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translationAcademy is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure.
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translationAcademy was developed by the [Door43 World Missions Community](https://door43.org) in conjunction with [Wycliffe Associates](http://www.wycliffeassociates.org/). The entire project is made
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translationAcademy was developed by the [Door43 World Missions Community](https://door43.org) in conjunction with [Wycliffe Associates](http://www.wycliffeassociates.org/). The entire project is made
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available under a [Creative Commons Attribution-ShareAlike 4.0 International License](http://creativecommons.org/licenses/by-sa/4.0), see the [LICENSE](https://git.door43.org/Door43/en_ta/src/master/LICENSE.md) file for more information.
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Please use the [issue queue](https://git.door43.org/Door43/en_ta/issues) to provide feedback or suggestions for improvement.
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## Resources
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If you want to download English translationAcademy to use, go here: https://unfoldingword.org/academy/. tA is also included in [tS](http://ufw.io/ts) and [tC](http://ufw.io/tc).
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If you want to download English translationAcademy to use, go here: https://unfoldingword.org/academy/. tA is also included in [tS](http://ufw.io/ts) and [tC](http://ufw.io/tc).
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## Contributing or Translating
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You are free to add additional pages. In order for the new page to be included when tA is published, all of the following conditions need to be satisfied:
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1. You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on "testing" in the Translation Manual, you will want to put the file in "translate/testing/01.md".
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1. You must create a directory in one of the manual directories (like the translate directory) that has the short name of the module you want to write. For example, to create a new module on "testing" in the Translation Manual, you will want to put the file in "translate/testing/01.md".
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1. The file must be included in the table of contents, `toc.yaml` for the appropriate manual.
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@ -87,4 +87,4 @@ You are free to add additional pages. In order for the new page to be included w
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## Historical
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If you would like to see the deprecated tranlsationAcademy pages in DokuWiki, go to https://dw.door43.org/en/ta. You can still see the workbench pages at https://dw.door43.org/en/ta/workbench.
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If you would like to see the deprecated tranlsationAcademy pages in DokuWiki, go to https://dw.door43.org/en/ta. You can still see the workbench pages at https://dw.door43.org/en/ta/workbench.
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Using section headings requires more work, because you will have to either write or translate each one, in addition to the text of the Bible. It will also make your translation of the Bible longer. But section headings can be very helpful to your readers. Section headings make it much easier to find where the Bible talks about different things. If a person is looking for something in particular, he can just read the section headings until he finds one that introduces the topic that he wants to read about. Then he can read that section.
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If you have decided to use section headings, then you will need to decide which kind to use. Again, you will want to find out which kind of section heading the language community prefers, and you may also choose to follow the style of the national language. Be sure to use a kind of section heading that the people will understand is not part of the text that it introduces. The section heading is not a part of scripture; it is just a guide to the different parts of scripture. You might be able to make this clear by putting a space before and after the section heading and using a different font (style of letters), or a different size of letters. See how the Bible in the national language does this, and test different methods with the language community.
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If you have decided to use section headings, then you will need to decide which kind to use. Again, you will want to find out which kind of section heading the language community prefers, and you may also choose to follow the style of the national language. Be sure to use a kind of section heading that the people will understand is not part of the text that it introduces. The section heading is not a part of scripture; it is just a guide to the different parts of scripture. You might be able to make this clear by putting a space before and after the section heading and using a different font (style of letters), or a different size of letters. See how the Bible in the national language does this, and test different methods with the language community.
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### Kinds of Section Headings
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These are the steps that the translation team must follow in order to achieve Checking Level One:
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1. **Contact.** Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
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1. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
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1. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
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1. **Draft.** Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
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1. **Contact.** Make contact with at least one element of the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
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1. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
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1. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines by signing the form. (see http://ufw.io/forms/)
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1. **Draft.** Make a draft translation of some portions of the text. For instructions on how to make a draft translation, see [First Draft](../../translate/first-draft/01.md)
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1. **Self Check**. For instructions on how to do a Self Check of your draft translation, see [Self Check](../self-check/01.md).
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1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md).
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1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md).
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As well as asking questions, there are other checking methods that you may also use to ensure that the translation is easy to read and sounds natural to the listeners. Here are some other methods that you may like to try:
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* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
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* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing.
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* **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand.
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In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
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In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words.
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Discuss the words that are difficult to spell as a team. If the words have sounds in them that are difficult to represent, then you may need to make a change in the writing system that you are using (see [Alphabet/Orthography](../../translate/translate-alphabet/01.md)). If the sounds in the words can be represented in different ways, then the team will need to agree on how to spell them. Make a list of the agreed upon spellings of these words in alphabetical order. Make sure that each member of the team has a copy of the list, to consult when translating. Add to the list as you come across more difficult words, but make sure everyone has the current list. It may be helpful to use a spreadsheet to maintain your spelling list.
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#### e. Express the full meaning of complex words
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Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)."
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Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)."
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### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure
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### Why is a back translation necessary?
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The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
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The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text.
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Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember the purpose of the back translation: it is to allow the checker to see what is in the target language translation. Just reading the original source language text does not allow the checker to see what is in the target language translation. Therefore, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *cannot* look at the source language text when doing his back translation, but *only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems.
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For Level Two and Level Three, the translation team needs to bring their work to members of the language community and to the church leaders. This is necessary because the translation team is very close to and involved in their work, and so they sometimes do not see mistakes that others can see more easily. Other speakers of the language can suggest better ways of saying things that the translation team may not have thought of. Sometimes the translation team makes the translation sound strange because they are following the words of the source language too closely. Other speakers of the language can help them fix that. Also, the translation team may lack some of the expertise or knowledge of the Bible that others have, and so there may be some mistakes that others can correct for them. For these reasons, people that are not part of the translation team need to check the translation.
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The rest of this manual will go over the guidelines that the church leaders can use to guide them in checking the translation for both Level Two and Level Three.
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The rest of this manual will go over the guidelines that the church leaders can use to guide them in checking the translation for both Level Two and Level Three.
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#### While Checking
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1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best.
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1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
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1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible.
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1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not.
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#### Checking the Translation Directly
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* **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including:
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* [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
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When importing a resource into Door43, the original work must be attributed as specified by the open license under which it is available. For example, the artwork used in Open Bible Stories is clearly attributed on the project's [main page](http://openbiblestories.com).
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Contributors to projects on Door43 agree that **the attribution that occurs automatically in the revision history of every page is sufficient attribution for their work.** That is, every contributor on Door43 may be listed as "the Door43 World Missions Community" or something to that effect. The contributions of each contributor are preserved in the revision history for that work.
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Contributors to projects on Door43 agree that **the attribution that occurs automatically in the revision history of every page is sufficient attribution for their work.** That is, every contributor on Door43 may be listed as "the Door43 World Missions Community" or something to that effect. The contributions of each contributor are preserved in the revision history for that work.
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### Source Texts
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translationAcademy contains the following sections:
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* [Introduction](../ta-intro/01.md) - introduces translationAcademy and the unfoldingWord project
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Process Manual](../../process/process-manual/01.md) - answers the question "what next?"
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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Someone's "mother tongue" or "heart language" means the language they first spoke as a child and the one which they use at home. This is the language in which they are most comfortable and which they use to express their deepest thoughts. We want everyone to be able to read God's Word in their heart language.
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Every language is important and valuable. Small languages are just as important as the national languages spoken in your country, and they can express meaning just as well. No one should be ashamed to speak their dialect. Sometimes, those in minority groups feel ashamed of their language and try not to use it around the people who are in the majority in their nation. But there is nothing inherently more important, more prestigious, or more educated about the national language than there is about local languages. Each language has nuances and shades of meaning that are unique. We should use the language we are most comfortable with and with which we best communicate with others.
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Every language is important and valuable. Small languages are just as important as the national languages spoken in your country, and they can express meaning just as well. No one should be ashamed to speak their dialect. Sometimes, those in minority groups feel ashamed of their language and try not to use it around the people who are in the majority in their nation. But there is nothing inherently more important, more prestigious, or more educated about the national language than there is about local languages. Each language has nuances and shades of meaning that are unique. We should use the language we are most comfortable with and with which we best communicate with others.
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*Credits: Taken from "Bible Translation Theory & Practice" by Todd Price, Ph.D. CC BY-SA 4.0*
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*The following statement on the principles and procedures used in translation is subscribed to by all member organizations of and contributors to the unfoldingWord project (see https://unfoldingword.org). All translation activities are carried out according to these common guidelines.*
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1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
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1. **Clear** — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
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1. **Natural** — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
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1. **Faithful** — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
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1. **Authoritative** — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
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1. **Historical** — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
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1. **Accurate** — Translate accurately, without detracting from, changing, or adding to the meaning of the original text. Translated content should faithfully communicate as precisely as possible the meaning of the original text as it would have been understood by the original audience. (see [Create Accurate Translations](../../translate/guidelines-accurate/01.md))
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1. **Clear** — Use whatever language structures are necessary to achieve the highest level of comprehension. This includes rearranging the form of a text and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. (see [Create Clear Translations](../../translate/guidelines-clear/01.md))
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1. **Natural** — Use language forms that are effective and that reflect the way your language is used in corresponding contexts. (see [Create Natural Translations](../../translate/guidelines-natural/01.md))
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1. **Faithful** — Avoid any political, denominational, ideological, social, cultural, or theological bias in your translation. Use key terms that are faithful to the vocabulary of the original biblical languages. Use equivalent common language terms for the biblical words that describe the relationship between God the Father and God the Son. These may be clarified, as needed, in footnotes or other supplemental resources. (see [Create Faithful Translations](../../translate/guidelines-faithful/01.md))
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1. **Authoritative** — Use the original language biblical texts as the highest authority for translation of biblical content. Reliable biblical content in other languages may be used for clarification and as intermediary source texts. (see [Create Authoritative Translations](../../translate/guidelines-authoritative/01.md))
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1. **Historical** — Communicate historical events and facts accurately, providing additional information as needed in order to accurately communicate the intended message to people who do not share the same context and culture as the original recipients of the original content. (see [Create Historical Translations](../../translate/guidelines-historical/01.md)
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1. **Equal** — Communicate the same intent as the source text, including expressions of feeling and attitudes. As much as possible, maintain the different kinds of literature in the original text, including narrative, poetry, exhortation, and prophecy, representing them with corresponding forms that communicate in a similar way in your language. (see [Create Equal Translations](../../translate/guidelines-equal/01.md))
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### Identifying and Managing Translation Quality
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The specific steps involved may vary significantly, depending on the language and context of the translation project. Generally, we consider a good translation to be one that has been reviewed by the speakers of the language community and also by the leadership of the church in the language group so that it is:
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1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
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1. **Affirmed by the Church** - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
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1. **Affirmed by the Church** - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
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We also recommend that the translation work be:
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### Publishing Overview
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Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). The translationStudio app will give you the correct link when you upload. You can also browse all works on http://door43.org.
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Once a work has been uploaded to Door43, it is automatically available online under your user account. This is referred to as self-publishing. You will have access to a web version of your project at http://door43.org/u/user_name/project_name (where user_name is your username and project_name is your translation project). The translationStudio app will give you the correct link when you upload. You can also browse all works on http://door43.org.
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From your Door43 project page you can:
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### Recommended Platform
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|
||||
The recommended platform for doing translation in the Door43 ecosystem is translationStudio (http://ufw.io/ts/). This is where the translation and checking teams will do their work. You may set up translationStudio on Android, Windows, Mac, or Linux devices, (see [Setting up translationStudio](../setup-ts/01.md) for more information).
|
||||
The recommended platform for doing translation in the Door43 ecosystem is translationStudio (http://ufw.io/ts/). This is where the translation and checking teams will do their work. You may set up translationStudio on Android, Windows, Mac, or Linux devices, (see [Setting up translationStudio](../setup-ts/01.md) for more information).
|
||||
|
||||
### Other Options
|
||||
|
||||
If using translationStudio is not an option for your team, then you may consider using other online or offline tools. Note that it will be your responsibility to get the content into USFM or Markdown format if you do not use translationStudio (see [File Formats](../../translate/file-formats/01.md) for more information).
|
||||
If using translationStudio is not an option for your team, then you may consider using other online or offline tools. Note that it will be your responsibility to get the content into USFM or Markdown format if you do not use translationStudio (see [File Formats](../../translate/file-formats/01.md) for more information).
|
||||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Welcome
|
||||
|
||||
The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content.
|
||||
The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content.
|
||||
|
||||
### Getting Started
|
||||
|
||||
|
|
|
|||
|
|
@ -1,17 +1,17 @@
|
|||
|
||||
### Installing tS for Mobile
|
||||
|
||||
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also side load the installation apk to other devices to share the app.
|
||||
The mobile (Android) edition of translationStudio is available from the [Google Play Store](https://play.google.com/store/apps/details?id=com.translationstudio.androidapp ) or via direct download from http://ufw.io/ts/. If you install from the Play Store, then you will be notified by the Play Store when a new version is available. Note that you may also side load the installation apk to other devices to share the app.
|
||||
|
||||
### Installing tS for Desktop
|
||||
|
||||
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from http://ufw.io/ts/. To install the program, navigate to the "Desktop" section and download the latest release. Note that you may also copy the installation file to other computers to share the app.
|
||||
The latest version of translationStudio for desktop or laptop computers (Windows, Mac, or Linux) is available from http://ufw.io/ts/. To install the program, navigate to the "Desktop" section and download the latest release. Note that you may also copy the installation file to other computers to share the app.
|
||||
|
||||
### Using tS
|
||||
|
||||
Once installed, both editions of translationStudio are designed to work similarly. You *do not* need an internet connection to use translationStudio! First-time use of translationStudio will require an agreement to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md).
|
||||
Once installed, both editions of translationStudio are designed to work similarly. You *do not* need an internet connection to use translationStudio! First-time use of translationStudio will require an agreement to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md).
|
||||
|
||||
After the first-use screen, you will be brought to the Home screen where you can create a new project. Once your project is created, you may start translating right away. There are translationHelps built right into the app which you are encouraged to use to gain a better understanding of the source text. Note that your work is automatically saved. You may also choose to back up, share, or upload your work at various intervals (use the menu to access these functions).
|
||||
After the first-use screen, you will be brought to the Home screen where you can create a new project. Once your project is created, you may start translating right away. There are translationHelps built right into the app which you are encouraged to use to gain a better understanding of the source text. Note that your work is automatically saved. You may also choose to back up, share, or upload your work at various intervals (use the menu to access these functions).
|
||||
|
||||
### After Using tS
|
||||
|
||||
|
|
|
|||
|
|
@ -1,12 +1,12 @@
|
|||
|
||||
### Sharing Content from tS
|
||||
|
||||
Sharing content that is in translationStudio is easy. For offine sharing, use the Backup feature from the tS menu. For online sharing, use the Upload feature from the tS menu.
|
||||
Sharing content that is in translationStudio is easy. For offine sharing, use the Backup feature from the tS menu. For online sharing, use the Upload feature from the tS menu.
|
||||
|
||||
### Sharing Content on Door43
|
||||
|
||||
If you upload your work from translationStudio, then it automatically appears on the Internet on Door43. All of your uploaded content will appear under your user account. For example, if your username is *test_user* then you may find all your work at http://door43.org/u/test_user/. You can share your work with others online by giving them the link to the projects you have uploaded.
|
||||
If you upload your work from translationStudio, then it automatically appears on the Internet on Door43. All of your uploaded content will appear under your user account. For example, if your username is *test_user* then you may find all your work at http://door43.org/u/test_user/. You can share your work with others online by giving them the link to the projects you have uploaded.
|
||||
|
||||
### Sharing Content Offline
|
||||
|
||||
You may also generate and download documents from your project pages on Door43. Once you have these downloaded, you can transfer them to others however you would like, including printing and distributing hard copies.
|
||||
You may also generate and download documents from your project pages on Door43. Once you have these downloaded, you can transfer them to others however you would like, including printing and distributing hard copies.
|
||||
|
|
@ -1,27 +1,27 @@
|
|||
|
||||
### Source Text Process
|
||||
|
||||
Source text publishing is required for all Gateway Languages so that they can be used as source texts by Other Languages. Note that this process only applies to Gateway Languages.
|
||||
Source text publishing is required for all Gateway Languages so that they can be used as source texts by Other Languages. Note that this process only applies to Gateway Languages.
|
||||
|
||||
#### Prerequisites
|
||||
|
||||
Before a Gateway Language translation can become a source text, the following prerequisites must all be met:
|
||||
|
||||
* **Whole Resource** - The whole resource must be translated and checked to the required level. Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
|
||||
* **Checking** - A translation must have reached the appropriate checking level. For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
|
||||
* **On Door43** - Door43 must have the version that will be published. If the work was done on multiple devices, then it may need to be merged together. Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
|
||||
* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos). See http://ufw.io/forms for downloadable agreement forms.
|
||||
* **Whole Resource** - The whole resource must be translated and checked to the required level. Parts of resources (e.g. half of the Open Bible Stories, only a few chapters of a book of the Bible) cannot be published.
|
||||
* **Checking** - A translation must have reached the appropriate checking level. For Bible translations, that means [Checking Level Three - Affirmation by Church Leadership](../../checking/level3/01.md).
|
||||
* **On Door43** - Door43 must have the version that will be published. If the work was done on multiple devices, then it may need to be merged together. Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
|
||||
* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos). See http://ufw.io/forms for downloadable agreement forms.
|
||||
|
||||
|
||||
#### Source Text Request Form
|
||||
|
||||
Once you have the prerequisites, you may fill out the source text request form at http://ufw.io/pub/. A few notes about the form:
|
||||
Once you have the prerequisites, you may fill out the source text request form at http://ufw.io/pub/. A few notes about the form:
|
||||
|
||||
* You must have a Door43 account to create a request.
|
||||
* You must include the names or pseudonyms of everyone involved. You must also include their Door43 usernames if you are not attaching signed license agreements for them.
|
||||
* You must include the names or pseudonyms of everyone involved. You must also include their Door43 usernames if you are not attaching signed license agreements for them.
