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Move periods inside closing quotes (#379)
This commit is contained in:
Larry Sallee
Gogs
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3ebf31bb96
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@ -6,6 +6,6 @@ This work is made available under the Creative Commons Attribution-ShareAlike 4.
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unfoldingWord® is a registered trademark of unfoldingWord. Use of the unfoldingWord name or logo requires the written permission of unfoldingWord. Under the terms of the CC BY-SA license, you may copy and redistribute this unmodified work as long as you keep the unfoldingWord® trademark intact. If you modify a copy or translate this work, thereby creating a derivative work, you must remove the unfoldingWord® trademark.
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On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from [unfoldingword.org/uta](https://www.unfoldingword.org/uta)”. You must also make your derivative work available under the same license (CC BY-SA).
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On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from [unfoldingword.org/uta](https://www.unfoldingword.org/uta).” You must also make your derivative work available under the same license (CC BY-SA).
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If you would like to notify unfoldingWord regarding your translation of this work, please contact us at [unfoldingword.org/contact/](https://www.unfoldingword.org/contact/).
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@ -45,7 +45,7 @@ If you are translating online, please fork the [Door43-Catalog/en_ta](https://gi
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You are free to add additional modules. In order for the new modules to be included, all of the following conditions need to be satisfied:
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* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on “testing” in the Translation Manual, you will want to put the file in “translate/testing/01.md”.
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* You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on “testing” in the Translation Manual, you will want to put the file in “translate/testing/01.md.”
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* The file must be included in the table of contents, `toc.yaml` for the appropriate manual.
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* The value of the slug in the `toc.yaml` file and the directory (without the extension) must be the same as the directory name (`testing` in this example).
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* The slug must be unique, and not used in any of the other manuals. This is a requirement so that it is possible to create unambiguous links to each module.
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@ -23,7 +23,7 @@ The back translator should use the same punctuation in the back translation as i
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#### Express the full meaning of complex words
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Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as “go up” or “be lying down”. Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as “we (inclusive)” or “you (feminine, plural)”.
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Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as “go up” or “be lying down.” Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as “we (inclusive)” or “you (feminine, plural).”
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### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure
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@ -39,7 +39,7 @@ This principle applies to trademarks from other organizations as well. The CC BY
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### Attribution Statements
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On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from unfoldingword.org/uta”. You must also make your derivative work available under the same license (CC BY-SA).
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On the derivative work, you must indicate what changes you have made and attribute the work as follows: “The original work by unfoldingWord is available from unfoldingword.org/uta.” You must also make your derivative work available under the same license (CC BY-SA).
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Suggested attribution statement for Door43 works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/). This work has been changed from the original, and the original authors have not endorsed this work.”
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@ -1,48 +1,48 @@
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Normally a speaker refers to himself as “I” and the person he is speaking to as “you”. Sometimes in the Bible a speaker refers to himself or to the person he is speaking to with terms other than “I” or “you”.
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Normally a speaker refers to himself as “I” and the person he is speaking to as “you.” Sometimes in the Bible a speaker refers to himself or to the person he is speaking to with terms other than “I” or “you.”
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### Description
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* **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)
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* **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)
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* **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.
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* **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)
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* **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)
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* **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.
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### Reason this is a Translation Issue
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Sometimes in the Bible a speaker uses the third person to refer to himself or to the people he is speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant “I” or “you”.
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Sometimes in the Bible a speaker uses the third person to refer to himself or to the people he is speaking to. Readers might think that the speaker was referring to someone else. They might not understand that he meant “I” or “you.”
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### Examples from the Bible
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Sometimes people used the third person instead of “I” or “me” to refer to themselves.
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> But David said to Saul, “**Your servant** used to keep **his** father’s sheep.” (1 Samuel 17:34 ULT)
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David referred to himself in the third person as “your servant” and “his”. He was calling himself Saul’s servant in order to show his humility before Saul.
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David referred to himself in the third person as “your servant” and “his.” He was calling himself Saul’s servant in order to show his humility before Saul.
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> Then Yahweh answered Job out of a fierce storm and said,
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> “…Do you have an arm like **God’s**? Can you thunder with a voice like **him**? (Job 40:6, 9 ULT)
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God referred to himself in the third person with the words “God’s” and “him”. He did this to emphasize that he is God, and he is powerful.
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God referred to himself in the third person with the words “God’s” and “him.” He did this to emphasize that he is God, and he is powerful.
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Sometimes people use the third person instead of “you” or “your” to refer to the person or people they are speaking to.
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> Abraham answered and said, “Look what I have done, taking it upon myself to speak to **my Lord**, even though I am only dust and ashes! (Genesis 18:27 ULT)
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Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you”. He did this to show his humility before God.
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Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you.” He did this to show his humility before God.
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> So also my heavenly Father will do to you, if **each of you** does not forgive **his** brother from your heart. (Matthew 18:35 ULT)
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After saying “each of you,” Jesus used the third person “his” instead of “your”.
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After saying “each of you,” Jesus used the third person “his” instead of “your.”
