See in Reader
Get rid of straight quotes, and replace some hyphens with dashes (#403)
Get rid of straight quotes, and replace some hyphens with dashes Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com> Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/403
This commit is contained in:
Robert Hunt
parent
93dc4fc6d2
commit
b72440aefa
|
|
@ -1,6 +1,6 @@
|
|||
To check the translation of a passage or chapter as a team, do a Team Oral Chunk Check. To do this, each translator will read his translation out loud to the rest of the team. At the end of each chunk, the translator will stop so that the team can discuss that chunk. Ideally, each written translation is projected where all can see it while the translator reads the text orally.
|
||||
|
||||
The duties of the team members are divided - it is important that each team member only plays one of the following roles at a time.
|
||||
The duties of the team members are divided—it is important that each team member only plays one of the following roles at a time.
|
||||
|
||||
1. One or more team members listen for naturalness. If something is unnatural, at the end of reading the chunk, they recommend a more natural way to say it.
|
||||
1. One or more team members follow along in the source text, noting anything that is added, is missing, or is changed. At the end of reading the chunk, they alert the team that something was added, was missing, or was changed.
|
||||
|
|
|
|||
|
|
@ -4,13 +4,13 @@
|
|||
|
||||
The term “biblical imagery” refers in a general way to any kind of language in which an image is paired with an idea such that the image represents the idea. This general definition is applied most directly to [metaphors](../figs-metaphor/01.md) but can also include [similes](../figs-simile/01.md), [metonymies](../figs-metonymy/01.md), and cultural models.
|
||||
|
||||
We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery - Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
|
||||
We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery – Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
|
||||
|
||||
### Common Types of Biblical Imagery
|
||||
|
||||
A **simile** is an explicit figure of speech that compares two items using one of the specific terms “like,” “as,” or “than.”
|
||||
|
||||
A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery - Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
|
||||
A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
|
||||
|
||||
A **metaphor** is a figure of speech which uses a physical image to refer to an abstract idea, either explicitly or implicitly. In our translation helps, we distinguish between three different types of metaphors: [simple metaphors](../figs-simetaphor/01.md), [extended metaphors](../figs-exmetaphor/01.md), and [complex metaphors](../figs-cometaphor/01.md).
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ An **extended metaphor** is an explicit metaphor that uses multiple images and m
|
|||
|
||||
A **complex metaphor** is an implicit metaphor that uses multiple images and multiple ideas at the same time. Complex metaphors are very similar to extended metaphors, except that they are implied by the text rather than explicitly stated. Because of this, complex metaphors can be very difficult to identify in the Bible. For example, in Ephesians 6:10-20 the apostle Paul describes how a Christian should prepare to resist temptation by comparing abstract ideas to pieces of armor worn by a soldier. The term “full armor of God” is not a combination of several simple metaphors (where the belt represents truth, the helmet represents salvation, etc.). Rather, the unstated complex metaphor PREPARATION IS GETTING DRESSED underlies the entire description as a whole. The apostle Paul was using the physical Image of a soldier putting on his armor (that is, “GETTING DRESSED”) to refer to the abstract Idea (that is, “PREPARATION”) of a Christian preparing himself to resist temptation.
|
||||
|
||||
In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery - Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
|
||||
In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery – Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
|
||||
|
||||
|
||||
### Cultural Models
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metaphor/01.md) from the Bible involving animals are listed below in alphabetical order. The word in all capital letters identifies an Image that represents an Idea. The specific word of the Image may not appear in every verse that uses the Image, but the text will somehow communicate the concept of the Image.
|
||||
Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metaphor/01.md) from the Bible involving animals are listed below in alphabetical order. The word in all capital letters identifies an Image that represents an Idea. The specific word of the Image may not appear in every verse that uses the Image, but the text will somehow communicate the concept of the Image.
|
||||
|
||||
#### An ANIMAL HORN represents strength
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Animals
|
||||
Biblical Imagery – Animals
|
||||
|
|
@ -28,7 +28,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
#### THRESHING and WINNOWING represent the separation of evil people from good people
|
||||
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See "thresh" and "winnow" pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
After farmers harvest wheat and other types of grain, they bring them to a **threshing floor**, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to **thresh** it, to separate the usable grains from the useless chaff. Then they take large forks and **winnow** the threshed grain by throwing it up in the air so the wind can carry off the chaff (waste) while the grains fall back to the threshing floor, where they can be gathered and used for food. (See “thresh” and “winnow” pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating thresh and winnow.)
|
||||
|
||||
> So I will **winnow** them with a pitchfork at the gates of the land. I will bereave them. I will destroy my people since they will not turn from their ways. (Jeremiah 15:7 ULT)
|
||||
>
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Farming
|
||||
Biblical Imagery – Farming
|
||||
|
|
@ -54,7 +54,7 @@ To put something before one’s face is to look at it intently or pay attention
|
|||
|
||||
> But they acted presumptuously, they and our **fathers**. And they stiffened their neck and did not listen to your commandments. (Nehemiah 9:16 ULT)
|
||||
>
|
||||
> We have not listened to your servants the prophets who spoke in your name to our kings, our leaders, our **fathers**, and to all the people of the land. To you, Lord, belongs righteousness …" (Daniel 9:6-7a ULT)
|
||||
> We have not listened to your servants the prophets who spoke in your name to our kings, our leaders, our **fathers**, and to all the people of the land. To you, Lord, belongs righteousness …” (Daniel 9:6-7a ULT)
|
||||
|
||||
#### The HAND represents someone’s power, control, agency, or action
|
||||
|
||||
|
|
@ -187,4 +187,4 @@ Children of wrath here are people with whom God is very angry.
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
See the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
See the Translations Strategies on [Biblical Imagery – Common Patterns](../bita-part1/01.md).
|
||||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Body Parts and Human Qualities
|
||||
Biblical Imagery – Body Parts and Human Qualities
|
||||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Human Behavior
|
||||
Biblical Imagery – Human Behavior
|
||||
|
|
@ -6,7 +6,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
#### CHAINS represent control
|
||||
|
||||
> "Let us tear off the **shackles** they put on us and throw off their **chains**." Psalm 2:3
|
||||
> “Let us tear off the **shackles** they put on us and throw off their **chains**.” Psalm 2:3
|
||||
|
||||
#### CLOTHING represents moral or emotional qualities (attitudes, spirit, life)
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Man-made Objects
|
||||
Biblical Imagery – Man-made Objects
|
||||
|
|
@ -1,4 +1,4 @@
|
|||
This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](../bita-part3/01.md).)
|
||||
This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -18,9 +18,9 @@ This pattern is also seen in Psalm 119:32 where running in the path of God’s c
|
|||
|
||||
These patterns present three challenges to anyone who wants to identify them:
|
||||
|
||||
(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, “It is God who puts strength on me like a belt” (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (See “CLOTHING represents a moral quality” in [Biblical Imagery - Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
|
||||
(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, “It is God who puts strength on me like a belt” (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (See “CLOTHING represents a moral quality” in [Biblical Imagery – Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
|
||||
|
||||
(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md).)
