Merge pull request 'Version 18' (#6) from prePubV18 into master

Reviewed-on: https://git.door43.org/Door43-Catalog/en_ta/pulls/6

LICENSE.md

@@ -1,6 +1,6 @@
 **unfoldingWord® Translation Academy**
 
-**Copyright © 2020 by unfoldingWord**
+**Copyright © 2021 by unfoldingWord**
 
 This work is made available under the Creative Commons Attribution-ShareAlike 4.0 International License. To view a copy of this license, visit [http://creativecommons.org/licenses/by-sa/4.0/](http://creativecommons.org/licenses/by-sa/4.0/) or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
 

checking/acceptable/01.md

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-
 ### Translation in an Acceptable Style
 
 As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community:

checking/accuracy-check/01.md

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 ### Checking the Translation for Accuracy by Pastors and Church Leaders
 
 It is very important to make sure that the new translation is accurate. A translation is accurate when it communicates the same meaning as the original. In other words, an accurate translation communicates the same message that the original writer intended to communicate. A translation can be accurate even though it uses more or fewer words or puts the ideas in a different order. Often this is necessary in order to make the original message clear in the target language.

checking/alphabet/01.md

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 ### The Alphabet for the Translation
 
 As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language. They will also help to determine if words have been written in a consistent way so that the translation will be easy to read.

checking/authority-process/01.md

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-
 ### Explanation
 
 #### Accountability

checking/church-leader-check/01.md

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-
 ### Accuracy Checking by Church Leaders
 
 After the translation has been checked by community members for clarity and naturalness, it will be checked by church leaders for accuracy. These are the guidelines for these church leaders who do the accuracy checking. They should be mother-tongue speakers of the target language and also understand well one of the languages in which the source text is available. They should not be the same people who did the translation. They should be church leaders who know the Bible well. Usually these reviewers will be pastors. These church leaders should represent as many of the different church networks in the language community as possible.

checking/clear/01.md

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-
 ### A Clear Translation
 
 A translation should be clear. That means that someone reading or hearing it can easily understand what it is trying to say. It is possible to see if a translation is clear by reading it to yourself. But it is even better if you read it out loud to someone else from the language community. As you read the translation, ask yourself (or the person that you are reading to) questions like those listed below to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time.

checking/community-evaluation/01.md

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-
 This page can be used as a checklist for the work of the Community Checkers. This page can be printed, filled in by the translation team and community leaders, and kept as a record of the process of checking that was done for this translation.
 
 

checking/complete/01.md

@@ -1,4 +1,3 @@
-
 ### A Complete Translation
 
 The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you (the translator or checker) compare the two translations, ask yourself these questions:

checking/formatting/01.md

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-
 There are checks that you can do before, during, and after translation of a book of the Bible that will make the translation process go much easier so that the translation will look good and be as easy to read as possible. The modules on these topics are gathered here under Formatting and Publishing, but they are things that the translation team should be thinking about and deciding throughout the translation process.
 
 ### Before Translating

checking/goal-checking/01.md

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 ### Why Check?
 
 The goal of checking is to help the translation team produce a translation that is accurate, natural, clear, and accepted by the church. The translation team also wants to achieve this goal. This might seem easy, but it is actually very difficult to do, and achieving it takes many people and many, many revisions to the translation. For this reason, the checkers play a very important role in helping the translation team to produce a translation that is accurate, natural, clear, and accepted by the church.

checking/good/01.md

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-
 ### Documentation for Affirmation of Accuracy and Community Evaluation
 
 We, as church leaders in our language community, affirm the following:

checking/headings/01.md

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-
 ### Decisions about Section Headings
 
 One of the decisions that the translation team will have to make is whether or not to use section headings. Section headings are like titles to each section of the Bible that begins a new topic. The section heading lets people know what that section is about. Some Bible translations use them, and others do not. You (the translator) may want to follow the practice of the Bible in the national language that most people use. You will also want to find out what the language community prefers.

checking/important-term-check/01.md

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-
 ### How to do a translationWord check in translationCore®
 
 1. Sign in to translationCore®

checking/intro-check/01.md

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-
 ### Translation Checking Manual
 
 This manual describes how to check Bible translations in Other Languages (OLs) for accuracy, clarity, and naturalness. (For the process to check Gateway Languages (GLs), see the [Gateway Language Manual](https://gl-manual.readthedocs.io/en/latest/)). This Translation Checking Manual also discusses the importance of obtaining approval for the translation and the translation process from the church leaders of the language area.

checking/intro-checking/01.md

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-
 ### Translation Checking
 
 #### Introduction

checking/language-community-check/01.md

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-
 ### Language Community Check
 
 After the translation team has completed the steps of drafting and checking as a team and performed the checks in translationCore, the translation is ready to be checked by the target language community. The community will help the translation team to make the translation communicate its message clearly and naturally in the target language. To do this, the translation committee will choose people to be trained in the process of community checking. These could be the same people who have been doing the translating.

checking/level3-approval/01.md

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-
 ### Quality Checker Evaluation
 
 I, as a Quality Checker for the * <u>fill in name of church network or other organization</u> * Church Network or Organization serving the * <u>fill in the name of the language community</u> * language community, affirm that I have checked the translation of * <u>fill in name of the part of the Bible checked</u> * with members of the Translation Team, and also affirm the following:

checking/level3-questions/01.md

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-
 ### Questions for Quality Checkers or Church Network Delegates
 
 If the Church Network leadership or Translation Committee has given you the task of checking the accuracy of the translation in the role of a Quality Checker (QC), you can use these questions to guide your evaluation of the translation.

checking/natural/01.md

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-
 ### A Natural Translation
 
 To translate the Bible so that it is natural means that the translation should sound like it was written by a member of the target language community. The translation should not sound like it was written by a foreigner. The translation should say things in the way that speakers of the target language say them. When a translation is natural, it is much easier to understand.

checking/other-methods/01.md

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-
 ### Other Checking Methods
 
 As well as asking questions, there are other checking methods that you may also use to ensure that the translation is [clear](../clear/01.md), easy to read, and sounds [natural](../natural/01.md) to the listeners. Here are some other methods that you may like to try:

checking/peer-check/01.md

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-
 ### How to do an Oral Partner Check
 
 At this point, you (the translator) should have already gone through the steps of drafting at least one chapter of your translation, following the guidelines in the module called [First Draft](../../translate/first-draft/01.md). Now you are ready for others to help you to check it, to find any errors or problems, and to make it better. You (or your translation team) should check your translation before you translate very many stories or chapters of the Bible, so that you can correct mistakes as early as possible in the translation process. Many of the steps in this process will need to be done several times before the translation is finished. To do an Oral Partner Check, follow these steps.

checking/punctuation/01.md

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-
 “Punctuation” refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you (the translator) use punctuation consistently.
 
 Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct use of different punctuation marks.

checking/self-assessment/01.md

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-
 ### Self-assessment of Translation Quality
 
 The objective of this module is to describe a process by which the Church can reliably determine for themselves the quality of a translation. This assessment is intended to suggest some of the most important techniques for checking a translation. It does not describe every conceivable check that could be employed. Ultimately, the Church must make the decisions regarding what checks are used, when they are done, and who does those checks.

checking/spelling/01.md

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

checking/verses/01.md

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-
 It is important that your target language translation include all of the verses that are in the source language Bible. You do not want some verses to be missing by mistake. But remember that there can be good reasons why some Bibles have certain verses that other Bibles do not have.
 
 ### Reasons for Missing Verses

checking/vol2-backtranslation-guidelines/01.md

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-
 ### 1. Show the Target Language Usage for Words and Clauses
 
 For the purposes of this module, “target language” refers to the language into which the Bible draft was made, and “language of wider communication” refers to the language into which the back translation is being made.

checking/vol2-backtranslation-kinds/01.md

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-
 ### What kinds of back translations are there?
 
 #### Oral

checking/vol2-backtranslation-purpose/01.md

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

checking/vol2-backtranslation-who/01.md

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-
 ### Who should do the back translation?
 
 To do a good back translation, the person must have three qualifications.

checking/vol2-backtranslation-written/01.md

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-
 There are two kinds of written back translations.
 
 ### Interlinear Back Translation

checking/vol2-backtranslation/01.md

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-
 ### What is a back translation?
 
