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Co-authored-by: justplainjane47 <justplainjane47@noreply.door43.org>
Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/401
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### Description
A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
* **Statements** - These are mainly used to give information. ‘_This is a fact._’
* **Questions** - These are mainly used to ask for information. ‘_Do you know him?_’
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘_Pick that up._’
* **Exclamations** - These are mainly used to express a strong feeling. ‘_Ouch, that hurt!_’
* **Statements** - These are mainly used to give information. ‘This is a fact.’
* **Questions** - These are mainly used to ask for information. ‘Do you know him?’
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
* **Exclamations** - These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
#### Reasons this is a translation Issue
#### Reasons This Is a Translation Issue
* Languages have different ways of using sentence types to express particular functions.
* Most languages use these sentence types for more than one function.
* Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function.
#### Examples from the Bible
### Examples From the Bible
The examples below show each of these types used for their main functions.
#### Statements
> In the beginning God created the heavens and the earth. (Genesis 1:1 ULT)
> In the beginning, God created the heavens and the earth. (Genesis 1:1 ULT)
Statements can also have other functions. (See [Statements - Other Uses](../figs-declarative/01.md).)
@ -30,9 +27,9 @@ Statements can also have other functions. (See [Statements - Other Uses](../figs
The speakers below used these questions to get information, and the people they were speaking to answered their questions.
> Jesus said to them, “**Do you believe that I can do this?** “ They said to him, “Yes, Lord.” (Matthew 9:28 ULT)
> The jailer…said, “Sirs, **what must I do to be saved?** “ They said, “Believe in the Lord Jesus, and you will be saved, you and your house.” (Acts 16:29-31 ULT)
> Jesus said to them, “**Do you believe that I can do this?** “ They said to him, “Yes, Lord.” (Matthew 9:28b ULT)
>
> He … said, “Sirs, **what must I do to be saved?** “ They said, “Believe in the Lord Jesus, and you will be saved, you and your household.” (Acts 16:29-31 ULT)
Questions can also have other functions. (See [Rhetorical Question](../figs-rquestion/01.md).)
@ -40,51 +37,53 @@ Questions can also have other functions. (See [Rhetorical Question](../figs-rque
There are different kinds of imperative sentences: commands, instructions, suggestions, invitations, requests, and wishes.
With a **command**, the speaker uses his authority and tells someone to do something.
With a command, the speaker uses his authority and tells someone to do something.
> **Rise up**, Balak, and **hear**. **Listen** to me, you son of Zippor. (Numbers 23:18 ULT)
> **Rise up**, Balak, and **hear**. **Listen** to me, you son of Zippor. (Numbers 23:1b8 ULT)
With an **instruction**, the speaker tells someone how to do something.
With an instruction, the speaker tells someone how to do something.
> …but if you want to enter into life, **keep the commandments**.…If you wish to be perfect, **go**, **sell** what you have, and **give** it to the poor, and you will have treasure in heaven. (Matthew 19:17, 21 ULT)
> … but if you want to enter into life, **keep the commandments**. … if you wish to be perfect, **go**, **sell** what you have, and **give** to the poor, and you will have treasure in heaven … (Matthew 19:17b, 21b ULT)
With a **suggestion**, the speaker tells someone something to do or not do that he thinks might help that person. In the example below, it is best for both blind men if they do not try to lead each other.
With a suggestion, the speaker tells someone something to do or not do that he thinks might help that person. In the example below, it is best for both blind men if they do not try to lead each other.
> A blind man **should not** try to lead another blind man. If he did, they both would fall into a hole! ( Luke 6:39 UST)
> A blind man is not able to guide a blind man, is he? Would not both fall into a pit? ( Luke 6:39b UST)
Speakers may intend to be part of the group that does what is suggested. In Genesis 11, the people were saying that it would be good for them all to make bricks together.
> They said to one another, “Come, **let us** make bricks and bake them thoroughly.” (Genesis 11:3 ULT)
With an **invitation**, the speaker uses politeness or friendliness to suggest that someone do something if he wants. This is usually something that the speaker thinks the listener will enjoy.
> They said to one another, “Come, **let us** make bricks and bake them thoroughly.” (Genesis 11:3a ULT)
> **Come** with us and we will do you good. (Numbers 10:29)
With an invitation, the speaker uses politeness or friendliness to suggest that someone do something if he wants. This is usually something that the speaker thinks the listener will enjoy.
With a **request**, the speaker uses politeness to say that he wants someone to do something. This may include the word ‘please’ to make it clear that it is a request and not a command. This is usually something that would benefit the speaker.
> **Come** with us and we will do you good. (Numbers 10:29b)
> **Give us** today our daily bread. (Matthew 6:11 ULT)
> **Please excuse** me. (Luke 14:18 ULT)
With a request, the speaker uses politeness to say that he wants someone to do something. This may include the word ‘please’ to make it clear that it is a request and not a command. This is usually something that would benefit the speaker.
With a **wish** a person expresses what they want to happen. In English they often start with the word “may” or “let.”
> **Give us** today our daily bread. (Matthew 6:11 ULT)
>
> **I ask you** to consider me excused. (Luke 14:18 ULT)
With a wish, a person expresses what they want to happen. In English they often start with the word “may” or “let.”
In Genesis 28, Isaac told Jacob what he wanted God to do for him.
> **May God Almighty bless** you, make you fruitful and multiply you. (Genesis 28:3 ULT)
> **May God Almighty bless** you, make you fruitful and multiply you. (Genesis 28:3a ULT)
In Genesis 9, Noah said what he wanted to happen to Canaan.
> **Cursed be** Canaan. **May he be** a servant to his brothers’ servants. (Genesis 9:25 ULT)
> **Cursed be** Canaan. **May he be** a servant to his brothers’ servants. (Genesis 9:25b ULT)
In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die.
> **Let me not look** upon the death of the child. (Genesis 21:16 ULT)
> **Let me not look** upon the death of the child. (Genesis 21:16b ULT)
Imperative sentences can have other functions also. (See [Imperatives - Other Uses](../figs-imperative/01.md).)
#### Exclamations
Exclamations express strong feeling. In the ULT and UST, they usually have an exclamation mark (!) at the end.
> Save us, Lord; we are about to die! (Matthew 8:25 ULT)
> Save us, Lord; we are about to die! (Matthew 8:25b ULT)
(See [Exclamations](../figs-exclamations/01.md) for other ways that exclamations are shown and ways to translate them.)
@ -96,5 +95,4 @@ Exclamations express strong feeling. In the ULT and UST, they usually have an ex
* [Statements - Other Uses](../figs-declarative/01.md)
* [Rhetorical Question](../figs-rquestion/01.md)
* [Imperatives - Other Uses](../figs-imperative/01.md)
* [Exclamations](../figs-exclamations/01.md)
* [Exclamations](../figs-exclamations/01.md)

