diff --git a/archive/checking/accuracy-check/01.md b/archive/checking/accuracy-check/01.md index 39d5308..e5b386b 100644 --- a/archive/checking/accuracy-check/01.md +++ b/archive/checking/accuracy-check/01.md @@ -17,7 +17,7 @@ The people doing the checking should follow these steps: 1. Each of the checkers should read the translation (or listen to the recording) by himself, comparing it to the original Bible passage or story in the language of wider communication. It can be helpful for the translator to read the translation out loud to the checker while the checker follows along looking at the source Bible or Bibles. As the checker reads (or listens to) the translation and compares it to the source, he should keep in mind these general questions: - * Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).) + * Does the translation add anything to the original meaning? (The original meaning also includes [Implicit Information](../../jit/figs-explicit/01.md).) * Is there any part of the meaning that is left out of the translation? * Has the translation changed the meaning in any way? diff --git a/archive/checking/level3-questions/01.md b/archive/checking/level3-questions/01.md index d79dcac..66d60e7 100644 --- a/archive/checking/level3-questions/01.md +++ b/archive/checking/level3-questions/01.md @@ -7,7 +7,7 @@ You can answer these questions after you read portions of the translation or as Keep in mind that the goal of the translation team is to express the meaning of the source text in a natural and clear way in the target language. This means that they may have needed to change the order of some clauses and that they had to represent many single words in the source language with multiple words in the target language. These things are not considered to be problems in Other Language (OL) translations. The only times that translators should avoid making these changes is for Gateway Language (GL) translations of the ULB and UDB. The purpose of the ULB is to show the OL translator how the original biblical languages expressed the meaning, and the purpose of the UDB is to express that same meaning in simple, clear forms, even though it might be more natural to use an idiom in the OL. GL translators need to remember those guidelines. But for OL translations, the goal is always to be natural and clear. -Also keep in mind that the translators may have included information that the original audience would have understood from the original message, but that the original author did not state explicitly. When this information is necessary for the target audience to understand the text, it is good to include it explicitly. For more about this, see [Implicit and Explicit Information](../../translate/figs-explicit/01.md). +Also keep in mind that the translators may have included information that the original audience would have understood from the original message, but that the original author did not state explicitly. When this information is necessary for the target audience to understand the text, it is good to include it explicitly. For more about this, see [Implicit and Explicit Information](../../jit/figs-explicit/01.md). 1. Does the translation conform to the Statement of Faith and Translation Guidelines? 1. Did the translation team show a good understanding of the source language as well as the target language and culture? @@ -28,7 +28,7 @@ If you answer "yes" to any of the questions in this second group, please explain 1. Are there any doctrinal errors in the translation? 1. Did you find any areas of the translation that seem to contradict the national language translation or the important matters of faith found in your Christian community? -1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).) +1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../jit/figs-explicit/01.md).) 1. Did the translation team leave out information or ideas that were part of the message in the source text? If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again. diff --git a/archive/checking/vol2-things-to-check/01.md b/archive/checking/vol2-things-to-check/01.md index fc2b02a..ac15fe5 100644 --- a/archive/checking/vol2-things-to-check/01.md +++ b/archive/checking/vol2-things-to-check/01.md @@ -3,7 +3,7 @@ 1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general: - 1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).) + 1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../jit/figs-explicit/01.md).) 1. Check for anything that appears to be missing, that was a part of the meaning of the source text but was not included in the translation. 1. Check for any meaning that appears to be different than the meaning of the source text. diff --git a/jit/writing-newevent/01.md b/jit/writing-newevent/01.md index 020186b..e977ffa 100644 --- a/jit/writing-newevent/01.md +++ b/jit/writing-newevent/01.md @@ -37,7 +37,7 @@ The underlined phase in verse 6 is a summary of the events that happen in the re If the information given at the beginning of a new event is clear and natural to your readers, consider translating it as it is in the ULB or UDB. If not, consider one of these strategies. 