See in Reader
Merge branch 'master' of https://git.door43.org/Door43/en_ta
This commit is contained in:
Joel Lonbeck
commit
72ff76d5a4
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@ -3,30 +3,30 @@ sections:
|
|||
- title: "Introduction to Checking"
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||||
sections:
|
||||
- title: "Introduction to the Checking Manual"
|
||||
link: intro_check
|
||||
link: intro-check
|
||||
- title: "Introduction to Translation Checking"
|
||||
link: intro_checking
|
||||
link: intro-checking
|
||||
- title: "Introduction to the Checking Levels"
|
||||
link: intro_levels
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||||
link: intro-levels
|
||||
- title: "The Goal of Checking"
|
||||
link: goal_checking
|
||||
link: goal-checking
|
||||
|
||||
- title: "Types of Checks"
|
||||
sections:
|
||||
- title: "Self Check"
|
||||
link: self_check
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||||
link: self-check
|
||||
- title: "Peer Check"
|
||||
link: peer_check
|
||||
link: peer-check
|
||||
- title: "translationWord Check"
|
||||
link: important_term_check
|
||||
link: important-term-check
|
||||
- title: "Accuracy Check"
|
||||
link: accuracy_check
|
||||
link: accuracy-check
|
||||
- title: "Language Community Check"
|
||||
link: language_community_check
|
||||
link: language-community-check
|
||||
- title: "Church Leader Check"
|
||||
link: church_leader_check
|
||||
link: church-leader-check
|
||||
- title: "Other Methods"
|
||||
link: other_methods
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||||
link: other-methods
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||||
|
||||
- title: "What to Check For"
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||||
sections:
|
||||
|
|
@ -41,18 +41,18 @@ sections:
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|||
- title: "Complete Translation"
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||||
link: complete
|
||||
- title: "Self-Assessment Rubric"
|
||||
link: self_assessment
|
||||
link: self-assessment
|
||||
|
||||
- title: "Defining Church Authority"
|
||||
sections:
|
||||
- title: "Checking Authority and Process"
|
||||
link: authority_process
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||||
link: authority-process
|
||||
- title: "Authority Level 1"
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||||
link: authority_level1
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||||
link: authority-level1
|
||||
- title: "Authority Level 2"
|
||||
link: authority_level2
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||||
link: authority-level2
|
||||
- title: "Authority Level 3"
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||||
link: authority_level3
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||||
link: authority-level3
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||||
|
||||
- title: "Checking Process"
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||||
sections:
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||||
|
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@ -60,42 +60,42 @@ sections:
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link: level1
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sections:
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- title: "Level 1 Affirmation"
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||||
link: level1_affirm
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||||
link: level1-affirm
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||||
- title: "Checking Level Two - Affirmation by Community"
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||||
link: level2
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sections:
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- title: "Language Community Evaluation Questions"
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||||
link: community_evaluation
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||||
link: community-evaluation
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- title: "Level 2 Affirmation"
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link: good
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- title: "Checking Level Three - Affirmation by Church Leadership"
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||||
link: level3
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||||
sections:
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||||
- title: "Questions for Checking on Level Three"
|
||||
link: level3_questions
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||||
link: level3-questions
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- title: "Level 3 Approval"
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||||
link: level3_approval
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link: level3-approval
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||||
|
||||
- title: "Introduction to Translation Checking - Part 2"
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link: vol2_intro
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link: vol2-intro
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||||
- title: "Steps in Checking a Translation"
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||||
link: vol2_steps
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||||
link: vol2-steps
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||||
sections:
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||||
- title: "Back Translation"
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||||
link: vol2_backtranslation
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link: vol2-backtranslation
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sections:
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- title: "The Purpose of the Back Translation"
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link: vol2_backtranslation_purpose
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||||
link: vol2-backtranslation-purpose
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- title: "The Back Translator"
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||||
link: vol2_backtranslation_who
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link: vol2-backtranslation-who
|
||||
- title: "Kinds of Back Translations"
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||||
link: vol2_backtranslation_kinds
|
||||
link: vol2-backtranslation-kinds
|
||||
- title: "Kinds of Written Back Translations"
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||||
link: vol2_backtranslation_written
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||||
link: vol2-backtranslation-written
|
||||
- title: "Guidelines for Creating a Good Back Translation"
|
||||
link: vol2_backtranslation_guidelines
|
||||
link: vol2-backtranslation-guidelines
|
||||
- title: "Types of Things to Check"
|
||||
link: vol2_things_to_check
|
||||
link: vol2-things-to-check
|
||||
- title: "How to Do a Formatting Check"
|
||||
link: formatting
|
||||
sections:
|
||||
|
|
|
|||
|
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@ -1,25 +1,25 @@
|
|||
title: "Table of Contents"
|
||||
sections:
|
||||
- title: "Introduction to translationAcademy"
|
||||
link: ta_intro
|
||||
link: ta-intro
|
||||
|
||||
- title: "Why We Translate the Bible"
|
||||
link: translate_why
|
||||
link: translate-why
|
||||
|
||||
- title: "The unfoldingWord Project"
|
||||
link: uw_intro
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||||
link: uw-intro
|
||||
|
||||
- title: "Statement of Faith"
|
||||
link: statement_of_faith
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||||
link: statement-of-faith
|
||||
|
||||
- title: "Translation Guidelines"
|
||||
link: translation_guidelines
|
||||
link: translation-guidelines
|
||||
|
||||
- title: "Open License"
|
||||
link: open_license
|
||||
link: open-license
|
||||
|
||||
- title: "Gateway Languages Strategy"
|
||||
link: gl_strategy
|
||||
link: gl-strategy
|
||||
|
||||
- title: "Finding Answers"
|
||||
link: finding_answers
|
||||
link: finding-answers
|
||||
|
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@ -3,39 +3,39 @@ sections:
|
|||
- title: "1. Getting Started"
|
||||
sections:
|
||||
- title: "Introduction to the Process Manual"
|
||||
link: process_manual
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||||
link: process-manual
|
||||
|
||||
- title: "2. Setting Up a Translation Team"
|
||||
sections:
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||||
- title: "Setting Up A Translation Team"
|
||||
link: setup_team
|
||||
link: setup-team
|
||||
|
||||
- title: "3. Translating"
|
||||
sections:
|
||||
- title: "Training Before Translation Begins"
|
||||
link: pretranslation_training
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||||
link: pretranslation-training
|
||||
- title: "Choosing a Translation Platform"
|
||||
link: platforms
|
||||
- title: "Setting Up translationStudio"
|
||||
link: setup_ts
|
||||
link: setup-ts
|
||||
|
||||
- title: "4. Checking"
|
||||
sections:
|
||||
- title: "Training Before Checking Begins"
|
||||
link: prechecking_training
|
||||
link: prechecking-training
|
||||
- title: "How to Check"
|
||||
link: required_checking
|
||||
link: required-checking
|
||||
|
||||
- title: "5. Publishing"
|
||||
sections:
|
||||
- title: "Introduction to Publishing"
|
||||
link: intro_publishing
|
||||
link: intro-publishing
|
||||
- title: "Source Text Process"
|
||||
link: source_text_process
|
||||
link: source-text_process
|
||||
|
||||
- title: "6. Distributing"
|
||||
sections:
|
||||
- title: "Introduction to Distribution"
|
||||
link: intro_share
|
||||
link: intro-share
|
||||
- title: "How to Share Content"
|
||||
link: share_content
|
||||
link: share-content
|
||||
|
|
|
|||
|
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@ -26,28 +26,9 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
>But if your eye is bad, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! (Matthew 6:23 ULB)
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||||
|
||||
|
||||
#### SHADOW or DARKNESS represents death
|
||||
|
||||
#### LIQUID represents a moral quality (emotion, attitude, spirit, life)
|
||||
|
||||
>Yahweh has burst through my enemies before me like a bursting <u>flood of water</u>. (2 Samuel 5:20 ULB)
|
||||
|
||||
|
||||
<blockquote>He will make a full end to his enemies with an overwhelming <u>flood</u>. (Nahum 1:8 ULB)</blockquote>
|
||||
|
||||
|
||||
>My heart <u>drips</u> because of sadness. (Psalm 119:28 ULB)
|
||||
|
||||
|
||||
<blockquote>I am being <u>poured out like water</u>. (Psalm 22:14 ULB) </blockquote>
|
||||
|
||||
|
||||
>It will come about afterward that I will <u>pour out</u> my Spirit on all flesh. (Joel 2:28 ULB)
|
||||
|
||||
|
||||
<blockquote>My God, my soul has <u>melted</u> within me. (Psalm 42:6 ULB)</blockquote>
|
||||
|
||||
|
||||
> For it is great, the anger of Yahweh that has been <u>poured out</u> on us. (2 Chronicles 34:21 ULB)
|
||||
>Yet you have severely broken us in the place of jackals and covered us with the <u>shadow of death</u>. (Psalm 44:19)
|
||||
|
||||
|
||||
#### FIRE represents extreme feelings, particularly love or anger
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||||
|
|
@ -90,6 +71,52 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
>A dimly burning wick he will not quench. (Isaiah 42:3 ULB)
|
||||
|
||||
|
||||
#### A WIDE SPACE reperesents safetey, security, and ease
|
||||
|
||||
>They came against me on the day of my distress but Yahweh was my support!
