Small fixes -- mostly removing stray spaces (#535)

Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com>
Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/535
Co-authored-by: Robert Hunt <robh@noreply.door43.org>
Co-committed-by: Robert Hunt <robh@noreply.door43.org>

README.md

@@ -2,7 +2,7 @@
 
 ## Description
 
-[unfoldingWord® Translation Academy](https://www.unfoldingword.org/uta) (UTA) is 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.
+[unfoldingWord® Translation Academy](https://www.unfoldingword.org/uta) (UTA) is 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.
 
 ## Downloading
 
@@ -20,9 +20,9 @@ UTA is written in a simple Markdown format and organized according to the [Resou
 
 Each manual has its own directory in this repository (for example, the Checking Manual is in the [checking](https://git.door43.org/unfoldingWord/en_ta/src/branch/master/checking) directory). Each module has its own directory inside of these manual directories. Inside each of these are three files:
 
-* `01.md` – This is the main body of the module
-* `sub-title.md` – This file contains the question that the module is intended to answer.
-* `title.md` – This contains the title of the module
+* `01.md` — This is the main body of the module
+* `sub-title.md` — This file contains the question that the module is intended to answer.
+* `title.md` — This contains the title of the module
 
 There are also YAML formatted files in each manual’s directory. The `toc.yaml` file is for encoding the Table of Contents and the `config.yaml` file is for encoding dependencies between the modules.
 

checking/community-evaluation/01.md

@@ -11,23 +11,23 @@ Please also answer the following questions. The answers to these questions will
 
 * List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
 
-
-
-
-
+<br>
+<br>
+<br>
 
 * Write an explanation for some of the Important Terms, explaining how they are equal to terms used in the source language. This will help the checkers understand why you chose these terms.
 
-
-
-
-
+<br>
+<br>
+<br>
 
 * Does the community verify that there is a good flow to the language when the passages are read out loud? (Does the language sound like the writer was a person from your own community?)
 
-
-
-
-
+<br>
+<br>
+<br>
 
 The community leaders might want to add their own information to this or make a summary statement about how acceptable this translation is to the local community. The wider church leadership will have access to this information, and it will help them to understand and to have confidence in the checking process that has been done so far. This will help them to validate the translation as approved by the local Christian community both when they do the Accuracy Check and when they do the final Validation Check.
+<br>
+<br>
+<br>

checking/level3-approval/01.md

@@ -13,4 +13,4 @@ Signed: <u>sign here</u>
 
 Position: <u>fill in your position here</u>
 
-For Gateway Languages, you will need to follow the [Source Text Process](../../process/source-text-process/01.md) so that your translation can become a source text.
+For Gateway Languages, you will need to follow the [Source Text Process](https://gl-manual.readthedocs.io/en/latest/gl_checking.html#source-text-creation) so that your translation can become a source text. 

checking/self-assessment/01.md

@@ -6,11 +6,11 @@ The objective of this module is to describe a process by which the Church can re
 
 This assessment method employs two types of statements. Some are “yes/no” statements, where a negative response indicates a problem that must be resolved. Other sections use an equally-weighted method that provides translation teams and checkers with statements about the translation. Each statement should be scored by the person doing the check (beginning with the translation team) on a scale of 0-2:
 
-**0** – disagree
+**0** — disagree
 
-**1** – agree somewhat
+**1** — agree somewhat
 
-**2** – strongly agree
+**2** — strongly agree
 
 At the end of the review, the total value of all responses in a section should be added up. If the responses accurately reflect the state of the translation, this value will provide the reviewer with an approximation of the probability that the translated chapter is of excellent quality. This assessment method is designed to be simple and provide the reviewer with an objective way to determine where the work needs improvement. **For example, if the translation scores relatively well in “Accuracy” but quite poorly in “Naturalness” and “Clarity,” then the translation team needs to do more community checking.**
 

checking/verses/01.md

@@ -2,9 +2,9 @@ It is important that your target language translation include all of the verses
 
 ### Reasons for Missing Verses
 
-1. **Textual Variants** – There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
-1. **Different Numbering** – Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
-1. **Verse Bridges** – In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
+1. **Textual Variants** — There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
+1. **Different Numbering** — Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
+1. **Verse Bridges** — In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
 
 ### Checking for Missing Verses
 

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

@@ -9,7 +9,7 @@ These are things to check as you look at a passage of Scripture to check it for
     1. Check for any meaning that appears to be different than the meaning of the source text.
 
 1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage.
-1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
+1. Check that the different parts of the passage are connected in the right way — that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language.
 1. Check for the consistency of the unfoldingWord® Translation Words, as explained in the last section of [Steps for Quality Checking](../vol2-steps/01.md). Ask how each term is used in the culture, who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator (or translation team) to see if some terms might have unwanted meanings, and to see which term might be better. The translation might need to use different terms in different contexts.
 1. Check figures of speech. Where there is a figure of speech in the ULT, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the GL Bible text.
 1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.

intro/finding-answers/01.md

@@ -2,11 +2,11 @@
 
 There are several resources available for finding answers to questions:
 
-* **unfoldingWord® Translation Academy** – This training manual is available at https://ufw.io/ta and has much information including:
-  * [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
-  * [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
-  * [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and provides practical translation helps
-  * [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices
-* **Door43 Slack** – Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at https://ufw.io/door43)
-* **Door43 Forum** – A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
-* **Helpdesk** – email <help@door43.org> with your questions
+* **unfoldingWord® Translation Academy** — This training manual is available at https://ufw.io/ta and has much information including:
+  * [Introduction](../ta-intro/01.md) — introduces this resource, the Gateway Languages strategy, and translation
+  * [Process Manual](../../process/process-manual/01.md) — answers the question “what next?”
+  * [Translation Manual](../../translate/translate-manual/01.md) — explains the basics of translation theory and provides practical translation helps
+  * [Checking Manual](../../checking/intro-check/01.md) — explains the basics of checking theory and best practices
+* **Door43 Slack** — Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at https://ufw.io/door43)
+* **Door43 Forum** — A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
+* **Helpdesk** — email <help@door43.org> with your questions

intro/ta-intro/01.md

@@ -6,7 +6,7 @@ unfoldingWord® Translation Academy is designed to be highly flexible. It is mod
 
 unfoldingWord® Translation Academy is organized into the following sections:
 
-* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
-* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
-* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and offers practical Bible translation helps
-* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices for checking translations
+* [Introduction](../ta-intro/01.md) — introduces this resource, the Gateway Languages strategy, and translation
+* [Process Manual](../../process/process-manual/01.md) — answers the question “what next?”
+* [Translation Manual](../../translate/translate-manual/01.md) — explains the basics of translation theory and offers practical Bible translation helps
+* [Checking Manual](../../checking/intro-check/01.md) — explains the basics of checking theory and best practices for checking translations

intro/translation-guidelines/01.md

@@ -17,7 +17,7 @@ The quality of a translation generally refers to the fidelity of the translation
 The specific steps involved may vary significantly, depending on the language and context of the translation project. Generally, we consider a good translation to be one that has been reviewed by the speakers of the language community and also by the leadership of the church in the language group so that it is:
 
 1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
-1. **Affirmed by the Church** – Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
+1. **Affirmed by the Church** — Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
 
 We also recommend that the translation work be:
 

intro/uw-intro/01.md

@@ -16,11 +16,11 @@ Understanding the Word of God in one’s heart language is important:
 
 How do we accomplish the goal of **the church in every people group and the Bible in every language**?
 
-* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
-* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
-* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
-* [Open License](../open-license/01.md) – By releasing everything we create under an open license
-* [Gateway Languages Strategy](../gl-strategy/01.md) – By making biblical content available to translate from a known language
+* [Church-Centric Bible Translation](https://www.ccbt.bible/) — By working with other like-minded churches and organizations
+* [Statement of Faith](../statement-of-faith/01.md) — By working with those who have the same beliefs
+* [Translation Guidelines](../translation-guidelines/01.md) — By using a common translation theory
+* [Open License](../open-license/01.md) — By releasing everything we create under an open license
+* [Gateway Languages Strategy](../gl-strategy/01.md) — By making biblical content available to translate from a known language
 
 ### What Do We Do?
 
@@ -28,21 +28,21 @@ How do we accomplish the goal of **the church in every people group and the Bibl
 
 We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
 
-* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
-* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
-* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
-* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
-* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
-* **unfoldingWord® Translation Words** – a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
+* **unfoldingWord® Open Bible Stories** — unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
+* **unfoldingWord® Literal Text** — a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
+* **unfoldingWord® Simplified Text** — a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
+* **unfoldingWord® Translation Notes** — linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
+* **unfoldingWord® Translation Questions** — questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
+* **unfoldingWord® Translation Words** — a list of important biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
 
 #### Tools
 
 We create translation, checking, and distribution tools that are free and open-licensed. See https://www.unfoldingword.org/tools for a complete list of tools. Here are a few samples:
 
-* **Door43** – an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
-* **translationStudio** – a mobile app and a desktop app where translators can do offline translating (see https://ufw.io/ts/).
-* **unfoldingWord app** – a mobile app where Open Bible Stories and Bible translations can be distributed (see https://ufw.io/uw/).
-* **translationCore** – a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
+* **Door43** — an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
+* **translationStudio** — a mobile app and a desktop app where translators can do offline translating (see https://ufw.io/ts/).
+* **unfoldingWord app** — a mobile app where Open Bible Stories and Bible translations can be distributed (see https://ufw.io/uw/).
+* **translationCore** — a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
 
 #### Training
 

manifest.yaml

@@ -4,7 +4,7 @@ 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'
+    - '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'
@@ -22,12 +22,12 @@ dublin_core:
   description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
   format: 'text/markdown'
   identifier: 'ta'
-  issued: '2021-04-07'
+  issued: '2021-06-28'
   language:
     identifier: 'en'
     title: 'English'
     direction: 'ltr'
-  modified: '2021-04-07'
+  modified: '2021-06-28'
   publisher: 'unfoldingWord®'
   relation:
     - 'en/ust'
@@ -39,11 +39,11 @@ dublin_core:
     -
       identifier: 'ta'
       language: 'en'
-      version: '19'
+      version: '21'
   subject: 'Translation Academy'
   title: 'unfoldingWord® Translation Academy'
   type: 'man'
-  version: '20'
+  version: '22'
 
 checking:
   checking_entity:

process/prechecking-training/01.md

@@ -4,5 +4,5 @@ It is recommended that you consult the [Checking Manual](../../checking/intro-ch
 
 Some information that the translation team should know before you start checking:
 
-* [Goal of Checking](../../checking/goal-checking/01.md) – What is the purpose of checking?
-* [Introduction to Translation Checking](../../checking/intro-checking/01.md) – Why do we need a team to check the translation?
+* [Goal of Checking](../../checking/goal-checking/01.md) — What is the purpose of checking?
+* [Introduction to Translation Checking](../../checking/intro-checking/01.md) — Why do we need a team to check the translation?