|
||||
* Note that the information you enter will be public and will become a part of the front matter of the source text.
|
||||
|
||||
After your form has been submitted, you will be contacted if anything is missing. Once the request has been approved, it will go into the publishing queue where a developer will work to make the translation a source text. You may also be contacted by the developer if there are any issues encounted during the publishing process. You will be notified when the process is completed and you may review a PDF of the work.
|
||||
After your form has been submitted, you will be contacted if anything is missing. Once the request has been approved, it will go into the publishing queue where a developer will work to make the translation a source text. You may also be contacted by the developer if there are any issues encounted during the publishing process. You will be notified when the process is completed and you may review a PDF of the work.
|
||||
|
||||
### Finishing the Source Text Process
|
||||
|
||||
|
|
|
|||
|
|
@ -83,7 +83,7 @@ In Matthew, John the Baptist called the religious leaders vipers because of the
|
|||
|
||||
>He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB)
|
||||
|
||||
>Israel is a wandering sheep driven away by lions.
|
||||
>Israel is a wandering sheep driven away by lions.
|
||||
>First the king of Assyria devoured him;
|
||||
>then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -144,7 +144,7 @@ An example from Deuteronomy.
|
|||
|
||||
>Righteousness will <u>go before him</u> and make a way for his footsteps. (Psalm 85:13 ULB)
|
||||
|
||||
Rewared, recompense, and righteousness are also personified here. (see [Personification](../figs-personification/01.md))
|
||||
Rewared, recompense, and righteousness are also personified here. (see [Personification](../figs-personification/01.md))
|
||||
|
||||
#### INHERITING is permanently possessing something
|
||||
|
||||
|
|
|
|||
|
|
@ -4,12 +4,12 @@ Some images from the Bible involving man-made objects are listed below in alphab
|
|||
|
||||
#### BRONZE represents strength
|
||||
|
||||
>He trains ... my arms to bend a bow of <u>bronze</u>. Psalm 18:34 ULB)
|
||||
>He trains ... my arms to bend a bow of <u>bronze</u>. Psalm 18:34 ULB)
|
||||
|
||||
|
||||
#### CHAINS represent control
|
||||
|
||||
>Let us tear off the <u>shackles</u> they put on us and throw off their <u>chains</u>. Psalm 2:3
|
||||
>Let us tear off the <u>shackles</u> they put on us and throw off their <u>chains</u>. Psalm 2:3
|
||||
|
||||
|
||||
#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life)
|
||||
|
|
|
|||
|
|
@ -4,7 +4,7 @@ This page discusses ideas that are paired together in limited ways. (For a discu
|
|||
|
||||
### Description
|
||||
|
||||
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__.
|
||||
In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__.
|
||||
|
||||
The patterns found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere.
|
||||
|
||||
|
|
@ -24,7 +24,7 @@ These patterns present three challenges to anyone who wants to identify them:
|
|||
|
||||
1. When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, "It is God who puts strength on me like a belt" (Psalm 18:32 ULB) is based on the pairing of clothing with moral quality. In this case, the image of a belt represents strength. (see "Clothing represents a moral quality" in [Biblical Imagery - Man-made Objects](bita-manmade))
|
||||
|
||||
2. When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom)) In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel," they were concerned that he might be killed.
|
||||
2. When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom)) In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel," they were concerned that he might be killed.
|
||||
|
||||
>Solomon also had made the cups, <u>lamp</u> trimmers, basins, spoons, and incense burners, all of which were all made of pure gold. (1 Kings 7:50 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -66,7 +66,7 @@ He is willing to die in order to save his sheep.
|
|||
|
||||
>Then all the tribes of Israel came to David at Hebron and said, "Look...when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, 'You will <u>shepherd</u> my people Israel, and you will become ruler over Israel.' " (2 Samuel 5:1-2 ULB)
|
||||
|
||||
> "Woe to the <u>shepherds</u> who destroy and scatter the <u>sheep</u> of my <u>pasture</u>—this is Yahweh's declaration." (Jeremiah 23:1 ULB)
|
||||
> "Woe to the <u>shepherds</u> who destroy and scatter the <u>sheep</u> of my <u>pasture</u>—this is Yahweh's declaration." (Jeremiah 23:1 ULB)
|
||||
|
||||
>Therefore be careful about yourselves, and about all the <u>flock</u> of which the Holy Spirit has made you overseers. Be careful to <u>shepherd</u> the church of God, which he purchased with his own blood. I know that after my departure, vicious wolves will come in among you and will not spare the <u>flock</u>. I know that from even among you some men shall come and distort the truth, in order to draw away the disciples after them. (Acts 20:28-30 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -3,8 +3,8 @@ Normally a speaker refers to himself as "I" and the person he is speaking to as
|
|||
|
||||
### Description
|
||||
|
||||
* **First person** - This is how a speaker normally refers to himself. English uses the pronouns "I" and "we." (Also: me, my, mine; us, our, ours)
|
||||
* **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun "you." (Also: your, yours)
|
||||
* **First person** - This is how a speaker normally refers to himself. English uses the pronouns "I" and "we." (Also: me, my, mine; us, our, ours)
|
||||
* **Second person** - This is how a speaker normally refers to the person or people he is speaking to. English uses the pronoun "you." (Also: your, yours)
|
||||
* **Third person** - This is how a speaker refers to someone else. English uses the pronouns "he," "she," "it" and "they." (Also: him, his, her, hers, its; them, their, theirs) Noun phrases like "the man" or "the woman" are also third person.
|
||||
|
||||
### Reason this is a Translation Issue
|
||||
|
|
|
|||
|
|
@ -44,11 +44,11 @@ If an abstract noun would be natural and give the right meaning in your language
|
|||
|
||||
1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun.
|
||||
|
||||
* **From <u>childhood</u> you have known the sacred writings.** (2 Timothy 3:15 ULB)
|
||||
* Ever since <u>you were a child</u> you have known the sacred writings.
|
||||
* **From <u>childhood</u> you have known the sacred writings.** (2 Timothy 3:15 ULB)
|
||||
* Ever since <u>you were a child</u> you have known the sacred writings.
|
||||
|
||||
* **Now <u>godliness with contentment</u> is great <u>gain</u>.** (1 Timothy 6:6 ULB)
|
||||
* Now <u>being godly</u> and <u>content</u> is very <u>beneficial</u>.
|
||||
* Now <u>being godly</u> and <u>content</u> is very <u>beneficial</u>.
|
||||
* Now we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
|
||||
* Now we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
Some languages have both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects underlined:
|
||||
|
||||
* ACTIVE: <u>My father</u> built the house in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
* PASSIVE: <u>The house</u> was built in 2010.
|
||||
|
||||
Translators whose languages do not have passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form.
|
||||
|
||||
|
|
@ -11,13 +11,13 @@ Translators whose languages do not have passive sentences will need to know how
|
|||
Some languages have both active and passive forms of sentences.
|
||||
|
||||
* In the **ACTIVE** form, the subject does the action and is always mentioned.
|
||||
* In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always* mentioned.
|
||||
* In the **PASSIVE** form, the action is done to the subject, and the one who does the action is *not always* mentioned.
|
||||
|
||||
In the examples of active and passive sentences below, we have underlined the subject.
|
||||
|
||||
* **ACTIVE**: <u>My father</u> built the house in 2010.
|
||||
* **PASSIVE**: <u>The house</u> was built by my father in 2010.
|
||||
* **PASSIVE**: <u>The house</u> was built in 2010. (This does not tell who did the action.)
|
||||
* **ACTIVE**: <u>My father</u> built the house in 2010.
|
||||
* **PASSIVE**: <u>The house</u> was built by my father in 2010.
|
||||
* **PASSIVE**: <u>The house</u> was built in 2010. (This does not tell who did the action.)
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -53,13 +53,13 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If you decide that it is better to translate without a passive form, here are some strategies you might consider.
|
||||
|
||||
1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
1. Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
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
|
||||
|
||||
|
|
@ -39,7 +39,7 @@ By using a double negative, John emphasized that the Son of God created absolute
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
If double negatives are natural and are used to express the positive in your language, consider using them. Otherwise, you could consider these strategies:
|
||||
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."
|
||||
|
|
@ -48,7 +48,7 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
|
||||
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.
|
||||
|
||||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* For we have a high priest who can feel sympathy for our weaknesses.
|
||||
|
||||
* **... I do <u>not</u> want you to be <u>un</u>informed.** (1 Corinthians 12:1 ULB)
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ 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 ULB)
|
||||
* **You have decided to prepare <u>false</u> and <u>deceptive</u> words ...** (Daniel 2:9 ULB)
|
||||
* You have decided to prepare <u>false</u> things to say ...
|
||||
|
||||
1. 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."
|
||||
|
|
@ -49,5 +49,5 @@ If a doublet would be natural and give the right meaning in your language, consi
|
|||
1. 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 ULB) - 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> ...
|
||||
|
||||
|
|
|
|||
|
|
@ -53,8 +53,8 @@ If ellipsis would be natural and give the right meaning in your language, consid
|
|||
|
||||
* **... the wicked will not stand in the judgment, <u>nor sinners in the assembly of the righteous</u>.** (Psalm 1:5)
|
||||
* ... the wicked will not stand in the judgment, nor <u>will</u> sinners <u>stand</u> in the assembly of the righteous.
|
||||
* ... the wicked will not stand in the judgment, and sinners <u>will not stand</u> in the assembly of the righteous.
|
||||
|
||||
* ... the wicked will not stand in the judgment, and sinners <u>will not stand</u> in the assembly of the righteous.
|
||||
|
||||
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
|
||||
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
||||
|
|
|
|||
|
|
@ -43,7 +43,7 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
|
||||
1. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6).
|
||||
|
||||
* **<sup>8</sup>Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh. As they advanced, they gave a blast on the trumpets ... <sup>10</sup>But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then you must shout."** (Joshua 6:8-10 ULB)
|
||||
* **<sup>8</sup>Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh. As they advanced, they gave a blast on the trumpets ... <sup>10</sup>But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then you must shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8-10</sup>Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh. As they advanced, they gave a blast on the trumpets....
|
||||
|
||||
* **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB)
|
||||
|
|
|
|||
|
|
@ -20,33 +20,33 @@ An extended metaphor occurs when someone speaks of a situation as if it were a d
|
|||
|
||||
In Psalm 23:1-4, the writer says that God's concern and care for his people can be pictured as the care that a shepherd has for his flock of sheep. Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions.
|
||||
|
||||
><sup>1</sup>Yahweh is my shepherd; I will lack nothing.
|
||||
><sup>2</sup>He <u>makes me</u> to lie down in green pastures;
|
||||
>he <u>leads me</u> beside tranquil water.
|
||||
><sup>3</sup>He <u>brings back</u> my life;
|
||||
>he <u>guides me</u> along right paths for his name's sake.
|
||||
><sup>4</sup>Even though I walk through a valley of darkest shadow,
|
||||
>I will not fear harm since you are with me;
|
||||
>your rod and your staff comfort me. (ULB)
|
||||
><sup>1</sup>Yahweh is my shepherd; I will lack nothing.
|
||||
><sup>2</sup>He <u>makes me</u> to lie down in green pastures;
|
||||
>he <u>leads me</u> beside tranquil water.
|
||||
><sup>3</sup>He <u>brings back</u> my life;
|
||||
>he <u>guides me</u> along right paths for his name's sake.
|
||||
><sup>4</sup>Even though I walk through a valley of darkest shadow,
|
||||
>I will not fear harm since you are with me;
|
||||
>your rod and your staff comfort me. (ULB)
|
||||
|
||||
In Isaiah 5:1-7, Isaiah presents God's disappointment with his people as the disappointment that a farmer would feel if his vineyard only produced bad fruit. Farmers care for their gardens, but if they only produce bad fruit, farmers eventually stop caring for them. Verses 1 through 6 appear to be simply about a farmer and his vineyard, but verse 7 makes it clear that it is about God and his people.
|
||||
|
||||
><sup>1</sup>... My well beloved had a vineyard on a very fertile hill.
|
||||
><sup>2</sup>He spaded it, removed the stones, and planted it with an excellent kind of vine.
|
||||
>He built a tower in the middle of it, and also built a winepress.
|
||||
>He waited for it to produce grapes, but it only produced wild grapes.
|
||||
><sup>1</sup>... My well beloved had a vineyard on a very fertile hill.
|
||||
><sup>2</sup>He spaded it, removed the stones, and planted it with an excellent kind of vine.
|
||||
>He built a tower in the middle of it, and also built a winepress.
|
||||
>He waited for it to produce grapes, but it only produced wild grapes.
|
||||
|
||||
><sup>3</sup>So now, inhabitant of Jerusalem and men of Judah;
|
||||
>judge between me and my vineyard.
|
||||
><sup>4</sup>What more could have been done for my vineyard, that I have not done for it?
|
||||
>When I looked for it to produce grapes, why did it produce wild grapes?
|
||||
><sup>5</sup>Now I will tell you what I will do to my vineyard; I will remove the hedge,
|
||||
>I will turn it into a pasture, I will break down its wall, and it will be trampled on.
|
||||
><sup>3</sup>So now, inhabitant of Jerusalem and men of Judah;
|
||||
>judge between me and my vineyard.
|
||||
><sup>4</sup>What more could have been done for my vineyard, that I have not done for it?
|
||||
>When I looked for it to produce grapes, why did it produce wild grapes?
|
||||
><sup>5</sup>Now I will tell you what I will do to my vineyard; I will remove the hedge,
|
||||
>I will turn it into a pasture, I will break down its wall, and it will be trampled on.
|
||||
><sup>6</sup>I will lay it waste, and it will not be pruned nor hoed. Instead, briers and thorns will spring up.
|
||||
>I will also command the clouds not to rain on it.
|
||||
>I will also command the clouds not to rain on it.
|
||||
|
||||
><sup>7</sup>For the vineyard of Yahweh of hosts is the house of Israel,
|
||||
>and the man of Judah his pleasant planting;
|
||||
><sup>7</sup>For the vineyard of Yahweh of hosts is the house of Israel,
|
||||
>and the man of Judah his pleasant planting;
|
||||
>he waited for justice, but instead, there was killing; for righteousness, but, instead, a shout for help. (ULB)
|
||||
|
||||
### Translation Strategies
|
||||
|
|
@ -59,22 +59,22 @@ Consider using the same extended metaphor if your readers will understand it in
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two.
|
||||
1. If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two.
|
||||
|
||||
* **Yahweh is <u>my shepherd</u>; I will lack nothing. He makes <u>me</u> to lie down in green pastures; <u>he leads me</u> beside tranquil water.** (Psalm 23:1-2 ULB)
|
||||
* Yahweh is <u>like</u> a shepherd to me, so I will lack nothing. <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.
|
||||
|
||||
1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
* Yahweh is <u>like</u> a shepherd to me, so I will lack nothing. <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.
|
||||
|
||||
1. If the target audience would not know the image, find a way of translating it so they can understand what the image is.
|
||||
|
||||
* **My well beloved had a <u>vineyard</u> on a very fertile hill. He <u>spaded</u> it, removed the stones, and planted it with an <u>excellent kind of vine</u>. He built <u>a tower</u> in the middle of it, and also built a <u>winepress</u>. He waited for it to produce grapes, but it only produced <u>wild grapes</u>.** (Isaiah 5:1-2 ULB)
|
||||
* My well beloved had a <u>grapevine garden</u> on a very fertile hill. He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>. He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>. He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
|
||||
|
||||
1. If the target audience still would not understand, then state it clearly.
|
||||
* My well beloved had a <u>grapevine garden</u> on a very fertile hill. He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>. He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>. He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
|
||||
|
||||
1. If the target audience still would not understand, then state it clearly.
|
||||
|
||||
* **Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
||||
* Yahweh <u>cares for me</u> like a shepherd who cares for his sheep, so I will lack nothing.
|
||||
* **For the vineyard of Yahweh of hosts <u>is</u> the house of Israel, and the man of Judah his pleasant planting; he waited for justice, but instead, there was killing; for righteousness, but, instead, a shout for help.** (Isaiah 5:7 ULB)
|
||||
* For the vineyard of Yahweh of hosts <u>represents</u> the house of Israel, and the men of Judah <u>are like</u> his pleasant planting; he waited for justice, but instead, there was killing; for righteousness, but, instead, a cry for help.
