See in Reader
Standardized indentation of all bullets
This commit is contained in:
Richard Mahn
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@ -3,9 +3,9 @@
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As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community:
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1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people?
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1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?)
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1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community?
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1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?
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1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people?
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1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?)
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1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community?
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1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area?
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If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team.
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@ -17,9 +17,9 @@ The people doing the checking should follow these steps:
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1. Each of the checkers should read the translation (or listen to the recording) by himself, comparing it to the original Bible passage or story in the language of wider communication. It can be helpful for 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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* Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
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* Is there any part of the meaning that is left out of the translation?
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* Has the translation changed the meaning in any way?
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* Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
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* Is there any part of the meaning that is left out of the translation?
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* Has the translation changed the meaning in any way?
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1. The checker should make notes where he thinks there might be a problem or something to be improved. Each checker will discuss these notes with the translation team.
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@ -35,9 +35,10 @@ The people doing the checking should follow these steps:
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These questions can also be helpful for finding anything that might be inaccurate in the translation:
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* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation?
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* Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.)
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* Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
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* Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
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* Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding and still fit with the meaning of the source language translation?)
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, "who did what, when, where, how, and why." There are questions that have already been prepared to help with this. (To view the translationQuestions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation?
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* Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.)
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* Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?)
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* Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language?
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* Are the phrases used in the new translation helpful in understanding the more difficult phrases of the source translation? (Are the phrases of the new translation put together in a way that brings better understanding and still fit with the meaning of the source language translation?)
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, "who did what, when, where, how, and why." There are questions that have already been prepared to help with this. (To view the translationQuestions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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@ -3,8 +3,8 @@
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As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read.
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1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?)
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1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
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1. Has the translator used expressions, phrases, connectors, and spellings that will be recognized by most of the language community?
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1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?)
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1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?)
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1. Has the translator used expressions, phrases, connectors, and spellings that will be recognized by most of the language community?
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If there is something about the alphabet or spelling that is not right, make a note of that so that you can discuss it with the translation team.
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@ -5,8 +5,8 @@ The Church in each people group has the authority to decide for themselves what
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This model proposes a three-tiered approach to affirming the quality of a translation, designed to reflect three general levels of Church authority within a people group:
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* [Authority Level 1](../authority-level1/01.md): Determined by the Church-based translation team
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* [Authority Level 2](../authority-level2/01.md): Determined by the agreement of pastors/elders who are members of different Church networks in the language group, and tested with the language community
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* [Authority Level 3](../authority-level3/01.md): Determined by the leadership of Church networks with a presence in the people group that speaks the language
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* [Authority Level 1](../authority-level1/01.md): Determined by the Church-based translation team
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* [Authority Level 2](../authority-level2/01.md): Determined by the agreement of pastors/elders who are members of different Church networks in the language group, and tested with the language community
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* [Authority Level 3](../authority-level3/01.md): Determined by the leadership of Church networks with a presence in the people group that speaks the language
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The process for checking a translation will be described in the modules under the heading "Checking Process."
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@ -5,11 +5,12 @@ After the translation has been checked by community members for clarity, it will
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These reviewers should follow these steps:
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1. Read the [Translation Guidelines](../../intro/translation-guidelines/01.md) to make sure that the translation is in agreement with both of those as they review the translation.
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1. Answer the questions about the translator or translation team that are located at [Translator Qualifications](../../translate/qualifications/01.md).
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1. Verify that the translation has been done in a style that is acceptable to the intended audience by asking the questions at [Acceptable Style](../acceptable/01.md).
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1. Verify that the translation accurately communicates the meaning of the source text by following the guidelines at [Accuracy Check](../accuracy-check/01.md).
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1. Verify that the translation is complete by following the guidelines at [Complete Translation](../complete/01.md).
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1. After you have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem. Discuss with the translation team how they might adjust the translation in order to fix the problems. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
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1. Meet again with the translation team to verify that they have fixed the problems.
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1. Affirm that the translation is good. See [Level 2 Affirmation](../good/01.md) to do that on the Level Two Affirmation page.
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1. Read the [Translation Guidelines](../../intro/translation-guidelines/01.md) to make sure that the translation is in agreement with both of those as they review the translation.
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1. Answer the questions about the translator or translation team that are located at [Translator Qualifications](../../translate/qualifications/01.md).
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1. Verify that the translation has been done in a style that is acceptable to the intended audience by asking the questions at [Acceptable Style](../acceptable/01.md).
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1. Verify that the translation accurately communicates the meaning of the source text by following the guidelines at [Accuracy Check](../accuracy-check/01.md).
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1. Verify that the translation is complete by following the guidelines at [Complete Translation](../complete/01.md).
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1. After you have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem. Discuss with the translation team how they might adjust the translation in order to fix the problems. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
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1. Meet again with the translation team to verify that they have fixed the problems.
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1. Affirm that the translation is good. See [Level 2 Affirmation](../good/01.md) to do that on the Level Two Affirmation page.
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Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time.
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1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?)
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1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?)
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1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?)
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1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?)
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1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?)
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1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?)
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Additional help:
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* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear.
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* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
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* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear.
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* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
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@ -1,23 +1,26 @@
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We, the members of the translation team, affirm that we have checked the translation with members of the language community.
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* We have checked the translation with old people and young people, and with men and women.
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* We used the translationQuestions when we checked the translation with the community.
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* We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well.
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* We have checked the translation with old people and young people, and with men and women.
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* We used the translationQuestions when we checked the translation with the community.
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* We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well.
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Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural.
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* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
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* List a few passages where the community feedback was helpful. How did you change these passages to make them clearer?
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<br>
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<br>
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<br>
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* 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.
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* 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.
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<br>
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<br>
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<br>
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* 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?)
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* 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?)
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<br>
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<br>
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<br>
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The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions:
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1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated?
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1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete.
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1. Are there places in the translation where something seems to be left out, or there seems to be a different message than is found in the source language translation? (The wording and the order can be different, but the language that the translator used should give the same message as the source language translation.)
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1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated?
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1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete.
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1. Are there places in the translation where something seems to be left out, or there seems to be a different message than is found in the source language translation? (The wording and the order can be different, but the language that the translator used should give the same message as the source language translation.)
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If there is a place where the translation is not complete, make a note of that so that you can discuss it with the translation team.
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@ -5,9 +5,9 @@ There are checks that you can do before, during, and after translation of a book
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The translation team should make decisions about the following issues before you start to translate.
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1. Alphabet (see [Appropriate Alphabet](../alphabet/01.md))
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1. Spelling (see [Consistent Spelling](../spelling/01.md))
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1. Punctuation (see [Consistent Punctuation](../punctuation/01.md))
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1. Alphabet (see [Appropriate Alphabet](../alphabet/01.md))
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1. Spelling (see [Consistent Spelling](../spelling/01.md))
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1. Punctuation (see [Consistent Punctuation](../punctuation/01.md))
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### While Translating
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After finishing a book, you can check to make sure that all the verses are there, and you can decide on section headings. It is also helpful to write down ideas for section headings as you translate.
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1. Versification (see [Complete Versification](../verses/01.md))
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1. Section Headings (see [Section Headings](../headings/01.md))
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1. Versification (see [Complete Versification](../verses/01.md))
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1. Section Headings (see [Section Headings](../headings/01.md))
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We, as church leaders in our language community, affirm the following:
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1. The translation conforms to the Statement of Faith and Translation Guidelines.
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1. The translation is accurate and clear in the target language.
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1. The translation uses an acceptable style of the language.
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1. The translation uses an appropriate alphabet and system of spelling.
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1. The community approves of the translation.
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1. The community evaluation form has been completed.
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1. The translation conforms to the Statement of Faith and Translation Guidelines.
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1. The translation is accurate and clear in the target language.
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1. The translation uses an acceptable style of the language.
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1. The translation uses an appropriate alphabet and system of spelling.
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1. The community approves of the translation.
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1. The community evaluation form has been completed.
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If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers.
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Names and positions of the level 2 checkers:
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* Name:
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* Name:
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* Position:
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* Name:
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* Name:
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* Position:
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* Name:
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* Name:
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* Position:
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* Name:
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* Name:
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* Position:
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* Name:
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* Name:
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* Position:
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* Name:
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* Position:
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* Name:
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* Position:
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There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12:
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* Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
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* Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
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* Topical reference: "Cure of a paralytic." This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
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* Question: "Does Jesus have authority to heal and forgive sins?" This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
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* "About" comment: "About Jesus healing a paralyzed man." This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
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* Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence.
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* Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows.
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* Topical reference: "Cure of a paralytic." This tries to be very short, only giving a label of a few words. This might save space, but it is probably only useful for people who already know the Bible well.
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* Question: "Does Jesus have authority to heal and forgive sins?" This one creates a question that the information in the section answers. People who have a lot of questions about the Bible may find this especially helpful.
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* "About" comment: "About Jesus healing a paralyzed man." This one makes it explicit that it is trying to tell you what the section is about. This may be the one that makes it easiest to see that the heading is not a part of the words of scripture.
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As you can see, it is possible to make many different kinds of section headings, but they all have the same purpose. They all give the reader information about the main topic of the section of the Bible that follows. Some are shorter, and some are longer. Some give just a little information, and some give more. You may want to experiment with the different kinds, and ask people which kind they think is most helpful for them.
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### How to do a translationWord Check
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* Make a list of the translationWords in the story or Bible passage that you translate, along with the term that you choose for it in the target language. It is best if you can do this on a chart so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the chart so that you can all use the same words or phrases in your translation.
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* Use the list of words and definitions in the translationWords section of Door43 or translationStudio to help you to make a list of these words and to understand what they mean.
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* Each time the translationWord occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the translationWord that includes all of the meanings, such as using a longer phrase.
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* When you have decided that you need to use different target language words or phrases to translate one source language translationWord in different contexts, then make a new line on the chart for each different way that you are translating the source translationWord. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this chart with everyone on the translation team so that they can choose the right translation for the source translationWord in the context that they are translating.
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* Make a list of the translationWords in the story or Bible passage that you translate, along with the term that you choose for it in the target language. It is best if you can do this on a chart so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the chart so that you can all use the same words or phrases in your translation.
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* Use the list of words and definitions in the translationWords section of Door43 or translationStudio to help you to make a list of these words and to understand what they mean.
|
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* Each time the translationWord occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the translationWord that includes all of the meanings, such as using a longer phrase.
|
||||
* When you have decided that you need to use different target language words or phrases to translate one source language translationWord in different contexts, then make a new line on the chart for each different way that you are translating the source translationWord. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this chart with everyone on the translation team so that they can choose the right translation for the source translationWord in the context that they are translating.
|
||||
|
||||
|
|
|
|||
|
|
@ -19,9 +19,9 @@ This checking scale helps to show the extent to which the accuracy and clarity o
|
|||
|
||||
There are three checking levels:
|
||||
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level Two - Affirmation by Community](../level2/01.md)
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md).
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level Two - Affirmation by Community](../level2/01.md)
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md).
|
||||
|
||||
Any translation that has not yet been checked to Level One is considered to have not been checked and is assigned no checking status.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,10 +3,10 @@
|
|||
|
||||
Here are some important tips to remember when working with Checking Levels:
|
||||
|
||||
* Only translations that have reached Checking Level One or higher will be made available on the unfoldingWord website and the unfoldingWord mobile app. (see http://ufw.io/content/)
|
||||
* Only translations that have reached Checking Level Three will be approved as source texts for other translations.
|
||||
* When a checking level has been completed and all appropriate edits have been made to the translation on door43, the checkers will inform unfoldingWord of the details of the check, including who did the checking and their title or qualifications as a translation checker. unfoldingWord will then harvest a copy of what is on door43, digitally publish a static copy of it on the unfoldingWord website (see https://unfoldingword.org ) and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on door43, allowing for future checking and editing.
|
||||
* For *Open Bible Stories* projects: Only *Open Bible Stories* translations that have been made from version 3.0 or higher of the English source text are eligible to be checked to Level One (or higher). Translations made from versions before 3.0 must be updated before proceeding with Checking Levels. (see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md))
|
||||
* Only translations that have reached Checking Level One or higher will be made available on the unfoldingWord website and the unfoldingWord mobile app. (see http://ufw.io/content/)
|
||||
* Only translations that have reached Checking Level Three will be approved as source texts for other translations.
|
||||
* When a checking level has been completed and all appropriate edits have been made to the translation on door43, the checkers will inform unfoldingWord of the details of the check, including who did the checking and their title or qualifications as a translation checker. unfoldingWord will then harvest a copy of what is on door43, digitally publish a static copy of it on the unfoldingWord website (see https://unfoldingword.org ) and make it available on the unfoldingWord mobile app. A print-ready PDF will also be produced and made available for download. It will continue to be possible to change the checked version on door43, allowing for future checking and editing.
|
||||
* For *Open Bible Stories* projects: Only *Open Bible Stories* translations that have been made from version 3.0 or higher of the English source text are eligible to be checked to Level One (or higher). Translations made from versions before 3.0 must be updated before proceeding with Checking Levels. (see [Source Texts and Version Numbers](../../translate/translate-source-version/01.md))
|
||||
|
||||
### The Checking Levels
|
||||
|
||||
|
|
@ -14,9 +14,9 @@ The strategy for quality assurance of unfoldingWord content, including *Open Bib
|
|||
|
||||
The three-level checking scale we use is dependent on the unfoldingWord [Translation Guidelines](../../intro/translation-guidelines/01.md). All translated content is compared against the theology of the Statement of Faith and against the procedures and methodologies of the Translation Guidelines. With these documents forming the foundation, these are the three levels of checking used in the unfoldingWord project:
|
||||
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level Two - Affirmation by Community](../level2/01.md)
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md)
|
||||
* [Checking Level One - Affirmation by Translation Team](../level1/01.md)
|
||||
* [Checking Level Two - Affirmation by Community](../level2/01.md)
|
||||
* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md)
|
||||
|
||||
### Checking the Checkers
|
||||
|
||||
|
|
|
|||
|
|
@ -23,4 +23,5 @@ To use these questions, follow these steps:
|
|||
|
||||
7. Repeat this process with each story or Bible chapter until members of the language community can answer the questions well, showing that the translation is communicating the right information clearly. The translation is ready for the church check of level 2 when language community members who have not heard the translation before can answer the questions correctly.
|
||||
|
||||
8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
|
||||
8. Go to the Community Evaluation page and answer the questions there. (see [Language Community Evaluation Questions](../community-evaluation/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -3,21 +3,22 @@
|
|||
|
||||
We, the members of the translation team, affirm that we have completed the steps below for level 1 checking:
|
||||
|
||||
* Initial study of the text, using:
|
||||
* Initial study of the text, using:
|
||||
* The translationNotes
|
||||
* The definitions of translationWords
|
||||
* Individual blind drafting
|
||||
* Individual self check
|
||||
* Peer check
|
||||
* Key word check as a team
|
||||
* Verse-by-verse accuracy check as a team
|
||||
* Final editing, including everything learned from the earlier editing sessions, the translationNotes, and the definitions of translationWords
|
||||
* Individual blind drafting
|
||||
* Individual self check
|
||||
* Peer check
|
||||
* Key word check as a team
|
||||
* Verse-by-verse accuracy check as a team
|
||||
* Final editing, including everything learned from the earlier editing sessions, the translationNotes, and the definitions of translationWords
|
||||
|
||||
Names of translation team members:
|
||||
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
* Name or pseudonym:
|
||||
|
||||
|
|
|
|||
|
|
@ -9,14 +9,14 @@ For the purposes of the unfoldingWord project, translations of Bible texts and b
|
|||
|
||||
These are the steps that the translation team must follow in order to achieve Checking Level One:
|
||||
|
||||
1. **Contact.** Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
|
||||
1. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
|
||||
1. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
|
||||
1. **Draft.** Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
|
||||
1. **Self Check**. For instructions on how to do a Self Check of your draft translation, see [Self Check](../self-check/01.md).
|
||||
1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
|
||||
1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
|
||||
1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md).
|
||||
1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One.
|
||||
1. **Contact.** Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
|
||||
1. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
|
||||
1. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
|
||||
1. **Draft.** Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
|
||||
1. **Self Check**. For instructions on how to do a Self Check of your draft translation, see [Self Check](../self-check/01.md).
|
||||
1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
|
||||
1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
|
||||
1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md).
|
||||
1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One.
|
||||
|
||||
(For instructions on how to affirm completion of Level One, see [Level 1 Affirmation](../level1-affirm/01.md).)
|
||||
|
|
@ -5,7 +5,7 @@ The purpose of Level Two checking is to verify that representative groups from t
|
|||
|
||||
Level Two checking will be done in two ways:
|
||||
|
||||
1. **Language Community Check**. The translation will be checked by members of the language community to make sure that it is clear, natural, and understandable. For the steps to follow to do the Language Community Check, see [Language Community Check](../language-community-check/01.md).
|
||||
1. **Church Leader Check**. The translation will be checked by a group of church leaders from the language community to make sure that it is accurate. For the steps to follow to do the Church Leader Check, see [Church Leader Check](../church-leader-check/01.md).
|
||||
1. **Language Community Check**. The translation will be checked by members of the language community to make sure that it is clear, natural, and understandable. For the steps to follow to do the Language Community Check, see [Language Community Check](../language-community-check/01.md).
|
||||
1. **Church Leader Check**. The translation will be checked by a group of church leaders from the language community to make sure that it is accurate. For the steps to follow to do the Church Leader Check, see [Church Leader Check](../church-leader-check/01.md).
|
||||
|
||||
Once this has been done, this work needs to be affirmed (see [Level 2 Affirmation](../good/01.md)).
