LICENSE.md

@@ -1,6 +1,6 @@
 **unfoldingWord® Translation Academy**
 
-**Copyright © 2022 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 [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.
 

checking/church-leader-check/title.md

@@ -1 +1 @@
-Accuracy Checking by Church Leaders
+Church Leader Check

checking/level3-approval/01.md

@@ -1,4 +1,4 @@
-### Quality Checker Evaluation Form
+### 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-approval/title.md

@@ -1 +1 @@
-Quality Checker Evaluation Form
+Translation Evaluation Form

checking/self-assessment/01.md

@@ -104,7 +104,7 @@ This section can be strengthened by doing more accuracy checking. (See [Accuracy
 
 ##### 5. Church approval: “the naturalness, clarity, and accuracy of the translation is approved by the Church that speaks that language”
 
-Circle either “no” or “yes” for each statement below.
+Circle either “0” or “1” or “2” for each statement below.
 
 **no | yes** Church leaders who have checked this translation are first-language speakers of the target language, and include someone who understands well one of the languages in which the source text is available.
 

checking/toc.yaml

@@ -36,13 +36,13 @@ sections:
             link: community-evaluation
       - title: "Church Leader Check"
         sections:
-          - title: "Accuracy Checking by Church Leaders"
+          - title: "Qualifications for Accuracy Checkers"
             link: church-leader-check
           - title: "Checking the Translation for Accuracy"
             link: accuracy-check
       - title: "Affirmation of Accuracy and Community Acceptance"
         link: good
-      - title: "Alignment Check"
+      - title: "Alignment Check in tC"
         link: alignment-tool
       - title: "Quality Checkers"
         sections:
@@ -52,7 +52,7 @@ sections:
             link: vol2-things-to-check
           - title: "Questions for Quality Checkers"
             link: level3-questions
-          - title: "Quality Checker Evaluation Form"
+          - title: "Quality Checker Evaluation"
             link: level3-approval
       - title: "Back Translation"
         link: vol2-backtranslation

manifest.yaml

@@ -3,76 +3,83 @@
 dublin_core:
   conformsto: 'rc0.2'
   contributor:
-  - 'Jesse Griffin, BA in Biblical Studies, MA in Biblical Languages'
-  - 'Perry Oakes, PhD in Old Testament, MA in Linguistics, MA in Theology, BA in Biblical Studies'
-  - 'Susan Quigley, MA in Linguistics'
-  - 'Henry Whitney, BA in Linguistics'
-  - 'James N. Pohlig, M.Div., MA in Linguistics, D. Litt. in Biblical Languages'
-  - 'Ben Jore, BA Biblical Studies, M.Div.'
-  - 'Joel D. Ruark, PhD in Old Testament, MA in Theology'
-  - 'Todd L. Price, PhD in New Testament/Linguistics'
-  - 'Bev Staley'
-  - 'Carol Brinneman'
-  - 'Jody Garcia'
-  - 'Kara Anderson'
-  - 'Kim Puterbaugh'
-  - 'Lizz Carlton'
-  - 'Door43 World Missions Community'
+    - 'Jesse Griffin, BA in Biblical Studies, MA in Biblical Languages'
+    - 'Perry Oakes, PhD in Old Testament, MA in Linguistics, MA in Theology, BA in Biblical Studies'
+    - 'Susan Quigley, MA in Linguistics'
+    - 'Henry Whitney, BA in Linguistics'
+    - 'James N. Pohlig, M.Div., MA in Linguistics, D. Litt. in Biblical Languages'
+    - 'Ben Jore, BA Biblical Studies, M.Div.'
+    - 'Joel D. Ruark, PhD in Old Testament, MA in Theology'
+    - 'Todd L. Price, PhD in New Testament/Linguistics'
+    - 'Bev Staley'
+    - 'Carol Brinneman'
+    - 'Jody Garcia'
+    - 'Kara Anderson'
+    - 'Kim Puterbaugh'
+    - 'Lizz Carlton'
+    - 'Door43 World Missions Community'
   creator: 'Door43 World Missions Community'
   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: '2022-06-28'
+  issued: '2021-06-28'
   language:
     identifier: 'en'
     title: 'English'
     direction: 'ltr'
-  modified: '2022-06-28'
+  modified: '2021-06-28'
   publisher: 'unfoldingWord®'
   relation:
-  - 'en/ult?v=37'
-  - 'en/ust?v=36'
-  - 'en/tn?v=62'
-  - 'en/tw?v=32'
+    - 'en/ust'
+    - 'en/ult'
+    - 'en/tn'
+    - 'en/tw'
   rights: 'CC BY-SA 4.0'
   source:
-  - identifier: 'ta'
-    language: 'en'
-    version: '28'
+    -
+      identifier: 'ta'
+      language: 'en'
+      version: '21'
   subject: 'Translation Academy'
   title: 'unfoldingWord® Translation Academy'
   type: 'man'
-  version: '29'
+  version: '22'
+
 checking:
   checking_entity:
-  - 'unfoldingWord®'
+    - 'unfoldingWord®'
   checking_level: '3'
+
 projects:
-- categories:
-  - 'ta'
-  identifier: 'intro'
-  path: './intro'
-  sort: 0
-  title: 'Introduction to unfoldingWord® Translation Academy'
-  versification:
-- categories:
-  - 'ta'
-  identifier: 'process'
-  path: './process'
-  sort: 1
-  title: 'Process Manual'
-  versification:
-- categories:
-  - 'ta'
-  identifier: 'translate'
-  path: './translate'
-  sort: 2
-  title: 'Translation Manual'
-  versification:
-- categories:
-  - 'ta'
-  identifier: 'checking'
-  path: './checking'
-  sort: 3
-  title: 'Checking Manual'
-  versification:
+  -
+    categories:
+      - 'ta'
+    identifier: 'intro'
+    path: './intro'
+    sort: 0
+    title: 'Introduction to unfoldingWord® Translation Academy'
+    versification:
+  -
+    categories:
+      - 'ta'
+    identifier: 'process'
+    path: './process'
+    sort: 1
+    title: 'Process Manual'
+    versification:
+  -
+    categories:
+      - 'ta'
+    identifier: 'translate'
+    path: './translate'
+    sort: 2
+    title: 'Translation Manual'
+    versification:
+  -
+    categories:
+      - 'ta'
+    identifier: 'checking'
+    path: './checking'
+    sort: 3
+    title: 'Checking Manual'
+    versification:

