Joseph’s name when he has not been introduced yet might be confusing in some languages. * There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement). * There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement. 1. If it is not clear who a pronoun refers to, use a noun phrase or name. - * **It happened when he finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples."** (Luke 11:1 ULT) - Since this is the first verse in a chapter, readers might wonder who "he" refers to. - * It happened when Jesus finished praying in a certain place, that one of his disciples said, "Lord, teach us to pray just as John taught his disciples. + * **It happened when he finished praying in a certain place, that one of his disciples said, “Lord, teach us to pray just as John taught his disciples.”** (Luke 11:1 ULT) - Since this is the first verse in a chapter, readers might wonder who “he” refers to. + * It happened when Jesus finished praying in a certain place, that one of his disciples said, “Lord, teach us to pray just as John taught his disciples. 1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun. - * **Joseph's master took Joseph and put him in prison, in the place where all the king's prisoners were put, and Joseph stayed there.** (Genesis 39:20 ULT) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun. - * Joseph's master took him and put him in prison, in the place where all the king's prisoners were put, and he stayed there in the prison. + * **Joseph’s master took Joseph and put him in prison, in the place where all the king’s prisoners were put, and Joseph stayed there.** (Genesis 39:20 ULT) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun. + * Joseph’s master took him and put him in prison, in the place where all the king’s prisoners were put, and he stayed there in the prison. diff --git a/translate/writing-poetry/01.md b/translate/writing-poetry/01.md index 2388af3..39b908b 100644 --- a/translate/writing-poetry/01.md +++ b/translate/writing-poetry/01.md @@ -13,9 +13,9 @@ Poetry is one of the ways that people use the words and sounds of their language * Lines of similar length. * **Love is patient and kind; love does not envy or boast; it is not arrogant or rude.** (1 Corinthians 13:4 ULT) * The same sound used at the end or at the beginning of two or more lines - * "Twinkle, twinkle little star. How I wonder what you are." (from an English rhyme) + * “Twinkle, twinkle little star. How I wonder what you are.” (from an English rhyme) * The same sound repeated many times - * "Peter, Peter, pumpkin eater" (from an English rhyme) + * “Peter, Peter, pumpkin eater” (from an English rhyme) * Old words and expressions * Dramatic imagery * Different use of grammar - including: @@ -24,14 +24,14 @@ Poetry is one of the ways that people use the words and sounds of their language #### Some places to look for poetry in your language -1. Songs, particularly old songs or songs used in children's games +1. Songs, particularly old songs or songs used in children’s games 1. Religious ceremony or chants of priests or witch doctors 1. Prayers, blessings, and curses 1. Old legends #### Elegant or fancy speech -Elegant or fancy speech is similar to poetry in that it uses beautiful language, but it does not use all of the language's features of poetry, and it does not use them as much as poetry does. Popular speakers in the language often use elegant speech, and this is probably the easiest source of text to study to find out what makes speech elegant in your language. +Elegant or fancy speech is similar to poetry in that it uses beautiful language, but it does not use all of the language’s features of poetry, and it does not use them as much as poetry does. Popular speakers in the language often use elegant speech, and this is probably the easiest source of text to study to find out what makes speech elegant in your language. #### Reasons this is a translation issue: @@ -57,7 +57,7 @@ This example of personification speaks of sins as if they could rule over a pers >Oh, give thanks to the God of gods, for his covenant faithfulness endures forever. >Oh, give thanks to the Lord of lords, for his covenant faithfulness endures forever. (Psalm 136:1-3 ULT) -This example repeats the phrases "give thanks" and "his covenant faithfulness endures forever." +This example repeats the phrases “give thanks” and “his covenant faithfulness endures forever.” ### Translation Strategies @@ -83,7 +83,7 @@ The following are examples of how people might translate Psalm 1:1,2. 1) Translate the poetry using one of your styles of poetry. (The style in this example has words that sound similar at the end of each line.) ->"Happy is the person not encouraged to sin +>“Happy is the person not encouraged to sin >Disrespect for God he will not begin >To those who laugh at God, he is no kin. >God is his constant delight @@ -92,9 +92,9 @@ The following are examples of how people might translate Psalm 1:1,2. 