|
||||
>He set me free in <u>a wide open place</u>; he saved me because he was pleased with me. (Psalms 18:18-19 ULB)
|
||||
|
||||
>You have made <u>a wide place</u> for my feet beneath me,
|
||||
>so my feet have not slipped. (2 Samuel 22:37 ULB)
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||||
|
||||
>You made people ride over our heads;
|
||||
>we went through fire and water,
|
||||
>but you brought us out into <u>a spacious place</u>. (Psalms 66:12 ULB)
|
||||
|
||||
|
||||
#### A NARROW SPACE represents danger or difficulties
|
||||
|
||||
>Answer me when I call, God of my righteousness;
|
||||
>give me room when <u>I am hemmed in</u>.
|
||||
>Have mercy on me and listen to my prayer. Psalm 4:1 ULB)
|
||||
|
||||
>For a prostitute is a deep pit,
|
||||
>and an immoral woman is <u>a narrow well</u>. (Proverbs 23:27 ULB)
|
||||
|
||||
|
||||
#### LIQUID represents a moral quality (emotion, attitude, spirit, life)
|
||||
|
||||
>Yahweh has burst through my enemies before me like a bursting <u>flood of water</u>. (2 Samuel 5:20 ULB)
|
||||
|
||||
|
||||
<blockquote>He will make a full end to his enemies with an overwhelming <u>flood</u>. (Nahum 1:8 ULB)</blockquote>
|
||||
|
||||
|
||||
>My heart <u>drips</u> because of sadness. (Psalm 119:28 ULB)
|
||||
|
||||
|
||||
<blockquote>I am being <u>poured out like water</u>. (Psalm 22:14 ULB) </blockquote>
|
||||
|
||||
|
||||
>It will come about afterward that I will <u>pour out</u> my Spirit on all flesh. (Joel 2:28 ULB)
|
||||
|
||||
|
||||
<blockquote>My God, my soul has <u>melted</u> within me. (Psalm 42:6 ULB)</blockquote>
|
||||
|
||||
|
||||
> For it is great, the anger of Yahweh that has been <u>poured out</u> on us. (2 Chronicles 34:21 ULB)
|
||||
|
||||
|
||||
#### WATER represents what someone says
|
||||
|
||||
>A quarreling wife is a constant <u>dripping of water</u>. (Proverbs 19:13 ULB)
|
||||
|
|
@ -114,6 +141,10 @@ Some images from the Bible involving natural phenomena are listed below. The wor
|
|||
|
||||
>Reach out your hand from above; rescue me out of <u>many waters</u> from the hands of these foreigners. (Psalm 144:7 ULB)
|
||||
|
||||
#### A SPRING OF WATER represents the origins of something
|
||||
|
||||
>The fear of Yahweh is a <u>fountain of life</u>. (Proverbs 14:27 ULB)
|
||||
|
||||
|
||||
#### A ROCK represents protection
|
||||
|
||||
|
|
@ -123,11 +154,3 @@ 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>
|
||||
|
||||
|
||||
#### A SPRING OF WATER represents the origins of something
|
||||
|
||||
>The fear of Yahweh is a <u>fountain of life</u>. (Proverbs 14:27 ULB)
|
||||
|
||||
|
||||
#### SHADOW or DARKNESS represents death
|
||||
|
||||
>Yet you have severely broken us in the place of jackals and covered us with the <u>shadow of death</u>. (Psalm 44:19)
|
||||
|
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@ -44,20 +44,20 @@ If an abstract noun would be natural and give the right meaning in your language
|
|||
|
||||
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>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 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>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 <u>the things that people want to do and the reasons they want to do them</u>.
|
||||
|
|
@ -13,7 +13,7 @@ Many languages do not use apostrophe, and readers could be confused by it. They
|
|||
|
||||
### Examples from the Bible
|
||||
|
||||
>Mountains of Gilboa, Let there not be dew or rain on you (2 Samuel 1:21 ULB)
|
||||
>Mountains of Gilboa, let there not be dew or rain on you (2 Samuel 1:21 ULB)
|
||||
|
||||
King Saul was killed on Mount Gilboa, and David sang a sad song about it. By telling these mountains that he wanted them to have no dew or rain, he showed how sad he was.
|
||||
|
||||
|
|
@ -21,7 +21,7 @@ King Saul was killed on Mount Gilboa, and David sang a sad song about it. By tel
|
|||
|
||||
Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them.
|
||||
|
||||
>The man of God cried against the altar by the word of Yahweh and said, <u>"Altar</u>, <u>altar</u>, Yahweh says, ' … on you they will burn men's bones.' " (1 Kings 13:2 ULB)
|
||||
>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)
|
||||
|
||||
The man of God spoke as if the altar could hear him, but he really wanted the king, who was standing there, to hear him.
|
||||
|
||||
|
|
@ -35,8 +35,8 @@ If apostrophe would be natural and give the right meaning in your language, cons
|
|||
|
||||
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.
|
||||
|
||||
* **The man of God cried against the altar by the word of Yahweh and said, "<u>Altar, altar</u>, Yahweh says, ' … on <u>you</u> they will burn men's bones.' "** (1 Kings 13:2 ULB)
|
||||
* "The man of God said, "This is what Yahweh says <u>about this altar</u>'… They will burn men'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>
|
||||
|
|
@ -44,19 +44,19 @@ 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. <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. 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 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, I forgive your sins.
|
||||
* Son, God has forgiven your sins.
|
||||
|
|
@ -5,12 +5,12 @@ 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>.
|
||||
* 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>."
|
||||
* 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
|
||||
|
|
@ -56,19 +56,19 @@ 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."
|
||||
* <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 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>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.
|
||||
|
|
@ -33,10 +33,10 @@ If ellipsis would be natural and give the right meaning in your language, consid
|
|||
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, 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>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, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
|
@ -2,15 +2,21 @@
|
|||
|
||||
### Description
|
||||
|
||||
Hyperbole is a figure of speech in which the speaker describes it as larger or more extreme than it really is. There are two kinds of hyperbole:
|
||||
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.
|
||||
|
||||
**Exaggeration**: This is when a speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it.
|
||||
* 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.
|
||||
3. The speaker means this as a hyperbole if he wants to say it rains more than it actually does, usually in order to express a strong attitude toward the amount of rain, such as being annoyed or being happy.
|
||||
|
||||
**Hyperbole**: This is a figure of speech that uses **exaggeration**. A speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating.
|
||||
|
||||
>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.
|
||||
|
||||
**Generalization:** This is when a speaker makes a statement, but does not mean that it is true in every situation that it could apply to.
|
||||
**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)
|
||||
|
|
@ -19,9 +25,9 @@ Hyperbole is a figure of speech in which the speaker describes it as larger or m
|
|||
|
||||
>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 most Gentiles did.
|
||||
* 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 could simply mean "most, "most of the time," "hardly any" or "rarely."
|
||||
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)
|
||||
|
||||
|
|
@ -29,7 +35,9 @@ Even though a generalization may have a strong-sounding word like "all," "always
|
|||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
Not all languages use hyperbole for the same reasons. If readers do not understand that a statement is a hyperbole, they may either think that something happened that did not happen, or they may think that the speaker or writer was saying something that is not true.
