Proofread.edits (#227)

translate/figs-distinguish/01.md

@@ -1,9 +1,9 @@
 
 ### Description
 
-In some languages, phrases that modify a noun can be used with the noun for two different purposes. They can either distinguish the noun from other similar items, or they can give more information about the noun. That information could be new to the reader, or a reminder about something the reader might already know. Other languages use modifying phrases with a noun only for distinguishing the noun from other similar things. When people who speak these languages hear a modifying phrase with a noun, they assume that its function is to distinguish one item from another similar item.
+In some languages, phrases that modify a noun can be used with the noun for two different purposes. They can either (1) distinguish the noun from other similar items, or (2) they can give more information about the noun. That information could be new to the reader, or a reminder about something the reader might already know. Other languages use modifying phrases with a noun only for distinguishing the noun from other similar things. When people who speak these languages hear a modifying phrase with a noun, they assume that its function is to distinguish one item from another similar item.
 
-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:
+Some languages use a comma to mark the difference between (1) making a distinction between similar items and (2) giving more information about an item. Without the comma, the sentence below communicates that it is making a distinction:
 
 * Mary gave some of the food to <u>her sister who was very thankful</u>.
     * If her sister was usually thankful, the phrase “who was thankful” could **distinguish this sister** of Mary’s from another sister who was not usually thankful.
@@ -15,12 +15,12 @@ With the comma, the sentence is giving more information:
 
 ### Reasons this is a translation issue
 
-* Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. The translator must be careful to understand which meaning the author intended in each case.
-* Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, people who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
+* Many source languages of the Bible use phrases that modify a noun **both** for distinguishing the noun from another similar item **and also** for giving more information about the noun. You (the translator) must be careful to understand which meaning the author intended in each case.
+* Some languages use phrases that modify a noun **only** for distinguishing the noun from another similar item. When translating a phrase that is used for giving more information, translators who speak these languages will need to separate the phrase from the noun. Otherwise, people who read it or hear it will think that the phrase is meant to distinguish the noun from other similar items.
 
 ### Examples from the Bible
 
-**Examples of words and phrases that are used to distinguish one item from other possible items**: These usually do not cause a problem in translation.
+**Examples of words and phrases that are used to distinguish one item from other possible items**: These usually do not cause any problem in translation.
 
 > … The curtain is to separate <u>the holy place</u> from <u>the most holy place</u>. (Exodus 26:33 ULT)
 
@@ -46,7 +46,7 @@ The phrase “whom I have created” is a reminder of the relationship between G
 
 ### Translation Strategies
 
-If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
+If readers would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind.
 
 1. Put the information in another part of the sentence and add words that show its purpose.
 1. Use one of your language’s ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas.

translate/figs-doublenegatives/01.md

@@ -1,11 +1,11 @@
 
-A double negative occurs when a clause has two words that each express the meaning of “not.”  Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
+A double negative occurs when a clause has two words that each express the meaning of “not".  Double negatives mean very different things in different languages. To translate sentences that have double negatives accurately and clearly, you need to know what a double negative means in the Bible and how to express this idea in your language.
 
 ### Description
 
-Negative words are words that have in them the meaning “not.” Examples are “no,” “not,” “none,” “no one,” “nothing,” “nowhere,” “never,” “nor,” “neither,” and “without.” Also, some words have prefixes or suffixes that mean “not” such as the underlined parts of these words: “<u>un</u> happy,” “<u>im</u> possible,” and “use<u>less</u>.”
+Negative words are words that have in them the meaning “not”. Examples are “no”, “not”, “none”, “no one”, “nothing”, “nowhere”, “never”, “nor”, “neither”, and “without”. Also, some words have prefixes or suffixes that mean “not” such as the underlined parts of these words: “<u>un</u> happy,” “<u>im</u> possible,” and “use<u>less</u>”.
 
-A double negative occurs when a sentence has two words that each express the meaning of “not.”
+A double negative occurs when a sentence has two words that each express the meaning of “not”.
 