process/pretranslation-training/01.md

@@ -4,16 +4,16 @@ It is recommended that you consult the [Translation Manual](../../translate/tran
 
 Some important subjects that everyone on the translation team must learn before starting a translation project include:
 
-* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) – The definition of a good translation
-* [The Translation Process](../../translate/translate-process/01.md) – How a good translation is made
-    * [Form and Meaning](../../translate/translate-fandm/01.md) – The difference between form and meaning
-    * [Meaning-Based Translations](../../translate/translate-dynamic/01.md) – How to make a meaning-based translation
+* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) — The definition of a good translation
+* [The Translation Process](../../translate/translate-process/01.md) — How a good translation is made
+    * [Form and Meaning](../../translate/translate-fandm/01.md) — The difference between form and meaning
+    * [Meaning-Based Translations](../../translate/translate-dynamic/01.md) — How to make a meaning-based translation
 
 Some other important topics as you get started also include:
 
-* [Choose a Translation Style](../../translate/choose-style/01.md) – Important decisions that must be made that will guide the translation process
-* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Suggestions for where to start translating
-* [First Draft](../../translate/first-draft/01.md) – How to make a first draft
-* [Help with Translating](../../translate/translate-help/01.md) – Using translation helps
+* [Choose a Translation Style](../../translate/choose-style/01.md) — Important decisions that must be made that will guide the translation process
+* [Choosing What to Translate](../../translate/translation-difficulty/01.md) — Suggestions for where to start translating
+* [First Draft](../../translate/first-draft/01.md) — How to make a first draft
+* [Help with Translating](../../translate/translate-help/01.md) — Using translation helps
 
 When you have [Set Up a Translation Team](../setup-team/01.md) and want to make a [First Draft](../../translate/first-draft/01.md) of your translation, use [translationStudio](../setup-ts/01.md). We recommend that you follow this [Translation Process](../translation-overview/01.md).

process/setup-team/01.md

@@ -2,8 +2,8 @@
 
 As you begin selecting a translation and checking team, there are many different types of people and roles that are needed. There are also specific qualifications that are needed for each team.
 
-* [Choosing a Translation Team](../../translate/choose-team/01.md) – Describes many of the roles that are needed
-* [Translator Qualifications](../../translate/qualifications/01.md) – Describes some of the skills needed by the translators
+* [Choosing a Translation Team](../../translate/choose-team/01.md) — Describes many of the roles that are needed
+* [Translator Qualifications](../../translate/qualifications/01.md) — Describes some of the skills needed by the translators
 * Remember that everyone on the team needs to sign a statement that they agree with (forms are available at https://ufw.io/forms)
   * [Statement of Faith](../../intro/statement-of-faith/01.md)
   * [Translation Guidelines](../../intro/translation-guidelines/01.md)
@@ -15,13 +15,13 @@ As you begin selecting a translation and checking team, there are many different
 
 There are many decisions the translation team will need to make, many of them right at the beginning of the project. Included are the following:
 
-* [Choosing a Source Text](../../translate/translate-source-text/01.md) – Choosing a good source text is very important
-  * [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) – Copyright issues must be considered when choosing a source text
-  * [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) – Translating from the latest version of a source text is best
-* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) – Many languages have alphabet decisions that need to be made
-* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) – Writing style, punctuation, translating names, spelling, and other decisions have to be made
-* [Translation Style](../../translate/choose-style/01.md) – The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
-* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Books should be chosen based on the needs of the church and the difficulty of translation
+* [Choosing a Source Text](../../translate/translate-source-text/01.md) — Choosing a good source text is very important
+  * [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) — Copyright issues must be considered when choosing a source text
+  * [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) — Translating from the latest version of a source text is best
+* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) — Many languages have alphabet decisions that need to be made
+* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) — Writing style, punctuation, translating names, spelling, and other decisions have to be made
+* [Translation Style](../../translate/choose-style/01.md) — The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
+* [Choosing What to Translate](../../translate/translation-difficulty/01.md) — Books should be chosen based on the needs of the church and the difficulty of translation
 
 After the translation committee makes these decisions, it is good to write them down in a document that everyone involved in the translation can read. This will help everyone to make similar translation decisions and will avoid further arguments about these things.
 

process/translation-overview/01.md

@@ -10,7 +10,7 @@ After [Setting up a Translation Committee](../setup-team/01.md) and training tra
 4. Check the translation using the [translationNotes](../../checking/trans-note-check/01.md) and [translationWords](../../checking/important-term-check/01.md).
 5. Check the translation with the [Language Community](../../checking/language-community-check/01.md).
 6. Check the translation with [Pastors from the Language Community](../../checking/church-leader-check/01.md).
-7. Check the translation with [Leaders of Church Networks](../../checking/level3/01.md).
+7. Check the translation with [Leaders of Church Networks](../../checking/vol2-steps/01.md).
 8. [Publish](../intro-publishing/01.md) the translation on Door43, in print, and in audio, as desired.
 
 Repeat these steps with each story of Open Bible Stories, until you have finished all fifty.
@@ -24,7 +24,7 @@ After finishing Open Bible Stories, you will have gained enough skill and experi
 5. Check the translation with the [Language Community](../../checking/language-community-check/01.md).
 6. Check the translation with [Pastors from the Language Community](../../checking/church-leader-check/01.md).
 7. Align the translation with the original languages using the [Aligning Tool](../../checking/alignment-tool/01.md) in [translationCore](../setup-tc/01.md).
-8. Check the translation with [Leaders of Church Networks](../../checking/level3/01.md).
+8. Check the translation with [Leaders of Church Networks](../../checking/vol2-steps/01.md).
 9. [Publish](../intro-publishing/01.md) the translation on Door43, in print, and in audio, as desired.
 
 Repeat these steps with each Bible book.

translate/biblicalimageryta/01.md

@@ -2,13 +2,13 @@
 
 The term “biblical imagery” refers in a general way to any kind of language in which an image is paired with an idea such that the image represents the idea. This general definition is applied most directly to [metaphors](../figs-metaphor/01.md) but can also include [similes](../figs-simile/01.md), [metonymies](../figs-metonymy/01.md), and cultural models.
 
-We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery – Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
+We have included several modules about biblical imagery in order to tell about the various patterns of imagery found in the Bible. The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems regarding how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. See [Biblical Imagery — Common Patterns](../bita-part1/01.md) for links to pages showing common patterns of pairings between ideas in similes and metaphors.
 
 ### Common Types of Biblical Imagery
 
 A **simile** is an explicit figure of speech that compares two items using one of the specific terms “like,” “as,” or “than.”
 
-A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
+A **metonymy** is an implicit figure of speech that refers to an item (either physical or abstract) not by its own name, but by the name of something closely related to it. See [Biblical Imagery — Common Metonymies](../bita-part2/01.md) for a list of some common metonymies in the Bible.
 
 A **metaphor** is a figure of speech which uses a physical image to refer to an abstract idea, either explicitly or implicitly. In our translation helps, we distinguish between three different types of metaphors: [simple metaphors](../figs-simetaphor/01.md), [extended metaphors](../figs-exmetaphor/01.md), and [complex metaphors](../figs-cometaphor/01.md).
 
@@ -22,7 +22,7 @@ An **extended metaphor** is an explicit metaphor that uses multiple images and m
 
 A **complex metaphor** is an implicit metaphor that uses multiple images and multiple ideas at the same time. Complex metaphors are very similar to extended metaphors, except that they are implied by the text rather than explicitly stated. Because of this, complex metaphors can be very difficult to identify in the Bible. For example, in Ephesians 6:10-20 the apostle Paul describes how a Christian should prepare to resist temptation by comparing abstract ideas to pieces of armor worn by a soldier. The term “full armor of God” is not a combination of several simple metaphors (where the belt represents truth, the helmet represents salvation, etc.). Rather, the unstated complex metaphor PREPARATION IS GETTING DRESSED underlies the entire description as a whole. The apostle Paul was using the physical Image of a soldier putting on his armor (that is, “GETTING DRESSED”) to refer to the abstract Idea (that is, “PREPARATION”) of a Christian preparing himself to resist temptation.
 
-In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery – Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
+In our translation helps, we use the term **cultural model** to refer to either an extended metaphor or a complex metaphor that is widely used within a specific culture but which may or may not be used within a different culture. See [Biblical Imagery — Cultural Models](../bita-part3/01.md) for a list of some cultural models found in the Bible.
 
 ### Cultural Models
 

translate/bita-animals/title.md

@@ -1 +1 @@
-Biblical Imagery – Animals
+Biblical Imagery — Animals

translate/bita-farming/title.md

@@ -1 +1 @@
-Biblical Imagery – Farming
+Biblical Imagery — Farming

translate/bita-hq/01.md

@@ -187,4 +187,4 @@ Children of wrath here are people with whom God is very angry.
 
 ### Translation Strategies
 
-See the Translations Strategies on [Biblical Imagery – Common Patterns](../bita-part1/01.md).
+See the Translations Strategies on [Biblical Imagery — Common Patterns](../bita-part1/01.md).

translate/bita-hq/title.md

@@ -1 +1 @@
-Biblical Imagery – Body Parts and Human Qualities
+Biblical Imagery — Body Parts and Human Qualities

translate/bita-humanbehavior/title.md

@@ -1 +1 @@
-Biblical Imagery – Human Behavior
+Biblical Imagery — Human Behavior

translate/bita-manmade/title.md

@@ -1 +1 @@
-Biblical Imagery – Man-made Objects
+Biblical Imagery — Man-made Objects

translate/bita-part1/01.md

@@ -1,4 +1,4 @@
-This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
+This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery — Cultural Models](../bita-part3/01.md).)
 
 ### Description
 
@@ -18,9 +18,9 @@ This pattern is also seen in Psalm 119:32 where running in the path of God’s c
 
 These patterns present three challenges to anyone who wants to identify them:
 
-(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, “It is God who puts strength on me like a belt” (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (See “CLOTHING represents a moral quality” in [Biblical Imagery – Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
+(1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, “It is God who puts strength on me like a belt” (Psalm 18:32 ULT) is based on the pairing of CLOTHING with moral quality. In this case, the image of a BELT represents strength. (See “CLOTHING represents a moral quality” in [Biblical Imagery — Man-made Objects](../bita-manmade/01.md) as well as the module about [complex metaphors](../figs-cometaphor/01.md).)
 
-(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md).)
+(2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether “lamp” refers literally to a container with oil and a wick for giving light or whether “lamp” is a metaphor that represents life. (See “LIGHT or FIRE represents life” in [Biblical Imagery — Natural Phenomena](../bita-phenom/01.md).)
 
 In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David’s life. When his men were concerned that he might “put out the lamp of Israel” they were concerned that he might be killed.
 
@@ -28,7 +28,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
 
 > Ishbibenob … intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
 
-(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) and [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
+(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery — Common Metonymies](../bita-part2/01.md) and [Biblical Imagery — Cultural Models](../bita-part3/01.md).)
 
