Version 26

Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/553

LICENSE.md

@@ -1,6 +1,6 @@
 **unfoldingWord® Translation Academy**
 
-**Copyright © 2021 by unfoldingWord**
+**Copyright © 2022 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 [https://creativecommons.org/licenses/by-sa/4.0/](https://creativecommons.org/licenses/by-sa/4.0/) or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
 

manifest.yaml

@@ -22,28 +22,28 @@ 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: '2021-06-28'
+  issued: '2022-03-31'
   language:
     identifier: 'en'
     title: 'English'
     direction: 'ltr'
-  modified: '2021-06-28'
+  modified: '2022-03-31'
   publisher: 'unfoldingWord®'
   relation:
-    - 'en/ust'
-    - 'en/ult'
-    - 'en/tn'
-    - 'en/tw'
+    - 'en/ult?v=34'
+    - 'en/ust?v=33'
+    - 'en/tn?v=59'
+    - 'en/tw?v=29'
   rights: 'CC BY-SA 4.0'
   source:
     -
       identifier: 'ta'
       language: 'en'
-      version: '21'
+      version: '25'
   subject: 'Translation Academy'
   title: 'unfoldingWord® Translation Academy'
   type: 'man'
-  version: '22'
+  version: '26'
 
 checking:
   checking_entity:

media.yaml

@@ -0,0 +1,8 @@
+projects:
+- identifier: 'ta'
+  version: '{latest}'
+  media:
+  - identifier: 'pdf'
+    version: '{latest}'
+    contributor: []
+    url: 'https://cdn.door43.org/en/unfoldingWord/en_tw/v{latest}/pdf/en_ta_v{latest}.pdf'

translate/bita-farming/01.md

@@ -13,7 +13,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
 
 #### The GROUND represents people’s hearts (inner being)
 
-> For Yahweh says this to each person in Judah and Jerusalem: ‘Plow your own **ground**, and do not sow among thorns. (Jeremiah 4:3 ULT)
+> For Yahweh says this to each person in Judah and Jerusalem: ‘Plow your own **ground**, and do not sow among thorns.’ (Jeremiah 4:3 ULT)
 >
 > When anyone hears the word of the kingdom but does not understand it … This is the seed that was sown **beside the road**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which was sown **among the thorn plants**, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word… That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
 >

translate/bita-humanbehavior/01.md

@@ -12,7 +12,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
 >
 > For nation will rise against nation, and kingdom against kingdom. There will be famines and earthquakes in various places. But all these things are only the beginning of **birth pains**. (Matthew 24:7-8 ULT)
 >
-> My little children, again I am in the **pains of childbirth** for you until Christ is formed in you.(Galatians 4:19 ULT)
+> My little children, again I am in the **pains of childbirth** for you until Christ is formed in you. (Galatians 4:19 ULT)
 
 #### Being CALLED SOMETHING means being that thing
 

translate/bita-part3/01.md

@@ -92,7 +92,7 @@ The wind moves quickly and is modeled as having wings.
 
 > He rode on a cherub and flew; he glided on the **wings of the wind**. (Psalm 18:10 ULT)
 
-> You walk on the **wings of the wind**.(Psalm 104:3b ULT)
+> You walk on the **wings of the wind**. (Psalm 104:3b ULT)
 
 #### Futility is modeled as something that the WIND can blow away
 

translate/choose-style/01.md

@@ -6,13 +6,13 @@ Before beginning a translation of the Bible, the translation committee needs to
 
 2. **Format** — Is this a written translation to be read from a book, or a translation to be recorded and listened to? If it is a written translation to be used in church, the people may prefer a more formal style. If it is for a recording, the people may prefer a style that is more like people talking informally.
 
-3.	**Borrowing** — Should the translation borrow many words from the source language, or should the translators find ways to express these things using target language words? People who have been part of the church for many years may be used to hearing many biblical concepts expressed with source language words. If these words are widely understood outside of the church, then it may be fine to use them in the translation. But if people outside of the church do not understand these words, it would be better to find ways to express these things using target language words.
+3. **Borrowing** — Should the translation borrow many words from the source language, or should the translators find ways to express these things using target language words? People who have been part of the church for many years may be used to hearing many biblical concepts expressed with source language words. If these words are widely understood outside of the church, then it may be fine to use them in the translation. But if people outside of the church do not understand these words, it would be better to find ways to express these things using target language words.
 
