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Prepare for v15 (#402) 

Prepare for v!5

Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com>
Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/402
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Robert Hunt 2020-10-28 22:09:19 +00:00
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README.md
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## Structure
UTA is written in a simple Markdown format and organized according to the [Resource Container Manual](https://resource-container.readthedocs.io/en/latest/container_types.html#manual-man) type. See that link for more information but here is a quick summary.
UTA is written in a simple Markdown format and organized according to the [Resource Container Manual](https://resource-container.readthedocs.io/en/latest/container_types.html#manual-man) type. See that link for more information but here is a quick summary.
Each manual has 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:
@ -24,7 +24,7 @@ Each manual has its own directory in this repository (for example, the Checking
* `sub-title.md` - This file contians the question that the module is intended to answer.
* `title.md` - This contains the title of the module
There are also YAML formatted files in each manual’s directory. The `toc.yaml` file is for encoding the Table of Contents and the `config.yaml` file is for encoding dependencies between the modules.
There are also YAML formatted files in each manual’s directory. The `toc.yaml` file is for encoding the Table of Contents and the `config.yaml` file is for encoding dependencies between the modules.
## GL Translators
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To learn the philosophy of how to translate the UTA please see the [Translate unfoldingWord® Translation Academy](http://gl-manual.readthedocs.io/en/latest/gl_translation.html#translating-translationacademy) article in the [Gateway Language Manual](http://gl-manual.readthedocs.io/).
NOTE: The Bible was originally written in Hebrew, Aramaic, and Greek. In these languages, masculine pronouns and terms can apply to both men and women. The same is true in English, and in this manual we often use masculine terms to refer to both men and women. For example, in this manual we often use masculine pronouns to refer to people like you (and other translators) who will use this manual. But we do not intend to say that only men can use this manual or to say that only men can translate the Bible. We are simply using masculine terms to refer to both men and women.
NOTE: The Bible was originally written in Hebrew, Aramaic, and Greek. In these languages, masculine pronouns and terms can apply to both men and women. The same is true in English, and in this manual we often use masculine terms to refer to both men and women. For example, in this manual we often use masculine pronouns to refer to people like you (and other translators) who will use this manual. But we do not intend to say that only men can use this manual or to say that only men can translate the Bible. We are simply using masculine terms to refer to both men and women.
If you are translating online, please fork the [Door43-Catalog/en_ta](https://git.door43.org/Door43-Catalog/en_ta) repository, following this workflow: [Translate Content Online](https://forum.ccbt.bible/t/translate-content-online/75).
### Technical Information for Translating UTA
* *Do not* rename any files or directories. Only translate what is inside the files.
* *Do not* rename any files or directories. Only translate what is inside the files.
* The `config.yaml` and `toc.yaml` files do not need to be changed unless you add a new module. When you are finished translating, you may want to update the `title` fields in the `toc.yaml` file, but you shouldn’t make any other changes in those files.
* Images that are included in UTA should be no more than 600px wide. NOTE: If you use the images already in UTA, you do not need to translate the names of the image files. They will work in their current format.
* Images that are included in UTA should be no more than 600px wide. NOTE: If you use the images already in UTA, you do not need to translate the names of the image files. They will work in their current format.
* Hyperlinks (links to other articles or to other pages on the internet) follow this pattern: `[text to display](http://www.example.com)`. You can translate the “text to display” inside the square brackets but not the web address that follows inside the parentheses.
You are free to add additional modules. In order for the new modules to be included, all of the following conditions need to be satisfied:
* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on “testing” in the Translation Manual, you will want to put the file in “translate/testing/01.md.”
* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on “testing” in the Translation Manual, you will want to put the file in “translate/testing/01.md.”
* The file must be included in the table of contents, `toc.yaml` for the appropriate manual.
* The value of the slug in the `toc.yaml` file and the directory (without the extension) must be the same as the directory name (`testing` in this example).
* The slug must be unique, and not used in any of the other manuals. This is a requirement so that it is possible to create unambiguous links to each module.

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checking/alignment-tool/01.md
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1. Load the translation of the Bible book that you want to check into translationCore®.
1. Choose the Word Alignment tool.
1. Navigate through the verses using the menu of chapters and verses on the left side.
* When you click on a verse in the menu list to open it, the words of that verse appear in a vertical list, ordered from top to bottom, just to the right of the list of chapters and verses. Each word is in a separate box.
* The words of the original language (Greek, Hebrew, or Aramaic) text for that verse are also in separate boxes in a field to the right of the target language word list. There is a space under each of the original language word boxes outlined with a dotted line.
* When you click on a verse in the menu list to open it, the words of that verse appear in a vertical list, ordered from top to bottom, just to the right of the list of chapters and verses. Each word is in a separate box.
* The words of the original language (Greek, Hebrew, or Aramaic) text for that verse are also in separate boxes in a field to the right of the target language word list. There is a space under each of the original language word boxes outlined with a dotted line.
1. In each verse, drag the target language words in the word bank onto the space below the original language words that express that same meaning.
* To drag a word, click and hold down the button as you move each word box of the target language into the space under the word box of the source (original) text that the word corresponds to. Drop the target language word by releasing the mouse button.
* When the target language word is over a word box of the original, the dotted outline will turn blue to let you know that the word will drop there. If you make a mistake or decide that the target word belongs somewhere else, simply drag it again to where it belongs. Target language words can also be dragged back to the list.

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checking/goal-checking/01.md
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#### Clear
The checkers who are members of the language community will help the translation team produce a translation that is clear. They will do this by listening to the translation and pointing out to them the places where the translation is confusing or does not make sense to them. Then the translation team can fix those places so that they are clear. (For more information about clear translations, see [Create Clear Translations](../../translate/guidelines-clear/01.md).)
The checkers who are members of the language community will help the translation team produce a translation that is clear. They will do this by listening to the translation and pointing out to them the places where the translation is confusing or does not make sense to them. Then the translation team can fix those places so that they are clear. (For more information about clear translations, see [Create Clear Translations](../../translate/guidelines-clear/01.md).)
#### Natural
The checkers who are members of the language community will also help the translation team produce a translation that is natural. They will do this by listening to the translation and pointing out to them the places where the translation sounds strange and does not sound like the way that someone who speaks their language would say it. Then the translation team can fix those places so that they are natural. (For more information about natural translations, see [Create Natural Translations](../../translate/guidelines-natural/01.md).)
The checkers who are members of the language community will also help the translation team produce a translation that is natural. They will do this by listening to the translation and pointing out to them the places where the translation sounds strange and does not sound like the way that someone who speaks their language would say it. Then the translation team can fix those places so that they are natural. (For more information about natural translations, see [Create Natural Translations](../../translate/guidelines-natural/01.md).)
#### Church-approved

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checking/headings/01.md
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Using section headings requires more work, because you will need either to write or to translate each one in addition to the text of the Bible. It will also make your translation of the Bible longer. But section headings can be very helpful to your readers. Section headings make it much easier to find where the Bible talks about different topics. If a person is looking for something in particular, he can just read the section headings until he finds one that introduces the topic that he wants to read about. Then he can read that section.
If you have decided to use section headings, then you will need to decide which kind to use. Again, you should find out which kind of section heading the language community prefers. You may also choose to follow the style of the national language. Be sure to use a kind of section heading that the people will understand is not part of the text that it introduces. The section heading is not a part of the Bible; it is just a guide to the different parts of the Bible. You might be able to make this clear by putting a space before and after the section heading and by using a different font (style of letters) or a different size of letters. See how the Bible in the national language does this, and test different methods with the language community.
If you have decided to use section headings, then you will need to decide which kind to use. Again, you should find out which kind of section heading the language community prefers. You may also choose to follow the style of the national language. Be sure to use a kind of section heading that the people will understand is not part of the text that it introduces. The section heading is not a part of the Bible; it is just a guide to the different parts of the Bible. You might be able to make this clear by putting a space before and after the section heading and by using a different font (style of letters) or a different size of letters. See how the Bible in the national language does this, and test different methods with the language community.
### Kinds of Section Headings

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checking/intro-checking/01.md
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In his mind when he wrote it, the writer meant that Peter went home, but the reader thought that the writer probably meant that it was John who went home. The sentence needs to be changed so that it is more clear.
Finally, a translation team is very close to and involved in their work, and so they sometimes do not see mistakes that others can see more easily. For these reasons, it is always necessary to check what someone else understands from the translation so that you (the translator) can make it more accurate and more clear.
Finally, a translation team is very close to and involved in their work, and so they sometimes do not see mistakes that others can see more easily. For these reasons, it is always necessary to check what someone else understands from the translation so that you (the translator) can make it more accurate and more clear.
This Checking Manual is a guide to the process of checking. It will guide you through several kinds of checks that will allow you to fix these problems. We believe that having many people doing a variety of different checks will result in a faster checking process, allow broad church participation and ownership, and produce better translations.

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checking/natural/01.md
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### A Natural Translation
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.
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.
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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checking/other-methods/01.md
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As well as asking questions, there are other checking methods that you may also use to ensure that the translation is [clear](../clear/01.md), easy to read, and sounds [natural](../natural/01.md) to the listeners. Here are some other methods that you may like to try:
* **Retell Method**: You (the translator or checker) can read a passage or story and ask someone else to retell what was said. If the person can easily retell the passage, then the passage was clear. Make a note of any place that the person left out or told incorrectly, along with the chapter and verse. The translation team may need to revise those places in the translation to make them more clear. Also make note of any different ways that the person said things that mean the same thing as in the translation. It may be that these ways of saying things are more natural than the ways in the translation. The translation team can use these ways of saying the same thing to make the translation more natural.
* **Retell Method**: You (the translator or checker) can read a passage or story and ask someone else to retell what was said. If the person can easily retell the passage, then the passage was clear. Make a note of any place that the person left out or told incorrectly, along with the chapter and verse. The translation team may need to revise those places in the translation to make them more clear. Also make note of any different ways that the person said things that mean the same thing as in the translation. It may be that these ways of saying things are more natural than the ways in the translation. The translation team can use these ways of saying the same thing to make the translation more natural.
* **Reading Method**: Someone other than you (the translator or checker) can read aloud a passage of the translation while you listen and take notes of where the person pauses or makes mistakes. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what made that part of the translation difficult. The translation team may need to revise the translation at those points so that it is easier to read and understand.

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checking/publishing/01.md
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### Publishing on Door43
* Throughout the translation and checking process, the translation draft will be uploaded to and maintained in a repository under the username that you have chosen on the Door43 website. This is where translationStudio and translationCore send the drafts when you tell them to upload.
* When checking has been completed and all appropriate edits have been made to the translation on door43, the checkers or church leaders will inform unfoldingWord of their desire to publish. They will provide unfoldingWord with the documents affirming that the [Pastors](../good/01.md), the [Community](../community-evaluation/01.md), and the [Church Network Leaders](../level3-approval/01.md) affirm that the translation is trustworthy. The documents also contain an affirmation of the unfoldingWord [Translation Guidelines](../../intro/translation-guidelines/01.md) and the unfoldingWord [Statement of Faith](../../intro/statement-of-faith/01.md). All translated content is expected to be in accordance with the theology of the Statement of Faith. We also expect that the translators have followed the procedures and methodologies of the Translation Guidelines. unfoldingWord has no way to verify the accuracy of the translations or the affirmations, and so we rely on the integrity of the leadership of the church networks.
* When checking has been completed and all appropriate edits have been made to the translation on door43, the checkers or church leaders will inform unfoldingWord of their desire to publish. They will provide unfoldingWord with the documents affirming that the [Pastors](../good/01.md), the [Community](../community-evaluation/01.md), and the [Church Network Leaders](../level3-approval/01.md) affirm that the translation is trustworthy. The documents also contain an affirmation of the unfoldingWord [Translation Guidelines](../../intro/translation-guidelines/01.md) and the unfoldingWord [Statement of Faith](../../intro/statement-of-faith/01.md). All translated content is expected to be in accordance with the theology of the Statement of Faith. We also expect that the translators have followed the procedures and methodologies of the Translation Guidelines. unfoldingWord has no way to verify the accuracy of the translations or the affirmations, and so we rely on the integrity of the leadership of the church networks.
* After obtaining these affirmations, unfoldingWord will then make a copy of the translation that is on Door43, digitally publish a static copy of it on the unfoldingWord website (see http://www.unfoldingword.org), and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on Door43, allowing for future checking and editing.
* unfoldingWord will also need to know the version number of the source that was used for the translation. This number will be incorporated into the version number for the translation so that it will be easy to keep track of the state of the source and the translation as they both improve and change over time. For information about version numbers, see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md).

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In order for the reader to be able to read and understand the translation easily, it is important that you (the translator) spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. When there are several people working on different parts of a translation, they may spell the same words differently from each other. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
In order for the reader to be able to read and understand the translation easily, it is important that you (the translator) spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. When there are several people working on different parts of a translation, they may spell the same words differently from each other. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
As a team, discuss the words that are difficult to spell. If the words have sounds in them that are difficult to represent, then you may need to make a change in the writing system that you are using (see [Alphabet/Orthography](../../translate/translate-alphabet/01.md)). If the sounds in the words can be represented in different ways, then the team will need to agree on how to spell them. Make a list of the agreed-upon spellings of these words in alphabetical order. Make sure that each member of the team has a copy of this list so that they can consult it when translating. Add other difficult words to the list as you come across them, and make sure that these are added to everyone’s list with the same spelling. It may be helpful to use a spreadsheet to maintain your spelling list. This can be easily updated and shared electronically, or printed out periodically.

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#### Express the full meaning of complex words
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as “go up” or “be lying down.” Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as “we (inclusive)” or “you (feminine, plural).”
Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as “go up” or “be lying down.” Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as “we (inclusive)” or “you (feminine, plural).”
### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure

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### Why is a back translation necessary?
The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. In this way, the checker can “look through” the back translation and check the target language translation without knowing the target language. Therefore, the language of the back translation needs to be a language that both the back translator (that is, the person doing the back translation) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. In this way, the checker can “look through” the back translation and check the target language translation without knowing the target language. Therefore, the language of the back translation needs to be a language that both the back translator (that is, the person doing the back translation) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
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.

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1. **Align the passage**. If this has not been done, then use the Aligning Tool in translationCore to align the passage with the original language. If you do not speak the target language, then work together with someone who does speak the target language. In this way, you can align the translation by combining your knowledge of the original language with the other person’s knowledge of the target language. As a result of the aligning process, you will have questions about parts of the translation. Make note of these with the comment feature in translationCore so that you can ask the translation team about them when you meet, or so that the translation team can see and discuss them before you meet. For instructions about the alignment tool, go to [Alignment Tool](../alignment-tool/01.md).
1. **Ask Questions**. When you are with the translation team and you want to address something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only think that there might be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, “What would you think about saying it this way?” and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best. For topics to ask questions about while checking a Bible translation, see [Types of Things to Check](../vol2-things-to-check/01.md).
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, “In what situations is this phrase used in your language?” or “Who usually says things like this, and why do they say it?” It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, “In what situations is this phrase used in your language?” or “Who usually says things like this, and why do they say it?” It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
#### Checking the Translation Directly

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What are the steps that I, as a Quality Checker, should follow to check a translation?
What are the steps that I, as a Quality Checker, should follow to check a translation?

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* **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?”
* [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)

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On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from unfoldingword.org/uta.” You must also make your derivative work available under the same license (CC BY-SA).
Suggested attribution statement for Door43 works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/). This work has been changed from the original, and the original authors have not endorsed this work.”
Suggested attribution statement for Door43 works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/). This work has been changed from the original, and the original authors have not endorsed this work.”
Other works on Door43 may have different suggestions for attribution, please check the LICENSE files that are distributed with the content.