 > It is <u>not</u> that we do <u>not</u> have authority… (2 Thessalonians 3:9 ULT)
 
@@ -17,10 +17,10 @@ A double negative occurs when a sentence has two words that each express the mea
 
 Double negatives mean very different things in different languages.
 
-* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, “I did not see no one.” It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one.” The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone.”
-* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent.”
-* In some languages the double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent.”
-* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, “He is not unintelligent” can mean “He is intelligent” or “He is very intelligent.”
+* In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, “I did not see no one”. It has both the word ‘no’ next to the verb and ‘nadie,’ which means “no one”. The two negatives are seen as in agreement with each other, and the sentence means, “I did not see anyone”.
+* In some languages, a second negative cancels the first one, creating a positive sentence. So, “He is not unintelligent” means “He is intelligent”.
+* In some languages the double negative creates a positive sentence, but it is a weak statement. So, “He is not unintelligent” means, “He is somewhat intelligent”.
+* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, “He is not unintelligent” can mean “He is intelligent” or “He is very intelligent”.
 
 To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language.
 
@@ -28,7 +28,7 @@ To translate sentences with double negatives accurately and clearly in your lang
 
 > …so that they may <u>not</u> be <u>un</u> fruitful. (Titus 3:14 ULT)
 
-This means “so that they will be fruitful.”
+This means “so that they will be fruitful”.
 > All things were made through him and <u>without</u> him there was <u>not</u> one thing made that has been made. (John 1:3 ULT)
 
 By using a double negative, John emphasized that the Son of God created absolutely everything.
@@ -38,7 +38,7 @@ By using a double negative, John emphasized that the Son of God created absolute
 If double negatives are natural and are used to express the positive in your language, consider using them.  Otherwise, you could consider these strategies:
 
 1. If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
-1. If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely.”
+1. If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely”.
 
 ### Examples of Translation Strategies Applied
 
@@ -50,7 +50,7 @@ If double negatives are natural and are used to express the positive in your lan
 >>= **…so that they may <u>not</u> be <u>un</u> fruitful.** (Titus 3:14 ULT)
 >> “…so that they may be fruitful.”
 
-(2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely.”
+(2) If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as “very” or “surely”.
 
 > **Be sure of this—wicked people will <u>not</u> go <u>un</u> punished…** (Proverbs 11:21 ULT)
 >> “Be sure of this—wicked people will <u>certainly</u> be punished…”

translate/figs-ellipsis/01.md

@@ -2,7 +2,7 @@
 
 ### Description
 
-Ellipsis is what happens when a speaker or writer leaves out one or more words from a sentence that it normally should have to be a complete sentence. The speaker or writer does this because he knows that the hearer or reader will understand the meaning of the sentence and fill in the words in his mind when he hears or reads the words that are there. For example:
+Ellipsis is what happens when a speaker or writer leaves out one or more words from a sentence that it normally should have to be a complete sentence. The speaker or writer does this because he knows that the hearer or reader will understand the meaning of the sentence and supply the words in his mind when he hears or reads the words that are there. For example:
 
 > …the wicked will not stand in the judgment, <u>nor sinners in the assembly of the righteous</u>. (Psalm 1:5)
 
@@ -12,8 +12,8 @@ There is ellipsis in the second part because “nor sinners in the assembly of t
 
 #### There are two types of ellipsis.
 
-1. Relative ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
-2. Absolute ellipsis happens when the omitted word or words are not in the context, but the phrases are common enough in the language that the reader is expected to supply what is missing from this common usage, or from the nature of the situation.  
+1. A Relative Ellipsis happens when the reader has to supply the omitted word or words from the context. Usually the word is in the previous sentence, as in the example above.
+2. An Absolute Ellipsis happens when the omitted word or words are not in the context, but the phrases are common enough in the language that the reader is expected to supply what is missing from this common usage, or from the nature of the situation.  
 
