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Correct bullet format (#212)
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Larry Sallee
Gogs
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@ -11,8 +11,7 @@ It is true that the language community members who do the [Language Community Ch
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The Church Leaders doing accuracy checking should follow these steps:
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1. If possible, find out ahead of time which set of stories or which Bible passage you will be checking.
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Read the passage in several versions in any languages you understand. Read the passage in the ULT and UST, along with unfoldingWord® Translation Notes and unfoldingWord® Translation Words. You can read these in translationStudio or in Bible Viewer.
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1. If possible, find out ahead of time which set of stories or which Bible passage you will be checking. Read the passage in several versions in any languages you understand. Read the passage in the ULT and UST, along with unfoldingWord® Translation Notes and unfoldingWord® Translation Words. You can read these in translationStudio or in Bible Viewer.
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1. Then each of the accuracy checkers should read the translation (or listen to the recording) by himself, comparing it to the original Bible passage or story in the source language. The checker can do this using translationStudio. It can be helpful for someone, such as the translator, to read the translation out loud to the checker while the checker follows along looking at the source Bible or Bibles. As the checker reads (or listens to) the translation and compares it to the source, he should keep in mind these general questions:
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@ -13,6 +13,7 @@
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* You may need to combine original language words and/or target language words in order to make groups of words that have equivalent meanings. The goal of aligning is to match the smallest group of target language words to the smallest group of original language words that have the same meaning.
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When you have finished this process for a verse, it should be easy to see if there are words left over in either the target word bank or the original language pane.
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* If there are target language words left over, this may mean that there is something that has been added that does not belong in the translation. If the left-over words are expressing implied information, then they are not really extra and could be aligned to the word or words that they are explaining.
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* If there are original language words left over, this may mean that the translation needs to include a translation of these words.
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* If you determine that the translation has words that it should not have or is missing a translation of some words of the original text, then someone will need to edit the translation. You can either make a comment to tell someone else what is wrong with the translation, or you can edit the translation directly in the Alignment Tool.
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@ -13,11 +13,11 @@ Some Notes refer to a more general issue that applies to the specific verse bein
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1. Consider whether or not the translation that was chosen for that word or phrase makes sense in this context.
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1. Decide whether or not the translation is correct, considering the issue that the Note talks about.
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1. After considering these things, if you think that the translation is a good translation, then click “Save and Continue.”
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1. If you think that there is a problem with the verse or that the translation for the word or phrase is not good, then either edit the verse to make it better, or make a comment telling someone who will review your work what you think might be wrong with the translation here.
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If you have made an edit, you may need to make your selection again.
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1. If you think that there is a problem with the verse or that the translation for the word or phrase is not good, then either edit the verse to make it better, or make a comment telling someone who will review your work what you think might be wrong with the translation here. If you have made an edit, you may need to make your selection again.
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1. When you are finished making your edit or comment, click “Save and Continue.” If you prefer to only make a comment for the word or phrase and not make a selection for it, then click on the next verse in the list on the left to go on to the next verse.
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After a selection has been made for all of the verses in a Note category, the list of translations in that category can be reviewed. The instructions that follow are for the reviewer or for the translation team.
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1. You will now be able to see a list of the translations that were made for each translationNote under each translationNote category on the left. Choose the category that you want to review. It may be that different members of the translation team will have different specialties. For example, one team member may be very good at reviewing metaphors, while another may be very good at understanding and correcting difficult grammar, such as passive voice constructions.
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1. You will want to review any comments that were made by others. To do that, click the funnel symbol to the right of “Menu” at the upper left. A list will open, including the word “Comments.”
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1. Click the box next to “Comments.” This will make all verses that do not have comments in them disappear.
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@ -5,12 +5,15 @@ translationCore is open-source and open-licensed software that is free to use fo
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### How to Set Up translationCore
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#### Log In
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To start, you will need to log in with a user name. If your translation is on Door43, use your Door43 user name. If you do not want to use the internet, then you can enter any name that you want to use, either real or a pseudonym.
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#### Choose a Project
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If you logged in with your Door43 user name, translationCore will know which translations belong to you and will make them available to download into translationCore. You can choose which translation project you want to check from the list of your projects in Door43. You may also load translations that are on your computer without using the internet.