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>, <u>Yahweh will stop protecting</u> Israel and Judah, <u>because they do not do what is right</u>; he waited for justice, but instead, there was killing; for righteousness, but, instead, a cry for help.
|
||||
|
||||
* For the vineyard of Yahweh of hosts <u>represents</u> the house of Israel, and the men of Judah <u>are like</u> his pleasant planting; he waited for justice, but instead, there was killing; for righteousness, but, instead, a cry for help.
|
||||
* <u>So as a farmer stops caring for a grapevine garden that produces bad fruit</u>, <u>Yahweh will stop protecting</u> Israel and Judah, <u>because they do not do what is right</u>; he waited for justice, but instead, there was killing; for righteousness, but, instead, a cry for help.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -23,11 +23,11 @@ All three kinds of information are part of the speaker's message. If one of thes
|
|||
|
||||
Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**.
|
||||
|
||||
Jesus did not directly say here "I am the Son of Man" but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head.
|
||||
Jesus did not directly say here "I am the Son of Man" but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head.
|
||||
|
||||
>Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in <u>Tyre and Sidon</u> which were done in you, they would have repented long ago in sackcloth and ashes. But it will be more tolerable for Tyre and Sidon at the <u>day of judgment</u> than for you. (Matthew 11:21, 22 ULB)
|
||||
|
||||
Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**.
|
||||
Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**.
|
||||
|
||||
An important piece of **implicit information** here is that because the people he was speaking to did not repent, they would be judged more severely than the people of Tyre and Sidon would be judged.
|
||||
|
||||
|
|
@ -51,9 +51,9 @@ If readers have enough assumed knowledge to be able to understand the message, a
|
|||
* **But it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you.** (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
|
||||
* But it will be more tolerable for <u>those cities Tyre and Sidon, whose people were very wicked</u>, at the day of judgment than for you.
|
||||
* But it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you.
|
||||
* **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u> when they eat.** (Matthew 15:2 ULB) - Assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
|
||||
* **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u> when they eat.** (Matthew 15:2 ULB) - Assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
|
||||
1. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience.
|
||||
|
||||
* **Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head."** (Matthew 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
|
||||
|
|
|
|||
|
|
@ -42,23 +42,23 @@ If your language can use the same wording as in the ULB to refer to people or th
|
|||
1. Use the word "the" in the noun phrase.
|
||||
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>. (Proverbs 12:2)
|
||||
|
||||
* Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>. (Proverbs 12:2)
|
||||
|
||||
1. Use the word "a" in the noun phrase.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>a man</u> who refuses to sell them grain ...
|
||||
|
||||
* People curse <u>a man</u> who refuses to sell them grain ...
|
||||
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>any man</u> who refuses to sell them grain ...
|
||||
|
||||
* People curse <u>any man</u> who refuses to sell them grain ...
|
||||
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>men</u> who refuse to sell them grain ...
|
||||
|
||||
* People curse <u>men</u> who refuse to sell them grain ...
|
||||
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
|
|
|
|||
|
|
@ -46,13 +46,13 @@ If the word used in the ULB would be natural and give the right meaning in your
|
|||
1. Use the word "go," "come," "take," or "bring" that would be natural in your language.
|
||||
|
||||
* **But you will be free from my oath if you <u>come</u> to my relatives and they will not give her to you.** (Genesis 24:41 ULB)
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
|
||||
* But you will be free from my oath if you <u>go</u> to my relatives and they will not give her to you.
|
||||
|
||||
1. Use another word that expresses the right meaning.
|
||||
|
||||
* **When you have <u>come</u> to the land that Yahweh your God gives you ...** (Deuteronomy 17:14 ULB)
|
||||
* When you have <u>arrived</u> in the land that Yahweh your God gives you ...
|
||||
* **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
|
||||
* Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ...
|
||||
|
||||
* Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ...
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -1,17 +1,17 @@
|
|||
|
||||
Grammar has two main parts: words and structure. Structure involves how we put words together to form phrase, 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** - All words in a language belong 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))
|
||||
**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))
|
||||
|
||||
* Sentences can be statements, questions, commands, or exclamations. (see [Exclamations](../figs-sentencetypes/01.md))
|
||||
* Sentences can have more than one clause. (see [Sentence Structure](../figs-sentences/01.md))
|
||||
* Some languages have both active and passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
|
||||
* Some languages have both active and passive sentences. (see [Active or Passive](../figs-activepassive/01.md))
|
||||
|
||||
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with "of" as in "the love of God," or with "'s" as in "God's love," or with a possessive pronoun as in "his love." (see [Possession](../figs-possession/01.md))
|
||||
|
||||
**Quotations** - A quotation is a report of what someone else has said.
|
||||
**Quotations** - A quotation is a report of what someone else has said.
|
||||
|
||||
* Quotations normally have two parts: Information about who said something and what the person said. (see [Quotations and Quote Margins](../writing-quotations/01.md))
|
||||
* Quotations can be either direct quotes or indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
|
|
|
|||
|
|
@ -38,21 +38,21 @@ If the hendiadys would be natural and give the right meaning in your language, c
|
|||
|
||||
* **... for I will give you <u>words and wisdom</u> ...** (Luke 21:15 ULB)
|
||||
* ... for I will give you <u>wise words</u> ...
|
||||
* **... who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* ... who calls you to <u>his own glorious kingdom</u>.
|
||||
|
||||
* **... who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* ... who calls you to <u>his own glorious kingdom</u>.
|
||||
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
|
||||
* **... for I will give you <u>words and wisdom</u> ...** (Luke 21:15 ULB)
|
||||
* ... for I will give you <u>words of wisdom</u> ...
|
||||
* **... who calls you into <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* ... who calls you to <u>his own kingdom of glory</u>.
|
||||
|
||||
* ... who calls you to <u>his own kingdom of glory</u>.
|
||||
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
|
||||
* **If you are <u>willing</u> and <u>obedient</u> ...** (Isaiah 1:19 ULB)
|
||||
* If you are <u>willingly obedient</u> ...
|
||||
|
||||
* If you are <u>willingly obedient</u> ...
|
||||
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
* **If you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
|
|
|
|||
|
|
@ -27,7 +27,7 @@ A speaker or writer can use exactly the same words to say something he means as
|
|||
|
||||
* This generalization tells about what Gentiles were known for doing. Many Gentiles may have done this.
|
||||
|
||||
Even though a generalization may have a strong-sounding word like "all," "always," "none," or "never," it does not necessarliy mean **exactly** "all," "always," "none," or "never." It simply means "most, "most of the time," "hardly any" or "rarely."
|
||||
Even though a generalization may have a strong-sounding word like "all," "always," "none," or "never," it does not necessarliy mean **exactly** "all," "always," "none," or "never." It simply means "most, "most of the time," "hardly any" or "rarely."
|
||||
|
||||
>Moses was educated in <u>all the wisdom of the Egyptians</u> ... (Acts 7:22 ULB)
|
||||
|
||||
|
|
@ -67,7 +67,7 @@ Do not assume that something is an exaggeration just because it seems to be impo
|
|||
|
||||
>... they saw Jesus <u>walking on the sea</u> ... (John 6:19 ULB)
|
||||
|
||||
This is not hyperbole. Jesus really walked on the water. It is a literal statement.
|
||||
This is not hyperbole. Jesus really walked on the water. It is a literal statement.
|
||||
|
||||
Do not assume that the word "all" is always a generalization that means "most."
|
||||
|
||||
|
|
@ -96,14 +96,14 @@ If the exaggeration or generalization would be natural and people would understa
|
|||
* **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB)
|
||||
* <u>In general,</u> the one who ignores instruction will have poverty and shame ...
|
||||
* **When you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7)
|
||||
* When you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words.
|
||||
|
||||
* When you pray, do not make useless repetitions as the Gentiles <u>generally</u> do, for they think that they will be heard because of their many words.
|
||||
|
||||
1. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
* <u>Almost all</u> the country of Judea and <u>almost all</u> the people of Jerusalem went out to him."
|
||||
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
|
||||
|
||||
* <u>Most</u> of the country of Judea and <u>most</u> of the people of Jerusalem went out to him."
|
||||
|
||||
1. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word.
|
||||
|
||||
* **The <u>whole</u> country of Judea and <u>all</u> the people of Jerusalem went out to him.** (Mark 1:5 ULB)
|
||||
|
|
|
|||
|
|
@ -56,7 +56,7 @@ Jesus asked the religious leaders what they would do on the Sabbath if one of th
|
|||
|
||||
Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved.
|
||||
|
||||
#### Expressing emotion about a hypothetical situation
|
||||
#### Expressing emotion about a hypothetical situation
|
||||
|
||||
Regrets and wishes are very similar.
|
||||
>The Israelites said to them, "<u>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.</u> For you have brought us out into this wilderness to kill our whole community with hunger." (Exodus 16:3 ULB)
|
||||
|
|
|
|||
|
|
@ -34,7 +34,7 @@ In the Bible, God blesses people by using imperatives. This indicates what his w
|
|||
|
||||
#### Imperatives that function as conditions
|
||||
|
||||
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
|
||||
An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom.
|
||||
|
||||
>... <u>do not abandon</u> wisdom and she will watch over you;
|
||||
><u>love</u> her and she will keep you safe. (Proverbs 4:6 ULB)
|
||||
|
|
@ -60,14 +60,14 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
|
|||
* **God said, "<u>Let there be</u> light," and there was light.** (Genesis 1:3 ULB)
|
||||
* God said, "<u>There is now light</u>" and there was light.
|
||||
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:3 ULB)
|
||||
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
* God blessed them and said to them, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said.
|
||||
|
||||
* **God said, "Let there be light," and there was light.** (Genesis 1:28 ULB)
|
||||
* God said, 'Let there be light,' <u>so</u> there was light.
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
|
||||
1. If a command in the ULB functions as a condition, and people would not use a command that way, translate it as a condition with the words "if" and "then."
|
||||
|
||||
* **Teach a child the way he should go, and when he is old he will not turn away from that instruction.** (Proverbs 22:6 ULB)
|
||||
|
|
|
|||
|
|
@ -23,7 +23,7 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf
|
|||
|
||||
* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence.
|
||||
* Try to present it in a weak way.
|
||||
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
|
||||
* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way?
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -35,7 +35,7 @@ There is only one Tigris River. The phrase "which flows east of Asshur" gives mo
|
|||
|
||||
The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind.
|
||||
|
||||
>I will bring an end to the <u>worthless</u> idols of Memphis. (Ezekiel 30:13 ULB)
|
||||
>I will bring an end to the <u>worthless</u> idols of Memphis. (Ezekiel 30:13 ULB)
|
||||
|
||||
All idols are worthless. This is why God said he would destroy them.
|
||||
|
||||
|
|
|
|||
|
|
@ -55,8 +55,8 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
* <u>You think that you are doing so well,</u> but you reject God's commandment in order to keep your tradition!
|
||||
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
|
||||
* **I did not come to call <u>righteous people</u>, but to call sinners to repentance.** (Luke 5:32)
|
||||
* I did not come to call <u>people who think that they are righteous</u>, but to call sinners to repentance.
|
||||
|
||||
* I did not come to call <u>people who think that they are righteous</u>, but to call sinners to repentance.
|
||||
|
||||
1. Translate the actual, intended meaning of the statement of irony.
|
||||
|
||||
* **<u>How well</u> you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
|
|
|
|||
|
|
@ -26,8 +26,8 @@ Patterned pairs of concepts are constantly used for metaphorical purposes in the
|
|||
|
||||
When these metaphors are used in normal ways, it is rare that the speaker and audience regard them as figurative speech. Examples of metaphors in English that go unrecognized are:
|
||||
|
||||
* "Turn the heat *up*." MORE is spoken of as UP.
|
||||
* "Let us *go ahead* with our debate." DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
|
||||
* "Turn the heat *up*." MORE is spoken of as UP.
|
||||
* "Let us *go ahead* with our debate." DOING WHAT WAS PLANNED is spoken of as WALKING or ADVANCING.
|
||||
* "You *defend* your theory well." ARGUMENT is spoken of as WAR.
|
||||
* "A *flow* of words" WORDS are spoken of as LIQUIDS.
|
||||
|
||||
|
|
@ -127,35 +127,35 @@ If people do not or would not understand it, here are some other strategies.
|
|||
|
||||
1. If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (a "dead" metaphor), then express the main idea in the simplest way preferred by your language.
|
||||
* **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>fell at his feet</u>.** (Mark 5:22 ULB)
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
* Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, <u>immediately bowed down in front of him</u>.
|
||||
|
||||
1. If the metaphor seems to be a "live" metaphor, you can translate it literally <u>if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible</u>. If you do this, be sure to test it to make sure that the language community understands it correctly. In the example below, there is no change.
|
||||
* **It was because of your <u>hard hearts</u> that he wrote you this law,** (Mark 10:5 ULB)
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
* It was because of your <u>hard hearts</u> that he wrote you this law,
|
||||
|
||||
1. If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as "like" or "as."
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
* And yet, Yahweh, you are our father; we are <u>like</u> clay. You are <u>like</u> a potter; and we all are the work of your hand.
|
||||
|
||||
1. If the target audience would not know the **image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
* Saul, Saul, why do you persecute me? It is hard for you to <u>kick against a pointed stick</u>.
|
||||
|
||||
1. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
|
||||
* **And yet, Yahweh, you are our father; we are the <u>clay</u>. You are our <u>potter</u>; and we all are the work of your hand.** (Isaiah 64:8 ULB)
|
||||
* And yet, Yahweh, you are our father; we are the <u>wood</u>. You are our <u>carver</u>; and we all are the work of your hand.
|
||||
* And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand.
|
||||
|
||||
* And yet, Yahweh, you are our father; we are the <u>string</u>. You are the <u>weaver</u>; and we all are the work of your hand.
|
||||
|
||||
1. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
1. If the target audience would not know the intended **point of comparison** between the topic and the image, then state it clearly.
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
1. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ In **parallelism** two phrases or clauses that are similar in structure or idea
|
|||
1. The second completes what is said in the first.
|
||||
1. The second says something that contrasts with the first, but adds to the same idea.
|
||||
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.
|
||||
Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters.
|
||||
|
||||
Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects:
|
||||
|
||||
|
|
@ -20,7 +20,7 @@ Synonymous parallelism (the kind in which the two phrases mean the same thing) i
|
|||
|
||||
Some languages would not use synonymous parallelism. They would either think it odd that someone said the same thing twice, or they would think that the two phrases must have some difference in meaning. For them it is confusing, rather than beautiful.
|
||||
|
||||
Note: We use the term "synonymous parallelism" 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 "synonymous parallelism" 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.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Parts of speech are categories of words. The different categories of words have different functions in a sentence. All languages have parts of speech, and all words in a language belong to a part of speech. Most languages have these basic parts of speech, with some variations, and some languages have more categories than this. This is not an exhaustive list of parts of speech, but it covers the basic categories.
|
||||
Parts of speech are categories of words. The different categories of words have different functions in a sentence. All languages have parts of speech, and all words in a language belong to a part of speech. Most languages have these basic parts of speech, with some variations, and some languages have more categories than this. This is not an exhaustive list of parts of speech, but it covers the basic categories.
|
||||
|
||||
**VERBS** are words that express either an action (such as come, go, eat) or a state-of-being (such as is, are, was). More detailed information can be found on [Verbs](../figs-verbs/01.md).
|
||||
|
||||
|
|
@ -15,6 +15,6 @@ Parts of speech are categories of words. The different categories of words have
|
|||
|
||||
**ARTICLES** are words that are used with nouns to show whether or not the speaker is referring to something that his listener should be able to identify. In English these words are: "a", an, the. The words <u>a</u> and <u>an</u> mean the same thing. If a speaker says "<u>a dog,</u> he does not expect his listener to know which dog he is talking about; this might be the first time he says anything about a dog. If a speaker says <u>the</u> dog, he is usually referring to a specific dog, and he expects his listener to know which dog he is talking about. English speakers also use <u>the</u> to show that they are talking about something in general. For example, they can say "<u>The</u> elephant is a large animal" and refer to elephants in general, not a specific elephant. More information about this can be found on [Generic Noun Phrases](../figs-genericnoun/01.md).
|
||||
|
||||
**ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: many, big, blue, old, smart, tired. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in <u>my elderly father</u> the adjective <u>elderly</u> simply tells something about my father. But in <u>my eldest sister</u> the word <u>eldest</u> distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).
|
||||
**ADJECTIVES** are words that describe nouns and express such things as quantity, size, color, and age. Some examples are: many, big, blue, old, smart, tired. Sometimes people use adjectives to give some information about something, and sometimes people use them to distinguish one item from another. For example, in <u>my elderly father</u> the adjective <u>elderly</u> simply tells something about my father. But in <u>my eldest sister</u> the word <u>eldest</u> distinguishes that sister from any other older sisters I might have. More information about this can be found on [Distinguishing versus Informing or Reminding](../figs-distinguish/01.md).
|
||||
|
||||
**ADVERBS** are words that describe verbs or adjectives and tell such things as how, when, where, why, and to what extent. Many English adverbs end in <u>ly</u>. Some examples of adverbs: slowly, later, far, intentionally, very.
|
||||
|
|
@ -42,7 +42,7 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
|
||||
1. Add words or phrases to make it clear.
|
||||
|
||||
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
|
||||
* ** ... <u>sin crouches</u> at the door** (Genesis 4:7 ULB) - God speaks of sin as a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
|
||||
* ... <u>sin</u> is at your door, <u>waiting to attack you</u>
|
||||
|
||||
1. Use words such as "like" or "as" to show that the sentences is not to be understood literally.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
|
|||
* Ownership - Someone owns something.
|
||||
* My clothes - The clothes that I own
|
||||
* Social relationship - Someone has some kind of social relationship with another.
|
||||
* my mother - the woman who gave birth to me, or the woman who cared for me
|
||||
* my mother - the woman who gave birth to me, or the woman who cared for me
|
||||
* my teacher - the person who teaches me
|
||||
* Contents - Something has something in it.
|
||||
* a bag of potatoes - a bag that has potatoes in it, or a bag that is full of potatoes
|
||||
|
|
|
|||
|
|
@ -28,7 +28,7 @@ The verses in the examples below contain both direct and indirect quotations. In
|
|||
|
||||
* Indirect quote: Being asked by the Pharisees <u>when the kingdom of God would come,</u>
|
||||
* Direct quote: Jesus answered them and said, "<u>The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you.</u>"
|
||||
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
|
||||
* Direct quotes: Neither will they say, '<u>Look here!</u>' or, '<u>Look there!</u>'
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
@ -44,7 +44,7 @@ If the kind of quote used in the source text would work well in your language, c
|
|||
* **He instructed him to tell no one, but told him, "<u>Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them.</u>"** (Luke 5:14 ULB)
|
||||
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
|
||||
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
||||
* **He instructed him, <u>to tell no one</u>, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."** (Luke 5:14 ULB)
|
||||
* He instructed him, "<u>Tell no one</u>. Just go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them."
|
||||
|
|
|
|||
|
|
@ -10,7 +10,7 @@ Quotation marks are not used with indirect quotes.
|
|||
|
||||
* John said that he did not know when he would arrive.
|
||||
|
||||
When there are many layers of quotes inside of quotes, it might be hard for readers to understand who is saying what. Alternating two kinds of quote marks can help careful readers to keep track of them. In English the outermost quote has double quote marks, and the next quote inside has single marks. The next quote inside of that has double quote marks.
|
||||
When there are many layers of quotes inside of quotes, it might be hard for readers to understand who is saying what. Alternating two kinds of quote marks can help careful readers to keep track of them. In English the outermost quote has double quote marks, and the next quote inside has single marks. The next quote inside of that has double quote marks.
