See in Reader
Merge pull request 'Version 16' (#4) from prePubv16 into master
Reviewed-on: https://git.door43.org/Door43-Catalog/en_ta/pulls/4
This commit is contained in:
Robert Hunt
commit
845bf02061
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@ -20,9 +20,9 @@ UTA is written in a simple Markdown format and organized according to the [Resou
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Each manual has its 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:
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* `01.md` - This is the main body of the module
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* `sub-title.md` - This file contians the question that the module is intended to answer.
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* `title.md` - This contains the title of the module
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* `01.md` – This is the main body of the module
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* `sub-title.md` – This file contains the question that the module is intended to answer.
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* `title.md` – This contains the title of the module
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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.
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@ -52,4 +52,4 @@ You are free to add additional modules. In order for the new modules to be inclu
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## License
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See the [LICENSE](https://git.door43.org/unfoldingWord/en_ta/src/branch/master/LICENSE.md) file for licensing information.
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See the [LICENSE](https://git.door43.org/unfoldingWord/en_ta/src/branch/master/LICENSE.md) file for licensing information.
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@ -8,4 +8,4 @@ As you read the new translation, ask yourself these questions. These are questio
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1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community?
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1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?)
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If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team.
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If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team.
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@ -43,4 +43,3 @@ These questions can also be helpful for finding anything that might be inaccurat
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, “who did what, when, where, how, and why?” There are questions that have already been prepared to help with this. (To view the unfoldingWord® Translation Questions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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For more general types of things that need to be checked, go to [Types of Things to Check](../vol2-things-to-check/01.md).
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@ -52,4 +52,4 @@ Because each target language will have different requirements for sentence struc
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If you are a Quality Checker, after you have finished aligning a Bible book and making questions and comments about the translation, it is time to either send the questions to the translation team or plan to meet together with the translation team and discuss them. For the steps to complete this process, return to where you left off on the [Steps for Quality Checkers](../vol2-steps/01.md) page.
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To learn more about the kinds of things that need to be checked, go to [Types of Things to Check](../vol2-things-to-check/01.md).
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To learn more about the kinds of things that need to be checked, go to [Types of Things to Check](../vol2-things-to-check/01.md).
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@ -7,4 +7,4 @@ As you read the translation, ask yourself these questions about the way words ar
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1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
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1. Has the translator used expressions, phrases, connectors, and spellings that will be recognized by most of the language community?
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If there is something about the alphabet or spelling that is not right, make a note of that so that you can discuss it with the translation team.
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If there is something about the alphabet or spelling that is not right, make a note of that so that you can discuss it with the translation team.
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@ -13,4 +13,3 @@ These reviewers should follow these steps:
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1. After you (the accuracy checker) have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem that you have discovered. Discuss with the translation team how they might adjust the translation in order to fix each problem. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
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1. Meet again with the translation team to verify that they have fixed the problems.
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1. Affirm that the translation is good on the [Accuracy Affirmation](../good/01.md) page.
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@ -12,4 +12,3 @@ Additional help:
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* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. For other methods of testing the translation, see [Other Methods](../other-methods/01.md).
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* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
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@ -28,4 +28,4 @@ Please also answer the following questions. The answers to these questions will
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<br>
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<br>
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The community leaders might want to add their own information to this or make a summary statement about how acceptable this translation is to the local community. The wider church leadership will have access to this information, and it will help them to understand and to have confidence in the checking process that has been done so far. This will help them to validate the translation as approved by the local Christian community both when they do the Accuracy Check and when they do the final Validation Check.
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The community leaders might want to add their own information to this or make a summary statement about how acceptable this translation is to the local community. The wider church leadership will have access to this information, and it will help them to understand and to have confidence in the checking process that has been done so far. This will help them to validate the translation as approved by the local Christian community both when they do the Accuracy Check and when they do the final Validation Check.
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@ -7,4 +7,4 @@ The purpose of this section is to make sure that the translation is complete. In
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1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete. For more information, see [Complete Versification](../verses/01.md).
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1. Are there places in the translation where something seems to be left out, or there seems to be a different message than is found in the source language translation? (The wording and the order can be different, but the language that the translator used should give the same message as the source language translation.)
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If there is a place where the translation is not complete, make a note of that so that you can discuss it with the translation team.
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If there is a place where the translation is not complete, make a note of that so that you can discuss it with the translation team.
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@ -19,4 +19,3 @@ After finishing a book, you can check to make sure that all the verses are there
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1. Versification (see [Complete Versification](../verses/01.md))
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1. Section Headings (see [Section Headings](../headings/01.md))
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@ -17,4 +17,4 @@ The checkers who are members of the language community will also help the transl
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#### Church-approved
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The checkers who are members of a church in the language community will help the translation team produce a translation that is approved and accepted by the church in that community. They will do this by working together with members and leaders of other churches from the language community. When members and leaders that represent the churches of a language community work together and agree that the translation is good, then it will be accepted and used by the churches in that community. (For more information about translations that are approved by the church, see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md).)
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The checkers who are members of a church in the language community will help the translation team produce a translation that is approved and accepted by the church in that community. They will do this by working together with members and leaders of other churches from the language community. When members and leaders that represent the churches of a language community work together and agree that the translation is good, then it will be accepted and used by the churches in that community. (For more information about translations that are approved by the church, see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md).)
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@ -26,4 +26,3 @@ Names and positions of the Accuracy checkers:
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* Position:
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* Name:
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* Position:
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@ -17,4 +17,4 @@ There are many different kinds of section headings. Here are some different kind
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* 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.
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* “About” comment: “About Jesus healing a paralyzed man.” This kind of heading explicitly tells the reader 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 the Bible.
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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 headings are shorter, and some headings are longer. Some give only a little information, and some give more information. You may want to experiment with the different kinds, and ask people which kind they think is most helpful for them.
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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 headings are shorter, and some headings are longer. Some give only a little information, and some give more information. You may want to experiment with the different kinds, and ask people which kind they think is most helpful for them.
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@ -8,4 +8,4 @@ The manual begins with instructions for checking the translation that the transl
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After this, the translation team will need to check the translation with the [Language Community](../language-community-check/01.md) for clarity and naturalness. This is necessary because other speakers of the language can often suggest better ways of saying things that the translation team may not have thought of. Sometimes the translation team makes the translation sound strange because they are following the words of the source language too closely. Other speakers of the language can help them fix that.
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Another check that the translation team can do at this point is [Church Leader Check](../accuracy-check/01.md) (or OL pastor check). Since the OL pastors are familiar with the Bible in the Gateway Language (GL), they can check the translation for accuracy to the GL Bible. They can also catch mistakes that the translation team did not see because the translation team is so close to and involved in their work. Also, the translation team may lack some of the expertise or knowledge of the Bible that other OL pastors might have who are not part of the translation team. In this way, the whole language community can work together to make sure that the Bible translation is accurate, clear, and natural in the target language.
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A further check for the accuracy of the Bible translation is to align it to the original languages of the Bible using the [Word Alignment](../alignment-tool/01.md) tool in Translation Core. After all of these checks have been performed and the translation has been aligned, the leaders of the OL church networks will want to [Review](../vol2-steps/01.md) the translation and give their [Endorsement](../level3-approval/01.md). Because many leaders of church networks do not speak the language of the translation, there are also instructions for creating a [Back Translation](../vol2-backtranslation/01.md), which allows people to check a translation in a language that they do not speak.
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A further check for the accuracy of the Bible translation is to align it to the original languages of the Bible using the [Word Alignment](../alignment-tool/01.md) tool in Translation Core. After all of these checks have been performed and the translation has been aligned, the leaders of the OL church networks will want to [Review](../vol2-steps/01.md) the translation and give their [Endorsement](../level3-approval/01.md). Because many leaders of church networks do not speak the language of the translation, there are also instructions for creating a [Back Translation](../vol2-backtranslation/01.md), which allows people to check a translation in a language that they do not speak.
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@ -31,4 +31,4 @@ To use these questions, follow these steps:
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9. Go to the Community Evaluation page and answer the questions there. (See [Language Community Evaluation Questions](../community-evaluation/01.md).)
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For more information about making a clear translation, see [Clear](../clear/01.md). There are also methods other than the Translation Questions that you can use to check a translation with the community. For these other methods, see [Other Methods](../other-methods/01.md).
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For more information about making a clear translation, see [Clear](../clear/01.md). There are also methods other than the Translation Questions that you can use to check a translation with the community. For these other methods, see [Other Methods](../other-methods/01.md).
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Position: <u>fill in your position here</u>
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For Gateway Languages, you will need to follow the [Source Text Process](../../process/source-text-process/01.md) so that your translation can become a source text.
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For Gateway Languages, you will need to follow the [Source Text Process](../../process/source-text-process/01.md) so that your translation can become a source text.
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@ -38,4 +38,4 @@ If there were problems with the translation, make plans to meet with the transla
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For questions to guide you as you check individual passages of Scripture, go to: [Types of Things to Check](../vol2-things-to-check/01.md).
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If the Church Network leadership or the Translation Committee want you to give a report of the results of your checking, you can use this form: [Translation Evaluation Form](../level3-approval/01.md).
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If the Church Network leadership or the Translation Committee want you to give a report of the results of your checking, you can use this form: [Translation Evaluation Form](../level3-approval/01.md).
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@ -3,7 +3,7 @@
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To translate the Bible so that it is natural means that the translation should sound like it was written by a member of the target language community. The translation should not sound like it was written by a foreigner. The translation should say things in the way that speakers of the target language say them. When a translation is natural, it is much easier to understand.
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To check a translation for naturalness, it is not helpful to compare it to the source language. During this check for naturalness, no one should look at the source language Bible. People will look at the source language Bible again for other checks––such as the check for accuracy––but not during this check.
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To check a translation for naturalness, it is not helpful to compare it to the source language. During this check for naturalness, no one should look at the source language Bible. People will look at the source language Bible again for other checks—such as the check for accuracy—but not during this check.
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To check a translation for naturalness, you or another member of the language community must read it out loud or play a recording of it. It is difficult to evaluate a translation for naturalness when you are only looking at it on paper. But when your people hear the language, they will know immediately if it sounds right or not.
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@ -11,4 +11,4 @@ You can read it out loud to one other person who speaks the target language or t
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It is helpful to think about a situation in your village in which people would talk about the same kind of thing that the translation is talking about. Imagine people that you know talking about that thing, and then say it out loud in that way. If others agree that that is a good and natural way to say it, then write it that way in the translation.
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It can also be helpful to read or play a passage of the translation several times. People might notice different things each time that they hear it, that is, things that could be said in a more natural way.
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It can also be helpful to read or play a passage of the translation several times. People might notice different things each time that they hear it, that is, things that could be said in a more natural way.
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@ -12,4 +12,3 @@ As well as asking questions, there are other checking methods that you may also
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* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, more natural expressions, and also spelling adjustments.
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* **Discussion Groups**: Ask people to read the translation out loud in a group of people and allow the people to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point. These alternate words and expressions might be better than the ones in the translation. Write them down, along with the chapter and verse that they are about. The translation team can use these to improve the translation. Also make note of the places where people do not understand the translation so that the translation team can make those places clearer.
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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 use of different punctuation marks.
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Even with the guide sheet, it is common for translators to make mistakes in punctuation. Because of this, after a book has been translated, we recommend importing it into ParaText. You can enter the rules for punctuation in the target language into ParaText, and then run the different punctuation checks that ParaText can perform. ParaText will list all of the places where it finds punctuation errors and show them to you. You can then review these places to see if there is an error there or not. If there is an error, you can fix the error. After running these punctuation checks, you can be confident that your translation is using punctuation correctly.
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Even with the guide sheet, it is common for translators to make mistakes in punctuation. Because of this, after a book has been translated, we recommend importing it into ParaText. You can enter the rules for punctuation in the target language into ParaText, and then run the different punctuation checks that ParaText can perform. ParaText will list all of the places where it finds punctuation errors and show them to you. You can then review these places to see if there is an error there or not. If there is an error, you can fix the error. After running these punctuation checks, you can be confident that your translation is using punctuation correctly.
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@ -7,11 +7,11 @@ The objective of this module is to describe a process by which the Church can re
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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:
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**0** - disagree
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**0** – disagree
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**1** - agree somewhat
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**1** – agree somewhat
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**2** - strongly agree
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**2** – strongly agree
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At the end of the review, the total value of all responses in a section should be added up. 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. This assessment method is designed to be simple and provide the reviewer with an objective way to determine 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.**
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@ -109,7 +109,7 @@ Circle either “0” or “1” or “2” for each statement below.
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**no | yes** Church leaders who have checked this translation are first-language speakers of the target language, and include someone who understands well one of the languages in which the source text is available.
