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RJHsmall1TiFixes (#404)
More hyphens to en-dashes 2nd attempt to tidy quotes, etc. Merge branch 'master' into RJHsmall1TiFixes Get rid of straight quotes, and replace some hyphens with dashes Co-authored-by: Robert Hunt <Freely.Given.org@gmail.com> Reviewed-on: https://git.door43.org/unfoldingWord/en_ta/pulls/404
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@ -7,11 +7,11 @@ The objective of this module is to describe a process by which the Church can re
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This assessment method employs two types of statements. Some are “yes/no” statements, where a negative response indicates a problem that must be resolved. Other sections use an equally-weighted method that provides translation teams and checkers with statements about the translation. Each statement should be scored by the person doing the check (beginning with the translation team) on a scale of 0-2:
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**0** - disagree
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**0** – disagree
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**1** - agree somewhat
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**1** – agree somewhat
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**2** - strongly agree
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**2** – strongly agree
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At the end of the review, the total value of all responses in a section should be added up. If the responses accurately reflect the state of the translation, this value will provide the reviewer with an approximation of the probability that the translated chapter is of excellent quality. This assessment method is designed to be simple and provide the reviewer with an objective way to determine where the work needs improvement. **For example, if the translation scores relatively well in “Accuracy” but quite poorly in “Naturalness” and “Clarity,” then the translation team needs to do more community checking.**
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@ -3,9 +3,9 @@ It is important that your target language translation include all of the verses
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### Reasons for Missing Verses
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1. **Textual Variants** - There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
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1. **Different Numbering** - Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
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1. **Verse Bridges** - In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
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1. **Textual Variants** – There are some verses that many Bible scholars do not believe were original to the Bible, but were added later. Therefore, the translators of some Bibles chose not to include those verses, or chose to include them only as footnotes. (For more information about this, see [Textual Variants](../../translate/translate-textvariants/01.md).) Your translation team will need to decide whether you will include these verses or not.
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1. **Different Numbering** – Some Bibles use a different system of verse numbering than other Bibles. (For more information about this, see [Chapter and Verse Numbers](../../translate/translate-chapverse/01.md).) Your translation team will need to decide which system to use.
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1. **Verse Bridges** – In some translations of the Bible, the contents of two or more verses are rearranged so that the order of information is more logical or easier to understand. When that happens, the verse numbers are combined, such as 4-5 or 4-6. The UST does this sometimes. Because not all of the verse numbers appear (or they do not appear where you expect them to be), it might look like some verses are missing. But the contents of those verses are there. (For more information about this, see [Verse Bridges](../../translate/translate-versebridge/01.md).) Your translation team will need to decide whether to use verse bridges or not.
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### Checking for Missing Verses
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@ -3,12 +3,11 @@
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There are several resources available for finding answers to questions:
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* **unfoldingWord® Translation Academy** - This training manual is available at http://ufw.io/ta and has much information including:
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* [Introduction](../ta-intro/01.md) - introduces this resource, the Gateway Languages strategy, and translation
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* [Process Manual](../../process/process-manual/01.md) - answers the question “what next?”
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and provides practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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* **Door43 Slack** - Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/door43)
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* **Door43 Forum** - A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
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* **Helpdesk** - email <help@door43.org> with your questions
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* **unfoldingWord® Translation Academy** – This training manual is available at http://ufw.io/ta and has much information including:
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* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
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* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
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* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and provides practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices
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* **Door43 Slack** – Join the Door43 community, post your questions to the “#helpdesk” channel, and get real-time answers to your questions (sign up at http://ufw.io/door43)
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* **Door43 Forum** – A place to ask questions and get answers to technical, strategic, translation, and checking issues, https://forum.door43.org/
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* **Helpdesk** – email <help@door43.org> with your questions
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@ -7,7 +7,7 @@ unfoldingWord® Translation Academy is designed to be highly flexible. It is mod
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unfoldingWord® Translation Academy is organized into the following sections:
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* [Introduction](../ta-intro/01.md) - introduces this resource, the Gateway Languages strategy, and translation
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* [Process Manual](../../process/process-manual/01.md) - answers the question “what next?”
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and offers practical Bible translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices for checking translations
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* [Introduction](../ta-intro/01.md) – introduces this resource, the Gateway Languages strategy, and translation
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* [Process Manual](../../process/process-manual/01.md) – answers the question “what next?”
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* [Translation Manual](../../translate/translate-manual/01.md) – explains the basics of translation theory and offers practical Bible translation helps
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* [Checking Manual](../../checking/intro-check/01.md) – explains the basics of checking theory and best practices for checking translations
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@ -18,7 +18,7 @@ The quality of a translation generally refers to the fidelity of the translation
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The specific steps involved may vary significantly, depending on the language and context of the translation project. Generally, we consider a good translation to be one that has been reviewed by the speakers of the language community and also by the leadership of the church in the language group so that it is:
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1. **Accurate, Clear, Natural, and Equal** — Faithful to the intended meaning of the original, as determined by the Church in that people group and in alignment with the Church global and historical, and consequently:
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1. **Affirmed by the Church** - Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
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1. **Affirmed by the Church** – Endorsed and used by the Church. (see [Create Church-Approved Translations](../../translate/guidelines-church-approved/01.md))
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We also recommend that the translation work be:
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@ -17,11 +17,11 @@ Understanding the Word of God in one’s heart language is important:
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How do we accomplish the goal of **the church in every people group and the Bible in every language**?
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* [Church-Centric Bible Translation](https://www.ccbt.bible/) - By working with other like-minded churches and organizations
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* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs
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* [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory
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* [Open License](../open-license/01.md) - By releasing everything we create under an open license
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* [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language
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* [Church-Centric Bible Translation](https://www.ccbt.bible/) – By working with other like-minded churches and organizations
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* [Statement of Faith](../statement-of-faith/01.md) – By working with those who have the same beliefs
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* [Translation Guidelines](../translation-guidelines/01.md) – By using a common translation theory
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* [Open License](../open-license/01.md) – By releasing everything we create under an open license
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* [Gateway Languages Strategy](../gl-strategy/01.md) – By making Biblical content available to translate from a known language
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### What Do We Do?
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@ -29,21 +29,21 @@ How do we accomplish the goal of **the church in every people group and the Bibl
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We create and make available for translation free and unrestricted biblical content. See https://www.unfoldingword.org/content for a complete list of resources and translations. Here are a few samples:
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* **unfoldingWord® Open Bible Stories** - unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
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* **unfoldingWord® Literal Text** - a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
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* **unfoldingWord® Simplified Text** - a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
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* **unfoldingWord® Translation Notes** - linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
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* **unfoldingWord® Translation Questions** - questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
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* **unfoldingWord® Translation Words** - a list of important Biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
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* **unfoldingWord® Open Bible Stories** – unrestricted visual Bible stories comprising 50 key stories of the Bible, from Creation to Revelation, for evangelism and discipleship, in print, audio, and video (see https://www.openbiblestories.org/).
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* **unfoldingWord® Literal Text** – a ‘form-centric’ translation of the Bible *for translators*. It increases the translator’s understanding of the lexical and grammatical composition of the underlying text by adhering closely to the word order and structure of the originals (see https://www.unfoldingword.org/ult).
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* **unfoldingWord® Simplified Text** – a ‘functional’ translation of the Bible *for translators*. It increases the translator’s understanding of the text by simplifying grammar, adding implied information, and translating theological terms as descriptive phrases (see https://www.unfoldingword.org/ust).
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* **unfoldingWord® Translation Notes** – linguistic, cultural, and exegetical helps for translators. They exist for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utn).
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* **unfoldingWord® Translation Questions** – questions for each chunk of text that translators and checkers can ask to help ensure that their translation is understood correctly. Available for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utq).
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* **unfoldingWord® Translation Words** – a list of important Biblical terms with a short explanation, cross references, and translation aids. Useful for Open Bible Stories and the Bible (see https://www.unfoldingword.org/utw).
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#### Tools
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We create translation, checking, and distribution tools that are free and open-licensed. See https://www.unfoldingword.org/tools for a complete list of tools. Here are a few samples:
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* **Door43** - an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
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* **translationStudio** - a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
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* **unfoldingWord app** - a mobile app where Open Bible Stories and Bible translations can be distributed (see http://ufw.io/uw/).
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* **translationCore** - a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
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* **Door43** – an online translation platform where people can collaborate on translation and checking, also the content and translation management system (see https://door43.org/).
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* **translationStudio** – a mobile app and a desktop app where translators can do offline translating (see http://ufw.io/ts/).
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* **unfoldingWord app** – a mobile app where Open Bible Stories and Bible translations can be distributed (see http://ufw.io/uw/).
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* **translationCore** – a program that enables comprehensive checking of Bible translations (see https://translationcore.com).
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#### Training
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Some information that the translation team should know before you start checking:
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* [Goal of Checking](../../checking/goal-checking/01.md) - What is the purpose of checking?
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* [Introduction to Translation Checking](../../checking/intro-checking/01.md) - Why do we need a team to check the translation?
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* [Goal of Checking](../../checking/goal-checking/01.md) – What is the purpose of checking?
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* [Introduction to Translation Checking](../../checking/intro-checking/01.md) – Why do we need a team to check the translation?
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Some important subjects that everyone on the translation team must learn before starting a translation project include:
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* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) - The definition of a good translation
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* [The Translation Process](../../translate/translate-process/01.md) - How a good translation is made
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* [Form and Meaning](../../translate/translate-fandm/01.md) - The difference between form and meaning
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* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) - How to make a meaning-based translation
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* [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md) – The definition of a good translation
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* [The Translation Process](../../translate/translate-process/01.md) – How a good translation is made
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* [Form and Meaning](../../translate/translate-fandm/01.md) – The difference between form and meaning
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* [Meaning-Based Translations](../../translate/translate-dynamic/01.md) – How to make a meaning-based translation
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Some other important topics as you get started also include:
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* [Choose a Translation Style](../../translate/choose-style/01.md) - Important decisions that must be made that will guide the translation process
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* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Suggestions for where to start translating
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* [First Draft](../../translate/first-draft/01.md) - How to make a first draft
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* [Help with Translating](../../translate/translate-help/01.md) - Using translation helps
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* [Choose a Translation Style](../../translate/choose-style/01.md) – Important decisions that must be made that will guide the translation process
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* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Suggestions for where to start translating
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* [First Draft](../../translate/first-draft/01.md) – How to make a first draft
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* [Help with Translating](../../translate/translate-help/01.md) – Using translation helps
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When you have [Set Up a Translation Team](../setup-team/01.md) and want to make a [First Draft](../../translate/first-draft/01.md) of your translation, use [translationStudio](../setup-ts/01.md). We recommend that you follow this [Translation Process](../translation-overview/01.md).
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As you begin selecting a translation and checking team, there are many different types of people and roles that are needed. There are also specific qualifications that are needed for each team.
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* [Choosing a Translation Team](../../translate/choose-team/01.md) - Describes many of the roles that are needed
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* [Translator Qualifications](../../translate/qualifications/01.md) - Describes some of the skills needed by the translators
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* [Choosing a Translation Team](../../translate/choose-team/01.md) – Describes many of the roles that are needed
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* [Translator Qualifications](../../translate/qualifications/01.md) – Describes some of the skills needed by the translators
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* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ):
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* [Statement of Faith](../../intro/statement-of-faith/01.md)
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* [Translation Guidelines](../../intro/translation-guidelines/01.md)
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There are many decisions the translation team will need to make, many of them right at the beginning of the project. Included are the following:
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* [Choosing a Source Text](../../translate/translate-source-text/01.md) - Choosing a good source text is very important
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* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) - Copyright issues must be considered when choosing a source text
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* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) - Translating from the latest version of a source text is best
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* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) - Many languages have alphabet decisions that need to be made
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* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) - Writing style, punctuation, translating names, spelling, and other decisions have to be made
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* [Translation Style](../../translate/choose-style/01.md) - The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
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* [Choosing What to Translate](../../translate/translation-difficulty/01.md) - Books should be chosen based on the needs of the church and the difficulty of translation
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* [Choosing a Source Text](../../translate/translate-source-text/01.md) – Choosing a good source text is very important
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* [Copyrights, Licensing, and Source Texts](../../translate/translate-source-licensing/01.md) – Copyright issues must be considered when choosing a source text
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* [Source Texts and Version Numbers](../../translate/translate-source-version/01.md) – Translating from the latest version of a source text is best
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* [Alphabet/Orthography](../../translate/translate-alphabet/01.md) – Many languages have alphabet decisions that need to be made
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* [Decisions for Writing Your Language](../../translate/writing-decisions/01.md) – Writing style, punctuation, translating names, spelling, and other decisions have to be made
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* [Translation Style](../../translate/choose-style/01.md) – The translation committee needs to agree on the style of the translation in the sense of how much they want it to imitate the form of the source, how much borrowing of words is allowed, and other topics. See also this section on making the translation [Acceptable](../../checking/acceptable/01.md).
