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Small syntax fixes for v16 publish (#424)
Merge branch 'prepubV16' of git.door43.org:unfoldingWord/en_ta into prepubV16 Change trailing backspace back to two trailing spaces so we can publish Merge branch 'master' into prepubV16 Merge remote-tracking branch 'origin/master' into prepubV16 Fix apostrophes Change trailing double underlines back to backslash Try trailing double underline instead of backslash Replacing trailing spaces with backslash Small syntax fixes for v16 publish Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com> Co-authored-by: Richard Mahn <richard_mahn@wycliffeassociates.org> Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/424
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@ -43,4 +43,3 @@ These questions can also be helpful for finding anything that might be inaccurat
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* Another way to determine if the text is accurate is to ask comprehension questions about the translation, such as, “who did what, when, where, how, and why?” There are questions that have already been prepared to help with this. (To view the unfoldingWord® Translation Questions go to http://ufw.io/tq/.) The answers to those questions should be the same as the answers to those questions about the source language translation. If they are not, there is a problem in the translation.
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For more general types of things that need to be checked, go to [Types of Things to Check](../vol2-things-to-check/01.md).
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@ -13,4 +13,3 @@ These reviewers should follow these steps:
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1. After you (the accuracy checker) have reviewed several chapters or one book of the Bible, meet with the translation team and ask about each problem that you have discovered. Discuss with the translation team how they might adjust the translation in order to fix each problem. Make plans to meet again with the translation team at a later time, after they have had time to adjust the translation and test it with the community.
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1. Meet again with the translation team to verify that they have fixed the problems.
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1. Affirm that the translation is good on the [Accuracy Affirmation](../good/01.md) page.
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@ -12,4 +12,3 @@ Additional help:
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* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. For other methods of testing the translation, see [Other Methods](../other-methods/01.md).
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* If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team.
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@ -19,4 +19,3 @@ After finishing a book, you can check to make sure that all the verses are there
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1. Versification (see [Complete Versification](../verses/01.md))
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1. Section Headings (see [Section Headings](../headings/01.md))
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@ -26,4 +26,3 @@ Names and positions of the Accuracy checkers:
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* Position:
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* Name:
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* Position:
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@ -12,4 +12,3 @@ As well as asking questions, there are other checking methods that you may also
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* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, more natural expressions, and also spelling adjustments.
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* **Discussion Groups**: Ask people to read the translation out loud in a group of people and allow the people to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point. These alternate words and expressions might be better than the ones in the translation. Write them down, along with the chapter and verse that they are about. The translation team can use these to improve the translation. Also make note of the places where people do not understand the translation so that the translation team can make those places clearer.
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@ -6,4 +6,3 @@ To do a good back translation, the person must have three qualifications.
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1. The back translator should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. In order to make a written back translation, he must also be able to read and write both languages well.
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1. The back translator must be someone who was not involved in making the local target language translation that he is back translating. This is because someone who made the local target language translation already knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly.
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1. The back translator should be someone who does not know the Bible well. This is because the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language.
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@ -24,4 +24,3 @@ We also recommend that the translation work be:
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1. **Collaborative** — Where possible, work together with other believers who speak your language to translate, check, and distribute the translated content, ensuring that it is of the highest quality and available to as many people as possible. (see [Create Collaborative Translations](../../translate/guidelines-collaborative/01.md))
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1. **Ongoing** — Translation work is never completely finished. Encourage those who are skilled with the language to suggest better ways to say things when they notice that improvements can be made. Any errors in the translation should also be corrected as soon as they are discovered. Also encourage the periodic review of translations to ascertain when revision or a new translation is needed. We recommend that each language community form a translation committee to oversee this ongoing work. Using the unfoldingWord® online tools, these changes to the translation can be made quickly and easily. (see [Create Ongoing Translations](../../translate/guidelines-ongoing/01.md))
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@ -22,12 +22,12 @@ dublin_core:
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description: 'A modular handbook that provides a condensed explanation of Bible translation and checking principles that the global Church has implicitly affirmed define trustworthy translations. It enables translators to learn how to create trustworthy translations of the Bible in their own language.'