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**no | yes** People from the language community––both men and women, old and young––have reviewed the translation of this chapter and agree that it is natural and clear.
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**no | yes** People from the language community—both men and women, old and young—have reviewed the translation of this chapter and agree that it is natural and clear.
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**no | yes** Church leaders from at least two different church networks have reviewed the translation of this chapter and agree that it is accurate.
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@ -5,4 +5,4 @@ As a team, discuss the words that are difficult to spell. If the words have soun
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The names of people and places in the Bible can be difficult to spell because many of them are unknown in target languages. Be sure to include these in your spelling list.
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Computers can be a great help for checking spelling. If you are working on a Gateway Language, a word processor may have a dictionary already available. If you are translating into an Other Language, you can use the find-and-replace feature of a word processor to fix misspelled words. ParaText also has a spell check feature which will find all variant spellings of words. It will present these to you, and then you can choose which spellings you have decided to use.
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Computers can be a great help for checking spelling. If you are working on a Gateway Language, a word processor may have a dictionary already available. If you are translating into an Other Language, you can use the find-and-replace feature of a word processor to fix misspelled words. ParaText also has a spell check feature which will find all variant spellings of words. It will present these to you, and then you can choose which spellings you have decided to use.
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@ -1,6 +1,6 @@
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To check the translation of a passage or chapter as a team, do a Team Oral Chunk Check. To do this, each translator will read his translation out loud to the rest of the team. At the end of each chunk, the translator will stop so that the team can discuss that chunk. Ideally, each written translation is projected where all can see it while the translator reads the text orally.
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The duties of the team members are divided - it is important that each team member only plays one of the following roles at a time.
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The duties of the team members are divided—it is important that each team member only plays one of the following roles at a time.
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1. One or more team members listen for naturalness. If something is unnatural, at the end of reading the chunk, they recommend a more natural way to say it.
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1. One or more team members follow along in the source text, noting anything that is added, is missing, or is changed. At the end of reading the chunk, they alert the team that something was added, was missing, or was changed.
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@ -12,4 +12,4 @@ At this point, the translation is considered a first draft, and the team needs t
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1. Someone on the translation team needs to enter the text into translationStudio. If the team has been using translationStudio from the beginning of drafting, then all that needs to be entered at this point are the changes that the team has made.
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1. A new audio recording should be made of the translation, incorporating all of the changes and improvements that the team has made.
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1. The translationStudio files and the audio recording should be uploaded to the team repository on Door43.
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1. The translationStudio files and the audio recording should be uploaded to the team repository on Door43.
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@ -1 +1 @@
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How do I do a translationNotes check?
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How do I do a translationNotes check?
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@ -3,10 +3,10 @@ It is important that your target language translation include all of the verses
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### Reasons for Missing Verses
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1. **Textual Variants** - There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
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1. **Different Numbering** - Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
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1. **Verse Bridges** - In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
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1. **Textual Variants** – There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
|
||||
1. **Different Numbering** – Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
|
||||
1. **Verse Bridges** – In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
|
||||
|
||||
### Checking for Missing Verses
|
||||
|
||||
Here is one way to check your translation for missing verses. After a book has been translated, import the translation into ParaText, and then run the check for “chapter/verse numbers.” ParaText will give you a list of all the places in that book where verses are missing. You can then look at each of those places and decide if the verse is missing 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.
|
||||
Here is one way to check your translation for missing verses. After a book has been translated, import the translation into ParaText, and then run the check for “chapter/verse numbers.” ParaText will give you a list of all the places in that book where verses are missing. You can then look at each of those places and decide if the verse is missing 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.
|
||||
|
|
|
|||
|
|
@ -27,4 +27,4 @@ Sometimes words in the target language will be more complex than words in the la
|
|||
|
||||
### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure
|
||||
|
||||
The back translation should use the sentence structure that is natural for the language of wider communication, not the structure that is used in the target language. This means that the back translation should use the word order that is natural for the language of wider communication, not the word order that is used in the target language. The back translation should also use the way of relating phrases to each other and the way of indicating logical relations (such as cause or purpose) that are natural for the language of wider communication. This will make it easier for the checker to read and to understand the back translation. This will also speed up the process of checking the back translation.
|
||||
The back translation should use the sentence structure that is natural for the language of wider communication, not the structure that is used in the target language. This means that the back translation should use the word order that is natural for the language of wider communication, not the word order that is used in the target language. The back translation should also use the way of relating phrases to each other and the way of indicating logical relations (such as cause or purpose) that are natural for the language of wider communication. This will make it easier for the checker to read and to understand the back translation. This will also speed up the process of checking the back translation.
|
||||
|
|
|
|||
|
|
@ -17,4 +17,4 @@ Third, when the back translation is written, the translation checker can also pr
|
|||
|
||||
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).
|
||||
|
||||
Fourth, the written back translation relieves the strain on the checker from having to concentrate for many hours at a time on hearing and understanding an oral translation as it is spoken to him. If the checker and translation team are meeting in a noisy environment, the difficulty of making sure that he hears every word correctly can be quite exhausting for the checker. The mental strain of concentration increases the likelihood that the checker will miss some problems with the result that they remain uncorrected in the biblical text. For these reasons, we recommend the use of a written back translation whenever possible.
|
||||
Fourth, the written back translation relieves the strain on the checker from having to concentrate for many hours at a time on hearing and understanding an oral translation as it is spoken to him. If the checker and translation team are meeting in a noisy environment, the difficulty of making sure that he hears every word correctly can be quite exhausting for the checker. The mental strain of concentration increases the likelihood that the checker will miss some problems with the result that they remain uncorrected in the biblical text. For these reasons, we recommend the use of a written back translation whenever possible.
|
||||
|
|
|
|||
|
|
@ -5,4 +5,4 @@ The purpose of a back translation is to allow a consultant or checker of biblica
|
|||
|
||||
Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember that the purpose of the back translation is to allow the checker to see what is in the target language translation. The checker cannot see what is in the target language translation by reading the original source language text. In order to see what is in the target language translation, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *must not* look at the source language text when doing his back translation, but *must look only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems.
|
||||
|
||||
A back translation can also be very useful in improving the target language translation even before the checker uses it to check the translation. When the translation team reads the back translation, they can see how the back translator has understood their translation. Sometimes, the back translator has understood their translation in a different way than they intended to communicate. In those cases, they can change their translation so that it communicates more clearly the meaning that they intended. When the translation team is able to use the back translation in this way before they give it to the checker, they can make many improvements to their translation. When they do this, the checker can do his checking much more rapidly, because the translation team was able to correct many of the problems in the translation before meeting with the checker.
|
||||
A back translation can also be very useful in improving the target language translation even before the checker uses it to check the translation. When the translation team reads the back translation, they can see how the back translator has understood their translation. Sometimes, the back translator has understood their translation in a different way than they intended to communicate. In those cases, they can change their translation so that it communicates more clearly the meaning that they intended. When the translation team is able to use the back translation in this way before they give it to the checker, they can make many improvements to their translation. When they do this, the checker can do his checking much more rapidly, because the translation team was able to correct many of the problems in the translation before meeting with the checker.
|
||||
|
|
|
|||
|
|
@ -6,4 +6,3 @@ To do a good back translation, the person must have three qualifications.
|
|||
1. The back translator should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. In order to make a written back translation, he must also be able to read and write both languages well.
|
||||
1. The back translator must be someone who was not involved in making the local target language translation that he is back translating. This is because someone who made the local target language translation already knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
|
||||
1. The back translator should be someone who does not know the Bible well. This is because the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,4 +7,4 @@ In an interlinear back translation, the back translator puts a translation for e
|
|||
|
||||
### Free Back Translation
|
||||
|
||||
A free back translation is one in which the back translator makes a translation in the language of wider communication in a separate space from the target language translation. The disadvantage of this method is that the back translation is not related as closely to the target language translation. However, the back translator can help to overcome this disadvantage when back translating the Bible by including the verse numbers and punctuation with the back translation. By referring to the verse numbers in both translations and carefully reproducing the punctuation marks in their proper places, the translation checker can keep track of which part of the back translation represents which part of the target language translation. The advantage of this method is that the back translation can use the grammar and word order of the language of wider communication, and so it is much easier for the translation checker to read and understand. Even while using the grammar and word order of the language of wider communication, however, the back translator should remember to translate the words in a literal way. This provides the most beneficial combination of literalness and readability for the checker. We recommend that the back translator use this method of free back translation.
|
||||
A free back translation is one in which the back translator makes a translation in the language of wider communication in a separate space from the target language translation. The disadvantage of this method is that the back translation is not related as closely to the target language translation. However, the back translator can help to overcome this disadvantage when back translating the Bible by including the verse numbers and punctuation with the back translation. By referring to the verse numbers in both translations and carefully reproducing the punctuation marks in their proper places, the translation checker can keep track of which part of the back translation represents which part of the target language translation. The advantage of this method is that the back translation can use the grammar and word order of the language of wider communication, and so it is much easier for the translation checker to read and understand. Even while using the grammar and word order of the language of wider communication, however, the back translator should remember to translate the words in a literal way. This provides the most beneficial combination of literalness and readability for the checker. We recommend that the back translator use this method of free back translation.
|
||||
|
|
|
|||
|
|
@ -3,4 +3,4 @@
|
|||
|
||||
A back translation is a translation of the biblical text from the local target language (the OL) back into the language of wider communication (the GL). 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. The purpose of a back translation is to allow someone who does not speak the target language to know what the target language translation says.
|
||||
|
||||
However, a back translation is not done in a completely normal style, because it does not have naturalness as a goal in the language of the translation (which is in this case, the language of wider communication). Instead, the goal of the back translation 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, but can also understand the back translation well and read it more quickly and easily.
|
||||
However, a back translation is not done in a completely normal style, because it does not have naturalness as a goal in the language of the translation (which is in this case, the language of wider communication). Instead, the goal of the back translation 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, but can also understand the back translation well and read it more quickly and easily.
|
||||
|
|
|
|||
|
|
@ -25,7 +25,7 @@ If you speak the target language, then you can read or hear the translation and
|
|||
|
||||
#### Using a Written Back Translation
|
||||
|
||||
Even if you do not speak the target language, you can communicate to the translation team in the Gateway Language and help them to improve their translation. In that case, you will need to work from a back translation in the Gateway Language. This can be oral as you meet with the translation team, or in written form. If it is written, it can be written separately from the translation, or it can be written as an interlinear––that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation. See [Back Translation](../vol2-backtranslation/01.md) for more details.
|
||||
Even if you do not speak the target language, you can communicate to the translation team in the Gateway Language and help them to improve their translation. In that case, you will need to work from a back translation in the Gateway Language. This can be oral as you meet with the translation team, or in written form. If it is written, it can be written separately from the translation, or it can be written as an interlinear—that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation. See [Back Translation](../vol2-backtranslation/01.md) for more details.
|
||||
|
||||
1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
|
||||
1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation.
|
||||
|
|
@ -47,4 +47,4 @@ Some questions will need to be set aside for later, after the checking session.
|
|||
|
||||
Make sure that the translation team is keeping a [list of the Key Words](../../translate/translate-key-terms/01.md) (important terms) from the Bible passages that they are translating, along with the term in the target language that they have decided to use for each of these important terms. You and the translation team will probably need to add to this list and modify the terms from the target language as you progress through the translation of the Bible. Use the list of Key Words to alert you when there are Key Words in the passage that you are translating. Whenever there is a Key Word in the Bible, make sure that the translation uses the term or phrase that has been chosen for that Key Word, and also make sure that it makes sense each time. If it does not make sense, then you will need to discuss why it makes sense in some places but not in others. Then you may need to modify or change the chosen term, or decide to use more than one term in the target language to fit different ways that the Key Word is used. One useful way to do this is to keep track of each important term on a spreadsheet, with columns for the source language term, the target language term, alternative terms and the Bible passages where you are using each term. We hope that this feature will be in future versions of translationStudio.
|
||||
|
||||
For ideas of what kinds of things to check, see: [Types of Things to Check](../vol2-things-to-check/01.md).
|
||||
For ideas of what kinds of things to check, see: [Types of Things to Check](../vol2-things-to-check/01.md).
|
||||
|
|
|
|||
|
|
@ -3,12 +3,11 @@
|
|||
|
||||
There are several resources available for finding answers to questions:
|
||||
|
||||
* **unfoldingWord® Translation Academy** - This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) - introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) - answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and provides practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* **Door43 Slack** - Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/door43)
|
||||
* **Door43 Forum** - A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
|
||||
* **Helpdesk** - email <help@door43.org> with your questions
|
||||
|
||||
* **unfoldingWord® Translation Academy** – This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and provides practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices
|
||||
* **Door43 Slack** – Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/door43)
|
||||
* **Door43 Forum** – A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
|
||||
* **Helpdesk** – email <help@door43.org> with your questions
|
||||
|
|
|
|||
|
|
@ -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, also known as a “gateway language”) 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, also known as a “gateway language”) 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 since 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 since 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, because all people groups native to North Korea can be reached by translation of content into their language from English.
|
||||
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, because 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 gateway language, thereby making that content accessible to every language of the world. 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 Gateway Language, thereby making that content accessible to every language of the world. 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.