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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?”
* [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

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Someone’s “mother tongue” or “heart language” means the language they first spoke as a child and the one which they use at home. This is the language in which they are most comfortable and which they use to express their deepest thoughts. We want everyone to be able to read God’s Word in their heart language, even if you speak a language that has not been written down yet!
Every language is important and valuable. Small languages are just as important as the national languages spoken in your country, and they can express meaning just as well. No one should be ashamed to speak their dialect. Sometimes, those in minority groups feel ashamed of their language and try not to use it around the people who are in the majority in their nation. But there is nothing inherently more important, more prestigious, or more educated about a national language than there is about local languages. Each language has nuances and shades of meaning that are unique. We should use the language we are most comfortable with and with which we best communicate with others.
Every language is important and valuable. Small languages are just as important as the national languages spoken in your country, and they can express meaning just as well. No one should be ashamed to speak their dialect. Sometimes, those in minority groups feel ashamed of their language and try not to use it around the people who are in the majority in their nation. But there is nothing inherently more important, more prestigious, or more educated about a national language than there is about local languages. Each language has nuances and shades of meaning that are unique. We should use the language we are most comfortable with and with which we best communicate with others.

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@ -3,7 +3,7 @@
The following statement on the principles and procedures used in translation is subscribed to by unfoldingWord and its contributors. All translation activities are carried out according to these common guidelines.
1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
1. **Clear** — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
1. **Natural** — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
1. **Faithful** — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))

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@ -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:
@ -27,7 +27,7 @@ How do we accomplish the goal of **the church in every people group and the Bibl
#### Content
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:
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).

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@ -22,12 +22,12 @@ dublin_core:
description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
format: 'text/markdown'
identifier: 'ta'
issued: '2020-07-23'
issued: '2020-10-29'
language:
identifier: 'en'
title: 'English'
direction: 'ltr'
modified: '2020-07-23'
modified: '2020-10-29'
publisher: 'unfoldingWord®'
relation:
- 'en/ust'
@ -39,11 +39,11 @@ dublin_core:
-
identifier: 'ta'
language: 'en'
version: '13'
version: '14'
subject: 'Translation Academy'
title: 'unfoldingWord® Translation Academy'
type: 'man'
version: '14'
version: '15'
checking:
checking_entity:

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@ -1,7 +1,7 @@
### Publishing Overview
Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). Both translationStudio and translationCore will give you the correct link when you upload. You can also browse all works on http://door43.org.
Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). Both translationStudio and translationCore will give you the correct link when you upload. You can also browse all works on http://door43.org.
From your Door43 project page you can:

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@ -1,7 +1,7 @@
### Welcome
Welcome to Bible translation! We are pleased that you desire to translate God’s message into the language of your people, whether this is through translaton of Bible stories or books of Scripture. This Process Manual is a step-by-step guide to help translation teams know what they need to do from the start of a project to its completion. This guide will help a translation team from the initial setup to the final publishing of translated and checked content.
Welcome to Bible translation! We are pleased that you desire to translate God’s message into the language of your people, whether this is through translaton of Bible stories or books of Scripture. This Process Manual is a step-by-step guide to help translation teams know what they need to do from the start of a project to its completion. This guide will help a translation team from the initial setup to the final publishing of translated and checked content.
### Getting Started

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@ -1,6 +1,6 @@
### How to Get translationCore®
translationCore® is an open-source and open-licensed software program for checking Bible translations. It is completely free to use. The latest version of translationCore for desktop or laptop computers (Windows, Mac, or Linux) is available from https://translationcore.com/. To install the program, click on “Download” to get the latest release. Note that you may also copy the installation file to other computers to share translationCore with others without using the internet.
translationCore® is an open-source and open-licensed software program for checking Bible translations. It is completely free to use. The latest version of translationCore for desktop or laptop computers (Windows, Mac, or Linux) is available from https://translationcore.com/. To install the program, click on “Download” to get the latest release. Note that you may also copy the installation file to other computers to share translationCore with others without using the internet.
### How to Set Up translationCore®

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@ -1,17 +1,17 @@
### Installing tS for Mobile
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also copy the installation file (apk) to other devices to share translationStudio with others without using the internet.
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also copy the installation file (apk) to other devices to share translationStudio with others without using the internet.
### Installing tS for Desktop
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from http://ufw.io/ts/. To install the program, navigate to the “Desktop” section and download the latest release. Note that you may also copy the installation file to other computers to share translationStudio with others without using the internet.
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from http://ufw.io/ts/. To install the program, navigate to the “Desktop” section and download the latest release. Note that you may also copy the installation file to other computers to share translationStudio with others without using the internet.
### Using tS
Once installed, both editions of translationStudio are designed to work similarly. You *do not* need an internet connection to use translationStudio! When using translationStudio for the first time, the software will take you to a screen where you must sign an agreement to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md).
Once installed, both editions of translationStudio are designed to work similarly. You *do not* need an internet connection to use translationStudio! When using translationStudio for the first time, the software will take you to a screen where you must sign an agreement to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md).
After this first-use screen, the software will then take you to the Home screen where you can create a new project. You will need to give the project a name (usually a book of the Bible), identify the project type (usually Bible or Open Bible Stories), and identify the target language. Once your project is created, you can start translating. Make sure that you understand the [Principles of Good Translation](../pretranslation-training/01.md) and know how to use the [Translation Helps](../../translate/translate-help/01.md) that are built into translationStudio. These will help you to gain a better understanding of the source text and how to translate it. Note that your work is automatically saved. You may also choose to back up, share, or upload your work at various intervals (use the menu to access these functions). For guidelines on how to start translating, see [Translation Overview](../translation-overview/01.md) and [Making a First Draft](../../translate/first-draft/01.md).
After this first-use screen, the software will then take you to the Home screen where you can create a new project. You will need to give the project a name (usually a book of the Bible), identify the project type (usually Bible or Open Bible Stories), and identify the target language. Once your project is created, you can start translating. Make sure that you understand the [Principles of Good Translation](../pretranslation-training/01.md) and know how to use the [Translation Helps](../../translate/translate-help/01.md) that are built into translationStudio. These will help you to gain a better understanding of the source text and how to translate it. Note that your work is automatically saved. You may also choose to back up, share, or upload your work at various intervals (use the menu to access these functions). For guidelines on how to start translating, see [Translation Overview](../translation-overview/01.md) and [Making a First Draft](../../translate/first-draft/01.md).
For more information on how to use translationStudio, please see the documentation at https://ts-info.readthedocs.io/.

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@ -1,12 +1,12 @@
### Sharing Content from tS and tC
Sharing content that is in translationStudio is easy. For offine sharing, use the Backup feature from the tS menu. For online sharing, use the Upload feature from the tS menu. In translationCore, use the three-dot menu on the Projects page. For offline sharing, use either Export to USFM or Export to CSV. For online sharing, use Upload to Door43.
Sharing content that is in translationStudio is easy. For offine sharing, use the Backup feature from the tS menu. For online sharing, use the Upload feature from the tS menu. In translationCore, use the three-dot menu on the Projects page. For offline sharing, use either Export to USFM or Export to CSV. For online sharing, use Upload to Door43.
### Sharing Content on Door43
If you upload your work from translationStudio or translationCore, then it will automatically appear online on Door43. All of your uploaded content will appear under your user account. For example, if your username is *test_user* then you may find all your work at https://git.door43.org/test_user/. You can share your work with others online by giving them the link to the projects you have uploaded.
If you upload your work from translationStudio or translationCore, then it will automatically appear online on Door43. All of your uploaded content will appear under your user account. For example, if your username is *test_user* then you may find all your work at https://git.door43.org/test_user/. You can share your work with others online by giving them the link to the projects you have uploaded.
### 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.

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@ -2,7 +2,7 @@
### Description
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.
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.
@ -12,7 +12,7 @@ A **simile** is an explicit figure of speech that compares two items using one o
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).
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).
In a metaphor, the **Image** is the physical term (object, event, action, etc.) that is used to refer to an abstract term (idea, concept, action, etc.).
@ -22,7 +22,7 @@ A **simple metaphor** is an explicit metaphor in which a single physical image i
An **extended metaphor** is an explicit metaphor that uses multiple images and multiple ideas at the same time. For example, in Psalm 23 the psalmist writes “Yahweh is my shepherd” and then goes on to describe multiple physical aspects of the relationship between sheep and a shepherd as well as multiple abstract ideas concerning the relationship between himself and Yahweh.
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.
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.
@ -37,11 +37,11 @@ For example, both the Old Testament and New Testament describe God as if he were
> He led his own people out **like sheep** and guided them through the wilderness **like a flock**. (Psalm 78:52 ULT)
> **I am the good shepherd**. The good shepherd lays down his life for the sheep. (John 10:11 ULT)
> **I am the good shepherd**. The good shepherd lays down his life for the sheep. (John 10:11 ULT)
> Then when **the Chief Shepherd** is revealed, you will receive an unfading crown of glory. (1 Peter 5:4 ULT)
Another cultural model is found in Psalm 24, where the psalmist describes God as if he were a mighty and glorious king coming into a city. In the culture of ancient Israel, GOD IS MODELED AS A KING.
Another cultural model is found in Psalm 24, where the psalmist describes God as if he were a mighty and glorious king coming into a city. In the culture of ancient Israel, GOD IS MODELED AS A KING.
> Lift up your heads, you gates; be lifted up, everlasting doors, so that the **King of glory** may come in! Who is this **King of glory**? Yahweh, strong and mighty; Yahweh, mighty in battle. (Psalm 24:7-8 ULT)
>

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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
@ -30,7 +30,7 @@ A fowler is a person who catches birds, and a snare is a small trap.
In Habakkuk and Hosea, Israel’s enemies who would come and attack them were compared to an eagle.
>  Their horsemen come from a great distance—they fly like an **eagle** hurrying to eat! (Habakkuk 1:8 ULT)
> Their horsemen come from a great distance—they fly like an **eagle** hurrying to eat! (Habakkuk 1:8 ULT)
> An **eagle** is coming over the house of Yahweh.
> … Israel has rejected what is good,

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@ -13,7 +13,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
#### The GROUND represents people’s hearts (inner being)
> 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)
> 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)
>
@ -22,13 +22,13 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
#### SOWING represents actions or attitudes, and REAPING represents judgment or reward
> According to what I have seen, those who plow iniquity and **sow** trouble **reap** it. (Job 4:8 ULT)
> According to what I have seen, those who plow iniquity and **sow** trouble **reap** it. (Job 4:8 ULT)
>
> Do not be deceived. God is not mocked, for whatever a man **plants**, that he will also **gather** in. For he who **plants** seed to his own sinful nature, from the sinful nature **will gathe**r in destruction. But the one who **plants** seed to the Spirit, from the Spirit **will gather** in eternal life. (Galatians 6:7-8 ULT)
> Do not be deceived. God is not mocked, for whatever a man **plants**, that he will also **gather** in. For he who **plants** seed to his own sinful nature, from the sinful nature **will gathe**r in destruction. But the one who **plants** seed to the Spirit, from the Spirit **will gather** in eternal life. (Galatians 6:7-8 ULT)
#### 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)
>
@ -42,6 +42,6 @@ After farmers harvest wheat and other types of grain, they bring them to a **thr
> … he comes and **rains** righteousness on you. (Hosea 10:12b ULT)
>
> 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)
> 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)

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@ -1 +1 @@
What are some examples of images taken from farming that are used as images in the Bible?
What are some examples of images taken from farming that are used as images in the Bible?

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@ -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
@ -46,13 +46,13 @@ To put something before one’s face is to look at it intently or pay attention
> The famine was over all **the face** of the whole land. (Genesis 41:56a ULT)
>
> He covers **the face** of the moon and spreads his clouds on it. (Job 26:9 ULT)
> He covers **the face** of the moon and spreads his clouds on it. (Job 26:9 ULT)
#### A FATHER represents someone’s ancestor(s)
#### A SON represents someone’s descendant(s)
>  But they acted presumptuously, they and our **fathers**. And they stiffened their neck and did not listen to your commandments. (Nehemiah 9:16 ULT)
> 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)
@ -88,7 +88,7 @@ In this context, having a full heart means to be proud or arrogant.
#### The EYES represent sight, knowledge, perception, attention, or judgment
> For the matter of the queen will go out to all the women, in order to make their husbands despised in their **eyes** … (Esther 1:17a ULT)
> For the matter of the queen will go out to all the women, in order to make their husbands despised in their **eyes** … (Esther 1:17a ULT)
#### The EYES represent someone’s attitude
@ -104,7 +104,7 @@ Lowered eyes show that a person is humble.
> A man from each tribe, **a clan head**, must serve with you as his tribe’s leader. (Num 1:4 ULT)
>
> He put all things under his feet and **gave him as head** over all things to the church, which is his body, the fullness of the one who fills all in all. (Ephesians 1:22-23 ULT)
> He put all things under his feet and **gave him as head** over all things to the church, which is his body, the fullness of the one who fills all in all. (Ephesians 1:22-23 ULT)
#### A MASTER represents anything that motivates someone to act
@ -116,7 +116,7 @@ To serve God is to be motivated by God. To serve money is to be motivated by mon
> A fool’s **mouth** is his ruin. (Proverbs 18:7 ULT)
>
> I would strengthen you with my mouth. (Job 16:5 ULT)
> I would strengthen you with my mouth. (Job 16:5 ULT)
In these examples the mouth refers to what a person says.
@ -128,7 +128,7 @@ In these examples the mouth refers to what a person says.
If someone’s name is great, it means that he is great.
> Please let your ear be attentive to the prayer of your servant and to the prayer of your servants, the ones who delight to **fear your name**. (Nehemiah 1:11 ULT)
> Please let your ear be attentive to the prayer of your servant and to the prayer of your servants, the ones who delight to **fear your name**. (Nehemiah 1:11 ULT)
To fear someone’s name is to honor him.
@ -138,11 +138,11 @@ To fear someone’s name is to honor him.
To profane God’s name is to profane his reputation, that is, to profane how people think about him.
> For I will make **my great name** holy, which you have profaned among the nations … (Ezekiel 36:23 ULT)
> For I will make **my great name** holy, which you have profaned among the nations … (Ezekiel 36:23 ULT)
To make God’s name holy is to cause people to see that God is holy.
> Your servants have come from a very distant country, because of **the name** of Yahweh your God, for we have heard a report about him and about everything that he did in Egypt. (Joshua 9:9 ULT)
> Your servants have come from a very distant country, because of **the name** of Yahweh your God, for we have heard a report about him and about everything that he did in Egypt. (Joshua 9:9 ULT)
The fact that the men said they heard a report about Yahweh shows that “because of the name of Yahweh” means because of Yahweh’s reputation.
@ -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.
@ -168,7 +168,7 @@ In Hebrew, a hot nose represents anger, including such images as a blast of air
#### The SON OF SOMETHING represents something shares the qualities of another thing
> No **son of wickedness** will oppress him. (Psalm 89:22b ULT)
> No **son of wickedness** will oppress him. (Psalm 89:22b ULT)
A son of wickedness is a wicked person.
@ -177,7 +177,7 @@ A son of wickedness is a wicked person.
Children of death here are people that others plan to kill.
> We all also once lived among these, in the evil desires of our flesh, fulfilling the desires of the body and of the mind. We were by nature **children of wrath**, as also the rest. (Ephesians 2:3 ULT)
> We all also once lived among these, in the evil desires of our flesh, fulfilling the desires of the body and of the mind. We were by nature **children of wrath**, as also the rest. (Ephesians 2:3 ULT)
Children of wrath here are people with whom God is very angry.