 A back translation is a translation of the biblical text from the local target language (the OL) back into the language of wider communication (the GL). It is called a “back translation” because it is a translation in the opposite direction than what was done to create the local target language translation. The purpose of a back translation is to allow someone who does not speak the target language to know what the target language translation says.

checking/vol2-steps/01.md

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-
-
 ### Steps for Quality Checkers
 
 These are steps for the Quality Checkers or Church Network Delegates to follow when checking a translation for accuracy on behalf of a Church Network. These steps assume that the checker has direct access to the translator or translation team, and can ask questions face-to-face as the checker and the translation team review the translation together. If this is not possible, then the checker should write down the questions for the translation team to review. This could be done using the comment feature of translationCore (preferably), or in the margins of a printed translation draft, or even in a spreadsheet.

checking/vol2-things-to-check/01.md

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-
 ### Types of Things to Check
 
 These are things to check as you look at a passage of Scripture to check it for accuracy. Pastors who speak the target language can use these guidelines, as well as Quality Checkers who do not speak the target language.

intro/finding-answers/01.md

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-
 ### How to Get Answers
 
 There are several resources available for finding answers to questions:

intro/gl-strategy/01.md

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-
 **The official version of this document is found at http://ufw.io/gl/.**
 
 ### Explanation

intro/open-license/01.md

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-
 ### A License for Freedom
 
 To achieve our vision of **the church in every people group and the Bible in every language**, a license is needed that gives the global church “unrestricted” access. We believe this movement will become unstoppable when the Church has unrestricted access. The [Creative Commons Attribution-ShareAlike 4.0 International License](http://creativecommons.org/licenses/by-sa/4.0/) provides all the needed rights for translation and distribution of biblical content and ensures that the content remains unrestricted. Except where otherwise noted, all our content is licensed CC BY-SA.

intro/statement-of-faith/01.md

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-
 **The official version of this document is found at http://ufw.io/faith.**
 
 The following statement of faith is in agreement with these historical creeds: [Apostles’ Creed](https://git.door43.org/Door43/en_creeds/src/master/content/apostles.md), [Nicene Creed](https://git.door43.org/Door43/en_creeds/src/master/content/nicene.md), and [Athanasian Creed](https://git.door43.org/Door43/en_creeds/src/master/content/athanasian.md); and also the [Lausanne Covenant](http://www.lausanne.org/en/documents/lausanne-covenant.html).

intro/ta-intro/01.md

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-
 ### Welcome to unfoldingWord® Translation Academy
 
 unfoldingWord® Translation Academy is a collection of information and instruction on the topic of Bible translation. The primary users that we have in mind are church-based mother-tongue translators. It is written in simple language wherever possible and is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language.

intro/translate-why/01.md

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-
 The purpose of unfoldingWord® Translation Academy is to train you to become a Bible translator. Translating God’s Word into your language to help your people grow as disciples of Jesus is an important task. You must be committed to this task, take your responsibility seriously, and pray that the Lord will help you.
 
 God has spoken to us in the Bible. He inspired the writers of the Bible to write his Word using the Hebrew, Aramaic and Greek languages. There were about 40 different authors writing from around 1400 B.C. to A.D. 100. These documents were written in the Middle East, North Africa and Europe. By recording his Word in those languages, God ensured that the people at those times and in those places could understand it.

intro/translation-guidelines/01.md

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-
 **The official version of this document is found at http://ufw.io/guidelines/.**
 
 The following statement on the principles and procedures used in translation is subscribed to by unfoldingWord and its contributors. All translation activities are carried out according to these common guidelines.

intro/uw-intro/01.md

@@ -1,4 +1,3 @@
-
 The vision of unfoldingWord is **the church in every people group and the Bible in every language**.
 
 Jesus commanded his disciples to make disciples of EVERY people group:
@@ -17,11 +16,11 @@ Understanding the Word of God in one’s heart language is important:
 
 How do we accomplish the goal of **the church in every people group and the Bible in every language**?
 
-*   [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
-*   [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
-*   [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
-*   [Open License](../open-license/01.md) – By releasing everything we create under an open license
-*   [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
+* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
+* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
+* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
+* [Open License](../open-license/01.md) – By releasing everything we create under an open license
+* [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
 
 ### What Do We Do?
 
@@ -29,12 +28,12 @@ How do we accomplish the goal of **the church in every people group and the Bibl
 
 We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
 
-*   **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
-*   **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
-*   **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
-*   **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
-*   **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
-*   **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
+* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
+* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
+* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
+* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
+* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
+* **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
 
 #### Tools
 

manifest.yaml

@@ -22,12 +22,12 @@ dublin_core:
   description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
   format: 'text/markdown'
   identifier: 'ta'
-  issued: '2020-12-14'
+  issued: '2021-01-20'
   language:
     identifier: 'en'
     title: 'English'
     direction: 'ltr'
-  modified: '2020-12-14'
+  modified: '2021-01-20'
   publisher: 'unfoldingWord®'
   relation:
     - 'en/ust'
@@ -39,11 +39,11 @@ dublin_core:
     -
       identifier: 'ta'
       language: 'en'
-      version: '16'
+      version: '17'
   subject: 'Translation Academy'
   title: 'unfoldingWord® Translation Academy'
   type: 'man'
-  version: '17'
+  version: '18'
 
 checking:
   checking_entity:

process/intro-publishing/01.md

@@ -1,4 +1,3 @@
-
 ### Publishing Overview
 
 Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). Both translationStudio and translationCore will give you the correct link when you upload. You can also browse all works on http://door43.org.

process/intro-share/01.md

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-
 ### Distribution Overview
 
 Biblical content is worthless unless it is distributed and used. One advantage of using the Door43 translation and publishing platform is that it provides multiple, simple ways of distributing content. On Door43:

process/platforms/01.md

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-
 ### Recommended Platform
 
 The recommended platform for drafting Bible translations in the Door43 online community is translationStudio (http://ufw.io/ts/). The recommended platform for checking Bible translations is translationCore (http://ufw.io/tc/). You may set up translationStudio on Android, Windows, Mac, or Linux devices (see [Setting up translationStudio](../setup-ts/01.md) for more information). You may set up translationCore on Windows, Mac, or Linux devices. These platforms are free to download and use. They import and export Bible books in USFM format.

process/prechecking-training/01.md

@@ -1,4 +1,3 @@
-
 ### Before Checking
 
 It is recommended that you consult the [Checking Manual](../../checking/intro-check/01.md) frequently as you check your translation. Before you start checking, we recommend that you start working your way through the Checking Manual until you understand what is required for each check. As you work through the checking process, you will need to consult the Checking Manual frequently.

process/pretranslation-training/01.md

@@ -1,4 +1,3 @@
-
 ### What to Know Before Translation
 
 It is recommended that you consult the [Translation Manual](../../translate/translate-manual/01.md) frequently as you translate. Before you start translating, we recommend that you start working your way through the Translation Manual at least until you know the difference between a literal translation and a meaning-based translation. Much of the rest of the Translation Manual can be used as a “just-in-time” learning resource.

process/process-manual/01.md

@@ -1,4 +1,3 @@
-
 ### Welcome
 
 Welcome to Bible translation! We are pleased that you desire to translate God’s message into the language of your people, whether this is through translaton of Bible stories or books of Scripture. This Process Manual is a step-by-step guide to help translation teams know what they need to do from the start of a project to its completion. This guide will help a translation team from the initial setup to the final publishing of translated and checked content.

process/setup-team/01.md

@@ -1,4 +1,3 @@
-
 ### Choosing a Team
 
 As you begin selecting a translation and checking team, there are many different types of people and roles that are needed. There are also specific qualifications that are needed for each team.
@@ -10,7 +9,7 @@ As you begin selecting a translation and checking team, there are many different
     * [Translation Guidelines](../../intro/translation-guidelines/01.md)
     * [Open License](../../intro/open-license/01.md)
 * Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)).
-*   The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
+* The team also needs to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)).
 
 ### Translation Decisions
 

process/setup-ts/01.md

@@ -1,4 +1,3 @@
-
 ### Installing tS for Mobile
 
 The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also copy the installation file (apk) to other devices to share translationStudio with others without using the internet.

process/share-content/01.md

@@ -1,4 +1,3 @@
-
 ### Sharing Content from tS and tC
 
 Sharing content that is in translationStudio is easy. For offine sharing, use the Backup feature from the tS menu. For online sharing, use the Upload feature from the tS menu. In translationCore, use the three-dot menu on the Projects page. For offline sharing, use either Export to USFM or Export to CSV. For online sharing, use Upload to Door43.

translate/biblicalimageryta/01.md

@@ -1,5 +1,3 @@
-
-
 ### Description
 
 The term “biblical imagery” refers in a general way to any kind of language in which an image is paired with an idea such that the image represents the idea. This general definition is applied most directly to [metaphors](../figs-metaphor/01.md) but can also include [similes](../figs-simile/01.md), [metonymies](../figs-metonymy/01.md), and cultural models.

translate/bita-animals/01.md

@@ -30,7 +30,7 @@ A fowler is a person who catches birds, and a snare is a small trap.
 
 In Habakkuk and Hosea, Israel’s enemies who would come and attack them were compared to an eagle.
 