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
What freedoms do users have with unfoldingWord® content?
|
||||
What freedoms do users have with unfoldingWord® content?
|
||||
|
|
@ -7,7 +7,7 @@ unfoldingWord® Translation Academy is designed to be highly flexible. It is mod
|
|||
|
||||
unfoldingWord® Translation Academy is organized into the following sections:
|
||||
|
||||
* [Introduction](../ta-intro/01.md) - introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) - answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and offers practical Bible translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices for checking translations
|
||||
* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
|
||||
* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
|
||||
* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and offers practical Bible translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices for checking translations
|
||||
|
|
|
|||
|
|
@ -22,4 +22,4 @@ sections:
|
|||
link: gl-strategy
|
||||
|
||||
- title: "Finding Answers"
|
||||
link: finding-answers
|
||||
link: finding-answers
|
||||
|
|
|
|||
|
|
@ -18,10 +18,9 @@ The quality of a translation generally refers to the fidelity of the translation
|
|||
The specific steps involved may vary significantly, depending on the language and context of the translation project. Generally, we consider a good translation to be one that has been reviewed by the speakers of the language community and also by the leadership of the church in the language group so that it is:
|
||||
|
||||
1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
|
||||
1. **Affirmed by the Church** - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
|
||||
1. **Affirmed by the Church** – Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
|
||||
|
||||
We also recommend that the translation work be:
|
||||
|
||||
1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
|
||||
1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord® online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@ The vision of unfoldingWord is **the church in every people group and the Bible
|
|||
|
||||
Jesus commanded his disciples to make disciples of EVERY people group:
|
||||
|
||||
> Jesus came to them and spoke to them, saying, “All authority has been given to me in heaven and on the earth. Go, therefore, and make disciples of all the nations. Baptize them into the name of the Father and of the Son and of the Holy Spirit. Teach them to obey all the things that I have commanded you. See, I am with you always, even to the end of the age.” (Matthew 28:18-20 ULT)
|
||||
> Jesus came to them and spoke to them, saying, “All authority has been given to me in heaven and on the earth. Go, therefore, and make disciples of all the nations. Baptize them into the name of the Father and of the Son and of the Holy Spirit. Teach them to obey all the things that I have commanded you. See, I am with you always, even to the end of the age.” (Matthew 28:18-20 ULT)
|
||||
|
||||
We have the promise that people from EVERY language will be in heaven:
|
||||
|
||||
|
|
@ -17,11 +17,11 @@ Understanding the Word of God in one’s heart language is important:
|
|||
|
||||
How do we accomplish the goal of **the church in every people group and the Bible in every language**?
|
||||
|
||||
* [Church-Centric Bible Translation](https://www.ccbt.bible/) - By working with other like-minded churches and organizations
|
||||
* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs
|
||||
* [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory
|
||||
* [Open License](../open-license/01.md) - By releasing everything we create under an open license
|
||||
* [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language
|
||||
* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
|
||||
* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
|
||||
* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
|
||||
* [Open License](../open-license/01.md) – By releasing everything we create under an open license
|
||||
* [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
|
||||
|
||||
### What Do We Do?
|
||||
|
||||
|
|
@ -29,23 +29,22 @@ How do we accomplish the goal of **the church in every people group and the Bibl
|
|||
|
||||
We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
|
||||
|
||||
* **unfoldingWord® Open Bible Stories** - unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
|
||||
* **unfoldingWord® Literal Text** - a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
|
||||
* **unfoldingWord® Simplified Text** - a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
|
||||
* **unfoldingWord® Translation Notes** - linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
|
||||
* **unfoldingWord® Translation Questions** - questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
|
||||
* **unfoldingWord® Translation Words** - a list of important Biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
|
||||
* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
|
||||
* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
|
||||
* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
|
||||
* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
|
||||
* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
|
||||
* **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
|
||||
|
||||
#### Tools
|
||||
|
||||
We create translation, checking, and distribution tools that are free and open-licensed. See https://www.unfoldingword.org/tools for a complete list of tools. Here are a few samples:
|
||||
|
||||
* **Door43** - an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
|
||||
* **translationStudio** - a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
|
||||
* **unfoldingWord app** - a mobile app where Open Bible Stories and Bible translations can be distributed (see http://ufw.io/uw/).
|
||||
* **translationCore** - a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
|
||||
* **Door43** – an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
|
||||
* **translationStudio** – a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
|
||||
* **unfoldingWord app** – a mobile app where Open Bible Stories and Bible translations can be distributed (see http://ufw.io/uw/).
|
||||
* **translationCore** – a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
|
||||
|
||||
#### Training
|
||||
|
||||
We create resources to train mother tongue translation teams. unfoldingWord® Translation Academy (this resource) is our primary training tool. We also have audio recording and training resources. See https://www.unfoldingword.org/training for a complete list of training materials.
|
||||
|
||||
|
|
|
|||
|
|
@ -22,12 +22,12 @@ dublin_core:
|
|||
description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
|
||||
format: 'text/markdown'
|
||||
identifier: 'ta'
|
||||
issued: '2020-10-29'
|
||||
issued: '2020-12-10'
|
||||
language:
|
||||
identifier: 'en'
|
||||
title: 'English'
|
||||
direction: 'ltr'
|
||||
modified: '2020-10-29'
|
||||
modified: '2020-12-10'
|
||||
publisher: 'unfoldingWord®'
|
||||
relation:
|
||||
- 'en/ust'
|
||||
|
|
@ -39,11 +39,11 @@ dublin_core:
|
|||
-
|
||||
identifier: 'ta'
|
||||
language: 'en'
|
||||
version: '14'
|
||||
version: '15'
|
||||
subject: 'Translation Academy'
|
||||
title: 'unfoldingWord® Translation Academy'
|
||||
type: 'man'
|
||||
version: '15'
|
||||
version: '16'
|
||||
|
||||
checking:
|
||||
checking_entity:
|
||||
|
|
|
|||
|
|
@ -64,4 +64,4 @@ translation-overview:
|
|||
recommended:
|
||||
- intro-publishing
|
||||
dependencies:
|
||||
- pretranslation-training
|
||||
- pretranslation-training
|
||||
|
|
|
|||
|
|
@ -12,4 +12,3 @@ From your Door43 project page you can:
|
|||
* Continue to edit and improve your project and keep track of all changes
|
||||
|
||||
For more about distributing your project to others, see [Distribution](../intro-share/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -15,7 +15,6 @@ The biggest factor that enables distribution of content is the [Open License](..
|
|||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
|
||||
for any purpose, even commercial, without cost. “Freely you have received; freely give.” (Matthew 10:8)
|
||||
for any purpose, even commercial, without cost. “Freely you have received; freely give.” (Matthew 10:8b)
|
||||
|
||||
For ways to share your translations both online and offline, see [Sharing Content](../share-content/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -5,4 +5,4 @@ The recommended platform for drafting Bible translations in the Door43 online co
|
|||
|
||||
### Other Options
|
||||
|
||||
If using translationStudio is not an option for your team, then you may consider using other online or offline tools. Please note: if you do not use translationStudio but do want to use other Bible translation software, then it will be your responsibility to ensure that your translated content is in USFM format (see [File Formats](../../translate/file-formats/01.md) for more information).
|
||||
If using translationStudio is not an option for your team, then you may consider using other online or offline tools. Please note: if you do not use translationStudio but do want to use other Bible translation software, then it will be your responsibility to ensure that your translated content is in USFM format (see [File Formats](../../translate/file-formats/01.md) for more information).
|
||||
|
|
|
|||
|
|
@ -5,5 +5,5 @@ It is recommended that you consult the [Checking Manual](../../checking/intro-ch
|
|||
|
||||
Some information that the translation team should know before you start checking:
|
||||
|
||||
* [Goal of Checking](../../checking/goal-checking/01.md) - What is the purpose of checking?
|
||||
* [Introduction to Translation Checking](../../checking/intro-checking/01.md) - Why do we need a team to check the translation?
|
||||
* [Goal of Checking](../../checking/goal-checking/01.md) – What is the purpose of checking?
|
||||
* [Introduction to Translation Checking](../../checking/intro-checking/01.md) – Why do we need a team to check the translation?
|
||||
|
|
|
|||
|
|
@ -5,17 +5,16 @@ It is recommended that you consult the [Translation Manual](../../translate/tran
|
|||
|
||||
Some important subjects that everyone on the translation team must learn before starting a translation project include:
|
||||
|
||||
* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) - The definition of a good translation
|
||||
* [The Translation Process](../../translate/translate-process/01.md) - How a good translation is made
|
||||
* [Form and Meaning](../../translate/translate-fandm/01.md) - The difference between form and meaning
|
||||
* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) - How to make a meaning-based translation
|
||||
* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) – The definition of a good translation
|
||||
* [The Translation Process](../../translate/translate-process/01.md) – How a good translation is made
|
||||
* [Form and Meaning](../../translate/translate-fandm/01.md) – The difference between form and meaning
|
||||
* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) – How to make a meaning-based translation
|
||||
|
||||
Some other important topics as you get started also include:
|
||||
|
||||
* [Choose a Translation Style](../../translate/choose-style/01.md) - Important decisions that must be made that will guide the translation process
|
||||
* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Suggestions for where to start translating
|
||||
* [First Draft](../../translate/first-draft/01.md) - How to make a first draft
|
||||
* [Help with Translating](../../translate/translate-help/01.md) - Using translation helps
|
||||
* [Choose a Translation Style](../../translate/choose-style/01.md) – Important decisions that must be made that will guide the translation process
|
||||
* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Suggestions for where to start translating
|
||||
* [First Draft](../../translate/first-draft/01.md) – How to make a first draft
|
||||
* [Help with Translating](../../translate/translate-help/01.md) – Using translation helps
|
||||
|
||||
When you have [Set Up a Translation Team](../setup-team/01.md) and want to make a [First Draft](../../translate/first-draft/01.md) of your translation, use [translationStudio](../setup-ts/01.md). We recommend that you follow this [Translation Process](../translation-overview/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -7,4 +7,4 @@ Welcome to Bible translation! We are pleased that you desire to translate God’
|
|||
|
||||
Translation is a very complex task that takes commitment, organization, and planning. There are many required steps to take a translation from an idea to a completed, checked, distributed, and in-use translation. The information in this Process Manual will help you to know all of the necessary steps in the translation process.
|
||||
|
||||
Translating the Bible requires many skills, so one of the first things that you need to think about is how to [choose a team](../setup-team/01.md) that can do this work.
|
||||
Translating the Bible requires many skills, so one of the first things that you need to think about is how to [choose a team](../setup-team/01.md) that can do this work.
|
||||
|
|
|
|||
|
|
@ -26,4 +26,4 @@ Instructions for using each tool can be found by clicking on the name of the too
|
|||
|
||||
### After Using translationCore®
|
||||
|
||||
At any point, you may upload your work to [Door43](https://git.door43.org) by returning to the project list and clicking on the three-dot menu next to the project that you want to upload and choosing “Upload to Door43.” You can also save your project to a file on your computer. Once uploaded, Door43 will keep your work in a repository under your user name and you can access your work there (see [Publishing](../intro-publishing/01.md)).
|
||||
At any point, you may upload your work to [Door43](https://git.door43.org) by returning to the project list and clicking on the three-dot menu next to the project that you want to upload and choosing “Upload to Door43.” You can also save your project to a file on your computer. Once uploaded, Door43 will keep your work in a repository under your user name and you can access your work there (see [Publishing](../intro-publishing/01.md)).
|
||||
|
|
|
|||
|
|
@ -3,27 +3,27 @@
|
|||
|
||||
As you begin selecting a translation and checking team, there are many different types of people and roles that are needed. There are also specific qualifications that are needed for each team.