1) Translate the poetry using your style of elegant speech. -* This is the kind of person who is truly blessed: the one who does not follow the advice of wicked people, or stop along the road to speak with sinners, or join the gathering of those who mock God. Rather he takes great joy in Yahweh's law, and he meditates on it day and night. +* This is the kind of person who is truly blessed: the one who does not follow the advice of wicked people, or stop along the road to speak with sinners, or join the gathering of those who mock God. Rather he takes great joy in Yahweh’s law, and he meditates on it day and night. 1) Translate the poetry using your style of ordinary speech. -* The people who do not listen to the advice of bad people are really happy. They do not spend time with people who continually do evil things or with those who do not respect God. They love to obey Yahweh's law, and they think about it all the time. +* The people who do not listen to the advice of bad people are really happy. They do not spend time with people who continually do evil things or with those who do not respect God. They love to obey Yahweh’s law, and they think about it all the time. diff --git a/translate/writing-pronouns/01.md b/translate/writing-pronouns/01.md index 52e1ee5..a95a2bf 100644 --- a/translate/writing-pronouns/01.md +++ b/translate/writing-pronouns/01.md @@ -6,7 +6,7 @@ When we talk or write, we use pronouns to refer to people or things without alwa > Now there was a Pharisee whose name was Nicodemus, a member of the Jewish Council. This man came to Jesus ... Jesus replied to him (John 3:1-3 ULT) -In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase "this man." Then he is referred to with the pronoun "him." +In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase “this man.” Then he is referred to with the pronoun “him.” Each language has its rules and exceptions to this usual way of referring to people and things. @@ -26,14 +26,14 @@ The example below occurs at the beginning of a chapter. In some languages it mig >Again Jesus walked into the synagogue, and a man with a withered hand was there. They watched him to see if he would heal him on the Sabbath. (Mark 3:1-2 ULT) -In the example below, two men are named in the first sentence. It might not be clear whom "he" in the second sentence refers to. ->Now after some days, King Agrippa and Bernice arrived at Caesarea to pay an official visit to Festus. After he had been there for many days, Festus presented Paul's case to the king... (Acts 25:13-14 ULT) +In the example below, two men are named in the first sentence. It might not be clear whom “he” in the second sentence refers to. +>Now after some days, King Agrippa and Bernice arrived at Caesarea to pay an official visit to Festus. After he had been there for many days, Festus presented Paul’s case to the king... (Acts 25:13-14 ULT) Jesus is the main character of the book of Matthew, but in the verses below he is referred to four times by name. This may lead speakers of some languages to think that Jesus is not the main character. Or it might lead them to think that there is more than one person named Jesus in this story. Or it might lead them to think that there is some kind of emphasis on him, even though there is no emphasis. -> At that time Jesus went on the Sabbath day through the grainfields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus, "See, your disciples do what is unlawful to do on the Sabbath." ->But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ..." +> At that time Jesus went on the Sabbath day through the grainfields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus, “See, your disciples do what is unlawful to do on the Sabbath.” +>But Jesus said to them, “Have you never read what David did, when he was hungry, and the men who were with him? ...” >Then Jesus left from there and went into their synagogue. (Matthew 12:1-9 ULT) @@ -51,12 +51,12 @@ Jesus is the main character of the book of Matthew, but in the verses below he i 1. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead. -> **At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus , "See, your disciples do what is unlawful to do on the Sabbath."** ->**But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ...** +> **At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus , “See, your disciples do what is unlawful to do on the Sabbath.”** +>**But Jesus said to them, “Have you never read what David did, when he was hungry, and the men who were with him? ...** >**Then Jesus left from there and went into their synagogue.