|
||||
|
|
@ -3,10 +3,10 @@
|
|||
|
||||
I, as a representative of the *<u>fill in name of church network or Bible translation organization</u>* Church Network or Bible translation organization serving the *<u>fill in the name of the language community</u>* language community, approve of the translation, and affirm the following:
|
||||
|
||||
1. The translation conforms to the Statement of Faith and Translation Guidelines.
|
||||
1. The translation is accurate and clear in the target language.
|
||||
1. The translation uses an acceptable style of the language.
|
||||
1. The community approves of the translation.
|
||||
1. The translation conforms to the Statement of Faith and Translation Guidelines.
|
||||
1. The translation is accurate and clear in the target language.
|
||||
1. The translation uses an acceptable style of the language.
|
||||
1. The community approves of the translation.
|
||||
|
||||
If any problems remain unresolved after meeting with the translation team a second time, please make note of them here.
|
||||
|
||||
|
|
|
|||
|
|
@ -9,25 +9,27 @@ Keep in mind that the goal of the translation team is to express the meaning of
|
|||
|
||||
Also keep in mind that the translators may have included information that the original audience would have understood from the original message, but that the original author did not state explicitly. When this information is necessary for the target audience to understand the text, it is good to include it explicitly. For more about this, see [Implicit and Explicit Information](../../translate/figs-explicit/01.md).
|
||||
|
||||
1. Does the translation conform to the Statement of Faith and Translation Guidelines?
|
||||
1. Did the translation team show a good understanding of the source language as well as the target language and culture?
|
||||
1. Does the language community affirm that the translation speaks in a clear and natural way in their language?
|
||||
1. Which of the following translation styles did the translators appear to follow?
|
||||
1. word-by-word translation, staying very close to the form of the source translation
|
||||
1. phrase by phrase translation, using natural language phrase structures
|
||||
1. meaning-focused translation, aiming for a freedom of local language expression
|
||||
1. Do the community leaders feel that the style that the translators followed (as identified in question 4) is appropriate for the community?
|
||||
1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
|
||||
1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
|
||||
1. In these difficult passages, do the community leaders feel that the translator has used language that communicates the same message that is in the source text?
|
||||
1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer "no," please answer the second group of questions below.
|
||||
1. Does the translation conform to the Statement of Faith and Translation Guidelines?
|
||||
1. Did the translation team show a good understanding of the source language as well as the target language and culture?
|
||||
1. Does the language community affirm that the translation speaks in a clear and natural way in their language?
|
||||
1. Which of the following translation styles did the translators appear to follow?
|
||||
|
||||
1. word-by-word translation, staying very close to the form of the source translation
|
||||
1. phrase by phrase translation, using natural language phrase structures
|
||||
1. meaning-focused translation, aiming for a freedom of local language expression
|
||||
|
||||
1. Do the community leaders feel that the style that the translators followed (as identified in question 4) is appropriate for the community?
|
||||
1. Do the community leaders feel that the dialect that the translators used is the best one to communicate to the wider language community? For example, have the translators used expressions, phrase connectors, and spellings that will be recognized by most people in the language community?
|
||||
1. As you read the translation, think about cultural issues in the local community that might make some passages in the book difficult to translate. Has the translation team translated these passages in a way that makes the message of the source text clear, and avoids any misunderstanding that people might have because of the cultural issue?
|
||||
1. In these difficult passages, do the community leaders feel that the translator has used language that communicates the same message that is in the source text?
|
||||
1. In your judgment, does the translation communicate the same message as the source text? If any part of the translation causes you to answer "no," please answer the second group of questions below.
|
||||
|
||||
If you answer "yes" to any of the questions in this second group, please explain in more detail so that the translation team can know what the specific problem is, what part of the text needs correction, and how you would like them to correct it.
|
||||
|
||||
1. Are there any doctrinal errors in the translation?
|
||||
1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community?
|
||||
1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).)
|
||||
1. Did the translation team leave out information or ideas that were part of the message in the source text?
|
||||
1. Are there any doctrinal errors in the translation?
|
||||
1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community?
|
||||
1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).)
|
||||
1. Did the translation team leave out information or ideas that were part of the message in the source text?
|
||||
|
||||
If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,12 +3,13 @@
|
|||
|
||||
As well as asking questions, there are other checking methods that you may also use to ensure that the translation is easy to read and sounds natural to the listeners. Here are some other methods that you may like to try:
|
||||
|
||||
* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
|
||||
* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
|
||||
|
||||
* **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
|
||||
* **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
|
||||
|
||||
* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear.
|
||||
* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear.
|
||||
|
||||
* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments.
|
||||
* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments.
|
||||
|
||||
* **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
|
||||
|
||||
* **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer.
|
||||
|
|
@ -1,6 +1,7 @@
|
|||
|
||||
### How to do a Peer Check
|
||||
|
||||
* Give your translation to a member of the translation team who did not work on this passage. Have that person go through all of the same steps of the Self Check, making note of any places that need fixing.
|
||||
* Review the translation together and fix those places.
|
||||
* Read the revised translation out loud to this person and fix anything that does not sound like it is the way that someone from your community would say it.
|
||||
* Give your translation to a member of the translation team who did not work on this passage. Have that person go through all of the same steps of the Self Check, making note of any places that need fixing.
|
||||
* Review the translation together and fix those places.
|
||||
* Read the revised translation out loud to this person and fix anything that does not sound like it is the way that someone from your community would say it.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,7 @@
|
|||
|
||||
### How to do a Self-Check
|
||||
|
||||
* If you have followed the guidelines for making a [First Draft](../../translate/first-draft/01.md) translation, then you made your first translation of a passage by studying the source text, and then you wrote it down while you were not looking at the source text. After you have translated a passage in this way, do a self-check by looking again at the source text and comparing it to your translation. Make sure that it says all the parts of the message of the source text and does not leave out anything. If some part of the message was missing, put it in your translation at the point where it fits best in your language.
|
||||
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
|
||||
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
|
||||
* If you have followed the guidelines for making a [First Draft](../../translate/first-draft/01.md) translation, then you made your first translation of a passage by studying the source text, and then you wrote it down while you were not looking at the source text. After you have translated a passage in this way, do a self-check by looking again at the source text and comparing it to your translation. Make sure that it says all the parts of the message of the source text and does not leave out anything. If some part of the message was missing, put it in your translation at the point where it fits best in your language.
|
||||
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
|
||||
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,9 +3,9 @@ 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 to not include those verses, or included 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 UDB does this sometimes, and on rare occasions, also the ULB. 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 to not include those verses, or included 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 UDB does this sometimes, and on rare occasions, also the ULB. 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
|
||||
|
||||
|
|
|
|||
|
|
@ -3,6 +3,7 @@
|
|||
|
||||
To do a good back translation, the person must have three qualifications.
|
||||
|
||||
1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well.
|
||||
1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
|
||||
1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
|
||||
1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well.
|
||||
1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
|
||||
1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,17 +3,17 @@
|
|||
|
||||
#### Before Checking
|
||||
|
||||
1. Find out ahead of time which set of stories or which Bible passage you will be checking.
|
||||
1. Read the passage in several versions in any languages you understand, including the original languages, if possible.
|
||||
1. Read the passage in the ULB and UDB, and read the Notes and translationWords.
|
||||
1. Make note of any parts that you think might be difficult to translate.
|
||||
1. Research these passages in translation helps and commentaries, making notes about what you discover.
|
||||
1. Find out ahead of time which set of stories or which Bible passage you will be checking.
|
||||
1. Read the passage in several versions in any languages you understand, including the original languages, if possible.
|
||||
1. Read the passage in the ULB and UDB, and read the Notes and translationWords.
|
||||
1. Make note of any parts that you think might be difficult to translate.
|
||||
1. Research these passages in translation helps and commentaries, making notes about what you discover.
|
||||
|
||||
#### While Checking
|
||||
|
||||
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
|
||||
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
|
||||
1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
|
||||
1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
|
||||
1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
|
||||
1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
|
||||
|
||||
#### Checking the Translation Directly
|
||||
|
||||
|
|
@ -23,10 +23,10 @@ If you speak the target language, then you can read or hear the translation and
|
|||
|
||||
If you do not speak the target language, you will need to work from a back translation in a language that you do understand. This can be written separately from the translation, or it can be written as an interlinear, that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation.
|
||||
|
||||
1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
|
||||
1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation.
|
||||
1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected.
|
||||
1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation.
|
||||
1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas.
|
||||
1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation.
|
||||
1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected.
|
||||
1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation.
|
||||
|
||||
#### Using an Oral Back Translation
|
||||
|
||||
|
|
@ -36,8 +36,8 @@ If there is no written back translation, then have someone who knows the target
|
|||
|
||||
Some questions will need to be set aside for later, after the checking session. Be sure to plan a time to meet again to discuss the answers to these questions. These will be:
|
||||
|
||||
1. Questions that you or someone else will need to research, usually something about the biblical text that you will need to find out, such as more exact meanings of biblical words or phrases, or the relationship between biblical people or the nature of biblical places.
|
||||
1. Questions to ask other speakers of the target language. These would be to make sure that certain phrases are communicating correctly, or to research the cultural background of certain terms in the target language. These are questions that the translation team may need to ask of people when they return to their community.
|
||||
1. Questions that you or someone else will need to research, usually something about the biblical text that you will need to find out, such as more exact meanings of biblical words or phrases, or the relationship between biblical people or the nature of biblical places.
|
||||
1. Questions to ask other speakers of the target language. These would be to make sure that certain phrases are communicating correctly, or to research the cultural background of certain terms in the target language. These are questions that the translation team may need to ask of people when they return to their community.
|
||||
|
||||
### Key Words
|
||||
|
||||
|
|
|
|||
|
|
@ -2,17 +2,19 @@
|
|||
### Types of things to check
|
||||
|
||||
|
||||
1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
|
||||
1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
|
||||
|
||||
1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
|
||||
1. Check for anything that appears to be missing, that was a part of the meaning of the source text but was not included in the translation.
|
||||
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 for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." 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 to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
|
||||
1. Check figures of speech. Where there is a figure of speech in the Bible text, 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 Bible text.
|
||||
1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
|
||||
1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.
|
||||
1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing.
|
||||
1. Check anything that you think might be especially difficult to understand or translate in the passage.
|
||||
|
||||
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 for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." 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 to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts.
|
||||
1. Check figures of speech. Where there is a figure of speech in the Bible text, 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 Bible text.
|
||||
1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words.
|
||||
1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful.
|
||||
1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing.
|
||||
1. Check anything that you think might be especially difficult to understand or translate in the passage.
|
||||
|
||||
After checking all of these things and making corrections, have the translation team read the passage out loud again to each other or to other members of their community to make sure that everything still flows in a natural way and uses the right connectors. If a correction made something sound unnatural, they will need to make additional adjustments to the translation. This process of testing and revision should repeat until the translation communicates clearly and naturally in the target language.
|
||||
|
|
@ -4,9 +4,11 @@
|
|||
There are several resources available for finding answers to questions:
|
||||
|
||||
* **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
|
||||
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
|
||||
* [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 practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
|
||||
* [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 practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
|
||||
* **Helpdesk** - email <help@door43.org> with your questions
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -12,8 +12,8 @@ This is a human-readable summary of (and not a substitute for) the [license](htt
|
|||
|
||||
#### You are free to:
|
||||
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
|
||||
for any purpose, even commercially.
|
||||
|
||||
|
|
@ -21,8 +21,8 @@ The licensor cannot revoke these freedoms as long as you follow the license term
|
|||
|
||||
#### Under the following conditions:
|
||||
|
||||
* **Attribution** — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
|
||||
* **ShareAlike** — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
|
||||
* **Attribution** — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
|
||||
* **ShareAlike** — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
|
||||
|
||||
**No additional restrictions** — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
|
||||
|
||||
|
|
@ -44,9 +44,9 @@ Contributors to projects on Door43 agree that **the attribution that occurs auto
|
|||
|
||||
Source texts may only be used if they have one of the following licenses:
|
||||
|
||||
* **[CC0 Public Domain Dedication (CC0)]( http://creativecommons.org/publicdomain/zero/1.0/)**
|
||||
* **[CC Attribution (CC BY)](http://creativecommons.org/licenses/by/3.0/)**
|
||||
* **[CC Attribution-ShareAlike (CC BY-SA)](http://creativecommons.org/licenses/by-sa/4.0/)**
|
||||
* **[Free Translate License](http://ufw.io/freetranslate/)**
|
||||
* **[CC0 Public Domain Dedication (CC0)]( http://creativecommons.org/publicdomain/zero/1.0/)**
|
||||
* **[CC Attribution (CC BY)](http://creativecommons.org/licenses/by/3.0/)**
|
||||
* **[CC Attribution-ShareAlike (CC BY-SA)](http://creativecommons.org/licenses/by-sa/4.0/)**
|
||||
* **[Free Translate License](http://ufw.io/freetranslate/)**
|
||||
|
||||
See [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) for more information.
|
||||
|
|
@ -9,27 +9,27 @@ We believe that Christian belief can and should be divided into **essential beli
|
|||
|
||||
Essential beliefs are what define a follower of Jesus Christ and can never be compromised or ignored.
|
||||
|
||||
* We believe the Bible to be the only inspired, inerrant, sufficient, authoritative Word of God.
|
||||
* We believe the Bible to be the only inspired, inerrant, sufficient, authoritative Word of God.
|
||||
|
||||
* We believe that there is one God, eternally existent in three persons: God the Father, Jesus Christ the Son and the Holy Spirit.
|
||||
* We believe that there is one God, eternally existent in three persons: God the Father, Jesus Christ the Son and the Holy Spirit.
|
||||
|
||||
* We believe in the deity of Jesus Christ.
|
||||
* We believe in the deity of Jesus Christ.
|
||||
|
||||
* We believe in the humanity of Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father.
|
||||
* We believe in the humanity of Jesus Christ, in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father.
|
||||
|
||||
* We believe that every person is inherently sinful and so is deserving of eternal hell.
|
||||
* We believe that every person is inherently sinful and so is deserving of eternal hell.
|
||||
|
||||
* We believe that salvation from sin is a gift of God, provided through the sacrificial death and resurrection of Jesus Christ, attained by grace through faith, not by works.
|
||||
* We believe that salvation from sin is a gift of God, provided through the sacrificial death and resurrection of Jesus Christ, attained by grace through faith, not by works.
|
||||
|
||||
* We believe that true faith is always accompanied by repentance and regeneration by the Holy Spirit.
|
||||
* We believe that true faith is always accompanied by repentance and regeneration by the Holy Spirit.
|
||||
|
||||
* We believe in the present ministry of the Holy Spirit by whose indwelling the follower of Jesus Christ is enabled to live a godly life.
|
||||
* We believe in the present ministry of the Holy Spirit by whose indwelling the follower of Jesus Christ is enabled to live a godly life.
|
||||
|
||||
* We believe in the spiritual unity of all believers in the Lord Jesus Christ, from all nations and languages and people groups.
|
||||
* We believe in the spiritual unity of all believers in the Lord Jesus Christ, from all nations and languages and people groups.
|
||||
|
||||
* We believe in the personal and physical return of Jesus Christ.
|
||||
* We believe in the personal and physical return of Jesus Christ.
|
||||
|
||||
* We believe in the resurrection of both the saved and the lost; the unsaved will be resurrected to eternal damnation in hell and the saved will be resurrected to eternal blessing in heaven with God.
|
||||
* We believe in the resurrection of both the saved and the lost; the unsaved will be resurrected to eternal damnation in hell and the saved will be resurrected to eternal blessing in heaven with God.
|
||||
|
||||
|
||||
#### Peripheral beliefs
|
||||
|
|
|
|||
|
|
@ -5,8 +5,10 @@ The "translationAcademy" is intended to enable anyone, anywhere to equip themsel
|
|||
|
||||
translationAcademy contains the following sections:
|
||||
|
||||
* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
|
||||
* [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 practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
|
||||
* [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 practical translation helps
|
||||
* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
|
||||
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,13 +3,13 @@
|
|||
|
||||
*The following statement on the principles and procedures used in translation is subscribed to by all member organizations of and contributors to the unfoldingWord project (see https://unfoldingword.org). All translation activities are carried out according to these common guidelines.*
|
||||
|
||||
1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
|
||||
1. **Clear** — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
|
||||
1. **Natural** — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
|
||||
1. **Faithful** — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
|
||||
1. **Authoritative** — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
|
||||
1. **Historical** — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
|
||||
1. **Equal** — Communicate the same intent as the source text, including expressions of feeling and attitudes. As much as possible, maintain the different kinds of literature in the original text, including narrative, poetry, exhortation, and prophecy, representing them with corresponding forms that communicate in a similar way in your language. (see [Create Equal Translations](../../translate/guidelines-equal/01.md))
|
||||
1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
|
||||
1. **Clear** — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
|
||||
1. **Natural** — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
|
||||
1. **Faithful** — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
|
||||
1. **Authoritative** — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
|
||||
1. **Historical** — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
|
||||
1. **Equal** — Communicate the same intent as the source text, including expressions of feeling and attitudes. As much as possible, maintain the different kinds of literature in the original text, including narrative, poetry, exhortation, and prophecy, representing them with corresponding forms that communicate in a similar way in your language. (see [Create Equal Translations](../../translate/guidelines-equal/01.md))
|
||||
|
||||
### Identifying and Managing Translation Quality
|
||||
|
||||
|
|
@ -17,10 +17,11 @@ 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. **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))
|
||||
|
||||
We also recommend that the translation work be:
|
||||
|
||||
1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
|
||||
1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
|
||||
1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
|
||||
1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -17,11 +17,11 @@ Understanding the Word of God in one's heart language is important:
|
|||
|
||||
How do we accomplish the goal of **unrestricted biblical content in every language**?
|
||||
|
||||
* [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded 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
|
||||
* [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded 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?