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format: 'text/markdown'
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identifier: 'ta'
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issued: '2020-10-29'
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issued: '2020-12-10'
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language:
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identifier: 'en'
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title: 'English'
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direction: 'ltr'
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modified: '2020-10-29'
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modified: '2020-12-10'
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publisher: 'unfoldingWord®'
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relation:
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- 'en/ust'
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@ -39,11 +39,11 @@ dublin_core:
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-
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identifier: 'ta'
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language: 'en'
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version: '14'
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version: '15'
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subject: 'Translation Academy'
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title: 'unfoldingWord® Translation Academy'
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type: 'man'
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version: '15'
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version: '16'
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checking:
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checking_entity:
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@ -12,4 +12,3 @@ From your Door43 project page you can:
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* Continue to edit and improve your project and keep track of all changes
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For more about distributing your project to others, see [Distribution](../intro-share/01.md).
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@ -18,4 +18,3 @@ Some other important topics as you get started also include:
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* [Help with Translating](../../translate/translate-help/01.md) – Using translation helps
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When you have [Set Up a Translation Team](../setup-team/01.md) and want to make a [First Draft](../../translate/first-draft/01.md) of your translation, use [translationStudio](../setup-ts/01.md). We recommend that you follow this [Translation Process](../translation-overview/01.md).
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@ -50,5 +50,3 @@ Another cultural model is found in Psalm 24, where the psalmist describes God as
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> Out of his mouth goes a sharp sword, so that with it he might strike the nations, and he will shepherd them with an iron rod. He tramples in the winepress of the fury of the wrath of **God Almighty**. He has a name written on his robe and on his thigh: “**King of kings and Lord of lords**.” (Revelation 19:15-16 ULT)
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This cultural model was very common in ancient Near Eastern cultures, and the ancient Israelites who read the Bible would have understood it easily because their nation was ruled by a king. However, many modern nations are not ruled by kings, so this specific cultural model is not as easily understood in many modern cultures.
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@ -15,7 +15,7 @@ Some common [metonymies](../figs-metonymy/01.md) and [metaphors](../figs-metapho
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> For Yahweh says this to each person in Judah and Jerusalem: ‘Plow your own **ground**, and do not sow among thorns. (Jeremiah 4:3 ULT)
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>
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> When anyone hears the word of the kingdom but does not understand it … This is the seed that was sown **beside the road**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which was sown **among the thorn plants**, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word…That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
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> When anyone hears the word of the kingdom but does not understand it … This is the seed that was sown **beside the road**. That which was sown on **rocky ground** is the person who hears the word and immediately receives it with joy … That which was sown **among the thorn plants**, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word… That which was sown on the **good soil**, this is the person who hears the word and understands it. (Matthew 13:19-23 ULT)
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>
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> Break up your **unplowed ground**,
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> for it is time to seek Yahweh. Hosea 10:12 ULT)
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@ -92,7 +92,7 @@ In this context, having a full heart means to be proud or arrogant.
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#### The EYES represent someone’s attitude
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> …but you bring down those with **proud, uplifted eyes**! (Psalm 18:27b ULT)
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> … but you bring down those with **proud, uplifted eyes**! (Psalm 18:27b ULT)
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Uplifted eyes show that a person is proud.
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@ -145,7 +145,7 @@ The mountain where God will be worshiped is viewed as his permanent possession.
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Moses asks God to still accept the people of Israel as his special possession, that is, as the people permanently belonging to him.
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> …the richness of the glory of his **inheritance** in the saints … (Ephesians 1:18b ULT) The wonderful things that God will give all who are set apart for him are viewed as their permanent possessions.
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> … the richness of the glory of his **inheritance** in the saints … (Ephesians 1:18b ULT) The wonderful things that God will give all who are set apart for him are viewed as their permanent possessions.
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>
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> For the promise to Abraham and to his descendants that he would be **heir** of the world did not come through the law but through the righteousness of faith. (Romans 4:13 ULT)
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@ -193,7 +193,7 @@ Noah received righteousness as a permanent possession.