|
||||
(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md).)
|
||||
|
||||
In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David’s life. When his men were concerned that he might “put out the lamp of Israel” they were concerned that he might be killed.
|
||||
|
||||
|
|
@ -30,7 +30,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
|
|||
> Ishbibenob…intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
|
||||
|
||||
|
||||
(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery - Common Metonymies](../bita-part2/01.md) and [Biblical Imagery - Cultural Models](../bita-part3/01.md).)
|
||||
(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) and [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
|
||||
|
||||
For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
|
||||
|
||||
|
|
@ -41,8 +41,8 @@ For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the
|
|||
|
||||
The following pages have lists of some of the Images that represent Ideas in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
|
||||
|
||||
* [Biblical Imagery - Body Parts and Human Qualities](../bita-hq/01.md)
|
||||
* [Biblical Imagery - Human Behavior](../bita-humanbehavior/01.md) - Includes both physical and non-physical actions, conditions and experiences
|
||||
* [Biblical Imagery - Plants](../bita-plants/01.md)
|
||||
* [Biblical Imagery - Natural Phenomena](../bita-phenom/01.md)
|
||||
* [Biblical Imagery - Man-made Objects](../bita-manmade/01.md)
|
||||
* [Biblical Imagery – Body Parts and Human Qualities](../bita-hq/01.md)
|
||||
* [Biblical Imagery – Human Behavior](../bita-humanbehavior/01.md) - Includes both physical and non-physical actions, conditions and experiences
|
||||
* [Biblical Imagery – Plants](../bita-plants/01.md)
|
||||
* [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md)
|
||||
* [Biblical Imagery – Man-made Objects](../bita-manmade/01.md)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Common Patterns
|
||||
Biblical Imagery – Common Patterns
|
||||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Common Metonymies
|
||||
Biblical Imagery – Common Metonymies
|
||||
|
|
@ -41,7 +41,7 @@ Some common cultural models found in the Bible are listed below. First there are
|
|||
|
||||
#### A leader is modeled as a SHEPHERD and those he leads are modeled as SHEEP
|
||||
|
||||
> Then all the tribes of Israel came to David at Hebron and said, “Look…when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, ‘You will **shepherd** my people Israel, and you will become ruler over Israel.’“ (2 Samuel 5:1-2 ULT)
|
||||
> Then all the tribes of Israel came to David at Hebron and said, “Look…when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, ‘You will **shepherd** my people Israel, and you will become ruler over Israel.’” (2 Samuel 5:1-2 ULT)
|
||||
>
|
||||
> “Woe to the **shepherds** who destroy and scatter the **sheep** of my **pasture**—this is Yahweh’s declaration.” (Jeremiah 23:1 ULT)
|
||||
>
|
||||
|
|
@ -111,10 +111,10 @@ Psalm 1 and Job 27 show that wicked people are worthless and will not live long.
|
|||
|
||||
The writer of Ecclesiastes says that everything is worthless.
|
||||
|
||||
> "**Like a vapor of mist**,
|
||||
> “**Like a vapor of mist**,
|
||||
> **like a breeze in the wind**,
|
||||
> everything vanishes, leaving many questions.
|
||||
> What profit does mankind gain from all the work that they labor at under the sun?" (Ecclesiastes 1:2-3 ULT)
|
||||
> What profit does mankind gain from all the work that they labor at under the sun?” (Ecclesiastes 1:2-3 ULT)
|
||||
|
||||
In Job 30:15, Job complains that his honor and prosperity are gone.
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Cultural Models
|
||||
Biblical Imagery – Cultural Models
|
||||
|
|
@ -24,7 +24,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
|
|||
|
||||
> They say, ‘Give into our hand the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.’ And so they would also destroy the heir. Thus they will put out the **burning coal** that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. (2 Samuel 14:7b ULT)
|
||||
>
|
||||
> "You must not go to battle anymore with us, so that you do not put out the **lamp of Israel**." (2 Samuel 21:17b ULT)
|
||||
> “You must not go to battle anymore with us, so that you do not put out the **lamp of Israel**.” (2 Samuel 21:17b ULT)
|
||||
>
|
||||
> I will give one tribe to Solomon’s son, so that David my servant may always have **a lamp** before me in Jerusalem. (1 Kings 11:36a ULT)
|
||||
>
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Natural Phenomena
|
||||
Biblical Imagery – Natural Phenomena
|
||||
|
|
@ -1 +1 @@
|
|||
Biblical Imagery - Plants
|
||||
Biblical Imagery – Plants
|
||||
|
|
@ -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
|
||||
|
||||
|
|
|
|||
|
|
@ -20,17 +20,17 @@ In the examples of active and passive sentences below, we have bolded the subjec
|
|||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
All languages use active forms. Some languages use passive forms, and some do not. Some languages use passive forms only for certain purposes, and the passive form is not used for the same purposes in all of the languages that use it.
|
||||
All languages use active forms. Some languages use passive forms, and some do not. Some languages use passive forms only for certain purposes, and the passive form is not used for the same purposes in all of the languages that use it.
|
||||
|
||||
#### Purposes for the Passive
|
||||
|
||||
* The speaker is talking about the person or thing the action was done to, not about the person who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not know who did the action.
|
||||
|
||||
#### Translation Principles Regarding the Passive
|
||||
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
|
||||
|
||||
### Examples from the Bible
|
||||
|
|
@ -51,7 +51,7 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If your language would use a passive form for the same purpose as in the passage that you are translating, then use a passive form. If you decide that it is better to translate without a passive form, here are some strategies that you might consider.
|
||||
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action. (2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or ”people” or ”someone.” (3) Use a different verb.
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action. (2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or ”people” or ”someone.” (3) Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -61,14 +61,14 @@ If your language would use a passive form for the same purpose as in the passage
|
|||
>
|
||||
> > **The king’s servants gave** Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or ”people” or ”someone.”
|
||||
(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or ”people” or ”someone.”
|
||||
|
||||
> It would be better for him if a millstone **were put** around his neck and he **were thrown** into the sea. (Luke 17:2a ULT)
|
||||
>
|
||||
> > It would be better for him if **they were to put** a millstone around his neck and **throw** him into the sea.
|
||||
> > It would be better for him if **someone were to put** a heavy stone around his neck and **throw** him into the sea.
|
||||
|
||||
(3) Use a different verb in an active sentence.
|
||||
(3) Use a different verb in an active sentence.
|
||||
|
||||
> A loaf of bread **was given** him every day from the street of the bakers. (Jeremiah 37:21 ULT)
|
||||
>
|
||||
|
|
|
|||
|
|
@ -16,7 +16,7 @@ King Saul was killed on Mount Gilboa, and David sang a sad song about it. By tel
|
|||
|
||||
Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them.
