Proofread.edits (#226)

translate/figs-abstractnouns/01.md

@@ -6,7 +6,7 @@ Abstract nouns are nouns that refer to attitudes, qualities, events, situations,
 
 Remember that nouns are words that refer to a person, place, thing, or idea. **Abstract Nouns** are the nouns that refer to ideas. These can be attitudes, qualities, events, situations, or even relationships among these ideas. These are things that cannot be seen or touched in a physical sense, such as joy, peace, creation, goodness, contentment, justice, truth, freedom, vengeance, slowness, length, and weight.
 
-Using abstract nouns allows people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.” But if the language did not have the two abstract nouns “forgiveness” and “sin,” then they would have to make a longer sentence to express the same meaning. They would have to say, for example, “I believe that God is willing to forgive people after they have sinned,” using verb phrases instead of nouns for those ideas.
+Abstract nouns allow people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, “I believe in the forgiveness of sin.” But if the language did not have the two abstract nouns “forgiveness” and “sin,” then they would have to make a longer sentence to express the same meaning. They would have to say, for example, “I believe that God is willing to forgive people after they have sinned,” using verb phrases instead of nouns for those ideas.
 
 #### Reason this is a translation issue
 

translate/figs-apostrophe/01.md

@@ -27,14 +27,10 @@ The man of God spoke as if the altar could hear him, but he really wanted the ki
 
 ### Translation Strategies
 
-If apostrophe would be natural and give the right meaning in your language, consider using it. If not, here is another option.
+If apostrophe would be natural and give the right meaning in your language, consider using it. But 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.  See the example below.
-
-1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
 
 ### Examples of Translation Strategies Applied
 
-(1) If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells <u>them</u> his message or feelings about the people or thing that cannot hear him.
-
 > **He cried against the altar by the word of Yahweh: <u>“Altar</u>, <u>altar</u>! This is what Yahweh says, ‘See,…on you they will burn human bones.’“** (1 Kings 13:2 ULT)
 >> 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>.’“
 

translate/figs-doublet/01.md

@@ -2,7 +2,7 @@
 
 ### Description
 
-We are using the word “doublet” to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word “and.” Often they are used to emphasize or intensify the idea expressed by the two words.
+We are using the word “doublet” to refer to two words or very short phrases that are used together and either mean the same thing or mean very close to the same thing. Often they are joined with the word “and.” Often they are used to emphasize or intensify the idea expressed by the two words.
 
 #### Reason this is a translation issue
 
@@ -38,16 +38,16 @@ If a doublet would be natural and give the right meaning in your language, consi
 
 (1) Translate only one of the words.
 
-> **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULT)
+ > **You have decided to prepare <u>false</u> and <u>deceptive</u> words** (Daniel 2:9 ULT)
->> “You have decided to prepare <u>false</u> things to say.”
+ >> “You have decided to prepare <u>false</u> things to say.”
 
 (2) If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as “very” or “great” or “many.”
 
-> **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULT)
+ > **King David was <u>old</u> and <u>advanced in years</u>.** (1 Kings 1:1 ULT)
->> “King David was <u>very old</u>.”
+ >> “King David was <u>very old</u>.”
 
 (3) If the doublet is used to intensify or emphasize the meaning, use one of your language’s ways of doing that.
 
-> **…a lamb <u>without blemish</u> and <u>without spot</u>…** (1 Peter 1:19 ULT) - English can emphasize this with “any” and “at all.”
+ > **…a lamb <u>without blemish</u> and <u>without spot</u>…** (1 Peter 1:19 ULT) - English can emphasize this with “any” and “at all.”
->> “…a lamb <u>without any blemish at all</u>…”
+ >> “…a lamb <u>without any blemish at all</u>…”
 

translate/figs-grammar/01.md

@@ -1,7 +1,7 @@
 
-Grammar has two main parts: words and structure. Structure involves how we put words together to form phrase, clauses, and sentences.
+Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences.
 
-**Parts of Speech** - All words in a language belong to a category called a  part of speech.  (see [Parts of Speech](../figs-partsofspeech/01.md))
+**Parts of Speech** - Every word in a language belongs to a category called a part of speech.  (see [Parts of Speech](../figs-partsofspeech/01.md))
 
 **Sentences** -  When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (see [Sentence Structure](../figs-sentences/01.md))
 

translate/figs-hendiadys/01.md

@@ -11,7 +11,7 @@ Though “kingdom” and “glory” are both nouns, “glory” actually tells
 #### Reasons this is a translation issue
 
 * Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning.
-* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other.
+* Many languages do not use hendiadys, so people may not understand that the second word is describing the first one.
 