media.yaml

@@ -1,8 +0,0 @@
-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'

process/toc.yaml

@@ -25,7 +25,7 @@ sections:
     sections:
       - title: "Training Before Checking Begins"
         link: prechecking-training
-      - title: "Setting Up translationCore®"
+      - title: "Setting Up translationCore"
         link: setup-tc
 
   - title: "Step 5: Publishing"

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-doublenegatives/01.md

@@ -14,72 +14,47 @@ A double negative occurs when a clause has two words that each have a negative m
 
 #### Reason This Is a Translation Issue
 
-Double negatives mean very different things in different languages. 
+Double negatives mean very different things in different languages.
 
-* In some languages, such as English, a second negative in a clause cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
-* In some languages, such as French and Spanish, two negative words in a clause do not cancel each other to become a positive. The Spanish sentence, “No vi a nadie,” literally says “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
-* In some languages, a double negative creates a stronger negative statement.
-* In some languages, a double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent.”
-* In some languages, including the languages of the Bible, a double negative can produce a stronger positive meaning than a simple positive statement. So, “He is not unintelligent” can mean “He is very intelligent.” In this case, the double negative is actually the figure of speech called [litotes](../figs-doublenegatives/01.md). 
+* In some languages, such as Spanish, a double negative emphasizes the negative. The Spanish sentence, “No vi a nadie,” literally says “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
+* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
+* In some languages the double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent.”
+* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, “He is not unintelligent” can mean “He is intelligent” or “He is very intelligent.”
 
-Biblical Greek can do all of the above. So to translate sentences with double negatives accurately and clearly in your language, you need to know what each double negative means in the Bible and how to express the same idea in your language.
+To translate sentences with double negatives accurately and clearly in your language, you need to know what a double negative means in the Bible and how to express the same idea in your language.
 
 ### Examples From the Bible
 
-The Greek of John 15:5 says:
-> χωρὶς    ἐμοῦ **οὐ** δύνασθε ποιεῖν **οὐδέν** <br>
-Without me **not**  you can do     **nothing** <br>
-
-We cannot reproduce this double negative in the English ULT because in English, a second negative in a clause cancels the first one. In English, and perhaps in your language, we need to choose only one of the negatives and say either:
-
-Without me, you can do **nothing**.<br>
-or:<br>
-Without me, you **cannot** do anything.
-
 > … in order **not** to be **unfruitful**. (Titus 3:14b ULT)
 
-This means “in order to be fruitful.”
+This means “so that they will be fruitful.”
+> All things were made through him and **without** him there was **not** one thing made that has been made. (John 1:3 ULT)
 
-> A prophet is **not without** honor (Mark 6:4 ULT)
-
-This means "a prophet is honored."
-
-> I do **not** want you to be **ignorant**. (1 Corinthians 12:1)
-
-This means "I want you to be knowledgeable."
+By using a double negative, John emphasized that the Son of God created absolutely everything. The double negative makes a stronger statement than the simple positive.
 