|
||||
|
||||
|
|
@ -40,3 +40,5 @@ How do we accomplish the goal of **unrestricted biblical content in every langua
|
|||
* **translationCore** - a program that enables comprehensive checking of Bible translations (see http://ufw.io/tc/).
|
||||
|
||||
* **Training** - We create resources to train mother tongue translation teams. translationAcademy (this resource) is our primary training tool. We also have audio recording and training resources. See http://ufw.io/training/ for a complete list of training materials.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -8,4 +8,5 @@ From your Door43 project page you can:
|
|||
* See the web version of your project with default formatting
|
||||
* Download documents of your project (like a PDF)
|
||||
* Get the links to the source files (USFM or Markdown) for your project
|
||||
* Interact with others about your project
|
||||
* Interact with others about your project
|
||||
|
||||
|
|
|
|||
|
|
@ -7,8 +7,8 @@ Content is worthless unless it is disseminated and used. One advantage of using
|
|||
|
||||
The biggest factor that encourages distribution of content is the [Open License](../../intro/open-license/01.md) that is used for all content on Door43. This license gives everybody the freedom they need to:
|
||||
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
* **Share** — copy and redistribute the material in any medium or format
|
||||
* **Adapt** — remix, transform, and build upon the material
|
||||
|
||||
for any purpose, even commercially.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,13 +5,14 @@ It is recommended that you consult the [Translation Manual](../../translate/tran
|
|||
|
||||
Some important subjects that must be learned before starting a translation project:
|
||||
|
||||
* [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
|
||||
* [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 include:
|
||||
|
||||
* [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
|
||||
* [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
|
||||
|
||||
|
|
|
|||
|
|
@ -21,4 +21,5 @@ There are many decisions the translation team will have to make, many of them ri
|
|||
* [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
|
||||
* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
|
||||
|
||||
|
|
|
|||
|
|
@ -15,6 +15,7 @@ After the first-use screen, you will be brought to the Home screen where you can
|
|||
|
||||
### After Using tS
|
||||
|
||||
1. We strongly recommend that your translation be checked (see [Training Before Checking Begins](../prechecking-training/01.md)).
|
||||
1. Once the checking is complete (to any level), you may upload your work from the app (Menu → Upload).
|
||||
1. Once uploaded, you can see your work online on Door43 (see [Publishing](../intro-publishing/01.md))
|
||||
1. We strongly recommend that your translation be checked (see [Training Before Checking Begins](../prechecking-training/01.md)).
|
||||
1. Once the checking is complete (to any level), you may upload your work from the app (Menu → Upload).
|
||||
1. Once uploaded, you can see your work online on Door43 (see [Publishing](../intro-publishing/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -7,10 +7,10 @@ Source text publishing is required for all Gateway Languages so that they can be
|
|||
|
||||
Before a Gateway Language translation can become a source text, the following prerequisites must all be met:
|
||||
|
||||
* **Whole Resource** - The whole resource must be translated and checked to the required level. Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
|
||||
* **Checking** - A translation must have reached the appropriate checking level. For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
|
||||
* **On Door43** - Door43 must have the version that will be published. If the work was done on multiple devices, then it may need to be merged together. Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
|
||||
* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos). See http://ufw.io/forms for downloadable agreement forms.
|
||||
* **Whole Resource** - The whole resource must be translated and checked to the required level. Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
|
||||
* **Checking** - A translation must have reached the appropriate checking level. For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
|
||||
* **On Door43** - Door43 must have the version that will be published. If the work was done on multiple devices, then it may need to be merged together. Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
|
||||
* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos). See http://ufw.io/forms for downloadable agreement forms.
|
||||
|
||||
|
||||
#### Source Text Request Form
|
||||
|
|
@ -29,4 +29,5 @@ After the source text publishing process is completed, your work will then be av
|
|||
|
||||
* Online on the unfoldingWord website
|
||||
* As a PDF, downloadable from unfoldingWord
|
||||
* In translationStudio as a source text for Other Languages to use (may require a tS update first)
|
||||
* In translationStudio as a source text for Other Languages to use (may require a tS update first)
|
||||
|
||||
|
|
|
|||
|
|
@ -40,8 +40,8 @@ After farmers harvest wheat and other types of grain, they bring them to a _thre
|
|||
|
||||
#### RAIN represents God's gifts to his people
|
||||
> ...he comes and rains righteousness on you. (Hosea 10:12 ULB)
|
||||
|
||||
|
||||
|
||||
|
||||
<blockquote>For the land that drinks in the rain that often comes on it, and that gives birth to the plants useful to those for whom the land was worked—this is the land that receives a blessing from God. But if it bears thorns and thistles, it is worthless and is near to a curse. Its end is in burning. (Hebrews 6:7-8 ULB)</blockquote>
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ This is because he actually is the Son of the Most High.
|
|||
>So the holy one to be born will be called the Son of God. (Luke 1:35 ULB)
|
||||
|
||||
This is because he actually is the Son of God.
|
||||
|
||||
|
||||
>Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB)
|
||||
|
||||
This is because he actually will be dedicated to the Lord.
|
||||
|
|
|
|||
|
|
@ -41,7 +41,7 @@ Some images from the Bible involving man-made objects are listed below in alphab
|
|||
|
||||
|
||||
>The wicked is <u>ensnared</u> by his own actions. (Psalm 9:16 ULB)
|
||||
|
||||
|
||||
|
||||
>They mingled with the nations and learned their ways and worshiped their idols, which became <u>a snare</u> to them. (Psalm 106:35-36 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -35,7 +35,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
|
|||
|
||||
|
||||
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](translate-bita-part2) and [Biblical Imagery - Cultural Models](translate-bita-part3))
|
||||
|
||||
|
||||
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.
|
||||
|
||||
>They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULB)
|
||||
|
|
|
|||
|
|
@ -154,3 +154,5 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
<blockquote>Yahweh, my rock, and my redeemer. (Psalm 19:14 ULB)</blockquote>
|
||||
|
||||
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,9 +3,9 @@ Normally a speaker refers to himself as "I" and the person he is speaking to as
|
|||
|
||||
### 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
|
||||
|
||||
|
|
@ -35,20 +35,21 @@ After saying "each of you," Jesus used the third person "his" instead of "your."
|
|||
|
||||
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."
|
||||
2. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
1. Use the third person phrase along with the pronoun "I" or "you."
|
||||
2. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the third person phrase along with the pronoun "I" or "you."
|
||||
|
||||
* **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."** (1 Samuel 17:34)
|
||||
* But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
|
||||
* **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."** (1 Samuel 17:34)
|
||||
* But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
|
||||
|
||||
2. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
|
||||
* **Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?** (Job 40:6, 9 ULB)
|
||||
* Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
|
||||
* **Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?** (Job 40:6, 9 ULB)
|
||||
* Then Yahweh answered Job out of a fierce storm and said, "… Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
|
||||
|
||||
* **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart.** (Matthew 18:35 ULB)
|
||||
* So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u> brother from your heart.
|
||||
|
||||
* **So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>his</u> brother from your heart.** (Matthew 18:35 ULB)
|
||||
* So also my heavenly Father will do to you, if <u>each of you</u> does not forgive <u>your</u> brother from your heart.
|
||||
|
|
@ -38,26 +38,27 @@ The abstract noun "purposes" refers to the things that people want to do and the
|
|||
|
||||
If an abstract noun would be natural and give the right meaning in your language, consider using it. If not, here is another option:
|
||||
|
||||
1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun..
|
||||
1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun..
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun.
|
||||
|
||||
* **... from <u>childhood</u> you have known the sacred writings ...** (2 Timothy 3:15 ULB)
|
||||
* Ever since <u>you were a child</u> you have known the sacred writings.
|
||||
* **... from <u>childhood</u> you have known the sacred writings ...** (2 Timothy 3:15 ULB)
|
||||
* Ever since <u>you were a child</u> you have known the sacred writings.
|
||||
|
||||
* **But <u>godliness with contentment</u> is great <u>gain</u>.** (1 Timothy 6:6 ULB)
|
||||
* But <u>being godly</u> and <u>content</u> is very <u>beneficial</u>.
|
||||
* But we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
|
||||
* But we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
|
||||
* **But <u>godliness with contentment</u> is great <u>gain</u>.** (1 Timothy 6:6 ULB)
|
||||
* But <u>being godly</u> and <u>content</u> is very <u>beneficial</u>.
|
||||
* But we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
|
||||
* But we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
|
||||
|
||||
* **Today <u>salvation</u> has come to this house, because he too is a son of Abraham.** (Luke 19:9 ULB)
|
||||
* Today the people in this house <u>have been saved</u>…
|
||||
* Today God <u>has saved</u> the people in this house…
|
||||
* **Today <u>salvation</u> has come to this house, because he too is a son of Abraham.** (Luke 19:9 ULB)
|
||||
* Today the people in this house <u>have been saved</u>…
|
||||
* Today God <u>has saved</u> the people in this house…
|
||||
|
||||
* **The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be.** (2 Peter 3:9 ULB)
|
||||
* The Lord does not move slowly concerning his promises, as some consider <u>moving slowly</u> to be.
|
||||
* **The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be.** (2 Peter 3:9 ULB)
|
||||
* The Lord does not move slowly concerning his promises, as some consider <u>moving slowly</u> to be.
|
||||
|
||||
* **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.** (1 Corinthians 4:5 ULB)
|
||||
* He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
|
||||
|
||||
* **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.** (1 Corinthians 4:5 ULB)
|
||||
* He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
|
||||
|
|
@ -1,8 +1,8 @@
|
|||
|
||||
Some languages have both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects underlined:
|
||||
|
||||
* ACTIVE: <u>My father</u> built the house in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
* ACTIVE: <u>My father</u> built the house in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
|
||||
Translators whose languages do not have passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form.
|
||||
|
||||
|
|
@ -10,8 +10,8 @@ Translators whose languages do not have passive sentences will need to know how
|
|||
|
||||
Some languages have both active and passive forms of sentences.
|
||||
|
||||
* In the **ACTIVE** form, the subject does the action and is always mentioned.
|
||||
* In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always* mentioned.
|
||||
* In the **ACTIVE** form, the subject does the action and is always mentioned.
|
||||
* In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always* mentioned.
|
||||
|
||||
In the examples of active and passive sentences below, we have underlined the subject.
|
||||
|
||||
|
|
@ -26,14 +26,14 @@ The passive form is not used for the same purposes in all of the languages that
|
|||
|
||||
#### Purposes for the passive
|
||||
|
||||
* The speaker is talking about the person or thing the action was done to, not about the person who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not know who did the action.
|
||||
* The speaker is talking about the person or thing the action was done to, not about the person who did the action.
|
||||
* The speaker does not want to tell who did the action.
|
||||
* The speaker does not know who did the action.
|
||||
|
||||
#### Translation Principles Regarding the Passive
|
||||
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
|
||||
* Translators whose language does not use passive forms will need to find another way to express the idea.
|
||||
* Translators whose language has passive forms will need to understand why the passive is used in a particular sentence in the Bible and decide whether or not to use a passive form for that purpose in his translation of the sentence.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -53,21 +53,25 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If you decide that it is better to translate without a passive form, here are some strategies you might consider.
|
||||
|
||||
1. Use the same verb in an active sentence and tell who or what 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 do not tell who or what did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
1. Use a different verb.
|
||||
1. Use the same verb in an active sentence and tell who or what 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 do not tell who or what did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
1. Use a different verb.
|
||||
|
||||
### 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.
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* <u>The king's servants gave</u> 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."
|
||||
* **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.** (Luke 17:2 ULB)
|
||||
* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
|
||||
* It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
|
||||
|
||||
* **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.** (Luke 17:2 ULB)
|
||||
* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
|
||||
* It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
|
||||
|
||||
3. Use a different verb in an active sentence.
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* He <u>received</u> a loaf of bread every day from the street of the bakers.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* He <u>received</u> a loaf of bread every day from the street of the bakers.
|
||||
|
||||
|
|
|
|||
|
|
@ -29,14 +29,15 @@ The man of God spoke as if the altar could hear him, but he really wanted the ki
|
|||
|
||||
If apostrophe would be natural and give the right meaning in your language, consider using it. If not, here is another option.
|
||||
|
||||
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
|
||||
* **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' "** (1 Kings 13:2 ULB)
|
||||
* He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, … they will burn people's bones on <u>it</u>.' "
|
||||
* **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, … on you they will burn human bones.' "** (1 Kings 13:2 ULB)
|
||||
* He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, … they will burn people's bones on <u>it</u>.' "
|
||||
|
||||
* **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>** (2 Samuel 1:21 ULB)
|
||||
* <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>
|
||||
|
||||
* **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>** (2 Samuel 1:21 ULB)
|
||||
* <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>
|
||||
|
|
@ -43,20 +43,21 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
|
|||
|
||||
1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function.
|
||||
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
|
||||
* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction.
|
||||
* She will give birth to a son. <u>Name him Jesus</u>, because he will save his people from their sins.
|
||||
|
||||
2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function.
|
||||
|
||||
* **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
|
||||
* Lord, if you are willing, <u>you can make me clean. Please do so.</u>
|
||||
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
|
||||
* **Lord, if you are willing, <u>you can make me clean</u>.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added.
|
||||
* Lord, if you are willing, <u>you can make me clean. Please do so.</u>
|
||||
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
|
||||
|
||||
3. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
|
||||
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB)
|
||||
* She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB)
|
||||
* She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
|
||||
|
||||
* **Son, your sins are forgiven.** Luke 2:5 ULB)
|
||||
* Son, I forgive your sins.
|
||||
* Son, God has forgiven your sins.
|
||||
|
||||
* **Son, your sins are forgiven.** Luke 2:5 ULB)
|
||||
* Son, I forgive your sins.
|
||||
* Son, God has forgiven your sins.
|
||||
|
|
@ -5,18 +5,18 @@ In some languages, phrases that modify a noun can be used with the noun for two
|
|||
|
||||
Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
|
||||
|
||||
* Mary gave some of the food to <u>her sister who was very thankful</u>.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
* Mary gave some of the food to <u>her sister who was very thankful</u>.
|
||||
* If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful.
|
||||
|
||||
With the comma, the sentence is giving more information:
|
||||
|
||||
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
|
||||
* 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.
|
||||
* Mary gave some of the food to <u>her sister, who was very thankful</u>.
|
||||
* 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.
|
||||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
* Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. The translator must be careful to understand which meaning the author intended in each case.
|
||||
* Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, people who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
|
||||
* Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. The translator must be careful to understand which meaning the author intended in each case.
|
||||
* Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, people who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -55,20 +55,22 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - 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.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - 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.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety 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 <u>even when<u> she is ninety years old?
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety 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 <u>even when<u> she is ninety years old?
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULB) - 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, <u>because</u> he is worthy to be praised
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u>** (2 Samuel 22:4 ULB) - 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, <u>because</u> he is worthy to be praised
|
||||
|
||||
2. Use one of your language's ways for expressing that this is just added information.
|
||||
|
||||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
|
||||
* **You are my Son, <u>whom I love</u>. I am pleased with you.** (Luke 3:22 ULB)
|
||||
* You are my Son. <u>I love you</u> and I am pleased with you.
|
||||
* <u>Receiving my love</u>, you are my Son. I am pleased with you.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -16,10 +16,10 @@ A double negative occurs when a sentence has two words that each express the mea
|
|||
|
||||
Double negatives mean very different things in different languages.
|
||||
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
|
||||
* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent."
|
||||
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent."
|
||||
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent."
|
||||
* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone."
|
||||
* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent."
|
||||
* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent."
|
||||
* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent."
|
||||
|
||||
To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
|
||||
|
||||
|
|
@ -43,16 +43,17 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
|
||||
1. If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
|
||||
|
||||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* "For we have a high priest who can feel sympathy for our weaknesses."
|
||||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* "For we have a high priest who can feel sympathy for our weaknesses."
|
||||
|
||||
* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB)
|
||||
* "... so that they may be fruitful."
|
||||
* **... so that they may <u>not</u> be <u>un</u>fruitful.** (Titus 3:14 ULB)
|
||||
* "... so that they may be fruitful."
|
||||
|
||||
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."
|
||||
|
||||
* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
|
||||
* "Be sure of this—wicked people will <u>certainly</u> be punished ..."
|
||||
* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished ...** (Proverbs 11:21 ULB)
|
||||
* "Be sure of this—wicked people will <u>certainly</u> be punished ..."
|
||||
|
||||
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* "All things were made through him. He made <u>absolutely</u> everything that has been made."
|
||||
|
||||
* **All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* "All things were made through him. He made <u>absolutely</u> everything that has been made."
|
||||
|
|
@ -30,20 +30,24 @@ This means that he was like a lamb that did not have any blemish--not even one.
|
|||
|
||||
If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies.
|
||||
|
||||
1. Translate only one of the words.
|
||||
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
1. Translate only one of the words.
|
||||
1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
||||
1. Translate only one of the words.
|
||||
* **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULB)
|
||||
* "You have decided to prepare <u>false</u> things to say."
|
||||
|
||||
* **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULB)
|
||||
* "You have decided to prepare <u>false</u> things to say."
|
||||
|
||||
2. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many."
|
||||
* **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULB)
|
||||
* "King David was <u>very old</u>."
|
||||
|
||||
* **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULB)
|
||||
* "King David was <u>very old</u>."
|
||||
|
||||
3. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that.
|
||||
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
|
||||
* " ... a lamb <u>without any blemish at all</u> ..."
|
||||
|
||||
* **... a lamb <u>without blemish</u> and <u>without spot</u>...** (1 Peter 1:19 ULB) - English can emphasize this with "any" and "at all."
|
||||
* " ... a lamb <u>without any blemish at all</u> ..."
|
||||
|
||||
|
|
|
|||
|
|
@ -26,17 +26,18 @@ The writer wants his words to be few and to make good poetry. He did not say tha
|
|||
|
||||
If ellipsis would be natural and give the right meaning in your language, consider using it. If not, here is another option:
|
||||
|
||||
1. Add the missing words to the incomplete phrase or sentence.
|
||||
1. Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
* **... the wicked will not stand in the judgment, nor <u>sinners in the assembly</u> of the righteous.** (Psalm 1:5)
|
||||
* ... the wicked will not stand in the judgment, and <u>sinners will not stand in the assembly</u> of the righteous
|
||||
* **... the wicked will not stand in the judgment, nor <u>sinners in the assembly</u> of the righteous.** (Psalm 1:5)
|
||||
* ... the wicked will not stand in the judgment, and <u>sinners will not stand in the assembly</u> of the righteous
|
||||
|
||||
* **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>."** (Luke 18:40-41)
|
||||
* ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>I want you to heal me</u> that I might receive my sight."
|
||||
* **... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>that I might receive my sight</u>."** (Luke 18:40-41)
|
||||
* ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, <u>I want you to heal me</u> that I might receive my sight."
|
||||
|
||||
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
|
||||
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
||||
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
|
||||
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
|
@ -27,8 +27,8 @@ 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. State the information plainly without a euphemism if it would not be offensive.
|
||||
1. Use a euphemism from your own culture.
|
||||
1. State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -44,4 +44,5 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
2) State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
* **they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
* "they found Saul and his sons <u>dead</u> on Mount Gilboa."
|
||||
|
||||
|
|
|
|||
|
|
@ -22,32 +22,32 @@ 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.
|
||||
1. 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 on [Verbs](../figs-verbs/01.md))
|
||||
1. 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))
|
||||
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.
|
||||
1. 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 on [Verbs](../figs-verbs/01.md))
|
||||
1. 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
|
||||
|
||||
1. If your language uses phrases, time words or tenses to show that an event happened before the one just mentioned, consider using one of them.
|
||||
|
||||
* **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB)
|
||||
* <sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> <u>Before John was put in prison,</u> while all the people were being baptized by John, Jesus also was baptized.
|
||||
* **<sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB)
|
||||
* <sup>20</sup> But then Herod ... had John locked up in prison. <sup>21</sup> <u>Before John was put in prison,</u> while all the people were being baptized by John, Jesus also was baptized.
|
||||
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to open the scroll <u>after</u> breaking its seals?