|
||||
|
||||
> He cried against the altar by the word of Yahweh: "**Altar**, **altar**! This is what Yahweh says, ‘See, … on you they will burn human bones.’“ (1 Kings 13:2 ULT)
|
||||
> He cried against the altar by the word of Yahweh: “**Altar**, **altar**! This is what Yahweh says, ‘See, … on you they will burn human bones.’” (1 Kings 13:2 ULT)
|
||||
|
||||
The man of God spoke as if the altar could hear him, but he really wanted the king, who was standing there, to hear him.
|
||||
|
||||
|
|
@ -26,7 +26,7 @@ If apostrophe would be natural and give the right meaning in your language, cons
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
> He cried against the altar by the word of Yahweh: "**Altar**, **altar**! This is what Yahweh says, ‘See, … on you they will burn human bones.’“ (1 Kings 13:2 ULT)
|
||||
> He cried against the altar by the word of Yahweh: “**Altar**, **altar**! This is what Yahweh says, ‘See, … on you they will burn human bones.’” (1 Kings 13:2 ULT)
|
||||
>
|
||||
> > He said this about the altar: “This is what Yahweh says **about this altar.** ‘See, … they will burn people’s bones on **it**.’“
|
||||
>
|
||||
|
|
|
|||
|
|
@ -30,4 +30,4 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
|
|||
|
||||
> And I purified them from everything foreign. And I caused the service watches to stand: for the priests and for the Levites, a man in his work; 31 and for the offering of pieces of wood at the appointed times; and for the firstfruits. **Remember me, my God, for good.** (Nehemiah 13:30-31 ULT)
|
||||
|
||||
(2) And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good."**
|
||||
(2) And I cleansed them from everything foreign, and I made assignments for the priests and for the Levites, a man to his own work. And the wood offering at the stated time, and the firstfruits. **“Remember me, my God, for good.”**
|
||||
|
|
@ -1 +1 @@
|
|||
What is the figure of speech called an "aside"?
|
||||
What is the figure of speech called an “aside”?
|
||||
|
|
@ -38,4 +38,4 @@ The Bible often speaks of God as doing things that people do, such as speaking,
|
|||
|
||||
* For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
|
||||
|
||||
* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery - Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery - Cultural Models](../bita-part3/01.md).
|
||||
* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery – Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery – Cultural Models](../bita-part3/01.md).
|
||||
|
|
@ -1 +1 @@
|
|||
Statements - Other Uses
|
||||
Statements – Other Uses
|
||||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
A double negative occurs when a clause has two words that each express the meaning of “not.” Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
|
||||
A double negative occurs when a clause has two words that each express the meaning of “not.” Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -17,7 +17,7 @@ A double negative occurs when a clause has two words that each have a negative m
|
|||
|
||||
Double negatives mean very different things in different languages.
|
||||
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The Spanish sentence, "No vi a nadie," literally says “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The Spanish sentence, “No vi a nadie,” literally says “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
|
||||
* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
|
||||
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent.”
|
||||
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, “He is not unintelligent” can mean “He is intelligent” or “He is very intelligent.”
|
||||
|
|
|
|||
|
|
@ -22,7 +22,7 @@ This means that they had decided to lie, which is another way of saying that the
|
|||
|
||||
> … like of a lamb **without blemish** and **without spot**. (1 Peter 1:19b ULT)
|
||||
|
||||
This means that he was like a lamb that did not have any defect--not even one.
|
||||
This means that he was like a lamb that did not have any defect—not even one.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -40,7 +40,7 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
||||
> Just as Joshua had said to the people, the seven priests carrying seven trumpets of rams’ horns before Yahweh went forward and blew the trumpets, But Joshua commanded the people, saying, “Do not shout nor let your voice be heard, nor let any word leave your mouth until the day I tell you to shout. Then you must shout.” (Joshua 6:8,10 ULT)
|
||||
> Just as Joshua had said to the people, the seven priests carrying seven trumpets of rams’ horns before Yahweh went forward and blew the trumpets, But Joshua commanded the people, saying, “Do not shout nor let your voice be heard, nor let any word leave your mouth until the day I tell you to shout. Then you must shout.” (Joshua 6:8,10 ULT)
|
||||
>
|
||||
> > 8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams’ horns before Yahweh, as they advanced, they gave a blast on the trumpets 10 But Joshua **had commanded** the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
|
||||
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
|
|||
> Save us, Lord; we are about to die! (Matthew 8:25b ULT)
|
||||
|
||||
|
||||
> When the demon had been driven out, the mute man spoke. The crowds were astonished and said, “This has never been seen before in Israel!” (Matthew 9:33 ULT)
|
||||
> When the demon had been driven out, the mute man spoke. The crowds were astonished and said, “This has never been seen before in Israel!” (Matthew 9:33 ULT)
|
||||
|
||||
### Reason This Is a Translation Issue
|
||||
|
||||
|
|
|
|||
|
|
@ -24,7 +24,7 @@ John is telling people who have not seen Jesus what he and the other apostles ha
|
|||
|
||||
> The shepherds said one to each other, “Let **us** now go to Bethlehem, and see this thing that has happened, which the Lord has made known to **us**.” (Luke 2:15b ULT)
|
||||
|
||||
The shepherds were speaking to one another. When they said “us,” they were **including** the people they were speaking to - one another.
|
||||
The shepherds were speaking to one another. When they said “us,” they were **including** the people they were speaking to – one another.
|
||||
|
||||
> Now it happened that on one of those days, he indeed got into a boat with his disciples, and he said to them, “Let **us** go over to the other side of the lake.” So they set sail. (Luke 8:22 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
|
||||
In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
|
||||
|
||||
> But the centurion answered and said, “Lord, I am not worthy that you should enter under my roof" (Matthew 8:8a ULT)
|
||||
> But the centurion answered and said, “Lord, I am not worthy that you should enter under my roof” (Matthew 8:8a ULT)
|
||||
>
|
||||
> > The centurion **answered**, “Lord, I am not worthy that you should enter under my roof”
|
||||
|
||||
|
|
|
|||
|
|
@ -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
|
||||
|
|
|
|||
|
|
@ -27,7 +27,7 @@ The phrase “a good man” does not refer to a particular man, but to any perso
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
|
||||
If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
|
||||
|
||||
(1) Use the word “the” in the noun phrase.
|
||||
(2) Use the word “a” in the noun phrase.