 ### Translation Strategies
 
-If the way that the double negative is used in the Bible is natural and has the same meaning as in your language, consider using it in the same way. Otherwise, you could consider these strategies:
+If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
 
-(1) If the purpose of a double negative in the Bible is 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 negative statement, and if it would not do that in your language, remove one of the two negatives.<br>
-(3) If the purpose of a double negative in the Bible is to make a stronger negative statement, and if it would not do that in your language, remove one of the two negatives and add a strengthening word.
+(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
 
-(1) If the purpose of a double negative in the Bible is 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.
 
-> For we do **not** have a high priest who **cannot** feel sympathy for our weaknesses. (Hebrews 4:15a ULT)
+> For we do **not** have a high priest who can**not** feel sympathy for our weaknesses. (Hebrews 4:15a ULT)
 > > “For we have a high priest who can feel sympathy for our weaknesses.”
 
 > … in order **not** to be **unfruitful**. (Titus 3:14b ULT)
 > > “… so that they may be fruitful.”
 
-(2) If the purpose of a double negative in the Bible is to make a negative statement, and if it would not do that in your language, remove one of the two negatives.
+(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.”
 
-> χωρὶς    ἐμοῦ **οὐ** δύνασθε ποιεῖν **οὐδέν** <br>
-Without me **not**  you can do     **nothing** (John 15:5)<br>
-
-> > Without me, you can do **nothing**.<br>
-or:<br>
-> > Without me, you **cannot** do anything.
-
-(3) If the purpose of a double negative in the Bible is to make a stronger negative statement, and if it would not do that in your language, remove one of the two negatives and add a strengthening word.
-
-> ...ἰῶτα ἓν ἢ μία κεραία **οὐ μὴ** παρέλθῃ ἀπὸ τοῦ νόμου (Matthew 5:18)<br>
- ...iota one or one serif **not not** may pass away from the law
-
-> > ...**not even** one iota or one serif may pass away from the law<br>
-or:<br>
-> > ...**certainly no** iota or serif may pass away from the law
+> Be sure of this—the wicked person will **not** go **un**punished. (Proverbs 11:21a ULT)
+>
+> > “Be sure of this—wicked people will **certainly** be punished.”
+>
+> All things were made through him and **without** him there was **not** one thing made that has been made. (John 1:3 ULT)
+>
+> > “All things were made through him. He made **absolutely** everything that has been made.”

translate/figs-doublet/01.md

@@ -2,8 +2,6 @@
 
 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.
@@ -26,10 +24,6 @@ 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.
@@ -57,7 +51,3 @@ 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-ellipsis/sub-title.md

@@ -1 +1 @@
- What is ellipsis ?
+ What is ellipsis ? ([^1])

translate/figs-intro/01.md

@@ -22,8 +22,6 @@ 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/figs-litany/01.md

@@ -45,7 +45,7 @@ You can put each sentence of the litany on a separate line. Also, if each senten
 > Though they dig into Sheol,                                        there my hand will take them.<br>
 Though they climb up to heaven,                                      there I will bring them down.<br>
 Though they hide on the top of Carmel,                                   there I will search and take them.<br>
-Though they are hidden from my sight in the bottom of the sea,  there will I give orders to the                                                                                                               serpent, and it will bite them.<br>
-Though they go into captivity, driven by their enemies before them, there will I give orders to the                                                                                                                    sword, and it will kill them. (Amos 9:1b–4 ULT)
+Though they are hidden from my sight in the bottom of the sea,  there will I give orders to the serpent, and it will bite them.<br>
+Though they go into captivity, driven by their enemies before them, there will I give orders to the sword, and it will kill them. (Amos 9:1b–4 ULT)
 
 In the above example, the sentence before the litany explains its overall meaning. That sentence can be placed as an introduction. The second half of each sentence can be formatted in a descending staircase pattern as above, or lined up evenly like the first half of each sentence, or in another way. Use whatever format best shows that these sentences are all communicating the same truth, that it is not possible to escape from God.

