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Corrected SmartQuotes

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SusanQuigley 2019-06-10 16:28:09 -04:00
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24
archive/translate/translate-alphabet2/01.md
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@ -11,7 +11,7 @@ These are the sounds that people make when the air flow from their lungs is inte
These sounds are made by the mouth when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips. (In English, vowels are a, e, i, o, u and sometimes y.) These sounds are made by the mouth when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips. (In English, vowels are a, e, i, o, u and sometimes y.)
#### Syllable (syl-ab-al) #### Syllable (syl-a-bal)
A part of a word that has only one vowel sound, with or without surrounding consonants. Some words have only one syllable. A part of a word that has only one vowel sound, with or without surrounding consonants. Some words have only one syllable.
@ -25,14 +25,14 @@ The most basic part of a word; what is left when all the affixes are removed.
#### Morpheme #### Morpheme
A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, “syllable” has 3 syllables, but only 1 morpheme, while “syllables” has 3 syllables and two morphemes (syl-lab-le**s**). (The final "s" is a morpheme that means "plural.") A word or a part of a word that has a meaning and that contains no smaller part that has a meaning. (For example, "syllable" has 3 syllables, but only 1 morpheme, while "syllables" has 3 syllables and two morphemes (syl-lab-le**s**). (The final "s" is a morpheme that means "plural.")
### How Syllables Make Words ### How Syllables Make Words
Every language has sounds which combine to form syllables. An affix of a word or the root of a word may have a single syllable, or it may have a number of syllables. Sounds combine to make syllables which also join together to make morphemes. Morphemes work together to make meaningful words. Every language has sounds which combine to form syllables. An affix of a word or the root of a word may have a single syllable, or it may have a number of syllables. Sounds combine to make syllables which also join together to make morphemes. Morphemes work together to make meaningful words.
It is important to understand the way syllables are formed in your language and how those syllables influence one another so that spelling rules can be formed and people can more easily learn to read your language. It is important to understand the way syllables are formed in your language and how those syllables influence one another so that spelling rules can be formed and people can more easily learn to read your language.
Vowel sounds are the basic part of syllables. English has only five vowels symbols, “a, e, i, o, u”, but it has up to 11 vowel sounds that are written with vowel combinations and many other ways. The sounds of individual English vowels can be found in words such as, “beat, bit, bait, bet, bat, but, body, bought, boat, book, boot.” Vowel sounds are the basic part of syllables. English has only five vowels symbols, "a, e, i, o, u", but it has up to 11 vowel sounds that are written with vowel combinations and many other ways. The sounds of individual English vowels can be found in words such as, "beat, bit, bait, bet, bat, but, body, bought, boat, book, boot."
[add articulation picture] [add articulation picture]
@ -40,11 +40,11 @@ Vowel sounds are the basic part of syllables. English has only five vowels symbo
Position in the Mouth Front – Mid – Back Position in the Mouth Front – Mid – Back
Rounding (unrounded) (unrounded) (rounded) Rounding (unrounded) (unrounded) (rounded)
Tongue Height High i “beat” u “boot” Tongue Height High i "beat" u "boot"
Mid-High i “bit” u “book” Mid-High i "bit" u "book"
Mid e “bait” u “but” o “boat” Mid e "bait" u "but" o "boat"
Low-Mid e “bet” o “bought” Low-Mid e "bet" o "bought"
Low a “bat” a “body” Low a "bat" a "body"
(Each of these vowels has its own symbol in the International Phonetic Alphabet.) (Each of these vowels has its own symbol in the International Phonetic Alphabet.)
@ -54,11 +54,11 @@ The vowel sounds form the middle of each syllable, and the consonant sounds come
**Points of articulation** are those places along the throat or mouth where air is constricted or its flow is stopped. Common points of articulation include the lips, the teeth, the dental (alveolar) ridge, the palate (hard roof of the mouth), the velum (soft roof of the mouth), uvula, and the vocal cords (or glottis). **Points of articulation** are those places along the throat or mouth where air is constricted or its flow is stopped. Common points of articulation include the lips, the teeth, the dental (alveolar) ridge, the palate (hard roof of the mouth), the velum (soft roof of the mouth), uvula, and the vocal cords (or glottis).