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#### SEEING means knowledge, perception, notice, attention, or judgment
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> Why have I found favor **in your eyes** that you should take notice of me…(Ruth 2:10b ULT)
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> Why have I found favor **in your eyes** that you should take notice of me … (Ruth 2:10b ULT)
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>
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> And the young woman was pleasing **in his eyes**, and she lifted kindness before his face. (Esther 2:9a ULT)
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>
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@ -27,7 +27,7 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l
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> Solomon also had made the cups, lamp trimmers, basins, spoons, and incense burners, all of which were made of pure gold. (1 Kings 7:50a ULT)
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> Ishbibenob…intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
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> Ishbibenob … intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, “You must not go to battle anymore with us, so that you do not put out the **lamp** of Israel.” (2 Samuel 21:16-17 ULT)
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(3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with (and in some cases are based on) common metonymies and cultural models. (See [Biblical Imagery – Common Metonymies](../bita-part2/01.md) and [Biblical Imagery – Cultural Models](../bita-part3/01.md).)
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@ -38,7 +38,7 @@ Some common cultural models found in the Bible are listed below. First there are
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#### A leader is modeled as a SHEPHERD and those he leads are modeled as SHEEP
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> Then all the tribes of Israel came to David at Hebron and said, “Look…when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, ‘You will **shepherd** my people Israel, and you will become ruler over Israel.’” (2 Samuel 5:1-2 ULT)
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> Then all the tribes of Israel came to David at Hebron and said, “Look … when Saul was king over us, it was you who led the Israelite army. Yahweh said to you, ‘You will **shepherd** my people Israel, and you will become ruler over Israel.’” (2 Samuel 5:1-2 ULT)
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>
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> “Woe to the **shepherds** who destroy and scatter the **sheep** of my **pasture**—this is Yahweh’s declaration.” (Jeremiah 23:1 ULT)
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>
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@ -19,5 +19,3 @@ Before beginning a translation of the Bible, the translation committee needs to
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8. **Pictures** – Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
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9. **Headings** – Should the translation use section headings that summarize what each section is talking about? If so, what style of headings should be used? These can be very helpful for finding different topics. See [Headings](../../checking/headings/01.md) for examples.
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@ -52,7 +52,7 @@ If using the third person to mean “I” or “you” would be natural and give
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> Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like **God’s**? Can you thunder with a voice like **his**? (Job 40:6, 9 ULT)
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>
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> > Then Yahweh answered Job out of a fierce storm and said, “…Do you have an arm like **mine**? Can you thunder with a voice like **mine**?”
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> > Then Yahweh answered Job out of a fierce storm and said, “… Do you have an arm like **mine**? Can you thunder with a voice like **mine**?”
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>
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> So also my heavenly Father will do to you if **each of you** does not forgive **his** brother from your heart. (Matthew 18:35 ULT)
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>
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@ -1,2 +1 @@
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What is ellipsis ? ([^1])
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@ -60,5 +60,3 @@ If people would understand that that masculine words like “man,” “brother,
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English speakers can change the masculine singular pronouns, “he,” “himself,” and “his” to plural pronouns that do not mark gender, “they,” “themselves,” and “their” in order to show that it applies to all people, not just men.
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>
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> > “If **people** want to follow me, **they** must deny **themselves**, take up **their** cross, and follow me.”
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@ -61,5 +61,3 @@ If your language can use the same wording as in the ULT to refer to people or th
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> People curse **the man** who refuses to sell grain. (Proverbs 11:26 ULT)
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> > “People curse **whoever** refuses to sell grain.”
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@ -47,7 +47,7 @@ All of God’s judgments are righteous. This is why the person who wrote this ps
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If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind.
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(1) Put the information in another part of the sentence and add words that show its purpose.
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(2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
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(2) Use one of your language’s ways for expressing information in a weak way. It may be by adding a small word or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks such as parentheses or commas.
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### Examples of Translation Strategies Applied
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@ -51,5 +51,3 @@ If the merism would be natural and give the right meaning in your language, cons
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> He will bless those who honor him, both **young and old**. (Psalm 115:13 ULT)
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> > He will bless **all those** who honor him, regardless of whether they are **young or old**.
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@ -109,18 +109,13 @@ If people would understand the metaphor in the same way that the original reader
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If people do not or would not understand it, here are some other strategies.
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(1) If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (that is, it is a passive metaphor), then express the **Idea** in the simplest way preferred by your language.
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(2) If the metaphor seems to be an active metaphor, you can translate it literally **if you think that the target language also uses this metaphor in the same way to mean the same thing as in the Bible**. If you do this, be sure to test it to make sure that the language community understands it correctly.