|
||||
|
||||
* [Choosing a Translation Team](../../translate/choose-team/01.md) - Describes many of the roles that are needed
|
||||
* [Translator Qualifications](../../translate/qualifications/01.md) - Describes some of the skills needed by the translators
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ):
|
||||
* [Choosing a Translation Team](../../translate/choose-team/01.md) – Describes many of the roles that are needed
|
||||
* [Translator Qualifications](../../translate/qualifications/01.md) – Describes some of the skills needed by the translators
|
||||
* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms)
|
||||
* [Statement of Faith](../../intro/statement-of-faith/01.md)
|
||||
* [Translation Guidelines](../../intro/translation-guidelines/01.md)
|
||||
* [Open License](../../intro/open-license/01.md)
|
||||
* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
|
||||
* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
|
||||
|
||||
### Translation Decisions
|
||||
|
||||
There are many decisions the translation team will need to make, many of them right at the beginning of the project. Included are the following:
|
||||
|
||||
* [Choosing a Source Text](../../translate/translate-source-text/01.md) - Choosing a good source text is very important
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) - Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
|
||||
* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) - Many languages have alphabet decisions that need to be made
|
||||
* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
|
||||
* [Translation Style](../../translate/choose-style/01.md) - The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
|
||||
* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Books should be chosen based on the needs of the church and the difficulty of translation
|
||||
* [Choosing a Source Text](../../translate/translate-source-text/01.md) – Choosing a good source text is very important
|
||||
* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) – Copyright issues must be considered when choosing a source text
|
||||
* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) – Translating from the latest version of a source text is best
|
||||
* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) – Many languages have alphabet decisions that need to be made
|
||||
* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) – Writing style, punctuation, translating names, spelling, and other decisions have to be made
|
||||
* [Translation Style](../../translate/choose-style/01.md) – The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
|
||||
* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Books should be chosen based on the needs of the church and the difficulty of translation
|
||||
|
||||
After the translation committee makes these decisions, it is good to write them down in a document that everyone involved in the translation can read. This will help everyone to make similar translation decisions and will avoid further arguments about these things.
|
||||
|
||||
After choosing the translation team, it will be time to start giving them [Translation Training](../pretranslation-training/01.md).
|
||||
After choosing the translation team, it will be time to start giving them [Translation Training](../pretranslation-training/01.md).
|
||||
|
|
|
|||
|
|
@ -20,4 +20,3 @@ For more information on how to use translationStudio, please see the documentati
|
|||
1. Make sure that you have a translation team that can help you check your work (see [Training Before Checking Begins](../prechecking-training/01.md)).
|
||||
1. At any point, you may upload your work to [Door43](https://git.door43.org) by clicking on the three-dot menu and choosing Upload/Export. You will need to create a user name on Door43.
|
||||
1. Once uploaded, Door43 will keep your work in a repository under your user name and you can access your work there (see [Publishing](../intro-publishing/01.md)).
|
||||
|
||||
|
|
|
|||
|
|
@ -9,4 +9,4 @@ If you upload your work from translationStudio or translationCore, then it will
|
|||
|
||||
### Sharing Content Offline
|
||||
|
||||
You can also generate and download documents from your project pages on Door43. Once you have downloaded these, you can transfer them to others however you would like, including printing and distributing paper copies.
|
||||
You can also generate and download documents from your project pages on Door43. Once you have downloaded these, you can transfer them to others however you would like, including printing and distributing paper copies.
|
||||
|
|
|
|||
|
|
@ -4,13 +4,13 @@
|
|||
|
||||
The term “biblical imagery” refers in a general way to any kind of language in which an image is paired with an idea such that the image represents the idea. This general definition is applied most directly to [metaphors](../figs-metaphor/01.md) but can also include [similes](../figs-simile/01.md), [metonymies](../figs-metonymy/01.md), and cultural models.
|
||||
|
||||
We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings 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 regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery - Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
|
||||
We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings 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 regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery – Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
|
||||
|
||||
### Common Types of Biblical Imagery
|
||||
|
||||
A **simile** is an explicit figure of speech that compares two items using one of the specific terms “like,” “as,” or “than.”
|
||||
|
||||
A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery - Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
|
||||
A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
|
||||
|
||||
A **metaphor** is a figure of speech which uses a physical image to refer to an abstract idea, either explicitly or implicitly. In our translation helps, we distinguish between three different types of metaphors: [simple metaphors](../figs-simetaphor/01.md), [extended metaphors](../figs-exmetaphor/01.md), and [complex metaphors](../figs-cometaphor/01.md).
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ An **extended metaphor** is an explicit metaphor that uses multiple images and m
|
|||
|
||||
A **complex metaphor** is an implicit metaphor that uses multiple images and multiple ideas at the same time. Complex metaphors are very similar to extended metaphors, except that they are implied by the text rather than explicitly stated. Because of this, complex metaphors can be very difficult to identify in the Bible. For example, in Ephesians 6:10-20 the apostle Paul describes how a Christian should prepare to resist temptation by comparing abstract ideas to pieces of armor worn by a soldier. The term “full armor of God” is not a combination of several simple metaphors (where the belt represents truth, the helmet represents salvation, etc.). Rather, the unstated complex metaphor PREPARATION IS GETTING DRESSED underlies the entire description as a whole. The apostle Paul was using the physical Image of a soldier putting on his armor (that is, “GETTING DRESSED”) to refer to the abstract Idea (that is, “PREPARATION”) of a Christian preparing himself to resist temptation.
|
||||
|
||||
In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery - Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
|
||||
In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery – Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
|
||||
|
||||
|
||||
### Cultural Models
|
||||
|
|
@ -50,5 +50,3 @@ Another cultural model is found in Psalm 24, where the psalmist describes God as
|
|||
> Out of his mouth goes a sharp sword, so that with it he might strike the nations, and he will shepherd them with an iron rod. He tramples in the winepress of the fury of the wrath of **God Almighty**. He has a name written on his robe and on his thigh: “**King of kings and Lord of lords**.” (Revelation 19:15-16 ULT)
|
||||
|
||||
This cultural model was very common in ancient Near Eastern cultures, and the ancient Israelites who read the Bible would have understood it easily because their nation was ruled by a king. However, many modern nations are not ruled by kings, so this specific cultural model is not as easily understood in many modern cultures.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metaphor/01.md) from the Bible involving animals are listed below in alphabetical order. The word in all capital letters identifies an Image that represents an Idea. The specific word of the Image may not appear in every verse that uses the Image, but the text will somehow communicate the concept of the Image.
|
||||
Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metaphor/01.md) from the Bible involving animals are listed below in alphabetical order. The word in all capital letters identifies an Image that represents an Idea. The specific word of the Image may not appear in every verse that uses the Image, but the text will somehow communicate the concept of the Image.
|
||||
|
||||
#### An ANIMAL HORN represents strength
|
||||
|
||||
|
|
@ -91,4 +91,4 @@ In Matthew, John the Baptist called the religious leaders poisonous snakes becau
|
|||
> Israel is a **sheep** scattered and driven away by lions. First the king of Assyria devoured him;
|
||||
> then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULT)
|
||||
|
||||
> 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)
|
||||
> 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)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Animals
|
||||
Biblical Imagery – Animals
|
||||
|
|
@ -15,7 +15,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
> 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**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which 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…That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
|
||||
> When anyone hears the word of the kingdom but does not understand it … This is the seed that was sown **beside the road**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which 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… That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
|
||||
>
|
||||
> Break up your **unplowed ground**,
|
||||
> for it is time to seek Yahweh. Hosea 10:12 ULT)
|
||||
|
|
@ -28,7 +28,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
#### THRESHING and WINNOWING represent the separation of evil people from good people
|
||||
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See "thresh" and "winnow" pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See “thresh” and “winnow” pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
|
||||
> So I will **winnow** them with a pitchfork at the gates of the land. I will bereave them. I will destroy my people since they will not turn from their ways. (Jeremiah 15:7 ULT)
|
||||
>
|
||||
|
|
@ -44,4 +44,4 @@ After farmers harvest wheat and other types of grain, they bring them to a **thr
|
|||
>
|
||||
> For the land that drinks in the **rain** that often comes on it, and that produces plants useful to those for whom the land was also cultivated, receives a blessing from God. But land that bears thorns and thistles is worthless and is about to be cursed. Its end is to be burned. (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)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Farming
|
||||
Biblical Imagery – Farming
|
||||
|
|
@ -10,7 +10,7 @@ In these verses, the body of Christ represents the group of people who follow Ch
|
|||
|
||||
#### A BROTHER represents a person’s relatives, associates, or peers
|
||||
|
||||
> For Mordecai the Jew was second to the King Ahasuerus, and great among the Jews, and favored by the multitude of his **brothers **… (Esther 10:3a ULT)
|
||||
> For Mordecai the Jew was second to the King Ahasuerus, and great among the Jews, and favored by the multitude of his \*\*brothers \*\* … (Esther 10:3a ULT)
|
||||
|
||||
#### A DAUGHTER represents a village located near a town or city
|
||||
|
||||
|
|
@ -54,7 +54,7 @@ To put something before one’s face is to look at it intently or pay attention
|
|||
|
||||
> But they acted presumptuously, they and our **fathers**. And they stiffened their neck and did not listen to your commandments. (Nehemiah 9:16 ULT)
|
||||
>
|
||||
> We have not listened to your servants the prophets who spoke in your name to our kings, our leaders, our **fathers**, and to all the people of the land. To you, Lord, belongs righteousness …" (Daniel 9:6-7a ULT)
|
||||
> We have not listened to your servants the prophets who spoke in your name to our kings, our leaders, our **fathers**, and to all the people of the land. To you, Lord, belongs righteousness …” (Daniel 9:6-7a ULT)
|
||||
|
||||
#### The HAND represents someone’s power, control, agency, or action
|
||||
|
||||
|
|
@ -92,7 +92,7 @@ In this context, having a full heart means to be proud or arrogant.
|
|||
|
||||
#### The EYES represent someone’s attitude
|
||||
|
||||
> …but you bring down those with **proud, uplifted eyes**! (Psalm 18:27b ULT)
|
||||
> … but you bring down those with **proud, uplifted eyes**! (Psalm 18:27b ULT)
|
||||
|
||||
Uplifted eyes show that a person is proud.
|
||||
|
||||
|
|
@ -158,7 +158,7 @@ The fact that the men said they heard a report about Yahweh shows that “becaus
|
|||
>
|
||||
> Smoke went up from out of **his nostrils**, and blazing fire came out of his mouth. (2 Samuel 22:9a ULT)
|
||||
>
|
||||
> Yahweh, Yahweh, God is merciful and gracious, **slow to anger **… (Exodus 34:6a ULT)
|
||||
> Yahweh, Yahweh, God is merciful and gracious, \*\*slow to anger \*\* … (Exodus 34:6a ULT)
|
||||
|
||||
In Hebrew, a hot nose represents anger, including such images as a blast of air or smoke coming from someone’s nostrils. The opposite of a “hot nose” is a “long nose.” The phrase “slow to anger” in Hebrew literally means “long of nose.” A long nose represents patience, meaning that it takes a long time for that person’s nose to get hot.
|
||||
|
||||
|
|
@ -187,4 +187,4 @@ Children of wrath here are people with whom God is very angry.
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
See the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
See the Translations Strategies on [Biblical Imagery – Common Patterns](../bita-part1/01.md).
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Body Parts and Human Qualities
|
||||
Biblical Imagery – Body Parts and Human Qualities
|
||||
|
|
@ -50,7 +50,7 @@ This is because he actually will be dedicated to the Lord.
|
|||
|
||||
#### COMING or STANDING BEFORE SOMEONE means serving him
|
||||
|
||||
> How blessed are your wives, and how blessed are your servants who constantly **stand before you**, because they hear your wisdom. (1 Kings 10:8 ULT)
|
||||
> How blessed are your wives, and how blessed are your servants who constantly **stand before you**, because they hear your wisdom. (1 Kings 10:8 ULT)
|
||||
>
|
||||
> Covenant faithfulness and trustworthiness **come before you**. (Psalm 89:14b ULT)
|
||||
|
||||
|
|
@ -145,7 +145,7 @@ The mountain where God will be worshiped is viewed as his permanent possession.
|
|||
|
||||
Moses asks God to still accept the people of Israel as his special possession, that is, as the people permanently belonging to him.
|
||||
|
||||
> …the richness of the glory of his **inheritance** in the saints … (Ephesians 1:18b ULT) The wonderful things that God will give all who are set apart for him are viewed as their permanent possessions.
|
||||
> … the richness of the glory of his **inheritance** in the saints … (Ephesians 1:18b ULT) The wonderful things that God will give all who are set apart for him are viewed as their permanent possessions.
|
||||
>
|
||||
> For the promise to Abraham and to his descendants that he would be **heir** of the world did not come through the law but through the righteousness of faith. (Romans 4:13 ULT)
|
||||
|
||||
|
|
@ -193,7 +193,7 @@ Noah received righteousness as a permanent possession.
|
|||
|
||||
#### SEEING means knowledge, perception, notice, attention, or judgment
|
||||
|
||||
> Why have I found favor **in your eyes** that you should take notice of me…(Ruth 2:10b ULT)
|
||||
> Why have I found favor **in your eyes** that you should take notice of me … (Ruth 2:10b ULT)
|
||||
>
|
||||
> And the young woman was pleasing **in his eyes**, and she lifted kindness before his face. (Esther 2:9a ULT)
|
||||
>
|
||||
|
|
@ -225,7 +225,7 @@ Noah received righteousness as a permanent possession.