1. Put the information that introduces the event in the order that your people put it. -1. If readers would expect certain information but it is not stated explicitly in the Bible, consider using an indefinite word or phrase such as "another time" or making some implicit information explicit. (See: [[rc://en/ta/man/translate/figs-explicit]]) +1. If readers would expect certain information but it is not stated explicitly in the Bible, consider using an indefinite word or phrase such as "another time" or making some implicit information explicit. (See: [[rc://en/ta/man/jit/figs-explicit]]) 1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. 1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story. @@ -52,7 +52,7 @@ If the information given at the beginning of a new event is clear and natural to * As he passed by, there was a man sitting at the tax collecting tent. His name was Levi, and he was the son of Alpheus. Jesus saw him ... * As he passed by, there was a tax collector sitting at the tax collecting place. His name was Levi, and he was the son of Alpheus. Jesus saw him ... -1. If readers would expect certain information but it is not stated explicitly in the Bible, consider using an indefinite word or phrase such as "another time" or making some implicit information explicit. (See: [[rc://en/ta/man/translate/figs-explicit]]) +1. If readers would expect certain information but it is not stated explicitly in the Bible, consider using an indefinite word or phrase such as "another time" or making some implicit information explicit. (See: [[rc://en/ta/man/jit/figs-explicit]]) * **Again he began to teach beside the lake.** (Mark 4:1 ULB)
In chapter 3 Jesus was teaching at someone's house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
* Another time Jesus began to teach people again beside the lake. * Jesus went to the lake and began to teach people again there. diff --git a/translate/resources-fofs/01.md b/translate/resources-fofs/01.md index fc8f425..48f7c01 100644 --- a/translate/resources-fofs/01.md +++ b/translate/resources-fofs/01.md @@ -11,13 +11,12 @@ In order to translate the meaning, you need to be able to recognize the figure o >Many will come in my name and say, 'I am he,' and they will lead many astray. (Mark 13:6 ULB) -* **in my name** - This is metonym. Possible meanings are 1) Alternate translation: "claiming my authority" or 2) Alternate translation: "claiming that God sent them." (See: [[rc://en/ta/man/translate/figs-metonymy]]) +* **in my name** - This is metonym. Possible meanings are 1) Alternate translation: "claiming my authority" or 2) Alternate translation: "claiming that God sent them." (See: [[rc://en/ta/man/jit/figs-metonymy]]) 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. >... "You offspring of vipers! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULB) -* **You offspring of vipers** - This is a metaphor. Here "offspring of" means "having the characteristic of." Vipers are poisonous snakes that are dangerous and represent evil. Alternate translation: "You evil poisonous snakes" or "You are evil, like poisonous snakes (See: [[rc://en/ta/man/translate/figs-metaphor]]) +* **You offspring of vipers** - This is a metaphor. Here "offspring of" means "having the characteristic of." Vipers are poisonous snakes that are dangerous and represent evil. Alternate translation: "You evil poisonous snakes" or "You are evil, like poisonous snakes (See: [[rc://en/ta/man/jit/figs-metaphor]]) 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. - diff --git a/translate/resources-iordquote/01.md b/translate/resources-iordquote/01.md index 3284991..eb7d482 100644 --- a/translate/resources-iordquote/01.md +++ b/translate/resources-iordquote/01.md @@ -11,7 +11,7 @@ There may be a note about direct and indirect quotes when a quote has another qu >He instructed him to tell no one but told him "Go on your way ... (Luke 5:14 ULB) -* **He instructed him to tell no one but told him "Go on your way** - Jesus's instruction can be stated as a direct quote. Alternate translation: "'Do not tell anyone, but go on your way" (See: [[rc://en/ta/man/translate/figs-quotations]]) +* **He instructed him to tell no one but told him "Go on your way** - Jesus's instruction can be stated as a direct quote. Alternate translation: "'Do not tell anyone, but go on your way" (See: [[rc://en/ta/man/jit/figs-quotations]]) Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language. diff --git a/translate/tA Decisions.md b/translate/tA Decisions.md index c9bd404..8860808 100644 --- a/translate/tA Decisions.md +++ b/translate/tA Decisions.md @@ -102,7 +102,7 @@ This is taken from the page for Metaphor: ### Poetry in Examples of Translation Strategies Applied when formatting is not the issue. We can keep the standard bulleted formatting if we do not try to translate it as poetry but as a paragraph. -See https://git.door43.org/WycliffeAssociates/en_ta/src/branch/master/translate/figs-exmetaphor/01.md +See https://git.door43.org/WycliffeAssociates/en_ta/src/branch/master/jit/figs-exmetaphor/01.md ### Poetry in Examples of Transl Strat Applied when formatting is the issue: To put poetry in examples, put br/ in wedges at the end of each line but the last.