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### Translation Strategies
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If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
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1. Use the third person phrase along with the pronoun “I” or “you”.
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1. Use the third person phrase along with the pronoun “I” or “you.”
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1. Simply use the first person (“I”) or second person (“you”) instead of the third person.
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### Examples of Translation Strategies Applied
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(1) Use the third person phrase along with the pronoun “I” or “you”.
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(1) Use the third person phrase along with the pronoun “I” or “you.”
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> But David said to Saul, “**Your servant** used to keep **his** father’s sheep.” (1 Samuel 17:34)
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@ -17,10 +17,10 @@ A double negative occurs when a clause has two words that each have a negative m
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Double negatives mean very different things in different languages.
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* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, “I did not see no one”. It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one”. The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone”.
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* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent”.
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* 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”.
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* 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”.
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* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
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* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
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* 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.”
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* 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.”
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To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
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@ -28,7 +28,7 @@ To translate sentences with double negatives accurately and clearly in your lang
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> …in order **not** to be **unfruitful**. (Titus 3:14 ULT)
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This means “so that they will be fruitful”.
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This means “so that they will be fruitful.”
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> All things were made through him and **without** him there was **not** one thing made that has been made. (John 1:3 ULT)
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By using a double negative, John emphasized that the Son of God created absolutely everything. The double negative makes a stronger statement than the simple positive.
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@ -7,7 +7,7 @@ A euphemism is a mild or polite way of referring to something that is unpleasant
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> …they found Saul and his sons **fallen** on Mount Gilboa. (1 Chronicles 10:8 ULT)
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This means that Saul and his sons “were dead”. It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant.
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This means that Saul and his sons “were dead.” It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant.
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### Reason this is a translation issue
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@ -14,7 +14,7 @@ Languages have different ways of showing that a sentence communicates strong emo
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### Examples from the Bible
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Some exclamations have a word that shows feeling. The sentences below have “Oh” and “Ah”. The word “oh” here shows the speaker’s amazement.
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Some exclamations have a word that shows feeling. The sentences below have “Oh” and “Ah.” The word “oh” here shows the speaker’s amazement.
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> **Oh**, the depth of the riches both of the wisdom and the knowledge of God! (Romans 11:33 ULT)
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@ -31,7 +31,7 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
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### Translation Strategies
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1. If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are”.
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1. If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
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1. Use an exclamation word from your language that shows the strong feeling.
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1. Translate the exclamation word with a sentence that shows the feeling.
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1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
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@ -39,7 +39,7 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
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### Examples of Translation Strategies Applied
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(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are”.
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(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
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> You worthless person! (Matthew 5:22 ULT)
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>> “You **are** such a worthless person!”
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@ -2,7 +2,7 @@
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### Description
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Some languages have more than one form of “we”: an **inclusive** form that means “I and you” and an **exclusive** form that means “I and someone else but **not you**". The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for “us”, “our”, “ours”, and “ourselves”. Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use.
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Some languages have more than one form of “we”: an **inclusive** form that means “I and you” and an **exclusive** form that means “I and someone else but **not you**". The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for “us”, “our”, “ours”, and “ourselves.” Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use.
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See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive “we” and the exclusive “we” refer to.
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@ -39,13 +39,13 @@ In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe
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Consider using the same extended metaphor if your readers will understand it in the same way the original readers would have understood it. If not, here are some other strategies:
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1. If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as”. It may be enough to to do this in just the first sentence or two.
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1. If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.
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1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
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1. If the target audience still would not understand, then state it clearly.
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### Examples of Translation Strategies Applied
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(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as”. It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
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(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
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> Yahweh is **my shepherd**; I will lack nothing.
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> He makes **me** to lie down in green pastures;
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@ -104,7 +104,7 @@ If the hyperbole or generalization would be natural and people would understand
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> The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops **as numerous as the sand on the seashore**. (1 Samuel 13:5 ULT)
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>> The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and **a great number of troops**.
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(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases”.
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(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
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> The one who ignores instruction will have poverty and shame… (Proverbs 13:18 ULT)
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>> **In general,** the one who ignores instruction will have poverty and shame
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> he resolutely **set his face** to go to Jerusalem. (Luke 9:51 ULT)
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The words “set his face” is an idiom that means “decided”.
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The words “set his face” is an idiom that means “decided.”
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Sometimes people may be able to understand an idiom from another culture, but it might sound like a strange way to express the meaning.
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> I am not worthy that you should **enter under my roof**. (Luke 7:6 ULT)
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The phrase “enter under my roof” is an idiom that means “enter my house”.
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The phrase “enter under my roof” is an idiom that means “enter my house.”
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> Let these words **go deeply into your ears**. (Luke 9:44 ULT)
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This idiom means “Listen carefully and remember what I say”.
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This idiom means “Listen carefully and remember what I say.”
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**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language.