 ### Reason this is a translation issue
 

translate/figs-you/01.md

@@ -1,7 +1,7 @@
 
 ### Singular, Dual, and Plural
 
-Some languages have more than one word for “you” based on how many people the word “you” refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some have other forms that refer to three or four people.
+Some languages have more than one word for “you” based on how many people the word “you” refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some languages have other forms that refer to three or four people.
 
 You may also want to watch the video at http://ufw.io/figs_younum.
 

translate/figs-yousingular/01.md

@@ -12,16 +12,16 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
 * Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you”, translators of these languages will need to know if the speaker was referring to one person or more than one.
 
 Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
-Sometimes Greek and Hebrew speakers used “you” singular even though they were speaking to a group of people. See [Forms of ‘You’ - Singular to a Crowd](../figs-youcrowd/01.md)
+Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. See [Forms of ‘You’ - Singular to a Crowd](../figs-youcrowd/01.md)
 
 ### Examples from the Bible
 
 > The ruler said, “All these things I have obeyed from the time I was a youth.” When Jesus heard that, he said to him, “One thing <u>you</u> still lack. <u>You</u> must sell all that you have and distribute it to the poor, and <u>you</u> will have treasure in heaven—and come, follow me.” (Luke 18:21, 22 ULT)
 
-The ruler was speaking about just himself when he said “I.” This shows us that when Jesus said “you” he was referring only to the ruler. So languages that have singular and plural forms of “you” would have the singular form here.
+The ruler was speaking about just himself when he said “I.” This shows us that when Jesus said “you” he was referring only to the ruler. So languages that have singular and plural forms of “you” need the singular form here.
 > The angel said to him, “Dress  <u>yourself</u> and put on <u>your</u> sandals.” Peter did so. The angel said to him, “Put on <u>your</u> outer garment and follow me.” So Peter followed the angel and went out. (Acts 12:8, ULT)
 
-The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would have the singular form here for “yourself” and “your”. Also, if verbs have different forms for singular and plural subjects, the verbs “dress” and “put on” will need the form for “you” singular.
+The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would need the singular form here for “yourself” and “your”. Also, if verbs have different forms for singular and plural subjects, then the verbs “dress” and “put on” need the form that indicates a singular subject.
 
 > To Titus, a true son in our common faith.…For this purpose I left <u>you</u> in Crete, that <u>you</u> might set in order things not yet complete, and ordain elders in every city as I directed <u>you</u>.…But <u>you</u>, say what agrees with healthy doctrine. (Titus 1:4,5; 2:1 ULT)
 

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

@@ -8,7 +8,7 @@ A sequential clause is a time relation that connects two events in which one hap
 
 #### Reason this is a translation issue
 
-Languages indicate sequences of events in different ways; some use ordering and some use connecting words or even relative tense. Connecting words that may indicate sequence are words such as then, later, after, afterward, before, first, and when. Translators need to be certain that they communicate the order of the events in a way that is natural in their language. This may require ordering the clauses differently than in the original languages.
+Languages indicate sequences of events in different ways; some use ordering, some use connecting words, some even use relative tense. Connecting words that may indicate sequence are words such as "then", "later", "after", "afterward", "before", "first", and "when". Translators need to be certain that they communicate the order of the events in a way that is natural in their language. This may require ordering clauses differently than in the original languages.
 
 #### Examples from OBS and the Bible
 
@@ -22,7 +22,7 @@ The event of the first clause occurs first, and the event of the last clause occ
 
 > For <u>before</u> the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT)  
 
-The event of the first clause occurs after the event of the second clause. First the land they dread will be desolate and then the child will know to refuse evil and choose good. We know this because of the connecting word, <u>before</u>. However, stating the clauses in this order may communicate the wrong order of events in your language. The translator may have to change the order so the clauses come in the order that they will happen. Or it may be possible to keep the order of the original language text and mark the ordering of sequence so that it is clear to the readers. The translator needs to decide the best way to communicate this sequence clearly and correctly.
+The event of the first clause occurs after the event of the second clause. First the land they dread will be desolate and then the child will know to refuse evil and choose good. We know this because of the connecting word, <u>before</u>. However, stating the clauses in this order may communicate the wrong order of events in your language. The translator may have to change the order so the clauses come in the order that they will happen. Or it may be possible to keep the order of the original language text and mark the ordering of sequence so that it is clear to the readers. You (the translator) need to decide the best way to communicate this sequence clearly and correctly.
 