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#### Choose a Tool
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translationCore contains three checking tools:
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* [translationWords Tool](../../checking/important-term-check/01.md)
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@ -11,6 +11,7 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
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>…nor <u>will</u> sinners <u>stand</u> in the assembly of the righteous.
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#### There are two types of ellipsis.
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1. Relative ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
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2. Absolute ellipsis happens when the omitted word or words are not in the context, but the phrases are common enough in the language that the reader is expected to supply what is missing from this common usage, or from the nature of the situation.
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@ -2,6 +2,7 @@
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### Description
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A metaphor is a figure of speech in which one concept is used for another, and in which there is at least one point of comparison between the two. In other words, in metaphor, someone speaks of one thing as if it were a different thing because he wants people to think about how those two things are alike. For example, someone might say,
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* The girl I love is a red rose.
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In this case, the speaker wants the hearer to think about what is similar between his topic, “the girl I love,” and the image he is using to compare her, “a red rose.” Most probably, he wants us to consider that they are both beautiful.
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@ -62,7 +62,6 @@ Here are some ways you may be able to help readers see where each quote starts a
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>They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’ “ ‘ “ (2 Kings 1:6 ULT)
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* They told him <u>that</u> a man came to meet them who said to them, “Go back to the king who sent you, and say to him, ‘Yahweh says this: “Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.” ‘ “
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1. 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.
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@ -40,7 +40,9 @@ Markdown supports **bold** and *italic*, written like this:
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Markdown also supports headings like this:
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# Heading 1
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## Heading 2
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### Heading 3
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Markdown also supports links. Links display like this http://www.unfoldingword.org/ and are written like this:
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@ -42,38 +42,38 @@ If Contrary to Fact conditions are clear in your language, then use them as they
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#### Examples of Translation Strategies Applied
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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.
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(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.
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> But **if Baal is God**, worship him! (Story 19 Frame 6 OBS)
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**If you believe that Baal is God**, then worship him!
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>> **If you believe that Baal is God**, then worship him!
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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.
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(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.
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**If Baal is not God**, then you should not worship him!
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>> **If Baal is not God**, then you should not worship him!
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> But his wife said to him, "**If Yahweh wanted to kill us**, he would not have received the burnt offering and the grain offering we gave him. He would not have shown us all these things, nor at this time would he have let us hear such things." (Judges 13:23 ULT)
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"**Yahweh does not want to kill us**, or he would not have received the burnt offering and the grain offering we gave him.
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>> "**Yahweh does not want to kill us**, or he would not have received the burnt offering and the grain offering we gave him.
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3.If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
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(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
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> “**If only we had died** by Yahweh’s hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full. (Exodus 16:3 ULT)
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“**I wish we had died** by Yahweh’s hand in the land of Egypt…”
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>> “**I wish we had died** by Yahweh’s hand in the land of Egypt…”
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4.If the condition is expressing something that did not happen, restate it as a negative statement.
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(4) If the condition is expressing something that did not happen, restate it as a negative statement.
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> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
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“Woe to you, Chorazin! Woe to you, Bethsaida! The mighty deeds which were done in you **were not done** in Tyre and Sidon. But **if they had been done there, those people would have repented** long ago in sackcloth and ashes.
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>> “Woe to you, Chorazin! Woe to you, Bethsaida! The mighty deeds which were done in you **were not done** in Tyre and Sidon. But **if they had been done there, those people would have repented** long ago in sackcloth and ashes.
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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.
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(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.
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> But **if Baal is God**, worship him! (Story 19 Frame 6 OBS)
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**Is Baal the one who is truly God**? Should you worship him?
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>> **Is Baal the one who is truly God**? Should you worship him?
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> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
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>
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“Woe to you, Chorazin! Woe to you, Bethsaida! You think that you are better than Tyre and Sidon, but you are not! **They would have repented** long ago in sackcloth and ashes at seeing the mighty deeds that you have seen! **You should be like them**!
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>> “Woe to you, Chorazin! Woe to you, Bethsaida! You think that you are better than Tyre and Sidon, but you are not! **They would have repented** long ago in sackcloth and ashes at seeing the mighty deeds that you have seen! **You should be like them**!