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
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).)
|
||||
|
||||
|
|
|
|||
|
|
@ -57,7 +57,7 @@ If the idiom would be clearly understood in your language, consider using it. If
|
|||
|
||||
(1) Translate the meaning plainly without using an idiom.
|
||||
|
||||
> Then all Israel came to David at Hebron and said, “Look, we are your **flesh and bone**.” ( 1 Chronicles 11:1 ULT)
|
||||
> Then all Israel came to David at Hebron and said, “Look, we are your **flesh and bone**.” (1 Chronicles 11:1 ULT)
|
||||
>> Look, we all **belong to the same nation**.
|
||||
|
||||
> Then he **set his face** to go to Jerusalem. (Luke 9:51b ULT)
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Imperatives - Other Uses
|
||||
Imperatives – Other Uses
|
||||
|
|
@ -30,7 +30,7 @@ Languages have different ways of signaling the parts of communication that the l
|
|||
|
||||
There is only one Tigris River. The phrase “which flows east of Asshur” gives more information about where the Tigris River was. This would have been helpful to the original audience because they knew were Asshur was.
|
||||
|
||||
> So Yahweh said, "I will wipe away mankind **whom I have created** from the surface of the earth." (Genesis 6:7a ULT)
|
||||
> So Yahweh said, “I will wipe away mankind **whom I have created** from the surface of the earth.” (Genesis 6:7a ULT)
|
||||
|
||||
The phrase “whom I have created” is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
|
||||
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ Many other languages normally put these things in a different order such as: Pai
|
|||
|
||||
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.
|
||||
|
||||
|
|
|
|||
|
|
@ -23,7 +23,7 @@ People worshiped idols as if their idols had knowledge or power, and Yahweh was
|
|||
|
||||
> Can you lead light and darkness to their places of work?
|
||||
> Can you find the way back to their houses for them?
|
||||
> **Undoubtedly you know, for you were born then;** “**the number of your days is so large!** “ (Job 38:20-21 ULT)
|
||||
> **Undoubtedly you know, for you were born then;** “**the number of your days is so large!** ” (Job 38:20-21 ULT)
|
||||
|
||||
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two 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.
|
||||
|
||||
|
|
@ -64,6 +64,6 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
> Can you lead light and darkness to their places of work?
|
||||
> Can you find the way back to their houses for them?
|
||||
> **Undoubtedly you know, for you were born then;**
|
||||
> **the number of your days is so large!**“ (Job 38:20-21 ULT)
|
||||
> **the number of your days is so large!**” (Job 38:20-21 ULT)
|
||||
>
|
||||
> > Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? **You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not**!
|
||||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
A metaphor is a figure of speech in which someone speaks of one thing as if it were a different thing because he wants people to think about how those two things are alike.
|
||||
|
||||
For example, someone might say, "The girl I love is a red rose."
|
||||
For example, someone might say, “The girl I love is a red rose.”
|
||||
|
||||
A girl and a rose are very different things, but the speaker considers that they are alike in some way. The hearer’s task is to understand in what way they are alike.
|
||||
|
||||
|
|
@ -34,7 +34,7 @@ A passive metaphor is a metaphor that has been used so much in the language that
|
|||
|
||||
#### Patterned Pairs of Concepts acting as Metaphors
|
||||
|
||||
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction "up" (the Image) often represents the concepts of "more" or "better" (the Idea). Because of this pair of underlying concepts, we can make sentences such as “The price of gasoline is going **up**,” “A **highly** intelligent man,” and also the opposite kind of idea: “The temperature is going **dow****n**,” and “I am feeling very **low**.”
|
||||
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction “up” (the Image) often represents the concepts of “more” or “better” (the Idea). Because of this pair of underlying concepts, we can make sentences such as “The price of gasoline is going **up**,” “A **highly** intelligent man,” and also the opposite kind of idea: “The temperature is going **dow****n**,” and “I am feeling very **low**.”
|
||||
|
||||
Patterned pairs of concepts are constantly used for metaphorical purposes in the world’s languages because they serve as convenient ways to organize thought. In general, people like to speak of abstract qualities (such as power, presence, emotions, and moral qualities) as if they were body parts, or as if they were objects that could be seen or held, or as if they were events that could be watched as they happened.
|
||||
|
||||
|
|
@ -45,7 +45,7 @@ When these metaphors are used in normal ways, it is rare that the speaker and au
|
|||
* “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.
|
||||
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.
|
||||
|
||||
When translating something that is a passive metaphor into another language, do not treat it as a metaphor. Instead, just use the best expression for that thing or concept in the target language.
|
||||
|
||||
|
|
@ -180,4 +180,4 @@ We made no change to this one, but it must be tested to make sure that the targe
|
|||
> > I will make you to become **people who gather men**.
|
||||
> > Now you gather fish. I will make you **gather people**.
|
||||
|
||||
To learn more about specific metaphors, see [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
To learn more about specific metaphors, see [Biblical Imagery – Common Patterns](../bita-part1/01.md).
|
||||
|
|
@ -6,7 +6,7 @@ Metonymy is a figure of speech in which an item (either physical or abstract) is
|
|||
|
||||
The blood represents Christ’s death.
|
||||
|
||||
> And he took **the cup** in the same way after supper, saying, “**This cup** is the new covenant in my blood, which is poured out for you." (Luke 22:20 ULT)
|
||||
> And he took **the cup** in the same way after supper, saying, “**This cup** is the new covenant in my blood, which is poured out for you.” (Luke 22:20 ULT)
|
||||
|
||||
The cup represents the wine that is in the cup.
|
||||
|
||||
|
|
@ -62,4 +62,4 @@ This verse also contains a second metonym: The cup, (representing the wine it co
|
|||
>
|
||||
> > “Who warned you to flee from God’s coming **punishment**?”
|
||||
|
||||
To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../bita-part2/01.md).
|
||||
To learn about some common metonymies, see [Biblical Imagery – Common Metonymies](../bita-part2/01.md).
|
||||
|
|
@ -13,7 +13,7 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
|
|||
|
||||
### Examples From the Bible
|
||||
|
||||
> Now Jericho was tightly closed because of the sons of Israel. No one went out and no one came in. Yahweh said to Joshua, “See, I have delivered Jericho, and its king, and its powerful soldiers into your hand." (Joshua 6:1-2 ULT)
|
||||
> Now Jericho was tightly closed because of the sons of Israel. No one went out and no one came in. Yahweh said to Joshua, “See, I have delivered Jericho, and its king, and its powerful soldiers into your hand.” (Joshua 6:1-2 ULT)
|
||||
|
||||
> For to us a child has been born, to us a son has been given;
|
||||
> and the rule will be on his shoulder. (Isaiah 9:6a ULT)
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### 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
|
||||
|
|
@ -9,16 +9,16 @@ In common English, possession refers to having something, or to something that a
|
|||
|
||||
Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
|
||||
|
||||
* 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 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
|
||||
* 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 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
|
||||
* Part and whole: One thing is part of another.
|
||||
* my head - the head that is part of my body
|
||||
* the roof of a house - the roof that is part of a house
|
||||
* my head – the head that is part of my body
|
||||
* the roof of a house – the roof that is part of a house
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
|
|
|
|||
|
|
@ -8,24 +8,24 @@ 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)
|
||||
* 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 – 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.)
|
||||
* Dual – two (Some languages have pronouns specifically for two people or two things.)