 > Then Mary arose in those days <u>and</u> quickly went into the hill country, to a city of Judah, <u>and</u> she entered into the house of Zechariah <u>and</u> greeted Elizabeth. (Luke 1:39-40 ULT)
 
@@ -33,11 +33,11 @@ Here the general connector “<u>and</u> ” connects four events. These are seq
 If the sequence of events is clear in your language, then translate the sequence as it is.
 
 1. If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
-2. If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear. 
+1. If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear. 
 
 #### Examples of Translation Strategies Applied
 
-1. If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
+(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
 
 > Then Mary arose in those days <u>and</u> quickly went into the hill country, to a city of Judah, <u>and</u> she entered into the house of Zechariah <u>and</u> greeted Elizabeth. (Luke 1:39-40 ULT)
 >> Then Mary arose in those days. <u>Then</u> she quickly went into the hill country, to a city of Judah. <u>Then</u> she entered into the house of Zechariah <u>and then</u> she greeted Elizabeth. 
@@ -45,7 +45,7 @@ If the sequence of events is clear in your language, then translate the sequence
 > For <u>before</u> the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT)  
 >> For the time will come when the child knows to refuse the evil and choose the good, <u>but even before that time</u>, the land whose two kings you dread will be desolate.
 
-2. If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
+(2) If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
 
 > For the land whose two kings you dread will be desolate <u>before</u> the child knows to refuse the evil and choose the good.
 

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

@@ -8,13 +8,13 @@ A simultaneous clause is a time relationship that connects two or more events th
 
 #### Reason this is a translation issue
 
-Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as "while," "as," and "during." Often Scripture will not state a relationship between the events but simply say they occurred at the same time. It is important that translators know when a time relationship is implied and when it is not so that they can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-Result relationship.
+Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as "while," "as," and "during." Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not so that you can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-and-Result relationship.
 
 #### Examples from OBS and the Bible
 
 > Joseph served his master well, <u>and</u> God blessed Joseph. (OBS Story 8 Frame 4)
 
-Two events happened while Joseph was a slave to a wealthy government official: Joseph served well and God blessed Joseph. There is no indication of a Reason-Result (cause and effect) relationship between the two, or that the first event happened, and then the second event happened.
+Two events happened while Joseph was a slave to a wealthy government official: Joseph served well and God blessed Joseph. There is no indication of a Reason-and-Result (cause and effect) relationship between the two, or that the first event happened, and then the second event happened.
 
 > But in truth I tell you that there were many widows in Israel <u>during</u> the time of Elijah… (Luke 4:25 ULT)
 
@@ -42,16 +42,16 @@ Below, each Bible verse will be restated in three different ways, according to t
 
 > Now the people were waiting for Zechariah, <u>and</u> they were wondering at his delay in the temple. (Luke 1:21 ULT) 
 
->> (1) Now <u>while</u> the people were waiting for Zechariah, they were wondering at his delay in the temple.
+(1) Now <u>while</u> the people were waiting for Zechariah, they were wondering at his delay in the temple.
 
->> (2) Now <u>while</u> the people were waiting for Zechariah, they were <u>also</u> wondering at his delay in the temple.
+(2) Now <u>while</u> the people were waiting for Zechariah, they were <u>also</u> wondering at his delay in the temple.
 
->> (3) Now the people were waiting for Zechariah, wondering at his delay in the temple.
+(3) Now the people were waiting for Zechariah, wondering at his delay in the temple.
 
 > And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT)
 
->> (1) And <u>during the time</u> they were looking intently into heaven <u>while</u> he was going up, behold, two men stood by them in white clothing. 
+(1) And <u>during the time</u> they were looking intently into heaven <u>while</u> he was going up, behold, two men stood by them in white clothing. 
 