->  Their horsemen come from a great distance—they fly like an **eagle** hurrying to eat! (Habakkuk 1:8 ULT)
+> Their horsemen come from a great distance—they fly like an **eagle** hurrying to eat! (Habakkuk 1:8 ULT)
 
 > An **eagle** is coming over the house of Yahweh.
 > … Israel has rejected what is good,
@@ -72,7 +72,7 @@ In Matthew, Jesus called false prophets wolves because of the harm they did to p
 
 In Matthew, John the Baptist called the religious leaders poisonous snakes because of the harm they did by teaching lies.
 
-> But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, “You offspring of **vipers**, who warned you to flee from the wrath that is coming? (Matthew 3:7 ULT)
+> But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, “You offspring of **vipers**, who warned you to flee from the wrath that is coming?” (Matthew 3:7 ULT)
 
 #### EAGLES represent strength
 

translate/bita-farming/01.md

@@ -18,7 +18,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
 > When anyone hears the word of the kingdom but does not understand it … This is the seed that was sown **beside the road**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which was sown **among the thorn plants**, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word… That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
 >
 > Break up your **unplowed ground**,
-> for it is time to seek Yahweh. Hosea 10:12 ULT)
+> for it is time to seek Yahweh. (Hosea 10:12 ULT)
 
 #### SOWING represents actions or attitudes, and REAPING represents judgment or reward
 

translate/bita-hq/01.md

@@ -52,9 +52,9 @@ To put something before one’s face is to look at it intently or pay attention
 
 #### A SON represents someone’s descendant(s)
 
->  But they acted presumptuously, they and our **fathers**. And they stiffened their neck and did not listen to your commandments. (Nehemiah 9:16 ULT)
+> But they acted presumptuously, they and our **fathers**. And they stiffened their neck and did not listen to your commandments. (Nehemiah 9:16 ULT)
 >
-> We have not listened to your servants the prophets who spoke in your name to our kings, our leaders, our **fathers**, and to all the people of the land. To you, Lord, belongs righteousness …” (Daniel 9:6-7a ULT)
+> “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
 
@@ -122,9 +122,9 @@ In these examples the mouth refers to what a person says.
 
 #### A NAME represents the person who has that name
 
-> May your God make **the name of Solomon** better than your name, and make his throne greater than your throne.” (1 Kings 1:47 ULT)
+> “May your God make **the name of Solomon** better than your name, and make his throne greater than your throne.” (1 Kings 1:47 ULT)
 >
-> See, I have sworn **by my great name**—says Yahweh. **My name** will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt.” (Jeremiah 44:26 ULT)
+> “See, I have sworn **by my great name**,” says Yahweh. “**My name** will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt.” (Jeremiah 44:26 ULT)
 
 If someone’s name is great, it means that he is great.
 

translate/bita-humanbehavior/01.md

@@ -177,7 +177,7 @@ Noah received righteousness as a permanent possession.
 
 #### RESTING or a RESTING PLACE means a safe and beneficial situation
 
-> Then Naomi, her mother-in-law, said to her, “My daughter, should I not seek a **resting place** for you, that will be good for you? (Ruth 3:1 ULT)
+> Then Naomi, her mother-in-law, said to her, “My daughter, should I not seek a **resting place** for you, that will be good for you?” (Ruth 3:1 ULT)
 >
 > Therefore I vowed in my anger that they would never enter into my **resting place**. (Psalm 95:11 ULT)
 >

translate/bita-manmade/01.md

@@ -20,7 +20,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
 
 #### A HOUSE represents a family or household (that is, the people who live and work at a family house or property)
 
-> Now Yahweh said to Abram, “Go from your country, and from your relatives, and from your father’s **household**, to the land that I will show you. (Genesis 12:1 ULT)
+> Now Yahweh said to Abram, “Go from your country, and from your relatives, and from your father’s **household**, to the land that I will show you.” (Genesis 12:1 ULT)
 >
 > On that day, the king Ahasuerus gave to Esther the queen the **house** of Haman, the adversary of the Jews. (Esther 8:1a ULT)
 >

translate/bita-part3/01.md

@@ -15,7 +15,7 @@ Some common cultural models found in the Bible are listed below. First there are
 > a **scepter** of justice is the scepter of your **kingdom**. (Psalm 45:6 ULT)
 >
 > This is what Yahweh says,
-> “Heaven is my **throne**, and the earth is my **footstool**. (Isaiah 66:1a ULT)
+> “Heaven is my **throne**, and the earth is my **footstool**.” (Isaiah 66:1a ULT)
 >
 > God **reigns** over the nations;
 > God sits on his holy **throne**.
@@ -58,7 +58,7 @@ If blood is spilled or shed, someone has been killed.
 
 If blood cries out, nature itself is crying out for vengeance on a person who killed someone. (This also includes personification, because the blood is pictured as someone that can cry out. See: [Personification](../figs-personification/01.md))
 
-> Yahweh said, “What have you done? **Your brother’s blood is calling out to me** from the ground. (Genesis 4:10 ULT)
+> Yahweh said, “What have you done? **Your brother’s blood is calling out to me** from the ground.” (Genesis 4:10 ULT)
 
 #### A country is modeled as a WOMAN, and its gods are modeled as HER HUSBAND
 

translate/choose-team/01.md

@@ -1,4 +1,3 @@
-
 ### Importance of a Translation Team
 
 Translating the Bible is a very large and difficult task that may take many people to

translate/figs-123person/01.md

@@ -19,13 +19,13 @@ Sometimes people used the third person instead of “I” or “me” to refer t
 David referred to himself in the third person as “your servant” and used “his.” He was calling himself Saul’s servant in order to show his humility before Saul.
 
 > Then Yahweh answered Job out of a fierce storm and said,
-> “… Do you have an arm like **God’s**? Can you thunder with a voice like **his**? (Job 40:6, 9 ULT)
+> “… Do you have an arm like **God’s**? Can you thunder with a voice like **his**?” (Job 40:6, 9 ULT)
 
 God referred to himself in the third person with the words “God’s” and “his.” He did this to emphasize that he is God, and he is powerful.
 
 Sometimes people use the third person instead of “you” or “your” to refer to the person or people they are speaking to.
 
-> Abraham answered and said, “Look, I have undertaken to speak to my Lord, even though I am only dust and ashes! (Genesis 18:27 ULT)
+> Abraham answered and said, “Look, I have undertaken to speak to my Lord, even though I am only dust and ashes!” (Genesis 18:27 ULT)
 
 Abraham was speaking to the Lord, and referred to the Lord as “My Lord” rather than as “you.” He did this to show his humility before God.
 
@@ -37,7 +37,7 @@ After saying “each of you,” Jesus used the third person “his” instead of
 
 If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
 
-(1) Use the third person phrase along with the pronoun “I” or “you.”  
+(1) Use the third person phrase along with the pronoun “I” or “you.”<br>
 (2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
 
 ### Examples of Translation Strategies Applied
@@ -50,7 +50,7 @@ If using the third person to mean “I” or “you” would be natural and give
 
 (2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
 
-> Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like **God’s**? Can you thunder with a voice like **his**? (Job 40:6, 9 ULT)
+> Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like **God’s**? Can you thunder with a voice like **his**?” (Job 40:6, 9 ULT)
 >
 > > Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like **mine**? Can you thunder with a voice like **mine**?”
 >

translate/figs-abstractnouns/01.md

@@ -1,4 +1,3 @@
-
 Abstract nouns are nouns that refer to attitudes, qualities, events, or situations. These are things that cannot be seen or touched in a physical sense, such as happiness, weight, unity, friendship, health, and reason. This is a translation issue because some languages may express a certain idea with an abstract noun, while others would need a different way to express it.
 
 

translate/figs-activepassive/01.md

@@ -51,8 +51,8 @@ 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.”  
+(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.<br>
+(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.”<br>
 (3) Use a different verb.
 
 ### Examples of Translation Strategies Applied

translate/figs-aside/01.md

@@ -18,7 +18,7 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
 
 ### Translation Strategies
 
-(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.  
+(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.<br>
 (2) If a person speaks a prayer to God as an aside, you can put the prayer in quotation marks to indicate that.
 
 ### Examples of Translation Strategies Applied

translate/figs-declarative/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Normally statements are used to give information. Sometimes they are used in the Bible for other functions.
@@ -35,8 +34,8 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
 
 ### Translation Strategies
 
-(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.  
-(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.  
+(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.<br>
+(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.<br>
 (3) If the function of a statement would not be understood correctly in your language, **use a verb form** that would express that function.
 
 ### Examples of Translation Strategies Applied

translate/figs-distinguish/01.md

@@ -51,7 +51,7 @@ The phrase “whom I have created” is a reminder of the relationship between G
 
 If readers would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
 
-(1) Put the information in another part of the sentence and add words that show its purpose.  
+(1) Put the information in another part of the sentence and add words that show its purpose.<br>
 (2) Use one of your language’s ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.
 