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@ -8,7 +8,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
> **Be in pain and labor to give birth**, daughter of Zion, like a **woman in labor**.
> For now you will go out of the city, live in the field, and go to Babylon.
> There you will be rescued. There Yahweh will rescue you from the hand of your enemies. (Micah 4:10 ULT)
> There you will be rescued. There Yahweh will rescue you from the hand of your enemies. (Micah 4:10 ULT)
>
> For nation will rise against nation, and kingdom against kingdom. There will be famines and earthquakes in various places. But all these things are only the beginning of **birth pains**. (Matthew 24:7-8 ULT)
>
@ -24,15 +24,15 @@ This is because he actually is the God of the whole earth.
This is because he actually is discerning.
> He will … **be called** the Son of the Most High. (Luke 1:32a ULT)
> He will … **be called** the Son of the Most High. (Luke 1:32a ULT)
This is because he actually is the Son of the Most High.
> Therefore, the holy one who will be borne will **be called** the Son of God. (Luke 1:35b ULT)
> Therefore, the holy one who will be borne will **be called** the Son of God. (Luke 1:35b ULT)
This is because he actually is the Son of God.
> Every male who opens the womb will **be called** dedicated to the Lord. (Luke 2:23b ULT)
> Every male who opens the womb will **be called** dedicated to the Lord. (Luke 2:23b ULT)
This is because he actually will be dedicated to the Lord.
@ -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)
@ -72,7 +72,7 @@ Covenant faithfulness and trustworthiness are also personified here. (See [Perso
Too much wine makes a person weak so that he staggers. So too, when God judges people, they become weak and stagger. So the idea of wine is used to represent God’s judgment.
> You have made your people see difficult things; you have made us **drink the wine of staggering**. (Psalm 60:3 ULT)
> You have made your people see difficult things; you have made us **drink the wine of staggering**. (Psalm 60:3 ULT)
>
> But God is the judge;
> he brings down and he lifts up.
@ -92,18 +92,18 @@ Too much wine makes a person weak so that he staggers. So too, when God judges p
Another word for “eat up” is devour.
> Therefore as **the tongue of fire devours stubble**, and as the dry grass goes down in flame, so their root will rot, and their blossom will blow away like dust. (Isaiah 5:24 ULT)
> Therefore as **the tongue of fire devours stubble**, and as the dry grass goes down in flame, so their root will rot, and their blossom will blow away like dust. (Isaiah 5:24 ULT)
>
> Therefore Yahweh will raise up against him Rezin, his adversary, and will stir up his enemies, the Arameans on the east, and the Philistines on the west.
> Therefore Yahweh will raise up against him Rezin, his adversary, and will stir up his enemies, the Arameans on the east, and the Philistines on the west.
> **They will devour Israel with open mouth**. (Isaiah 9:11-12 ULT)
>
> I will make my arrows drunk with blood, and **my sword will devour flesh** with the blood of the killed and the captives, and from the heads of the leaders of the enemy. (Deuteronomy 32:42 ULT)
> I will make my arrows drunk with blood, and **my sword will devour flesh** with the blood of the killed and the captives, and from the heads of the leaders of the enemy. (Deuteronomy 32:42 ULT)
#### FALLING UPON or BEING UPON means affecting
> Yahweh God caused a deep sleep to **fall upon** the man, so the man slept. (Genesis 2:21a ULT)
>
> Will not his majesty terrify you, and the dread of him fall upon you? (Job 13:11 ULT)
> Will not his majesty terrify you, and the dread of him fall upon you? (Job 13:11 ULT)
>
> Then the Spirit of Yahweh **fell on me** and he said for me to say … (Exekiel 11:5a ULT)
>
@ -147,7 +147,7 @@ Moses asks God to still accept the people of Israel as his special possession, t
> …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)
> 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)
The promise was that Abraham and his descendants would permanently possess the entire world.
@ -155,7 +155,7 @@ The promise was that Abraham and his descendants would permanently possess the e
God’s Son will receive all things as a permanent possession.
> By faith Noah … condemned the world and became an heir of the righteousness that is according to faith. (Hebrews 11:7 ULT)
> By faith Noah … condemned the world and became an heir of the righteousness that is according to faith. (Hebrews 11:7 ULT)
Noah received righteousness as a permanent possession.
@ -177,7 +177,7 @@ Noah received righteousness as a permanent possession.
#### RESTING or a RESTING PLACE means a safe and beneficial situation
> Then Naomi, her mother-in-law, said to her, “My daughter, should I not seek a **resting place** for you, that will be good for you? (Ruth 3:1 ULT)
> Then Naomi, her mother-in-law, said to her, “My daughter, should I not seek a **resting place** for you, that will be good for you? (Ruth 3:1 ULT)
>
> Therefore I vowed in my anger that they would never enter into my **resting place**. (Psalm 95:11 ULT)
>

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@ -24,7 +24,7 @@ These patterns present three challenges to anyone who wants to identify them:
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)
> 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)

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@ -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 \[his descendants\]
@ -29,7 +29,7 @@ The memory of a person represents his descendants, because they are the ones who
>
> **His memory** will perish from the earth. (Job 18:17a ULT)
>
> The face of Yahweh is against those who do evil, to cut off **the memory of them** from the earth. (Psalm 34:16 ULT)
> The face of Yahweh is against those who do evil, to cut off **the memory of them** from the earth. (Psalm 34:16 ULT)
#### ONE PERSON means \[a group of people\]

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@ -28,7 +28,7 @@ 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..
> 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**;
@ -45,7 +45,7 @@ Some common cultural models found in the Bible are listed below. First there are
>
> “Woe to the **shepherds** who destroy and scatter the **sheep** of my **pasture**—this is Yahweh’s declaration.” (Jeremiah 23:1 ULT)
>
> Guard yourselves and all the **flock** of which the Holy Spirit has made you overseers. Be careful to **shepherd** the church of God, which he purchased with his own blood. I know that after my departure, vicious wolves will come in among you, not sparing the **flock**. Even among you yourselves, men will come speaking perverse things which draw away the disciples after them. (Acts 20:28-30 ULT)
> Guard yourselves and all the **flock** of which the Holy Spirit has made you overseers. Be careful to **shepherd** the church of God, which he purchased with his own blood. I know that after my departure, vicious wolves will come in among you, not sparing the **flock**. Even among you yourselves, men will come speaking perverse things which draw away the disciples after them. (Acts 20:28-30 ULT)
#### Life is modeled as BLOOD
@ -77,7 +77,7 @@ If blood cries out, nature itself is crying out for vengeance on a person who ki
Psalm 110 pictures the sun as being in the womb before it comes out in the morning.
> From **the womb** of the dawn your youth will be to you like the dew. (Psalm 110:3b ULT)
> From **the womb** of the dawn your youth will be to you like the dew. (Psalm 110:3b ULT)
#### Things that can move fast are modeled as having WINGS

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@ -61,7 +61,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
>
> For **a fire is kindled by my anger** and **is burning** to the lowest Sheol. (Deuteronomy 32:22a ULT)
>
> Therefore **the anger of Yahweh blazed** against Israel. (Judges 3:8a ULT)
> Therefore **the anger of Yahweh blazed** against Israel. (Judges 3:8a ULT)
>
> When Yahweh heard this, **he was angry**; so **his fire burned** against Jacob, and **his anger** attacked Israel. (Psalm 78:21 ULT)

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@ -17,7 +17,7 @@ In Job when it says “his branch will be cut off,” it means that he will not
#### A PLANT represents a person
> God will likewise destroy you forever; he will … **root you out** of the land of the living. (Psalm 52:5 ULT)
> God will likewise destroy you forever; he will … **root you out** of the land of the living. (Psalm 52:5 ULT)
#### A PLANT represents actions or behaviors
@ -27,7 +27,7 @@ The action or behavior in the verses is marked in bold below.
> **Sow righteousness** for yourselves, and **reap the fruit** of covenant faithfulness. (Hosea 10:12a ULT)
>
> According to what I have seen, those who **plow iniquity** and **sow trouble reap it**. (Job 4:8 ULT)
> According to what I have seen, those who **plow iniquity** and **sow trouble reap it**. (Job 4:8 ULT)
>
> For the people **sow the wind and reap the whirlwind**. (Hosea 8:7a ULT)
>

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@ -2,9 +2,9 @@
Before beginning a translation of the Bible, the translation committee needs to discuss and agree on the style that they want the translation to have. The following topics should be included in the discussion.
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.
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.
@ -14,10 +14,10 @@ Before beginning a translation of the Bible, the translation committee needs to
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.
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.
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.

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@ -2,9 +2,9 @@ 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

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Some languages use both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects bolded:
* Active: **My father** built the house in 2010.
* Passive: **The house** was built in 2010.
* Active: **My father** built the house in 2010.
* Passive: **The house** was built in 2010.
Translators whose languages do not use passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form.
@ -9,14 +9,14 @@ Translators whose languages do not use passive sentences will need to know how t
Some languages have both active and passive forms of sentences.
* In the active form, the subject does the action and is always mentioned.
* In the passive form, the action is done to the subject, and the one who does the action is not always mentioned.
* In the active form, the subject does the action and is always mentioned.
* In the passive form, the action is done to the subject, and the one who does the action is not always mentioned.
In the examples of active and passive sentences below, we have bolded the subject.
* active: **My father** built the house in 2010.
* passive: **The house** was built by my father in 2010.
* passive: **The house** was built in 2010. (This does not tell who did the action.)
* active: **My father** built the house in 2010.
* passive: **The house** was built by my father in 2010.
* passive: **The house** was built in 2010. (This does not tell who did the action.)
#### Reasons This Is a Translation Issue
@ -24,14 +24,14 @@ All languages use active forms. Some languages use passive forms, and some do no
#### 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 know who did the action.
* 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 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 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.
* 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

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### Description
An apostrophe is a figure of speech in which a speaker turns his attention away from his listeners and speaks to someone or something that he knows cannot hear him. He does this to tell his listeners his message or feelings about that person or thing in a very strong way.
An apostrophe is a figure of speech in which a speaker turns his attention away from his listeners and speaks to someone or something that he knows cannot hear him. He does this to tell his listeners his message or feelings about that person or thing in a very strong way.
#### Reason This Is a Translation Issue

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### Description
An aside is a figure of speech in which someone who is speaking to a person or group pauses to speak confidentially to himself or someone else about those to whom he had been speaking. The speaker does this to indicate in a strong way his thoughts or feelings about that person or group.
An aside is a figure of speech in which someone who is speaking to a person or group pauses to speak confidentially to himself or someone else about those to whom he had been speaking. The speaker does this to indicate in a strong way his thoughts or feelings about that person or group.
#### Reason This Is a Translation Issue
@ -12,7 +12,7 @@ Many languages do not use asides, and readers could be confused by them. They ma
In the first three lines, Yahweh is telling the people of Edom what will happen to them because they did not help the people of Judah. In the fourth line, Yahweh says something about Edom to himself.
> 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; 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)
> 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; 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)
Nehemiah is speaking to the readers of his account and describing some of the many things he did to restore true worship in Judah after the people returned from exile. But he suddenly turns aside and addresses God, asking God to bless him for what he, Nehemiah, has done for those people.
@ -28,6 +28,6 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
(1) All the men of your covenant are sending you away as far as the border. The men of your peace are deceiving you and are prevailing against you. They of your bread will set a trap under you. **You do not understand any of this.**
> 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)
> 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."**

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### Explanation of a Complex Metaphor
When using a metaphor, a writer/speaker uses a physical **Image** in order to express an abstract **Idea** about some immediate **Topic**, with at least one point of comparison between the Topic and the Image.   
When using a metaphor, a writer/speaker uses a physical **Image** in order to express an abstract **Idea** about some immediate **Topic**, with at least one point of comparison between the Topic and the Image.
In simple metaphors, usually the Topic and the Image are expressed, and the Idea is implied from the context. In extended metaphors, the writer or speaker explicitly states the topic, and then describes multiple images and communicates multiple ideas.   
In simple metaphors, usually the Topic and the Image are expressed, and the Idea is implied from the context. In extended metaphors, the writer or speaker explicitly states the topic, and then describes multiple images and communicates multiple ideas.
A complex metaphor is different from both of these. In a complex metaphor, a writer/speaker uses multiple **Images** to express multiple **Ideas** about a **Topic**, but he does not explicitly say how the images and ideas are metaphorically related to one another. The reader/listener must think very carefully about what the writer/speaker is saying in order to figure out the underlying relationship between the images and the ideas.  
A complex metaphor is different from both of these. In a complex metaphor, a writer/speaker uses multiple **Images** to express multiple **Ideas** about a **Topic**, but he does not explicitly say how the images and ideas are metaphorically related to one another. The reader/listener must think very carefully about what the writer/speaker is saying in order to figure out the underlying relationship between the images and the ideas.
 One can say more precisely that a complex metaphor operates *in the mind of the writer/speaker* rather than **in the text itself**.
One can say more precisely that a complex metaphor operates *in the mind of the writer/speaker* rather than **in the text itself**.
For example, the metaphor FORGIVENESS IS CLEANSING is a very common complex metaphor in both the Old Testament and the New Testament. Consider the following verses from Psalm 51.
@ -18,7 +18,7 @@ Here the psalmist is praying to God in earnest repentance for his sin (the **Top
The apostle Paul uses an even more difficult complex metaphor in Ephesians 6:10-20:
> Finally, be strong in the Lord and in the force of his strength. **Put on the whole armor of God, to enable you to stand against the scheming of the devil.** For our struggle is not against blood and flesh, but against the rulers, against the authorities, against the world-controllers of this darkness, against the spiritual forces of evil in the heavenly places. Therefore, put on the whole armor of God, so that you may be able to withstand in the evil day, and, having done everything, to stand. 14 Stand, therefore, **having fastened up your robe around your waist with the truth** and **having put on the breastplate of righteousness**, and **having shod your feet with the readiness of the gospel of peace**. 16 In everything **take up the shield of the faith**, by which you will be able to extinguish all the flaming arrows of the evil one. **Take the helmet of salvation and the sword of the Spirit, which is the word of God**. With every prayer and request, pray at all times in the Spirit. To this end, be watchful with all perseverance and requests for all the saints, 19 and for me, so that a message might be given to me when I open my mouth, to make known with boldness the mystery of the gospel 20 (for which I am an ambassador in chains), so that in it I may speak boldly, as it is necessary for me to speak. (Eph 6:10-20 ULT)
> Finally, be strong in the Lord and in the force of his strength. **Put on the whole armor of God, to enable you to stand against the scheming of the devil.** For our struggle is not against blood and flesh, but against the rulers, against the authorities, against the world-controllers of this darkness, against the spiritual forces of evil in the heavenly places. Therefore, put on the whole armor of God, so that you may be able to withstand in the evil day, and, having done everything, to stand. 14 Stand, therefore, **having fastened up your robe around your waist with the truth** and **having put on the breastplate of righteousness**, and **having shod your feet with the readiness of the gospel of peace**. 16 In everything **take up the shield of the faith**, by which you will be able to extinguish all the flaming arrows of the evil one. **Take the helmet of salvation and the sword of the Spirit, which is the word of God**. With every prayer and request, pray at all times in the Spirit. To this end, be watchful with all perseverance and requests for all the saints, 19 and for me, so that a message might be given to me when I open my mouth, to make known with boldness the mystery of the gospel 20 (for which I am an ambassador in chains), so that in it I may speak boldly, as it is necessary for me to speak. (Eph 6:10-20 ULT)
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.
@ -28,14 +28,14 @@ The Bible often speaks of God as doing things that people do, such as speaking,
> If we hear **the voice of Yahweh our God** any longer, we will die. (Deuteronomy 5:25b ULT)
>
> I was strengthened as **the hand of Yahweh** my God was upon me. (Ezra 7:28b ULT)
> I was strengthened as **the hand of Yahweh** my God was upon me. (Ezra 7:28b ULT)
>
> You drove out the nations with **your hand**, but you planted our people; you afflicted the peoples, but you spread our people out in the land. For they did not obtain the land for their possession by their own sword, neither did their own arm save them; but **your right hand**, **your arm**, and the light of **your face**, because you were favorable to them. (Psa 44:2-3 ULT)
### Translation Strategies
* Complex metaphors in the Bible should be translated like passive metaphors.
* Complex metaphors in the Bible should be translated like passive metaphors.
* For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
* 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).

