Edit 'en_tn_46-ROM.tsv' using 'tc-create-app'

en_tn_46-ROM.tsv

@@ -329,7 +329,7 @@ ROM	2	20	ar5a	figs-metaphor	διδάσκαλον νηπίων	1	a teacher of lit
 ROM	2	20	ose0	figs-metaphor	ἔχοντα τὴν μόρφωσιν τῆς γνώσεως καὶ τῆς ἀληθείας ἐν τῷ νόμῳ	1		Paul speaks figuratively of **the law** as if it were a physical shape that someone could possess. He means that **the law** contains God’s true knowledge that the Jews think they exclusively own. If this might confuse your readers, you could express the meaning plainly. Alternative translation: “understanding through God’s law how a person can truly know God” (See: [[rc://en/ta/man/translate/figs-metaphor]])
 ROM	2	20	ua61	figs-possession	τὴν μόρφωσιν τῆς γνώσεως καὶ τῆς ἀληθείας	1		Paul is using the possessive forms **of the knowledge** and **of the truth** to describe the **form** of **the law**. Here, **of knowledge** and **of the truth** could indicate: (1) what **the law** contains. Alternate translation: “the form that contains the knowledge and the truth” (2) what **the law** represents. Alternate translation: “what represents knowledge and truth” (See: [[rc://en/ta/man/translate/figs-possession]])
 ROM	2	20	y6i5	figs-abstractnouns	τῆς γνώσεως καὶ τῆς ἀληθείας	1		If your language does not use abstract nouns for the ideas of **knowledge** and ** truth**, you could express the same ideas in another way. Alternate translation: “of what we know about God and what is true about God” (See: [[rc://en/ta/man/translate/figs-abstractnouns]])
-ROM	2	21	vy0h	figs-rquestion		1		Here Paul transitions from his description of the Jews in [verses 17–20](../02/17.md) to a series of rhetorical questions in [verses 21–23](../02/21.md). These questions emphasize the hypocrisy of the Jews, who thought they were superior to non-Jews because they knew the Law of Moses. If you would not use rhetorical questions for this purpose in your language, you could translate Paul’s words as statements or exclamations and communicate the emphasis in another way. (See: [[rc://en/ta/man/translate/figs-rquestion]])
+ROM	2	21	vy0h	figs-rquestion	ὁ οὖν διδάσκων ἕτερον, σεαυτὸν οὐ διδάσκεις? ὁ κηρύσσων μὴ κλέπτειν, κλέπτεις?	1		In [verses 21–23](../02/21.md) Paul transitions from his description of the Jews in [verses 17–20](../02/17.md) to a series of rhetorical questions. These questions emphasize the hypocrisy of the Jews, who thought they were superior to non-Jews because they knew the Law of Moses. If you would not use rhetorical questions for this purpose in your language, you could translate Paul’s words as statements or exclamations and communicate the emphasis in another way. Alternate translation: “the you, who teach another, do not teach yourself! You, who preach not to steal, actually steal!” (See: [[rc://en/ta/man/translate/figs-rquestion]])
 ROM	2	21	rftq	figs-infostructure	οὖν	1		Here, **then** indicates that what follows is a hypothetical response to the clause “if you name yourself a Jew” in [2:17](../02/17.md). Paul wants to show that what the Jews believe and how they live are in contrast. Alternate translation: “if all this is really true, then” (See: [[rc://en/ta/man/translate/figs-infostructure]])
 ROM	2	21	uq9y	grammar-collectivenouns	ἕτερον	1	You who teach others, do you not teach yourself?	Here, **other** is a singular pronoun that refers to a group of people. If your language does not use singular pronouns in that way, you can use a different expression. Alternate translation: “other people” (See: [[rc://en/ta/man/translate/grammar-collectivenouns]])
 ROM	2	21	hl38	figs-rpronouns	σεαυτὸν οὐ διδάσκεις	1	You who preach against stealing, do you steal?	Paul uses the word **yourself** to emphasize how hypocritical the Jews are. Use a way that is natural in your language to express this emphasis. Alternate translation: “shouldn’t you do what you teach others to do” (See: [[rc://en/ta/man/translate/figs-rpronouns]])