 ### Examples from the Bible
 

translate/figs-hyperbole/01.md

@@ -2,7 +2,7 @@
 
 ### Description
 
-A speaker or writer can use exactly the same words to say something he means as completely true, as generally true, or as a hyperbole. This is why it can be hard to decide how to understand a statement.
+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. For example, the sentence below could mean three different things.
 
 * It rains here every night.
 
@@ -55,11 +55,11 @@ The underlined phrase is an exaggeration. It means that there were <u>many, many
 
 > They found him, and they said to him, “<u>Everyone</u> is looking for you.” (Mark 1:37 ULT)
 
-The disciples told Jesus that everyone was looking looking for him. They probably did not mean that everyone in the city was looking for him, but that <u>many people</u> were looking for him, or that all of Jesus’ closest friends there were looking for him.
+The disciples told Jesus that everyone was looking for him. They probably did not mean that everyone in the city was looking for him, but that <u>many people</u> were looking for him, or that all of Jesus’ closest friends there were looking for him.
 
 > But as his anointing teaches you about <u>all things</u> and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULT)
 
- This is a generalization. God’s Spirit teaches us about <u>all things that we need to know</u>, not about everything that is possible to know.
+This is a generalization. God’s Spirit teaches us about <u>all things that we need to know</u>, not about everything that is possible to know.
 
 
 #### Caution

translate/figs-metaphor/01.md

@@ -34,7 +34,7 @@ When these metaphors are used in normal ways, it is rare that the speaker and au
 
 English speakers do not view these as unusual or metaphorical 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](../bita-part1/01.md)and the pages it will direct you to.
+For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery - Common Patterns](../bita-part1/01.md) and the pages it will direct you to.
 
 When translating something that is a dead metaphor into another language, do not treat it as a metaphor. Instead, just use the best expression for that thing or concept in the target language.
 

translate/figs-metonymy/01.md

@@ -12,7 +12,7 @@ The cup represents the wine that is in the cup.
 
 #### Metonymy can be used
 
-* to a shorter way of referring to something
+* as a shorter way of referring to something
 * to make an abstract idea more meaningful by referring to it with the name of a physical object associated with it
 
 ### Reason this is a translation issue

translate/figs-parallelism/01.md

@@ -24,7 +24,7 @@ Note: We use the term “synonymous parallelism” for long phrases or clauses t
 
 ### Examples from the Bible
 
-**The second clause or phrase means the same as the first.**
+**(1) The second clause or phrase means the same as the first.**
 
 > Your word is a lamp to my feet
 > and a light for my path. (Psalm 119:105 ULT)
@@ -36,21 +36,21 @@ Both parts of the sentence are metaphors saying that God’s word teaches people
 
 Both lines say that God made man the ruler of everything.
 
-**The second clarifies or strengthens the meaning of the first.**
+**(2) The second clarifies or strengthens the meaning of the first.**
 
 > The eyes of Yahweh are everywhere,
 > keeping watch over the evil and the good. (Proverbs 15:3 ULT)
 
 The second line tells more specifically what Yahweh watches.
 
-**The second completes what is said in the first.**
+**(3) The second completes what is said in the first.**
 
 > I lift up my voice to Yahweh,
 > and he answers me from his holy hill. (Psalm 3:4 ULT)
 
 The second line tells what Yahweh does in response to what the person does in the first clause.
 
-**The second says something that contrasts with the first, but adds to the same idea.**
+**(4) The second says something that contrasts with the first, but adds to the same idea.**
 
 > For Yahweh approves of the way of the righteous,
 > but the way of the wicked will perish. (Psalm 1:6 ULT)

translate/figs-personification/01.md

@@ -10,7 +10,7 @@ Such as wisdom:
 Or sin:
 > sin crouches at the door  (Genesis 4:7 ULT)
 
-People also do this because it is sometimes easier to talk about people’s relationships with non-human things, such as wealth, as if they were like relationships between people.
+People also do this because it is sometimes easier to talk about people’s relationships with non-human things, such as wealth, as if they were relationships between people.
 
 > You cannot serve God and wealth.  (Matthew 6:24 ULT)
 
@@ -35,7 +35,7 @@ The author speaks of wisdom and understanding as if they are a woman who calls o
 If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it.
 
 1. Add words or phrases to make it clear.
-1. Use words such as “like” or “as” to show that the sentences is not to be understood literally.
+1. Use words such as “like” or “as” to show that the sentence is not to be understood literally.
 1. Find a way to translate it without the personification.
 