 For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father.
 
@@ -38,8 +38,8 @@ For example, in 2 Samuel 14:7 below, “the burning coal” is an image for the
 
 The following pages have lists of some of the Images that represent Ideas in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
 
-* [Biblical Imagery – Body Parts and Human Qualities](../bita-hq/01.md)
-* [Biblical Imagery – Human Behavior](../bita-humanbehavior/01.md) – Includes both physical and non-physical actions, conditions and experiences
-* [Biblical Imagery – Plants](../bita-plants/01.md)
-* [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md)
-* [Biblical Imagery – Man-made Objects](../bita-manmade/01.md)
+* [Biblical Imagery — Body Parts and Human Qualities](../bita-hq/01.md)
+* [Biblical Imagery — Human Behavior](../bita-humanbehavior/01.md) — Includes both physical and non-physical actions, conditions and experiences
+* [Biblical Imagery — Plants](../bita-plants/01.md)
+* [Biblical Imagery — Natural Phenomena](../bita-phenom/01.md)
+* [Biblical Imagery — Man-made Objects](../bita-manmade/01.md)

translate/bita-part1/title.md

@@ -1 +1 @@
-Biblical Imagery – Common Patterns
+Biblical Imagery — Common Patterns

translate/bita-part2/title.md

@@ -1 +1 @@
-Biblical Imagery – Common Metonymies
+Biblical Imagery — Common Metonymies

translate/bita-part3/title.md

@@ -1 +1 @@
-Biblical Imagery – Cultural Models
+Biblical Imagery — Cultural Models

translate/bita-phenom/title.md

@@ -1 +1 @@
-Biblical Imagery – Natural Phenomena
+Biblical Imagery — Natural Phenomena

translate/bita-plants/title.md

@@ -1 +1 @@
-Biblical Imagery – Plants
+Biblical Imagery — Plants

translate/choose-style/01.md

@@ -2,20 +2,20 @@
 
 Before beginning a translation of the Bible, the translation committee needs to discuss and agree on the style that they want the translation to have. The following topics should be included in the discussion.
 
-1. **Form** – Should the translation follow the form of the source language so that people who are used to hearing and reading the Bible in the source language will feel more comfortable with it, or should the translation follow the form of the target language, and be easier to understand? In most cases we recommend that it is better if the translation follows the form of the target language so that people can understand it better. This means that it will be harder to compare with the source language Bible because it will put things in a different order and use different kinds of expressions that are clear and natural in the target language. But when a Bible is clear and natural, many people will want to read it and hear it, not just the people who have been part of the church for many years.
+1. **Form** — Should the translation follow the form of the source language so that people who are used to hearing and reading the Bible in the source language will feel more comfortable with it, or should the translation follow the form of the target language, and be easier to understand? In most cases we recommend that it is better if the translation follows the form of the target language so that people can understand it better. This means that it will be harder to compare with the source language Bible because it will put things in a different order and use different kinds of expressions that are clear and natural in the target language. But when a Bible is clear and natural, many people will want to read it and hear it, not just the people who have been part of the church for many years.
 
-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.
+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.
+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.
 
-8. **Pictures** – Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
+8. **Pictures** — Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
 
-9. **Headings** – Should the translation use section headings that summarize what each section is talking about? If so, what style of headings should be used? These can be very helpful for finding different topics. See [Headings](../../checking/headings/01.md) for examples.
+9. **Headings** — Should the translation use section headings that summarize what each section is talking about? If so, what style of headings should be used? These can be very helpful for finding different topics. See [Headings](../../checking/headings/01.md) for examples.

translate/choose-team/01.md

@@ -51,7 +51,7 @@ The people who are selected to [check the translation for accuracy](../../checki
 
 #### Validation Checkers
 
-Those who do [Validation Checking](../../checking/level3/01.md) should be leaders of groups of churches or people who are very widely respected in the language area. It is important that these people approve of the translation so that it will be accepted and used in the churches. Since many of these people are very busy, they may choose to appoint others whom they trust to check the translation for them. Also, it may work best to send different books or chapters to different people, and not burden one or two people with checking the whole translation.
+Those who do [Validation Checking](../../checking/alignment-tool/01.md) should be leaders of groups of churches or people who are very widely respected in the language area. It is important that these people approve of the translation so that it will be accepted and used in the churches. Since many of these people are very busy, they may choose to appoint others whom they trust to check the translation for them. Also, it may work best to send different books or chapters to different people, and not burden one or two people with checking the whole translation.
 
 #### Tech Support
 

translate/config.yaml

@@ -663,6 +663,11 @@ bita-plants:
     - bita-part1
     - figs-metaphor
     - figs-metonymy
+translate-blessing:
+  recommended: []
+  dependencies:
+    - writing-intro
+    - writing-poetry
 translate-bmoney:
   recommended:
     - translate-transliterate

translate/figs-123person/01.md

@@ -2,9 +2,9 @@ Normally a speaker refers to himself as “I” and the person he is speaking to
 
 ### Description
 
-* First person – This is how a speaker normally refers to himself. English uses the pronouns “I” and “we.” (Also: me, my, mine; us, our, ours)
-* Second person – This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun “you.” (Also: your, yours)
-* Third person – This is how a speaker refers to someone else. English uses the pronouns “he,” “she,” “it,” and “they.” (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like “the man” or “the woman” are also third person.
+* First person — This is how a speaker normally refers to himself. English uses the pronouns “I” and “we.” (Also: me, my, mine; us, our, ours)
+* Second person — This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun “you.” (Also: your, yours)
+* Third person — This is how a speaker refers to someone else. English uses the pronouns “he,” “she,” “it,” and “they.” (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like “the man” or “the woman” are also third person.
 
 ### Reason This Is a Translation Issue
 
@@ -37,7 +37,7 @@ After saying “each of you,” Jesus used the third person “his” instead of
 
 If using the third person to mean “I” or “you” would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
 
-(1) Use the third person phrase along with the pronoun “I” or “you.”
+(1) Use the third person phrase along with the pronoun “I” or “you.”<br>
 (2) Simply use the first person (“I”) or second person (“you”) instead of the third person.
 
 ### Examples of Translation Strategies Applied

translate/figs-abstractnouns/01.md

@@ -4,7 +4,7 @@ Abstract nouns are nouns that refer to attitudes, qualities, events, or situatio
 
 Remember that nouns are words that refer to a person, place, thing, or idea. Abstract nouns are the nouns that refer to ideas. These can be attitudes, qualities, events, situations, or even relationships between those ideas. These are things that cannot be seen or touched in a physical sense, such as joy, peace, creation, goodness, contentment, justice, truth, freedom, vengeance, slowness, length, weight, and many, many more.
 
-Some languages, such as Biblical Greek and English, use abstract nouns a lot.They provide a way of giving names to actions or qualities. With names, people who speak these languages can talk about the concepts as though they were things. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.”
+Some languages, such as Biblical Greek and English, use abstract nouns a lot. They provide a way of giving names to actions or qualities. With names, people who speak these languages can talk about the concepts as though they were things. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.”
 But some languages do not use abstract nouns very much. In these languages, speakers may not have the two abstract nouns “forgiveness” and “sin,” but they would express the same meaning in other ways. For example, they would express, “I believe that God is willing to forgive people after they have sinned,” by using verb phrases instead of nouns for those ideas.
 
 ### Reason This Is a Translation Issue

translate/figs-activepassive/01.md

@@ -57,20 +57,20 @@ If your language would use a passive form for the same purpose as in the passage
 
 ### Examples of Translation Strategies Applied
 
-(1) Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
+(1) Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.<br>
 
 > A loaf of bread **was given** him every day from the street of the bakers. (Jeremiah 37:21b ULT)
 >
 > > **The king’s servants gave** Jeremiah a loaf of bread every day from the street of the bakers.
 
-(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or “people” or “someone.”
+(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or “people” or “someone.”<br>
 
 > It would be better for him if a millstone **were put** around his neck and he **were thrown** into the sea. (Luke 17:2a ULT)
 >
 > > It would be better for him if **they were to put** a millstone around his neck and **throw** him into the sea.
 > > It would be better for him if **someone were to put** a heavy stone around his neck and **throw** him into the sea.
 
-(3) Use a different verb in an active sentence.
+(3) Use a different verb in an active sentence.<br>
 
 > A loaf of bread **was given** him every day from the street of the bakers. (Jeremiah 37:21 ULT)
 >

translate/figs-aside/01.md

@@ -21,7 +21,7 @@ Nehemiah is speaking to the readers of his account and describing some of the ma
 
 ### Translation Strategies
 
-(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.
+(1) If an aside would be natural and give the right meaning in your language, consider using it. But if this way of speaking would be confusing, let the speaker continue speaking to the people who are listening to him, but make clear that he is now expressing his thoughts and feelings about them.<br>
 (2) If a person speaks a prayer to God as an aside, you can put the prayer in quotation marks to indicate that.
 
 ### Examples of Translation Strategies Applied

translate/figs-cometaphor/01.md

@@ -38,4 +38,4 @@ The Bible often speaks of God as doing things that people do, such as speaking,
 
 * For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
 
-* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery – Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery – Cultural Models](../bita-part3/01.md).
+* To learn more about biblical imagery, complex metaphors, and cultural models in the Bible, see [Biblical Imagery](../biblicalimageryta/01.md) and/or [Biblical Imagery — Common Patterns](../bita-part1/01.md) and/or [Biblical Imagery — Cultural Models](../bita-part3/01.md).

translate/figs-declarative/01.md

@@ -34,8 +34,8 @@ By telling a man that his sins were forgiven, **Jesus forgave** the man’s sins
 
 ### Translation Strategies
 
-(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.
-(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.
+(1) If the function of a statement would not be understood correctly in your language, **use a sentence type** that would express that function.<br>
+(2) If the function of a statement would not be understood correctly in your language, **add a sentence type** that would express that function.<br>
 (3) If the function of a statement would not be understood correctly in your language, **use a verb form** that would express that function.
 
 ### Examples of Translation Strategies Applied
@@ -54,9 +54,9 @@ The phrase “you will call his name Jesus” is an instruction. It can be trans
 
 The function of “I know you can” is to make a request. In addition to the statement, a request can be added.
 
-> > Lord, **I know you can heal me**,. If you are willing, please do so**.**
+> > Lord, **I know you can heal me**. If you are willing, please do so**.**
 > >
-> > Lord, if you are willing, please heal me**.** **I know you can do so.**
+> > Lord, if you are willing, please heal me. **I know you can do so.**
 
 (3) If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
 

translate/figs-declarative/title.md

@@ -1 +1 @@
-Statements – Other Uses
+Statements — Other Uses

translate/figs-distinguish/01.md

@@ -10,7 +10,7 @@ Some languages use a comma to mark the difference between (1) making a distincti
 With the comma, the sentence is giving more information:
 
 * Mary gave some of the food to **her sister, who was very thankful**.
-    * This same phrase can be used give us more information about Mary’s sister. It tells us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish one sister from another sister.
+    * This same phrase can be used to give us more information about Mary’s sister. It tells us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish one sister from another sister.
 