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For example, Jesus used a simple metaphor when he said:
> …I am the light of the world. (John 9:5 ULT)
> I am the light of the world. (John 9:5b ULT)
In this simple metaphor, the **Topic** is Jesus himself. The **Image** is the phrase “light of the world,” because light is the physical object that Jesus uses to refer to some unknown **Idea** about himself. As is often the case with simple metaphors in the Bible, in this instance Jesus does not explicitly tell his listeners the **Idea** that he intends to communicate. The reader must read the story and figure out the Idea for himself from the context.
In this simple metaphor, the **Topic** is Jesus himself. The **Image** is the phrase “light of the world” because light is the physical object that Jesus uses to refer to some unknown **Idea** about himself. As is often the case with simple metaphors in the Bible, in this instance Jesus does not explicitly tell his listeners the Idea that he intends to communicate. The reader must read the story and figure out the Idea for himself from the context.
After making this statement, Jesus healed a man who was born blind. After the healed man saw Jesus for the first time and worshiped Him as God, Jesus explained the **Idea** of his “light of the world” metaphor:
> …I came into this world so that those who do not see may see… (John 9:35 ULT)
> … I came into this world so that those who do not see may see … (John 9:39b ULT)
Jesus was using the **Image** of seeing physical “light” to express the abstract **Idea** of **understanding, believing, and confessing that Jesus is God**. Jesus healed the blind man, giving him physical sight; similarly, Jesus told the blind man who He was, and the blind man believed.
Jesus was using the **Image** of seeing physical light to express the abstract **Idea** of understanding, believing, and confessing that Jesus is God. Jesus healed the blind man, giving him physical sight; similarly, Jesus told the blind man who He was, and the blind man believed.
> Then the man said, “Lord, I believe,” and he worshiped him. (John 9:34 ULT)
> Then the man said, “Lord, I believe,” and he worshiped him. (John 9:38 ULT)
### Other Examples From the Bible
### Other Examples from the Bible
> Listen to this word, **you cows of Bashan**. (Amos 4:1a ULT)
> Listen to this word, **you cows of Bashan**, (Amos 4:1 ULT)
In this metaphor Amos spoke to the upper-class women of Samaria (“you,” the Topic) as if they were cows (the Image). Amos did not say what similarity(s) he was thinking of between these women and cows. He wants the reader to think of them, and he fully expects that readers from his culture will easily do so. From the context, we can see that he meant that the women are like cows in that they are fat and interested only in feeding themselves. If we were to apply similarities from a different culture, such as that cows are sacred and should be worshipped, we would get the wrong meaning from this verse.
In this metaphor, Amos spoke to the upper-class women of Samaria (“you,” the Topic) as if they were cows (the Image). Amos did not say what similarity(s) he was thinking of between these women and cows. He wants the reader to think of them, and he fully expects that readers from his culture will easily do so. From the context, we can see that he meant that the women are like cows in that they are fat and interested only in feeding themselves. If we were to apply similarities from a different culture, such as that cows are sacred and should be worshiped, we would get the wrong meaning from this verse.
NOTE: Amos did not actually mean that the women were cows. He spoke to them as human beings.
> And yet, Yahweh, you are our father; **we are the clay**. **You are our potter**; and we all are the work of your hand. (Isaiah 64:8 ULT)
> Yet, Yahweh, you are our father; **we are the clay**. **You are our potter**; and we all are the work of your hand. (Isaiah 64:8 ULT)
The example above has two related metaphors. The Topic(s) are “we” and “you,” and the Image(s) are “clay and “potter.” The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and “us” is that **neither the clay nor God’s people have a right to complain about what they are becoming**.
The example above has two related metaphors. The Topic(s) are “we” and “you,” and the Image(s) are “clay and “potter.” The similarity between a potter and God is the fact that both make what they wish out of their material. The potter makes what he wishes out of the clay, and God makes what he wishes out of his people. The Idea being expressed by the comparison between the potter’s clay and us is that **neither the clay nor God’s people have a right to complain about what they are becoming**.
> Jesus said to them, “Take heed and beware of **the yeast of the Pharisees and Sadducees**.” The disciples reasoned among themselves and said, “It is because we took no bread.” (Matthew 16:6-7 ULT)
> Jesus said to them, “Take heed and beware of **the yeast of the Pharisees and Sadducees**.” They reasoned among themselves, saying, “It is because we did not take bread.” (Matthew 16:6-7 ULT)
Jesus used a metaphor here, but his disciples did not realize it. When he said “yeast,” they thought he was talking about bread, but “yeast” was the Image in his metaphor, and the Topic was the teaching of the Pharisees and Sadducees. Since the disciples (the original audience) did not understand what Jesus meant, it would not be good to state clearly here what Jesus meant.
Jesus used a metaphor here, but his disciples did not realize it. When he said “yeast,” they thought he was talking about bread, but yeast was the Image in his metaphor, and the Topic was the teaching of the Pharisees and Sadducees. Since the disciples (the original audience) did not understand what Jesus meant, it would not be good to state clearly here what Jesus meant.
### Translation Strategies

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A simile is an explicit comparison of two things that are not normally thought to be similar. One is said to be “like” the other. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as,” or “than.”
### Description
A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words “like,” “as,” or “than.”
A simile is a comparison of two things that are not normally thought to be similar. The simile focuses on a particular trait the two items have in common, and it includes the words “like,” “as,” or “than.”
> When he saw the crowds, he had compassion for them, because they were worried and confused, because they were **like sheep without a shepherd**. (Matthew 9:36)
> When he saw the crowds, he had compassion for them, because they were troubled and discouraged,  **like sheep not having a shepherd**. (Matthew 9:36)
Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders.
Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders.
> See, I send you out **as sheep in the midst of wolves**, so be as wise **as serpents** and harmless **as doves**. (Matthew 10:16 ULT)
> See, I send you out **as sheep in the midst of wolves**, so be as wise **as the serpents** and harmless **as the doves**. (Matthew 10:16 ULT)
Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack sheep. Jesus’ enemies would attack his disciples.
Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack sheep; Jesus’ enemies would attack his disciples.
> For the word of God is living and active and sharper **than any two-edged sword**. (Hebrews 4:12 ULT)
> For the word of God is living and active and sharper **than any two-edged sword**. (Hebrews 4:12a ULT)
God’s word is compared to a two-edged sword. A two-edged sword is a weapon that can easily cut through a person’s flesh. God’s word is very effective in showing what is in a person’s heart and thoughts.
#### Purposes of Simile
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
* A simile can teach about something that is unknown by showing how it is similar to something that is known.
* A simile can emphasize a particular trait, sometimes in a way that gets people’s attention.
* Similes help form a picture in the mind or help the reader experience what he is reading about more fully.
#### Reasons this is a translation issue
#### Reasons This Is a Translation Issue
* People may not know how the two items are similar.
* People may not be familiar with the item that something is compared to.
* People may not know how the two items are similar.
* People may not be familiar with both of the items being compared.
### Examples from the Bible
### Examples From the Bible
> Suffer hardship with me, **as a good soldier of Christ Jesus**. (2 Timothy 2:3 ULT)
> Suffer hardship with me, **as a good soldier** of Christ Jesus. (2 Timothy 2:3 ULT)
In this simile, Paul compares suffering with what soldiers endure, and he encourages Timothy to follow their example.
> for **as the lightning appears when it flashes from one part of the sky to another part of the sky**, so will the Son of Man be in his day. (Luke 17:24 ULT)
> Just as the lightning flashing from a place under the sky shines to another place under the sky, so will the Son of Man be. (Luke 17:24b ULT)
This verse does not tell how the Son of Man will be like the lightning. But from the context we can understand from the verses before it that just as lighting flashes suddenly and everyone can see it, the Son of Man will come suddenly and everyone will be able to see him. No one will have to be told about it.
This verse does not tell how the Son of Man will be like the lightning. But in context we can understand from the verses before it that just as lighting flashes suddenly and everyone can see it, the Son of Man will come suddenly and everyone will be able to see him. No one will have to be told about it.
### Translation Strategies
If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use:
1. If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
1. If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
1. Simply describe the item without comparing it to another.
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.   
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
(3) Simply describe the item without comparing it to another.
### Examples of Translation Strategies Applied
(1) If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience.
> See, I send you out **as sheep in the midst of wolves** (Matthew 10:16 ULT) - This compares the danger that Jesus’ disciples would be in with the danger that sheep are in when they are surrounded by wolves.
>> See, I send **you out among wicked people** and you will be in danger from them **as sheep are in danger when they are among wolves**.
> For the word of God is living and active and sharper **than any two-edged sword**. (Hebrews 4:12 ULT)
>> For the word of God is living and active and **more powerful than a very sharp two-edged sword**
> See, I send you out **as sheep in the midst of wolves** (Matthew 10:16a ULT) - This compares the danger that Jesus’ disciples would be in with the danger that sheep are in when they are surrounded by wolves.
>
> > See, I send **you out among wicked people** and you will be in danger from them **as sheep are in danger when they are among wolves**.
>
> For the word of God is living and active and sharper **than any two-edged sword**. (Hebrews 4:12a ULT)
>
> > For the word of God is living and active and **more powerful than a very sharp two-edged sword**.
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
(2) If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. If you use this strategy, you may want to put the original item in a footnote.
> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16 ULT) - If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
>> See, I send you out **as chickens in the midst of wild dogs**,
> How often did I long to gather your children together, just **as a hen gathers her chickens under her wings**, but you did not agree! (Matthew 23:37 ULT)
>> How often I wanted to gather your children together, **as a mother closely watches over her infants**, but you refused!
> If you have faith even as small **as a grain of mustard**, (Matthew 17:20)
>> If you have faith even as small **as a tiny seed**,
> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16a ULT) - If people do not know what sheep and wolves are, or that wolves kill and eat sheep, you could use some other animal that kills another.
>
> > See, I send you out **as chickens in the midst of wild dogs**.
>
> How often did I long to gather your children together, just **as a hen gathers her chickens under her wings**, but you were not willing! (Matthew 23:37b ULT)
>
> > How often I wanted to gather your children together, **as a mother closely watches over her infants**, but you refused!
>
> If you have faith **as a grain of mustard** … (Matthew 17:20)
>
> > If you have faith even as small **as a tiny seed**,
(3) Simply describe the item without comparing it to another.
> See, I send you out **as sheep in the midst of wolves**, (Matthew 10:16 ULT)
>> See, I send you out among **people who will want to harm you**.
> How often did I long to gather your children together, just **as a hen gathers her chickens under her wings**, but you did not agree! (Matthew 23:37 ULT)
>> How often I wanted to **protect you**, but you refused!
> See, I send you out **as sheep in the midst of wolves**. (Matthew 10:16a ULT)
>
> > See, I send you out among **people who will want to harm you**.
>
> How often did I long to gather your children together, just **as a hen gathers her chickens under her wings**, but you were not willing! (Matthew 23:37b ULT)
>
> > How often I wanted to **protect you**, but you refused!