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(3) If the target audience does not realize that it is a metaphor, then change the metaphor to a simile. Some languages do this by adding words such as “like” or “as.” See [Simile](../figs-simile/01.md).
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(4) If the target audience would not know the **Image**, see [Translate Unknowns](../translate-unknown/01.md) for ideas on how to translate that image.
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(5) If the target audience would not use that **Image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times.
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(6) If the target audience would not know what the **Topic** is, then state the topic clearly. (However, do not do this if the original audience did not know what the Topic was.)
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(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly. (8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
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(7) If the target audience would not know the intended similarity (the **Idea**) between the topic and the image, then state it clearly.
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(8) If none of these strategies is satisfactory, then simply state the **Idea** plainly without using a metaphor.
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### Examples of Translation Strategies Applied
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@ -35,7 +35,7 @@ The verses in the examples below contain both direct and indirect quotations. In
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If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies.
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(1) If a direct quote would not work well in your language, change it to an indirect quote.
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(1) If a direct quote would not work well in your language, change it to an indirect quote.
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(2) If an indirect quote would not work well in your language, change it to a direct quote.
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### Examples of Translation Strategies Applied
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@ -47,7 +47,7 @@ Jesus used the question above to remind the people of something they already kne
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Jesus used this question to teach the people in an emphatic way that God gives good things to those who ask him.
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> **What is the kingdom of God like, and what can I compare it to?** It is like a mustard seed that a man took and threw into his garden…(Luke 13:18b-19a ULT)
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> **What is the kingdom of God like, and what can I compare it to?** It is like a mustard seed that a man took and threw into his garden … (Luke 13:18b-19a ULT)
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Jesus used the question above to introduce what he was going to talk about. He was about to compare the kingdom of God to something. In this case, he compared the kingdom of God to a mustard seed.
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Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the quoted phrase is the **object**. In English the object usually comes after the verb.
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* He **ate** "lunch."
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* He **sang** "a song."
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* He **read** "a book."
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* **He saw** "the book."
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* He **ate** “lunch.”
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* He **sang** “a song.”
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* He **read** “a book.”
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* **He saw** “the book.”
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Some verbs never have an object.
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@ -22,7 +22,7 @@ Joseph’s brothers’ evil plan to sell Joseph is contrasted with God’s good
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Jesus contrasts the proud way that human leaders behave with the humble way that he behaves. The contrast is marked by the word “yet.”
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> 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)
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> 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)
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It was unexpected that the Israelites, who had been slaves in Egypt, would be able to conquer and lay claim to the promised land.
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@ -59,7 +59,7 @@ If your language uses Goal or Purpose relationships in the same way as in the te
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(1) If the construction of the goal statement is unclear, change it to one that is more clear.
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> "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)
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> “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)
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>
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||||
> > “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!”
|
||||
|
||||
|
|
@ -71,7 +71,7 @@ If your language uses Goal or Purpose relationships in the same way as in the te
|
|||
|
||||
> “… 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)
|
||||
|
||||
|
|
|
|||
|
|
@ -53,7 +53,7 @@ If the way that the Background Clauses are marked is also clear in your language
|
|||
|
||||
| |
|
||||
| ------------------------ | -------------------------------------------- |
|
||||
Background setting |Yahweh's word was rare **in those days**;|
|
||||
Background setting |Yahweh’s word was rare **in those days**;|
|
||||
|Background repeated | there was no frequent prophetic vision. |
|
||||
|Introduction of main event|**At that time**, **when** Eli |
|
||||
|Background |**whose** eyesight had begun to grow dim so that he could not see well,|
|
||||
|
|
@ -64,4 +64,4 @@ Background setting |Yahweh's word was rare **in those days**;|
|
|||
|Main event |**Yahweh called to Samuel**, |
|
||||
|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.” 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.
|
||||
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.
|
||||
|
|
|
|||
|
|
@ -16,15 +16,15 @@ Languages indicate sequences of events in different ways; some use ordering, som
|
|||
|
||||
> **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 10:10b 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)
|
||||
|
||||
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.