-4.	**Old Words** — Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
+4. **Old Words** — Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
 
-5.	**Register** — If the target language has different registers or levels of the language, which one should the translation use? For example, if people of high status use one form of the target language and people of low status use a different form, which one should the translation use? Or if the target language has different words for “you” or uses different words to address a government official in contrast with someone who is a close family member, which should the translation use to address God? Thinking about the topic of **Audience** may also help to decide these questions.
+5. **Register** — If the target language has different registers or levels of the language, which one should the translation use? For example, if people of high status use one form of the target language and people of low status use a different form, which one should the translation use? Or if the target language has different words for “you” or uses different words to address a government official in contrast with someone who is a close family member, which should the translation use to address God? Thinking about the topic of **Audience** may also help to decide these questions.
 
-6.	**Audience** — The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
+6. **Audience** — The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
 
 7. **Footnotes** — Should the translation put explanations of difficult things in footnotes? If so, should it use many footnotes, or only for certain topics or especially difficult things? Will people understand what footnotes are and how they work, or will they be confused by them? Instead of footnotes, would it be better to put short explanations in the text of the Bible translation? Or should the translation not include any extra explanations at all? To help in making this decision, consider how well your people understand biblical culture and such things as shepherds, fishing with nets, sailing boats, kings, ancient warfare with chariots, etc., and how much of this might need to be explained.
 

translate/figs-doublet/01.md

@@ -2,6 +2,8 @@
 
 We are using the word “doublet” to refer to two words or phrases that are used together and either mean the same thing or mean very close to the same thing. Often they are joined with the word “and.” Unlike [Hendiadys](../figs-hendiadys/01.md), in which one of the words modifies the other, in a doublet the two words or phrases are equal and are used to emphasize or intensify the one idea that is expressed by the two words or phrases.
 
+A very similar issue is the repetition of the same word or phrase for emphasis, usually with no other words between them. Because these figures of speech are so similar and have the same effect, we will treat them here together.
+
 #### Reason This Is a Translation Issue
 
 In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. People might think that the verse is describing two ideas or actions, when it is only describing one. In this case, translators may need to find some other way to express the meaning expressed by the doublet.
@@ -24,6 +26,10 @@ This means that they had decided to lie, which is another way of saying that the
 
 This means that he was like a lamb that did not have any defect—not even one.
 
+> Then they approached {and} woke him up, saying, **“Master! Master!** We are perishing!” (Luke 8:24 ULT)
+
+The repetition of "Master" means that the disciples called to Jesus urgently and continually.
+
 ### Translation Strategies
 
 If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
@@ -51,3 +57,7 @@ If a doublet would be natural and give the right meaning in your language, consi
 > * English can emphasize this with “any” and “at all.”
 >
 > > “… like a lamb **without any blemish at all**.”
+
+> Then they approached {and} woke him up, saying, **“Master! Master!** We are perishing!” (Luke 8:24 ULT)
+>
+> > Then they approached {and} woke him up, **urgently shouting, “Master!** We are perishing!”

translate/figs-intro/01.md

@@ -22,6 +22,8 @@ Listed below are different types of Figures of Speech. If you would like additio
 
 * **[Irony](../figs-irony/01.md)** — 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.
 
+* **[Litany](../figs-litany/01.md)** — Litany is a figure of speech in which the various components of a thing are listed in a series of very similar statements.
+
 * **[Litotes](../figs-litotes/01.md)** — Litotes is an emphatic statement about something made by negating an opposite expression.
 
 * **[Merism](../figs-merism/01.md)** — Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.