 ### Examples of Translation Strategies Applied

translate/figs-doublenegatives/01.md

@@ -1,4 +1,3 @@
-
 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
@@ -37,7 +36,7 @@ By using a double negative, John emphasized that the Son of God created absolute
 
 If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
 
-(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.  
+(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.<br>
 (2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely” or “absolutely.”
 
 ### Examples of Translation Strategies Applied

translate/figs-doublet/01.md

@@ -12,7 +12,7 @@ In some languages people do not use doublets. Or they may use doublets, but only
 
 The bolded words mean the same thing. Together they mean the people were spread out.
 
-> He attacked two men **more righteous** and **better** than himself. 1 Kings 2:32b ULT)
+> He attacked two men **more righteous** and **better** than himself. (1 Kings 2:32b ULT)
 
 This means that they were “much more righteous” than he was.
 
@@ -28,8 +28,8 @@ This means that he was like a lamb that did not have any defect—not even one.
 
 If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
 
-(1) Translate only one of the words or phrases.  
-(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”  
+(1) Translate only one of the words or phrases.<br>
+(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”<br>
 (3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
 
 ### Translation Strategies Applied

translate/figs-ellipsis/01.md

@@ -1,6 +1,6 @@
 ### Description
 
-An ellipsis occurs when a speaker or writer leaves out one or more words that normally should be in the sentence. The speaker or writer does this because he knows that the hearer or reader will understand the meaning of the sentence and supply the words in his mind when he hears or reads the words that are there. For example:
+An ellipsis<sup>1</sup> occurs when a speaker or writer leaves out one or more words that normally should be in the sentence. The speaker or writer does this because he knows that the hearer or reader will understand the meaning of the sentence and supply the words in his mind when he hears or reads the words that are there. For example:
 
 > So the wicked will not stand in the judgment, **nor sinners in the assembly of the righteous**. (Psalm 1:5 ULT)
 
@@ -8,6 +8,8 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
 
 > > So the wicked will not stand in the judgment, nor **will** sinners **stand** in the assembly of the righteous.
 
+<sup>[1]</sup> English has a punctuation symbol which is also called an ellipsis. It is a series of three dots (…) used to indicate an intentional omission of a word, phrase, sentence or more from text without altering its original meaning. This translationAcademy article is not about the punctuation mark, but about the concept of omission of words that normally should be in the sentence.
+
 #### Two Types of Ellipsis
 
 1. A Relative Ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
@@ -40,7 +42,7 @@ The information that the reader must understand in the second parts of these sen
 It seems that the man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him. The complete sentence would be:
 
 > > “Lord, **I want you to heal me so** that I might receive my sight.”
-
+>
 > To Titus, a true son in our common faith. Grace and peace from God the Father and Christ Jesus our Savior. (Titus 1:4 ULT)
 
 The writer assumes that the reader will recognize this common form of a blessing or wish, so he does not need to include the full sentence, which would be:
@@ -58,13 +60,13 @@ If ellipsis would be natural and give the right meaning in your language, consid
 (1) Add the missing words to the incomplete phrase or sentence.
 
 > So the wicked will not stand in the judgment, nor **sinners in the assembly** of the righteous. (Psalm 1:5 ULT)
-
+>
 > > So the wicked will not stand in the judgment, and **sinners will not stand in the assembly** of the righteous.
-
+>
 > Then when he had come near, he asked him, “What do you want me to do for you?” And so he said, “Lord, **that I might recover my sight**.” (Luke 18:40b-41 ULT)
-
+>
 > > Then when the man was near, Jesus asked him, “What do you want me to do for you?” He said, “Lord, **I want you to heal me** that I might receive my sight.”
-
+>
 > He makes Lebanon skip like a calf **and Sirion like a young ox**. (Psalm 29:6 ULT)
-
+>
 > > He makes Lebanon skip like a calf, and **he makes** Sirion **skip** like a young ox.

translate/figs-euphemism/01.md

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

translate/figs-events/01.md

@@ -22,8 +22,8 @@ This sounds like a person must first open the scroll and then break its seals, b
 
 ### Translation Strategies
 
-(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.  
-(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)  
+(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.<br>
+(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)<br>
 (3) If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See [Verse Bridges](../translate-versebridge/01.md).)
 
 ### Examples of Translation Strategies Applied
@@ -42,7 +42,7 @@ This sounds like a person must first open the scroll and then break its seals, b
 
 > 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.
+> > 8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams’ horns before Yahweh, as they advanced, they gave a blast on the trumpets 10 But Joshua **had commanded** the people, saying, “Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.”
 
 (3) If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
 

translate/figs-exclamations/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Exclamations are words or sentences that show strong feeling such as surprise, joy, fear, or anger. In the ULT and UST, they usually have an exclamation mark (!) at the end. The mark shows that it is an exclamation. The situation and the meaning of what the people said helps us understand what feelings they were expressing. In the example below from Matthew 8, the speakers were terribly afraid. In the example from Matthew 9, the speakers were amazed, because something happened that they had never seen before.
@@ -32,10 +31,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
 
 ### Translation Strategies
 
-(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”  
-(2) Use an exclamation word from your language that shows the strong feeling.  
-(3) Translate the exclamation word with a sentence that shows the feeling.  
-(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.  
+(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”<br>
+(2) Use an exclamation word from your language that shows the strong feeling.<br>
+(3) Translate the exclamation word with a sentence that shows the feeling.<br>
+(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.<br>
 (5) If the strong feeling is not clear in the target language, then tell how the person felt.
 
 ### Examples of Translation Strategies Applied
@@ -62,10 +61,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
 
 (3) Translate the exclamation word with a sentence that shows the feeling.
 
-> **Alas,** O my Lord Yahweh, for because of this I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT)
+> “**Alas,** O my Lord Yahweh, for because of this I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT)
 >
-> > Lord Yahweh, **what will happen to me**? For I have seen the angel of Yahweh face to face!”
-> > **Help**, Lord Yahweh! For I have seen the angel of Yahweh face to face!
+> > “Lord Yahweh, **what will happen to me**? For I have seen the angel of Yahweh face to face!”
+> > “**Help**, Lord Yahweh! For I have seen the angel of Yahweh face to face!”
 
 (4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
 
@@ -77,4 +76,4 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
 
 > When Gideon saw that he was the angel of Yahweh, Gideon lamented, “**Alas,** O my Lord Yahweh, for because of this I have seen the angel of Yahweh face to face!” (Judges 6:22 ULT)
 >
-> > “Gideon understood that this was the angel of Yahweh. **He was terrified** and said, “**Alas**, Lord Yahweh! I have seen the angel of Yahweh face to face!”
+> > Gideon understood that this was the angel of Yahweh. **He was terrified** and said, “**Alas**, Lord Yahweh! I have seen the angel of Yahweh face to face!”

translate/figs-exmetaphor/01.md

@@ -1,4 +1,3 @@
-
 An **extended metaphor** is an explicit metaphor that uses multiple images and multiple ideas at the same time. This is in contrast to a [simple metaphor](../figs-simetaphor/01.md), which uses only a single Image and a single Idea. The difference between an extended metaphor and a [complex metaphor](../figs-cometaphor/01.md) is that an extended metaphor is explicitly stated by a writer/speaker, but a complex metaphor is not.
 
 ### Explanation of an Extended Metaphor
@@ -39,8 +38,8 @@ In Psalm 23, the psalmist uses the physical **Image** of a shepherd to describe
 
 Consider using the same extended metaphor if your readers will understand it in the same way the original readers would have understood it. If not, here are some other strategies:
 
-(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two.  
-(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.  
+(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.<br>
+(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.<br>
 (3) If the target audience still would not understand, then state it clearly.
 
 ### Examples of Translation Strategies Applied
@@ -68,7 +67,7 @@ May be translated as:
 > My well beloved had a **grapevine garden** on a very fertile hill.
 > He **dug up the ground** and removed the stones, and planted it with **the best grapevines**.
 > He built a **watchtower** in the middle of it, and also built **a tank where he could crush the juice out of the grapes**.
-> He waited for it to produce grapes, but it produced **wild grapes that were not good for making wine**.”
+> He waited for it to produce grapes, but it produced **wild grapes that were not good for making wine**.
 
 (3) If the target audience still would not understand, then state it clearly.
 

translate/figs-explicit/01.md

@@ -38,7 +38,7 @@ One of the traditions of the elders was a ceremony in which people would wash th
 
 If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
 
-(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.  
+(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.<br>
 (2) If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
 
 ### Examples of Translation Strategies Applied

translate/figs-explicitinfo/01.md

@@ -20,7 +20,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
 
 ### Translation Strategies
 
-(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.  
+(1) If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.<br>
 (2) If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage.
 