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@ -1,4 +1,5 @@
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## Conditional Relationship
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### Factual Conditions
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#### Definition
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@ -29,8 +30,8 @@ If using the form of a hypothetical condition is confusing or would make the rea
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> “**If** Yahweh is God, worship him!” (Story 19 Frame 6 OBS)
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“**It is true that** Yahweh is God, so worship him!”
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>> “**It is true that** Yahweh is God, so worship him!”
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> "A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?" says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
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"A son honors his father, and a servant honors his master. **Since** I, then, am a father, where is my honor? **Since** I am a master, where is the reverence for me?"
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>> "A son honors his father, and a servant honors his master. **Since** I, then, am a father, where is my honor? **Since** I am a master, where is the reverence for me?"
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@ -34,18 +34,18 @@ There are two hypothetical conditions here: 1. If it is true that this plan is o
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#### Examples of Translation Strategies Applied
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1.If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
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(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
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> God promised to bless the people and protect them, **if** they obeyed these laws. But he said he would punish them **if** they did not obey them. (Story 13 Frame 7 OBS)
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**If** the people obeyed these laws, God promised to bless them and protect them. But **if** they did not obey these laws, God said that he would punish them.
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>> **If** the people obeyed these laws, God promised to bless them and protect them. But **if** they did not obey these laws, God said that he would punish them.
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2.If it is not clear where the second event is, mark that part with a word like “then.”
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(2) If it is not clear where the second event is, mark that part with a word like “then.”
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> God promised to bless the people and protect them, **if** they obeyed these laws. But he said he would punish them **if** they did not obey them. (Story 13 Frame 7 OBS)
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**If** the people obeyed these laws, **then** God promised to bless them and protect them. But **if** they did not obey these laws, **then** God said that he would punish them.
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>> **If** the people obeyed these laws, **then** God promised to bless them and protect them. But **if** they did not obey these laws, **then** God said that he would punish them.
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> …**if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them; (Acts 5:38-39 ULT)
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…**if** this plan or this work is of men, **then** it will be overthrown. But **if** it is of God, **then** you will not be able to overthrow them;
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>> …**if** this plan or this work is of men, **then** it will be overthrown. But **if** it is of God, **then** you will not be able to overthrow them;
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#### Examples of Translation Strategy Applied
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1. Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
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(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
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> David attacked them from the twilight to the evening of the next day. **Not a man escaped <u>except for</u> four hundred young men**, who rode on camels and fled. (1 Samuel 30:17 ULT)
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* Part 1: [<u>Not</u> a man escaped] Part 2: [<u>except for</u> four hundred young men]
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* Part 1: (<u>Not</u> a man escaped)
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* Part 2: (<u>except for</u> four hundred young men)
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David attacked them from the twilight to the evening of the next day. **<u>Only</u> four hundred young men escaped**, who rode on camels and fled.
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>> David attacked them from the twilight to the evening of the next day. **<u>Only</u> four hundred young men escaped**, who rode on camels and fled.
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> But if you will not redeem it, then tell me, so that I may know, for there is <u>no one</u> to redeem it <u>besides</u> you, and I am after you." (Ruth 4:4 ULT)
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But if you will not redeem it, then tell me, so that I may know, for <u>you are first in line to redeem it [only you can redeem it]</u>, and I am after you."
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>> But if you will not redeem it, then tell me, so that I may know, for <u>you are first in line to redeem it [only you can redeem it]</u>, and I am after you."
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> The man said, "Let me go, for the dawn is breaking." Jacob said, "I will <u>not</u> let you go <u>unless</u> you bless me." (Genesis 32:26 ULT)
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The man said, "Let me go, for the dawn is breaking." Jacob said, "I will let you go <u>only if</u> you bless me."
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>> The man said, "Let me go, for the dawn is breaking." Jacob said, "I will let you go <u>only if</u> you bless me."
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2.Reverse the order of the clauses, so that the exception is stated first, and then the larger group is named second.
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(2) Reverse the order of the clauses, so that the exception is stated first, and then the larger group is named second.
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> God told Adam that he could eat from <u>any</u> tree in the garden <u>except</u> from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
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God told Adam that he could <u>not</u> eat from the tree of the knowledge of good and evil, but he could eat from <u>any other</u> tree in the garden.