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### Description
Synecdoche is a figure of speech in which a speaker uses a part of something to refer to the whole thing, or uses the whole to refer to a part.
> **My soul** exalts the Lord. (Luke 1:46 ULT)
Mary was was very happy about what the Lord was doing, so she said “my soul,” which means the inner, emotional part of herself, to refer to her whole self.
> **the Pharisees** said to him, “Look, why are they doing something that is not lawful…?” (Mark 2:24 ULT)
> **My soul** magnifies the Lord. (Luke 1:46b ULT)
Mary was was very happy about what the Lord was doing, so she said “my soul,” which means the inner, emotional part of herself, to refer to her whole self.
> So **the Pharisees** said to him, “Look, why are they doing that which is not lawful?” (Mark 2:24a ULT)
The Pharisees who were standing there did not all say the same words at the same time. Instead, it is more likely that one man representing the group said those words.
#### Reasons this is a translation issue
#### Reasons This Is a Translation Issue
* Some readers may not recognize the synecdoche and thus misunderstand the words as a literal statement.
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
* Some readers may not recognize the synecdoche and thus misunderstand the words as a literal statement.
* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is.
### Example from the Bible
### Example From the Bible
> I looked on all the deeds that **my hands** had accomplished (Ecclesiastes 2:11 ULT)
> Then I looked on all the deeds that **my hands** had accomplished. (Ecclesiastes 2:11a ULT)
“My hands” is a synecdoche for the whole person, because clearly the arms and the rest of the body and the mind were also involved in the person’s accomplishments. The hands are chosen to represent the person because they are the parts of the body most directly involved in the work.
“My hands” is a synecdoche for the whole person because clearly the arms and the rest of the body and the mind were also involved in the person’s accomplishments. The hands are chosen to represent the person because they are the parts of the body most directly involved in the work.
### Translation Strategies
@ -31,12 +31,14 @@ If the synecdoche would be natural and give the right meaning in your language,
(1) State specifically what the synecdoche refers to.
> ”**My soul** exalts the Lord.” (Luke 1:46 ULT)
>> “**I** exalt the Lord.”
> …**the Pharisees** said to him (Mark 2:24 ULT)
>> …**a representative of the Pharisees** said to him…
> …I looked on all the deeds that **my hands** had accomplished… (Ecclesiastes 2:11 ULT)
>> I looked on all the deeds that **I** had accomplished
> ”**My soul** magnifies the Lord.” (Luke 1:46b ULT)
>
> > “**I** magnify the Lord."
>
> So **the Pharisees** said to him … (Mark 2:24a ULT)
>
> > **A** **representative of the Pharisees** said to him …
>
> Then I looked on all the deeds that **my hands** had accomplished. (Ecclesiastes 2:11a ULT)
>
> > I looked on all the deeds that **I** had accomplished

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### Description
**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two (or more) different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
Parallelism with the same meaning is a poetic device in which one complex idea is expressed in two (or more) different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called “synonymous parallelism.”
NOTE: We use the term “parallelism with the same meaning” for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together.
> Yahweh **sees everything a person does** and **watches all the paths he takes**. (Proverbs 5:21 ULT)
The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. “Sees” corresponds to “watches,” “everything…does” corresponds to “all the paths…takes,” and “a person” corresponds to “he.”
The first bold phrase and the second bold phrase mean the same thing. There are three ideas that are the same between these two phrases. “Sees” corresponds to “watches,” “everything … does” corresponds to “all the paths … takes,” and “a person” corresponds to “he.”
Synonymous parallelism in poetry has several effects:
@ -15,21 +15,21 @@ Synonymous parallelism in poetry has several effects:
* It helps the hearer to think more deeply about the idea by saying it in different ways.
* It makes the language more beautiful than the ordinary way of speaking.
#### Reason this is a Translation Issue
#### Reason This Is a Translation Issue
In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea.
In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two similar phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea.
### Examples from the Bible
### Examples From the Bible
> Your word is a lamp to my feet and a light for my path. (Psalm 119:105 ULT)
> Your word is **a lamp to my feet** and **a light for my path**. (Psalm 119:105 ULT)
Both parts of the sentence are metaphors saying that God’s word teaches people how to live. The words “lamp” and “light” are similar in meaning because they refer to light. The words “my feet” and “my path” are related because they refer to a person walking.
> **Praise Yahweh**, all you nations; **exalt him**, all you peoples! (Psalm 117:1 ULT)
> **Praise Yahweh**, **all you nations; exalt him, all you peoples**! (Psalm 117:1 ULT)
Both parts of this verse tell people everywhere to praise Yahweh. The words ‘Praise’ and ‘exalt’ mean the same thing. The words ‘Yahweh’ and ‘him’ refer to the same person. The terms ‘all you nations’ and ‘all you peoples’ refer to the same people.
> For Yahweh has a **lawsuit with his people**, and he will **fight in court** against Israel. (Micah 6:2 ULT)
> For Yahweh has a **lawsuit with his people**, and he will **fight in court** against Israel. (Micah 6:2b  ULT)
The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people.
@ -37,33 +37,38 @@ The two parts of this verse say that Yahweh has a serious disagreement with his
If your language uses parallelism in the same way as the biblical languages (that is, to strengthen a single idea), then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies.
1. Combine the ideas of both clauses into one.
1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
1. If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
(1) Combine the ideas of both clauses into one.
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
### Examples of Translation Strategies Applied
(1) Combine the ideas of both clauses into one.
> Until now you have **deceived me and told me lies**. (Judges 16:13, ULT) - Delilah expressed this idea twice to emphasize that she was very upset.
>> Until now you have **deceived me with your lies**.
> Yahweh **sees everything a person does and watches all** the paths he takes. (Proverbs 5:21 ULT) - The phrase “all the paths he takes” is a metaphor for “all he does.”
>> Yahweh **pays attention to everything** a person does.
> For Yahweh has a **lawsuit with his people**, and he will fight in court against Israel. (Micah 6:2 ULT) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
>> For Yahweh has a **lawsuit with his people**, Israel.
> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT) - Delilah expressed this idea twice to emphasize that she was very upset.
>
> > Until now you have **deceived me with your lies**.
>
> Yahweh **sees everything a person does** and **watches all** **the paths he takes**. (Proverbs 5:21 ULT) - The phrase “all the paths he takes” is a metaphor for “all he does.”
>
> > Yahweh **pays attention to everything** a person does.
>
> For Yahweh has a **lawsuit with his people**, and he will fight in court against Israel. (Micah 6:2 ULT) - This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:
>
> > For Yahweh has a **lawsuit with his people**, Israel.
(2) If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as “truly” or “certainly.”
> Yahweh **sees everything** a person does and watches all the paths he takes. (Proverbs 5:21 ULT)
>> Yahweh **truly sees** everything a person does.
> Yahweh **sees everything** a person does and **watches all** the paths he takes. (Proverbs 5:21 ULT)
>
> > Yahweh **truly sees** everything a person does.
(3) If it appears that the clauses are used together to intensify an idea in them, you could use words like “very,” “completely” or “all.”
> …you have deceived me **and** told me lies. (Judges 16:13 ULT)
>> **All** you have done is lie to me.
> Yahweh sees everything a person does **and** watches all the paths he takes. (Proverbs 5:21 ULT)
>> Yahweh sees **absolutely everything** that a person does.
> Until now you have **dealt deceitfully with me** and you have **spoken lies to me**. (Judges 16:13b ULT)
>
> > **All** you have done is lie to me.
>
> Yahweh sees **everything a person does** and **watches all the paths he takes**. (Proverbs 5:21 ULT)
>
> > Yahweh sees **absolutely everything** that a person does.