 #### Reasons This Is a Translation Issue
 
@@ -56,7 +56,7 @@ If readers would understand the purpose of a phrase with a noun, then consider k
 
 ### Examples of Translation Strategies Applied
 
-(1) Put the information in another part of the sentence and add words that show its purpose.
+(1) Put the information in another part of the sentence and add words that show its purpose.<br>
 
 > I hate those who serve **worthless** idols (Psalm 31:6 ULT)
 

translate/figs-doublenegatives/01.md

@@ -8,7 +8,7 @@ A double negative occurs when a clause has two words that each have a negative m
 
 > We did this **not** because we have **no** authority … (2 Thessalonians 3:9a ULT)
 >
-> And this was not done without an oath! (Hebrews 7:20a ULT)
+> And this was **not** done **without** an oath! (Hebrews 7:20a ULT)
 >
 > Be sure of this—the wicked person will **not** go **un**punished. (Proverbs 11:21a ULT)
 
@@ -36,7 +36,7 @@ By using a double negative, John emphasized that the Son of God created absolute
 
 If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
 
-(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
+(1) If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.<br>
 (2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely” or “absolutely.”
 
 ### Examples of Translation Strategies Applied

translate/figs-doublet/01.md

@@ -28,8 +28,8 @@ This means that he was like a lamb that did not have any defect—not even one.
 
 If a doublet would be natural and give the right meaning in your language, consider using it. If not, consider these strategies.
 
-(1) Translate only one of the words or phrases.
-(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”
+(1) Translate only one of the words or phrases.<br>
+(2) If the doublet is used to intensify the meaning, translate one of the words or phrases and add a word that intensifies it such as “very” or “great” or “many.”<br>
 (3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
 
 ### Translation Strategies Applied

translate/figs-euphemism/01.md

@@ -24,16 +24,16 @@ In order **to be polite**, Mary uses a euphemism to say that she has never had s
 
 If euphemism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-(1) Use a euphemism from your own culture.
+(1) Use a euphemism from your own culture.<br>
 (2) State the information plainly without a euphemism if it would not be offensive.
 
 ### Examples of Translation Strategies Applied
 
 (1) Use a euphemism from your own culture.
 
-> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) – Some languages might use euphemisms like these:
+> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) — Some languages might use euphemisms like these:
 >
-> > “… where there was a cave. Saul went into the cave to **dig a hole**”
+> > “… where there was a cave. Saul went into the cave to **dig a hole**”<br>
 > > “… where there was a cave. Saul went into the cave to **have some time alone**”
 >
 > But Mary said to the angel, “How will this be, since I have not **known a man**?” (Luke 1:34 ULT)

translate/figs-events/01.md

@@ -22,8 +22,8 @@ This sounds like a person must first open the scroll and then break its seals, b
 
 ### Translation Strategies
 
-(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.
-(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)
+(1) If your language uses phrases or time words to show that an event happened before one that was already mentioned, consider using one of them.<br>
+(2) If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. (See the section on “Aspect” of [Verbs](../figs-verbs/01.md).)<br>
 (3) If your language prefers to tell events in the order that they occurred, consider reordering the events so they they are in that order. This may require putting two or more verses together (like 5-6). (See [Verse Bridges](../translate-versebridge/01.md).)
 
 ### Examples of Translation Strategies Applied

translate/figs-exclamations/01.md

@@ -30,10 +30,10 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
 
 ### Translation Strategies
 
-(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”
-(2) Use an exclamation word from your language that shows the strong feeling.
-(3) Translate the exclamation word with a sentence that shows the feeling.
-(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.
+(1) If an exclamation in your language needs a verb, add one. Often a good verb is “is” or “are.”<br>
+(2) Use an exclamation word from your language that shows the strong feeling.<br>
+(3) Translate the exclamation word with a sentence that shows the feeling.<br>
+(4) Use a word that emphasizes the part of the sentence that brings about the strong feeling.<br>
 (5) If the strong feeling is not clear in the target language, then tell how the person felt.
 
 ### Examples of Translation Strategies Applied

translate/figs-exclusive/01.md

@@ -4,9 +4,9 @@ Some languages have more than one form of “we”: an inclusive form that means
 
 See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive “we” and the exclusive “we” refer to.
 
-![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg)
+![we/us (inclusive) people diagram](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg)
 
-![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_exclusive.jpg)
+![we/us (exclusive) people diagram](https://cdn.door43.org/ta/jpg/vocabulary/we_us_exclusive.jpg)
 
 ### Reason This Is a Translation Issue
 

translate/figs-exmetaphor/01.md

@@ -44,7 +44,7 @@ Consider using the same extended metaphor if your readers will understand it in
 
 ### Examples of Translation Strategies Applied
 
-(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:
+(1) If the target audience would think that the images should be understood literally, translate the metaphor as a simile by using words such as “like” or “as.” It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example:<br>
 
 > Yahweh is **my shepherd**; I will lack nothing.
 > He makes **me** to lie down in green pastures;
@@ -55,7 +55,7 @@ Can be translated as:
 > “Yahweh is **like** a shepherd to me, so I will lack nothing.
 > **Like** a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.”
 
-(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.
+(2) If the target audience would not know the image, find a way of translating it so they can understand what the image is.<br>
 
 > My well beloved had a **vineyard** on a very fertile hill.
 > He **spaded** it, removed the stones, and planted it with **an excellent kind of vine**.

translate/figs-exmetaphor/title.md

@@ -1 +1 @@
-Biblical Imagery – Extended Metaphors
+Biblical Imagery — Extended Metaphors

translate/figs-explicit/01.md

@@ -1,6 +1,6 @@
 Assumed knowledge is whatever a speaker assumes his audience knows before he speaks and gives them some kind of information. The speaker does not give the audience this information because he believes that they already know it.
 
-When the speaker does give the audience information, he can do so in two ways. The speaker gives explicit information in what the he states directly. Implicit Information is what the speaker does not state directly because he expects his audience to be able to learn it from other things he says.
+When the speaker does give the audience information, he can do so in two ways. The speaker gives explicit information in what he states directly. Implicit Information is what the speaker does not state directly because he expects his audience to be able to learn it from other things he says.
 
 ### Description
 
@@ -30,7 +30,7 @@ Jesus assumed that the people he was speaking to knew that Tyre and Sidon were v
 
 An important piece of **implicit information** here is that the people he was speaking to would be judged more severely than the people of Tyre and Sidon would be judged **because** they did not repent.
 
-> Why do your disciples violate the traditions of the elders? For **they do not wash their hands when they eat**. **bread**. (Matthew 15:2 ULT)
+> Why do your disciples violate the traditions of the elders? For **they do not wash their hands when they eat bread**. (Matthew 15:2 ULT)
 
 One of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating. People thought that in order to be righteous, they had to follow all the traditions of the elders. This was **assumed knowledge** that the Pharisees who were speaking to Jesus expected him to know. By saying this, they were accusing his disciples of not following the traditions, and thus not being righteous. This is **implicit information** that they wanted him to understand from what they said.
 
@@ -38,7 +38,7 @@ One of the traditions of the elders was a ceremony in which people would wash th
 
 If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies:
 
-(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
+(1) If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.<br>
 (2) If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
 
 ### Examples of Translation Strategies Applied

translate/figs-explicitinfo/01.md

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

translate/figs-gendernotations/01.md

@@ -35,8 +35,8 @@ Jesus was not speaking only of men, but of **men and women**.
 
 If people would understand that that masculine words like “man,” “brother,” and “he” can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women.
 
-(1) Use a noun that can be used for both men and women.
-(2) Use a word that refers to men and a word that refers to women.
+(1) Use a noun that can be used for both men and women.<br>
+(2) Use a word that refers to men and a word that refers to women.<br>
 (3) Use pronouns that can be used for both men and women.
 
 ### Examples of Translation Strategies Applied
@@ -49,7 +49,7 @@ If people would understand that that masculine words like “man,” “brother,
 
 (2) Use a word that refers to men and a word that refers to women.
 
-> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) – Paul was writing this letter to both men and women.
+> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) — Paul was writing this letter to both men and women.
 > > “For we do not want you to be uninformed, **brothers and sisters**, about the troubles that happened to us in Asia.”
 
 (3) Use pronouns that can be used for both men and women.

translate/figs-genericnoun/01.md

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

translate/figs-go/01.md

@@ -36,8 +36,8 @@ In some languages, it might make more sense to ask what did you come out to see.
 
 If the word used in the ULT would be natural and give the right meaning in your language, consider using it. If not, here are other strategies.
 
-(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.
-(2) Use another word that expresses the right meaning.
+(1) Use the word “go,” “come,” “take,” or “bring” that would be natural in your language.<br>
+(2) Use another word that expresses the right meaning.<br>
 
 ### Examples of Translation Strategies Applied
 

translate/figs-grammar/01.md

@@ -1,16 +1,16 @@
 Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences. Here is a brief overview of Grammar Topics we will deal with in detail.
 
-**Parts of Speech** – Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
+**Parts of Speech** — Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
 
-**Sentences** – When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
+**Sentences** — When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
 
 * Sentences can be statements, questions, commands, or exclamations. (See [Exclamations](../figs-sentencetypes/01.md).)
 * Sentences can have more than one clause. (See [Sentence Structure](../figs-sentences/01.md).)
 * Some languages have both active and passive sentences. (See [Active or Passive](../figs-activepassive/01.md).)
 
-**Possession** – This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “’s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
+**Possession** — This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “’s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
 
-**Quotations** – A quotation is a report of what someone else has said.
+**Quotations** — A quotation is a report of what someone else has said.
 
 * Quotations normally have two parts: Information about who said something and what the person said. (See [Quotations and Quote Margins](../writing-quotations/01.md).)
 * Quotations can be either direct quotes or indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)

translate/figs-hendiadys/01.md

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

translate/figs-hyperbole/01.md

@@ -82,8 +82,7 @@ This is generally true, and it reflects the experience of most people. It is pos
 
 This is not hyperbole. Jesus really walked on the water. It is a literal statement.
 
-* Do not assume that the word “all” is always a generalization that means “most.”
-
+* Do not assume that the word “all” is always a generalization that means “most.”<br>
 > Yahweh is righteous in **all** his ways
 > and gracious in **all** he does. (Psalms 145:17 ULT)
 
@@ -93,9 +92,9 @@ Yahweh is always righteous. This is a completely true statement.
 
 If the hyperbole or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options.
 