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>> God told Adam that he could <u>not</u> eat from the tree of the knowledge of good and evil, but he could eat from <u>any other</u> tree in the garden.
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#### Examples of Translation Strategies Applied
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1. If the construction of the goal statement is unclear, change it to one that is more clear.
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(1) If the construction of the goal statement is unclear, change it to one that is more clear.
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> “Also pull out for her some grain from the bundles, and leave it <u>for her to glean</u>, and do not rebuke her.” (Ruth 2:16 ULT)
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“Also pull out for her some grain from the bundles, and leave it <u>so that she can glean it</u>, and do not rebuke her.”
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>> “Also pull out for her some grain from the bundles, and leave it <u>so that she can glean it</u>, and do not rebuke her.”
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> …the shepherds said to each other, “Let us indeed go to Bethlehem, <u>and see this thing that has happened</u>, which the Lord has made known to us.” (Luke 2:15 ULT)
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…the shepherds said to each other, “Let us indeed go to Bethlehem, <u>so that we can see this thing that has happened</u>, which the Lord has made known to us.”
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>> …the shepherds said to each other, “Let us indeed go to Bethlehem, <u>so that we can see this thing that has happened</u>, which the Lord has made known to us.”
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2.If the order of the statements makes the goal statement unclear or confusing for the reader, then change the order.
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(2) If the order of the statements makes the goal statement unclear or confusing for the reader, then change the order.
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> “…if you want <u>to enter into life</u>, keep the commandments.” (Matthew 19:17 ULT)
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“…keep the commandments if you want <u>to enter into life</u>.” or: “…keep the commandments <u>so that you can enter into life</u>.”
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>> “…keep the commandments if you want <u>to enter into life</u>.” or: “…keep the commandments <u>so that you can enter into life</u>.”
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> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him <u>and take over his inheritance</u>.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
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1. and 2. But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him <u>so that we can take over his inheritance</u>.’ So they took him, threw him out of the vineyard and killed him <u>so that they could take over his inheritance</u>.
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(1) and (2)
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> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him <u>and take over his inheritance</u>.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
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>> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him <u>so that we can take over his inheritance</u>.’ So they took him, threw him out of the vineyard and killed him <u>so that they could take over his inheritance</u>.
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> God blessed the seventh day and sanctified it, <u>because</u> in it he rested from all his work which he had done in his creation. (Genesis 2:3 ULT)
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1. God rested on the seventh day from all his work which he had done in his creation. <u>That is why</u> he blessed the seventh day and sanctified it.
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(1) God rested on the seventh day from all his work which he had done in his creation. <u>That is why</u> he blessed the seventh day and sanctified it.
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> Blessed are the poor, <u>for</u> yours is the kingdom of God. (Luke 6:20 ULT)
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1. The kingdom of God belongs to you who are poor. <u>Therefore</u>, the poor are blessed.
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2. Blessed are the poor, <u>because</u> yours is the kingdom of God.
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3. <u>The reason that</u> the poor are blessed <u>is because</u> yours is the kingdom of God.
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(1) The kingdom of God belongs to you who are poor. <u>Therefore</u>, the poor are blessed.
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(2) Blessed are the poor, <u>because</u> yours is the kingdom of God.
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(3) <u>The reason that</u> the poor are blessed <u>is because</u> yours is the kingdom of God.
|
||||
|
||||
> Behold, a great storm arose on the sea, <u>so that</u> the boat was covered with the waves. (Matthew 8:24 ULT)
|
||||
|
||||
1. Behold, the boat was covered with the waves <u>because</u> a great storm arose on the sea.
|
||||
2. Behold, a great storm arose on the sea, <u>with the result that</u> the boat was covered with the waves.
|
||||
3. Behold, <u>because</u> a great storm arose on the sea, the boat was covered with the waves.
|
||||
(1) Behold, the boat was covered with the waves <u>because</u> a great storm arose on the sea.
|
||||
(2) Behold, a great storm arose on the sea, <u>with the result that</u> the boat was covered with the waves.
|
||||
(3) Behold, <u>because</u> a great storm arose on the sea, the boat was covered with the waves.