 ### Examples of Translation Strategies Applied

translate/figs-extrainfo/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Sometimes it is better not to state assumed knowledge or implicit information explicitly. This page gives some direction about when not to do this.

translate/figs-gendernotations/01.md

@@ -36,8 +36,8 @@ Jesus was not speaking only of men, but of **men and women**.
 
 If people would understand that that masculine words like “man,” “brother,” and “he” can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
 
-(1) Use a noun that can be used for both men and women.  
-(2) Use a word that refers to men and a word that refers to women.  
+(1) Use a noun that can be used for both men and women.<br>
+(2) Use a word that refers to men and a word that refers to women.<br>
 (3) Use pronouns that can be used for both men and women.
 
 ### Examples of Translation Strategies Applied
@@ -55,7 +55,7 @@ If people would understand that that masculine words like “man,” “brother,
 
 (3) Use pronouns that can be used for both men and women.
 
-> If anyone wants to follow me, he must deny himself, take up his cross, and follow me.” (Matthew 16:24 ULT)
+> “If anyone wants to follow me, he must deny himself, take up his cross, and follow me.” (Matthew 16:24 ULT)
 
 English speakers can change the masculine singular pronouns, “he,” “himself,” and “his” to plural pronouns that do not mark gender, “they,” “themselves,” and “their” in order to show that it applies to all people, not just men.
 >

translate/figs-genericnoun/01.md

@@ -29,10 +29,10 @@ The phrase “a good man” does not refer to a particular man, but to any perso
 
 If your language can use the same wording as in the ULT to refer to people or things in general rather than to specific individuals or things, consider using the same wording. If not, here are some strategies you might use.
 
-(1) Use the word “the” in the noun phrase.  
-(2) Use the word “a” in the noun phrase.  
-(3) Use the word “any,” as in “any person” or “anyone.”  
-(4) Use the plural form, as in “people.”  
+(1) Use the word “the” in the noun phrase.<br>
+(2) Use the word “a” in the noun phrase.<br>
+(3) Use the word “any,” as in “any person” or “anyone.”<br>
+(4) Use the plural form, as in “people.”<br>
 (5) Use any other way that is natural in your language.
 
 ### Examples of Translation Strategies Applied
@@ -45,9 +45,9 @@ If your language can use the same wording as in the ULT to refer to people or th
 (2) Use the word “a” in the noun phrase.
 
 > People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
-> > “People curse **a man** who refuses to sell grain”
+> > “People curse **a man** who refuses to sell grain.”
 
-(3) Use the word “any, as in “any person” or “anyone.”
+(3) Use the word “any,” as in “any person” or “anyone.”
 
 > People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
 > > “People curse **any man** who refuses to sell grain.”

translate/figs-go/01.md

@@ -8,7 +8,7 @@ Different languages have different ways of talking about motion. The biblical la
 
 ### Examples From the Bible
 
-> Yahweh said to Noah, “**Come**, you and all your household, into the ark” (Genesis 7:1 ULT)
+> Yahweh said to Noah, “**Come**, you and all your household, into the ark.” (Genesis 7:1 ULT)
 
 In some languages, this would lead people to think that Yahweh was in the ark.
 
@@ -28,7 +28,7 @@ In some languages, it might make more sense to say that they**took** or **carrie
 
 The man was not at his house when he spoke to Jesus. He wanted Jesus to **go** with him to his house.
 
->  “What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
+> What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
 
 In some languages, it might make more sense to ask what did you come out to see.
 
@@ -36,7 +36,7 @@ In some languages, it might make more sense to ask what did you come out to see.
 
 If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
 
-(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.  
+(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.<br>
 (2) Use another word that expresses the right meaning.
 
 ### Examples of Translation Strategies Applied
@@ -46,16 +46,16 @@ If the word used in the ULT would be natural and give the right meaning in your
 > But you will be free from my oath if you **come** to my relatives and they will not give her to you. (Genesis 24:41 ULT)
 > > But you will be free from my oath if you **go** to my relatives and they will not give her to you.
 
-> “What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
-> > “What did you come out into the desert to see? A reed shaken by the wind?
+> What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
+> > What did you come out into the desert to see? A reed shaken by the wind?
 
 (2) Use another word that expresses the right meaning.
 
-> When you have **come** to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it… (Deuteronomy 17:14 ULT)
-> > “When you have **arrived** in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it…”
+> When you have **come** to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it … (Deuteronomy 17:14 ULT)
+> > “When you have **arrived** in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it …”
 
-> Yahweh said to Noah, “**Come**, you and all your household, into the ark… (Genesis 7:1 ULT)
-> > “Yahweh said to Noah, “**Enter**, you and all your household, into the ark…”
+> Yahweh said to Noah, “**Come**, you and all your household, into the ark …” (Genesis 7:1 ULT)
+> > Yahweh said to Noah, “**Enter**, you and all your household, into the ark …”
 
-> “What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
-> > “What did you travel out into the desert to see? A reed shaken by the wind?
+> What did you go out into the desert to see? A reed shaken by the wind? (Luke 7:24b ULT)
+> > What did you travel out into the desert to see? A reed shaken by the wind?

translate/figs-grammar/01.md

@@ -8,7 +8,7 @@ Grammar has two main parts: words and structure. Structure involves how we put w
 * Sentences can have more than one clause. (See [Sentence Structure](../figs-sentences/01.md).)
 * Some languages have both active and passive sentences. (See [Active or Passive](../figs-activepassive/01.md).)
 
-**Possession** – This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “‘s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
+**Possession** – This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “’s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
 
 **Quotations** – A quotation is a report of what someone else has said.
 

translate/figs-hendiadys/01.md

@@ -32,10 +32,10 @@ Titus 2:13 contains two hendiadyses. “The blessed hope” and “appearing of
 
 If the hendiadys would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-(1) Substitute the describing noun with an adjective that means the same thing.  
-(2) Substitute the describing noun with a phrase that means the same thing.  
-(3) Substitute the describing adjective with an adverb that means the same thing.  
-(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.  
+(1) Substitute the describing noun with an adjective that means the same thing.<br>
+(2) Substitute the describing noun with a phrase that means the same thing.<br>
+(3) Substitute the describing adjective with an adverb that means the same thing.<br>
+(4) Substitute other parts of speech that mean the same thing and show that one word or phrase describes the other.<br>
 (5) If it is unclear that only one thing is meant, change the phrase so that this is clear.
 
 ### Examples of Translation Strategies Applied

translate/figs-hyperbole/01.md

@@ -4,9 +4,9 @@ A speaker or writer can use exactly the same words to say something that he mean
 
 It rains here every night.
 
-1.  The speaker means this as literally true if he means that it really does rain here every night.
-2.  The speaker means this as a **generalization** if he means that it rains here most nights.
-3.  The speaker means this as a **hyperbole** if he wants to say that it rains more than it actually does, usually in order to express a strong attitude toward the amount or frequency of rain, such as being annoyed or being happy about it.
+1. The speaker means this as literally true if he means that it really does rain here every night.
+2. The speaker means this as a **generalization** if he means that it rains here most nights.
+3. The speaker means this as a **hyperbole** if he wants to say that it rains more than it actually does, usually in order to express a strong attitude toward the amount or frequency of rain, such as being annoyed or being happy about it.
 
 #### Hyperbole
 
@@ -24,7 +24,7 @@ This hyperbole means that he had learned everything an Egyptian education could
 
 This is a statement that is true most of the time or in most situations that it could apply to.
 
-> The one who ignores instruction **will have poverty and shame,**  
+> The one who ignores instruction **will have poverty and shame,**
 > but **honor will come** to him who learns from correction. (Proverbs 13:18)
 
 These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. There may be some exceptions to these statements, but they are generally true.
@@ -37,8 +37,8 @@ Even though a hyperbole or a generalization may have a strong-sounding word like
 
 #### Reason This Is a Translation Issue
 
-1.  Readers need to be able to understand whether or not a statement is literally true.
-2.  If readers realize that a statement is not literally true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
+1. Readers need to be able to understand whether or not a statement is literally true.
+2. If readers realize that a statement is not literally true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
 
 ### Examples From the Bible
 
@@ -76,15 +76,15 @@ This is generally true, and it reflects the experience of most people. It is pos
 
 #### Caution
 
-*   Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
+* Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
 
 > They saw Jesus **walking on the sea** and coming near the boat. (John 6:19b ULT)
 
 This is not hyperbole. Jesus really walked on the water. It is a literal statement.
 
-*   Do not assume that the word “all” is always a generalization that means “most.”
+* Do not assume that the word “all” is always a generalization that means “most.”
 