translate/grammar-collectivenouns/01.md

@@ -0,0 +1,94 @@
+### Description
+
+A collective noun is a singular noun that refers to a group of something. Examples: a **family, clan,** or **tribe** is a group of people who are related to each other; a **flock** is a group of birds or sheep; a **fleet** is a group of ships; and an **army** is a group of soldiers.
+
+Many collective nouns are used exclusively as a singular replacement for a group as in the examples above. Frequently in the Bible the name of an ancestor is used, through a process of metonymy, as a collective noun referencing the group of his descendants. In the Bible, sometimes the singular noun will take a singular verb form, other times it will take a plural verb form. This may depend on how the author is thinking about the group, or whether the action is being done as a group or as individuals.
+
+### Reason This is a Translation Issue
+
+There are several issues that require care when translating collective nouns. Further care is needed because the language you are translating into may not use collective nouns in the same way as the language you are translating from. Issues include:
+
+1. The source language may have a collective noun for a group that the target language does not and vice-versa. You may have to translate a collective noun with a plural noun in your language, or you may need to translate a plural noun with a collective noun in your language.
+2. Subject-verb agreement. Different languages or dialects may have different rules about using singular or plural verbs with collective nouns.
+   Examples (from Wikipedia):  
+   - a singular noun with a singular verb: The team *is* in the dressing room.
+   - a singular noun with a plural verb which is correct in British, but not American, English: The team *are* fighting among themselves. The team *have* finished the project.
+3. Pronoun agreement. Similar to the previous, care needs to be taken to use the correct pronoun plurality and possibly gender or noun class to agree with the number/gender/class of the noun used. See the biblical examples below.
+4. Clarity of referent. Especially if there is a mismatch in your translation between the verb and noun or pronoun concerning any of the factors above, readers may be confused about who or what is being referenced. 
+
+### Examples from the Bible
+
+> And Joab and all the **army** which was with him arrived (2 Samuel 3:23a ULT)
+
+The word in bold is written in singular form in both Hebrew and English, but it refers to a group of warriors that fight together.
+
+> and though the **flock** is cut off from the fold and there are no cattle in the stalls. (Habakkuk 3:17b ULT)
+
+The word in bold is singular and refers to a group of sheep.
+
+> And he went out again beside the sea, and all the **crowd** was coming to him, and he was teaching **them**. (Mark 2:13 ULT)
+
+Note in this example that the noun is singular but the pronoun is plural. This may or may not be allowed or natural in your language.
+
+> Do not let **your heart** be troubled. **You** believe in God; believe also in me. (John 14:1 ULT)
+
+In this verse, the words translated “your” and “you” are plural, referring to many people. The word “heart” is singular in form, but it refers to all of their hearts as a group.
+
+> And he shall take the **hair** of the head of his separation. And he shall put **it** on the fire that is under the sacrifice of the peace offerings. (Num 6:18b ULT)
+
+ The word **hair** is singular, but it refers to many hairs, not just one.
+
+> And Pharaoh said, “Who is Yahweh that I should listen to his voice to let **Israel** go? I do not know Yahweh; and moreover, I will not let **Israel** go.” (Exodus 5:2 ULT)
+
+Here, "Israel" is singular, but means “the Israelites” by metonymy.
+
+### Translation Strategies
+
+If your language has a collective (singular) noun that refers to the same group as referenced by the collective noun in the source text, then translate the word using that term. If not, here are some strategies to consider:
+
+(1) Translate the collective noun with a plural noun.  
+(2) Add a plural word to the collective noun so that you can use a plural verb and pronouns.   
+(3) Use a phrase to describe the group that the collective noun references. A useful strategy here can be to use a general collective noun that refers to a group of people or things.   
+(4) If your language uses a collective noun for something that is a plural noun in the source language, you can translate the plural noun as a collective noun and, if necessary, change the form of the verb and any pronouns so that they agree with the singular noun. 
+
+### Examples of Translation Strategies Applied
+
+(1) Translate the collective noun with a plural noun.
+
+> And Pharaoh said, “Who is Yahweh that I should listen to his voice to let **Israel** go? I do not know Yahweh; and moreover, I will not let **Israel** go.” (Exodus 5:2 ULT)
+
+And Pharaoh said, “Who is Yahweh that I should listen to his voice to let **the Israelites** go? I do not know Yahweh; and moreover, I will not let **the Israelites** go.”
+
+> And he shall take the **hair** of the head of his separation. And he shall put **it** on the fire that is under the sacrifice of the peace offerings. (Num 6:18b ULT)
+
+And he shall take the **hairs** of the head of his separation. And he shall put **them** on the fire that is under the sacrifice of the peace offerings.
+
+(2) Add a plural word to the collective noun so that you can use a plural verb and pronouns.
+
+> And Joab and all the **army** which was with him arrived (2 Samuel 3:23a ULT)
+
+And Joab and all the **army men who were** with him arrived
+
+> And he went out again beside the sea, and all the **crowd** was coming to him, and he was teaching **them**. (Mark 2:13 ULT)
+
+And he went out again beside the sea, and all the **people of the crowd were** coming to him, and he was teaching **them**. 
+
+(3) Use a phrase to describe the group that the collective noun references. A useful strategy here can be to use a general collective noun that refers to a group of people or things.
+
+> and though the **flock** is cut off from the fold and there are no cattle in the stalls. (Habakkuk 3:17b ULT)
+
+and though the **group of sheep** is cut off from the fold and there are no cattle in the stalls.
+
+> And Pharaoh said, “Who is Yahweh that I should listen to his voice to let **Israel** go? I do not know Yahweh; and moreover, I will not let **Israel** go.” (Exodus 5:2 ULT)
+
+And Pharaoh said, “Who is Yahweh that I should listen to his voice to let **the people of Israel** go? I do not know Yahweh; and moreover, I will not let **the people of Israel** go.” 
+
+(4) If your language uses a collective noun for something that is a plural noun in the source language, you can translate the plural noun as a collective noun and, if necessary, change the form of the verb and any pronouns so that they agree with the singular noun.
+
+> Now this John had his clothing from the **hairs** of a camel and a leather belt around his waist (Matthew 3:4a ULT)
+
+Now this John had his clothing from the **hair** of a camel and a leather belt around his waist
+
+> You shall not make for yourself a carved figure nor any likeness that {is} in **the heavens** above, or that {is} in the earth beneath, or that {is} in **the waters** under the earth. (Deuteronomy 5:8 ULT)
+
+You shall not make for yourself a carved figure nor any likeness that is in **heaven** above, or that is in the earth beneath, or that is in **the water** under the earth. 