translate/figs-litotes/01.md

@@ -1,6 +1,6 @@
 ### Description
 
-Litotes is a figure of speech in which the speaker expresses a strong positive meaning by negating a word or phrase that means the opposite of the meaning that he intends. For example, someone could intend to communicate that something is extremely good by describing it as “not bad.” The difference between a litotes and a [double negative](../figs-doublenegatives/01.md) is that a litotes heightens the positive meaning beyond what a plain positive statement would do, and a double negative does not. In the example above, the literal meaning of "not bad," taken as a plain double negative, would be "acceptable" or even "good." But if the speaker intended it as a litotes, then the meaning is "very good" or "extremely good."
+Litotes is a figure of speech in which the speaker expresses a strong positive meaning by using two negative words or a negative word with a word that means the opposite of the meaning he intends. A few examples of negative words are “no,” “not,” “none,” and “never.” The opposite of “good” is “bad.” Someone could say that something is “not bad” to mean that it is extremely good.
 
 #### Reason This Is a Translation Issue
 

translate/figs-orderGrk/sub-title.md

@@ -1 +1 @@
-How does word order work in Koiné Greek?
+Word order in Koiné Greek

translate/figs-orderHeb/sub-title.md

@@ -1 +1 @@
-How does word order work in Biblical Hebrew?
+Word order in Biblical Hebrew

translate/figs-possession/01.md

@@ -3,18 +3,18 @@
 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.
-    * The clothes of me - my clothes — The clothes that I own 
+    * My clothes — The clothes that I own
 * Social Relationship — Someone has some kind of social relationship with another.
-    * The mother of John — John's mother - the woman who gave birth to John, or the woman who cared for John 
-    * A teacher of Israel - Israel's teacher — a person who teaches Israel 
+    * 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.
-    * The sickness of David - David’s sickness — the sickness that David is experiencing 
+    * 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

translate/grammar-collectivenouns/01.md

@@ -1,94 +0,0 @@
-### 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/sub-title.md

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

translate/grammar-collectivenouns/title.md

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

translate/guidelines-clear/01.md

@@ -8,11 +8,11 @@ These guidelines are for Other Language translations, not for Gateway Language t
 
 You will need to check the pronouns in the source text and make it clear to whom or what each pronoun refers. Pronouns are words that stand in the place of a noun or a noun phrase. They refer to something that has already been mentioned.
 
-Always check carefully that it is clear to whom or what each pronoun refers. If it is not clear, it may be necessary to put in the name of a person or thing instead of using a pronoun. See [Pronouns](../figs-pronouns/01.md).
+Always check carefully that it is clear to whom or what each pronoun refers. If it is not clear, it may be necessary to put in the name of a person or thing instead of using a pronoun.
 
 #### Identify Participants
 
-Next you need to understand who is doing the action. A clear translation will identify the participants. The participants in an event are the people or things that take part in that event. The subject that is doing the action and the object that has the action done to it are the main participants. When re-expressing an event idea as a verb, it is often necessary to state who or what are the participants in that event. Usually this will be clear from the context. See [Participants](../writing-participants/01.md).
+Next you need to understand who is doing the action. A clear translation will identify the participants. The participants in an event are the people or things that take part in that event. The subject that is doing the action and the object that has the action done to it are the main participants. When re-expressing an event idea as a verb, it is often necessary to state who or what are the participants in that event. Usually this will be clear from the context.
 
 #### Clearly Express Event Ideas
 
@@ -20,21 +20,21 @@ An event idea is an action most clearly expressed by a verb. Many event ideas ma
 
 When preparing to translate, it is helpful to look for any event ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the event idea. If, however, your language also uses nouns to express event ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md).
 
-You may also need to change each event idea into an active clause to be sure it is understood. See the next section.
+You may also need to change each event idea into an active clause to be sure it is understood.
 
 #### Passive Verbs
 
-A clear translation may need to change any passive verbs to the active form. In the active form, the subject of the sentence is the person who does the action. In the passive form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence.
+A clear translation may need to change any passive verbs to the active form. See [Active or Passive](../figs-activepassive/01.md).
 
-Many languages do not have a passive form; only the active form exists. In this case, it would be necessary to turn a sentence from the passive form into the active form. Some languages, however, prefer to use passive forms. Translators should use the forms that are most natural in the target language. See [Active or Passive](../figs-activepassive/01.md).
+In the active form, the subject of the sentence is the person who does the action. In the passive form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence.
 
-#### Look at Each ‘Possession’ Phrase
+Many languages do not have a passive form; only the active form exists. In this case, it would be necessary to turn a sentence from the passive form into the active form. Some languages, however, prefer to use passive forms. Translators should use the forms that are most natural in the target language.
 