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@ -25,7 +25,7 @@ God can make things happen by commanding that they happen. Jesus healed a man by
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In Genesis 1, God commanded that there should be light, and by commanding it, he caused it to exist. Some languages, such as the Hebrew of the Bible, have commands that are in the third person. English does not do that, and so it must turn the third-person command into a general second-person command, as in the ULT:
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> God said, “**Let there be** light,” and there was light. (Genesis 1:3 ULT)
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Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, “light must be”.
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Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, “light must be.”
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#### Imperatives that function as blessings
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### Description
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Litotes is a figure of speech in which the speaker expresses a strong positive meaning by using two negative words or a negative word with a word that means the opposite of the meaning he intends. A few examples of negative words are “no”, “not”, “none”, and “never”. The opposite of “good” is “bad”. Someone could say that something is “not bad” to mean that it is extremely good.
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Litotes is a figure of speech in which the speaker expresses a strong positive meaning by using two negative words or a negative word with a word that means the opposite of the meaning he intends. A few examples of negative words are “no”, “not”, “none”, and “never.” The opposite of “good” is “bad.” Someone could say that something is “not bad” to mean that it is extremely good.
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#### Reason this is a translation issue
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@ -22,11 +22,11 @@ Some languages do not use merism. The readers of those languages may think that
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> **From the rising of the sun to its setting**, Yahweh’s name should be praised. (Psalm 113:3 ULT)
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This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means “everywhere”.
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This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means “everywhere.”
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> He will bless those who honor him, both **young and old**. (Psalm 115:13)
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The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means “everyone”.
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The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means “everyone.”
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### Translation Strategies
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@ -5,11 +5,11 @@
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In some languages an adjective can be used to refer to a class of things that the adjective describes. When it does, it acts like a noun. For example, the word “rich” is an adjective. Here are two sentences that show that “rich” is an adjective.
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> …**The rich man** had huge numbers of flocks and herds…(2 Samuel 12:2 ULT)
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The adjective “rich” comes before the word “man” and describes “man”.
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The adjective “rich” comes before the word “man” and describes “man.”
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> **He will not be rich**; his wealth will not last… (Job 15:29 ULT)
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The adjective “rich” comes after the verb “be” and describes “He”.
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The adjective “rich” comes after the verb “be” and describes “He.”
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Here is a sentence that shows that “rich” can also function as a noun.
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@ -34,7 +34,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
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(2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
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> **Jesus said to them**, “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand”. (Mark 4:21 ULT)
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> **Jesus said to them**, “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand.” (Mark 4:21 ULT)
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>> **Jesus told them a parable about why they should witness openly.** “Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand.” (Mark 4:21 ULT)
|
||||
|
||||
> **Then Jesus presented another parable to them.** He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
|
||||
|
|
|
|||
|
|
@ -4,11 +4,11 @@
|
|||
|
||||
There are two kinds of quotations: direct quotation and indirect quotation.
|
||||
|
||||
A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker’s exact words. In the example below, John would have said “I” when referring to himself, so the narrator, who is reporting John’s words, uses the word “I” in the quotation to refer to John. To show that these are John’s exact words, many languages put the words between quotation marks:””.
|
||||
A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker’s exact words. In the example below, John would have said “I” when referring to himself, so the narrator, who is reporting John’s words, uses the word “I” in the quotation to refer to John. To show that these are John’s exact words, many languages put the words between quotation marks:”.”
|
||||
|
||||
* John said, “**I** do not know at what time **I** will arrive.”
|
||||
|
||||
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person’s point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as “he” in the quotation and uses the word “would”, to replace the future tense indicated by “will”.
|
||||
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person’s point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as “he” in the quotation and uses the word “would”, to replace the future tense indicated by “will.”
|
||||
|
||||
* John said that **he** did not know at what time **he** would arrive.
|
||||
|
||||
|
|
|
|||
|
|
@ -44,7 +44,7 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
1. In some languages people put something on the verb to show that the object of the verb is the same as the subject.
|
||||
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it.
|
||||
1. In some languages people show that someone did something alone by using a word like “alone”.
|
||||
1. In some languages people show that someone did something alone by using a word like “alone.”
|
||||
1. In some languages people show that something was alone by using a phrase that tells about where it was.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
|
@ -69,7 +69,7 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
|
||||
> Now Jesus said this to test Philip, for he **himself** knew what he was going to do. (John 6:6)
|
||||
|
||||
(4) In some languages people show that someone did something alone by using a word like “alone”.
|
||||
(4) In some languages people show that someone did something alone by using a word like “alone.”
|
||||
|
||||
> When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain **by himself**. (John 6:15)
|
||||
>> “When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again **alone** up the mountain.”
|
||||
|
|
|
|||
|
|
@ -16,13 +16,13 @@ The **subject** is who or what the sentence is about. In these examples, the sub
|
|||
|
||||
Subjects are typically noun phrases or pronouns. (See [Parts of Speach](../figs-partsofspeech/01.md).) In the examples above, “the boy” is a noun phrase that has the noun “boy”, and “he” is a pronoun.
|
||||
|
||||
When the sentence is a command, in many languages it does not have a subject pronoun. People understand that the subject is “you”.
|
||||
When the sentence is a command, in many languages it does not have a subject pronoun. People understand that the subject is “you.”