|
||||
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)
|
||||
|
||||
|
|
|
|||
|
|
@ -20,11 +20,11 @@ Two events happened while Joseph was a slave to a wealthy government official: J
|
|||
|
||||
> But in truth I say to you that there were many widows in Israel **during** the days of Elijah. (Luke 4:25b ULT)
|
||||
|
||||
The connecting word "**during**" tells us clearly that two things happened at the same time, 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.
|
||||
|
||||
> 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.
|
||||
|
||||
> **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)
|
||||
|
||||
|
|
|
|||
|
|
@ -65,10 +65,8 @@ Here the words “so that” connect what follows as the reason for what came be
|
|||
|
||||
If the way the relationship between thoughts is shown in the ULT would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
|
||||
|
||||
(1) Use a connecting word (even if the ULT does not use one).
|
||||
|
||||
(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.
|
||||
|
||||
(1) Use a connecting word (even if the ULT does not use one).
|
||||
(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
|
||||
|
|
|
|||
|
|
@ -17,7 +17,7 @@ Next you need to understand who is doing the action. A clear translation will id
|
|||
|
||||
#### Clearly Express Event Ideas
|
||||
|
||||
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."
|
||||
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).
|
||||
|
||||
|
|
@ -35,7 +35,7 @@ Many languages do not have a passive form; only the active form exists. In this
|
|||
|
||||
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."
|
||||
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.
|
||||
|
||||
|
|
|
|||
|
|
@ -15,7 +15,7 @@ Always translating faithfully can be difficult for several reasons:
|
|||
|
||||
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 14:34a 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.
|
||||
* 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 you might be tempted to change it.
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ Always translating faithfully can be difficult for several reasons:
|
|||
|
||||
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 any 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -18,9 +18,9 @@ Some explanation can be included in the text, as long as it is brief and does no
|
|||
|
||||
Let us compare 1 Corinthians 10:1 from the ULT and UST.
|
||||
|
||||
> "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)
|
||||
> “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 out of Egypt by means of a cloud during the day, and that they passed through the Sea of Reeds on dry land." (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 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -17,7 +17,7 @@ In the New Testament:
|
|||
|
||||
> … **God** created the heavens …**The Spirit of God** was moving …“Let **us** make man in **our** image.”(from Genesis 1:1b,2b, 26b ULT)
|
||||
>
|
||||
> 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. But to the Son he says, “Your throne, God, is forever and ever. In the beginning, Lord, you laid earth’s foundation. The heavens are the work of your hands.” (Hebrews 1:2-3a, 8a,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. But to the Son he says, “Your throne, God, is forever and ever. In the beginning, Lord, you laid earth’s foundation. The heavens are the work of your hands.” (Hebrews 1:2-3a, 8a,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.
|
||||
|
||||
|
|
@ -33,7 +33,7 @@ Each person of God is fully God and is called “God” in the Bible.
|
|||
>
|
||||
> 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 from the price of the land?…You have not lied to men, but to **God**.” (Acts 5:3, 4b 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ The Bible shows that God called Jesus his Son:
|
|||
|
||||
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 11:25a, 27b 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.
|
||||
|
||||
|
|
@ -27,7 +27,7 @@ The intimate, loving relationship between the Father and the Son is eternal, jus
|
|||
|
||||
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 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)
|
||||
> 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. 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)
|
||||
>
|
||||
|
|
@ -42,9 +42,7 @@ Just as today, human father-son relationships during Bible times were never as l
|
|||
### 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.”
|
||||
|
||||
(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.”
|
||||
(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.”)
|
||||
|
|
@ -13,7 +13,7 @@ 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))
|
||||
|
||||
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.
|
||||
|
||||
> And he saw Jesus, **fell on his face**, and begged him. (Luke 5:12b **ULT**)
|
||||
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### 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. Here are some of the kinds of information that may be revealed in the connecting statements:
|
||||
|
||||
|
|
|
|||
|
|
@ -17,6 +17,6 @@ When many scholars say that a word or phrase means one thing, and many others sa
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
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 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) Translate it in such a way that the reader could understand either meaning as a possibility.
|
||||
(2) If it is not possible to do that in your language, then choose a meaning and translate it with that meaning.
|
||||
(3) 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.
|
||||
|
|
|
|||
|
|
@ -1,7 +1,7 @@
|
|||
|
||||
### Description
|
||||
|
||||
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.