|
||||
|
||||
#### Gender
|
||||
|
||||
* Masculine - he
|
||||
* Feminine - she
|
||||
* Neuter - it
|
||||
* Masculine – he
|
||||
* Feminine – she
|
||||
* Neuter – it
|
||||
|
||||
#### Relationship to other words in the sentence
|
||||
|
||||
|
|
@ -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.
|
||||
|
||||
|
|
|
|||
|
|
@ -29,7 +29,7 @@ The verses in the examples below contain both direct and indirect quotations. In
|
|||
|
||||
* 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!** ‘
|
||||
* Direct quotes: Neither will they say, ‘**Look, here it is!** ’ or, **T****here it is!** ‘
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ Quotation marks are not used with indirect quotes.
|
|||
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.” ‘ “
|
||||
* 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: ‚ ‘ „ “ ‹ › « » ⁊ — .
|
||||
|
||||
|
|
@ -31,7 +31,7 @@ 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
|
||||
|
||||
|
|
@ -43,7 +43,7 @@ A third layer direct quote has double quotation marks around it. We have printed
|
|||
|
||||
A fourth layer direct quote has single quotation marks around it. We have printed it in bold for you to see it clearly.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’** “ ‘ “ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’** “ ’ ” (2 Kings 1:6 ULT)
|
||||
|
||||
### Quote Marking Strategies
|
||||
|
||||
|
|
@ -57,17 +57,17 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
(1) Alternate two kinds of quotation marks to show layers of direct quotation as shown in the ULT text below.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘“ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
|
||||
|
||||
(2) Translate one or more of the quotes as indirect quotes in order to use fewer quotation marks, since indirect quotes do not need them. In English, the word “that” can introduce an indirect quote. In the example below, everything after the word “that” is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with double and single quotation marks.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘“ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
|
||||
|
||||
>> They told him **that** a man came to meet them who said to them, “Go back to the king who sent you, and say to him, ‘Yahweh says this: “Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.”‘“
|
||||
|
||||
(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.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘“ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
|
||||
|
||||
>> They said to him,
|
||||
>>> A man came to meet us who said to us, “Go back to the king who sent you, and say to him, ‘Yahweh says this: “Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.”‘“
|
||||
|
|
@ -25,13 +25,13 @@ The outermost layer is what Jesus said to Pilate. The second layer is what Pilat
|
|||
|
||||
#### A quotation with three layers
|
||||
|
||||
> Abraham said, “…I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, **“He is my brother.”**‘“ (Genesis 20:10-13 ULT)
|
||||
> Abraham said, “…I said to her, ‘You must show me this faithfulness as my wife: At every place where we go, say about me, **“He is my brother.”**‘” (Genesis 20:10-13 ULT)
|
||||
|
||||
The outermost layer is what Abraham said to Abimelech. The second layer is what Abraham had told his wife. The third layer is what he wanted his wife to say. (We have underlined the third layer.)
|
||||
|
||||
#### A quotation with four layers
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’**“‘“ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’**“‘” (2 Kings 1:6 ULT)
|
||||
|
||||
The outermost layer is what the messengers said to the king. The second layer is what the man who had met the messengers told them. The third is what that man wanted the messengers to say to the king. The fourth is what Yahweh said. (We have underlined the fourth layer.)
|
||||
|
||||
|
|
@ -51,10 +51,10 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
|
||||
(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.
|
||||
|
||||
> Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them, ‘At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.’ “ (Exodus 16:11-12 ULT)
|
||||
> Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them, ‘At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.’ ” (Exodus 16:11-12 ULT)
|
||||
>
|
||||
> > Then Yahweh spoke to Moses and said, “I have heard the grumbling of the Israelites. Tell them **that** at twilight **they** will eat meat, and in the morning **they** will be filled with bread. Then **they** will know that I am Yahweh **their** God.”
|
||||
>
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘“ (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
|
||||
>
|
||||
> > They told him **that** a man had come to meet **them** who said to **them**, “Go back to the king who sent you, and tell him **that** Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“
|
||||
|
|
@ -21,7 +21,7 @@ The examples below show each of these types used for their main functions.
|
|||
|
||||
> In the beginning, God created the heavens and the earth. (Genesis 1:1 ULT)
|
||||
|
||||
Statements can also have other functions. (See [Statements - Other Uses](../figs-declarative/01.md).)
|
||||
Statements can also have other functions. (See [Statements – Other Uses](../figs-declarative/01.md).)
|
||||
|
||||
#### Questions
|
||||
|
||||
|
|
@ -47,7 +47,7 @@ With an instruction, the speaker tells someone how to do something.
|
|||
|
||||
With a suggestion, the speaker tells someone something to do or not do that he thinks might help that person. In the example below, it is best for both blind men if they do not try to lead each other.
|
||||
|
||||
> A blind man is not able to guide a blind man, is he? Would not both fall into a pit? ( Luke 6:39b UST)
|
||||
> A blind man is not able to guide a blind man, is he? Would not both fall into a pit? (Luke 6:39b UST)
|
||||
|
||||
Speakers may intend to be part of the group that does what is suggested. In Genesis 11, the people were saying that it would be good for them all to make bricks together.
|
||||
|
||||
|
|
@ -77,7 +77,7 @@ In Genesis 21, Hagar expressed her strong desire not to see her son die, and the
|
|||
|
||||
> **Let me not look** upon the death of the child. (Genesis 21:16b ULT)
|
||||
|
||||
Imperative sentences can have other functions also. (See [Imperatives - Other Uses](../figs-imperative/01.md).)
|
||||
Imperative sentences can have other functions also. (See [Imperatives – Other Uses](../figs-imperative/01.md).)
|
||||
|
||||
#### Exclamations
|
||||
|
||||
|
|
@ -92,7 +92,7 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
|
|||
1. Use your language’s ways of showing that a sentence has a particular function.
|
||||
1. When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
|
||||
|
||||
* [Statements - Other Uses](../figs-declarative/01.md)
|
||||
* [Statements – Other Uses](../figs-declarative/01.md)
|
||||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Imperatives – Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
|
|
@ -42,4 +42,4 @@ Jesus used a metaphor here, but his disciples did not realize it. When he said
|
|||
|
||||
* For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
|
||||
|
||||
* To learn more about simple metaphors, see [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
* To learn more about simple metaphors, see [Biblical Imagery – Common Patterns](../bita-part1/01.md).
|
||||
|
|
@ -33,7 +33,7 @@ If the synecdoche would be natural and give the right meaning in your language,
|
|||
|
||||
> ”**My soul** magnifies the Lord.” (Luke 1:46b ULT)
|
||||
>
|
||||
> > “**I** magnify the Lord."
|
||||
> > “**I** magnify the Lord.”
|
||||
>
|
||||
> So **the Pharisees** said to him … (Mark 2:24a 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -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.
|
||||
|
||||
|
|
@ -55,7 +55,7 @@ In some languages, the form of the verb may vary depending on the persons or thi
|
|||
|
||||
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday,” “now,” or “tomorrow.”