 ### Examples of Translation Strategies Applied
@@ -58,4 +58,4 @@ If the personification would be understood clearly, consider using it. If it wou
 >> He even <u>controls the winds and the sea</u>.
 
 
-**Note**: We have broadened our definition of “personification” to include “zoomorphism” (speaking of other things as if they had animal characteristics) and “anthropomorphism” (speaking of non-human things as if they had human characteristics.)
+**NOTE**: We have broadened our definition of “personification” to include “zoomorphism” (speaking of other things as if they had animal characteristics) and “anthropomorphism” (speaking of non-human things as if they had human characteristics.)

translate/figs-rquestion/01.md

@@ -3,18 +3,18 @@ A rhetorical question is a question that a speaker asks when he is more interest
 
 ### Description
 
-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.
+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. Or, 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 ULT)
 
-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 people who asked Paul this question were not asking about his way of insulting God’s high priest. Rather they used this 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 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.
+The Bible contains many rhetorical questions. These rhetorical questions might be used for the purpose of expressing attitudes or feelings, rebuking people, teaching something by reminding people of something they know and encouraging them to apply it to something new, or introducing something they want to talk about.
 
 #### Reasons this is a translation issue
 
 * Some languages do not use rhetorical questions; for them a question is always a request for information.
-* Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible.
+* Some languages use rhetorical questions, but for purposes that are different or more limited than in the Bible.
 * Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible.
 
 ### Examples from the Bible
@@ -52,15 +52,15 @@ Jesus used this question to teach the people in an emphatic way that God gives g
 > <u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed that a man took and threw into his garden…(Luke 13:18-19 ULT)
 
 
-Jesus used the question above to introduce what he was going to talk about. He was going to compare the kingdom of God to something.
+Jesus used the question above to introduce what he was going to talk about. He was about to compare the kingdom of God to something. In this case, he compared the kingdom of God to a mustard seed.
 
 
 ### 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.
+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, did the person who asked it expect to receive 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 are sure that the question is rhetorical, then be sure that you understand the purpose for the rhetorical question. 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.
 

translate/figs-synonparallelism/01.md

@@ -1,9 +1,9 @@
 
 ### Description
 
-**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two or more different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
+**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two (or more) different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
 
-Note: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning.  We use the term  [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
+NOTE: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning.  We use the term  [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
 
 > Yahweh <u>sees everything a person does</u> and <u>watches all the paths he takes</u>. (Proverbs 5:21 ULT)
 
@@ -13,7 +13,7 @@ Synonymous parallelism in poetry has several effects:
 
 * It shows that something is very important by saying it more than once and in more than one way.
 * It helps the hearer to think more deeply about the idea by saying it in different ways.
-* It makes the language more beautiful and above the ordinary way of speaking.
+* It makes the language more beautiful than the ordinary way of speaking.
 
 #### Reason this is a Translation Issue
 
@@ -23,11 +23,11 @@ In some languages people do not expect someone to say the same thing twice, even
 
 > Your word is a lamp to my feet and a light for my path. (Psalm 119:105 ULT)
 
-Both parts of the sentences are metaphors saying that God’s word teaches people how to live. The words “lamp” and “light” are similar in meaning because they refer to light, and the words “my feet” and “my path” are related, because they refer to a person walking.
+Both parts of the sentence are metaphors saying that God’s word teaches people how to live. The words “lamp” and “light” are similar in meaning because they refer to light. The words “my feet” and “my path” are related because they refer to a person walking.
 
 > <u>Praise Yahweh</u>, all you nations; <u>exalt him</u>, all you peoples! (Psalm 117:1 ULT)
 
-Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing, ‘Yahweh’ and ‘him’ refer to the same person, and ‘all you nations’ and ‘all you peoples’ refer to the same people.
+Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing. The words ‘Yahweh’ and ‘him’ refer to the same person. The terms ‘all you nations’ and ‘all you peoples’ refer to the same people.
 
 > For Yahweh has a <u>lawsuit with his people</u>, and he will <u>fight in court</u> against Israel. (Micah 6:2 ULT)
 
@@ -35,7 +35,7 @@ The two parts of this verse say that Yahweh has a serious disagreement with his
 
 ### Translation Strategies
 
-If your language uses parallelism in the same way as the biblical languages, that is, to strengthen a single idea, then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
+If your language uses parallelism in the same way as the biblical languages (that is, to strengthen a single idea), then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
 
 1. Combine the ideas of both clauses into one.
 1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”

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

@@ -20,7 +20,7 @@ Baal is not a god, Elijah is not suggesting that he might be a god, and he does
 
 > But his wife said to him, "**If Yahweh wanted to kill us**, he would not have received the burnt offering and the grain offering we gave him. He would not have shown us all these things, nor at this time would he have let us hear such things." (Judges 13:23 ULT)
 
-Manoah’s wife reasons that the second part of her conditional statement is not true, therefore the first part is also not true. God received their burnt offering, therefore He does not want to kill them. 
+Manoah’s wife thinks that the second part of her conditional statement is not true, therefore the first part is also not true. God received their burnt offering, therefore He does not want to kill them. 
 
