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justplainjane47-tc-create-1 (#412) 

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Merge remote-tracking branch 'origin/master' into justplainjane47-tc-create-1

Merge branch 'justplainjane47-tc-create-1' of git.door43.org:unfoldingword/en_ta into justplainjane47-tc-create-1

Merge branch 'master' into justplainjane47-tc-create-1

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Co-authored-by: justplainjane47 <justplainjane47@noreply.door43.org>
Co-authored-by: Richard Mahn <rich.mahn@unfoldingword.org>
Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/412
This commit is contained in:
Richard Mahn 2020-11-13 15:05:08 +00:00
parent 104c5d597f
commit 1e8e1fb5bb
74 changed files with 816 additions and 834 deletions
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2
translate/file-formats/01.md
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@ -51,7 +51,7 @@ Markdown also supports links. Links display like this http://www.unfoldingword.o
http://www.unfoldingword.org http://www.unfoldingword.org
Customized wording for links are also supported, like this: Customized wording for links is also supported, like this:
[uW Website](http://www.unfoldingword.org) [uW Website](http://www.unfoldingword.org)

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translate/grammar-connect-condition-hypothetical/01.md
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@ -31,6 +31,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
#### Translation Strategies #### Translation Strategies
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses. (1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
(2) If it is not clear where the second event is, mark that part with a word like “then.” (2) If it is not clear where the second event is, mark that part with a word like “then.”
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
@ -39,7 +40,7 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
> God promised to bless the people and protect them **if** they obeyed these laws. But he said he would punish them **if** they did not obey them. (Story 13 Frame 7 OBS) > God promised to bless the people and protect them **if** they obeyed these laws. But he said he would punish them **if** they did not obey them. (Story 13 Frame 7 OBS)
>> If the people obeyed these laws, God promised to bless them and protect them. But **if** they did not obey these laws, God said that he would punish them. > > If the people obeyed these laws, God promised he would bless them and protect them. But **if** they did not obey these laws, God said that he would punish them.
(2) If it is not clear where the second event is, mark that part with a word like “then.” (2) If it is not clear where the second event is, mark that part with a word like “then.”
@ -47,6 +48,6 @@ There are two hypothetical conditions here: (1) If it is true that this plan is
>> If the people obeyed these laws, **then** God promised he would bless them and protect them. But **if** they did not obey these laws, **then** God said that he would punish them. >> If the people obeyed these laws, **then** God promised he would bless them and protect them. But **if** they did not obey these laws, **then** God said that he would punish them.
> …**if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them; (Acts 5:38-39 ULT) > … **if** this plan or this work is of men, it will be overthrown. But **if** it is of God, you will not be able to overthrow them; (Acts 5:38b-39a ULT)
>> …**if** this plan or this work is of men, **then** it will be overthrown. But **if** it is of God, **then** you will not be able to overthrow them; > > … **if** this plan or this work is of men, **then** it will be overthrown. But **if** it is of God, **then** you will not be able to overthrow them;

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translate/grammar-connect-exceptions/01.md
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@ -24,21 +24,22 @@ If the way that Exceptional Clauses are marked in the source language is also cl
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.” (1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
(2) Reverse the order of the clauses, so that the exception is stated first, and then the larger group is named second. (2) Reverse the order of the clauses so that the exception is stated first, and then the larger group is named second.
#### Examples of Translation Strategy Applied #### Examples of Translation Strategy Applied
(1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.” (1) Very often, the exception in Part 2 contradicts something that was negated in Part 1. In this case, the translator can phrase the same idea without the contradiction by deleting the negative and using a word like “**only**.”
> David attacked them from the twilight to the evening of the next day. **Not a man escaped **except for** four hundred young men**, who rode on camels and fled. (1 Samuel 30:17 ULT) > David attacked them from the twilight to the evening of the next day. \*\*Not a man escaped except for four hundred young men\*\*, who rode on camels and fled. (1 Samuel 30:17 ULT)
* Part 1: (**Not** a man escaped) * Part 1: (**Not** a man escaped)
* Part 2: (**except for** four hundred young men) * Part 2: (**except for** four hundred young men)
>> David attacked them from the twilight to the evening of the next day. **Only** four hundred young men escaped; they rode on camels and fled. >> David attacked them from the twilight to the evening of the next day. **Only** four hundred young men escaped; they rode on camels and fled.
> But if you will not redeem it, then tell me so that I may know, for there is **no one** to redeem it **besides** you, and I am after you.” (Ruth 4:4 ULT) > But if you will not redeem it, then tell me so that I may know, for there is **no one** to redeem it **besides** you, and I am after you.” (Ruth 4:4 ULT)
>> But if you will not redeem it, then tell me so that I may know, for **you are first in line to redeem it [only you can redeem it]**, and I am after you.” >
> > But if you will not redeem it, then tell me so that I may know, for **you are first in line to redeem it \[only you can redeem it\]**, and I am after you.”
> The man said, “Let me go, for the dawn is breaking.” Jacob said, “I will **not** let you go **unless** you bless me.” (Genesis 32:26 ULT) > The man said, “Let me go, for the dawn is breaking.” Jacob said, “I will **not** let you go **unless** you bless me.” (Genesis 32:26 ULT)
>> The man said, “Let me go, for the dawn is breaking.” Jacob said, “I will let you go **only if** you bless me.” >> The man said, “Let me go, for the dawn is breaking.” Jacob said, “I will let you go **only if** you bless me.”

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translate/grammar-connect-logic-contrast/01.md
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@ -18,15 +18,13 @@ In Scripture, many events did not happen as the people involved intended or expe
Joseph’s brothers’ evil plan to sell Joseph is contrasted with God’s good plan to save many people. The word “but” marks the contrast. Joseph’s brothers’ evil plan to sell Joseph is contrasted with God’s good plan to save many people. The word “but” marks the contrast.
> For who is greater, the one who reclines at table or the one who serves? Is it not the one who reclines at table? **Yet** I am among you as one who serves. (Luke 22:27 ULT) > For who is greater, the one who reclines at the table or the one who serves? Is it not the one who reclines at the table? **Yet** I am among you as one who serves. (Luke 22:27 ULT)
Jesus contrasts the proud way that human leaders behave with the humble way that he behaves. The contrast is marked by the word “yet.” Jesus contrasts the proud way that human leaders behave with the humble way that he behaves. The contrast is marked by the word “yet.”
> … and he was bound with chains and shackles and kept under guard, and breaking his bonds, he would be driven by the demon into the wilderness. (Luke 8:29b ULT) > The hill country will also be yours. **Though** it is a forest, you will clear it and it will become yours to its farthest borders, for you will drive out the Canaanites, even **though** they have chariots of iron, and even **though** they are strong." (Joshua 17:18 ULT)
>
>
It is unexpected that someone who is bound with chains will be able to break them. Here, only the action verb, “breaking his bonds,” marks the contrast of an unexpected event. It was unexpected that the Israelites, who had been slaves in Egypt, would be able to conquer and lay claim to the promised land.
> \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT) > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT)
@ -37,22 +35,27 @@ There are two contrasts here, marked with “however” and “but.” The first
If your language uses contrast relationships in the same way as in the text, then use them as they are. If your language uses contrast relationships in the same way as in the text, then use them as they are.
(1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear. (1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause.
(2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause. 
(3) If your language shows a contrast relationship in a different way, then use that way. (3) If your language shows a contrast relationship in a different way, then use that way.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
1.If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear. (1) If the contrast relationship between the clauses is not clear, then use a connecting word or phrase that is more specific or more clear.
> For who is greater, the one who reclines at table or the one who serves? Is it not the one who reclines at table? **Yet** I am among you as one who serves. (Luke 22:27 ULT) > For who is greater, the one who reclines at table or the one who serves? Is it not the one who reclines at table? **Yet** I am among you as one who serves. (Luke 22:27 ULT)
>> For who is greater, the one who reclines at table or the one who serves? Is it not the one who reclines at table? **Unlike that person**, I am among you as one who serves. >
> > For who is greater, the one who reclines at table or the one who serves? Is it not the one who reclines at table? **Unlike that person**, I am among you as one who serves.
2.If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause. (2) If it is more clear in your language to mark the other clause of the contrast relationship, then use a connecting word on the other clause.
> … and he was bound with chains and shackles and kept under guard, and breaking his bonds, he would be driven by the demon into the wilderness. (Luke 8:29b ULT) (Luke 8:29 ULT) > The hill country will also be yours. **Though** it is a forest, you will clear it and it will become yours to its farthest borders, for you will drive out the Canaanites, even **though** they have chariots of iron, and even **though** they are strong. (Joshua 17:18 ULT)
>> … and he was bound with chains and shackles and kept under guard, and yet, breaking his bonds, he would be driven by the demon into the wilderness. >
> > The hill country will also be yours. It is a forest, **but** you will clear it and it will become yours to its farthest borders. They have chariots of iron, and they are strong, **but** you will drive out the Canaanites.
3.If your language shows a contrast relationship in a different way, then use that way. (3) If your language shows a contrast relationship in a different way, then use that way.
> > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT) > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **However**, Solomon built the house for him. **But** the Most High does not live in houses made with hands. (Acts 7:46-48a ULT) 
>> [David] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **But** it was, Solomon, **not David**, who built the house for God. **Even though Solomon built him a house**, the Most High does not live in houses made with hands. >
> > \[David\] found favor in the sight of God, and he asked if he might find a dwelling place for the house of Jacob. **But** it was, Solomon, **not David**, who built the house for God. **Even though Solomon built him a house**, the Most High does not live in houses made with hands.

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translate/grammar-connect-logic-goal/01.md
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@ -1,6 +1,6 @@
## Logical Relationships ## Logical Relationships
Some connectors establish logical relationships between two phrases, clauses, sentences, of chunks of text. Some connectors establish logical relationships between two phrases, clauses, sentences, or chunks of text.
### Goal (or Purpose) Relationship ### Goal (or Purpose) Relationship
@ -8,7 +8,7 @@ Some connectors establish logical relationships between two phrases, clauses, se
A Goal Relationship is a logical relationship in which the second event is the purpose or goal of the first event. In order for something to be a goal relationship, someone must do the first event with the intention that it will cause the second event. A Goal Relationship is a logical relationship in which the second event is the purpose or goal of the first event. In order for something to be a goal relationship, someone must do the first event with the intention that it will cause the second event.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
In Scripture, the goal or purpose may be stated either first or second. But in some languages, the goal or purpose must always occur in the same position (either first or second) in order for that logical relationship to be understood. You (the translator) need to understand the relationship between the two parts and communicate those accurately in your language. This may require changing the order of the two events. It may also require specific words to indicate that one is the goal or purpose of the other. Words commonly used to indicate a goal relationship in English are “in order to,” “in order that” or “so that.” It is important that the translator recognize the words that signal a goal relationship and translate that relationship in a natural way. In Scripture, the goal or purpose may be stated either first or second. But in some languages, the goal or purpose must always occur in the same position (either first or second) in order for that logical relationship to be understood. You (the translator) need to understand the relationship between the two parts and communicate those accurately in your language. This may require changing the order of the two events. It may also require specific words to indicate that one is the goal or purpose of the other. Words commonly used to indicate a goal relationship in English are “in order to,” “in order that” or “so that.” It is important that the translator recognize the words that signal a goal relationship and translate that relationship in a natural way.
@ -16,62 +16,67 @@ In Scripture, the goal or purpose may be stated either first or second. But in s
> She became angry and falsely accused Joseph **so that he was arrested and sent to prison**. (Story 8 Frame 5 OBS) > She became angry and falsely accused Joseph **so that he was arrested and sent to prison**. (Story 8 Frame 5 OBS)
The Goal or Purpose of the woman’s false accusation was to get Joseph arrested and sent to prison. The goal or purpose of the woman’s false accusation was to get Joseph arrested and sent to prison.
> Gideon, Joash’s son, was separating out the wheat by beating it on the floor, in the winepress—**to hide it from the Midianites**. (Judges 6:11b ULT) > Meanwhile Gideon, his son, was threshing out wheat at the winepress **in order to hide from the presence of Midian**. (Judges 6:11b ULT)
Here the prepositional phrase begins with only the word “to” but “in order to” is understood. Here the prepositional phrase begins with “in order to.”
> Now if I have found favor in your eyes, show me your ways **so that I may know you and continue to find favor in your eyes**. Remember that this nation is your people.”(Exodus 33:13 ULT) > Now if I have found favor in your eyes, show me your ways **so that I may know you and continue to find favor in your eyes**. Remember that this nation is your people.”(Exodus 33:13 ULT)
Moses wants God to show him God’s ways for the Goal or Purpose of Moses knowing God and continuing to find favor with God. Moses wants God to show him God’s ways for the goal or purpose of Moses knowing God and continuing to find favor with God.
> “Also pull out for her some grain from the bundles, and leave it **for her to glean**, and do not rebuke her.” (Ruth 2:16 ULT) > Even be sure to pull some out from the bundles for her and leave it **for her to glean**, and do not rebuke her!” (Ruth 2:16 ULT)
The Goal or Purpose of Boaz instructing the men to pull out the grain from their bundles and leave it was for Ruth to gather (glean) it. The goal or purpose of Boaz instructing the men to pull out the grain from their bundles and leave it was for Ruth to gather (glean) it.
> …the shepherds said to each other, “Let us indeed go to Bethlehem, **and see this thing that has happened**, which the Lord has made known to us.” (Luke 2:15 ULT) > The shepherds said to each other, “Let us indeed go over as far as Bethlehem, **and let us see this thing that has happened**, which the Lord has made known to us.” (Luke 2:15 ULT)
The Purpose of going to Bethlehem was to see the thing that had happened. Here the Purpose is not marked and might be misunderstood. The purpose of going to Bethlehem was to see the thing that had happened. Here the purpose is not marked and might be misunderstood.
> “…if you want **to enter into life**, keep the commandments.” (Matthew 19:17 ULT) > “… if you want **to enter into life**, keep the commandments.” (Matthew 19:17b ULT) 
>
>
The Goal of keeping the commandments is to enter into life. The goal of keeping the commandments is to enter into life.
> Do not turn from it to the right or to the left **so that you may be successful** wherever you go. (Joshua 1:7 ULT) > Do not turn from it to the right or to the left **so that you may be** **wise** in everything in which you walk. (Joshua 1:7c ULT)
The purpose of not turning away from the instructions that Moses gave to the Israelites was so that they would be successful. The purpose of not turning away from the instructions that Moses gave to the Israelites was so that they would be wise.
> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT) > But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
The Purpose of the vine growers killing the heir was so they could take his inheritance. They state both events as a plan, joining them only with “and.” Then the word “so” marks the reporting of the first event, but the second event (the Goal or Purpose) is not stated. The purpose of the vine growers killing the heir was so they could take his inheritance. They state both events as a plan, joining them only with “and.” Then the word “so” marks the reporting of the first event, but the second event (the goal or purpose) is not stated.
#### Translation Strategies #### Translation Strategies
If your language uses Goal or Purpose relationships in the same way as in the text, then use them as they are. If your language uses Goal or Purpose relationships in the same way as in the text, then use them as they are.
1. If the construction of the Goal statement is unclear, change it to one that is more clear. (1) If the construction of the Goal statement is unclear, change it to one that is more clear.
2. If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order. (2) If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
(1) If the construction of the Goal statement is unclear, change it to one that is more clear. (1) If the construction of the goal statement is unclear, change it to one that is more clear.
> “Also pull out for her some grain from the bundles, and leave it **for her to glean**, and do not rebuke her.” (Ruth 2:16 ULT) > "Even be sure to pull some out from the bundles for her and leave it **for her to glean**, and do not rebuke her!” (Ruth 2:16 ULT)
>> “Also pull out for her some grain from the bundles, and leave it **so that she can glean it**, and do not rebuke her.” >
> > “Even be sure to pull some out from the bundles for her and leave it **so that she can glean it**, and do not rebuke her!”
> …the shepherds said to each other, “Let us indeed go to Bethlehem, **and see this thing that has happened**, which the Lord has made known to us.” (Luke 2:15 ULT) > The shepherds said to each other, “Let us indeed go over as far as Bethlehem, **and let us see this thing that has happened**, which the Lord has made known to us.” (Luke 2:15 ULT)
>> …the shepherds said to each other, “Let us indeed go to Bethlehem, **so that we can see this thing that has happened**, which the Lord has made known to us.” >
> > The shepherds said to each other, “Let us indeed go over as far as Bethlehem **so that we can see this thing that has happened**, which the Lord has made known to us.”
(2) If the order of the statements makes the Goal statement unclear or confusing for the reader, then change the order. (2) If the order of the statements makes the goal statement unclear or confusing for the reader, then change the order.
> “…if you want **to enter into life**, keep the commandments.” (Matthew 19:17 ULT) > “… if you want **to enter into life**, keep the commandments.” (Matthew 19:17bULT)
>> “…keep the commandments if you want **to enter into life**.” or: “…keep the commandments **so that you can enter into life**.” >
> > “… keep the commandments if you want **to enter into life**.” or: “ …keep the commandments **so that you can enter into life**.”
> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT) > But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
(1) and (2) (1) and (2)
> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT) > But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **and take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him. (Matt 21:38-39 ULT)
>> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **so that we can take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him **so that they could take over his inheritance**. >> But when the vine growers saw the son, they said among themselves, ‘This is the heir. Come, let us kill him **so that we can take over his inheritance**.’ So they took him, threw him out of the vineyard and killed him **so that they could take over his inheritance**.

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translate/grammar-connect-logic-result/01.md
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@ -4,13 +4,13 @@ Some connectors establish logical relationships between two phrases, clauses, se
### Reason-and-Result Relationships ### Reason-and-Result Relationships
#### Definition #### Description
A Reason-and-Result Relationship is a logical relationship in which one event is the **reason** or cause for another event. The second event, then, is the **result** of the first event. A reason-and-result relationship is a logical relationship in which one event is the **reason** or cause for another event. The second event, then, is the **result** of the first event.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
A Reason-and-Result Relationship can look forward – “I did Y because I wanted X to happen.” But usually it is looking backward – “X happened, and so I did Y.” Also, it is possible to state the Reason either before or after the Result. Many languages have a preferred order for the Reason and the Result, and it is confusing for the reader if they are in the opposite order. Common words used to indicate a Reason-and-Result Relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a Goal relationship, so translators need to be aware of the difference between a Goal relationship and a Reason-and-Result relationship. It is necessary for translators to understand how the two events are connected and then communicate them clearly in their language. A reason-and-result relationship can look forward – “I did Y because I wanted X to happen.” But usually it is looking backward – “X happened, and so I did Y.” Also, it is possible to state the reason either before or after the result. Many languages have a preferred order for the reason and the result, and it will be confusing for the reader if they are in the opposite order. Common words used to indicate a reason-and-result relationship in English are “because,” “so,” “therefore,” and “for.” Some of these words can also be used to indicate a goal relationship, so translators need to be aware of the difference between a goal relationship and a reason-and-result relationship. It is necessary for translators to understand how the two events are connected, and then communicate them clearly in their language.
If the reason and result are stated in different verses, it is still possible to put them in a different order. If you change the order of the verses, then put the verse numbers together at the beginning of the group of verses that were rearranged like this: 1-2. This is called a [Verse Bridge](../translate-versebridge/01.md). If the reason and result are stated in different verses, it is still possible to put them in a different order. If you change the order of the verses, then put the verse numbers together at the beginning of the group of verses that were rearranged like this: 1-2. This is called a [Verse Bridge](../translate-versebridge/01.md).
@ -18,31 +18,31 @@ If the reason and result are stated in different verses, it is still possible to
> The Jews were amazed, **because** Saul had tried to kill believers, and now he believed in Jesus! (Story 46 Frame 6 OBS) > The Jews were amazed, **because** Saul had tried to kill believers, and now he believed in Jesus! (Story 46 Frame 6 OBS)
The **Reason** is the change in Saul – that he had tried to kill people who believed in Jesus, and now he himself believed in Jesus. The **Result** is that the Jews were amazed. “Because” connects the two ideas and indicates that what follows it is a Reason. The **reason** is the change in Saul – that he had tried to kill people who believed in Jesus, and now he himself believed in Jesus. The **result** is that the Jews were amazed. “Because” connects the two ideas and indicates that what follows it is a reason.
> Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24 ULT) > Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24a ULT)
The **Reason** is the great storm, and the **Result** is that the boat was covered with the waves. The two events are connected by “so that.” Notice that the term “so that” often indicates a Goal relationship, but here the relationship is Reason-and-Result. This is because the sea cannot think and therefore does not have a Goal. The **reason** is the great storm, and the **result** is that the boat was covered with the waves. The two events are connected by “so that.” Notice that the term “so that” often indicates a goal relationship, but here the relationship is reason-and-result. This is because the sea cannot think and therefore does not have a goal.
> God blessed the seventh day and sanctified it, **because** in it he rested from all his work which he had done in his creation. (Genesis 2:3 ULT) > God blessed the seventh day and sanctified it, **because** in it he rested from all his work which he had done in his creation. (Genesis 2:3 ULT)
The **Result** is that God blessed and sanctified the seventh day. The **Reason** is because he rested on the seventh day from his work. The **result** is that God blessed and sanctified the seventh day. The **reason** is because he rested on the seventh day from his work.
> “Blessed are the poor, **for** yours is the kingdom of God. (Luke 6:20 ULT) > “Blessed are the poor, **for** yours is the kingdom of God. (Luke 6:20b ULT)
The **Result** is that the poor are blessed. The **Reason** is that the kingdom of God is theirs. The **result** is that the poor are blessed. The **reason** is that the kingdom of God is theirs.
> It was their children that Yahweh raised up in their place that Joshua circumcised, **because** they had not been circumcised on the way (Joshua 5:7 ULT) > But he raised up in their place their sons that Joshua circumcised, being uncircumcised, **because** they had not been circumcised on the way. (Joshua 5:7 ULT)
The **Result** is that Joshua circumcised the boys and men who had been born in the wilderness. The **Reason** was that they had not been circumcised while they were journeying. The **result** is that Joshua circumcised the boys and men who had been born in the wilderness. The **reason** was that they had not been circumcised while they were journeying.
#### Translation Strategies #### Translation Strategies
If your language uses Reason-and-Result relationships in the same way as in the text, then use them as they are. If your language uses reason-and-result relationships in the same way as in the text, then use them as they are.
1. If the order of the clauses is confusing for the reader, then change the order. (1) If the order of the clauses is confusing for the reader, then change the order.
1. If the relationship between the clauses is not clear, then use a more clear Connecting Word. (2) If the relationship between the clauses is not clear, then use a more clear connecting word.
1. If it is more clear to put a Connecting Word in the clause that does not have one, then do so. (3) If it is more clear to put a connecting word in the clause that does not have one, then do so.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
@ -58,7 +58,7 @@ If your language uses Reason-and-Result relationships in the same way as in the
(3) **The reason that** the poor are blessed **is because** yours is the kingdom of God. (3) **The reason that** the poor are blessed **is because** yours is the kingdom of God.
> Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24 ULT) > Behold, a great storm arose on the sea, **so that** the boat was covered with the waves. (Matthew 8:24a ULT)
(1) Behold, the boat was covered with the waves **because** a great storm arose on the sea. (1) Behold, the boat was covered with the waves **because** a great storm arose on the sea.
@ -66,7 +66,7 @@ If your language uses Reason-and-Result relationships in the same way as in the
(3) Behold, **because** a great storm arose on the sea, the boat was covered with the waves. (3) Behold, **because** a great storm arose on the sea, the boat was covered with the waves.
> **Since** the captain could not tell anything because of all the noise, he ordered that Paul be brought into the fortress. (Acts 21:34 ULT) > **Since** he was not able to find out anything for certain because of the noise, he ordered that he be brought into the fortress. (Acts 21:34b ULT)
(1) The captain ordered that Paul be brought into the fortress, **because** he could not tell anything because of all the noise. (1) The captain ordered that Paul be brought into the fortress, **because** he could not tell anything because of all the noise.

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## Time Relationship ## Time Relationship
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text. Some connectors establish time relationships between two phrases, clauses, sentences, or chunks of text.
### Background Clause ### Background Clause
#### Definition #### Description
A background clause is one that describes something that is ongoing, and then another clause indicates an event that begins to happen during that time. These events are also simultaneous events, but they have the further relationship of background event and main event, because the event that is already happening serves as the background for the other event, which is the one that is in focus. The background event simply provides the time frame or other context for the main event or events. A background clause is one that describes something that is ongoing. Then, in the same sentence, another clause indicates an event that begins to happen during that time. These events are also simultaneous events, but they have the further relationship of background event and main event because the event that is already happening serves as the background for the other event, the one that is in focus. The background event simply provides the time frame or other context for the main event or events.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
Languages indicate a shift in time in different ways. You (the translator) need to understand how these shifts in time are indicated in the original languages in order to communicate them clearly in your own language. Background clauses often indicate a time that began long before the event that is in focus. Translators need to understand how both the source language and the target language communicate background events. Some English words that indicate background events are “now,” “when,” “while,” and “during.” Those words can also indicate simultaneous events. To tell the difference, ask yourself if all of the events seem to be equal in importance and started at about the same time. If so, they are probably simultaneous events. But if an event(s) is ongoing and another event(s) just started, then the ongoing event(s) is probably background to the other event(s). Some common phrases that indicate background events are “in those days” and “at that time.” Languages indicate a shift in time in different ways. You (the translator) need to understand how these shifts in time are indicated in the original languages in order to communicate them clearly in your own language. Background clauses often indicate a time that began long before the event that is in focus. Translators need to understand how both the source language and the target language communicate background events. Some English words that indicate background events are “now,” “when,” “while,” and “during.” Those words can also indicate simultaneous events. To tell the difference, ask yourself if all of the events seem to be equal in importance and started at about the same time. If so, they are probably simultaneous events. But if an event(s) is ongoing and another event(s) just started, then the ongoing event(s) is probably background to the other event(s). Some common phrases that indicate background events are “in those days” and “at that time.”
@ -16,17 +16,17 @@ Languages indicate a shift in time in different ways. You (the translator) need
> **When** Solomon was old, he also worshiped their gods. (OBS Story 18 Frame 3) > **When** Solomon was old, he also worshiped their gods. (OBS Story 18 Frame 3)
Solomon began to worship foreign gods at a time when he was old. Being old is the background event. Worshipping other gods is the main event. Solomon began to worship foreign gods at a time when he was old. Being old is the background event. Worshiping other gods is the main event.
> **Now** his parents went **every year** to Jerusalem for the Festival of the Passover. When he was twelve years old, they again went up at the customary time for the feast. (Luke 2:41-42 ULT) > And his parents went **every year** to Jerusalem to the Feast of the Passover. And when he was 12 years old, they went up according to the custom of the feast. (Luke 2:41-42 ULT)
The first event—going to Jerusalem—is ongoing and started long ago. We know this because of the words “every year.” Going to Jerusalem is the background event. Then an event begins that started during the time “when he was twelve years old.” So the main event is the specific time Jesus and his family traveled to Jerualem for the Passover festival **when he was twelve years old.** The first event—going to Jerusalem—is ongoing and started long ago. We know this because of the words “every year.” Going to Jerusalem is the background event. Then an event begins that started during the time “when he was twelve years old.” So the main event is the specific time Jesus and his family traveled to Jerualem for the Passover festival **when he was twelve years old.**
> Now it came about that **while** they were there, the time came for the birth of her baby. (Luke 2:6 ULT) > And it came about that, **while** they were there, the days were fulfilled for her to give birth. (Luke 2:6 ULT)
Being in Bethlehem is the background event. The birth of the baby is the main event. Being in Bethlehem is the background event. The birth of the baby is the main event.
> …**while** Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, **during** the high priesthood of Annas and Caiaphas—the word of God came to John son of Zechariah in the wilderness. (Luke 3:1-2 ULT) > And in the fifteenth year of the reign of Tiberius Caesar—**while** Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, **during** the high priesthood of Annas and Caiaphas—the word of God came to John, the son of Zechariah, in the wilderness. (Luke 3:1-2 ULT)
This example begins with five background clauses (marked by commas), signalled as background by the words “while” and “during.” Then the main event happens: “the word of God came to John.” This example begins with five background clauses (marked by commas), signalled as background by the words “while” and “during.” Then the main event happens: “the word of God came to John.”
@ -34,34 +34,34 @@ This example begins with five background clauses (marked by commas), signalled a
If the way that the Background Clauses are marked is also clear in your language, then translate the Background Clauses as they are. If the way that the Background Clauses are marked is also clear in your language, then translate the Background Clauses as they are.
1. If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly. (1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly.
1. If your language marks Background Clauses in a different way than using connecting words (such as by using different verb forms), then use that way. (2) If your language marks Background Clauses in a different way than using connecting words (such as by using different verb forms), then use that way.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
> …**while** Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, **during** the high priesthood of Annas and Caiaphas—the word of God came to John son of Zechariah in the wilderness. (Luke 3:1-2 ULT) > And in the fifteenth year of the reign of Tiberius Caesar—**while** Pontius Pilate was governor of Judea, and Herod was tetrarch of Galilee, and his brother Philip was tetrarch of the region of Ituraea and Trachonitis, and Lysanias was tetrarch of Abilene, **during** the high priesthood of Annas and Caiaphas—the word of God came to John, the son of Zechariah, in the wilderness. (Luke 3:1-2 ULT)
(1) If the connecting word does not make it clear that what follows is a Background Clause, use a connecting word that communicates this more clearly. (1) If the connecting word does not make it clear that what follows is a background clause, use a connecting word that communicates this more clearly.
> …**It happened during the time that** Pontius Pilate was governor of Judea, **and during the time that** Herod was tetrarch of Galilee, **and during the time that** his brother Philip was tetrarch of the region of Ituraea and Trachonitis, **and during the time that** Lysanias was tetrarch of Abilene, **and also during the time that** Annas and Caiaphas were high priests—**that** the word of God came to John son of Zechariah in the wilderness. > **It happened during the time that** Pontius Pilate was governor of Judea, **and during the time that** Herod was tetrarch of Galilee, **and during the time that** his brother Philip was tetrarch of the region of Ituraea and Trachonitis, **and during the time that** Lysanias was tetrarch of Abilene, **and also during the time that** Annas and Caiaphas were high priests—**that** the word of God came to John son of Zechariah in the wilderness.
(2) If your language marks Background Clauses in a different way than using connecting words, such as with different verb forms, then use that way. (2) If your language marks background clauses in a different way than using connecting words, such as with different verb forms, then use that way.
> …Pontius Pilate **was governing** Judea, and Herod **was ruling over** Galilee, and his brother Philip **was ruling over** the region of Ituraea and Trachonitis, and Lysanias **was ruling over** Abilene, and Annas and Caiaphas **were being** high priests—the word of God **came** to John son of Zechariah in the wilderness. > Pontius Pilate **was governing** Judea, and Herod **was ruling over** Galilee, and his brother Philip **was ruling over** the region of Ituraea and Trachonitis, and Lysanias **was ruling over** Abilene, and Annas and Caiaphas **were being** high priests—the word of God **came** to John son of Zechariah in the wilderness.
#### Example of differences in Time Relationship Connecting Words: #### Example of Differences in Time Relationship Connecting Words:
| | | | |
| ------------------------ | -------------------------------------------- | | ------------------------ | -------------------------------------------- |
|Background setting |The word of Yahweh was rare **in those days**;| Background setting |Yahweh's word was rare **in those days**;|
|Background repeated | there was no vision breaking through. | |Background repeated | there was no frequent prophetic vision. |
|Introduction of main event|**It happened at that time**, | |Introduction of main event|**At that time**, **when** Eli |
|Background |**when** Eli was lying down in his place | |Background |**whose** eyesight had begun to grow dim so that he could not see well,|
|Simultaneous background |**and** his eyes had begun to grow dim so that he could not see well,| |Simultaneous background |was lying down in his own bed.
|Simultaneous background |**and** the lamp of God had not yet gone out, | |Simultaneous background | The lamp of God **had not yet** gone out, |
|Simultaneous background |**and** Samuel was lying down to sleep in the temple of Yahweh,| |Simultaneous background |**and** Samuel was lying down to sleep in the temple of Yahweh,|
| Simultaneous background | where the ark of God was. | | Simultaneous background | where the ark of God was. |
|Main event |**Yahweh called to Samuel**, | |Main event |**Yahweh called to Samuel**, |
|Sequential event |who said, “here I am.” (1 Sam 3:1-4 ULT) | |Sequential event |who said, “Here I am.” (1 Sam 3:1-4 ULT) |
In the above example, the first two lines talk about a condition that was going on for a long time. This is the general, long-term background. We know this from the phrase “in those days.” Then there are several lines of short-term background. The first one is introduced by “when,” and then three more are connected to the first one by “and.” The background clause introduced by “where” explains a little more about the background clause before it. Then the main event happens, followed by more events. Translators will need to think about the best way to show these relationships in their language. In the above example, the first two lines talk about a condition that was going on for a long time. This is the general, long-term background. We know this from the phrase “in those days.” After the introduction of the main event ("At that time,"), there are several lines of simultaneous background. The first one is introduced by “when,” and then three more follow, with the last connected by “and.” The background clause introduced by “where” explains a little more about the background clause before it. Then the main event happens, followed by more events. Translators will need to think about the best way to show these relationships in their language.