|
||||
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
|
||||
|
||||
|
|
|
|||
|
|
@ -34,5 +34,3 @@ There are several types of suggested translations.
|
|||
* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** – There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
|
||||
|
||||
* **[Notes for Long 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.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -69,5 +69,10 @@ The footnotes would look like:
|
|||
|
||||
The footnotes would look like:
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> <sup> [1]</sup> two and a half cubits
|
||||
>> <sup> [2]</sup> one cubit and a half
|
||||
=======
|
||||
> > <sup> [1]</sup> two and a half cubits
|
||||
> > <sup> [2]</sup> one cubit and a half
|
||||
>>>>>>> master
|
||||
|
|
|
|||
|
|
@ -10,7 +10,7 @@ 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*.
|
||||
|
||||
In unfoldingWord® Translation Academy, we use this system to tell where portions of Scripture come from. If the whole verse or set of verses is not shown, we indicate that with letter "a" or "b" after the verse number. A letter "a" indicates that the beginning is shown but the ending of the verse is not shown. A letter "b" indicates that the beginning of the verse is not shown. The letter "b" means that the Scripture quotation starts somewhere after the beginning of the verse. It may or may not include all of the rest of the verse.
|
||||
In unfoldingWord® Translation Academy, we use this system to tell where portions of Scripture come from. If the whole verse or set of verses is not shown, we indicate that with letter “a” or “b” after the verse number. A letter “a” indicates that the beginning is shown but the ending of the verse is not shown. A letter “b” indicates that the beginning of the verse is not shown. The letter “b” means that the Scripture quotation starts somewhere after the beginning of the verse. It may or may not include all of the rest of the verse.
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The text below comes from the book of Judges chapter 6 verse 28, but it is not the entire 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.
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@ -57,10 +57,14 @@ The translations strategies are all applied to Luke 7:41 below.
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The footnotes would look like:
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> > \[1\] 500 days’ wages \[2\] 50 days' wages
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> > \[1\] 500 days’ wages \[2\] 50 days’ wages
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(5) Use the Bible term and explain it in a footnote.
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> > “The one owed **500 denarii**,1 and the other, **50**.” (Luke 7:41 ULT)
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<<<<<<< HEAD
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>> <sup> [1]</sup> A denarius was the amount of silver that people could earn in one day of work.
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=======
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> > <sup> [1]</sup> A denarius was the amount of silver that people could earn in one day of work.
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>>>>>>> master
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@ -102,4 +102,8 @@ The strategies are all applied to Haggai 2:16 below.
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(4) Use a unit of measure that you are already using in your translation.
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<<<<<<< HEAD
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>> When you came to a heap for **20 liters** of grain, there were only **ten liters**, and when you came to the wine vat to draw out **50 liters** of wine, there were only **20 liters**.
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=======
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> > When you came to a heap for **20 liters** of grain, there were only **ten liters**, and when you came to the wine vat to draw out **50 liters** of wine, there were only **20 liters**.
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>>>>>>> master
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@ -12,7 +12,7 @@ In Matthew 9:3-6, the ellipsis mark shows that Jesus did not finish his sentence
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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.
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> 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)
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||||
> 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)
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#### Long Dashes
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@ -83,4 +83,8 @@ The examples below use these two verses.
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||||
The footnote would look like:
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> <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.”
|
||||
>>>>>>> master
|
||||
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|||
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@ -82,7 +82,7 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
|
||||
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:
|
||||
|
||||
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@ -115,4 +115,8 @@ Then after the story has explained the name change, you could translate this way
|
|||
The footnote would look like:
|
||||
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> <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.
|
||||
>>>>>>> master
|
||||
|
|
|
|||
|
|
@ -67,5 +67,3 @@ If your language has ordinal numbers and using them would give the right meaning
|
|||
> 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 **24** lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim … Delaiah, and Maaziah.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,6 @@
|
|||
### Description
|
||||
|
||||
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.
|
||||
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
|
||||
|
||||
|
|
|
|||
|
|
@ -19,9 +19,9 @@
|
|||
|
||||
**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 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 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, based on the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.”