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to open the scroll <u>after</u> breaking its seals?
|
||||
|
||||
2. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout.
|
||||
|
||||
3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
|
||||
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
|
||||
* **<sup>8</sup> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...<sup>10</sup> But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8-10</sup> Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ...
|
||||
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to break the seals and open the scroll?
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
* Who is worthy to break the seals and open the scroll?
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_events.
|
||||
|
|
@ -41,32 +41,33 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
|
||||
1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are."
|
||||
|
||||
* **You worthless person!** (Matthew 5:22 ULB)
|
||||
* "You <u>are</u> such a worthless person!"
|
||||
* **You worthless person!** (Matthew 5:22 ULB)
|
||||
* "You <u>are</u> such a worthless person!"
|
||||
|
||||
* **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
|
||||
* "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
|
||||
* **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
|
||||
* "Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!"
|
||||
|
||||
2. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
|
||||
|
||||
* **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULB)
|
||||
* "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
|
||||
* **They were absolutely astonished, saying, "He has done everything well. He even makes the deaf to hear and the mute to speak."** (Mark 7:36 ULB)
|
||||
* "They were absolutely astonished, saying, "<u>Wow</u>! He has done everything well. He even makes the deaf to hear and the mute to speak." "
|
||||
|
||||
* **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
|
||||
* **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* "__Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!"
|
||||
|
||||
3. Translate the exclamation word with a sentence that shows the feeling.
|
||||
|
||||
* **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
|
||||
* <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
|
||||
* **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
|
||||
* <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
|
||||
|
||||
4. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
|
||||
* **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
|
||||
* "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
|
||||
* **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
|
||||
* "His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!"
|
||||
|
||||
5. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
* **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
|
||||
* "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
|
||||
* **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
|
||||
* "Gideon understood that this was the angel of Yahweh. <u>He was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -2,19 +2,19 @@
|
|||
### Description
|
||||
|
||||
An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation.
|
||||
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* People may not realize that the images represent other things.
|
||||
* People may not be familiar with the things that are used as images.
|
||||
* Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor.
|
||||
* People may not realize that the images represent other things.
|
||||
* People may not be familiar with the things that are used as images.
|
||||
* Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
* Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience.
|
||||
* Do not make the meaning more clear to the target audience than it was to the original audience.
|
||||
* When someone uses an extended metaphor, the images are an important part of what he is trying to say.
|
||||
* If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor.
|
||||
* Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience.
|
||||
* Do not make the meaning more clear to the target audience than it was to the original audience.
|
||||
* When someone uses an extended metaphor, the images are an important part of what he is trying to say.
|
||||
* If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -87,7 +87,8 @@ May be translated as:
|
|||
3) If the target audience still would not understand, then state it clearly.
|
||||
|
||||
Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
||||
* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
|
||||
|
||||
* "Yahweh <u>cares for me</u> like a shepherd that cares for his sheep, so I will lack nothing."
|
||||
|
||||
>**For the vineyard of Yahweh of hosts <u>is</u> the house of Israel,**
|
||||
>**and the men of Judah his pleasant planting;**
|
||||
|
|
@ -102,8 +103,9 @@ Can be translated as:
|
|||
|
||||
OR
|
||||
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>,
|
||||
* <u>Yahweh will stop protecting</u> Israel and Judah,
|
||||
* <u>because they do not do what is right</u>.
|
||||
* he waited for justice, but instead, there was killing;
|
||||
* for righteousness, but, instead, a cry for help.
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>,
|
||||
* <u>Yahweh will stop protecting</u> Israel and Judah,
|
||||
* <u>because they do not do what is right</u>.
|
||||
* he waited for justice, but instead, there was killing;
|
||||
* for righteousness, but, instead, a cry for help.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
* **Assumed knowledge** is whatever a speaker assumes his audience knows before he speaks and gives them some kind of information. The speaker gives the audience information in two ways:
|
||||
* **Explicit information** is what the speaker states directly.
|
||||
* **Implicit information** is what the speaker does not state directly because he expects his audience to be able to learn it from what he says.
|
||||
* **Assumed knowledge** is whatever a speaker assumes his audience knows before he speaks and gives them some kind of information. The speaker gives the audience information in two ways:
|
||||
* **Explicit information** is what the speaker states directly.
|
||||
* **Implicit information** is what the speaker does not state directly because he expects his audience to be able to learn it from what he says.
|
||||
|
||||
### Description
|
||||
|
||||
|
|
@ -39,35 +39,35 @@ 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 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.
|
||||
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 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
|
||||
|
||||
1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
|
||||
* **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."** (Matthew 8:20 ULB) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
|
||||
* Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
|
||||
* **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."** (Matthew 8:20 ULB) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
|
||||
* Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
|
||||
|
||||
* **it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you** (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
|
||||
* **it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you** (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
|
||||
|
||||
* ... it will be more tolerable for <u>those cities Tyre and Sidon, whose people were very wicked</u>, at the day of judgment than for you
|
||||
* Or:
|
||||
* ... it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you
|
||||
* ... it will be more tolerable for <u>those cities Tyre and Sidon, whose people were very wicked</u>, at the day of judgment than for you
|
||||
* Or:
|
||||
* ... it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you
|
||||
|
||||
* **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u> when they eat.** (Matthew 15:2 ULB) - Assumed knowledge was that 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, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
|
||||
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
* **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u> when they eat.** (Matthew 15:2 ULB) - Assumed knowledge was that 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, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
|
||||
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
|
||||
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.
|
||||
|
||||
* **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
|
||||
* **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
|
||||
|
||||
* Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
|
||||
|
||||
* **it will be more tolerable for Tyre and Sidon at the day of judgment than for you** (Matthew 11:22 ULB) - Implicit information is that God would not only judge the people; he would punish them. This can be made explicit.
|
||||
* Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
|
||||
|
||||
* At the day of judgment, God will <u>punish Tyre and Sidon</u>, cities whose people were very wicked, <u>less severely than he will punish you</u>
|
||||
* At the day of judgment, God will <u>punish you more severely</u> than Tyre and Sidon, cities whose people were very wicked.
|
||||
* **it will be more tolerable for Tyre and Sidon at the day of judgment than for you** (Matthew 11:22 ULB) - Implicit information is that God would not only judge the people; he would punish them. This can be made explicit.
|
||||
|
||||
* At the day of judgment, God will <u>punish Tyre and Sidon</u>, cities whose people were very wicked, <u>less severely than he will punish you</u>
|
||||
* At the day of judgment, God will <u>punish you more severely</u> than Tyre and Sidon, cities whose people were very wicked.
|
||||
|
||||
Modern readers may not know some of the things that the people in the Bible and the people who first read it knew. This can make it hard for them to understand what a speaker or writer says, and to learn things that the speaker left implicit. Translators may need to state some things explicitly in the translation that the original speaker or writer left unstated or implicit.
|
||||
|
|
@ -23,21 +23,23 @@ 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 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.
|
||||
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 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
|
||||
|
||||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
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.
|
||||
|
||||
* **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>.
|
||||
|
||||
* **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>.
|
||||
|
||||
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.
|
||||
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof…”
|
||||
|
||||
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof…”** (Matthew 8:8 ULB)
|
||||
* 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.
|
||||
|
|
@ -7,11 +7,11 @@ Sometimes it is better not to state assumed knowledge or implicit information ex
|
|||
|
||||
#### Translation Principles
|
||||
|
||||
* If a speaker or author intentionally left something unclear, do not try to make it more clear.
|
||||
* If the original audience did not understand what the speaker meant, do not make it so clear that your readers would find it strange that the original audience did not understand.
|
||||
* If you need to explicitly state some assumed knowledge or implicit information, try to do it in a way that it does not make your readers think that the original audience needed to be told those things.
|
||||
* Do not make it explicit if it throws the message out of focus and leads the readers to forget what the main point is.
|
||||
* Do not make assumed knowledge or implicit information explicit if your readers already understand it.
|
||||
* If a speaker or author intentionally left something unclear, do not try to make it more clear.
|
||||
* If the original audience did not understand what the speaker meant, do not make it so clear that your readers would find it strange that the original audience did not understand.
|
||||
* If you need to explicitly state some assumed knowledge or implicit information, try to do it in a way that it does not make your readers think that the original audience needed to be told those things.
|
||||
* Do not make it explicit if it throws the message out of focus and leads the readers to forget what the main point is.
|
||||
* Do not make assumed knowledge or implicit information explicit if your readers already understand it.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -11,8 +11,8 @@ Also in some languages, the masculine pronouns "he" and "him" can be used in a m
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
* In some cultures words like "man," "brother," and "son" can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
|
||||
* In some cultures, the masculine pronouns "he" and "him" can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
|
||||
* In some cultures words like "man," "brother," and "son" can only be used to refer to men. If those words are used in a translation in a more general way, people will think that what is being said does not apply to women.
|
||||
* In some cultures, the masculine pronouns "he" and "him" can only refer to men. If a masculine pronoun is used, people will think that what is said does not apply to women.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
@ -36,24 +36,25 @@ 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.
|
||||
1. Use a word that refers to men and a word that refers to women.
|
||||
1. Use pronouns that can be used for both men and women.
|
||||
1. Use a noun that can be used for both men and women.
|
||||
1. Use a word that refers to men and a word that refers to women.
|
||||
1. Use pronouns that can be used for both men and women.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use nouns that can be used for both men and women.
|
||||
|
||||
* **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
|
||||
* "The wise <u>person</u> dies just like the fool dies."
|
||||
* "Wise <u>people</u> die just like fools die."
|
||||
* **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
|
||||
* "The wise <u>person</u> dies just like the fool dies."
|
||||
* "Wise <u>people</u> die just like fools die."
|
||||
|
||||
2. Use a word that refers to men and a word that refers to women.
|
||||
|
||||
* **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
* "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
|
||||
* **For we do not want you to be ignorant, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
* "For we do not want you to be ignorant, <u>brothers and sisters</u>, about the troubles we had in Asia." (2 Corinthians 1:8)
|
||||
|
||||
3. Use pronouns that can be used for both men and women.
|
||||
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
|
||||
* "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
|
||||
* "If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me."
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general.
|
||||
|
|
@ -31,30 +31,37 @@ The phrase "a good man" does not refer to a particular man, but to any person wh
|
|||
|
||||
If your language can use the same wording as in the ULB to refer to people or things in general rather than to specific individuals or things, consider using the same wording. Here are some strategies you might use.
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
1. Use the word "a" in the noun phrase.
|
||||
1. Use the word "any", as in "any person" or "anyone."
|
||||
1. Use the plural form, as in "people."
|
||||
1. Use any other way that is natural in your language.
|
||||
1. Use the word "the" in the noun phrase.
|
||||
1. Use the word "a" in the noun phrase.
|
||||
1. Use the word "any", as in "any person" or "anyone."
|
||||
1. Use the plural form, as in "people."
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
|
||||
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* "Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>." (Proverbs 12:2)
|
||||
|
||||
1. Use the word "a" in the noun phrase.
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>a man</u> who refuses to sell them grain"
|
||||
|
||||
> 1. Use the word "any, as in "any person" or "anyone."
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>any man</u> who refuses to sell them grain."
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>a man</u> who refuses to sell them grain"
|
||||
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>any man</u> who refuses to sell them grain."
|
||||
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>men</u> who refuse to sell them grain"
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>men</u> who refuse to sell them grain"
|
||||
|
||||
1. Use any other way that is natural in your language.
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>whoever</u> refuses to sell them grain."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain.** (Proverbs 11:26 ULB)
|
||||
* "People curse <u>whoever</u> refuses to sell them grain."
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -38,26 +38,27 @@ In some languages, it might make more sense to say that Elizabeth did not <u>com
|
|||
|
||||
If the word used in the ULB 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.
|
||||
1. Use another word that expresses the right meaning.
|
||||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
1. Use another word that expresses the right meaning.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
|
||||
* **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
* **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>come</u> out in public for five months.
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>come</u> out in public for five months.
|
||||
|
||||
2. Use another word that expresses the right meaning.
|
||||
|
||||
* **When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...** (Deuteronomy 17:14 ULB)
|
||||
* "When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
|
||||
* **When you have <u>come</u> to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ...** (Deuteronomy 17:14 ULB)
|
||||
* "When you have <u>arrived</u> in the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ..."
|
||||
|
||||
* **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
|
||||
* "Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ..."
|
||||
* **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
|
||||
* "Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ..."
|
||||
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.
|
||||
|
||||
* **Some time after this, his wife Elizabeth became pregnant, but she did not <u>go</u> out in public for five months.** (Luke 1:24 UDB)
|
||||
* Some time after this, his wife Elizabeth became pregnant, but she did not <u>appear</u> in public for five months.
|
||||
|
|
@ -5,15 +5,16 @@ Grammar has two main parts: words and structure. Structure involves how we put w
|
|||
|
||||
**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))
|
||||
* 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))
|
||||
|
||||
**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))
|
||||
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
|
||||
* 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))
|
||||
* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md))
|
||||
* Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md))
|
||||
|
||||
|
|
|
|||
|
|
@ -10,8 +10,8 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of
|
|||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
|
||||
* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other.
|
||||
* Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
|
||||
* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -27,35 +27,36 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind 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.
