Perry'sEdits3Q2019Process (#200)

process/process-manual/01.md

@@ -1,8 +1,8 @@
 
 ### Welcome
 
-The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion.  This guide will help a translation team from its initial setup to final publishing of translated and checked content.
+Welcome to Bible translation! We are pleased that you desire to translate God's message into the language of your people, whether this is through translaton of Bible stories or books of Scripture. This Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion.  This guide will help a translation team from its initial setup to final publishing of translated and checked content.
 
 ### Getting Started
 
-Translation is a complicated task and takes organization and a plan. There are many required steps to take a translation from an idea to completed, checked, distributed, and in use translation. The information in this Process Manual will help you know all of the necessary steps in the translation process.
+Translation is a very complex task that takes commitment, organization, and planning. There are many required steps to take a translation from an idea to a completed, checked, distributed, and in-use translation. The information in this Process Manual will help you to know all of the necessary steps in the translation process.

translate/figs-explicitinfo/01.md

@@ -35,7 +35,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver
 1. 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.
 
   * **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.**  (Judges 9:52 ESV)
-      * Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. Or <u>…to set it on fire</u>.
+      * Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to burn it</u>. (Or) <u>…to set it on fire</u>.
 
 In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information.
 
@@ -43,3 +43,9 @@ In English, it is clear that the action of this verse follows the action of the
       * The centurion <u>answered</u>, “Lord, I am not worthy that you should enter under my roof…”
 
 In English, the information that the centurion answered by speaking is included in the verb “answered,” so the verb “said” can be left implicit. You can test if the readers understood the implicit information by asking, “How did the centurion answer?” If they knew it was by speaking, then they have understood the implicit information.
+
+  * **And he opened his mouth and taught them, saying,** (Matthew 5:2 ULT)
+      * <u>He began to</u> teach them, saying, (Or) He taught them, saying,  
+
+In English, it would be very strange to include the information that Jesus opened his mouth when he spoke. That information is included in the verbs "taught" and "saying," so that phrase can be omitted and that information left implicit. However, "he opened his mouth" is an idiom that indicates the beginning of a speech, so that information may be included, or it may also be left implicit. 
+

translate/grammar-connect-logic-result/01.md

@@ -37,7 +37,8 @@ The **Result** is that Joshua circumcised the boys and men who had been born in
 If your language uses Reason-Result relationships in the same way as in the text, then use them as they are.
 
 1. If the order of the clauses is confusing for the reader, then change the order.
-2. If the relationship between the clauses is not clear, then use a more clear connecting word.
+2. If the relationship between the clauses is not clear, then use a more clear Connecting Word.
+3. If it is more clear to put a Connecting Word in the clause that does not have one, then do so.
 
 #### Examples of Translation Strategies Applied
 
@@ -48,9 +49,17 @@ If your language uses Reason-Result relationships in the same way as in the text
 > Blessed are the poor, **for** yours is the kingdom of God. (Luke 6:20 ULT)
 
 1. The kingdom of God belongs to you who are poor. **Therefore**, the poor are blessed. 
-2. “Blessed are the poor, **because** yours is the kingdom of God. 
+2. Blessed are the poor, **because** yours is the kingdom of God. 
+3. **The reason that** the poor are blessed **is because** yours is the kingdom of God.
 
 > Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24 ULT)
 
 1. Behold, the boat was covered with the waves **because** a great storm arose on the sea.
-2. Behold, a great storm arose on the sea, **with the result that** the boat was covered with the waves. 
+2. Behold, a great storm arose on the sea, **with the result that** the boat was covered with the waves.
+3. Behold, **because** a great storm arose on the sea, the boat was covered with the waves.
+
+> **Since** 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, **because** he could not tell anything because of all the noise.
+2. **Because** 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, **so** he ordered that Paul be brought into the fortress.

translate/grammar-connect-time-simultaneous/01.md

@@ -8,7 +8,7 @@ A simultaneous clause is a time relationship that connects two or more events th
 
 #### Reason this is a translation issue
 
-Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as while, as, and during. Often Scripture will not state a relationship between the events but simply say they occurred at the same time. It is important that translators know when a time relationship is implied and when it is not so that they can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-Result relationship.
+Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as "while," "as," and "during." Often Scripture will not state a relationship between the events but simply say they occurred at the same time. It is important that translators know when a time relationship is implied and when it is not so that they can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-Result relationship.
 
 #### Examples from OBS and the Bible
 
@@ -44,8 +44,12 @@ If the way that the Simultaneous Clauses are marked also is clear in your langua
 
 2. Now **while** the people were waiting for Zechariah, they were **also** wondering at his delay in the temple.
 
+3. Now the people were waiting for Zechariah, wondering at his delay in the temple.
+
 > And **while** they were looking intently into heaven **as** he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT)
 
 1. And **during the time** they were looking intently into heaven **while** he was going up, behold, two men stood by them in white clothing. 
 
 2. And **while** they were looking intently into heaven **as** he was going up, behold, **at that same time** two men stood by them in white clothing. 
+
+3. They were looking intently into heaven, he was going up, **when** they saw two men standing by them in white clothing.

translate/grammar-connect-words-phrases/01.md

@@ -1,43 +1,59 @@
+### Connecting Words and Phrases
 
-
-### Description
-
-**Connecting words** show how thoughts are related to other thoughts. They are also called **conjunctions**. This page is about connecting words that connect statements and groups of statements to others. Some examples of connecting words are: and, but, for, so, therefore, now, if, if only, since, then, when, while, whenever, because, yet, unless.
+We write our thoughts in phrases and sentences. Usually, we want to communicate a series of thoughts that are connected to each other in different ways. **Connecting Words and Phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the underlined Connecting Words:
 
 * It was raining, <u>so</u>  I opened my umbrella.
 * It was raining, <u>but</u>  I did not have an umbrella. <u>So</u> I got very wet.
 