|
||||
|
||||
|
|
|
|||
|
|
@ -16,7 +16,7 @@ Matthew 18:10-11 ULT has a footnote about 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 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>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
|
||||
|
||||
|
|
@ -45,6 +45,6 @@ The translation strategies are applied to Mark 7:14-16 ULT, which has a footnote
|
|||
|
||||
(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 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>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 manuscripts include verse 16.
|
||||
|
|
@ -52,4 +52,8 @@ There are several ways to borrow a word.
|
|||
|
||||
> > “Sefanaia”
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> “Sefanaya”
|
||||
=======
|
||||
> > “Sefanaya”
|
||||
>>>>>>> master
|
||||
|
|
|
|||
|
|
@ -8,7 +8,7 @@ Peter and John went on a hunting trip because **their village was going to have
|
|||
|
||||
Background information often tells about something that had happened earlier or something that would happen much later. Examples of these are: “their village was going to have a feast the next day,” “He once killed three wild pigs in one day,” and “that they had brought with them.”
|
||||
|
||||
Often background information uses “be” verbs like “was” and “were,” rather than action verbs. Examples of these are "their village was going to have a feast the next day," and “Peter **was** the best hunter in the village.”
|
||||
Often background information uses “be” verbs like “was” and “were,” rather than action verbs. Examples of these are “their village was going to have a feast the next day,” and “Peter **was** the best hunter in the village.”
|
||||
|
||||
Background information can also be marked with words that tell the reader that this information is not part of the event line of the story. In this story, some of these words are “because,” “once,” and “had.”
|
||||
|
||||
|
|
@ -75,4 +75,8 @@ The bolded phrases happened before John rebuked Herod. In English, the helping v
|
|||
|
||||
The translation below reorders John’s rebuke and Herod’s actions.
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”
|
||||
=======
|
||||
> > “Now Herod the tetrarch married his brother’s wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison.”
|
||||
>>>>>>> master
|
||||
|
|
|
|||
|
|
@ -9,4 +9,3 @@ These questions will give the wider community an understanding of some of the pr
|
|||
* What guidelines have you followed for indicating verse numbering, quoted speech and Old Testament quotations? (Are you following the style of the national language? What variations have you decided to use to suit your language?)
|
||||
* What guidelines have you followed in writing names in the Bible? Do you use the names written in the national language Bible? Do you have guidelines from your own language as to how names are pronounced and if they need added titles? Has this decision been acceptable to the community?
|
||||
* Have you taken note of any spelling rules for your language that you would like to share with others, such as where a word changes its form or two words combine? Are these rules acceptable to the community?
|
||||
|
||||
|
|
|
|||
|
|
@ -55,15 +55,15 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
|
||||
> > One night **a man named Nicodemus, who was a Pharisee and a member of the Jewish Council**, came to Jesus.
|
||||
|
||||
> As he passed by, **he saw Levi the son of Alpheus, sitting** at the tax collector's tent, and he said to him … (Mark 2:14a ULT)
|
||||
> As he passed by, **he saw Levi the son of Alpheus, sitting** at the tax collector’s tent, and he said to him … (Mark 2:14a ULT)
|
||||
>
|
||||
> > As he passed by, **Levi the son of Alpheus was sitting** at the tax collector's tent. Jesus saw him and and said to him …
|
||||
> > As he passed by, **Levi the son of Alpheus was sitting** at the tax collector’s tent. Jesus saw him and and said to him …
|
||||
|
||||
> > As he passed by, **there was a man sitting** at the tax collector's tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
> > As he passed by, **there was a man sitting** at the tax collector’s tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
|
||||
> > As he passed by, **there was a tax collector** sitting at the tax collector's tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
> > As he passed by, **there was a tax collector** sitting at the tax collector’s tent. His name was Levi, and he was the son of Alpheus. Jesus saw him and said to him …
|
||||
|
||||
(2) If readers would expect certain information, but it is not in the Bible, consider using an indefinite word or phrase such as "another time," or "someone."
|
||||
(2) If readers would expect certain information, but it is not in the Bible, consider using an indefinite word or phrase such as “another time,” or “someone.”
|
||||
|
||||
> Noah was 600 years old when the flood came upon the earth. (Genesis 7:6 ULT) – If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned.