|
||||
|
||||
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called "tense." English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
|
||||
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called “tense.” English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
|
||||
|
||||
* Sometimes Mary **cooks** meat.
|
||||
* Yesterday Mary **cooked** meat. (She did this in the past.)
|
||||
|
|
@ -66,7 +66,7 @@ In some languages speakers might add a word to tell something about the time. En
|
|||
|
||||
### Aspect
|
||||
|
||||
When we tell about an event, sometimes we want to show how the event progressed over a period of time or how the event relates to another event. This is called "aspect." English speakers sometimes use the verbs “is” or “has” then add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
|
||||
When we tell about an event, sometimes we want to show how the event progressed over a period of time or how the event relates to another event. This is called “aspect.” English speakers sometimes use the verbs “is” or “has” then add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
|
||||
|
||||
* Mary **cooks** meat every day. (This tells about something Mary often does.)
|
||||
* Mary **is cooking** the meat. (This tells about something Mary is in the process of doing right now.)
|
||||
|
|
|
|||
|
|
@ -14,7 +14,7 @@ Sometimes Greek and Hebrew speakers used the singular form of “you” even tho
|
|||
|
||||
### 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
While a large part of translation has to do with language, words, and sentences, it is also true that a major aspect of translation is technical in nature. From creating alphabets, typing, typesetting, formatting, publishing, and distributing, there are many technical aspects to translation. In order to make all this possible, there are some standards that have been adopted.
|
||||
|
||||
We will refer to "markup language," which is a system of marking the formatting of a text that won't show when it is published, like putting asterisks or underline symbols around words that then are interpreted by the word processor as formatting.
|
||||
We will refer to “markup language,” which is a system of marking the formatting of a text that won't show when it is published, like putting asterisks or underline symbols around words that then are interpreted by the word processor as formatting.
|
||||
|
||||
### USFM: Bible Translation Format
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Contrary to Fact Conditions
|
||||
Connect – Contrary to Fact Conditions
|
||||
|
|
@ -1 +1 @@
|
|||
Connect - Factual Conditions
|
||||
Connect – Factual Conditions
|
||||
|
|
@ -16,7 +16,7 @@ It is important that translators understand whether or not something is a Hypoth
|
|||
|
||||
> God promised to bless the people and protect them, **if** they obeyed these laws. But he said he would punish them **if** they did not obey them (Story 13 Frame 7 OBS)
|
||||
|
||||
There are two hypothetical conditions in this frame. In both of these conditions, the first event (the “if clause”) is stated after the "then" clause. If this is unnatural or confusing, the clauses can be restated in the more natural order. The first hypothetical condition is: if the Israelites obeyed God, then God would bless and protect them. The second hypothetical condition is: if the Israelites did not obey God, then God would punish them.
|
||||
There are two hypothetical conditions in this frame. In both of these conditions, the first event (the “if clause”) is stated after the “then” clause. If this is unnatural or confusing, the clauses can be restated in the more natural order. The first hypothetical condition is: if the Israelites obeyed God, then God would bless and protect them. The second hypothetical condition is: if the Israelites did not obey God, then God would punish them.
|
||||
|
||||
> If you do what is right, will you not be accepted? (Genesis 4:7a ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Hypothetical Conditions
|
||||
Connect – Hypothetical Conditions
|
||||
|
|
@ -1 +1 @@
|
|||
Connect - Exception Clauses
|
||||
Connect – Exception Clauses
|
||||
|
|
@ -26,11 +26,11 @@ 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.
|
||||
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)
|
||||
|
||||
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.
|
||||
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.
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Contrast Relationship
|
||||
Connect – Contrast Relationship
|
||||
|
|
@ -1 +1 @@
|
|||
Connect - Goal (Purpose) Relationship
|
||||
Connect – Goal (Purpose) Relationship
|
||||
|
|
@ -10,7 +10,7 @@ A Reason-and-Result Relationship is a logical relationship in which one event is
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
A Reason-and-Result Relationship can look forward - “I did Y because I wanted X to happen.” But usually it is looking backward - “X happened, and so I did Y.” Also, it is possible to state the Reason either before or after the Result. Many languages have a preferred order for the Reason and the Result, and it is confusing for the reader if they are in the opposite order. Common words used to indicate a Reason-and-Result Relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a Goal relationship, so translators need to be aware of the difference between a Goal relationship and a Reason-and-Result relationship. It is necessary for translators to understand how the two events are connected and then communicate them clearly in their language.
|
||||
A Reason-and-Result Relationship can look forward – “I did Y because I wanted X to happen.” But usually it is looking backward – “X happened, and so I did Y.” Also, it is possible to state the Reason either before or after the Result. Many languages have a preferred order for the Reason and the Result, and it is confusing for the reader if they are in the opposite order. Common words used to indicate a Reason-and-Result Relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a Goal relationship, so translators need to be aware of the difference between a Goal relationship and a Reason-and-Result relationship. It is necessary for translators to understand how the two events are connected and then communicate them clearly in their language.
|
||||
|
||||
If the reason and result are stated in different verses, it is still possible to put them in a different order. If you change the order of the verses, then put the verse numbers together at the beginning of the group of verses that were rearranged like this: 1-2. This is called a [Verse Bridge](../translate-versebridge/01.md).
|
||||
|
||||
|
|
@ -18,7 +18,7 @@ If the reason and result are stated in different verses, it is still possible to
|
|||
|
||||
> The Jews were amazed, **because** Saul had tried to kill believers, and now he believed in Jesus! (Story 46 Frame 6 OBS)
|
||||
|
||||
The **Reason** is the change in Saul - that he had tried to kill people who believed in Jesus, and now he himself believed in Jesus. The **Result** is that the Jews were amazed. “Because” connects the two ideas and indicates that what follows it is a Reason.
|
||||
The **Reason** is the change in Saul – that he had tried to kill people who believed in Jesus, and now he himself believed in Jesus. The **Result** is that the Jews were amazed. “Because” connects the two ideas and indicates that what follows it is a Reason.
|
||||
|
||||
> Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Reason-and-Result Relationship
|
||||
Connect – Reason-and-Result Relationship
|
||||
|
|
@ -1 +1 @@
|
|||
Connect - Background Information
|
||||
Connect – Background Information
|
||||
|
|
@ -28,7 +28,7 @@ The event of the first clause occurs after the event of the second clause. First
|
|||
|
||||
> Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT)
|
||||
|
||||
Here the general connector “**and** ” connects four events. These are sequential events - each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector, “and,” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language.
|
||||
Here the general connector “**and** ” connects four events. These are sequential events – each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector, “and,” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language.
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Sequential Time Relationship
|
||||
Connect – Sequential Time Relationship
|
||||
|
|
@ -28,7 +28,7 @@ The people were both waiting and wondering at the same time. The general connect
|
|||
|
||||
> And **while** they were looking intently into heaven **as** he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT)
|
||||
|
||||
Three events happened at the same time - the disciples looking, Jesus going up, and two men standing. The connector words “**while** “ and “**as** “ tell us this.
|
||||
Three events happened at the same time – the disciples looking, Jesus going up, and two men standing. The connector words “**while** “ and “**as** “ tell us this.