|
||||
|
||||
* Close the door.
|
||||
|
||||
#### Predicate
|
||||
|
||||
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See [Verbs](../figs-verbs/01.md).) In the sentences below, the subjects are “the man” and “he”. The predicates are underlined and the verbs are in bold.
|
||||
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See [Verbs](../figs-verbs/01.md).) In the sentences below, the subjects are “the man” and “he.” The predicates are underlined and the verbs are in bold.
|
||||
|
||||
* The man **is strong**.
|
||||
* He **worked hard**.
|
||||
|
|
@ -36,7 +36,7 @@ A sentence can be made up of more than one sentence. Each of the two lines below
|
|||
* He planted the yams.
|
||||
* His wife planted the maize.
|
||||
|
||||
The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as “and”, “but”, or “or”.
|
||||
The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as “and”, “but”, or “or.”
|
||||
|
||||
* He planted the yams **and** his wife planted the maize.
|
||||
|
||||
|
|
|
|||
|
|
@ -30,7 +30,7 @@ NOTE: Amos did not actually mean that the women were cows. He spoke to them as h
|
|||
|
||||
> And yet, Yahweh, you are our father; **we are the clay**. **You are our potter**; and we all are the work of your hand. (Isaiah 64:8 ULT)
|
||||
|
||||
The example above has two related metaphors. The Topic(s) are “we” and “you”, and the Image(s) are “clay and “potter”. The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and “us” is that **neither the clay nor God’s people have a right to complain about what they are becoming**.
|
||||
The example above has two related metaphors. The Topic(s) are “we” and “you”, and the Image(s) are “clay and “potter.” The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and “us” is that **neither the clay nor God’s people have a right to complain about what they are becoming**.
|
||||
|
||||
> Jesus said to them, “Take heed and beware of **the yeast of the Pharisees and Sadducees**.” The disciples reasoned among themselves and said, “It is because we took no bread.” (Matthew 16:6-7 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,9 +1,9 @@
|
|||
|
||||
A simile is an explicit comparison of two things that are not normally thought to be similar. One is said to be “like” the other. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than”.
|
||||
A simile is an explicit comparison of two things that are not normally thought to be similar. One is said to be “like” the other. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than.”
|
||||
|
||||
### Description
|
||||
|
||||
A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than”.
|
||||
A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as”, or “than.”
|
||||
|
||||
> When he saw the crowds, he had compassion for them, because they were worried and confused, because they were **like sheep without a shepherd**. (Matthew 9:36)
|
||||
|
||||
|
|
|
|||
|
|
@ -9,8 +9,8 @@ Verbs are words that refer to an action or event or that is used in describing o
|
|||
* John **ate** a banana. (“Eat” is an action.)
|
||||
* John **saw** Mark. (“See” is an event.)
|
||||
* John **died.** (“Die” is an event.)
|
||||
* John **is** tall. (The phrase “is tall” describes John. The word “is” is a verb that links “John” with “tall”.)
|
||||
* John **looks** handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome”.)
|
||||
* John **is** tall. (The phrase “is tall” describes John. The word “is” is a verb that links “John” with “tall.”)
|
||||
* John **looks** handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome.”)
|
||||
* John **is** my brother. (The phrase “is my brother” identifies John.)
|
||||
|
||||
### People or Things Associated with a Verb
|
||||
|
|
@ -53,7 +53,7 @@ In some languages, the verb may be a little bit different depending on the perso
|
|||
|
||||
### Time and Tense
|
||||
|
||||
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday”, “now”, or “tomorrow”.
|
||||
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday”, “now”, or “tomorrow.”
|
||||
|
||||
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called **tense**. English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,7 +4,7 @@
|
|||
|
||||
The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. However sometimes speakers in the Bible used the **singular** form of “you” even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have different forms that indicate where “you” is singular and where “you” plural. But you may see this if you read a Bible in a language that does have distinct forms.
|
||||
|
||||
Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he”, rather than with the plural pronoun “they”.
|
||||
Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he”, rather than with the plural pronoun “they.”
|
||||
|
||||
### Reason this is a Translation Issue
|
||||
|
||||
|
|
|
|||
|
|
@ -3,14 +3,14 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some languages make a distinction between the formal form of “you” and the informal form of “you”. This page is primarily for people whose language makes this distinction.
|
||||
Some languages make a distinction between the formal form of “you” and the informal form of “you.” This page is primarily for people whose language makes this distinction.
|
||||
|
||||
In some cultures people use the formal “you” when speaking to someone who is older or in authority, and they use the informal “you” when speaking to someone who is their own age or younger or who has less authority. In other cultures, people use the formal “you” when speaking to strangers or people they do not know well, and the informal “you” when speaking with family members and close friends.
|
||||
|
||||
#### Reasons this is a Translation Issue
|
||||
|
||||
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you”.
|
||||
* English and many other source languages do not have formal and informal forms of “you”.
|
||||
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you.”
|
||||
* English and many other source languages do not have formal and informal forms of “you.”