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
1. Substitute the describing noun with an adjective that means the same thing.
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Substitute the describing noun with an adjective that means the same thing.
|
||||
|
||||
* **for I will give you <u>words and wisdom</u>** (Luke 21:15 ULB)
|
||||
* for I will give you <u>wise words</u>
|
||||
* **for I will give you <u>words and wisdom</u>** (Luke 21:15 ULB)
|
||||
* for I will give you <u>wise words</u>
|
||||
|
||||
* **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* that you should walk in a manner that is worthy of God, who calls you to <u>his own glorious kingdom</u>.
|
||||
* **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* that you should walk in a manner that is worthy of God, who calls you to <u>his own glorious kingdom</u>.
|
||||
|
||||
2. Substitute the describing noun with a phrase that means the same thing.
|
||||
|
||||
* **for I will give you <u>words and wisdom</u>.** (Luke 21:15 ULB)
|
||||
* for I will give you <u>words of wisdom</u>.
|
||||
* **for I will give you <u>words and wisdom</u>.** (Luke 21:15 ULB)
|
||||
* for I will give you <u>words of wisdom</u>.
|
||||
|
||||
* **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom of glory</u>.
|
||||
* **that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* that you should walk in a manner that is worthy of God, who calls you to <u>his own kingdom of glory</u>.
|
||||
|
||||
3. Substitute the describing adjective with an adverb that means the same thing.
|
||||
|
||||
* **if you are <u>willing</u> and <u>obedient</u>** (Isaiah 1:19 ULB)
|
||||
* if you are <u>willingly obedient</u>
|
||||
* **if you are <u>willing</u> and <u>obedient</u>** (Isaiah 1:19 ULB)
|
||||
* if you are <u>willingly obedient</u>
|
||||
|
||||
4. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
* if you <u>obey willingly</u>
|
||||
* **if you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
* if you <u>obey willingly</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -1,10 +1,10 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
A speaker or writer can use exactly the same words to say something he means as completely true, as generally true, or as a hyperbole. This is why it can be hard to decide how to understand a statement.
|
||||
|
||||
* It rains here every night.
|
||||
* It rains here every night.
|
||||
|
||||
1. The speaker means this as literally true if he means that it really does rain here every night.
|
||||
2. The speaker means this as a generalization if he means that it rains here most nights.
|
||||
|
|
@ -14,24 +14,24 @@ A speaker or writer can use exactly the same words to say something he means as
|
|||
|
||||
>They will not leave <u>one stone upon another</u> (Luke 19:44 ULB)
|
||||
|
||||
* This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
|
||||
* This is an exaggeration. It means that the enemies will completely destroy Jerusalem.
|
||||
|
||||
**Generalization:** This is a statement that is true most of the time or in most situations that it could apply to.
|
||||
|
||||
>The one who ignores instruction <u>will have poverty and shame,</u>
|
||||
>but <u>honor will come</u> to him who learns from correction. (Proverbs 13:18)
|
||||
|
||||
* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction.
|
||||
* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction.
|
||||
|
||||
>And when you pray, do not make useless repetitions as <u>the Gentiles do, for they think that they will be heard because of their many words.</u> (Matthew 6:7)
|
||||
|
||||
* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
|
||||
* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
|
||||
|
||||
Even though a generalization may have a strong-sounding word like "all," "always," "none," or "never," it does not necessarliy mean **exactly** "all," "always," "none," or "never." It simply means "most, "most of the time," "hardly any" or "rarely."
|
||||
|
||||
>Moses was educated in <u>all the learning of the Egyptians</u> (Acts 7:22 ULB)
|
||||
|
||||
* This generalization means that he had learned much of what the Egyptians knew and taught.
|
||||
|
||||
* This generalization means that he had learned much of what the Egyptians knew and taught.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
|
|
@ -79,33 +79,34 @@ Yahweh is always righteous. This is a completely true statement.
|
|||
|
||||
If the exaggeration 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 generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
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 generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Express the meaning without the exaggeration.
|
||||
|
||||
* **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULB)
|
||||
* The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
|
||||
|
||||
* **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops <u>as numerous as the sand on the seashore</u>.** (1 Samuel 13:5 ULB)
|
||||
* The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and <u>a great number of troops</u>.
|
||||
|
||||
2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases."
|
||||
|
||||
* **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
|
||||
* <u>In general,</u> the one who ignores instruction will have poverty and shame
|
||||
* **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
|
||||
* "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words."
|
||||
* **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
|
||||
* <u>In general,</u> the one who ignores instruction will have poverty and shame
|
||||
* **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
|
||||
* "And when you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words."
|
||||
|
||||
3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
|
||||
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
|
||||
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
|
||||
|
||||
4. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* The country of Judea and the people of Jerusalem went out to him.
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* The country of Judea and the people of Jerusalem went out to him.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,26 +7,26 @@ Hypothetical situations are situations that are not real. They can be in the pas
|
|||
|
||||
People sometimes tell about conditions and what would happen if those conditions were met, but they know that these things have not happened or probably will not happen. (The conditions are the phrase that start with "if.")
|
||||
|
||||
* If he had known about the party, he would have come to it. (But he did not come.)
|
||||
* If he knew about the party, he would be here. (But he is not here.)
|
||||
* If he knew about the party, he would come to it. (But he probably will not come.)
|
||||
* If he had known about the party, he would have come to it. (But he did not come.)
|
||||
* If he knew about the party, he would be here. (But he is not here.)
|
||||
* If he knew about the party, he would come to it. (But he probably will not come.)
|
||||
|
||||
People sometimes express wishes about things that have not happened or that are not expected to happen.
|
||||
|
||||
* I wish he had come.
|
||||
* I wish he were here.
|
||||
* I wish he would come.
|
||||
* I wish he had come.
|
||||
* I wish he were here.
|
||||
* I wish he would come.
|
||||
|
||||
People sometimes express regrets about things that have not happened or that are not expected to happen.
|
||||
|
||||
* If only he had come.
|
||||
* If only he were here.
|
||||
* If only he would come.
|
||||
* If only he had come.
|
||||
* If only he were here.
|
||||
* If only he would come.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
* Translators need to recognize the different kinds of hypothetical situations in the Bible.
|
||||
* Translators need to know their own language's ways of talking about different kinds of hypothetical situations.
|
||||
* Translators need to recognize the different kinds of hypothetical situations in the Bible.
|
||||
* Translators need to know their own language's ways of talking about different kinds of hypothetical situations.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -42,7 +42,7 @@ Here in Matthew 11:21 Jesus said that <u>if</u> the people living in the ancient
|
|||
|
||||
Martha said this to express her wish that Jesus had come sooner. But Jesus did not come sooner, and her brother did die.
|
||||
|
||||
2.Hypothetical situations in the present
|
||||
2. Hypothetical situations in the present
|
||||
|
||||
> Also, no man puts new wine into old wineskins. If he did that, the new wine would burst the skins, and the wine would be spilled, and the wineskins would be destroyed. (Luke 5:37 ULB)
|
||||
|
||||
|
|
@ -54,15 +54,15 @@ Jesus told about what would happen if a person were to put new wine into old win
|
|||
|
||||
Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath.
|
||||
|
||||
3.Hypothetical situation in the future
|
||||
3. Hypothetical situation in the future
|
||||
|
||||
> <u>Unless those days are shortened, no flesh would be saved</u>; but for the sake of the elect, those days will be shortened. (Matthew 24:22 ULB)
|
||||
|
||||
|
||||
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
|
||||
|
||||
4.Expressing emotion about a hypothetical situation
|
||||
|
||||
4. Expressing emotion about a hypothetical situation
|
||||
|
||||
Regrets and wishes are very similar.
|
||||
>The Israelites said to them, "<u>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.</u> For you have brought us out into this wilderness to kill our whole community with hunger." (Exodus 16:3 ULB)
|
||||
|
||||
|
|
@ -78,12 +78,13 @@ Jesus wished that the people were either hot or cold, but they are neither. He w
|
|||
|
||||
Know how people speaking your language show:
|
||||
|
||||
* that something could have happened, but did not.
|
||||
* that something could be true now, but is not.
|
||||
* that something could happen in the future, but will not unless something changes.
|
||||
* that they wish for something, but it does not happen.
|
||||
* that they regret that something did not happen.
|
||||
* that something could have happened, but did not.
|
||||
* that something could be true now, but is not.
|
||||
* that something could happen in the future, but will not unless something changes.
|
||||
* that they wish for something, but it does not happen.
|
||||
* that they regret that something did not happen.
|
||||
|
||||
Use your language's ways of showing these kinds of things.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_hypo.
|
||||
You may also want to watch the video at http://ufw.io/figs_hypo.
|
||||
|
||||
|
|
|
|||
|
|
@ -28,9 +28,9 @@ This idiom means "Listen carefully and remember what I say."
|
|||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* People can easily misunderstand idioms in the original languages of the Bible if they do not know the cultures that produced the Bible.
|
||||
* People can easily misunderstand idioms that are in the source language Bibles if they do not know the cultures that made those translations.
|
||||
* It is useless to translate idioms literally (according to the meaning of each word) when the target language audience will not understand what they mean.
|
||||
* People can easily misunderstand idioms in the original languages of the Bible if they do not know the cultures that produced the Bible.
|
||||
* People can easily misunderstand idioms that are in the source language Bibles if they do not know the cultures that made those translations.
|
||||
* It is useless to translate idioms literally (according to the meaning of each word) when the target language audience will not understand what they mean.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -57,19 +57,20 @@ If the idiom would be clearly understood in your language, consider using it. If
|
|||
|
||||
1. Translate the meaning plainly without using an idiom.
|
||||
|
||||
* **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULB)
|
||||
* ...Look, we all <u>belong to the same nation</u>.
|
||||
* **Then all Israel came to David at Hebron and said, "Look, we are your <u>flesh and bone</u>."** ( 1 Chronicles 11:1 ULB)
|
||||
* ...Look, we all <u>belong to the same nation</u>.
|
||||
|
||||
* **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB)
|
||||
* He started to travel to Jerusalem, <u>determined to reach it</u>.
|
||||
* **he <u>resolutely set his face</u> to go to Jerusalem.** (Luke 9:51 ULB)
|
||||
* He started to travel to Jerusalem, <u>determined to reach it</u>.
|
||||
|
||||
* **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB)
|
||||
* I am not worthy that you should enter <u>my house</u>.
|
||||
* **I am not worthy that you should enter <u>under my roof</u>.** (Luke 7:6 ULB)
|
||||
* I am not worthy that you should enter <u>my house</u>.
|
||||
|
||||
1. Use an idiom that people use in your own language that has the same meaning.
|
||||
|
||||
* **Let these words <u>go deeply into your ears</u>** (Luke 9:44 ULB)
|
||||
* <u>Be all ears</u> when I say these words to you.
|
||||
* **Let these words <u>go deeply into your ears</u>** (Luke 9:44 ULB)
|
||||
* <u>Be all ears</u> when I say these words to you.
|
||||
|
||||
* **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
|
||||
* I am crying my <u>eyes out</u>
|
||||
|
||||
* **"My <u>eyes grow dim</u> from grief** (Psalm 6:7 ULB)
|
||||
* I am crying my <u>eyes out</u>
|
||||
|
|
@ -54,21 +54,21 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
|
|||
|
||||
1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead.
|
||||
|
||||
* **Be clean.** (Matthew 8:3 ULB)
|
||||
* "You are now clean."
|
||||
* "I now cleanse you."
|
||||
* **Be clean.** (Matthew 8:3 ULB)
|
||||
* "You are now clean."
|
||||
* "I now cleanse you."
|
||||
|
||||
* **God said, "<u>Let there be</u> light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, "<u>There is now light</u>" and there was light.
|
||||
* **God said, "<u>Let there be</u> light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, "<u>There is now light</u>" and there was light.
|
||||
|
||||
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:3 ULB)
|
||||
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:3 ULB)
|
||||
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
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.
|
||||
|
||||
* **God said, "Let there be light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, 'Let there be light,' <u>so</u> there was light.
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
* **God said, "Let there be light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, 'Let there be light,' <u>so</u> there was light.
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
|
||||
3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then."
|
||||
|
||||
|
|
|
|||
|
|
@ -18,6 +18,7 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
|
|||
**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?
|
||||
|
|
@ -37,7 +38,7 @@ The phrase "whom I have created" is a reminder of the relationship between God a
|
|||
All idols are worthless. This is why God said he would destroy them.
|
||||
|
||||
>... for your <u>righteous</u> judgments are good. (Psalm 119:39 ULB)
|
||||
|
||||
|
||||
All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good.
|
||||
|
||||
|
||||
|
|
@ -53,19 +54,21 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
|
||||
1. Put the information in another part of the sentence and add words that show its purpose.
|
||||
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - 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.
|
||||
* "<u>Because</u> idols are worthless, I hate those who serve them."
|
||||
* **I hate those who serve <u>worthless</u> idols** (Psalm 31:6 ULB) - 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.
|
||||
* "<u>Because</u> idols are worthless, I hate those who serve them."
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety 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 <u>even when</u> she is ninety years old?"
|
||||
* **Can Sarah, <u>who is ninety years old</u>, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety 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 <u>even when</u> she is ninety years old?"
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULB) - 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, <u>because</u> he is worthy to be praised"
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (2 Samuel 22:4 ULB) - 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, <u>because</u> 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, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
|
||||
* "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
|
||||
* **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
|
||||
* "The name of the third river is Tigris. <u>It flows east of Asshur</u>.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -17,6 +17,7 @@ Although all languages have a normal order for parts of a sentence, this order c
|
|||
This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last.
|
||||
|
||||
### Reasons this is a translation Issue
|
||||
|
||||
* Different languages arrange the parts of a sentence in different ways. If a translator copies the order of the parts of a sentence from the source, it may not make sense in his language.
|
||||
* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language.
|
||||
|
||||
|
|
@ -64,4 +65,5 @@ If your language puts the important information last, you can change the order o
|
|||
|
||||
If your language puts the important information last, you can change the order of the verse:
|
||||
|
||||
* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
|
||||
* When all men speak well of you, which is just as people's ancestors treated the false prophets, then woe to you!
|
||||
|
||||
|
|
|
|||
|
|
@ -9,36 +9,37 @@ 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 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 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 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 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.
|
||||
|
|
@ -9,7 +9,7 @@ When Jesus spoke of "righteous people," he was not referring to people who were
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
* If someone does not realize that a speaker is using irony, he will think that the speaker actually believes what he is saying. He will understand the passage to mean the opposite of what it was intended to mean.
|
||||
* If someone does not realize that a speaker is using irony, he will think that the speaker actually believes what he is saying. He will understand the passage to mean the opposite of what it was intended to mean.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -36,8 +36,8 @@ 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 the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> 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.
|
||||
1. Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is <u>not</u> 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
|
||||
|
||||
|
|
@ -56,11 +56,13 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
* <u>You are doing a terrible thing when you reject the commandment of God</u> so you may keep your tradition!
|
||||
|
||||
* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled</u>."** (Isaiah 41:21-22 ULB)
|
||||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
* 'Present your case,' says Yahweh; 'present your best arguments for your idols,' says the King of Jacob. Your idols <u>cannot bring us their own arguments or come forward to declare to us what will happen</u> so we may know these things well. We cannot hear them because <u>they cannot speak</u> to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
|
||||
* **Can you lead light and darkness to their places of work?**
|
||||
|
||||
**Can you find the way back to their houses for them?**
|
||||
**<u>Undoubtedly you know, for you were born then;</u>**
|
||||
**<u>the number of your days is so large!</u>"** (Job 38:20, 21 ULB)
|
||||
|
||||
* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
|
||||
* Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? <u>You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not</u>!
|
||||
|
||||
|
|
|
|||
|
|
@ -29,15 +29,16 @@ By using litotes, the prophet emphasized that Bethlehem would be a <u>very impor
|
|||
|
||||
If the litotes would be understood correctly, consider using it.
|
||||
|
||||
1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
|
||||
1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
|
||||
|
||||
* **For you yourselves know, brothers, our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULB)
|
||||
* "For you yourselves know, brothers, our visit to you <u>did much good</u>."
|
||||
* **For you yourselves know, brothers, our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULB)
|
||||
* "For you yourselves know, brothers, our visit to you <u>did much good</u>."
|
||||
|
||||
* **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
|
||||
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
|
||||
* "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
|
||||
|
||||
* **Now when it became day, there was <u>no small excitement</u> among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB)
|
||||
* "Now when it became day, there was <u>great excitement</u> among the soldiers, regarding what had happened to Peter."
|
||||
* "Now when it became day, the soldiers were <u>very concerned</u> because of what had happened to Peter."
|
||||
|
|
@ -28,23 +28,24 @@ The underlined phrase is merism because it speaks of, old people and young peopl
|
|||
|
||||
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 and include the parts.
|
||||
1. Identify what the merism refers to without mentioning the parts.
|
||||
1. Identify what the merism refers to and include the parts.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Identify what the merism refers to without mentioning the parts.
|
||||
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u> ...** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything</u> ...
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u> ...** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything</u> ...
|
||||
|
||||
* **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
|
||||
* <u>In all places</u>, people should praise Yahweh's name.
|
||||
* **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
|
||||
* <u>In all places</u>, people should praise Yahweh's name.
|
||||
|
||||
2. Identify what the merism refers to and include the parts.
|
||||
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u>.** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u>.** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
|
||||
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
|
||||
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
|
||||
|
|
@ -3,13 +3,13 @@
|
|||
|
||||
A metaphor is a figure of speech in which one concept (the "image") stands for another concept (the "topic"). That is, the topic is spoken of as if it were the image. For example, someone might say,
|
||||
|
||||
* The girl I love is a red rose.
|
||||
* The girl I love is a red rose.
|
||||
|
||||
Here the topic is "the girl I love," and the image is "a red rose." The girl is spoken of as if she were a red rose.
|
||||
|
||||
Anything in a language can serve as a metaphor. For example, verb forms can be used in unusual ways, as in,
|
||||
|
||||
* The Apostle Paul tells us that Christians will rise to life again.
|
||||
* The Apostle Paul tells us that Christians will rise to life again.
|
||||
|
||||
In this case, the English present tense form "tells" is a metaphor for the past tense form "told," because the Apostle Paul lived long ago.
|
||||
|
||||
|
|
@ -44,10 +44,10 @@ Patterned pairs of concepts are constantly used for metaphorical purposes in the
|
|||
|
||||
When these metaphors are used in normal ways, it is rare that the speaker and audience regard them as figurative speech. Examples of metaphors in English that go unrecognized are:
|
||||
|
||||
* "Turn the heat *up*." MORE is spoken of as UP.
|
||||
* "Let us *go ahead* with our debate." DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
|
||||
* "You *defend* your theory well." ARGUMENT is spoken of as WAR.
|
||||
* "A *flow* of words" WORDS are spoken of as LIQUIDS.
|
||||
* "Turn the heat *up*." MORE is spoken of as UP.
|
||||
* "Let us *go ahead* with our debate." DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
|
||||
* "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 them as unusual expressions, 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.
|
||||
|
||||
|
|
@ -64,7 +64,7 @@ When talking about metaphors, it can be helpful to talk about their parts. A met
|
|||
|
||||
In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his "love") is the **topic**, and "red rose" is the **image**. Beauty and delicacy are the points of comparison that the speaker sees as similarities between both the topic and image. Note, however, that a rose's beauty is not identical to a woman's beauty. Neither are the two kinds of delicacy the same. So these points of comparison are not built upon identical characteristics, but rather upon characteristics that are seen by the writer as similar in some way.
|
||||
|
||||
* My love is a red, red rose.
|
||||
* My love is a red, red rose.
|
||||
|
||||
Often, as in the metaphor above, the speaker explicitly states the **topic** and the **image**, but he does not state the points of comparison. The speaker leaves it to the hearer to think of those points of comparison. Because the hearers must do that, the speaker's message tends to be more powerful.
|
||||
|
||||
|
|
@ -78,21 +78,21 @@ Note that this metaphor is really several metaphors. The first metaphor is that
|
|||
|
||||
**Purposes of Metaphor**
|
||||
|
||||
* One purpose of metaphor is to teach people about something that they do not know (the **topic**) by showing that it is like something that they already do know (the **image**).
|
||||
* Another purpose is to emphasize that something has a particular quality or to show that it has that quality in an extreme way.
|
||||
* Another purpose is to lead people to feel the same way about one thing as they would feel about the other.
|
||||
* One purpose of metaphor is to teach people about something that they do not know (the **topic**) by showing that it is like something that they already do know (the **image**).
|
||||
* Another purpose is to emphasize that something has a particular quality or to show that it has that quality in an extreme way.
|
||||
* Another purpose is to lead people to feel the same way about one thing as they would feel about the other.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it.
|
||||
* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor.
|
||||
* If the topic is not stated, people may not know what the topic is.
|
||||
* People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
|
||||
* People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it.
|
||||
* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor.
|
||||
* If the topic is not stated, people may not know what the topic is.
|
||||
* People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
* Make the meaning of a metaphor as clear to the target audience as it was to the original audience.
|
||||
* Do not make the meaning of a metaphor more clear to the target audience than you think it was to the original audience.
|
||||
* Make the meaning of a metaphor as clear to the target audience as it was to the original audience.
|
||||
* Do not make the meaning of a metaphor more clear to the target audience than you think it was to the original audience.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -117,56 +117,66 @@ 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 of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. (See [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md) for lists of some of these patterned pairs of concepts.)
