diff --git a/checking/acceptable/01.md b/checking/acceptable/01.md index cca7fd1..7ad0ba6 100644 --- a/checking/acceptable/01.md +++ b/checking/acceptable/01.md @@ -1,11 +1,11 @@ ### Translation in an Acceptable Style -As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community: +As you read the new translation, ask yourself these questions. These are questions that will help determine whether or not the translation has been done in a style that is acceptable to the language community: 1. Is the translation written in a way that can be understood easily by both young and old members of the language community? (Whenever someone speaks, they can change their choice of words for either a younger or an older audience. Is this translation done using words that communicate well to both young and old people? 1. Is the style of this translation more formal or informal? (Is the manner of speaking the way that the local community prefers, or should it be more or less formal?) -1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community? +1. Does the translation use too many words that were borrowed from another language, or are these words acceptable to the language community? 1. Did the writer use an appropriate form of the language acceptable to the wider language community? (Is the writer familiar with the dialects of your language found throughout the area? Did the writer use a form of the language that all of the language community understands well, or did he use a form that is used in only a small area? If there is a place where the translation uses language in the wrong style, make a note of that so that you can discuss it with the translation team. \ No newline at end of file diff --git a/checking/accuracy-check/01.md b/checking/accuracy-check/01.md index ec313c2..2add0f9 100644 --- a/checking/accuracy-check/01.md +++ b/checking/accuracy-check/01.md @@ -1,11 +1,11 @@ ### Checking the Translation for Accuracy -The purpose of this section is to make sure that the new translation is accurate. In other words, when compared with the source translation, does the new translation communicate the same meaning (not necessarily with the same wording or the exact order)? +The purpose of this section is to make sure that the new translation is accurate. In other words, when compared with the source translation, does the new translation communicate the same meaning (not necessarily with the same wording or the exact order)? #### Level One -The people who do the Level One accuracy check can be members of the translation team, but they should not be the same people who translated the story or Bible passage that they are checking. They can also be members of the community who are not part of the translation team. They should be speakers of the language of the translation, be respected in the community, and, if possible, know the Bible well in the language of wider communication. The purpose of this step is to make sure that the translation accurately communicates the meaning of the original story or Bible passage. The checkers will be helping the translation team think about the best way to translate the meaning of the story or Bible passage in their own language. There can be one person who checks a story or Bible passage, or more than one. Having more than one person checking a story or passage can be helpful, because often different checkers will notice different things. +The people who do the Level One accuracy check can be members of the translation team, but they should not be the same people who translated the story or Bible passage that they are checking. They can also be members of the community who are not part of the translation team. They should be speakers of the language of the translation, be respected in the community, and, if possible, know the Bible well in the language of wider communication. The purpose of this step is to make sure that the translation accurately communicates the meaning of the original story or Bible passage. The checkers will be helping the translation team think about the best way to translate the meaning of the story or Bible passage in their own language. There can be one person who checks a story or Bible passage, or more than one. Having more than one person checking a story or passage can be helpful, because often different checkers will notice different things. #### Levels Two and Three @@ -23,19 +23,19 @@ The people doing the checking should follow these steps: 1. The checker should make notes where he thinks there might be a problem or something to be improved. Each checker will discuss these notes with the translation team. -1. After the checkers have checked a Bible Story or chapter individually, they should all meet with the translator or translation team and review the story or Bible passage together. As they come to the places where each checker made note of a problem or question, the checkers can ask their questions or make suggestions for improvement. As the checkers and the translation team discuss the questions and suggestions, they might think of other questions or new ways of saying things. This is good. As the checkers and the translation team work together, God will help them discover the best way to communicate the meaning of the story or Bible passage. +1. After the checkers have checked a Bible Story or chapter individually, they should all meet with the translator or translation team and review the story or Bible passage together. As they come to the places where each checker made note of a problem or question, the checkers can ask their questions or make suggestions for improvement. As the checkers and the translation team discuss the questions and suggestions, they might think of other questions or new ways of saying things. This is good. As the checkers and the translation team work together, God will help them discover the best way to communicate the meaning of the story or Bible passage. -1. After the checkers and the translation team have decided what they need to change, the translation team will revise the translation. +1. After the checkers and the translation team have decided what they need