|
||||
* Translators who use a source text in a language that does have formal and informal forms of “you” will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator’s language.
|
||||
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
|
||||
|
||||
|
|
@ -28,7 +28,7 @@ God is in authority over the man, so languages that have formal and informal for
|
|||
|
||||
> So, it seemed good to me also, having investigated everything accurately from the beginning, to write it down for **you** in order, most excellent Theophilus. I want **you** to know the certainty of the things that **you ** were taught. (Luke 1:3-4 ULT)
|
||||
|
||||
Luke called Theophilus “most excellent”. This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of “you” would probably use that form here.
|
||||
Luke called Theophilus “most excellent.” This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of “you” would probably use that form here.
|
||||
|
||||
> Heavenly Father, sanctify **your** name. (Matthew 6:9 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -21,7 +21,7 @@ Sometimes Greek and Hebrew speakers used the singular form of “you” even tho
|
|||
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.
|
||||
> The angel said to him, “Dress **yourself** and put on **your** sandals.” Peter did so. The angel said to him, “Put on **your** outer garment and follow me.” So Peter followed the angel and went out. (Acts 12:8, ULT)
|
||||
|
||||
The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would need the singular form here for “yourself” and “your”. Also, if verbs have different forms for singular and plural subjects, then the verbs “dress” and “put on” need the form that indicates a singular subject.
|
||||
The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would need the singular form here for “yourself” and “your.” Also, if verbs have different forms for singular and plural subjects, then the verbs “dress” and “put on” need the form that indicates a singular subject.
|
||||
|
||||
> To Titus, a true son in our common faith.…For this purpose I left **you** in Crete, that **you** might set in order things not yet complete and ordain elders in every city as I directed **you**.…But **you**, say what fits with sound teaching. (Titus 1:4,5; 2:1 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
|
||||
|
||||
### Contrary to Fact Conditions
|
||||
|
||||
|
|
@ -30,7 +30,7 @@ Of course the people speaking here did not die in Egypt, and so this is a Contra
|
|||
|
||||
> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
|
||||
|
||||
The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have”. These words also signal something that did not happen.
|
||||
The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” These words also signal something that did not happen.
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
|
||||
|
||||
### Factual Conditions
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
## Conditional Relationships
|
||||
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then”. Often, however, the word “then” is not stated.
|
||||
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
|
||||
|
||||
### Hypothetical Condition
|
||||
|
||||
|
|
@ -30,7 +30,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
|
|||
#### Translation Strategies
|
||||
|
||||
1. If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
|
||||
2. If it is not clear where the second event is, mark that part with a word like “then”.
|
||||
2. If it is not clear where the second event is, mark that part with a word like “then.”
|
||||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -40,7 +40,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
|
|||
|
||||
>> If the people obeyed these laws, God promised to bless them and protect them. But **if** they did not obey these laws, God said that he would punish them.
|
||||
|
||||
(2) If it is not clear where the second event is, mark that part with a word like “then”.
|
||||
(2) If it is not clear where the second event is, mark that part with a word like “then.”
|
||||
|
||||
> 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)
|
||||
|
||||
|
|
|
|||
|
|
@ -76,7 +76,7 @@ If the way the relationship between thoughts is shown in the ULT would be natura
|
|||
|
||||
> Jesus said to them, “Come after me, and I will make you become fishers of men.” Immediately they left the nets and went after him. (Mark 1:17-18 ULT)
|
||||
|
||||
They followed Jesus **because** he told them to. Some translators may want to mark this clause with the connecting word “so”.
|
||||
They followed Jesus **because** he told them to. Some translators may want to mark this clause with the connecting word “so.”
|
||||
|
||||
>> Jesus said to them, “Come after me, and I will make you become fishers of men.” **So** immediately they left the nets and went after him.
|
||||
|
||||
|
|
|
|||
|
|
@ -32,7 +32,7 @@ A word or a part of a word that has a meaning and that contains no smaller part
|
|||
Every language has sounds which combine to form syllables. An affix of a word or the root of a word may have a single syllable, or it may have a number of syllables. Sounds combine to make syllables which also join together to make morphemes. Morphemes work together to make meaningful words.
|
||||
It is important to understand the way syllables are formed in your language and how those syllables influence one another so that spelling rules can be written and people can more easily learn to read your language.
|
||||
|
||||
Vowel sounds are the basic part of syllables. English has only five vowel symbols, “a, e, i, o, u”. But English has up to 11 vowel sounds that are written with vowel combinations and many other ways. The sounds of individual English vowels can be found in words such as, “beat, bit, bait, bet, bat, but, body, bought, boat, book, boot.”
|
||||
Vowel sounds are the basic part of syllables. English has only five vowel symbols, “a, e, i, o, u.” But English has up to 11 vowel sounds that are written with vowel combinations and many other ways. The sounds of individual English vowels can be found in words such as, “beat, bit, bait, bet, bat, but, body, bought, boat, book, boot.”
|
||||
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -25,7 +25,7 @@ The metric values in the table below are close but not exactly equal to the bibl
|
|||
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
1. Using modern measures can help readers understand the text more easily.
|
||||
1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as “.46 meters” or even as “46 centimeters”, readers might think that the measurement is exact. It would be better to say “half a meter”, “45 centimeters”, or “50 centimeters”.