|
||||
|
||||
* Mary said, "John said, 'I do not know when I will arrive.' "
|
||||
* Bob said, "Mary said, 'John said, "I do not know when I will arrive." ' "
|
||||
|
|
@ -50,7 +50,7 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
1. Alternate two kinds of quote marks to show layers of direct quotation. English alternates double quote marks and single quote marks.
|
||||
1. Translate one or some of the quotes as indirect quotes in order to use fewer quote marks, since indirect quotes do not need them. (see [Direct and Indirect Quotations](../figs-quotations/01.md))
|
||||
1. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
1. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
### Examples of Quote Marking Strategies Applied
|
||||
|
||||
|
|
@ -63,12 +63,12 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.'"'" (2 Kings 1:6 ULB)
|
||||
|
||||
|
||||
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die."'"
|
||||
* They told him <u>that</u> a man came to meet them who said to them, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die."'"
|
||||
|
||||
1. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it.
|
||||
|
||||
>They said to him, "A man came to meet us who said to us, 'Go back to the king who sent you, and say to him, "Yahweh says this: 'Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.'"'" (2 Kings 1:6 ULB)
|
||||
|
||||
* They said to him,
|
||||
A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die."'"
|
||||
* They said to him,
|
||||
A man came to meet us who said to us, "Go back to the king who sent you, and say to him, 'Yahweh says this: "Is it because there is no God in Israel that you sent men to consult with Baal-Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die."'"
|
||||
|
||||
|
|
|
|||
|
|
@ -49,7 +49,7 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULB and the quotes that we have changed to direct quotes below it.
|
||||
|
||||
* **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (Acts 25:14-21 ULB)
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ... I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
* Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ... I was puzzled about how to investigate this matter, and I asked him, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
|
||||
1. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined.
|
||||
|
||||
|
|
|
|||
|
|
@ -24,7 +24,7 @@ Reflexive pronouns are used to show the same person or thing fills two different
|
|||
>Now the Passover of the Jews was near, and <u>many</u> went up to Jerusalem from the country before the Passover in order to purify <u>themselves</u>. (John 11:55 ULB)
|
||||
|
||||
Reflexive pronouns are used to emphasize a person or thing in the sentence.
|
||||
>... <u>Jesus himself</u> was not baptizing, but his disciples were ... (John 4:2 ULB)
|
||||
>... <u>Jesus himself</u> was not baptizing, but his disciples were ... (John 4:2 ULB)
|
||||
|
||||
>So they left the crowd, taking Jesus with them, since he was already in the boat. ... And a violent windstorm arose and the waves were breaking into the boat so that the boat was already full. But <u>Jesus himself</u> was in the stern, asleep on a cushion. (Mark 4:36-38 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -7,7 +7,7 @@ A rhetorical question is a question that strongly expresses the speaker's attitu
|
|||
|
||||
>Those who stood by said, "<u>Is this how you insult God's high priest?</u>" (Acts 23:4 ULB)
|
||||
|
||||
The people who asked Paul this question were using the question to accuse Paul of insulting the high priest. They were not asking him to describe his way of insulting God’s high priest.
|
||||
The people who asked Paul this question were using the question to accuse Paul of insulting the high priest. They were not asking him to describe his way of insulting God’s 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.
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ Jezebel used the question above to remind King Ahab of something he already knew
|
|||
><u>Will a virgin forget her jewelry, a bride her sash?</u> Yet my people have forgotten me for days without number! (Jeremiah 2:32 ULB)
|
||||
|
||||
|
||||
God used the question above to remind his people of something they already knew: a young woman would never forget her jewelry or a bride forget her veils. He then rebuked his people for forgetting him, who is so much greater than those things.
|
||||
God used the question above to remind his people of something they already knew: a young woman would never forget her jewelry or a bride forget her veils. He then rebuked his people for forgetting him, who is so much greater than those things.
|
||||
|
||||
>Why did I not die when I came out from the womb? (Job 3:11 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -22,7 +22,7 @@ When the sentence is a command, in many languages it does not have a subject pro
|
|||
|
||||
#### Predicate
|
||||
|
||||
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](figs-verbs)) In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold.
|
||||
The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](figs-verbs)) In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold.
|
||||
|
||||
* The man <u>**is** strong</u>.
|
||||
* He <u>**worked** hard</u>.
|
||||
|
|
|
|||
|
|
@ -4,10 +4,10 @@
|
|||
|
||||
A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
|
||||
|
||||
* **Statements** - These are mainly used to give information. '_This is a fact._'
|
||||
* **Questions** - These are mainly used to ask for information. '_Do you know him?_'
|
||||
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
|
||||
* **Exclamations** - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
|
||||
* **Statements** - These are mainly used to give information. '_This is a fact._'
|
||||
* **Questions** - These are mainly used to ask for information. '_Do you know him?_'
|
||||
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
|
||||
* **Exclamations** - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
|
||||
|
||||
|
||||
### Reasons this is a translation Issue
|
||||
|
|
@ -57,7 +57,7 @@ With an **invitation**, the speaker uses politeness or friendliness to suggest t
|
|||
><u>Come</u> with us and we will do you good. (Numbers 10:29)
|
||||
|
||||
With a **request**, the speaker uses politeness to say that he wants someone to do something. This may include the word 'please' to make it clear that it is a request and not a command. This is usually something that would benefit the speaker.
|
||||
><u>Give us</u> today our daily bread. (Matthew 6:11 ULB)
|
||||
><u>Give us</u> today our daily bread. (Matthew 6:11 ULB)
|
||||
|
||||
><u>Please excuse</u> me. (Luke 14:18 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
**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 ULB)
|
||||
|
||||
The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. "Sees" corresponds to "watches," "everything ... does" corresponds to "all the paths ... takes," and "a person" corresponds to "he."
|
||||
|
|
@ -16,7 +16,7 @@ Synonymous parallelism in poetry has several effects:
|
|||
|
||||
#### Reason this is a Translation Issue
|
||||
|
||||
In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea.
|
||||
In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea.
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -33,14 +33,14 @@ Some verbs never have an object.
|
|||
For many verbs in English, it is alright to leave out the object when the object is not important in the sentence.
|
||||
|
||||
* He never <u>eats</u> at night.
|
||||
* He <u>sings</u> all the time.
|
||||
* He <u>sings</u> all the time.
|
||||
* He <u>reads</u> well.
|
||||
* He cannot <u>see</u>.
|
||||
|
||||
In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this.
|
||||
|
||||
* He never <u>eats</u> **food** at night.
|
||||
* He <u>sings</u> **songs** all the time.
|
||||
* He <u>sings</u> **songs** all the time.
|
||||
* He <u>reads</u> **words** well.
|
||||
* He cannot <u>see</u> **anything**.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some languages make a distinction between the formal form of "you" and the informal form of "you." This page is primarily for people whose language makes this distinction.
|
||||
Some languages make a distinction between the formal form of "you" and the informal form of "you." This page is primarily for people whose language makes this distinction.
|
||||
|
||||
In some cultures people use the formal "you" when speaking to someone who is older or in authority, and they use the informal "you" when speaking to someone who is their own age or younger or who has less authority. In other cultures, people use the formal "you" when speaking to strangers or people they do not know well, and the informal "you" when speaking with family members and close friends.
|
||||
|
||||
|
|
@ -11,7 +11,7 @@ In some cultures people use the formal "you" when speaking to someone who is old
|
|||
|
||||
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of "you."
|
||||
* English and many other source languages do not have formal and informal forms of "you."
|
||||
* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator's language.
|
||||
* Translators who use a source text in a language that does have formal and informal forms of "you" will need to understand how those forms are used in that language. The rules in that language may not be exactly the same as the rules in the translator's language.
|
||||
* Translators will need to understand the relationship between two speakers in order to choose the appropriate form in their language.
|
||||
|
||||
#### Translation Principles
|
||||
|
|
@ -30,7 +30,7 @@ God is in authority over the man, so languages that have formal and informal for
|
|||
Luke called Theophilus "most excellent." This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of "you" would probably use that form here.
|
||||
>Our Father in heaven, may <u>your</u> name be honored as holy. (Matthew 6:9 ULB)
|
||||
|
||||
This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal "you" because God is in authority. Other cultures would use the informal "you" because God is our Father.
|
||||
This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal "you" because God is in authority. Other cultures would use the informal "you" because God is our Father.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l
|
|||
|
||||
#### Reason this is a Translation Issue
|
||||
|
||||
* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
|
||||
* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language.
|
||||
* 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.
|
||||
|
|
@ -23,7 +23,7 @@ Jesus was speaking to one man, so the reader would expect that all the instances
|
|||
>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." (Acts 12:8 ULB)
|
||||
|
||||
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.
|
||||
>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>, speak what fits with faithful instruction. (Titus 1:4,5; 2:1 ULB)
|
||||
>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>, speak what fits with faithful instruction. (Titus 1:4,5; 2:1 ULB)
|
||||
|
||||
Paul wrote this letter to one person, Titus. Most of the time the word "you" in this letter refers only to Titus.
|
||||
|
||||
|
|
|
|||
|
|
@ -9,10 +9,10 @@ For many years, the standard format for Bible translation has been USFM (which s
|
|||
|
||||
USFM is a type of markup language that tells a computer program how to format the text. For instance, each chapter is marked like this ''\c 1'' or ''\c 33''. Verse markers might look like ''\v 8'' or ''\v 14''. Paragraphs are marked ''\p''. There are many other markers like this that have specific meaning. So a passage like John 1:1-2 in USFM will look like this:
|
||||
|
||||
\c 1
|
||||
\p
|
||||
\v 1 In the beginning was the Word, and the Word was with God, and the Word was God.
|
||||
\v 2 This one, the Word, was in the beginning with God.
|
||||
\c 1
|
||||
\p
|
||||
\v 1 In the beginning was the Word, and the Word was with God, and the Word was God.
|
||||
\v 2 This one, the Word, was in the beginning with God.
|
||||
|
||||
When a computer program that can read USFM sees this, it is able to format all of the chapter markers the same way (for instance, with a larger number) and all the verse numbers the same way (for instance, with a small superscript number).
|
||||
|
||||
|
|
@ -31,27 +31,27 @@ Though it is strongly encouraged to only do a translation using USFM notation, s
|
|||
|
||||
### Markdown for Other Content
|
||||
|
||||
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
|
||||
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
|
||||
|
||||
Markdown supports **bold** and *italic*, written like this:
|
||||
|
||||
Markdown supports **bold** and *italic*.
|
||||
Markdown supports **bold** and *italic*.
|
||||
|
||||
Markdown also supports headings like this:
|
||||
|
||||
# Heading 1
|
||||
## Heading 2
|
||||
### Heading 3
|
||||
# Heading 1
|
||||
## Heading 2
|
||||
### Heading 3
|
||||
|
||||
Markdown also supports links. Links display like this https://unfoldingword.org and are written like this:
|
||||
|
||||
https://unfoldingword.org
|
||||
https://unfoldingword.org
|
||||
|
||||
Customized wording for links are also supported, like this:
|
||||
|
||||
[uW Website](https://unfoldingword.org)
|
||||
[uW Website](https://unfoldingword.org)
|
||||
|
||||
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax please visit http://ufw.io/md.
|
||||
Note that HTML is also valid Markdown. For a complete listing of Markdown syntax please visit http://ufw.io/md.
|
||||
|
||||
### Conclusion
|
||||
|
||||
|
|
|
|||
|
|
@ -1,5 +1,5 @@
|
|||
|
||||
An **equal** translation communicates any expressive meaning from the source language in an equal way in the target language. Especially notice the forms in the source text that communicate certain kinds of emotions and choose forms in the target language that communicate the same emotions. Examples of some of these forms follow.
|
||||
An **equal** translation communicates any expressive meaning from the source language in an equal way in the target language. Especially notice the forms in the source text that communicate certain kinds of emotions and choose forms in the target language that communicate the same emotions. Examples of some of these forms follow.
|
||||
|
||||
#### Idioms
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ Here are some examples:
|
|||
* <u>I was shattered</u>! The speaker was not literally broken, but he felt very bad.
|
||||
* <u>He closed his ears to what I was saying.</u> Meaning, "he chose to not listen to what I was saying."
|
||||
* <u>The wind moaned in the trees</u>. This means that the wind blowing through the trees sounded like a person moaning.
|
||||
* <u>The whole world came to the meeting</u>. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
|
||||
* <u>The whole world came to the meeting</u>. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting.
|
||||
|
||||
Each language uses different figures of speech. Make sure you can:
|
||||
|
||||
|
|
@ -47,9 +47,9 @@ It is the **real meaning** of the whole figure of speech that should be translat
|
|||
|
||||
See, for example, Matthew 3:7: "You offspring of vipers, who warned you to flee from the wrath that is coming?"
|
||||
|
||||
Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God's wrath, because they refuse the only way to escape it: to repent of their sins.
|
||||
Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God's wrath, because they refuse the only way to escape it: to repent of their sins.
|
||||
|
||||
You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech.
|
||||
You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech.
|
||||
|
||||
(see [Rhetorical Questions](../figs-rquestion/01.md))
|
||||
|
||||
|
|
@ -73,4 +73,4 @@ your loyalty reaches to the clouds. (ULB)
|
|||
|
||||
This verse of poetry repeats a similar idea in two lines, which is good Hebrew poetic style. Also, there are no verbs in the Hebrew original, so the ULB translation supplies the word "reaches" in both lines. Poetry in your language may have different things that mark it as poetry. When you are translating poetry, try to use the forms of your language that communicate to the reader that this is poetry, and that communicate the same emotions that the source poem is trying to communicate.
|
||||
|
||||
**Remember:** Communicate the feelings and attitudes of the original text. Translate them into forms that communicate in a similar way in your language. Consider how that meaning can best be **Accurately**, **Clearly**, **Equally**, and **Naturally Expressed** in the Target Language.
|
||||
**Remember:** Communicate the feelings and attitudes of the original text. Translate them into forms that communicate in a similar way in your language. Consider how that meaning can best be **Accurately**, **Clearly**, **Equally**, and **Naturally Expressed** in the Target Language.
|
||||
|
|
@ -26,7 +26,7 @@ Notice that the UDB makes several points explicit: the 'fathers were all under t
|
|||
|
||||
Include or refer to the needed implicit information intended by the original writer that will be necessary for your community to understand what is written.
|
||||
|
||||
Maintain the historical accuracy of the message. Avoid referring to items and events that were not present in the Bible times. Do not make your translation sound like it is a modern-day event.
|
||||
Maintain the historical accuracy of the message. Avoid referring to items and events that were not present in the Bible times. Do not make your translation sound like it is a modern-day event.
|
||||
|
||||
Remember:
|
||||
|
||||
|
|
|
|||
|
|
@ -17,6 +17,6 @@ This note has the ULB text followed by three possible meanings. The word transla
|
|||
|
||||
>But Simon Peter, when he saw it, <u>fell down at Jesus' knees</u> ... (Luke 5:8 ULB)
|
||||
|
||||
* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus' feet" or 3) "lay down on the ground at Jesus' feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus' feet" or 3) "lay down on the ground at Jesus' feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
|
||||
This note explains what "fell down at Jesus' knees" might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture.
|
||||
|
|
@ -3,13 +3,13 @@
|
|||
|
||||
Sometimes, at the top of the list of notes, there are notes that start with **Connecting Statement** or **General Information**.
|
||||
|
||||
A **connecting statement** tells how the scripture in a chunk is related to scripture in earlier chunks. The following are some of the kinds of information in the connecting statements.
|
||||
A **connecting statement** tells how the scripture in a chunk is related to scripture in earlier chunks. The following are some of the kinds of information in the connecting statements.
|
||||
|
||||
* whether this chunk is at the beginning, middle, or end of a passage
|
||||
* who is speaking
|
||||
* whom the speaker is speaking to
|
||||
|
||||
A **general information** note tells about issues in the chunk that cover more than one phrase. The following are some of the kinds of information that appear in a general information statement.
|
||||
A **general information** note tells about issues in the chunk that cover more than one phrase. The following are some of the kinds of information that appear in a general information statement.
|
||||
|
||||
* the person or thing that pronouns refer to
|
||||
* important background or implied information that is needed to understand the text in the chunk
|
||||
|
|
|
|||
|
|
@ -14,6 +14,6 @@ If you did not know that fishermen used nets to catch fish, you might wonder why
|
|||
|
||||
>So they <u>motioned</u> to their partners in the other boat ... (Luke 5:7 ULB)
|
||||
|
||||
* **motioned** - They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
* **motioned** - They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
|
||||
This note can help you understand what kind of motion the people made. It was a motion that people would be able to see from a distance. This will help you choose a good word or phrase for "motioned."
|
||||
|
|
@ -11,7 +11,7 @@ There may be a note about direct and indirect quotes when a quote has another qu
|
|||
|
||||
>He instructed him <u>to tell no one</u> 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' 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' 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]])
|
||||
|
||||
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.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,7 @@ There are two types of links in the translationNotes: links to a translationAcad
|
|||
|
||||
The translationAcademy topics are intended to enable anyone, anywhere to learn the basics of how to translate the Bible into their own language. They are intended to be highly flexible for just-in-time learning in web and offline mobile video formats.
|
||||
|
||||
Each translationNote follows a phrase from the ULB and will provide immediate help on how to translate that phrase. Sometimes there will be a statement in parenthesis at the end of the suggested translation that may look like this: (See: *Metaphor*). The word or words in green are a link to a translationAcademy topic. You can click on the link to learn more about the topic.
|
||||
Each translationNote follows a phrase from the ULB and will provide immediate help on how to translate that phrase. Sometimes there will be a statement in parenthesis at the end of the suggested translation that may look like this: (See: *Metaphor*). The word or words in green are a link to a translationAcademy topic. You can click on the link to learn more about the topic.