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@ -4,18 +4,18 @@ In some languages, phrases that modify a noun can be used with the noun for two
Some languages use a comma to mark the difference between (1) making a distinction between similar items and (2) giving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
* Mary gave some of the food to **her sister who was very thankful**.
* If her sister was usually thankful, the phrase “who was thankful” could distinguish this sister of Mary’s from another sister who was not usually thankful.
* Mary gave some of the food to **her sister who was very thankful**.
* If her sister was usually thankful, the phrase “who was thankful” could distinguish this sister of Mary’s from another sister who was not usually thankful.
With the comma, the sentence is giving more information:
* Mary gave some of the food to **her sister, who was very thankful**.
* This same phrase can be used give us more information about Mary’s sister. It tells us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish one sister from another sister.
* Mary gave some of the food to **her sister, who was very thankful**.
* This same phrase can be used give us more information about Mary’s sister. It tells us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish one sister from another sister.
#### Reasons This Is a Translation Issue
* 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.
* 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
@ -55,21 +55,21 @@ If readers would understand the purpose of a phrase with a noun, then consider k
### Examples of Translation Strategies Applied
(1) Put the information in another part of the sentence and add words that show its purpose.   
(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. 
> 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**.  
> > … 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 bear a son **even when** **she is 90 years old**?  
> > 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.

6
translate/figs-doublenegatives/01.md
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@ -7,9 +7,9 @@ Negative words are words that have in them the meaning “not.” Examples in En
A double negative occurs when a clause has two words that each have a negative meaning.
> We did this **not** because we have **no** authority … (2 Thessalonians 3:9a ULT)
> We did this **not** because we have **no** authority … (2 Thessalonians 3:9a ULT)
>
> And this was not done without an oath! (Hebrews 7:20a ULT)
> And this was not done without an oath! (Hebrews 7:20a ULT)
>
> Be sure of this—the wicked person will **not** go **un**punished. (Proverbs 11:21a ULT)
@ -35,7 +35,7 @@ By using a double negative, John emphasized that the Son of God created absolute
### Translation Strategies
If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
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.
(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.”

2
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@ -48,6 +48,6 @@ If a doublet would be natural and give the right meaning in your language, consi
> … like a lamb **without blemish** and **without spot**. (1 Peter 1:19b ULT)
>
> * English can emphasize this with “any” and “at all.”
> * English can emphasize this with “any” and “at all.”
>
> > “… like a lamb **without any blemish at all**.”

8
translate/figs-ellipsis/01.md
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@ -10,8 +10,8 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
#### There are 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.
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.
#### Reason This Is a Translation Issue
@ -41,11 +41,11 @@ It seems that the man answered in an incomplete sentence because he wanted to 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 … **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 … **May you receive** grace and peace from God the Father and Christ Jesus our Savior.
### Translation Strategies

2
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@ -24,7 +24,7 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
(1) Use a euphemism from your own culture.     
(1) Use a euphemism from your own culture.
(2) State the information plainly without a euphemism if it would not be offensive.

6
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@ -30,7 +30,7 @@ This sounds like a person must first open the scroll and then break its seals, b
(1) If your language uses phrases, time words or tenses to show that an event happened before the one just mentioned, consider using one of them.
> 20 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)
> 20 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)
>
> > 20 But then Herod … had John locked up in prison. 21 **Before John was put in prison,** while all the people were being baptized by John, Jesus also was baptized.
>
@ -40,13 +40,13 @@ 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.
(3) If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
> 8 Just as Joshua had said to the people, the seven priests 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 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)
>
> > 8,10 Joshua commanded the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.” Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets…
>

2
translate/figs-exclamations/01.md
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@ -20,7 +20,7 @@ Some exclamations have a word that shows feeling. The sentences below have “Oh
The word “Alas” below shows that Gideon was very frightened.
> 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)
> 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)
>
> Some exclamations start with a question word such as “how” or “why,” even though they are not questions. The sentence below shows that the speaker is amazed at how unsearchable God’s judgments are.
>

2
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@ -26,6 +26,6 @@ John is telling people who have not seen Jesus what he and the other apostles ha
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)
> 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.

8
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@ -1,5 +1,5 @@
An **extended metaphor** is an explicit metaphor that uses multiple images and multiple ideas at the same time. This is in contrast to a [simple metaphor](../figs-simetaphor/01.md), which uses only a single Image and a single Idea. The difference between an extended metaphor and a [complex metaphor](../figs-cometaphor/01.md) is that an extended metaphor is explicitly stated by a writer/speaker, but a complex metaphor is not.
An **extended metaphor** is an explicit metaphor that uses multiple images and multiple ideas at the same time. This is in contrast to a [simple metaphor](../figs-simetaphor/01.md), which uses only a single Image and a single Idea. The difference between an extended metaphor and a [complex metaphor](../figs-cometaphor/01.md) is that an extended metaphor is explicitly stated by a writer/speaker, but a complex metaphor is not.
### Explanation of an Extended Metaphor
@ -7,7 +7,7 @@ When using a metaphor, a writer/speaker uses a physical Image in order to expres
In Isaiah 5:1b-7, the prophet Isaiah uses a vineyard (the **Image**) to express God’s disappointment (the **Idea**) with the nation of Israel (the **Topic**) for their unfaithfulness to God and his covenant with them as his people. Farmers care for their gardens, and a farmer would feel disappointed if his vineyard produced bad fruit. If a vineyard produced only bad fruit for a long enough time, the farmer would eventually stop caring for it. We call this an extended metaphor because the prophet describes in detail multiple images relating to a vineyard as well as multiple aspects of God’s disappointment.
> 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)
> 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
@ -54,12 +54,12 @@ Consider using the same extended metaphor if your readers will understand it in
Can be translated as:
> “Yahweh is **like** a shepherd to me, so I will lack nothing.
> **Like** a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.”
> **Like** a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.”
(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
> My well beloved had a **vineyard** on a very fertile hill.
> He **spaded** it, removed the stones, and planted it with **an excellent kind of vine**.
> 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 only produced **wild grapes.** (Isaiah 5:1b-2 ULT)

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@ -6,7 +6,7 @@ When the speaker does give the audience information, he can do so in two ways. T
When someone speaks or writes, he has something specific that he wants people to know or do or think about. He normally states this directly. This is explicit information.
The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called assumed knowledge.
The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called assumed knowledge.
The speaker does not always directly state everything that he expects his audience to learn from what he says. Implicit information is information that he expects people to learn from what he says even though he does not state it directly.
@ -26,7 +26,7 @@ Jesus did not directly say here “I am the Son of Man” but, if the scribe did
> Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in **Tyre and Sidon** which were done in you, they would have repented long ago in sackcloth and ashes. But I say to you, it will be more tolerable for Tyre and Sidon at the **day of judgment** than for you. (Matthew 11:21-22 ULT)
Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**.
Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**.
An important piece of **implicit information** here is that the people he was speaking to would be judged more severely than the people of Tyre and Sidon would be judged **because** they did not repent.
@ -45,9 +45,9 @@ If readers have enough assumed knowledge to be able to understand the message, a
(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
> Jesus said to him, “Foxes **have holes**, and the birds of the sky **have nests**, but the Son of Man has nowhere to lay his head.” (Matthew 8:20 ULT) 
> Jesus said to him, “Foxes **have holes**, and the birds of the sky **have nests**, but the Son of Man has nowhere to lay his head.” (Matthew 8:20 ULT)
The assumed knowledge was that the foxes slept in their holes and birds slept in their nests. 
The assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
> > Jesus said to him, “Foxes **have holes to live in**, and the birds of the sky **have nests to live in**, but the Son of Man has nowhere to lay his head and sleep.”
> >
@ -57,9 +57,9 @@ 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) 
> 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)
The assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
@ -73,7 +73,7 @@ The implicit information is that Jesus himself is the Son of Man. Other implicit
> > Jesus said to him, “Foxes have holes, and the birds of the sky have nests, but **I, the Son of Man**, have **no home to rest in. If you want to follow me, you will live as I live**.”
>
> It will be more tolerable for Tyre and Sidon at the day of judgment than for you (Matthew 11:22 ULT) 
> It will be more tolerable for Tyre and Sidon at the day of judgment than for you (Matthew 11:22 ULT)
The implicit information is that God would not only judge the people; he would punish them. This can be made explicit.

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@ -8,7 +8,7 @@ If you translate all of the explicit information from the source language into t
### Examples from the Bible
> **Then** Abimelech came toward the tower and he fought against it, and approached as far as the entrance of the tower in order **to burn it with fire**. (Judges 9:52 ESV)
> **Then** Abimelech came toward the tower and he fought against it, and approached as far as the entrance of the tower in order **to burn it with fire**. (Judges 9:52 ESV)
In Biblical Hebrew, it is normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is not natural to do so, it is quite tiresome for the English reader, and it gives the impression that the author is uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly.
@ -28,7 +28,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
* There would be no change to the text using this strategy, so no examples are given here.
* There would be no change to the text using this strategy, so no examples are given here.
(2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, make the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.

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@ -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
@ -55,7 +55,7 @@ If people would understand that that masculine words like “man,” “brother,
(3) Use pronouns that can be used for both men and women.
> If anyone wants to follow me, he must deny himself, take up his cross, and follow me.” (Matthew 16:24 ULT) 
> If anyone wants to follow me, he must deny himself, take up his cross, and follow me.” (Matthew 16:24 ULT)
English speakers can change the masculine singular pronouns, “he,” “himself,” and “his” to plural pronouns that do not mark gender, “they,” “themselves,” and “their” in order to show that it applies to all people, not just men.
>

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translate/figs-genericnoun/01.md
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@ -14,7 +14,7 @@ Different languages have different ways of showing that noun phrases refer to so
### Examples from the Bible
> The **righteous person** is kept away from trouble and it comes upon **the wicked** instead. (Proverbs 11:8 ULT)
> The **righteous person** is kept away from trouble and it comes upon **the wicked** instead. (Proverbs 11:8 ULT)
The bold phrases above do not refer to a specific person but to anyone who does what is right or anyone who is wicked.

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@ -1,8 +1,8 @@
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).)
@ -10,9 +10,9 @@ Grammar has two main parts: words and structure. Structure involves how we put w
**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).)
* 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).)

4
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@ -42,7 +42,7 @@ If the hendiadys would be natural and give the right meaning in your language, c
(1) Substitute the describing noun with an adjective that means the same thing.
> For I will give you **a mouth** **and wisdom** … (Luke 21:15a ULT)
> For I will give you **a mouth** **and wisdom** … (Luke 21:15a ULT)
>
> > For I will give you **wise words** …
>
@ -52,7 +52,7 @@ If the hendiadys would be natural and give the right meaning in your language, c
(2) Substitute the describing noun with a phrase that means the same thing.
> For I will give you **a mouth** **and wisdom** … (Luke 21:15a ULT)
> For I will give you **a mouth** **and wisdom** … (Luke 21:15a ULT)
>
> > for I will give you **words of wisdom**.
>

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translate/figs-hyperbole/01.md
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@ -4,13 +4,13 @@ A speaker or writer can use exactly the same words to say something that he mean
* It rains here every night.
1. The speaker means this as literally true if he means that it really does rain here every night.
2. The speaker means this as a **generalization** if he means that it rains here most nights.
3. The speaker means this as a **hyperbole** if he wants to say that it rains more than it actually does, usually in order to express a strong attitude toward the amount or frequency of rain, such as being annoyed or being happy about it.
1. The speaker means this as literally true if he means that it really does rain here every night.
2. The speaker means this as a **generalization** if he means that it rains here most nights.
3. The speaker means this as a **hyperbole** if he wants to say that it rains more than it actually does, usually in order to express a strong attitude toward the amount or frequency of rain, such as being annoyed or being happy about it.
**Hyperbole**: In hyperbole, a figure of speech that uses exaggeration, a speaker deliberately describes something with an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating.
> They will not leave **stone upon stone in you.** (Luke 19:44b ULT)
> They will not leave **stone upon stone in you.** (Luke 19:44b ULT)
This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
@ -29,7 +29,7 @@ These generalizations tell about what normally happens to people who ignore inst
This generalization tells about what Gentiles were known for doing. Many Gentiles did this. It does not matter if a few did not. The point was that the hearers should not join in this well-known practice.
Even though a hyperbole or a generalization may have a strong-sounding word like “all,” “always,” “none,” or “never,” it does not necessarliy mean **exactly** “all,” “always,” “none,” or “never.” It simply means “most,” “most of the time,” “hardly any,” or “rarely.”
Even though a hyperbole or a generalization may have a strong-sounding word like “all,” “always,” “none,” or “never,” it does not necessarliy mean **exactly** “all,” “always,” “none,” or “never.” It simply means “most,” “most of the time,” “hardly any,” or “rarely.”
#### Reason This Is a Translation Issue
@ -48,7 +48,7 @@ When Jesus said to cut off your hand, he meant that we should **do whatever extr
The bolded phrase is an exaggeration for the purpose of expressing the emotion that the Philistine army was overwhelming in number. It means that there were **many, many** soldiers in the Philistine army.
> But as his anointing teaches you **every****thing** and is true and is not a lie, and just as it has taught you, remain in him. (1 John 2:27b ULT)
> But as his anointing teaches you **every****thing** and is true and is not a lie, and just as it has taught you, remain in him. (1 John 2:27b ULT)
This is a hyperbole. It expresses the assurance that God’s Spirit teaches us about **all things that we need to know**. God’s Spirit does not teach us about everything that it is possible to know.

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@ -1,16 +1,16 @@
An idiom is a figure of speech made up of a group of words that, as a whole, has a meaning that is different from what one would understand from the meanings of the individual words. Someone from outside of the culture usually cannot understand an idiom without someone inside the culture explaining its true meaning. Every language uses idioms. Some English examples are:
* You are pulling my leg. (This means, “You are teasing me by telling me something that is not true.”)
* Do not push the envelope. (This means, “Do not take a matter to its extreme.”)
* This house is under water. (This means, “The debt owed for this house is greater than its actual value.”)
* We are painting the town red. (This means, “We are going around town tonight celebrating very intensely.”)
* You are pulling my leg. (This means, “You are teasing me by telling me something that is not true.”)
* Do not push the envelope. (This means, “Do not take a matter to its extreme.”)
* This house is under water. (This means, “The debt owed for this house is greater than its actual value.”)
* We are painting the town red. (This means, “We are going around town tonight celebrating very intensely.”)
### Description
An idiom is a phrase that has a special meaning to the people of the language or culture who use it. Its meaning is different than what a person would understand from the meanings of the individual words that form the phrase.
> he **set his face** to go to Jerusalem. (Luke 9:51b ULT)
> he **set his face** to go to Jerusalem. (Luke 9:51b ULT)
The words “set his face” is an idiom that means “decided.”
@ -24,7 +24,7 @@ The phrase “come under my roof” is an idiom that means “enter my house.”
This idiom means “Listen carefully and remember what I say.”
**Purpose**: An idiom is probably created in a culture somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
**Purpose**: An idiom is probably created in a culture somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
#### Reasons This Is a Translation Issue
@ -38,7 +38,7 @@ This idiom means “Listen carefully and remember what I say.”
This means, “We and you belong to the same race, the same family.”
> The children of Israel went out **with a high hand**. (Exodus 14:8b ASV)
> The children of Israel went out **with a high hand**. (Exodus 14:8b ASV)
This means, “The Israelites went out defiantly.”