** (Matthew 12:1-9 ULT) May be translated as: ->At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to him, "See, your disciples do what is unlawful to do on the Sabbath. ->But he said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ... +>At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to him, “See, your disciples do what is unlawful to do on the Sabbath. +>But he said to them, “Have you never read what David did, when he was hungry, and the men who were with him? ... >Then he left from there and went into their synagogue. diff --git a/translate/writing-quotations/01.md b/translate/writing-quotations/01.md index 511067a..f8e78b7 100644 --- a/translate/writing-quotations/01.md +++ b/translate/writing-quotations/01.md @@ -7,62 +7,62 @@ When saying that someone said something, we often tell who spoke, whom they spok The quote margins are underlined below. -* She said, "The food is ready. Come and eat." -* "The food is ready. Come and eat," she said. -* "The food is ready," she said. "Come and eat." +* She said, “The food is ready. Come and eat.” +* “The food is ready. Come and eat,” she said. +* “The food is ready,” she said. “Come and eat.” -Also in some languages, the quote margin may have more than one verb meaning "said." +Also in some languages, the quote margin may have more than one verb meaning “said.” ->But his mother answered and said, "No, instead he will be called John." (Luke 1:60 ULT) +>But his mother answered and said, “No, instead he will be called John.” (Luke 1:60 ULT) -When writing that someone said something, some languages put the quote (what was said) in quotation marks called inverted commas (" "). Some languages use other symbols around the quotation, such as these angle quote marks (« »), or something else. +When writing that someone said something, some languages put the quote (what was said) in quotation marks called inverted commas (“ “). Some languages use other symbols around the quotation, such as these angle quote marks (« »), or something else. #### Reasons this is a translation issue * Translators need to put the quote margin where it is most clear and natural in their language. -* Translators need to decide whether they want the quote margin to have one or two verbs meaning "said." +* Translators need to decide whether they want the quote margin to have one or two verbs meaning “said.” * Translators need to decide which marks to use around the quotation. ### Examples from the Bible #### Quote margin before the quote ->Zechariah said to the angel, "How will I know this will happen? For I am an old man, and my wife also is very old." (Luke 1:18 ULT) +>Zechariah said to the angel, “How will I know this will happen? For I am an old man, and my wife also is very old.” (Luke 1:18 ULT) -
Then some tax collectors also came to be baptized, and they said to him, "Teacher, what must we do?" (Luke 3:12 ULT)
+
Then some tax collectors also came to be baptized, and they said to him, “Teacher, what must we do?” (Luke 3:12 ULT)
->He said to them, "Do not collect more money than you are supposed to." (Luke 3:13 ULT) +>He said to them, “Do not collect more money than you are supposed to.” (Luke 3:13 ULT) ##### Quote margin after the quote ->Yahweh relented concerning this. "It will not happen," he said. (Amos 7:3 ULT) +>Yahweh relented concerning this. “It will not happen,” he said. (Amos 7:3 ULT) ##### Quote margin between two parts of the quote ->"I will hide my face from them," he said, "and I will see what their end will be; for they are a perverse generation, children who are unfaithful." (Deuteronomy 32:20 ULT) +>“I will hide my face from them,” he said, “and I will see what their end will be; for they are a perverse generation, children who are unfaithful.” (Deuteronomy 32:20 ULT) -
"Therefore, those who can," he said, "should go there with us. If there is something wrong with the man, you should accuse him." (Acts 25:5 ULT)
+
“Therefore, those who can,” he said, “should go there with us. If there is something wrong with the man, you should accuse him.” (Acts 25:5 ULT)
->"For look, days are coming"—this is Yahweh's declaration—"when I will restore the fortunes of my people, Israel" (Jeremiah 30:3 ULT) +>“For look, days are coming”—this is Yahweh’s declaration—”when I will restore the fortunes of my people, Israel” (Jeremiah 30:3 ULT) ### Translation Strategies 1. Decide where to put the quote margin. -1. Decide whether to use one or two words meaning "said." +1. Decide whether to use one or two words meaning “said.” ### Examples of Translation Strategies Applied 1. Decide where to put the quote margin. - * **"Therefore, those who can," he said, "should go there with us. If there is something wrong with the man, you should accuse him."