 > “**If only we had died** by Yahweh’s hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full. (Exodus 16:3 ULT)
 
@@ -28,7 +28,7 @@ Of course the people speaking here did not die in Egypt, and so this is a Contra
 
 > “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
 
-The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” That also signals something that did not happen.
+The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” These words also signal something that did not happen.
 
 #### Translation Strategies
 

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

@@ -16,11 +16,11 @@ Some languages do not state something as a condition if it is certain or true. T
 
 > Elijah came near to all the people and said, "How long will you keep changing your mind? **If Yahweh is God**, follow him. But if Baal is God, then follow him." Yet the people did not answer him a word. (1 Kings 18:21 ULT)
 
-This sentence has the same construction as a hypothetical condition. The condition or “if” is “if Yahweh is God” and if that is true, then the Israelites should worship Yahweh. But the prophet Elijah does not question whether or not Yahweh is God. In fact, he is so certain that Yahweh is God that later in the passage he pours water all over his sacrifice. He is confident that God is real and that he will burn even an offering that is completely wet. The prophets taught over and over again that Yahweh is God, and so the people should worship Him. The people did not worship Yahweh, however, even though He is God. By putting the statement or instruction into the form of a Hypothetical Condition, Elijah is trying to get the Israelites to understand more clearly what they should do.
+This sentence has the same construction as a hypothetical condition. The condition is “if Yahweh is God.” If that is true, then the Israelites should worship Yahweh. But the prophet Elijah does not question whether or not Yahweh is God. In fact, he is so certain that Yahweh is God that later in the passage he pours water all over his sacrifice. He is confident that God is real and that he will burn even an offering that is completely wet. Over and over again, the prophets taught that Yahweh is God, so the people should worship Him. The people did not worship Yahweh, however, even though He is God. By putting the statement or instruction into the form of a Factual Condition, Elijah is trying to get the Israelites to understand more clearly what they should do.
 
 > "A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?" says Yahweh of hosts to you priests, who despise my name.  (Malachi 1:6 ULT)
 
-Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb is that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
+Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
 
 #### Translation Strategies
 

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

@@ -10,8 +10,8 @@ A Hypothetical Condition is a condition in which the second event (the “then
 
 #### Reason this is a translation issue
 
-It is important that translators understand when something is a Hypothetical Condition and when it is not so that they translate it in the right way. For example, some of God’s promises to Israel were conditional based on whether or not Israel obeyed God. Many of God’s promises to Israel, however, were not conditional; God would keep these promises whether or not they obeyed. It is important that the translators know the difference between these and communicate each one accurately in their own language.
+It is important that translators understand whether or not something is a Hypothetical Condition so that they translate it in the right way. For example, some of God’s promises to Israel were conditional based on whether or not Israel obeyed God. However, many of God’s promises to Israel were not conditional; God would keep these promises whether or not they obeyed. It is important that you (the translator) know the difference between these and communicate each one accurately in your own language.
-Also, sometimes conditions are stated in an order different than the order in which they would happen. If the target language would state the clauses in a different order, then the translator will need to make that adjustment.
+Also, sometimes conditions are stated in an order different than the order in which they would happen. If the target language would state the clauses in a different order, then you will need to make that adjustment.
 
 #### Examples from OBS and the Bible
 
@@ -25,7 +25,7 @@ If Cain does what is right, then he will be accepted. The only way for Cain to b
 
 > …**if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them; (Acts 5:38-39 ULT)
 
-There are two hypothetical conditions here: 1. If it is true that this plan is of men, then it will be overthrown. 2. If it is true that this plan is of God, then it cannot be overthrown.
+There are two hypothetical conditions here: 1) If it is true that this plan is of men, then it will be overthrown; 2) If it is true that this plan is of God, then it cannot be overthrown.
 
 #### Translation Strategies
 

translate/grammar-connect-exceptions/01.md

@@ -2,11 +2,11 @@
 
 #### Definition
 
-Exceptional relationship connectors exclude one or more items or people from a group. 
+Exceptional relationship connectors exclude an item(s) or person(s) from a group. 
 