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. 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 will not know the intended points of comparison between the image and topic, then state them clearly.
|
||||
8. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. (See [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md) for lists of some of these patterned pairs of concepts.)
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. 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 will not know the intended points of comparison between the image and topic, then state them clearly.
|
||||
8. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language.
|
||||
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULB)
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULB)
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly.
|
||||
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULB)
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULB)
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor.
|
||||
|
||||
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."
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
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.
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
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.
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
|
||||
* "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
|
||||
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* "And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand."
|
||||
* "And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand."
|
||||
|
||||
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.)
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
7. If the target audience will not know the intended points of comparison between the image and the topic, then state them clearly.
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
8. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
* Now you gather fish. I will make you <u>gather people</u>.
|
||||
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
* Now you gather fish. I will make you <u>gather people</u>.
|
||||
|
||||
_To learn more about specific metaphors read:_
|
||||
|
||||
* [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)
|
||||
* [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -12,8 +12,8 @@ The cup represents the wine that is in the cup.
|
|||
|
||||
#### Metonymy can be used
|
||||
|
||||
* to a shorter way of referring to something
|
||||
* to make an abstract idea more meaningful by referring to it with the name of a physical object associated with it
|
||||
* to a shorter way of referring to something
|
||||
* to make an abstract idea more meaningful by referring to it with the name of a physical object associated with it
|
||||
|
||||
### Reason this is a translation issue
|
||||
|
||||
|
|
@ -35,24 +35,24 @@ The word "wrath" or "anger" is a metonym for "punishment." God was extremely ang
|
|||
|
||||
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 only the name of the thing the metonym represents.
|
||||
1. Use the metonym along with the name of the thing it represents.
|
||||
1. Use only the name of the thing the metonym represents.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
2. Use the metonym along with the name of the thing it represents.
|
||||
|
||||
* **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB)
|
||||
* "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you."
|
||||
* **He took the cup in the same way after supper, saying, "<u>This cup</u> is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB)
|
||||
* "He took the cup in the same way after supper, saying, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you."
|
||||
|
||||
2. Use the name of the thing the metonym represents.
|
||||
|
||||
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULB)
|
||||
* "The Lord God will give him <u>the kingly authority</u> of his father, David."
|
||||
* "The Lord God will <u>make him king</u> like his ancestor, King David."
|
||||
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULB)
|
||||
* "The Lord God will give him <u>the kingly authority</u> of his father, David."
|
||||
* "The Lord God will <u>make him king</u> like his ancestor, King David."
|
||||
|
||||
* **who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULB)
|
||||
* "who warned you to flee from God's coming <u>punishment</u>?"
|
||||
* **who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULB)
|
||||
* "who warned you to flee from God's coming <u>punishment</u>?"
|
||||
|
||||
|
||||
To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../translate-bita-part2/01.md).
|
||||
|
|
@ -18,9 +18,9 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
|
|||
|
||||
### Reason this is a translation issue
|
||||
|
||||
* Many times in the Bible adjectives are used as nouns to describe a group of people.
|
||||
* Some languages do not use adjectives in this way.
|
||||
* Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
|
||||
* Many times in the Bible adjectives are used as nouns to describe a group of people.
|
||||
* Some languages do not use adjectives in this way.
|
||||
* Readers of these languages may think that the text is talking about one particular person when it is really talking about the group of people whom the adjective describes.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -35,14 +35,15 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it
|
|||
|
||||
If your language uses adjectives as nouns to refer to a class of people, consider using the adjectives in this way. If it would sound strange, or if the meaning would be unclear or wrong, here is another option:
|
||||
|
||||
1. Use the adjective with a plural form of the noun that the adjective describes.
|
||||
1. Use the adjective with a plural form of the noun that the adjective describes.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the adjective with a plural form of the noun that the adjective describes.
|
||||
|
||||
* **The scepter of wickedness must not rule in the land of <u>the righteous</u>.** (Psalms 125:3 ULB)
|
||||
* The scepter of wickedness must not rule in the land of <u>righteous people</u>.
|
||||
* **The scepter of wickedness must not rule in the land of <u>the righteous</u>.** (Psalms 125:3 ULB)
|
||||
* The scepter of wickedness must not rule in the land of <u>righteous people</u>.
|
||||
|
||||
* **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
|
||||
* Blessed are <u>people who are meek</u> ...
|
||||
|
||||
* **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
|
||||
* Blessed are <u>people who are meek</u> ...
|
||||
|
|
@ -12,70 +12,70 @@ Most sentences have three basic important parts: subject, object, and verb. Subj
|
|||
The subject is usually what the sentence is about. It usually performs some action or is being described.
|
||||
A subject may be **active**; it does something, such as sing, or work, or teach.
|
||||
|
||||
* <u>Peter</u> sings the song well.
|
||||
* <u>Peter</u> sings the song well.
|
||||
|
||||
A subject may have something done to it.
|
||||
|
||||
* <u>Peter</u> was fed good food.
|
||||
* <u>Peter</u> was fed good food.
|
||||
|
||||
A subject can be described or it can be in a **state**, such as being happy, sad, or angry.
|
||||
|
||||
* <u>He</u> is tall.
|
||||
* <u>The boy</u> is happy.
|
||||
* <u>He</u> is tall.
|
||||
* <u>The boy</u> is happy.
|
||||
|
||||
#### Object
|
||||
|
||||
The **object** is often the thing that the subject does something to.
|
||||
|
||||
* Peter hit <u>the ball</u>.
|
||||
* Peter read <u>a book</u>.
|
||||
* Peter sang <u>the song</u> well.
|
||||
* Peter ate <u>good food</u>.
|
||||
* Peter hit <u>the ball</u>.
|
||||
* Peter read <u>a book</u>.
|
||||
* Peter sang <u>the song</u> well.
|
||||
* Peter ate <u>good food</u>.
|
||||
|
||||
#### Verb
|
||||
|
||||
The verb shows an action or a state of being.
|
||||
|
||||
* Peter <u>sings</u> the song well.
|
||||
* Peter <u>is singing</u>.
|
||||
* Peter <u>is</u> tall.
|
||||
* Peter <u>sings</u> the song well.
|
||||
* Peter <u>is singing</u>.
|
||||
* Peter <u>is</u> tall.
|
||||
|
||||
#### Preferred Word Order
|
||||
|
||||
All languages have a preferred word order. The examples below show the order of the subject, object, and verb in "Peter hit the ball" for some languages.
|
||||
In some languages, such as English, the order is Subject-Verb-Object.
|
||||
|
||||
* Peter hit the ball.
|
||||
* Peter hit the ball.
|
||||
|
||||
In some languages the order is Subject-Object-Verb.
|
||||
|
||||
* Peter the ball hit.
|
||||
* Peter the ball hit.
|
||||
|
||||
In some languages the order is Verb-Subject-Object.
|
||||
|
||||
* Hit Peter the ball.
|
||||
* Hit Peter the ball.
|
||||
|
||||
#### Changes in Word Order
|
||||
|
||||
Word order can change if the sentence:
|
||||
|
||||
* is a question or command
|
||||
* describes a state of being (He is happy. He is tall.)
|
||||
* expresses a condition, such as with the the word "if"
|
||||
* has a location
|
||||
* has a time element
|
||||
* is in a poem
|
||||
* is a question or command
|
||||
* describes a state of being (He is happy. He is tall.)
|
||||
* expresses a condition, such as with the the word "if"
|
||||
* has a location
|
||||
* has a time element
|
||||
* is in a poem
|
||||
|
||||
Word order can also change
|
||||
|
||||
* if there is some kind of emphasis on a certain part of the sentence
|
||||
* if the sentence is really about something other than the subject
|
||||
* if there is some kind of emphasis on a certain part of the sentence
|
||||
* if the sentence is really about something other than the subject
|
||||
|
||||
### Translation Principles
|
||||
|
||||
* Know which word order is preferred in your language.
|
||||
* Use your language's preferred word order unless there is some reason in your language to change it.
|
||||
* Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
|
||||
* Know which word order is preferred in your language.
|
||||
* Use your language's preferred word order unless there is some reason in your language to change it.
|
||||
* Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_order.
|
||||
|
|
@ -19,23 +19,24 @@ 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 things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
|
||||
1. 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."
|
||||
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. (See: [Translate Unknowns](../translate-unknown/01.md))
|
||||
1. 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
|
||||
|
||||
1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same.
|
||||
|
||||
* **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
|
||||
* Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
|
||||
* **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a <u>lampstand</u>"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house.
|
||||
* Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on <u>a high shelf</u>.
|
||||
|
||||
* **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
|
||||
* Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
* **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
|
||||
* Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
|
||||
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."
|
||||
|
||||
* **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB)
|
||||
* <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB)
|
||||
* **<u>Jesus said to them</u>, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB)
|
||||
* <u>Jesus told them a parable about why they should witness openly.</u> "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB)
|
||||
|
||||
* **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
|
||||
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
|
||||
* **<u>Then Jesus presented another parable to them.</u> He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB)
|
||||
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."
|
||||
|
|
@ -3,18 +3,18 @@
|
|||
|
||||
In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following:
|
||||
|
||||
1. The second clause or phrase means the same as the first. This is also called synonymous parallelism.
|
||||
1. The second clarifies or strengthens the meaning of the first.
|
||||
1. The second completes what is said in the first.
|
||||
1. The second says something that contrasts with the first, but adds to the same idea.
|
||||
1. The second clause or phrase means the same as the first. This is also called synonymous parallelism.
|
||||
1. The second clarifies or strengthens the meaning of the first.
|
||||
1. The second completes what is said in the first.
|
||||
1. The second says something that contrasts with the first, but adds to the same idea.
|
||||
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.
|
||||
|
||||
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages 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 and above the ordinary way of speaking.
|
||||
* 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 and above the ordinary way of speaking.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
|
|
@ -66,32 +66,33 @@ This contrasts what happens when someone gives a gentle answer with what happens
|
|||
|
||||
For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. 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.
|
||||
1. 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."
|
||||
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
1. Combine the ideas of both clauses into one.
|
||||
1. 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."
|
||||
1. 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 deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* "Until now you have deceived me with your lies."
|
||||
* **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - 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 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
|
||||
* "Yahweh pays attention to everything a person does."
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) - 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 ULB) - 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."
|
||||
* **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - 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 ULB)
|
||||
* "Yahweh truly sees everything a person does."
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* "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."
|
||||
|
||||
* **you have deceived me and told me lies.** (Judges 16:13 ULB)
|
||||
* "All you have done is lie to me."
|
||||
* **you have deceived me and told me lies.** (Judges 16:13 ULB)
|
||||
* "All you have done is lie to me."
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* "Yahweh sees absolutely everything that a person does."
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* "Yahweh sees absolutely everything that a person does."
|
||||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
The predictive past is a figure of speech that uses the past tense to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen. It is also called the prophetic perfect.
|
||||
|
||||
|
|
@ -51,4 +51,5 @@ If the past tense would be natural and give the right meaning in your language,
|
|||
3) Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
* Yahweh said to Joshua, "See, I <u>am handing</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
|
|
|
|||
|
|
@ -17,8 +17,8 @@ People also do this because it is sometimes easier to talk about people's relati
|
|||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
* Some languages do not use personification.
|
||||
* Some languages use personification only in certain situations.
|
||||
* Some languages do not use personification.
|
||||
* Some languages use personification only in certain situations.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -34,26 +34,26 @@ The author speaks of wisdom and understanding as if they are a woman who calls o
|
|||
|
||||
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 it clear.
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
1. Find a way to translate it without the personification.
|
||||
1. Add words or phrases to make it clear.
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
1. Find a way to translate it without the personification.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add words or phrases to make it clear.
|
||||
|
||||
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as 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.
|
||||
* ... <u>sin</u> is at your door, <u>waiting to attack you</u>
|
||||
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as 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.
|
||||
* ... <u>sin</u> is at your door, <u>waiting to attack you</u>
|
||||
|
||||
2. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
2. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
|
||||
* ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as."
|
||||
* ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
|
||||
* ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as."
|
||||
* ... sin is crouching at the door, just <u>as a wild animal does waiting to attack a person</u>.
|
||||
|
||||
3. Find a way to translate it without the personification.
|
||||
|
||||
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
* He even <u>controls the winds and the sea</u>.
|
||||
* ** ... even the <u>winds and the sea obey him</u>** (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
* He even <u>controls the winds and the sea</u>.
|
||||
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,27 +3,27 @@
|
|||
|
||||
In common English, "possession" refers to having something, or to something that a person has. In English that grammatical relationship is shown with <u>of</u>, or an apostrophe and the letter <u>s</u>, or a possessive pronoun.
|
||||
|
||||
* the house <u>of</u> my grandfather
|
||||
* my grandfather<u>'s</u> house
|
||||
* <u>his</u> house
|
||||
* the house <u>of</u> my grandfather
|
||||
* my grandfather<u>'s</u> house
|
||||
* <u>his</u> house
|
||||
|
||||
Possession is used in Hebrew, Greek, and English for a variety of situations. Here are a few common situations that it is used for.
|
||||
|
||||
* Ownership - Someone owns something.
|
||||
* Ownership - Someone owns something.
|
||||
* My clothes - The clothes that I own
|
||||
* Social relationship - Someone has some kind of social relationship with another.
|
||||
* 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
|
||||
* Contents - Something has something in it.
|
||||
* Contents - Something has something in it.
|
||||
* a bag of potatoes - a bag that has potatoes in it, or a bag that is full of potatoes
|
||||
* 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
|
||||
* 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
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* Translators need to understand the relationship between two ideas represented by the two nouns when one possesses the other.
|
||||
* Some languages do not use possession for all of the situations that your source text Bible might use it for.
|
||||
* Translators need to understand the relationship between two ideas represented by the two nouns when one possesses the other.
|
||||
* Some languages do not use possession for all of the situations that your source text Bible might use it for.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -66,41 +66,42 @@ In the example below, <u>Christ loves us</u>.
|
|||
|
||||
### 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.
|
||||
1. Read the verse in the UDB. Sometimes it shows the relationship clearly.
|
||||
1. See what the notes say about it.
|
||||
1. Read the surrounding verses to see if they help you to understand the relationship between the two nouns.
|
||||
1. Read the verse in the UDB. Sometimes it shows the relationship clearly.
|
||||
1. 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 describes the other.
|
||||
1. Use a verb to show how the two are related.
|
||||
1. If one of the nouns refers to an event, translate it as a verb.
|
||||
1. Use an adjective to show that one describes the other.
|
||||
1. Use a verb to show how the two are related.
|
||||
1. If one of the nouns refers to an event, translate it as a verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use an adjective to show that one describes the other. The adjective below is in **bold** print.
|
||||
|
||||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* "On their heads were <u>**gold** crowns</u>"
|
||||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* "On their heads were <u>**gold** crowns</u>"
|
||||
|
||||
2. Use a verb to show how the two are related. In the example below, the added verb is in bold.
|
||||
|
||||
* ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
* ** ... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
|
||||
* **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
|
||||
* Wealth is worthless on <u>the day when God **shows** his wrath.</u>
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
* **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
|
||||
* Wealth is worthless on <u>the day when God **shows** his wrath.</u>
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
|
||||
3. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
|
||||
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalms 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
|
@ -10,57 +10,57 @@ Personal pronouns refer to people or things and show if the speaker is referring
|
|||
|
||||
#### Person
|
||||
|
||||
* First Person - The speaker and possibly others (I, we)
|
||||
* First Person - The speaker and possibly others (I, we)
|
||||
* [Inclusive "We"](../figs-inclusive/01.md)
|
||||
* [Exclusive "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 for specifically two people or two things.)
|
||||
* Dual - two (Some languages have pronouns for specifically 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
|
||||
|
||||
* Subject of the verb: I, you, he, she, it, we, they
|
||||
* Object of the verb or preposition: me, you, him, her, it, us, them
|
||||
* Possessor with a noun: my, your, his, her, its, our, their
|
||||
* Possessor without a noun: mine, yours, his, hers, its, ours, theirs
|
||||
* Subject of the verb: I, you, he, she, it, we, they
|
||||
* Object of the verb or preposition: me, you, him, her, it, us, them
|
||||
* Possessor with a noun: my, your, his, her, its, our, their
|
||||
* Possessor without a noun: mine, yours, his, hers, its, ours, theirs
|
||||
|
||||
### Other Types of pronouns
|
||||
|
||||
**[Reflexive Pronouns](../figs-rpronouns/01.md)** refer to another noun or pronoun in the same sentence: myself, yourself, himself, herself, itself, ourselves, yourselves, themselves.