|
||||
1. Readers need to be able to understand whether or not a statement is completely true.
|
||||
2. If readers realize that a statement is not completely true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
|
||||
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -55,14 +63,17 @@ The disciples told Jesus that everyone was looking looking for him. They probabl
|
|||
|
||||
#### Caution
|
||||
|
||||
Do not assume that something is hyperbole just because it seems to be impossible. God does miraculous things.
|
||||
Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things.
|
||||
>… they saw Jesus <u>walking on the sea</u> and coming near the boat … (John 6:19 ULB)
|
||||
|
||||
This is not hyperbole. Jesus really walked on the water. It is a literal statement.
|
||||
|
||||
>… for <u>all</u> have sinned and come short of the glory of God. (Romans 3:23 ULB)
|
||||
Do not assume that the word "all" is always a generalization that means "most."
|
||||
|
||||
The word "all" here is not hyperbole. All humans have sinned. The only human who has never sinned is Jesus Christ, the Son of God.
|
||||
>Yahweh is righteous in all his ways
|
||||
>and gracious in all he does. (Psalms 145:17 ULB)
|
||||
|
||||
Yahweh is always righteous. This is a completely true statement.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
@ -78,10 +89,8 @@ If the exaggeration or generalization would be natural and people would understa
|
|||
|
||||
1. Express the meaning without the exaggeration.
|
||||
|
||||
* **If anyone comes to me and does not <u>hate</u> his own father, mother, wife, children, brothers and sisters–yes, and his own life also–he cannot be my disciple.** (Luke 14:26 ULB)
|
||||
* "If anyone comes to me and does not <u>love me much more than</u> he loves his own father, mother, wife, children, brothers and sisters–yes, and his own life also–he cannot be my disciple."
|
||||
* **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 <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."
|
||||
|
||||
|
|
|
|||
|
|
@ -1,79 +1,110 @@
|
|||
|
||||
### Description
|
||||
|
||||
A metaphor is a figure of speech in which one concept is used for another, and in which there is at least one point of comparison between the two. In other words, in metaphor, someone speaks of something as if it were something else because he wants people to understand that certain things that are true of one thing are true of the other.
|
||||
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,
|
||||
|
||||
Sometimes a speaker does this in ways that are very common in the language. At other times, a speaker does this in ways that are less common in the language and that might even be unique. Speakers usually use metaphors in order to make their language more vivid or to give their language more emotional impact.
|
||||
* The girl I love is a red rose.
|
||||
|
||||
**Very Common ("Dead") Metaphors**
|
||||
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.
|
||||
|
||||
The metaphors that are very common in a language are usually not very vivid. They may even be "dead." A "dead" metaphor is a metaphor that has been used so much in the language that the speakers of the language do not think of it as a metaphor. Examples in English are "table leg," "family tree," and "the price of food is going up." Examples in biblical languages are "hand" to mean "power," "face" to mean "presence," and "clothing" to mean emotions or moral qualities.
|
||||
Anything in a language can serve as a metaphor. For example, verb forms can be used in unusual ways, as in,
|
||||
|
||||
Metaphors like these are in constant use in the world's languages, because they serve as convenient ways to organize thought. In general, languages speak of abstract qualities, such as power, presence, emotions, and moral qualities, as if they were objects that can be seen or held, or as if they were body parts, or as if they were events that you can watch happen.
|
||||
* The Apostle Paul tells us that Christians will rise to life again.
|
||||
|
||||
When these metaphors are used in their normal ways, the speaker and audience of that language do not normally even regard them as figurative speech. It is just the normal way to say something in that language. This is why, for example, it would be wrong to translate the English expression, "The price of petrol is going up" into another language in a way that would draw special attention to it as figurative speech, because English speakers do not view it as a vivid expression. That is, it is not an unusual expression that carries meaning in an unusual manner.
|
||||
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.
|
||||
|
||||
For a description of important patterns of this kind of metaphor, please see [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md) and the pages it will direct you to.
|
||||
Sometimes speakers use metaphors that are very common in their language. However, sometimes speakers use metaphors that are uncommon, and even some metaphors that are unique.
|
||||
|
||||
**Less Common ("Live") Metaphors**
|
||||
Speakers most often use metaphors in order to strengthen their message, to express their feelings better, to say something that is hard to say in any other way, or to help people remember their message.
|
||||
|
||||
This is the kind of metaphor that we usually think of when we talk about metaphors. This is the kind that we need to take special care to translate accurately. These metaphors are vivid and have emotional impact because they make comparisons that are unusual and that are sometimes even unique in a language.
|
||||
#### Kinds of Metaphors
|
||||
|
||||
The speaker usually produces metaphors of this kind in order to emphasize the importance of what he is talking about. For example,
|
||||
There are several kinds of metaphors: "live" metaphors, "dead" metaphors, and patterned metaphors.
|
||||
|
||||
**Live Metaphors**
|
||||
|
||||
These are metaphors that people recognize as one concept standing for another concept. People also easily recognize them as giving strength and unusual qualities to the message. For this reason, people pay attention to these metaphors. For example,
|
||||
|
||||
> For you who fear my name, the sun of righteousness will rise with healing in its wings. (Malachi 4:2 ULB)
|
||||
|
||||
Here God speaks about his salvation as if it were the sun rising to shine its rays on the people whom he loves. And he speaks of the sun's rays as if they were wings. Also, he speaks of these wings as if they were bringing medicine that would heal his people.
|
||||
Here God speaks about his salvation as if it were the sun rising in order to shine its rays on the people whom he loves. He also speaks of the sun's rays as if they were wings. Also, he speaks of these wings as if they were bringing medicine that would heal his people.
|
||||
|
||||
Here is another example:
|
||||
Jesus said, 'Go and tell that fox...,'" where "that fox" refers to King Herod. The people listening to Jesus certainly understood that Jesus was referring to Herod either as a very evil, cunning person or as a king who was only pretending to be great.
|
||||
|
||||
**Dead Metaphors**
|
||||
|
||||
A dead metaphor is a metaphor that has been used so much in the language that its speakers no longer regard it as one concept standing for another. Examples in English are "table leg," "family tree," "leaf" meaning a page in a book, and "crane" meaning a large machine for lifting heavy loads. English speakers simply think of these words as having more than one meaning. Examples in Biblical Hebrew are probably "heal" meaning "repair," and "sick" meaning "spiritually powerless because of sin."
|
||||
|
||||
**Patterned Pairs of Concepts acting as Metaphors**
|
||||
|
||||
Many ways of metaphorical speaking depend on pairs of concepts, where one underlying concept frequently stands for a different underlying concept. For example, in English, the direction UP often stands for the concept of MORE. Because of this pair of underlying concepts, we can make sentences such as "The price of gasoline is going *up*," "A *highly* intelligent man," and also the opposite kind of idea: "The heat is going *down*," and "The stock market *took a tumble*."
|
||||
|
||||
Patterned pairs of concepts are constantly used for metaphorical purposes in the world's languages, because they serve as convenient ways to organize thought. In general, people like to speak of abstract qualities, such as power, presence, emotions, and moral qualities, as if they were objects that could be seen or held, as if they were body parts, or as if they were events that could be watched as they happened.
|
||||
|
||||
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.
|
||||
|
||||
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.
|
||||
|
||||
For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery - Common Patterns](../translate-bita-part1/01.md)and the pages it will direct you to.
|
||||
|
||||
We call this kind of metaphor "live." It is unique in the biblical languages, which means that it is very memorable.
|
||||
|
||||
#### Parts of a Metaphor
|
||||
|
||||
When talking about metaphors, it can be helpful to talk about their parts. A metaphor has three parts.
|
||||
|
||||
1. **Topic** The thing someone speaks of is called the topic.
|
||||
1. **Image** The thing he calls it is the image.
|
||||
1. **Points of Comparison** The ways that they are similar are the points of comparison.
|
||||
1. **Topic** - The thing someone speaks of is called the topic.
|
||||
1. **Image** - The thing he calls it is the image.
|
||||
1. **Points of Comparison** - The ways in which the author claims that the topic and image are similar in some manner are their points of comparison.