 #### Reason this is a translation issue
 
- English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group using words like “except,” “but not” “other than,” “besides,” “unless,” “however…not,” and “only” (Part 2). Some languages do not indicate that one or more items or people are excluded from a group in this way, but instead have other ways. In some languages this type of construction does not make sense, because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who or what is in the group and who or what is excluded in order to be able to accurately communicate this in their language.
+English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group using words like “except,” “but not” “other than,” “besides,” “unless,” “however…not,” and “only” (Part 2). Some languages do not indicate that one or more items or people are excluded from a group in this way, but instead have other ways of doing this. In some languages this type of construction does not make sense, because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who (or what) is in the group and who (or what) is excluded in order to be able to accurately communicate this in their language.
 
 #### Examples from OBS and the Bible
 

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

@@ -8,7 +8,7 @@ A Contrast relationship is a logical relationship in which one event or item is
 
 #### Reason this is a translation issue
 
-In Scripture, many events do not happen as the people involved intend or expect them to happen. Sometimes people act in ways that were not expected, whether good or bad. Often it is God at work changing the events. These events are often pivotal and it is important that translators understand and communicate these contrasts. In English Contrast Relationships are often indicated by “but,” “although,” “even though,” “though,” “yet,” or “however.”
+In Scripture, many events do not happen as the people involved intend or expect them to happen. Sometimes people act in ways that were not expected, whether good or bad. Often it is God at work changing the events. These events are often pivotal and it is important that translators understand and communicate these contrasts. In English Contrast Relationships are often indicated by the words “but,” “although,” “even though,” “though,” “yet,” or “however.”
 
 #### Examples from OBS and the Bible
 
@@ -32,13 +32,13 @@ There are two contrasts here, both marked with “however.” The first contrast
 
 If your language uses Contrast Relationships in the same way as in the text, then use them as they are.
 
-1. If the Contrast Relationship between the clauses is not clear, then use a more clear or specific connecting word or phrase.
+1. If the Contrast Relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
 2. If it is more clear in your language to mark the other clause of the Contrast Relationship, then use a connecting word on the other clause.
 3. If your language shows a Contrast Relationship in a different way, then use that way.
 
 #### Examples of Translation Strategies Applied
 
-1.If the Contrast Relationship between the clauses is not clear, then use a more clear or specific connecting word or phrase.
+1.If the Contrast Relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
 
 > For who is greater, the one who reclines at table, or the one who serves? Is it not the one who reclines at table? <u>Yet</u> I am among you as one who serves. (Luke 22:27 ULT)
 >> For who is greater, the one who reclines at table, or the one who serves? Is it not the one who reclines at table? <u>Unlike that person</u>, I am among you as one who serves.  

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

@@ -1,6 +1,6 @@
 ## Logical Relationships
 
-The final group of connectors establish logical relationships between the parts of the sentence.
+Some connectors establish logical relationships between the parts of the sentence.
 
 ### Goal (or Purpose) Relationship 
 
@@ -10,13 +10,13 @@ A Goal Relationship is a logical relationship in which the second event is the p
 
 #### Reason this is a translation issue
 
-In Scripture, the goal or purpose may be stated first or second. In some languages it must always occur in only one of those positions for that logical relationship to be understood. Translators need to understand the relationship between the two parts and communicate those accurately in their language. This may require changing the order of the two events. It may also require specific words to indicate that one is the goal or purpose of the other. Words commonly used to indicate a goal relationship in English are “in order to,” “in order that” or “so that.” It is important that the translator recognize the words that signal a goal relationship and translate that relationship in a natural way.
+In Scripture, the goal or purpose may be stated either first or second. But in some languages, the goal or purpose must always occur in the same position (either first or second) in order for that logical relationship to be understood. You (the translator) need to understand the relationship between the two parts and communicate those accurately in your language. This may require changing the order of the two events. It may also require specific words to indicate that one is the goal or purpose of the other. Words commonly used to indicate a goal relationship in English are “in order to,” “in order that” or “so that.” It is important that the translator recognize the words that signal a goal relationship and translate that relationship in a natural way.
 
 #### Examples from OBS and the Bible
 
 > She became angry and falsely accused Joseph <u>so that he was arrested and sent to prison</u>. (Story 8 Frame 5 OBS)
 
-The Goal or Purpose of the master’s wife’s false accusation was to get Joseph arrested and sent to prison.
+The Goal or Purpose of the woman's false accusation was to get Joseph arrested and sent to prison.
 