|
||||
|
||||
* **John saw <u>himself</u> in the mirror.** - The word "himself" refers to John.
|
||||
* **John saw <u>himself</u> in the mirror.** - The word "himself" refers to John.
|
||||
|
||||
**Interrogative Pronouns** are used to make a question that needs more than just a yes or no for an answer: who, whom, whose, what, where, when, why, how
|
||||
|
||||
* **<u>Who</u> built the house?**
|
||||
* **<u>Who</u> built the house?**
|
||||
|
||||
**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when
|
||||
|
||||
* **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
|
||||
* **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
|
||||
* **I saw the house <u>that</u> John built.** The clause "that John built" tells which house I saw.
|
||||
* **I saw the man <u>who</u> built the house.** The clause "who built the house" tells which man I saw.
|
||||
|
||||
**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those.
|
||||
|
||||
* **Have you seen <u>this</u> here?**
|
||||
* **Who is <u>that</u> over there?**
|
||||
* **Have you seen <u>this</u> here?**
|
||||
* **Who is <u>that</u> over there?**
|
||||
|
||||
**Indefinite pronouns** are used when no particular noun is being referred to: any, anyone, someone, anything, something, some. Sometimes a personal pronoun is used in a generic way to do this: you, they, he or it.
|
||||
|
||||
* **He does not want to talk to <u>anyone</u>.**
|
||||
* **<u>Someone</u> fixed it, but I do not know who.**
|
||||
* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.**
|
||||
* **He does not want to talk to <u>anyone</u>.**
|
||||
* **<u>Someone</u> fixed it, but I do not know who.**
|
||||
* **<u>They</u> say that <u>you</u> should not wake a sleeping dog.**
|
||||
|
||||
In the last example, "they" and "you" just refer to people in general.
|
||||
|
|
@ -6,11 +6,11 @@ There are two kinds of quotations: direct quotation and indirect quotation.
|
|||
|
||||
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, "<u>I</u> do not know at what time <u>I</u> will arrive."
|
||||
* John said, "<u>I</u> do not know at what time <u>I</u> will arrive."
|
||||
|
||||
An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person's point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as "he" in the quotation and uses the word "would," to replace the future tense indicated by "will."
|
||||
|
||||
* John said that <u>he</u> did not know at what time <u>he</u> would arrive.
|
||||
* John said that <u>he</u> did not know at what time <u>he</u> would arrive.
|
||||
|
||||
### Why this is a translation issue
|
||||
|
||||
|
|
@ -21,32 +21,32 @@ In some languages, reported speech can be expressed by either direct or indirect
|
|||
The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations.
|
||||
>He instructed him to tell no one, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them." (Luke 5:14 ULB)
|
||||
|
||||
* Indirect quote: He instructed him <u>to tell no one</u>,
|
||||
* Direct quote: but told him, "<u>Go on your way, and show yourself to the priest…</u>"
|
||||
* Indirect quote: He instructed him <u>to tell no one</u>,
|
||||
* Direct quote: but told him, "<u>Go on your way, and show yourself to the priest…</u>"
|
||||
|
||||
>Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." (Luke 17:20-21 ULB)
|
||||
|
||||
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
|
||||
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
|
||||
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
|
||||
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
|
||||
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
|
||||
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
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 an indirect quote would not work well in your language, change it to a direct quote.
|
||||
1. If a direct quote would not work well in your language, change it to an indirect quote.
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If a direct quote would not work well in your language, change it to an indirect quote.
|
||||
|
||||
* **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULB)
|
||||
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
|
||||
* **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULB)
|
||||
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
|
||||
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
||||
* **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."** (Luke 5:14 ULB)
|
||||
* He instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
|
||||
* **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."** (Luke 5:14 ULB)
|
||||
* He instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_quotations.
|
||||
|
|
@ -1,19 +1,19 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote.
|
||||
|
||||
* John said, "I do not know when I will arrive."
|
||||
* John said, "I do not know when I will arrive."
|
||||
|
||||
Quotation marks are not used with indirect quotes.
|
||||
|
||||
* John said that he did not know when he would arrive.
|
||||
* John said that he did not know when he would arrive.
|
||||
|
||||
When there are many layers of quotes inside of quotes, it might be hard for readers to understand who is saying what. Alternating two kinds of quote marks can help careful readers to keep track of them. In English the outermost quote has double quote marks, and the next quote inside has single marks. The next quote inside of that has double quote marks.
|
||||
|
||||
* Mary said, "John said, 'I do not know when I will arrive.' "
|
||||
* Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
|
||||
* Mary said, "John said, 'I do not know when I will arrive.' "
|
||||
* Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
|
||||
|
||||
Some languages use other kinds of quotation marks: Here are some examples: ‚ ' „ " ‹ › « » ⁊ — .
|
||||
|
||||
|
|
@ -48,23 +48,27 @@ A fourth layer direct quote has single quote marks around it. We have underlined
|
|||
|
||||
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.
|
||||
1. 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. 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.
|
||||
1. Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
|
||||
1. 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. 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
|
||||
|
||||
1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULB text below.
|
||||
|
||||
>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 ULB)
|
||||
|
||||
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. In English the word "that" can introduce an indirect quote. In the example below, everything after the word "that" is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with " and '.
|
||||
|
||||
>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 ULB)
|
||||
|
||||
|
||||
* 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." ' "
|
||||
* 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." ' "
|
||||
|
||||
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.
|
||||
|
||||
>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 ULB)
|
||||
|
||||
* 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." ' "
|
||||
* 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." ' "
|
||||
|
||||
|
|
|
|||
|
|
@ -6,9 +6,9 @@ A quotation may have a quote within it, and quotes that are inside of other quot
|
|||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word "I," the listener needs to know whether "I" refers to the speaker of the inner quote or the outer quote.
|
||||
1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
|
||||
1. Some languages do not use indirect quotes.
|
||||
1. When there is a quote within a quote, the listener needs to know who the pronouns refer to. For example if a quote that is inside a quote has the word "I," the listener needs to know whether "I" refers to the speaker of the inner quote or the outer quote.
|
||||
1. Some languages make this clear by using different kinds of quotes when there are quotes within quotes. They may use direct quotes for some and indirect quotes for others.
|
||||
1. Some languages do not use indirect quotes.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -41,20 +41,21 @@ 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 one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
1. Translate all of the quotes as direct quotes.
|
||||
1. Translate one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULB and the quotes that we have changed to direct quotes below it.
|
||||
|
||||
* **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
* **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
|
||||
2. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
|
||||
|
||||
* **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "** (Exodus 16:11-12 ULB)
|
||||
* Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
|
||||
* **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "** (Exodus 16:11-12 ULB)
|
||||
* Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> God."
|
||||
|
||||
* **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 ULB)
|
||||
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> 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.' "
|
||||
|
||||
* **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 ULB)
|
||||
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> 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.' "
|
||||
|
|
@ -1,20 +1,20 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
All languages have ways of showing that the same person fills two different roles in a sentence. English does this by using **Reflexive pronouns**. These are pronouns that refer to someone or something that has already been mentioned in a sentence. In English the reflexive pronouns are: myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves. Other languages may have other ways to show this.
|
||||
|
||||
### Reason this is a translation issue
|
||||
|
||||
* Languages have different ways of showing that the same person fills two different roles in a sentence. For those languages, translators will need to know how to translate the English reflexive pronouns.
|
||||
* The reflexive pronouns in English also have other functions.
|
||||
* Languages have different ways of showing that the same person fills two different roles in a sentence. For those languages, translators will need to know how to translate the English reflexive pronouns.
|
||||
* The reflexive pronouns in English also have other functions.
|
||||
|
||||
### Uses of Reflexive Pronouns
|
||||
|
||||
* To show that the same person or things fills two different roles in a sentence
|
||||
* To emphasize a person or thing in the sentence
|
||||
* To show that someone did something alone
|
||||
* To show that someone or something was alone
|
||||
* To show that the same person or things fills two different roles in a sentence
|
||||
* To emphasize a person or thing in the sentence
|
||||
* To show that someone did something alone
|
||||
* To show that someone or something was alone
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -48,30 +48,31 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
|
||||
1. In some languages people put something on the verb to show that the object of the verb is the same as the subject.
|
||||
|
||||
* **If I should testify about <u>myself</u> alone, my testimony would not be true.** (John 5:31)
|
||||
* "If I should <u>self-testify</u> alone, my testimony would not be true."
|
||||
* **If I should testify about <u>myself</u> alone, my testimony would not be true.** (John 5:31)
|
||||
* "If I should <u>self-testify</u> alone, my testimony would not be true."
|
||||
|
||||
* **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55)
|
||||
* "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
|
||||
* **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>purify themselves</u>.** (John 11:55)
|
||||
* "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to <u>self-purify</u>."
|
||||
|
||||
2. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
|
||||
* **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
|
||||
* "<u>It was he who</u> took our sickness and bore our diseases."
|
||||
* **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
|
||||
* "<u>It was he who</u> took our sickness and bore our diseases."
|
||||
|
||||
* **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
|
||||
* "<u>It was not Jesus who</u> was baptizing, but his disciples were."
|
||||
* **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
|
||||
* "<u>It was not Jesus who</u> 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.
|
||||
|
||||
* **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
|
||||
* **Now Jesus said this to test Philip, for he <u>himself</u> 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."
|
||||
|
||||
* **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
|
||||
* "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain."
|
||||
* **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain <u>by himself</u>.** (John 6:15)
|
||||
* "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain."
|
||||
|
||||
5. In some languages people show that something was alone by using a phrase that tells about where it was.
|
||||
|
||||
* **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)
|
||||
* "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
|
||||
* **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place <u>by itself</u>.** (John 20:6-7 ULB)
|
||||
* "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying <u>in it's own place</u>."
|
||||
|
||||
|
|
|
|||
|
|
@ -13,9 +13,9 @@ The Bible contains many rhetorical questions. Some of the purposes of these rhet
|
|||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* Some languages do not use rhetorical questions; for them a question is always a request for information.
|
||||
* Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible.
|
||||
* Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible.
|
||||
* Some languages do not use rhetorical questions; for them a question is always a request for information.
|
||||
* Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible.
|
||||
* Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -74,32 +74,37 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add the answer after the question.
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
|
||||
|
||||
* **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
|
||||
* Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
|
||||
|
||||
* **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
|
||||
* Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
|
||||
|
||||
2. Change the rhetorical question to a statement or exclamation.
|
||||
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULB)
|
||||
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
|
||||
|
||||
* **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULB)
|
||||
* <u>You should not insult God's high priest!</u>
|
||||
|
||||
* **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULB)
|
||||
* <u>I wish I had died when I came out from the womb!</u>
|
||||
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULB)
|
||||
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
|
||||
|
||||
* **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
|
||||
* <u>How wonderful it is that the mother of my Lord has come to me!</u>
|
||||
* **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULB)
|
||||
* <u>You should not insult God's high priest!</u>
|
||||
|
||||
* **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULB)
|
||||
* <u>I wish I had died when I came out from the womb!</u>
|
||||
|
||||
* **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
|
||||
* <u>How wonderful it is that the mother of my Lord has come to me!</u>
|
||||
|
||||
3. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
* **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
|
||||
* You still rule the kingdom of Israel, <u>do you not?</u>
|
||||
|
||||
* **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
|
||||
* You still rule the kingdom of Israel, <u>do you not?</u>
|
||||
|
||||
4. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
* **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
|
||||
* If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
|
||||
* **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
|
||||
* If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,7 @@
|
|||
|
||||
The simplest sentence structure in English includes a **subject** and an **action** word:
|
||||
|
||||
* The boy ran.
|
||||
* The boy ran.
|
||||
|
||||
#### Subject
|
||||
|
||||
|
|
@ -24,40 +24,40 @@ When the sentence is a command, in many languages it does not have a subject pro
|
|||
|
||||
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](figs-verbs)) In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold.
|
||||
|
||||
* The man <u>**is** strong</u>.
|
||||
* He <u>**worked** hard</u>.
|
||||
* He <u>**made** a garden</u>.
|
||||
* The man <u>**is** strong</u>.
|
||||
* He <u>**worked** hard</u>.
|
||||
* He <u>**made** a garden</u>.
|
||||
|
||||
#### Compound Sentences
|
||||
|
||||
A sentence can be made up of more than one sentence. Each of the two lines below has a subject and a predicate and is a full sentence.
|
||||
|
||||
* He planted the yams.
|
||||
* His wife planted the corn.
|
||||
* He planted the yams.
|
||||
* His wife planted the corn.
|
||||
|
||||
The compound sentence below contains the two sentences above. In English, compound sentences are joined with a conjunction such as "and," "but," or "or."
|
||||
|
||||
* He planted the yams <u>and</u> his wife planted the corn.
|
||||
* He planted the yams <u>and</u> his wife planted the corn.
|
||||
|
||||
#### Clauses
|
||||
|
||||
Sentences can also have clauses and other phrases. Clauses are like sentences because they have a subject and a predicate, but they do not normally occur by themselves. Here are some examples of clauses. The subjects are in bold, and the predicates are underlined.
|
||||
|
||||
* when **the corn** <u>was ready</u>
|
||||
* after **she** <u>picked it</u>
|
||||
* because **it** <u>tasted so good</u>
|
||||
* when **the corn** <u>was ready</u>
|
||||
* after **she** <u>picked it</u>
|
||||
* because **it** <u>tasted so good</u>
|
||||
|
||||
Sentences can have many clauses, and so they can become long and complex. But each sentence has to have at least one **independent clause**, that is, a clause that can be a sentence all by itself. The other clauses that cannot be sentences by themselves are called the **dependent clauses**. Dependent clauses depend on the independent clause to complete their meaning. The dependent clauses are underlined in the sentences below.
|
||||
|
||||
* <u>When the corn was ready</u>, she picked it.
|
||||
* <u>After she picked it</u>, she carried it home and cooked it.
|
||||
* Then she and her husband ate it all, <u>because it tasted so good</u>.
|
||||
* <u>When the corn was ready</u>, she picked it.
|
||||
* <u>After she picked it</u>, she carried it home and cooked it.
|
||||
* Then she and her husband ate it all, <u>because it tasted so good</u>.
|
||||
|
||||
The following phrases can each be a whole sentence. They are the independent clauses from the sentences above.
|
||||
|
||||
* She picked it.
|
||||
* She carried it home and cooked it.
|
||||
* Then she and her husband ate it all.
|
||||
* She picked it.
|
||||
* She carried it home and cooked it.
|
||||
* Then she and her husband ate it all.
|
||||
|
||||
#### Relative Clauses
|
||||
|
||||
|
|
@ -65,13 +65,14 @@ In some languages, clauses can be used with a noun that is part of a sentence. T
|
|||
|
||||
In the sentence below, "the corn that was ready" is part of the predicate of the whole sentence. The relative clause "that was ready" is used with the noun "corn" to tell which corn she picked.
|
||||
|
||||
* His wife picked **the corn** <u>that was ready</u>.
|
||||
* His wife picked **the corn** <u>that was ready</u>.
|
||||
|
||||
In the sentence below "her mother, who was very annoyed" is part of the predicate of the whole sentence. The relative clause "who was very annoyed" is used with the noun "mother" to tell how her mother felt when she did not get any corn.
|
||||
|
||||
* She did not give any corn to **her mother**, <u>who was very annoyed</u>.
|
||||
* She did not give any corn to **her mother**, <u>who was very annoyed</u>.
|
||||
|
||||
#### Translation Issues
|
||||
|
||||
* Languages have different orders for the parts of a sentence. (See: //add Information Structure page//)
|
||||
* Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish))
|
||||
* Languages have different orders for the parts of a sentence. (See: //add Information Structure page//)
|
||||
* Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish))
|
||||
|
||||
|
|
|
|||
|
|
@ -4,17 +4,17 @@
|
|||
|
||||
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
|
||||
|
||||
* Languages have different ways of using sentence types to express particular functions.
|
||||
* Most languages use these sentence types for more than one function.
|
||||
* Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function.
|
||||
* Languages have different ways of using sentence types to express particular functions.
|
||||
* Most languages use these sentence types for more than one function.
|
||||
* Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function.
|
||||
|
||||
#### Examples from the Bible
|
||||
|
||||
|
|
@ -30,7 +30,7 @@ Statements can also have other functions. (see [Statements - Other Uses](../figs
|
|||
The speakers below used these questions to get information, and the people they were speaking to answered their questions.
|
||||
|
||||
<blockquote>Jesus said to them, "<u>Do you believe that I can do this?</u>" They said to him, "Yes, Lord." (Matthew 9:28 ULB) </blockquote>
|
||||
|
||||
|
||||
<blockquote>The jailer...said, "Sirs, <u>what must I do to be saved?</u>" They said, "Believe in the Lord Jesus, and you will be saved, you and your house." (Acts 16:29-31 ULB)</blockquote>
|
||||
|
||||
Questions can also have other functions. (see [Rhetorical Question](../figs-rquestion/01.md))
|
||||
|
|
@ -64,10 +64,10 @@ With a **wish** a person expresses what they want to happen. In English they oft
|
|||
|
||||
In Genesis 28, Isaac told Jacob what he wanted God to do for him.
|
||||
><u>May God Almighty bless</u> you, make you fruitful and multiply you. (Genesis 28:3 ULB)
|
||||
|
||||
|
||||
In Genesis 9, Noah said what he wanted to happen to Canaan.
|
||||
><u>Cursed be</u> Canaan. <u>May he be</u> a servant to his brothers' servants. (Genesis 9:25 ULB)
|
||||
|
||||
|
||||
In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die.
|
||||
><u>Let me not look</u> upon the death of the child. (Genesis 21:16 ULB)
|
||||
|
||||
|
|
@ -84,9 +84,10 @@ Exclamations express strong feeling. In the ULB and UDB, they usually have an ex
|
|||
|
||||
1. Use your language's ways of showing that a sentence has a particular function.
|
||||
1. 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)
|
||||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
|
||||
* [Statements - Other Uses](../figs-declarative/01.md)
|
||||
* [Rhetorical Question](../figs-rquestion/01.md)
|
||||
* [Imperatives - Other Uses](../figs-imperative/01.md)
|
||||
* [Exclamations](../figs-exclamations/01.md)
|
||||
|
||||
|
|
|
|||
|
|
@ -16,14 +16,14 @@ God's word is compared to a two-edged sword. A two-edged sword is a weapon that
|
|||
|
||||
#### Purposes of Simile
|
||||
|
||||
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
|
||||
* A simile can emphasize a particular trait, sometimes in a way that gets people's attention.
|
||||
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
|
||||
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
|
||||
* A simile can emphasize a particular trait, sometimes in a way that gets people's attention.
|
||||
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* People may not know how the two items are similar.
|
||||
* People may not be familiar with the item that something is compared to.
|
||||
* People may not know how the two items are similar.
|
||||
* People may not be familiar with the item that something is compared to.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -38,35 +38,36 @@ This verse does not tell how the Son of Man will be like the lightning. But from
|
|||
|
||||
If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
|
||||
|
||||
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 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.
|
||||
1. Simply describe the item without comparing it to another.
|
||||
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 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.
|
||||
1. Simply describe the item without comparing it to another.
|
||||
|
||||
### 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.
|
||||
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULB) - 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 <u>you out among wicked people</u> and you will be in danger from them <u>as sheep are in danger when they are among wolves</u>.