|
||||
|
||||
There are several reasons to read the translationAcademy topic information:
|
||||
|
||||
|
|
@ -22,7 +22,7 @@ There are several reasons to read the translationAcademy topic information:
|
|||
|
||||
### Repeated Phrases in a Book
|
||||
|
||||
Sometimes a phrase is used multiple times in one book. When this happens, there will be a link in the translationNotes-green chapter and verse numbers that you can click on-that will take you back to where you have translated that phrase before. There are several reasons why you will want to go to the place where the word or phrase was translated before:
|
||||
Sometimes a phrase is used multiple times in one book. When this happens, there will be a link in the translationNotes-green chapter and verse numbers that you can click on-that will take you back to where you have translated that phrase before. There are several reasons why you will want to go to the place where the word or phrase was translated before:
|
||||
|
||||
* This will make it easier for you to translate this phrase by reminding you of how you have already translated it.
|
||||
* This will make your translation faster and more consistent because you will be reminded to translate that phrase in the same way each time.
|
||||
|
|
|
|||
|
|
@ -12,7 +12,7 @@ Sometimes Bible scholars do not know for sure, or do not agree on, what a partic
|
|||
When many scholars say that a word or phrase means one thing, and many others say that it means other things, we show the most common meanings that they give. Our notes for these situations begin with "Possible meanings are" and then give a **numbered list**. We recommend that you use the first meaning given. However, if people in your community have access to another Bible that uses one of the other possible meanings, you may decide that it is better to use that meaning.
|
||||
>But Simon Peter, when he saw it, <u>fell down at Jesus' knees</u>, saying, "Depart from me, for I am a sinful man, Lord." (Luke 5:8 ULB)
|
||||
|
||||
* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus feet" or 3) "lay down on the ground at Jesus feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
* **fell down at Jesus' knees** - Possible meanings are 1) "knelt down before Jesus" or 2) "bowed down at Jesus feet" or 3) "lay down on the ground at Jesus feet." Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -1,18 +1,18 @@
|
|||
|
||||
### Description
|
||||
|
||||
Some Notes provide a translation suggestion that can replace the word or phrase that they quote from the ULB. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULB. This kind of Note can help you to think of other ways to say the same thing, in case the word or phrase in the ULB does not seem to have a natural equivalent in your language.
|
||||
Some Notes provide a translation suggestion that can replace the word or phrase that they quote from the ULB. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULB. This kind of Note can help you to think of other ways to say the same thing, in case the word or phrase in the ULB does not seem to have a natural equivalent in your language.
|
||||
|
||||
### Translation Notes Examples
|
||||
|
||||
>Make ready <u>the way</u> of the Lord ... (Luke 3:4 ULB)
|
||||
|
||||
* **the way** - "the path" or "the road"
|
||||
* **the way** - "the path" or "the road"
|
||||
|
||||
In this example, the words "the path" or the words "the road" can replace the words "the way" in the ULB. You can decide whether it is natural to say "way," "path," or "road" in your language.
|
||||
|
||||
><u>Deacons, likewise</u>, should be dignified, not double-talkers. (1 Timothy 3:8 ULB)
|
||||
|
||||
* **Deacons, likewise** - "Deacons, like overseers"
|
||||
* **Deacons, likewise** - "Deacons, like overseers"
|
||||
|
||||
In this example, the words "Deacons, like overseers" can replace the words "Deacons, likewise" in the ULB. You, as the translator, can decide what is natural for your language.
|
||||
|
|
@ -9,7 +9,7 @@
|
|||
|
||||
TranslationNotes are words or phrases copied from the ULB and then explained. In English, every Note that explains the ULB starts the same. There is a bullet point, the ULB text is in bold followed by a dash, and then there are translation suggestions or information for the translator. The Notes follow this format:
|
||||
|
||||
* **copied ULB text** - translation suggestion or information for the translator.
|
||||
* **copied ULB text** - translation suggestion or information for the translator.
|
||||
|
||||
### Types of Notes
|
||||
|
||||
|
|
@ -39,6 +39,6 @@ There are several types of suggested translations.
|
|||
|
||||
* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** - There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
|
||||
|
||||
* **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
* **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -1,17 +1,17 @@
|
|||
### Concerning verses in en_ta matching the ULB
|
||||
|
||||
Oct 1, 2018, we started going through tA to sure that all the verses that are said to be from the ULB actually match the current ULB. Some of the quotes are full sentences directly from the ULB; other quotes involve only a portion of the sentence with ellipses at the beginning or end as needed. Thinking that these ellipses would be distracting to the translators, we followed the Chicago Manual of Style regarding block quotes, and capitalized the first letter and used a period at the end of the quoted portion if it made sense. Susan did this with the files starting at the beginning of the folder and going through to figs-distinguish. Henry did this with the files starting at the end of the folder and going through to writing-endofstory.
|
||||
Oct 1, 2018, we started going through tA to sure that all the verses that are said to be from the ULB actually match the current ULB. Some of the quotes are full sentences directly from the ULB; other quotes involve only a portion of the sentence with ellipses at the beginning or end as needed. Thinking that these ellipses would be distracting to the translators, we followed the Chicago Manual of Style regarding block quotes, and capitalized the first letter and used a period at the end of the quoted portion if it made sense. Susan did this with the files starting at the beginning of the folder and going through to figs-distinguish. Henry did this with the files starting at the end of the folder and going through to writing-endofstory.
|
||||
|
||||
Oct 4, 2018, we realized that if translators compare the ULB text in tA with the ULB text in en_ULB, they might find it confusing if the capitalization and punctuation are different. So moving on with our work, we'll make sure that the punctuation and capitalizaton are the same.
|
||||
|
||||
### Questions about the need for this:
|
||||
1. If the examples in en_ta need to be from the ULB, which style would be more helpful for the translators?
|
||||
1. Do the examples in en_ta need to be from the ULB? Could we have a note at the beginning saying that the examples are from previous or current versions of the ULB? Perhaps we could remove "ULB" after the verse reference.
|
||||
1. If the examples in en_ta need to be from the ULB, which style would be more helpful for the translators?
|
||||
1. Do the examples in en_ta need to be from the ULB? Could we have a note at the beginning saying that the examples are from previous or current versions of the ULB? Perhaps we could remove "ULB" after the verse reference.
|
||||
>I'd go with the latter. -hmw
|
||||
|
||||
##### Comments
|
||||
1. If all of these materials are intended to be dynamic, it seems it will be impossible to guarantee that all the examples in en_ta perfectly match the current ULB -- unless we do this task every time we make a new version available.
|
||||
1. Even if we do not need to make the examples the same as the ULB, it would still be good to check the verse references, since there are errors there.
|
||||
1. If all of these materials are intended to be dynamic, it seems it will be impossible to guarantee that all the examples in en_ta perfectly match the current ULB -- unless we do this task every time we make a new version available.
|
||||
1. Even if we do not need to make the examples the same as the ULB, it would still be good to check the verse references, since there are errors there.
|
||||
|
||||
##### Answers from Chris
|
||||
1. Keep the ellipses to show that a snippet starts or ends in the middle of a sentence.
|
||||
|
|
@ -19,9 +19,9 @@ Oct 4, 2018, we realized that if translators compare the ULB text in tA with the
|
|||
2. If the new ULB is not a good example, keep the example and remove "ULB" from the reference.
|
||||
3. We are fixing these up in tA this last time. After we are done, we will not continue to fix up the verses in tA to match the ULB.
|
||||
|
||||
### Details for use of ellipses at beginning or end of ULB text in tA:
|
||||
Ellipsis at beginning: ... text (dot dot dot space text)
|
||||
Ellipsis at end: text ... (text space dot dot dot)
|
||||
### Details for use of ellipses at beginning or end of ULB text in tA:
|
||||
Ellipsis at beginning: ... text (dot dot dot space text)
|
||||
Ellipsis at end: text ... (text space dot dot dot)
|
||||
|
||||
We only use ellipsis if the snippet does not start at the beginning of the ULB sentence or if it does not end at the end of the ULB sentence. We do not use ellipses simply to show that there are other sentences in the verse.
|
||||
|
||||
|
|
@ -36,9 +36,9 @@ I think my question here about ellisis and final punctuation is obsolete. SQ Oct
|
|||
\v 19 and if you are convinced that **you yourself are a guide to the blind**, a light to those who are in darkness,
|
||||
\v 20 a corrector of the foolish, a teacher of little children, and that you have in the law the form of knowledge and of the truth, then how does this affect the way you live your life?
|
||||
|
||||
If I am using the exmple to deal with "you yourself are a guide to the blind" how would I write it?
|
||||
>... you yourself are a guide to the blind...?
|
||||
>... that you yourself are a guide to the blind...?
|
||||
If I am using the exmple to deal with "you yourself are a guide to the blind" how would I write it?
|
||||
>... you yourself are a guide to the blind...?
|
||||
>... that you yourself are a guide to the blind...?
|
||||
>... if you are convinced that you yourself are a guide to the blind...?
|
||||
|
||||
Also, how do we write the verse number? (Romans 2:19 ULB) or (Romans 2:19-20 ULB) or (Romans 2:17-20 ULB)
|
||||
|
|
@ -59,14 +59,14 @@ That probably violates everything I told you this morning, but I'm making this u
|
|||
This is taken from the page for Metaphor:
|
||||
1. If the target audience would not know what the **topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the topic was.)
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
* Yahweh lives; <u>He is my rock</u>. May he be praised. May the God of my salvation be exalted.
|
||||
|
||||
1. If the target audience would not know the intended **point of comparison** between the topic and the image, then state it clearly.
|
||||
* **Yahweh lives; may <u>my rock</u> be praised. May the God of my salvation be exalted.** (Psalm 18:46 ULB)
|
||||
* Yahweh lives; may he be praised because he is the rock <u>under which I can hide from my enemies</u>. May the God of my salvation be exalted.
|
||||
* **Saul, Saul, why do you persecute me? It is hard for you <u>to kick a goad</u>.** (Acts 26:14 ULB)
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
* Saul, Saul, why do you persecute me? You <u>fight against me and hurt yourself like an ox that kicks against its owner's pointed stick</u>.
|
||||
|
||||
1. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
* **I will make you become <u>fishers of men</u>.** (Mark 1:17 ULB)
|
||||
* I will make you become <u>people who gather men</u>.
|
||||
|
|
@ -78,9 +78,9 @@ We can keep the standard bulleted formatting if we do not try to translate it as
|
|||
See https://git.door43.org/WycliffeAssociates/en_ta/src/branch/master/translate/figs-exmetaphor/01.md
|
||||
|
||||
### Dividing up the work by the words the files start with
|
||||
Susan - biblicalimagery, bita, figs
|
||||
John - translate
|
||||
Henry - writing
|
||||
Susan - biblicalimagery, bita, figs
|
||||
John - translate
|
||||
Henry - writing
|
||||
|
||||
|
||||
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -37,13 +37,13 @@ Vowel sounds are the basic part of syllables. English has only five vowels symbo
|
|||
[add articulation picture]
|
||||
|
||||
**The Vowels of English**
|
||||
Position in the Mouth Front – Mid – Back
|
||||
Rounding (unrounded) (unrounded) (rounded)
|
||||
Tongue Height High i “beat” u “boot”
|
||||
Mid-High i “bit” u “book”
|
||||
Mid e “bait” u “but” o “boat”
|
||||
Low-Mid e “bet” o “bought”
|
||||
Low a “bat” a “body”
|
||||
Position in the Mouth Front – Mid – Back
|
||||
Rounding (unrounded) (unrounded) (rounded)
|
||||
Tongue Height High i “beat” u “boot”
|
||||
Mid-High i “bit” u “book”
|
||||
Mid e “bait” u “but” o “boat”
|
||||
Low-Mid e “bet” o “bought”
|
||||
Low a “bat” a “body”
|
||||
|
||||
(Each of these vowels has its own symbol in the International Phonetic Alphabet.)
|
||||
|
||||
|
|
@ -60,21 +60,21 @@ The **manner of articulation** describes how the airflow is slowed. It can come
|
|||
**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b,d,g,v,” or voiceless (-v) such as “p,t,k,f." These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b,d,g,v” and “p,t,k,f” is voicing (+v and –v).
|
||||
|
||||
**The consonants of English**
|
||||
Points of Articulation Lips Teeth Ridge Palate Velum Uvula Glottis
|
||||
Voicing -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v
|
||||
Articulator - Manner
|
||||
Lips - Stop p / b
|
||||
Lip - Fricative f / v
|
||||
Tongue Tip -
|
||||
Stop t / d
|
||||
Liquid / l / r
|
||||
Tongue Blade -
|
||||
Fricative ch/dg
|
||||
Tongue Back -
|
||||
Stop k / g
|
||||
Tongue Root -
|
||||
Semi-Vowel / w / y h /
|
||||
Nose – Continuant / m / n
|
||||
Points of Articulation Lips Teeth Ridge Palate Velum Uvula Glottis
|
||||
Voicing -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v
|
||||
Articulator - Manner
|
||||
Lips - Stop p / b
|
||||
Lip - Fricative f / v
|
||||
Tongue Tip -
|
||||
Stop t / d
|
||||
Liquid / l / r
|
||||
Tongue Blade -
|
||||
Fricative ch/dg
|
||||
Tongue Back -
|
||||
Stop k / g
|
||||
Tongue Root -
|
||||
Semi-Vowel / w / y h /
|
||||
Nose – Continuant / m / n
|
||||
|
||||
|
||||
**Naming the sounds** can be done by calling their features. The sound of “b” is called a Voiced Bilabial (two lips) Stop. The sound of “f” is known as a Voicelss Labio-dental (lip-teeth) Fricative. The sound of “n” is called a Voiced Alveolar (Ridge) Nasal.
|
||||
|
|
@ -83,10 +83,10 @@ The **manner of articulation** describes how the airflow is slowed. It can come
|
|||
|
||||
**Consonant Chart** – a consonant symbol chart is offered here without mentioning the Articulators. As you explore the sounds of your language, listening for voicing and feeling the position of your tongue and lips when you make the sound, you can fill out the charts in this article with symbols to represent those sounds.
|
||||
|
||||
Points of Articulation Lips Teeth Ridge Palate Velum Uvula Glottis
|
||||
Voicing -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v
|
||||
Manner Stop p/ b t/ d k/ g
|
||||
Fricative f/ v ch/dg
|
||||
Liquid /l /r
|
||||
Semi-vowel /w /y h/
|
||||
Nasals /m /n
|
||||
Points of Articulation Lips Teeth Ridge Palate Velum Uvula Glottis
|
||||
Voicing -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v -v/+v
|
||||
Manner Stop p/ b t/ d k/ g
|
||||
Fricative f/ v ch/dg
|
||||
Liquid /l /r
|
||||
Semi-vowel /w /y h/
|
||||
Nasals /m /n
|
||||
|
|
|
|||
|
|
@ -5,19 +5,19 @@ The following terms are the most common measures for distance or length that wer
|
|||
|
||||
* The **handbreadth** was the width of the palm of a man's hand.
|
||||
* The **span** or handspan was the width of a man's hand with the fingers spread out.
|
||||
* The **cubit** was the length of a man's forearm, from the elbow to the tip of the longest finger.
|
||||
* The **"long" cubit** is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span.
|
||||
* The **cubit** was the length of a man's forearm, from the elbow to the tip of the longest finger.
|
||||
* The **"long" cubit** is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span.
|
||||
* The **stadium** (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as "furlong", which referred to the average length of a plowed field.
|
||||
|
||||
The metric values in the table below are close but not exactly equal to the biblical measures. The biblical measures probably differed in exact length from time to time and place to place. The equivalents below are an attempt to give an average measurement.
|
||||
|
||||
| Original Measure | Metric Measure |
|
||||
| -------- | -------- |
|
||||
| handbreadth | 8 centimeters |
|
||||
| span | 23 centimeters |
|
||||
| cubit | 46 centimeters |
|
||||
| "long" cubit | 54 centimeters |
|
||||
| stadia | 185 meters |
|
||||
| handbreadth | 8 centimeters |
|
||||
| span | 23 centimeters |
|
||||
| cubit | 46 centimeters |
|
||||
| "long" cubit | 54 centimeters |
|
||||
| stadia | 185 meters |
|
||||
|
||||
|
||||
#### Translation Principles
|
||||
|
|
@ -25,7 +25,7 @@ The metric values in the table below are close but not exactly equal to the bibl
|
|||
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
1. Using modern measures can help readers understand the text more easily.
|
||||
1. Whatever measure you use, it would be good, if possible, to tell about the other kind of measure in the text or a footnote.
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as ".46 meters" or even as "46 centimeters," readers might think that the measurement is exact. It would be better to say "half a meter," "45 centimeters," or "50 centimeters."
|
||||
1. If you do not use the Biblical measures, try not to give the readers the idea that the measurements are exact. For example, if you translate one cubit as ".46 meters" or even as "46 centimeters," readers might think that the measurement is exact. It would be better to say "half a meter," "45 centimeters," or "50 centimeters."
|
||||
1. Sometimes it can be helpful to use the word "about" to show that a measurement is not exact. For example, Luke 24:13 says that Emmaus was sixty stadia from Jerusalem. This can be translated as "about ten kilometers" from Jerusalem.
|
||||
1. When God tells people how long something should be, and when people make things according to those lengths, do not use "about" in the translation. Otherwise it will give the impression that God did not care exactly how long something should be.
|
||||
|
||||
|
|
@ -44,20 +44,20 @@ The strategies are all applied to Exodus 25:10 below.
|
|||
* **They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half.** (Exodus 25:10 ULB)
|
||||
|
||||
1. Use the measurements given in the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half kubits</u>; its width will be <u>one kubit and a half</u>; and its height will be <u>one kubit and a half</u>."
|
||||
|
||||
1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one hundred and fifteen centimeters</u>; its width will be <u>sixty-nine centimeters</u>; and its height will be <u>sixty-nine centimeters</u>."