|
||||
|
||||
In the metaphor below, the speaker describes the woman he loves as a rose. The woman (his "love") is the **topic** and the red rose is the **image**. The **points of comparison** are that both the woman and the rose are beautiful and delicate.
|
||||
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.
|
||||
|
||||
Normally, 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 the **points of comparison**. In that way, the speaker's message has more impact on the hearer.
|
||||
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.
|
||||
|
||||
Also in the Bible, normally the **topic** and the **image** are stated clearly, but not the **points of comparison**.
|
||||
Also in the Bible, normally the **topic** and the **image** are stated clearly, but not the points of comparison. The writer hopes that the audience will understand the points of comparison that are implied.
|
||||
|
||||
>Jesus said to them. "**I am the bread of life**; he who comes to me will not be hungry, and he who believes in me will never be thirsty." (John 6:35 ULB)
|
||||
> Jesus said to them. "I am the bread of life; he who comes to me will not be hungry, and he who believes in me will never be thirsty." (John 6:35 ULB)
|
||||
|
||||
In this metaphor, Jesus called himself the bread of life. The **topic** is "I" and the **image** is "bread." Bread is a food that people ate all the time. A **point of comparison** is that people need both to live. Just as people need to eat food in order to have physical life, people need to trust in Jesus in order to have spiritual life.
|
||||
In this metaphor, Jesus called himself the bread of life. The **topic** is "I," and the **image** is "bread." Bread is a food that people ate all the time. The point of comparison between bread and Jesus is that people needed break every day for nourishment. In a similar way, people need Jesus every day in order to live spiritually.
|
||||
|
||||
#### Purposes of this second kind of Metaphor
|
||||
Note that this metaphor is really several metaphors. The first metaphor is that bread is used to represent Jesus. The second metaphor, which is inside the first one, is that physical life represents the spiritual life, which consists of living with God forever. The third metaphor is that eating bread represents benefitting from Jesus, who enables us to live with God forever.
|
||||
|
||||
**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 the one thing as they would feel about the other.
|
||||
* 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 is, they may not know how the topic and the image are alike, and so they will not understand the metaphor.
|
||||
* 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 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
|
||||
|
||||
>Listen to this word, <u>you cows of Bashan</u>, (Amos 4:1 ULB)
|
||||
|
||||
In this metaphor Amos compares the upper-class women of Samaria (the topic is "you") with cows (the image). The point of comparison is not stated, but from the context it seems that it is that both are fat and only interested in feeding themselves.
|
||||
In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") with as if they were cows (the image). Amos does not say what points of comparison between these women and the cows he has mind, but from the context it seems that he means that both the women and the cows are fat and interested only in eating.
|
||||
|
||||
Note, however, that Amos does not actually mean that the women are cows, for he speaks to them as human beings.
|
||||
|
||||
>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)
|
||||
|
||||
The example above has two related metaphors. The topics are "we" and "you" and the images are "clay and "potter." The point of comparison is the relationship between the clay and the potter being similar to the relationship between us and God. Just as a potter takes clay and forms a jar or dish out of it, God makes us into what he wants us to be.
|
||||
The example above has two related metaphors. The topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison between a potter and God is the fact that both make what they wish: the potter makes what he wishes out of the clay, and God makes what he wishes out of his people Israel. The point of comparison between the potter's clay and "us" is that both the clay and the people of Israel are made into something different from what they were before.
|
||||
|
||||
>Jesus said to them, "Take heed and beware of <u>the yeast of the Pharisees and Sadducees</u>." The disciples reasoned among themselves and said, "It is because we took no bread." (Matthew 16:6-7 ULB)
|
||||
|
||||
|
|
@ -82,30 +113,32 @@ Jesus used a metaphor here, but his disciples did not realize it. When he said "
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
If people would understand the metaphor in the same way that the original readers would have understood it, go ahead and use it. Be sure to test the translation to make sure that people do understand it. If people do not or would not understand it, here are some other strategies.
|
||||
If people would understand the metaphor in the same way that the original readers probably understood it, go ahead and use it. Be sure to test the translation to make sure that people do understand it.
|
||||
|
||||
1. If the metaphor is common and seems to be a normal way to say something in the source language (a "dead" metaphor), express the main idea in the simplest way preferred by your language.
|
||||
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 understand the metaphor correctly, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as." See [Simile](../figs-simile/01.md)
|
||||
4. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
6. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
7. If the target audience would not know how the topic is like the image, then state a **point of comparison** clearly.
|
||||
8. If none of these strategies are satisfactory, then just state the idea plainly without using a 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." 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 common and seems to be a normal way to say something in the source language (a "dead" metaphor), express the main idea in the simplest way preferred by your language.
|
||||
* **And his brethren also went and <u>fell down before his face</u>;** (Genesis 50:18 ASV)
|
||||
* Then his brothers also went and <u>immediately bowed down in front of him</u>;
|
||||
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>.
|
||||
|
||||
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,
|
||||
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 understand the metaphor correctly, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
|
||||
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.
|
||||
|
||||
|
|
@ -122,14 +155,14 @@ There is no change to this one - but it must be tested to make sure that the tar
|
|||
* **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 would not know how the topic is like the image, then state a **point of comparison** clearly.
|
||||
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>.
|
||||
|
||||
8. If none of these strategies are satisfactory, then just state the idea plainly without using a metaphor.
|
||||
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>.
|
||||
|
|
|
|||
|
|
@ -1,15 +1,15 @@
|
|||
|
||||
A rhetorical question is a question to which the speaker does not expect an answer because he is not looking for information. Speakers use rhetorical questions to express deep emotion or to encourage hearers to think deeply about something. The Bible contains many rhetorical questions, often to express surprise, to rebuke or scold the hearer, or to teach. Speakers of some languages use rhetorical questions for other reasons as well.
|
||||
A rhetorical question is a question that a speaker asks when he is more interested in expressing his attitude about something than in getting information about it. Speakers use rhetorical questions to express deep emotion or to encourage hearers to think deeply about something. The Bible contains many rhetorical questions, often to express surprise, to rebuke or scold the hearer, or to teach. Speakers of some languages use rhetorical questions for other purposes as well.
|
||||
|
||||
### Description
|
||||
|
||||
A rhetorical question is a question to which the speaker does not expect an answer because he is not looking for information. Speakers often use rhetorical questions to rebuke or scold people.
|
||||
A rhetorical question is a question that strongly expresses the speaker's attitude toward something. Often the speaker is not looking for information at all, but if he is asking for information, it is not usually the information that the question appears to ask for. The speaker is more interested in expressing his attitude than in getting information.
|
||||
|
||||
>Those who stood by said, "<u>Is this how you insult God's high priest?</u>" (Acts 23:4 ULB)
|
||||
|
||||
The people did not ask this question in order to get information. Rather they used it to scold Paul because they did not think he should have spoken as he did to the high priest.
|
||||
The people who asked Paul this question were not asking about his way of insulting God’s high priest. Rather they used theis question to accuse Paul of insulting the high priest.
|
||||
|
||||
The Bible contains many rhetorical questions. Some of the purposes of these rhetorical questions are to remind people of something that they already know, to express strong emotion, to say something in a strong way, or to introduce something they want to talk about.
|
||||
The Bible contains many rhetorical questions. Some of the purposes of these rhetorical questions are to express attitudes or feelings, to rebuke people, to teach something by reminding people of something they know and encouraging them to apply it to something new, and to introduce something they want to talk about.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -58,13 +58,18 @@ Jesus used the question above to introduce what he was going to talk about. He w
|
|||
### Translation Strategies
|
||||
|
||||
|
||||
In order to translate a rhetorical question accurately, first be sure that the question you are translating truly is a rhetorical question and is not an information question. Ask yourself, "Does the person asking the question already know the answer to the question?" If so, it is a rhetorical question. Or, if no one answers the question, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question. When you are sure that the question is rhetorical, then be sure that you know what the purpose of the rhetorical question is. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else? When you know the purpose of the rhetorical question, then think of the most natural way to express that purpose in the target language. It might be as a question, or a statement, or an exclamation.
|
||||
In order to translate a rhetorical question accurately, first be sure that the question you are translating truly is a rhetorical question and is not an information question. Ask yourself, "Does the person asking the question already know the answer to the question?" If so, it is a rhetorical question. Or, if no one answers the question, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question.