 > Gideon, Joash's son, was separating out the wheat by beating it on the floor, in the winepress—<u>to hide it from the Midianites</u>. (Judges 6:11b ULT)
 
@@ -44,18 +44,18 @@ The purpose of not turning away from the instructions that Moses gave to the Isr
 
 > But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him <u>and take over his inheritance</u>.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
 
-The Purpose of the vine growers killing the heir was so they could take over his inheritance. They state both events to each other as a plan, joining them only with “and.” Then the word “so” marks the reporting of the first event, but the second event (the Goal or Purpose) is not stated.
+The Purpose of the vine growers killing the heir was so they could take his inheritance. They state both events as a plan, joining them only with “and.” Then the word “so” marks the reporting of the first event, but the second event (the Goal or Purpose) is not stated.
 
 #### Translation Strategies
 
-If your language uses purpose or goal relationships in the same way as in the text, then use them as they are.
+If your language uses Goal or Purpose relationships in the same way as in the text, then use them as they are.
 
-1. If the construction of the goal statement is unclear, change it to one that is more clear.
+1. If the construction of the Goal statement is unclear, change it to one that is more clear.
-2. If the order of the statements makes the goal statement unclear or confusing for the reader, then change the order.
+2. If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order.
 
 #### Examples of Translation Strategies Applied
 
-(1) If the construction of the goal statement is unclear, change it to one that is more clear.
+(1) If the construction of the Goal statement is unclear, change it to one that is more clear.
 
 > “Also pull out for her some grain from the bundles, and leave it <u>for her to glean</u>, and do not rebuke her.” (Ruth 2:16 ULT)
 >> “Also pull out for her some grain from the bundles, and leave it <u>so that she can glean it</u>, and do not rebuke her.”
@@ -63,7 +63,7 @@ If your language uses purpose or goal relationships in the same way as in the te
 > …the shepherds said to each other, “Let us indeed go to Bethlehem, <u>and see this thing that has happened</u>, which the Lord has made known to us.” (Luke 2:15 ULT)
 >> …the shepherds said to each other, “Let us indeed go to Bethlehem, <u>so that we can see this thing that has happened</u>, which the Lord has made known to us.”
 
-(2) If the order of the statements makes the goal statement unclear or confusing for the reader, then change the order.
+(2) If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order.
 
 > “…if you want <u>to enter into life</u>, keep the commandments.” (Matthew 19:17 ULT)
 >> “…keep the commandments if you want <u>to enter into life</u>.” or: “…keep the commandments <u>so that you can enter into life</u>.”

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

@@ -4,11 +4,11 @@
 
 #### Definition
 
-A Reason and Result Relationship is a logical relationship in which one event is the **reason** or cause for another event. The second event, then, is the **result** of the first event.
+A Reason-and-Result Relationship is a logical relationship in which one event is the **reason** or cause for another event. The second event, then, is the **result** of the first event.
 
 #### Reason this is a translation issue
 
-A Reason and Result Relationship can look forward - "I did Y because I wanted X to happen." But usually it is looking backward - "X happened, and so I did Y." Also, it is possible to state the Reason either before or after the Result. Many languages have a preferred order for these, and it is confusing for the reader if they are in the other order. Common words used to indicate a Reason and Result Relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a Goal relationship, so translators need to be aware of the difference between a Goal relationship and a Reason-Result relationship. It is necessary for translators to understand how the two events are connected and then communicate them clearly in their language. 
+A Reason-and-Result Relationship can look forward - "I did Y because I wanted X to happen." But usually it is looking backward - "X happened, and so I did Y." Also, it is possible to state the Reason either before or after the Result. Many languages have a preferred order for the Reason and the Result, and it is confusing for the reader if they are in the opposite order. Common words used to indicate a Reason-and-Result Relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a Goal relationship, so translators need to be aware of the difference between a Goal relationship and a Reason-and-Result relationship. It is necessary for translators to understand how the two events are connected and then communicate them clearly in their language. 
 
 #### Examples from OBS and the Bible
 
@@ -18,7 +18,7 @@ The **Reason** is the change in Saul - that he had tried to kill people who beli
 
 > Behold, a great storm arose on the sea, <u>so that</u> the boat was covered with the waves. (Matthew 8:24 ULT)
 
-The **Reason** is the great storm, and the **Result** is that the boat was covered with the waves. The two events are connected by “so that.” Notice that “so that” often indicates a Goal relationship, but here the relationship is Reason-Result, because the sea cannot think and therefore does not have a Goal. 
+The **Reason** is the great storm, and the **Result** is that the boat was covered with the waves. The two events are connected by “so that.” Notice that the term “so that” often indicates a Goal relationship, but here the relationship is Reason-and-Result. This is because the sea cannot think and therefore does not have a Goal. 
 