|
||||
|
||||
> <u>Since</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress. (Acts 21:34 ULT)
|
||||
|
||||
1. The captain ordered that Paul be brought into the fortress, <u>because</u> he could not tell anything because of all the noise.
|
||||
2. <u>Because</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.
|
||||
3. The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress.
|
||||
(1) The captain ordered that Paul be brought into the fortress, <u>because</u> he could not tell anything because of all the noise.
|
||||
(2) <u>Because</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.
|
||||
(3) The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress.
|
||||
|
|
@ -39,13 +39,13 @@ If the way that the Background Clauses are marked also is clear in your language
|
|||
|
||||
> …<u>while</u> Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, <u>during</u> the high priesthood of Annas and Caiaphas—the word of God came to John son of Zechariah in the wilderness. (Luke 3:1-2 ULT)
|
||||
|
||||
1.If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
|
||||
1. If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
|
||||
|
||||
…<u>It happened during the time that</u> Pontius Pilate was governor of Judea, <u>and during the time that</u> Herod was tetrarch of Galilee, <u>and during the time that</u> his brother Philip was tetrarch of the region of Ituraea and Trachonitis, <u>and during the time that</u> Lysanias was tetrarch of Abilene, <u>and also during the time that</u> Annas and Caiaphas were high priests—<u>that</u> the word of God came to John son of Zechariah in the wilderness.
|
||||
> …<u>It happened during the time that</u> Pontius Pilate was governor of Judea, <u>and during the time that</u> Herod was tetrarch of Galilee, <u>and during the time that</u> his brother Philip was tetrarch of the region of Ituraea and Trachonitis, <u>and during the time that</u> Lysanias was tetrarch of Abilene, <u>and also during the time that</u> Annas and Caiaphas were high priests—<u>that</u> the word of God came to John son of Zechariah in the wilderness.
|
||||
|
||||
2.If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way.
|
||||
2. If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way.
|
||||
|
||||
…Pontius Pilate <u>was governing</u> Judea, and Herod <u>was ruling over</u> Galilee, and his brother Philip <u>was ruling over</u> the region of Ituraea and Trachonitis, and Lysanias <u>was ruling over</u> Abilene, and Annas and Caiaphas <u>were being</u> high priests—the word of God <u>came</u> to John son of Zechariah in the wilderness.
|
||||
> …Pontius Pilate <u>was governing</u> Judea, and Herod <u>was ruling over</u> Galilee, and his brother Philip <u>was ruling over</u> the region of Ituraea and Trachonitis, and Lysanias <u>was ruling over</u> Abilene, and Annas and Caiaphas <u>were being</u> high priests—the word of God <u>came</u> to John son of Zechariah in the wilderness.
|
||||
|
||||
#### Example of differences in Time Relationship Connecting Words:
|
||||
|
||||
|
|
|
|||
|
|
@ -37,18 +37,18 @@ If the sequence of events is clear in your language, then translate the sequence
|
|||
|
||||
#### Examples of Translation Strategies Applied
|
||||
|
||||
1.If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
|
||||
1. If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
|
||||
|
||||
> Then Mary arose in those days <u>and</u> quickly went into the hill country, to a city of Judah, <u>and</u> she entered into the house of Zechariah <u>and</u> greeted Elizabeth. (Luke 1:39-40 ULT)
|
||||
|
||||
Then Mary arose in those days. <u>Then</u> she quickly went into the hill country, to a city of Judah. <u>Then</u> she entered into the house of Zechariah <u>and then</u> she greeted Elizabeth.
|
||||
>> Then Mary arose in those days. <u>Then</u> she quickly went into the hill country, to a city of Judah. <u>Then</u> she entered into the house of Zechariah <u>and then</u> she greeted Elizabeth.
|
||||
|
||||
> For <u>before</u> the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT)
|
||||
|
||||
For the time will come when the child knows to refuse the evil and choose the good, <u>but even before that time</u>, the land whose two kings you dread will be desolate.
|
||||
>> For the time will come when the child knows to refuse the evil and choose the good, <u>but even before that time</u>, the land whose two kings you dread will be desolate.
|
||||
|
||||
2.If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
|
||||
2. If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
|
||||
|
||||
For the land whose two kings you dread will be desolate <u>before</u> the child knows to refuse the evil and choose the good.