|
||||
|
||||
When you are sure that the question is rhetorical, then be sure that you know what the purpose of the rhetorical question is. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else?
|
||||
|
||||
When you know the purpose of the rhetorical question, then think of the most natural way to express that purpose in the target language. It might be as a question, or a statement, or an exclamation.
|
||||
|
||||
If using the rhetorical question would be natural and give the right meaning in your language, consider doing so. If not, here are other options:
|
||||
|
||||
1. Add the answer after the question.
|
||||
1. Change the rhetorical question to a statement or exclamation.
|
||||
1. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
2. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -91,3 +96,10 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
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>
|
||||
|
||||
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
|
||||
|
|
@ -12,10 +12,10 @@ To create an **accurate** translation of the Bible means that the translation co
|
|||
First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the *Unlocked Dynamic Bible* and the *Unlocked Literal Bible*. Also read the definitions of the translationWords and the translationNotes.
|
||||
|
||||
First read the *Unlocked Literal Bible*:
|
||||
>"Whatever city you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, 'The kingdom of God has come near to you.'" (Luke 10:8-9 ULB)
|
||||
>Whatever town you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, 'The kingdom of God has come close to you.' (Luke 10:8-9 ULB)
|
||||
|
||||
Look at the *Unlocked Dynamic Bible* in the translationHelps:
|
||||
>"Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, 'The kingdom of God is right here near you.'" (Luke 10:8-9 UDB)
|
||||
>Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, 'The kingdom of God is right here near you.' (Luke 10:8-9 UDB)
|
||||
|
||||
Do you notice the differences? There are some differences in the words each Bible version uses.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,19 +1,19 @@
|
|||
|
||||
### Description
|
||||
|
||||
When the Unlocked Dynamic Bible provides a good alternate translation for the ULB, then usually there is not a Note for the ULB text. However, when the Note gives more than one suggested translation for a word or phrase, the Note may include text from the UDB as one of the suggested translations. In that case the text from the UDB will be followed by "(UDB)."
|
||||
Sometimes a Note suggests a translation from the UDB. In that case the text from the UDB will be followed by "(UDB)."
|
||||
|
||||
### Translation Notes Examples
|
||||
|
||||
>they <u>implored him</u> to stay with them. (John 4:40 **ULB**)
|
||||
>He who <u>sits in the heavens</u> will sneer at them (Psalms 2:4 **ULB**)
|
||||
|
||||
>they <u>urged him</u> to stay a longer time with them. (John 4:40 **UDB**)
|
||||
>But the one who <u>sits on his throne in heaven</u> laughs at them (Psalms 2:4 **UDB**)
|
||||
|
||||
The Note for this verse says:
|
||||
|
||||
* **implored him** - "begged him" or "urged him" (UDB)
|
||||
* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. AT: "rules in the heavens" or "sits on his throne in heaven" (UDB) (See: [Metonymy](https://git.door43.org/Door43/en-ta/src/master/translate/figs-metonymy/01.md) and [Explicit](https://git.door43.org/Door43/en-ta/src/master/translate/figs-explicit/01.md))
|
||||
|
||||
Here the suggested translation for the words 'implored him' is 'begged him.' The words, 'urged him' from the UDB have a similar meaning and are included as another suggestion.
|
||||
Here there are two suggested translations for the phrase 'sits in the heavens.' The first expresses clearly what "sits in the heavens" represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his "throne." This suggestion is from the UDB.
|
||||
|
||||
>When he saw Jesus, <u>he fell on his face</u>. (Luke 5:12 **ULB**)
|
||||
|
||||
|
|
|
|||
|
|
@ -15,8 +15,8 @@ In order to translate the meaning, you need to be able to recognize the figure o
|
|||
|
||||
The figure of speech in this Note is called a metonymy. The phrase "in my name" does not refer to the speaker's name (Jesus), but to his person and authority. The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the tA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonymys. Because this phrase is also a common idiom, the Note includes a link to the tA page that explains idioms.
|
||||
|
||||
> "<u>You offspring of poisonous snakes</u>, who warned you to flee from the wrath that is coming? (Luke 3:7 ULB)
|
||||
> "<u>You offspring of vipers</u>! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULB)
|
||||
|
||||
* **You offspring of poisonous snakes** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: "You evil poisonous snakes!" or "People should stay away from you just like they avoid poisonous snakes!" (See: [Metaphor](../figs-metaphor/01.md))
|
||||
* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. AT: "You evil poisonous snakes" or "People should stay away from you just like they avoid poisonous snakes" (See: [Metaphor](../figs-metaphor/01.md))
|
||||
|
||||
The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the tA page about metaphors. Click on the link to learn about metaphors and general strategies for translating them.
|
||||
|
|
@ -5,14 +5,14 @@ Some Notes provide a translation suggestion that can replace the word or phrase
|
|||
|
||||
### Translation Notes Examples
|
||||
|
||||
> 'Make ready <u>the way</u> of the Lord, (Luke 3:4 ULB)
|
||||
> Make ready <u>the way</u> of the Lord, (Luke 3:4 ULB)
|
||||
|
||||
* **the way** - "the path" or "the road"
|
||||
|
||||
In this example, the words "the path" or the words "the road" can replace the words "the way" in the ULB. You can decide whether it is natural to say "way," "path," or "road" in your language.
|
||||
|
||||
> whoever has food should <u>do likewise</u>." (Luke 3:10 ULB)
|
||||
> <u>Deacons, likewise</u>, should be dignified, not double-talkers. (1 Timothy 3:8 ULB)
|
||||
|
||||
* **do likewise** - "do the same thing"
|
||||
* **Deacons, likewise** - "In the same way, deacons" or "Deacons, like overseers"
|
||||
|
||||
In this example, the words "do the same thing" can replace the words "do likewise" in the ULB. You, as the translator, can decide what is natural for your language.
|
||||
In this example, the words "In the same way, deacons" or "Deacons, like overseers" can replace the words "Deacons, likewise" in the ULB. You, as the translator, can decide what is natural for your language.