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* [Choosing What to Translate](../../translate/translation-difficulty/01.md) – Books should be chosen based on the needs of the church and the difficulty of translation
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After the translation committee makes these decisions, it is good to write them down in a document that everyone involved in the translation can read. This will help everyone to make similar translation decisions and will avoid further arguments about these things.
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The following pages have lists of some of the Images that represent Ideas in the Bible, together with examples from the Bible. They are organized according to the kinds of image:
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* [Biblical Imagery – Body Parts and Human Qualities](../bita-hq/01.md)
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* [Biblical Imagery – Human Behavior](../bita-humanbehavior/01.md) - Includes both physical and non-physical actions, conditions and experiences
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* [Biblical Imagery – Human Behavior](../bita-humanbehavior/01.md) – Includes both physical and non-physical actions, conditions and experiences
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* [Biblical Imagery – Plants](../bita-plants/01.md)
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* [Biblical Imagery – Natural Phenomena](../bita-phenom/01.md)
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* [Biblical Imagery – Man-made Objects](../bita-manmade/01.md)
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1. **Form** – Should the translation follow the form of the source language so that people who are used to hearing and reading the Bible in the source language will feel more comfortable with it, or should the translation follow the form of the target language, and be easier to understand? In most cases we recommend that it is better if the translation follows the form of the target language so that people can understand it better. This means that it will be harder to compare with the source language Bible because it will put things in a different order and use different kinds of expressions that are clear and natural in the target language. But when a Bible is clear and natural, many people will want to read it and hear it, not just the people who have been part of the church for many years.
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2. **Format** - Is this a written translation to be read from a book, or a translation to be recorded and listened to? If it is a written translation to be used in church, the people may prefer a more formal style. If it is for a recording, the people may prefer a style that is more like people talking informally.
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2. **Format** – Is this a written translation to be read from a book, or a translation to be recorded and listened to? If it is a written translation to be used in church, the people may prefer a more formal style. If it is for a recording, the people may prefer a style that is more like people talking informally.
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3. **Borrowing** – Should the translation borrow many words from the source language, or should the translators find ways to express these things using target language words? People who have been part of the church for many years may be used to hearing many biblical concepts expressed with source language words. If these words are widely understood outside of the church, then it may be fine to use them in the translation. But if people outside of the church do not understand these words, it would be better to find ways to express these things using target language words.
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4. **Old Words** - Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
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4. **Old Words** – Should the translation use words that only the old people know, or should it use words that everyone knows? Sometimes there is a good target language word for something, but the young people do not use it or know it. The translation committee can decide if they should use this word and teach it to the young people, or use a word borrowed from the source language, or express the same concept using a phrase or description using target language words that everyone knows.
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5. **Register** – If the target language has different registers or levels of the language, which one should the translation use? For example, if people of high status use one form of the target language and people of low status use a different form, which one should the translation use? Or if the target language has different words for “you” or uses different words to address a government official in contrast with someone who is a close family member, which should the translation use to address God? Thinking about the topic of **Audience** may also help to decide these questions.
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6. **Audience** - The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
|
||||
6. **Audience** – The translation committee should discuss who is the audience for this translation. Is it primarily educated people, so they should use a style that uses long sentences and many borrowed words? Is it primarily for young people, or old people, for men or women? Or is it for everyone? In that case, it should use simple language so that everyone can understand it. For more on this topic, see also [Aim](../translate-aim/01.md).
|
||||
|
||||
7. **Footnotes** – Should the translation put explanations of difficult things in footnotes? If so, should it use many footnotes, or only for certain topics or especially difficult things? Will people understand what footnotes are and how they work, or will they be confused by them? Instead of footnotes, would it be better to put short explanations in the text of the Bible translation? Or should the translation not include any extra explanations at all? To help in making this decision, consider how well your people understand biblical culture and such things as shepherds, fishing with nets, sailing boats, kings, ancient warfare with chariots, etc., and how much of this might need to be explained.
|
||||
|
||||
8. **Pictures** - Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
|
||||
8. **Pictures** – Will pictures be used in the Bible translation? If so, how many? Pictures can be very useful for showing things that are unknown in the target culture, such as certain animals or tools or clothing. Using pictures for these things can reduce the need to explain them in footnotes.
|
||||
|
||||
9. **Headings** – Should the translation use section headings that summarize what each section is talking about? If so, what style of headings should be used? These can be very helpful for finding different topics. See [Headings](../../checking/headings/01.md) for examples.
|
||||
|
||||
|
|
|
|||
|
|
@ -51,7 +51,7 @@ This describes a situation in which a person ends up in the sea with a millstone
|
|||
|
||||
If your language would use a passive form for the same purpose as in the passage that you are translating, then use a passive form. If you decide that it is better to translate without a passive form, here are some strategies that you might consider.
|
||||
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action. (2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or ”people” or ”someone.” (3) Use a different verb.
|
||||
(1) Use the same verb in an active sentence and tell who or what did the action. If you do this, try to keep the focus on the person receiving the action. (2) Use the same verb in an active sentence, and do not tell who or what did the action. Instead, use a generic expression like “they” or “people” or “someone.” (3) Use a different verb.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
@ -61,7 +61,7 @@ If your language would use a passive form for the same purpose as in the passage
|
|||
>
|
||||
> > **The king’s servants gave** Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or ”people” or ”someone.”
|
||||
(2) Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like “they” or “people” or “someone.”
|
||||
|
||||
> It would be better for him if a millstone **were put** around his neck and he **were thrown** into the sea. (Luke 17:2a ULT)
|
||||
>
|
||||
|
|
|
|||
|
|
@ -51,7 +51,7 @@ The writer assumes that the reader will recognize this common form of a blessing
|
|||
|
||||
If ellipsis would be natural and give the right meaning in your language, consider using it. If not, here is another option:
|
||||
|
||||
(1) Add the missing words to the incomplete phrase or sentence.
|
||||
(1) Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
|
|
|
|||
|
|
@ -32,7 +32,7 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
|
||||
(1) Use a euphemism from your own culture.
|
||||
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) - Some languages might use euphemisms like these:
|
||||
> … where there was a cave. Saul went inside to **cover his feet**. (1 Samuel 24:3b ULT) – Some languages might use euphemisms like these:
|
||||
>
|
||||
> > “… where there was a cave. Saul went into the cave **to dig a hole**“
|
||||
> > “… where there was a cave. Saul went into the cave **to have some time alone**“
|
||||
|
|
|
|||
|
|
@ -50,7 +50,7 @@ If people would understand that that masculine words like “man,” “brother,
|
|||
|
||||
(2) Use a word that refers to men and a word that refers to women.
|
||||
|
||||
> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
> For we do not want you to be uninformed, **brothers**, about the troubles that happened to us in Asia. (2 Corinthians 1:8) – Paul was writing this letter to both men and women.
|
||||
>> “For we do not want you to be uninformed, **brothers and sisters**, about the troubles that happened to us in Asia.”
|
||||
|
||||
(3) Use pronouns that can be used for both men and women.
|
||||
|
|
|
|||
|
|
@ -1,16 +1,16 @@
|
|||
Grammar has two main parts: words and structure. Structure involves how we put words together to form phrases, clauses, and sentences. Here is a brief overview of Grammar Topics we will deal with in detail.
|
||||
|
||||
**Parts of Speech** - Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
|
||||
**Parts of Speech** – Every word in a language belongs to a category called a part of speech. (See [Parts of Speech](../figs-partsofspeech/01.md).)
|
||||
|
||||
**Sentences** - When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
**Sentences** – When we speak, we organize our thoughts in sentences. A sentence usually has a complete thought about an event or a situation or state of being. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
|
||||
* Sentences can be statements, questions, commands, or exclamations. (See [Exclamations](../figs-sentencetypes/01.md).)
|
||||
* Sentences can have more than one clause. (See [Sentence Structure](../figs-sentences/01.md).)
|
||||
* Some languages have both active and passive sentences. (See [Active or Passive](../figs-activepassive/01.md).)
|
||||
|
||||
**Possession** - This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “‘s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
|
||||
**Possession** – This shows that there is a relationship between two nouns. In English it is marked with “of” as in “the love of God,” or with “‘s” as in “God’s love,” or with a possessive pronoun as in “his love.” (See [Possession](../figs-possession/01.md).)
|
||||
|
||||
**Quotations** - A quotation is a report of what someone else has said.
|
||||
**Quotations** – A quotation is a report of what someone else has said.
|
||||
|
||||
* Quotations normally have two parts: Information about who said something and what the person said. (See [Quotations and Quote Margins](../writing-quotations/01.md).)
|
||||
* Quotations can be either direct quotes or indirect quotes. (See [Direct and Indirect Quotations](../figs-quotations/01.md).)
|
||||
|
|
|
|||
|
|
@ -1,4 +1,4 @@
|
|||
Consider these phrases: “If the sun stopped shining … ,” “What if the sun stopped shining … , ” “Suppose the sun stopped shining … , ” and “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. Hypothetical expressions occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen and so that they will understand why the event was imagined.
|
||||
Consider these phrases: “If the sun stopped shining … ,” “What if the sun stopped shining … ,” “Suppose the sun stopped shining … ,” and “If only the sun had not stopped shining.” We use such expressions to set up hypothetical situations, imagining what might have happened or what could happen in the future but probably will not. We also use them to express regret or wishes. Hypothetical expressions occur often in the Bible. You (the translator) need to translate them in a way that people will know that the event did not actually happen and so that they will understand why the event was imagined.
|
||||
|
||||
### Description
|
||||
|
||||
|
|
|
|||
|
|
@ -71,5 +71,5 @@ If the idiom would be clearly understood in your language, consider using it. If
|
|||
> Put these words **into your ears** (Luke 9:44a ULT)
|
||||
>> **Be all ears** when I say these words to you.
|
||||
|
||||
> ”My **eyes grow dim** from grief (Psalm 6:7a ULT)
|
||||
> “My **eyes grow dim** from grief (Psalm 6:7a ULT)
|
||||
>> I am crying my **eyes out**
|
||||
|
|
@ -8,36 +8,36 @@ Figures of speech are ways of saying things that use words in non-literal ways.
|
|||
|
||||
Listed below are different types of Figures of Speech. If you would like additional information simply click the colored word to be directed to a page containing definitions, examples, and videos for each figure of speech.
|
||||
|
||||
* **[Apostrophe](../figs-apostrophe/01.md)** - An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
|
||||
* **[Apostrophe](../figs-apostrophe/01.md)** – An apostrophe is a figure of speech in which a speaker directly addresses someone who is not there, or addresses a thing that is not a person.
|
||||
|
||||
* **[Doublet](../figs-doublet/01.md)** - A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
|
||||
* **[Doublet](../figs-doublet/01.md)** – A doublet is a pair of words or very short phrases that mean the same thing and that are used in the same phrase. In the Bible, doublets are often used in poetry, prophecy, and sermons to emphasize an idea.
|
||||
|
||||
* **[Euphemism](../figs-euphemism/01.md)** - A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
|
||||
* **[Euphemism](../figs-euphemism/01.md)** – A euphemism is a mild or polite way of referring to something that is unpleasant or embarrassing. Its purpose is to avoid offending the people who hear or read it.
|
||||
|
||||
* **[Hendiadys](../figs-hendiadys/01.md)** - In hendiadys a single idea is expressed with two words connected with “and,” when one word could be used to modify the other.
|
||||
* **[Hendiadys](../figs-hendiadys/01.md)** – In hendiadys a single idea is expressed with two words connected with “and,” when one word could be used to modify the other.
|
||||
|
||||
* **[Hyperbole](../figs-hyperbole/01.md)** - A hyperbole is a deliberate exaggeration used to indicate the speaker’s feeling or opinion about something.
|
||||
* **[Hyperbole](../figs-hyperbole/01.md)** – A hyperbole is a deliberate exaggeration used to indicate the speaker’s feeling or opinion about something.
|
||||
|
||||
* **[Idiom](../figs-idiom/01.md)** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
|
||||
* **[Idiom](../figs-idiom/01.md)** – An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words.
|
||||
|
||||
* **[Irony](../figs-irony/01.md)** - Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words.
|
||||
* **[Irony](../figs-irony/01.md)** – Irony is a figure of speech in which the sense that the speaker intends to communicate is actually the opposite of the literal meaning of the words.
|
||||
|
||||
* **[Litotes](../figs-litotes/01.md)** - Litotes is an emphatic statement about something made by negating an opposite expression.
|
||||
* **[Litotes](../figs-litotes/01.md)** – Litotes is an emphatic statement about something made by negating an opposite expression.
|
||||
|
||||
* **[Merism](../figs-merism/01.md)** - Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.
|
||||
* **[Merism](../figs-merism/01.md)** – Merism is a figure of speech in which a person refers to something by listing some of its parts or by speaking of two extreme parts of it.
|
||||
|
||||
* **[Metaphor](../figs-metaphor/01.md)** - A metaphor is a figure of speech in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
|
||||
* **[Metaphor](../figs-metaphor/01.md)** – A metaphor is a figure of speech in which one concept is used in place of another, unrelated concept. This invites the hearer to think of what the unrelated concepts have in common. That is, metaphor is an implied comparison between two unrelated things.