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## Time Relationships ## Time Relationships
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text. Some connectors establish time relationships between two phrases, clauses, sentences, or chunks of text.
### Sequential Clause ### Sequential Clause
#### Definition #### Description
A sequential clause is a time relation that connects two events in which one happens and then the other happens. A sequential clause is a time relation that connects two events in which one happens and then the other happens.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
Languages indicate sequences of events in different ways; some use ordering, some use connecting words, some even use relative tense. Connecting words that may indicate sequence are words such as “then,” “later,” “after,” “afterward,” “before,” “first,” and “when.” Translators need to be certain that they communicate the order of the events in a way that is natural in their language. This may require ordering clauses differently than in the original languages. Languages indicate sequences of events in different ways; some use ordering, some use connecting words, some even use relative tense (Relative tense is a tense that refers to a time in relation to a reference point in the context.) Connecting words that may indicate sequence are words such as “then,” “later,” “after,” “afterward,” “before,” “first,” and “when.” Translators need to be certain that they communicate the order of the events in a way that is natural in their language. This may require ordering clauses differently than in the original languages.
#### Examples from OBS and the Bible #### Examples from OBS and the Bible
> **When** Joseph came to his brothers, they kidnapped him and sold him to some slave traders. (OBS Story 8 Frame 2) > **When** Joseph came to his brothers, they kidnapped him and sold him to some slave traders. (OBS Story 8 Frame 2)
First Joseph came to his brothers and then they kidnapped and sold him. We know this because of the connecting word, **when**. The translator needs to decide the best way to communicate this sequence clearly and correctly. First Joseph came to his brothers, and then they kidnapped and sold him. We know this because of the connecting word "**when**." The translator needs to decide the best way to communicate this sequence clearly and correctly.
> It was as sweet as honey in my mouth, but **after** I ate it, my stomach became bitter. (Revelation 10:10 ULT) > It was as sweet as honey in my mouth, but **after** I ate it, my stomach became bitter. (Revelation 10:10b ULT)
The event of the first clause occurs first, and the event of the last clause occurs later. We know this because of the connecting word, **after**. The translator needs to decide the best way to communicate this sequence clearly and correctly. The event of the first clause occurs first, and the event of the last clause occurs later. We know this because of the connecting word "**after**." The translator needs to decide the best way to communicate this sequence clearly and correctly.
> For **before** the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT) > For **before** the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT)
The event of the first clause occurs after the event of the second clause. First the land they dread will be desolate and then the child will know to refuse evil and choose good. We know this because of the connecting word, **before**. However, stating the clauses in this order may communicate the wrong order of events in your language. The translator may have to change the order so the clauses come in the order that they will happen. Or it may be possible to keep the order of the original language text and mark the ordering of sequence so that it is clear to the readers. You (the translator) need to decide the best way to communicate this sequence clearly and correctly. The event of the first clause occurs after the event of the second clause. First the land they dread will be desolate, and then the child will know to refuse evil and choose good. We know this because of the connecting word "**before**." However, stating the clauses in this order may communicate the wrong order of events in your language. The translator may have to change the order so that the clauses come in the order that they happen. Or it may be possible to keep the order of the original language text and mark the ordering of sequence so that it is clear to the readers. You (the translator) need to decide the best way to communicate this sequence clearly and correctly.
> Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT) > Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT)
Here the general connector “**and**” connects four events. These are sequential events – each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector, “and,” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language. Here the general connector “**and**” connects four events. These are sequential events—each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector “and” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language.
#### Translation Strategies #### Translation Strategies
If the sequence of events is clear in your language, then translate the sequence as it is. If the sequence of events is clear in your language, then translate the sequence as it is.
1. If the connecting word is not clear, use a connecting word that communicates the sequence more clearly. (1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
1. If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear. (2) If the clauses are in an order that makes the sequence unclear, put the clauses in an order that is more clear.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
(1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly. (1) If the connecting word is not clear, use a connecting word that communicates the sequence more clearly.
> Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT) > Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT)
>> Then Mary arose in those days. **Then** she quickly went into the hill country, to a city of Judah. **Then** she entered into the house of Zechariah **and then** she greeted Elizabeth. >> Then Mary arose in those days. **Then** she quickly went into the hill country, to a city of Judah. **Then** she entered into the house of Zechariah, **and then** she greeted Elizabeth.
> For **before** the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT) > For **before** the child knows to refuse the evil and choose the good, the land whose two kings you dread will be desolate (Isaiah 7:16 ULT)
>> For the time will come when the child knows to refuse the evil and choose the good, **but even before that time**, the land whose two kings you dread will be desolate. >> For the time will come when the child knows to refuse the evil and choose the good, **but even before that time**, the land whose two kings you dread will be desolate.

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## Time Relationships ## Time Relationships
Some connectors establish time relationships between two phrases, clauses, sentences, of chunks of text. Some connectors establish time relationships between two phrases, clauses, sentences, or chunks of text.
### Simultaneous Clause ### Simultaneous Clause
#### Definition #### Description
A simultaneous clause is a time relationship that connects two or more events that occur at the same time. A simultaneous clause is a time relationship that connects two or more events that occur at the same time.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
Languages indicate that events occur simultaneously in many different ways. These may vary based on whether or not something is causing them to occur simultaneously. Connecting words that may indicate simultaneous events are words such as “while,” “as,” and “during.” Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not so that you can communicate it clearly. A Simultaneous Clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a Reason-and-Result relationship. Languages indicate in many different ways that events occur simultaneously. These ways may vary based on whether or not something is causing the events to occur simultaneously. Connecting words that may indicate simultaneous events are words such as “while,” “as,” and “during.” Often the Bible does not state a relationship between the events but simply says they occurred at the same time. It is important that you (the translator) know when a time relationship is implied and when it is not implied so that you can communicate it clearly. A simultaneous clause communicates that events happened at the same time but it does not indicate that one event caused the other. That would be a reason-and-result relationship.
#### Examples from OBS and the Bible #### Examples from OBS and the Bible
> Joseph served his master well, **and** God blessed Joseph. (OBS Story 8 Frame 4) > Joseph served his master well, **and** God blessed Joseph. (OBS Story 8 Frame 4)
Two events happened while Joseph was a slave to a wealthy government official: Joseph served well and God blessed Joseph. There is no indication of a Reason-and-Result (cause and effect) relationship between the two, or that the first event happened, and then the second event happened. Two events happened while Joseph was a slave to a wealthy government official: Joseph served well, and God blessed Joseph. There is no indication of a reason-and-result (cause and effect) relationship between the two, or that the first event happened, and then the second event happened.
> But in truth I tell you that there were many widows in Israel **during** the time of Elijah… (Luke 4:25 ULT) > But in truth I say to you that there were many widows in Israel **during** the days of Elijah. (Luke 4:25b ULT)
This tells us clearly that two things happened at the same time, because of the connecting word, **during**. But one event did not cause the other. The connecting word "**during**" tells us clearly that two things happened at the same time, but one event did not cause the other.
> Now the people were waiting for Zechariah, **and** they were wondering at his delay in the temple. (Luke 1:21 ULT) > And the people were waiting for Zechariah, **and** they were wondering at his delaying in the temple. (Luke 1:21 ULT)
The people were both waiting and wondering at the same time. The general connector, **and**, indicates this. The people were both waiting and wondering at the same time. The general connector "**and**" indicates this.
> And **while** they were looking intently into heaven **as** he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT) > **While** they were looking intensely into heaven **as** he was going up, suddenly, two men stood by them in white clothing. (Acts 1:10 ULT)
Three events happened at the same time – the disciples looking, Jesus going up, and two men standing. The connector words “**while**” and “**as**” tell us this. Three events happened at the same time – the disciples looking, Jesus going up, and two men standing. The connector words “**while**” and “**as**” tell us this.
#### Translation Strategies #### Translation Strategies
If the way that the Simultaneous Clauses are marked also is clear in your language, then translate the Simultaneous Clauses as they are. If the way that the simultaneous clauses are marked also is clear in your language, then translate the simultaneous clauses as they are.
1. If the connecting word does not make it clear that the Simultaneous Clauses are happening at the same time, use a connecting word that communicates this more clearly. (1) If the connecting word does not make it clear that the simultaneous clauses are happening at the same time, use a connecting word that communicates this more clearly.
1. If it is not clear which clause the Simultaneous Clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.
1. If your language marks events as simultaneous in a different way than using connecting words, then use that way. (2) If it is not clear which clause the simultaneous clause is connected to, and that they are happening at the same time, mark all of the clauses with a connecting word.
(3) If your language marks events as simultaneous in a different way than using connecting words, then use that way.
#### Examples of Translation Strategies Applied #### Examples of Translation Strategies Applied
Below, each Bible verse will be restated in three different ways, according to the Translation Strategies in the list above. Each restatement will have the same number as the Translation Strategy that it is using. Below, each Bible verse will be restated in three different ways, according to the translation strategies in the list above. Each restatement will have the same number as the translation strategy that it is using.
> Now the people were waiting for Zechariah, **and** they were wondering at his delay in the temple. (Luke 1:21 ULT) > And the people were waiting for Zechariah, **and** they were wondering at his delaying in the temple. (Luke 1:21 ULT)
(1) Now **while** the people were waiting for Zechariah, they were wondering at his delay in the temple. (1) Now **while** the people were waiting for Zechariah, they were wondering at his delaying in the temple.
(2) Now **while** the people were waiting for Zechariah, they were **also** wondering at his delay in the temple. (2) Now **while** the people were waiting for Zechariah, they were **also** wondering at his delaying in the temple.
(3) Now the people were waiting for Zechariah, wondering at his delay in the temple. (3) Now the people were waiting for Zechariah, wondering at his delaying in the temple.
> And **while** they were looking intently into heaven **as** he was going up, behold, two men stood by them in white clothing. (Acts 1:10 ULT) > **W****hile** they were looking intently into heaven **as** he was going up, suddenly, two men stood by them in white clothing. (Acts 1:10 ULT)
(1) And **during the time** they were looking intently into heaven **while** he was going up, behold, two men stood by them in white clothing. (1) And **during the time** they were looking intently into heaven **while** he was going up, suddenly, two men stood by them in white clothing.
(2) And **while** they were looking intently into heaven **as** he was going up, behold, **at that same time** two men stood by them in white clothing. (2) And **while** they were looking intently into heaven **as** he was going up, suddenly, **at that same time** two men stood by them in white clothing.
(3) They were looking intently into heaven, he was going up, **when** they saw two men standing by them in white clothing. (3) They were looking intently into heaven; he was going up **when** they saw two men standing by them in white clothing.

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### Description ### Description
As humans, we write our thoughts in phrases and sentences. Usually, we want to communicate a series of thoughts that are connected to each other in different ways. **Connecting Words and Phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the underlined Connecting Words: As humans, we write our thoughts in phrases and sentences. We usually want to communicate a series of thoughts that are connected to each other in different ways. **Connecting words and phrases** show how these thoughts are related to each other. For example, we can show how the following thoughts are related by using the Connecting Words in bold type:
* It was raining, **so** I opened my umbrella. * It was raining, **so** I opened my umbrella.
* It was raining, **but** I did not have an umbrella. **So** I got very wet. * It was raining, **but** I did not have an umbrella. **So** I got very wet.
Connecting Words or Phrases can connect phrases or clauses within a sentence. They can connect sentences to each other. They can also connect entire chunks to one another in order to show how the chunk before relates to the chunk after. Very often, the Connecting Words that connect entire chunks to one another are either conjunctions or adverbs. Connecting words or phrases can connect phrases or clauses within a sentence. They can connect sentences to each other. They can also connect entire chunks to one another in order to show how the chunk before relates to the chunk after the connecting word. Very often, the connecting words that connect entire chunks to one another are either conjunctions or adverbs.
> It was raining, but I did not have an umbrella. So I got very wet.
> It was raining, but I did not have an umbrella, so I got very wet.
>
> **Now** I must change my clothes. Then I will drink a cup of hot tea and warm myself by the fire. > **Now** I must change my clothes. Then I will drink a cup of hot tea and warm myself by the fire.
In the above example, the word “now” connects the two short chunks of text, showing the relationship between them. The speaker must change his clothes, drink hot tea, and warm himself because of something that happened earlier (that is, he got wet in the rain). In the above example, the word **now** connects the two short chunks of text, showing the relationship between them. The speaker must change his clothes, drink hot tea, and warm himself because of something that happened earlier (that is, he got wet in the rain).
Sometimes people might not use a Connecting Word because they expect the readers to understand the relationship between the thoughts because of the context. Some languages do not use Connecting Words as much as other languages do. They might say: Sometimes people might not use a connecting word because they expect the context to help the readers understand the relationship between the thoughts. Some languages do not use connecting words as much as other languages do. They might say:
* It was raining. I did not have an umbrella. I got very wet. * It was raining. I did not have an umbrella. I got very wet.
You (the translator) will need to use the method that is most natural and clear in the target language. But in general, using Connecting Words whenever possible helps the reader to understand the ideas in the Bible most clearly. You (the translator) will need to use the method that is most natural and clear in the target language. But in general, using connecting words whenever possible helps the reader to understand the ideas in the Bible most clearly.
#### Reasons this is a translation issue #### Reasons This Is a Translation Issue
* You need to understand the relationship between paragraphs, between sentences, and between parts of sentences in the Bible, and how Connecting Words and Phrases can help you to understand the relationship between the thoughts that it is connecting. * You need to understand the relationship between paragraphs, between sentences, and between parts of sentences in the Bible, and how connecting words and phrases can help you to understand the relationship between the thoughts that they are connecting.
* Each language has its own ways of showing how thoughts are related. * Each language has its own ways of showing how thoughts are related.
* You need to know how to help readers understand the relationship between the thoughts in a way that is natural in your language. * You need to know how to help readers understand the relationship between the thoughts in a way that is natural in your language.
#### Translation Principles #### Translation Principles
* You need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood. * You need to translate in a way that readers can understand the same relationship between thoughts that the original readers would have understood.
* Whether or not a Connecting Word is used is not as important as readers being able to understand the relationship between the ideas. * Whether or not a connecting word is used is not as important as readers being able to understand the relationship between the ideas.
#### The Different Types of Connections #### The Different Types of Connections
Listed below are different types of connections between ideas or events. These different types of connections can be indicated by using different Connecting Words. When we write or translate something, it is important to use the right Connecting Word so that these connections are clear for the reader. If you would like additional information simply click the colored word to be directed to a page containing definitions and examples for each type of connection. Listed below are different types of connections between ideas or events. These different types of connections can be indicated by using different connecting words. When we write or translate something, it is important to use the right connecting word so that these connections are clear for the reader. If you would like additional information, simply click the colored, hyperlinked word to be directed to a page containing definitions and examples for each type of connection.
* [Sequential Clause](../grammar-connect-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
* [Simultaneous Clause](../grammar-connect-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
* [Background Clause](../grammar-connect-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
* [Exceptional Relationship](../grammar-connect-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
* [Hypothetical Condition](../grammar-connect-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true so that the condition is guaranteed to happen.
* [Contrary to Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) – a logical relationship in which one event is the reason for the other event, which is the result.
* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
* [Sequential Clause](../grammar-connect-time-sequential/01.md) – a time relationship between two events in which one happens and then the other happens.
* [Simultaneous Clause](../grammar-connect-time-simultaneous/01.md) – a time relationship between two or more events that occur at the same time.
* [Background Clause](../grammar-connect-time-background/01.md) – a time relationship in which the first clause describes a long event that is happening at the time when the beginning of the second event happens, which is described in the second clause.
* [Exceptional Relationship](../grammar-connect-exceptions/01.md) – one clause describes a group of people or items, and the other clause excludes one or more items or people from the group.
* [Hypothetical Condition](../grammar-connect-condition-hypothetical/01.md) – the second event will only take place if the first one takes place. Sometimes what takes place is dependent on the actions of other people.
* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true, so that the condition is guaranteed to happen.
* [Contrary-to-Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) – a logical relationship in which one event is the reason for the other event, the result.
* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
### Examples from the Bible ### Examples from the Bible
> I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, **but** instead I went to Arabia and then returned to Damascus. **Then** after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. (Galatians 1:16-18 ULT) > I did not immediately consult with flesh and blood. I did not go up to Jerusalem to those who were apostles before me. **Instead**, I went to Arabia and then returned to Damascus. **Then** after three years, I went up to Jerusalem to visit Cephas, and I stayed with him 15 days. (Galatians 1:16b-18 ULT)
The word “but” introduces something that **contrasts** with what was said before. The **contrast** here is between what Paul did not do and what he did do. The word “then” introduces a **sequence** of events. It introduces something that Paul did after he returned to Damascus. The word “instead” introduces something that contrasts with what was said before. The contrast here is between what Paul did not do and what he did do. The word “then” introduces a sequence of events. It introduces something that Paul did after he returned to Damascus.
> **Therefore** whoever breaks the least one of these commandments **and** teaches others to do so, will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULT) > **Therefore,** whoever breaks the least one of these commandments **and** teaches others to do so will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them, that one will be called great in the kingdom of heaven. (Matthew 5:19 ULT)  
The word “Therefore” links this section with the section before it, signalling that the section that came before gave the **reason** for this section. “Therefore” usually links sections larger than one sentence. The word “and” links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word “But” **contrasts** what one group of people will be called in God’s kingdom with what another group of people will be called. The word “therefore” links this section with the section before it, signaling that the section that came before gave the reason for this section. “Therefore” usually links sections larger than one sentence. The word “and” links only two actions within the same sentence, that of breaking commandments and teaching others. In this verse the word “but” contrasts what one group of people will be called in God’s kingdom with what another group of people will be called.
> We do not place a stumbling block in front of anyone, **for** we do not wish our ministry to be brought into disrepute. **Instead**, we prove ourselves by all our actions, that we are God’s servants. (2 Corinthians 6:3-4 ULT) > We place nothing as a stumbling block in front of anyone, **so that** our ministry might not be discredited. **Instead**, we commend ourselves in everything as God’s servants. (2 Corinthians 6:3-4 ULT)
Here the word “for” connects what follows as the **reason** for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. “Instead” **contrasts** what Paul does (proving by his actions that he is God’s servant) with what he said he does not do (placing stumbling blocks). Here the words “so that” connect what follows as the reason for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. “Instead” contrasts what Paul does (prove by his actions that he is God’s servant) with what he said he does not do (place stumbling blocks).
### General Translation Strategies ### General Translation Strategies
@ -66,38 +65,41 @@ Here the word “for” connects what follows as the **reason** for what came be
If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options. If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
1. Use a connecting word (even if the ULT does not use one). (1) Use a connecting word (even if the ULT does not use one).   
1. Do not use a connecting word if it would be strange to use one and people would understand the right relationship between the thoughts without it.
1. Use a different connecting word. (2) Do not use a connecting word if it would be strange to use one and people would understand the right relationship between the thoughts without it.   
(3) Use a different connecting word.
### Examples of Translation Strategies Applied ### Examples of Translation Strategies Applied
(1) Use a connecting word (even if the ULT does not use one). (1) Use a connecting word (even if the ULT 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 ULT) > Jesus said to them, “Come follow me, and I will make you to become fishers of men.” Then immediately they left the nets and followed him. (Mark 1:17-18 ULT)
They followed Jesus **because** he told them to. Some translators may want to mark this clause with the connecting word “so.” They followed Jesus because he told them to. Some translators may want to mark this clause with the connecting word “so.”
>> Jesus said to them, “Come after me, and I will make you become fishers of men.” **So** immediately they left the nets and went after him. > > Jesus said to them, “Come follow me, and I will make you to become fishers of men.” **So**, immediately they left the nets and followed him.
(2) 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. (2) Do not use a connecting word if it would be odd to use one, and if people would understand the right relationship between the thoughts without it.
> Therefore whoever breaks the least one of these commandments **and** teaches others to do so, will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULT) > Therefore, whoever breaks the least one of these commandments **and** teaches others to do so will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them, that one will be called great in the kingdom of heaven. (Matthew 5:19 ULT)
Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this: Some languages would prefer not to use connecting words here because the meaning is clear without them and using them would be unnatural. They might translate like this:
>> 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. > > 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, that one 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, **but** instead I went to Arabia and then returned to Damascus. **Then** after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. (Galatians 1:16-18 ULT) > I did not immediately consult with flesh and blood. I did not go up to Jerusalem to those who were apostles before me. **Instead**, I went to Arabia and then returned to Damascus. **Then** after three years, I went up to Jerusalem to visit Cephas, and I stayed with him 15 days. (Galatians 1:16b-18 ULT) (Galatians 1:16-18 ULT)
Some languages might not need the words “but” or “then” here. They might translate like this: Some languages might not need the words “instead” or “then” here. They might translate like this:
>> I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. > > I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him 15 days.
(3) Use a different connecting word. (3) Use a different connecting word.
> **Therefore** whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULT) > Therefore, whoever breaks the least one of these commandments **and** teaches others to do so will be called least in the kingdom of heaven. **But** whoever keeps them and teaches them, that one will be called great in the kingdom of heaven. (Matthew 5:19 ULT)
Instead of a word like “therefore,” a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word “but” is used here because of the contrast between the two groups of people. But in some languages, the word “but” would show that what comes after it is surprising because of what came before it. So “and” might be clearer for those languages. They might translate like this: Instead of a word like “therefore,” a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word “but” is used here because of the contrast between the two groups of people. But in some languages, the word “but” would show that what comes after it is surprising because of what came before it. So “and” might be clearer for those languages. They might translate like this:
>> **Because of that**, whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. **And** whoever keeps them and teaches them will be called great in the kingdom of heaven. > > **Because of that**, whoever breaks the least one of these commandments and teaches others to do so will be called least in the kingdom of heaven. **And** whoever keeps them and teaches them, that one will be called great in the kingdom of heaven.

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First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the unfoldingWord® Simplified Text and the unfoldingWord® Literal Text. Also read the definitions of the unfoldingWord® Translation Words and the unfoldingWord® Translation Notes. First, read each passage a few times to discover the meaning. Use the two versions of the Bible available in translationStudio: the unfoldingWord® Simplified Text and the unfoldingWord® Literal Text. Also read the definitions of the unfoldingWord® Translation Words and the unfoldingWord® Translation Notes.
First read the unfoldingWord® Literal Text: First read the unfoldingWord® Literal Text:
> Whatever town you enter, and they receive you, eat what is set before you, and heal the sick that are there. Say to them, ‘The kingdom of God has come close to you.’ (Luke 10:8-9 ULT)
> And whatever city you enter into, and they receive you, eat what is set before you, and heal the sick in it, and say to them, ‘The kingdom of God has come close to you.’ (Luke 10:8-9 ULT)
Look at the unfoldingWord® Simplified Text in the translation helps: Look at the unfoldingWord® Simplified Text in the translation helps:
> Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, ‘The kingdom of God is right here near you.’ (Luke 10:8-9 UST)
> Whenever you enter a town and the people there welcome you, eat whatever food they provide for you. Heal the people there who are sick. Tell them, ‘God will soon rule everywhere as king.’ (Luke 10:8-9 UST)
Do you notice the differences? There are some differences in the words each Bible version uses. Do you notice the differences? There are some differences in the words each Bible version uses.
@ -29,10 +31,10 @@ Ask yourself, “Why is the author writing this, and how does he feel about thes
Look at the Luke 10 passage again. Why do you think the author is writing this? What do you think the author feels about what he wrote? What do you think? After you have read the passage several times, answer these questions: Look at the Luke 10 passage again. Why do you think the author is writing this? What do you think the author feels about what he wrote? What do you think? After you have read the passage several times, answer these questions:
* What is happening? *Jesus gave instructions*. * What is happening? Jesus is giving instructions.
* When and where did these things take place? *To answer this question, you would need to remember what happened earlier. Earlier Luke writes that Jesus and the disciples are on the way to Jerusalem, and chapter 10 starts with Jesus sending out 72 people to preach*. * When and where did these things take place? To answer this question, you would need to remember what happened earlier. Earlier, Luke writes that Jesus and the disciples are on the way to Jerusalem, and chapter 10 starts with Jesus sending out 72 people to preach.
* Who is involved in this passage? *Jesus and the 72 people he sent out*. * Who is involved in this passage? Jesus and the 72 people he sent out.
* Why were the 72 sent out? *To heal the sick and to tell everyone that the kingdom of God is near*. * Why were the 72 sent out? To heal the sick and to tell everyone that the kingdom of God is near.
#### The Message of the Writer #### The Message of the Writer
@ -40,12 +42,12 @@ Finally, part of translating the source text accurately is to think of the origi
Do you think the author had specific things for the reader to know? Remember what we thought the author’s main ideas were? The main ideas were: Do you think the author had specific things for the reader to know? Remember what we thought the author’s main ideas were? The main ideas were:
* The instructions that Jesus gave * the instructions that Jesus gave
* That the 72 people whom Jesus sent out would have power to heal sick people * that the 72 people whom Jesus sent out would have power to heal sick people
* That they would tell others that the kingdom of God was near * that they would tell others that the kingdom of God was near
This is the message to the original audience. Allow the same message to come clearly into your mind in the target language. This is the message to the original audience. Allow the same message to come clearly into your mind in the target language.
Look at the passage and think how you would retell it in your own language. Keep this initial translation by writing it down. Use an alphabet that suits your language. Look at the passage and think how you would retell it in your own language. Keep this initial translation by writing it down. Use an alphabet that suits your language.
**Remember:** Translation is re-telling, as exactly as possible, the meaning of the original message in a way that is clear and natural in the target language. **Remember:** Translation is re-telling, as exactly as possible, the meaning of the original message in a way that is clear and natural in the target language.

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An **authoritative** Bible translation is one that is based on the biblical texts in the original languages as the highest authority for the meaning of biblical content. Whenever two or more translations of the Bible disagree about the meaning of a Bible passage, it is the original languages that have the final authority for deciding the meaning. Sometimes people are very loyal to certain Bible translations that they are accustomed to reading, and they might argue with other people who are loyal to a different Bible translation. But neither of those Bible translations are the highest authority, because they are only translations of the original. All translations are secondary in authority to the original languages. That is why we must always refer to the original biblical languages when deciding how to translate the Bible.
An **authoritative** Bible translation is one that is based on the biblical texts in the original languages as the highest authority for the meaning of biblical content. Whenever two or more translations of the Bible disagree about the meaning of a Bible passage, it is the original languages that have the final authority for deciding the meaning. Sometimes people are very loyal to certain Bible translations that they are accustomed to reading, and might argue with other people who are loyal to a different Bible translation. But neither of those Bible translations are the highest authority, because they are only translations of the original. All translations are secondary in authority to the original languages. That is why we must always refer to the original biblical languages when deciding how to translate the Bible.
Since not all translation teams have a member who can read the original languages of the Bible, it is not always possible to refer to the biblical languages when translating the Bible. Instead, the translation team has to rely on translations that they are able to read that have, in turn, been based on the biblical languages. Many of the translations in the Gateway Languages were translated from the biblical languages, including the ULT, but some are translations of translations. It is easy for errors to be introduced when a translation is two or three steps removed from the original. Since not all translation teams have a member who can read the original languages of the Bible, it is not always possible to refer to the biblical languages when translating the Bible. Instead, the translation team has to rely on translations that they are able to read that have, in turn, been based on the biblical languages. Many of the translations in the Gateway Languages were translated from the biblical languages, including the ULT, but some are translations of translations. It is easy for errors to be introduced when a translation is two or three steps removed from the original.
@ -9,5 +8,4 @@ To help with this problem, the translation team can do three things:
1. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others. 1. They should compare their translation with as many other reliable translations as they can, to make sure that it is communicating the same message as the others.
1. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional. 1. Someone who has studied the biblical languages should review the translation to make sure that it is accurate. This person could be a church leader, pastor, seminary professor, or Bible translation professional.
Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in unfoldingWord® Translation Notes, unfoldingWord® Translation Words, the UST, and other translation helps. Sometimes Bible translations differ because some passages in the Bible are unclear or ambiguous in the original biblical languages. In that case, the translation team must choose between them based on what Bible scholars say in unfoldingWord® Translation Notes, unfoldingWord® Translation Words, the UST, and other translation helps.