|
|||
|
||||
> So the wicked will not **stand** in the judgment, nor sinners in the assembly of the righteous. (Psalm 1:5 ULT)
|
||||
>
|
||||
> that the king gave to the Jews who were in every city by city: to gather and to **stand** for their life, to annihilate, and to slaughter, and to destroy any strength of a people or province that would attack them, children and women, and plunder their spoil; (Esther 8:11 ULT)
|
||||
> … that the king gave to the Jews who were in every city by city: to gather and to **stand** for their life, to annihilate, and to slaughter, and to destroy any strength of a people or province that would attack them, children and women, and plunder their spoil; (Esther 8:11 ULT)
|
||||
|
||||
#### TURNING or TURNING OVER means changing
|
||||
|
||||
|
|
@ -247,4 +247,4 @@ Noah received righteousness as a permanent possession.
|
|||
>
|
||||
> Turn from me the **path** of deceit. (Psalm 119:29a ULT)
|
||||
>
|
||||
> I will run in the **path** of your commandments. (Psalm 119:32a ULT)
|
||||
> I will run in the **path** of your commandments. (Psalm 119:32a ULT)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Human Behavior
|
||||
Biblical Imagery – Human Behavior
|
||||
|
|
@ -6,7 +6,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
#### CHAINS represent control
|
||||
|
||||
> "Let us tear off the **shackles** they put on us and throw off their **chains**." Psalm 2:3
|
||||
> “Let us tear off the **shackles** they put on us and throw off their **chains**.” Psalm 2:3
|
||||
|
||||
#### CLOTHING represents moral or emotional qualities (attitudes, spirit, life)
|
||||
|
||||
|
|
@ -66,4 +66,4 @@ 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 16:5a ULT)
|
||||
> A throne will be established in covenant faithfulness, and one from David’s **tent** will faithfully sit there. (Isaiah 16:5a ULT)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Man-made Objects
|
||||
Biblical Imagery – Man-made Objects
|
||||
|
|
@ -1,4 +1,4 @@
|
|||
This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](../bita-part3/01.md).)
|
||||
This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -18,19 +18,19 @@ This pattern is also seen in Psalm 119:32 where running in the path of God’s c
|
|||
|
||||
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) as well as the module about [complex metaphors](../figs-cometaphor/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) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
|
||||
|
||||
(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md).)
|
||||
(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md).)
|
||||
|
||||
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.
|
||||
|
||||
> Solomon also had made the cups, lamp trimmers, basins, spoons, and incense burners, all of which were made of pure gold. (1 Kings 7:50a ULT)
|
||||
|
||||
|
||||
> Ishbibenob…intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
|
||||
> Ishbibenob … intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
|
||||
|
||||
|
||||
(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery - Common Metonymies](../bita-part2/01.md) and [Biblical Imagery - Cultural Models](../bita-part3/01.md).)
|
||||
(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) and [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
|
||||
|
||||
For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
|
||||
|
||||
|
|
@ -41,8 +41,8 @@ For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the
|
|||
|
||||
The following pages have lists of some of the Images that represent Ideas in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
|
||||
|
||||
* [Biblical Imagery - Body Parts and Human Qualities](../bita-hq/01.md)
|
||||
* [Biblical Imagery - Human Behavior](../bita-humanbehavior/01.md) - Includes both physical and non-physical actions, conditions and experiences
|
||||
* [Biblical Imagery - Plants](../bita-plants/01.md)
|
||||
* [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md)
|
||||
* [Biblical Imagery - Man-made Objects](../bita-manmade/01.md)
|
||||
* [Biblical Imagery – Body Parts and Human Qualities](../bita-hq/01.md)
|
||||
* [Biblical Imagery – Human Behavior](../bita-humanbehavior/01.md) – Includes both physical and non-physical actions, conditions and experiences
|
||||
* [Biblical Imagery – Plants](../bita-plants/01.md)
|
||||
* [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md)
|
||||
* [Biblical Imagery – Man-made Objects](../bita-manmade/01.md)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Common Patterns
|
||||
Biblical Imagery – Common Patterns
|
||||
|
|
@ -14,7 +14,7 @@ People do not drink cups. They drink what is in the cup.
|
|||
|
||||
> Then Mordecai went out from before the face of the king in a garment of royalty of blue and white, with a great crown of gold and a robe of fine linen and purple, and **the city of Susa** cheered and rejoiced. (Esther 8:15 ULT)
|
||||
>
|
||||
> So as for me, should I not feel troubled about **Nineveh, the great city **… (Jonah 4:11a ULT)
|
||||
> So as for me, should I not feel troubled about \*\*Nineveh, the great city \*\* … (Jonah 4:11a ULT)
|
||||
|
||||
#### The MEMORY OF A PERSON means \[his descendants\]
|
||||
|
||||
|
|
@ -66,4 +66,4 @@ This means that he killed the serpent.
|
|||
|
||||
> Yahweh has placed on him the **iniquity** of us all (Isaiah 53:6b ULT)
|
||||
|
||||
This means that Yahweh placed on him the punishment that should have gone to all of us.
|
||||
This means that Yahweh placed on him the punishment that should have gone to all of us.
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Common Metonymies
|
||||
Biblical Imagery – Common Metonymies
|
||||
|
|
@ -28,20 +28,17 @@ Some common cultural models found in the Bible are listed below. First there are
|
|||
|
||||
> Yahweh is a **warrior**. (Exodus 15:3a ULT)
|
||||
>
|
||||
> Yahweh will go out as a **warrior**; as a \*\*man of war\*\* he will stir up his zeal..
|
||||
> He will shout, yes, he will roar his **battle cries**; he will **show his enemies his power**. (Isaiah 42:13 ULT)
|
||||
> Yahweh will go out as a **warrior**; as a \*\*man of war\*\* he will stir up his zeal.. He will shout, yes, he will roar his **battle cries**; he will **show his enemies his power**. (Isaiah 42:13 ULT)
|
||||
>
|
||||
> Your right hand, Yahweh, is **glorious in power**;
|
||||
> your right hand, Yahweh, **has shattered the enemy**. (Exodus 15:6 ULT)
|
||||
> Your right hand, Yahweh, is **glorious in power**; your right hand, Yahweh, **has shattered the enemy**. (Exodus 15:6 ULT)
|
||||
>
|
||||
> But **God will shoot them**;
|
||||
> suddenly they will be **wounded with his arrows**. (Psalm 64:7 ULT)
|
||||
> But **God will shoot them**; suddenly they will be **wounded with his arrows**. (Psalm 64:7 ULT)
|
||||
>
|
||||
> For you will turn them back; **you will draw your bow** before them. (Psalm 21:12 ULT)
|
||||
|
||||
#### 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)
|
||||
>
|
||||
|
|
@ -95,7 +92,7 @@ The wind moves quickly and is modeled as having wings.
|
|||
|
||||
> He rode on a cherub and flew; he glided on the **wings of the wind**. (Psalm 18:10 ULT)
|
||||
|
||||
> you walk on the **wings of the wind** (Psalm 104:3 ULT)
|
||||
> You walk on the **wings of the wind**.(Psalm 104:3b ULT)
|
||||
|
||||
#### Futility is modeled as something that the WIND can blow away
|
||||
|
||||
|
|
@ -111,10 +108,10 @@ Psalm 1 and Job 27 show that wicked people are worthless and will not live long.
|
|||
|
||||
The writer of Ecclesiastes says that everything is worthless.
|
||||
|
||||
> "**Like a vapor of mist**,
|
||||
> “**Like a vapor of mist**,
|
||||
> **like a breeze in the wind**,
|
||||
> everything vanishes, leaving many questions.
|
||||
> What profit does mankind gain from all the work that they labor at under the sun?" (Ecclesiastes 1:2-3 ULT)
|
||||
> What profit does mankind gain from all the work that they labor at under the sun?” (Ecclesiastes 1:2-3 ULT)
|
||||
|
||||
In Job 30:15, Job complains that his honor and prosperity are gone.
|
||||
|
||||
|
|
@ -169,4 +166,4 @@ Leprosy is a disease. If a person had it, he was said to be unclean.
|
|||
|
||||
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)
|
||||
> 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)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Cultural Models
|
||||
Biblical Imagery – Cultural Models
|
||||
|
|
@ -24,7 +24,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
> They say, ‘Give into our hand 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 14:7b ULT)
|
||||
>
|
||||
> "You must not go to battle anymore with us, so that you do not put out the **lamp of Israel**." (2 Samuel 21:17b ULT)
|
||||
> “You must not go to battle anymore with us, so that you do not put out the **lamp of Israel**.” (2 Samuel 21:17b 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 11:36a ULT)
|
||||
>
|
||||
|
|
@ -126,4 +126,4 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
> Who is a **rock** except our God? (Psalm 18:31b ULT)
|
||||
>
|
||||
> Yahweh, **my rock**, and my redeemer. (Psalm 19:14b ULT)
|
||||
> Yahweh, **my rock**, and my redeemer. (Psalm 19:14b ULT)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Natural Phenomena
|
||||
Biblical Imagery – Natural Phenomena
|
||||
|
|
@ -49,4 +49,4 @@ The action or behavior in the verses is marked in bold below.
|
|||
|
||||
> Then the matter was sought out and was found out, and the two of them were hung on a **tree**. (Esther 2:23a ULT)
|
||||
|
||||
This probably means that they were killed by either by being impaled on a wooden pole or by being hung from a gallows by a rope.
|
||||
This probably means that they were killed by either by being impaled on a wooden pole or by being hung from a gallows by a rope.
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Plants
|
||||
Biblical Imagery – Plants
|
||||
|
|
@ -4,20 +4,18 @@ Before beginning a translation of the Bible, the translation committee needs to
|
|||
|
||||
1. **Form** – Should the translation follow the form of the source language so that people who are used to hearing and reading the Bible in the source language will feel more comfortable with it, or should the translation follow the form of the target language, and be easier to understand? In most cases we recommend that it is better if the translation follows the form of the target language so that people can understand it better. This means that it will be harder to compare with the source language Bible because it will put things in a different order and use different kinds of expressions that are clear and natural in the target language. But when a Bible is clear and natural, many people will want to read it and hear it, not just the people who have been part of the church for many years.
|
||||
|
||||
2. **Format** - Is this a written translation to be read from a book, or a translation to be recorded and listened to? If it is a written translation to be used in church, the people may prefer a more formal style. If it is for a recording, the people may prefer a style that is more like people talking informally.
|
||||
2. **Format** – Is this a written translation to be read from a book, or a translation to be recorded and listened to? If it is a written translation to be used in church, the people may prefer a more formal style. If it is for a recording, the people may prefer a style that is more like people talking informally.
|
||||
|
||||
3. **Borrowing** – Should the translation borrow many words from the source language, or should the translators find ways to express these things using target language words? People who have been part of the church for many years may be used to hearing many biblical concepts expressed with source language words. If these words are widely understood outside of the church, then it may be fine to use them in the translation. But if people outside of the church do not understand these words, it would be better to find ways to express these things using target language words.
|
||||
|
||||
4. **Old Words** - Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
|
||||
4. **Old Words** – Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
|
||||
|
||||
5. **Register** – If the target language has different registers or levels of the language, which one should the translation use? For example, if people of high status use one form of the target language and people of low status use a different form, which one should the translation use? Or if the target language has different words for “you” or uses different words to address a government official in contrast with someone who is a close family member, which should the translation use to address God? Thinking about the topic of **Audience** may also help to decide these questions.
|
||||
|
||||
6. **Audience** - The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
|
||||
6. **Audience** – The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
|
||||
|
||||
7. **Footnotes** – Should the translation put explanations of difficult things in footnotes? If so, should it use many footnotes, or only for certain topics or especially difficult things? Will people understand what footnotes are and how they work, or will they be confused by them? Instead of footnotes, would it be better to put short explanations in the text of the Bible translation? Or should the translation not include any extra explanations at all? To help in making this decision, consider how well your people understand biblical culture and such things as shepherds, fishing with nets, sailing boats, kings, ancient warfare with chariots, etc., and how much of this might need to be explained.
|
||||
|
||||
8. **Pictures** - Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
|
||||
8. **Pictures** – Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
|
||||
|
||||
9. **Headings** – Should the translation use section headings that summarize what each section is talking about? If so, what style of headings should be used? These can be very helpful for finding different topics. See [Headings](../../checking/headings/01.md) for examples.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -76,4 +76,4 @@ given team cannot be prescribed in advance. It might even change over time, but
|
|||
|
||||
2. We help them to identify an initial team composition based on the skills and contextual reality of their team (e.g., size of the team, theological ability, translation experience, language skill, geographic distribution, relationship dynamics, etc.). Their team may be small, with several skills being provided by the same person. Or the team may be large (in some cases as many as 25 full-time translators and hundreds of volunteers), with many people providing the same skill in an overlapping and intentionally redundant manner. Regardless of the structure and size of the team that is needed in a given context, the combined roles on any team must provide the combination of skills needed to achieve excellence in Bible translation.
|
||||
|
||||
3. The team begins working together on an initial translation project (we recommend Open Bible Stories) and observes the effectiveness of their team’s configuration. As needed, adjustments to the team structure are made to improve efficiency, and training is provided to increase skill and effectiveness.
|
||||
3. The team begins working together on an initial translation project (we recommend Open Bible Stories) and observes the effectiveness of their team’s configuration. As needed, adjustments to the team structure are made to improve efficiency, and training is provided to increase skill and effectiveness.
|
||||
|
|
|
|||
|
|
@ -2,15 +2,15 @@ Normally a speaker refers to himself as “I” and the person he is speaking to
|
|||
|
||||
### 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 uses the third person to refer to himself or to the people he is speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant “I” or “you.”