|
||||
|
||||
* **[Metonymy](../figs-metonymy/01.md)** - Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
|
||||
* **[Metonymy](../figs-metonymy/01.md)** – Metonymy is a figure of speech in which a thing or idea is called not by its own name, but by the name of something closely associated with it. A metonym is a word or phrase used as a substitute for something it is associated with.
|
||||
|
||||
* **[Parallelism](../figs-parallelism/01.md)** - In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
|
||||
* **[Parallelism](../figs-parallelism/01.md)** – In parallelism two phrases or clauses that are similar in structure or idea are used together. It is found throughout the whole of the Hebrew Bible, most commonly in the poetry of the books of Psalms and Proverbs.
|
||||
|
||||
* **[Personification](../figs-personification/01.md)** - Personification is a figure of speech in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
|
||||
* **[Personification](../figs-personification/01.md)** – Personification is a figure of speech in which an idea or something that is not human is referred to as if it were a person and could do the things that people do or have the qualities that people have.
|
||||
|
||||
* **[Predictive Past](../figs-pastforfuture/01.md)** - The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
|
||||
* **[Predictive Past](../figs-pastforfuture/01.md)** – The predictive past is a form that some languages use to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen.
|
||||
|
||||
* **[Rhetorical Question](../figs-rquestion/01.md)** - A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker’s attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
|
||||
* **[Rhetorical Question](../figs-rquestion/01.md)** – A rhetorical question is a question that is used for something other than getting information. Often it indicates the speaker’s attitude toward the topic or the listener. Often it is used for rebuking or scolding, but some languages have other purposes as well.
|
||||
|
||||
* **[Simile](../figs-simile/01.md)** - A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as “like,” “as,” or “than” to make the comparison explicit.
|
||||
* **[Simile](../figs-simile/01.md)** – A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait that the two items have in common, and it includes words such as “like,” “as,” or “than” to make the comparison explicit.
|
||||
|
||||
* **[Synecdoche](../figs-synecdoche/01.md)** - Synecdoche is a figure of speech in which (1) the name of a part of something is used to refer to the whole thing, or (2) the name of a whole thing is used to refer to just one part of it.
|
||||
* **[Synecdoche](../figs-synecdoche/01.md)** – Synecdoche is a figure of speech in which (1) the name of a part of something is used to refer to the whole thing, or (2) the name of a whole thing is used to refer to just one part of it.
|
||||
|
|
@ -23,7 +23,7 @@ People worshiped idols as if their idols had knowledge or power, and Yahweh was
|
|||
|
||||
> Can you lead light and darkness to their places of work?
|
||||
> Can you find the way back to their houses for them?
|
||||
> **Undoubtedly you know, for you were born then;** “**the number of your days is so large!** ” (Job 38:20-21 ULT)
|
||||
> **Undoubtedly you know, for you were born then;** “**the number of your days is so large!**” (Job 38:20-21 ULT)
|
||||
|
||||
Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two phrases in bold above are irony. They emphasize the opposite of what they say, because they are so obviously false. They emphasize that Job could not possibly answer God’s questions about the creation of light because Job was not born until many, many years later.
|
||||
|
||||
|
|
@ -57,7 +57,7 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
>
|
||||
> > **You are doing a terrible thing when you reject the commandment of God** so you may keep your tradition!
|
||||
>
|
||||
> ”Present your case,” says Yahweh; “present your best arguments for your idols,” says the King of Jacob. “**Let them bring us their own arguments; have them come forward and declare to us what will happen**, so we may know these things well. **Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled**.” (Isaiah 41:21-22 ULT)
|
||||
> “Present your case,” says Yahweh; “present your best arguments for your idols,” says the King of Jacob. “**Let them bring us their own arguments; have them come forward and declare to us what will happen**, so we may know these things well. **Have them tell us of earlier predictive declarations, so we can reflect on them and know how they were fulfilled**.” (Isaiah 41:21-22 ULT)
|
||||
>
|
||||
> > ‘Present your case,’ says Yahweh; ‘present your best arguments for your idols,’ says the King of Jacob. Your idols **cannot bring us their own arguments or come forward to declare to us what will happen** so we may know these things well. We cannot hear them because **they cannot speak** to tell us their earlier predictive declarations, so we cannot reflect on them and know how they were fulfilled.
|
||||
>
|
||||
|
|
|
|||
|
|
@ -4,7 +4,7 @@ A parable is a short story that teaches something(s) that is true, and delivers
|
|||
|
||||
A parable is a short story that is told to teach something(s) that is true. Though the events in a parable could happen, they did not actually happen. They are told only to teach the lesson(s) that the listener is meant to learn. Parables rarely contain the names of specific people. (This may help you identify what is a parable and what is an account of a real event.) Parables often use figures of speech such as [simile](../figs-simile/01.md) and [metaphor](../figs-simile/01.md).
|
||||
|
||||
> Then he also told them a parable. “A blind man is not able to guide a blind man, is he? Would not both fall into a pit? ” (Luke 6:39 ULT)
|
||||
> Then he also told them a parable. “A blind man is not able to guide a blind man, is he? Would not both fall into a pit?” (Luke 6:39 ULT)
|
||||
|
||||
This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things.
|
||||
|
||||
|
|
|
|||
|
|
@ -74,14 +74,14 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
|
|||
|
||||
(1) Combine the ideas of both clauses into one.
|
||||
|
||||
> Until now you have dealt deceitfully with me and you have spoken lies to me. (Judges 16:13, ULT) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
> Until now you have dealt deceitfully with me and you have spoken lies to me. (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 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, 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.”
|
||||
|
|
|
|||
|
|
@ -39,19 +39,19 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
|
||||
(1) Add words or phrases to make the human (or animal) characteristic clear.
|
||||
|
||||
> **Sin crouches** at the door. (Genesis 4:7b ULT) - God speaks of sin as if it were a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
|
||||
> **Sin crouches** at the door. (Genesis 4:7b ULT) – God speaks of sin as if it were a wild animal that is waiting for the chance to attack. This shows how dangerous sin is. An additional phrase can be added to make this danger clear.
|
||||
|
||||
>> **Sin** is at your door, **waiting to attack you.**
|
||||
|
||||
(2) In addition to Strategy (1), use words such as “like” or “as” to show that the sentence is not to be understood literally.
|
||||
|
||||
>Sin crouches at the door. (Genesis 4:7b ULT) - This can be translated with the word “as.”
|
||||
>Sin crouches at the door. (Genesis 4:7b ULT) – This can be translated with the word “as.”
|
||||
|
||||
>> Sin is crouching at the door, **just as a wild animal does as it waits to attack a person.** .
|
||||
|
||||
(3) Find a way to translate it without the personification.
|
||||
|
||||
> Even the **winds and the sea obey him**. (Matthew 8:27b ULT) - The men speak of the “wind and the sea” as if they are able to hear and obey Jesus, just as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
> Even the **winds and the sea obey him**. (Matthew 8:27b ULT) – The men speak of the “wind and the sea” as if they are able to hear and obey Jesus, just as people can. This could also be translated without the idea of obedience by speaking of Jesus controlling them.
|
||||
>> He even **controls the winds and the sea**.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -27,27 +27,27 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
|
|||
|
||||
### Examples From the Bible
|
||||
|
||||
**Ownership** - In the example below, the son owned the money.
|
||||
**Ownership** – In the example below, the son owned the money.
|
||||
|
||||
> The younger son … wasted his wealth by living recklessly. (Luke 15:13b)
|
||||
|
||||
**Social Relationship** - In the example below, the disciples were people who learned from John.
|
||||
**Social Relationship** – In the example below, the disciples were people who learned from John.
|
||||
|
||||
> Then **the disciples of John** came to him. (Matthew 9:14a ULT)
|
||||
|
||||
**Material** - In the example below, the material used for making the crowns was gold.
|
||||
**Material** – In the example below, the material used for making the crowns was gold.
|
||||
|
||||
> On their heads were something like **crowns of gold.** (Revelation 9:7b)
|
||||
|
||||
**Contents** - In the example below, the cup has water in it.
|
||||
**Contents** – In the example below, the cup has water in it.
|
||||
|
||||
> For whoever gives you **a cup of water** to drink … will not lose his reward. (Mark 9:41 ULT)
|
||||
|
||||
**Part of a whole** - In the example below, the door was a part of the palace.
|
||||
**Part of a whole** – In the example below, the door was a part of the palace.
|
||||
|
||||
> But Uriah slept at **the door of the king’s palace.** (2 Samuel 11:9a ULT)
|
||||
|
||||
**Part of a group** - In the example below, “us” refers to the whole group and “each one” refers to the individual members.
|
||||
**Part of a group** – In the example below, “us” refers to the whole group and “each one” refers to the individual members.
|
||||
|
||||
> Now to **each one of us** grace has been given according to the measure of the gift of Christ. (Ephesians 4:7 ULT)
|
||||
|
||||
|
|
@ -55,7 +55,7 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He
|
|||
|
||||
Sometimes one or both of the nouns is an abstract noun that refers to an event or action. In the examples below, the abstract nouns are in **bold** print. These are just some of the relationships that are possible between two nouns when one of them refers to an event.
|
||||
|
||||
**Subject** - Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, **John baptized people**.
|
||||
**Subject** – Sometimes the word after “of” tells who would do the action named by the first noun. In the example below, **John baptized people**.
|
||||
|
||||
> The **baptism of John**, was it from heaven or from men? Answer me.” (Mark 11:30)
|
||||
|
||||
|
|
@ -63,15 +63,15 @@ In the example below, **Christ loves us**.
|
|||
|
||||
> Who will separate us from the **love of Christ**? (Romans 8:35)
|
||||
|
||||
**Object** - Sometimes the word after “of” tells who or what something would happen to. In the example below, **people love money**.
|
||||
**Object** – Sometimes the word after “of” tells who or what something would happen to. In the example below, **people love money**.
|
||||
|
||||
> For the **love of money** is a root of all kinds of evil. (1 Timothy 6:10a ULT)
|
||||
|
||||
**Instrument** - Sometimes the word after “of” tells how something would happen. In the example below, God would **punish people by sending enemies to attack them with swords**.
|
||||
**Instrument** – Sometimes the word after “of” tells how something would happen. In the example below, God would **punish people by sending enemies to attack them with swords**.
|
||||
|
||||
> Then be afraid of the sword, because wrath brings **the punishment of the sword**. (Job 19:29a ULT)
|
||||
|
||||
**Representation** - In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their **baptism represented their repentance**.
|
||||
**Representation** – In the example below, John was baptizing people who were repenting of their sins. They were being baptized to show that they were repenting. Their **baptism represented their repentance**.
|
||||
|
||||
> John came, baptizing in the wilderness and preaching **a baptism of repentance** for the forgiveness of sins. (Mark 1:4 ULT)
|
||||
|
||||
|
|
|
|||
|
|
@ -43,7 +43,7 @@ A third layer direct quote has double quotation marks around it. We have printed
|
|||
|
||||
A fourth layer direct quote has single quotation marks around it. We have printed it in bold for you to see it clearly.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’** “ ’ ” (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: **‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’** ” ’ ” (2 Kings 1:6 ULT)
|
||||
|
||||
### Quote Marking Strategies
|
||||
|
||||
|
|
@ -57,7 +57,7 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
(1) Alternate two kinds of quotation marks to show layers of direct quotation as shown in the ULT text below.
|
||||
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’“‘” (2 Kings 1:6 ULT)
|
||||
> They said to him, “A man came to meet us who said to us, ‘Go back to the king who sent you, and say to him, “Yahweh says this: ‘Is it because there is no God in Israel that you sent men to consult with Baal Zebub, the god of Ekron? Therefore you will not come down from the bed to which you have gone up; instead, you will certainly die.’”’” (2 Kings 1:6 ULT)
|
||||
|
||||
(2) Translate one or more of the quotes as indirect quotes in order to use fewer quotation marks, since indirect quotes do not need them. In English, the word “that” can introduce an indirect quote. In the example below, everything after the word “that” is an indirect quote of what the messengers said to the king. Within that indirect quote, there are some direct quotes marked with double and single quotation marks.
|
||||
|
||||
|
|
|
|||
|
|
@ -2,10 +2,10 @@
|
|||
|
||||
A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for.
|
||||
|
||||
* **Statements** - These are mainly used to give information. ‘This is a fact.’
|
||||
* **Questions** - These are mainly used to ask for information. ‘Do you know him?’
|
||||
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
|
||||
* **Exclamations** - These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
|
||||
* **Statements** – These are mainly used to give information. ‘This is a fact.’
|
||||
* **Questions** – These are mainly used to ask for information. ‘Do you know him?’
|
||||
* **Imperative Sentences** – These are mainly used to express a desire or requirement that someone do something. ‘Pick that up.’
|
||||
* **Exclamations** – These are mainly used to express a strong feeling. ‘Ouch, that hurt!’