-Sometimes people might not use a connecting word because they expect the readers to understand the relationship between the thoughts because of the context.
+Sometimes people might not use a Connecting Word because they expect the readers to understand the relationship between the thoughts because of the context. Some languages do not use Connecting Words as much as other languages do. They might say: 
 
 * It was raining. I did not have an umbrella. I got very wet.
 
-#### Reason this is a translation issue
+The translator will need to use the method that is most natural and clear in the target language. But in general, using Connecting Words whenever possible helps the reader to understand the ideas in the Bible most clearly. 
 
-* Translators need to understand the meaning of a connecting word in the Bible and the relationship between the thoughts it is connecting.
+#### Reasons this is a translation issue
+
+* Translators need to understand the relationship between sentences and parts of sentences in the Bible, and how Connecting Words and Phrases can help them to understand the relationship between the thoughts that it is connecting.
 * Each language has its own ways of showing how thoughts are related.
 * Translators need to know how to help their readers understand the relationship between the thoughts in a way that is natural in their language.
 
 #### Translation Principles
 
 * Translators need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
-* Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
+* Whether or not a Connecting Word is used is not as important as readers being able to understand the relationship between the ideas.
+
+#### The Different Types of Connections
+
+Listed below are different types of connections between ideas or events. These different types of connections can be indicated by using different Connecting Words. When we write or translate something, it is important to use the right Connecting Word so that these connections are clear for the reader. If you would like additional information simply click the colored word to be directed to a page containing definitions and examples for each type of connection.
+
+* [Sequential Clause](../grammar-connect-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
+* [Simultaneous Clause](../grammar-connect-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
+* [Background Clause](../grammar-connect-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
+* [Exceptional Relationship](../grammar-connect-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
+* [Hypothetical Condition](../grammar-connect-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
+* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true so that the condition is guaranteed to happen.
+* [Contrary to Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
+* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
+* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) - a logical relationship in which one event is the reason for the other event, which is the result. 
+* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
+
 
 ### Examples from the Bible
 
 >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)
 
-The word “but” introduces something that contrasts with what was said before. The contrast here is between what Paul did not do with what he did do. Here the word “then” introduces something Paul did after he returned to Damascus.
+The word “but” introduces something that **contrasts** with what was said before. The **contrast** here is between what Paul did not do with what he did do. The word “then” introduces a **sequence** of events. It introduces something that Paul did after he returned to Damascus.
 
 ><u>Therefore</u> 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)
 
-The word “Therefore” links this section with the section before it, signalling that the section that came before gave the reason for this section. “Therefore” usually links sections larger than one sentence. The word “and” links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word “But” contrasts what one group of people will be called in God’s kingdom with what another group of people will be called.
+The word “Therefore” links this section with the section before it, signalling that the section that came before gave the **reason** for this section. “Therefore” usually links sections larger than one sentence. The word “and” links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word “But” **contrasts** what one group of people will be called in God’s kingdom with what another group of people will be called.
 
 >We do not place a stumbling block in front of anyone, <u>for</u> we do not wish our ministry to be brought into disrepute. <u>Instead</u>, we prove ourselves by all our actions, that we are God’s servants. (2 Corinthians 6:3-4 ULT)
 
-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).
+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).
 
-
-### Translation Strategies
+### 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.
 
@@ -70,7 +86,3 @@ Some languages might not need the words “but” or “then” here.
 
 * **<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.
   * <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>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) - Instead of starting the first part of the sentence with “since,” some translators might prefer to start the second part of the sentence with “so” to show the same relationship.
-  * “The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress.”
-

translate/grammar-connect-words-phrases/title.md

@@ -0,0 +1 @@
+Connecting Words and Phrases

translate/grammar-connecting-words/01.md

@@ -1,14 +0,0 @@
-### Connecting Words
-
-Listed below are different types of connections between ideas or events. These different types of connections can be indicated by using different Connecting Words. When we write or translate something, it is important to use the right Connecting Word so that these connections are clear for the reader. If you would like additional information simply click the colored word to be directed to a page containing definitions and examples for each type of connection.
-
-* [Sequential Clause](../grammar-connecting-words-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
-* [Simultaneous Clause](../grammar-connect-words-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
-* [Background Clause](../grammar-connect-words-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
-* [Exceptional Relationship](../grammar-connect-words-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
-* [Hypothetical Condition](../grammar-connect-words-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
-* [Factual Condition](../grammar-connect-words-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true so that the condition is guaranteed to happen.
-* [Contrary to Fact Condition](../grammar-connect-words-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
-* [Goal Relationship](../grammar-connect-words-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
-* [Reason and Result Relationship](../grammar-connect-words-logic-result/01.md) - a logical relationship in which one event is the reason for the other event, which is the result. 
-* [Contrast Relationship](../grammar-connect-words-logic-contrast/01.md) – one item is being described as different or in opposition to another.

translate/grammar-connecting-words/title.md

@@ -1 +0,0 @@
-Connecting Words

translate/writing-connectingwords/sub-title.md

@@ -1 +0,0 @@
-What are connecting words for, and how do I translate them?

translate/writing-connectingwords/title.md

@@ -1 +0,0 @@
-Connecting Words