|
||||
|
|
@ -3,362 +3,362 @@ sections:
|
|||
- title: "Introduction"
|
||||
sections:
|
||||
- title: "Introduction to the Translation Manual"
|
||||
link: translate_manual
|
||||
link: translate-manual
|
||||
- title: "Terms to Know"
|
||||
link: translate_terms
|
||||
link: translate-terms
|
||||
- title: "What is Translation"
|
||||
link: translate_whatis
|
||||
link: translate-whatis
|
||||
- title: "More about Translation"
|
||||
link: translate_more
|
||||
link: translate-more
|
||||
- title: "Why We Translate the Bible"
|
||||
link: translate_why
|
||||
link: translate-why
|
||||
- title: "How to Aim Your Bible Translation"
|
||||
link: translate_aim
|
||||
link: translate-aim
|
||||
- title: "Defining a Good Translation"
|
||||
sections:
|
||||
- title: "The Qualities of a Good Translation"
|
||||
link: guidelines_intro
|
||||
link: guidelines-intro
|
||||
sections:
|
||||
- title: "Create Clear Translations"
|
||||
link: guidelines_clear
|
||||
link: guidelines-clear
|
||||
- title: "Create Natural Translations"
|
||||
link: guidelines_natural
|
||||
link: guidelines-natural
|
||||
- title: "Create Accurate Translations"
|
||||
link: guidelines_accurate
|
||||
link: guidelines-accurate
|
||||
- title: "Create Church-Approved Translations"
|
||||
link: guidelines_church_approved
|
||||
link: guidelines-church-approved
|
||||
- title: "Create Faithful Translations"
|
||||
link: guidelines_faithful
|
||||
link: guidelines-faithful
|
||||
sections:
|
||||
- title: "Son of God and God the Father"
|
||||
link: guidelines_sonofgod
|
||||
link: guidelines-sonofgod
|
||||
- title: "Translating Son and Father"
|
||||
link: guidelines_sonofgodprinciples
|
||||
link: guidelines-sonofgodprinciples
|
||||
- title: "Create Authoritative Translations"
|
||||
link: guidelines_authoritative
|
||||
link: guidelines-authoritative
|
||||
- title: "Create Historical Translations"
|
||||
link: guidelines_historical
|
||||
link: guidelines-historical
|
||||
- title: "Create Equal Translations"
|
||||
link: guidelines_equal
|
||||
link: guidelines-equal
|
||||
- title: "Create Collaborative Translations"
|
||||
link: guidelines_collaborative
|
||||
link: guidelines-collaborative
|
||||
- title: "Create Ongoing Translations"
|
||||
link: guidelines_ongoing
|
||||
link: guidelines-ongoing
|
||||
- title: "Meaning-Based Translation"
|
||||
sections:
|
||||
- title: "The Translation Process"
|
||||
link: translate_process
|
||||
link: translate-process
|
||||
sections:
|
||||
- title: "Discover the Meaning of the Text"
|
||||
link: translate_discover
|
||||
link: translate-discover
|
||||
- title: "Re-telling the Meaning"
|
||||
link: translate_retell
|
||||
link: translate-retell
|
||||
- title: "Form and Meaning"
|
||||
link: translate_fandm
|
||||
link: translate-fandm
|
||||
sections:
|
||||
- title: "The Importance of Form"
|
||||
link: translate_form
|
||||
link: translate-form
|
||||
- title: "Levels of Meaning"
|
||||
link: translate_levels
|
||||
link: translate-levels
|
||||
- title: "Literal Translations"
|
||||
link: translate_literal
|
||||
link: translate-literal
|
||||
sections:
|
||||
- title: "Word for Word Substitution"
|
||||
link: translate_wforw
|
||||
link: translate-wforw
|
||||
- title: "Problems with Literal Translations"
|
||||
link: translate_problem
|
||||
link: translate-problem
|
||||
- title: "Meaning-Based Translations"
|
||||
link: translate_dynamic
|
||||
link: translate-dynamic
|
||||
sections:
|
||||
- title: "Translate for Meaning"
|
||||
link: translate_tform
|
||||
link: translate-tform
|
||||
- title: "Before Translating"
|
||||
sections:
|
||||
- title: "First Draft"
|
||||
link: first_draft
|
||||
link: first-draft
|
||||
- title: "Choosing a Translation Team"
|
||||
link: choose_team
|
||||
link: choose-team
|
||||
sections:
|
||||
- title: "Translator Qualifications"
|
||||
link: qualifications
|
||||
- title: "Choosing What to Translate"
|
||||
link: translation_difficulty
|
||||
link: translation-difficulty
|
||||
- title: "Choosing a Source Text"
|
||||
link: translate_source_text
|
||||
link: translate-source-text
|
||||
sections:
|
||||
- title: "Copyrights, Licensing, and Source Texts"
|
||||
link: translate_source_licensing
|
||||
link: translate-source-licensing
|
||||
- title: "Source Texts and Version Numbers"
|
||||
link: translate_source_version
|
||||
link: translate-source-version
|
||||
- title: "Decisions for Writing Your Language"
|
||||
link: writing_decisions
|
||||
link: writing-decisions
|
||||
sections:
|
||||
- title: "Alphabet/Orthography"
|
||||
link: translate_alphabet
|
||||
link: translate-alphabet
|
||||
- title: "Alphabet Development"
|
||||
link: translate_alphabet2
|
||||
link: translate-alphabet2
|
||||
- title: "File Formats"
|
||||
link: file_formats
|
||||
link: file-formats
|
||||
- title: "How to Start Translating"
|
||||
sections:
|
||||
- title: "MAST Core Concepts"
|
||||
link: mast
|
||||
- title: "Help with Translating"
|
||||
link: translate_help
|
||||
link: translate-help
|
||||
- title: "Unlocked Bible Text"
|
||||
sections:
|
||||
- title: "The Original and Source Languages"
|
||||
link: translate_original
|
||||
link: translate-original
|
||||
- title: "Original Manuscripts"
|
||||
link: translate_manuscripts
|
||||
link: translate-manuscripts
|
||||
- title: "Structure of the Bible"
|
||||
link: translate_bibleorg
|
||||
link: translate-bibleorg
|
||||
- title: "Chapter and Verse Numbers"
|
||||
link: translate_chapverse
|
||||
link: translate-chapverse
|
||||
- title: "Unlocked Literal Bible (ULB) and Unlocked Dynamic Bible (UDB) Formatting Signals"
|
||||
link: translate_formatsignals
|
||||
link: translate-formatsignals
|
||||
- title: "How to Use the ULB and UDB when Translating the Bible"
|
||||
link: translate_useulbudb
|
||||
link: translate-useulbudb
|
||||
- title: "Use the translationHelps when Translating"
|
||||
sections:
|
||||
- title: "Notes with Links"
|
||||
link: resources_links
|
||||
link: resources-links
|
||||
- title: "Using the translationNotes"
|
||||
link: resources_types
|
||||
link: resources-types
|
||||
sections:
|
||||
- title: "Connecting Statement and General Information in the Notes"
|
||||
link: resources_connect
|
||||
link: resources-connect
|
||||
- title: "Notes with Definitions"
|
||||
link: resources_def
|
||||
link: resources-def
|
||||
- title: "Notes that Explain"
|
||||
link: resources_eplain
|
||||
link: resources-eplain
|
||||
- title: "Notes with Synonyms and Equivalent Phrases"
|
||||
link: resources_synequi
|
||||
link: resources-synequi
|
||||
- title: "Notes with Alternate Translations (AT)"
|
||||
link: resources_alter
|
||||
link: resources-alter
|
||||
- title: "Notes that Clarify the UDB Translation"
|
||||
link: resources_clarify
|
||||
link: resources-clarify
|
||||
- title: "Notes that have Alternate Meanings"
|
||||
link: resources_alterm
|
||||
link: resources-alterm
|
||||
- title: "Notes with Probable or Possible Meanings"
|
||||
link: resources_porp
|
||||
link: resources-porp
|
||||
- title: "Notes that Identify Figures of Speech"
|
||||
link: resources_fofs
|
||||
link: resources-fofs
|
||||
- title: "Notes that Identify Indirect and Direct Quotes"
|
||||
link: resources_iordquote
|
||||
link: resources-iordquote
|
||||
- title: "Notes for Long ULB Phrases"
|
||||
link: resources_long
|
||||
link: resources-long
|
||||
- title: "Using translationWords"
|
||||
link: resources_words
|
||||
link: resources-words
|
||||
- title: "Using translationQuestions"
|
||||
link: resources_questions
|
||||
link: resources-questions
|
||||
- title: "Just-in-Time Learning Modules"
|
||||
sections:
|
||||
- title: "Figures of Speech"
|
||||
sections:
|
||||
- title: "Figures of Speech"
|
||||
link: figs_intro
|
||||
link: figs-intro
|
||||
- title: "Apostrophe"
|
||||
link: figs_apostrophe
|
||||
link: figs-apostrophe
|
||||
- title: "Doublet"
|
||||
link: figs_doublet
|
||||
link: figs-doublet
|
||||
- title: "Euphemism"
|
||||
link: figs_euphemism
|
||||
link: figs-euphemism
|
||||
- title: "Extended Metaphor"
|
||||
link: figs_exmetaphor
|
||||
link: figs-exmetaphor
|
||||
- title: "Hendiadys"
|
||||
link: figs_hendiadys
|
||||
link: figs-hendiadys
|
||||
- title: "Hyperbole"
|
||||
link: figs_hyperbole
|
||||
link: figs-hyperbole
|
||||
- title: "Idiom"
|
||||
link: figs_idiom
|
||||
link: figs-idiom
|
||||
- title: "Irony"
|
||||
link: figs_irony
|
||||
link: figs-irony
|
||||
- title: "Litotes"
|
||||
link: figs_litotes
|
||||
link: figs-litotes
|
||||
- title: "Merism"
|
||||
link: figs_merism
|
||||
link: figs-merism
|
||||
- title: "Metaphor"
|
||||
link: figs_metaphor
|
||||
link: figs-metaphor
|
||||
- title: "Metonymy"
|
||||
link: figs_metonymy
|
||||
link: figs-metonymy
|
||||
- title: "Parallelism"
|
||||
link: figs_parallelism
|
||||
link: figs-parallelism