 > God blessed the seventh day and sanctified it, <u>because</u> in it he rested from all his work which he had done in his creation. (Genesis 2:3 ULT)
 
@@ -34,32 +34,38 @@ The **Result** is that Joshua circumcised the boys and men who had been born in
 
 #### Translation Strategies
 
-If your language uses Reason-Result relationships in the same way as in the text, then use them as they are.
+If your language uses Reason-and-Result relationships in the same way as in the text, then use them as they are.
 
 1. If the order of the clauses is confusing for the reader, then change the order.
-2. If the relationship between the clauses is not clear, then use a more clear Connecting Word.
+1. If the relationship between the clauses is not clear, then use a more clear Connecting Word.
-3. If it is more clear to put a Connecting Word in the clause that does not have one, then do so.
+1. If it is more clear to put a Connecting Word in the clause that does not have one, then do so.
 
 #### Examples of Translation Strategies Applied
 
 > God blessed the seventh day and sanctified it, <u>because</u> in it he rested from all his work which he had done in his creation. (Genesis 2:3 ULT)
 
-        (1) God rested on the seventh day from all his work which he had done in his creation. <u>That is why</u> he blessed the seventh day and sanctified it.
+(1) God rested on the seventh day from all his work which he had done in his creation. <u>That is why</u> he blessed the seventh day and sanctified it.
 
 > Blessed are the poor, <u>for</u> yours is the kingdom of God. (Luke 6:20 ULT)
 
-        (1) The kingdom of God belongs to you who are poor. <u>Therefore</u>, the poor are blessed. 
+(1) The kingdom of God belongs to you who are poor. <u>Therefore</u>, the poor are blessed. 
-        (2) Blessed are the poor, <u>because</u> yours is the kingdom of God. 
+
-        (3) <u>The reason that</u> the poor are blessed <u>is because</u> yours is the kingdom of God.
+(2) Blessed are the poor, <u>because</u> yours is the kingdom of God. 
+
+(3) <u>The reason that</u> the poor are blessed <u>is because</u> yours is the kingdom of God.
 
 > Behold, a great storm arose on the sea, <u>so that</u> the boat was covered with the waves. (Matthew 8:24 ULT)
 
-        (1) Behold, the boat was covered with the waves <u>because</u> a great storm arose on the sea.
+(1) Behold, the boat was covered with the waves <u>because</u> a great storm arose on the sea.
-        (2) Behold, a great storm arose on the sea, <u>with the result that</u> the boat was covered with the waves.
+
-        (3) Behold, <u>because</u> a great storm arose on the sea, the boat was covered with the waves.
+(2) Behold, a great storm arose on the sea, <u>with the result that</u> the boat was covered with the waves.
+
+(3) Behold, <u>because</u> a great storm arose on the sea, the boat was covered with the waves.
 
 > <u>Since</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress. (Acts 21:34 ULT) 
 
-        (1) The captain ordered that Paul be brought into the fortress, <u>because</u> he could not tell anything because of all the noise.
+(1) The captain ordered that Paul be brought into the fortress, <u>because</u> he could not tell anything because of all the noise.
-        (2) <u>Because</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.
+
-        (3) The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress.
+(2) <u>Because</u> the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress.
+
+(3) The captain could not tell anything because of all the noise, <u>so</u> he ordered that Paul be brought into the fortress.

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

@@ -8,42 +8,42 @@ A background clause is one that describes something that is ongoing, and then an
 
 #### Reason this is a translation issue
 
-Languages indicate a shift in time in different ways. The translators need to understand how these shifts in time are indicated in the original languages in order to communicate them clearly in their own language. Background clauses often indicate a time that began long before the event that is in focus. Translators need to understand how both the source and target languages communicate background events. Some English words that indicate background events are now, when, while, and during. Those words can also indicate simultaneous events. To tell the difference, ask yourself if all of the events seem to be equal in importance and started at about the same time. If so, they are probably simultaneous events. But if one or more event is ongoing and other events just started, then the ongoing events are probably background to the other events. Some phrases that indicate background events are in those days, and at that time.
+Languages indicate a shift in time in different ways. You (the translator) need to understand how these shifts in time are indicated in the original languages in order to communicate them clearly in your own language. Background clauses often indicate a time that began long before the event that is in focus. Translators need to understand how both the source language and the target language communicate background events. Some English words that indicate background events are "now", "when", "while", and "during". Those words can also indicate simultaneous events. To tell the difference, ask yourself if all of the events seem to be equal in importance and started at about the same time. If so, they are probably simultaneous events. But if an event(s) is ongoing and another event(s) just started, then the ongoing event(s) is probably background to the other event(s). Some common phrases that indicate background events are "in those days" and "at that time".
 