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### Description
Verbs are words that refer to an action or event or that is used in describing or identifying things.
Verbs are words that refer to an action or event or that is used in describing or identifying things. An "action" is something you do. "Event" is more general than "action." "Events" are things that happen, such as death. A linking verb ("is") describes a condition of being.
**Examples** The verbs in the examples below are underlined.
**Examples** The verbs in the examples below are bolded.
* John **ran**. (“Run” is an action.)
* John **ate** a banana. (“Eat” is an action.)
@ -13,16 +13,16 @@ Verbs are words that refer to an action or event or that is used in describing o
* John **looks** handsome. (The phrase “is handsome” describes John. The word “looks” here is a verb that links “John” with “handsome.”)
* John **is** my brother. (The phrase “is my brother” identifies John.)
### People or Things Associated with a Verb
### People or Things Associated With a Verb
A verb usually says something about someone or something. All of the example sentences above say something about John. “John” is the **subject** of those sentences. In English the subject usually comes before the verb.
Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb.
Sometimes there is another person or thing associated with the verb. In the examples below, the bolded word is the verb, and the underlined phrase is the **object**. In English the object usually comes after the verb.
* He **ate** **lunch**.
* He **sang** **a song**.
* He **read** **a book**.
* He **saw** **the book**.
* He **ate** <u>lunch.</u>
* He **sang** <u>a song</u>.
* He **read** <u>a book</u>.
* **He saw** <u>the book</u>.
Some verbs never have an object.
@ -30,14 +30,14 @@ Some verbs never have an object.
* John **slept** well.
* John **fell** yesterday.
For many verbs in English, the object may not be stated in sentences where the object is not important in the sentence.
For many verbs in English, where the object is not important in the sentence, the object may not be stated.
* He never **eats** at night.
* He **sings** all the time.
* He **reads** well.
* He cannot **see**.
In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this.
In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might restate the sentences above like this.
* He never **eats** **food** at night.
* He **sings** **songs** all the time.
@ -46,7 +46,7 @@ In some languages, a verb that needs an object must always take one, even if the
### Subject and Object Marking on Verbs
In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put “s” at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is “I,” “you,” or “he”; singular, dual, or plural; male or female, or human or non-human.
In some languages, the form of the verb may vary depending on the persons or things associated with it. For example, English speakers sometimes put “s” at the end of the verb when the subject is just one person. In other languages, marking on the verb may show whether the subject is “I,” “you,” or “he”; singular, dual, or plural; male or female, or human or non-human.
* They **eat** bananas every day. (The subject “they” is more than one person.)
* John **eats** bananas every day. (The subject “John” is one person.)
@ -55,7 +55,7 @@ In some languages, the verb may be a little bit different depending on the perso
When we tell about an event, we usually tell whether it is in the past, the present, or the future. Sometimes we do this with words like “yesterday,” “now,” or “tomorrow.”
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called **tense**. English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
In some languages the verb may be a little bit different depending on the time associated with it. This kind of marking on a verb is called "tense." English speakers sometimes put “ed” at the end of the verb when the event happened in the past.
* Sometimes Mary **cooks** meat.
* Yesterday Mary **cooked** meat. (She did this in the past.)
@ -66,12 +66,11 @@ In some languages speakers might add a word to tell something about the time. En
### Aspect
When we tell about an event, sometimes we want to show how the event progressed over a period of time, or how the event relates to another event. This is **aspect**. English speakers sometimes use the verbs “is” or “has” then add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
When we tell about an event, sometimes we want to show how the event progressed over a period of time or how the event relates to another event. This is called "aspect." English speakers sometimes use the verbs “is” or “has” then add “s,” “ing,” or “ed” to the end of the verb in order to show how the event relates to another event or to the present time.
* Mary **cooks** meat every day. (This tells about something Mary often does.)
* Mary **is cooking** the meat. (This tells about something Mary is in the process of doing right now.)
* Mary **cooked** the meat, and John **came** home. (This simply tells about things that Mary and John did.)
* While Mary **was cooking** the meat, John came home. (This tells about something Mary was in the process of doing when John came home)
* Mary **has cooked** the meat, and she wants us to come eat it. (This tells about something Mary did that is still relevant now.)
* Mary **had cooked** the meat by the time John came home. (This tells about something that Mary completed in the past before something else happened.)
* Mary **had cooked** the meat by the time John came home. (This tells about something that Mary completed in the past before something else happened.)

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@ -18,5 +18,4 @@ You may also want to watch the video at http://ufw.io/figs_youform.
For help with translating these, we suggest you read:
* [Forms of “You” - Formal or Informal](../figs-youformal/01.md)
* [Forms of “You” - Formal or Informal](../figs-youformal/01.md)

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### Description
The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. However sometimes speakers in the Bible used the **singular** form of “you” even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have different forms that indicate where “you” is singular and where “you” plural. But you may see this if you read a Bible in a language that does have distinct forms.
The Bible was written in Hebrew, Aramaic and Greek. These languages have a singular form of “you” for when the word “you” refers to just one person, and a plural form for when the word “you” refers to more than one person. However, sometimes speakers in the Bible used the singular form of “you” even though they were speaking to a group of people. This is not obvious when you read the Bible in English because English does not have different forms that indicate where “you” is singular and where “you” is plural. But you may see this if you read a Bible in a language that does have distinct forms.
Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun “he,” rather than with the plural pronoun “they.”
Finally, Old Testament speakers and writers also refer to actions that they performed as part of a group by saying ‘I’ did it, when really the whole group was involved.
Finally, Old Testament speakers and writers also refer to actions that they performed as part of a group by saying ‘I’ did it when, really, the whole group was involved.
### Reason this is a Translation Issue
### Reason This Is a Translation Issue
* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one.
* In some languages it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
* For many languages, a translator who reads a Bible with a general form of “you” will need to know whether the speaker was speaking to one person or to more than one.
* In some languages, it might be confusing if a speaker uses a singular pronoun when speaking to or about more than one person.
### Examples from the Bible
### Examples From the Bible
> <sup> 1</sup> Take heed that **you** do not do **your** acts of righteousness before people to be seen by them, or else **you** will have no reward from **your** Father who is in heaven. <sup> 2</sup> So when **you** give alms, do not sound a trumpet before **yourself** as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to **you**, they have received their reward. (Matthew 6:1,2 ULT)
> 1 Now take heed that **you** do not do **your** acts of righteousness before people to be seen by them, otherwise **you** will not have a reward with **your** Father who is in heaven. 2 So when **you** give alms, do not sound a trumpet before **yourself** as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to **you**, they have received their reward. (Matthew 6:1-2 ULT)
Jesus said this to a crowd. He used “you” plural in verse 1, and “you” singular in the first sentence of verse 2. Then in the last sentence he used the plural again.
Jesus said this to a crowd. He used “you” plural in verse 1, and “you” singular in the first sentence of verse 2. Then, in the last sentence, he used the plural again.
> God spoke all these words: “I am Yahweh, **your** God, who brought **you** out of the land of Egypt, out of the house of slavery. **You** must have no other gods before me.” (Exodus 20:1-3 ULT)
@ -34,20 +32,20 @@ God said this to all the people of Israel. He had taken them all out of Egypt an
Yahweh said these things about the nation of Edom, not about only one person.
> And I arose in the night, myself and a few people with me. … And I was following the creek up by night and I was inspecting at the wall; and I turned around and I entered by the Gate of the Valley, and I returned. (Nehemiah 2:12,15 ULT)
> And I arose in the night, myself and a few men with me. And I was going up by the wadi at night, and I was looking intently at the wall. And I turned back, and I entered by the gate of the valley, and I returned. (Nehemiah 2:12a,15 ULT)
Nehemiah makes clear that he brought other people with him on his inspection tour of the wall of Jerusalem. But as he describes the tour, he just says “I” did this and that.
### Translation Strategies
1. If the singular form of the pronoun would be natural when referring to a group of people, consider using it.
(1) If the singular form of the pronoun would be natural when referring to a group of people, consider using it.
* Whether you can use it may depend on who the speaker is and who the people are that he is talking about or talking to.
* It may also depend on what the speaker is saying.
### Translation Strategies Applied
1. If the singular form of the pronoun would not be natural when referring to a group of people, or if the readers would be confused by it, use the plural form of the pronoun.
(1) If the singular form of the pronoun would not be natural when referring to a group of people, or if the readers would be confused by it, use the plural form of the pronoun.
> This is what Yahweh says,
> “For three sins of Edom,
@ -67,6 +65,6 @@ Nehemiah makes clear that he brought other people with him on his inspection tou
>> **Their** anger raged continually,
>> and **their** wrath lasted forever.”
> And I arose in the night, myself and a few people with me. … And I was following the creek up by night and I was inspecting at the wall; and I turned around and I entered by the Gate of the Valley, and I returned. (Nehemiah 2:12,15 ULT)
> And I arose in the night, myself and a few men with me. And **I** was going up by the wadi at night, and **I** was looking intently at the wall. And **I** turned back, and **I** entered by the gate of the valley, and **I** returned. (Nehemiah 2:12a,15 ULT)
>> And I arose in the night, myself and a few people with me. … And we were following the creek up by night and we were inspecting at the wall; and we turned around and we entered by the Gate of the Valley, and we returned. (Nehemiah 2:12,15 ULT)
> > And I arose in the night, myself and a few men with me. … And **we** were going up by the wadi at night and **we** were looking intently at the wall. And **we** turned back and **we** entered by the gate of the valley, and **we** returned.