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@ -35,7 +35,7 @@ In the Bible, God blesses people by using imperatives. This indicates what his w
#### Imperatives that function as conditions
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
>**Do not abandon** wisdom and she will watch over you;
> **love** her and she will keep you safe. (Proverbs 4:6 ULT)
@ -77,7 +77,7 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
(3) If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
> Teach a child the way he should go, and when he is old he will not turn away from that instruction. (Proverbs 22:6 ULT)
> Teach a child the way he should go, and when he is old he will not turn away from that instruction. (Proverbs 22:6 ULT)
Translated as:

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translate/figs-informremind/01.md
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@ -1,6 +1,6 @@
Some languages can use a word or phrase with a noun to give information about that noun or to remind people of something about it.
* Mary gave some of the food to her sister, **who was very thankful**.
* Mary gave some of the food to her sister, **who was very thankful**.
The phrase “who was very thankful” immediately follows the word “sister” and informs us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have. It simply gives added information about that sister.
@ -20,9 +20,9 @@ Languages have different ways of signaling the parts of communication that the l
### Translation Principles
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
* Try to present it in a weak way.
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
* Try to present it in a weak way.
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
### Examples From the Bible
@ -52,7 +52,7 @@ If people would understand the purpose of a phrase with a noun, then consider ke
(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 31:6a ULT)  
> I hate those who serve **worthless** idols. (Psalm 31:6a ULT)
>
>
>
@ -64,8 +64,8 @@ If people would understand the purpose of a phrase with a noun, then consider ke
>
> > … for your judgments are good **because** they are righteous.
>
> How can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT) 
>  
> How 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?”

10
translate/figs-infostructure/01.md
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@ -1,19 +1,19 @@
### Description
Different languages arrange the parts of the sentence in different ways. In English, a sentence normally has the subject first, then the verb, then the object, then other modifiers, like this:  Peter painted his house yesterday.
Different languages arrange the parts of the sentence in different ways. In English, a sentence normally has the subject first, then the verb, then the object, then other modifiers, like this: Peter painted his house yesterday.
Many other languages normally put these things in a different order such as: Painted yesterday Peter his house.
Although all languages have a normal order for parts of a sentence, this order can change depending on what information the speaker or writer considers to be the most important.
 Suppose that someone is answering the question, “What did Peter paint yesterday?” The person asking the question already knows all of the information in our sentence above except for the object, “his house.” Therefore, that becomes the most important part of the information, and a person answering in English might say "His house is what Peter painted (yesterday)."
Suppose that someone is answering the question, “What did Peter paint yesterday?” The person asking the question already knows all of the information in our sentence above except for the object, “his house.” Therefore, that becomes the most important part of the information, and a person answering in English might say "His house is what Peter painted (yesterday)."
This puts the most important information first, which is normal for English. Many Other Languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.
### Reasons This Is a Translation Issue
* Different languages arrange the parts of a sentence in different ways. If you (the translator) copy the order of the parts of a sentence from the source, it may not make sense in your language.
* Different languages put important or new information in different places in the sentence. If you keep the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in your language.
* Different languages arrange the parts of a sentence in different ways. If you (the translator) copy the order of the parts of a sentence from the source, it may not make sense in your language.
* Different languages put important or new information in different places in the sentence. If you keep the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in your language.
### Examples From the Bible
@ -40,7 +40,7 @@ In this verse, the most important part of the information is first, that “woe
(1) Study how your language arranges the parts of a sentence, and use that order in your translation.
This is the verse in the original Greek order: 
This is the verse in the original Greek order:
> And he went out from there and came to the hometown his, and they followed him the disciples his. (Mark 6:1)

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@ -27,7 +27,7 @@ People worshiped idols as if their idols had knowledge or power, and Yahweh was
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two phrases in bold above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God’s questions about the creation of light because Job was not born until many, many years later.
> Already you are satisfied! Already you have become rich! **You began to reign** apart from us, and I wish you really did reign, so that we also might reign with you.(1 Corinthians 4:8 ULT)
> Already you are satisfied! Already you have become rich! **You began to reign** apart from us, and I wish you really did reign, so that we also might reign with you.(1 Corinthians 4:8 ULT)
The Corinthians considered themselves to be very wise, self-sufficient, and not in need of any instruction from the Apostle Paul. Paul used irony, speaking as if he agreed with them, to show how proudly they were acting and how far from being wise they really were.

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@ -13,11 +13,11 @@ The example above shows us that a metaphor has three parts. In this metaphor, th
Every metaphor has three parts:
* The **Topic**, the item being immediately discussed by the writer/speaker.
* The **Topic**, the item being immediately discussed by the writer/speaker.
* The **Image**, the physical item (object, event, action, etc.) which the speaker uses to describe the topic.
* The **Image**, the physical item (object, event, action, etc.) which the speaker uses to describe the topic.
* The **Idea**, the abstract concept or quality that the physical **Image** brings to the mind of the hearer when he thinks of how the **Image** and the **Topic** are similar. Often, the **Idea** of a metaphor is not explicitly stated in the Bible, but it is only implied from the context. The hearer or reader usually needs to think of the **Idea** himself.
* The **Idea**, the abstract concept or quality that the physical **Image** brings to the mind of the hearer when he thinks of how the **Image** and the **Topic** are similar. Often, the **Idea** of a metaphor is not explicitly stated in the Bible, but it is only implied from the context. The hearer or reader usually needs to think of the **Idea** himself.
Using these terms, we can say that a metaphor is a figure of speech that uses a physical **Image** to apply an abstract **Idea** to the speaker’s **Topic**.
@ -40,10 +40,10 @@ Patterned pairs of concepts are constantly used for metaphorical purposes in the
When these metaphors are used in normal ways, it is rare that the speaker and audience regard them as figurative speech. Examples of metaphors in English that go unrecognized are:
* “Turn the heat **up**.” More is spoken of as up.
* “Let us **go ahead** with our debate.” Doing what was planned is spoken of as walking or advancing.
* “You **defend** your theory well.” Argument is spoken of as war.
* “A **flow** of words” Words are spoken of as liquids.
* “Turn the heat **up**.” More is spoken of as up.
* “Let us **go ahead** with our debate.” Doing what was planned is spoken of as walking or advancing.
* “You **defend** your theory well.” Argument is spoken of as war.
* “A **flow** of words” Words are spoken of as liquids.
English speakers do not view these as metaphorical expressions or figures of speech, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery - Common Patterns](../bita-part1/01.md) and the pages it will direct you to.
@ -75,11 +75,11 @@ In this metaphor, Jesus called himself the bread of life. The **Topic** is “I
### Reasons This Is a Translation Issue
* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus, misunderstand it.
* People may not be familiar with the thing that is used as an image, and so, not be able to understand the metaphor.
* If the topic is not stated, people may not know what the topic is.
* People may not know the points of comparison that the speaker wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
* People may think that they understand the metaphor, but they do not. This can happen when they apply points of comparison from their own culture, rather than from the biblical culture.
* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus, misunderstand it.
* People may not be familiar with the thing that is used as an image, and so, not be able to understand the metaphor.
* If the topic is not stated, people may not know what the topic is.
* People may not know the points of comparison that the speaker wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
* People may think that they understand the metaphor, but they do not. This can happen when they apply points of comparison from their own culture, rather than from the biblical culture.
#### Translation Principles
@ -108,17 +108,17 @@ If people would understand the metaphor in the same way that the original reader
If people do not or would not understand it, here are some other strategies.
(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language. 
(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.
(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly. 
(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md). (
4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times. 
(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.) 
(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)
(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly. (8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
@ -132,7 +132,7 @@ If people do not or would not understand it, here are some other strategies.
(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
> But Jesus said to them, “He wrote this commandment to you because of your **hardness of heart.** (Mark 10:5 ULT)
> But Jesus said to them, “He wrote this commandment to you because of your **hardness of heart.** (Mark 10:5 ULT)
>
> > It was because of your **hard hearts** that he wrote you this law,

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@ -18,9 +18,9 @@ In Exodus 30:15, the word “rich” acts as a noun in the phrase “the rich,
### Reason This Is a Translation Issue
* Many times in the Bible adjectives are used as nouns to describe a group of people.
* Some languages do not use adjectives in this way.
* Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
* Many times in the Bible adjectives are used as nouns to describe a group of people.
* Some languages do not use adjectives in this way.
* Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
### Examples From the Bible

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@ -1,10 +1,10 @@
The normal word order for Biblical Hebrew is: **Conjunction–Verb–Subject–Object**.
However, there are many different reasons why a writer/speaker of Biblical Hebrew might choose a different word order. Some of the variations are important for understanding and translating the Hebrew text, and some are not. This module will briefly explain some of the most important variations in Hebrew word order and how those variations affect the meaning of the text.
However, there are many different reasons why a writer/speaker of Biblical Hebrew might choose a different word order. Some of the variations are important for understanding and translating the Hebrew text, and some are not. This module will briefly explain some of the most important variations in Hebrew word order and how those variations affect the meaning of the text.
#### **Particle**–Verb–Subject–Object
A particle is a word that has a grammatical function but does not fit into the main parts of speech (i.e. noun, verb, adverb). Particles do not change. Sometimes a particle takes the place of the conjunction. Often (but not always) in these cases, the particle is functioning as a [connecting word](../grammar-connect-words-phrases/01.md) that expresses a specific kind of logical relationship between the chunk before the particle and the chunk after the particle. NOTE: this rule does not apply to negative particles or temporal particles.
A particle is a word that has a grammatical function but does not fit into the main parts of speech (i.e. noun, verb, adverb). Particles do not change. Sometimes a particle takes the place of the conjunction. Often (but not always) in these cases, the particle is functioning as a [connecting word](../grammar-connect-words-phrases/01.md) that expresses a specific kind of logical relationship between the chunk before the particle and the chunk after the particle. NOTE: this rule does not apply to negative particles or temporal particles.
#### Conjunction–**Subject**–Verb–Object

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@ -1,4 +1,4 @@
A parable is a short story that teaches something(s) that is true, and delivers the lesson in a way that is easy to understand and hard to forget.
A parable is a short story that teaches something(s) that is true, and delivers the lesson in a way that is easy to understand and hard to forget.
### Description
@ -10,11 +10,11 @@ This parable teaches that if a person does not have spiritual understanding, he
### Examples From the Bible
> Neither do people light a lamp and put it under a basket but, rather, on the lampstand, and it shines for everyone in the house. Let your light shine before people in such a way that they see your good deeds and praise your Father who is in heaven. (Matthew 5:15-16 ULT) 
> Neither do people light a lamp and put it under a basket but, rather, on the lampstand, and it shines for everyone in the house. Let your light shine before people in such a way that they see your good deeds and praise your Father who is in heaven. (Matthew 5:15-16 ULT)
This parable teaches us not to hide the way we live for God from other people.
>
> Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT) 
> Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
This parable teaches that the kingdom of God may seem small at first, but it will grow and spread throughout the world.
@ -30,9 +30,9 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
> > Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on **a high shelf?**
> > Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on **a high shelf?**
>
> Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and **sowed** in his field. It is indeed the smallest of all the seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT) 
> Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and **sowed** in his field. It is indeed the smallest of all the seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
@ -40,9 +40,9 @@ To sow seeds means to toss them so that they scatter on the ground. If people ar
(2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
> **Jesus also said to them**, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
> **Jesus also said to them**, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
>
> > **Jesus told them a parable about why they should witness openly.** “Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
> > **Jesus told them a parable about why they should witness openly.** “Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
>
> **Then Jesus presented another parable to them.** He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. It is indeed the smallest of all the seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
>

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In parallelism, two phrases or clauses that are similar in structure or idea are used together. The following are some of the different kinds of parallelism.
* The second clause or phrase means the same as the first. This is called synonymous parallelism.
* The second clarifies or strengthens the meaning of the first.
* The second completes what is said in the first.
* The second says something that contrasts with the first, but adds to the same idea.
* The second clause or phrase means the same as the first. This is called synonymous parallelism.
* The second clarifies or strengthens the meaning of the first.
* The second completes what is said in the first.
* The second says something that contrasts with the first, but adds to the same idea.
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles’ letters.
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles’ letters.
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects:
* It shows that something is very important by saying it more than once and in more than one way.
* It helps the hearer to think more deeply about the idea by saying it in different ways.
* It makes the language more beautiful and raises it above the ordinary way of speaking.
* It shows that something is very important by saying it more than once and in more than one way.
* It helps the hearer to think more deeply about the idea by saying it in different ways.
* It makes the language more beautiful and raises it above the ordinary way of speaking.
#### Reason This Is a Translation Issue
@ -77,7 +77,7 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
> Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT) - Delilah expressed this idea twice to emphasize that she was very upset.
> > “Until now you have deceived me with your lies.
>
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT) - The phrase “all the paths he takes” is a metaphor for “all he does.”
> Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT) - The phrase “all the paths he takes” is a metaphor for “all he does.”
>
> > “Yahweh pays attention to everything a person does.”
>

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### Description
Parts of speech are categories of words. The different categories of words have different functions in a sentence. All languages have parts of speech, and all words in a language belong to a part of speech. Most languages have these basic parts of speech, with some variations, and some languages have more categories than this. This is not a completely universal list of parts of speech, but it covers the basic categories.
Parts of speech are categories of words. The different categories of words have different functions in a sentence. All languages have parts of speech, and all words in a language belong to a part of speech. Most languages have these basic parts of speech, with some variations, and some languages have more categories than this. This is not a completely universal list of parts of speech, but it covers the basic categories.
**VERBS** are words that express either an action (such as “come,” “go,” “eat”) or a state-of-being (such as “is,” “are,” “was”). More detailed information can be found on [Verbs](../figs-verbs/01.md).
@ -13,8 +13,8 @@ Parts of speech are categories of words. The different categories of words have
**PREPOSITIONS** are words that begin phrases which connect a noun or verb with something else in the sentence that gives more detail about that noun or verb. For example, “The girl ran **to her father**.” Here the phrase with the preposition “to” tells the direction of the girl’s running (the action) in relation to her father. Another example is, “The crowd **around Jesus** grew in numbers.” The phrase with the preposition **around** tells the location of the crowd in relation to Jesus. Some examples of prepositions are “to,” “from,” “in,” “out,” “on,” “off,” “with,” “without,” “above,” “below,” “before,” “after,” “behind,” “in front of,” “among,” “through,” “beyond,” “among.”
**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: “a,” “an,” and “the.” The words **a** and **an** mean the same thing. If a speaker says “**a dog,** he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says **the** dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use the article **the** to show that they are talking about something in general. For example, they can say “**The** elephant is a large animal” and refer to elephants in general, not a specific elephant. *NOTE: Not all languages use articles in exactly the same way.* For example, articles can mean different things in Greek than in Hebrew. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: “a,” “an,” and “the.” The words **a** and **an** mean the same thing. If a speaker says “**a dog,** he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says **the** dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use the article **the** to show that they are talking about something in general. For example, they can say “**The** elephant is a large animal” and refer to elephants in general, not a specific elephant. *NOTE: Not all languages use articles in exactly the same way.* For example, articles can mean different things in Greek than in Hebrew. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
**ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: “many,” “big,” “blue,” “old,” “smart,” “tired,” and many, many others. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in the phrase **my elderly father** the adjective **elderly** simply tells something about my father. But in the phrase **my eldest sister** the word **eldest** distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).
**ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: “many,” “big,” “blue,” “old,” “smart,” “tired,” and many, many others. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in the phrase **my elderly father** the adjective **elderly** simply tells something about my father. But in the phrase **my eldest sister** the word **eldest** distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).
**ADVERBS** are words that describe verbs or adjectives and tell such things as how something happens, when it happens, where it happens, why it happens, or to what extent it happens. Many English adverbs end in **ly**. Some examples of adverbs include the words “slowly,” “later,” “far,” “intentionally,” “very,” and many others.

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> Yahweh said to Joshua, “See, I have delivered Jericho, and its king, and its powerful soldiers into your hand. (Joshua 6:2 ULT)
>
> > Yahweh said to Joshua, “See, I **am about to deliver** over to you Jericho, its king, and its powerful soldiers.”
> > Yahweh said to Joshua, “See, I **am about to deliver** over to you Jericho, its king, and its powerful soldiers.”
(3) Some languages may use the present tense to show that something will happen very soon.