|
||||
|
||||
#### Reasons This Is a Translation Issue
|
||||
|
||||
|
|
|
|||
|
|
@ -2,7 +2,7 @@
|
|||
|
||||
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 troubled and discouraged, **like sheep not having 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.
|
||||
|
||||
|
|
@ -50,7 +50,7 @@ If people would understand the correct meaning of a simile, consider using it. I
|
|||
|
||||
(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 10:16a 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 **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**.
|
||||
>
|
||||
|
|
@ -60,7 +60,7 @@ If people would understand the correct meaning of a simile, consider using it. I
|
|||
|
||||
(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 10:16a 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 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**.
|
||||
>
|
||||
|
|
|
|||
|
|
@ -31,7 +31,7 @@ If the synecdoche would be natural and give the right meaning in your language,
|
|||
|
||||
(1) State specifically what the synecdoche refers to.
|
||||
|
||||
> ”**My soul** magnifies the Lord.” (Luke 1:46b ULT)
|
||||
> “**My soul** magnifies the Lord.” (Luke 1:46b ULT)
|
||||
>
|
||||
> > “**I** magnify the Lord.”
|
||||
>
|
||||
|
|
|
|||
|
|
@ -45,15 +45,15 @@ If your language uses parallelism in the same way as the biblical languages (tha
|
|||
|
||||
(1) Combine the ideas of both clauses into one.
|
||||
|
||||
> 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 **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 **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**, 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.
|
||||
|
||||
|
|
|
|||
|
|
@ -28,7 +28,7 @@ The event of the first clause occurs after the event of the second clause. First
|
|||
|
||||
> Then Mary arose in those days **and** quickly went into the hill country, to a city of Judah, **and** she entered into the house of Zechariah **and** greeted Elizabeth. (Luke 1:39-40 ULT)
|
||||
|
||||
Here the general connector “**and** ” connects four events. These are sequential events – each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector, “and,” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language.
|
||||
Here the general connector “**and**” connects four events. These are sequential events – each happens after the one before it. We know this because that is the only way that these events would happen. So in English, the general connector, “and,” is enough to make the sequence clear for events such as these. You will need to decide if this also communicates this sequence clearly and correctly in your language.
|
||||
|
||||
#### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -42,7 +42,7 @@ Listed below are different types of connections between ideas or events. These d
|
|||
* [Factual Condition](../grammar-connect-condition-fact/01.md) – a connection that sounds hypothetical but is already certain or true so that the condition is guaranteed to happen.
|
||||
* [Contrary to Fact Condition](../grammar-connect-condition-contrary/01.md) – a connection that sounds hypothetical but is already certain that it is not true. See also: [Hypothetical Statements](../figs-hypo/01.md).
|
||||
* [Goal Relationship](../grammar-connect-logic-goal/01.md) – a logical relationship in which the second event is the purpose or goal of the first.
|
||||
* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) - a logical relationship in which one event is the reason for the other event, which is the result.
|
||||
* [Reason and Result Relationship](../grammar-connect-logic-result/01.md) – a logical relationship in which one event is the reason for the other event, which is the result.
|
||||
* [Contrast Relationship](../grammar-connect-logic-contrast/01.md) – one item is being described as different or in opposition to another.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,9 +3,9 @@ An **equal** translation communicates any expressive meaning from the source lan
|
|||
|
||||
#### Idioms
|
||||
|
||||
**Definition** - An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words. Determine the meaning of idioms, proverbs, and figures of speech and translate them with expressions in your language that have the same meaning.
|
||||
**Definition** – An idiom is a group of words that has a meaning that is different from what one would understand from the meanings of the individual words. Determine the meaning of idioms, proverbs, and figures of speech and translate them with expressions in your language that have the same meaning.
|
||||
|
||||
**Description** - Usually idioms cannot be translated literally into another language. The meaning of the idiom has to be expressed in a way that is natural in the other language.
|
||||
**Description** – Usually idioms cannot be translated literally into another language. The meaning of the idiom has to be expressed in a way that is natural in the other language.
|
||||
|
||||
For example, these three translations all have the same meaning. See Acts 18:6:
|
||||
|
||||
|
|
@ -18,9 +18,9 @@ These are all accusations of guilt. Some are using idioms with the word “blood
|
|||
#### Figures of Speech
|
||||
|
||||
|
||||
**Definition** - A figure of speech is a special way of saying something in order to catch the attention or express an emotion about what is said.
|
||||
**Definition** – A figure of speech is a special way of saying something in order to catch the attention or express an emotion about what is said.
|
||||
|
||||
**Description** - The meaning of a figure of speech as a whole is different from the normal meaning of the individual words.
|
||||
**Description** – The meaning of a figure of speech as a whole is different from the normal meaning of the individual words.
|
||||
|
||||
Here are some examples:
|
||||
|
||||
|
|
@ -41,9 +41,9 @@ It is the **real meaning** of the whole figure of speech that should be translat
|
|||
|
||||
#### Rhetorical Questions
|
||||
|
||||
**Definition** - Rhetorical questions are another way that the speaker captures the attention of the reader.
|
||||
**Definition** – Rhetorical questions are another way that the speaker captures the attention of the reader.
|
||||
|
||||
**Description** - Rhetorical questions are a type of question that does not expect an answer or ask for information. They usually express some kind of emotion and can be intended as a rebuke, a warning, to express surprise, or something else.
|
||||
**Description** – Rhetorical questions are a type of question that does not expect an answer or ask for information. They usually express some kind of emotion and can be intended as a rebuke, a warning, to express surprise, or something else.
|
||||
|
||||
For example, see Matthew 3:7: “You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?”
|
||||
|
||||
|
|
@ -55,7 +55,7 @@ You may need to restate this rhetorical question as a statement when you transla
|
|||
|
||||
#### Exclamations
|
||||
|
||||
**Definition** - Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words “alas” or “wow” in English.
|
||||
**Definition** – Languages use exclamations to communicate emotion. Sometimes the exclamation word or words do not have meaning other than the expression of emotion, such as the words “alas” or “wow” in English.
|
||||
|
||||
For example, see 1 Samuel 4:8: **Woe to us**! Who will protect us from the strength of these mighty gods? (ULT)
|
||||
|
||||
|
|
@ -63,9 +63,9 @@ The Hebrew word translated as “woe” here expresses strong emotion about some
|
|||
|
||||
#### Poetry
|
||||
|
||||
**Definition** - One of the purposes of poetry is to express emotion about something.
|
||||
**Definition** – One of the purposes of poetry is to express emotion about something.
|
||||
|
||||
**Description** - Poetry does this through many different ways that can be different in different languages. These ways can include everything discussed so far, such as figures of speech and exclamations. Poetry might also use grammar differently than ordinary speech, or use wordplays or words with similar sounds or certain rhythms to convey emotion.
|
||||
**Description** – Poetry does this through many different ways that can be different in different languages. These ways can include everything discussed so far, such as figures of speech and exclamations. Poetry might also use grammar differently than ordinary speech, or use wordplays or words with similar sounds or certain rhythms to convey emotion.
|
||||
|
||||
For example, see Psalm 36:5:
|
||||
Your covenant faithfulness, Yahweh, [reaches] to the heavens;
|
||||
|
|
|
|||
|
|
@ -18,7 +18,7 @@ Some explanation can be included in the text, as long as it is brief and does no
|
|||
|
||||
Let us compare 1 Corinthians 10:1 from the ULT and UST.
|
||||
|
||||
> “I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea. ” (ULT)
|
||||
> “I want you to know, brothers and sisters that our fathers were all under the cloud and all passed through the sea.” (ULT)
|
||||
|
||||
> “I want you to remember, brothers and sisters, that our Jewish ancestors were following God, who led them as a cloud during the day, as they passed through the Red Sea on dry land, long ago in the time of the Exodus.” (UST)
|
||||
|
||||
|
|
|
|||
|
|
@ -11,7 +11,7 @@ The Bible shows that God called Jesus his Son:
|
|||
|
||||
The Bible shows that Jesus called God his Father:
|
||||
|
||||
> Jesus said, “I praise you **Father**, Lord of heaven and earth,…no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son** ” (Matthew 11:25-27 ULT) (See also: John 6:26-57)
|
||||
> Jesus said, “I praise you **Father**, Lord of heaven and earth,…no one knows the **Son** except the **Father**, and no one knows the **Father** except the **Son**” (Matthew 11:25-27 ULT) (See also: John 6:26-57)
|
||||
|
||||
Christians have found that “Father” and “Son” are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them.
|
||||
|
||||
|
|
|
|||
|
|
@ -13,7 +13,7 @@ Some examples of Alternate Translations are:
|
|||
|
||||
> it is the law of the Medes and Persians, that **no decree or statute that the king issues can be changed**. (Daniel 6:15 ULT)
|
||||
|
||||
* **no decree…can be changed** - An additional sentence may be added here to aid in understanding. Alternate Translation: “no decree…can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
|
||||
* **no decree…can be changed** – An additional sentence may be added here to aid in understanding. Alternate Translation: “no decree…can be changed. So they must throw Daniel into the pit of lions.” (See: *Explicit*)
|
||||
|
||||
The additional sentence shows what the speaker wanted the king to understand from his reminder that the king’s decrees and statues cannot be changed. In the translation, you (the translator) may need to state clearly some things that the original speaker or writer left unstated or implicit.
|
||||
|
||||
|
|
@ -21,7 +21,7 @@ The additional sentence shows what the speaker wanted the king to understand fro
|
|||
|
||||
> to him who blasphemes against the Holy Spirit, **it will not be forgiven**. (Luke 12:10 ULT)
|
||||
|
||||
* **it will not be forgiven** - This can be expressed with an active verb. Alternate Translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate Translation: “God will consider him guilty forever” (See: *Active Passive*)
|
||||
* **it will not be forgiven** – This can be expressed with an active verb. Alternate Translation: God will not forgive him. This can also be expressed in a positive way using a verb that means the opposite of “forgive.” Alternate Translation: “God will consider him guilty forever” (See: *Active Passive*)
|
||||
|
||||
This Note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
|
||||
|
||||
|
|
@ -29,6 +29,6 @@ This Note provides an example of how translators can translate this passive sent
|
|||
|
||||
> Saul, Saul, **why are you persecuting me?** (Acts 9:4 ULT)
|
||||
|
||||
* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate Translation): “Stop persecuting me!” (See: *Rhetorical Questions*)
|
||||
* **why are you persecuting me?** – This rhetorical question communicates a rebuke to Saul. In some languages, a statement would be more natural (Alternate Translation): “You are persecuting me!” or a command might be more natural (Alternate Translation): “Stop persecuting me!” (See: *Rhetorical Questions*)
|
||||
|
||||
The translation suggestion here provides an alternate way to translate the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.
|
||||
|
|
@ -11,7 +11,7 @@ Sometimes a Note suggests a translation from the UST. In that case the text from
|
|||
|
||||
The Note for this verse says:
|
||||
|
||||
* **sits in the heavens** - Here sitting represents ruling. What he sits on can be stated clearly. Alternate Translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md).)
|
||||
* **sits in the heavens** – Here sitting represents ruling. What he sits on can be stated clearly. Alternate Translation: “rules in the heavens” or “sits on his throne in heaven” (UST) (See [Metonymy](../figs-metonymy/01.md) and [Explicit](../figs-explicit/01.md).)
|
||||
|
||||
Here there are two suggested translations for the phrase ‘sits in the heavens.’ The first expresses clearly what “sits in the heavens” represents. The second gives a hint about the idea of ruling by stated clearly that he sits on his “throne.” This suggestion is from the UST.
|
||||
|
||||
|
|
@ -21,6 +21,6 @@ Here there are two suggested translations for the phrase ‘sits in the heavens.
|
|||
|
||||
The Note for this verse says:
|
||||
|
||||
* **he fell on his face** - “he knelt and touched the ground with his face” or “he bowed down to the ground” (UST)
|
||||
* **he fell on his face** – “he knelt and touched the ground with his face” or “he bowed down to the ground” (UST)
|
||||
|
||||
Here the words from the UST are provided as another translation suggestion.
|
||||
|
|
@ -31,7 +31,7 @@ This note alerts you to the beginning of a new part of a story and gives you a l
|
|||
|
||||
> <sup> 17</sup> For he was one of us and received his share of the benefits of this ministry.” <sup> 18</sup> (Now this man bought a field with the earnings of his evil act. Then he fell head first, and his body burst wide open, and all his bowels poured out. <sup> 19</sup> It became known to all those living in Jerusalem that the field was called in their own language Akeldama, that is, The field of blood.) (Acts 1:17-19 ULT)
|
||||
|
||||
* **Connecting Statement:** - Peter continues his speech to the believers that he began in *Acts 1:16*.
|
||||
* **Connecting Statement:** – Peter continues his speech to the believers that he began in *Acts 1:16*.
|
||||
|
||||
This note tells you that it is still Peter speaking in verse 17 so you can mark that correctly in your language.