|
||||
> For the land whose two kings you dread will be desolate <u>before</u> the child knows to refuse the evil and choose the good.
|
||||
|
||||
For more about sequences of events, see: [Sequence of Events](../figs-events/01.md).
|
||||
|
|
|
|||
|
|
@ -42,16 +42,16 @@ Below, each Bible verse will be restated in three different ways, according to t
|
|||
|
||||
> Now the people were waiting for Zechariah, <u>and</u> they were wondering at his delay in the temple. (Luke 1:21 ULT)
|
||||
|
||||
1. Now <u>while</u> the people were waiting for Zechariah, they were wondering at his delay in the temple.
|
||||
>> (1) Now <u>while</u> the people were waiting for Zechariah, they were wondering at his delay in the temple.
|
||||
|
||||
2. Now <u>while</u> the people were waiting for Zechariah, they were <u>also</u> wondering at his delay in the temple.
|
||||
>> (2) Now <u>while</u> the people were waiting for Zechariah, they were <u>also</u> wondering at his delay in the temple.
|
||||
|
||||
3. Now the people were waiting for Zechariah, wondering at his delay in the temple.
|
||||
>> (3) Now the people were waiting for Zechariah, wondering at his delay in the temple.
|
||||
|
||||
> And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT)
|
||||
|
||||
1. And <u>during the time</u> they were looking intently into heaven <u>while</u> he was going up, behold, two men stood by them in white clothing.
|
||||
>> (1) And <u>during the time</u> they were looking intently into heaven <u>while</u> he was going up, behold, two men stood by them in white clothing.
|
||||
|
||||
2. And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, <u>at that same time</u> two men stood by them in white clothing.
|
||||
>> (2) And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, <u>at that same time</u> two men stood by them in white clothing.
|
||||
|
||||
3. They were looking intently into heaven, he was going up, <u>when</u> they saw two men standing by them in white clothing.
|
||||
>> (3) They were looking intently into heaven, he was going up, <u>when</u> they saw two men standing by them in white clothing.
|
||||
|
|
|
|||
|
|
@ -53,6 +53,7 @@ The word “Therefore” links this section with the section before it, signalli
|
|||
Here the word “for” connects what follows as the **reason** for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. “Instead” **contrasts** what Paul does (proving by his actions that he is God’s servant) with what he said he does not do (placing stumbling blocks).
|
||||
|
||||
### General Translation Strategies
|
||||
|
||||
#### See each type of Connecting Word above for specific strategies
|
||||
|
||||
If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
|
||||
|
|
@ -63,32 +64,32 @@ If the way the relationship between thoughts is shown in the ULT would be natura
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1.Use a connecting word (even if the ULT does not use one).
|
||||
1. Use a connecting word (even if the ULT does not use one).
|
||||
|
||||
* **Jesus said to them, “Come after me, and I will make you become fishers of men.” Immediately they left the nets and went after him.** (Mark 1:17-18 ULT)
|
||||
* **Jesus said to them, “Come after me, and I will make you become fishers of men.” Immediately they left the nets and went after him.** (Mark 1:17-18 ULT)
|
||||
|
||||
They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with “so:”
|
||||
They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with “so:”
|
||||
|
||||
* Jesus said to them, “Come after me, and I will make you become fishers of men.” <u>So</u> immediately they left the nets and went after him.
|
||||
> Jesus said to them, “Come after me, and I will make you become fishers of men.” <u>So</u> immediately they left the nets and went after him.
|
||||
|
||||
2.Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
|
||||
1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
|
||||
|
||||
* **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT)
|
||||
* **Therefore whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT)
|
||||
|
||||
Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this:
|
||||
Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this:
|
||||
|
||||
* Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
> Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
|
||||
* **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, <u>but</u> instead I went to Arabia and then returned to Damascus. <u>Then</u> after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.** (Galatians 1:16-18 ULT)
|
||||
* **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, <u>but</u> instead I went to Arabia and then returned to Damascus. <u>Then</u> after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.** (Galatians 1:16-18 ULT)
|
||||
|
||||
Some languages might not need the words “but” or “then” here. They might translate like this:
|
||||
Some languages might not need the words “but” or “then” here. They might translate like this:
|
||||
|
||||
* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
|
||||
> I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
|
||||
|
||||
3.Use a different connecting word.