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@ -2,13 +2,13 @@
because personification makes it easier to talk about things we cannot see, such as wisdom or sin. For example:
> Does not Wisdom call out? (Proverbs 8:1a ULT)
> Does not Wisdom call out? (Proverbs 8:1a ULT)
> Sin crouches at the door. (Genesis 4:7b ULT)
> Sin crouches at the door. (Genesis 4:7b ULT)
People also use personification because it is sometimes easier to talk about people’s relationships with non-human things such as wealth as if they were relationships between people.
> You cannot serve God and wealth. (Matthew 6:24b ULT)
> You cannot serve God and wealth. (Matthew 6:24b ULT)
In each case, the purpose of the personification is to highlight a certain characteristic of the non-human thing. As in metaphor, the reader needs to think of the way that the thing is like a certain kind of person.

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### Description
In common English, possession refers to having something, or to something that a person has. In English, that grammatical relationship is shown by using the word **”**of**,”** by using an apostrophe and the letter "s", or by using a possessive pronoun.
In common English, possession refers to having something, or to something that a person has. In English, that grammatical relationship is shown by using the word **”**of**,”** by using an apostrophe and the letter "s", or by using a possessive pronoun.
* the house **of** my grandfather
* my grandfather**‘s** house
@ -12,7 +12,7 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
* Ownership - Someone owns something.
* My clothes - The clothes that I own
* Social relationship - Someone has some kind of social relationship with another.
* my mother - the woman who gave birth to me, or the woman who cared for me
* my mother - the woman who gave birth to me, or the woman who cared for me
* my teacher - the person who teaches me
* Contents - Something has something in it.
* a bag of clothes - a bag that has clothes in it, or a bag that is full of clothes
@ -29,7 +29,7 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
**Ownership** - In the example below, the son owned the money.
> The younger son … wasted his wealth by living recklessly. (Luke 15:13b)
> The younger son … wasted his wealth by living recklessly. (Luke 15:13b)
**Social Relationship** - In the example below, the disciples were people who learned from John.
@ -61,19 +61,19 @@ Sometimes one or both of the nouns is an abstract noun that refers to an event o
In the example below, **Christ loves us**.
> Who will separate us from the **love of Christ**? (Romans 8:35)
> Who will separate us from the **love of Christ**? (Romans 8:35)
**Object** - Sometimes the word after “of” tells who or what something would happen to. In the example below, **people love money**.
> For the **love of money** is a root of all kinds of evil. (1 Timothy 6:10a ULT)
> For the **love of money** is a root of all kinds of evil. (1 Timothy 6:10a ULT)
**Instrument** - Sometimes the word after “of” tells how something would happen. In the example below, God would **punish people by sending enemies to attack them with swords**.
> Then be afraid of the sword, because wrath brings **the punishment of the sword**. (Job 19:29a ULT)
> Then be afraid of the sword, because wrath brings **the punishment of the sword**. (Job 19:29a ULT)
**Representation** - In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their **baptism represented their repentance**.
> John came, baptizing in the wilderness and preaching **a baptism of repentance** for the forgiveness of sins. (Mark 1:4 ULT)
> John came, baptizing in the wilderness and preaching **a baptism of repentance** for the forgiveness of sins. (Mark 1:4 ULT)
### Strategies for learning what the relationship is between the two nouns
@ -102,24 +102,24 @@ If possession would be a natural way to show a particular relationship between t
> Whoever gives you **a cup of water** to drink … will not lose his reward. (Mark 9:41 ULT)
>
> > Whoever gives you a **cup that has water in it** to drink … will not lose his reward.
> > Whoever gives you a **cup that has water in it** to drink … will not lose his reward.
>
> Wealth is worthless on **the day of wrath** (Proverbs 11:4a ULT)
>
> > Wealth is worthless on **the day when God shows his wrath**. 
> > Wealth is worthless on **the day when God shows his wrath**.
> >
> > Wealth is worthless on the **day when God punishes people because of his wrath**.
> > Wealth is worthless on the **day when God punishes people because of his wrath**.
(3) If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
> Notice that I am not speaking to your children, who have not known or seen **the punishment of Yahweh your God.** (Deuteronomy 11:2a ULT)
> Notice that I am not speaking to your children, who have not known or seen **the punishment of Yahweh your God.** (Deuteronomy 11:2a ULT)
>
> > Notice that I am not speaking to your children who have not known or seen **how Yahweh your God punished the people of Egypt**.
> > Notice that I am not speaking to your children who have not known or seen **how Yahweh your God punished the people of Egypt**.
>
> You will only observe and see the **punishment of the wicked**. (Psalms 91:8 ULT)
>
> > You will only observe and see **how Yahweh punishes the wicked**.
> > You will only observe and see **how Yahweh punishes the wicked**.
>
> You will receive the gift **of the Holy Spirit**. (Acts 2:38b ULT)
>
> > You will receive the **Holy Spirit, whom God will give to you**.
> > You will receive the **Holy Spirit, whom God will give to you**.

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### Description
Pronouns are words that people might use instead of using a noun when referring to someone or something. Some examples are “I,” “you,” “he,” “it,” “this,” “that,” “himself,” “someone,” and others. The personal pronouns is the most common type of pronoun.
Pronouns are words that people might use instead of using a noun when referring to someone or something. Some examples are “I,” “you,” “he,” “it,” “this,” “that,” “himself,” “someone,” and others. The personal pronouns is the most common type of pronoun.
### Personal Pronouns
@ -8,18 +8,18 @@ Personal pronouns refer to people or things and show whether the speaker is refe
#### Person
* First Person - The speaker and possibly others (I, we)
* First Person - The speaker and possibly others (I, we)
* [Exclusive and Inclusive “We”](../figs-exclusive/01.md)
* Second Person - The person or people that the speaker is talking to and possibly others (you)
* Second Person - The person or people that the speaker is talking to and possibly others (you)
* [Forms of You](../figs-you/01.md)
* Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they)
#### Number
* Singular - one (I, you, he, she, it)
* Plural - more than one (we, you, they)
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
* Dual - two (Some languages have pronouns specifically for two people or two things.)
* Singular - one (I, you, he, she, it)
* Plural - more than one (we, you, they)
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
* Dual - two (Some languages have pronouns specifically for two people or two things.)
#### Gender
@ -38,7 +38,7 @@ Personal pronouns refer to people or things and show whether the speaker is refe
**[Reflexive Pronouns](../figs-rpronouns/01.md)** refer to another noun or pronoun in the same sentence: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
* John saw **himself** in the mirror. - The word "himself" refers to John.
* John saw **himself** in the mirror. - The word "himself" refers to John.
**Interrogative Pronouns** are used to make a question that needs more than just a yes or no for an answer: what, which, who, whom, whose.
@ -46,18 +46,18 @@ Personal pronouns refer to people or things and show whether the speaker is refe
**Relative Pronouns** mark a relative clause. The relative pronouns, who, whom, whose, which and that give more information about a noun in the main part of the sentence. Sometimes, the relative adverbs when and where can also be used as relative pronouns.
* I saw the house **that John built**. The clause “that John built” tells which house I saw.
* I saw the man **who built the house**. The clause “who built the house” tells which man I saw.
* I saw the house **that John built**. The clause “that John built” tells which house I saw.
* I saw the man **who built the house**. The clause “who built the house” tells which man I saw.
**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else. The demonstrative pronouns are: this, these, that, and those.
* Have you seen **this** here?
* Who is **that** over there?
* Have you seen **this** here?
* Who is **that** over there?
**Indefinite pronouns** are used when no particular noun is being referred to. The indefinite pronouns are: any, anyone, someone, anything, something, and some. Sometimes a personal pronoun is used in a generic way to do this: you, they, he or it.
* He does not want to talk to **anyone**.
* **Someone** fixed it, but I do not know who.
* **They** say that **you** should not wake a sleeping dog.
* He does not want to talk to **anyone**.
* **Someone** fixed it, but I do not know who.
* **They** say that **you** should not wake a sleeping dog.
In the last example, “they” and “you” just refer to people in general.

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> And he commanded him to tell no one, but, “Go, show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.” (Luke 5:14 ULT)
* Indirect quote: He commanded him **to tell no one**,
* Direct quote: but told him, “**Go, show yourself to the priest …** “
* Indirect quote: He commanded him **to tell no one**,
* Direct quote: but told him, “**Go, show yourself to the priest …** “
> And being asked by the Pharisees when the kingdom of God was coming, he answered them and said, “The kingdom of God is not coming with careful observation. **21** Neither will they say, ‘Look, here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.”
>
> And being asked by the Pharisees when the kingdom of God was coming, he answered them and said, “The kingdom of God is not coming with careful observation. Neither will they say, ‘Look, here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.” (Luke 17:20-21 ULT)
* Indirect quote: Being asked by the Pharisees **when the kingdom of God was coming,**
* Direct quote: he answered them and said, “**The kingdom of God is not coming with careful observation. Neither will they say, ‘Look. here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.** “
* Direct quotes: Neither will they say, ‘**Look, here it is!** ‘ or, **T****here it is!** ‘
* Indirect quote: Being asked by the Pharisees **when the kingdom of God was coming,**
* Direct quote: he answered them and said, “**The kingdom of God is not coming with careful observation. Neither will they say, ‘Look. here it is!’ or ‘There it is!’ For indeed, the kingdom of God is among you.** “
* Direct quotes: Neither will they say, ‘**Look, here it is!** ‘ or, **T****here it is!** ‘
### Translation Strategies

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When there are several layers of quotations inside of other quotations, it might be hard for readers to understand who is saying what. Alternating two kinds of quotation marks can help careful readers to keep track of them. In English, the outermost quotation has double quote marks, and the next quotation within it has single marks. If there is a third embedded quote, that quotation again has double quotation marks.
* Mary said, “John said, ‘I do not know when I will arrive.’ “
* Bob said, “Mary told me, ‘John said, “I do not know when I will arrive.” ‘ “
* Mary said, “John said, ‘I do not know when I will arrive.’ “
* Bob said, “Mary told me, ‘John said, “I do not know when I will arrive.” ‘ “
Some languages use other kinds of quotation marks: Here are some examples: ‚ ‘ „ “ ‹ › « » ⁊ — .
@ -31,13 +31,13 @@ A second layer direct quote has single quotation marks around it. We have printe
> They asked him, “Who is the man who said to you, **‘Pick it up and walk’**?” (John 5:12 ULT)
>
> He sent two of the disciples, saying, “Go into the village ahead of you. As you enter, you will find a colt that has never been ridden. Untie it and bring it to me. If any one asks you, **‘Why are you untying it?’** you will say thus, **‘The Lord has need of it.’**“ (Luke 19:29b-31 ULT)
> He sent two of the disciples, saying, “Go into the village ahead of you. As you enter, you will find a colt that has never been ridden. Untie it and bring it to me. If any one asks you, **‘Why are you untying it?’** you will say thus, **‘The Lord has need of it.’**“ (Luke 19:29b-31 ULT)
#### A quotation with three layers
A third layer direct quote has double quotation marks around it. We have printed it in bold type for you to see them clearly.
> Abraham said, “Because I thought, ‘Surely there is no fear of God in this place, and they will kill me because of my wife.’ Besides, she is indeed my sister, the daughter of my father, but not the daughter of my mother; and she became my wife. When God caused me to leave my father’s house and travel from place to place, I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, “**He is my brother**.”’” (Genesis 20:11-13 ULT)
> Abraham said, “Because I thought, ‘Surely there is no fear of God in this place, and they will kill me because of my wife.’ Besides, she is indeed my sister, the daughter of my father, but not the daughter of my mother; and she became my wife. When God caused me to leave my father’s house and travel from place to place, I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, “**He is my brother**.”’” (Genesis 20:11-13 ULT)
#### A quotation with four layers
@ -49,7 +49,7 @@ A fourth layer direct quote has single quotation marks around it. We have printe
Here are some ways you may be able to help readers see where each quote starts and ends so they can more easily know who said what.
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
(3) If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.

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### Description
A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we say there are “layers” of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier.
A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we say there are “layers” of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier.
#### Reasons this is a translation issue
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example: if a quote that is inside a quote has the word “I,” the listener needs to know whether “I” refers to the speaker of the inner quote or the outer quote.
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example: if a quote that is inside a quote has the word “I,” the listener needs to know whether “I” refers to the speaker of the inner quote or the outer quote.
1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
1. Some languages do not use indirect quotes.
@ -16,9 +16,9 @@ A quotation may have a quote within it, and quotes that are inside of other quot
#### Quotations with two layers
> Jesus answered and said to them, “Be careful that no one leads you astray. For many will come in my name. They will say, ‘I am the Christ,’ and will lead many astray.” Matthew 24:4-5 ULT
> Jesus answered and said to them, “Be careful that no one leads you astray. For many will come in my name. They will say, ‘I am the Christ,’ and will lead many astray.” Matthew 24:4-5 ULT
The outermost layer is what Jesus said to his disciples. The second layer is what other people will say.
The outermost layer is what Jesus said to his disciples. The second layer is what other people will say.
> Jesus answered, “You say that I am a king.” (John 18:37 ULT)
The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus.
@ -47,7 +47,7 @@ Some languages use only direct quotes. Other languages use a combination of dire
(1) Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULT and the quotes that we have changed to direct quotes below it.
> Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner.…I was puzzled about how to investigate this matter, and I asked him **if he would go to Jerusalem to be judged there about these things**. But when Paul called **to be kept under guard for the Emperor’s decision**, I ordered him **to be kept until I send him to Caesar**.” (Acts 25:14-21 ULT)
>> Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner.…I was puzzled about how to investigate this matter, and I asked him, **‘Will you go to Jerusalem to be judged there about these things?’** But when Paul said, **‘I want to be kept under guard for the Emperor’s decision,’** I told the guard, **‘Keep him under guard until I send him to Caesar.’**“
>> Festus presented Paul’s case to the king; he said, “A certain man was left behind here by Felix as a prisoner.…I was puzzled about how to investigate this matter, and I asked him, **‘Will you go to Jerusalem to be judged there about these things?’** But when Paul said, **‘I want to be kept under guard for the Emperor’s decision,’** I told the guard, **‘Keep him under guard until I send him to Caesar.’**“
(2) Translate one or some of the quotes as indirect quotes. In English the word “that” can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.

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@ -84,7 +84,7 @@ If using the rhetorical question would be natural and give the right meaning in
> **What is the kingdom of God like, and what can I compare it to?** It is like a mustard seed. (Luke 13:18-19a ULT)
>> **This is what the kingdom of God is like.** It is like a mustard seed…”
> **Are you insulting the high priest of God?** (Acts 23:4b ULT) (Acts 23:4 ULT)
> **Are you insulting the high priest of God?** (Acts 23:4b ULT) (Acts 23:4 ULT)
>> **You should not insult God’s high priest!**
> **Why did I not die when I came out from the womb?** (Job 3:11a ULT)

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@ -22,7 +22,7 @@ When the sentence is a command, in many languages it does not have a subject pro
#### Predicate
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See [Verbs](../figs-verbs/01.md).) In the sentences below, the subjects are “the man” and “he.” The predicates are underlined and the verbs are in bold.
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See [Verbs](../figs-verbs/01.md).) In the sentences below, the subjects are “the man” and “he.” The predicates are underlined and the verbs are in bold.
* The man **is strong**.
* He **worked hard**.