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as “.46 meters” or even as “46 centimeters”, readers might think that the measurement is exact. It would be better to say “half a meter”, “45 centimeters”, or “50 centimeters.”
|
||||
1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as “about ten kilometers” from Jerusalem.
|
||||
1. When God tells people how long something should be, and when people make things according to those lengths, do not use “about” in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
|
||||
|
||||
|
|
|
|||
|
|
@ -22,7 +22,7 @@ The following terms are the most common units of volume used in the Bible to sta
|
|||
* The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
* Using modern measures can help readers understand the text more easily.
|
||||
* Whatever measures you use, it would be good, if possible, to tell about the other kinds of measures in the text or a footnote.
|
||||
* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters”, readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters”.
|
||||
* If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one hin as “3.7 liters”, readers might think that the measurement is exactly 3.7 liters, not 3.6 or 3.8. It would be better to use a more approximate measure such as “three and a half liters” or “four liters.”
|
||||
* When God tells people how much of something to use, and when people use those amounts in obedience to him, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much they used.
|
||||
|
||||
### When the unit of measure is stated
|
||||
|
|
@ -71,14 +71,14 @@ The footnotes would look like:
|
|||
|
||||
### When the unit of measure is implied
|
||||
|
||||
Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure”.
|
||||
Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure.”
|
||||
|
||||
> whenever anyone came to the grainery for **twenty measures** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT)
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
1. Translate literally by using the number without a unit.
|
||||
1. Use a generic word like “measure” or “quantity” or “amount”.
|
||||
1. Use a generic word like “measure” or “quantity” or “amount.”
|
||||
1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
|
||||
1. Use a unit of measure that you are already using in your translation.
|
||||
|
||||
|
|
@ -92,7 +92,7 @@ The strategies are all applied to Haggai 2:16 below.
|
|||
|
||||
>> whenever anyone came to the grainery for **twenty** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty** of wine, there were only **twenty**.
|
||||
|
||||
(2) Use a generic word like “measure” or “quantity” or “amount”.
|
||||
(2) Use a generic word like “measure” or “quantity” or “amount.”
|
||||
|
||||
>> whenever anyone came to the grainery for **twenty amounts** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty amounts** of wine, there were only **twenty**.
|
||||
|
||||
|
|
|
|||
|
|
@ -17,8 +17,8 @@ The following terms are the most common units of weight in the Bible. The term
|
|||
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
1. Using modern measures can help readers understand the text more easily.
|
||||
1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as “.57 grams” readers might think that the measurement is exact. It would be better to say “half a gram”.
|
||||
1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed 300 shekels. Instead of translating this as “3300 grams” or “3.3 kilograms”, it can be translated as “about three and one half kilograms”.
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one gerah as “.57 grams” readers might think that the measurement is exact. It would be better to say “half a gram.”
|
||||
1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed 300 shekels. Instead of translating this as “3300 grams” or “3.3 kilograms”, it can be translated as “about three and one half kilograms.”
|
||||
1. When God tells people how much something should weigh, and when people use those weights, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh.
|
||||
|
||||
### Translation Strategies
|
||||
|
|
|
|||
|
|
@ -35,7 +35,7 @@ For telling about parts of a number, the unfoldingWord® Literal Text (ULT) uses
|
|||
|
||||
> They are to make an ark of acacia wood. Its length must be **two and a half cubits**; its width will be **one cubit and a half**; and its height will be **one cubit and a half**. (Exodus 25:10 ULT)
|
||||
|
||||
The ULT uses the fraction “half”. This can also be written as the decimal ".5".
|
||||
The ULT uses the fraction “half.” This can also be written as the decimal ".5".
|
||||
|
||||
> Tell the people to make a sacred chest from acacia wood. It is to be **one meter** long, **0.7 meter wide**, and **0.7 meter** high. (Exodus 25:10 UST)
|
||||
|
||||
|
|
|
|||
|
|
@ -43,7 +43,7 @@ A literal translation would usually follow the words and order of the Greek text
|
|||
|
||||
> Produce fruits that are worthy of repentance (Luke 3:8 ULT)
|
||||
|
||||
Note that this modified-literal translation retains the words “fruits” and “repentance”. The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language.
|
||||
Note that this modified-literal translation retains the words “fruits” and “repentance.” The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language.
|
||||
|
||||
#### Meaning-Based
|
||||
|
||||
|
|
@ -58,6 +58,6 @@ From the New Living Translation:
|
|||
From the unfoldingWord® Simplified Text:
|
||||
> Do the things that show that you have truly turned away from your sinful behavior!
|
||||
|
||||
Notice that these translations have changed the word order to be more natural in English. Also, the word “fruits” no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than “fruits”, the meaning-based translations refer to “deeds” or to “the way you live”. “Fruits” in this verse is used as part of a metaphor. The meaning of “fruits” in this metaphor is “the things that a person does.” (See [Metaphor](../figs-metaphor/01.md).)