translate/grammar-collectivenouns/subtitle.md

@@ -0,0 +1 @@
+What are collective nouns and how can I translate them?

translate/grammar-collectivenouns/title.md

@@ -0,0 +1 @@
+Collective Nouns

translate/resources-fofs/01.md

@@ -2,7 +2,7 @@
 
 Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. There are many different types of figures of speech.
 
-In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as “Alternate Translation:.” There will also be a link to an unfoldingWord® Translation Academy (UTA) page that gives additional information and translation strategies for that kind of figure of speech.
+In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as “Alternate Translation:”. There will also be a link to an unfoldingWord® Translation Academy (UTA) page that gives additional information and translation strategies for that kind of figure of speech.
 
 In order to translate the meaning, you need to be able to recognize the figure of speech and know what it means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language.
 

translate/resources-links/01.md

@@ -30,6 +30,6 @@ These links will only take you back to Notes in the same book that you are worki
 
 #### Examples
 
-* **be fruitful and multiply** — See how you translated these commands in [Genesis 1:28](https://).
-* **everything that creeps along the ground** — This includes all types of small animals. See how you translated this in [Genesis 1:25](https://).
-* **will be blessed in him** — Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](https://).
+* **be fruitful and multiply** — See how you translated these commands in [Genesis 1:28](rc://en/tn/help/gen/1/28).
+* **everything that creeps along the ground** — This includes all types of small animals. See how you translated this in [Genesis 1:25](rc://en/tn/help/gen/1/25).
+* **will be blessed in him** — Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](rc://en/tn/help/gen/12/2).

translate/resources-types/01.md

@@ -4,7 +4,7 @@ Translation Notes are short explanations of words or phrases from the ULT. These
 
 > For I am already being poured out, and *the time of my departure is here*. (2 Timothy 4:6 ULT)
 
-Paul is referring to his death as a **departure**. This is a delicate way of referring to something unpleasant. Alternate translation: “soon I will die and leave this world” (See: [[rc://en/ta/man/translate/figs-euphemism]])
+Paul is referring to his death as a **departure**. This is a delicate way of referring to something unpleasant. Alternate translation: “soon I will die and leave this world” (See: [euphemism](../figs-euphemism/01.md))
 
 Most notes are written in sentence style. After a short explanation, most notes also offer one or more alternate translations. These are suggestions for how the translator might express the same meaning as that of the highlighted word or phrase in the ULT, in case the expression in the ULT is not clear. After the alternate translation, most notes include a link to an article in Translation Academy that explains the translation issue in more detail.
 

translate/resources-words/01.md

@@ -5,7 +5,7 @@ As a translator, it is your duty to do your best to make sure that each Bible pa
 In order to use unfoldingWord® Translation Words, follow these steps:
 
 1. Identify the important words and any words in the source text that are difficult to understand or have an uncertain meaning.
-2. Look at the section called “unfoldingWord® Translation Words.”
+2. Look in translationStudio at the section called “unfoldingWord® Translation Words.”
 3. Find the words that you identified as important or difficult, and click on the first one.
 4. Read the unfoldingWord® Translation Words entry for that word.
 5. After reading the definition, read the Bible passage again, thinking about the definition that you read in unfoldingWord® Translation Words.