|
||||
|
||||
|
|
@ -43,7 +43,7 @@ This note tells you that it is still Peter speaking in verse 17 so you can mark
|
|||
> <sup> 21</sup> But to Israel he says, “All the day long I reached out my hands
|
||||
> to a disobedient and resistant people.” (Romans 10:20-21 ULT)
|
||||
|
||||
* **General Information:** - Here the words “I,” “me,” and “my” refer to God.
|
||||
* **General Information:** – Here the words “I,” “me,” and “my” refer to God.
|
||||
|
||||
This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said.
|
||||
|
||||
|
|
@ -51,6 +51,6 @@ This note lets you know who the pronouns refer to. You may need to add something
|
|||
|
||||
> <sup> 26</sup> Now an angel of the Lord spoke to Philip and said, “Arise and go toward the south to the road that goes down from Jerusalem to Gaza.” (This road is in a desert.) <sup> 27</sup> He arose and went. Behold, there was a man from Ethiopia, a eunuch of great authority under Candace, queen of the Ethiopians. He was in charge of all her treasure. He had come to Jerusalem to worship. <sup> 28</sup> He was returning and sitting in his chariot, and was reading the prophet Isaiah. (Acts 8:26-28 ULT)
|
||||
|
||||
* **General Information:** - This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*)
|
||||
* **General Information:** – This is the beginning of the part of the story about Philip and the man from Ethiopia. Verse 27 gives background information about the man from Ethiopia. (See: *Backgrounds*)
|
||||
|
||||
This note alerts you to the beginning of a new part of a story and to some background information so you can be aware of these things and use your language’s ways of showing these things. The note includes a link to the page about background information so you can learn more about how to translate that kind of information.
|
||||
|
|
@ -8,12 +8,12 @@ Sometimes you may not know what a word in the ULT means. The Notes may have a de
|
|||
Simple definitions of words or phrases are added without quotes or sentence format. Here are examples:
|
||||
> It is like children playing in the marketplace, who sit and call to one another and say, “We played a **flute** for you.” (Matthew 11:16-17 ULT)
|
||||
|
||||
* **marketplace** - a large, open-air area where people would come to sell their goods
|
||||
* **flute** - a long, hollow musical instrument which is played by blowing air in or over one end
|
||||
* **marketplace** – a large, open-air area where people would come to sell their goods
|
||||
* **flute** – a long, hollow musical instrument which is played by blowing air in or over one end
|
||||
|
||||
> people who dress in splendid clothing and live in luxury are in **kings’ palaces** (Luke 7:25 ULT)
|
||||
|
||||
* **kings’ palaces** - a large, expensive house that a king lives in
|
||||
* **kings’ palaces** – a large, expensive house that a king lives in
|
||||
|
||||
### Translation Principles
|
||||
|
||||
|
|
|
|||
|
|
@ -9,18 +9,18 @@ Simple explanations about words or phrases are written as full sentences. They b
|
|||
|
||||
> The fishermen had gotten out of them and were **washing their nets**.(Luke 5:2 ULT)
|
||||
|
||||
* **washing their nets** - They were cleaning their fishing nets in order to use them again to catch fish.
|
||||
* **washing their nets** – They were cleaning their fishing nets in order to use them again to catch fish.
|
||||
|
||||
If you did not know that fishermen used nets to catch fish, you might wonder why the fishermen were cleaning their nets. This explanation can help you choose good words for “were washing” and “nets.”
|
||||
|
||||
> they **motioned** to their partners in the other boat (Luke 5:7 ULT)
|
||||
|
||||
* **motioned** - They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
* **motioned** – They were too far from shore to call so they made gestures, probably waving their arms.
|
||||
|
||||
This note can help you understand what kind of motion the people made. It was a motion that people would be able to see from a distance. This will help you choose a good word or phrase for “motioned.”
|
||||
|
||||
> He will be filled with the Holy Spirit, **even while in his mother’s womb**. (Luke 1:14 ULT)
|
||||
|
||||
* **even while in his mother’s womb** - The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
|
||||
* **even while in his mother’s womb** – The word “even” here indicates that this is especially surprising news. People had been filled with the Holy Spirit before, but no one had heard of an unborn baby being filled with the Holy Spirit.
|
||||
|
||||
This note can help you understand what the word “even” means in this sentence, so that you can find a way of showing how surprising this was.
|
||||
|
|
@ -13,12 +13,12 @@ In order to translate the meaning, you need to be able to recognize the figure o
|
|||
|
||||
> Many will come **in my name** and say, ‘I am he,’ and they will lead many astray. (Mark 13:6 ULT)
|
||||
|
||||
* **in my name** - Possible meanings are (Alternate Translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*)
|
||||
* **in my name** – Possible meanings are (Alternate Translation:) (1) “claiming my authority” or (2) “claiming that God sent them.” (See: *Metonymy* and *Idiom*)
|
||||
|
||||
The figure of speech in this Note is called a metonymy. The phrase “in my name” does not refer to the speaker’s name (Jesus), but to his person and authority. (Thus, in this context, the word “name” is a *metonym* for the ideas of “person/authority.”) The Note explains the metonymy in this passage by giving two alternate translations. After that, there is a link to the UTA page about metonymy. Click on the link to learn about metonymy and general strategies for translating metonyms. Because this phrase is also a common idiom, the Note includes a link to the UTA page that explains idioms.
|
||||
|
||||
> “**You offspring of vipers**! Who warned you to run away from the wrath that is coming? (Luke 3:7 ULT)
|
||||
|
||||
* **You offspring of vipers** - In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. Alternate Translation: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: *Metaphor*)
|
||||
* **You offspring of vipers** – In this metaphor, John compares the crowd to vipers, which were deadly or dangerous snakes and represent evil. Alternate Translation: “You evil poisonous snakes” or “People should stay away from you just like they avoid poisonous snakes” (See: *Metaphor*)
|
||||
|
||||
The figure of speech in this Note is called a metaphor. The Note explains the metaphor and gives two alternate translations. After that, there is a link to the UTA page about metaphors.
|
||||
|
|
|
|||
|
|
@ -11,12 +11,12 @@ There may be a Note about direct and indirect quotes when a quote has another qu
|
|||
|
||||
> He instructed him **to tell no one** (Luke 5:14 ULT)
|
||||
|
||||
* **to tell no one** - This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate Translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
|
||||
* **to tell no one** – This can be translated as a direct quote: “Do not tell anyone” There is implied information that can also be stated explicitly (Alternate Translation): “do not tell anyone that you have been healed” (See: *Direct and Indirect Quotations* and *Ellipsis*)
|
||||
|
||||
Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language.
|
||||
|
||||
> At the time of the harvest **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn**.” (Matthew 13:30 ULT)
|
||||
|
||||
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** - You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
|
||||
* **I will say to the reapers, “First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn”** – You can translate this as an indirect quote: “I will tell the reapers to first gather up the weeds and tie them in bundles to burn them, then gather the wheat into my barn.” (See: *Direct and Indirect Quotations*)
|
||||
|
||||
Here the translationNote shows how to change the direct quote to an indirect quote, in case that would be clearer or more natural in the target language.
|
||||
|
|
@ -14,9 +14,9 @@ There are several reasons to read the unfoldingWord® Translation Academy topic
|
|||
|
||||
#### Examples
|
||||
|
||||
* **evening and morning** - This refers to the whole day. Two parts of the day are used to refer to the whole day. In the Jewish culture, a day begins when the sun sets. (See: [*Merism*](../figs-merism/01.md))
|
||||
* **walking** - “obeying” (See: [*Metaphor*](../figs-metaphor/01.md))
|
||||
* **made it known** - “communicated it” (See: [*Idiom*](../figs-idiom/01.md))
|
||||
* **evening and morning** – This refers to the whole day. Two parts of the day are used to refer to the whole day. In the Jewish culture, a day begins when the sun sets. (See: [*Merism*](../figs-merism/01.md))
|
||||
* **walking** – “obeying” (See: [*Metaphor*](../figs-metaphor/01.md))
|
||||
* **made it known** – “communicated it” (See: [*Idiom*](../figs-idiom/01.md))
|
||||
|
||||
|
||||
|
||||
|
|
@ -33,7 +33,7 @@ These links will only take you back to Notes in the same book that you are worki
|
|||
|
||||
#### Examples
|
||||
|
||||
* **be fruitful and multiply** - See how you translated these commands in [Genesis 1:28](http://).
|
||||
* **everything that creeps along the ground** - This includes all types of small animals. See how you translated this in [Genesis 1:25](http://).
|
||||
* **will be blessed in him** - Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](http://).
|
||||
* **be fruitful and multiply** – See how you translated these commands in [Genesis 1:28](http://).
|
||||
* **everything that creeps along the ground** – This includes all types of small animals. See how you translated this in [Genesis 1:25](http://).
|
||||
* **will be blessed in him** – Alternate Translation: “will be blessed because of Abraham” or “will be blessed because I have blessed Abraham.” For translating “in him,” see how you translated “through you” in [Genesis 12:3](http://).
|
||||
|
||||
|
|
|
|||
|
|
@ -7,7 +7,7 @@ Sometimes there are notes for a phrase and separate notes for portions of that p
|
|||
|
||||
> **But it is to the extent of your hardness and unrepentant heart** that you are storing up for yourself wrath in the day of wrath (Romans 2:5 ULT)
|
||||
|
||||
* **But it is to the extent of your hardness and unrepentant heart** - Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate Translation: “It is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
|
||||
* **hardness and unrepentant heart** - The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
|
||||
* **But it is to the extent of your hardness and unrepentant heart** – Paul uses a metaphor to compare a person who refuses to obey God to something hard, like a stone. He also uses the metonym “heart” to represent the whole person. Alternate Translation: “It is because you refuse to listen and repent” (See: *Metaphor* and *Metonymy*)
|
||||
* **hardness and unrepentant heart** – The phrase “unrepentant heart” explains the word “hardness” (See: *Doublet*)
|
||||
|
||||
In this example the first note explains the metaphor and the metonym in the longer phrase as a whole, and the second note explains the doublet within the longer phrase.
|
||||
|
|
@ -13,7 +13,7 @@ When many scholars say that a word or phrase means one thing, and many others sa
|
|||
|
||||
> But Simon Peter, when he saw it, **fell down at Jesus’ knees**, saying, “Depart from me, for I am a sinful man, Lord.” (Luke 5:8 ULT)
|
||||
|
||||
* **fell down at Jesus’ knees** - Possible meanings are (1) “knelt down before Jesus” or (2) “bowed down at Jesus feet” or (3) “lay down on the ground at Jesus feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
* **fell down at Jesus’ knees** – Possible meanings are (1) “knelt down before Jesus” or (2) “bowed down at Jesus feet” or (3) “lay down on the ground at Jesus feet.” Peter did not fall accidentally. He did this as a sign of humility and respect for Jesus.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
|
|||
|
|
@ -7,12 +7,12 @@ Some Notes provide a translation suggestion that can replace the word or phrase
|
|||
|
||||
> Make ready **the way** of the Lord, (Luke 3:4 ULT)
|
||||
|
||||
* **the way** - “the path” or “the road”
|
||||
* **the way** – “the path” or “the road”
|
||||
|
||||
In this example, the words “the path” or the words “the road” can replace the words “the way” in the ULT. You can decide whether it is natural to say “way,” “path,” or “road” in your language.
|
||||
|
||||
> **Deacons, likewise**, should be dignified, not double-talkers. (1 Timothy 3:8 ULT)
|
||||
|
||||
* **Deacons, likewise** - “In the same way, deacons” or “Deacons, like overseers”
|
||||
* **Deacons, likewise** – “In the same way, deacons” or “Deacons, like overseers”
|
||||
|
||||
In this example, the words “In the same way, deacons” or “Deacons, like overseers” can replace the words “Deacons, likewise” in the ULT. You, as the translator, can decide what is natural for your language.
|
||||
|
|
@ -3,36 +3,36 @@
|
|||
|
||||
Translation Notes are words or phrases copied from the ULT and then explained. In English, every Note that explains the ULT starts the same. There is a bullet point, the ULT text is in bold followed by a dash, and then there are translation suggestions or information for the translator. The Notes follow this format:
|
||||
|
||||
* **copied ULT text** - translation suggestion or information for the translator.
|
||||
* **copied ULT text** – translation suggestion or information for the translator.
|
||||
|
||||
#### Types of Notes
|
||||
|
||||
There are many different types of notes in the Translation Notes. Each type of note gives the explanation in a different way. Knowing the type of note will help you (the translator) make decisions on the best way to translate the Bible text into your language.
|
||||
|
||||
* **[Notes with Definitions](../resources-def/01.md)** - Sometimes you may not know what a word in the ULT means. Simple definitions of words or phrases are added without quotes or sentence format.
|
||||
* **[Notes with Definitions](../resources-def/01.md)** – Sometimes you may not know what a word in the ULT means. Simple definitions of words or phrases are added without quotes or sentence format.
|
||||
|
||||
* **[Notes that Explain](../resources-eplain/01.md)** - Simple explanations about words or phrases are in sentence format.