-(1) Express the meaning without the exaggeration.
-(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”
-(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.
+(1) Express the meaning without the exaggeration.<br>
+(2) For a generalization, show that it is a generalization by using a phrase like “in general” or “in most cases.”<br>
+(3) For a hyperbole or a generalization, add a word like “many” or “almost” to show that the hyperbole or generalization is not meant to be exact.<br>
 (4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.
 
 ### Examples of Translation Strategies Applied
@@ -121,7 +120,7 @@ If the hyperbole or generalization would be natural and people would understand
 > The **whole** country of Judea and **all** the people of Jerusalem went out to him. (Mark 1:5a ULT)
 >
 > > **Almost all** the country of Judea and **almost all** the people of Jerusalem went out to him.
-> > or:
+> > or:<br>
 > > **Many** of the country of Judea and **many** of the people of Jerusalem went out to him.
 
 (4) For a hyperbole or a generalization that has a word like “all,” “always,” “none,” or “never,” consider deleting that word.

translate/figs-idiom/01.md

@@ -49,7 +49,7 @@ This means, “the one who helps me.”
 
 If the idiom would be clearly understood in your language, consider using it. If not, here are some other options.
 
-(1) Translate the meaning plainly without using an idiom.
+(1) Translate the meaning plainly without using an idiom.<br>
 (2) Use a different idiom that people use in your own language that has the same meaning.
 
 ### Examples of Translation Strategies Applied

translate/figs-imperative/01.md

@@ -46,8 +46,8 @@ The purpose of Proverbs 22:6, below, is to teach what people can expect to happe
 
 ### Translation Strategies
 
-(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
-(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.
+(1) If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.<br>
+(2) If people would not understand that a sentence is used to cause something to happen, add a connecting word like “so” to show that what happened was a result of what was said.<br>
 (3) If people would not use a command as a condition, translate it as a statement with the words “if” and “then.”
 
 ### Examples of Translation Strategies Applied

translate/figs-imperative/title.md

@@ -1 +1 @@
-Imperatives – Other Uses
+Imperatives — Other Uses

translate/figs-inclusive/01.md

@@ -1,36 +0,0 @@
-### Description
-
-Some languages have more than one form of “we”: an inclusive form that means “I and you” and an exclusive form that means “I and someone else but not you.” The inclusive form includes the person being spoken to and possibly others. This is also true for “us,” “our,” “ours,” and “ourselves.” Some languages have inclusive forms and exclusive forms for each of these.
-
-See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive “we” and the exclusive “we” refer to.
-
-![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg)
-
-![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_exclusive.jpg)
-
-#### Reason This Is a Translation Issue
-
-The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for “we.” Translators whose language has separate exclusive and inclusive forms of “we” will need to understand what the speaker meant so they can decide which form of “we” to use.
-
-### Examples From the Bible
-
-#### Inclusive
-
-> The shepherds said one to each other, “Let **us** indeed go over as far as Bethlehem, and see this thing that has happened, which the Lord has made known to **us**.” (Luke 2:15b ULT)
-
-The shepherds were speaking to one another. When they said “us,” they were including the people they were speaking to, one another.
-
-> And it happened that on one of those days, both he and his disciples got into a boat, and he said to them, “Let **us** go over to the other side of the lake.” Then they set sail. (Luke 8:22 ULT)
-
-When Jesus said “us,” he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form.
-
-#### Exclusive
-
-> **We** have seen it, and **we** bear witness to it. **We** are announcing to you the eternal life, which was with the Father, and which has been made known to **us**.
- (1 John 1:2b ULT)
-
-John is telling people who have not seen Jesus what he and the other apostles have seen. So languages that have exclusive forms of “we” and “us” would use the exclusive forms in this verse.
-
-> They said, “There are not more than five loaves of bread and two fish with **us**—unless **we** go and buy food for all these people.” (Luke 9:13 ULT)
-
-In the first clause, the disciples are telling Jesus how much food they have among them, so this “us” could be the inclusive form or the exclusive form. In the second clause, the disciples are talking about some of them going to buy food, so that “we” would be the exclusive form, since Jesus would not go to buy food.

translate/figs-inclusive/sub-title.md

@@ -1 +0,0 @@
-What are the inclusive and exclusive forms of “we”?

translate/figs-inclusive/title.md

@@ -1 +0,0 @@
-Inclusive and Exclusive “We”

translate/figs-informremind/01.md

@@ -1,84 +0,0 @@
-Some languages can use a word or phrase with a noun to give information about that noun or to remind people of something about it.
-
-* Mary gave some of the food to her sister, **who was very thankful**.
-
-The phrase “who was very thankful” immediately follows the word “sister” and informs us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have. It simply gives added information about that sister.
-
-### Description
-
-Some languages can use a word or phrase with a noun to give information about that noun or to remind people of something about it.
-
-Mary gave some of the food to her sister, **who was very thankful**.
-
-The phrase “who was very thankful” immediately follows the word “sister” and informs us about how Mary’s sister responded when Mary gave her the food. In this case it does not distinguish this sister from another sister that Mary might have.
-
-**Reason people use these phrases**: People often present either reminders or new information in a weak way. They do this when they want their listener to give most of his attention to something else they are saying. In the example above, the speaker wants most attention to be given to what Mary did, NOT to how her sister responded.
-
-#### Reason This Is a Translation Issue
-
-Languages have different ways of signaling the parts of communication that the listener should pay most attention to.
-
-### Translation Principles
-
-* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
-* Try to present it in a weak way.
-* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
-
-### Examples From the Bible
-
-> The name of the third river is Tigris, **which flows east of Asshur**. (Genesis 2:14a ULT)
-
-There is only one Tigris River. The phrase “which flows east of Asshur” gives more information about where the Tigris River was. This would have been helpful to the original audience because they knew were Asshur was.
-
-> So Yahweh said, “I will wipe away mankind **whom I have created** from the surface of the earth.” (Genesis 6:7a ULT)
-
-The phrase “whom I have created” is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
-
-> I will bring an end to the **worthless** idols of Memphis. (Ezekiel 30:13b ULT)
-
-All idols are worthless. This is why God said he would destroy them.
-
-> … for your **righteous** judgments are good. (Psalm 119:39b ULT)
-
-All of God’s judgments are righteous. This is why the person who wrote this psalm said that they are good.
-
-### Translation Strategies
-
-If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
-
-(1) Put the information in another part of the sentence and add words that show its purpose.
-(2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
-
-### Examples of Translation Strategies Applied
-
-(1) Put the information in another part of the sentence and add words that show its purpose.
-
-> I hate those who serve **worthless** idols. (Psalm 31:6a ULT)
->
->
->
-> By saying “worthless idols,” David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols.
->
-> > “**Because** idols are worthless, I hate those who serve them.”
->
-> … for your **righteous** judgments are good. (Psalm 119:39b ULT)
->
-> > … for your judgments are good **because** they are righteous.
->
-> How can Sarah, **who is 90 years old**, bear a son? (Genesis 17:17b ULT)
->
-> The phrase “who is 90 years old” is a reminder of Sarah’s age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child.
->
-> > Can Sarah bear a son **even when** she is 90 years old?
->
-> I will call on Yahweh, **who is worthy to be praised.** (2 Samuel 22:4a ULT)
-
-There is only one Yahweh. The phrase “who is worthy to be praised” gives a reason for calling on Yahweh.
-
-> > “I will call on Yahweh **because** he is worthy to be praised.”
-
-(2) Use one of your language’s ways for expressing information in a weak way.
-
-> The name of the third river is Tigris, **which flows east of Asshur**. (Genesis 2:14a ULT)
->
-> > The name of the third river is Tigris. **It flows east of Asshur**.

translate/figs-informremind/sub-title.md

@@ -1 +0,0 @@
-When phrases are used with nouns, what are phrases that inform or remind, and how can I translate them?

translate/figs-informremind/title.md

@@ -1 +0,0 @@
-Phrases that Inform or Remind

translate/figs-infostructure/01.md

@@ -33,7 +33,7 @@ In this verse, the most important part of the information is first, that “woe
 
 ### Translation Strategies
 
-(1) Study how your language arranges the parts of a sentence, and use that order in your translation.
+(1) Study how your language arranges the parts of a sentence, and use that order in your translation.<br>
 (2) Study where your language puts the new or important information, and rearrange the order of information so that it follows the way it is done in your language.
 
 ### Translation Strategies Applied

translate/figs-intro/01.md

@@ -8,36 +8,36 @@ Figures of speech are ways of saying things that use words in non-literal ways.
 
 Listed below are different types of Figures of Speech. If you would like additional information simply click the colored word to be directed to a page containing definitions, examples, and videos for each figure of speech.
 
-* **[Apostrophe](../figs-apostrophe/01.md)** – An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
+* **[Apostrophe](../figs-apostrophe/01.md)** — An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
 
-* **[Doublet](../figs-doublet/01.md)** – A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
+* **[Doublet](../figs-doublet/01.md)** — A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
 
-* **[Euphemism](../figs-euphemism/01.md)** – A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
+* **[Euphemism](../figs-euphemism/01.md)** — A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
 
-* **[Hendiadys](../figs-hendiadys/01.md)** – In hendiadys a single idea is expressed with two words connected with “and,” when one word could be used to modify the other.
+* **[Hendiadys](../figs-hendiadys/01.md)** — In hendiadys a single idea is expressed with two words connected with “and,” when one word could be used to modify the other.
 
-* **[Hyperbole](../figs-hyperbole/01.md)** – A hyperbole is a deliberate exaggeration used to indicate the speaker’s feeling or opinion about something.
+* **[Hyperbole](../figs-hyperbole/01.md)** — A hyperbole is a deliberate exaggeration used to indicate the speaker’s feeling or opinion about something.
 
-* **[Idiom](../figs-idiom/01.md)** – An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
+* **[Idiom](../figs-idiom/01.md)** — An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
 
-* **[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.
+* **[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.
 
-* **[Litotes](../figs-litotes/01.md)** – Litotes is an emphatic statement about something made by negating an opposite expression.
+* **[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.
+* **[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.
 
-* **[Metaphor](../figs-metaphor/01.md)** – A metaphor is a figure of speech in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
+* **[Metaphor](../figs-metaphor/01.md)** — A metaphor is a figure of speech in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
 
-* **[Metonymy](../figs-metonymy/01.md)** – Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
+* **[Metonymy](../figs-metonymy/01.md)** — Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
 
-* **[Parallelism](../figs-parallelism/01.md)** – In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
+* **[Parallelism](../figs-parallelism/01.md)** — In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
 
-* **[Personification](../figs-personification/01.md)** – Personification is a figure of speech in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
+* **[Personification](../figs-personification/01.md)** — Personification is a figure of speech in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
 
-* **[Predictive Past](../figs-pastforfuture/01.md)** – The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
+* **[Predictive Past](../figs-pastforfuture/01.md)** — The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
 
-* **[Rhetorical Question](../figs-rquestion/01.md)** – A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker’s attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
+* **[Rhetorical Question](../figs-rquestion/01.md)** — A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker’s attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
 
-* **[Simile](../figs-simile/01.md)** – A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as “like,” “as,” or “than” to make the comparison explicit.
+* **[Simile](../figs-simile/01.md)** — A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as “like,” “as,” or “than” to make the comparison explicit.
 