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Connect - Simultaneous Time Relationship
|
||||
Connect – Simultaneous Time Relationship
|
||||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
(See the video “Translating the Scriptures - Culture” at http://ufw.io/trans_culture.)
|
||||
(See the video “Translating the Scriptures – Culture” at http://ufw.io/trans_culture.)
|
||||
|
||||
A **historical definition** translation communicates historical events and facts accurately. Providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content.
|
||||
|
||||
|
|
@ -18,7 +18,7 @@ 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)
|
||||
|
||||
|
|
|
|||
|
|
@ -3,10 +3,10 @@
|
|||
|
||||
There are four main qualities of a good translation. It must be:
|
||||
|
||||
* Clear - see [Create Clear Translations](../guidelines-clear/01.md)
|
||||
* Natural - see [Create Natural Translations](../guidelines-natural/01.md)
|
||||
* Accurate - see [Create Accurate Translations](../guidelines-accurate/01.md)
|
||||
* Church-Approved - see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
|
||||
* Clear – see [Create Clear Translations](../guidelines-clear/01.md)
|
||||
* Natural – see [Create Natural Translations](../guidelines-natural/01.md)
|
||||
* Accurate – see [Create Accurate Translations](../guidelines-accurate/01.md)
|
||||
* Church-Approved – see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
|
||||
|
||||
We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be faithful to God’s Word and useful to the church.
|
||||
|
||||
|
|
@ -30,10 +30,9 @@ If a translation is clear, natural and accurate, but the church does not approve
|
|||
|
||||
In addition to being clear, natural, accurate, and church-approved, great translations should also be:
|
||||
|
||||
* Faithful - see [Create Faithful Translations](../guidelines-faithful/01.md)
|
||||
* Authoritative - see [Create Authoritative Translations](../guidelines-authoritative/01.md)
|
||||
* Historical - see [Create Historical Translations](../guidelines-historical/01.md)
|
||||
* Equal - see [Create Equal Translations](../guidelines-equal/01.md)
|
||||
* Collaborative - see [Create Collaborative Translations](../guidelines-collaborative/01.md)
|
||||
* Ongoing - see [Create Ongoing Translations](../guidelines-ongoing/01.md)
|
||||
|
||||
* Faithful – see [Create Faithful Translations](../guidelines-faithful/01.md)
|
||||
* Authoritative – see [Create Authoritative Translations](../guidelines-authoritative/01.md)
|
||||
* Historical – see [Create Historical Translations](../guidelines-historical/01.md)
|
||||
* Equal – see [Create Equal Translations](../guidelines-equal/01.md)
|
||||
* Collaborative – see [Create Collaborative Translations](../guidelines-collaborative/01.md)
|
||||
* Ongoing – see [Create Ongoing Translations](../guidelines-ongoing/01.md)
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ The Bible shows that God called Jesus his Son:
|
|||
|
||||
The Bible shows that Jesus called God his Father:
|
||||
|
||||
> Jesus said, “I praise you **Father**, Lord of heaven and earth,…no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son** “ (Matthew 11:25-27 ULT) (See also: John 6:26-57)
|
||||
> Jesus said, “I praise you **Father**, Lord of heaven and earth,…no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son** ” (Matthew 11:25-27 ULT) (See also: John 6:26-57)
|
||||
|
||||
Christians have found that “Father” and “Son” are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,12 +11,12 @@ In these cases, you (the translator) need to decide which meaning to translate.
|
|||
|
||||
> But take a small number of hairs from them and tie them into **the folds of your robe**. (Ezekiel 5:3 ULT)
|
||||
|
||||
* **the folds of your robe** -- Possible meanings are (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt.
|
||||
* **the folds of your robe** – Possible meanings are (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt.
|
||||
|
||||
This note has the ULT text followed by three possible meanings. The word translated as “the folds of your robe” refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt.
|
||||
|
||||
> But Simon Peter, when he saw it, **fell down at Jesus’ knees** (Luke 5:8 ULT)
|
||||
|
||||
* **fell down at Jesus’ knees** - Possible meanings are (1) “knelt down before Jesus” or (2) “bowed down at Jesus’ feet” or (3) “lay down on the ground at Jesus’ feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
* **fell down at Jesus’ knees** – Possible meanings are (1) “knelt down before Jesus” or (2) “bowed down at Jesus’ feet” or (3) “lay down on the ground at Jesus’ feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
|
||||
This note explains what “fell down at Jesus’ knees” might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture.
|
||||
|
|
@ -191,9 +191,9 @@ sections:
|
|||
- title: "Sentence Types"
|
||||
link: figs-sentencetypes
|
||||
sections:
|
||||
- title: "Statements - Other Uses"
|
||||
- title: "Statements – Other Uses"
|
||||
link: figs-declarative
|
||||
- title: "Imperatives - Other Uses"
|
||||
- title: "Imperatives – Other Uses"
|
||||
link: figs-imperative
|
||||
- title: "Exclamations"
|
||||
link: figs-exclamations
|
||||
|
|
@ -236,9 +236,9 @@ sections:
|
|||
link: figs-ellipsis
|
||||
- title: "Forms of You"
|
||||
link: figs-you
|
||||
- title: "Forms of 'You' - Dual/Plural"
|
||||
- title: "Forms of 'You' – Dual/Plural"
|
||||
link: figs-youdual
|
||||
- title: "Forms of 'You' - Singular"
|
||||
- title: "Forms of 'You' – Singular"
|
||||
link: figs-yousingular
|
||||
- title: "Generic Noun Phrases"
|
||||
link: figs-genericnoun
|
||||
|
|
@ -262,7 +262,7 @@ sections:
|
|||
link: figs-order
|
||||
- title: "Word Order – Hebrew"
|
||||
link: figs-orderHeb
|
||||
- title: "Word Order - Greek"
|
||||
- title: "Word Order – Greek"
|
||||
link: figs-orderGrk
|
||||
- title: "Quotes"
|
||||
sections:
|
||||
|
|
@ -282,13 +282,13 @@ sections:
|
|||
link: figs-123person
|
||||
- title: "Exclusive and Inclusive 'We'"
|
||||
link: figs-exclusive
|
||||
- title: "Forms of 'You' - Formal or Informal"
|
||||
- title: "Forms of 'You' – Formal or Informal"
|
||||
link: figs-youformal
|
||||
- title: "Forms of 'You' - Singular to a Crowd"
|
||||
- title: "Forms of 'You' – Singular to a Crowd"
|
||||
link: figs-youcrowd
|
||||
- title: "Reflexive Pronouns"
|
||||
link: figs-rpronouns
|
||||
- title: "Pronouns - When to Use Them"
|
||||
- title: "Pronouns – When to Use Them"
|
||||
link: writing-pronouns
|
||||
- title: "Unknowns"
|
||||
sections:
|
||||
|
|
@ -370,15 +370,15 @@ sections:
|
|||
sections:
|
||||
- title: "Biblical Imagery"
|
||||
link: biblicalimageryta
|
||||
- title: "Biblical Imagery - Common Patterns"
|
||||
- title: "Biblical Imagery – Common Patterns"
|
||||
link: bita-part1
|
||||
- title: "Biblical Imagery - Common Metonymies"
|
||||
- title: "Biblical Imagery – Common Metonymies"
|
||||
link: bita-part2
|
||||
- title: "Biblical Imagery - Simple Metaphors"
|
||||
- title: "Biblical Imagery – Simple Metaphors"
|
||||
link: figs-simetaphor
|
||||
- title: "Biblical Imagery - Extended Metaphors"
|
||||
- title: "Biblical Imagery – Extended Metaphors"
|
||||
link: figs-exmetaphor
|
||||
- title: "Biblical Imagery - Complex Metaphors"
|
||||
- title: "Biblical Imagery – Complex Metaphors"
|
||||
link: figs-cometaphor
|
||||
- title: "Biblical Imagery – Common Metaphors in the Bible"
|
||||
sections:
|
||||
|
|
@ -396,5 +396,5 @@ sections:
|
|||
link: bita-animals
|
||||
- title: "Biblical Imagery – Plants"
|
||||
link: bita-plants
|
||||
- title: "Biblical Imagery - Cultural Models"
|
||||
- title: "Biblical Imagery – Cultural Models"
|
||||
link: bita-part3
|
||||
|
|
|
|||
|
|
@ -36,7 +36,8 @@ Readers may not understand the second sentence if they do not know that “Beerl
|
|||
|
||||
Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out.”