|
||||
* **[Notes that Explain](../resources-eplain/01.md)** – Simple explanations about words or phrases are in sentence format.
|
||||
|
||||
* **Notes that Suggest Other Ways to Translate** - Because there are many different kinds of these Notes, they are explained in more detail below.
|
||||
* **Notes that Suggest Other Ways to Translate** – Because there are many different kinds of these Notes, they are explained in more detail below.
|
||||
|
||||
#### Suggested Translations
|
||||
|
||||
There are several types of suggested translations.
|
||||
|
||||
* **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** - Sometimes the Notes provide a translation suggestion that can replace the word or phrase in the ULT. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULT.
|
||||
* **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** – Sometimes the Notes provide a translation suggestion that can replace the word or phrase in the ULT. These replacements can fit into the sentence without changing the meaning of the sentence. These are synonyms and equivalent phrases and are written in double-quotes. These mean the same as the text in the ULT.
|
||||
|
||||
* **[Notes with Alternate Translations](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULT because the target language may prefer a different form. The alternate translation should only be used when the ULT form or content is not accurate or natural in your language.
|
||||
* **[Notes with Alternate Translations](../resources-alter/01.md)** – An alternate translation is a suggested change to the form or content of the ULT because the target language may prefer a different form. The alternate translation should only be used when the ULT form or content is not accurate or natural in your language.
|
||||
|
||||
* **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** - When the UST provides a good alternate translation for the ULT, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate Translation. In that case, the Note will say “(UST)” after the text from the UST.
|
||||
* **[Notes that Clarify the UST Translation](../resources-clarify/01.md)** – When the UST provides a good alternate translation for the ULT, then there may be no Note providing an Alternate Translation. However, on occasion a Note will provide Alternate Translations in addition to the text from the UST, and sometimes it will quote the text from the UST as an Alternate Translation. In that case, the Note will say “(UST)” after the text from the UST.
|
||||
|
||||
* **[Notes that have Alternate Meanings](../resources-alterm/01.md)** - Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first.
|
||||
* **[Notes that have Alternate Meanings](../resources-alterm/01.md)** – Some Notes provide Alternate Meanings when a word or phrase can be understood in more than one way. When this happens, the Note will put the most probable meaning first.
|
||||
|
||||
* **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** - Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning, or will list several possible meanings, with the most probable meaning first.
|
||||
* **[Notes with Probable or Possible Meanings](../resources-porp/01.md)** – Sometimes Bible scholars do not know for sure, or do not agree on, what a particular phrase or sentence in the Bible means. Some reasons for this include: there are minor differences in the ancient Bible texts, or a word may have more than one meaning or use, or it may not be clear what a word (such as a pronoun) refers to in a particular phrase. In this case, the Note will give the most probable meaning, or will list several possible meanings, with the most probable meaning first.
|
||||
|
||||
* **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** - When there is a Figure of Speech in the ULT text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation is provided. There will also be a link to the unfoldingWord® Translation Academy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech.
|
||||
* **[Notes that Identify Figures of Speech](../resources-fofs/01.md)** – When there is a Figure of Speech in the ULT text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation is provided. There will also be a link to the unfoldingWord® Translation Academy page for additional information and translation strategies to help the translator accurately translate the meaning of that type of Figure of Speech.
|
||||
|
||||
* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** - There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
|
||||
* **[Notes that Identify Indirect and Direct Quotes](../resources-iordquote/01.md)** – There are two kinds of quotations: direct quotation and indirect quotation. When translating a quotation, translators need to decide whether to translate it as a direct quotation or an indirect quotation. These Notes will alert the translator to the choice that needs to be made.
|
||||
|
||||
* **[Notes for Long ULT Phrases](../resources-long/01.md)** - Sometimes there is a Note which refers to a phrase and then other Notes which refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
* **[Notes for Long ULT Phrases](../resources-long/01.md)** – Sometimes there is a Note which refers to a phrase and then other Notes which refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -44,7 +44,7 @@ Next is an example from Psalm 3. Some Bibles do not mark the explanation at the
|
|||
> <sup> 1</sup> Yahweh, how many are my enemies!
|
||||
> Many have turned away and attacked me.
|
||||
> <sup> 2</sup> Many say about me,
|
||||
> ”There is no help for him from God.” Selah
|
||||
> “There is no help for him from God.” Selah
|
||||
|
||||
> <sup> 1</sup> *A psalm of David, when he fled from Absalom his son.*
|
||||
> <sup> 2</sup> Yahweh, how many are my enemies!
|
||||
|
|
|
|||
|
|
@ -3,8 +3,8 @@
|
|||
|
||||
Two of the major terms used in translating text are “form” and “meaning.” These terms are used in special ways in Bible translation. They have the following definitions:
|
||||
|
||||
* **Form** - The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
* **Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
* **Form** – The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
* **Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
|
||||
### An Example
|
||||
|
||||
|
|
|
|||
|
|
@ -6,7 +6,7 @@ The unfoldingWord® Literal Text (ULT) and unfoldingWord® Simplified Text (UST)
|
|||
|
||||
#### Ellipsis marks
|
||||
|
||||
**Definition** - Ellipsis marks (…) are used to show that either someone did not finish a sentence he started, or that the author did not quote all of what someone said.
|
||||
**Definition** – Ellipsis marks (…) are used to show that either someone did not finish a sentence he started, or that the author did not quote all of what someone said.
|
||||
|
||||
In Matthew 9:4-6, the ellipsis mark shows that Jesus did not finish his sentence to the scribes when he turned his attention to the paralyzed man and spoke to him:
|
||||
|
||||
|
|
@ -19,13 +19,13 @@ In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did
|
|||
|
||||
#### Long Dashes
|
||||
|
||||
**Definition** - Long dashes (—) introduce information that is immediately relevant to what came before it. For example:
|
||||
**Definition** – Long dashes (—) introduce information that is immediately relevant to what came before it. For example:
|
||||
|
||||
> Then two men will be in a field**—**one will be taken, and one will be left behind. Two women will be grinding with a mill**—**one will be taken, and one will be left. Therefore be on your guard, for you do not know on what day your Lord will come. (Matthew 24:40-41 ULT)
|
||||
|
||||
#### Parentheses
|
||||
|
||||
**Definition** - Parentheses “( )” show that some information either is an explanation or is background information that the writer put in that place to help the reader understand the material around it.
|
||||
**Definition** – Parentheses “( )” show that some information either is an explanation or is background information that the writer put in that place to help the reader understand the material around it.
|
||||
|
||||
In John 6:6, John interrupted the story he was writing to explain that Jesus already knew what he was going to do. This is put in parentheses.
|
||||
|
||||
|
|
@ -38,7 +38,7 @@ The words in the parentheses below are not what Jesus was saying, but what Matth
|
|||
|
||||
#### Indentation
|
||||
|
||||
**Definition** - When text is indented, it means that the line of text starts further to the right than the lines of text above and below it that are not indented.
|
||||
**Definition** – When text is indented, it means that the line of text starts further to the right than the lines of text above and below it that are not indented.
|
||||
|
||||
This is done for poetry and some lists, to show that the indented lines form a part of the non-indented line above them. For example:
|
||||
|
||||
|
|
|
|||
|
|
@ -15,29 +15,29 @@ The Hebrew calendar used in the Bible has twelve months. Unlike the western cale
|
|||
|
||||
This is a list of the Hebrew months with information about them that may be helpful in the translation.
|
||||
|
||||
**Abib** - (This month is called **Nisan** after the Babylonian exile.) This is the first month of the Hebrew calendar. It marks when God brought the people of Israel out of Egypt. It is at the beginning of the spring season when the late rains come and people begin to harvest their crops. It is during the last part of March and the first part of April on western calendars. The Passover celebration started on Abib 10, the Festival of Unleavened Bread was right after that, and the Festival of Harvest was a few weeks after that.
|
||||
**Abib** – (This month is called **Nisan** after the Babylonian exile.) This is the first month of the Hebrew calendar. It marks when God brought the people of Israel out of Egypt. It is at the beginning of the spring season when the late rains come and people begin to harvest their crops. It is during the last part of March and the first part of April on western calendars. The Passover celebration started on Abib 10, the Festival of Unleavened Bread was right after that, and the Festival of Harvest was a few weeks after that.
|
||||
|
||||
**Ziv** - This is the second month of the Hebrew calendar. This is during the harvest season. It is during the last part of April and the first part of May on western calendars.
|
||||
**Ziv** – This is the second month of the Hebrew calendar. This is during the harvest season. It is during the last part of April and the first part of May on western calendars.
|
||||
|
||||
**Sivan** - This is the third month of the Hebrew calendar. It is at the end of the harvest season and the beginning of the dry season. It is during the last part of May and the first part of June on western calendars. The Feast of Weeks is celebrated on Sivan 6.
|
||||
**Sivan** – This is the third month of the Hebrew calendar. It is at the end of the harvest season and the beginning of the dry season. It is during the last part of May and the first part of June on western calendars. The Feast of Weeks is celebrated on Sivan 6.
|
||||
|
||||
**Tammuz** - This is the fourth month of the Hebrew calendar. It is during the dry season. It is during the last part of June and the first part of July on western calendars.
|
||||
**Tammuz** – This is the fourth month of the Hebrew calendar. It is during the dry season. It is during the last part of June and the first part of July on western calendars.
|
||||
|
||||
**Ab** - This is the fifth month of the Hebrew calendar. It is during the dry season. It is during the last part of July and the first part of August on western calendars.
|
||||
**Ab** – This is the fifth month of the Hebrew calendar. It is during the dry season. It is during the last part of July and the first part of August on western calendars.
|
||||
|
||||
**Elul** - This is the sixth month of the Hebrew calendar. It is at the end of the dry season and the beginning of the rainy season. It is during the last part of August and the first part of September on western calendars.
|
||||
**Elul** – This is the sixth month of the Hebrew calendar. It is at the end of the dry season and the beginning of the rainy season. It is during the last part of August and the first part of September on western calendars.
|
||||
|
||||
**Ethanim** - This is the seventh month of the Hebrew calendar. This is during the early rain season which would soften the land for sowing. It is during the last part of September and the first part of October on western calendars. The Feast of Ingathering and the Day of Atonement are celebrated in this month.
|
||||
**Ethanim** – This is the seventh month of the Hebrew calendar. This is during the early rain season which would soften the land for sowing. It is during the last part of September and the first part of October on western calendars. The Feast of Ingathering and the Day of Atonement are celebrated in this month.
|
||||
|
||||
**Bul** - This is the eighth month of the Hebrew calendar. It is during the rainy season when people plough their fields and sow seed. It is during the last part of October and the first part of November on western calendars.
|
||||
**Bul** – This is the eighth month of the Hebrew calendar. It is during the rainy season when people plough their fields and sow seed. It is during the last part of October and the first part of November on western calendars.
|
||||
|
||||
**Kislev** - This is the ninth month of the Hebrew calendar. This is at the end of the sowing season and the beginning of the cold season. It is during the last part of November and the first part of December on western calendars.
|
||||
**Kislev** – This is the ninth month of the Hebrew calendar. This is at the end of the sowing season and the beginning of the cold season. It is during the last part of November and the first part of December on western calendars.
|
||||
|
||||
**Tebeth** - This is the tenth month of the Hebrew calendar. It is during the cold season when there may be rain and snow. It is during the last part of December and the first part of January on western calendars.
|
||||
**Tebeth** – This is the tenth month of the Hebrew calendar. It is during the cold season when there may be rain and snow. It is during the last part of December and the first part of January on western calendars.
|
||||
|
||||
**Shebat** - This is the eleventh month of the Hebrew calendar. This is the coldest month of the year, and it has heavy rain fall. It is during the last part of January and the first part of February on western calendars.
|
||||
**Shebat** – This is the eleventh month of the Hebrew calendar. This is the coldest month of the year, and it has heavy rain fall. It is during the last part of January and the first part of February on western calendars.
|
||||
|
||||
**Adar** - This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar.
|
||||
**Adar** – This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar.
|
||||
|
||||
#### Examples from the Bible
|
||||
|
||||
|
|
|
|||
|
|
@ -6,8 +6,8 @@ This manual teaches translation theory and how to make a good translation for Ot
|
|||
|
||||
Some highlights in the Translation Manual:
|
||||
|
||||
* [The Qualities of a Good Translation](../guidelines-intro/01.md) - defining a good translation
|
||||
* [The Translation Process](../translate-process/01.md) - how to achieve a good translation
|
||||
* [Choosing a Translation Team](../choose-team/01.md) - some items to consider before starting a translation project
|
||||
* [Choosing What to Translate](../translation-difficulty/01.md) - what to start translating
|
||||
* [The Qualities of a Good Translation](../guidelines-intro/01.md) – defining a good translation
|
||||
* [The Translation Process](../translate-process/01.md) – how to achieve a good translation
|
||||
* [Choosing a Translation Team](../choose-team/01.md) – some items to consider before starting a translation project
|
||||
* [Choosing What to Translate](../translation-difficulty/01.md) – what to start translating
|
||||
|
||||
|
|
|
|||
|
|
@ -1,9 +1,9 @@
|
|||
|
||||
### The Text in the Original Language is the most Accurate
|
||||
|
||||
**Definition** - The original language is the language in which a Bible text was first written.
|
||||
**Definition** – The original language is the language in which a Bible text was first written.
|
||||
|
||||
**Description** - The original language of the New Testament is Greek. The original language of most of the Old Testament is Hebrew. However, Aramaic is the original language of some parts of the books of Daniel and Ezra. The original language is always the most accurate language from which to translate a passage.