|
||||
>
|
||||
|
|
|
|||
|
|
@ -45,14 +45,14 @@ Some languages place an affix on the verb that tells something about the subject
|
|||
### Translation Strategies
|
||||
|
||||
(1) If the participant is new, use one of your language’s ways of introducing new participants.
|
||||
(2) If it is not clear to whom a pronoun refers, use a noun phrase or name.
|
||||
(2) If it is not clear to whom a pronoun refers, use a noun phrase or name.
|
||||
(3) If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
(1) If the participant is new, use one of your language’s ways of introducing new participants.
|
||||
|
||||
> Then Joseph, who was called Barnabas by the apostles (which is translated as Son of Encouragement), a Levite from Cyprus by birth …(Acts 4:36-37 ULT) – Starting the sentence with Joseph’s name when he has not been introduced yet might be confusing in some languages.
|
||||
> Then Joseph, who was called Barnabas by the apostles (which is translated as Son of Encouragement), a Levite from Cyprus by birth … (Acts 4:36-37 ULT) – Starting the sentence with Joseph’s name when he has not been introduced yet might be confusing in some languages.
|
||||
>
|
||||
> > There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of Encouragement). There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.
|
||||
|
||||
|
|
|
|||
|
|
@ -34,9 +34,8 @@ Jesus is the main character of the book of Matthew, but in the verses below he i
|
|||
|
||||
### Translation Strategies
|
||||
|
||||
(1) If it would not be clear to your readers to whom or to what a pronoun refers, use a name or a noun.
|
||||
|
||||
(2) If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead.
|
||||
(1) If it would not be clear to your readers to whom or to what a pronoun refers, use a name or a noun.
|
||||
(2) If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
|
|||
|
|
@ -82,4 +82,8 @@ Here are some ideas for ways that people might say a proverb in their language.
|
|||
>
|
||||
> and yet they are not washed of their filth. (Proverbs 30:11-12 ULT)
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> People who do not respect their parents think that they are righteous, and they do not turn away from their sin.
|
||||
=======
|
||||
> > People who do not respect their parents think that they are righteous, and they do not turn away from their sin.
|
||||
>>>>>>> master
|
||||
|
|
|
|||
|
|
@ -51,13 +51,13 @@ When writing that someone said something, some languages put the quote (what was
|
|||
|
||||
(1) Decide where to put the quote margin.
|
||||
|
||||
> **He said**, “Therefore, those among you who are leaders should go down with us. If there is something wrong with the man, let them accuse him.”(Acts 25:5 ULT)
|
||||
> **He said**, “Therefore, those among you who are leaders should go down with us. If there is something wrong with the man, let them accuse him.” (Acts 25:5 ULT)
|
||||
>
|
||||
> > “Therefore, those who can should go there with us," **he said**. If there is something wrong with the man, you should accuse him.”
|
||||
> > “Therefore, those who can should go there with us,” **he said**. “If there is something wrong with the man, you should accuse him.”
|
||||
|
||||
> > “Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him,” **he said**.
|
||||
|
||||
> > “Therefore, those who can," **he said**, should go there with us. If there is something wrong with the man, you should accuse him.”
|
||||
> > “Therefore, those who can,” **he said**, “should go there with us. If there is something wrong with the man, you should accuse him.”
|
||||
|
||||
(2) Decide whether to use one or two words meaning “said.”
|
||||
|
||||
|
|
|
|||
|
|
@ -53,6 +53,12 @@ This passage explains the meaning of the seven lampstands and the seven stars. T
|
|||
|
||||
> The footnotes would look like:
|
||||
|
||||
<<<<<<< HEAD
|
||||
>> <sup> [1]</sup> The animal is a symbol for a kingdom.
|
||||
>> <sup> [2]</sup> The iron teeth is a symbol for the kingdom’s powerful army.
|
||||
>> <sup> [3]</sup> The horns are a symbol of powerful kings.
|
||||
=======
|
||||
> > <sup> [1]</sup> The animal is a symbol for a kingdom.
|
||||
> > <sup> [2]</sup> The iron teeth is a symbol for the kingdom’s powerful army.
|
||||
> > <sup> [3]</sup> The horns are a symbol of powerful kings.
|
||||
>>>>>>> master
|
||||
|
|
|
|||
Loading…
Reference in New Issue