** (Acts 25:5 ULT) - * He said, "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him." - * "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him," he said. - * "Therefore, those who can should go there with us," he said. "If there is something wrong with the man, you should accuse him." + * **”Therefore, those who can,” he said, “should go there with us. If there is something wrong with the man, you should accuse him.”** (Acts 25:5 ULT) + * He said, “Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him.” + * “Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him,” he said. + * “Therefore, those who can should go there with us,” he said. “If there is something wrong with the man, you should accuse him.” -1. Decide whether to use one or two words meaning "said." +1. Decide whether to use one or two words meaning “said.” - * **But his mother answered and said, "No, instead he will be called John."** (Luke 1:60 ULT) - * But his mother replied, "No, instead he will be called John." - * But his mother said, "No, instead he will be called John." - * But his mother answered like this, "No, instead he will be called John," she said. + * **But his mother answered and said, “No, instead he will be called John.”** (Luke 1:60 ULT) + * But his mother replied, “No, instead he will be called John.” + * But his mother said, “No, instead he will be called John.” + * But his mother answered like this, “No, instead he will be called John,” she said. diff --git a/translate/writing-symlanguage/01.md b/translate/writing-symlanguage/01.md index e3ddb68..5a2ba61 100644 --- a/translate/writing-symlanguage/01.md +++ b/translate/writing-symlanguage/01.md @@ -4,7 +4,7 @@ Symbolic language in speech and writing is the use of symbols to represent other things and events. In the Bible it occurs most in prophecy and poetry, especially in visions and dreams about things that will happen in the future. Though people may not immediately know the meaning of a symbol, it is important to keep the symbol in the translation. ->Eat this scroll, then go speak to the house of Israel." (Ezekiel 3:1 ULT) +>Eat this scroll, then go speak to the house of Israel.” (Ezekiel 3:1 ULT) This was in a dream. Eating the scroll is a symbol of reading and understanding well what was written on the scroll, and accepting these words from God into himself. @@ -28,11 +28,11 @@ People who read the Bible today may find it hard to recognize that the language The meaning of the underlined symbols is explained in Daniel 7:23-24 as shown below. The animals represent kingdoms, iron teeth represent a powerful army, and the horns represent powerful leaders. ->This is what that person said, 'As for the fourth animal, it will be a fourth kingdom on earth that will be different from all the other kingdoms. It will devour the whole earth, and it will trample it down and break it into pieces. As for the ten horns, out of this kingdom ten kings will arise, and another will arise after them. He will be different from the previous ones, and he will conquer the three kings. (Daniel 7:23-24 ULT) +>This is what that person said, ‘As for the fourth animal, it will be a fourth kingdom on earth that will be different from all the other kingdoms. It will devour the whole earth, and it will trample it down and break it into pieces. As for the ten horns, out of this kingdom ten kings will arise, and another will arise after them. He will be different from the previous ones, and he will conquer the three kings. (Daniel 7:23-24 ULT)
I turned around to see whose voice was speaking to me, and as I turned I saw seven golden lampstands. In the middle of the lampstands there was one like a Son of Man, … He had in his right hand seven stars, and coming out of his mouth was a sharp two-edged sword…. As for the hidden meaning about the seven stars you saw in my right hand, and the seven golden lampstands: the seven stars are the angels of the seven churches, and the seven lampstands are the seven churches. (Revelation 1:12, 16, 20 ULT)
-This passage explains the meaning of the seven lampstands and the seven stars. The two-edged sword represents God's word and judgment. +This passage explains the meaning of the seven lampstands and the seven stars. The two-edged sword represents God’s word and judgment. ### Translation Strategies @@ -51,6 +51,6 @@ This passage explains the meaning of the seven lampstands and the seven stars. T * After this I saw in my dream at night a fourth animal,1 terrifying, frightening, and very strong. It had large iron teeth;2 it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.3 * The footnotes would look like: * [1] The animal is a symbol for a kingdom. - * [2] The iron teeth is a symbol for the kingdom's powerful army. + * [2] The iron teeth is a symbol for the kingdom’s powerful army. * [3] The horns are a symbol of powerful kings.