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>** (Matthew 10:16 ULB) - 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 <u>you out among wicked people</u> and you will be in danger from them <u>as sheep are in danger when they are among wolves</u>.
|
||||
|
||||
* **For the word of God is living and active and sharper <u>than any two-edged sword</u>.** (Hebrews 4:12 ULB)
|
||||
* For the word of God is living and active and <u>more powerful than a very sharp two-edged sword</u>
|
||||
* **For the word of God is living and active and sharper <u>than any two-edged sword</u>.** (Hebrews 4:12 ULB)
|
||||
* For the word of God is living and active and <u>more powerful than a very sharp two-edged sword</u>
|
||||
|
||||
1. 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.
|
||||
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB) - 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 <u>as chickens in the midst of wild dogs</u>,
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB) - 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 <u>as chickens in the midst of wild dogs</u>,
|
||||
|
||||
* **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!** (Matthew 23:37 ULB)
|
||||
* How often I wanted to gather your children together, <u>as a mother closely watches over her infants</u>, but you refused!
|
||||
* **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!** (Matthew 23:37 ULB)
|
||||
* How often I wanted to gather your children together, <u>as a mother closely watches over her infants</u>, but you refused!
|
||||
|
||||
* **If you have faith even as small <u>as a grain of mustard</u>,** (Matthew 17:20)
|
||||
* If you have faith even as small <u>as a tiny seed</u>,
|
||||
* **If you have faith even as small <u>as a grain of mustard</u>,** (Matthew 17:20)
|
||||
* If you have faith even as small <u>as a tiny seed</u>,
|
||||
|
||||
1. Simply describe the item without comparing it to another.
|
||||
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB)
|
||||
* See, I send you out and <u>people will want to harm you</u>.
|
||||
* **See, I send you out <u>as sheep in the midst of wolves</u>,** (Matthew 10:16 ULB)
|
||||
* See, I send you out and <u>people will want to harm you</u>.
|
||||
|
||||
* **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!** (Matthew 23:37 ULB)
|
||||
* How often I wanted to <u>protect you</u>, but you refused!
|
||||
|
||||
* **How often did I long to gather your children together, just <u>as a hen gathers her chickens under her wings</u>, but you did not agree!** (Matthew 23:37 ULB)
|
||||
* How often I wanted to <u>protect you</u>, but you refused!
|
||||
|
|
@ -12,8 +12,8 @@ The Pharisees who were standing there did not all say the same words at the same
|
|||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* Some readers may understand the words literally.
|
||||
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
|
||||
* Some readers may understand the words literally.
|
||||
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
|
||||
|
||||
### Example from the Bible
|
||||
|
||||
|
|
@ -25,17 +25,18 @@ The Pharisees who were standing there did not all say the same words at the same
|
|||
|
||||
If the synecdoche would be natural and give the right meaning in your language, consider using it. If not, here is another option:
|
||||
|
||||
1. State specifically what the synecdoche refers to.
|
||||
1. State specifically what the synecdoche refers to.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. State specifically what the synecdoche refers to.
|
||||
|
||||
* **"<u>My soul</u> exalts the Lord."** (Luke 1:46 ULB)
|
||||
* "<u>I</u> exalt the Lord."
|
||||
* **"<u>My soul</u> exalts the Lord."** (Luke 1:46 ULB)
|
||||
* "<u>I</u> exalt the Lord."
|
||||
|
||||
* **...<u>the Pharisees</u> said to him** (Mark 2:24 ULB)
|
||||
* ...<u>a representative of the Pharisees</u> said to him ...
|
||||
* **...<u>the Pharisees</u> said to him** (Mark 2:24 ULB)
|
||||
* ...<u>a representative of the Pharisees</u> said to him ...
|
||||
|
||||
* **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
|
||||
* I looked on all the deeds that <u>I</u> had accomplished
|
||||
|
||||
* **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
|
||||
* I looked on all the deeds that <u>I</u> had accomplished
|
||||
|
|
@ -10,9 +10,9 @@ The first underlined phrase and the second underlined phrase mean the same thing
|
|||
|
||||
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 and above the ordinary way of speaking.
|
||||
* 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 and above the ordinary way of speaking.
|
||||
|
||||
#### Reason this is a Translation Issue
|
||||
|
||||
|
|
@ -34,32 +34,33 @@ The two parts of this verse say that Yahweh has a serious disagreement with his
|
|||
|
||||
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.
|
||||
1. 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."
|
||||
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all."
|
||||
1. Combine the ideas of both clauses into one.
|
||||
1. 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."
|
||||
1. 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 <u>deceived me and told me lies</u>.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* Until now you have <u>deceived me with your lies</u>.
|
||||
* **Until now you have <u>deceived me and told me lies</u>.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* Until now you have <u>deceived me with your lies</u>.
|
||||
|
||||
* **Yahweh <u>sees everything a person does and watches all</u> the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
|
||||
* Yahweh <u>pays attention to everything</u> a person does.
|
||||
* **Yahweh <u>sees everything a person does and watches all</u> the paths he takes.** (Proverbs 5:21 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does."
|
||||
* Yahweh <u>pays attention to everything</u> a person does.
|
||||
|
||||
* **For Yahweh has a <u>lawsuit with his people</u>, and he will fight in court against Israel.** (Micah 6:2 ULB) - 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 <u>lawsuit with his people</u>, Israel.
|
||||
* **For Yahweh has a <u>lawsuit with his people</u>, and he will fight in court against Israel.** (Micah 6:2 ULB) - 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 <u>lawsuit with his people</u>, 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 <u>sees everything</u> a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh <u>truly sees</u> everything a person does.
|
||||
* **Yahweh <u>sees everything</u> a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh <u>truly sees</u> 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."
|
||||
|
||||
* **... you have deceived me <u>and</u> told me lies.** (Judges 16:13 ULB)
|
||||
* <u>All</u> you have done is lie to me.
|
||||
* **... you have deceived me <u>and</u> told me lies.** (Judges 16:13 ULB)
|
||||
* <u>All</u> you have done is lie to me.
|
||||
|
||||
* **Yahweh sees everything a person does <u>and</u> watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh sees <u>absolutely everything</u> that a person does.
|
||||
|
||||
* **Yahweh sees everything a person does <u>and</u> watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh sees <u>absolutely everything</u> that a person does.
|
||||
|
|
@ -5,13 +5,13 @@ Verbs are words that refer to an action or event or that is used in describing o
|
|||
|
||||
**Examples** The verbs in the examples below are underlined.
|
||||
|
||||
* John <u>ran</u>. ("Run" is an action.)
|
||||
* John <u>ate</u> a banana. ("Eat" is an action.)
|
||||
* John <u>saw</u> Mark. ("See" is an event.)
|
||||
* John <u>died.</u> ("Die" is an event.)
|
||||
* John <u>is</u> tall. (The phrase "is tall" describes John. The word "is" is a verb that links "John" with "tall.")
|
||||
* John <u>looks</u> handsome. (The phrase "is handsome" describes John. The word "looks" here is a verb that links "John" with "handsome.")
|
||||
* John <u>is</u> my brother. (The phrase "is my brother" identifies John.)
|
||||
* John <u>ran</u>. ("Run" is an action.)
|
||||
* John <u>ate</u> a banana. ("Eat" is an action.)
|
||||
* John <u>saw</u> Mark. ("See" is an event.)
|
||||
* John <u>died.</u> ("Die" is an event.)
|
||||
* John <u>is</u> tall. (The phrase "is tall" describes John. The word "is" is a verb that links "John" with "tall.")
|
||||
* John <u>looks</u> handsome. (The phrase "is handsome" describes John. The word "looks" here is a verb that links "John" with "handsome.")
|
||||
* John <u>is</u> my brother. (The phrase "is my brother" identifies John.)
|
||||
|
||||
### People or Things Associated with a Verb
|
||||
|
||||
|
|
@ -19,33 +19,33 @@ A verb usually says something about someone or something. All of the example sen
|
|||
|
||||
Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb.
|
||||
|
||||
* He <u>ate</u> **lunch**.
|
||||
* He <u>sang</u> **a song**.
|
||||
* He <u>read</u> **a book**.
|
||||
* He <u>saw</u> **the book**.
|
||||
* He <u>ate</u> **lunch**.
|
||||
* He <u>sang</u> **a song**.
|
||||
* He <u>read</u> **a book**.
|
||||
* He <u>saw</u> **the book**.
|
||||
|
||||
Some verbs never have an object.
|
||||
|
||||
* The sun <u>rose</u> at six o'clock.
|
||||
* John <u>slept</u> well.
|
||||
* John <u>fell</u> yesterday.
|
||||
* The sun <u>rose</u> at six o'clock.
|
||||
* John <u>slept</u> well.
|
||||
* John <u>fell</u> yesterday.
|
||||
|
||||
For many verbs in English, it is alright to leave out the object when the object is not important in the sentence.
|
||||
|
||||
* He never <u>eats</u> at night.
|
||||
* He <u>sings</u> all the time.
|
||||
* He <u>reads</u> well.
|
||||
* He cannot <u>see</u>.
|
||||
* He never <u>eats</u> at night.
|
||||
* He <u>sings</u> all the time.
|
||||
* He <u>reads</u> well.
|
||||
* He cannot <u>see</u>.
|
||||
|
||||
In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this.
|
||||
|
||||
* He never <u>eats</u> **food** at night.
|
||||
* He <u>sings</u> **songs** all the time.
|
||||
* He <u>reads</u> **words** well.
|
||||
* He cannot <u>see</u> **anything**.
|
||||
* He never <u>eats</u> **food** at night.
|
||||
* He <u>sings</u> **songs** all the time.
|
||||
* He <u>reads</u> **words** well.
|
||||
* He cannot <u>see</u> **anything**.
|
||||
|
||||
### Subject and Object Marking on Verbs
|
||||
|
||||
|
||||
In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put "s" at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is "I," "you," or "he"; singular, dual, or plural; male or female, or human or non-human.
|
||||
|
||||
* They __eat__ bananas every day. (The subject "they" is more than one person.)
|
||||
|
|
@ -59,16 +59,19 @@ In some languages the verb may be a little bit different depending on the time a
|
|||
|
||||
* Sometimes Mary <u>cooks</u> meat.
|
||||
* Yesterday Mary <u>cooked</u> meat. (She did this in the past.)
|
||||
|
||||
In some languages speakers might add a word to tell something about the time. English speakers use the word "will" when the verb refers to something in the future.
|
||||
|
||||
* Tomorrow Mary <u>will cook</u> meat.
|
||||
|
||||
### Aspect
|
||||
|
||||
When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs "is" or "has" and add "s," "ing," or "ed" to the end of the verb in order to show how the event relates to another event or to the present time.
|
||||
|
||||
* Mary <u>cooks</u> meat every day. (This tell about something Mary often does.)
|
||||
* Mary <u>is cooking</u> the meat. (This tells about something Mary is in the process of doing right now.)
|
||||
* Mary <u>cooked</u> the meat, and John <u>came</u> home. (This simply tells about things that Mary and John did.)
|
||||
* While Mary <u>was cooking</u> the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
|
||||
* Mary <u>has cooked</u> the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
|
||||
* Mary <u>had cooked</u> the meat by the time Mark came home. (This tells about something that Mary completed in the past before something else happened.)
|
||||
* Mary <u>cooks</u> meat every day. (This tell about something Mary often does.)
|
||||
* Mary <u>is cooking</u> the meat. (This tells about something Mary is in the process of doing right now.)
|
||||
* Mary <u>cooked</u> the meat, and John <u>came</u> home. (This simply tells about things that Mary and John did.)
|
||||
* While Mary <u>was cooking</u> the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
|
||||
* Mary <u>has cooked</u> the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
|
||||
* Mary <u>had cooked</u> the meat by the time Mark came home. (This tells about something that Mary completed in the past before something else happened.)
|
||||
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ You may also want to watch the video at http://ufw.io/figs_younum.
|
|||
|
||||
Sometimes in the Bible a speaker uses a singular form of "you" even though he is speaking to a crowd.
|
||||
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
|
||||
### Formal and Informal
|
||||
|
||||
|
|
@ -18,4 +18,5 @@ You may also want to watch the video at http://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)
|
||||
|
||||
|
|
|
|||
|
|
@ -8,8 +8,8 @@ Also, speakers and writers of the Old Testament often referred to groups of peop
|
|||
|
||||
### Reason this is a Translation Issue
|
||||
|
||||
* For many languages, a translator who reads a Bible with a general form of "you" will need to know whether the speaker was speaking to one person or to more than one.
|
||||
* In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
|
||||
* For many languages, a translator who reads a Bible with a general form of "you" will need to know whether the speaker was speaking to one person or to more than one.
|
||||
* In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -35,6 +35,7 @@ Yahweh said these things about the nation of Edom, not about only one person.
|
|||
### Translation Strategies
|
||||
|
||||
If the singular form of the pronoun would be natural when referring to a group of people, consider using it.
|
||||
|
||||
* Whether you can use it may depend on who the speaker is and who the people are that he is talking about or talking to.
|
||||
* It may also depend on what the speaker is saying.
|
||||
|
||||
|
|
|
|||
|
|
@ -8,8 +8,8 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
|
|||
|
||||
#### Reasons this is a Translation Issue
|
||||
|
||||
* Translators who speak a language that has distinct singular, dual, and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
|
||||
* 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.
|
||||
* Translators who speak a language that has distinct singular, dual, and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
|
||||
* 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 how many people the speaker was addressing.
|
||||
|
||||
|
|
@ -29,9 +29,9 @@ James wrote this letter to many people, so the word "you" refers to many people.
|
|||
|
||||
### 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.
|
||||
1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
|
||||
1. 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 context to see who the speaker was talking to and who responded.
|
||||
1. Look at the notes to see if they tell whether "you" refers to one person or more than one person.
|
||||
1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person.
|
||||
1. 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 context to see who the speaker was talking to and who responded.
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_youdual.
|
||||
|
|
@ -9,16 +9,16 @@ In some cultures people use the formal "you" when speaking to someone who is old
|
|||
|
||||
#### Reasons this is a Translation Issue
|
||||
|
||||
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you."
|
||||
* English and many other source languages do not have formal and informal forms of "you."
|
||||
* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator's language.
|
||||
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
|
||||
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you."
|
||||
* English and many other source languages do not have formal and informal forms of "you."
|
||||
* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator's language.
|
||||
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
* Understand the relationship between a speaker and the person or people he is speaking to.
|
||||
* Understand the speaker's attitude toward the person he is speaking to.
|
||||
* Choose the form in your language that is appropriate for that relationship and attitude.
|
||||
* Understand the relationship between a speaker and the person or people he is speaking to.
|
||||
* Understand the speaker's attitude toward the person he is speaking to.
|
||||
* Choose the form in your language that is appropriate for that relationship and attitude.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -39,9 +39,11 @@ Translators whose language has formal and informal forms of "you" will need to u
|
|||
#### Deciding whether to use the Formal or Informal "You"
|
||||
|
||||
1. Pay attention to the relationships between the speakers.
|
||||
* Is one speaker in authority over the other?
|
||||
* Is one speaker older than the other?
|
||||
* Are the speakers family members, relatives, friends, strangers, or enemies?
|
||||
|
||||
* Is one speaker in authority over the other?
|
||||
* Is one speaker older than the other?
|
||||
* Are the speakers family members, relatives, friends, strangers, or enemies?
|
||||
|
||||
1. If you have a Bible in a language that has formal and informal forms of "you," see what forms it uses. Remember, though, that the rules in that language might be different than the rules in your language.
|
||||
|
||||
### Translation Strategies Applied
|
||||
|
|
|
|||
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Reference in New Issue