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
Sometimes people used the third person instead of “I” or “me” to refer to themselves.
|
||||
|
||||
|
|
@ -37,7 +37,8 @@ After saying “each of you,” Jesus used the third person “his” instead of
|
|||
|
||||
If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
|
||||
|
||||
(1) Use the third person phrase along with the pronoun “I” or “you.” (2) 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.”
|
||||
(2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -51,8 +52,8 @@ If using the third person to mean “I” or “you” would be natural and give
|
|||
|
||||
> 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 **his**? (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 **mine**?”
|
||||
> > 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 **mine**?”
|
||||
>
|
||||
> 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.
|
||||
> > So also my heavenly Father will do to you if **each of you** does not forgive **your** brother from your heart.
|
||||
|
|
|
|||
|
|
@ -51,14 +51,11 @@ If an abstract noun would be natural and give the right meaning in your language
|
|||
>
|
||||
> But **godliness** with **contentment** is great **gain**. (1 Timothy 6:6 ULT)
|
||||
>
|
||||
> > But **being godly** and **content** is very **beneficial**.
|
||||
> > But we **benefit** greatly when we **are godly** and **content**.
|
||||
> > But we **benefit** greatly when we **honor and obey God** and when we are **happy with what we have**.
|
||||
> > But **being godly** and **content** is very **beneficial**. But we **benefit** greatly when we **are godly** and **content**. But we **benefit** greatly when we **honor and obey God** and when we are **happy with what we have**.
|
||||
>
|
||||
> Today **salvation** has come to this house, because he too is a son of Abraham. (Luke 19:9 ULT)
|
||||
>
|
||||
> > Today the people in this house **have been saved**…
|
||||
> > Today God **has saved** the people in this house…
|
||||
> > Today the people in this house **have been saved** … Today God **has saved** the people in this house …
|
||||
>
|
||||
> The Lord does not move slowly concerning his promises, as some consider **slowness** to be. (2 Peter 3:9a ULT)
|
||||
>
|
||||
|
|
@ -66,4 +63,4 @@ If an abstract noun would be natural and give the right meaning in your language
|
|||
>
|
||||
> He will bring to light the hidden things of darkness and reveal the **purposes** of the heart. (1 Corinthians 4:5b ULT)
|
||||
>
|
||||
> > He will bring to light the hidden things of darkness and reveal **the things that people want to do and the reasons that they want to do them**.
|
||||
> > He will bring to light the hidden things of darkness and reveal **the things that people want to do and the reasons that they want to do them**.
|
||||
|
|
|
|||
|
|
@ -20,20 +20,20 @@ In the examples of active and passive sentences below, we have bolded the subjec
|
|||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
All languages use active forms. Some languages use passive forms, and some do not. Some languages use passive forms only for certain purposes, and the passive form is not used for the same purposes in all of the languages that use it.
|
||||
All languages use active forms. Some languages use passive forms, and some do not. Some languages use passive forms only for certain purposes, and the passive form is not used for the same purposes in all of the languages that use it.
|
||||
|
||||
#### Purposes for the Passive
|
||||
|
||||
* The speaker is talking about the person or thing the action was done to, not about the person who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not know who did the action.
|
||||
|
||||
#### Translation Principles Regarding the Passive
|
||||
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> Then 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)
|
||||
|
||||
|
|
@ -43,7 +43,7 @@ This means that the enemy’s shooters shot and killed some of the king’s serv
|
|||
|
||||
The men of the town saw what had happened to the altar of Baal, but they did not know who broke it down. The purpose of the passive form here is to communicate this event from the perspective of the men of the town.
|
||||
|
||||
> It would be better for him if a millstone **were put** around his neck and he **were thrown** into the sea (Luke 17:2a ULT)
|
||||
> It would be better for him if a millstone **were put** around his neck and he **were thrown** into the sea. (Luke 17:2a ULT)
|
||||
|
||||
This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important.
|
||||
|
||||
|
|
@ -51,7 +51,9 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If your language would use a passive form for the same purpose as in the passage that you are translating, then use a passive form. If you decide that it is better to translate without a passive form, here are some strategies that you might consider.
|
||||
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action. (2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or ”people” or ”someone.” (3) Use a different verb.
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
(2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or “people” or “someone.”
|
||||
(3) Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -61,15 +63,15 @@ If your language would use a passive form for the same purpose as in the passage
|
|||
>
|
||||
> > **The king’s servants gave** Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
(2) 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.”
|
||||
(2) 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 17:2a ULT)
|
||||
>
|
||||
> > It would be better for him if **they were to put** a millstone around his neck and **throw** him into the sea.
|
||||
> > It would be better for him if **someone were to put** a heavy stone around his neck and **throw** him into the sea.
|
||||
|
||||
(3) Use a different verb in an active sentence.
|
||||
(3) Use a different verb in an active sentence.
|
||||
|
||||
> A loaf of bread **was given** him every day from the street of the bakers. (Jeremiah 37:21 ULT)
|
||||
>
|
||||
> > He **received** a loaf of bread every day from the street of the bakers.
|
||||
> > He **received** a loaf of bread every day from the street of the bakers.
|
||||
|
|
|
|||
|
|
@ -16,7 +16,7 @@ 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.
|
||||
|
||||
|
|
@ -26,10 +26,10 @@ If apostrophe would be natural and give the right meaning in your language, cons
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
> 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)
|
||||
>
|
||||
> > He said this about the altar: “This is what Yahweh says **about this altar.** ‘See, … they will burn people’s bones on **it**.’“
|
||||
> > 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 1:21a ULT)
|
||||
>
|
||||
> > **As for these mountains of Gilboa**, let there not be dew or rain on **them**.
|
||||
> > **As for these mountains of Gilboa**, let there not be dew or rain on **them**.
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ An aside is a figure of speech in which someone who is speaking to a person or g
|
|||
|
||||
Many languages do not use asides, and readers could be confused by them. They may wonder why the speaker suddenly starts talking to himself or someone else about the people he is speaking with.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **There is no understanding in him.** (Obadiah 1:7 ULT)
|
||||
|
||||
|
|
@ -18,8 +18,7 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
|
||||
|
||||
(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
|
||||
(2) If a person speaks a prayer to God as an aside, you can put the prayer in quotation marks to indicate that.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -30,4 +29,4 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
|
|||
|
||||
> And I purified them from everything foreign. And I caused the service watches to stand: for the priests and for the Levites, a man in his work; 31 and for the offering of pieces of wood at the appointed times; and for the firstfruits. **Remember me, my God, for good.** (Nehemiah 13:30-31 ULT)
|
||||
|
||||
(2) And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good."**
|
||||
(2) And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good.”**
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
What is the figure of speech called an "aside"?
|
||||
What is the figure of speech called an “aside”?
|
||||
|
|
@ -22,7 +22,7 @@ The apostle Paul uses an even more difficult complex metaphor in Ephesians 6:10-
|
|||
|
||||
In this paragraph, the apostle Paul describes how a Christian should prepare to resist temptation (the **Topic**) by comparing a series of abstract ideas to pieces of armor worn by a soldier. The term “full armor of God” is not a combination of several simple metaphors. The soldier’s belt does not represent truth, the helmet does not represent salvation, the shield does not represent faith, and so on. Rather, the apostle Paul was using the central **Image** of a soldier putting on his armor (that is, “GETTING DRESSED” for battle) to refer to the central abstract **Idea** of a Christian preparing himself (that is, “PREPARATION”) to resist temptation. The unstated complex metaphor PREPARATION IS GETTING DRESSED underlies the entire description as a whole.
|
||||
|
||||
### Other Examples from the Bible
|
||||
### Other Examples From the Bible
|
||||
|
||||
The Bible often speaks of God as doing things that people do, such as speaking, seeing, walking, etc. But God is not a human being, although Jesus is both God and a human being, of course. So when the Old Testament says that God speaks, we should not think that he has vocal chords that vibrate. And when the Bible says something about God doing something with his hand, we should not think that God has a physical hand made of flesh and bones. Rather, the writer is thinking about God as a person, using the physical **Image** of a human being to represent the abstract **Idea** “God.” The writer is using the complex metaphor GOD IS A HUMAN, even though he does not explicitly say so in the text.
|
||||
|
||||
|
|
@ -38,4 +38,4 @@ The Bible often speaks of God as doing things that people do, such as speaking,
|
|||
|
||||
* For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
|
||||
|
||||
* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery - Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery - Cultural Models](../bita-part3/01.md).
|
||||
* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery – Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery – Cultural Models](../bita-part3/01.md).
|
||||
|
|
|
|||
|
|
@ -7,7 +7,7 @@ Normally statements are used to give information. Sometimes they are used in the
|
|||
|
||||
Some languages would not use a statement for some of the functions that statements are used for in the Bible.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
Statements are normally used to give **information**. All of the sentences in John 1:6-8 below are statements, and their function is to give information.
|
||||
|
||||
|
|
@ -35,8 +35,8 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
|
||||
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
|
||||
(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
|
||||
(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
|
||||
(3) If the function of a statement would not be understood correctly in your language, **use a verb form** that would express that function.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -47,7 +47,7 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
|
|||
|
||||
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.
|
||||
> > She will give birth to a son. **Name him Jesus**, because he will save his people from their sins.
|
||||
|
||||
(2) If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
|
||||
|
||||
|
|
@ -57,7 +57,7 @@ The function of “I know you can” is to make a request. In addition to the st
|
|||
|
||||
> > Lord, **I know you can heal me**,. If you are willing, please do so**.**
|
||||
> >
|
||||
> > Lord, if you are willing, please heal me**.** **I know you can do so****.**
|
||||
> > Lord, if you are willing, please heal me**.** **I know you can do so.**
|
||||
|
||||
(3) If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
|
||||
|
||||
|
|
@ -69,4 +69,4 @@ The function of “I know you can” is to make a request. In addition to the st
|
|||
>
|
||||
> > Son, I forgive your sins.
|
||||
> >
|
||||
> > Son, God has forgiven your sins.
|
||||
> > Son, God has forgiven your sins.
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Statements - Other Uses
|
||||
Statements – Other Uses
|
||||
|
|
@ -17,7 +17,7 @@ With the comma, the sentence is giving more information:
|
|||
* Many source languages of the Bible use phrases that modify a noun both for distinguishing the noun from another similar item and also for giving more information about the noun. You (the translator) must be careful to understand which meaning the author intended in each case.
|
||||
* Some languages use phrases that modify a noun only for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, translators who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
#### Examples of words and phrases that are used to distinguish one item from other possible items:
|
||||
|
||||
|
|
@ -51,28 +51,26 @@ The phrase “whom I have created” is a reminder of the relationship between G
|
|||
|
||||
If readers would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
|
||||
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose. (2) Use one of your language’s ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.
|
||||
(2) Use one of your language’s ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
> I hate those who serve **worthless** idols (Psalm 31:6 ULT)
|
||||
> 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.
|
||||
> > **Because** **idols are worthless**, I hate those who serve them.
|
||||
>
|
||||
> … for your **righteous** judgments are good. (Psalm 119:39b ULT)
|
||||
>
|
||||
> > … for your judgments are good **because they are righteous**.
|
||||
>
|
||||
> Can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT)
|
||||
> The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
> Can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT) The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
|
||||
>
|
||||
> > Can Sarah bear a son **even when** **she is 90 years old**?
|
||||
>
|
||||
> I will call on Yahweh, **who is worthy to be praised** (2 Samuel 22:4a 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 22:4a 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**
|
||||
|
||||
|
|
@ -81,4 +79,4 @@ If readers would understand the purpose of a phrase with a noun, then consider k
|
|||
> 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.
|
||||
> > **Receiving my love**, you are my Son. I am pleased with you.
|
||||
> > **Receiving my love**, you are my Son. I am pleased with you.