-* **[Synecdoche](../figs-synecdoche/01.md)** – Synecdoche is a figure of speech in which (1) the name of a part of something is used to refer to the whole thing, or (2) the name of a whole thing is used to refer to just one part of it.
+* **[Synecdoche](../figs-synecdoche/01.md)** — Synecdoche is a figure of speech in which (1) the name of a part of something is used to refer to the whole thing, or (2) the name of a whole thing is used to refer to just one part of it.

translate/figs-irony/01.md

@@ -26,7 +26,7 @@ People worshiped idols as if their idols had knowledge or power, and Yahweh was
 
 Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two phrases in bold above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God’s questions about the creation of light because Job was not born until many, many years later.
 
-> Already you are satisfied! Already you have become rich! **You began to reign** apart from us, and I wish you really did reign, so that we also might reign with you.(1 Corinthians 4:8 ULT)
+> Already you are satisfied! Already you have become rich! **You began to reign** apart from us, and I wish you really did reign, so that we also might reign with you. (1 Corinthians 4:8 ULT)
 
 The Corinthians considered themselves to be very wise, self-sufficient, and not in need of any instruction from the Apostle Paul. Paul used irony, speaking as if he agreed with them, to show how proudly they were acting and how far from being wise they really were.
 
@@ -34,7 +34,7 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not
 
 If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies.
 
-(1) Translate it in a way that shows that the speaker is saying what someone else believes.
+(1) Translate it in a way that shows that the speaker is saying what someone else believes.<br>
 (2) The irony is **not** found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker’s words.
 
 ### Examples of Translation Strategies Applied

translate/figs-litany/01.md

@@ -20,15 +20,15 @@ In this passage Yahweh is telling the people of Edom that they should have helpe
 
 If the litany is understood as it is in the ULT, then translate the litany as it is. If it is not understood, then try one or more of the following strategies.
 
-(1) Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany.
-(2) You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.
+(1) Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany.<br>
+(2) You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.<br>
 (3) You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.
 
 ### Examples of Translation Strategies Applied
 
-(1) combined with (3):
-Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;
-You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.
+(1) combined with (3):<br>
+Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;<br>
+You can eliminate words like “and,” “but,” and “or” at the beginning of sentences so that it will be clearer that the component parts of the litany are all being listed in a row.<br>
 
 > > You did nothing to help the Israelites when strangers carried away their wealth. They conquered all the cities of Judah, and they even plundered Jerusalem. And you were just as bad as those foreigners, because you did nothing to help:
 >
@@ -36,16 +36,16 @@ You can eliminate words like “and,” “but,” and “or” at the beginning
 
 In the above example, verse 11 provides the summary and meaning for the litany that follows in verses 12-14.
 
-(1) combined with (2):
-Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;
-You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.
+(1) combined with (2):<br>
+Often in the Bible there will be a general statement at the beginning or end of a litany that sums up its overall meaning. You can format that statement in a way that will show that it is a summary statement that gives the meaning of the litany;<br>
+You can put each sentence of the litany on a separate line. Also, if each sentence in the litany has two parts, you can format the litany so that the equivalent parts of each sentence line up. Use this or any other type of formatting that will show that each sentence is reinforcing the same meaning.<br>
 
 > > Not one of them will get away, not one of them will escape:
 >
-> Though they dig into Sheol,                                        there my hand will take them.
-Though they climb up to heaven,                                      there I will bring them down.
-Though they hide on the top of Carmel,                                   there I will search and take them.
-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.
+> 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)
 
 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

@@ -37,5 +37,6 @@ If the litotes would be understood correctly, consider using it.
 > > “For you yourselves know, brothers, our visit to you **did much good**.”
 
 > Now when it became day, there was **no small disturbance** among the soldiers over what therefore had happened to Peter. (Acts 12:18 ULT)
-> > “Now when it became day, there was **great excitement** among the soldiers, regarding what had happened to Peter.”
+> > “Now when it became day, there was **great excitement** among the soldiers, regarding what had happened to Peter.”<br>
+or:<br>
 > > “Now when it became day, the soldiers were **very concerned** because of what had happened to Peter.”

translate/figs-merism/01.md

@@ -30,7 +30,7 @@ The bolded phrase is merism because it speaks of old people and young people and
 
 If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options:
 
-(1) Identify what the merism refers to without mentioning the parts.
+(1) Identify what the merism refers to without mentioning the parts.<br>
 (2) Identify what the merism refers to and include the parts.
 
 ### Examples of Translation Strategies Applied

translate/figs-metaphor/01.md

@@ -43,7 +43,7 @@ When these metaphors are used in normal ways, it is rare that the speaker and au
 * “You **defend** your theory well.” Argument is spoken of as war.
 * “A **flow** of words.” Words are spoken of as liquids.
 
-English speakers do not view these as metaphorical expressions or figures of speech, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery – Common Patterns](../bita-part1/01.md) and the pages it will direct you to.
+English speakers do not view these as metaphorical expressions or figures of speech, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery — Common Patterns](../bita-part1/01.md) and the pages it will direct you to.
 
 When translating something that is a passive metaphor into another language, do not treat it as a metaphor. Instead, just use the best expression for that thing or concept in the target language.
 
@@ -106,13 +106,13 @@ If people would understand the metaphor in the same way that the original reader
 
 If people do not or would not understand it, here are some other strategies.
 
-(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.
-(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
-(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).
-(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
-(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
-(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)
-(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.
+(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.<br>
+(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.<br>
+(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).<br>
+(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.<br>
+(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.<br>
+(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)<br>
+(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.<br>
 (8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
 
 ### Examples of Translation Strategies Applied
@@ -173,4 +173,4 @@ We made no change to this one, but it must be tested to make sure that the targe
 > > I will make you to become **people who gather men**.
 > > Now you gather fish. I will make you **gather people**.
 
-To learn more about specific metaphors, see [Biblical Imagery – Common Patterns](../bita-part1/01.md).
+To learn more about specific metaphors, see [Biblical Imagery — Common Patterns](../bita-part1/01.md).

translate/figs-metonymy/01.md

@@ -37,7 +37,7 @@ The word “wrath” or “anger” is a metonym for “punishment.” God was e
 
 If people would easily understand the metonym, consider using it. Otherwise, here are some options.
 
-(1) Use the metonym along with the name of the thing it represents.
+(1) Use the metonym along with the name of the thing it represents.<br>
 (2) Use only the name of the thing the metonym represents.
 
 ### Examples of Translation Strategies Applied
@@ -62,4 +62,4 @@ This verse also contains a second metonym: The cup, (representing the wine it co
 >
 > > “Who warned you to flee from God’s coming **punishment**?”
 
-To learn about some common metonymies, see [Biblical Imagery – Common Metonymies](../bita-part2/01.md).
+To learn about some common metonymies, see [Biblical Imagery — Common Metonymies](../bita-part2/01.md).

translate/figs-order/01.md

@@ -55,7 +55,7 @@ In some languages the order is Verb-Subject-Object. This is normal word order fo
 
 * Hit Peter the ball.
 
-In some languages the order is not important for the meaning of the sentence because the language uses other ways to indicate whether a word is the subject, the verb, or the object. Both [Biblical Aramaic](../figs-orderHeb/01.md) and [Koiné Greek](,,/figs-orderGrk/01.md) are languages like this.
+In some languages the order is not important for the meaning of the sentence because the language uses other ways to indicate whether a word is the subject, the verb, or the object. Both [Biblical Aramaic](../figs-orderHeb/01.md) and [Koiné Greek](../figs-orderGrk/01.md) are languages like this.
 
 #### Changes in Word Order
 

translate/figs-parables/01.md

@@ -20,7 +20,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil
 
 ### Translation Strategies
 
-(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.
+(1) If a parable is hard to understand because it has unknown objects in it, you can replace the unknown objects with objects that people in your culture know. However, be careful to keep the lesson the same.<br>
 (2) If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as “Jesus told this story about being generous.”
 
 ### Examples of Translation Strategies Applied

translate/figs-parallelism/01.md

@@ -31,7 +31,7 @@ Both parts of the sentence are metaphors saying that God’s word teaches people
 > You make him to rule over the works of your hands;<br>
 > you have put all things under his feet (Psalm 8:6 ULT)
 
-Both lines say that God made man the ruler of everything. “To rule over” is the same idea as putting things “under his feet,” and “the works of your [God's] hands” is the same idea as “all things.”
+Both lines say that God made man the ruler of everything. “To rule over” is the same idea as putting things “under his feet,” and “the works of your [God’s] hands” is the same idea as “all things.”
 
 > Yahweh sees everything a person does<br>
 > and watches all the paths he takes. (Proverbs 5:21 ULT)

translate/figs-pastforfuture/01.md

@@ -28,8 +28,8 @@ Enoch was speaking of something that would happen in the future, but he used the
 
 If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options.
 
-(1) Use the future tense to refer to future events.
-(2) If it refers to something in the immediate future, use a form that would show that.
+(1) Use the future tense to refer to future events.<br>
+(2) If it refers to something in the immediate future, use a form that would show that.<br>
 (3) Some languages may use the present tense to show that something will happen very soon.
 
 ### Examples of Translation Strategies Applied

translate/figs-personification/01.md

@@ -33,27 +33,27 @@ The author speaks of wisdom and understanding as if they were woman who calls ou
 
 If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
 
-(1) Add words or phrases to make the human (or animal) characteristic clear.
-(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
+(1) Add words or phrases to make the human (or animal) characteristic clear.<br>
+(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.<br>
 (3) Find a way to translate it without the personification.
 
 ### Examples of Translation Strategies Applied
 
 (1) Add words or phrases to make the human (or animal) characteristic clear.
 
-> **Sin crouches** at the door. (Genesis 4:7b ULT) – God speaks of sin as if it were a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
+> **Sin crouches** at the door. (Genesis 4:7b ULT) — God speaks of sin as if it were a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
 
 > > **Sin** is at your door, **waiting to attack you.**
 
 (2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
 
-> Sin crouches at the door. (Genesis 4:7b ULT) – This can be translated with the word “as.”
+> Sin crouches at the door. (Genesis 4:7b ULT) — This can be translated with the word “as.”
 
 > > Sin is crouching at the door, **just as a wild animal does as it waits to attack a person.**.
 
 (3) Find a way to translate it without the personification.
 
-> Even the **winds and the sea obey him**. (Matthew 8:27b ULT) – The men speak of the “wind and the sea” as if they are able to hear and obey Jesus, just as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
+> Even the **winds and the sea obey him**. (Matthew 8:27b ULT) — The men speak of the “wind and the sea” as if they are able to hear and obey Jesus, just as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
 > > He even **controls the winds and the sea**.
 