-> Yahweh is righteous in **all** his ways  
+> Yahweh is righteous in **all** his ways<br>
 > and gracious in **all** he does. (Psalms 145:17 ULT)
 
 Yahweh is always righteous. This is a completely true statement.
@@ -93,10 +93,10 @@ Yahweh is always righteous. This is a completely true statement.
 
 If the hyperbole or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
 
-(1) Express the meaning without the exaggeration.  
-(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”  
-(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.  
-(4) For a hyperbole or a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
+(1) Express the meaning without the exaggeration.<br>
+(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”<br>
+(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.<br>
+(4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.
 
 ### Examples of Translation Strategies Applied
 
@@ -109,23 +109,23 @@ If the hyperbole or generalization would be natural and people would understand
 (2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
 
 > **The one who ignores instruction will have poverty and shame.** (Proverbs 13:18a ULT)
-> 
+>
 > > **In general,** the one who ignores instruction will have poverty and shame
-> 
-> When you pray, do not make useless repetitions as the **Gentiles do,** for they think that they will be heard because of their many words. (Matthew 6:7 ULT) 
-> 
+>
+> When you pray, do not make useless repetitions as the **Gentiles do,** for they think that they will be heard because of their many words. (Matthew 6:7 ULT)
+>
 > > And when you pray, do not make useless repetitions as the Gentiles **generally** do, for they think that they will be heard because of their many words.
 
 (3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.
 
 > The **whole** country of Judea and **all** the people of Jerusalem went out to him. (Mark 1:5a ULT)
-> 
-> > **Almost all** the country of Judea and **almost all** the people of Jerusalem went out to him.”  
-> > or:  
-> > **Many** of the country of Judea and **many** of the people of Jerusalem went out to him.”
+>
+> > **Almost all** the country of Judea and **almost all** the people of Jerusalem went out to him.
+> > or:<br>
+> > **Many** of the country of Judea and **many** of the people of Jerusalem went out to him.
 
-(4) For a hyperbole or a generalization that has a word like “all,” always,” “none,” or “never,” consider deleting that word.
+(4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.
 
 > The **whole** country of Judea and **all** the people of Jerusalem went out to him. (Mark 1:5a ULT)
-> 
+>
 > > The country of Judea and the people of Jerusalem went out to him.

translate/figs-hypo/01.md

@@ -1,4 +1,4 @@
-Consider these phrases: “If the sun stopped shining … ,” “What if the sun stopped shining … ,” “Suppose the sun stopped shining … ,” and “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. Hypothetical expressions occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen and so that they will understand why the event was imagined.
+Consider these phrases: “If the sun stopped shining …” “What if the sun stopped shining …” “Suppose the sun stopped shining …” and “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. Hypothetical expressions occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen and so that they will understand why the event was imagined.
 
 ### Description
 
@@ -6,9 +6,9 @@ Hypothetical situations are situations that are not real. They can be in the pas
 
 People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions comprise a phrase that starts with “if.”)
 
-*   If he had lived to be 100 years old, he would have seen his grandson’s grandson. (But he did not.)
-*   If he lived to be 100 years old, he would still be alive today. (But he is not.)
-*   If he lives to be 100 years old, he will see his grandson’s grandson. (But he probably will not.)
+* If he had lived to be 100 years old, he would have seen his grandson’s grandson. (But he did not.)
+* If he lived to be 100 years old, he would still be alive today. (But he is not.)
+* If he lives to be 100 years old, he will see his grandson’s grandson. (But he probably will not.)
 
 People sometimes express wishes about things that have not happened or that are not expected to happen.
 
@@ -45,7 +45,7 @@ Martha said this to express her wish that Jesus would have come sooner so that h
 
 Jesus told about what would happen if a person were to put new wine into old wineskins. But no one would do that. He used this imaginary situation as an example to show that there are times when it is unwise to mix new things with old things. He did this so that people could understand why his disciples were not fasting as people traditionally did.
 
-> Jesus said to them, “What man would there be among you, who, **if he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out**? (Matthew 12:11 ULT)
+> Jesus said to them, “What man would there be among you, who, **if he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out**?” (Matthew 12:11 ULT)
 
 Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath.
 

translate/figs-idiom/01.md

@@ -1,4 +1,3 @@
-
 An idiom is a figure of speech made up of a group of words that, as a whole, has a meaning that is different from what one would understand from the meanings of the individual words. Someone from outside of the culture usually cannot understand an idiom without someone inside the culture explaining its true meaning. Every language uses idioms. Some English examples are:
 
 * You are pulling my leg. (This means, “You are teasing me by telling me something that is not true.”)
@@ -50,7 +49,7 @@ This means, “the one who helps me.”
 
 If the idiom would be clearly understood in your language, consider using it. If not, here are some other options.
 
-(1) Translate the meaning plainly without using an idiom.  
+(1) Translate the meaning plainly without using an idiom.<br>
 (2) Use a different idiom that people use in your own language that has the same meaning.
 
 ### Examples of Translation Strategies Applied

translate/figs-imperative/01.md

@@ -10,7 +10,7 @@ Some languages would not use an imperative sentence for some of the functions th
 
 Speakers often use imperative sentences to tell or ask their listeners to do something. In Genesis 26, God spoke to Isaac and told him not to go to Egypt but to live where God would tell him to live.
 
-> Now Yahweh appeared to him and said, “**Do not go down** to Egypt; **live** in the land that I tell you to live in. (Genesis 26:2 ULT)
+> Now Yahweh appeared to him and said, “**Do not go down** to Egypt; **live** in the land that I tell you to live in.” (Genesis 26:2 ULT)
 
 Sometimes imperative sentences in the Bible have other uses.
 
@@ -47,8 +47,8 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
 
 ### Translation Strategies
 
-(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.  
-(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.  
+(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.<br>
+(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.<br>
 (3) If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
 
 ### Examples of Translation Strategies Applied
@@ -62,7 +62,7 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
 >
 > God said, “**Let there be** light,” and there was light. (Genesis 1:3 ULT)
 >
-> > God said, “**There is now light** “ and there was light.
+> > God said, “**There is now light**” and there was light.
 >
 > God blessed them and said to them, “**Be fruitful**, and **multiply**. **Fill** the earth, and **subdue** it. **Have dominion** over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth.” (Genesis 1:28 ULT)
 >

translate/figs-informremind/01.md

@@ -46,7 +46,7 @@ All of God’s judgments are righteous. This is why the person who wrote this ps
 
 If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
 
-(1) Put the information in another part of the sentence and add words that show its purpose.  
+(1) Put the information in another part of the sentence and add words that show its purpose.<br>
 (2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
 
 ### Examples of Translation Strategies Applied
@@ -67,9 +67,9 @@ If people would understand the purpose of a phrase with a noun, then consider ke
 >
 > How can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT)
 >
-> The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.”
+> The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
 >
-> > Can Sarah bear a son **even when** she is 90 years old?”
+> > Can Sarah bear a son **even when** she is 90 years old?
 >
 > I will call on Yahweh, **who is worthy to be praised.** (2 Samuel 22:4a ULT)
 
@@ -81,4 +81,4 @@ There is only one Yahweh. The phrase “who is worthy to be praised” gives a r
 
 > The name of the third river is Tigris, **which flows east of Asshur**. (Genesis 2:14a ULT)
 >
-> > “The name of the third river is Tigris. **It flows east of Asshur**.
+> > The name of the third river is Tigris. **It flows east of Asshur**.

translate/figs-infostructure/01.md

@@ -1,6 +1,6 @@
 ### Description
 
-Different languages arrange the parts of the sentence in different ways. In English, a sentence normally has the subject first, then the verb, then the object, then other modifiers, like this:  Peter painted his house yesterday.
+Different languages arrange the parts of the sentence in different ways. In English, a sentence normally has the subject first, then the verb, then the object, then other modifiers, like this: Peter painted his house yesterday.
 
 Many other languages normally put these things in a different order such as: Painted yesterday Peter his house.
 
@@ -33,7 +33,7 @@ In this verse, the most important part of the information is first, that “woe
 
 ### Translation Strategies
 
-(1) Study how your language arranges the parts of a sentence, and use that order in your translation.  
+(1) Study how your language arranges the parts of a sentence, and use that order in your translation.<br>
 (2) Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
 
 ### Translation Strategies Applied

translate/figs-irony/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words. Sometimes a person does this by using someone else’s words, but in a way that communicates that he does not agree with them. People do this to emphasize how different something is from what it should be, or how someone else’s belief about something is wrong or foolish. It is often humorous.
@@ -35,7 +34,7 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
 
 If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
 
-(1) Translate it in a way that shows that the speaker is saying what someone else believes.  
+(1) Translate it in a way that shows that the speaker is saying what someone else believes.<br>
 (2) The irony is **not** found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker’s words.
 