|
||||
Notice that these translations have changed the word order to be more natural in English. Also, the word “fruits” no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULT translation. Instead, rather than “fruits”, the meaning-based translations refer to “deeds” or to “the way you live.” “Fruits” in this verse is used as part of a metaphor. The meaning of “fruits” in this metaphor is “the things that a person does.” (See [Metaphor](../figs-metaphor/01.md).)
|
||||
|
||||
So in these versions, the translators translated the meaning in context, rather than just the words. They also used more understandable phrases such as “turned from sin” or “turned away from your sinful behavior” rather than the single difficult word “repentance,” or they explained the word by saying, “repented of your sins and turned to God.” The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer.
|
||||
|
|
|
|||
|
|
@ -39,4 +39,4 @@ When you understand the meaning of the form, then you can choose a form that has
|
|||
|
||||
### Culture Affects Meaning
|
||||
|
||||
The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. To achieve this, sometimes the form of the text must change to fit the culture of the target language. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like “O”. You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture.
|
||||
The meaning of forms is determined by culture. The same form might have different meanings in different cultures. In translation, the meaning must remain the same, including the meaning of the form. To achieve this, sometimes the form of the text must change to fit the culture of the target language. The form includes the language of the text, its arrangement, any repetitions, or any expressions that imitate sounds like “O.” You must examine all of these things, decide what they mean, and then decide which form will express that meaning in the best way for the target language and culture.
|
||||
|
|
@ -30,11 +30,11 @@ Readers might not know that “Jordan” is the name of a river, “Jericho” i
|
|||
|
||||
> she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called **Beerlahairoi**; (Genesis 16:13-14 ULT)
|
||||
|
||||
Readers may not understand the second sentence if they do not know that “Beerlahairoi” means “Well of the Living One who sees me”.
|
||||
Readers may not understand the second sentence if they do not know that “Beerlahairoi” means “Well of the Living One who sees me.”
|
||||
|
||||
> She named him **Moses** and said, “Because I drew him from the water.” (Exodus 2:11 ULT)
|
||||
|
||||
Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out”.
|
||||
Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out.”
|
||||
|
||||
> **Saul** was in agreement with his death (Acts 8:1 ULT)<br>
|
||||
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean “Yes” or turn their head from side to side to mean “No”. Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action.
|
||||
A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean “Yes” or turn their head from side to side to mean “No.” Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action.
|
||||
|
||||
#### Examples of symbolic actions
|
||||
|
||||
|
|
@ -11,7 +11,7 @@ A symbolic action is something that someone does in order to express a certain i
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means “I am surprised” or “What did you say?” In others cultures it means “Yes”.
|
||||
An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means “I am surprised” or “What did you say?” In others cultures it means “Yes.”
|
||||
|
||||
In the Bible people did things that had certain meanings in their culture. When we read the Bible we might not understand what someone meant if we interpret the action based on what it means in our own culture.
|
||||
|
||||
|
|
|
|||
|
|
@ -49,7 +49,7 @@ There are several ways to borrow a word.
|
|||
|
||||
(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”
|
||||
|
|
|
|||
|
|
@ -55,7 +55,7 @@ Because the high priest actually tore his garment, the UST must, of course, say
|
|||
|
||||
> You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be **displeased with you and would not welcome you**! (Malachi 1:8 UST)
|
||||
|
||||
Here the symbolic action “lift up someone’s face”, represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you”. It can be presented in this way because Malachi is not referring to an actual event that took place. He is only referring to the idea represented by that event.
|
||||
Here the symbolic action “lift up someone’s face”, represented in this way in the ULT, is presented only as its meaning in the UST: “he would be displeased with you and would not welcome you.” It can be presented in this way because Malachi is not referring to an actual event that took place. He is only referring to the idea represented by that event.
|
||||
|
||||
### Passive Verb Forms
|
||||
|
||||
|
|
@ -75,7 +75,7 @@ Here the UST uses a verb in the active voice “he marveled” instead of the UL
|
|||
|
||||
> The result was that large crowds came to Jesus to hear him teach and **to have him heal them from their sicknesses**. (Luke 5:15 UST)
|
||||
|
||||
Here the UST avoids the ULT’s passive verb form “to be healed”. It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them”.
|
||||
Here the UST avoids the ULT’s passive verb form “to be healed.” It does this by restructuring the phrase. It says who the healer is: “to have him [Jesus] heal them.”
|
||||
|
||||
### Metaphors and Other Figures of Speech
|
||||
|
||||
|
|
|
|||
|
|
@ -13,7 +13,7 @@ The prophecies tell about the evil in this world, how God will judge the world a
|
|||
|
||||
Much of prophecy in the Bible is presented as poetry. In some cultures people assume that if something is said in poetry, then it might not be true or very important. However, the prophecies in the Bible are true and very important, whether they are presented in poetic forms or non-poetic forms.