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one hundred and fifteen centimeters</u>; its width will be <u>sixty-nine centimeters</u>; and its height will be <u>sixty-nine centimeters</u>."
|
||||
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below.
|
||||
* "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>."
|
||||
|
||||
* "They are to make an ark of acacia wood. Its length must be<u> 3 3/4 feet</u>; its width will be <u>2 1/4 feet</u>; and its height will be <u>2 1/4 feet</u>."
|
||||
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one hundred and fifteen centimeters)</u>; its width will be <u>one cubit and a half (sixty-nine centimeters)</u>; and its height will be <u>one cubit and a half (sixty-nine centimeters)</u>."
|
||||
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in notes.
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>two and a half cubits (one hundred and fifteen centimeters)</u>; its width will be <u>one cubit and a half (sixty-nine centimeters)</u>; and its height will be <u>one cubit and a half (sixty-nine centimeters)</u>."
|
||||
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in notes.
|
||||
* "They are to make an ark of acacia wood. Its length must be <u>one hundred and fifteen centimeters</u><sup>[1]</sup>; its width will be <u>sixty-nine centimeters</u> <sup>[2]</sup>; and its height will be <u>sixty-nine centimeters</u>."
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>two and a half cubits
|
||||
<sup>[2]</sup>one cubit and a half
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>two and a half cubits
|
||||
<sup>[2]</sup>one cubit and a half
|
||||
|
||||
|
|
|
|||
|
|
@ -1,18 +1,18 @@
|
|||
|
||||
### Description:
|
||||
|
||||
In early Old Testament times, people weighed their metals such as silver and gold and would give a certain weight of that metal in order to buy things. Later people started to make coins that each contained a standard amount of a certain metal. The daric is one such coin. In New Testament times, people used silver and copper coins.
|
||||
In early Old Testament times, people weighed their metals such as silver and gold and would give a certain weight of that metal in order to buy things. Later people started to make coins that each contained a standard amount of a certain metal. The daric is one such coin. In New Testament times, people used silver and copper coins.
|
||||
|
||||
The two tables below show some of the most well-known units of money found in the Old Testament (OT) and New Testament (NT). The table for Old Testament units shows what kind of metal was used and how much it weighed. The table for New Testament units shows what kind of metal was used and how much it was worth in terms of a day's wage.
|
||||
|
||||
| Unit in OT | Metal | Weight |
|
||||
| Unit in OT | Metal | Weight |
|
||||
| -------- | -------- | -------- |
|
||||
| daric | gold coin | 8.4 grams |
|
||||
| daric | gold coin | 8.4 grams |
|
||||
| shekel | various metals | 11 grams |
|
||||
| talent | various metals | 33 kilograms|
|
||||
|
||||
|
||||
| Unit in NT | Metal | Day's Wage |
|
||||
| Unit in NT | Metal | Day's Wage |
|
||||
| -------- | -------- | -------- |
|
||||
| denarius/denarii | silver coin | 1 day |
|
||||
| drachma | silver coin | 1 day |
|
||||
|
|
@ -42,20 +42,20 @@ The translations strategies are all applied to Matthew 18:28 below.
|
|||
* **... who owed him one hundred denarii.** (Matthew 18:28 ULB)
|
||||
|
||||
1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
* "... who owed him <u>one hundred denali</u>."
|
||||
|
||||
* "... who owed him <u>one hundred denali</u>."
|
||||
|
||||
1. Describe the value of the money in terms of what kind of metal it was made of and how many pieces or coins were used.
|
||||
* "... who owed him <u>one hundred silver coins</u>."
|
||||
|
||||
* "... who owed him <u>one hundred silver coins</u>."
|
||||
|
||||
1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
|
||||
* "... who owed him <u>one hundred days' wages</u>."
|
||||
|
||||
* "... who owed him <u>one hundred days' wages</u>."
|
||||
|
||||
1. Use the Bible term and give the equivalent amount in the text or a footnote.
|
||||
* "... who owed him <u>one hundred denarii</u>.<sup>[1]</sup>"
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>one hundred days' wages
|
||||
|
||||
* "... who owed him <u>one hundred denarii</u>.<sup>[1]</sup>"
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>one hundred days' wages
|
||||
|
||||
1. Use the Bible term and explain it in a footnote.
|
||||
* "... who owed him <u>one hundred denarii</u>.<sup>[1]</sup>"
|
||||
<sup>[1]</sup>A denarius was the amount of silver that people could earn in one day of work.
|
||||
* "... who owed him <u>one hundred denarii</u>.<sup>[1]</sup>"
|
||||
<sup>[1]</sup>A denarius was the amount of silver that people could earn in one day of work.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,19 +3,19 @@
|
|||
|
||||
The following terms are the most common units of volume used in the Bible to state how much a certain container could hold. The containers and measurements are given for both liquids (such as wine) and dry solids (such as grain). The metric values are not exactly equal to the biblical measures. The biblical measures probably differed in exact amount from time to time and place to place. The equivalents below are an attempt to give an average measurement.
|
||||
|
||||
| Type | Original Measure | Liters |
|
||||
| Type | Original Measure | Liters |
|
||||
| -------- | -------- | -------- |
|
||||
| Dry | omer | 2 liters |
|
||||
| Dry | ephah | 22 liters |
|
||||
| Dry | homer | 220 liters |
|
||||
| Dry | cor | 220 liters |
|
||||
| Dry | seah | 7.7 liters |
|
||||
| Dry | lethek | 114.8 liters |
|
||||
| Liquid | metrete | 40 liters |
|
||||
| Liquid | bath | 22 liters |
|
||||
| Liquid | hin | 3.7 liters |
|
||||
| Liquid | kab | 1.23 liters |
|
||||
| Liquid | log | 0.31 liters |
|
||||
| Dry | omer | 2 liters |
|
||||
| Dry | ephah | 22 liters |
|
||||
| Dry | homer | 220 liters |
|
||||
| Dry | cor | 220 liters |
|
||||
| Dry | seah | 7.7 liters |
|
||||
| Dry | lethek | 114.8 liters |
|
||||
| Liquid | metrete | 40 liters |
|
||||
| Liquid | bath | 22 liters |
|
||||
| Liquid | hin | 3.7 liters |
|
||||
| Liquid | kab | 1.23 liters |
|
||||
| Liquid | log | 0.31 liters |
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
@ -42,25 +42,25 @@ The strategies are all applied to Isaiah 5:10 below.
|
|||
* **For a ten-yoke vineyard will yield only one bath, and one homer of seed will yield only an ephah.** (Isaiah 5:10 ULB)
|
||||
|
||||
1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
* "For a ten-yoke vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
|
||||
|
||||
* "For a ten-yoke vineyard will yield only one <u>bat</u>, and one <u>homer</u> of seed will yield only an <u>efa</u>."
|
||||
|
||||
1. Use the measurements given in the UDB. Usually they are metric measurements. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
* "For a ten-yoke vineyard will yield only <u>twenty-two liters</u>, and <u>ten baskets</u> of seed will yield only <u>one basket</u>."
|
||||
* "For a ten-yoke vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
|
||||
|
||||
* "For a ten-yoke vineyard will yield only <u>twenty-two liters</u> and <u>220 liters</u> of seed will yield only <u>twenty-two liters</u>."
|
||||
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
* "For a ten-yoke vineyard will yield only <u>six gallons</u>, and <u>six and a half bushels</u> of seed will yield only <u>twenty quarts</u>."
|
||||
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
* "For a ten-yoke vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
|
||||
|
||||
* "For a ten-yoke vineyard will yield only <u>six gallons</u>, and <u>six and a half bushels</u> of seed will yield only <u>twenty quarts</u>."
|
||||
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text.
|
||||
* "For a ten-yoke vineyard will yield only <u>one bath (six gallons)</u>, and <u>one homer (six and a half bushels)</u> of seed will yield only <u>an ephah (twenty quarts)</u>."
|
||||
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes.
|
||||
* "For a ten-yoke vineyard will yield only <u>twenty-two liters,</u><sup>[1]</sup>and <u>220 liters</u><sup>[2]</sup>of seed will yield only <u>twenty-two liters.</u><sup>[3]</sup>"
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>one bath
|
||||
<sup>[2]</sup>one homer
|
||||
<sup>[3]</sup>one ephah
|
||||
|
||||
* The footnotes would look like:
|
||||
<sup>[1]</sup>one bath
|
||||
<sup>[2]</sup>one homer
|
||||
<sup>[3]</sup>one ephah
|
||||
|
||||
### When the unit of measure is implied
|
||||
|
||||
Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULB and UDB, add the word "measure."
|
||||
|
|
@ -81,14 +81,14 @@ The strategies are all applied to Haggai 2:16 below.
|
|||
* **When you came to a heap of <u>twenty measures</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty measures</u>, there were only <u>twenty</u>.** (Haggai 2:16 ULB)
|
||||
|
||||
1. Translate literally by using the number without a unit.
|
||||
* When you came to a heap of <u>twenty</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty</u>, there were only <u>twenty</u>.
|
||||
|
||||
* When you came to a heap of <u>twenty</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty</u>, there were only <u>twenty</u>.
|
||||
|
||||
1. Use a generic word like "measure" or "quantity" or "amount."
|
||||
* When you came to a heap of <u>twenty amounts</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty amounts</u>, there were only <u>twenty</u>.
|
||||
|
||||
* When you came to a heap of <u>twenty amounts</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty amounts</u>, there were only <u>twenty</u>.
|
||||
|
||||
1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine.
|
||||
* When you came to a heap of <u>twenty baskets</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty jars</u>, there were only <u>twenty</u>.
|
||||
|
||||
* When you came to a heap of <u>twenty baskets</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty jars</u>, there were only <u>twenty</u>.
|
||||
|
||||
1. Use a unit of measure that you are already using in your translation.
|
||||
* When you came to a heap of <u>twenty liters</u> of grain, there were only <u>ten</u>; and when you came to the wine vat to draw out <u>fifty liters</u>, there were only <u>twenty</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,12 +5,12 @@ The following terms are the most common units of weight in the Bible. The term "
|
|||
|
||||
| Original Measure | Shekels | Grams | Kilograms |
|
||||
|--------------------|----------|---------|------------|
|
||||
|shekel | 1 shekel |11 grams | - |
|
||||
| bekah | 1/2 shekel | 5.7 grams | - |
|
||||
| pim | 2/3 shekel | 7.6 grams | - |
|
||||
| gerah | 1/20 shekel | 0.57 grams | - |
|
||||
| mina | 50 shekels | 550 grams | 1/2 kilogram |
|
||||
| talent | 3,000 shekels | - | 34 kilograms |
|
||||
|shekel | 1 shekel |11 grams | - |
|
||||
| bekah | 1/2 shekel | 5.7 grams | - |
|
||||
| pim | 2/3 shekel | 7.6 grams | - |
|
||||
| gerah | 1/20 shekel | 0.57 grams | - |
|
||||
| mina | 50 shekels | 550 grams | 1/2 kilogram |
|
||||
| talent | 3,000 shekels | - | 34 kilograms |
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
|
|
@ -36,18 +36,18 @@ The strategies are all applied to Exodus 38:29 below.
|
|||
* **The bronze from the wave offering weighed <u>seventy talents and 2,400 shekels</u>.** (Exodus 38:29 ULB)
|
||||
|
||||
1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md))
|
||||
* "The bronze from the wave offering weighed <u>seventy talentes and 2,400 sekeles</u>."
|
||||
|
||||
* "The bronze from the wave offering weighed <u>seventy talentes and 2,400 sekeles</u>."
|
||||
|
||||
1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
* "The bronze from the wave offering weighed <u>2,400 kilograms</u>."
|
||||
|
||||
* "The bronze from the wave offering weighed <u>2,400 kilograms</u>."
|
||||
|
||||
1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement.
|
||||
* "The bronze from the wave offering weighed <u>5,300 pounds</u>."
|
||||
|
||||
* "The bronze from the wave offering weighed <u>5,300 pounds</u>."
|
||||
|
||||
1. Use the measurements from the ULB and include measurements that your people know in the text or a footnote. The following shows both measurements in the text.
|
||||
* "The bronze from the wave offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
|
||||
|
||||
* "The bronze from the wave offering weighed <u>seventy talents (2,380 kilograms)</u> and <u>2,400 shekels (26.4 kilograms)</u>."
|
||||
|
||||
1. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes.
|
||||
* "The bronze from the wave offering weighed <u>seventy talents and 2,400 shekels</u>.<sup>[1]</sup>"
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This was a total of about 2,400 kilograms.
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This was a total of about 2,400 kilograms.
|
||||
|
|
|
|||
|
|
@ -32,7 +32,7 @@ In some versions this is the last verse of Daniel 5. In other versions this is t
|
|||
|
||||
If the people who speak your language have another Bible that they use, number the chapters and verses the way it does.
|
||||
|
||||
The example below is from 3 John 1. Some Bibles mark this text as verses 14 and 15, and some mark it all as verse 14. You may mark the verse numbers as your other Bible does.
|
||||
The example below is from 3 John 1. Some Bibles mark this text as verses 14 and 15, and some mark it all as verse 14. You may mark the verse numbers as your other Bible does.
|
||||
|
||||
**<sup>14</sup>But I hope to see you soon, and we will speak face to face.** <sup><u>15</u></sup>**<u>May</u> peace be with you. The friends greet you. Greet our friends there by name.** (3 John 1:14-15 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -9,17 +9,17 @@ In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or
|
|||
|
||||
#### Decimal Numbers in the UDB
|
||||
|
||||
| Decimal | Fraction | Simpler Fraction |
|
||||
| Decimal | Fraction | Simpler Fraction |
|
||||
| -------- | -------- | -------- |
|
||||
|.1 |one tenth | |
|
||||
|.1 |one tenth | |
|
||||
|.2 |two tenths | one fifth |
|
||||
|.3 |three tenths | |
|
||||
|.3 |three tenths | |
|
||||
|.4 |four tenths | two fifths|
|
||||
|.5 |five tenths | one half |
|
||||
|.6 |six tenths | three fifths |
|
||||
|.7 |seven tenths | |
|
||||
|.7 |seven tenths | |
|
||||
|.8 |eight tenths | four fifths |
|
||||
|.9 |nine tenths | |
|
||||
|.9 |nine tenths | |
|
||||
|.25 |twenty-five one hundredths | one fourth |
|
||||
|.75 |seventy-five one hundredths | three fourths |
|
||||
|
||||
|
|
@ -34,7 +34,7 @@ In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or
|
|||
For telling about parts of a number, the Unlocked Literal Bible (ULB) uses fractions, and the Unlocked Dynamic Bible (UDB) uses mostly decimals when the number is used with a measurement. Another difference between the ULB and the UDB is that when measuring [Biblical Distance](../translate-bdistance/01.md), [Biblical Weight](../translate-bweight/01.md), and [Biblical Volume](../translate-bvolume/01.md), they use different systems, so the numbers in the ULB and the UDB are not the same for these measures.
|
||||
>They are to make an ark of acacia wood. Its length must be <u>two and a half cubits</u>; its width will be <u>one cubit and a half</u>; and its height will be <u>one cubit and a half</u>. (Exodus 25:10 ULB)
|
||||
|
||||
The ULB uses the fraction "half." The phrases "two and a half cubits ... one cubit and a half" can be written as "2.5 cubits ... 1.5 cubits."
|
||||
The ULB uses the fraction "half." The phrases "two and a half cubits ... one cubit and a half" can be written as "2.5 cubits ... 1.5 cubits."
|
||||
|
||||
>They are to make an ark of acacia wood. Its length must be <u>one meter</u>; its width will be <u>0.7 meter</u>; and its height will be <u>0.7 meter</u> high. (Exodus 25:10)
|
||||
|
||||
|
|
@ -60,8 +60,8 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
|
|||
1. If you decide to use decimals and the measures in the ULB, you will need to change the fractions in the ULB to decimals.
|
||||
|
||||
* **<u>three-tenths of an ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.** (Leviticus 14:10 ULB)
|
||||
* <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.
|
||||
|
||||
* <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.
|
||||
|
||||
1. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
|
||||
|
||||
* **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Introduction
|
||||
|
||||
We have looked closely at literal translations. Now, we will look at meaning-based translations. These translations are also called:
|
||||
We have looked closely at literal translations. Now, we will look at meaning-based translations. These translations are also called:
|
||||
|
||||
* meaning-equivalent
|
||||
* idiomatic
|
||||
|
|
@ -9,7 +9,7 @@ We have looked closely at literal translations. Now, we will look at meaning-bas
|
|||
|
||||
### Key Characteristic
|
||||
|
||||
The key characteristic of meaning-based translations is that they give priority to translating the meaning over reproducing the form of the source text. That is, they **change the form of the text as needed in order to make the meaning clear.** The most common types of changes that meaning-based translations make are:
|
||||
The key characteristic of meaning-based translations is that they give priority to translating the meaning over reproducing the form of the source text. That is, they **change the form of the text as needed in order to make the meaning clear.** The most common types of changes that meaning-based translations make are:
|
||||
|
||||
* change word order to match the grammar of the target language
|
||||
* replace foreign grammatical structures with natural ones
|
||||
|
|
@ -29,11 +29,11 @@ What does a meaning-based translation look like? We will look at how different v
|
|||
|
||||
In Luke 3:8, *John the Baptist rebukes the self-righteous people who came to be baptized.*
|
||||
|
||||
The **Greek** text of the first half of the verse is shown below.
|
||||
The **Greek** text of the first half of the verse is shown below.
|
||||
|
||||
>Ποιήσατε οὖν καρποὺς ἀξίους τῆς μετανοίας
|
||||
|
||||
The **English** translation in the same order as each Greek word, with some alternative English words to choose from, is below.
|
||||
The **English** translation in the same order as each Greek word, with some alternative English words to choose from, is below.
|
||||
|
||||
>Do/make/produce therefore fruits fit/appropriate of the repentance
|
||||
|
||||
|
|
@ -60,4 +60,4 @@ From the Unlocked Dynamic Bible
|
|||
|
||||
Notice that these translations have changed the word order to be more natural in English. Also, the word "fruits" no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULB translation. Instead, rather than "fruits," the meaning-based translations refer to "deeds" or to "the way you live." "Fruits" in this verse is used as part of a metaphor. The meaning of "fruits" in this metaphor is "the things that a person does." (See [Metaphor](../figs-metaphor/01.md).)