|
||||
**Description** – The original language of the New Testament is Greek. The original language of most of the Old Testament is Hebrew. However, Aramaic is the original language of some parts of the books of Daniel and Ezra. The original language is always the most accurate language from which to translate a passage.
|
||||
|
||||
The source language is the language from which the translation is being made. If a translator is translating the Bible from the original languages, then the original language and the source language for his translation are the same. However, only people who have spent many years studying the original languages understand them and can use them as a source language. For that reason, most translators use Bibles that have been translated into a language of wider communication as their source language text.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,12 +3,12 @@
|
|||
|
||||
When choosing a source text, there are a number of factors that must be considered:
|
||||
|
||||
* **[Statement of Faith](../../intro/statement-of-faith/01.md)** - Does the text agree with the Statement of Faith?
|
||||
* **[Translation Guidelines](../../intro/translation-guidelines/01.md)** - Does the text agree with the Translation Guidelines?
|
||||
* **Language** - Is the text in a suitable language that translators and checkers understand well?
|
||||
* **[Copyrights, Licensing, and Source Texts](../translate-source-licensing/01.md)** - Is the text released under a license that gives sufficient legal freedom?
|
||||
* **[Source Texts and Version Numbers](../translate-source-version/01.md)** - Is the text the latest, most updated version?
|
||||
* **[The Original and Source Languages](../translate-original/01.md)** - Does the translation team understand the difference between source languages and original languages?
|
||||
* **[Original Manuscripts](../translate-manuscripts/01.md)** - Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)?
|
||||
* **[Statement of Faith](../../intro/statement-of-faith/01.md)** – Does the text agree with the Statement of Faith?
|
||||
* **[Translation Guidelines](../../intro/translation-guidelines/01.md)** – Does the text agree with the Translation Guidelines?
|
||||
* **Language** – Is the text in a suitable language that translators and checkers understand well?
|
||||
* **[Copyrights, Licensing, and Source Texts](../translate-source-licensing/01.md)** – Is the text released under a license that gives sufficient legal freedom?
|
||||
* **[Source Texts and Version Numbers](../translate-source-version/01.md)** – Is the text the latest, most updated version?
|
||||
* **[The Original and Source Languages](../translate-original/01.md)** – Does the translation team understand the difference between source languages and original languages?
|
||||
* **[Original Manuscripts](../translate-manuscripts/01.md)** – Does the translation team understand about Original Manuscripts and [Textual Variants](../translate-textvariants/01.md)?
|
||||
|
||||
It is important that the leaders of the churches in the language group agree that the source text is a good one. The Open Bible Stories are available in many source languages on http://ufw.io/stories/. There are also translations of the Bible there to be used as sources for translation in English, and soon other languages, as well.
|
||||
|
|
@ -55,8 +55,8 @@ If people would correctly understand what a symbolic action meant to the people
|
|||
|
||||
(3) Use an action from your own culture that has the same meaning.
|
||||
|
||||
> Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) - Since Jairus actually did this, you should not substitute an action from your own culture.
|
||||
> Jairus fell down at Jesus’ feet. (Luke 8:41 ULT) – Since Jairus actually did this, you should not substitute an action from your own culture.
|
||||
|
||||
> Look, I stand at the door and knock. (Revelation 3:20 ULT) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one’s throat when wanting to be let into a house, you could use that.
|
||||
> Look, I stand at the door and knock. (Revelation 3:20 ULT) – Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one’s throat when wanting to be let into a house, you could use that.
|
||||
>> Look, I stand at the door and clear my throat.
|
||||
|
||||
|
|
|
|||
|
|
@ -3,55 +3,55 @@
|
|||
|
||||
**Note:** These terms are used in this manual. The translator will need to understand these terms in order to use the Translation Manual.
|
||||
|
||||
**Term** - A word or phrase that refers to one thing, idea, or action. For example, the term in English for pouring liquid into one’s mouth is “drink.” The term for a ceremony that marks an important transition in someone’s life is “rite of passage.” The difference between a term and a word is that a term can contain several words.
|
||||
**Term** – A word or phrase that refers to one thing, idea, or action. For example, the term in English for pouring liquid into one’s mouth is “drink.” The term for a ceremony that marks an important transition in someone’s life is “rite of passage.” The difference between a term and a word is that a term can contain several words.
|
||||
|
||||
**Text** - A text is something that a speaker or writer is communicating to a hearer or reader by means of language. The speaker or writer has a certain meaning in mind, and so he or she chooses a form of the language to express that meaning.
|
||||
**Text** – A text is something that a speaker or writer is communicating to a hearer or reader by means of language. The speaker or writer has a certain meaning in mind, and so he or she chooses a form of the language to express that meaning.
|
||||
|
||||
**Context** - The words, phrases, sentences, and paragraphs surrounding the word, phrase, or sentence in question. The context is the text that surrounds the part of the text that you are examining. The meaning of individual words and phrases can change when they are in different contexts.
|
||||
**Context** – The words, phrases, sentences, and paragraphs surrounding the word, phrase, or sentence in question. The context is the text that surrounds the part of the text that you are examining. The meaning of individual words and phrases can change when they are in different contexts.
|
||||
|
||||
**Form** - The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
**Form** – The structure of the language as it appears on the page or as it is spoken. “Form” refers to the way that the language is arranged, including the words, the word order, the grammar, idioms, and any other features of the structure of the text.
|
||||
|
||||
**Grammar** - The way that sentences are put together in a language. This has to do with the order of its various parts, such as if the verb goes first or last or in the middle.
|
||||
**Grammar** – The way that sentences are put together in a language. This has to do with the order of its various parts, such as if the verb goes first or last or in the middle.
|
||||
|
||||
**Noun** - A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like “peace” or “unity.” It refers to an idea or a state of being. Some languages do not use abstract nouns.
|
||||
**Noun** – A kind of word that refers to a person, place, or thing. A proper noun is the name of a person or place. An abstract noun is a thing that we cannot see or touch, like “peace” or “unity.” It refers to an idea or a state of being. Some languages do not use abstract nouns.
|
||||
|
||||
**Verb** - A kind of word that refers to an action, like “walk” or “arrive.”
|
||||
**Verb** – A kind of word that refers to an action, like “walk” or “arrive.”
|
||||
|
||||
**Modifier** - A kind of word that says something about another word. Both adjectives and adverbs are modifiers.
|
||||
**Modifier** – A kind of word that says something about another word. Both adjectives and adverbs are modifiers.
|
||||
|
||||
**Adjective** - A kind of word that says something about a noun. For example, the word “tall” says something about the noun “man” in the following sentence. *I see a tall man*.
|
||||
**Adjective** – A kind of word that says something about a noun. For example, the word “tall” says something about the noun “man” in the following sentence. *I see a tall man*.
|
||||
|
||||
**Adverb** - A kind of word that says something about a verb. For example, the word “loudly” says something about the verb “spoke” in the following sentence. *The man spoke loudly to the crowd of people*.
|
||||
**Adverb** – A kind of word that says something about a verb. For example, the word “loudly” says something about the verb “spoke” in the following sentence. *The man spoke loudly to the crowd of people*.
|
||||
|
||||
**Idiom** - An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, with the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.”
|
||||
**Idiom** – An expression that uses several words and that means something different as a whole than it would if the words were understood with the meanings that they have when they are used separately. Idioms cannot be translated literally, that is, with the meanings of the separate words. For example, “he kicked the bucket” is an idiom in English that means “he died.”
|
||||
|
||||
**Meaning** - The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
**Meaning** – The underlying idea or concept that the text is trying to communicate to the reader or hearer. A speaker or writer can communicate the same meaning by using different forms of the language, and different people can understand different meanings from hearing or reading the same language form. In this way you can see that form and meaning are not the same thing.
|
||||
|
||||
**Translation** - The process of expressing in the form of a target language the same meaning that a writer or speaker expressed in the form of a source language.
|
||||
**Translation** – The process of expressing in the form of a target language the same meaning that a writer or speaker expressed in the form of a source language.
|
||||
|
||||
**Source Language** - The language *from* which the translation is being made.
|
||||
**Source Language** – The language *from* which the translation is being made.
|
||||
|
||||
**Source Text**- The text *from* which the translation is being made.
|
||||
|
||||
**Target Language** - The language *into* which a translation is being made.
|
||||
**Target Language** – The language *into* which a translation is being made.
|
||||
|
||||
**Target Text**- The text being made by the translator as he or she translates the meaning from the source text.
|
||||
|
||||
**Original Language** - The language in which a Bible text was initially written. The Original Language of the New Testament is Greek. The Original Language of most of the Old Testament is Hebrew. However, the Original Language of some parts of Daniel and Ezra is Aramaic. The Original Language is always the most accurate language from which to translate a passage.
|
||||
**Original Language** – The language in which a Bible text was initially written. The Original Language of the New Testament is Greek. The Original Language of most of the Old Testament is Hebrew. However, the Original Language of some parts of Daniel and Ezra is Aramaic. The Original Language is always the most accurate language from which to translate a passage.
|
||||
|
||||
**Language of Wider Communication** - A language that is spoken over a broad area and by many people. For most people, this is not their first language, but is the language that they use to speak to people outside of their language community. Some people call this a trade language. Most Bibles will be translated using a language of wider communication as the source language.
|
||||
**Language of Wider Communication** – A language that is spoken over a broad area and by many people. For most people, this is not their first language, but is the language that they use to speak to people outside of their language community. Some people call this a trade language. Most Bibles will be translated using a language of wider communication as the source language.
|
||||
|
||||
**Literal Translation** - A translation that focuses on reproducing the form of the source text in the target text, even if the meaning changes as a result.
|
||||
**Literal Translation** – A translation that focuses on reproducing the form of the source text in the target text, even if the meaning changes as a result.
|
||||
|
||||
**Meaning-based Translation (or Dynamic Translation)** - A translation that focuses on reproducing the meaning of the source text in the target text, even if the form changes as a result.
|
||||
**Meaning-based Translation (or Dynamic Translation)** – A translation that focuses on reproducing the meaning of the source text in the target text, even if the form changes as a result.
|
||||
|
||||
**Passage** - A section of the Bible text that is being talked about. This can be as small as one verse, but it is usually several verses that together have one topic or tell one story.
|
||||
**Passage** – A section of the Bible text that is being talked about. This can be as small as one verse, but it is usually several verses that together have one topic or tell one story.
|
||||
|
||||
**Gateway Language** - A Gateway Language (GL) is a language of wider communication that we have identified as being one of the languages into which we will translate all of our translation tools. The set of Gateway Languages is the smallest number of languages through which content can be delivered to every other language of the world through translation by bilingual speakers.
|
||||
**Gateway Language** – A Gateway Language (GL) is a language of wider communication that we have identified as being one of the languages into which we will translate all of our translation tools. The set of Gateway Languages is the smallest number of languages through which content can be delivered to every other language of the world through translation by bilingual speakers.
|
||||
|
||||
**Other Language** - The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. We will translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages.
|
||||
**Other Language** – The Other Languages (OLs) are all of the languages of the world that are not Gateway Languages. We will translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages.
|
||||
|
||||
**End-user Bible** - This is a Bible that people have translated so that it speaks in a natural way in the target language. It is meant to be used in churches and homes. In contrast, the ULT and UST are Bibles that are translation tools. They do not speak naturally in any language, because the ULT is a literal translation and the UST avoids using idioms and figures of speech, which a natural translation would use. Using these translation tools, a translator can produce an end-user Bible.
|
||||
**End-user Bible** – This is a Bible that people have translated so that it speaks in a natural way in the target language. It is meant to be used in churches and homes. In contrast, the ULT and UST are Bibles that are translation tools. They do not speak naturally in any language, because the ULT is a literal translation and the UST avoids using idioms and figures of speech, which a natural translation would use. Using these translation tools, a translator can produce an end-user Bible.
|
||||
|
||||
**Participant** - A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are underlined: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is *implied*. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.
|
||||
**Participant** – A participant is one of the actors in a sentence. This could be a person doing the action, or a person that is receiving the action, or a person mentioned as participating in some way. A participant could even be an object that is stated as participating in the action of the sentence. For example, in the following sentence, the participants are underlined: **John** and **Mary** sent **a letter** to **Andrew**. Sometimes participants are left unstated, but they are still part of the action. In these cases, the participant is *implied*. For example, in the following sentence, there are only two participants stated: **Andrew** received **a letter**. The senders, John and Mary, are implied. In some languages, the implied participants must be stated.