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
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
|
||||
|
||||
|
|
@ -17,14 +17,14 @@ A double negative occurs when a clause has two words that each have a negative m
|
|||
|
||||
Double negatives mean very different things in different languages.
|
||||
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The Spanish sentence, "No vi a nadie," literally says “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, such as Spanish, a double negative emphasizes the negative. The Spanish sentence, “No vi a nadie,” literally says “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 what a double negative means in the Bible and how to express the same idea in your language.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> … in order **not** to be **unfruitful**. (Titus 3:14b ULT)
|
||||
|
||||
|
|
@ -37,7 +37,7 @@ By using a double negative, John emphasized that the Son of God created absolute
|
|||
|
||||
If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
|
||||
|
||||
(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
|
||||
(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
|
||||
(2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely” or “absolutely.”
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -45,10 +45,10 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
(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 can**not** feel sympathy for our weaknesses. (Hebrews 4:15a 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.”
|
||||
|
||||
> … in order **not** to be **unfruitful**. (Titus 3:14b ULT)
|
||||
>> “… so that they may be fruitful.”
|
||||
> > “… so that they may be fruitful.”
|
||||
|
||||
(2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely” or “absolutely.”
|
||||
|
||||
|
|
@ -58,4 +58,4 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
>
|
||||
> 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.”
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ We are using the word “doublet” to refer to two words or phrases that are us
|
|||
|
||||
In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. People might think that the verse is describing two ideas or actions, when it is only describing one. In this case, translators may need to find some other way to express the meaning expressed by the doublet.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> He has one people **scattered** and **dispersed** among the peoples (Esther 3:8 ULT)
|
||||
|
||||
|
|
@ -22,14 +22,14 @@ This means that they had decided to lie, which is another way of saying that the
|
|||
|
||||
> … like of a lamb **without blemish** and **without spot**. (1 Peter 1:19b ULT)
|
||||
|
||||
This means that he was like a lamb that did not have any defect--not even one.
|
||||
This means that he was like a lamb that did not have any defect—not even one.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
|
||||
|
||||
(1) Translate only one of the words or phrases.
|
||||
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
|
||||
(1) Translate only one of the words or phrases.
|
||||
(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
|
||||
(3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
@ -50,4 +50,4 @@ If a doublet would be natural and give the right meaning in your language, consi
|
|||
>
|
||||
> * English can emphasize this with “any” and “at all.”
|
||||
>
|
||||
> > “… like a lamb **without any blemish at all**.”
|
||||
> > “… like a lamb **without any blemish at all**.”
|
||||
|
|
|
|||
|
|
@ -2,13 +2,13 @@
|
|||
|
||||
An ellipsis occurs when a speaker or writer leaves out one or more words that normally should be in the sentence. The speaker or writer does this because he knows that the hearer or reader will understand the meaning of the sentence and supply the words in his mind when he hears or reads the words that are there. For example:
|
||||
|
||||
> So the wicked will not stand in the judgment, **nor sinners in the assembly of the righteous**. (Psalm 1:5b)
|
||||
> So the wicked will not stand in the judgment, **nor sinners in the assembly of the righteous**. (Psalm 1:5 ULT)
|
||||
|
||||
There is ellipsis in the second part because “nor 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. With the action filled in, the complete sentence would end:
|
||||
There is ellipsis in the second part because “nor 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. With the action filled in, the complete sentence would read:
|
||||
|
||||
> > … nor **will** sinners **stand** in the assembly of the righteous.
|
||||
> > So the wicked will not stand in the judgment, nor **will** sinners **stand** in the assembly of the righteous.
|
||||
|
||||
#### There are two types of ellipsis.
|
||||
#### Two Types of Ellipsis
|
||||
|
||||
1. A Relative Ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
|
||||
2. An Absolute Ellipsis happens when the omitted word or words are not in the context, but the phrases are common enough in the language that the reader is expected to supply what is missing from this common usage or from the nature of the situation.
|
||||
|
|
@ -17,7 +17,7 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
|
|||
|
||||
Readers who see incomplete sentences or phrases may not know that there is information missing that the writer expects them to fill in. Or readers may understand that there is information missing, but they may not know what information is missing because they do not know the original biblical language, culture, or situation as the original readers did. In this case, they may fill in the wrong information. Or readers may misunderstand the ellipsis if they do not use ellipsis in the same way in their language.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
#### Relative Ellipsis
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ The writer wants his words to be few and to make good poetry. The full sentence
|
|||
|
||||
> > He makes Lebanon skip like a calf and **he makes** Sirion **skip** like a young ox.
|
||||
>
|
||||
> Watch carefully, therefore, how you walk—**not as unwise but as wise**. (Ephesians 5:15)
|
||||
> Watch carefully, therefore, how you walk—**not as unwise but as wise**. (Ephesians 5:15b ULT)
|
||||
|
||||
The information that the reader must understand in the second parts of these sentences can be filled in from the first parts:
|
||||
|
||||
|
|
@ -35,36 +35,36 @@ The information that the reader must understand in the second parts of these sen
|
|||
|
||||
#### Absolute Ellipsis
|
||||
|
||||
> Then when the he had come near, he asked him, “What do you want me to do for you?” So he said, “Lord, **I want to see again**.” (Luke 18:40b-41 ULT)
|
||||
> Then when he had come near, he asked him, “What do you want me to do for you?” And so he said, “Lord, **that I might recover my sight**.” (Luke 18:40b-41 ULT)
|
||||
|
||||
It seems that 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. The complete sentence would be:
|
||||
|
||||
> > “Lord, **I want you to heal me so** that I might receive my sight.”
|
||||
|
||||
> To Titus … **Grace and peace from God the Father and Christ Jesus our Savior**. (Titus 1:4 ULT)
|
||||
> To Titus, a true son in our common faith. Grace and peace from God the Father and Christ Jesus our Savior. (Titus 1:4 ULT)
|
||||
|
||||
The writer assumes that the reader will recognize this common form of a blessing or wish, so he does not need to include the full sentence, which would be:
|
||||
|
||||
> > To Titus … **May you receive** grace and peace from God the Father and Christ Jesus our Savior.
|
||||
> > To Titus, a true son in our common faith. **May you receive** grace and peace from God the Father and Christ Jesus our Savior.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If ellipsis would be natural and give the right meaning in your language, consider using it. If not, here is another option:
|
||||
|
||||
(1) Add the missing words to the incomplete phrase or sentence.
|
||||
(1) Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
> So the wicked will not stand in the judgment, nor **sinners in the assembly** of the righteous. (Psalm 1:5)
|
||||
> So the wicked will not stand in the judgment, nor **sinners in the assembly** of the righteous. (Psalm 1:5 ULT)
|
||||
|
||||
> > So the wicked will not stand in the judgment, and **sinners will not stand in the assembly** of the righteous.
|
||||
|
||||
> Then when the he had come near, he asked him, “What do you want me to do for you?” He said, “Lord, **that I might receive my sight**.” (Luke 18:40b-41)
|
||||
> Then when he had come near, he asked him, “What do you want me to do for you?” And so he said, “Lord, **that I might recover my sight**.” (Luke 18:40b-41 ULT)
|
||||
|
||||
> > Then when the 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 Sirion like a young ox**. (Psalm 29:6 ULT)
|
||||
|
||||
> > He makes Lebanon skip like a calf, and **he makes** Sirion **skip** like a young ox.
|
||||
> > He makes Lebanon skip like a calf, and **he makes** Sirion **skip** like a young ox.
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
What is ellipsis?
|
||||
What is ellipsis ? ([^1])
|
||||
|
|
@ -10,7 +10,7 @@ This means that Saul and his sons “were dead.” It is a euphemism because the
|
|||
|
||||
Different languages use different euphemisms. If the target language does not use the same euphemism as in the source language, readers may not understand what it means and they may think that the writer means only what the words literally say.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> … where there was a cave. Saul went inside to cover his feet. (1 Samuel 24:3b ULT)
|
||||
|
||||
|
|
@ -24,25 +24,24 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
|
|||
|
||||
If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
|
||||
|
||||
(1) Use a euphemism from your own culture.
|
||||
|
||||
(1) Use a euphemism from your own culture.
|
||||
(2) State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) Use a euphemism from your own culture.
|
||||
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) - Some languages might use euphemisms like these:
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) – Some languages might use euphemisms like these:
|
||||
>
|
||||
> > “… where there was a cave. Saul went into the cave **to dig a hole**“
|
||||
> > “… where there was a cave. Saul went into the cave **to have some time alone**“
|
||||
> > “… where there was a cave. Saul went into the cave **to dig a hole**”
|
||||
> > “… where there was a cave. Saul went into the cave **to have some time alone**”
|
||||
>
|
||||
> But Mary said to the angel, “How will this be, since I have not **known a man**?” (Luke 1:34 ULT)
|
||||
>
|
||||
> > But Mary said to the angel, “How will this be, since **I do not know a man**?” - (This is the euphemism used in the original Greek)
|
||||
> > But Mary said to the angel, “How will this be, since **I do not know a man**?” – (This is the euphemism used in the original Greek)
|
||||
|
||||
(2) 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 10:8b ULT)
|
||||
>
|
||||
> > “They found Saul and his sons **dead** on Mount Gilboa.”
|
||||
> > “They found Saul and his sons **dead** on Mount Gilboa.”
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ In the Bible, events are not always told in the order in which they occurred. So
|
|||
|
||||
Readers might think that the events happened in the order that they are told. It is important to help them understand the correct order of events.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> He even added this to them all: he locked John up in prison. Now it came about, when all the people were baptized, Jesus also was baptized. (Luke 3:20-21 ULT)
|
||||
|
||||
|
|
@ -22,8 +22,8 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
|
||||
(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
|
||||
(3) If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See [Verse Bridges](../translate-versebridge/01.md).)
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -40,7 +40,7 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
||||
> Just as Joshua had said to the people, the seven priests carrying seven trumpets of rams’ horns before Yahweh went forward and blew the trumpets, But Joshua commanded the people, saying, “Do not shout nor let your voice be heard, nor let any word leave your mouth until the day I tell you to shout. Then you must shout.” (Joshua 6:8,10 ULT)
|
||||
> Just as Joshua had said to the people, the seven priests carrying seven trumpets of rams’ horns before Yahweh went forward and blew the trumpets, But Joshua commanded the people, saying, “Do not shout nor let your voice be heard, nor let any word leave your mouth until the day I tell you to shout. Then you must 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -6,13 +6,13 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
|
|||
> Save us, Lord; we are about to die! (Matthew 8:25b ULT)
|
||||
|
||||
|
||||
> When the demon had been driven out, the mute man spoke. The crowds were astonished and said, “This has never been seen before in Israel!” (Matthew 9:33 ULT)
|
||||
> 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
|
||||
|
||||
Languages have different ways of showing that a sentence communicates strong emotion.
|
||||
|
||||
### Examples from the Bible
|
||||
### 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.
|
||||
|
||||
|
|
@ -32,10 +32,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
|
||||
(2) Use an exclamation word from your language that shows the strong feeling.
|
||||
(3) Translate the exclamation word with a sentence that shows the feeling.
|
||||
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
|
||||
(2) Use an exclamation word from your language that shows the strong feeling.
|
||||
(3) Translate the exclamation word with a sentence that shows the feeling.
|
||||
(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
(5) If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -77,4 +77,4 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
|
||||
> When Gideon saw that he was the angel of Yahweh, Gideon lamented, “**Alas,** O my Lord Yahweh, for because of this 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, “**Alas**, Lord Yahweh! I have seen the angel of Yahweh face to face!”
|
||||
> > “Gideon understood that this was the angel of Yahweh. **He was terrified** and said, “**Alas**, Lord Yahweh! I have seen the angel of Yahweh face to face!”