|
||||
- title: "Personification"
|
||||
link: figs_personification
|
||||
link: figs-personification
|
||||
- title: "Predictive Past"
|
||||
link: figs_pastforfuture
|
||||
link: figs-pastforfuture
|
||||
- title: "Rhetorical Question"
|
||||
link: figs_rquestion
|
||||
link: figs-rquestion
|
||||
- title: "Simile"
|
||||
link: figs_simile
|
||||
link: figs-simile
|
||||
- title: "Synecdoche"
|
||||
link: figs_synecdoche
|
||||
link: figs-synecdoche
|
||||
- title: "Grammar"
|
||||
sections:
|
||||
- title: "Grammar Topics"
|
||||
link: figs_grammar
|
||||
link: figs-grammar
|
||||
- title: "Abstract Nouns"
|
||||
link: figs_abstractnouns
|
||||
link: figs-abstractnouns
|
||||
- title: "Active or Passive"
|
||||
link: figs_activepassive
|
||||
link: figs-activepassive
|
||||
- title: "Distinguishing versus Informing or Reminding"
|
||||
link: figs_distinguish
|
||||
link: figs-distinguish
|
||||
- title: "Double Negatives"
|
||||
link: figs_doublenegatives
|
||||
link: figs-doublenegatives
|
||||
- title: "Ellipsis"
|
||||
link: figs_ellipsis
|
||||
link: figs-ellipsis
|
||||
- title: "Forms of You"
|
||||
link: figs_you
|
||||
link: figs-you
|
||||
- title: "Forms of 'You' - Dual/Plural"
|
||||
link: figs_youdual
|
||||
link: figs-youdual
|
||||
- title: "Forms of 'You' - Singular"
|
||||
link: figs_yousingular
|
||||
link: figs-yousingular
|
||||
- title: "Generic Noun Phrases"
|
||||
link: figs_genericnoun
|
||||
link: figs-genericnoun
|
||||
- title: "Go and Come"
|
||||
link: figs_go
|
||||
link: figs-go
|
||||
- title: "Nominal Adjectives"
|
||||
link: figs_nominaladj
|
||||
link: figs-nominaladj
|
||||
- title: "Order of Events"
|
||||
link: figs_events
|
||||
link: figs-events
|
||||
- title: "Parts of Speech"
|
||||
link: figs_partsofspeech
|
||||
link: figs-partsofspeech
|
||||
- title: "Possession"
|
||||
link: figs_possession
|
||||
link: figs-possession
|
||||
- title: "Verbs"
|
||||
link: figs_verbs
|
||||
link: figs-verbs
|
||||
- title: "When Masculine Words Include Women"
|
||||
link: figs_gendernotations
|
||||
link: figs-gendernotations
|
||||
- title: "Word Order"
|
||||
link: figs_order
|
||||
link: figs-order
|
||||
- title: "Pronouns"
|
||||
sections:
|
||||
- title: "Pronouns"
|
||||
link: figs_pronouns
|
||||
link: figs-pronouns
|
||||
- title: "First, Second or Third Person"
|
||||
link: figs_123person
|
||||
link: figs-123person
|
||||
- title: "Exclusive 'We'"
|
||||
link: figs_figs_exclusive
|
||||
link: figs-figs-exclusive
|
||||
- title: "Forms of 'You' - Formal or Informal"
|
||||
link: figs_youformal
|
||||
link: figs-youformal
|
||||
- title: "Forms of 'You' - Singular to a Crowd"
|
||||
link: figs_youcrowd
|
||||
link: figs-youcrowd
|
||||
- title: "Reflexive Pronouns"
|
||||
link: figs_rpronouns
|
||||
link: figs-rpronouns
|
||||
- title: "Pronouns - When to Use Them"
|
||||
link: writing_pronouns
|
||||
link: writing-pronouns
|
||||
- title: "Sentences"
|
||||
sections:
|
||||
- title: "Sentence Structure"
|
||||
link: figs_sentences
|
||||
link: figs-sentences
|
||||
- title: "Information Structure"
|
||||
link: figs_infostructure
|
||||
link: figs-infostructure
|
||||
- title: "Sentence Types"
|
||||
link: figs_sentencetypes
|
||||
link: figs-sentencetypes
|
||||
sections:
|
||||
- title: "Statements - Other Uses"
|
||||
link: figs_declarative
|
||||
link: figs-declarative
|
||||
- title: "Imperatives - Other Uses"
|
||||
link: figs_imperative
|
||||
link: figs-imperative
|
||||
- title: "Exclamations"
|
||||
link: figs_exlamations
|
||||
link: figs-exlamations
|
||||
- title: "Quotes"
|
||||
sections:
|
||||
- title: "Quotations and Quote Margins"
|
||||
link: writing_quotations
|
||||
link: writing-quotations
|
||||
- title: "Direct and Indirect Quotations"
|
||||
link: figs_quotations
|
||||
link: figs-quotations
|
||||
- title: "Quote Markings"
|
||||
link: figs_quotemarks
|
||||
link: figs-quotemarks
|
||||
- title: "Quotes within Quotes"
|
||||
link: figs_quotesinquotes
|
||||
link: figs-quotesinquotes
|
||||
- title: "Writing Styles (Discourse)"
|
||||
sections:
|
||||
- title: "Writing Styles"
|
||||
link: writing_intro
|
||||
link: writing-intro
|
||||
- title: "Background Information"
|
||||
link: writing_background
|
||||
link: writing-background
|
||||
- title: "Connecting Words"
|
||||
link: writing_connectingwords
|
||||
link: writing-connectingwords
|
||||
- title: "End of Story"
|
||||
link: writing_endofstory
|
||||
link: writing-endofstory
|
||||
- title: "Hypothetical Situations"
|
||||
link: figs_hypo
|
||||
link: figs-hypo
|
||||
- title: "Introduction of a New Event"
|
||||
link: writing_newevent
|
||||
link: writing-newevent
|
||||
- title: "Introduction of New and Old Participants"
|
||||
link: writing_participants
|
||||
link: writing-participants
|
||||
- title: "Parables"
|
||||
link: figs_parables
|
||||
link: figs-parables
|
||||
- title: "Poetry"
|
||||
link: writing_poetry
|
||||
link: writing-poetry
|
||||
- title: "Proverbs"
|
||||
link: writing_proverbs
|
||||
link: writing-proverbs
|
||||
- title: "Symbolic Language"
|
||||
link: writing_symlanguage
|
||||
link: writing-symlanguage
|
||||
- title: "Symbolic Prophecy"
|
||||
link: writing_apocalypticwriting
|
||||
link: writing-apocalypticwriting
|
||||
- title: "Translation Issues"
|
||||
sections:
|
||||
- title: "Textual Variants"
|
||||
link: translate_textvariants
|
||||
link: translate-textvariants
|
||||
- title: "Verse Bridges"
|
||||
link: translate_versebridge
|
||||
link: translate-versebridge
|
||||
- title: "Unknowns"
|
||||
sections:
|
||||
- title: "Translate Unknowns"
|
||||
link: translate_unknown
|
||||
link: translate-unknown
|
||||
- title: "Copy or Borrow Words"
|
||||
link: translate_transliterate
|
||||
link: translate-transliterate
|
||||
- title: "How to Translate Names"
|
||||
link: translate_names
|
||||
link: translate-names
|
||||
- title: "Assumed Knowledge and Implicit Information"
|
||||
link: figs_explicit
|
||||
link: figs-explicit
|
||||
- title: "Making Assumed Knowledge and Implicit Information Explicit"
|
||||
link: figs_explicitinfo
|
||||
link: figs-explicitinfo
|
||||
- title: "When to Keep Information Implicit"
|
||||
link: figs_extrainfo
|
||||
link: figs-extrainfo
|
||||
- title: "Biblical Distance"
|
||||
link: translate_bdistance
|
||||
link: translate-bdistance
|
||||
- title: "Biblical Volume"
|
||||
link: translate_bvolume
|
||||
link: translate-bvolume
|
||||
- title: "Biblical Weight"
|
||||
link: translate_bweight
|
||||
link: translate-bweight
|
||||
- title: "Biblical Money"
|
||||
link: translate_bmoney
|
||||
link: translate-bmoney
|
||||
- title: "Hebrew Months"
|
||||
link: translate_hebrewmonths
|
||||
link: translate-hebrewmonths
|
||||
- title: "Numbers"
|
||||
link: translate_numbers
|
||||
link: translate-numbers
|
||||
- title: "Ordinal Numbers"
|
||||
link: translate_ordinal
|
||||
link: translate-ordinal
|
||||
- title: "Fractions"
|
||||
link: translate_fraction
|
||||
link: translate-fraction
|
||||
- title: "Symbolic Action"
|
||||
link: translate_symaction
|
||||
link: translate-symaction
|
||||
- title: "Biblical Imagery"
|
||||
sections:
|
||||
- title: "Biblical Imagery"
|
||||
link: translate_bita
|
||||
link: translate-bita
|
||||
- title: "Biblical Imagery - Common Metonymies"
|
||||
link: translate_bita_part2
|
||||
link: translate-bita-part2
|
||||
- title: "Biblical Imagery - Common Patterns"
|
||||
link: translate_bita_part1
|
||||
link: translate-bita-part1
|
||||
sections:
|
||||
- title: "Biblical Imagery - Animals"
|
||||
link: translate_bita_animals
|
||||
link: translate-bita-animals
|
||||
- title: "Biblical Imagery - Body Parts and Human Qualities"
|
||||
link: translate_bita_humanqualities
|
||||
link: translate-bita-humanqualities
|
||||
- title: "Biblical Imagery - Farming"
|
||||
link: translate_bita_farming
|
||||
link: translate-bita-farming
|
||||
- title: "Biblical Imagery - Human Behavior"
|
||||
link: translate_bita_humanbehavior
|
||||
link: translate-bita-humanbehavior
|
||||
- title: "Biblical Imagery - Man-made Objects"
|
||||
link: translate_bita_manmade
|
||||
link: translate-bita-manmade
|
||||
- title: "Biblical Imagery - Natural Phenomena"
|
||||
link: translate_bita_phenom
|
||||
link: translate-bita-phenom
|
||||
- title: "Biblical Imagery - Plants"
|
||||
link: translate_bita_plants
|
||||
link: translate-bita-plants
|
||||
- title: "Biblical Imagery - Cultural Models"
|
||||
link: translate_bita_part3
|
||||
link: translate-bita-part3
|
||||
|
|
@ -5,28 +5,36 @@ Symbolic prophecy is a type of message that God gave to a prophet so that the pr
|
|||
|
||||
The main books that have these prophecies are Isaiah, Ezekiel, Daniel, Zechariah, and Revelation. Shorter examples of symbolic prophecy are also found in other books, such as in Matthew 24, Mark 13, and Luke 21.