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@ -2,10 +2,10 @@
A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
* **Statements** - These are mainly used to give information. ‘This is a fact.’
* **Questions** - These are mainly used to ask for information. ‘Do you know him?’
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
* **Exclamations** - These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
* **Statements** - These are mainly used to give information. ‘This is a fact.’
* **Questions** - These are mainly used to ask for information. ‘Do you know him?’
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
* **Exclamations** - These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
#### Reasons This Is a Translation Issue

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@ -3,7 +3,7 @@ A **simple metaphor** is an explicit [metaphor](../figs-metaphor/01.md) that use
### Explanation of a Simple Metaphor
Usually, a writer/speaker uses a simple metaphor in order to express something about a **Topic**, with one main **Idea** or **Point of Comparison** between the **Topic** and the **Image**. In simple metaphors, often the **Topic** and the **Image** are explicitly stated, but the **Idea** is not; it is only implied. The writer/speaker uses a metaphor in order to invite the reader/listener to think about the similarity between the **Topic** and the **Image** and to figure out for themselves the **Idea** that is being communicated.
Usually, a writer/speaker uses a simple metaphor in order to express something about a **Topic**, with one main **Idea** or **Point of Comparison** between the **Topic** and the **Image**. In simple metaphors, often the **Topic** and the **Image** are explicitly stated, but the **Idea** is not; it is only implied. The writer/speaker uses a metaphor in order to invite the reader/listener to think about the similarity between the **Topic** and the **Image** and to figure out for themselves the **Idea** that is being communicated.
For example, Jesus used a simple metaphor when he said:

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@ -2,7 +2,7 @@
A simile is a comparison of two things that are not normally thought to be similar. The simile focuses on a particular trait the two items have in common, and it includes the words “like,” “as,” or “than.”
> When he saw the crowds, he had compassion for them, because they were troubled and discouraged,  **like sheep not having a shepherd**. (Matthew 9:36)
> When he saw the crowds, he had compassion for them, because they were troubled and discouraged, **like sheep not having a shepherd**. (Matthew 9:36)
Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders.
@ -16,14 +16,14 @@ God’s word is compared to a two-edged sword. A two-edged sword is a weapon tha
#### Purposes of Simile
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
#### Reasons This Is a Translation Issue
* People may not know how the two items are similar.
* People may not be familiar with both of the items being compared.
* People may not know how the two items are similar.
* People may not be familiar with both of the items being compared.
### Examples From the Bible
@ -39,7 +39,7 @@ This verse does not tell how the Son of Man will be like the lightning. But in c
If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.   
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.

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@ -12,8 +12,8 @@ The Pharisees who were standing there did not all say the same words at the same
#### Reasons This Is a Translation Issue
* Some readers may not recognize the synecdoche and thus misunderstand the words as a literal statement.
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
* Some readers may not recognize the synecdoche and thus misunderstand the words as a literal statement.
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
### Example From the Bible
@ -31,11 +31,11 @@ If the synecdoche would be natural and give the right meaning in your language,
(1) State specifically what the synecdoche refers to.
> ”**My soul** magnifies the Lord.” (Luke 1:46b ULT)
> ”**My soul** magnifies the Lord.” (Luke 1:46b ULT)
>
> > “**I** magnify the Lord."
>
> So **the Pharisees** said to him … (Mark 2:24a ULT)
> So **the Pharisees** said to him … (Mark 2:24a ULT)
>
> > **A** **representative of the Pharisees** said to him …
>

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@ -3,7 +3,7 @@
Parallelism with the same meaning is a poetic device in which one complex idea is expressed in two (or more) different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
NOTE: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
NOTE: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
> Yahweh **sees everything a person does** and **watches all the paths he takes**. (Proverbs 5:21 ULT)
@ -29,7 +29,7 @@ Both parts of the sentence are metaphors saying that God’s word teaches people
Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing. The words ‘Yahweh’ and ‘him’ refer to the same person. The terms ‘all you nations’ and ‘all you peoples’ refer to the same people.
> For Yahweh has a **lawsuit with his people**, and he will **fight in court** against Israel. (Micah 6:2b  ULT)
> For Yahweh has a **lawsuit with his people**, and he will **fight in court** against Israel. (Micah 6:2b ULT)
The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people.
@ -65,7 +65,7 @@ If your language uses parallelism in the same way as the biblical languages (tha
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT)
> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT)
>
> > **All** you have done is lie to me.
>

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@ -1,7 +1,7 @@
### Description
Verbs are words that refer to an action or event or that is used in describing or identifying things. An "action" is something you do. "Event" is more general than "action." "Events" are things that happen, such as death. A linking verb ("is") describes a condition of being.
Verbs are words that refer to an action or event or that is used in describing or identifying things. An "action" is something you do. "Event" is more general than "action." "Events" are things that happen, such as death. A linking verb ("is") describes a condition of being.
**Examples** The verbs in the examples below are bolded.
@ -19,10 +19,10 @@ A verb usually says something about someone or something. All of the example sen
Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the underlined phrase is the **object**. In English the object usually comes after the verb.
* He **ate** <u>lunch.</u>
* He **sang** <u>a song</u>.
* He **read** <u>a book</u>.
* **He saw** <u>the book</u>.
* He **ate** <u>lunch.</u>
* He **sang** <u>a song</u>.
* He **read** <u>a book</u>.
* **He saw** <u>the book</u>.
Some verbs never have an object.
@ -30,17 +30,17 @@ Some verbs never have an object.
* John **slept** well.
* John **fell** yesterday.
For many verbs in English, where the object is not important in the sentence, the object may not be stated.
For many verbs in English, where the object is not important in the sentence, the object may not be stated.
* He never **eats** at night.
* He **sings** all the time.
* He **sings** all the time.
* He **reads** well.
* He cannot **see**.
In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might restate the sentences above like this.
* He never **eats** **food** at night.
* He **sings** **songs** all the time.
* He **sings** **songs** all the time.
* He **reads** **words** well.
* He cannot **see** **anything**.
@ -58,7 +58,7 @@ When we tell about an event, we usually tell whether it is in the past, the pres
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called "tense." English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
* Sometimes Mary **cooks** meat.
* Yesterday Mary **cooked** meat. (She did this in the past.)
* Yesterday Mary **cooked** meat. (She did this in the past.)
In some languages speakers might add a word to tell something about the time. English speakers use the word “will” when the verb refers to something in the future.
@ -70,7 +70,7 @@ When we tell about an event, sometimes we want to show how the event progressed
* Mary **cooks** meat every day. (This tells about something Mary often does.)
* Mary **is cooking** the meat. (This tells about something Mary is in the process of doing right now.)
* Mary **cooked** the meat, and John **came** home. (This simply tells about things that Mary and John did.)
* Mary **cooked** the meat, and John **came** home. (This simply tells about things that Mary and John did.)
* While Mary **was cooking** the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
* Mary **has cooked** the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
* Mary **had cooked** the meat by the time John came home. (This tells about something that Mary completed in the past before something else happened.)

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@ -8,12 +8,12 @@ Finally, Old Testament speakers and writers also refer to actions that they perf
### Reason This Is a Translation Issue
* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one.
* In some languages, it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one.
* In some languages, it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
### Examples From the Bible
> 1 Now take heed that **you** do not do **your** acts of righteousness before people to be seen by them, otherwise **you** will not have a reward with **your** Father who is in heaven. 2 So when **you** give alms, do not sound a trumpet before **yourself** as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to **you**, they have received their reward. (Matthew 6:1-2 ULT)
> 1 Now take heed that **you** do not do **your** acts of righteousness before people to be seen by them, otherwise **you** will not have a reward with **your** Father who is in heaven. 2 So when **you** give alms, do not sound a trumpet before **yourself** as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to **you**, they have received their reward. (Matthew 6:1-2 ULT)
Jesus said this to a crowd. He used “you” plural in verse 1, and “you” singular in the first sentence of verse 2. Then, in the last sentence, he used the plural again.
@ -67,4 +67,4 @@ Nehemiah makes clear that he brought other people with him on his inspection tou
> And I arose in the night, myself and a few men with me. And **I** was going up by the wadi at night, and **I** was looking intently at the wall. And **I** turned back, and **I** entered by the gate of the valley, and **I** returned. (Nehemiah 2:12a,15 ULT)
> > And I arose in the night, myself and a few men with me. … And **we** were going up by the wadi at night and **we** were looking intently at the wall. And **we** turned back and **we** entered by the gate of the valley, and **we** returned.
> > And I arose in the night, myself and a few men with me. … And **we** were going up by the wadi at night and **we** were looking intently at the wall. And **we** turned back and **we** entered by the gate of the valley, and **we** returned.

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@ -27,9 +27,9 @@ James wrote this letter to many people, so the word “you” refers to many peo
### Strategies for finding out how many people “you” refers to
1. Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
2. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
3. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
4. Look at the context to see who the speaker was talking to and who responded.
1. Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
2. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
3. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
4. Look at the context to see who the speaker was talking to and who responded.
You may also want to watch the video at http://ufw.io/figs_youdual.

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@ -11,7 +11,7 @@ In some cultures people use the formal “you” when speaking to someone who is
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you.”
* English and many other source languages do not have formal and informal forms of “you.”
* Translators who use a source text in a language that does have formal and informal forms of “you” will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator’s language.
* Translators who use a source text in a language that does have formal and informal forms of “you” will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator’s language.
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
#### Translation Principles
@ -30,9 +30,9 @@ God is in authority over the man, so languages that have formal and informal for
Luke called Theophilus “most excellent.” This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of “you” would probably use that form here.
>   ‘Our Father who is in heaven, may **your** name be honored as holy. (Matthew 6:9b ULT)
> ‘Our Father who is in heaven, may **your** name be honored as holy. (Matthew 6:9b ULT)
This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal “you” because God is in authority. Other cultures would use the informal “you” because God is our Father.
This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal “you” because God is in authority. Other cultures would use the informal “you” because God is our Father.
### Translation Strategies

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@ -6,15 +6,15 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
#### Reason This Is a Translation Issue
* Translators who speak a language that has distinct singular and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language.
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
* Translators who speak a language that has distinct singular and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language.
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. (See [Forms of ‘You’ - Singular to a Crowd](../figs-youcrowd/01.md).)
### Examples from the Bible
> But he said, “All these things I have kept from my youth.” But when he heard this, Jesus said to him, “One thing **i**s still lacking to **you**. All things, as much as **you** have, sell all and distribute  to the poor, and **you** will have treasure in heaven—and come, follow me.” (Luke 18:21-22 ULT)
> But he said, “All these things I have kept from my youth.” But when he heard this, Jesus said to him, “One thing **i**s still lacking to **you**. All things, as much as **you** have, sell all and distribute to the poor, and **you** will have treasure in heaven—and come, follow me.” (Luke 18:21-22 ULT)
The ruler was speaking about just himself when he said “I.” This shows us that when Jesus said “you” he was referring only to the ruler. So languages that have singular and plural forms of “you” need the singular form here.

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@ -33,7 +33,7 @@ Though it is strongly encouraged to only do a translation using USFM notation, s
### Markdown for Other Content
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
Markdown supports **bold** and *italic*, written like this:
@ -55,7 +55,7 @@ Customized wording for links are also supported, like this:
[uW Website](http://www.unfoldingword.org)
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax, please visit http://ufw.io/md.
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax, please visit http://ufw.io/md.
### Conclusion

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@ -3,24 +3,24 @@
Follow these steps in order to get started:
1. **Organize.** Talk with the pastors and other believers from your language group and form a committee of people who can oversee the translation work. The Translation Committee finds and oversees the translators, to whom the rest of this list applies.
2. **Contact.** Make contact with at least one person in the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To obtain information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
3. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see http://ufw.io/forms/)
5. **Pray.** Pray that God would help the translators to understand the passage that you are translating and that he would help you to find the best way to communicate that passage in your language.
6. **Read.**
* If you are translating Open Bible Stories, read each individual story entirely before starting to translate it. If you are translating the Bible, read each entire chapter before you start to translate any part of it. That way you will understand how the part you are translating fits into the larger context, and you will translate it better.
* Read the passage that you plan to translate in as many different translations as you have. In [translationStudio](../../process/setup-ts/01.md), the first mode is the reading mode. Access this mode by clicking on the top symbol on the left side. You can choose up to three translations to show in this mode. We recommend that two of these be the unfoldingWord® Literal Text (ULT) and the unfoldingWord® Simplified Text (UST). The ULT will help you to see the form of the original text, and the UST will help you to understand the meaning of the original text. Think about how to communicate the meaning in the form that people would use in your language.
* Read any Bible helps or commentaries which you have that talk about that passage.
* Read the unfoldingWord® Translation Notes for the passage that you plan to translate. To do this, click on the third icon down on the left side of translationStudio. Click on the tab that says “Notes.” Then click on each of the phrases in blue and read the explanation for each phrase.
* Read the definitions of the unfoldingWord® Translation Words (the important words) in the passage. To do this, click on the tab that says, “Words.” Then click on each of the words in blue and read the explanation for each of these important words. Under each explanation there is also a section called “Translation Suggestions.” Here you will find ideas for how to translate these words.
7. **Talk.** Discuss the passage, the unfoldingWord® Translation Notes, and the unfoldingWord® Translation Words with others on the translation team. Help each other to understand what they mean. If there are parts that you still do not understand, ask pastors or other church leaders for help.
8. **Translate.** When you understand well what the passage is saying, say the first chunk (1-3 verses) out loud in your language in the way that someone from your language community would say it. If possible, say it to another member of the translation team. Let the translation team member correct it until it sounds good in your language. Use the different expressions in the ULT, UST, and Translation Notes to give you ideas for how to say the same things in different ways. Do not follow [the order of words](../translate-wforw/01.md) from either the ULT or the UST if it is more [natural](../guidelines-natural/01.md) for your language to use a different order. To help with this, say the whole chunk of text without looking at the source texts. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but might not be the best way to say it in your language. Still without looking at the source texts, type your translation of the chunk into [translationStudio](../../process/setup-ts/01.md) (or record it). To do this, click on the second icon down on the left side. The chunk that you are working on will appear in the ULT, covering the space where you will type the translation. When you are ready to type, click on the right edge of the space that is mostly covered by the ULT of that chunk. The blank space will then cover the ULT. Type your translation of the chunk here in this space from your memory. When you type (or write) from your memory without looking at the ULT, your translation will be more natural. Now repeat this step for the rest of the chunks of this passage.
9. **Check**. Since you typed or recorded your translation of these chunks without looking at the source texts, you might have left out some things. Now is the time to add those things to your translation. Click on the third icon down on the left side of translationStudio again. In that mode:
* Look again at the source texts, including the ULT and UST, and carefully compare them to your translation. Make sure that your translation says all of the parts of the message of the ULT and does not leave out anything. You may choose to say some parts in a way that is different than the ULT, such as more like the UST or the Translation Note or another Bible or using an expression that is natural in your language. That is fine, as long as the meaning is the same. If some part of the message is missing, put it in your translation at the point where it fits best in your language. It does not need to be in the same order as the source as long as it sounds natural and gives the same meaning. To do this in translationStudio, click on the pencil icon on the top right above your translation.
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
* In translationStudio, exit editing mode by clicking the check mark icon at the top right of your translation. Now it is time to move the verse numbers where they should be in your translation. Drag each number onto the word that will begin that verse. If your translation has reordered the parts of the chunk or combined verses, you can leave some verse numbers together to indicate that what follows includes content from both of those verses.
1. **Organize.** Talk with the pastors and other believers from your language group and form a committee of people who can oversee the translation work. The Translation Committee finds and oversees the translators, to whom the rest of this list applies.
2. **Contact.** Make contact with at least one person in the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To obtain information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
3. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see http://ufw.io/forms/)
5. **Pray.** Pray that God would help the translators to understand the passage that you are translating and that he would help you to find the best way to communicate that passage in your language.
6. **Read.**
* If you are translating Open Bible Stories, read each individual story entirely before starting to translate it. If you are translating the Bible, read each entire chapter before you start to translate any part of it. That way you will understand how the part you are translating fits into the larger context, and you will translate it better.
* Read the passage that you plan to translate in as many different translations as you have. In [translationStudio](../../process/setup-ts/01.md), the first mode is the reading mode. Access this mode by clicking on the top symbol on the left side. You can choose up to three translations to show in this mode. We recommend that two of these be the unfoldingWord® Literal Text (ULT) and the unfoldingWord® Simplified Text (UST). The ULT will help you to see the form of the original text, and the UST will help you to understand the meaning of the original text. Think about how to communicate the meaning in the form that people would use in your language.
* Read any Bible helps or commentaries which you have that talk about that passage.
* Read the unfoldingWord® Translation Notes for the passage that you plan to translate. To do this, click on the third icon down on the left side of translationStudio. Click on the tab that says “Notes.” Then click on each of the phrases in blue and read the explanation for each phrase.
* Read the definitions of the unfoldingWord® Translation Words (the important words) in the passage. To do this, click on the tab that says, “Words.” Then click on each of the words in blue and read the explanation for each of these important words. Under each explanation there is also a section called “Translation Suggestions.” Here you will find ideas for how to translate these words.
7. **Talk.** Discuss the passage, the unfoldingWord® Translation Notes, and the unfoldingWord® Translation Words with others on the translation team. Help each other to understand what they mean. If there are parts that you still do not understand, ask pastors or other church leaders for help.
8. **Translate.** When you understand well what the passage is saying, say the first chunk (1-3 verses) out loud in your language in the way that someone from your language community would say it. If possible, say it to another member of the translation team. Let the translation team member correct it until it sounds good in your language. Use the different expressions in the ULT, UST, and Translation Notes to give you ideas for how to say the same things in different ways. Do not follow [the order of words](../translate-wforw/01.md) from either the ULT or the UST if it is more [natural](../guidelines-natural/01.md) for your language to use a different order. To help with this, say the whole chunk of text without looking at the source texts. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but might not be the best way to say it in your language. Still without looking at the source texts, type your translation of the chunk into [translationStudio](../../process/setup-ts/01.md) (or record it). To do this, click on the second icon down on the left side. The chunk that you are working on will appear in the ULT, covering the space where you will type the translation. When you are ready to type, click on the right edge of the space that is mostly covered by the ULT of that chunk. The blank space will then cover the ULT. Type your translation of the chunk here in this space from your memory. When you type (or write) from your memory without looking at the ULT, your translation will be more natural. Now repeat this step for the rest of the chunks of this passage.
9. **Check**. Since you typed or recorded your translation of these chunks without looking at the source texts, you might have left out some things. Now is the time to add those things to your translation. Click on the third icon down on the left side of translationStudio again. In that mode:
* Look again at the source texts, including the ULT and UST, and carefully compare them to your translation. Make sure that your translation says all of the parts of the message of the ULT and does not leave out anything. You may choose to say some parts in a way that is different than the ULT, such as more like the UST or the Translation Note or another Bible or using an expression that is natural in your language. That is fine, as long as the meaning is the same. If some part of the message is missing, put it in your translation at the point where it fits best in your language. It does not need to be in the same order as the source as long as it sounds natural and gives the same meaning. To do this in translationStudio, click on the pencil icon on the top right above your translation.
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
* In translationStudio, exit editing mode by clicking the check mark icon at the top right of your translation. Now it is time to move the verse numbers where they should be in your translation. Drag each number onto the word that will begin that verse. If your translation has reordered the parts of the chunk or combined verses, you can leave some verse numbers together to indicate that what follows includes content from both of those verses.
When you finish the passage or chapter, it is ready for the [Oral Partner Check](../../checking/peer-check/01.md). To translate the next passage or chapter, start again at step 5.