|
||||
|
||||
> **Saul** was in agreement with his death (Acts 8:1 ULT)<br>
|
||||
> **Saul** was in agreement with his death (Acts 8:1 ULT)
|
||||
<br>
|
||||
|
||||
> It came about in Iconium that **Paul** and Barnabas entered together into the synagogue (Acts 14:1 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -56,8 +56,8 @@ If your language has ordinal numbers and using them would give the right meaning
|
|||
(1) Tell the total number of items, and use “one” with the first item and “another” or “the next” with the rest.
|
||||
|
||||
> The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim,…the twenty-third to Delaiah, and the twenty-fourth to Maaziah. (1 Chronicles 24:7-18 ULT)
|
||||
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **another** to Jedaiah, **another** to Harim,…**another** to Delaiah, **and the last** went to Maaziah.
|
||||
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **the next** to Jedaiah, **the next** to Harim,…**the next** to Delaiah, **and the last** went to Maaziah.
|
||||
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **another** to Jedaiah, **another** to Harim,…**another** to Delaiah, **and the last** went to Maaziah.
|
||||
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **the next** to Jedaiah, **the next** to Harim,…**the next** to Delaiah, **and the last** went to Maaziah.
|
||||
|
||||
> A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **the first** is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of **the second** river is Gihon. This one flows throughout the whole land of Cush. The name of **the third** river is Tigris, which flows east of Asshur. **The fourth** river is the Euphrates. (Genesis 2:10-14 ULT)
|
||||
>> A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **one** is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone there. The name of **the next** river is Gihon. This one flows throughout the whole land of Cush. The name of **the next** river is Tigris, which flows east of Asshur. The **last** river is the Euphrates.
|
||||
|
|
|
|||
|
|
@ -39,17 +39,17 @@ There are several ways to borrow a word.
|
|||
|
||||
(1) If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language.
|
||||
|
||||
> צְפַנְיָ֤ה - A man’s name in Hebrew letters.
|
||||
> צְפַנְיָ֤ה – A man’s name in Hebrew letters.
|
||||
>> “Zephaniah” - The same name in Roman letters
|
||||
|
||||
(2) You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
|
||||
|
||||
> Zephaniah - This is a man’s name.
|
||||
>> “Zephaniah” - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
|
||||
> Zephaniah – This is a man’s name.
|
||||
>> “Zephaniah” – The name as it is spelled in English, but you can pronounce it according to the rules of your language.
|
||||
|
||||
(3) You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
|
||||
|
||||
> Zephaniah - If your language does not have the “z,” you could use “s.” If your writing system does not use “ph” you could use “f.” Depending on how you pronounce the “i” you could spell it with “i” or “ai” or “ay.”
|
||||
> Zephaniah – If your language does not have the “z,” you could use “s.” If your writing system does not use “ph” you could use “f.” Depending on how you pronounce the “i” you could spell it with “i” or “ai” or “ay.”
|
||||
>> “Sefania”
|
||||
|
||||
>> “Sefanaia”
|
||||
|
|
|
|||
|
|
@ -8,8 +8,8 @@ A word-for-word substitution is the most literal form of translation. It is not
|
|||
* The focus is on one word at a time.
|
||||
* The natural sentence structure, phrase structures and figures of speech of the target language are ignored.
|
||||
* The process of word-for-word translation is very simple.
|
||||
* The first word in the source text is translated by an equivalent word.
|
||||
* Then the next word is done. This continues until the verse is translated.
|
||||
* The first word in the source text is translated by an equivalent word.
|
||||
* Then the next word is done. This continues until the verse is translated.
|
||||
* The word-for-word approach is attractive because it is so simple. However, it results in a poor quality translation.
|
||||
|
||||
Word-for-word substitution results in translations that are awkward to read. They are often confusing and give the wrong meaning or even no meaning at all. You should avoid doing this type of translation. Here are some examples:
|
||||
|
|
|
|||
|
|
@ -43,7 +43,7 @@ Languages have different ways of using these different discourse features. The t
|
|||
1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like “One day” or “It came about that” or “This is how it happened” or “Sometime after that” signal to the reader that a new event is about to be told.
|
||||
1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again.
|
||||
1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: (1) to add interest to the story, (2) to provide information that is important for understanding the story or (3) to explain why something in the story is important.
|
||||
1. **[Pronouns - When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
1. **[Pronouns – When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
1. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said.
|
||||
1. **[Connecting Words](../grammar-connect-words-phrases/01.md)** - Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”).
|
||||
|
|
|
|||
|
|
@ -24,7 +24,7 @@ Poetry is one of the ways that people use the words and sounds of their language
|
|||
> “Peter, Peter, pumpkin eater” (from an English rhyme)
|
||||
* Old words and expressions
|
||||
* Dramatic imagery
|
||||
* Different use of grammar - including:
|
||||
* Different use of grammar – including:
|
||||
* incomplete sentences
|
||||
* lack of connective words
|
||||
|
||||
|
|
|
|||
|
|
@ -1 +1 @@
|
|||
Pronouns - When to Use Them
|
||||
Pronouns – When to Use Them
|
||||
Loading…
Reference in New Issue