 ### Examples of Translation Strategies Applied
@@ -47,7 +46,7 @@ If the irony would be understood correctly in your language, translate it as it
 > > **You think that you are doing well when you reject God’s commandment** so you may keep your tradition!
 > > **You act like it is good to reject God’s commandment** so you may keep your tradition!
 >
->  I did not come to call **the righteous**, but sinners to repentance.” (Luke 5:32 ULT)
+> I did not come to call **the righteous**, but sinners to repentance. (Luke 5:32 ULT)
 >
 > > I did not come to call **people who think that they are righteous** to repentance, but to call sinners to repentance.
 
@@ -64,6 +63,6 @@ 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**!

translate/figs-litany/01.md

@@ -18,8 +18,8 @@ In this passage Yahweh is telling the people of Edom all the things they should
 
 ### Translation Strategies
 
-(1). A good strategy for showing how a litany conveys its meaning may be to format it on the page in a certain way. Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement and the litany in a way appropriate to your language that will show that by listing all of the components of a thing, the litany is making a comprehensive statement equivalent to this general statement.  
-(2) Also in terms of formatting, if each sentence in the litany has two parts, you can decide whether it would be clearer to put both of these parts on the same line or to put them on separate lines.  
+(1). A good strategy for showing how a litany conveys its meaning may be to format it on the page in a certain way. Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement and the litany in a way appropriate to your language that will show that by listing all of the components of a thing, the litany is making a comprehensive statement equivalent to this general statement.<br>
+(2) Also in terms of formatting, if each sentence in the litany has two parts, you can decide whether it would be clearer to put both of these parts on the same line or to put them on separate lines.<br>
 (3) You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of a thing are all being listed in a row.
 
 ### Examples of Translation Strategies Applied

translate/figs-merism/01.md

@@ -31,7 +31,7 @@ The bolded phrase is merism because it speaks of old people and young people and
 
 If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-(1) Identify what the merism refers to without mentioning the parts.  
+(1) Identify what the merism refers to without mentioning the parts.<br>
 (2) Identify what the merism refers to and include the parts.
 
 ### Examples of Translation Strategies Applied

translate/figs-metaphor/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 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.
@@ -43,7 +42,7 @@ When these metaphors are used in normal ways, it is rare that the speaker and au
 * “Turn the heat **up**.” More is spoken of as up.
 * “Let us **go ahead** with our debate.” Doing what was planned is spoken of as walking or advancing.
 * “You **defend** your theory well.” Argument is spoken of as war.
-* “A **flow** of words” Words are spoken of as liquids.
+* “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.
 
@@ -108,13 +107,13 @@ If people would understand the metaphor in the same way that the original reader
 
 If people do not or would not understand it, here are some other strategies.
 
-(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.  
-(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.  
-(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).  
-(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.  
-(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.  
-(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)  
-(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.  
+(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.<br>
+(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.<br>
+(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).<br>
+(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.<br>
+(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.<br>
+(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)<br>
+(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.<br>
 (8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
 
 ### Examples of Translation Strategies Applied
@@ -127,9 +126,9 @@ If people do not or would not understand it, here are some other strategies.
 
 (2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
 
-> But Jesus said to them, “He wrote this commandment to you because of your **hardness of heart.** (Mark 10:5 ULT)
+> But Jesus said to them, “He wrote this commandment to you because of your **hardness of heart.**” (Mark 10:5 ULT)
 >
-> > It was because of your **hard hearts** that he wrote you this law,
+> > It was because of your **hard hearts** that he wrote you this law.
 
 We made no change to this one, but it must be tested to make sure that the target audience correctly understands this metaphor.
 

translate/figs-metonymy/01.md

@@ -37,16 +37,16 @@ The word “wrath” or “anger” is a metonym for “punishment.” God was e
 
 If people would easily understand the metonym, consider using it. Otherwise, here are some options.
 
-(1) Use the metonym along with the name of the thing it represents.  
+(1) Use the metonym along with the name of the thing it represents.<br>
 (2) Use only the name of the thing the metonym represents.
 
 ### Examples of Translation Strategies Applied
 
 (1) Use the metonym along with the name of the thing it represents.
 
-> And he took the cup in the same way after the 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 the supper, saying, “**This cup** is the new covenant in my blood, which is poured out for you.” (Luke 22:20 ULT)
 >
-> > “He took the cup in the same way after supper, saying, “**The wine in this cup** is the new covenant in my blood, which is poured out for you.”
+> > He took the cup in the same way after supper, saying, “**The wine in this cup** is the new covenant in my blood, which is poured out for you.”
 
 This verse also contains a second metonym: The cup, (representing the wine it contains) also represents the new covenant made with the blood Christ shed for us.
 

translate/figs-order/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Most languages have a normal way of ordering the parts of a sentence. It is not the same in all languages. You (the translator) need to know what the normal word order is in your language.

translate/figs-parables/01.md

@@ -20,18 +20,18 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
 
 ### Translation Strategies
 
-(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.  
+(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.<br>
 (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.”
 
 ### Examples of Translation Strategies Applied
 
 (1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.
 
-> Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the **lampstand**? (Mark 4:21 ULT)
+> Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the **lampstand**?” (Mark 4:21 ULT)
 
 If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
 
-> > Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on **a high shelf?**
+> > Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on **a high shelf?**”
 >
 > Then Jesus presented another parable to them. He said, “The kingdom of heaven is like a mustard seed which a man took and **sowed** in his field. It is indeed the smallest of all the seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
 
@@ -41,9 +41,9 @@ To sow seeds means to toss them so that they scatter on the ground. If people ar
 
 (2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
 
-> **Jesus also said to them**, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
+> **Jesus also said to them**, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand?” (Mark 4:21 ULT)
 >
-> > **Jesus told them a parable about why they should witness openly.** “Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand? (Mark 4:21 ULT)
+> > **Jesus told them a parable about why they should witness openly.** Jesus also said to them, “The lamp is not brought in order to put it under a basket, or under the bed, is it? Is it not so that it might be put on the lampstand?” (Mark 4:21 ULT)
 >
 > **Then Jesus presented another parable to them.** He said, “The kingdom of heaven is like a mustard seed which a man took and sowed in his field. It is indeed the smallest of all the seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches.” (Matthew 13:31-32 ULT)
 >

translate/figs-parallelism/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 In parallelism, two phrases or clauses that are similar in structure or idea are used together. The following are some of the different kinds of parallelism.
@@ -66,8 +65,8 @@ This contrasts what happens when someone gives a gentle answer with what happens
 
 For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
 
-(1) Combine the ideas of both clauses into one.  
-(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”  
+(1) Combine the ideas of both clauses into one.<br>
+(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”<br>
 (3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely,” or “all.”
 
 ### Examples of Translation Strategies Applied
@@ -75,7 +74,7 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
 (1) Combine the ideas of both clauses into one.
 
 > Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT) – Delilah expressed this idea twice to emphasize that she was very upset.
-> > “Until now you have deceived me with your lies.
+> > Until now you have deceived me with your lies.
 >
 > Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULT) – The phrase “all the paths he takes” is a metaphor for “all he does.”
 >

translate/figs-partsofspeech/01.md

@@ -1,4 +1,3 @@
-
 ### Description
 
 Parts of speech are categories of words. The different categories of words have different functions in a sentence. All languages have parts of speech, and all words in a language belong to a part of speech. Most languages have these basic parts of speech, with some variations, and some languages have more categories than this. This is not a completely universal list of parts of speech, but it covers the basic categories.
@@ -13,7 +12,7 @@ Parts of speech are categories of words. The different categories of words have
 
 **PREPOSITIONS** are words that begin phrases which connect a noun or verb with something else in the sentence that gives more detail about that noun or verb. For example, “The girl ran **to her father**.” Here the phrase with the preposition “to” tells the direction of the girl’s running (the action) in relation to her father. Another example is, “The crowd **around Jesus** grew in numbers.” The phrase with the preposition **around** tells the location of the crowd in relation to Jesus. Some examples of prepositions are “to,” “from,” “in,” “out,” “on,” “off,” “with,” “without,” “above,” “below,” “before,” “after,” “behind,” “in front of,” “among,” “through,” “beyond,” “among.”
 