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### Church-Approved Translations ### Church-Approved Translations
The first three qualities of a good translation are **Clear** (see [Create Clear Translations](../guidelines-clear/01.md)), **Natural** (see [Create Natural Translations](../guidelines-natural/01.md)), and **Accurate** (see [Create Accurate Translations](../guidelines-accurate/01.md)). All three of these directly affect the words and phrases that are used in the translation. If a translation lacks one of these three qualities, simply changing or reordering the words that were used can often fix the problem. The fourth quality, church-approved, has less to do with the words used and more to do with the process that is used. A good translation must be **clear** (see [Create Clear Translations](../guidelines-clear/01.md)), **natural** (see [Create Natural Translations](../guidelines-natural/01.md)), and **accurate** (see [Create Accurate Translations](../guidelines-accurate/01.md)). All three of these qualities directly affect the words and phrases that are used in the translation. If a translation lacks one of these three qualities, simply changing or reordering the words that were used can often fix the problem. The fourth quality, **church-approved**, has less to do with the words used and more to do with the process that is used.
### The Goal of Translation ### The Goal of Translation
@ -11,9 +11,9 @@ The goal of the translation of biblical content is not only to produce a high-qu
Creating a church-approved translation is all about the process of translation, checking, and distribution. The more church networks that are involved in these processes, the more likely they will approve of the translation. Creating a church-approved translation is all about the process of translation, checking, and distribution. The more church networks that are involved in these processes, the more likely they will approve of the translation.
Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process. Before starting a translation project, as many church networks as possible should be contacted and encouraged to get involved in the translation process and even to send some of their people to be a part of the translation team. Church networks should be consulted and asked for their input into the translation project, its goals, and its process.
It is not necessary that the church actively lead the translation and coordinate all the efforts, but it is necessary that whoever is leading the translation be approved by the church networks, preferably before they even start. It is not necessary that the church actively lead the translation and coordinate all the efforts, but it is necessary that church networks approve whoever is leading the translation, preferably before they even start.
### Church Approval and the Checking Levels ### Church Approval and the Checking Levels

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You will need to check the pronouns in the source text and make it clear to whom or what each pronoun refers. Pronouns are words that stand in the place of a noun or a noun phrase. They refer to something that has already been mentioned. You will need to check the pronouns in the source text and make it clear to whom or what each pronoun refers. Pronouns are words that stand in the place of a noun or a noun phrase. They refer to something that has already been mentioned.
Always check carefully that it is clear to whom or what each pronoun refers. If it is not clear, it may be necessary to put in the name of a person or thing instead of a pronoun. Always check carefully that it is clear to whom or what each pronoun refers. If it is not clear, it may be necessary to put in the name of a person or thing instead of using a pronoun.
#### Identify Participants #### Identify Participants
Next you need to understand who is doing the action. A clear translation will identify the **participants**. The **participants** in an event are the people or things that take part in that event. The subject that is doing the action and the object that has the action done to it are the main **participants**. When re-expressing an **event** idea as a verb, it is often necessary to state who or what are the **participants** in that event. Usually this will be clear from the context. Next you need to understand who is doing the action. A clear translation will identify the participants. The participants in an event are the people or things that take part in that event. The subject that is doing the action and the object that has the action done to it are the main participants. When re-expressing an event idea as a verb, it is often necessary to state who or what are the participants in that event. Usually this will be clear from the context.
#### Clearly Express Event Ideas #### Clearly Express Event Ideas
Many **event** ideas may occur as nouns in the Gateway Language. A clear translation may need to express these **event** ideas as verbs. An event idea is an action most clearly expressed by a verb. Many event ideas may occur as nouns in the Gateway Language. A clear translation may need to express these event ideas as verbs. For example,  "the wrath of God appeared" is clearer as "God was angry." Instead of "Jesus is my Savior," translate the event idea as "Jesus is the one who saves me."
When preparing to translate, it is helpful to look for any **event** ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the **event** idea. If, however, your language also uses nouns to express **event** ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md). When preparing to translate, it is helpful to look for any event ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the event idea. If, however, your language also uses nouns to express event ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md).
You may also need to change each **event** idea into an active clause to be sure it is understood. You may also need to change each event idea into an active clause to be sure it is understood.
#### Passive Verbs #### Passive Verbs
A clear translation may need to change any **passive** verbs to the **active** form. See [Active or Passive](../figs-activepassive/01.md). A clear translation may need to change any passive verbs to the active form. See [Active or Passive](../figs-activepassive/01.md).
In the **active** form, the subject of the sentence is the person who does the action. In the **passive** form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence. In the active form, the subject of the sentence is the person who does the action. In the passive form, the subject of the sentence is the person or thing to which the action is done. For example, “John hit Bill” is an active sentence. “Bill was hit by John” is a passive sentence.
Many languages do not have a **passive** form, only the **active** form exists. In this case, it would be necessary to turn a sentence from the **passive** form into the **active** form. Some languages, however, prefer to use **passive** forms. Translators should use the forms that are most natural in the target language. Many languages do not have a passive form; only the active form exists. In this case, it would be necessary to turn a sentence from the passive form into the active form. Some languages, however, prefer to use passive forms. Translators should use the forms that are most natural in the target language.
#### Look at Each ‘Of’ Phrase #### Look at Each ‘Of’ Phrase
To make a clear translation, you will also need to look at each “of” phrase to identify the meaning of the relationship between the nouns connected by “of.” In many languages, “of” constructions are not as frequent as they are in the original languages of the Bible. Study the meaning of each one and re-express the “of” phrase in a way which makes the relationship between the parts clear. To make a clear translation, you will also need to look at each “of” phrase to identify the meaning of the relationship between the nouns connected by “of.” In many languages, “of” constructions are not as frequent as they are in the original languages of the Bible. Study the meaning of each one and re-express the “of” phrase in a way which makes the relationship between the parts clear.
These are genitive phrases such as "the grace of God," "the hope of eternal life," etc. If possible, make the relationship between the two things in these phrases clear. So, for "the grace of God," you could say "the grace that comes from God" or "the grace that God gives." For "the hope of eternal life," you could translate it to say "the expectation that God will give us eternal life."
After you have checked these things and made your translation as clear as possible, you will need to read it to other people who speak your language to see if it is clear to them. If there are parts that they do not understand, it may be because that part is not clear. Together, you can think of a clearer way to say that part. Keep checking the translation with many people until all of it is clear. After you have checked these things and made your translation as clear as possible, you will need to read it to other people who speak your language to see if it is clear to them. If there are parts that they do not understand, it may be because that part is not clear. Together, you can think of a clearer way to say that part. Keep checking the translation with many people until all of it is clear.
Remember: Translation is re-telling, as exactly as possible, the meaning of the original message in a way that is clear and natural in the target language. Remember: Translation is re-telling, as exactly as possible, the meaning of the original message in a way that is clear and natural in the target language.
@ -43,8 +45,7 @@ Remember: Translation is re-telling, as exactly as possible, the meaning of the
Asking yourself these questions can also help you to create a translation that communicates clearly: Asking yourself these questions can also help you to create a translation that communicates clearly:
* Have you used punctuation to help a reader know when to pause or breathe? * Have I used punctuation to help a reader know when to pause or breathe?
* Have you indicated which parts are direct speech? * Have I indicated which parts are direct speech?
* Are you separating paragraphs? * Have I separated paragraphs?
* Have you considered adding section headings? * Have I considered adding section headings?

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Bible translations that are collaborative are those that have been translated by a group of speakers of the same language. To ensure that your translation is of the highest quality, work together with other believers who speak your language to translate, check, and distribute the translated content.
Bible translations that are **collaborative** are those that have been translated by a group of speakers of the same language. To ensure that your translation is of the highest quality, work together with other believers who speak your language to translate, check, and distribute the translated content. Here are some ways to include others that can help improve the quality of the translation.
Here are some ways of including others that can help improve the quality of the translation. * Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point out words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking.
* Ask someone to read your translation to check your spelling. You may have spelled a word differently when a different spelling was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
* Read the translation out loud to someone. Have him notice if the sentences connect well. Ask that person to point out words or phrases that do not sound right or are unclear. Make changes so that it sounds as if someone from your community is speaking. * Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. If there is something that is not clear in your translation, ask others how they would say it.
* Ask someone to read your translation to check your spelling. You may have spelled a word differently when it was not necessary. Some words change in different situations, but some words can stay the same in every situation. Take note of these changes, so others can know what decisions you have made on the spelling of your language.
* Ask yourself if the way you wrote can be recognized easily by speakers of different dialects in your language community. If there is something that is not clear in your translation, ask others how they would say it.
Make changes to the translation before you distribute it to a wider audience. Make changes to the translation before you distribute it to a wider audience.

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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 #### Idioms
**Definition** – An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words. Determine the meaning of idioms, proverbs, and figures of speech and translate them with expressions in your language that have the same meaning. **Description** – An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words. Determine the meaning of idioms, proverbs, and figures of speech and translate them with expressions in your language that have the same meaning. Usually idioms cannot be translated literally into another language. The meaning of the idiom has to be expressed in a way that is natural in the Other Language.
**Description** – Usually idioms cannot be translated literally into another language. The meaning of the idiom has to be expressed in a way that is natural in the other language.
For example, these three translations all have the same meaning. See Acts 18:6: For example, these three translations all have the same meaning. See Acts 18:6:
* “Your blood be upon your heads! I am innocent.” (RSV) * “Your blood be upon your heads! I am innocent.” (RSV)
* “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB) * “If you are lost, you yourselves must take the blame for it! I am not responsible.” (GNB)
* “If God punishes you, it is because of you, not me!” (TFT) * “If God punishes you, it is because of you, not me!” (TFT)
These are all accusations of guilt. Some are using idioms with the word “blood” or “lost,” while the third is more direct using the word “punishes.” In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture. These are all accusations of guilt. Some are using idioms with the word “blood” or “lost,” while the third is more direct using the word “punishes.” In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture.
#### Figures of Speech #### Figures of Speech
**Description** – A figure of speech is a special way of saying something in order to catch attention or express an emotion about what is said. The meaning of a figure of speech as a whole is different from the normal meaning of the individual words.
**Definition** – A figure of speech is a special way of saying something in order to catch the attention or express an emotion about what is said.
**Description** – The meaning of a figure of speech as a whole is different from the normal meaning of the individual words.
Here are some examples: Here are some examples:
* **I was shattered**! The speaker was not literally broken, but he felt very bad. * **I was shattered**! The speaker was not literally broken, but he felt very bad.
* **He closed his ears to what I was saying.** Meaning, “he chose to not listen to what I was saying.” * **He closed his ears to what I was saying.** Meaning, “he chose to not listen to what I was saying.”
* **The wind moaned in the trees**. This means that the wind blowing through the trees sounded like a person moaning. * **The wind moaned in the trees**. This means that the wind blowing through the trees sounded like a person moaning.
* **The whole world came to the meeting**. Everyone in the world did not attend the meeting. Most likely there were many people at the meeting. * **The whole world came to the meeting**. 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: Each language uses different figures of speech. Make sure you can:
* Recognize that a figure of speech is being used * recognize that a figure of speech is being used
* Recognize the purpose of the figure of speech * recognize the purpose of the figure of speech
* Recognize the real meaning of the figure of speech * recognize the real meaning of the figure of speech
It is the **real meaning** of the whole figure of speech that should be translated into your language, not the meaning of the individual words. Once you understand the real meaning, you can choose an expression in the target language that communicates that same meaning and emotion. It is the real meaning of the whole figure of speech that should be translated into your language, not the meaning of the individual words. Once you understand the real meaning, you can choose an expression in the target language that communicates that same meaning and emotion.
(For more information, see the [Figures of Speech](../figs-intro/01.md) information.) (For more information, see the [Figures of Speech](../figs-intro/01.md) information.)
#### Rhetorical Questions #### Rhetorical Questions
**Definition** – Rhetorical questions are another way that the speaker captures the attention of the reader. **Description** – Rhetorical questions are another way that the speaker captures the attention of the reader. Rhetorical questions are a type of question that does not expect an answer or ask for information. They usually express some kind of emotion and can be intended as a rebuke, a warning, and expression of surprise, or something else.
**Description** – Rhetorical questions are a type of question that does not expect an answer or ask for information. They usually express some kind of emotion and can be intended as a rebuke, a warning, to express surprise, or something else. For example, see Matthew 3:7: “You offspring of vipers! Who warned you to flee from the wrath that is coming?” (ULT)
For example, see Matthew 3:7: “You offspring of poisonous snakes, 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)) (see [Rhetorical Questions](../figs-rquestion/01.md))
#### Exclamations #### Exclamations
**Definition** – Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words “alas” or “wow” in English. **Description** – Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words “alas” or “wow” in English.
For example, see 1 Samuel 4:8: **Woe to us**! Who will protect us from the strength of these mighty gods? (ULT) For example, see 1 Samuel 4:8a: **Woe to us**! Who will protect us from the strength of these mighty gods? (ULT)
The Hebrew word translated as “woe” here expresses strong emotion about something bad happening. If possible, try to find an exclamation in your language that communicates this same emotion. The Hebrew word translated as “woe” here expresses strong emotion about something bad that happened. If possible, try to find an exclamation in your language that communicates this same emotion.
#### Poetry #### Poetry
**Definition** – One of the purposes of poetry is to express emotion about something. **Description** – One of the purposes of poetry is to express emotion about something. Poetry expresses emotion through a variety of ways that can differ from one language to another. These ways can include everything discussed so far, such as figures of speech and exclamations. Poetry might also use grammar differently than ordinary speech, or use wordplays or words with similar sounds or certain rhythms to convey emotion.
**Description** – Poetry does this through many different ways that can be different in different languages. These ways can include everything discussed so far, such as figures of speech and exclamations. Poetry might also use grammar differently than ordinary speech, or use wordplays or words with similar sounds or certain rhythms to convey emotion. For example, see Psalm 36:5:  **5** Your covenant faithfulness, Yahweh, reaches to the heavens; your loyalty reaches to the clouds. (ULT)
For example, see Psalm 36:5:
Your covenant faithfulness, Yahweh, [reaches] to the heavens;
your loyalty [reaches] to the clouds. (ULT)
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, which is a different use of grammar than ordinary speech would use. 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. 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, which is a different use of grammar than ordinary speech would use. 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 <u>accurately, clearly, equally, and naturally</u> expressed in the target language.

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To make a translation that is **faithful** to the Bible, you must 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. To make a translation that is **faithful** to the Bible, you must 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.
Your goal as a Bible translator is to communicate the same message that the original writer of the Bible intended to communicate. This means that you should not try to communicate your own message, or the message that you think the Bible should say, or that your church thinks the Bible should say. For any Bible passage, you must communicate what it says, all of what it says, and only what it says. You must resist the temptation to put any of your own interpretations or messages into the Bible or add any meaning to the message that is not there in the Bible passage. (The message of a Bible passage includes the implied information. See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).) Your goal as a Bible translator is to communicate the same message that the original writer of the Bible intended to communicate. This means that you should not try to communicate your own message, or the message that you think the Bible should say, or that your church thinks the Bible should say. For any Bible passage, you must communicate what it says, all of what it says, and only what it says. You must resist the temptation to put any of your own interpretations or messages into the Bible. Do not add any meaning to the message that is not already there in the Bible passage. (The message of a Bible passage includes the implied information. See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
You must also use key terms that are faithful to the vocabulary of the original biblical languages. Read the definitions of the unfoldingWord® Translation Words to make sure that you understand the meanings of these words. Translate so that these key terms have these same meanings, and do not translate them in different ways just to please your pastor, your village leaders, or yourself. You must also use key terms that are faithful to the vocabulary of the original biblical languages. Read the definitions of the unfoldingWord® Translation Words to make sure that you understand the meanings of these words. Translate so that these key terms have these same meanings, and do not translate them in different ways just to please your pastor, your village leaders, or yourself.
Always translating faithfully can be difficult for several reasons: Always translating faithfully can be difficult for several reasons:
1. You might be used to the way that your church interprets some Bible passages, and not know that there are other interpretations. 1. You might be used to the way that your church interprets some Bible passages, and you might not know that there are other interpretations.
* Example: When you are translating the word “baptize,” you might want to translate it with a word that means “sprinkle,” because that is what your church does. But after reading unfoldingWord® Translation Words, you learn that the word has a meaning in the range of “plunge,” “dip,” “wash,” or “purify.” * Example: When you are translating the word “baptize,” you might want to translate it with a word that means “sprinkle” because that is what your church does. But after reading unfoldingWord® Translation Words, you learn that the word has a meaning in the range of “plunge,” “dip,” “wash,” or “purify.”
1. You might want to translate a Bible passage in a way that accords with your culture, rather than according to what it meant when it was written. 1. You might want to translate a Bible passage in a way that accords with your culture rather than according with what it meant when it was written.
* Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34 in a way that is not as strict as the Apostle Paul wrote them: “…the women should keep silent in the churches.” But a faithful translator will translate the meaning of the Bible passage just the way it is. * Example: It is common in North American culture for women to speak and preach in churches. A translator from that culture might be tempted to translate the words of 1 Corinthians 14:34a in a way that is not as strict as the Apostle Paul wrote them: "Let the women be silent in the churches.” But a faithful translator will translate the meaning of the Bible passage just the way it is.
1. You might not like something that the Bible says, and be tempted to change it. 1. You might not like something that the Bible says, and you might be tempted to change it.
* Example: You might not like what Jesus says in John 6:53, “Truly, truly, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves.” This may seem disgusting to you. But you must translate it faithfully, so that your people can read it and contemplate what Jesus meant by it. * Example: You might not like what Jesus says in John 6:53, “Truly, truly I say to you, unless you eat the flesh of the Son of Man and drink his blood, you will not have life in yourselves.” This may seem disgusting to you, but you must translate it faithfully so that your people can read it and contemplate what Jesus meant by it.
1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says. 1. You might be afraid of what others in your village will think or do if they read a faithful translation of what the Bible says.
* Example: You might be tempted to translate God’s words in Matthew 3:17, “This is my beloved Son. I am very pleased with him,” with a word that does not mean “son.” But you must remember that you do not have the right to change the meaning of what the Bible says. * Example: You might be tempted to translate God’s words in Matthew 3:17, “This is my beloved Son. I am very pleased with him,” with a word that does not mean “son.” But you must remember that you do not have the right to change the meaning of what the Bible says.
1. You might know something extra about the Bible passage that you are translating and want to add that to your translation. 1. You might know something extra about the Bible passage that you are translating, and you might want to add that to your translation.
* Example: When you are translating Mark 10:11, “Whoever divorces his wife and marries another woman commits adultery against her,” you might know that in Matthew 19:9 there is also the phrase, “…except for sexual immorality….” Even so, do not add this phrase into Mark 10:11, because that would not be translating faithfully. Also, do not add any of your own ideas or teachings from your church. Only translate the meaning that is there in the Bible passage. * Example: When you are translating Mark 10:11, “Whoever divorces his wife and marries another woman commits adultery against her,” you might know that in Matthew 19:9 there is also the phrase, “…except for sexual immorality….” Even so, do not add this phrase into Mark 10:11 because that would not be translating faithfully. Also, do not add any of your own ideas or any teachings from your church. Only translate the meaning that is there in the Bible passage.
In order to avoid these biases, especially the ones that you might not be aware of, you must study the unfoldingWord® Translation Notes (see http://ufw.io/tn/), unfoldingWord® Translation Words (see http://ufw.io/tw/) and the *unfoldingWord® Simplified Text* (see http://ufw.io/ust/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way. In order to avoid these biases, especially the ones that you might not be aware of, you must study the unfoldingWord® Translation Notes (see http://ufw.io/tn/), unfoldingWord® Translation Words (see http://ufw.io/tw/) and the *unfoldingWord® Simplified Text* (see http://ufw.io/ust/), as well as any other translation helps that you have. That way you will know what the meaning of the Bible passage is, and you will be less likely to translate in a biased, unfaithful way.

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(See the video “Translating the Scriptures – Culture” at http://ufw.io/trans_culture.) (See the video “Translating the Scriptures – Culture” at http://ufw.io/trans_culture.)
A **historical definition** translation communicates 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. A historical translation communicates historical events and facts accurately. It provides additional information as needed to accurately communicate the intended message to people who do not share the context and culture of the original recipients of the original content.
To communicate well with historical accuracy, you need to remember two things: To communicate well with historical accuracy, you need to remember two things:
1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. 1. The Bible is a historical document. The events of the Bible happened at different times in history in the way that the Bible describes. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened.
1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, so we need someone to explain them to us. This kind of information is called “implicit (or implied) information.” (See [Assumed Knowledge and Implicit Information”](../figs-explicit/01.md).) 2. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, so we need someone to explain them to us. This kind of information is called “implicit (or implied) information.” (See [Assumed Knowledge and Implicit Information”](../figs-explicit/01.md).)
As translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about. As translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about.
* For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote, or in a glossary entry such as the one in unfoldingWord® Translation Words. * For example, Genesis 12:16 refers to camels. For readers in parts of the world where this animal is unknown, it might be good to provide a description. The best way to do this is in a footnote or in a glossary entry such as the one in unfoldingWord® Translation Words.
Some explanation can be included in the text, as long as it is brief and does not distract the reader from the main point of the text. Some explanation can be included in the text, as long as it is brief and does not distract the reader from the main point of the text.
* For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament, and did not need any explanation. But it is possible that readers from other times and places will need some explanation. * For example, the New Testament writers often referred to events in the Old Testament, but without explaining what they were referring to. They knew that their readers were very familiar with the Old Testament and did not need any explanation. But it is possible that readers from other times and places will need some explanation.
Let us compare 1 Corinthians 10:1 from the ULT and UST. Let us compare 1 Corinthians 10:1 from the ULT and UST.
> “I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea.” (ULT) > "For I do not want you to be ignorant, brothers, that our fathers were all under the cloud and all passed through the sea." (ULT)
> “I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus.” (UST) > "I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them out of Egypt by means of a cloud during the day, and that they passed through the Sea of Reeds on dry land." (UST)
Notice that the UST makes several points explicit: the ‘fathers were all under the cloud’ tells of the time that God led the Jewish ancestors as a cloud. The statement that ‘our fathers passed through the sea’ is also about the ‘passing through the Red Sea in the time of the exodus.’ The UST translator decided to explicitly describe the historical events. This is a way to translate historical events that is more meaningful for those who have little knowledge of Old Testament history. Notice that the UST makes several points explicit: the ‘fathers were all under the cloud’ tells of the time that God led the Jewish ancestors as a cloud. The statement that ‘our fathers passed through the sea’ is also about the ‘passing through the Sea of Reeds on dry land.’ The UST translator decided to explicitly describe the historical events. This is a way to translate historical events that is more meaningful for those who have little knowledge of Old Testament history.
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. 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.
@ -30,7 +30,6 @@ Maintain the historical accuracy of the message. Avoid referring to items and ev
Remember: Remember:
* Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time. * Keep true to the historical text. The original message, historical events, and cultural background information should all be the same as it was written in the source text. For example, the translation must not have the message rewritten so that events happened at a different place or time.
* Communicate clearly by expressing the message in such a way that people in the Target Language culture will be able to understand the meaning that the original author intended to communicate. * Communicate clearly by expressing the message in such a way that people in the target language culture will be able to understand the meaning that the original author intended to communicate.
* Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content. * Only provide additional information as needed to accurately communicate the intended message to people who do not share the same context and culture as the recipients of the original content.

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There are four main qualities of a good translation. It must be: There are four main qualities of a good translation. It must be:
* Clear – see [Create Clear Translations](../guidelines-clear/01.md) * clear – see [Create Clear Translations](../guidelines-clear/01.md)
* Natural – see [Create Natural Translations](../guidelines-natural/01.md) * natural – see [Create Natural Translations](../guidelines-natural/01.md)
* Accurate – see [Create Accurate Translations](../guidelines-accurate/01.md) * accurate – see [Create Accurate Translations](../guidelines-accurate/01.md)
* Church-Approved – see [Create Church-Approved Translations](../guidelines-church-approved/01.md) * church-approved – see [Create Church-Approved Translations](../guidelines-church-approved/01.md)
We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be faithful to God’s Word and useful to the church. We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be faithful to God’s Word and useful to the church.
#### Clear #### Clear
Use whatever language structures are necessary to achieve the highest level of understanding. This includes simplifying concepts, rearranging the form of a text, and using as many or as few terms as necessary to communicate the original meaning as accurately as possible. To learn how to make Clear Translations, see [Create Clear Translations](../guidelines-clear/01.md). Use whatever language structures are necessary to achieve the highest level of understanding. This includes simplifying concepts, rearranging the form of a text, and using as many or as few terms as necessary to communicate the original meaning as accurately as possible. To learn how to make clear translations, see [Create Clear Translations](../guidelines-clear/01.md).
#### Natural #### Natural
Use language forms that are effective and that reflect the way your language is used in corresponding contexts. To learn how to make Natural Translations, see [Create Natural Translations](../guidelines-natural/01.md). Use language forms that are effective and that reflect the way your language is used in corresponding contexts. To learn how to make natural translations, see [Create Natural Translations](../guidelines-natural/01.md).
#### Accurate #### Accurate
Translate accurately, without detracting from, changing, or adding to the meaning of the original text as it would have been understood by the original audience. Translate with the meaning of the text in mind and communicate accurately the implicit information, unknown concepts, and figures of speech. To learn how to make Accurate Translations, see [Create Accurate Translations](../guidelines-accurate/01.md). Translate accurately, without detracting from, changing, or adding to the meaning of the original text as it would have been understood by the original audience. Translate with the meaning of the text in mind and communicate accurately the implicit information, unknown concepts, and figures of speech. To learn how to make accurate translations, see [Create Accurate Translations](../guidelines-accurate/01.md).
#### Church-Approved #### Church-Approved
If a translation is clear, natural and accurate, but the church does not approve of it or accept it, then it will not achieve the final goal of edifying the church. It is important that the church be involved in the translation, checking, and distribution of the translation. To learn how to make Church-Approved Translations, see [Create Church-Approved Translations](../guidelines-church-approved/01.md). If a translation is clear, natural and accurate, but the church does not approve of it or accept it, then it will not achieve the final goal of edifying the church. It is important that the church be involved in the translation, checking, and distribution of the translation. To learn how to make church-approved translations, see [Create Church-Approved Translations](../guidelines-church-approved/01.md).
### Six Other Qualities ### Six Other Qualities
In addition to being clear, natural, accurate, and church-approved, great translations should also be: In addition to being clear, natural, accurate, and church-approved, great translations should also be:
* Faithful – see [Create Faithful Translations](../guidelines-faithful/01.md) * faithful – see [Create Faithful Translations](../guidelines-faithful/01.md)
* Authoritative – see [Create Authoritative Translations](../guidelines-authoritative/01.md) * authoritative – see [Create Authoritative Translations](../guidelines-authoritative/01.md)
* Historical – see [Create Historical Translations](../guidelines-historical/01.md) * historical – see [Create Historical Translations](../guidelines-historical/01.md)
* Equal – see [Create Equal Translations](../guidelines-equal/01.md) * equal – see [Create Equal Translations](../guidelines-equal/01.md)
* Collaborative – see [Create Collaborative Translations](../guidelines-collaborative/01.md) * collaborative – see [Create Collaborative Translations](../guidelines-collaborative/01.md)
* Ongoing – see [Create Ongoing Translations](../guidelines-ongoing/01.md) * ongoing – see [Create Ongoing Translations](../guidelines-ongoing/01.md)

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### Natural Translations ### Natural Translations
To translate the Bible so that it is **natural** means that: To translate the Bible so that it is natural means that the translation sounds like it was written by a member of the target group—not by a foreigner. Here are some ideas for making a natural translation.
The translation sounds like it was written by a member of the target group—not by a foreigner. Here are some ideas for making a natural translation:
#### Use Short Sentences #### Use Short Sentences
@ -11,16 +8,13 @@ In order for a translation to sound natural, sometimes it is necessary to create
When preparing to translate, it is often helpful to rewrite the passage, breaking long sentences up into shorter sentences. This can help you to see the meaning more clearly and translate it better. In many languages, it is good style to have shorter sentences, or, when sentences are longer, to avoid having complicated sentences. So in re-expressing the meaning in the Target Language, it is sometimes necessary to break up some of the original long sentences into several shorter sentences. Because many languages use sentences with only one or two clause groupings, the shorter sentences will give a sense of naturalness. The shorter sentences will also give readers a better understanding, because the meaning will be clearer. Be sure to include clear connection words between the new, shorter clauses and sentences. When preparing to translate, it is often helpful to rewrite the passage, breaking long sentences up into shorter sentences. This can help you to see the meaning more clearly and translate it better. In many languages, it is good style to have shorter sentences, or, when sentences are longer, to avoid having complicated sentences. So in re-expressing the meaning in the Target Language, it is sometimes necessary to break up some of the original long sentences into several shorter sentences. Because many languages use sentences with only one or two clause groupings, the shorter sentences will give a sense of naturalness. The shorter sentences will also give readers a better understanding, because the meaning will be clearer. Be sure to include clear connection words between the new, shorter clauses and sentences.
To make shorter sentences from longer, more complex sentences, identify the words in the sentence that relate directly to each other, that is, that belong together to form a clause. Generally, each verb or action word has words on either side of it that point backward or forward to the action of the verb. A grouping of words like this that can stand on its own may be written as an independent clause or a simple sentence. Keep each of those groups of words together and in that way divide the sentence into its separate ideas or parts. Read the new sentences to make sure they still make sense. If there is a problem, you may need to divide the long sentence in a different way. When you understand the message of the new sentences, translate them into the target language, making sentences that are a natural length and connect them in a natural way. Then test your translation by reading it to a member of the language community to see if it sounds natural. To make shorter sentences from longer, more complex sentences, identify the words in the sentence that relate directly to each other, that is, that belong together to form a clause. Generally, each verb or action word has words on either side of it that point backward or forward to the action of the verb. A grouping of words like this that can stand on its own may be written as an independent clause or a simple sentence. Keep each of those groups of words together and, in that way, divide the sentence into its separate ideas or parts. Read the new sentences to make sure they still make sense. If there is a problem, you may need to divide the long sentence in a different way. When you understand the message of the new sentences, translate them into the target language, making sentences that are a natural length and connect them in a natural way. Then test your translation by reading it to a member of the language community to see if it sounds natural.
#### Write the Way Your People Talk #### Write the Way Your People Talk
Read the passage or chapter of the Bible and ask yourself, “what kind of message is this?” Then translate that passage or chapter in the way that your language would communicate that kind of message. Read the passage or chapter of the Bible and ask yourself, “What kind of message is this?” Then translate that passage or chapter in the way that your language would communicate that kind of message.
For example, if the passage is a poem, such as in the Psalms, then translate it in the form that your people will recognize as a poem. For example, if the passage is a poem, such as in the Psalms, then translate it in the form that your people will recognize as a poem. Or if the passage is an exhortation about the right way to live, such as in the New Testament letters, then translate it in a form that people in your language exhort each other. Or if the passage is a story about what someone did, translate it in the form of a story (that really happened). The Bible has a lot of these kinds of stories, and as part of these stories people say things to each other that also have their own form. For example, people make threats, give warnings, and praise or rebuke each other. To make your translation natural, you should translate each of these things in the way that people in your language make threats, give warnings, praise or rebuke each other, etc.
Or if the passage is an exhortation about the right way to live, such as in the New Testament letters, then translate it in a form that people in your language exhort each other.
Or if the passage is a story about what someone did, translate it in the form of a story (that really happened).
The Bible has a lot of these kinds of stories, and as part of these stories people say things to each other that also have their own form. For example, people make threats, give warnings, and praise or rebuke each other. To make your translation natural, you should translate each of these things in the way that people in your language make threats, give warnings, praise or rebuke each other, etc.
In order to know how to write these different things, you may have to listen to what people say around you, and practice writing down different things that people say and do, so that you become familiar with the form and words that people use for these different purposes. In order to know how to write these different things, you may have to listen to what people say around you, and practice writing down different things that people say and do, so that you become familiar with the form and words that people use for these different purposes.