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### Description
Some languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. Some languages also have a **dual** form of “you” for when the word “you” refers to only two people. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to.
Some languages have a singular form of “you” for when the word “you” refers to just one person, and a plural form for when the word “you” refers to more than one person. Some languages also have a dual form of “you” for when the word “you” refers to only two people. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to.
The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have a singular form of “you” and a plural form of “you.” When we read the Bible in those languages, the pronouns and verb forms show us whether the word “you” refers to one person or more than one person. However, they do not show us whether it refers to only two people or more than two people. When the pronouns do not show us how many people the word “you” refers to, we need to look at the context to see how many people the speaker was speaking to.
#### Reasons this is a Translation Issue
#### Reasons This Is a Translation Issue
* Translators who speak a language that has distinct singular, dual, and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language.
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know how many people the speaker was addressing.
### Examples from the Bible
### Examples From the Bible
> **James and John**, the sons of Zebedee, came up to him and said, “Teacher, we want you to do for us whatever we ask you.” He [Jesus] said to them, “What do **you ** want me to do for **you**?” (Mark 10:35-36 ULT)
> Then **James and John**, the sons of Zebedee, came up to him, saying to him, “Teacher, we desire that you to do for us whatever we ask you.” 36 So he said to them, “What do **you** want me to do for **you**?” (Mark 10:35-36 ULT)
Jesus is asking the **two**, James and John, what they want him to do for them. If the target language has a **dual** form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate.
Jesus is asking the two, James and John, what they want him to do for them. If the target language has a dual form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate.
> …and Jesus sent out two of his disciples and said to them, “Go into the village opposite us. As soon as **you** enter it, **you** will find a colt that has never been ridden. Untie it and bring it to me. (Mark 11:1-2 ULT)
> Jesus sent out two of his disciples and said to them, “Go into the village opposite us. As soon as **you** enter it, **you** will find a colt tied there, on which no one has yet sat. Untie it and bring it to me. (Mark 11:1b-2 ULT)
The context makes it clear that Jesus is addressing **two** people. If the target language has a **dual** form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate.
The context makes it clear that Jesus is addressing two people. If the target language has a dual form of “you,” use that. If the target language does not have a dual form, then the plural form would be appropriate.
> James, a servant of God and of the Lord Jesus Christ, to the twelve tribes of the Dispersion, greetings. Consider it all joy, my brothers, when **you** experience various troubles, knowing that the testing of **your** faith works endurance. (James 1:1-3 ULT)
> James, a servant of God and of the Lord Jesus Christ, to the twelve tribes who are in the dispersion: Greetings. Consider it all joy, my brothers, when **you** experience various troubles. You know that the testing of **your** faith produces endurance. (James 1:1-3 ULT)
James wrote this letter to many people, so the word “you” refers to many people. If the target language has a **plural** form of “you,” it would be best to use it here.
James wrote this letter to many people, so the word “you” refers to many people. If the target language has a plural form of “you,” it would be best to use it here.
### Strategies for finding out how many people “you” refers to
1. Look at the notes to see if they tell whether “you” refers to one person or more than one person.
1. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
1. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
1. Look at the context to see who the speaker was talking to and who responded.
1. Look at the translationNotes to see if they tell whether “you” refers to one person or more than one person.
2. Look at the UST to see if it says anything that would show you whether the word “you” refers to one person or more than one person.
3. If you have a Bible that is written in a language that distinguishes “you” singular from “you” plural, see which form of “you” that Bible has in that sentence.
4. Look at the context to see who the speaker was talking to and who responded.
You may also want to watch the video at http://ufw.io/figs_youdual.

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### Description
Some languages make a distinction between the formal form of “you” and the informal form of “you.” This page is primarily for people whose language makes this distinction.
Some languages make a distinction between the formal form of “you” and the informal form of “you.” This page is primarily for people whose language makes this distinction.
In some cultures people use the formal “you” when speaking to someone who is older or in authority, and they use the informal “you” when speaking to someone who is their own age or younger or who has less authority. In other cultures, people use the formal “you” when speaking to strangers or people they do not know well, and the informal “you” when speaking with family members and close friends.
#### Reasons this is a Translation Issue
#### Reasons This Is a Translation Issue
* The Bible was written in Hebrew, Aramaic, and Greek. These languages do not have formal and informal forms of “you.”
* English and many other source languages do not have formal and informal forms of “you.”
@ -20,17 +20,17 @@ In some cultures people use the formal “you” when speaking to someone who is
* Understand the speaker’s attitude toward the person he is speaking to.
* Choose the form in your language that is appropriate for that relationship and attitude.
### Examples from the Bible
### Examples From the Bible
> Yahweh God called to the man and said to him, “Where are **you**?” (Genesis 3:9 ULT)
God is in authority over the man, so languages that have formal and informal forms of “you” would probably use the informal form here.
> So, it seemed good to me also, having investigated everything accurately from the beginning, to write it down for **you** in order, most excellent Theophilus. I want **you** to know the certainty of the things that **you ** were taught. (Luke 1:3-4 ULT)
> It seemed good to me also, having carefully investigated everything from the beginning, to write for **you** an orderly account, most excellent Theophilus, so that **you** might know the certainty concerning the things that **you** have been taught. (Luke 1:3-4 ULT)
Luke called Theophilus “most excellent.” This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of “you” would probably use that form here.
> Heavenly Father, sanctify **your** name. (Matthew 6:9 ULT)
>   ‘Our Father who is in heaven, may **your** name be honored as holy. (Matthew 6:9b ULT)
This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal “you” because God is in authority. Other cultures would use the informal “you” because God is our Father.
@ -38,7 +38,7 @@ This is part of a prayer that Jesus taught his disciples. Some cultures would u
Translators whose language has formal and informal forms of “you” will need to understand the relationship between two speakers in order to choose the appropriate form of “you” in their language.
#### Deciding whether to use the Formal or Informal “You”
#### Deciding whether to use the formal or informal “You”
1. Pay attention to the relationships between the speakers.

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### Description
Some languages have a **singular** form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to.
Some languages have a singular form of “you” for when the word “you” refers to just one person, and a **plural** form for when the word “you” refers to more than one person. Translators who speak one of these languages will always need to know what the speaker meant so they can choose the right word for “you” in their language. Other languages, such as English, have only one form, which people use regardless of how many people it refers to.
The Bible was first written in the Hebrew, Aramaic, and Greek languages. These languages all have both a singular form of “you” and a plural form of “you.” When we read the Bible in those languages, the pronouns and verb forms show us whether the word “you” refers to one person or more than one. When we read the Bible in a language that does not have different forms of you, we need to look at the context to see how many people the speaker was speaking to.
#### Reason this is a Translation Issue
#### Reason This Is a Translation Issue
* Translators who speak a language that has distinct singular and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language.
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
* Translators who speak a language that has distinct singular and plural forms of “you” will always need to know what the speaker meant so they can choose the right word for “you” in their language.
* Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning “you,” translators of these languages will need to know if the speaker was referring to one person or more than one.
Often the context will make it clear whether the word “you” refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to.
Sometimes Greek and Hebrew speakers used the singular form of “you” even though they were speaking to a group of people. (See [Forms of ‘You’ - Singular to a Crowd](../figs-youcrowd/01.md).)
### Examples from the Bible
> The ruler said, “All these things I have obeyed from the time I was a youth.” When Jesus heard that, he said to him, “One thing **you** still lack. **You** must sell all that you have and distribute it to the poor, and **you** will have treasure in heaven—and come, follow me.” (Luke 18:21, 22 ULT)
> But he said, “All these things I have kept from my youth.” But when he heard this, Jesus said to him, “One thing **i**s still lacking to **you**. All things, as much as **you** have, sell all and distribute  to the poor, and **you** will have treasure in heaven—and come, follow me.” (Luke 18:21-22 ULT)
The ruler was speaking about just himself when he said “I.” This shows us that when Jesus said “you” he was referring only to the ruler. So languages that have singular and plural forms of “you” need the singular form here.
> The angel said to him, “Dress **yourself** and put on **your** sandals.” Peter did so. The angel said to him, “Put on **your** outer garment and follow me.” So Peter followed the angel and went out. (Acts 12:8, ULT)
> The angel said to him, “Dress **yourself** and put on **your** sandals.” So he did that. He said to him, “Put on **your** outer garment and follow me.” (Acts 12:8 ULT)
The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of “you” would need the singular form here for “yourself” and “your.” Also, if verbs have different forms for singular and plural subjects, then the verbs “dress” and “put on” need the form that indicates a singular subject.
> To Titus, a true son in our common faith.…For this purpose I left **you** in Crete, that **you** might set in order things not yet complete and ordain elders in every city as I directed **you**.…But **you**, say what fits with sound teaching. (Titus 1:4,5; 2:1 ULT)
> To Titus, a true son in our common faith. For this purpose I left **you** in Crete, that **you** might set in order things not yet complete and ordain elders in every city as I directed **you**. But **you**, say what fits with sound teaching. (Titus 1:4a, 5; 2:1 ULT)
Paul wrote this letter to one person, Titus. Most of the time the word “you” in this letter refers only to Titus.

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While a large part of translation has to do with language, words, and sentences, it is also true that a major aspect of translation is technical in nature. From creating alphabets, typing, typesetting, formatting, publishing, and distributing, there are many technical aspects to translation. In order to make all this possible, there are some standards that have been adopted.
We will refer to "markup language," which is a system of marking the formatting of a text that won't show when it is published, like putting asterisks or underline symbols around words that then are interpreted by the word processor as formatting.
### USFM: Bible Translation Format
For many years, the standard format for Bible translation has been USFM (which stands for Unified Standard Format Markers). We have adopted this standard as well.