**Articulators** are the moving parts of the mouth, particularly the parts of the tongue that slow the flow of air. The parts of the tongue that can do this include the tongue root, the back, the blade, and the tip. The lips can also slow the air flow through the mouth without the use of the tongue. Sounds made with the lips include consonants such as “b," "v," and "m." **Articulators** are the moving parts of the mouth, particularly the parts of the tongue that slow the flow of air. The parts of the tongue that can do this include the tongue root, the back, the blade, and the tip. The lips can also slow the air flow through the mouth without the use of the tongue. Sounds made with the lips include consonants such as "b," "v," and "m."
The **manner of articulation** describes how the airflow is slowed. It can come to a complete stop (as with “p” or “b”, which are called stop consonants or stops), have heavy friction (like “f” or “v,” called fricatives), or be only slightly restricted (like “w” or “y,” called semi-vowels, because they are almost as free as vowels.) The **manner of articulation** describes how the airflow is slowed. It can come to a complete stop (as with "p" or "b", which are called stop consonants or stops), have heavy friction (like "f" or "v," called fricatives), or be only slightly restricted (like "w" or "y," called semi-vowels, because they are almost as free as vowels.)
**Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as “a, e, i, u, o” are voiced sounds. Consonants can be voiced (+v), like “b,d,g,v,” or voiceless (-v) such as “p,t,k,f." These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between “b,d,g,v” and “p,t,k,f” is voicing (+v and –v). **Voicing** shows whether or not the vocal chords are vibrating when the air passes through them. Most vowels, such as "a, e, i, u, o" are voiced sounds. Consonants can be voiced (+v), like "b,d,g,v," or voiceless (-v) such as "p,t,k,f." These are made at the same point of articulation and with the same articulators as the voiced consonants first mentioned. The only difference between "b,d,g,v" and "p,t,k,f" is voicing (+v and –v).
**The consonants of English** **The consonants of English**
@ -79,7 +79,7 @@ The **manner of articulation** describes how the airflow is slowed. It can come
Nose Nose
Continuant / m / n Continuant / m / n
**Naming the sounds** can be done by calling their features. The sound of “b” is called a Voiced Bilabial (two lips) Stop. The sound of “f” is known as a Voicelss Labio-dental (lip-teeth) Fricative. The sound of “n” is called a Voiced Alveolar (Ridge) Nasal. **Naming the sounds** can be done by calling their features. The sound of "b" is called a Voiced Bilabial (two lips) Stop. The sound of "f" is known as a Voicelss Labio-dental (lip-teeth) Fricative. The sound of "n" is called a Voiced Alveolar (Ridge) Nasal.
**Symbolizing the sounds** can be done one of two ways. Either we can use the symbol for that sound found in the International Phonetic Alphabet, or we can use well-known symbols from an alphabet known by the reader. **Symbolizing the sounds** can be done one of two ways. Either we can use the symbol for that sound found in the International Phonetic Alphabet, or we can use well-known symbols from an alphabet known by the reader.

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checking/authentic-assessment/01.md
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@ -5,16 +5,16 @@ During the first few days of a MAST workshop, translation teams are guided throu
a. What is a good translation? a. What is a good translation?
b. List at least ten qualities. Even twenty if you want to stretch. b. List at least ten qualities. Even twenty if you want to stretch.
c. Review this list together as a whole group—combine and condense by having the chosen leader (step 1) merge the sharing into one rubric. Creating groups of categories are okay (see sample rubric). c. Review this list together as a whole group—combine and condense by having the chosen leader (step 1) merge the sharing into one rubric. Creating groups of categories are okay (see sample rubric).
3. Facilitator should review the rubric of “must have skills” and determines if anything is missing and asks questions to lead the group toward discovering and adding those traits. Some sample questions are: 3. Facilitator should review the rubric of "must have skills" and determines if anything is missing and asks questions to lead the group toward discovering and adding those traits. Some sample questions are:
a. If missing an expression of checking key words: “When you look at the language of scripture, what are some of the things that give scripture a strong sense of accuracy?” Keep asking until they express the “important words” (in some form) and then ask “should those be checked?” a. If missing an expression of checking key words: "When you look at the language of scripture, what are some of the things that give scripture a strong sense of accuracy?" Keep asking until they express the "important words" (in some form) and then ask "should those be checked?"
b. If missing a trait on consistency in naming (ie—Jesus, Son of God, Jesus Christ, Christ Jesus), ask “what do you think about the different names of Jesus—are those important to be translated consistently with a good source text? b. If missing a trait on consistency in naming (ie—Jesus, Son of God, Jesus Christ, Christ Jesus), ask "what do you think about the different names of Jesus—are those important to be translated consistently with a good source text?