translate/toc.yaml

@@ -103,6 +103,8 @@ sections:
         link: first-draft
       - title: "Help with Translating"
         link: translate-help
+      - title: "Making a Key Terms Spreadsheet"
+        link: translate-key-terms
   - title: "The Bible Text"
     sections:
       - title: "The Original and Source Languages"
@@ -230,6 +232,8 @@ sections:
             link: figs-abstractnouns
           - title: "Active or Passive"
             link: figs-activepassive
+          - title: "Collective Nouns"
+            link: grammar-collectivenouns
           - title: "Distinguishing versus Informing or Reminding"
             link: figs-distinguish
           - title: "Double Negatives"
@@ -300,6 +304,8 @@ sections:
             link: translate-transliterate
           - title: "How to Translate Names"
             link: translate-names
+          - title: "Kinship"
+            link: translate-kinship
           - title: "Assumed Knowledge and Implicit Information"
             link: figs-explicit
           - title: "Making Assumed Knowledge and Implicit Information Explicit"
@@ -356,8 +362,6 @@ sections:
             link: figs-metonymy
           - title: "Parallelism"
             link: figs-parallelism
-          - title: "Parallelism with the Same Meaning"
-            link: figs-synonparallelism
           - title: "Personification"
             link: figs-personification
           - title: "Predictive Past"

translate/translate-alphabet2/01.md

@@ -24,7 +24,7 @@ The most basic part of a word. The root is what is left when all the affixes are
 
 #### Morpheme
 
-A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final “s” is a morpheme that means “plural.”)
+A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final “s” is a morpheme that means “plural.”))
 
 ### How Syllables Make Words
 
@@ -58,7 +58,7 @@ The vowel sounds form the middle of each syllable, and the consonant sounds come
 
 The **manner of articulation** describes how the airflow is slowed. It can come to a complete stop (as with “p” or “b,” which are called stop consonants or stops), have heavy friction (like “f” or “v,” called fricatives), or be only slightly restricted (like “w” or “y,” called semi-vowels, because they are almost as free as vowels.)
 
-**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b,d,g,v,” or voiceless (-v) such as “p,t,k,f.” These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b,d,g,v” and “p,t,k,f” is voicing (+v and –v).
+**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b, d, g, v,” or voiceless (-v) such as “p, t, k, f.” These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b, d, g, v” and “p, t, k, f” is voicing (+v and –v).
 
 #### The Consonants of English
 
@@ -88,5 +88,5 @@ The **manner of articulation** describes how the airflow is slowed. It can come
 | Stop | “p” / “b” |    | “t” / “d” |    | “k” / “g” |    |    |
 | Fricative |    | “f” / “v” | “s” / “z” | “sh” / “zg” |    |    |    |
 | Liquid |    |    | – / “l” | – / “r” |    |    |    |
-| Semi-vowel) | – / “w” |    |    | – / “y” |    | “h” / – |    |
+| Semi-vowel | – / “w” |    |    | – / “y” |    | “h” / – |    |
 | Nasals | – / “m” |    | – / “n” |    | “ng” |    |    |

translate/writing-background/01.md

@@ -36,13 +36,11 @@ Background information can also be marked with words that tell the reader that t
 
 The first sentence tells about two events. Hagar gave birth and Abraham named his son. The second sentence is background information about how old Abram was when those things happened.
 
-> And Jesus himself, when he began to teach, **was about 30 years of age**. He **was the son** (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULT)
->
-> And Jesus himself was beginning about 30 years old. He was the son (as it was assumed) of Joseph, of Heli,
+> And Jesus himself **was beginning about 30 years old**. He **was the son** (as it was assumed) of Joseph, of Heli, (Luke 3:23 ULT)
 
 The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus’ age and ancestors. The story resumes in chapter 4 where it tells about Jesus going to the wilderness.
 
-> Then **it happened on a Sabbath** that he was **going through the grain fields**, and his **disciples were picking and eating the heads of grain**, rubbing them in their hands. But some of the Pharisees said … (Luke 6:1-2a ULT)
+> Then **it happened on a Sabbath** that he **was going through the grain fields**, and his disciples **were picking and eating the heads of grain**, **rubbing them in their hands**. But some of the Pharisees said … (Luke 6:1-2a ULT)
 
 These verses give the setting of the story. The events took place in a grain field on the Sabbath day. Jesus, his disciples, and some Pharisees were there, and Jesus’ disciples were picking heads of grain and eating them. The main action in the story starts with the phrase, “But some of the Pharisees said ….”
 