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Follow these steps in order to get started:
1. **Organize.** Talk with the pastors and other believers from your language group and form a committee of people who can work together as a translation team.
2. **Contact.** Make contact with at least one person in the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To get information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
3. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see http://ufw.io/forms/)
5. **Pray.** Pray that God would help you to understand the passage that you are translating and that he would help you to find the best way to communicate that passage in your language.
6. **Read.**
* If you are translating Open Bible Stories, read the entire story before starting to translate it. If you are translating the Bible, read the entire chapter before you start to translate any part of it. This way you will understand how the part you are translating fits into the larger context, and you will translate it better.
* Read the passage that you plan to translate in as many different translations as you have. In [translationStudio](../../process/setup-ts/01.md), the first mode is the reading mode. Access this mode by clicking on the top symbol on the left side. You can choose up to three translations to show in this mode. We recommend that two of these be the unfoldingWord® Literal Text (ULT) and the unfoldingWord® Simplified Text (UST). The ULT will help you to see the form of the original text, and the UST will help you to understand the meaning of the original text. Think about how to communicate the meaning in the form that people would use in your language.
* Read any Bible helps or commentaries which you have that talk about that passage.
* Read the unfoldingWord® Translation Notes for the passage that you plan to translate. To do this, click on the third icon down on the left side of translationStudio. Click on the tab that says, “Notes.” Then click on each of the phrases in blue and read the explanation for each phrase.
* Read the definitions of the unfoldingWord® Translation Words (the important words) in the passage. To do this, click on the tab that says, “Words.” Then click on each of the words in blue and read the explanation for each of these important words. Under each explanation there is also a section called “Translation Suggestions.” Here you will find ideas for how to translate these words.
7. **Talk.** Discuss the passage, the unfoldingWord® Translation Notes, and the unfoldingWord® Translation Words with others in the translation team. Help each other to understand what they mean. If there are parts that you still do not understand, ask pastors or other church leaders for help.
8. **Translate.** When you understand well what the passage is saying, say the first chunk (1-3 verses) out loud in your language in the way that someone from your language community would say it. If possible, say it to another member of the translation team. Let the translation team member correct it until it sounds good in your language. Use the different expressions in the ULT, UST, and Translation Notes to give you ideas for how to say the same things in different ways. Do not follow [the order of words](../translate-wforw/01.md) from either the ULT or the UST if it is more [natural](../guidelines-natural/01.md) for your language to use a different order. To help with this, say the whole chunk of text without looking at the source texts. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but might not be the best way to say it in your language. Still without looking at the source texts, type your translation of the chunk into [translationStudio](../../process/setup-ts/01.md) (or record it). To do this, click on the second icon down on the left side. The chunk that you are working on will appear in the ULT, covering the space where you will type the translation. When you are ready to type, click on the right edge of the space that is mostly covered by the ULT of that chunk. The blank space will then cover the ULT. Type your translation of the chunk here in this space from your memory. When you type (or write) from your memory without looking at the ULT, your translation will be more natural. Now repeat this step for the rest of the chunks of this passage.
9. **Check**. Since you typed or recorded your translation of these chunks without looking at the source texts, you might have left out some things. Now is the time to add those things to your translation. Click on the third icon down on the left side of translationStudio again. In that mode:
* Look again at the source texts, including the ULT and UST, and carefully compare them to your translation. Make sure that your translation says all of the parts of the message of the ULT and does not leave out anything. You may choose to say some parts in a way that is different than the ULT, such as more like the UST or the Translation Note or another Bible or using an expression that is natural in your language. That is fine, as long as the meaning is the same. If some part of the message is missing, put it in your translation at the point where it fits best in your language. It does not need to be in the same order as the source as long as it sounds natural and gives the same meaning. To do this in translationStudio, click on the pencil icon on the top right above your translation.
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
* In translationStudio, exit editing mode by clicking the check mark icon at the top right of your translation. Now it is time to move the verse numbers where they should be in your translation. Drag each number onto the word that will begin that verse. If your translation has reordered the parts of the chunk or combined verses, you can leave some verse numbers together to indicate that what follows includes content from both of those verses.
1. **Organize.** Talk with the pastors and other believers from your language group and form a committee of people who can oversee the translation work. The Translation Committee finds and oversees the translators, to whom the rest of this list applies.
2. **Contact.** Make contact with at least one person in the unfoldingWord network, notifying unfoldingWord that you intend to begin translation. To obtain information about how to do that, see [Finding Answers](../../intro/finding-answers/01.md)
3. **Review.** Review the [Translation Guidelines](../../intro/translation-guidelines/01.md).
4. **Agree.** Agree that the Statement of Faith is an accurate reflection of your own beliefs and that you intend to translate the content in harmony with it and also in accordance with the Translation Guidelines. Do this by signing the form that is provided. (see http://ufw.io/forms/)
5. **Pray.** Pray that God would help the translators to understand the passage that you are translating and that he would help you to find the best way to communicate that passage in your language.
6. **Read.**
* If you are translating Open Bible Stories, read each individual story entirely before starting to translate it. If you are translating the Bible, read each entire chapter before you start to translate any part of it. That way you will understand how the part you are translating fits into the larger context, and you will translate it better.
* Read the passage that you plan to translate in as many different translations as you have. In [translationStudio](../../process/setup-ts/01.md), the first mode is the reading mode. Access this mode by clicking on the top symbol on the left side. You can choose up to three translations to show in this mode. We recommend that two of these be the unfoldingWord® Literal Text (ULT) and the unfoldingWord® Simplified Text (UST). The ULT will help you to see the form of the original text, and the UST will help you to understand the meaning of the original text. Think about how to communicate the meaning in the form that people would use in your language.
* Read any Bible helps or commentaries which you have that talk about that passage.
* Read the unfoldingWord® Translation Notes for the passage that you plan to translate. To do this, click on the third icon down on the left side of translationStudio. Click on the tab that says “Notes.” Then click on each of the phrases in blue and read the explanation for each phrase.
* Read the definitions of the unfoldingWord® Translation Words (the important words) in the passage. To do this, click on the tab that says, “Words.” Then click on each of the words in blue and read the explanation for each of these important words. Under each explanation there is also a section called “Translation Suggestions.” Here you will find ideas for how to translate these words.
7. **Talk.** Discuss the passage, the unfoldingWord® Translation Notes, and the unfoldingWord® Translation Words with others on the translation team. Help each other to understand what they mean. If there are parts that you still do not understand, ask pastors or other church leaders for help.
8. **Translate.** When you understand well what the passage is saying, say the first chunk (1-3 verses) out loud in your language in the way that someone from your language community would say it. If possible, say it to another member of the translation team. Let the translation team member correct it until it sounds good in your language. Use the different expressions in the ULT, UST, and Translation Notes to give you ideas for how to say the same things in different ways. Do not follow [the order of words](../translate-wforw/01.md) from either the ULT or the UST if it is more [natural](../guidelines-natural/01.md) for your language to use a different order. To help with this, say the whole chunk of text without looking at the source texts. This will help you to say these things in a way that is natural for your language, rather than in a way that was natural for the source language but might not be the best way to say it in your language. Still without looking at the source texts, type your translation of the chunk into [translationStudio](../../process/setup-ts/01.md) (or record it). To do this, click on the second icon down on the left side. The chunk that you are working on will appear in the ULT, covering the space where you will type the translation. When you are ready to type, click on the right edge of the space that is mostly covered by the ULT of that chunk. The blank space will then cover the ULT. Type your translation of the chunk here in this space from your memory. When you type (or write) from your memory without looking at the ULT, your translation will be more natural. Now repeat this step for the rest of the chunks of this passage.
9. **Check**. Since you typed or recorded your translation of these chunks without looking at the source texts, you might have left out some things. Now is the time to add those things to your translation. Click on the third icon down on the left side of translationStudio again. In that mode:
* Look again at the source texts, including the ULT and UST, and carefully compare them to your translation. Make sure that your translation says all of the parts of the message of the ULT and does not leave out anything. You may choose to say some parts in a way that is different than the ULT, such as more like the UST or the Translation Note or another Bible or using an expression that is natural in your language. That is fine, as long as the meaning is the same. If some part of the message is missing, put it in your translation at the point where it fits best in your language. It does not need to be in the same order as the source as long as it sounds natural and gives the same meaning. To do this in translationStudio, click on the pencil icon on the top right above your translation.
* If you are translating the Bible, compare your translation with other translations of the same Bible passage. If one of those makes you think of a better way to say something, then revise your translation in that way. If one of those helps you to understand something better than you did before, then change your translation so that it communicates the meaning better.
* After these steps, read your translation out loud to yourself. Fix anything that does not sound like it is the way that someone from your community would say it. Sometimes parts of sentences need to be put in a different order.
* In translationStudio, exit editing mode by clicking the check mark icon at the top right of your translation. Now it is time to move the verse numbers where they should be in your translation. Drag each number onto the word that will begin that verse. If your translation has reordered the parts of the chunk or combined verses, you can leave some verse numbers together to indicate that what follows includes content from both of those verses.
When you finish the passage or chapter, it is ready for the [Oral Partner Check](../../checking/peer-check/01.md). To translate the next passage or chapter, start again at step 5.