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Bible translations should be ongoing. Share the translation with others to see if they understand the meaning of the message. Improve your translation with their input. Revising a translation to increase understanding and accuracy is always a good idea. Whenever someone has a good idea for making the translation better, you should edit the translation to incorporate that change. When you use translationStudio or other electronic text editors, you can keep this process of revision and improvement ongoing.
Bible translations should be **ongoing**. Share the translation with others to see if they understand the meaning of the message. Improve your translation with their input. Revising a translation to increase understanding and accuracy is always a good idea. Whenever someone has a good idea for making the translation better, you should edit the translation to incorporate that change. When you use translationStudio or other electronic text editors, you can keep this process of revision and improvement ongoing. * Find reviewers who can read the translation and point to text that needs revision.
* Ask others to read the translation or listen to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).
* Reviewers are needed who can read the translation and point to text that needs revision. * Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
* Ask others to read the translation or listen to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance).
* Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text.
Remember: encourage people to review the translation and give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better. Remember: encourage people to review the translation and give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better.

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In the Old Testament: In the Old Testament:
> Yahweh, he is God; there is **no other God**! (1 Kings 8:60 ULT) > Yahweh, he is God; there is **no other God**! (1 Kings 8:60b ULT)
In the New Testament: In the New Testament:
> Jesus said,…“This is everlasting life: that they should know you, **the only true God.”** (John 17:3 ULT) > This is eternal life: that they know you, **the only true God**. (John 17:3a ULT)
(See also: Deuteronomy 4:35, Ephesians 4:5-6, 1 Timothy 2:5, James 2:19) (See also: Deuteronomy 4:35, Ephesians 4:5-6, 1 Timothy 2:5, James 2:19)
#### The Old Testament begins to reveal God’s three persons. #### The Old Testament begins to reveal God’s three persons.
> **God** created the heavens…**The Spirit of God** was moving…“Let **us** make man in **our** image.”(Genesis 1:1-2 ULT) > … **God** created the heavens …**The Spirit of God** was moving …“Let **us** make man in **our** image.”(from Genesis 1:1-2, 26 ULT)
>
> God has spoken to us by a **Son**…through whom he also made the universe. His **Son** is the radiance of his glory, the very character of his essence…about the **Son** he says,…“In the beginning, Lord, you laid earth’s foundation; the heavens are the work of your hands.” (Hebrews 1:2-3, and 8-10 ULT quoting Psalm 102:25) > God has spoken to us through a **Son** … through him, he also made the universe. He is the brightness of God's glory and the exact representation of his being. “In the beginning, Lord, you laid earth’s foundation. The heavens are the work of your hands.” (Hebrews 1:2-3a, and 10 (ULT) quoting Psalm 102:25)
>
>
#### The Church has always found it necessary to state what the New Testament says about God by affirming that he exists in three distinct persons: The Father, the Son, and the Holy Spirit. #### The Church has always found it necessary to state what the New Testament says about God by affirming that he exists in three distinct persons: The Father, the Son, and the Holy Spirit.
> Jesus said, “…Baptize them into the name of **the Father**, of **the Son**, and of **the Holy Spirit**.” (Matthew 28:19 ULT) > Jesus came to them and spoke to them, saying, “Baptize them into the name of **the Father**, of **the Son**, and of **the Holy Spirit**.” (Matthew 28:18a,19b ULT)
>
> God sent his **Son**, born of a woman,…God sent the **Spirit** of his **Son** into our hearts, who calls, “Abba, **Father**.” (Galatians 4:4-6 ULT) > God sent forth his **Son**, born of a woman … God sent the **Spirit** of his **Son** into our hearts, who calls, “Abba, **Father**.” (Galatians 4:4b, 6b ULT)
>
See also: John 14:16-17, 1 Peter 1:2 > See also: John 14:16-17, 1 Peter 1:2
Each person of God is fully God and is called “God” in the Bible. Each person of God is fully God and is called “God” in the Bible.
> Yet for us there is only one **God the Father…** (1 Corinthians 8:6 ULT) > Yet for us there is only one **God the Father …** (1 Corinthians 8:6a ULT)
>
> Thomas answered and said to him, “My Lord and **my God**.” **Jesus** said to him, “Because you have seen me, you have believed. Blessed are those who have not seen, and yet have believed.” (John 20:28-29 ULT) > Thomas answered and said to him, “My Lord and **my God**.” **Jesus** said to him, “Because you have seen me, you have believed. Blessed are those who have not seen, and believed.” (John 20:28-29 ULT)
>
> But Peter said, “Ananias, why has Satan filled your heart to lie to **the Holy Spirit** and to keep back part of the price of the land?…You have not lied to men, but to **God**.” (Acts 5:3-4 ULT) > But Peter said, “Ananias, why has Satan filled your heart to lie to **the Holy Spirit** and to keep back from the price of the land?…You have not lied to men, but to **God**.” (Acts 5:3, 4b ULT) 
Each person is also distinct from the other two persons. All three persons can appear separately at the same time. In the verses below, God the Son is baptized while God the Spirit comes down and God the Father speaks from heaven. Each person is also distinct from the other two persons. All three persons can appear separately at the same time. In the verses below, God the Son is baptized while God the Spirit comes down and God the Father speaks from heaven.
> After he was baptized, **Jesus** came up…from the water…He saw the **Spirit** of God coming down…, and a **voice** [the Father’s] came out of the heavens saying, “This is my Beloved **Son**…” (Matthew 3:16-17 ULT)
As Christians, we must always remember that, since we are humans and do not have the mind of God, we cannot fully understand how all three persons of the Holy Trinity are fully God, and yet God is only one being. The Holy Trinity is a divine mystery that we confess by faith, based on the witness of God’s inspired Word. > After he was baptized, **Jesus** came up … from the water … He saw the **Spirit** of God coming down … and a **voice** \[the Father’s\] came out of the heavens saying, “This is my beloved **Son** …” (Matthew 3:16-17 ULT)
>
> As Christians, we must always remember that, since we are humans and do not have the mind of God, we cannot fully understand how all three persons of the Holy Trinity are fully God, and yet God is only one being. The Holy Trinity is a divine mystery that we confess by faith, based on the witness of God’s inspired Word.

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The Bible shows that God called Jesus his Son: The Bible shows that God called Jesus his Son:
> After he was baptized, Jesus came up immediately from the water, and…a voice came out of the heavens saying, “**This is my beloved Son**. I am very pleased with him.” (Matthew 3:16-17 ULT) > After he was baptized, Jesus came up immediately from the water, and … a voice came out of the heavens saying, “**This is my beloved Son**. I am very pleased with him.” (Matthew 3:16-17 ULT)
The Bible shows that Jesus called God his Father: The Bible shows that Jesus called God his Father:
> Jesus said, “I praise you **Father**, Lord of heaven and earth,…no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son**” (Matthew 11:25-27 ULT) (See also: John 6:26-57) > Jesus … said, “I praise you **Father**, Lord of heaven and earth …no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son**” (Matthew 11:25a, 27b ULT) (See also: John 6:26-57)
Christians have found that “Father” and “Son” are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them. Christians have found that “Father” and “Son” are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them.
Jesus referred to God in the following terms: Jesus referred to God in the following terms:
> Baptize them into **the name of the Father, of the Son, and of the Holy Spirit**. (Matthew 28:19 ULT) > Baptize them into **the name of the Father, and of the Son, and of the Holy Spirit**. (Matthew 28:19b ULT)
The intimate, loving relationship between the Father and the Son is eternal, just as they are eternal. The intimate, loving relationship between the Father and the Son is eternal, just as they are eternal. The Father **loves** the Son. (See John 3:35-36; 5:19-20 ULT)
> The Father **loves** the Son. (John 3:35-36; 5:19-20 ULT) > I **love** the Father, and just as the Father commanded me, thus I do. (John 14:31 ULT)
>
> I **love** the Father, I do what the Father commands me, just as he gave me the commandment. (John 14:31 ULT) > **…** **no one knows who the Son is except the Father, and who the Father is except the Son**. (Luke 10:22 ULT)
> **…no one knows who the Son is except the Father, and no one knows who the Father is except the Son**. (Luke 10:22 ULT)
The terms “Father” and “Son” also communicate that the Father and the Son are of the same essence; they are both eternal God. The terms “Father” and “Son” also communicate that the Father and the Son are of the same essence; they are both eternal God.
> Jesus said, “Father, glorify your Son so that the Son may glorify you…I glorified you on the earth,…Now Father, glorify me…with the glory that **I had with you before the world was created**.” (John 17:1-5 ULT) > Jesus said, “Father, … glorify your Son so that the Son will glorify you … I glorified you on the earth … Now Father, glorify me …with the glory that **I had with you before the world was made**.” (John 17:1, 4a, 5 ULT)
>
> But in these last days, he [God the Father] has spoken to us through a Son, whom he appointed to be the heir of all things. It is through him that God also made the universe. He is the brightness of God’s glory, **the very character of his essence**. He even holds everything together by the word of his power. (Hebrews 1:2-3 ULT) > But in these last days, he \[God the Father\] has spoken to us through a Son, whom he appointed to be the heir of all things. Through him, he also made the universe. He is the brightness of God’s glory and **the very exact representation of his being**. He holds everything together by the word of his power. (Hebrews 1:2-3a ULT)
>
> Jesus said to him, “I have been with you for so long and you still do not know me, Philip? **Whoever has seen me has seen the Father**. How can you say, ‘Show us the Father’? (John 14:9 ULT) > Jesus said to him, “I have been with you for so long and you still do not know me, Philip? **Whoever has seen me has seen the Father**. How can you say, ‘Show us the Father’? (John 14:9 ULT)
### Human Relationships ### Human Relationships
**Human fathers and sons are not perfect, but the Bible still uses those terms for the *Father* and *Son*, who are perfect.** **Human fathers and sons are not perfect, but the Bible still uses those terms for the Father and Son, who are perfect.**
Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The Scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human “father” and “son.” In this way you will communicate that God the Father and God the Son are of the same divine essence (they are both God), just as a human father and son are of the same human essence (they are both human and share the same human characteristics). Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The Scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human “father” and “son.” In this way you will communicate that God the Father and God the Son are of the same divine essence (they are both God), just as a human father and son are of the same human essence (they are both human and share the same human characteristics).
### Translation Strategies ### Translation Strategies
1. Think through all the possibilities within your language to translate the words “son” and “father.” Determine which words in your language best represent the divine “Son” and “Father.” (1) Think through all the possibilities within your language to translate the words “son” and “father.” Determine which words in your language best represent the divine “Son” and “Father.”
2. If your language has more than one word for “son,” use the word that has the closest meaning to “only son” (or “first son” if necessary).
3. If your language has more than one word for “father,” use the word that has the closest meaning to “birth father,” rather than “adoptive father.”
(See *God the Father* and *Son of God* pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating “Father” and “Son.”)  (2) If your language has more than one word for “son,” use the word that has the closest meaning to “only son” (or “first son” if necessary).
 (3) If your language has more than one word for “father,” use the word that has the closest meaning to “birth father,” rather than “adoptive father.”
(See *God the Father* and *Son of God* pages in [unfoldingWord® Translation Words](http://ufw.io/tw/) for help translating “Father” and “Son.”)

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* Can this person read and write the target language well? * Can this person read and write the target language well?
* Has the person been living in the language community for much of his or her life? Someone who has lived away from the language area for a very long period of time might have difficulty making a natural translation. * Has the person been living in the language community for much of his or her life? Someone who has lived away from the language area for a very long period of time might have difficulty making a natural translation.
* Do people respect the way this person speaks their own language? * Do people respect the way this person speaks their own language?
* What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. These people then need to agree on a way to say things that sound good to all of them. * What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. The various translators must agree on how to say things in a way that everyone can understand clearly.
2. Does the person have a very good understanding of the source language? 2. Does the person have a very good understanding of the source language?
@ -21,4 +22,4 @@ The leaders of the church networks that will be involved in the translation shou
* How long have they been a Christian, and are they in good standing with their Christian community? * How long have they been a Christian, and are they in good standing with their Christian community?
* How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task. * How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task.
After the translators have been working for awhile, the translation committee will need to make sure that they are working well. They may ask: Has the translator been willing to work with others in testing and checking their translation? Does their work meet the expectations of their fellow translators and local church leaders? After the translators have been working for a while, the translation committee will need to make sure that they are working well. They may ask: Has the translator been willing to work with others in testing and checking their translation? Does their work meet the expectations of their fellow translators and local church leaders?

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### Description ### Description
An Alternate Translation is a possible way to change the form of the ULT in case the target language either prefers or needs a different form. The Alternate Translation should be used when the ULT form or content would give a wrong meaning, or would be unclear or unnatural. An Alternate translation is a possible way to change the form of the ULT in case the target language either prefers or needs a different form. The Alternate translation should be used when the ULT form or content would give a wrong meaning, or would be unclear or unnatural.
For example, the Alternate Translation suggestion may involve stating implicit information clearly, changing passive voice to active, or rewording rhetorical questions as statements. The Notes often explain why there is an Alternate Translation and have a link to a page that explains the topic. For example, the alternate translation suggestion may involve stating implicit information clearly, changing passive voice to active, or rewording rhetorical questions as statements. The Notes often explain why there is an Alternate translation and have a link to a page that explains the topic.
### Translation Notes Examples ### Translation Notes Examples
Some examples of Alternate Translations are: Some purposes and examples of Alternate translations are:
**Making Implicit Information Clear** **Making Implicit Information Clear**
> it is the law of the Medes and Persians, that **no decree or statute that the king issues can be changed**. (Daniel 6:15 ULT) > It is the law of the Medes and Persians, that **no decree or statute that the king issues can be changed**. (Daniel 6:15b ULT) 
>
>
* **no decree…can be changed** – An additional sentence may be added here to aid in understanding. Alternate Translation: “no decree…can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*) * **no decree … can be changed** – An additional sentence may be added here to aid in understanding. Alternate translation: “no decree … can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. In the translation, you (the translator) may need to state clearly some things that the original speaker or writer left unstated or implicit. The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. In the translation, you (the translator) may need to state clearly some things that the original speaker or writer left unstated or implicit.
**Passive to Active** **Passive to Active**
> to him who blasphemes against the Holy Spirit, **it will not be forgiven**. (Luke 12:10 ULT) > To the one who blasphemes against the Holy Spirit, **it will not be forgiven**. (Luke 12:10b ULT)
* **it will not be forgiven** – This can be expressed with an active verb. Alternate Translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate Translation: “God will consider him guilty forever” (See: *Active Passive*) * **it will not be forgiven** – This can be expressed with an active verb. Alternate translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate translation: “God will consider him guilty forever” (See: *Active Passive*)
This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences. This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
**Rhetorical Question** **Rhetorical Question**
> Saul, Saul, **why are you persecuting me?** (Acts 9:4 ULT) > Saul, Saul, **why are you persecuting me?** (Acts 9:4b ULT)
* **why are you persecuting me?** – This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate Translation): “Stop persecuting me!” (See: *Rhetorical Questions*) * **why are you persecuting me?** – This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate translation): “Stop persecuting me!” (See: *Rhetorical Questions*)
The translation suggestion here provides an alternate way to translate the rhetorical question if your language does not use that form of rhetorical question to rebuke someone. The translation suggestion here provides an alternate way to translate the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.

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> But take a small number of hairs from them and tie them into **the folds of your robe**. (Ezekiel 5:3 ULT) > But take a small number of hairs from them and tie them into **the folds of your robe**. (Ezekiel 5:3 ULT)
* **the folds of your robe** – Possible meanings are (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt. * **the folds of your robe** – Possible meanings are: (1) “the cloth on your arms” (“your sleeves”) (UST) or (2) “the end of the cloth on your robe” (“your hem”) or (3) the fold in the garment where it is tucked into the belt.
This note has the ULT text followed by three possible meanings. The word translated as “the folds of your robe” refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. This note has the ULT text followed by three possible meanings. The word translated as “the folds of your robe” refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt.
> But Simon Peter, when he saw it, **fell down at Jesus’ knees** (Luke 5:8 ULT) > But when Simon Peter saw it, he **fell down at the knees of Jesus.** (Luke 5:8a ULT)
* **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.

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### Translation Notes Examples ### Translation Notes Examples
> He who **sits in the heavens** will sneer at them (Psalms 2:4 **ULT**) > He who **sits in the heavens** will sneer at them. (Psalms 2:4a **ULT**)
> But the one who **sits on his throne in heaven** laughs at them (Psalms 2:4 **UST**) > But the one who **sits on his throne in heaven** laughs at them. (Psalms 2:4a **UST**)
The Note for this verse says: The Note for this verse says:
* **sits in the heavens** – Here sitting represents ruling. What he sits on can be stated clearly. Alternate Translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md).) * **sits in the heavens** – Here, **sitting** represents ruling. What he sits on can be stated clearly. Alternate translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md))
Here there are two suggested translations for the phrase ‘sits in the heavens.’ The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST. Here there are two suggested translations for the phrase "sits in the heavens." The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST.
> When he saw Jesus, **he fell on his face**. (Luke 5:12 **ULT**) > And he saw Jesus, **fell on his face**, and begged him. (Luke 5:12b **ULT**)
> When he saw Jesus, **he bowed down to the ground**. (Luke 5:12 **UST**) > When he saw Jesus, **he bowed down to the ground**. (Luke 5:12b **UST**)
The Note for this verse says: The Note for this verse says:

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### Description ### Description
Sometimes, at the top of the list of notes, there are notes that start with **Connecting Statement** or **General Information**. 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 a chunk of text is related to the chunk(s) that came before it. The following are some of the kinds of information in the connecting statements. A Connecting Statement tells how a chunk of text is related to the chunk(s) that came before it. Here are some of the kinds of information that may be revealed in the connecting statements:
* whether this chunk is at the beginning, middle, or end of a passage * whether this chunk is at the beginning, middle, or end of a passage
* who is speaking * who is speaking
* whom the speaker is speaking to * to whom the speaker is speaking
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 * the person or thing that a pronoun refers to
* important background or implied information that is needed to understand the text in the chunk * important background or implied information that is needed to understand the text in the chunk
* logical arguments and conclusions * logical arguments and conclusions
Both types of notes are to help you understand the passage better and be aware of issues that you might need to address in translation. Both types of Notes are to help you understand the passage better and be aware of issues that you might need to address in translation.
### Examples ### Examples
#### Whether this chunk is at the beginning, continuation, or end of a passage #### Whether this chunk is at the beginning, continuation, or end of a passage
> 1 It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. 2 Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples 3 and said to him, “Are you the one who is coming, or should we look for another?” (Matthew 11:1-3 ULT)
> <sup> 1</sup> It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. <sup> 2</sup> Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples <sup> 3</sup> and said to him, “Are you the Coming One, or is there another person we should be looking for?” (Matthew 11:1-3 ULT) > <sup> 1</sup> It came about that when Jesus had finished instructing his twelve disciples, he departed from there to teach and preach in their cities. <sup> 2</sup> Now when John heard in the prison about the deeds of the Christ, he sent a message by his disciples <sup> 3</sup> and said to him, “Are you the Coming One, or is there another person we should be looking for?” (Matthew 11:1-3 ULT)
* **General Information**: – This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: *Introduction of New Event*) * **General Information**: – This is the beginning of a new part of the story where the writer tells of how Jesus responded to disciples of John the Baptist. (See: _Introduction of New Event_)
This note alerts you to the beginning of a new part of a story and gives you a link to a page that tells more about new events and issues concerning translating them. This Note alerts you to the beginning of a new part of a story and gives you a link to a page that tells more about new events and issues concerning translating them.
#### Who is speaking #### Who is speaking
> <sup> 17</sup> For he was one of us and received his share of the benefits of this ministry.” <sup> 18</sup> (Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. <sup> 19</sup> It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULT) > <sup> 17</sup> For he was numbered with us and received his share of this ministry. <sup> 18</sup> (Now indeed this man bought a field with the earnings from his wickedness, and he fell headfirst, and his belly burst open, and all his inward parts poured out. <sup> 19 </sup> It became known to all those living in Jerusalem, so they called that field in their own language “Akeldama,” that is, “Field of Blood.”) (Acts 1:17-19 ULT)
>
> * **Connecting Statement:** – Peter continues his speech to the believers that he began in Acts 1:16.
* **Connecting Statement:** – Peter continues his speech to the believers that he began in *Acts 1:16*. This Note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
This note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
#### The person or thing that pronouns refer to #### The person or thing that pronouns refer to
> <sup> 20</sup> And Isaiah is very bold and says, > <sup> 20</sup> Then Isaiah is very bold when he says,
> “I was found by those who did not seek me. > “I was found by those who did not seek me.
> I appeared to those who did not ask for me.” > I appeared to those who did not ask for me.”
> <sup> 21</sup> But to Israel he says, “All the day long I reached out my hands > <sup> 21</sup> But to Israel he says, “All the day long I reached out my hands
> to a disobedient and resistant people.” (Romans 10:20-21 ULT) > to a disobedient and stubborn people.” (Romans 10:20-21 ULT)
* **General Information:** – Here the words “I,” “me,” and “my” refer to God. * **General Information:** – Here the words “I,” “me,” and “my” refer to God.
This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said. This Note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said.
#### Important background or implied information #### Important background or implied information
> <sup> 26</sup> Now an angel of the Lord spoke to Philip and said, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This road is in a desert.) <sup> 27</sup> He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. <sup> 28</sup> He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT) > <sup> 26</sup> Now an angel of the Lord spoke to Philip, saying, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This is in a desert.) <sup> 27</sup> So he arose and went. Now there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was over all her treasure. He had come to Jerusalem to worship. <sup> 28</sup> He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT)
* **General Information:** – This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*) * **General Information:** – This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: _Background_s)
This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information. This Note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The Note includes a link to the page about background information so you can learn more about how to translate that kind of information.

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### Translation Notes Examples ### Translation Notes Examples
Simple definitions of words or phrases are added without quotes or sentence format. Here are examples: Simple definitions of words or phrases are added without quotes or sentence format. Here are examples:
> It is like children playing in the marketplace, who sit and call to one another and say, “We played a **flute** for you.” (Matthew 11:16-17 ULT)
> It is like children sitting the marketplace, who call out to one another and say, “We played a **flute** for you.” (Matthew 11:16b-17a ULT)
* **marketplace** – a large, open-air area where people would come to sell their goods * **marketplace** – a large, open-air area where people would come to sell their goods
* **flute** – a long, hollow musical instrument which is played by blowing air in or over one end * **flute** – a long, hollow musical instrument which is played by blowing air in or over one end
> people who dress in splendid clothing and live in luxury are in **kings’ palaces** (Luke 7:25 ULT) > Behold, those in expensive clothing and living in luxury are in **kings’ palaces** (Luke 7:25b ULT)
 
* **kings’ palaces** – a large, expensive house that a king lives in
* **kings’ palaces** – the large, expensive houses that kings live in
### Translation Principles ### Translation Principles

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Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period (“.”). Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period (“.”).
> The fishermen had gotten out of them and were **washing their nets**.(Luke 5:2 ULT) > The fishermen had gotten out of them and were **washing their nets**. (Luke 5:2b ULT)
* **washing their nets** – They were cleaning their fishing nets in order to use them again to catch fish. * **washing their nets** – They were cleaning their fishing nets in order to use them again to catch fish.
If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for “were washing” and “nets.” If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for “were washing” and “nets.”
> they **motioned** to their partners in the other boat (Luke 5:7 ULT) > And they **signaled** to their partners in the other boat (Luke 5:7a ULT)
* **motioned** – They were too far from shore to call so they made gestures, probably waving their arms. * **signaled** – 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.” This Note can help you understand what kind of signal the people made. It was a signal that people would be able to see from a distance. This will help you choose a good word or phrase for “signaled.”
> He will be filled with the Holy Spirit, **even while in his mother’s womb**. (Luke 1:14 ULT) > He will be filled with the Holy Spirit, **even from his mother’s womb**. (Luke 1:15b ULT)
* **even while in his mother’s womb** – The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit. * **even from his mother’s womb** – The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
This note can help you understand what the word “even” means in this sentence, so that you can find a way of showing how surprising this was. This Note can help you understand what the word “even” means in this sentence so that you can find a way of showing how surprising this was.

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> Many will come **in my name** and say, ‘I am he,’ and they will lead many astray. (Mark 13:6 ULT) > Many will come **in my name** and say, ‘I am he,’ and they will lead many astray. (Mark 13:6 ULT)
* **in my name** – Possible meanings are (Alternate Translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*) * **in my name** – Possible meanings are (Alternate translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*)
The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speaker’s name (Jesus), but to his person and authority. (Thus, in this context, the word “name” is a *metonym* for the ideas of “person/authority.”) The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the UTA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonyms. Because this phrase is also a common idiom, the Note includes a link to the UTA page that explains idioms. The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speaker’s name (Jesus), but to his person and authority. (Thus, in this context, the word “name” is a *metonym* for the ideas of “person/authority.”) The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the UTA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonyms. Because this phrase is also a common idiom, the Note includes a link to the UTA page that explains idioms.
> “**You offspring of vipers**! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULT) > “**You offspring of vipers**! Who warned you to flee from the wrath that is coming? (Luke 3:7b ULT)
* **You offspring of vipers** – In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. Alternate Translation: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: *Metaphor*) * **You offspring of vipers** – In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes that represent evil. Alternate translation: “you evil poisonous snakes” or “people should stay away from you just like they avoid poisonous snakes” (See: *Metaphor*)
The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the UTA page about metaphors. The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the UTA page about metaphors.

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### Translation Notes Examples ### Translation Notes Examples
> He instructed him **to tell no one** (Luke 5:14 ULT) > He commanded him **to tell no one**. (Luke 5:14a ULT)
* **to tell no one** – This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate Translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*) * **to tell no one** – This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
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. 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.
> At the time of the harvest **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn**.” (Matthew 13:30 ULT) > At the time of the harvest **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn**.” (Matthew 13:30 ULT)
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** – You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: *Direct and Indirect Quotations*) * **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** – You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, but gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language. Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language. Do not use quotation marks around Indirect quotes. They were used here only to make it clear what you could say as an indirect quote.

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@ -18,8 +18,6 @@ There are several reasons to read the unfoldingWord® Translation Academy topic
* **walking** – “obeying” (See: [*Metaphor*](../figs-metaphor/01.md)) * **walking** – “obeying” (See: [*Metaphor*](../figs-metaphor/01.md))
* **made it known** – “communicated it” (See: [*Idiom*](../figs-idiom/01.md)) * **made it known** – “communicated it” (See: [*Idiom*](../figs-idiom/01.md))
### Repeated Phrases in a Book ### 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 (the blue or 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 (the blue or 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:
@ -35,5 +33,4 @@ These links will only take you back to Notes in the same book that you are worki
* **be fruitful and multiply** – See how you translated these commands in [Genesis 1:28](http://). * **be fruitful and multiply** – See how you translated these commands in [Genesis 1:28](http://).
* **everything that creeps along the ground** – This includes all types of small animals. See how you translated this in [Genesis 1:25](http://). * **everything that creeps along the ground** – This includes all types of small animals. See how you translated this in [Genesis 1:25](http://).
* **will be blessed in him** – Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](http://). * **will be blessed in him** – Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](http://).

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@ -5,9 +5,11 @@ Sometimes there are notes for a phrase and separate notes for portions of that p
### Translation Notes Examples ### Translation Notes Examples
> **But it is to the extent of your hardness and unrepentant heart** that you are storing up for yourself wrath in the day of wrath (Romans 2:5 ULT) > **But it is to the extent of your hardness and unrepentant heart** that you are storing up for yourself wrath in the day of wrath. (Romans 2:5a ULT) 
>
>
* **But it is to the extent of your hardness and unrepentant heart** – Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate Translation: “It is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*) * **But it is to the extent of your hardness and unrepentant heart** – Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate translation: “it is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
* **hardness and unrepentant heart** – The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*) * **hardness and unrepentant heart** – The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
In this example the first note explains the metaphor and the metonym in the longer phrase as a whole, and the second note explains the doublet within the longer phrase. In this example the first note explains the metaphor and the metonym in the longer phrase as a whole, and the second note explains the doublet within the longer phrase.