@@ -59,11 +57,11 @@ To keep translations clear and natural you will need to study how people tell st
 
 > **And** Jesus himself **was** beginning about 30 years old. He **was** the son (as it was assumed) of Joseph, of Heli. (Luke 3:23 ULT)
 
-English uses the word “and” to show that there is some kind of change in the story. The verb “was” shows that it is background information.
+As here, English sometimes uses the word “and” to show that there is some kind of change in the story. The verb “was” shows that it is background information.
 
-> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, **having been rebuked by him concerning Herodias, the wife of his brother,** and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
+> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, having been rebuked by him concerning Herodias, the wife of his brother, and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
 
-The bolded phrases happened before John rebuked Herod. In English, the helping verb “had” in “had done” shows that Herod did those things before John rebuked him.
+The bolded phrase happened before John rebuked Herod. In English, the helping verb “had” in “had done” shows that Herod did those things before John rebuked him.
 
 (2) Reorder the information so that earlier events are mentioned first.
 
@@ -71,8 +69,8 @@ The bolded phrases happened before John rebuked Herod. In English, the helping v
 >
 > > “**When Abram was 86 years old**, Hagar gave birth to his son, and Abram named his son Ishmael.”
 
-> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, **having been rebuked by him concerning Herodias, the wife of his brother,** and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
+> Therefore, also exhorting many other things, he preached the good news to the people. But Herod the tetrarch, having been rebuked by him concerning Herodias, the wife of his brother, and **concerning all the evil things that Herod had done**, added even this to them all: He locked John up in prison. (Luke 3:18-20 ULT)
 
 The translation below reorders John’s rebuke and Herod’s actions.
 
-> > “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”
+> > “Now Herod the tetrarch married his brother’s wife, Herodias, and **he did many other evil things**, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”

translate/writing-poetry/01.md

@@ -5,12 +5,23 @@ Poetry is one of the ways that people use the words and sounds of their language
 #### In poetry we commonly find:
 
 * many figures of speech such as [Apostrophe](../figs-apostrophe/01.md)
-* parallel lines (See [Parallelism](../figs-parallelism/01.md))
-* repetition of some or all of a line
+* arrangements of clauses into particular patterns such as:
+    * parallel lines (See [Parallelism](../figs-parallelism/01.md))
+    * acrostics (beginning lines with successive letters of the alphabet)
+    * chiasms (in which the first line relates to the last line, the second to the next-to-last line, etc.):
+> You should not give what is holy to the dogs, 
+>
+>> and should not throw your pearls in front of the pigs. 
+>>
+>> Otherwise they will trample them under their feet, 
+>
+> and having turned, they might tear you to pieces. (Matt 7:6 ULT)
+
+* repetition of some or all of a line:
 
 > Praise him, all his angels; praise him, all his hosts. Praise him, sun and moon; praise him, all you shining stars. (Psalm 148:2-3 ULT)
 
-* lines of similar length.
+* lines of similar length:
 
 > Listen to my call to you,
 >
@@ -20,21 +31,21 @@ Poetry is one of the ways that people use the words and sounds of their language
 >
 > for it is to you that I pray. (Psalm 5:1-2 ULT)
 
-* the same sound used at the end or at the beginning of two or more lines
+* the same sound used at the end or at the beginning of two or more lines:
 
 > “Twinkle, twinkle little **star**. How I wonder what you **are**.” (from an English rhyme)
 
-* the same sound repeated many times
+* the same sound repeated many times:
 
 > “Peter, Peter, pumpkin eater” (from an English rhyme)
->
-> We also find:
->
-> * old words and expressions
-> * dramatic imagery
-> * different use of grammar — including:
->     * incomplete sentences
->     * lack of connective words
+
+ We also find:
+
+ * old words and expressions
+ * dramatic imagery
+ * different use of grammar — including:
+     * incomplete sentences
+     * lack of connective words
 
 #### Some places to look for poetry in your language
 
@@ -50,6 +61,7 @@ Elegant or fancy speech is similar to poetry in that it uses beautiful language,
 #### Reasons This Is a Translation Issue:
 
 * Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language, you may need to write it without the poetry.
+* Different languages use different poetic devices. A poetic device that conveys elegance or emotion in a biblical language may be confusing or misunderstood in another language.
 * In some languages, using poetry for a particular part of the Bible would make it much more powerful.
 
 ### Examples From the Bible