->> (2) And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, <u>at that same time</u> two men stood by them in white clothing. 
+(2) And <u>while</u> they were looking intently into heaven <u>as</u> he was going up, behold, <u>at that same time</u> two men stood by them in white clothing. 
 
->> (3) They were looking intently into heaven, he was going up, <u>when</u> they saw two men standing by them in white clothing.
+(3) They were looking intently into heaven, he was going up, <u>when</u> they saw two men standing by them in white clothing.

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

@@ -1,6 +1,6 @@
 ### Connecting Words and Phrases
 
-We write our thoughts in phrases and sentences. Usually, we want to communicate a series of thoughts that are connected to each other in different ways. **Connecting Words and Phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the underlined Connecting Words:
+As humans, we write our thoughts in phrases and sentences. Usually, we want to communicate a series of thoughts that are connected to each other in different ways. **Connecting Words and Phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the underlined Connecting Words:
 
 * It was raining, <u>so</u> I opened my umbrella.
 * It was raining, <u>but</u> I did not have an umbrella. <u>So</u> I got very wet.
@@ -9,17 +9,17 @@ Sometimes people might not use a Connecting Word because they expect the readers
 
 * It was raining. I did not have an umbrella. I got very wet.
 
-The translator will need to use the method that is most natural and clear in the target language. But in general, using Connecting Words whenever possible helps the reader to understand the ideas in the Bible most clearly. 
+You (the translator) will need to use the method that is most natural and clear in the target language. But in general, using Connecting Words whenever possible helps the reader to understand the ideas in the Bible most clearly. 
 
 #### Reasons this is a translation issue
 
-* Translators need to understand the relationship between sentences and parts of sentences in the Bible, and how Connecting Words and Phrases can help them to understand the relationship between the thoughts that it is connecting.
+* You need to understand the relationship between sentences and parts of sentences in the Bible, and how Connecting Words and Phrases can help you to understand the relationship between the thoughts that it is connecting.
 * Each language has its own ways of showing how thoughts are related.
-* Translators need to know how to help their readers understand the relationship between the thoughts in a way that is natural in their language.
+* You need to know how to help readers understand the relationship between the thoughts in a way that is natural in your language.
 
 #### Translation Principles
 
-* Translators need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
+* You need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
 * Whether or not a Connecting Word is used is not as important as readers being able to understand the relationship between the ideas.
 
 #### The Different Types of Connections
@@ -42,7 +42,7 @@ Listed below are different types of connections between ideas or events. These d
 
 > I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, <u>but</u> instead I went to Arabia and then returned to Damascus. <u>Then</u> after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. (Galatians 1:16-18 ULT)
 
-The word “but” introduces something that **contrasts** with what was said before. The **contrast** here is between what Paul did not do with what he did do. The word “then” introduces a **sequence** of events. It introduces something that Paul did after he returned to Damascus.
+The word “but” introduces something that **contrasts** with what was said before. The **contrast** here is between what Paul did not do and what he did do. The word “then” introduces a **sequence** of events. It introduces something that Paul did after he returned to Damascus.
 
 > <u>Therefore</u> whoever breaks the least one of these commandments <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULT)
 
@@ -59,7 +59,7 @@ Here the word “for” connects what follows as the **reason** for what came be
 If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
 
 1. Use a connecting word (even if the ULT does not use one).
-1. Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it.
+1. Do not use a connecting word if it would be strange to use one and people would understand the right relationship between the thoughts without it.
 1. Use a different connecting word.
 
 ### Examples of Translation Strategies Applied
@@ -68,7 +68,7 @@ If the way the relationship between thoughts is shown in the ULT would be natura
 
 > **Jesus said to them, “Come after me, and I will make you become fishers of men.” Immediately they left the nets and went after him.** (Mark 1:17-18 ULT) 
  
-They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with “so:”  
+They followed Jesus <u>because</u> he told them to. Some translators may want to mark this clause with the connecting word “so”.  
 
 >> Jesus said to them, “Come after me, and I will make you become fishers of men.” <u>So</u> immediately they left the nets and went after him.