|
||||
|
||||
|
|
|
|||
|
|
@ -71,10 +71,10 @@ Here are ways you might translate a term that is not known in your language:
|
|||
|
||||
(3) Copy the word from another language, and add a general word or descriptive phrase to help people understand it.
|
||||
|
||||
> Then they tried to give Jesus wine that was mixed with **myrrh**. But he refused to drink it. (Mark 15:23 ULT) - People may understand better what myrrh is if it is used with the general word “medicine.”
|
||||
> Then they tried to give Jesus wine that was mixed with **myrrh**. But he refused to drink it. (Mark 15:23 ULT) – People may understand better what myrrh is if it is used with the general word “medicine.”
|
||||
>> Then they tried to give Jesus wine that was mixed with **a medicine called myrrh**. But he refused to drink it.
|
||||
|
||||
> We have here only five loaves of **bread** and two fish (Matthew 14:17 ULT) - People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
|
||||
> We have here only five loaves of **bread** and two fish (Matthew 14:17 ULT) – People may understand better what bread is if it is used with a phrase that tells what it is made of (seeds) and how it is prepared (crushed and baked).
|
||||
>> We have here only five loaves of **baked crushed seed bread** and two fish
|
||||
|
||||
(4) Use a word that is more general in meaning.
|
||||
|
|
|
|||
|
|
@ -37,7 +37,7 @@ Here the UST makes it clear that the man who had leprosy did not fall to the gro
|
|||
|
||||
### Symbolic Actions
|
||||
|
||||
**Definition** - A symbolic action is something that someone does in order to express a certain idea.
|
||||
**Definition** – A symbolic action is something that someone does in order to express a certain idea.
|
||||
|
||||
The ULT often simply presents the symbolic action with no explanation of what it means. The UST often presents the meaning expressed by the symbolic action as well.
|
||||
|
||||
|
|
@ -79,7 +79,7 @@ Here the UST avoids the ULT’s passive verb form “to be healed.” It does th
|
|||
|
||||
### Metaphors and Other Figures of Speech
|
||||
|
||||
**Definition** - The ULT tries to represent the figures of speech found in the biblical texts as closely as possible.
|
||||
**Definition** – The ULT tries to represent the figures of speech found in the biblical texts as closely as possible.
|
||||
|
||||
The UST often presents the meaning of these ideas in other ways.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,7 +4,7 @@
|
|||
|
||||
When people tell a story, they normally tell the events in the order that they happened. This sequence of events makes up the storyline. The storyline is full of action verbs that move the story along in time. But sometimes a writer may take a break from the storyline and give some information to help his listeners understand the story better. This type of information is called **background information**. The background information might be about things that happened before the events he has already told about, or it might explain something in the story, or it might be about something that would happen much later in the story.
|
||||
|
||||
**Example** - The underlined sentences in the story below are all background information.
|
||||
**Example** – The underlined sentences in the story below are all background information.
|
||||
|
||||
Peter and John went on a hunting trip because **their village was going to have a feast the next day**. **Peter was the best hunter in the village.** **He once killed three wild pigs in one day!** They walked for hours through low bushes until they heard a wild pig. The pig ran, but they managed to shoot the pig and kill it. Then they tied up its legs with some rope **they had brought with them**, and carried it home on a pole. When they brought it to the village, Peter’s cousin saw the pig and realized that **it was his own pig**. **Peter had mistakenly killed his cousin’s pig**.
|
||||
|
||||
|
|
|
|||
|
|
@ -7,10 +7,10 @@ There are different kinds or types of writing, and each type of writing has its
|
|||
|
||||
The following are four basic types of writing that exist in every language. Each type of writing has a different purpose.
|
||||
|
||||
* **Narrative** or **[Parable](../figs-parables/01.md)** - tells a story or event
|
||||
* **Explanatory** - explains facts or teaches principles
|
||||
* **Procedural** - tells how to do something
|
||||
* **Argumentative** - tries to persuade someone to do something
|
||||
* **Narrative** or **[Parable](../figs-parables/01.md)** – tells a story or event
|
||||
* **Explanatory** – explains facts or teaches principles
|
||||
* **Procedural** – tells how to do something
|
||||
* **Argumentative** – tries to persuade someone to do something
|
||||
|
||||
### Why This Is a Translation Issue
|
||||
|
||||
|
|
@ -20,11 +20,11 @@ Every language has its own way of organizing these different types of writing. Y
|
|||
|
||||
The following are ways of writing that may combine with the four basic types above. These writing styles often present challenges in translation.
|
||||
|
||||
* **[Poetry](../writing-poetry/01.md)** - expresses ideas and feelings in a beautiful way
|
||||
* **[Proverbs](../writing-proverbs/01.md)** - briefly teaches a truth or gives wise advice
|
||||
* **[Symbolic Language](../writing-symlanguage/01.md)** - uses symbols to represent things and events
|
||||
* **[Symbolic Prophecy](../writing-apocalypticwriting/01.md)** - uses symbolic language to show what will happen in the future
|
||||
* **[Hypothetical Situations](../figs-hypo/01.md)** - tells about what would happen if something were real or expresses an emotion about something that is not real
|
||||
* **[Poetry](../writing-poetry/01.md)** – expresses ideas and feelings in a beautiful way
|
||||
* **[Proverbs](../writing-proverbs/01.md)** – briefly teaches a truth or gives wise advice
|
||||
* **[Symbolic Language](../writing-symlanguage/01.md)** – uses symbols to represent things and events
|
||||
* **[Symbolic Prophecy](../writing-apocalypticwriting/01.md)** – uses symbolic language to show what will happen in the future
|
||||
* **[Hypothetical Situations](../figs-hypo/01.md)** – tells about what would happen if something were real or expresses an emotion about something that is not real
|
||||
|
||||
### Discourse Features
|
||||
|
||||
|
|
@ -40,11 +40,11 @@ Languages have different ways of using these different discourse features. The t
|
|||
|
||||
### Specific discourse topics
|
||||
|
||||
1. **[Introduction of a New Event](../writing-newevent/01.md)** - Phrases like “One day” or “It came about that” or “This is how it happened” or “Sometime after that” signal to the reader that a new event is about to be told.
|
||||
1. **[Introduction of New and Old Participants](../writing-participants/01.md)** - Languages have ways of introducing new people and of referring to those people again.
|
||||
1. **[Background Information](../writing-background/01.md)** - An author may use background information for several reasons: (1) to add interest to the story, (2) to provide information that is important for understanding the story or (3) to explain why something in the story is important.
|
||||
1. **[Pronouns – When to Use Them](../writing-pronouns/01.md)** - Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
1. **[End of Story](../writing-endofstory/01.md)** - Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[Quotations and Quote Margins](../writing-quotations/01.md)** - Languages have different ways of reporting what someone said.
|
||||
1. **[Connecting Words](../grammar-connect-words-phrases/01.md)** - Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”).
|
||||
1. **[Introduction of a New Event](../writing-newevent/01.md)** – Phrases like “One day” or “It came about that” or “This is how it happened” or “Sometime after that” signal to the reader that a new event is about to be told.
|
||||
1. **[Introduction of New and Old Participants](../writing-participants/01.md)** – Languages have ways of introducing new people and of referring to those people again.
|
||||
1. **[Background Information](../writing-background/01.md)** – An author may use background information for several reasons: (1) to add interest to the story, (2) to provide information that is important for understanding the story or (3) to explain why something in the story is important.
|
||||
1. **[Pronouns – When to Use Them](../writing-pronouns/01.md)** – Languages have patterns for how frequently to use pronouns. If that pattern is not followed, wrong meaning can result.
|
||||
1. **[End of Story](../writing-endofstory/01.md)** – Stories can end with various kinds of information. Languages have different ways of showing how that information is related to the story.
|
||||
1. **[Quotations and Quote Margins](../writing-quotations/01.md)** – Languages have different ways of reporting what someone said.
|
||||
1. **[Connecting Words](../grammar-connect-words-phrases/01.md)** – Languages have patterns for how to use connecting words (such as “and,” “but,” or “then”).
|
||||
|
||||
|
|
|
|||
|
|
@ -65,10 +65,10 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
|
||||
(2) If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase such as: another time, someone.
|
||||
|
||||
> Noah was six hundred years old when the flood came upon the earth. (Genesis 7:6 ULT) - If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned.
|
||||
> Noah was six hundred years old when the flood came upon the earth. (Genesis 7:6 ULT) – If people expect to be told something about when the new event happened, the phrase “after that” can help them see that it happened after the events already mentioned.
|
||||
>> **After that**, when Noah was six hundred years old, the flood came upon the earth.
|
||||
|
||||
> **Again he began** to teach beside the lake. (Mark 4:1 ULT) - In chapter 3 Jesus was teaching at someone’s house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
|
||||
> **Again he began** to teach beside the lake. (Mark 4:1 ULT) – In chapter 3 Jesus was teaching at someone’s house. Readers may need to be told that this new event happened at another time, or that Jesus actually went to the lake.
|
||||
>> **Another time** Jesus began to teach people again beside the lake.
|
||||
|
||||
>> Jesus went to the lake and **began to teach people again** there.
|
||||
|
|
|
|||
|
|
@ -48,17 +48,17 @@ Some languages place an affix on the verb that tells something about the subject
|
|||
|
||||
(1) If the participant is new, use one of your language’s ways of introducing new participants.
|
||||
|
||||
> Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement). (Acts 4:36-37 ULT) - Starting the sentence with Joseph’s name when he has not been introduced yet might be confusing in some languages.
|
||||
> Joseph, a Levite, a man from Cyprus, was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement). (Acts 4:36-37 ULT) – Starting the sentence with Joseph’s name when he has not been introduced yet might be confusing in some languages.
|
||||
>> There was a man from Cyprus who was a Levite. His name was Joseph, and he was given the name Barnabas by the apostles (that is, being interpreted, Son of encouragement).
|
||||
>> There was a Levite from Cyprus whose name was Joseph. The apostles gave him the name Barnabas, which means Son of encouragement.
|
||||
|
||||
(2) If it is not clear who a pronoun refers to, use a noun phrase or name.
|
||||
|
||||
> It happened when **he** finished praying in a certain place, that one of his disciples said, “Lord, teach us to pray just as John taught his disciples.” (Luke 11:1 ULT) - Since this is the first verse in a chapter, readers might wonder who “he” refers to.
|
||||
> It happened when **he** finished praying in a certain place, that one of his disciples said, “Lord, teach us to pray just as John taught his disciples.” (Luke 11:1 ULT) – Since this is the first verse in a chapter, readers might wonder who “he” refers to.
|
||||
>> It happened when **Jesus** finished praying in a certain place, that one of his disciples said, “Lord, teach us to pray just as John taught his disciples.
|
||||
|
||||
(3) If an old participant is referred to by name or a noun phrase, and people wonder if this is another new participant, try using a pronoun instead. If a pronoun is not needed because people would understand it clearly from the context, then leave out the pronoun.
|
||||
|
||||
> **Joseph’s** master took **Joseph** and put **him** in prison, in the place where all the king’s prisoners were put, and **Joseph** stayed there. (Genesis 39:20 ULT) - Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
|
||||
> **Joseph’s** master took **Joseph** and put **him** in prison, in the place where all the king’s prisoners were put, and **Joseph** stayed there. (Genesis 39:20 ULT) – Since Joseph is the main person in the story, some languages might find it unnatural or confusing to use his name so much. They might prefer a pronoun.
|
||||
>> Joseph’s master took **him** and put **him** in prison, in the place where all the king’s prisoners were put, and **he** stayed there in the prison.
|
||||
|
||||
|
|
|
|||
|
|
@ -55,7 +55,7 @@ When writing that someone said something, some languages put the quote (what was
|
|||
|
||||
(1) Decide where to put the quote margin.
|
||||
|
||||
> ”Therefore, those who can,” **he said,** “should go there with us. If there is something wrong with the man, you should accuse him.” (Acts 25:5 ULT)
|
||||
> “Therefore, those who can,” **he said,** “should go there with us. If there is something wrong with the man, you should accuse him.” (Acts 25:5 ULT)
|
||||
>> **He said,** “Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him.”
|
||||
|
||||
>> “Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him,” **he said**.
|
||||
|
|
|
|||
|
|
@ -43,7 +43,7 @@ This passage explains the meaning of the seven lampstands and the seven stars. T
|
|||
|
||||
(1) Translate the text with the symbols. Often the speaker or author explains the meaning later in the passage.
|
||||
|
||||
> After this I saw in my dream at night **a fourth animal**, terrifying, frightening, and very strong. It had **large iron teeth**; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had **ten horns**. (Daniel 7:7 ULT) - People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
|
||||
> After this I saw in my dream at night **a fourth animal**, terrifying, frightening, and very strong. It had **large iron teeth**; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had **ten horns**. (Daniel 7:7 ULT) – People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
|
||||
|
||||
(2) Translate the text with the symbols. Then explain the symbols in footnotes.
|
||||
|
||||
|
|
|
|||
Loading…
Reference in New Issue