|
||||
1. Use a different connecting word.
|
||||
|
||||
* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT)
|
||||
* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULT)
|
||||
|
||||
Instead of a word like “therefore,” a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word “but” is used here because of the contrast between the two groups of people. But in some languages, the word “but” would show that what comes after it is surprising because of what came before it. So “and” might be clearer for those languages. They might translate like this:
|
||||
Instead of a word like “therefore,” a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word “but” is used here because of the contrast between the two groups of people. But in some languages, the word “but” would show that what comes after it is surprising because of what came before it. So “and” might be clearer for those languages. They might translate like this:
|
||||
|
||||
* <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
> <u>Because of that</u>, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>And</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
|
|
|
|||
|
|
@ -13,7 +13,6 @@ The “AT:” indicates that this is an alternate translation. Some examples are
|
|||
|
||||
>it is the law of the Medes and Persians, that <u>no decree or statute that the king issues can be changed</u>. (Daniel 6:15 ULT)
|
||||
|
||||
|
||||
* **no decree…can be changed** - An additional sentence may be added here to aid in understanding. AT: “no decree…can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
|
||||
|
||||
The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit.
|
||||
|
|
@ -22,7 +21,6 @@ The additional sentence shows what the speaker wanted the king to understand fro
|
|||
|
||||
>to him who blasphemes against the Holy Spirit, <u>it will not be forgiven</u>. (Luke 12:10 ULT)
|
||||
|
||||
|
||||
* **it will not be forgiven** - This can be expressed with an active verb. AT: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” AT: “God will consider him guilty forever” (See: *Active Passive*)
|
||||
|
||||
This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
|
||||
|
|
@ -31,7 +29,6 @@ This Note provides an example of how translators can translate this passive sent
|
|||
|
||||
>Saul, Saul, <u>why are you persecuting me?</u> (Acts 9:4 ULT)
|
||||
|
||||
|
||||
* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (AT): “You are persecuting me!” or a command (AT): “Stop persecuting me!” (See: *Rhetorical Questions*)
|
||||
|
||||
The translation suggestion here provides an alternate way to translate (AT) the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.
|
||||
|
|
@ -31,7 +31,6 @@ This note alerts you to the beginning of a new part of a story and gives you a l
|
|||
|
||||
> <sup>17</sup>For he was one of us and received his share of the benefits of this ministry.” <sup>18</sup>(Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. <sup>19</sup>It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULT)
|
||||
|
||||
|
||||
* **Connecting Statement:** - Peter continues his speech to the believers that he began in *Acts 1:16*.
|
||||
|
||||
This note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
|
||||
|
|
@ -44,7 +43,6 @@ This note tells you that it is still Peter speaking in verse 17 so you can mark
|
|||
><sup>21</sup>But to Israel he says, “All the day long I reached out my hands
|
||||
>to a disobedient and resistant people.” (Romans 10:20-21 ULT)
|
||||
|
||||
|
||||
* **General Information:** - Here the words “I,” “me,” and “my” refer to God.
|
||||
|
||||
This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said.
|
||||
|
|
@ -53,7 +51,6 @@ This note lets you know who the pronouns refer to. You may need to add something
|
|||
|
||||
> <sup>26</sup>Now an angel of the Lord spoke to Philip and said, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This road is in a desert.) <sup>27</sup>He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. <sup>28</sup>He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT)
|
||||
|
||||
|
||||
* **General Information:** - This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*)
|
||||
|
||||
This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information.
|
||||
|
|
@ -50,7 +50,6 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
|
|||
* If you decide to use fractions and the measures in the ULT, simply translate the numbers and measures in the ULT.
|
||||
* If you decide to use decimals and the measures in the UST, simply translate the numbers and measures in the UST.
|
||||
|
||||
|
||||
1. If you decide to use decimals and the measures in the ULT, you will need to change the fractions in the ULT to decimals.
|
||||
1. If you decide to use fractions and the measures in the UST, you will need to change the decimals in the UST to fractions.
|
||||
|
||||
|
|
|
|||
Loading…
Reference in New Issue