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## Conditional Relationships
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English, the most common way to connect conditional clauses is with the words, “if … then.” Often, however, the word “then” is not stated.
### Contrary to Fact Conditions
### Contrary-to-Fact Conditions
#### Definition
#### Description
A Contrary to Fact Condition is a condition that sounds hypothetical but the speaker is already certain that it is NOT true.
A Contrary-to-Fact Condition is a condition that sounds hypothetical, but the speaker is already certain that it is NOT true.
#### Reason this is a translation issue
#### Reason This Is a Translation Issue
Usually there are no special words that indicate a Contrary to Fact Condition. The writer assumes that the reader knows that it is not a true condition. For this reason it often requires knowledge of implied information to know that it is not true. If this kind of condition is difficult for translators to communicate, they may want to consider using the same strategies that they used for [Rhetorical Questions](../figs-rquestion/01.md) or [Implied Information](../figs-explicit/01.md).
Usually there are no special words that indicate a Contrary-to-Fact Condition. The writer assumes that the reader knows that it is NOT a true condition. For this reason it often requires knowledge of implied information to know that it is not true. If this kind of condition is difficult for translators to communicate, they may want to consider using the same strategies that they used for [Rhetorical Questions](../figs-rquestion/01.md) or [Implied Information](../figs-explicit/01.md).
#### Examples from OBS and the Bible
@ -18,29 +18,30 @@ Usually there are no special words that indicate a Contrary to Fact Condition. T
> Elijah came near to all the people and said, “How long will you keep changing your mind? If Yahweh is God, follow him. But **if Baal is God**, then follow him.” Yet the people did not answer him a word. (1 Kings 18:21 ULT)
Baal is not a god, Elijah is not suggesting that he might be a god, and he does not want the people to follow him. But he used a conditional statement to show them that what they were doing was wrong. In the example above, we see two conditions that have the same construction. The first one, “If Yahweh is God,” is a Factual Condition, because Elijah is certain that it is true. The second one, “if Baal is God,” is a Contrary to Fact Condition, because Elijah is certain that it is not true. You will need to consider if people would say both of these in the same way in your language, or if they would say them in different ways.
Baal is not God. Elijah is not suggesting that Baal might be God, and he does not want the people to follow Baal. But Elijah used a conditional statement to show them that what they were doing was wrong. In the example above, we see two conditions that have the same construction. The first one, “If Yahweh is God,” is a Factual Condition because Elijah is certain that it is true. The second one, “if Baal is God,” is a Contrary-to-Fact Condition because Elijah is certain that it is not true. You will need to consider if people would say both of these in the same way in your language or if they would say them in different ways.
> But his wife said to him, “**If Yahweh wanted to kill us**, he would not have received the burnt offering and the grain offering we gave him. He would not have shown us all these things, nor at this time would he have let us hear such things.” (Judges 13:23 ULT)
> But his wife replied to him, “**If Yahweh had desired to kill us**, he would not have taken from our hand the whole burnt offering and the offering. He would not have shown us all these things, and at this time would he have not allowed us to hear about this.” (Judges 13:23 ULT)
Manoah’s wife thinks that the second part of her conditional statement is not true, therefore the first part is also not true. God received their burnt offering, therefore He does not want to kill them.
Manoah’s wife thinks that the second part of her conditional statement is not true, therefore the first part is also not true. God received their burnt offering; therefore, He does not want to kill them.
>
> “**If only we had died** by Yahweh’s hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full. (Exodus 16:3 ULT)
> “**If only we had died** by Yahweh’s hand in the land of Egypt, sitting by a pot of meat and eating bread to the full. (Exodus 16b:3 ULT)
Of course the people speaking here did not die in Egypt, and so this is a Contrary to Fact condition that is used to express a wish.
Of course the people speaking here did not die in Egypt, and so this is a Contrary-to-Fact condition that is used to express a wish.
> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
> “Woe to you, Chorazin! Woe to you, Bethsaida! **If the mighty deeds had been done** in Tyre and Sidon which were done in you, **they would have repented** long ago in sackcloth and ashes. (Matthew 11:21 ULT)
The English reader knows that these last two examples are Contrary to Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” These words also signal something that did not happen.
The English reader knows that these last two examples are Contrary-to-Fact conditions because of the past-tense verbs used in the first part (they are not things that might happen). The last example also has a second part that uses “would have.” These words also signal something that did not happen.
#### Translation Strategies
If Contrary to Fact conditions are clear in your language, then use them as they are.
If Contrary-to-Fact conditions are clear in your language, then use them as they are.
1. If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
2. If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
3. If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
4. If the condition is expressing something that did not happen, restate it as a negative statement.
5. Often Factual and Contrary to Fact conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
(1) If the condition leads the reader to think that the speaker believes something that is false, then restate the condition as something that others believe.
(2) If the condition leads the reader to think that the speaker is suggesting that the first part is true, then restate it as a statement that it is not true.
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
(4) If the condition is expressing something that did not happen, restate it as a negative statement.
(5) Often Factual and Contrary-to-Fact conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
#### Examples of Translation Strategies Applied
@ -54,14 +55,13 @@ If Contrary to Fact conditions are clear in your language, then use them as they
>> If Baal is not God, then you should not worship him!
> But his wife said to him, “**If Yahweh wanted to kill us**, he would not have received the burnt offering and the grain offering we gave him. He would not have shown us all these things, nor at this time would he have let us hear such things.” (Judges 13:23 ULT)
But his wife replied to him, “**If Yahweh had desired to kill us**, he would not have taken from our hand the whole burnt offering and the offering. He would not have shown us all these things, and at this time would he have not allowed us to hear about this.” (Judges 13:23 ULT)
>> “**Yahweh does not want to kill us**, or he would not have received the burnt offering and the grain offering we gave him.
>> “**Yahweh does not want to kill us**, or he would not have received the burnt offering and the offering we gave him.
(3) If the condition is expressing something that did not happen but the speaker wanted it to happen, restate it as a wish.
> “**If only we had died** by Yahweh’s hand in the land of Egypt when we were sitting by the pots of meat and were eating bread to the full. (Exodus 16:3 ULT)
> “**If only we had died** by Yahweh’s hand in the land of Egypt, sitting by a pot of meat and eating bread to the full. (Exodus 16b:3 ULT)
>> “**I wish we had died** by Yahweh’s hand in the land of Egypt…”
(4) If the condition is expressing something that did not happen, restate it as a negative statement.
@ -70,7 +70,7 @@ If Contrary to Fact conditions are clear in your language, then use them as they
>> “Woe to you, Chorazin! Woe to you, Bethsaida! The mighty deeds which were done in you **were not done** in Tyre and Sidon. But **if they had been done there, those people would have repented** long ago in sackcloth and ashes.
(5) Often Factual and Contrary to Fact Conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
(5) Often Factual and Contrary-to-Fact Conditions are used to make reasoned arguments for a change in behavior. If translators are struggling to know the best way to translate them, it could be helpful to discuss how this is done in their language community. If someone is trying to convince people to change their behavior, how do they do that? It may be possible to adapt similar strategies when translating these conditions.
> But **if Baal is God**, worship him! (Story 19 Frame 6 OBS)

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## Conditional Relationships
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English, the most common way to connect conditional clauses is with the words, “if … then.” Often, however, the word “then” is not stated.
### Factual Conditions
#### Definition
#### Description
A Factual Condition is a condition that sounds hypothetical but is already certain or true in the speaker’s mind. In English, Factual Conditions can use the words “even though,” “since,” or “this being the case” to indicate that it is a factual condition and not a hypothetical condition.
A Factual Condition is a condition that sounds hypothetical but is already certain or true in the speaker’s mind. In English, a sentence containing a Factual Condition can use the words “even though,” “since,” or “this being the case” to indicate that it is a factual condition and not a hypothetical condition.
#### Reason this is a translation issue
#### Reason This Is a Translation Issue
Some languages do not state something as a condition if it is certain or true. Translators from these languages may misunderstand the original languages and think that the condition is uncertain. This will lead to mistakes in their translations. Even if the translators understand that the condition is certain or true, the readers will misunderstand it. In this case, it would be best to translate it as a statement of fact rather than a conditional statement.
Some languages do not state something as a condition if it is certain or true. Translators from these languages may misunderstand the original languages and think that the condition is uncertain. This would lead to mistakes in their translations. Even if the translators understand that the condition is certain or true, the readers may misunderstand it. In this case, it would be best to translate it as a statement of fact rather than as a conditional statement.
#### Examples from OBS and the Bible
@ -22,11 +22,11 @@ This sentence has the same construction as a hypothetical condition. The conditi
> “A son honors his father, and a servant honors his master. **If** I, then, am a father, where is my honor? **If** I am a master, where is the reverence for me?” says Yahweh of hosts to you priests, who despise my name. (Malachi 1:6 ULT)
Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
Yahweh has said that he is a father and a master to Israel, so even though this sounds like a hypothetical condition because it begins with “if,” it is not hypothetical. This verse begins with the proverb that a son honors his father. Everyone knows that is right. But the Israelites are not honoring Yahweh. The other proverb in the verse says that a servant honors his master. Everyone knows that is right. But the Israelites are not honoring Yahweh, so it seems that he is not their master. But Yahweh is the master. Yahweh uses the form of a hypothetical condition to demonstrate that the Israelites are wrong. The second part of the condition that should occur naturally is not happening, even though the conditional statement is true.
#### Translation Strategies
If using the form of a hypothetical condition is confusing or would make the reader think that the speaker doubts what he is saying in the first part, then use a statement instead. Words such as “since” or “you know that…” or “it is true that…” can be helpful to make the meaning clear.
If using the form of a hypothetical condition is confusing or would make the reader think that the speaker doubts what he is saying in the first part of the sentence, then use a statement instead. Words such as “since” or “you know that … ” or “it is true that … ” can be helpful to make the meaning clear.
#### Examples of Translation Strategies Applied