-In the original languages of the Bible, there are many phrases that connect one noun to another noun, but only in a very general way. It is left to the reader to determine what the specific relationship is between the nouns. These are the phrases such as “the grace of God,” “the hope of eternal life,” “the message of truth,” etc. In English, this general relationship is indicated by connecting the nouns with the word “of,” which gives the idea that one noun possesses the other in some way. Your language may do it differently. 
+#### Look at Each ‘Of’ Phrase
 
-Many languages do not use these possessive constructions in the same way as the original languages of the Bible do. So to make a clear translation for your readers, you will need to look at each of these phrases to identify the meaning of the relationship between the two nouns. Study the meaning of each one and re-express the phrase in a way that makes the relationship between the parts clear.
+To make a clear translation, you will also need to look at each “of” phrase to identify the meaning of the relationship between the nouns connected by “of.” In many languages, “of” constructions are not as frequent as they are in the original languages of the Bible. Study the meaning of each one and re-express the “of” phrase in a way which makes the relationship between the parts clear.
 
-So, for “the grace of God,” you could say “the grace that comes from God” or “the grace that God gives.” For “the hope of eternal life,” you could translate it to say “the expectation that God will give us eternal life.” For “the message of truth,” you could say “the true message.” See [Possession](../figs-possession/01.md).
+These are genitive phrases such as “the grace of God,” “the hope of eternal life,” etc. If possible, make the relationship between the two things in these phrases clear. So, for “the grace of God,” you could say “the grace that comes from God” or “the grace that God gives.” For “the hope of eternal life,” you could translate it to say “the expectation that God will give us eternal life.”
 
 After you have checked these things and made your translation as clear as possible, you will need to read it to other people who speak your language to see if it is clear to them. If there are parts that they do not understand, it may be because that part is not clear. Together, you can think of a clearer way to say that part. Keep checking the translation with many people until all of it is clear.
 
@@ -44,7 +44,7 @@ Remember: Translation is re-telling, as exactly as possible, the meaning of the
 
 Asking yourself these questions can also help you to create a translation that communicates clearly:
 
-* Have I used punctuation to help a reader know when to pause or breathe? See [Punctuation](../checking/punctuation/01.md).
-* Have I indicated which parts are direct speech? See [Quote marks](../figs-quotemarks/01.md).
-* Have I separated paragraphs? 
-* Have I considered adding section headings? See [Headings](../checking/headings/01.md).
+* Have I used punctuation to help a reader know when to pause or breathe?
+* Have I indicated which parts are direct speech?
+* Have I separated paragraphs?
+* Have I considered adding section headings?

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](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).
+* **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://).

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: [euphemism](../figs-euphemism/01.md))
+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]])
 
 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 in translationStudio at the section called “unfoldingWord® Translation Words.”
+2. Look 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

@@ -103,8 +103,6 @@ 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"
@@ -134,7 +132,7 @@ sections:
             link: resources-eplain
           - title: "Notes with Synonyms and Equivalent Phrases"
             link: resources-synequi
-          - title: "Notes with Alternate Translations"
+          - title: "Notes with Alternate Translations (AT)"
             link: resources-alter
           - title: "Notes that Clarify the UST Translation"
             link: resources-clarify
@@ -201,7 +199,7 @@ sections:
                 link: figs-imperative
               - title: "Exclamations"
                 link: figs-exclamations
-          - title: "Connecting Words and Phrases"
+          - title: "Connecting Words"
             link: grammar-connect-words-phrases
             sections:
               - title: "Sequential Clauses"
@@ -232,8 +230,6 @@ 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"
@@ -304,8 +300,6 @@ 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"
@@ -362,6 +356,8 @@ 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

@@ -36,11 +36,13 @@ 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 **was beginning about 30 years old**. He **was the son** (as it was assumed) of Joseph, of Heli, (Luke 3:23 ULT)
+> 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,
 
 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 ….”
 
@@ -57,11 +59,11 @@ 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)
 
-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.
+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.
 
-> 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 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.
+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.
 
 (2) Reorder the information so that earlier events are mentioned first.
 
@@ -69,8 +71,8 @@ The bolded phrase happened before John rebuked Herod. In English, the helping ve
 >
 > > “**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

@@ -5,23 +5,12 @@ 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)
-* 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:
+* parallel lines (See [Parallelism](../figs-parallelism/01.md))
+* 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,
 >
@@ -31,21 +20,21 @@ 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
 
@@ -61,7 +50,6 @@ 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