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Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include:
1. There are minor differences in the ancient Bible texts. * there are minor differences in the ancient Bible texts
1. A word may have more than one meaning or use. * a word may have more than one meaning or use
1. It may not be clear what a word (such as a pronoun) refers to in a particular phrase. * it may not be clear what a word (such as a pronoun) refers to in a particular phrase
### Translation Notes Examples ### Translation Notes Examples
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. 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, **fell down at Jesus’ knees**, saying, “Depart from me, for I am a sinful man, Lord.” (Luke 5:8 ULT) > But when Simon Peter saw it, he **fell down at  the knees of Jesus**, saying, “Depart from me, for I am a sinful man, Lord.” (Luke 5:8 ULT)
* **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 the knees of Jesus** – 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 ### Translation Strategies
1. Translate it in such a way that the reader could understand either meaning as a possibility. 1. Translate it in such a way that the reader could understand either meaning as a possibility.
1. If it is not possible to do that in your language, then choose a meaning and translate it with that meaning. 1. If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
1. If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning. 1. If not choosing a meaning would make it hard for the readers to understand the passage in general, then choose a meaning and translate it with that meaning.

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As a translator, it is your duty to do your best to make sure that each Bible passage you translate has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, you will need to study translation helps prepared by Bible scholars, including the translationQuestions.
As a translator, it is your duty to do your best to make sure that each Bible passage you translate has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, you will need to study translation helps prepared by Bible scholars, including translationQuestions. The translationQuestions (tQ) are based on the text of the ULT, but they can be used to check any Bible translation. They ask questions about the content of the Bible. This content should not change as it is translated into different languages. Along with each question, tQ provides a suggested answer for that question. You can use these sets of questions and answers as a way to check the accuracy of your translation, and you can also use them with members of the language community.
The translationQuestions (tQ) are based on the text of the ULT, but they can be used to check any Bible translation. They ask questions about the *content* of the Bible. This content should not change as it is translated into different languages. Along with each question, tQ provides a suggested answer for that question. You can use these sets of questions and answers as a way to check the accuracy of your translation, and you can also use them with members of the language community. Using tQ during community checks will help the translator to know if the target language translation is clearly communicating the right thing. If the community member cannot correctly answer the questions after hearing the translation of the Bible chapter, then the translation is not clear or not accurate at those places and probably needs to be improved.
Using tQ during community checks will help the translator to know if the Target Language translation is clearly communicating the right thing. If the community member cannot correctly answer the questions after hearing the translation of the Bible chapter, then the translation is not clear or not accurate at those places and probably needs to be improved.
#### Checking Translations with tQ #### Checking Translations with tQ
In order to use tQ when doing a self-check, follow these steps: In order to use tQ when doing a self-check, follow these steps:
1. Translate a passage, or chapter, of the Bible. 1. Translate a passage, or chapter, of the Bible.
1. Look at the section called “Questions.” 2. Look at the section called “Questions.”
1. Read the question entry for that passage. 3. Read the question entry for that passage.
1. Think of the answer from the translation. Try to not answer from what you know from other Bible translations. 4. Think of the answer from the translation. Try to not answer from what you know from other Bible translations.
1. Click on the question to have the answer displayed. 5. Click on the question to have the answer displayed.
1. If your answer is correct, you may have done a good translation. But remember, you still need to test the translation with the language community, to see if it communicates that same meaning to others. 6. If your answer is correct, you may have done a good translation. But remember, you still need to test the translation with the language community to see if it communicates that same meaning to others.
In order to use tQ for a community check, follow these steps: In order to use tQ for a community check, follow these steps:
@ -24,5 +23,4 @@ In order to use tQ for a community check, follow these steps:
1. Read the first question entry for that chapter. 1. Read the first question entry for that chapter.
1. Ask the community members to answer the question. Remind them to think of the answer only from the translation. 1. Ask the community members to answer the question. Remind them to think of the answer only from the translation.
1. Click on the question to have the answer displayed. If the community member’s answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers the question incorrectly, that part of the translation may not be communicating well and may need to be changed. 1. Click on the question to have the answer displayed. If the community member’s answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers the question incorrectly, that part of the translation may not be communicating well and may need to be changed.
1. Continue with the rest of the questions for the chapter. 1. Continue with the rest of the questions for the chapter.

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### Description ### Description
Some Notes provide a translation suggestion that can replace the word or phrase that they quote from the ULT. 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 ULT. 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 ULT does not seem to have a natural equivalent in your language. Some Notes provide a translation suggestion ("Alternate translation") that can replace the word or phrase that they quote from the ULT. These replacements can fit into the sentence without changing the meaning of the sentence. These synonyms and equivalent phrases are enclosed in double-quotes. They mean the same as the text in the ULT. 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 ULT does not seem to have a natural equivalent in your language.
### Translation Notes Examples ### Translation Notes Examples
> Make ready **the way** of the Lord, (Luke 3:4 ULT) > Make ready **the way** of the Lord, (Luke 3:4b ULT)
* **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 ULT. You can decide whether it is natural to say “way,” “path,” or “road” in your language. In this example, the words “the path” or the words “the road” can replace the words “the way” found in the ULT. You can decide whether it is natural to say “way,” “path,” or “road” in your language.
> **Deacons, likewise**, should be dignified, not double-talkers. (1 Timothy 3:8 ULT) > **Likewise, deacons** must be dignified, not double-talkers. (1 Timothy 3:8a ULT)
* **Deacons, likewise** – “In the same way, deacons” or “Deacons, like overseers” * **Deacons, likewise** – “In the same way, deacons” or “Deacons, like overseers”
In this example, the words “In the same way, deacons” or “Deacons, like overseers” can replace the words “Deacons, likewise” in the ULT. You, as the translator, can decide what is natural for your language. In this example, the words “In the same way, deacons” or “Deacons, like overseers” can replace the words “Likewise, deacons” in the ULT. You, as the translator, can decide what is natural for your language.

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@ -7,32 +7,32 @@ Translation Notes are words or phrases copied from the ULT and then explained. I
#### Types of Notes #### Types of Notes
There are many different types of notes in the Translation Notes. Each type of note gives the explanation in a different way. Knowing the type of note will help you (the translator) make decisions on the best way to translate the Bible text into your language. There are many different types of notes in the Translation Notes. Each type of Note gives the explanation in a different way. Knowing the type of note will help you (the translator) make decisions on the best way to translate the Bible text into your language.
* **[Notes with Definitions](../resources-def/01.md)** – Sometimes you may not know what a word in the ULT means. Simple definitions of words or phrases are added without quotes or sentence format. * **[Notes with Definitions](../resources-def/01.md)** – Sometimes you may not know what a word in the ULT means. Simple definitions of words or phrases are added without quotes or sentence format.
* **[Notes that Explain](../resources-eplain/01.md)** – Simple explanations about words or phrases are in sentence format. * **[Notes that Explain](../resources-eplain/01.md)** – Simple explanations about words or phrases are in sentence format.
* **Notes that Suggest Other Ways to Translate** – Because there are many different kinds of these Notes, they are explained in more detail below. * **Notes that suggest other ways to translate** – Because there are many different kinds of these Notes, they are explained in more detail below.
#### Suggested Translations #### Suggested Translations
There are several types of suggested translations. There are several types of suggested translations.
* **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** – Sometimes the Notes provide a translation suggestion that can replace the word or phrase in the ULT. 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 ULT. * **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** – Sometimes the Notes provide a translation suggestion that can replace the word or phrase in the ULT. 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 ULT.
* **[Notes with Alternate Translations](../resources-alter/01.md)** – An alternate translation is a suggested change to the form or content of the ULT because the target language may prefer a different form. The alternate translation should only be used when the ULT form or content is not accurate or natural in your language. * **[Notes with Alternate Translations](../resources-alter/01.md)** – An Alternate translation is a suggested change to the form or content of the ULT because the target language may prefer a different form. The Alternate translation should only be used when the ULT form or content is not accurate or natural in your language.
* **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** – When the UST provides a good alternate translation for the ULT, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate Translation. In that case, the Note will say “(UST)” after the text from the UST. * **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** – When the UST provides a good Alternate translation for the ULT, then there may be no Note providing an Alternate translation. However, on occasion, a Note will provide Alternate translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate translation. In that case, the Note will say “(UST)” after the text from the UST.
* **[Notes that have Alternate Meanings](../resources-alterm/01.md)** – Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first. * **[Notes that have Alternate Meanings](../resources-alterm/01.md)** – Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first.
* **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** – Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning, or will list several possible meanings, with the most probable meaning first. * **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** – Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning or will list several possible meanings with the most probable meaning first.
* **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** – When there is a Figure of Speech in the ULT text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation is provided. There will also be a link to the unfoldingWord® Translation Academy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech. * **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** – When there is a Figure of Speech in the ULT text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation is provided. There will also be a link to the unfoldingWord® Translation Academy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech.
* **[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 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 ULT Phrases](../resources-long/01.md)** – Sometimes there is a Note which refers to a phrase and then other Notes which 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 ULT Phrases](../resources-long/01.md)** – Sometimes there is a Note which refers to a phrase and then other Notes which refer to portions of that phrase. In that case, the Note for the longer 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.

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@ -5,16 +5,16 @@ As a translator, it is your duty to do your best to make sure that each Bible pa
In order to use unfoldingWord® Translation Words, follow these steps: In order to use unfoldingWord® Translation Words, follow these steps:
1. Identify the important words and any words in the source text that are difficult to understand or have an uncertain meaning. 1. Identify the important words and any words in the source text that are difficult to understand or have an uncertain meaning.
1. Look at the section called “unfoldingWord® Translation Words.” 2. Look at the section called “unfoldingWord® Translation Words.”
1. Find the words that you identified as important or difficult, and click on the first one. 3. Find the words that you identified as important or difficult, and click on the first one.
1. Read the unfoldingWord® Translation Words entry for that word. 4. Read the unfoldingWord® Translation Words entry for that word.
1. After reading the definition, read the Bible passage again, thinking about the definition that you read in unfoldingWord® Translation Words. 5. After reading the definition, read the Bible passage again, thinking about the definition that you read in unfoldingWord® Translation Words.
1. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning and try each one. 6. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning, and try each one.
1. Choose the one that you think is best and write it down. 7. Choose the one that you think is best and write it down.
1. Repeat the above steps for other unfoldingWord® Translation Words that you identified. 8. Repeat the above steps for other unfoldingWord® Translation Words that you identified.
1. When you have thought of a good translation for each of the unfoldingWord® Translation Words, then translate the whole passage. 9. When you have thought of a good translation for each of the unfoldingWord® Translation Words, then translate the whole passage.
1. Test your translated passage by reading it to others. Change to a different word or phrase in places where others do not understand the meaning. 10. Test your translated passage by reading it to others. Change to a different word or phrase in places where others do not understand the meaning.
Once you have found a good translation for a term, you should use it consistently throughout the translation. If you find a place where that translation does not fit, then think through the process again. It could be that a word with similar meaning will fit better in the new context. Keep track of which word or words you are using to translate each term and make this information available to everyone on the translation team. This will help everyone on the translation team to know which words they should be using. Once you have found a good translation for a term, you should use it consistently throughout the translation. If you find a place where that translation does not fit, then think through the process again. It could be that a word with similar meaning will fit better in the new context. Keep track of which word or words you are using to translate each term and make this information available to everyone on the translation team. This will help everyone on the translation team to know which words they should be using.
@ -24,28 +24,28 @@ Sometimes a word refers to a thing or custom that is unknown in the target langu
One kind of ‘unknown idea’ are words that refer to Jewish and Christian religious customs and beliefs. Some common unknown ideas are: One kind of ‘unknown idea’ are words that refer to Jewish and Christian religious customs and beliefs. Some common unknown ideas are:
**Names of places** such as: **Names of places,** such as:
* Temple (a building where the Israelites offered sacrifices to God) * temple (a building where the Israelites offered sacrifices to God)
* Synagogue (a building where Jewish people assemble to worship God) * synagogue (a building where Jewish people assemble to worship God)
* Sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.) * sacrificial altar (a raised structure on which sacrifices were burned as gifts, or offerings, to God.)
**Titles of people who hold an office** such as: **Titles of people who hold an office,** such as:
* Priest (someone who is chosen to offer sacrifices to God on behalf of his people) * priest (someone who is chosen to offer sacrifices to God on behalf of his people)
* Pharisee (important group of Israel’s religious leaders in Jesus’ time) * pharisee (important group of Israel’s religious leaders in Jesus’ time)
* Prophet (person who delivers messages that come directly from God) * prophet (person who delivers messages that come directly from God)
* Son of Man * Son of Man
* Son of God * Son of God
* King (ruler of an independent city, state or country). * king (ruler of an independent city, state or country).
**Key Biblical Concepts** such as: **Key Biblical Concepts,** such as:
* Forgiveness (to not resent that person and not be angry at him for doing something hurtful) * forgiveness (to not resent that person and not be angry at him for doing something hurtful)
* Salvation (being saved or rescued from evil, enemies, or from danger) * salvation (being saved or rescued from evil, enemies, or from danger)
* Redemption (the act of buying back something that was previously owned or that was held captive) * redemption (the act of buying back something that was previously owned or that was held captive)
* Mercy (helping people who are in need) * mercy (helping people who are in need)
* Grace (help or regard that is given to someone who has not earned it) * grace (help or regard that is given to someone who has not earned it)
Notice that all of these are nouns, but they represent events, so they may need to be translated by verb (action) clauses. Notice that all of these are nouns, but they represent events, so they may need to be translated by verb (action) clauses.

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### A translator is like a hunter ### A translator is like a hunter
A translator is like a hunter, who must aim his weapon at an animal if he wants to hit it. He must know the kind of animal he is hunting, because a hunter does not always use the same kind of weapon for every animal. For example, a hunter will use a very different kind of spear when hunting fish than when hunting a very large animal such as a tiger or an elephant. A translator is like a hunter. He must aim his weapon at an animal if he wants to hit it. He must know the kind of animal he is hunting because a hunter does not always use the same kind of weapon for every animal. For example, a hunter will use a very different kind of spear when hunting fish than when hunting a very large animal such as a tiger or an elephant.
It is the same when we speak to other people. We do not speak to young children with exactly the same words that we would say to an adult. Neither do we speak to our friends in exactly the same way we would speak to the president or ruler of our country. It is the same when we speak to other people. We do not speak to young children with exactly the same words that we would say to an adult. Neither do we speak to our friends in exactly the same way we would speak to the president or ruler of our country.
@ -11,16 +11,16 @@ In every language, there are words that only adults use, words that children hav
In addition, languages are like trees that grow new leaves and lose old ones: new words are always forming in languages, and some words are always dropping out of use. These words die and drop like leaves; they are words that the old people know but that the younger people never learn to use. After the older generation is gone, these old words will no longer be used in the language. Even if they are written down (in a dictionary, for example) as they should be, the younger people will probably not use them again. In addition, languages are like trees that grow new leaves and lose old ones: new words are always forming in languages, and some words are always dropping out of use. These words die and drop like leaves; they are words that the old people know but that the younger people never learn to use. After the older generation is gone, these old words will no longer be used in the language. Even if they are written down (in a dictionary, for example) as they should be, the younger people will probably not use them again.
For these reasons, Bible translators must decide which people they will aim their translation at. Here are their choices: For these reasons, Bible translators must decide toward which people they will aim their translation. There are choices to consider.
#### Aim to the Future #### Aim to the Future
Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these other rules: Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these rules:
1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word “synagogue” into something like “sinagog” and then try to teach its meaning to the people. They will not try to transform the Bible word “angel” into something like “enjel” and then try to teach its meaning to the target language readers. 1. They do not try to transliterate common Bible words from Gateway Languages into the target language. For example, this means that they will not try to transform the Bible word “synagogue” into something like “sinagog” and then try to teach its meaning to the people. They will not try to transform the Bible word “angel” into something like “enjel” and then try to teach its meaning to the target language readers.
2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in “grace” or “sanctify,” translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word’s meaning in the Bible passage that they are working on. 2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in “grace” or “sanctify,” translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word’s meaning in the Bible passage that they are working on.
3. They do not take known words in the target language and give new meaning(s) to them. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that they want the text to communicate. 3. They do not take known words in the target language and give new meaning(s) to them. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that they want the text to communicate.
4. They express the biblical ideas in ways that are clear and natural in the target language. (See [Create Clear Translations](../guidelines-clear/01.md) and [Create Natural Translations](../guidelines-natural/01.md).) 4. They express the biblical ideas in ways that are clear and natural in the target language. (See [Create Clear Translations](../guidelines-clear/01.md) and [Create Natural Translations](../guidelines-natural/01.md).)
When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today’s English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions. When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today’s English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions.

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@ -1,10 +1,8 @@
### Creating an Alphabet ### Creating an Alphabet
If your language has not been written down before, then you will need to create an alphabet so that you can write it. There are many things to think about when creating an alphabet, and creating a good one can be very difficult. If this seems to be too difficult, you could do an audio translation instead of a written one. If your language has not been written down before, then you will need to create an alphabet so that you can write it. There are many things to think about when creating an alphabet, and creating a good one can be very difficult. If this seems to be too difficult, you could do an audio translation instead of a written one.
The goal of a good alphabet is to have one letter to represent each different sound of your language. The goal of a good alphabet is to use one letter to represent each different sound of your language.
If a neighboring language already has an alphabet, and if that language has similar sounds to your language, it might work well to simply borrow their alphabet. If not, then the next best thing is to borrow the alphabet from the national language that you learned in school. However, it is likely that your language has sounds that the national language does not have, so it will be difficult to use this alphabet to represent all of the sounds of your language. In that case, it is good to think about each sound in your language. Write out the national language alphabet on a piece of paper from top to bottom. Then write a word from your language next to each letter that either starts with that sound or has that sound in it. Underline the letter that makes that sound in each of the words. If a neighboring language already has an alphabet, and if that language has similar sounds to your language, it might work well to simply borrow their alphabet. If not, then the next best thing is to borrow the alphabet from the national language that you learned in school. However, it is likely that your language has sounds that the national language does not have, so it will be difficult to use this alphabet to represent all of the sounds of your language. In that case, it is good to think about each sound in your language. Write out the national language alphabet on a piece of paper from top to bottom. Then write a word from your language next to each letter that either starts with that sound or has that sound in it. Underline the letter that makes that sound in each of the words.

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@ -61,14 +61,13 @@ The strategies are all applied to Exodus 25:10 below.
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in notes. (5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in notes.
>> “They are to make an ark of acacia wood. Its length must be **one meter** <sup> 1</sup>; its width will be **two thirds of a meter** <sup> 2</sup>; and its height will be **two thirds of a meter**.” > > “They are to make an ark of acacia wood. Its length must be **one meter**; <sup> 1</sup> its width will be **two thirds of a meter**; <sup> 2</sup> and its height will be **two thirds of a meter**.”
The footnotes would look like: The footnotes would look like:
>> “They are to make an ark of acacia wood. Its length must be **one meter** <sup> 1</sup>; its width will be **two thirds of a meter** <sup> 2</sup>; and its height will be **two thirds of a meter**.” > > “They are to make an ark of acacia wood. Its length must be **one meter**; <sup> 1</sup> its width will be **two thirds of a meter**; <sup> 2</sup> and its height will be **two thirds of a meter**.”
The footnotes would look like: The footnotes would look like:
>> <sup> [1]</sup> two and a half cubits >> <sup> [1]</sup> two and a half cubits
>> <sup> [2]</sup> one cubit and a half >> <sup> [2]</sup> one cubit and a half

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The Bible is made up of 66 “books.” Although they are called “books,” they vary greatly in length; the shortest ones are only a page or two long. The Bible has two main parts. The first part was written first and is called the Old Testament. The second part was written later and is called the New Testament. The Old Testament has 39 books and the New Testament has 27 books. (Some of the books in the New Testament are letters to people.)
The Bible is made up of 66 “books.” Although they are called “books,” they vary greatly in length and the shortest ones are only a page or two long. The Bible has two main parts. The first part was written first and is called the Old Testament. The second part was written later and is called the New Testament. The Old Testament has 39 books and the New Testament has 27 books. (Some of the books in the New Testament are letters to people.)
Each book is divided into chapters. Most books have more than one chapter, but Obadiah, Philemon, 2 John, 3 John, and Jude each have only one chapter. All the chapters are divided into verses. Each book is divided into chapters. Most books have more than one chapter, but Obadiah, Philemon, 2 John, 3 John, and Jude each have only one chapter. All the chapters are divided into verses.
@ -11,5 +10,6 @@ When we refer to verses that are not next to each other, we use commas to separa
After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, “ULT” stands for the *unfoldingWord® Literal Text*. After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, “ULT” stands for the *unfoldingWord® Literal Text*.
In unfoldingWord® Translation Academy we use this system to tell where portions of scripture come from. However, this does not mean that the whole verse or set of verses is shown. The text below comes from Judges, chapter 6, verse 28, but it is not the whole verse. The verse has more at the end. In unfoldingWord® Translation Academy, we only show the part of the verse that we want to talk about. In unfoldingWord® Translation Academy, we use this system to tell where portions of scripture come from. However, this does not mean that the whole verse or set of verses is shown. The text below comes from Judges, chapter 6, verse 28, but it is not the whole verse. The verse has more at the end. In unfoldingWord® Translation Academy, we only show the part of the verse that we want to talk about.
> In the morning when the men of the town got up, the altar of Baal was broken down…(Judges 6:28 ULT)
> When the men of the city arose early in the morning, and see, the altar of Baal was torn down. (Judges 6:28a ULT)

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### Description
### Description: In early Old Testament times, people weighed their metals, such as silver and gold, and would pay 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. 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.
@ -26,45 +25,42 @@ Do not use modern money values since these change from year to year. Using them
### Translation Strategies ### Translation Strategies
The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). The strategies below are for translating the value of money in the New Testament.
The strategies below are for translating the value of money in the New Testament
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).) 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).)
1. Describe the value of the money in terms of what kind of metal it was made of and how many coins were used. 1. Describe the value of the money in terms of what kind of metal it was made of and how many coins were used.
1. Describe the value of the money in terms of what people in Bible times could earn in one day of work. 1. Describe the value of the money in terms of what people in Bible times could earn in one day of work.
1. Use the Bible term and give the equivalent amount in the text or a note. 1. Use the biblical term and give the equivalent amount in the text or a footnote.
1. Use the Bible term and explain it in a note. 1. Use the biblical term and explain it in a footnote.
### Translation Strategies ### Translation Strategies Applied
The translations strategies are all applied to Luke 7:41 below. The translations strategies are all applied to Luke 7:41 below.
> The one owed five hundred denarii, and the other owed fifty denarii. (Luke 7:41 ULT) > The one owed five hundred denarii, and the other, 50. (Luke 7:41b ULT)
(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).) 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).)
>> “The one owed **five hundred denali**, and the other owed **fifty denali**.” > > “The one owed **five hundred denali**, and the other, **50**.”
(2) 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. 2. 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.
>> “The one owed **five hundred silver coins**, and the other owed **fifty silver coins**.” > > “The one owed **five hundred silver coins**, and the other, **50**.”
(3) Describe the value of the money in terms of what people in Bible times could earn in one day of work. (3) Describe the value of the money in terms of what people in Bible times could earn in one day of work.
>> “The one owed **five hundred days’ wages**, and the other owed **fifty days’ wages**.” > > “The one owed **five hundred days’ wages**, and the other, **50**.”
(4) Use the Bible term and give the equivalent amount in the text or a footnote. (4) Use the Bible term and give the equivalent amount in the text or a footnote.
>> “The one owed **five hundred denarii** <sup> 1</sup>, and the other owed **fifty denarii**.<sup> 2</sup>” > > “The one owed **five hundred denarii** <sup> 1</sup>, and the other owed **fifty denarii**.<sup> 2</sup>”
The footnotes would look like: The footnotes would look like:
>> <sup> [1]</sup> five hundred days’s wages > > \[1\] five hundred days’ wages \[2\] 50 days' wages
>> <sup> [2]</sup> fifty day’s wages
(5) Use the Bible term and explain it in a footnote. (5) Use the Bible term and explain it in a footnote.
>> “The one owed **five hundred denarii** <sup> 1</sup>, and the other owed **fifty denarii**.” (Luke 7:41 ULT) > > “The one owed **five hundred denarii**,<sup>1</sup> and the other, **50**.” (Luke 7:41 ULT)
>> <sup> [1]</sup> A denarius was the amount of silver that people could earn in one day of work.
>> <sup> [1]</sup> A denarius was the amount of silver that people could earn in one day of work.

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@ -27,7 +27,7 @@ The following terms are the most common units of volume used in the Bible to sta
### When the unit of measure is stated ### When the unit of measure is stated
#### Translation Strategies ### Translation Strategies
1. Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).) 1. Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. 1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
@ -35,33 +35,33 @@ The following terms are the most common units of volume used in the Bible to sta
1. Use the measurements from the ULT and include measurements that your people know in the text or a note. 1. Use the measurements from the ULT and include measurements that your people know in the text or a note.
1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note. 1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
#### Translation Strategies Applied ### Translation Strategies Applied
The strategies are all applied to Isaiah 5:10 below. The strategies are all applied to Isaiah 5:10 below.
> For four hectares of vineyard will yield only one bath, and one homer of seed will yield only an ephah. (Isaiah 5:10 ULT) > For a ten-yoke vineyard will yield only one bath, and one homer of seed will yield only an ephah. (Isaiah 5:10 ULT)
(1) Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).) (1) Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
>> “For four hektares of vineyard will yield only one **bat**, and one **homer** of seed will yield only an **efa**.” >> “For a ten-yoke vineyard will yield only one **bat**, and one **homer** of seed will yield only an **efa**.”
(2) Use the measurements given in the UST. Usually they are metric measurements. The translators of the UST have already figured how to represent the amounts in the metric system. (2) Use the measurements given in the UST. Usually they are metric measurements. The translators of the UST have already figured how to represent the amounts in the metric system.
>> “For four hectares of vineyard will yield only **twenty-two liters** and **220 liters** of seed will yield only **twenty-two liters**.” >> “For a ten-yoke vineyard will yield only **22 liters** and **220 liters** of seed will yield only **22 liters**.”
>> “For four hectares of vineyard will yield only **twenty-two liters**, and **ten baskets** of seed will yield only **one basket**.” >> “For a ten-yoke vineyard will yield only **22**, and **ten baskets** of seed will yield only **one basket**.”
(3) 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. (3) 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 four hectares of vineyard will yield only six gallons, and **six and a half bushels** of seed will yield only twenty quarts.” > > “For a ten-yoke vineyard will yield only **six gallons**, and **six and a half bushels** of seed will yield only **twenty quarts**.”
(4) Use the measurements from the ULT and include measurements that your people know in the text or a note. The following shows both measurements in the text. (4) Use the measurements from the ULT and include measurements that your people know in the text or a note. The following shows both measurements in the text.
>> “For four hectares of vineyard will yield only **one bath (six gallons)**, and **one homer (six and a half bushels)** of seed will yield only **an ephah (twenty quarts)**.” >> “For a ten-yoke vineyard will yield only **one bath (six gallons)**, and **one homer (six and a half bushels)** of seed will yield only **an ephah (twenty quarts)**.”
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in footnotes. (5) Use measurements that your people know, and include the measurements from the ULT in the text or in a note. The following shows the ULT measurements in footnotes.
>> “For four hectares of vineyard will yield only twenty-two liters<sup> 1</sup>, and 220 liters<sup> 2</sup> of seed will yield only twenty-two liters<sup> 3</sup>.” >> “For a ten-yoke vineyard will yield only 22 liters<sup>1</sup>, and 220 liters<sup>2</sup> of seed will yield only 22 liters<sup>3</sup>.”
The footnotes would look like: The footnotes would look like:
@ -73,33 +73,33 @@ The footnotes would look like:
Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure.” Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULT and UST, add the word “measure.”
> whenever anyone came to the grainery for **twenty measures** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT) > When you came to a heap of **twenty measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT)
#### Translation Strategies ### Translation Strategies
1. Translate literally by using the number without a unit. 1. Translate literally by using the number without a unit.
1. Use a generic word like “measure” or “quantity” or “amount.” 1. Use a generic word like “measure” or “quantity” or “amount.”
1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine. 1. Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
1. Use a unit of measure that you are already using in your translation. 1. Use a unit of measure that you are already using in your translation.
#### Translation Strategies Applied ### Translation Strategies Applied
The strategies are all applied to Haggai 2:16 below. The strategies are all applied to Haggai 2:16 below.
> whenever anyone came to the grainery for **twenty measures** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT) > When you came to a heap of **twenty measures** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty measures** of wine, there were only **twenty**. (Haggai 2:16 ULT)
(1) Translate literally by using the number without a unit. (1) Translate literally by using the number without a unit.
>> whenever anyone came to the grainery for **twenty** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty** of wine, there were only **twenty**. >> When you came to a heap of **twenty** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty** of wine, there were only **twenty**.
(2) Use a generic word like “measure” or “quantity” or “amount.” (2) Use a generic word like “measure” or “quantity” or “amount.”
>> whenever anyone came to the grainery for **twenty amounts** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty amounts** of wine, there were only **twenty**. >> When you came to a heap of **twenty amounts** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty amounts** of wine, there were only **twenty**.
(3) Use the name of an appropriate container, such as “basket” for grain or “jar” for wine. (3) Use the name of an appropriate container, such as “basket” for grain or “jar” for wine.
>> whenever anyone came to the grainery for **twenty baskets** of grain, there were only **ten**, and whenever someone came to the wine vat to draw out **fifty jars** of wine, there were only **twenty**. > > When you came to a heap of **twenty baskets** of grain, there were only **ten**, and when you came to the wine vat to draw out **fifty jars** of wine, there were only **twenty**.
(4) Use a unit of measure that you are already using in your translation. (4) Use a unit of measure that you are already using in your translation.
>> whenever anyone came to the grainery for **twenty liters** of grain, there were only **ten liters**, and whenever someone came to the wine vat to draw out **fifty liters** of wine, there were only **twenty liters**. >> When you came to a heap for **twenty liters** of grain, there were only **ten liters**, and when you came to the wine vat to draw out **fifty liters** of wine, there were only **twenty liters**.