 **NOTE**: We have broadened our definition of “personification” to include “zoomorphism” (speaking of other things as if they had animal characteristics) and “anthropomorphism” (speaking of non-human things as if they had human characteristics) because the translation strategies for them are the same.

translate/figs-possession/01.md

@@ -8,19 +8,19 @@ In English, the grammatical form that commonly indicates possession is also used
 
 Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
 
-* Ownership – Someone owns something.
-    * My clothes – The clothes that I own
-* Social Relationship – Someone has some kind of social relationship with another.
-    * my mother – the woman who gave birth to me, or the woman who cared for me
-    * my teacher – the person who teaches me
-* Association – A particular thing is associated with a particular person, place, or thing.
-    * David’s sickness – the sickness that David is experiencing
-    * the fear of the Lord – the fear that is appropriate for a human being to have when relating to the Lord
-* Contents – Something has something in it.
-    * a bag of clothes – a bag that has clothes in it, or a bag that is full of clothes
+* Ownership — Someone owns something.
+    * My clothes — The clothes that I own
+* Social Relationship — Someone has some kind of social relationship with another.
+    * my mother — the woman who gave birth to me, or the woman who cared for me
+    * my teacher — the person who teaches me
+* Association — A particular thing is associated with a particular person, place, or thing.
+    * David’s sickness — the sickness that David is experiencing
+    * the fear of the Lord — the fear that is appropriate for a human being to have when relating to the Lord
+* Contents — Something has something in it.
+    * a bag of clothes — a bag that has clothes in it, or a bag that is full of clothes
 * Part and whole: One thing is part of another.
-    * my head – the head that is part of my body
-    * the roof of a house – the roof that is part of a house
+    * my head — the head that is part of my body
+    * the roof of a house — the roof that is part of a house
 
 In some languages there is a special form of possession, termed **inalienable possession.** This form of possession is used for things that cannot be removed from you, as opposed to things you could lose. In the examples above, *my head* and *my mother* are examples of inalienable possession (at least in some languages), while *my clothes* or *my teacher* would be alienably possessed. What may be considered alienable vs. inalienable may differ by language.
 
@@ -31,31 +31,31 @@ In some languages there is a special form of possession, termed **inalienable po
 
 ### Examples From the Bible
 
-**Ownership** – In the example below, the son owned the money.
+**Ownership** — In the example below, the son owned the money.
 
 > The younger son … wasted his wealth by living recklessly. (Luke 15:13b)
 
-**Social Relationship** – In the example below, the disciples were people who learned from John.
+**Social Relationship** — In the example below, the disciples were people who learned from John.
 
 > Then **the disciples of John** came to him. (Matthew 9:14a ULT)
 
-**Association** – In the example below, the gospel is the message associated with Paul because he preaches it.
+**Association** — In the example below, the gospel is the message associated with Paul because he preaches it.
 
 > Remember Jesus Christ, raised from the dead, from the seed of David, according to **my gospel**, (2 Timothy 2:8 ULT)
 
-**Material** – In the example below, the material used for making the crowns was gold.
+**Material** — In the example below, the material used for making the crowns was gold.
 
 > On their heads were something like **crowns of gold.** (Revelation 9:7b)
 
-**Contents** – In the example below, the cup has water in it.
+**Contents** — In the example below, the cup has water in it.
 
 > For whoever gives you **a cup of water** to drink … will not lose his reward. (Mark 9:41 ULT)
 
-**Part of a whole** – In the example below, the door was a part of the palace.
+**Part of a whole** — In the example below, the door was a part of the palace.
 
 > But Uriah slept at **the door of the king’s palace.** (2 Samuel 11:9a ULT)
 
-**Part of a group** – In the example below, “us” refers to the whole group and “each one” refers to the individual members.
+**Part of a group** — In the example below, “us” refers to the whole group and “each one” refers to the individual members.
 
 > Now to **each one of us** grace has been given according to the measure of the gift of Christ. (Ephesians 4:7 ULT)
 
@@ -63,7 +63,7 @@ In some languages there is a special form of possession, termed **inalienable po
 
 Sometimes one or both of the nouns is an abstract noun that refers to an event or action. In the examples below, the abstract nouns are in **bold** print. These are just some of the relationships that are possible between two nouns when one of them refers to an event.
 
-**Subject** – Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, **John baptized people**.
+**Subject** — Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, **John baptized people**.
 
 > The **baptism of John**, was it from heaven or from men? Answer me. (Mark 11:30)
 
@@ -71,30 +71,30 @@ In the example below, **Christ loves us**.
 
 > Who will separate us from the **love of Christ**? (Romans 8:35)
 
-**Object** – Sometimes the word after “of” tells who or what something would happen to. In the example below, **people love money**.
+**Object** — Sometimes the word after “of” tells who or what something would happen to. In the example below, **people love money**.
 
 > For the **love of money** is a root of all kinds of evil. (1 Timothy 6:10a ULT)
 
-**Instrument** – Sometimes the word after “of” tells how something would happen. In the example below, God would **punish people by sending enemies to attack them with swords**.
+**Instrument** — Sometimes the word after “of” tells how something would happen. In the example below, God would **punish people by sending enemies to attack them with swords**.
 
 > Then be afraid of the sword, because wrath brings **the punishment of the sword**. (Job 19:29a ULT)
 
-**Representation** – In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their **baptism represented their repentance**.
+**Representation** — In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their **baptism represented their repentance**.
 
 > John came, baptizing in the wilderness and preaching **a baptism of repentance** for the forgiveness of sins. (Mark 1:4 ULT)
 
 ### Strategies for learning what the relationship is between the two nouns
 
-(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.
-(2) Read the verse in the UST. Sometimes it shows the relationship clearly.
+(1) Read the surrounding verses to see if they help you to understand the relationship between the two nouns.<br>
+(2) Read the verse in the UST. Sometimes it shows the relationship clearly.<br>
 (3) See what the notes say about it.
 
 ### Translation Strategies
 
 If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these.
 
-(1) Use an adjective to show that one noun describes the other.
-(2) Use a verb to show how the two are related.
+(1) Use an adjective to show that one noun describes the other.<br>
+(2) Use a verb to show how the two are related.<br>
 (3) If one of the nouns refers to an event, translate it as a verb.
 
 ### Examples of Translation Strategies Applied

translate/figs-pronouns/01.md

@@ -8,24 +8,24 @@ Personal pronouns refer to people or things and show whether the speaker is refe
 
 #### Person
 
-* First Person – The speaker and possibly others (I, we)
+* First Person — The speaker and possibly others (I, me, we, us)
     * [Exclusive and Inclusive “We”](../figs-exclusive/01.md)
-* Second Person – The person or people that the speaker is talking to and possibly others (you)
+* Second Person — The person or people that the speaker is talking to and possibly others (you)
     * [Forms of You](../figs-you/01.md)
-* Third Person – Someone or something other than the speaker and those he is talking to (he, she, it, they)
+* Third Person — Someone or something other than the speaker and those he is talking to (he, she, it, they)
 
 #### Number
 
-* Singular – one (I, you, he, she, it)
-* Plural – more than one (we, you, they)
+* Singular — one (I, you, he, she, it)
+* Plural — more than one (we, you, they)
     * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
-* Dual – two (Some languages have pronouns specifically for two people or two things.)
+* Dual — two (Some languages have pronouns specifically for two people or two things.)
 
 #### Gender
 
-* Masculine – he
-* Feminine – she
-* Neuter – it
+* Masculine — he
+* Feminine — she
+* Neuter — it
 
 #### Relationship to other words in the sentence
 

translate/figs-quotations/01.md

@@ -2,7 +2,7 @@
 
 There are two kinds of quotations: direct quotations and indirect quotations.
 
-A direct quotation occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker’s exact words. In the example below, John would have said “I” when referring to himself, so the narrator, who is reporting John’s words, uses the word “I” in the quotation to refer to John. To show that these are John’s exact words, many languages put the words between quotation marks:“.”
+A direct quotation occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker’s exact words. In the example below, John would have said “I” when referring to himself, so the narrator, who is reporting John’s words, uses the word “I” in the quotation to refer to John. To show that these are John’s exact words, many languages put the words between quotation marks: “”.
 
 * John said, “**I** do not know at what time **I** will arrive.”
 
@@ -33,7 +33,7 @@ The verses in the examples below contain both direct and indirect quotations. In
 
 If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
 
-(1) If a direct quote would not work well in your language, change it to an indirect quote.
+(1) If a direct quote would not work well in your language, change it to an indirect quote.<br>
 (2) If an indirect quote would not work well in your language, change it to a direct quote.
 
 ### Examples of Translation Strategies Applied

translate/figs-quotemarks/01.md

@@ -49,8 +49,8 @@ A fourth layer direct quote has single quotation marks around it. We have printe
 
 Here are some ways you may be able to help readers see where each quote starts and ends so they can more easily know who said what.
 
-(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
-(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
+(1) Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.<br>
+(2) Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)<br>
 (3) If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
 
 ### Examples of Quote Marking Strategies Applied

translate/figs-quotesinquotes/01.md

@@ -40,7 +40,7 @@ The outermost layer is what the messengers said to the king. The second layer is
 
 Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes.
 
-(1) Translate all of the quotes as direct quotes.
+(1) Translate all of the quotes as direct quotes.<br>
 (2) Translate one or some of the quotes as indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
 
 ### Examples of Translation Strategies Applied

translate/figs-rpronouns/01.md

@@ -46,7 +46,7 @@ If a reflexive pronoun would have the same function in your language, consider u
 
 ### Examples of Translation Strategies Applied
 
-(1) In some languages people modify the verb to show that the object of the verb is the same as the subject.
+(1) In some languages people modify the verb to show that the object of the verb is the same as the subject.<br>
 
 > If I should testify about **myself** alone, my testimony would not be true. (John 5:31)
 > > “If I should **self-testify** alone, my testimony would not be true.”
@@ -54,7 +54,7 @@ If a reflexive pronoun would have the same function in your language, consider u
 > Now the Passover of the Jews was near, and many went up to Jerusalem from the country before the Passover in order to **purify themselves**. (John 11:55)
 > > “Now the Passover of the Jews was near, and many went up to Jerusalem out from country before the Passover in order to **self-purify**.”
 
-(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
+(2) In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.<br>
 
 > **He himself** took our sickness and bore our diseases. (Matthew 8:17 ULT)
 > > “**It was he who** took our sickness and bore our diseases.”
@@ -62,11 +62,11 @@ If a reflexive pronoun would have the same function in your language, consider u
 > **Jesus himself** was not baptizing, but his disciples were. (John 4:2)
 > > “**It was not Jesus who** was baptizing, but his disciples were.”
 