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translate/grammar-connect-condition-contrary/01.md
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@ -57,7 +57,7 @@ If Contrary-to-Fact conditions are clear in your language, then use them as they
But his wife replied to him, “**If Yahweh had desired to kill us**, he would not have taken from our hand the whole burnt offering and the offering. He would not have shown us all these things, and at this time would he have not allowed us to hear about this.” (Judges 13:23 ULT)
>> “**Yahweh does not want to kill us**, or he would not have received the burnt offering and the offering we gave him.
>> “**Yahweh does not want to kill us**, or he would not have received the burnt offering and the offering we gave him.
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.

4
translate/grammar-connect-condition-fact/01.md
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@ -20,7 +20,7 @@ Some languages do not state something as a condition if it is certain or true. T
This sentence has the same construction as a hypothetical condition. The condition is “if Yahweh is God.” If that is true, then the Israelites should worship Yahweh. But the prophet Elijah does not question whether or not Yahweh is God. In fact, he is so certain that Yahweh is God that later in the passage he pours water all over his sacrifice. He is confident that God is real and that he will burn even an offering that is completely wet. Over and over again, the prophets taught that Yahweh is God, so the people should worship Him. The people did not worship Yahweh, however, even though He is God. By putting the statement or instruction into the form of a Factual Condition, Elijah is trying to get the Israelites to understand more clearly what they should do.
> “A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?” says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
> “A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?” says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not hypothetical. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
@ -34,6 +34,6 @@ If using the form of a hypothetical condition is confusing or would make the rea
>> “**It is true that** Yahweh is God, so worship him!”
> “A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?” says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
> “A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?” says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
>> “A son honors his father, and a servant honors his master. **Since** I, then, am a father, where is my honor? **Since** I am a master, where is the reverence for me?”

2
translate/grammar-connect-condition-hypothetical/01.md
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@ -22,7 +22,7 @@ There are two hypothetical conditions in this frame. In both of these conditions
If Cain does what is right, then he will be accepted. The only way for Cain to be accepted is by doing what is right.
> … **if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them. (Acts 5:38b-39aULT)
> … **if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them. (Acts 5:38b-39aULT)
>
>

2
translate/grammar-connect-exceptions/01.md
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@ -45,5 +45,5 @@ If the way that Exceptional Clauses are marked in the source language is also cl
(2) Reverse the order of the clauses, so that the exception is stated first, and then the larger group is named second.
> God told Adam that he could eat from **any** tree in the garden **except** from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
> God told Adam that he could eat from **any** tree in the garden **except** from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
>> God told Adam that he could **not** eat from the tree of the knowledge of good and evil, but he could eat from **any other** tree in the garden.

6
translate/grammar-connect-logic-contrast/01.md
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@ -14,7 +14,7 @@ In Scripture, many events did not happen as the people involved intended or expe
#### Examples from OBS and the Bible
> You tried to do evil when you sold me as a slave, **but** God used the evil for good! (Story 8 Frame 12 OBS)
> You tried to do evil when you sold me as a slave, **but** God used the evil for good! (Story 8 Frame 12 OBS)
Joseph’s brothers’ evil plan to sell Joseph is contrasted with God’s good plan to save many people. The word “but” marks the contrast.
@ -28,7 +28,7 @@ Jesus contrasts the proud way that human leaders behave with the humble way that
It is unexpected that someone who is bound with chains will be able to break them. Here, only the action verb, "breaking his bonds," marks the contrast of an unexpected event.
> \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT)
> \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT)
There are two contrasts here, marked with “however” and "but." The first contrast shows that even though David asked to find a place for God’s house, it was Solomon who built it. Then there is another contrast because, even though Solomon built a house for God, God does not live in houses that people build.
@ -54,5 +54,5 @@ If your language uses contrast relationships in the same way as in the text, the
3.If your language shows a contrast relationship in a different way, then use that way.
> > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT)
> > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT)
>> [David] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **But** it was, Solomon, **not David**, who built the house for God. **Even though Solomon built him a house**, the Most High does not live in houses made with hands.

6
translate/grammar-connect-time-background/01.md
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@ -18,7 +18,7 @@ Languages indicate a shift in time in different ways. You (the translator) need
Solomon began to worship foreign gods at a time when he was old. Being old is the background event. Worshipping other gods is the main event.
> **Now** his parents went **every year** to Jerusalem for the Festival of the Passover. When he was twelve years old, they again went up at the customary time for the feast. (Luke 2:41-42 ULT)
> **Now** his parents went **every year** to Jerusalem for the Festival of the Passover. When he was twelve years old, they again went up at the customary time for the feast. (Luke 2:41-42 ULT)
The first event––going to Jerusalem––is ongoing and started long ago. We know this because of the words “every year.” Going to Jerusalem is the background event. Then an event begins that started during the time “when he was twelve years old.” So the main event is the specific time Jesus and his family traveled to Jerualem for the Passover festival **when he was twelve years old.**
@ -54,13 +54,13 @@ If the way that the Background Clauses are marked is also clear in your language
| | |
| ------------------------ | -------------------------------------------- |
|Background setting |The word of Yahweh was rare **in those days**;|
|Background repeated | there was no vision breaking through. |
|Background repeated | there was no vision breaking through. |
|Introduction of main event|**It happened at that time**, |
|Background |**when** Eli was lying down in his place |
|Simultaneous background |**and** his eyes had begun to grow dim so that he could not see well,|
|Simultaneous background |**and** the lamp of God had not yet gone out, |
|Simultaneous background |**and** Samuel was lying down to sleep in the temple of Yahweh,|
| Simultaneous background | where the ark of God was. |
| Simultaneous background | where the ark of God was. |
|Main event |**Yahweh called to Samuel**, |
|Sequential event |who said, “here I am.” (1 Sam 3:1-4 ULT) |

4
translate/grammar-connect-words-phrases/01.md
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@ -5,13 +5,13 @@ As humans, we write our thoughts in phrases and sentences. Usually, we want to c
* It was raining, **so** I opened my umbrella.
* It was raining, **but** I did not have an umbrella. **So** I got very wet.
Connecting Words or Phrases can connect phrases or clauses within a sentence. They can connect sentences to each other. They can also connect entire chunks to one another in order to show how the chunk before relates to the chunk after. Very often, the Connecting Words that connect entire chunks to one another are either conjunctions or adverbs.
Connecting Words or Phrases can connect phrases or clauses within a sentence. They can connect sentences to each other. They can also connect entire chunks to one another in order to show how the chunk before relates to the chunk after. Very often, the Connecting Words that connect entire chunks to one another are either conjunctions or adverbs.
> It was raining, but I did not have an umbrella. So I got very wet.
> **Now** I must change my clothes. Then I will drink a cup of hot tea and warm myself by the fire.
In the above example, the word “now” connects the two short chunks of text, showing the relationship between them. The speaker must change his clothes, drink hot tea, and warm himself because of something that happened earlier (that is, he got wet in the rain).
In the above example, the word “now” connects the two short chunks of text, showing the relationship between them. The speaker must change his clothes, drink hot tea, and warm himself because of something that happened earlier (that is, he got wet in the rain).
Sometimes people might not use a Connecting Word because they expect the readers to understand the relationship between the thoughts because of the context. Some languages do not use Connecting Words as much as other languages do. They might say:

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translate/guidelines-equal/01.md
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@ -1,5 +1,5 @@
An **equal** translation communicates any expressive meaning from the source language in an equal way in the target language. Especially notice the forms in the source text that communicate certain kinds of emotions and choose forms in the target language that communicate the same emotions. Examples of some of these forms follow.
An **equal** translation communicates any expressive meaning from the source language in an equal way in the target language. Especially notice the forms in the source text that communicate certain kinds of emotions and choose forms in the target language that communicate the same emotions. Examples of some of these forms follow.
#### Idioms
@ -9,7 +9,7 @@ An **equal** translation communicates any expressive meaning from the source lan
For example, these three translations all have the same meaning. See Acts 18:6:
* “Your blood be upon your heads! I am innocent.” (RSV)
* “Your blood be upon your heads! I am innocent.” (RSV)
* “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB)
* “If God punishes you, it is because of you, not me!” (TFT)
@ -27,7 +27,7 @@ Here are some examples:
* **I was shattered**! The speaker was not literally broken, but he felt very bad.
* **He closed his ears to what I was saying.** Meaning, “he chose to not listen to what I was saying.”
* **The wind moaned in the trees**. This means that the wind blowing through the trees sounded like a person moaning.
* **The whole world came to the meeting**. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
* **The whole world came to the meeting**. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
Each language uses different figures of speech. Make sure you can:
@ -47,9 +47,9 @@ It is the **real meaning** of the whole figure of speech that should be translat
For example, see Matthew 3:7: “You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?”
Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God’s wrath, because they refuse the only way to escape it: to repent of their sins.
Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God’s wrath, because they refuse the only way to escape it: to repent of their sins.
You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech.
You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech.
(see [Rhetorical Questions](../figs-rquestion/01.md))
@ -73,4 +73,4 @@ your loyalty [reaches] to the clouds. (ULT)
This verse of poetry repeats a similar idea in two lines, which is good Hebrew poetic style. Also, there are no verbs in the Hebrew original, which is a different use of grammar than ordinary speech would use. Poetry in your language may have different things that mark it as poetry. When you are translating poetry, try to use the forms of your language that communicate to the reader that this is poetry, and that communicate the same emotions that the source poem is trying to communicate.
**Remember:** Communicate the feelings and attitudes of the original text. Translate them into forms that communicate in a similar way in your language. Consider how that meaning can best be **Accurately**, **Clearly**, **Equally**, and **Naturally Expressed** in the Target Language.
**Remember:** Communicate the feelings and attitudes of the original text. Translate them into forms that communicate in a similar way in your language. Consider how that meaning can best be **Accurately**, **Clearly**, **Equally**, and **Naturally Expressed** in the Target Language.

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translate/guidelines-historical/01.md
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@ -18,15 +18,15 @@ Some explanation can be included in the text, as long as it is brief and does no
Let us compare 1 Corinthians 10:1 from the ULT and UST.
> “I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea. “ (ULT)
> “I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea. “ (ULT)
> “I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus.” (UST)
> “I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus.” (UST)
Notice that the UST makes several points explicit: the ‘fathers were all under the cloud’ tells of the time that God led the Jewish ancestors as a cloud. The statement that ‘our fathers passed through the sea’ is also about the ‘passing through the Red Sea in the time of the exodus.’ The UST translator decided to explicitly describe the historical events. This is a way to translate historical events that is more meaningful for those who have little knowledge of Old Testament history.
Include or refer to the needed implicit information intended by the original writer that will be necessary for your community to understand what is written.
Maintain the historical accuracy of the message. Avoid referring to items and events that were not present in the Bible times. Do not make your translation sound like it is a modern-day event.
Maintain the historical accuracy of the message. Avoid referring to items and events that were not present in the Bible times. Do not make your translation sound like it is a modern-day event.
Remember:

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translate/guidelines-sonofgod/01.md
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@ -15,7 +15,7 @@ In the New Testament:
#### The Old Testament begins to reveal God’s three persons.
> **God** created the heavens…**The Spirit of God** was moving…“Let **us** make man in **our** image.” (Genesis 1:1-2 ULT)
> **God** created the heavens…**The Spirit of God** was moving…“Let **us** make man in **our** image.”(Genesis 1:1-2 ULT)
> God has spoken to us by a **Son**…through whom he also made the universe. His **Son** is the radiance of his glory, the very character of his essence…about the **Son** he says,…“In the beginning, Lord, you laid earth’s foundation; the heavens are the work of your hands.” (Hebrews 1:2-3, and 8-10 ULT quoting Psalm 102:25)
@ -39,4 +39,4 @@ Each person of God is fully God and is called “God” in the Bible.
Each person is also distinct from the other two persons. All three persons can appear separately at the same time. In the verses below, God the Son is baptized while God the Spirit comes down and God the Father speaks from heaven.
> After he was baptized, **Jesus** came up…from the water…He saw the **Spirit** of God coming down…, and a **voice** [the Father’s] came out of the heavens saying, “This is my Beloved **Son**…” (Matthew 3:16-17 ULT)
As Christians, we must always remember that, since we are humans and do not have the mind of God, we cannot fully understand how all three persons of the Holy Trinity are fully God, and yet God is only one being. The Holy Trinity is a divine mystery that we confess by faith, based on the witness of God’s inspired Word.
As Christians, we must always remember that, since we are humans and do not have the mind of God, we cannot fully understand how all three persons of the Holy Trinity are fully God, and yet God is only one being. The Holy Trinity is a divine mystery that we confess by faith, based on the witness of God’s inspired Word.

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