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@ -14,46 +14,46 @@ The following terms are the most common units of weight in the Bible. The term
#### Translation Principles #### Translation Principles
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. 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. 2. 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. 3. 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 gerah as “.57 grams” readers might think that the measurement is exact. It would be better to say “half a gram.” 4. 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 gerah as “.57 grams,” readers might think that the measurement is exact. It would be better to say “half a gram.”
1. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed 300 shekels. Instead of translating this as “3300 grams” or “3.3 kilograms,” it can be translated as “about three and one half kilograms.” 5. Sometimes it can be helpful to use the word “about” to show that a measurement is not exact. For example, 2 Samuel 21:16 says that Goliath’s spear weighed three hundred shekels. Instead of translating this as “3300 grams” or “3.3 kilograms,” it can be translated as “about three and one half kilograms.”
1. When God tells people how much something should weigh, and when people use those weights, do not say “about” in the translation. Otherwise it will give the impression that God did not care exactly how much the thing should weigh. 6. When God tells people how much something should weigh, and when people use those weights, do not say “about” in the translation. Otherwise, it will give the impression that God did not care exactly how much the thing should weigh.
### Translation Strategies ### Translation Strategies
1. Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).) 1. Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
1. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. 2. Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
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. 3. 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.
1. Use the measurements from the ULT and include measurements that your people know in the text or a note. 4. Use the measurements from the ULT and include measurements that your people know in the text or a note.
1. Use measurements that your people know, and include the measurements from the ULT in the text or in a note. 5. Use measurements that your people know, and include the measurements from the ULT in the text or in a note.
### Translation Strategies Applied ### Translation Strategies Applied
The strategies are all applied to Exodus 38:29 below. The strategies are all applied to Exodus 38:29 below.
> The bronze from the offering weighed **seventy talents and 2,400 shekels**. (Exodus 38:29 ULT) > The bronze from the wave offering weighed **seventy talents and 2,400 shekels**. (Exodus 38:29 ULT)
(1) Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).) (1) Use the measurements from the ULT. 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 ULT. (See [Copy or Borrow Words](../translate-transliterate/01.md).)
>> “The bronze from the offering weighed **seventy talentes and 2,400 sekeles**.” > > “The bronze from the wave offering weighed **seventy talentes and 2,400 sekeles**.”
(2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. (2) Use the metric measurements given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
>> “The bronze from the offering weighed **2,400 kilograms**.” > > “The bronze from the wave offering weighed **2,400 kilograms**.”
(3) 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. (3) 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 offering weighed **5,300 pounds**.” > > “The bronze from the wave offering weighed **5,300 pounds**.”
(4) Use the measurements from the ULT and include measurements that your people know in the text or a footnote. The following shows both measurements in the text. (4) Use the measurements from the ULT 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 offering weighed **seventy talents (2,380 kilograms)** and **2,400 shekels (26.4 kilograms)**.” > > “The bronze from the wave offering weighed **seventy talents (2,380 kilograms)** and **2,400 shekels (26.4 kilograms)**.”
(5) Use measurements that your people know, and include the measurements from the ULT in the text or in a footnote. The following shows the ULT measurements in notes. (5) Use measurements that your people know, and include the measurements from the ULT in the text or in a footnote. The following shows the ULT measurements in notes.
>> “The bronze from the offering weighed **seventy talents and 2,400 shekels**.<sup> 1</sup>” > > “The bronze from the offering weighed **seventy talents and 2,400 shekels**.<sup> 1</sup>”
The footnote would look like: The footnote would look like:

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### Description ### Description
When the books of the Bible were first written, there were no breaks for chapters and verses. People added these later, and then others numbered the chapters and verses to make it easier to find particular parts of the Bible. Since more than one person did this, there are different numbering systems used in different translations. If the numbering system in the ULT is different from the numbering system in another Bible that you use, you will probably want to use the system from that Bible. When the books of the Bible were first written, there were no breaks for chapters and verses. People added these later, and then others numbered the chapters and verses to make it easier to find particular parts of the Bible. Since more than one person did this, there are different numbering systems used in different translations. If the numbering system in the ULT is different from the numbering system in another Bible that you use, you will probably want to use the system from that Bible.
#### Reason this is a translation issue #### Reason This Is a Translation Issue
People who speak your language may also use a Bible written in another language. If that Bible and your translation use different chapter and verse numbers, it will be hard for people to know which verse someone is talking about when they say a chapter and verse number. People who speak your language may also use a Bible written in another language. If that Bible and your translation use different chapter and verse numbers, it will be hard for people to know which verse someone is talking about when they say a chapter and verse number.
### Examples from the Bible ### Examples from the Bible
> <sup> 14</sup> But I expect to see you soon, and we will speak face to face. <sup> 15</sup> Peace be to you. The friends greet you. Greet the friends by name. (3 John 1:14-15 ULT) > 14 But I expect to see you soon, and we will speak mouth to mouth. 15 Peace to you. The friends greet you. Greet the friends by name. (3 John 1:14-15 ULT)
Since 3 John has only one chapter, some versions do not mark the chapter number. In the ULT and UST it is marked as chapter 1. Also, some versions do not divide verses 14 and 15 into two verses. Instead they mark it all as verse 14. Since 3 John has only one chapter, some versions do not mark the chapter number. In the ULT and UST it is marked as chapter 1. Also, some versions do not divide verses 14 and 15 into two verses. Instead they mark it all as verse 14.
> A psalm of David, when he fled from Absalom his son. > A psalm of David, when he fled from Absalom his son.
> <sup> 1</sup> Yahweh, how many are my enemies! (Psalm 3:1 ULT) > 1 Yahweh, how many are my enemies! (Psalm 3:1a ULT)
Some of the psalms have an explanation at the beginning. In some versions the explanation is not given a verse number, as in the ULT and UST. In other versions the explanation is verse 1, and the actual psalm starts with verse 2. Some of the psalms have an explanation at the beginning. In some versions the explanation is not given a verse number, as in the ULT and UST. In other versions the explanation is verse 1, and the actual psalm starts with verse 2.
> …and Darius the Mede received the kingdom when he was about sixty-two years old. (Daniel 5:31 ULT) > … and Darius the Mede received the kingdom when he was about 62 years old. (Daniel 5:31 ULT)
In some versions this is the last verse of Daniel 5. In other versions this is the first verse of Daniel 6. In some versions this is the last verse of Daniel 5. In other versions this is the first verse of Daniel 6.
### Translation Strategies ### Translation Strategies
If the people who speak your language have another Bible that they use, number the chapters and verses the way it does. Read the instructions on how to mark verses in [translationStudio](http://help.door43.org/en/knowledgebase/13-translationstudio-android/docs/24-marking-verses-in-translationstudio). If the people who speak your language have another Bible that they use, number the chapters and verses the way that Bible does. Read the instructions on how to mark verses in [translationStudio](http://help.door43.org/en/knowledgebase/13-translationstudio-android/docs/24-marking-verses-in-translationstudio).
### Examples of Translation Strategies Applied ### Examples of Translation Strategies Applied
If the people who speak your language have another Bible that they use, number the chapters and verses the way it does. If the people who speak your language have another Bible that they use, number the chapters and verses the way that 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. 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 expect to see you soon, and we will speak face to face. <sup> 15</sup>** Peace be to you. The friends greet you. Greet the friends by name.** (3 John 1:14-15 ULT) > <sup>14</sup> But I expect to see you soon, and we will speak face to face. <sup>15</sup> Peace be to you. The friends greet you. Greet the friends by name. (3 John 1:14-15 ULT)
> <sup> 14</sup> But I expect to see you soon, and we will speak face to face. Peace be to you. The friends greet you. Greet the friends by name. (3 John 14) > <sup>14</sup> But I expect to see you soon, and we will speak mouth to mouth. Peace be to you. The friends greet you. Greet the friends by name. (3 John 14)
Next is an example from Psalm 3. Some Bibles do not mark the explanation at the beginning of the psalm as a verse, and others mark it as verse 1. You may mark the verse numbers as your other Bible does. Next is an example from Psalm 3. Some Bibles do not mark the explanation at the beginning of the psalm as a verse, and others mark it as verse 1. You may mark the verse numbers as your other Bible does.
> **A psalm of David, when he fled from Absalom his son.** > **A psalm of David, when he fled from Absalom his son.** <sup>1</sup> Yahweh, how many are my enemies! Many have risen against me. <sup>2</sup> Many say about me, “There is no help for him from God.” Selah
> <sup> 1</sup> Yahweh, how many are my enemies!
> Many have turned away and attacked me.
> <sup> 2</sup> Many say about me,
> “There is no help for him from God.” Selah
> <sup> 1</sup> *A psalm of David, when he fled from Absalom his son.* > <sup> 1</sup> A psalm of David, when he fled from Absalom his son.
> <sup> 2</sup> Yahweh, how many are my enemies! > <sup> 2</sup> Yahweh, how many are my enemies!
> Many have turned away and attacked me. > Many have turned away and attacked me.
> <sup> 3</sup> Many say about me, > <sup> 3</sup> Many say about me,

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@ -10,5 +10,4 @@ There are many different things that we can do to help us to discover the meanin
* One meaning-based version, such as the unfoldingWord® Simplified Text (UST). * One meaning-based version, such as the unfoldingWord® Simplified Text (UST).
1. Use the unfoldingWord® Translation Words resource to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage. 1. Use the unfoldingWord® Translation Words resource to learn about terms that you are not familiar with. Words sometimes have more than one meaning. Make sure that you have understood the right meaning of the word in the passage.
1. Also use the unfoldingWord® Translation Notes that are with the ULT. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries. 1. Also use the unfoldingWord® Translation Notes that are with the ULT. These are available in the translationStudio program and the Door43 website. These will explain things about the passage that may not be clear. If possible, also use other reference books, such as other versions of the Bible, a Bible dictionary, or Bible commentaries.

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@ -33,7 +33,7 @@ The **Greek** text of the first half of the verse is shown below.
> Ποιήσατε οὖν καρποὺς ἀξίους τῆς μετανοίας > 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, and with some alternative English words to choose from, is below.
> Do/make/produce therefore fruits fit/appropriate of the repentance > Do/make/produce therefore fruits fit/appropriate of the repentance
@ -41,7 +41,7 @@ The **English** translation in the same order as each Greek word, with some alte
A literal translation would usually follow the words and order of the Greek text as closely as possible, such as the following. A literal translation would usually follow the words and order of the Greek text as closely as possible, such as the following.
> Produce fruits that are worthy of repentance (Luke 3:8 ULT) > Therefore, produce fruits that are worthy of repentance (Luke 3:8a ULT)
Note that this modified-literal translation retains the words “fruits” and “repentance.” The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language. Note that this modified-literal translation retains the words “fruits” and “repentance.” The word order is also very similar to the Greek text. This is because the ULT is designed to show translators what is in the original text. But it may not be the natural or clear way to communicate this meaning in your language.
@ -50,13 +50,15 @@ Note that this modified-literal translation retains the words “fruits” and
Meaning-based translations, on the other hand, are more likely to change the words and order if the translators think it will help to clarify the meaning. Consider these three meaning-based translations. Meaning-based translations, on the other hand, are more likely to change the words and order if the translators think it will help to clarify the meaning. Consider these three meaning-based translations.
From the Living Bible: From the Living Bible:
> …prove that you have turned from sin by doing worthy deeds.
> … prove that you have turned from sin by doing worthy deeds.
From the New Living Translation: From the New Living Translation:
> Prove by the way you live that you have repented of your sins and turned to God. > Prove by the way you live that you have repented of your sins and turned to God.
From the unfoldingWord® Simplified Text: From the unfoldingWord® Simplified Text:
> Do the things that show that you have truly turned away from your sinful behavior!
> Do the things that show that you have truly rejected your previous sinful way of living!
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 ULT 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).) 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 ULT 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).)

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### Defining Form and Meaning
### Defining Form & Meaning
Two of the major terms used in translating text are “form” and “meaning.” These terms are used in special ways in Bible translation. They have the following definitions: Two of the major terms used in translating text are “form” and “meaning.” These terms are used in special ways in Bible translation. They have the following definitions:
* **Form** – The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text. * **Form** – The structure of the language as it appears on the page or as it is spoken. Form refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
* **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing. * **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
### An Example ### An Example
@ -14,14 +13,12 @@ Let’s consider an example from normal life. Suppose a friend sent you the note
#### The Meaning #### The Meaning
Why do you think the friend sent this note? Just to tell you about his week? Probably not. His true intention was more likely to tell you: Why do you think the friend sent this note? Just to tell you about his week? Probably not. His true intention was more likely to tell you: “I would like you to give me money.”
* “I would like you to give me money.” That is the primary **meaning** of the note that the sender wanted to communicate to you. It is not a report  but a request. However, it would be rude in some cultures to ask for money so directly, even from a friend. Therefore, he adjusted the **form** of the note to fill out the request and help you to understand his need. He wrote in a culturally acceptable way that presented his need for money but did not obligate you to respond. He explained why he had no money (his sick mother), that his need was only temporary (until he is paid), and that his situation was desperate (no food). In other cultures, a more direct form of request might be more appropriate to communicate this meaning.
That is the primary **meaning** of the note that the sender wanted to communicate to you. It is not a report, but a request. However, it would be rude in some cultures to ask for money so directly, even from a friend. Therefore, he adjusted the **form** of the note to fill out the request and help you to understand his need. He wrote in a culturally acceptable way that presented his need for money but did not obligate you to respond. He explained why he had no money (his sick mother), that his need was only temporary (until he is paid), and that his situation was desperate (no food). In other cultures, a more direct form of request might be more appropriate to communicate this meaning.
#### The Form #### The Form
In this example, the **form** is the entire text of the note. The **meaning** is “I would like you to give me money!” In this example, the form is the entire text of the note. The meaning is “I would like you to give me money!”
We use these terms in a similar way. **Form** will refer to the entire text of the verses that we are translating. **Meaning** will refer to the idea or ideas that the text is trying to communicate. The best form for communicating a certain meaning will be different in different languages and cultures. We use these terms in a similar way. Form will refer to the entire text of the verses that we are translating. Meaning will refer to the idea or ideas that the text is trying to communicate. The best form for communicating a certain meaning will be different in different languages and cultures.

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@ -25,9 +25,9 @@ Look also at the form of 2 Samuel 18:33b in the New International Version.
> “O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!” > “O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!”
Someone might say that the meaning contained in this part of the verse is, “I wish that I had died instead of my son Absalom.” This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of “my son” so many times, the repetition of the name “Absalom,” the expression “O,” the wish form “If only…” all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language. Someone might say that the meaning contained in this part of the verse is, “I wish that I had died instead of my son Absalom.” This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of “my son” so many times, the repetition of the name “Absalom,” the expression “O,” the wish form “If only …” all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language.
So when you translate, you need to examine the form of the biblical text and ask yourself why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help you to understand the meaning of the form are: So when you translate, you need to examine the form of the biblical text and ask yourself why it has that form and not some other one. What attitude or emotion is it communicating? Consider these questions that might help you to understand the meaning of the form.
* Who wrote it? * Who wrote it?
* Who received it? * Who received it?

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### Description ### Description
The unfoldingWord® Literal Text (ULT) and unfoldingWord® Simplified Text (UST) use ellipsis marks, long dashes, parentheses, and indentation to show how information in the text is related to what is around it. The unfoldingWord® Literal Text (ULT) and unfoldingWord® Simplified Text (UST) use ellipsis marks, long dashes, parentheses, and indentation to show how information in the text is related to what is around it.
#### Ellipsis marks #### Ellipsis marks
**Definition** – Ellipsis marks (…) are used to show that either someone did not finish a sentence he started, or that the author did not quote all of what someone said. Ellipsis marks ( … ) are used to show that either someone did not finish a sentence he started or that the author did not quote all of what someone said.
In Matthew 9:4-6, the ellipsis mark shows that Jesus did not finish his sentence to the scribes when he turned his attention to the paralyzed man and spoke to him: In Matthew 9:3-6, the ellipsis mark shows that Jesus did not finish his sentence to the scribes when he turned his attention to the paralyzed man and spoke to him:
> Behold, some of the scribes said among themselves, “This man is blaspheming.”Jesus knew their thoughts and said, “Why are you thinking evil in your hearts? For which is easier to say, ‘Your sins are forgiven,’ or to say, ‘Get up and walk’? But that you may know that the Son of Man has authority on earth to forgive sins,**…**” he said to the paralytic, “Get up, pick up your mat, and go to your house.” (ULT) > Then behold, some of the scribes said among themselves, “This man is blaspheming.” But Jesus knew their thoughts and said, “For what reason are you thinking evil in your hearts? For which is easier to say, ‘Your sins are forgiven,’ or to say, ‘Get up and walk’? But in order that you may know that the Son of Man has authority on the earth to forgive sins **…**” he then said to the paralytic, “Get up, pick up your mat, and go to your house.” (ULT)
In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did not finish their sentence, or Mark did not finish writing what they said. In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did not finish their sentence, or Mark did not finish writing what they said.
> They discussed between themselves and argued and said, “If we say, ‘From heaven,’ he will say, ‘Why then did you not believe him?’ But if we say, ‘From men,’ **…**” They feared the people, for they all held that John was a prophet. Then they answered Jesus and said, “We do not know.” Then Jesus said to them, “Neither will I tell you by what authority I do these things.” (ULT) > They discussed between themselves, saying, "What should we say? If we say, ‘From heaven,’ he will say, ‘Why then did you not believe him?’ But if we say, ‘From men,’ **…**” They were afraid of the people, for everyone considered that John really was a prophet. Then they answered Jesus and said, “We do not know.” Then Jesus said to them, “Neither will I tell you by what authority I do these things.” (ULT)
#### Long Dashes #### Long Dashes
**Definition** – Long dashes (—) introduce information that is immediately relevant to what came before it. For example: Long dashes (—) introduce information that is immediately relevant to what came before it. For example:
> Then two men will be in a field**—**one will be taken, and one will be left behind. Two women will be grinding with a mill**—**one will be taken, and one will be left. Therefore be on your guard, for you do not know on what day your Lord will come. (Matthew 24:40-41 ULT) > Then two men will be in a field**—**one will be taken, and one will be left behind. Two women will be grinding with a mill**—**one will be taken, and one will be left. Therefore be on your guard, for you do not know on what day your Lord will come. (Matthew 24:40-42 ULT)
#### Parentheses #### Parentheses
**Definition** – Parentheses “( )” show that some information either is an explanation or is background information that the writer put in that place to help the reader understand the material around it. Parentheses “( )” show that some information either is an explanation or is background information that the writer put in that place to help the reader understand the material around it.
In John 6:6, John interrupted the story he was writing to explain that Jesus already knew what he was going to do. This is put in parentheses. In John 6:6, John interrupted the story he was writing to explain that Jesus already knew what he was going to do. This is put in parentheses.
> <sup> 5</sup> When Jesus looked up and saw a great crowd coming to him, he said to Philip, “Where are we going to buy bread so that these may eat?” <sup> 6</sup> (Now Jesus said this to test Philip, for he himself knew what he was going to do.) <sup> 7</sup> Philip answered him, “Two hundred denarii worth of bread would not be sufficient for each one to have even a little.” (John 6:5-7 ULT) > 5 When Jesus lifted up his eyes and saw that a great crowd was coming to him, he said to Philip, “Where are we going to buy bread so that these may eat?” 6 (Now Jesus said this to test Philip, for he himself knew what he was going to do.) 7 Philip answered him, “Two hundred denarii worth of bread would not be sufficient for them, that each one might have a little.” (John 6:5-7 ULT)
The words in the parentheses below are not what Jesus was saying, but what Matthew was saying to the reader, to alert the reader that Jesus was using words that they would need to think about and interpret. The words in the parentheses below are not what Jesus was saying, but what Matthew was saying to the reader, to alert the reader that Jesus was using words that they would need to think about and interpret.
> “Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place” **(**let the reader understand**)**, “let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take out anything that is in his house, 18and let him who is in the field not return to take his cloak.” (Matthew 24:15-18 ULT) > “Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place” **(**let the reader understand**)**, “then let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take anything out of his house, and let him who is in the field not return to take his cloak.” (Matthew 24:15-18 ULT)
#### Indentation #### Indentation
**Definition** – When text is indented, it means that the line of text starts further to the right than the lines of text above and below it that are not indented. When text is indented, it means that the line of text starts further to the right than the lines of text above and below it that are not indented.
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: 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: > 5 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; > > From the tribe of Reuben, Elizur son of Shedeur; 6 from the tribe of Simeon, Shelumiel son of Zurishaddai; 7 from the tribe of Judah, Nahshon son of Amminadab; (Numbers 1:5-7 ULT)
>> <sup> 7</sup> from the tribe of Judah, Nahshon son of Amminadab; (Numbers 1:5-7 ULT)

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### Description ### 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. A fraction is a number that represents part of a whole.  When an item is divided into several equal parts, a fraction refers to one or more of those parts.
> For the drink offering, you must offer **a third** of a hin of wine. (Numbers 15:7 ULT)
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. For the drink offering, you must offer **a third** of a hin of wine. (Numbers 15:7a ULT)
> **a third** of the ships were destroyed. (Revelation 8:9 ULT)
A hin is a container of a set size which is used for measuring wine and other liquids. The people were to think about dividing a hin container into three equal parts, filling up only one of those parts and offering that amount.
> **a third** of the ships were destroyed. (Revelation 8:9b ULT)
There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed. There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed.
Most fractions in English simply have “-th” added to the end of the number. Most fractions in English simply have the letters “th” added to the end of the number, such as fourth, sixth, ninth, tenth.
| Number of parts the whole is divided into | Fraction |
| -------- | -------- |
| four | fourth |
| ten | tenth |
| one hundred | one hundredth |
| one thousand | one thousandth |
| Number of parts the whole is divided into | Fraction | | -------- | -------- | | four | fourth | | ten | tenth | | one hundred | one hundredth | | one thousand | one thousandth |
Some fractions in English do not follow that pattern. 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 | | five | fifth |
| -------- | -------- |
| two | half |
| three | third |
| five | fifth |
#### Reason This is a Translation Issue
Some languages do not use fractions. They may simply talk about parts or groups, but they do not use fractions to tell how big a part is or how many parts are included in a group.
#### Reason this is a translation issue
Some languages do not use fractions. They may simply talk about parts or groups, but they do not use fractions to tell how big a part is or how many are included in a group.
### Examples From the Bible ### Examples From the Bible
> Now to **one half** of the tribe of Manasseh, Moses had given an inheritance in Bashan, but to the other **half**, Joshua gave an inheritance beside their brothers in the land west of the Jordan. (Joshua 22:7 ULT) > Now to the **half-tribe** of Manasseh, Moses had given a possession in Bashan, but to the other **half**, Joshua gave a possession among their brothers across the Jordan on the west. (Joshua 22:7 ULT)
 
The tribe of Manasseh divided into two groups. The phrase “the half-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. > So the four angels who had been prepared for that hour, that day, that month, and that year, were released so that they would kill **a third** of mankind. (Revelation 9:15 ULT)
 
> The four angels who had been prepared for that very hour, that day, that month, and that year, were released to kill **a third** of humanity. (Revelation 9:15 ULT)
If all the people in the world were to be divided into three equal groups, then the number of people in one group would be killed. If all the people in the world were to be divided into three equal groups, then the number of people in one group would be killed.
@ -61,21 +51,25 @@ If a fraction in your language would give the right meaning, consider using it.
(1) Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. (1) Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to.
> **A third** of the ocean became red like blood (Revelation 8:8 ULT) > **A third** of the ocean became red like blood (Revelation 8:8 ULT)
>> It was like they **divided** the ocean **into three parts**, and **one part** of the ocean became blood. >
> > It was like they **divided** the ocean **into three parts**, and **one part** of the ocean became blood.
> then you must offer with the bull a grain offering of **three tenths** of an ephah of fine flour mixed with **half a hin** of oil. (Numbers 15:9 ULT) >
>> …then you must **divide** an ephah of fine flour **into ten parts** and **divide** a hin of oil **into two parts**. Then mix **three of those parts** of the flour with **one of the parts** of oil. Then you must offer that grain offering along with the bull. > Then you must offer with the bull a grain offering of **three-tenths** of an ephah of fine flour mixed with **half a hin** of oil. (Numbers 15:9 ULT) 
>
> > … then you must **divide** an ephah of fine flour **into ten parts** and **divide** a hin of oil **into two parts**. Then mix **three of those parts** of the flour with **one of the parts** of oil. Then you must offer that grain offering along with the bull.
(2) For measurements, use the measurements that are given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system. (2) For measurements, use the measurements that are given in the UST. The translators of the UST have already figured how to represent the amounts in the metric system.
> **two thirds of a shekel** (1 Samuel 13:21 ULT) > **two-thirds of a shekel** (1 Samuel 13:21 ULT)
>> **eight grams** of silver (1 Samuel 13:21 UST) >
> > **eight grams** of silver (1 Samuel 13:21 UST)
> **three tenths of an ephah** of fine flour mixed with **half a hin** of oil. (Numbers 15:9 ULT) >
>> **six and one-half liters** of finely ground flour mixed with **two liters** of olive oil. (Numbers 15:9 UST) > **three-tenths of an ephah** of fine flour mixed with **half a hin** of oil. (Numbers 15:9 ULT)
>
> > **six and one-half liters** of finely ground flour mixed with **two liters** of olive oil. (Numbers 15:9 UST)
(3) 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. (3) 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.
> **three tenths of an ephah** of fine flour mixed with **half a hin** of oil. (Numbers 15:9, ULT) > **three-tenths of an ephah** of fine flour mixed with **half a hin** of oil. (Numbers 15:9, ULT)
>> **six quarts** of fine flour mixed with **two quarts** of oil. >
> > **six quarts** of fine flour mixed with **two quarts** of oil.

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translate/translate-hebrewmonths/01.md
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### Description ### 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 (Aviv, 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 #### Reasons This Is a Translation Issue
* Readers may be surprised to read of months that they have never heard of, and they may wonder how those months correspond to the months that they use. * Readers may be surprised to read of months that they have never heard of, and they may wonder how those months correspond to the months that they use.
* Readers may not realize that phrases such as “the first month” or “the second month” refer to the first or second month of the Hebrew calendar, not some other calendar. * Readers may not realize that phrases such as “the first month” or “the second month” refer to the first or second month of the Hebrew calendar, not some other calendar.
@ -15,53 +13,55 @@ The Hebrew calendar used in the Bible has twelve months. Unlike the western cale
This is a list of the Hebrew months with information about them that may be helpful in the translation. This is a list of the Hebrew months with information about them that may be helpful in the translation.
**Abib** – (This month is called **Nisan** after the Babylonian exile.) This is the first month of the Hebrew calendar. It marks when God brought the people of Israel out of Egypt. It is at the beginning of the spring season when the late rains come and people begin to harvest their crops. It is during the last part of March and the first part of April on western calendars. The Passover celebration started on Abib 10, the Festival of Unleavened Bread was right after that, and the Festival of Harvest was a few weeks after that. **Aviv** – (This month was called **Nisan** after the Babylonian exile.) This is the first month of the Hebrew calendar. It marks when God brought the people of Israel out of Egypt. It is at the beginning of the spring season when the late rains come and people begin to harvest their crops. It is during the last part of March and the first part of April on western calendars. The Passover celebration started on Aviv 10; the Festival of Unleavened Bread was right after that, and the Festival of Harvest was a few weeks after that.
**Ziv** – This is the second month of the Hebrew calendar. This is during the harvest season. It is during the last part of April and the first part of May on western calendars. **Ziv** – This is the second month of the Hebrew calendar. This is during the harvest season. It is during the last part of April and the first part of May on Western calendars.
**Sivan** – This is the third month of the Hebrew calendar. It is at the end of the harvest season and the beginning of the dry season. It is during the last part of May and the first part of June on western calendars. The Feast of Weeks is celebrated on Sivan 6. **Sivan** – This is the third month of the Hebrew calendar. It is at the end of the harvest season and the beginning of the dry season. It is during the last part of May and the first part of June on Western calendars. The Feast of Weeks is celebrated on Sivan 6.
**Tammuz** – This is the fourth month of the Hebrew calendar. It is during the dry season. It is during the last part of June and the first part of July on western calendars. **Tammuz** – This is the fourth month of the Hebrew calendar. It is during the dry season. It is during the last part of June and the first part of July on Western calendars.
**Ab** – This is the fifth month of the Hebrew calendar. It is during the dry season. It is during the last part of July and the first part of August on western calendars. **Ab** – This is the fifth month of the Hebrew calendar. It is during the dry season. It is during the last part of July and the first part of August on Western calendars.
**Elul** – This is the sixth month of the Hebrew calendar. It is at the end of the dry season and the beginning of the rainy season. It is during the last part of August and the first part of September on western calendars. **Elul** – This is the sixth month of the Hebrew calendar. It is at the end of the dry season and the beginning of the rainy season. It is during the last part of August and the first part of September on Western calendars.
**Ethanim** – This is the seventh month of the Hebrew calendar. This is during the early rain season which would soften the land for sowing. It is during the last part of September and the first part of October on western calendars. The Feast of Ingathering and the Day of Atonement are celebrated in this month. **Ethanim** – This is the seventh month of the Hebrew calendar. This is during the early rain season which would soften the land for sowing. It is during the last part of September and the first part of October on Western calendars. The Feast of Ingathering and the Day of Atonement are celebrated in this month.
**Bul** – This is the eighth month of the Hebrew calendar. It is during the rainy season when people plough their fields and sow seed. It is during the last part of October and the first part of November on western calendars. **Bul** – This is the eighth month of the Hebrew calendar. It is during the rainy season when people plough their fields and sow seed. It is during the last part of October and the first part of November on Western calendars.
**Kislev** – This is the ninth month of the Hebrew calendar. This is at the end of the sowing season and the beginning of the cold season. It is during the last part of November and the first part of December on western calendars. **Kislev** – This is the ninth month of the Hebrew calendar. This is at the end of the sowing season and the beginning of the cold season. It is during the last part of November and the first part of December on Western calendars.
**Tebeth** – This is the tenth month of the Hebrew calendar. It is during the cold season when there may be rain and snow. It is during the last part of December and the first part of January on western calendars. **Tebeth** – This is the tenth month of the Hebrew calendar. It is during the cold season when there may be rain and snow. It is during the last part of December and the first part of January on Western calendars.
**Shebat** – This is the eleventh month of the Hebrew calendar. This is the coldest month of the year, and it has heavy rain fall. It is during the last part of January and the first part of February on western calendars. **Shebat** – This is the eleventh month of the Hebrew calendar. This is the coldest month of the year, and it has heavy rainfall. It is during the last part of January and the first part of February on Western calendars.
**Adar** – This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar. **Adar** – This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar.
#### Examples from the Bible ### Examples from the Bible
> You are going out of Egypt on this day, in **the month of Abib**. (Exodus 13:4 ULT) > Today you are going out, in **the month of Aviv**. (Exodus 13:4 ULT)
> You must eat unleavened bread from twilight of the fourteenth day **in the first month of the year**, until twilight of the twenty-first day of the month. (Exodus 12:18 ULT) > You must eat unleavened bread from evening of the fourteenth day **in the first month of the year**, until evening of the twenty-first day of the month. (Exodus 12:18 ULT)
### Translation Strategies ### Translation Strategies
You may need to make some information about the months explicit. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).) You may need to make some information about the months explicit. (See [Assumed Knowledge and Implicit Information](../figs-explicit/01.md).)
1. Tell the number of the Hebrew month. 1. Tell the number of the Hebrew month.
1. Use the months that people know. 2. Use the names for months that people know.
1. State clearly what season the month occurred in. 3. State clearly what season the month occurred in.
1. Refer to the time in terms of the season rather than in terms of the month. (If possible, use a footnote to show the Hebrew month and day.) 4. Refer to the time in terms of the season rather than in terms of the Hebrew name of the month. (If possible, use a footnote to show the Hebrew month and day.)
### Examples of Translation Strategies Applied ### Examples of Translation Strategies Applied
The examples below use these two verses. The examples below use these two verses.
> At that time, you will appear before me in **the month of Abib**, which is fixed for this purpose. It was in this month that you came out from Egypt. (Exodus 23:15 ULT) > At that time, you will appear before me in **the month of Aviv**, which is fixed for this purpose. It was in this month that you came out from Egypt. (Exodus 23:15b ULT) 
>
>
> It will always be a statute for you that in **the seventh month, on the tenth day of the month,** you must humble yourselves and do no work. (Leviticus 16:29 ULT) > It will always be a statute for you that in **the seventh month, on the tenth day of the month,** you must humble yourselves and do no work. (Leviticus 16:29a ULT)
(1) Tell the number of the Hebrew month. (1) Tell the number of the Hebrew month.
@ -73,15 +73,14 @@ The examples below use these two verses.
>> It will always be a statute for you that **on the day I choose in late September** you must humble yourselves and do no work.” >> It will always be a statute for you that **on the day I choose in late September** you must humble yourselves and do no work.”
(3) State clearly what season the month occurred in. (3) State clearly what season the month occurs in.
>> It will always be a statute for you that **in the autumn, on the tenth day of the seventh month,** you must humble yourselves and do no work. >> It will always be a statute for you that **in the autumn, on the tenth day of the seventh month,** you must humble yourselves and do no work.
(4) Refer to the time in terms of the season rather than in terms of the month. (4) 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 **the day I choose in early autumn** <sup> 1</sup> you must humble yourselves and do no work. >> It will always be a statute for you that in **the day I choose in early autumn**<sup>1</sup> you must humble yourselves and do no work.
The footnote would look like: The footnote would look like:
>> <sup> [1]</sup> The Hebrew says, “the seventh month, on the tenth day of the month.” >> <sup> [1]</sup> The Hebrew says, “the seventh month, on the tenth day of the month.”