|
||||
|
||||
So these translations translated the meaning in context, rather than just the words. They also used more understandable phrases such as "turned from sin" or "turned away from your sinful behavior" rather than the single difficult word "repentance," or they explained the word by saying, "repented of your sins and turned to God." The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer.
|
||||
So these translations translated the meaning in context, rather than just the words. They also used more understandable phrases such as "turned from sin" or "turned away from your sinful behavior" rather than the single difficult word "repentance," or they explained the word by saying, "repented of your sins and turned to God." The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer.
|
||||
|
|
@ -25,7 +25,7 @@ In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did
|
|||
|
||||
#### Parentheses
|
||||
|
||||
**Definition** - Parentheses "( )" show that some information is an explanation or afterthought.
|
||||
**Definition** - Parentheses "( )" show that some information is an explanation or afterthought.
|
||||
|
||||
It is background information that the writer put in that place to help the reader understand the material around it.
|
||||
|
||||
|
|
@ -43,7 +43,7 @@ The words in the parentheses below are not what Jesus was saying, but what Matth
|
|||
|
||||
This is done for poetry and some lists, to show that the indented lines form a part of the non-indented line above them. For example:
|
||||
|
||||
><sup>5</sup>These are the names of the leaders who must fight with you:
|
||||
> From the tribe of Reuben, Elizur son of Shedeur;
|
||||
> <sup>6</sup>from the tribe of Simeon, Shelumiel son of Zurishaddai;
|
||||
><sup>5</sup>These are the names of the leaders who must fight with you:
|
||||
> From the tribe of Reuben, Elizur son of Shedeur;
|
||||
> <sup>6</sup>from the tribe of Simeon, Shelumiel son of Zurishaddai;
|
||||
> <sup>7</sup>from the tribe of Judah, Nahshon son of Amminadab; (Numbers 1:5-7 ULB)
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
Fractions are a kind of number that refer to equal parts of a thing or to equal groups within a larger group of people or things. An item or a group of items is divided into two or more parts or groups, and a fraction refers to one or more of those parts or groups.
|
||||
Fractions are a kind of number that refer to equal parts of a thing or to equal groups within a larger group of people or things. An item or a group of items is divided into two or more parts or groups, and a fraction refers to one or more of those parts or groups.
|
||||
>For the drink offering, you must offer <u>a third</u> of a hin of wine. (Numbers 15:7 ULB)
|
||||
|
||||
A hin is a container used for measuring wine and other liquids. They were to think about dividing a hin container into three equal parts and fill up only one of those parts, and offer that amount.
|
||||
|
|
@ -12,7 +12,7 @@ There were many ships. If all those ships were divided into three equal groups o
|
|||
|
||||
Most fractions in English simply have "-th" added to the end of the number.
|
||||
|
||||
| Number of parts the whole is divided into | Fraction |
|
||||
| Number of parts the whole is divided into | Fraction |
|
||||
| -------- | -------- |
|
||||
| four | fourth |
|
||||
| ten | tenth |
|
||||
|
|
@ -22,7 +22,7 @@ Most fractions in English simply have "-th" added to the end of the number.
|
|||
|
||||
Some fractions in English do not follow that pattern.
|
||||
|
||||
| Number of parts the whole is divided into | Fraction |
|
||||
| Number of parts the whole is divided into | Fraction |
|
||||
| -------- | -------- |
|
||||
| two | half |
|
||||
| three | third |
|
||||
|
|
@ -36,12 +36,12 @@ Some fractions in English do not follow that pattern.
|
|||
|
||||
>Now to <u>one half</u> of the tribe of Manasseh Moses had given an inheritance in Bashan, but to the other <u>half</u>, Joshua gave an inheritance beside their brothers in the land west of the Jordan. (Joshua 22:7 ULB)
|
||||
|
||||
The tribe of Manasseh divided into two groups. The phrase "one half of the tribe of Manasseh" refers one of those groups. The phrase "the other half" refers to the other group.
|
||||
|
||||
The tribe of Manasseh divided into two groups. The phrase "one half of the tribe of Manasseh" refers one of those groups. The phrase "the other half" refers to the other group.
|
||||
|
||||
>The four angels who had been prepared for that very hour, that day, that month, and that year, were released to kill <u>a third</u> of mankind. (Revelation 9:15 ULB)
|
||||
|
||||
If all the people were to be divided into three equal groups, then the number of people in one group would be killed.
|
||||
|
||||
If all the people were to be divided into three equal groups, then the number of people in one group would be killed.
|
||||
|
||||
>You must also offer with the burnt offering, or for the sacrifice, <u>one-fourth</u> of a hin of wine for the drink offering for each lamb. (Numbers 15:5 ULB)
|
||||
|
||||
They were to imagine dividing a hin of wine into four equal parts and prepare the amount equal to one of them.
|
||||
|
|
@ -60,14 +60,14 @@ If a fraction in your language would give the right meaning, consider using it.
|
|||
* **<u>A third</u> of the ocean became blood ...** (Revelation 8:8 ULB)
|
||||
* It was like they <u>divided</u> the ocean <u>into three parts</u>, and <u>one part</u> of the ocean became blood.
|
||||
* **... then you must offer with the bull a grain offering of <u>three-tenths</u> of an ephah of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9 ULB)
|
||||
* ... then you must <u>divide</u> an ephah of fine flour <u>into ten parts</u> and <u>divide</u> a hin of oil <u>into two parts</u>. Then mix <u>three of those parts</u> of the flour with <u>one of the parts</u> of oil. Then you must offer that grain offering along with the bull.
|
||||
|
||||
* ... then you must <u>divide</u> an ephah of fine flour <u>into ten parts</u> and <u>divide</u> a hin of oil <u>into two parts</u>. Then mix <u>three of those parts</u> of the flour with <u>one of the parts</u> of oil. Then you must offer that grain offering along with the bull.
|
||||
|
||||
1. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system.
|
||||
* **The charge was <u>two-thirds of a shekel</u> ...** (1 Samuel 13:21 ULB)
|
||||
* They needed to pay about <u>eight grams</u> of silver ... (1 Samuel 13:21 UDB)
|
||||
* **... <u>three-tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9 ULB)
|
||||
* ... about <u>six and one-half liters</u> of finely ground flour mixed with about <u>two liters</u> of olive oil. (Numbers 15:9 UDB)
|
||||
|
||||
* ... about <u>six and one-half liters</u> of finely ground flour mixed with about <u>two liters</u> of olive oil. (Numbers 15:9 UDB)
|
||||
|
||||
1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement.
|
||||
* **... <u>three-tenths of an ephah</u> of fine flour mixed with <u>half a hin</u> of oil.** (Numbers 15:9 ULB)
|
||||
* ... <u>six quarts</u> of fine flour mixed with <u>two quarts</u> of oil.
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
The Hebrew calendar used in the Bible has twelve months. Unlike the western calendar, its first month begins in the spring of the northern hemisphere. Sometimes a month is called by its name (Abib, Ziv, Sivan), and sometimes it is called by its order in the Hebrew calendar year (first month, second month, third month).
|
||||
The Hebrew calendar used in the Bible has twelve months. Unlike the western calendar, its first month begins in the spring of the northern hemisphere. Sometimes a month is called by its name (Abib, Ziv, Sivan), and sometimes it is called by its order in the Hebrew calendar year (first month, second month, third month).
|
||||
|
||||
#### Reasons this is a translation issue
|
||||
|
||||
|
|
@ -62,17 +62,17 @@ The examples below use these two verses.
|
|||
* **It will always be a statute for you that in <u>the seventh month, on the tenth day of the month,</u> you must humble yourselves and do no work ...** (Leviticus 16:29 ULB)
|
||||
|
||||
1. Tell the number of the Hebrew month.
|
||||
* At that time, you will appear before me in <u>the first month of the year</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
|
||||
|
||||
* At that time, you will appear before me in <u>the first month of the year</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
|
||||
|
||||
1. Use the months that people know.
|
||||
* At that time, you will appear before me in <u>the month of March</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
|
||||
* It will always be a statute for you that <u>on the day I choose in late September</u> you must humble yourselves and do no work ...
|
||||
|
||||
* It will always be a statute for you that <u>on the day I choose in late September</u> you must humble yourselves and do no work ...
|
||||
|
||||
1. State clearly what season the month occurred in.
|
||||
* It will always be a statute for you that <u>in the autumn, on the tenth day of the seventh month,</u> you must humble yourselves and do no work ...
|
||||
|
||||
* It will always be a statute for you that <u>in the autumn, on the tenth day of the seventh month,</u> you must humble yourselves and do no work ...
|
||||
|
||||
1. Refer to the time in terms of the season rather than in terms of the month.
|
||||
* It will always be a statute for you that in <u>the day I choose in early autumn</u><sup>[1]</sup> you must humble yourselves and do no work ...
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>The Hebrew says, "the seventh month, on the tenth day of the month."
|
||||
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>The Hebrew says, "the seventh month, on the tenth day of the month."
|
||||
|
||||
|
|
|
|||
|
|
@ -3,11 +3,11 @@
|
|||
|
||||
To help translators make the best translation possible, **translationNotes**, **translationWords**, and **translationQuestions** have been created.
|
||||
|
||||
**translationNotes** are cultural, linguistic, and exegetical notes that help to describe and explain some of the Bible background that the translator needs to know to translate accurately. The translationNotes also inform translators about different ways that they might express the same meaning. See http://ufw.io/tn/.
|
||||
**translationNotes** are cultural, linguistic, and exegetical notes that help to describe and explain some of the Bible background that the translator needs to know to translate accurately. The translationNotes also inform translators about different ways that they might express the same meaning. See http://ufw.io/tn/.
|
||||
|
||||
The **translationWords** are key terms found in Open Bible Stories and the Bible that are important to translate correctly. Each of these words or phrases has a small article written about it as well as cross-references to other places where that term is used in either Open Bible Stories or the Bible. This is to show the translator other ways that the translationWord is used and to ensure that it has been translated correctly in those places, too. See http://ufw.io/tw/.
|
||||
The **translationWords** are key terms found in Open Bible Stories and the Bible that are important to translate correctly. Each of these words or phrases has a small article written about it as well as cross-references to other places where that term is used in either Open Bible Stories or the Bible. This is to show the translator other ways that the translationWord is used and to ensure that it has been translated correctly in those places, too. See http://ufw.io/tw/.
|
||||
|
||||
The **translationQuestions** are comprehension questions that can be used to self-check your translation. If you can correctly answer the translationQuestions using only the Target Language translation, then it is an accurate translation. The translationQuestions are also a good tool to use for checking with the target language community. See http://ufw.io/tq/.
|
||||
The **translationQuestions** are comprehension questions that can be used to self-check your translation. If you can correctly answer the translationQuestions using only the Target Language translation, then it is an accurate translation. The translationQuestions are also a good tool to use for checking with the target language community. See http://ufw.io/tq/.
|
||||
|
||||
Once you have consulted the translationNotes, translationWords and translationQuestions, then you are ready to make the best translation.
|
||||
|
||||
|
|
|
|||
|
|
@ -57,33 +57,33 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
* **You went over the <u>Jordan</u> and came to <u>Jericho</u>. The leaders of Jericho fought against you, along with the <u>Amorites</u> ...** (Joshua 24:11 ULB)
|
||||
* You went over the <u>Jordan River</u> and came to the <u>city of Jericho</u>. The leaders of Jericho fought against you, along with <u>the tribe of the Amorites</u> ...
|
||||
* **Shortly after, some Pharisees came and said to him, "Go and leave here because <u>Herod</u> wants to kill you."** (Luke 13:31 ULB)
|
||||
* Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
|
||||
|
||||
* Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
|
||||
|
||||
1. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote.
|
||||
* **She named him <u>Moses</u> and said, "Because I drew him from the water."** (Exodus 2:11 ULB)
|
||||
* She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water."
|
||||
|
||||
* She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water."
|
||||
|
||||
1. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name.
|
||||
* **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Beer Lahai Roi</u>;** (Genesis 16:13-14 ULB)
|
||||
* ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
|
||||
|
||||
* ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
|
||||
|
||||
1. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names.
|
||||
* **... a young man named <u>Saul</u>.** (Acts 7:58 ULB)
|
||||
* ... a young man named <u>Paul</u>.<sup>[1]</sup>
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
|
||||
* ... a young man named <u>Paul</u>.<sup>[1]</sup>
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
|
||||
* **But <u>Saul</u>, who is also called <u>Paul</u> ...** (Acts 13:9)
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u> ...
|
||||
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u> ...
|
||||
|
||||
1. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul."
|
||||
* **... a young man named <u>Saul</u>.** (Acts 7:58 ULB)
|
||||
* ... a young man named <u>Saul</u>. <sup>[1]</sup>
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This is the same man who is called Paul beginning in Acts 13.
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This is the same man who is called Paul beginning in Acts 13.
|
||||
* **But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;** (Acts 13:9)
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u>, was filled with the Holy Spirit;
|
||||
* **It came about in Iconium that <u>Paul</u> and Barnabas entered together into the synagogue ...** (Acts 14:1 ULB)
|
||||
* It came about in Iconium that <u>Paul</u><sup>[1]</sup> and Barnabas entered together into the synagogue ...
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This is the man that was called Saul before Acts 13.
|
||||
|
||||
* The footnote would look like:
|
||||
<sup>[1]</sup>This is the man that was called Saul before Acts 13.
|
||||
|
||||
|
|
|
|||
|
|
@ -10,23 +10,23 @@ This is a list of workers that God gave to the church in their order.
|
|||
|
||||
#### Ordinal Numbers in English
|
||||
|
||||
Most ordinal numbers in English simply have "-th" added to the end.
|
||||
Most ordinal numbers in English simply have "-th" added to the end.
|
||||
|
||||
| Numeral | Number | Ordinal Number |
|
||||
| Numeral | Number | Ordinal Number |
|
||||
| -------- | -------- | -------- |
|
||||
| 4 | four | fourth |
|
||||
| 10 | ten | tenth |
|
||||
| 100 | one hundred | one hundredth |
|
||||
| 1,000| one thousand | one thousandth |
|
||||
| 4 | four | fourth |
|
||||
| 10 | ten | tenth |
|
||||
| 100 | one hundred | one hundredth |
|
||||
| 1,000| one thousand | one thousandth |
|
||||
|
||||
|
||||
Some ordinal numbers in English do not follow that pattern.
|
||||
|
||||
| Numeral | Number | Ordinal Number |
|
||||
| Numeral | Number | Ordinal Number |
|
||||
| -------- | -------- | -------- |
|
||||
| 1 | one | first |
|
||||
| 2 | two | second |
|
||||
| 3 | three | third |
|
||||
| 1 | one | first |
|
||||
| 2 | two | second |
|
||||
| 3 | three | third |
|
||||
| 5 | five | fifth |
|
||||
| 12 | twelve | twelfth |
|
||||
|
||||
|
|
@ -40,7 +40,7 @@ Some languages do not have special numbers for showing the order of items in a l
|
|||
|
||||
People tossed lots and one went to each of these people in the order given.
|
||||
|
||||
>You must place in it four rows of precious stones. The <u>first</u> row must have a ruby, a topaz, and a garnet. The <u>second</u> row must have an emerald, a sapphire, and a diamond. The <u>third</u> row must have a jacinth, an agate, and an amethyst. The <u>fourth</u> row must have a beryl, and an onyx, and a jasper. They must be mounted in gold settings. (Exodus 28:17-20 ULB)
|
||||
>You must place in it four rows of precious stones. The <u>first</u> row must have a ruby, a topaz, and a garnet. The <u>second</u> row must have an emerald, a sapphire, and a diamond. The <u>third</u> row must have a jacinth, an agate, and an amethyst. The <u>fourth</u> row must have a beryl, and an onyx, and a jasper. They must be mounted in gold settings. (Exodus 28:17-20 ULB)
|
||||
|
||||
This describes four rows of stones. The first row is probably the top row, and the fourth row is probably the bottom row.
|
||||
|
||||
|
|
@ -55,14 +55,14 @@ If your language has ordinal numbers and using them would give the right meaning
|
|||
|
||||
1. Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest.
|
||||
|
||||
* **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, ... the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
|
||||
* **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, ... the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
|
||||
* There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>another</u> to Jedaiah, <u>another</u> to Harim, ... <u>another</u> to Delaiah, <u>and the last</u> went to Maaziah.
|
||||
* There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>the next</u> to Jedaiah, <u>the next</u> to Harim, ... <u>the next</u> to Delaiah, <u>and the last</u> went to Maaziah.
|
||||
* **A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>the first</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone. The name of <u>the second</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the third</u> river is Tigris, which flows east of Asshur. <u>The fourth</u> river is the Euphrates.** (Genesis 2:10-14 ULB)
|
||||
* A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
|
||||
|
||||
* A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
|
||||
|
||||
1. Tell the total number of items and then list them or the things associated with them.
|
||||
* **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, ... the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB)
|
||||
* They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, ... Delaiah, and Maaziah.
|
||||
|
||||
* They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, ... Delaiah, and Maaziah.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,7 @@ Literal translations keep the form of the source text in the target text. Some t
|
|||
|
||||
### Different languages use different orders of words and phrases
|
||||
|
||||
If you keep the source word order in your translation, it will be very difficult, and sometimes impossible, for the people who speak your language to understand it. You must use the natural word order of the target language so that people can understand the meaning of the text.
|
||||
If you keep the source word order in your translation, it will be very difficult, and sometimes impossible, for the people who speak your language to understand it. You must use the natural word order of the target language so that people can understand the meaning of the text.
|
||||
|
||||
### Different languages use different idioms and expressions
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ Version numbers are only given when a work is released, not when they are edited
|
|||
|
||||
|
||||
|
||||
Each source text is given a whole number for each release (version 1, 2, 3, etc). Any translations based on that source text will take the version number of the source text and add .1 (a translation from English OBS version 4 would become version 4.1). Any further translation based on the intermediate translation would add another .1 to the version number it was created from (for example 4.1.1). New releases of any of these texts increment their "decimal place" by 1.
|
||||
Each source text is given a whole number for each release (version 1, 2, 3, etc). Any translations based on that source text will take the version number of the source text and add .1 (a translation from English OBS version 4 would become version 4.1). Any further translation based on the intermediate translation would add another .1 to the version number it was created from (for example 4.1.1). New releases of any of these texts increment their "decimal place" by 1.
|
||||
|
||||
Please see http://ufw.io/versioning for more details.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,11 +7,11 @@ A symbolic action is something that someone does in order to express a certain i
|
|||
#### Examples of symbolic actions
|
||||
|
||||
* In some cultures people shake hands when they meet to show that they are willing to be friendly.
|
||||
* In some cultures people bow when they meet to show respect to each other.
|
||||
* In some cultures people bow when they meet to show respect to each other.
|
||||
|
||||
#### Reason this is a translation issue
|
||||
|
||||
An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means "I am surprised" or "What did you say?" In others cultures it means "Yes."
|
||||
An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means "I am surprised" or "What did you say?" In others cultures it means "Yes."
|
||||
|
||||
In the Bible people did things that had certain meanings in their culture. When we read the Bible we might not understand what someone meant if we interpret the action based on what it means in our own culture.
|
||||
|
||||
|
|
@ -40,16 +40,16 @@ If people would correctly understand what a symbolic action meant to the people
|
|||
* **Behold, a man named Jairus ... fell down at Jesus' feet ...** (Luke 8:41 ULB)
|
||||
* Behold, a man named Jairus ... fell down at Jesus' feet in order to show that he greatly respected him ...