-(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
+(3) In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.<br>
 
 > But Jesus said this to test Philip, for he **himself** knew what he was going to do. (John 6:6)
 
-(4) In some languages people show that someone did something alone by using a word like “alone.”
+(4) In some languages people show that someone did something alone by using a word like “alone.”<br>
 
 > When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain **by himself**. (John 6:15)
 > > “When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again **alone** up the mountain.”

translate/figs-sentences/01.md

@@ -70,5 +70,5 @@ In the sentence below “her mother, who was very annoyed” is part of the pred
 
 #### Translation Issues
 
-* Languages have different orders for the parts of a sentence. (See [Information Structure](../figs-infostructure).)
+* Languages have different orders for the parts of a sentence. (See [Information Structure](../figs-infostructure/01.md).)
 * Some languages do not have relative clauses, or they use them in a limited way. (See [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).)

translate/figs-sentencetypes/01.md

@@ -2,10 +2,10 @@
 
 A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
 
-* **Statements** – These are mainly used to give information. ‘This is a fact.’
-* **Questions** – These are mainly used to ask for information. ‘Do you know him?’
-* **Imperative Sentences** – These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
-* **Exclamations** – These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
+* **Statements** — These are mainly used to give information. ‘This is a fact.’
+* **Questions** — These are mainly used to ask for information. ‘Do you know him?’
+* **Imperative Sentences** — These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
+* **Exclamations** — These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
 
 #### Reasons This Is a Translation Issue
 
@@ -21,7 +21,7 @@ The examples below show each of these types used for their main functions.
 
 > In the beginning, God created the heavens and the earth. (Genesis 1:1 ULT)
 
-Statements can also have other functions. (See [Statements – Other Uses](../figs-declarative/01.md).)
+Statements can also have other functions. (See [Statements — Other Uses](../figs-declarative/01.md).)
 
 #### Questions
 
@@ -77,7 +77,7 @@ In Genesis 21, Hagar expressed her strong desire not to see her son die, and the
 
 > **Let me not look** upon the death of the child. (Genesis 21:16b ULT)
 
-Imperative sentences can have other functions also. (See [Imperatives – Other Uses](../figs-imperative/01.md).)
+Imperative sentences can have other functions also. (See [Imperatives — Other Uses](../figs-imperative/01.md).)
 
 #### Exclamations
 
@@ -89,10 +89,10 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
 
 ### Translation Strategies
 
-(1) Use your language’s ways of showing that a sentence has a particular function.
+(1) Use your language’s ways of showing that a sentence has a particular function.<br>
 (2) When a sentence in the Bible has a sentence type that your language would not use for the sentence’s function, see the pages below for translation strategies.
 
-* [Statements – Other Uses](../figs-declarative/01.md)
+* [Statements — Other Uses](../figs-declarative/01.md)
 * [Rhetorical Question](../figs-rquestion/01.md)
-* [Imperatives – Other Uses](../figs-imperative/01.md)
+* [Imperatives — Other Uses](../figs-imperative/01.md)
 * [Exclamations](../figs-exclamations/01.md)

translate/figs-simetaphor/01.md

@@ -40,4 +40,4 @@ Jesus used a metaphor here, but his disciples did not realize it. When he said
 
 * For strategies regarding translating metaphors, see [Metaphor](../figs-metaphor/01.md).
 
-* To learn more about simple metaphors, see [Biblical Imagery – Common Patterns](../bita-part1/01.md).
+* To learn more about simple metaphors, see [Biblical Imagery — Common Patterns](../bita-part1/01.md).

translate/figs-simile/01.md

@@ -45,9 +45,9 @@ If people would understand the correct meaning of a simile, consider using it. I
 
 ### Examples of Translation Strategies Applied
 
-(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
+(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.<br>
 
-> See, I send you out **as sheep in the midst of wolves.** (Matthew 10:16a ULT) – This compares the danger that Jesus’ disciples would be in with the danger that sheep are in when they are surrounded by wolves.
+> See, I send you out **as sheep in the midst of wolves.** (Matthew 10:16a ULT) — This compares the danger that Jesus’ disciples would be in with the danger that sheep are in when they are surrounded by wolves.
 >
 > > See, I send **you out among wicked people** and you will be in danger from them **as sheep are in danger when they are among wolves**.
 >
@@ -55,9 +55,9 @@ If people would understand the correct meaning of a simile, consider using it. I
 >
 > > For the word of God is living and active and **more powerful than a very sharp two-edged sword**.
 
-(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
+(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.<br>
 
-> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16a ULT) – If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
+> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16a ULT) — If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
 >
 > > See, I send you out **as chickens in the midst of wild dogs**.
 >

translate/figs-synonparallelism/01.md

@@ -1,73 +0,0 @@
-### Description
-
-Parallelism with the same meaning is a poetic device in which one complex idea is expressed in two (or more) different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
-
-NOTE: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
-
-> Yahweh **sees everything a person does** and **watches all the paths he takes**. (Proverbs 5:21 ULT)
-
-The first bold phrase and the second bold phrase mean the same thing. There are three ideas that are the same between these two phrases. “Sees” corresponds to “watches,” “everything … does” corresponds to “all the paths … takes,” and “a person” corresponds to “he.”
-
-Synonymous parallelism in poetry has several effects:
-
-* It shows that something is very important by saying it more than once and in more than one way.
-* It helps the hearer to think more deeply about the idea by saying it in different ways.
-* It makes the language more beautiful than the ordinary way of speaking.
-
-#### Reason This Is a Translation Issue
-
-In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two similar phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea.
-
-### Examples From the Bible
-
-> Your word is **a lamp to my feet** and **a light for my path**. (Psalm 119:105 ULT)
-
-Both parts of the sentence are metaphors saying that God’s word teaches people how to live. The words “lamp” and “light” are similar in meaning because they refer to light. The words “my feet” and “my path” are related because they refer to a person walking.
-
-> **Praise Yahweh**, **all you nations; exalt him, all you peoples**! (Psalm 117:1 ULT)
-
-Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing. The words ‘Yahweh’ and ‘him’ refer to the same person. The terms ‘all you nations’ and ‘all you peoples’ refer to the same people.
-
-> For Yahweh **has a lawsuit with his people**, and he will **fight in court against Israel**. (Micah 6:2b ULT)
-
-The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people.
-
-### Translation Strategies
-
-If your language uses parallelism in the same way as the biblical languages (that is, to strengthen a single idea), then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
-
-(1) Combine the ideas of both clauses into one.
-(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
-(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
-
-### Examples of Translation Strategies Applied
-
-(1) Combine the ideas of both clauses into one.
-
-> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT) – Delilah expressed this idea twice to emphasize that she was very upset.
->
-> > Until now you have **deceived me with your lies**.
->
-> Yahweh **sees everything a person does** and **watches all** **the paths he takes**. (Proverbs 5:21 ULT) – The phrase “all the paths he takes” is a metaphor for “all he does.”
->
-> > Yahweh **pays attention to everything** a person does.
->
-> For Yahweh **has a lawsuit with his people**, and he **will fight in court against Israel**. (Micah 6:2 ULT) – This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
->
-> > For Yahweh has a **lawsuit with his people, Israel**.
-
-(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
-
-> Yahweh **sees everything** a person does and **watches all** the paths he takes. (Proverbs 5:21 ULT)
->
-> > Yahweh **truly sees** everything a person does.
-
-(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
-
-> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT)
->
-> > **All** you have done is **lie to me**.
->
-> Yahweh sees **everything a person does** and **watches all the paths he takes**. (Proverbs 5:21 ULT)
->
-> > Yahweh sees **absolutely everything** that a person does.

translate/figs-synonparallelism/sub-title.md

@@ -1 +0,0 @@
-What is parallelism with the same meaning?

translate/figs-synonparallelism/title.md

@@ -1 +0,0 @@
-Parallelism with the Same Meaning

translate/figs-you/01.md

@@ -16,4 +16,4 @@ You may also want to watch the video at https://ufw.io/figs_youform.
 
 For help with translating these, we suggest you read:
 
-* [Forms of “You” – Formal or Informal](../figs-youformal/01.md)
+* [Forms of “You” — Formal or Informal](../figs-youformal/01.md)

translate/figs-youdual/01.md

@@ -27,9 +27,9 @@ James wrote this letter to many people, so the word “you” refers to many peo
 
 ### Strategies for finding out how many people “you” refers to
 
-(1) Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
-(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
-(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
+(1) Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.<br>
+(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.<br>
+(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.<br>
 (4) Look at the context to see who the speaker was talking to and who responded.
 
 You may also want to watch the video at https://ufw.io/figs_youdual.

translate/figs-youdual/title.md

@@ -1 +1 @@
-Forms of ‘You’ – Dual/Plural
+Forms of ‘You’ — Dual/Plural

translate/figs-youformal/title.md

@@ -1 +1 @@
-Forms of ‘You’ – Formal or Informal
+Forms of ‘You’ — Formal or Informal

translate/figs-yousingular/01.md

@@ -10,7 +10,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
 * Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
 
 Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
-Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. (See [Forms of ‘You’ – Singular to a Crowd](../figs-youcrowd/01.md).)
+Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. (See [Forms of ‘You’ — Singular to a Crowd](../figs-youcrowd/01.md).)
 
 ### Examples From the Bible
 
@@ -28,9 +28,9 @@ Paul wrote this letter to one person, Titus. Most of the time the word “you”
 
 #### Strategies for finding out how many people “you” refers to
 
-(1) Look at the notes to see if they tell whether “you” refers to one person or more than one person.
-(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
-(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
+(1) Look at the notes to see if they tell whether “you” refers to one person or more than one person.<br>
+(2) Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.<br>
+(3) If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.<br>
 (4) Look at the context to see how many people the speaker was talking to and who responded.
 
 You may also want to watch the video at https://ufw.io/figs_younum.

translate/figs-yousingular/title.md

@@ -1 +1 @@
-Forms of ‘You’ – Singular
+Forms of ‘You’ — Singular

translate/grammar-connect-condition-contrary/01.md

@@ -37,10 +37,10 @@ The English reader knows that these last two examples are Contrary-to-Fact condi
 
 If Contrary-to-Fact conditions are clear in your language, then use them as they are.
 
-(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
-(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
-(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
-(4) If the condition is expressing something that did not happen, restate it as a negative statement.
+(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.<br>
+(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.<br>
+(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.<br>
+(4) If the condition is expressing something that did not happen, restate it as a negative statement.<br>
 (5) Often Factual and Contrary-to-Fact conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
 
 #### Examples of Translation Strategies Applied

translate/grammar-connect-condition-contrary/title.md

@@ -1 +1 @@
-Connect – Contrary to Fact Conditions
+Connect — Contrary to Fact Conditions

translate/grammar-connect-condition-fact/title.md

@@ -1 +1 @@
-Connect – Factual Conditions
+Connect — Factual Conditions

translate/grammar-connect-condition-hypothetical/01.md

@@ -30,7 +30,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
 
 #### Translation Strategies
 
-(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
+(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.<br>
 (2) If it is not clear where the second event is, mark that part with a word like “then.”
 
 #### Examples of Translation Strategies Applied