-**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: “a,” “an,” and “the.” The words **a** and **an** mean the same thing. If a speaker says “**a dog,** he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says **the** dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use the article **the** to show that they are talking about something in general. For example, they can say “**The** elephant is a large animal” and refer to elephants in general, not a specific elephant. *NOTE: Not all languages use articles in exactly the same way.* For example, articles can mean different things in Greek than in Hebrew. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
+**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: “a,” “an,” and “the.” The words **a** and **an** mean the same thing. If a speaker says “**a dog,**” he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says **the** dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use the article **the** to show that they are talking about something in general. For example, they can say “**The** elephant is a large animal” and refer to elephants in general, not a specific elephant. *NOTE: Not all languages use articles in exactly the same way.* For example, articles can mean different things in Greek than in Hebrew. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
 
 **ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: “many,” “big,” “blue,” “old,” “smart,” “tired,” and many, many others. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in the phrase **my elderly father** the adjective **elderly** simply tells something about my father. But in the phrase **my eldest sister** the word **eldest** distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).
 

translate/figs-pastforfuture/01.md

@@ -21,7 +21,7 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
 
 In the examples above, God spoke of things that would happen in the future as if they had already happened.
 
-> But even Enoch, the seventh from Adam, prophesied about them, saying, “Look! The Lord came with thousands and thousands of his holy ones. (Jude 1:14 ULT)
+> But even Enoch, the seventh from Adam, prophesied about them, saying, “Look! The Lord came with thousands and thousands of his holy ones.” (Jude 1:14 ULT)
 
 
 Enoch was speaking of something that would happen in the future, but he used the past tense when he said “the Lord came.”
@@ -31,8 +31,8 @@ Enoch was speaking of something that would happen in the future, but he used the
 
 If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
 
-(1) Use the future tense to refer to future events.  
-(2) If it refers to something in the immediate future, use a form that would show that.  
+(1) Use the future tense to refer to future events.<br>
+(2) If it refers to something in the immediate future, use a form that would show that.<br>
 (3) Some languages may use the present tense to show that something will happen very soon.
 
 ### Examples of Translation Strategies Applied
@@ -40,11 +40,11 @@ If the past tense would be natural and give the right meaning in your language,
 (1) Use the future tense to refer to future events.
 
 > For to us a child **has been born**, to us a son **has been given**. (Isaiah 9:6a ULT)
-> > “For to us a child **will be born**, to us a son **will be given**.
+> > For to us a child **will be born**, to us a son **will be given**.
 
 (2) If it refers to something that would happen very soon, use a form that shows that.
 
-> Yahweh said to Joshua, “See, I have delivered Jericho, and its king, and its powerful soldiers into your hand. (Joshua 6:2 ULT)
+> Yahweh said to Joshua, “See, I have delivered Jericho, and its king, and its powerful soldiers into your hand.” (Joshua 6:2 ULT)
 >
 > > Yahweh said to Joshua, “See, I **am about to deliver** over to you Jericho, its king, and its powerful soldiers.”
 

translate/figs-personification/01.md

@@ -31,8 +31,8 @@ The author speaks of wisdom and understanding as if they were woman who calls ou
 
 If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
 
-(1) Add words or phrases to make the human (or animal) characteristic clear.  
-(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.  
+(1) Add words or phrases to make the human (or animal) characteristic clear.<br>
+(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.<br>
 (3) Find a way to translate it without the personification.
 
 ### Examples of Translation Strategies Applied

translate/figs-possession/01.md

@@ -1,19 +1,21 @@
-
 ### 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 English, the grammatical form that commonly indicates possession is also used to indicate a variety of relationships between people and objects or people and other people. 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 following examples are different ways to indicate that my grandfather owns a house.
 
 * the house **of** my grandfather
-* my grandfather**‘s** house
+* my grandfather **‘s** house
 * **his** house
 
 Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
 
 * Ownership – Someone owns something.
     * My clothes – The clothes that I own
-* Social relationship – Someone has some kind of social relationship with another.
+* 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
+* Association – A particular thing is associated with a particular person, place, or thing.
+    * David's sickness – the sickness that David is experiencing
+    * the fear of the Lord – the fear that is appropriate for a human being to have when relating to the Lord
 * 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.
@@ -22,8 +24,8 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
 
 #### Reasons This Is a Translation Issue
 
-* You (the translator) need to understand the relationship between two ideas represented by the two nouns when one possesses the other.
-* Some languages do not use possession for all of the situations that your source text Bible might use it for.
+* You (the translator) need to understand the relationship between two ideas represented by the two nouns when one is in the grammatical relationship of possessing the other.
+* Some languages do not use grammatical possession for all of the situations that your source text Bible might use it for.
 
 ### Examples From the Bible
 
@@ -35,6 +37,10 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
 
 > Then **the disciples of John** came to him. (Matthew 9:14a ULT)
 
+**Association** – In the example below, the gospel is the message associated with Paul because he preaches it.
+
+> Remember Jesus Christ, raised from the dead, from the seed of David, according to **my gospel**, (2 Timothy 2:8 ULT)
+
 **Material** – In the example below, the material used for making the crowns was gold.
 
 > On their heads were something like **crowns of gold.** (Revelation 9:7b)
@@ -57,7 +63,7 @@ Sometimes one or both of the nouns is an abstract noun that refers to an event o
 
 **Subject** – Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, **John baptized people**.
 
-> The **baptism of John**, was it from heaven or from men? Answer me.” (Mark 11:30)
+> The **baptism of John**, was it from heaven or from men? Answer me. (Mark 11:30)
 
 In the example below, **Christ loves us**.
 
@@ -78,27 +84,27 @@ In the example below, **Christ loves us**.
 
 ### Strategies for learning what the relationship is between the two nouns
 
-(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.  
-(2) Read the verse in the UST. Sometimes it shows the relationship clearly.  
+(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.<br>
+(2) Read the verse in the UST. Sometimes it shows the relationship clearly.<br>
 (3) See what the notes say about it.
 
 ### Translation Strategies
 
 If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
 
-(1) Use an adjective to show that one noun describes the other.  
-(2) Use a verb to show how the two are related.  
+(1) Use an adjective to show that one noun describes the other.<br>
+(2) Use a verb to show how the two are related.<br>
 (3) If one of the nouns refers to an event, translate it as a verb.
 
 ### Examples of Translation Strategies Applied
 
-(1) Use an adjective to show that one noun describes the other. The adjective below is in bold print.
+(1) Use an adjective to show that one noun describes the other.
 
 > On their heads were something like **crowns of gold.** (Revelation 9:7b)
 >
 > > “On their heads were **gold crowns**”
 
-(2) Use a verb to show how the two are related. In the example below, the added verb is in bold.
+(2) Use a verb to show how the two are related.
 
 > Whoever gives you **a cup of water** to drink … will not lose his reward. (Mark 9:41 ULT)
 >
@@ -107,19 +113,19 @@ If possession would be a natural way to show a particular relationship between t
 > Wealth is worthless on **the day of wrath.** (Proverbs 11:4a ULT)
 >
 > > Wealth is worthless on **the day when God shows his wrath**.
-> >
+> > or:
 > > Wealth is worthless on the **day when God punishes people because of his wrath**.
 
-(3) If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
+(3) If one of the nouns refers to an event, translate it as a verb. (In the example below, there are two possession relationships, “punishment of Yahweh” and “your God.”)
 
 > Notice that I am not speaking to your children, who have not known or seen **the punishment of Yahweh your God.** (Deuteronomy 11:2a ULT)
 >
-> > Notice that I am not speaking to your children who have not known or seen **how Yahweh your God punished the people of Egypt**.
+> > Notice that I am not speaking to your children who have not known or seen **how Yahweh, the God whom you worship, punished the people of Egypt**.
 >
 > You will only observe and see the **punishment of the wicked**. (Psalms 91:8 ULT)
 >
 > > You will only observe and see **how Yahweh punishes the wicked**.
 >
-> You will receive the gift **of the Holy Spirit**. (Acts 2:38b ULT)
+> You will receive **the gift of the Holy Spirit**. (Acts 2:38b ULT)
 >
 > > You will receive the **Holy Spirit, whom God will give to you**.

translate/figs-quotations/01.md

@@ -29,13 +29,13 @@ 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, **There it is!** ‘
+* Direct quotes: Neither will they say, ‘**Look, here it is!**’ or, ‘**There it is!**’
 
 ### Translation Strategies
 
 If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
 
-(1) If a direct quote would not work well in your language, change it to an indirect quote.  
+(1) If a direct quote would not work well in your language, change it to an indirect quote.<br>
 (2) If an indirect quote would not work well in your language, change it to a direct quote.
 
 ### Examples of Translation Strategies Applied
@@ -44,7 +44,7 @@ If the kind of quote used in the source text would work well in your language, c
 
 > And he commanded him to tell no one, but, “**Go, show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.**” (Luke 5:14 ULT)
 >
-> > He commanded him to tell no one, but **to go and show himself to the priest and offer a sacrifice for his cleansing according to what Moses commanded, for a testimony to them**.”
+> > He commanded him to tell no one, but **to go and show himself to the priest and offer a sacrifice for his cleansing according to what Moses commanded, for a testimony to them**.
 
 (2) If an indirect quote would not work well in your language, change it to a direct quote.