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## Conditional Relationships
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English the most common way to connect conditional clauses is with the words, “if…then.” Often, however, the word “then” is not stated.
Conditional connectors connect two clauses to indicate that one of them will happen when the other one happens. In English, the most common way to connect conditional clauses is with the words “if … then.” Often, however, the word “then” is not stated.
### Hypothetical Condition
#### Definition
#### Description
A Hypothetical Condition is a condition in which the second event (the “then” clause) will only take place if the first event (the “if” clause) takes place or is fulfilled in some way. Sometimes what takes place is dependent on the actions of other people.
#### Reason this is a translation issue
#### Reason This Is a Translation Issue
It is important that translators understand whether or not something is a Hypothetical Condition so that they translate it in the right way. For example, some of God’s promises to Israel were conditional based on whether or not Israel obeyed God. However, many of God’s promises to Israel were not conditional; God would keep these promises whether or not they obeyed. It is important that you (the translator) know the difference between these and communicate each one accurately in your own language.
Also, sometimes conditions are stated in an order different than the order in which they would happen. If the target language would state the clauses in a different order, then you will need to make that adjustment.
It is important that translators understand whether or not something is a Hypothetical Condition so that they translate it in the correct way. For example, some of God’s promises to Israel were conditional, based on whether or not Israel obeyed God. However, many of God’s promises to Israel were not conditional; God would keep these promises whether or not the Israelites obeyed. It is important that you (the translator) know the difference between these two types of promises and communicate each one accurately in your own language. Also, sometimes conditions are stated in an order different than the order in which they would happen. If the target language would state the clauses in a different order, then you will need to make that adjustment.
#### Examples from OBS and the Bible
> 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)
There are two hypothetical conditions in this frame. In both of these conditions, the first event (the “if clause”) is stated second. If this is unnatural or confusing, the clauses can be restated in the more natural order. The first condition is: if the Israelites obeyed God, then God would bless and protect them. The second hypothetical condition is: if the Israelites did not obey God, then God would punish them.
There are two hypothetical conditions in this frame. In both of these conditions, the first event (the “if clause”) is stated after the "then" clause. If this is unnatural or confusing, the clauses can be restated in the more natural order. The first hypothetical condition is: if the Israelites obeyed God, then God would bless and protect them. The second hypothetical condition is: if the Israelites did not obey God, then God would punish them.
> If you do what is right, will you not be accepted? (Genesis 4:7 ULT)
> If you do what is right, will you not be accepted? (Genesis 4:7a ULT)
If Cain does what is right, then he will be accepted. The only way for Cain to be accepted is if he does what is right.
If Cain does what is right, then he will be accepted. The only way for Cain to be accepted is by doing what is right.
> …**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-39aULT)
>
>
There are two hypothetical conditions here: (1) If it is true that this plan is of men, then it will be overthrown; (2) If it is true that this plan is of God, then it cannot be overthrown.
#### Translation Strategies
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.”
(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.”
#### Examples of Translation Strategies Applied
(1) If the order of clauses makes the hypothetical condition confusing, then change the order of the clauses.
> 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.
@ -44,7 +45,7 @@ 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)
>> If the people obeyed these laws, **then** God promised to 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)

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### Exceptional relationship
### Exceptional Relationship
#### Definition
#### Description
Exceptional relationship connectors exclude an item(s) or person(s) from a group.
#### Reason this is a translation issue
#### Reason This Is a Translation Issue
English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group using words like “except,” “but not” “other than,” “besides,” “unless,” “however…not,” and “only” (Part 2). Some languages do not indicate that one or more items or people are excluded from a group in this way, but instead have other ways of doing this. In some languages this type of construction does not make sense, because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who (or what) is in the group and who (or what) is excluded in order to be able to accurately communicate this in their language.
English indicates exceptional relationships by first describing a group (Part 1) and then stating what is not in that group by using words like “except,” “but not,” “other than,” “besides,” “unless,” “however …not,” and “only” (Part 2). Some languages do not indicate in this way that one or more items or people are excluded from a group. Instead, they have other ways of doing this. In some languages this type of construction does not make sense because the exception in Part 2 seems to contradict the statement in Part 1. Translators need to understand who (or what) is in the group and who (or what) is excluded in order to be able to accurately communicate this in their language.
#### Examples from OBS and the Bible
> God told Adam that he could eat from **any** tree in the garden **except** from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
> 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)
> God told Adam that he could eat from **any** tree in the garden **except** from the tree of the knowledge of good and evil. (OBS Story 1 Frame 11)
>
> 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 4:4b 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)
>
> 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)
#### Translation Strategies
If the way that Exceptional Clauses are marked in the source language is also clear in your language, then translate the Exceptional Clauses in the same way.
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
@ -35,10 +35,10 @@ If the way that Exceptional Clauses are marked in the source language is also cl
* Part 1: (**Not** a man escaped)
* 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, who 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 **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 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.”
> 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.”

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Some connectors establish logical relationships between two phrases, clauses, sentences, or chunks of text.
### Contrast relationship
### Contrast Relationship
#### Definition
#### Description
A Contrast relationship is a logical relationship in which one event or item is in contrast or opposition to another.
A contrast relationship is a logical relationship in which one event or item is in contrast or opposition to another.
#### Reason this is a translation issue
#### Reason This Is a Translation Issue
In Scripture, many events do not happen as the people involved intend or expect them to happen. Sometimes people act in ways that were not expected, whether good or bad. Often it is God at work changing the events. These events are often pivotal and it is important that translators understand and communicate these contrasts. In English Contrast Relationships are often indicated by the words “but,” “although,” “even though,” “though,” “yet,” or “however.”
In Scripture, many events did not happen as the people involved intended or expected them to happen. Sometimes people acted in ways that were not expected, whether good or bad. Often it was God at work, changing the events. These events were often pivotal. It is important that translators understand and communicate these contrasts. In English, contrast relationships are often indicated by the words “but,” “although,” “even though,” “though,” “yet,” or “however.”
#### Examples from OBS and the Bible
@ -18,39 +18,41 @@ In Scripture, many events do not happen as the people involved intend or expect
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 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)
Jesus contrasts the proud way that human leaders behave and the humble way that he behaves, 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 **though** he was bound with chains and shackles and kept under guard, he had broken his chains and he would be driven by the demon into the wilderness. (Luke 8:29 ULT)
> … 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)
>
>
It is unexpected that someone who is bound with chains will be able to break them. The word “though” marks the contrast of an unexpected event.
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.
> [David] found favor in the sight of God, and he asked if he might find a dwelling place for the God of Jacob. **However**, Solomon built the house for God. **However**, the Most High does not live in houses made with hands, (Acts 7:46-48 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)
There are two contrasts here, both marked with “however.” The first contrast shows that even though David asked to find a place for God’s house, it was Solomon who built it. But then there is another contrast. Even though Solomon built a house for God, God does not live in houses that people build.
There are two contrasts here, marked with “however” and "but." The first contrast shows that even though David asked to find a place for God’s house, it was Solomon who built it. Then there is another contrast because, even though Solomon built a house for God, God does not live in houses that people build.
#### Translation Strategies
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.
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.
(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.
(3) If your language shows a contrast relationship in a different way, then use that way.
#### 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? **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? **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.
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 **though** he was bound with chains and shackles and kept under guard, he had broken his chains and he would be driven by the demon into the wilderness. (Luke 8:29 ULT)
>> …and he was bound with chains and shackles and kept under guard, **but even so**, he had broken his chains and he would be driven by the demon into the wilderness.
> … 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)
>> … 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.
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 God of Jacob. **However**, Solomon built the house for God. **However**, the Most High does not live in houses made with hands, (Acts 7:46-48 ULT)
>> [David] found favor in the sight of God, and he asked if he might find a dwelling place for the God of Jacob. **But** it was, Solomon, **not David**, who built the house for God. **But 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. **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.