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ See the pictures. The people on the right are the people that the speaker is tal
|
|||
|
||||
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.” If your language has separate exclusive and inclusive forms of “we,” then you will need to understand what the speaker meant so that you can decide which form of “we” to use.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> They said, “There are not more than five loaves of bread and two fish with us—unless **we** go and buy food for all these people.” (Luke 9:13 ULT)
|
||||
|
||||
|
|
@ -24,8 +24,8 @@ John is telling people who have not seen Jesus what he and the other apostles ha
|
|||
|
||||
> The shepherds said one to each other, “Let **us** now go to Bethlehem, and see this thing that has happened, which the Lord has made known to **us**.” (Luke 2:15b ULT)
|
||||
|
||||
The shepherds were speaking to one another. When they said “us,” they were **including** the people they were speaking to - 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 that on one of those days, he indeed got into a boat with his disciples, and he said to them, “Let **us** go over to the other side of the lake.” So they set sail. (Luke 8:22 ULT)
|
||||
|
||||
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.
|
||||
|
|
|
|||
|
|
@ -9,7 +9,7 @@ In Isaiah 5:1b-7, the prophet Isaiah uses a vineyard (the **Image**) to express
|
|||
|
||||
> 1b My well beloved had a **vineyard** on a very fertile hill. 2 He **spaded it,** **removed the stones**, and **planted it** with an excellent kind of vine. He **built a tower** in the middle of it, and also **built a winepress**. **He waited for it to produce grapes, but it produced wild grapes**. 3 So now, inhabitant of Jerusalem and man of Judah; judge between me and my vineyard. 4 What more could have been done for my vineyard, that I have not done for it? **When I looked for it to produce grapes, why did it produce wild grapes**? 5 Now I will tell you what I will do to my vineyard; I will remove the hedge; I will turn it into a pasture; I will break down its wall, and it will be trampled down. 6 I will lay it waste, and it will not be pruned nor hoed. Instead, briers and thorns will spring up. I will also command the clouds not to rain on it. 7 For **the vineyard of Yahweh of hosts is the house of Israel**, and the man of Judah his pleasant planting; **he waited for justice, but instead, there was killing**; **for righteousness, but, instead, a shout for help**. (Isa 5:1b-7 ULT)
|
||||
|
||||
### Other Examples from the Bible
|
||||
### Other Examples From the Bible
|
||||
|
||||
In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe the way that God (the **Topic**) shows great concern and care (the **Idea**) for his people. The psalmist describes multiple aspects of what shepherds do for sheep (leads them to pasture and to water, protects them, etc.). The psalmist also describes multiple aspects of how God takes care of him (gives him life, righteousness, comfort, etc.). 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.
|
||||
|
||||
|
|
@ -39,9 +39,9 @@ In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe
|
|||
|
||||
Consider using the same extended metaphor if your readers will understand it in the same way the original readers would have understood it. If not, here are some other strategies:
|
||||
|
||||
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
|
||||
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
(3) If the target audience still would not understand, then state it clearly.
|
||||
(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
|
||||
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
(3) If the target audience still would not understand, then state it clearly.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -94,4 +94,4 @@ or as:
|
|||
> > **Yahweh will stop protecting** Israel and Judah,
|
||||
> > **because they do not do what is right.**
|
||||
> > He waited for justice, but instead, there was killing;
|
||||
> > for righteousness, but, instead, a cry for help.
|
||||
> > for righteousness, but, instead, a cry for help.
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ One of the traditions of the elders was a ceremony in which people would wash th
|
|||
|
||||
If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
|
||||
|
||||
(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
(2) If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -57,7 +57,7 @@ The assumed knowledge was that the foxes slept in their holes and birds slept in
|
|||
|
||||
The assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
|
||||
>
|
||||
> > At the day of judgment, it will be more tolerable for **those cities of Tyre and Sidon, whose people were very wicked**, than it will be for you. or At the day of judgment, It will be more tolerable for those **wicked cities, Tyre and Sidon,** than for you.
|
||||
> > At the day of judgment, it will be more tolerable for **those cities of Tyre and Sidon, whose people were very wicked**, than it will be for you. or At the day of judgment, It will be more tolerable for those **wicked cities, Tyre and Sidon,** than for you.
|
||||
>
|
||||
> Why do your disciples violate the traditions of the elders? For **they do not wash their hands** when they eat bread. (Matthew 15:2 ULT)
|
||||
|
||||
|
|
@ -81,4 +81,4 @@ The implicit information is that God would not only judge the people; he would p
|
|||
> > or:
|
||||
> > At the day of judgment, God will **punish you more severely** than Tyre and Sidon, cities whose people were very wicked.
|
||||
|
||||
Modern readers may not know some of the things that the people in the Bible and the people who first read it knew. This can make it hard for them to understand what a speaker or writer says, and to learn things that the speaker left implicit. Translators may need to state some things explicitly in the translation that the original speaker or writer left unstated or implicit.
|
||||
Modern readers may not know some of the things that the people in the Bible and the people who first read it knew. This can make it hard for them to understand what a speaker or writer says, and to learn things that the speaker left implicit. Translators may need to state some things explicitly in the translation that the original speaker or writer left unstated or implicit.
|
||||
|
|
|
|||
|
|
@ -20,8 +20,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
|
||||
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
(2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -38,7 +37,7 @@ 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.
|
||||
|
||||
> But the centurion answered and said, “Lord, I am not worthy that you should enter under my roof" (Matthew 8:8a ULT)
|
||||
> But the centurion answered and said, “Lord, I am not worthy that you should enter under my roof” (Matthew 8:8a ULT)
|
||||
>
|
||||
> > The centurion **answered**, “Lord, I am not worthy that you should enter under my roof”
|
||||
|
||||
|
|
@ -48,4 +47,4 @@ In English, the information that the centurion responded by speaking is included
|
|||
>
|
||||
> > **He began to** teach them, saying, (Or) He taught them, saying,
|
||||
|
||||
In English, it would be very strange to include the information that Jesus opened his mouth when he spoke. That information is included in the verbs “taught” and “saying,” so that phrase can be omitted and that information left implicit. However, “he opened his mouth” is an idiom that indicates the beginning of a speech, so that information may be included, or it may also be left implicit.
|
||||
In English, it would be very strange to include the information that Jesus opened his mouth when he spoke. That information is included in the verbs “taught” and “saying,” so that phrase can be omitted and that information left implicit. However, “he opened his mouth” is an idiom that indicates the beginning of a speech, so that information may be included, or it may also be left implicit.
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
|
|||
* Do not make implicit information explicit if it confuses the message or leads the reader to forget what the main point is.
|
||||
* Do not make assumed knowledge or implicit information explicit if your readers already understand it.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> From the eater came forth food;
|
||||
> and from the strong one came forth sweetness. (Judges 14:14 ULT)
|
||||
|
|
@ -32,4 +32,4 @@ This page does not have any translation strategies.
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
This page does not have any translation strategies applied.
|
||||
This page does not have any translation strategies applied.
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@ In the Bible, sometimes the words “men,” “brothers,” and “sons” refe
|
|||
|
||||
### 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.
|
||||
> A wise son makes **his** father rejoice
|
||||
|
|
@ -17,7 +17,7 @@ Also in some languages, the masculine pronouns “he” and “him” can be use
|
|||
|
||||
When a statement applies to both men and women, translate it in such a way that people will be able to understand that it applies to both.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> Now we want you to know, **brothers**, the grace of God that has been given to the churches of Macedonia. (2 Corinthians 8:1 ULT)
|
||||
|
||||
|
|
@ -36,8 +36,8 @@ Jesus was not speaking only of men, but of **men and 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.
|
||||
(2) Use a word that refers to men and a word that refers to women.
|
||||
(1) Use a noun that can be used for both men and women.
|
||||
(2) Use a word that refers to men and a word that refers to women.
|
||||
(3) Use pronouns that can be used for both men and women.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -45,13 +45,13 @@ If people would understand that that masculine words like “man,” “brother,
|
|||
(1) Use nouns that can be used for both men and women.
|
||||
|
||||
> The wise **man** dies just like the fool dies. (Ecclesiastes 2:16b 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.”
|
||||
|
||||
(2) Use a word that refers to men and a word that refers to women.
|
||||
|
||||
> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
>> “For we do not want you to be uninformed, **brothers and sisters**, about the troubles that happened to us in Asia.”
|
||||
> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) – Paul was writing this letter to both men and women.
|
||||
> > “For we do not want you to be uninformed, **brothers and sisters**, about the troubles that happened to us in Asia.”
|
||||
|
||||
(3) Use pronouns that can be used for both men and women.
|
||||
|
||||
|
|
@ -60,5 +60,3 @@ If people would understand that that masculine words like “man,” “brother,
|
|||
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.”
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ The phrases in bold above do not refer to a specific man. They refer to any man
|
|||
|
||||
Different languages have different ways of showing that noun phrases refer to something in general. You (the translator) should refer to these general ideas in ways that are natural in your language.
|
||||
|
||||
### Examples from the Bible
|
||||
### Examples From the Bible
|
||||
|
||||
> The **righteous person** is kept away from trouble and it comes upon **the wicked** instead. (Proverbs 11:8 ULT)
|
||||
|
||||
|
|
@ -27,12 +27,12 @@ The phrase “a good man” does not refer to a particular man, but to any perso
|
|||
|
||||
### 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. If not, here are some strategies you might use.
|
||||
If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
|
||||
|
||||
(1) Use the word “the” in the noun phrase.
|
||||
(2) Use the word “a” in the noun phrase.
|
||||
(3) Use the word “any,” as in “any person” or “anyone.”
|
||||
(4) Use the plural form, as in “people.”
|
||||
(1) Use the word “the” in the noun phrase.
|
||||
(2) Use the word “a” in the noun phrase.
|
||||
(3) Use the word “any,” as in “any person” or “anyone.”
|
||||
(4) Use the plural form, as in “people.”
|
||||
(5) Use any other way that is natural in your language.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -40,26 +40,24 @@ If your language can use the same wording as in the ULT to refer to people or th
|
|||
(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)
|
||||
|
||||
(2) Use the word “a” in the noun phrase.
|
||||
|
||||
> People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
|
||||
>> “People curse **a man** who refuses to sell grain”
|
||||
> > “People curse **a man** who refuses to sell grain”
|
||||
|
||||
(3) Use the word “any, as in “any person” or “anyone.”
|
||||
|
||||
> People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
|
||||
>> “People curse **any man** who refuses to sell grain.”
|
||||
> > “People curse **any man** who refuses to sell grain.”
|
||||
|
||||
(4) Use the plural form, as in “people” (or in this sentence, “men”).
|
||||
|
||||
> People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
|
||||
>> “People curse **men** who refuse to sell grain”
|
||||
> > “People curse **men** who refuse to sell grain”
|
||||
|
||||
(5) Use any other way that is natural in your language.
|
||||
|
||||
> People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
|
||||
>> “People curse **whoever** refuses to sell grain.”
|
||||
|
||||
|
||||
> > “People curse **whoever** refuses to sell grain.”
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ Different languages have different ways of determining whether to use the words
|
|||
|
||||
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
|
||||
### Examples From the Bible
|
||||
|
||||
> Yahweh said to Noah, “**Come**, you and all your household, into the ark” (Genesis 7:1 ULT)
|
||||
|
||||
|
|
@ -36,7 +36,7 @@ In some languages, it might make more sense to ask what did you come out to see.
|
|||
|
||||
If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
|
||||
|
||||
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
|
||||
(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
|
||||
(2) Use another word that expresses the right meaning.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -44,18 +44,18 @@ If the word used in the ULT would be natural and give the right meaning in your
|
|||
(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.
|
||||
> > But you will be free from my oath if you **go** to my relatives and they will not give her to you.
|
||||
|
||||
>“What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
|
||||
>> “What did you come out into the desert to see? A reed shaken by the wind?
|
||||
> “What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
|
||||
> > “What did you come out into the desert to see? A reed shaken by the wind?
|
||||
|
||||
(2) 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, “**Enter**, you and all your household, into the ark…”
|
||||
|
||||
> “What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
|
||||
>> “What did you travel out into the desert to see? A reed shaken by the wind?
|
||||
> > “What did you travel out into the desert to see? A reed shaken by the wind?
|
||||
|
|
@ -1,18 +1,18 @@
|
|||
Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences. Here is a brief overview of Grammar Topics we will deal with in detail.
|
||||
Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences. Here is a brief overview of Grammar Topics we will deal with in detail.
|
||||
|
||||
**Parts of Speech** - Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
|
||||
**Parts of Speech** – Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
|
||||
|
||||
**Sentences** - When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
**Sentences** – When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
|
||||
* Sentences can be statements, questions, commands, or exclamations. (See [Exclamations](../figs-sentencetypes/01.md).)
|
||||
* Sentences can have more than one clause. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
* Some languages have both active and passive sentences. (See [Active or Passive](../figs-activepassive/01.md).)
|
||||
|
||||
**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.
|
||||
**Quotations** – A quotation is a report of what someone else has said.
|
||||
|
||||
* Quotations normally have two parts: Information about who said something and what the person said. (See [Quotations and Quote Margins](../writing-quotations/01.md).)
|
||||
* Quotations can be either direct quotes or indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
|
||||
* Quotes can have quotes within them. (See [Quotes within Quotes](../figs-quotesinquotes/01.md).)
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (See [Quote Markings](../figs-quotemarks/01.md).)
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (See [Quote Markings](../figs-quotemarks/01.md).)
|
||||
|
|
|
|||
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