|
||||
|
||||
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See *dream* and *vision* pages in [translationWords](https://unfoldingword.org/en/?resource=translation-words) for help translating "dream" and "vision.") When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images are a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
|
||||
The Bible tells both how God gave each message and what the message was. When God gave the messages, he often did so in miraculous ways such as in dreams and visions. (See [[:en:obe:other:dream]] and [[:en:obe:other:vision]] for help translating "dream" and "vision.") When prophets saw these dreams and visions, they often saw images and symbols about God and heaven. Some of these images are a throne, golden lamp stands, a powerful man with white hair and white clothes, and eyes like fire and legs like bronze. Some of these images were seen by more than one prophet.
|
||||
|
||||
The prophecies about the world also contain images and symbols. For example, in some of the prophecies strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet.
|
||||
|
||||
The prophecies tell about the evil in this world, how God will judge the world and punish sin, and how God will establish his righteous kingdom in the new world he is creating. They also tell about things that will happen concerning heaven and hell.
|
||||
|
||||
Some of these writings are presented as poetry and some are presented as narrative. They usually use the past tense because the prophets tell about what they saw in their visions or dreams. But they are about things that would happen in the future. Some of these things happened after the prophets told about them, and some of them will happen at the end of this world.
|
||||
Much of prophecy in the Bible is presented as poetry. In some cultures people assume that if something is said in poetry, then it might not be true or very important. However, the prophecies in the Bible are true and very important, whether they are presented in poetic forms or non-poetic forms.
|
||||
|
||||
Sometimes the past tense is used in these books for events that happened in the past. However, sometimes the past tense is used for events that would happen in the future. There are two reasons for us. When prophets told about things that they saw in a dream or vision, they often used the past tense because their dream was in the past. The other reason for using the past tense to refer to future events was to emphasize that those events would certainly happen. The events were so certain to happen, it was as if they had already happened. We call this second use of the past tense "the predictive past." See [[Predictive Past]] (https://git.door43.org/Door43/en-ta-translate-vol2/src/master/content/figs_pastforfuture.md).
|
||||
|
||||
Some of these things happened after the prophets told about them, and some of them will happen at the end of this world.
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
* Some of the images are hard to understand because we have never seen things like them before.
|
||||
* Descriptions of things that we have never seen or that do not exist in this world are hard to translate.
|
||||
* If God or the prophet used the past tense, readers may have difficulty knowing wehther he was talking about something that had aleady happened or something that would happen later.
|
||||
|
||||
#### Translation Principles
|
||||
* Translate the images in the text. Do not try to interpret them and translate their meaning.
|
||||
* When the same image appears in more than one place in the Bible, and it is described in the same way, try to translate it the same way in all those places.
|
||||
* When an image appears in more than one place in the Bible, and it is described in the same way, try to translate it the same way in all those places.
|
||||
* If either poetic forms or non-poetic forms would imply to your readers that the prophecy is not true or is unimportant, use a form that would not imply those things.
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* Sometimes it is difficult to understand in what order the events described in the various prophecies happen. Simply write them as they appear in each prophecy.
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* Translate tense in a way that the readers can understand what the speaker meant. If readers would not understand the predictive past, it is acceptable to use the future tense.
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* Some of the prophecies were fulfilled after the prophets wrote about them. Some of them have not been fulfilled yet. Do not clarify in the prophecy when these prophecies were fulfilled or how they were fulfilled.
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### Examples from the Bible
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The following passages describe powerful beings that Ezekiel, Daniel, and John saw. Images that come up in these visions include hair that is white as wool, a voice like many waters, a golden belt, and legs or feet like polished bronze. Though the prophets saw various details, it would be good to translate the details that are the same in the same way.
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The following passages describe powerful beings that Ezekiel, Daniel, and John saw. Images that come up in these visions include hair that is white as wool, a voice like many waters, a golden belt, and legs or feet like polished bronze. Though the prophets saw various details, it would be good to translate the details that are the same in the same way. The underlined phrases in the passage from Revelation also occur in the passages from Daniel and Ezekiel
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<blockquote> In the middle of the lampstands there was one like a Son of Man, wearing a long robe that reached down to his feet, and a golden belt around his chest. <u>His head and hair were as white as wool</u> — as white as snow, and his eyes were like a flame of fire. <u>His feet were like burnished bronze</u>, like bronze that had been refined in a furnace, and <u>his voice was like the sound of many rushing waters</u>. He had in his right hand seven stars, and coming out of his mouth was a sharp two-edged sword. His face was shining like the sun at its strongest shining. (Revelation 1:13-16 ULB) </blockquote>
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@ -42,3 +50,19 @@ The following passages describe powerful beings that Ezekiel, Daniel, and John s
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>Behold! The glory of the God of Israel came from the east; <u>his voice was like the sound of many waters</u>, and the earth shone with his glory! (Ezekiel 43:2 ULB)
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The following passage shows the use of the past tense to refer to past events. The underlined verbs refer to past events.
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>The vision of Isaiah son of Amoz, that he <u>saw</u> concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah.
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>Hear, heavens, and give ear, earth; for Yahweh <u>has spoken</u>:
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>"I <u>have nourished</u> and <u>brought up</u> children, but they <u>have rebelled</u> against me. (Isaiah 1:1-2 ULB)
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The following passage shows the future tense and different uses of the past tense. The underlined verbs are examples of the predictive past, where the past tense is used to show that the events certainly will happen.
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>The gloom will be dispelled from her who was in anguish.
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>In an earlier time he humiliated
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>the land of Zebulun and the land of Naphtali,
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>but in the later time he will make it glorious, the way to the sea, beyond the Jordan, Galilee of the nations.
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>The people who walked in darkness <u>have seen</u> a great light;
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>those who have lived in the land of the shadow of death, the light <u>has shone</u> on them. (Isaiah 9:1-2 ULB)
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Reference in New Issue