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translate/translate-help/01.md
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**unfoldingWord® Translation Notes** 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 unfoldingWord® Translation Notes also inform translators about different ways that they might express the same meaning. See http://ufw.io/tn/. **unfoldingWord® Translation Notes** 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 unfoldingWord® Translation Notes also inform translators about different ways that they might express the same meaning. See http://ufw.io/tn/.
The **unfoldingWord® Translation Words** 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 unfoldingWord® Translation Words is used and to ensure that it has been translated correctly in those places, too. See http://ufw.io/tw/. The **unfoldingWord® Translation Words** are key terms found in Open Bible Stories and the Bible. It is very important to translate key terms 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 unfoldingWord® Translation Words term is used and to ensure that it has been translated correctly in those places, too. See http://ufw.io/tw/.
The **unfoldingWord® Translation Questions** are comprehension questions that can be used to self-check your translation. If you can correctly answer the unfoldingWord® Translation Questions using only the Target Language translation, then it is an accurate translation. The unfoldingWord® Translation Questions are also a good tool to use for checking with the target language community. See http://ufw.io/tq/. The **unfoldingWord® Translation Questions** are comprehension questions that can be used to self-check your translation. If you can correctly answer the unfoldingWord® Translation Questions using only the Target Language translation, then it is an accurate translation. The unfoldingWord® Translation Questions are also a good tool to use for checking with the target language community. See http://ufw.io/tq/.

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translate/translate-key-terms/01.md
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### Making a Key Terms Spreadsheet ### Making a Key Terms Spreadsheet
* Make a list of the key terms in the story or Bible passage that you translate, along with the term that you choose for it in the target language. It is best if you can do this on a spreadsheet so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the spreadsheet, or a chart on paper, so that you can all use the same words or phrases in your translation. * Make a list of the key terms in the story or Bible passage that you translate, along with the term that you choose for each of them in the target language. It is best if you can do this on a spreadsheet so that you can list the source word or phrase in one column and the target word or phrase in another column. Further columns could list equivalent terms in other languages and the references where these terms occur in the Bible. Make sure that everyone translating Bible books that use these terms has access to the spreadsheet, or a chart on paper, so that you can all use the same words or phrases in your translation.
* Use the list of words and definitions in the unfoldingWord® Translation Words resource to help you to make a list of these words and to understand what they mean. translationStudio will show you these words and their definitions as you encounter them in the source text, and the translationWords tool in translationCore will give you a list of all of the key terms in each book of the Bible. * Use the list of words and definitions in the unfoldingWord® translation Words resource to help you to make a list of these words and to understand what they mean. The translationStudio tool will show you these words and their definitions as you encounter them in the source text, and the translationWords tool in translationCore will give you a list of all of the key terms in each book of the Bible.
* Each time the key word occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the term that includes all of the meanings, such as using a longer phrase. * Each time the key word occurs in the source text, make sure that the term you have chosen for the translation still makes sense in that context. If it does not, discuss the problem with others on the translation team and try to find a solution together. You may need to use a different term, or you may need to use more than one term for the different contexts, or you may need to find another way to communicate the term that includes all of the meanings, such as using a longer phrase.
* When you have decided that you need to use different target language words or phrases to translate one source language word in different contexts, then make a new line on the spreadsheet for each different way that you are translating the source word. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this spreadsheet with everyone on the translation team so that they can choose the right translation for the key term in the context that they are translating. * When you have decided that you need to use different target language words or phrases to translate one source language word in different contexts, then make a new line on the spreadsheet for each different way that you are translating the source word. Repeat the source term in the source column, and put the new translation in the next column, under the first translation. Share this spreadsheet with everyone on the translation team so that they can choose the right translation for the key term in the context that they are translating.

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translate/translate-levels/01.md
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### Building the Larger Meaning ### Building the Larger Meaning
The translator must determine what each word means in each context, and then reproduce that same meaning in the translated text. This means that words cannot be translated individually, but only with the meaning that they have when they are combined together with the other words in the phrases, sentences, paragraphs, and chapters in which they form a part. That is why the translator must read the whole paragraph, chapter, or book that he is translating before starting to translate it. By reading the larger levels, he will understand how each of the lower levels fits into the whole, and will translate each part so that it communicates the meaning in a way that makes the most sense with the higher levels. The translator must determine what each word means in each context, and then reproduce that same meaning in the translated text. This means that words cannot be translated individually, but only with the meaning that they have when they are combined together with the other words in the phrases, sentences, paragraphs, and chapters of which they form a part. That is why the translator must read the whole paragraph, chapter, or book that he is translating before starting to translate it. By reading the larger levels, he will understand how each of the lower levels fits into the whole, and will translate each part so that it communicates the meaning in a way that makes the most sense with the higher levels.

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translate/translate-literal/01.md
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### Description
### Definition
Literal translations try to reproduce the form of the source text as much as possible. Literal translations try to reproduce the form of the source text as much as possible.
@ -13,21 +12,21 @@ Literal translations are also called:
#### Form Over Meaning #### Form Over Meaning
A literal translation is one that focuses on reproducing the form of the source text in the target text, even if the meaning changes or is hard to understand as a result. An extreme version of a literal translation would not be a translation at all. Rather, it would be a copy. It would have the same characters and words as the source language. The next closest step would be to replace each word in the source language with an equivalent word from the target language. Because of differences in grammar between languages, the target language audience would probably not understand this kind of translation. Some translators of the Bible wrongly believe that they should keep the word order of the source text in the target text and only substitute target language words for source language words. They wrongly believe that this shows respect for the source text as God’s Word. But in fact this kind of translation keeps people from understanding God’s Word. God wants people to understand his Word, so it shows the greatest respect for the Bible and for God to translate the Bible so that people can understand it. A literal translation is one that focuses on reproducing the form of the source text in the target text, even if the meaning changes or is hard to understand as a result. An extreme version of a literal translation would not be a translation at all. Rather, it would be a copy. It would have the same characters and words as the source language. The next closest step would be to replace each word in the source language with an equivalent word from the target language. Because of differences in grammar between languages, the target language audience would probably not understand this kind of translation. Some translators of the Bible wrongly believe that they should keep the word order of the source text in the target text and only substitute target language words for source language words. They wrongly believe that this shows respect for the source text as God’s Word. But in fact this kind of translation keeps people from understanding God’s Word. God wants people to understand his Word. Therefore, translating the Bible so that people can understand it shows the greatest respect for the Bible and for God.
#### Weaknesses of Literal Translation #### Weaknesses of Literal Translation
Literal translations usually contain the following problems: Literal translations usually contain the following problems:
* foreign words that are not understood by the target audience * foreign words that are not understood by the target audience
* word order that is strange or awkward in the target language * word order that is strange or awkward in the target language
* idioms that are not used or understood in the target language * idioms that are not used or understood in the target language
* names of objects that do not exist in the target culture * names of objects that do not exist in the target culture
* descriptions of customs that are not understood in the target culture * descriptions of customs that are not understood in the target culture
* paragraphs that have no logical connections in the target language * paragraphs that have no logical connections in the target language
* stories and explanations that do not make sense in the target language * stories and explanations that do not make sense in the target language
* implied information is left out that is necessary for understanding the intended meaning * implied information that is left out but that is necessary for understanding the intended meaning
#### When to Translate Literally #### When to Translate Literally
The only time to translate literally is when translating Gateway Language Materials (such as the ULT) that will be used by Other Language translators. The purpose of the ULT is to show the translator what is in the original. Even so, the ULT is not strictly literal. It is a modified literal translation that uses the target language grammar so that readers can understand it (see the lesson [Modified Literal Translation](../translate-modifyliteral/01.md)). For the places where the ULT uses the original expressions in the Bible that may be difficult to understand, we have provided the translationNotes to explain them. The only time to translate literally is when translating Gateway Language materials (such as the ULT) that will be used by Other Language translators. The purpose of the ULT is to show the translator what is in the original. Even so, the ULT is not strictly literal. It is a modified literal translation that uses the target language grammar so that readers can understand it (see the lesson [Modified Literal Translation](../translate-modifyliteral/01.md)). For the places where the ULT uses the original expressions in the Bible that may be difficult to understand, we have provided the translationNotes to explain them.

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* [The Qualities of a Good Translation](../guidelines-intro/01.md) – defining a good translation * [The Qualities of a Good Translation](../guidelines-intro/01.md) – defining a good translation
* [The Translation Process](../translate-process/01.md) – how to achieve a good translation * [The Translation Process](../translate-process/01.md) – how to achieve a good translation
* [Choosing a Translation Team](../choose-team/01.md) – some items to consider before starting a translation project * [Choosing a Translation Team](../choose-team/01.md) – some items to consider before starting a translation project
* [Choosing What to Translate](../translation-difficulty/01.md) – what to start translating * [Choosing What to Translate](../translation-difficulty/01.md) – what to start translating

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translate/translate-manuscripts/01.md
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The Bible was written many hundreds of years ago by God’s prophets and apostles as God directed them to write it. The people of Israel spoke Hebrew, so most of the Old Testament books were written in Hebrew. When they lived as strangers in Assyria and Babylon, they learned to speak Aramaic, so some later parts of the Old Testament were written in Aramaic. The Bible was written many hundreds of years ago by God’s prophets and apostles as God directed them to write it. The people of Israel spoke Hebrew, so most of the Old Testament books were written in Hebrew. When they lived as strangers in Assyria and Babylon, they learned to speak Aramaic, so some later parts of the Old Testament were written in Aramaic.
About three hundred years before Christ was born, Greek became the language of wider communication. Many people in Europe and the Middle East spoke Greek as a second language. So the Old Testament was translated into Greek. When Christ was born, many people in those areas of the world still spoke Greek as a second language, and the New Testament books were all written in Greek. About 300 years before Christ was born, Greek became the language of wider communication. Many people in Europe and the Middle East spoke Greek as a second language. So the Old Testament was translated into Greek. When Christ was born, many people in those areas of the world still spoke Greek as a second language, and the New Testament books were all written in Greek.
Back then there were no printers, so the authors wrote these books by hand. These were the original manuscripts. The scribes who copied these manuscripts also did so by hand. These were also manuscripts. These books are extremely important, so the scribes got special training and were very careful to try to copy them accurately. Back then there were no printers, so the authors wrote these books by hand. These were the original manuscripts. The scribes who copied these manuscripts also did so by hand. These were also manuscripts. These books are extremely important, so the scribes got special training and were very careful to try to copy them accurately.

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#### Why do people translate texts? #### Why do people translate texts?
Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible’s ideas to affect the target language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God’s ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the target language readers to know his ideas. Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible’s ideas to affect the Target Language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God’s ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the Target Language readers to know his ideas.
#### How do we as Bible translators usually expect to represent the biblical ideas? #### How do we as Bible translators usually expect to represent the biblical ideas?
@ -11,6 +11,6 @@ There are various ways in which we can represent the ideas in a source text: we
#### What do we mean by “tension” in texts? #### What do we mean by “tension” in texts?
Examples of tension occur when a reader wonders what will happen next to the participants in a story, or when a reader follows the argument, encouragement, and warnings of an epistle writer or of a conversation that is reported in the text. A reader can feel tension when reading a psalm, because the psalmists sometimes express a wide variety of emotions (both positive and negative!) when singing praise to God. When reading an Old Testament prophetic book, the reader can feel tension rise as the prophet condemns people for their sin, or as he warns them to turn back to God. Tension may also be felt when reading about God’s promises for the future, as one considers when God fulfilled those promises, or when he will fulfill them. Good translators study the kinds of tension in the source documents, and they try to recreate those tensions in the target language. Examples of tension occur when a reader wonders what will happen next to the participants in a story, or when a reader follows the argument, encouragement, and warnings of an epistle writer or of a conversation that is reported in the text. A reader can feel tension when reading a psalm because the psalmists sometimes express a wide variety of emotions (both positive and negative) when singing praise to God. When reading an Old Testament prophetic book, the reader can feel tension rise as the prophet condemns people for their sin or as he warns them to turn back to God. Tension may also be felt when reading about God’s promises for the future, as one considers when God fulfilled those promises or when he will fulfill them. Good translators study the kinds of tension in the source documents, and they try to recreate those tensions in the target language.
Another way to talk about recreating the tensions in the source text is to say that the translation should have the same effect on the target audience that the source text had on the original audience. For example, if the source text is a rebuke to the original audience, the target audience should also feel the translation as a rebuke. A translator will need to think about how the target language expresses rebukes and other types of communication, so that the translation will have the right kind of effect on the target audience. Another way to talk about recreating the tensions in the source text is to say that the translation should have the same effect on the target audience that the source text had on the original audience. For example, if the source text is a rebuke to the original audience, the target audience should also feel the translation as a rebuke. A translator will need to think about how the target language expresses rebukes and other types of communication so that the translation will have the right kind of effect on the target audience.

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### Description ### Description
The Bible has names of many people, groups of people, and places. Some of these names may sound strange and be hard to say. Sometimes readers may not know what a name refers to, and sometimes they may need to understand what a name means. This page will help you see how you can translate these names and how you can help people understand what they need to know about them. The Bible contains the names of many people, groups of people, and places. Some of these names may sound strange and be hard to say. Sometimes readers may not know what a name refers to, and sometimes they may need to understand what a name means. This page will help you see how you can translate these names and how you can help people understand what they need to know about them.
#### Meaning of names #### Meaning of names
Most names in the Bible have meaning. Most of the time, names in the Bible are used simply to identify the people and places they refer to. But sometimes the meaning of a name is especially important. Most names in the Bible have meaning. Most of the time, names in the Bible are used simply to identify the people and places they refer to, but sometimes the meaning of a name is especially important.
> It was this **Melchizedek**, king of Salem, priest of God Most High, who met Abraham returning from the slaughter of the kings and blessed him. (Hebrews 7:1 ULT) > For this **Melchizedek**, king of Salem, priest of God Most High, was the one who met Abraham returning from the slaughter of the kings and blessed him. (Hebrews 7:1 ULT)
Here the writer uses the name “Melchizedek” primarily to refer to a man who had that name, and the title “king of Salem” tells us that he ruled over a certain city. Here the writer uses the name “Melchizedek” primarily to refer to a man who had that name, and the title “king of Salem” tells us that he ruled over a certain city.
> His name “Melchizedek” means “king of righteousness,” and also “king of Salem,” that is, “king of peace.” (Hebrews 7:2 ULT) > His name first indeed means “king of righteousness,” and then also “king of Salem,” that is, “king of peace.” (Hebrews 7:2b ULT)
Here the writer explains the meanings of Melchizedek’s name and title, because those things tell us more about the person. Other times, the writer does not explain the meaning of a name because he expects the reader to already know the meaning. If the meaning of the name is important to understand the passage, you can include the meaning in the text or in a footnote. Here the writer explains the meanings of Melchizedek’s name and title because those things tell us more about the person. Other times, the writer does not explain the meaning of a name because he expects the reader to already know the meaning. If the meaning of the name is important to understand the passage, you can include the meaning in the text or in a footnote.
### Reasons this is a translation issue ### Reasons This Is a Translation Issue
* Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else. * Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else.
* Readers may need to understand the meaning of a name in order to understand the passage. * Readers may need to understand the meaning of a name in order to understand the passage.
* Some names may have different sounds or combinations of sounds that are not used in your language or are unpleasant to say in your language. For strategies to address this problem, see [Borrow Words](../translate-transliterate/01.md). * Some names may have different sounds or combinations of sounds that are not used in your language or are unpleasant to say in your language. For strategies to address this problem, see [Borrow Words](../translate-transliterate/01.md).
* Some people and places in the Bible have two names. Readers may not realize that two names refer to the same person or place. * Some people and places in the Bible have two names. Readers may not realize that two names refer to the same person or place.
### Examples from the Bible ### Examples From the Bible
> You went over the **Jordan** and came to **Jericho**. The leaders of Jericho fought against you, along with the **Amorites** (Joshua 24:11 ULT) > Then you crossed over the **Jordan** and came to **Jericho**, and the men of
> Jericho, and the **Amorites** … fought against you, but I gave them into your hand. (Joshua 24:11 ULT)  
Readers might not know that “Jordan” is the name of a river, “Jericho” is the name of a city, and “Amorites” is the name of a group of people. Readers might not know that “Jordan” is the name of a river, “Jericho” is the name of a city, and “Amorites” is the name of a group of people.
> she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called **Beerlahairoi**; (Genesis 16:13-14 ULT) > She said, “Do I really continue to see, even after he has seen me?” Therefore, the well was called **Beer Lahai Roi**. (Genesis 16:13b-14a ULT)
Readers may not understand the second sentence if they do not know that “Beerlahairoi” means “Well of the Living One who sees me.” Readers may not understand the second sentence if they do not know that “Beer Lahai Roi” means “Well of the Living One who sees me.”
> She named him **Moses** and said, “Because I drew him from the water.” (Exodus 2:11 ULT) > And she called his name **Moses** and she said, “For out of the water I drew him.” (Exodus 2:10b ULT)
Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out.” Readers may not understand why she said this if they do not know that the name Moses sounds like the Hebrew words “pull out.”
> **Saul** was in agreement with his death (Acts 8:1 ULT) > **Saul** was in agreement with his execution. (Acts 8:1a ULT)
<br> >
> But when the apostles, Barnabas and **Paul**, heard of it, they tore their clothing. (Acts 14:14a ULT)
> It came about in Iconium that **Paul** and Barnabas entered together into the synagogue (Acts 14:1 ULT)
Readers may not know that the names Saul and Paul refer to the same person. Readers may not know that the names Saul and Paul refer to the same person.
@ -55,56 +55,66 @@ Readers may not know that the names Saul and Paul refer to the same person.
(1) If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it. (1) If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it.
> You went over the **Jordan** and came to **Jericho**. The leaders of Jericho fought against you, along with the **Amorites** (Joshua 24:11 ULT) > Then you crossed over the **Jordan** and came to **Jericho**, and the men of
>> You went over the **Jordan River** and came to the **city of Jericho**. The leaders of Jericho fought against you, along with **the tribe of the Amorites** > Jericho, and the **Amorites** … fought against you, but I gave them into your hand. (Joshua 24:11 ULT)  
>
> Shortly after, some Pharisees came and said to him, “Go and leave here because **Herod** wants to kill you.” (Luke 13:31 ULT) > > You went over the **Jordan River** and came to the **city of Jericho**. The men of Jericho fought against you, along with **the tribe of the Amorites**
>> Shortly after, some Pharisees came and said to him, “Go and leave here because **King Herod** wants to kill you. >
> At that hour, certain Pharisees approached, saying to him, “Leave and go away from here, because **Herod** wants to kill you.” (Luke 13:31 ULT)
>
> > At that hour, certain Pharisees approached, saying to him, “Go and leave here, because **King Herod** wants to kill you.
(2) 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. (2) 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 **Moses** and said, “Because I drew him from the water.” (Exodus 2:11 ULT) > And she called his name **Moses** and she said, “For out of the water I drew him.” (Exodus 2:10b ULT)
>> She named him **Moses (which sounds like ‘drawn out’),** and said, “Because I drew him from the water.” >
> > She called his name **Moses (which sounds like ‘drawn out’),** and she said, “For out of the water I drew him.”
(3) 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. (3) 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 **Beerlahairoi**; (Genesis 16:13-14 ULT) > She said, “Do I really continue to see, even after he has seen me?” Therefore, the well was called **Beer Lahai Roi**. (Genesis 16:13b-14a ULT)
>> …she said, “Do I really continue to see, even after he has seen me?” Therefore the well was called **Well of the Living One who sees me**; >
> > She said, “Do I really continue to see, even after he has seen me?” Therefore, the well was called **Well of the Living One who sees me**.
(4) 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. (4) 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 **Saul** (Acts 7:58 ULT) > … a young man named **Saul** (Acts 7:58b ULT)
>> …a young man named **Paul** <sup> 1</sup> >
> > … a young man named **Paul** <sup>1</sup>
The footnote would look like: 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. > > <sup>[1]</sup> Most versions say "Saul" here, but most of the time in the Bible he is called "Paul."
Then later in the story, you could translate this way: Then later in the story, you could translate this way:
> But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; (Acts 13:9) > But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; (Acts 13:9)
>> But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; >
> > But **Saul**, who is also called **Paul**, was filled with the Holy Spirit;
(5) 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.” (5) 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 **Saul** (Acts 7:58 ULT) > a young man named **Saul** (Acts 7:58 ULT)
>> a young man named **Saul** >
> > a young man named **Saul**
The footnote would look like: The footnote would look like:
>> <sup> [1]</sup> This is the same man who is called Paul beginning in Acts 13. > > \[1\] This is the same man who is called Paul beginning in Acts 13.
Then later in the story, you could translate this way: Then later in the story, you could translate this way:
> But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; (Acts 13:9) > But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; (Acts 13:9)
>> But **Saul**, who is also called **Paul**, was filled with the Holy Spirit; >
> > But **Saul**, who is also called **Paul**, was filled with the Holy Spirit;
Then after the story has explained the name change, you could translate this way. Then after the story has explained the name change, you could translate this way.
> It came about in Iconium that **Paul** and Barnabas entered together into the synagogue (Acts 14:1 ULT) > It came about in Iconium that **Paul** and Barnabas entered together into the synagogue (Acts 14:1 ULT)
>> It came about in Iconium that **Paul** <sup> 1</sup> and Barnabas entered together into the synagogue >
> > It came about in Iconium that **Paul**<sup>1</sup> and Barnabas entered together into the synagogue
The footnote would look like: The footnote would look like:
>> <sup> [1]</sup> This is the same man who was called Saul before Acts 13.
>> <sup> [1]</sup> This is the same man who was called Saul before Acts 13.

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### Description ### Description
There are many numbers in the Bible. They can be written as words (“five”) or as numerals (“5”). Some numbers are very large, such as “two hundred” (200), “twenty-two thousand” (22,000), or “one hundred million” (100,000,000). Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. There are many numbers in the Bible. They can be written as words (“five”) or as numerals (“5”). Some numbers are very large, such as “two hundred” (200), “twenty-two thousand” (22,000), or “one hundred million” (100,000,000). Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals.
Some numbers are exact and others are rounded. Some numbers are exact and others are rounded.
> Abram was **eighty-six** years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT) > Abram was **86** years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULT)
Eighty-six (86) is an exact number. Eighty-six (86) is an exact number.
> That day about **three thousand** men out of the people died. (Exodus 32:28 ULT)
Here the number three thousand is a round number. It may have been a little more than that or a little less than that. The word “about” shows that it is not an exact number. > That day about **3,000** of the people died. (Exodus 32:28b ULT)
#### Reason this is a translation issue Here the number three thousand (3,000) is a round number. It may have been a little more than that or a little less than that. The word “about” shows that it is not an exact number.
#### Reason This Is a Translation Issue
Some languages do not have words for some of these numbers. Some languages do not have words for some of these numbers.
@ -21,44 +20,44 @@ Some languages do not have words for some of these numbers.
* Exact numbers should be translated as closely and specifically as they can be. * Exact numbers should be translated as closely and specifically as they can be.
* Rounded numbers can be translated more generally. * Rounded numbers can be translated more generally.
### Examples from the Bible ### Examples From the Bible
> When Jared had lived **162** years, he became the father of Enoch. After he became the father of Enoch, Jared lived **eight hundred** years. He became the father of more sons and daughters. Jared lived **962** years, and then he died. (Genesis 5:18-20 ULT) > When Jared had lived **162** years, he became the father of Enoch. After he became the father of Enoch, Jared lived **800** years. He became the father of more sons and daughters. Jared lived **962** years, and then he died. (Genesis 5:18-20 ULT)
The numbers 162, eight hundred, and 962 are exact numbers and should be translated with something as close to those numbers as possible. The numbers 162, 800, and 962 are exact numbers and should be translated with something as close to those numbers as possible.
> Our sister, may you be the mother of **thousands of ten thousands** (Genesis 24:60 ULT) > Our sister, may you be the mother of **thousands of ten thousands.** (Genesis 24:60b ULT)
This is a rounded number. It does not say exactly how many descendants she should have, but it was a huge number of them. This is a rounded number. It does not say exactly how many descendants she should have, but it was a huge number of them.
### Translation Strategies ### Translation Strategies
1. Write numbers using numerals. 1. Write numbers using numerals.
1. Write numbers using your language’s words or the gateway language words for those numbers. 2. Write numbers using your language’s words or the Gateway Language words for those numbers.
1. Write numbers using words, and put the numerals in parentheses after them. 3. Write numbers using words, and put the numerals in parentheses after them.
1. Combine words for large numbers. 4. Combine words for large numbers.
1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward. 5. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
### Examples of Translation Strategies Applied ### Examples of Translation Strategies Applied
We will use the following verse in our examples: We will use the following verse in our examples:
> Now, see, at great effort I have prepared for Yahweh’s house **100,000** talents of gold, **one million** talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14 ULT) > Now, see, at great effort I have prepared for Yahweh’s house **100,000** talents of gold, **1,000,000** talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14a ULT)
(1) Write numbers using numerals. (1) Write numbers using numerals.
> I have prepared for Yahweh’s house **100,000** talents of gold, **1,000,000** talents of silver, and bronze and iron in large quantities. >> I have prepared for Yahweh’s house **100,000** talents of gold, **1,000,000** talents of silver, and bronze and iron in large quantities.
(2) Write numbers using your language’s words or the gateway language words for those numbers. (2) Write numbers using your language’s words or the Gateway Language words for those numbers.
> I have prepared for Yahweh’s house **one hundred thousand** talents of gold, **one million** talents of silver, and bronze and iron in large quantities. >> I have prepared for Yahweh’s house **one hundred thousand** talents of gold, **one million** talents of silver, and bronze and iron in large quantities.
(3) Write numbers using words, and put the numerals in parenthesis after them. (3) Write numbers using words, and put the numerals in parenthesis after them.
> I have prepared for Yahweh’s house one **hundred thousand (100,000)** talents of gold, **one million (1,000,000)** talents of silver, and bronze and iron in large quantities. >> I have prepared for Yahweh’s house one **hundred thousand (100,000)** talents of gold, **one million (1,000,000)** talents of silver, and bronze and iron in large quantities.
(4) Combine words for large numbers. (4) Combine words for large numbers.
> I have prepared for Yahweh’s house **one hundred thousand** talents of gold, **a thousand thousand** talents of silver, and bronze and iron in large quantities. > > I have prepared for Yahweh’s house **one hundred thousand** talents of gold, **a thousand thousand** talents of silver, and bronze and iron in large quantities.
(5) Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward. (5) Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
@ -69,15 +68,15 @@ We will use the following verse in our examples:
Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent. Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent.
* Use words to represent numbers all of the time. (You might have very long words.) * Use words to represent numbers all of the time. (You might have very long words.)
* Use numerals to represent numbers all of the time. * Use numerals to represent numbers all of the time.
* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for. * Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for.
* Use words for low numbers and numerals for high numbers. * Use words for low numbers and numerals for high numbers.
* Use words for numbers that require few words and numerals for numbers that require more than a few words. * Use words for numbers that require few words and numerals for numbers that require more than a few words.
* Use words to represent numbers, and write the numerals in parentheses after them. * Use words to represent numbers, and write the numerals in parentheses after them.
#### Consistency in the ULT and UST #### Consistency in the ULT and UST
The *unfoldingWord® Literal Text* (ULT) and the *unfoldingWord® Simplified Text* (UST) use words for numbers that have only one or two words (nine, sixteen, three hundred). They use numerals for numbers that have more than two words (the numerals “130” instead of “one hundred thirty”). The *unfoldingWord® Literal Text* (ULT) and the *unfoldingWord® Simplified Text* (UST) use words for the numbers one through ten and use numerals for all numbers above ten.
> When Adam had lived **130** years, he became the father of a son in his own likeness, after his image, and he called his name Seth. After Adam became the father of Seth, he lived **eight hundred** years. He became the father of more sons and daughters. Adam lived **930** years, and then he died. (Genesis 5:3-5 ULT) > When Adam had lived **130** years, he became the father of a son in his own likeness, after his image, and he called his name Seth. After Adam became the father of Seth, he lived **800** years. He became the father of more sons and daughters. Adam lived **930** years, and then he died. (Genesis 5:3-5 ULT)

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### Description ### Description
Ordinal numbers are used in the Bible mainly to tell the position of something in a list. Ordinal numbers are used in the Bible mainly to tell the position of something in a list.
> He gave to the church **first** apostles, **second** prophets, **third** teachers, then those who do powerful deeds (1 Corinthians 12:28 ULT) > And God has indeed appointed some in the church, **first** apostles, **second** prophets, **third** teachers, then miracles. (1 Corinthians 12:28a ULT)
This is a list of workers that God gave to the church in their order. This is a list of workers that God gave to the church in their order.
@ -30,13 +28,13 @@ Some ordinal numbers in English do not follow that pattern.
| 5 | five | fifth | | 5 | five | fifth |
| 12 | twelve | twelfth | | 12 | twelve | twelfth |
#### Reason this is a translation issue: #### Reason This Is a Translation Issue
Some languages do not have special numbers for showing the order of items in a list. There are different ways to deal with this. Some languages do not have special numbers for showing the order of items in a list. There are different ways to deal with this.
### Examples from the Bible ### Examples From the Bible
> 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 ULT) > 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 ULT)
The people cast lots and one went to each of these people in the order given. The people cast lots and one went to each of these people in the order given.
@ -55,16 +53,19 @@ 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. (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 ULT) > 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 ULT)
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **another** to Jedaiah, **another** to Harim,…**another** to Delaiah, **and the last** went to Maaziah. >
>> There were **twenty-four** lots. **One lot** went to Jehoiarib, **the next** to Jedaiah, **the next** to Harim,…**the next** to Delaiah, **and the last** went to Maaziah. > > There were **24** lots. **One lot** went to Jehoiarib, **another** to Jedaiah, **another** to Harim … **another** to Delaiah, **and the last** went to Maaziah. 
> >
> > There were **24** lots. **One lot** went to Jehoiarib, **the next** to Jedaiah, **the next** to Harim … **the next** to Delaiah, **and the last** went to Maaziah.
> A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **the first** 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 there. The name of **the second** river is Gihon. This one flows throughout the whole land of Cush. The name of **the third** river is Tigris, which flows east of Asshur. **The fourth** river is the Euphrates. (Genesis 2:10-14 ULT) > A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **the first** 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 there. The name of **the second** river is Gihon. This one flows throughout the whole land of Cush. The name of **the third** river is Tigris, which flows east of Asshur. **The fourth** river is the Euphrates. (Genesis 2:10-14 ULT)
>> A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **one** 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 there. The name of **the next** river is Gihon. This one flows throughout the whole land of Cush. The name of **the next** river is Tigris, which flows east of Asshur. The **last** river is the Euphrates. >> A river went out of Eden to water the garden. From there it divided and became **four** rivers. The name of **one** 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 there. The name of **the next** river is Gihon. This one flows throughout the whole land of Cush. The name of **the next** river is Tigris, which flows east of Asshur. The **last** river is the Euphrates.
(2) Tell the total number of items and then list them or the things associated with them. (2) 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 ULT) > 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 ULT)
>> They cast **twenty-four** lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim,…Delaiah, and Maaziah. >
> > They cast **twenty-four** lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim … Delaiah, and Maaziah.