4. Take the one group rubric and do the rest of the following steps as a team. 4. Take the one group rubric and do the rest of the following steps as a team.
5. Define each of those items (verbally, and then record them). Each definition should be clear enough that anyone from that language group could utilize the rubric and understand the traits of quality. 5. Define each of those items (verbally, and then record them). Each definition should be clear enough that anyone from that language group could utilize the rubric and understand the traits of quality.
6. Next, you are going to have a discussion of each of the traits on the list and ask: How can you measure those items? Express that each of these items needs to be put into a “yes or no” type of measure—how can you phrase each quality item into a “yes/no” result? 6. Next, you are going to have a discussion of each of the traits on the list and ask: How can you measure those items? Express that each of these items needs to be put into a "yes or no" type of measure—how can you phrase each quality item into a "yes/no" result?
7. Next ask the group: How can you test those items? In other words, if a person who speaks the language were to later check a translated chapter, could they pick up that chapter, take the rubric and score each of the assessment elements listed? 7. Next ask the group: How can you test those items? In other words, if a person who speaks the language were to later check a translated chapter, could they pick up that chapter, take the rubric and score each of the assessment elements listed?
8. Finally, ask the group the following: 8. Finally, ask the group the following:
a. How can you testify to those items if anyone at any time asked you the question “is this of good quality?” a. How can you testify to those items if anyone at any time asked you the question "is this of good quality?"
b. If all of these traits in your translation were assessed and proved out as a “yes” within each chapter, would you have a good quality translation? b. If all of these traits in your translation were assessed and proved out as a "yes" within each chapter, would you have a good quality translation?
10. When possible, translate the rubric into English and share it at v-raft.com. 10. When possible, translate the rubric into English and share it at v-raft.com.
Below you will see a sample rubric created by following the steps above: Below you will see a sample rubric created by following the steps above:
@ -40,7 +40,7 @@ Accurate
a. All key words are present (names, places, transitional statements, time identifiers) a. All key words are present (names, places, transitional statements, time identifiers)
b. Key words are translated accurately b. Key words are translated accurately
b. Nothing is added or missing from the text b. Nothing is added or missing from the text
c. The text reflects the author’s intended meaning c. The text reflects the author's intended meaning
Clear Clear
a. The text is understood by a wide range of audiences. a. The text is understood by a wide range of audiences.
b. The text uses common language. b. The text uses common language.
@ -51,7 +51,7 @@ Natural
b. Sounds beautiful and academic b. Sounds beautiful and academic
c. The text is efficient and effective in its communication c. The text is efficient and effective in its communication
Faithful Faithful
a. We’re not trying to add in theological, denominational or political meaning a. We're not trying to add in theological, denominational or political meaning
b. True to the source text b. True to the source text
c. Uses proper familial terms c. Uses proper familial terms
Authoritative Authoritative
@ -63,7 +63,7 @@ Historical
b. The text is supported by secular documents b. The text is supported by secular documents
c. Depicts historical facts accurately c. Depicts historical facts accurately
Equal Equal
a. The text reflects the author’s original intent a. The text reflects the author's original intent
b. Genres are the same (poetry, commands, encouragement, story telling) b. Genres are the same (poetry, commands, encouragement, story telling)
c. The text uses equal political terminology c. The text uses equal political terminology
d. The tone and purpose are clear and identifiable d. The tone and purpose are clear and identifiable
@ -73,7 +73,7 @@ Notice that in condensing the qualities some of the items on the list are combin
Final Rubric Final Rubric
Turn each definition into a “yes/no” Measurement: Turn each definition into a "yes/no" Measurement:
Accurate Accurate
@ -99,7 +99,7 @@ Natural
Faithful Faithful
a. We’re not trying to add in theological, denominational or political meaning Does this translation avoid political bias? a. We're not trying to add in theological, denominational or political meaning Does this translation avoid political bias?
b. Does this translation avoid theological bias? b. Does this translation avoid theological bias?
c. Does this translation avoid social and cultural bias? c. Does this translation avoid social and cultural bias?
d. Is this translation true to the source text, not denominational inclination? d. Is this translation true to the source text, not denominational inclination?