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20 ULB)
|
||||
* Look, I am standing at the door and knocking on it, asking you to let me in.
|
||||
|
||||
* Look, I am standing at the door and knocking on it, asking you to let me in.
|
||||
|
||||
1. Do not tell what the person did, but tell what he meant.
|
||||
* **Behold, a man named Jairus ... fell down at Jesus' feet ...** (Luke 8:41)
|
||||
* Behold, a man named Jairus ... showed Jesus great respect ...
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20)
|
||||
* Look, I am standing at the door and asking you to let me in.
|
||||
|
||||
* Look, I am standing at the door and asking you to let me in.
|
||||
|
||||
1. Use an action from your own culture that has the same meaning.
|
||||
* **Behold, a man named Jairus ... fell down at Jesus' feet ...** (Luke 8:41 ULB) - Since Jairus actually did this, we would not substitute an action from our own culture.
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20 ULB) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that.
|
||||
* Look, I am standing at the door and clearing my throat.
|
||||
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20 ULB) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that.
|
||||
* Look, I am standing at the door and clearing my throat.
|
||||
|
||||
|
|
|
|||
|
|
@ -2,9 +2,9 @@
|
|||
|
||||
### Description
|
||||
|
||||
Sometimes the Bible includes things that are not part of your culture and that your language may not have a word for. It also includes people and places that you may not have names for.
|
||||
Sometimes the Bible includes things that are not part of your culture and that your language may not have a word for. It also includes people and places that you may not have names for.
|
||||
|
||||
When that happens you can "borrow" the word from the Bible into your own language. This means that you basically copy it from the other language. This page tells how to "borrow" words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).)
|
||||
When that happens you can "borrow" the word from the Bible into your own language. This means that you basically copy it from the other language. This page tells how to "borrow" words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).)
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
|
|
@ -44,12 +44,12 @@ There are several ways to borrow a word.
|
|||
|
||||
1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
|
||||
|
||||
* **Zephaniah** - This is a man's name.
|
||||
* **Zephaniah** - This is a man's name.
|
||||
* Zephaniah - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
|
||||
|
||||
1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language.
|
||||
|
||||
* **Zephaniah** - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
|
||||
* **Zephaniah** - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
|
||||
* Sefania
|
||||
* Sefanaia
|
||||
* Sefanaya
|
||||
|
|
|
|||
|
|
@ -23,7 +23,7 @@ Bread is a particular food made by mixing finely crushed grains with oil, and th
|
|||
|
||||
>So I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>. (Jeremiah 9:11 ULB)
|
||||
|
||||
Jackals are wild animals like dogs that live in only a few parts of the world. So they are not known in many places.
|
||||
Jackals are wild animals like dogs that live in only a few parts of the world. So they are not known in many places.
|
||||
>Beware of false prophets, who come to you in sheep's clothing but are truly ravenous <u>wolves</u>. (Matthew 7:15 ULB)
|
||||
|
||||
If wolves do not live where the translation will be read, the readers may not understand that they are fierce, wild animals like dogs that attack and eat sheep.
|
||||
|
|
|
|||
|
|
@ -14,10 +14,10 @@ In the ULB text, verses 29 and 30 are separate, and the information about the pe
|
|||
|
||||
Sometimes the ULB has separate verses while the UDB has a verse bridge. In the example below the information was rearranged in the UDB so that the information about Yahweh blessing the land appears first.
|
||||
|
||||
><sup>4</sup>However, there should be no poor among you (for Yahweh will surely bless you in the land that he gives you as an inheritance to possess), <sup>5</sup>if only you diligently listen to the voice of Yahweh your God, to keep all these commandments that I am commanding you today. (Deuteronomy 15:4-5 ULB)
|
||||
|
||||
><sup>4-5</sup>Yahweh our God will bless you in the land that he is giving to you. If you obey Yahweh our God and obey all the commandments that I am giving to you today, there will not be any poor people among you. (Deuteronomy 15:4-5 UDB)
|
||||
|
||||
><sup>4</sup>However, there should be no poor among you (for Yahweh will surely bless you in the land that he gives you as an inheritance to possess), <sup>5</sup>if only you diligently listen to the voice of Yahweh your God, to keep all these commandments that I am commanding you today. (Deuteronomy 15:4-5 ULB)
|
||||
|
||||
><sup>4-5</sup>Yahweh our God will bless you in the land that he is giving to you. If you obey Yahweh our God and obey all the commandments that I am giving to you today, there will not be any poor people among you. (Deuteronomy 15:4-5 UDB)
|
||||
|
||||
In the example below, the information was rearranged in the UDB so that it shows the order in which the events happened.
|
||||
|
||||
><sup>1</sup>Then Joseph went in and told Pharaoh, "My father and my brothers, their flocks, their herds, and all that they own, have arrived from the land of Canaan. See, they are in the land of Goshen."
|
||||
|
|
|
|||
|
|
@ -24,7 +24,7 @@ That translation is clear and easy to understand. But suppose the translators ha
|
|||
|
||||
Here, translated in English, are the words in the same order as the original Greek.
|
||||
|
||||
>answered saying to all the John I indeed with water baptize you he comes but who mightier than I of whom not I am worthy untie the strap of the sandals of him he you will baptize with spirit holy and fire
|
||||
>answered saying to all the John I indeed with water baptize you he comes but who mightier than I of whom not I am worthy untie the strap of the sandals of him he you will baptize with spirit holy and fire
|
||||
|
||||
This translation is awkward and does not make sense in English.
|
||||
|
||||
|
|
@ -44,7 +44,7 @@ Here the word "aggelos" refers to a human messenger. Jesus was talking about Joh
|
|||
|
||||
Here the word "aggelos" refers to angels from heaven.
|
||||
|
||||
A word-for-word translation process might use the same word in both verses, even though it is used to refer to two different kinds of beings. This would be confusing to the reader.
|
||||
A word-for-word translation process might use the same word in both verses, even though it is used to refer to two different kinds of beings. This would be confusing to the reader.
|
||||
|
||||
#### Figures of Speech
|
||||
|
||||
|
|
|
|||
|
|
@ -63,7 +63,7 @@ Though Open Bible Stories was not assessed according to this rating system, it s
|
|||
* Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God.
|
||||
* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the.
|
||||
|
||||
Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
Bible, they will do it well. By translating Open Bible Stories, the translation team will gain:
|
||||
|
||||
* Experience in creating a translation and checking team
|
||||
* Experience in doing the translation and checking process
|
||||
|
|
|
|||
|
|
@ -66,6 +66,6 @@ To keep translations clear and natural you will need to study how people tell st
|
|||
* **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. <u>Abram was eighty-six years old when Hagar bore Ishmael to Abram</u>.** (Genesis 16:16 ULB)
|
||||
* <u>When Abram was eighty-six years old</u>, Hagar gave birth to his son, and Abram named his son Ishmael.
|
||||
|
||||
* **John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions.
|
||||
* **John also rebuked Herod the tetrarch <u>for marrying his brother's wife, Herodias</u>, and <u>for all the other evil things that Herod had done</u>. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions.
|
||||
* Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,8 +4,8 @@
|
|||
|
||||
**Connecting words** show how thoughts are related to other thoughts. They are also called **conjunctions**. This page is about connecting words that connect statements and groups of statements to others. Some examples of connecting words are: and, but, for, so, therefore, now, if, if only, since, then, when, while, whenever, because, yet, unless.
|
||||
|
||||
* 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.
|
||||
* 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.
|
||||
|
||||
Sometimes people might not use a connecting word because they expect the readers to understand the relationship between the thoughts because of the context.
|
||||
|
||||
|
|
@ -50,7 +50,7 @@ If the way the relationship between thoughts is shown in the ULB would be natura
|
|||
1. Use a connecting word (even if the ULB does not use one).
|
||||
|
||||
* **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 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "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.
|
||||
* 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.
|
||||
|
||||
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.
|
||||
|
||||
|
|
@ -60,7 +60,7 @@ Some languages would prefer not to use connecting words here, because the meanin
|
|||
|
||||
* Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven.
|
||||
|
||||
* **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 ULB) -
|
||||
* **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 ULB) -
|
||||
|
||||
Some languages might not need the words "but" or "then" here.
|
||||
|
||||
|
|
|
|||
|
|
@ -38,7 +38,7 @@ Different languages have different ways of presenting these kinds of information
|
|||
|
||||
1. To tell the reader what happens to a specific character after the main part of the story ends
|
||||
|
||||
>Mary said,"My soul praises the Lord,
|
||||
>Mary said,"My soul praises the Lord,
|
||||
>and my spirit has rejoiced in God my savior...."
|
||||
><u>Mary stayed with Elizabeth about three months and then returned to her house.</u> (Luke 1:46-47, 56 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author's meaning in the best way.
|
||||
There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author's meaning in the best way.
|
||||
|
||||
### Types of Writing
|
||||
|
||||
|
|
|
|||
|
|
@ -61,13 +61,13 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
|
||||
|
||||
* **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB)
|
||||
|
||||
If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned.
|
||||
|
||||
If people expect to be told something about when the new event happened, the phrase "after that" can help them see that it happened after the events already mentioned.
|
||||
* <u>After that</u>, when Noah was six hundred years old, the flood came upon the earth.
|
||||
|
||||
* **<u>Again he began</u> 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.
|
||||
|
||||
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.
|
||||
* <u>Another time</u> Jesus began to teach people again beside the lake.
|
||||
* Jesus went to the lake and <u>began to teach people again</u> there.
|
||||
|
||||
|
|
|
|||
|
|
@ -18,7 +18,7 @@ In order to make your translation clear and natural, it is necessary to refer to
|
|||
Often the most important new participant is introduced with a phrase that says that he existed, such as "There was a man" in the example below. The phrase "There was" tells us that this man existed. The word "a" in "a man" tells us that the author is speaking about him for the first time. The rest of the sentence tells where this man was from, who is family was, and what his name was.
|
||||
><u>There was a man</u> from Zorah, of the clan of the Danites, whose name was Manoah. (Judges 13:2 ULB)
|
||||
|
||||
A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah's wife is simply referred to as "his wife." This phrase shows her relationship to him.
|
||||
A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah's wife is simply referred to as "his wife." This phrase shows her relationship to him.
|
||||
>There was a man from Zorah, of the clan of the Danites, whose name was Manoah. <u>His wife</u> was not able to become pregnant and so she had not given birth. (Judges 13:2 ULB)
|
||||
|
||||
Sometimes a new participant is introduced simply by name because the author assumes that the readers know who the person is. In the first verse of 1 Kings, the author assumes that his readers know who King David is, so there is no need to explain who he is.
|
||||
|
|
@ -49,11 +49,11 @@ Some languages have something on the verb that tells something about the subject
|
|||
1. If the participant is new, use one of your language's ways of introducing new participants.
|
||||
|
||||
* **Joseph, whom the apostles called Barnabas (which means Son of Encouragement), a Levite, a man from Cyprus, sold a field.** (Acts 4:36-37 ULB).
|
||||
|
||||
Starting the sentence with Joseph's name when he has not been introduced yet might be confusing in some languages.
|
||||
|
||||
|
||||
Starting the sentence with Joseph's name when he has not been introduced yet might be confusing in some languages.
|
||||
|
||||
* There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).
|
||||
|
||||
|
||||
* There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.
|
||||
|
||||
1. If it is not clear who a pronoun refers to, use a noun phrase or name.
|
||||
|
|
@ -66,7 +66,7 @@ If the first verse in a chapter contains only pronouns, readers might wonder who
|
|||
1. If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
|
||||
|
||||
* **Now Boaz went up to the gate and sat down there. Soon, the near kinsman of whom <u>Boaz</u> had spoken came by. <u>Boaz</u> said to <u>him</u>....** (Ruth 4:1 ULB)
|
||||
|
||||
Since Boaz is the main person in this part of the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
|
||||
|
||||
Since Boaz is the main person in this part of the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
|
||||
* Now Boaz went up to the gate and sat down there. Soon, the near kinsman of whom <u>he</u> had spoken came by. <u>He</u> said to the kinsman....
|
||||
|
||||
|
|
|
|||
|
|
@ -2,19 +2,19 @@
|
|||
|
||||
### Description
|
||||
|
||||
Poetry is one of the ways that people use the words and sounds of their language to make their speech and writing more beautiful and to express strong emotion. Through poetry, people can communicate deeper emotion than they can through simple non-poetic forms. Poetry gives more weight and elegance to statements of truth, such as proverbs, and is also easier to remember than ordinary speech.
|
||||
Poetry is one of the ways that people use the words and sounds of their language to make their speech and writing more beautiful and to express strong emotion. Through poetry, people can communicate deeper emotion than they can through simple non-poetic forms. Poetry gives more weight and elegance to statements of truth, such as proverbs, and is also easier to remember than ordinary speech.
|
||||
|
||||
#### Some things commonly found in poetry
|
||||
|
||||
* Many figures of speech such as [Apostrophe](../figs-apostrophe/01.md).
|
||||
* Parallel lines (see [Parallelism](../figs-parallelism/01.md) and [Parallelism with the Same Meaning](../figs-synonparallelism/01.md))
|
||||
* Repetition of some or all of a line
|
||||
>Praise him, all his angels; praise him, all his hosts.
|
||||
>Praise him, sun and moon; praise him, all you shining stars. (Psalm 148:2-3 ULB)
|
||||
>Praise him, all his angels; praise him, all his hosts.
|
||||
>Praise him, sun and moon; praise him, all you shining stars. (Psalm 148:2-3 ULB)
|
||||
* Lines of similar length.
|
||||
>Love is patient and kind;
|
||||
>love does not envy or boast;
|
||||
>it is not arrogant or rude. (1 Corinthians 13:4 ULB)
|
||||
>Love is patient and kind;
|
||||
>love does not envy or boast;
|
||||
>it is not arrogant or rude. (1 Corinthians 13:4 ULB)
|
||||
* The same sound used at the end or at the beginning of two or more lines
|
||||
* "Twinkle, twinkle little <u>star</u>. How I wonder what you <u>are</u>." (from an English rhyme)
|
||||
* The same sound repeated many times
|
||||
|
|
@ -47,23 +47,23 @@ The Bible uses poetry for songs, teaching, and prophecy. Almost all of the books
|
|||
|
||||
This example of [Parallelism with the Same Meaning](../figs-synonparallelism/01.md) has two lines that mean the same thing.
|
||||
|
||||
>... for you saw my affliction;
|
||||
>... for you saw my affliction;
|
||||
>you knew the distress of my soul. (Psalm 31:7 ULB)
|
||||
|
||||
This example of parallelism shows the contrast between what David wants God to do to him and what he wants God to do to the unrighteous nations. (see [Parallelism](../figs-parallelism/01.md))
|
||||
|
||||
>Yahweh, judge the nations;
|
||||
>Yahweh, judge the nations;
|
||||
>vindicate me, Yahweh, because I am righteous and innocent, Most High. (Psalm 7:8)
|
||||
|
||||
This example of personification speaks of sins as if they could rule over a person. (see [Personification](../figs-personification/01.md))
|
||||
|
||||
>Keep your servant also from arrogant sins;
|
||||
>Keep your servant also from arrogant sins;
|
||||
>let them not rule over me. (Psalm 19:13 ULB)
|
||||
|
||||
This example repeats the phrases "give thanks" and "his covenant faithfulness endures forever."
|
||||
|
||||
>Oh, give thanks to Yahweh; for he is good, for his covenant faithfulness endures forever.
|
||||
>Oh, give thanks to the God of gods, for his covenant faithfulness endures forever.
|
||||
>Oh, give thanks to Yahweh; for he is good, for his covenant faithfulness endures forever.
|
||||
>Oh, give thanks to the God of gods, for his covenant faithfulness endures forever.
|
||||
>Oh, give thanks to the Lord of lords, for his covenant faithfulness endures forever. (Psalm 136:1-3 ULB)
|
||||
|
||||
### Translation Strategies
|
||||
|
|
@ -72,7 +72,7 @@ If the style of poetry that is used in the source text would be natural and give
|
|||
|
||||
1. Translate the poetry using one of your styles of poetry.
|
||||
1. Translate the poetry using your style of elegant speech.
|
||||
1. Translate the poetry using your style of ordinary speech.
|
||||
1. Translate the poetry using your style of ordinary speech.
|
||||
|
||||
If you use poetry it may be more beautiful.
|
||||
|
||||
|
|
|
|||
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Reference in New Issue