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### The Text In the Original Language Is the Most Accurate
### The Text in the Original Language is the most Accurate **Description** – The original language is the language in which a Bible text was first written. The original language of the New Testament is Greek. The original language of most of the Old Testament is Hebrew. However, Aramaic is the original language of some parts of the books of Daniel and Ezra. The original language is always the most accurate language from which to translate a passage.
**Definition** – The original language is the language in which a Bible text was first written.
**Description** – The original language of the New Testament is Greek. The original language of most of the Old Testament is Hebrew. However, Aramaic is the original language of some parts of the books of Daniel and Ezra. The original language is always the most accurate language from which to translate a passage.
The source language is the language from which the translation is being made. If a translator is translating the Bible from the original languages, then the original language and the source language for his translation are the same. However, only people who have spent many years studying the original languages understand them and can use them as a source language. For that reason, most translators use Bibles that have been translated into a language of wider communication as their source language text. The source language is the language from which the translation is being made. If a translator is translating the Bible from the original languages, then the original language and the source language for his translation are the same. However, only people who have spent many years studying the original languages understand them and can use them as a source language. For that reason, most translators use Bibles that have been translated into a language of wider communication as their source language text.
If you are translating from a language of wider communication, it is a good idea to have someone who has studied the original languages compare the meaning in the target language translation with the meaning in the original language to make sure that the meaning is the same. Another way to make sure that the meaning of the target language translation is accurate is to check the translation with translation helps that have been written by people who know the original languages. These would include Bible commentaries and dictionaries, as well as the unfoldingWord® Translation Notes, unfoldingWord® Translation Words definitions, and unfoldingWord® Translation Questions with their answers. If you are translating from a language of wider communication, it is a good idea to have someone who has studied the original languages compare the meaning in the target language translation with the meaning in the original language to make sure that the meaning is the same. Another way to make sure that the meaning of the target language translation is accurate is to check the translation with translation helps that have been written by people who know the original languages. These would include Bible commentaries and dictionaries, as well as the unfoldingWord® Translation Notes, unfoldingWord® Translation Words definitions, and unfoldingWord® Translation Questions with their answers.
### The Text in the Source Language may not be Accurate ### The Text In the Source Language May Not Be Accurate
If the translator does not understand the original language, he will have to use a language of wider communication as a source language. The meaning in the source may be correct, depending on how carefully it was translated from the original. But it is still a translation, so it is a step away from the original and is not quite the same. In some cases, the source may have actually been translated from another source, rather than from the original, putting it two steps away from the original. If the translator does not understand the original language, he will have to use a language of wider communication as a source language. The meaning in the source may be correct, depending on how carefully it was translated from the original. But it is still a translation, so it is a step away from the original and is not quite the same. In some cases, the source may have actually been translated from another source, rather than from the original, putting it two steps away from the original.
Consider the example below. A translator uses a Swahili New Testament as the source for a new target language translation. However, the particular Swahili Bible version he is using was actually translated from English — not directly from the Greek (the original language of the NT). So it is possible that some of the meaning has changed in the chain of translation from the original to the target languages. Consider the example below. A translator uses a Swahili New Testament as the source for a new Target Language translation. However, the particular Swahili Bible version he is using was actually translated from English — not directly from the Greek (the original language of the NT). So it is possible that some of the meaning has changed in the chain of translation from the original to the target languages.
![](https://cdn.door43.org/ta/jpg/ol2sl2sl2tl_small_600-174.png) ![](https://cdn.door43.org/ta/jpg/ol2sl2sl2tl_small_600-174.png)
The only way to make sure the translation is as accurate as possible is to compare the new translation with the original languages. Where this is not possible, use the ULT as the source text, along with other Bible translations that were translated from the original languages. The only way to make sure the translation is as accurate as possible is to compare the new translation with the original languages. Where this is not possible, use the ULT as the source text, along with other Bible translations that were translated from the original languages.

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### The meaning of forms changes
### The meaning of forms change Literal translations keep the form of the source text in the target text. As you saw in the teaching module “The Importance of Form,” some translators might want to do this because the form of a text affects the meaning of the text. However, you must remember that people from different cultures understand the meaning of forms differently. In different cultures, the same form may be understood in very different ways. Therefore, it is not possible to protect the meaning from change by keeping the original forms. The only way to protect the meaning is to change the original form to a new form that communicates the same meaning in the new culture as the old form did in the old culture.
Literal translations keep the form of the source text in the target text. As you saw in the teaching module “The Importance of Form,” some translators might want to do this because the form of a text affects the meaning of the text. However, you must remember that people from different cultures understand the meaning of forms differently. In different cultures, the same form may be understood in very different ways. Therefore it is not possible to protect the meaning from change by keeping the original forms. The only way to protect the meaning is to change the original form to a new form that communicates the same meaning in the new culture as the old form did in the old culture.
### Different languages use different orders of words and phrases ### Different languages use different orders of words and phrases
If you keep the word order of the source text in your translation, it will be very difficult for the people who speak your language to understand it. Sometimes it will be impossible to understand. 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 word order of the source text in your translation, it will be very difficult for the people who speak your language to understand it. Sometimes it will be impossible to understand. 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 ### Different languages use different idioms and expressions

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### Why Is It Important? ### Why Is It Important?
When choosing a source text from which to do a translation, considering the copyright and licensing issues are important for two reasons. First, if you translate from a copyrighted work without prior permission, you are breaking the law because translation is a right reserved for the owner of the content. In some places, copyright infringement is a criminal offense and may be prosecuted by the government without the copyright holder’s consent! Second, when a translation is done from a copyrighted work, the translation is the intellectual property of the copyright holder of the source text. They maintain all the rights of the translation just as they do with the source text. For these and other reasons, unfoldingWord will only distribute translations that are not in violation of copyright law. When choosing a source text from which to do a translation, there are two reasons why it is important to consider the copyright and licensing issues. First, if you translate from a copyrighted work without prior permission, you are breaking the law because translation is a right reserved for the owner of the content. In some places, copyright infringement is a criminal offense and may be prosecuted by the government without the copyright holder’s consent! Second, when a translation is done from a copyrighted work, the translation is the intellectual property of the copyright holder of the source text. They maintain all the rights of the translation just as they do with the source text. For these and other reasons, unfoldingWord will only distribute translations that are not in violation of copyright law.
### What License Do We Use? ### What License Do We Use?
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* All source texts that appear as source texts in translationStudio or translationCore have been reviewed and are legal for use by anyone as a source text. * All source texts that appear as source texts in translationStudio or translationCore have been reviewed and are legal for use by anyone as a source text.
* Before anything is published by unfoldingWord, the source text must be reviewed and available under one of the licenses listed above. * Before anything is published by unfoldingWord, the source text must be reviewed and available under one of the licenses listed above.
* Please check your source text before you start translating to avoid being unable to have your translation published. * Please check your source text before you start translating to avoid being unable to have your translation published.

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* **[The Original and Source Languages](../translate-original/01.md)** – Does the translation team understand the difference between source languages and original languages? * **[The Original and Source Languages](../translate-original/01.md)** – Does the translation team understand the difference between source languages and original languages?
* **[Original Manuscripts](../translate-manuscripts/01.md)** – Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)? * **[Original Manuscripts](../translate-manuscripts/01.md)** – Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)?
It is important that the leaders of the churches in the language group agree that the source text is a good one. The Open Bible Stories are available in many source languages on http://ufw.io/stories/. There are also translations of the Bible there to be used as sources for translation in English, and soon other languages, as well. It is important that the leaders of the churches in the language group agree that the source text is a good one. The Open Bible Stories are available in many source languages on http://ufw.io/stories/. There are also translations of the Bible there to be used as sources for translation in English, and soon, Other Languages, as well.

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### Importance of Version Numbers ### Importance of Version Numbers
Especially in an open project like unfoldingWord, it is important to keep track of published versions. It is important because translations (and source texts) can change frequently. Being able to identify each version helps bring clarity about which text is actually being talked about. Version numbers are also important because all translations should be based off of the latest source text. If the source text changes, the translation should eventually be updated to match the latest version. Especially in an open project like unfoldingWord, it is important to keep track of published versions. It is important because translations (and source texts) can change frequently. Being able to identify each version helps bring clarity about which text is actually being talked about. Version numbers are also important because all translations should be based on the latest source text. If the source text changes, the translation should eventually be updated to match the latest version.
Before starting a translation project, please ensure that you have the latest version of the source text. Before starting a translation project, please ensure that you have the latest version of the source text.

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### Description ### Description
A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean “Yes” or turn their head from side to side to mean “No.” Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action. A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their heads up and down to mean "yes" or turn their heads from side to side to mean "no." Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action.
#### Examples of symbolic actions #### 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 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 #### 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 other 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. 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 today.
You (the translator) need to understand what people in the Bible meant when they used symbolic actions. If an action does not mean the same thing in your own culture, then you need to figure out how to translate what the action meant. You (the translator) need to understand what people in the Bible meant when they used symbolic actions. If an action does not mean the same thing in your own culture, then you need to figure out how to translate what the action meant.
### Examples from the Bible ### Examples From the Bible
> Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) > And behold, a man came whose name was Jairus, and he was a ruler of the synagogue. And **falling at the feet of Jesus**, he begged him to come to his house. (Luke 8:41 ULT)
Meaning of symbolic action: He did this to show great respect to Jesus. Meaning of symbolic action: He did this to show great respect to Jesus.
> Look, I stand at the door and **knock**. If anyone hears my voice and opens the door, I will come in to his home, and have a meal with him, and he with me. (Revelation 3:20 ULT) > Look, I am standing at the door and am knocking. If anyone hears my voice and opens the door, I will come into him and will eat with him, and he with me. (Revelation 3:20 ULT)
Meaning of symbolic action: When people wanted someone to welcome them into their home, they stood at the door and knocked on it. Meaning of symbolic action: When people wanted someone to welcome them into their home, they stood at the door and knocked on it.
@ -39,24 +37,28 @@ If people would correctly understand what a symbolic action meant to the people
(1) Tell what the person did and why he did it. (1) Tell what the person did and why he did it.
> Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) > And **falling at the feet of Jesus** (Luke 8:41 ULT)
>> Jairus fell down at Jesus’ feet in order to show that he greatly respected him. >
> > Jairus fell down at Jesus’ feet in order to show that he greatly respected him.
> Look, I stand at the door and knock. (Revelation 3:20 ULT) > Look, I am **standing at the door and am knocking**. (Revelation 3:20 ULT)
>> Look, I stand at the door and knock on it, asking you to let me in. >
> > Look, I stand at the door and knock on it, asking you to let me in.
(2) Do not tell what the person did, but tell what he meant. (2) Do not tell what the person did, but tell what he meant.
> Jairus fell down at Jesus’ feet. (Luke 8:41) > And **falling at the feet of Jesus** (Luke 8:41 ULT)
>> Jairus showed Jesus great respect. >
> > Jairus showed Jesus great respect.
> Look, I stand at the door and knock. (Revelation 3:20) > Look, I am **standing at the door and am knocking**. (Revelation 3:20 ULT)
>> Look, I stand at the door and ask you to let me in. >
> > Look, I stand at the door and ask you to let me in.
(3) Use an action from your own culture that has the same meaning. (3) Use an action from your own culture that has the same meaning.
> Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) – Since Jairus actually did this, you should not substitute an action from your own culture. > And **falling at the feet of Jesus** (Luke 8:41 ULT) – Since Jairus actually did this, you should not substitute an action from your own culture.
> Look, I stand at the door and knock. (Revelation 3:20 ULT) – 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 stand at the door and clear my throat.
> Look, I am **standing at the door and am knocking**. (Revelation 3:20 ULT) – 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 stand at the door and clear my throat.

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**Context** – The words, phrases, sentences, and paragraphs surrounding the word, phrase, or sentence in question. The context is the text that surrounds the part of the text that you are examining. The meaning of individual words and phrases can change when they are in different contexts. **Context** – The words, phrases, sentences, and paragraphs surrounding the word, phrase, or sentence in question. The context is the text that surrounds the part of the text that you are examining. The meaning of individual words and phrases can change when they are in different contexts.
**Form** – The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text. **Form** – The structure of the language as it appears on the page or as it is spoken. Form refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
**Grammar** – The way that sentences are put together in a language. This has to do with the order of its various parts, such as if the verb goes first or last or in the middle. **Grammar** – The way that sentences are put together in a language. This has to do with the order of the various parts, such as  whether the verb goes first or last or in the middle.
**Noun** – A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like “peace” or “unity.” It refers to an idea or a state of being. Some languages do not use abstract nouns. **Noun** – A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like “peace” or “unity.” It refers to an idea or a state of being. Some languages do not use abstract nouns.
**Verb** – A kind of word that refers to an action, like “walk” or “arrive.” **Verb** – A kind of word that refers to an action, such as “walk” or “arrive.”
**Modifier** – A kind of word that says something about another word. Both adjectives and adverbs are modifiers. **Modifier** – A kind of word that says something about another word. Adjectives and adverbs are modifiers.
**Adjective** – A kind of word that says something about a noun. For example, the word “tall” says something about the noun “man” in the following sentence. *I see a tall man*. **Adjective** – A kind of word that says something about a noun. For example, the word “tall” says something about the noun “man” in the sentence "I see a tall man."
**Adverb** – A kind of word that says something about a verb. For example, the word “loudly” says something about the verb “spoke” in the following sentence. *The man spoke loudly to the crowd of people*. **Adverb** – A kind of word that says something about a verb. For example, the word “loudly” says something about the verb “spoke” in the sentence "The man spoke loudly to the crowd of people."
**Idiom** – An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, with the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.” **Idiom** – An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, based on the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.”
**Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing. **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way, you can see that form and meaning are not the same thing.
**Translation** – The process of expressing in the form of a target language the same meaning that a writer or speaker expressed in the form of a source language. **Translation** – The process of expressing in the form of a target language the same meaning that a writer or speaker expressed in the form of a source language.
**Source Language** – The language *from* which the translation is being made. **Source Language** – The language from which the translation is being made.
**Source Text**- The text *from* which the translation is being made. **Source Text**\- The text from which the translation is being made.
**Target Language** – The language *into* which a translation is being made. **Target Language** – The language into which a translation is being made.
**Target Text**- The text being made by the translator as he or she translates the meaning from the source text. **Target Text**- The text being made by the translator as he or she translates the meaning from the source text.
**Original Language** – The language in which a Bible text was initially written. The Original Language of the New Testament is Greek. The Original Language of most of the Old Testament is Hebrew. However, the Original Language of some parts of Daniel and Ezra is Aramaic. The Original Language is always the most accurate language from which to translate a passage. **Original Language** – The language in which a Bible text was initially written. The original language of the New Testament is Greek. The original language of most of the Old Testament is Hebrew. However, the original language of some parts of Daniel and Ezra is Aramaic. The original language is always the most accurate language from which to translate a passage.
**Language of Wider Communication** – A language that is spoken over a broad area and by many people. For most people, this is not their first language, but is the language that they use to speak to people outside of their language community. Some people call this a trade language. Most Bibles will be translated using a language of wider communication as the source language. **Language of Wider Communication** – A language that is spoken over a broad area and by many people. For most people, this is not their first language, but is the language that they use to speak to people outside of their language community. Some people call this a trade language. Most Bibles will be translated using a language of wider communication as the source language.
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**Other Language** – The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. We will translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages. **Other Language** – The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. We will translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages.
**End-user Bible** – This is a Bible that people have translated so that it speaks in a natural way in the target language. It is meant to be used in churches and homes. In contrast, the ULT and UST are Bibles that are translation tools. They do not speak naturally in any language, because the ULT is a literal translation and the UST avoids using idioms and figures of speech, which a natural translation would use. Using these translation tools, a translator can produce an end-user Bible. **End-user Bible** – This is a Bible that people have translated so that it speaks in a natural way in the target language. It is meant to be used in churches and homes. In contrast, the ULT and UST are Bibles that are translation tools. They do not speak naturally in any language because the ULT is a literal translation and the UST avoids using idioms and figures of speech which a natural translation would use. Using these translation tools, a translator can produce an end-user Bible.
**Participant** – A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are underlined: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is *implied*. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.
**Participant** – A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are underlined: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is implied. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.

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### Description ### Description
Thousands of years ago, people wrote the books of the Bible. Other people then copied them by hand and translated them. They did this work very carefully, and over the years many people made thousands of copies. However, people who looked at them later saw that there were small differences between them. Some copiers accidentally left out some words, or some mistook a word for another that looked like it. Occasionally they added words or even whole sentences, either by accident, or because they wanted to explain something. Modern Bibles are translations of the old copies. Some modern Bibles have some of these sentences that were added. In the ULT, these added sentences are usually written in footnotes. Thousands of years ago, people wrote the books of the Bible. Other people then copied them by hand and translated them. They did this work very carefully, and over the years many people made thousands of copies. However, people who looked at them later saw that there were small differences between them. Some copiers accidentally left out some words, or some mistook one word for another that looked like it. Occasionally, they added words or even whole sentences, either by accident or because they wanted to explain something. Modern Bibles are translations of the old copies. Some modern Bibles have some of these sentences that were added. In the ULT, these added sentences are usually written in footnotes.
Bible scholars have read many old copies and compared them with each other. For each place in the Bible where there was a difference, they have figured out which wordings are most likely correct. The translators of the ULT based the ULT on wordings that scholars say are most likely correct. Because people who use the ULT may have access to Bibles that are based on other copies, the ULT translators have sometimes included information about some of the differences between them, either in the ULT footnotes in the unfoldingWord® Translation Notes. Bible scholars have read many old copies and compared them with each other. For each place in the Bible where there was a difference, they have figured out which wordings are most likely correct. The translators of the ULT based the ULT on wordings that scholars say are most likely correct. Because people who use the ULT may have access to Bibles that are based on other copies, the ULT translators have sometimes included information about some of the differences between them, either in the ULT footnotes or in the unfoldingWord® Translation Notes.
Translators are encouraged to translate the text in the ULT and to write about added sentences in footnotes, as is done in the ULT. However, if the local church really wants those sentences to be included in the main text, translators may put them in the text and include a footnote about them. Translators are encouraged to translate the text in the ULT and to write about added sentences in footnotes, as is done in the ULT. However, if the local church really wants those sentences to be included in the main text, translators may put them in the text and include a footnote about them.
### Examples from the Bible ### Examples From the Bible
Matthew 18:10-11 ULT has a footnote about verse 11. Matthew 18:10-11 ULT has a footnote about verse 11.
> <sup> 10</sup> See that you do not despise any of these little ones. For I say to you that in heaven their angels always look on the face of my Father who is in heaven. <sup> 11</sup> <sup> [1]</sup>
> <sup> 10</sup> See that you do not despise one of these little ones. For I say to you that in heaven their angels always look on the face of my Father who is in heaven. <sup>11</sup> <sup> [1]</sup>
>
> <sup> [1]</sup> Many authorities, some ancient, insert v. 11. **For the Son of Man came to save that which was lost.** > <sup> [1]</sup> Many authorities, some ancient, insert v. 11. **For the Son of Man came to save that which was lost.**
John 7:53-8:11 is not in the best earliest manuscripts. It has been included in the ULT, but it is marked off with square brackets ([ ]) at the beginning and end, and there is a footnote after verse 11. John 7:53-8:11 is not in the best earliest manuscripts. It has been included in the ULT, but it is marked off with square brackets ([ ]) at the beginning and end, and there is a footnote after verse 11.
> <sup> 53</sup> [Then every man went to his own house.… <sup> 11</sup> She said, “No one, Lord.” Jesus said, “Neither do I condemn you. Go your way; from now on sin no more.”]<sup> [2]</sup>
> <sup> [2]</sup> The best earliest manuscripts do not have John 7:53-8:11 > <sup>53</sup> [Then everyone went to his own house.… <sup> 11</sup> She said, “No one, Lord.” Jesus said, “Neither do I condemn you. Go and sin no more."] <sup> [2]</sup>
>
> <sup> [2]</sup> Some ancient manuscripts include John 7:53-8:11
### Translation Strategies ### Translation Strategies
@ -31,18 +31,20 @@ When there is a textual variant, you may choose to follow the ULT or another ver
The translation strategies are applied to Mark 7:14-16 ULT, which has a footnote about verse 16. The translation strategies are applied to Mark 7:14-16 ULT, which has a footnote about verse 16.
> <sup>14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup> 15</sup> There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him.” <sup> 16[1]</sup> > <sup>14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup>15</sup> There is nothing from outside the man that can defile him when it enters into him. But the things that come out of the man are the things that defile the man.” <sup>16 [1]</sup>
> <sup> [1]</sup> The best ancient copies omit v. 16. *If any man has ears to hear, let him hear*. > <sup> [1]</sup> Some ancient manuscripts include verse 16. If any man has ears to hear, let him hear.
(1) Translate the verses that the ULT does and include the footnote that the ULT provides. (1) Translate the verses that the ULT does and include the footnote that the ULT provides.
> <sup> 14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup> 15</sup> There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him.” <sup> 16[1]</sup> > <sup>14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup>15</sup> There is nothing from outside the man that can defile him when it enters into him. But the things that come out of the man are the things that defile the man.” <sup>16[1]</sup>
>> <sup> [1]</sup> The best ancient copies omit verse 16. *If any man has ears to hear, let him hear*. >
> > Some ancient manuscripts include verse 16. If any man has ears to hear, let him hear.
(2) Translate the verses as another version does, and change the footnote so that it fits this situation. (2) Translate the verses as another version does, and change the footnote so that it fits this situation.
> <sup> 14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup> 15</sup> There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup> 16</sup> If any man has ears to hear, let him hear.” <sup> [1]</sup> > <sup>14</sup> He called the crowd again and said to them, “Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside the man that can defile him when it enters into him. But the things that come out of the man are the things that defile the man." <sup>16</sup> If any man has ears to hear, let him hear." <sup> [1]</sup>
>
>> <sup> [1]</sup> Some ancient copies do not have verse 16. > > <sup> [1]</sup> Some ancient manuscripts include verse 16.

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@ -1,14 +1,12 @@
### Description ### 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 for which your language may not have a word. The Bible also includes people and places for which you may not have names.
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 in a familiar language and use it in your translation in 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 ### Examples from the Bible
> He saw a **fig** tree on the roadside (Matthew 21:19 ULT) > Seeing one fig tree along the roadside, he went to it. (Matthew 21:19a ULT)
If there are no fig trees where your language is spoken, there might not be a name for this kind of tree in your language. If there are no fig trees where your language is spoken, there might not be a name for this kind of tree in your language.
@ -54,5 +52,4 @@ There are several ways to borrow a word.
>> “Sefanaia” >> “Sefanaia”
>> “Sefanaya” >> “Sefanaya”

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@ -4,14 +4,15 @@ While working to translate the Bible, you (the translator) might find yourself a
### Description ### Description
Unknowns are things that occur in the source text that are not known to the people of your culture. The unfoldingWord® Translation Words pages and the unfoldingWord® Translation Notes will help you understand what they are. After you understand them, you will need to find ways to refer to those things so that people who read your translation will understand what they are. Unknowns are things that occur in the source text that are not known to the people of your culture. The unfoldingWord® Translation Words pages and the unfoldingWord® Translation Notes will help you understand what they are. After you understand them, you will need to find ways to refer to those things so that people who read your translation will understand what they are.
> We have here only five loaves of **bread** and two fish (Matthew 14:17 ULT)
>  They said to him, “We have nothing here except five loaves of **bread** and two fish.” (Matthew 14:17 ULT)
Bread is a particular food made by mixing finely crushed grains with oil, and then cooking the mixture so that it is dry. (Grains are the seeds of a kind of grass.) In some cultures people do not have bread and do not know what it is. Bread is a particular food made by mixing finely crushed grains with oil, and then cooking the mixture so that it is dry. (Grains are the seeds of a kind of grass.) In some cultures people do not have bread and do not know what it is.
**Reason this is a translation issue** #### Reason This Is a Translation Issue
* Readers may not know some of the things that are in the Bible because those things are not part of their own culture. * Readers may not know some of the things that are in the Bible because those things are not part of their own culture.
* Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it. * Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it.
#### Translation Principles #### Translation Principles
@ -19,25 +20,29 @@ Bread is a particular food made by mixing finely crushed grains with oil, and th
* Keep expressions short if possible. * Keep expressions short if possible.
* Represent God’s commands and historical facts accurately. * Represent God’s commands and historical facts accurately.
### Examples from the Bible ### Examples From the Bible
> I will turn Jerusalem into piles of ruins, a hideout for **jackals** (Jeremiah 9:11 ULT)
>So I will turn Jerusalem into piles of ruins, a hideout for **jackals** (Jeremiah 9:11a ULT)
 
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, those who come to you in sheep’s clothing, but are truly ravenous **wolves**. (Matthew 7:15 ULT)
> Beware of false prophets, who come to you in sheep’s clothing, but inwardly they are ravenous **wolves**. (Matthew 7:15 ULT)
 
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. 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.
> Then they tried to give Jesus wine that was mixed with **myrrh**. But he refused to drink it. (Mark 15:23 ULT)
> They offered him wine mixed with **myrrh**, but he did not drink it. (Mark 15:23 ULT)
People may not know what myrrh is and that it was used as a medicine. People may not know what myrrh is and that it was used as a medicine.
> to him who made **great lights** (Psalm 136:7 ULT)
> to him who made **great lights** (Psalm 136:7a ULT)
Some languages have terms for things that give light, like the sun and fire, but they have no general term for lights. Some languages have terms for things that give light, like the sun and fire, but they have no general term for lights.
> your sins…will be white like **snow** (Isaiah 1:18 ULT)
> Your sins … will be white like **snow** (Isaiah 1:18b ULT)
People in many parts of the world have not seen snow, but they may have seen it in pictures. People in many parts of the world have not seen snow, but they may have seen it in pictures.
@ -88,5 +93,4 @@ Here are ways you might translate a term that is not known in your language:
(5) Use a word or phrase that is more specific in meaning. (5) Use a word or phrase that is more specific in meaning.
> to him who made **great lights** (Psalm 136:7 ULT) > to him who made **great lights** (Psalm 136:7 ULT)
>> to him who made **the sun and the moon** >> to him who made **the sun and the moon**