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intro/open-license/01.md
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@ -31,7 +31,7 @@ You do not have to comply with the license for elements of the material in the p
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material. No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
Suggested attribution statement for derivative works: “Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/ ). This work has been changed from the original, and the original authors have not endorsed this work." Suggested attribution statement for derivative works: "Original work created by the Door43 World Missions Community, available at http://door43.org/, and released under a Creative Commons Attribution-ShareAlike 4.0 International License (http://creativecommons.org/licenses/by-sa/4.0/ ). This work has been changed from the original, and the original authors have not endorsed this work."
### Attribution of Door43 Contributors ### Attribution of Door43 Contributors

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jit/figs-euphemism/01.md
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@ -17,7 +17,7 @@ Different languages use different euphemisms. If the target language does not us
* The phrase "fallen" is a polite way of referring to dying in battle. * The phrase "fallen" is a polite way of referring to dying in battle.
>Mary said to the angel, “How will this happen, since I have not <u>known any man</u>?” (Luke 1:34 ULB) >Mary said to the angel, "How will this happen, since I have not <u>known any man</u>?" (Luke 1:34 ULB)
* The phrase "know a man" is a polite way of referring to having sexual relations with a man. * The phrase "know a man" is a polite way of referring to having sexual relations with a man.
@ -35,11 +35,11 @@ If the euphemism would be natural and give the right meaning in your language, c
* ... where there was a cave. Saul went into the cave <u>to releave himself</u>. * ... where there was a cave. Saul went into the cave <u>to releave himself</u>.
* ... where there was a cave. Saul went into the cave <u>to dig a hole</u>. * ... where there was a cave. Saul went into the cave <u>to dig a hole</u>.
* ... where there was a cave. Saul went into the cave <u>to have some time alone</u>. * ... where there was a cave. Saul went into the cave <u>to have some time alone</u>.
* **Mary said to the angel, “How will this happen, since <u>I have not known any man</u>?”** (Luke 1:34 ULB) * **Mary said to the angel, "How will this happen, since <u>I have not known any man</u>?"** (Luke 1:34 ULB)
* Mary said to the angel, “How will this happen, since <u>I have not slept with any man</u>?” * Mary said to the angel, "How will this happen, since <u>I have not slept with any man</u>?"
* Mary said to the angel, “How will this happen, since <u>I have not lain with any man</u>?” * Mary said to the angel, "How will this happen, since <u>I have not lain with any man</u>?"
* Mary said to the angel, “How will this happen, since <u>I have not been intimate with any man</u>?” * Mary said to the angel, "How will this happen, since <u>I have not been intimate with any man</u>?"
* Mary said to the angel, “How will this happen, since <u>I have not been with any man</u>?” * Mary said to the angel, "How will this happen, since <u>I have not been with any man</u>?"
1. State the information plainly without a euphemism if it would not be offensive. 1. State the information plainly without a euphemism if it would not be offensive.
* **... they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB) * **... they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)

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jit/figs-exclusive/01.md
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@ -34,7 +34,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like En
**Sometimes it is not obvious whether or not the word "we" or "us" includes the people being spoken too.** **Sometimes it is not obvious whether or not the word "we" or "us" includes the people being spoken too.**
>But he said to them, "You give them something to eat." They said, “<u>We</u> have no more than five loaves of bread and two fish, unless <u>we</u> go and buy food for all these people.” (Luke 9:12-13 ULB) >But he said to them, "You give them something to eat." They said, "<u>We</u> have no more than five loaves of bread and two fish, unless <u>we</u> go and buy food for all these people." (Luke 9:12-13 ULB)
* Jesus told his disciples to give the crowd something to eat. When the disciples replied to Jesus, it is not clear whether or not they were including Jesus in the word "we." However, since Jesus told <u>them</u> to give food to the people, it is reasonable to infer that when the disciples said "we," they were referring only to themselves and not to Jesus. * Jesus told his disciples to give the crowd something to eat. When the disciples replied to Jesus, it is not clear whether or not they were including Jesus in the word "we." However, since Jesus told <u>them</u> to give food to the people, it is reasonable to infer that when the disciples said "we," they were referring only to themselves and not to Jesus.

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jit/translate-versebridge/sub-title.md
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@ -1 +1 @@
Why are some verse numbers combined, such as “3-5” or “17-18”? Why are some verse numbers combined, such as "3-5" or "17-18"?