|
||||
|
||||
Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for this. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense “the predictive past”. (See [Predictive Past](../figs-pastforfuture/01.md).)
|
||||
Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for this. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense “the predictive past.” (See [Predictive Past](../figs-pastforfuture/01.md).)
|
||||
|
||||
Some of these things happened after the prophets told about them, and some of them will happen at the end of this world.
|
||||
|
||||
|
|
|
|||
|
|
@ -18,7 +18,7 @@ In order to make your translation clear and natural, it is necessary to refer to
|
|||
Often the most important new participant is introduced with a phrase that says that he existed, such as “There was a man” in the example below. The phrase “There was” tells us that this man existed. The word “a” in “a man” tells us that the author is speaking about him for the first time. The rest of the sentence tells where this man was from, who is family was, and what his name was.
|
||||
> **There was a man** from Zorah, of the family of the Danites, whose name was Manoah. (Judges 13:2 ULT)
|
||||
|
||||
A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah’s wife is simply referred to as “his wife”. This phrase shows her relationship to him.
|
||||
A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah’s wife is simply referred to as “his wife.” This phrase shows her relationship to him.
|
||||
> There was a man from Zorah, of the family of the Danites, whose name was Manoah. **His wife** was not able to become pregnant and so she had not given birth. (Judges 13:2 ULT)
|
||||
|
||||
Sometimes a new participant is introduced simply by name because the author assumes that the readers know who the person is. In the first verse of 1 Kings, the author assumes that his readers know who King David is, so there is no need to explain who he is.
|
||||
|
|
@ -26,11 +26,11 @@ Sometimes a new participant is introduced simply by name because the author assu
|
|||
|
||||
#### Old Participants
|
||||
|
||||
A person who has already been brought into the story can be referred to with a pronoun after that. In the example below, Manoah is referred to with the pronoun “his”, and his wife is referred to with the pronoun “she”.
|
||||
A person who has already been brought into the story can be referred to with a pronoun after that. In the example below, Manoah is referred to with the pronoun “his”, and his wife is referred to with the pronoun “she.”
|
||||
|
||||
> **His** wife was not able to become pregnant and so **she** had not given birth. (Judges 13:2 ULT)
|
||||
|
||||
Old participants can also be referred to in other ways, depending on what is happening in the story. In the example below, the story is about bearing a son, and Manoah’s wife is referred to with the noun phrase “the woman”.
|
||||
Old participants can also be referred to in other ways, depending on what is happening in the story. In the example below, the story is about bearing a son, and Manoah’s wife is referred to with the noun phrase “the woman.”
|
||||
> The angel of Yahweh appeared to **the woman** and said to her, (Judges 13:3 ULT)
|
||||
|
||||
If the old participant has not been mentioned for a while, or if there could be confusion between participants, the author may use the participant’s name again. In the example below, Manoah is referred to with his name, which the author has not used since verse 2.
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ When we talk or write, we use pronouns to refer to people or things without alwa
|
|||
|
||||
> Now there was **a Pharisee whose name was Nicodemus, a member of the Jewish Council**. **This man** came to Jesus…Jesus replied to **him** (John 3:1-3 ULT)
|
||||
|
||||
In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase “this man”. Then he is referred to with the pronoun “him”.
|
||||
In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase “this man.” Then he is referred to with the pronoun “him.”
|
||||
|
||||
Each language has its rules and exceptions to this usual way of referring to people and things.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ The quote margins are underlined below.
|
|||
* “The food is ready. Come and eat,” **she said**.
|
||||
* “The food is ready,” **she said.** “Come and eat."
|
||||
|
||||
Also in some languages, the quote margin may have more than one verb meaning “said”.
|
||||
Also in some languages, the quote margin may have more than one verb meaning “said.”
|
||||
|
||||
> But his mother **answered** and **said**, “No, instead he will be called John.” (Luke 1:60 ULT)
|
||||
|
||||
|
|
@ -20,7 +20,7 @@ When writing that someone said something, some languages put the quote (what was
|
|||
#### Reasons this is a translation issue
|
||||
|
||||
* Translators need to put the quote margin where it is most clear and natural in their language.
|
||||
* Translators need to decide whether they want the quote margin to have one or two verbs meaning “said”.
|
||||
* Translators need to decide whether they want the quote margin to have one or two verbs meaning “said.”
|
||||
* Translators need to decide which marks to use around the quotation.
|
||||
|
||||
### Examples from the Bible
|
||||
|
|
@ -62,7 +62,7 @@ When writing that someone said something, some languages put the quote (what was
|
|||
|
||||
>> “Therefore, those who can should go there with us,” **he said.** “If there is something wrong with the man, you should accuse him.”
|
||||
|
||||
(2) Decide whether to use one or two words meaning “said”.
|
||||
(2) Decide whether to use one or two words meaning “said.”
|
||||
|
||||
> But his mother **answered and said**, “No, instead he will be called John.” (Luke 1:60 ULT)
|
||||
>> But his mother **replied**, “No, instead he will be called John.”
|
||||
|
|
|
|||
Loading…
Reference in New Issue