 #### Examples from OBS and the Bible
 
 > <u>When</u> Solomon was old, he also worshiped their gods. (OBS Story 18 Frame 3)
 
-Solomon began to worship foreign gods at a time when he was old. Being old is the background to the main event, which is worshipping other gods. 
+Solomon began to worship foreign gods at a time when he was old. Being old is the background event. Worshipping other gods is the main event. 
 
 > <u>Now</u> his parents went <u>every year</u> to Jerusalem for the Festival of the Passover. When he was twelve years old, they again went up at the customary time for the feast.  (Luke 2:41-42 ULT)
 
-The first event is ongoing and started long ago. We know this because of the words “every year.” That is the background event. Then an event begins that started during that time - “when he was twelve years old.” That is the main event. 
+The first event––going to Jerusalem––is ongoing and started long ago. We know this because of the words “every year.” Going to Jerusalem is the background event. Then an event begins that started during the time “when he was twelve years old.” So the main event is the specific time Jesus and his family traveled to Jerualem for the Passover festival *when he was twelve years old.*
 
 > Now it came about that <u>while</u> they were there, the time came for the birth of her baby. (Luke 2:6 ULT)
 
-Being there (in Bethlehem) is the background for the main event, the birth of the baby.
+Being in Bethlehem is the background event. The birth of the baby is the main event.
 
 > …<u>while</u> Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, <u>during</u> the high priesthood of Annas and Caiaphas—the word of God came to John son of Zechariah in the wilderness. (Luke 3:1-2 ULT)
 
-This example begins with five background clauses (marked off by commas), signalled as background by “while” and “during.” Then the main event happens - the word of God came to John.
+This example begins with five background clauses (marked by commas), signalled as background by the words “while” and “during.” Then the main event happens: "the word of God came to John".
 
 #### Translation Strategies
 
-If the way that the Background Clauses are marked also is clear in your language, then translate the Background Clauses as they are.
+If the way that the Background Clauses are marked is also clear in your language, then translate the Background Clauses as they are.
 
 1. If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
-2. If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way.
+1. If your language marks Background Clauses in a different way than using connecting words (such as by using different verb forms), then use that way.
 
 #### Examples of Translation Strategies Applied
 
 > …<u>while</u> Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, <u>during</u> the high priesthood of Annas and Caiaphas—the word of God came to John son of Zechariah in the wilderness. (Luke 3:1-2 ULT)
 
-1. If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
+(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
 
 > …<u>It happened during the time that</u> Pontius Pilate was governor of Judea, <u>and during the time that</u> Herod was tetrarch of Galilee, <u>and during the time that</u> his brother Philip was tetrarch of the region of Ituraea and Trachonitis, <u>and during the time that</u> Lysanias was tetrarch of Abilene, <u>and also during the time that</u> Annas and Caiaphas were high priests—<u>that</u> the word of God came to John son of Zechariah in the wilderness. 
 
-2. If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way.
+(2) If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way.
 
 > …Pontius Pilate <u>was governing</u> Judea, and Herod <u>was ruling over</u> Galilee, and his brother Philip <u>was ruling over</u> the region of Ituraea and Trachonitis, and Lysanias <u>was ruling over</u> Abilene, and Annas and Caiaphas <u>were being</u> high priests—the word of God <u>came</u> to John son of Zechariah in the wilderness. 
 
@@ -62,4 +62,4 @@ If the way that the Background Clauses are marked also is clear in your language
 |Main event		           |**Yahweh called to Samuel**,  |
 |Sequential event		   |who said, “here I am." (1 Sam 3:1-4 ULT) |
 
-In the above example, the first two lines talk about a condition that was going on for a long time. This is the general, long-term background. We know this from the phrase "in those days." Then there are several lines of near-term background. The first one is introduced by "when," and then three more are connected to the first one by "and." The background clause introduced by "where" explains a little more about the background clause before it. Then the main event happens, followed by more events. Translators will need to think about the best way to show these relationships in their language. 
+In the above example, the first two lines talk about a condition that was going on for a long time. This is the general, long-term background. We know this from the phrase "in those days." Then there are several lines of short-term background. The first one is introduced by "when," and then three more are connected to the first one by "and." The background clause introduced by "where" explains a little more about the background clause before it. Then the main event happens, followed by more events. Translators will need to think about the best way to show these relationships in their language.