to change, the translation team will revise the translation. -1. After the translation team revises the translation, they should read it out loud to each other or to other members of the language community to make sure that it still sounds natural in their language. +1. After the translation team revises the translation, they should read it out loud to each other or to other members of the language community to make sure that it still sounds natural in their language. -1. The translator (or team) makes a note of any Bible passages that are still difficult to understand, and where they would like additional help from other Bible checkers. These notes will be used by the church leaders and checkers in levels two and three, so that they can help the translators understand the meaning and communicate it more clearly. +1. The translator (or team) makes a note of any Bible passages that are still difficult to understand, and where they would like additional help from other Bible checkers. These notes will be used by the church leaders and checkers in levels two and three, so that they can help the translators understand the meaning and communicate it more clearly. ##### Additional Questions These questions can also be helpful for finding anything that might be inaccurate in the translation: -* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation? +* Was everything that was mentioned in the source language translation also mentioned in the flow of the new (local) translation? * Did the meaning of the new translation follow the message (not necessarily the wording) of the source translation? (Sometimes if the arrangement of words or the order of ideas is different than in the source translation, it sounds better that way and is still accurate.) * Were the people introduced in each story doing the same things as those mentioned in the source language translation? (Was it easy to see who was doing the events of the new translation when it was compared to the source language?) * Are there translationWords used in the new translation that do not match your understanding of the words in the source version? Think about things like this: How do your people talk about a priest (one who sacrifices to God) or a temple (the sacrifice place of the Jews) without using a word borrowed from the source language? diff --git a/checking/accurate/01.md b/checking/accurate/01.md index 86d1bae..4430cb9 100644 --- a/checking/accurate/01.md +++ b/checking/accurate/01.md @@ -1,6 +1,6 @@ ### An Accurate Translation -It is very important to make sure that the new translation is accurate. Those who have been chosen to check the translation for accuracy have the responsibility to make sure that it communicates the same meaning as the original writer intended and expected to communicate. +It is very important to make sure that the new translation is accurate. Those who have been chosen to check the translation for accuracy have the responsibility to make sure that it communicates the same meaning as the original writer intended and expected to communicate. For instructions on how to do this, go to [Accuracy Check](../accuracy-check/01.md), and follow the steps in the section under the heading "All Levels." \ No newline at end of file diff --git a/checking/alphabet/01.md b/checking/alphabet/01.md index 9d99a84..c9a7b78 100644 --- a/checking/alphabet/01.md +++ b/checking/alphabet/01.md @@ -1,7 +1,7 @@ ### The Alphabet for the Translation -As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read. +As you read the translation, ask yourself these questions about the way words are spelled. These questions will help to determine if an appropriate alphabet has been chosen to represent the sounds of the language and if words have been written in a consistent way so that the translation will be easy to read. 1. Is the alphabet suitable to represent the sounds of the language of the new translation? (Are there any sounds that make a difference in meaning but have to use the same symbol as another sound? Does this make the words hard to read? Can additional marks be used to adjust these letters and show the differences?) 1. Is the spelling used in the book consistent? (Are there rules that the writer should follow to show how words change in different situations? Can they be described so others will know how to read and write the language easily?) diff --git a/checking/authority-level2/01.md b/checking/authority-level2/01.md index 4837602..f21d0a4 100644 --- a/checking/authority-level2/01.md +++ b/checking/authority-level2/01.md @@ -1,14 +1,14 @@ ### Authority Level 2: Affirmation by Community -The intent of this level is two-fold: +The intent of this level is two-fold: -1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community -2. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it +1. to affirm the effectiveness of the form of the language used in the translation, as determined by representatives of the language community +2. to affirm the accuracy of the translation, as determined by pastors or leaders from the local churches that will use it At this level, the model implements the concept of a "testimony of two or three witnesses" in the checking process. -To achieve this level, the translation team will submit the translation to members of the language community that will use the translation. The language community will review the translation for **clarity** and **naturalness**. +To achieve this level, the translation team will submit the translation to members of the language community that will use the translation. The language community will review the translation for **clarity** and **naturalness**. The translation team will then submit the translation to church leaders from the language community that will use the translation. These church leaders will review the translation for **accuracy** by checking it against the source texts, the exegetical resources, the [Statement of Faith](../../intro/statement-of-faith/01.md), and the [Translation Guidelines](../../intro/translation-guidelines/01.md). diff --git a/checking/authority-level3/01.md b/checking/authority-level3/01.md index acbb2ec..7987125 100644 --- a/checking/authority-level3/01.md +++ b/checking/authority-level3/01.md @@ -1,7 +1,7 @@ ### Authority Level 3: Affirmation by Church Leadership -The intent of this level is to affirm that the translation agrees with the intent of the original texts and with the sound doctrine of the Church historic and universal. +The intent of this level is to affirm that the translation agrees with the intent of the original texts and with the sound doctrine of the Church historic and universal. To achieve this level, the translation team will submit the translation for review by the highest leadership of the Church that speaks the language. It is best if these leaders represent as many of the major groups of churches that exist in the language community as possible. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks. diff --git a/checking/authority-process/01.md b/checking/authority-process/01.md index 2b27515..b9ab632 100644 --- a/checking/authority-process/01.md +++ b/checking/authority-process/01.md @@ -1,7 +1,7 @@ ### Explanation -The Church in each people group has the authority to decide for themselves what is and what is not a good quality translation of the Bible in their language. Authority to check and approve a Bible translation (which is constant) is separate from capacity, or the ability to carry out the process of checking a Bible translation (which can be increased). The authority for determining quality belongs to the Church, independent of their current ability, experience, or access to resources that facilitate the checking of Bible translations. So while the church in a language group has the authority to check and approve their own Bible translation, the unfoldingWord tools, including these modules of translationAcademy, are designed to ensure that the church also has the capacity to check the quality of their Bible translation using an excellent process. +The Church in each people group has the authority to decide for themselves what is and what is not a good quality translation of the Bible in their language. Authority to check and approve a Bible translation (which is constant) is separate from capacity, or the ability to carry out the process of checking a Bible translation (which can be increased). The authority for determining quality belongs to the Church, independent of their current ability, experience, or access to resources that facilitate the checking of Bible translations. So while the church in a language group has the authority to check and approve their own Bible translation, the unfoldingWord tools, including these modules of translationAcademy, are designed to ensure that the church also has the capacity to check the quality of their Bible translation using an excellent process. This model proposes a three-tiered approach to affirming the quality of a translation, designed to reflect three general levels of Church authority within a people group: diff --git a/checking/clear/01.md b/checking/clear/01.md index 72439b6..f5abb6a 100644 --- a/checking/clear/01.md +++ b/checking/clear/01.md @@ -1,14 +1,14 @@ ### A Clear Translation -Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time. +Ask yourself questions like the following as you read the translation to see if the translated message is clear. For this section of testing, do not compare the new translation with the source language translation. If there is a problem at any place, make a note of it so that you can discuss the problem with the translation team at a later time. 1. Do the words and phrases of the translation make the message understandable? (Are the words confusing, or do they tell you plainly what the translator means?) 1. Do your community members use the words and expressions found in the translation, or has the translator borrowed many words from the national language? (Is this the way your people talk when they want to say important things in your language?) 1. Can you read the text easily and understand what the writer might say next? (Is the translator using a good style of telling the story? Is he telling things in a way that makes sense, so that each section fits with what came before and what comes after?) -Additional help: +Additional help: -* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. +* One way to determine if the text is clear is to read a few verses at a time out loud and ask someone listening to retell the story after each section. If the person can easily restate your message, then the writing is clear. * If there is a place where the translation is not clear, make a note of that so that you can discuss it with the translation team. diff --git a/checking/community-evaluation/01.md b/checking/community-evaluation/01.md index 6bbe1aa..c7be800 100644 --- a/checking/community-evaluation/01.md +++ b/checking/community-evaluation/01.md @@ -1,11 +1,11 @@ -We, the members of the translation team, affirm that we have checked the translation with members of the language community. +We, the members of the translation team, affirm that we have checked the translation with members of the language community. * We have checked the translation with old people and young people, and with men and women. * We used the translationQuestions when we checked the translation with the community. * We corrected the translation to make it clearer and easier to understand in the places where the community members did not understand it well. -Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural. +Please also answer the following questions. The answers to these questions will help those in the wider Christian community know that the target language community finds the translation to be clear, accurate, and natural. * List a few passages where the community feedback was helpful. How did you change these passages to make them clearer? diff --git a/checking/complete/01.md b/checking/complete/01.md index dc6e176..ffb5a3c 100644 --- a/checking/complete/01.md +++ b/checking/complete/01.md @@ -1,7 +1,7 @@ ### A Complete Translation -The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions: +The purpose of this section is to make sure that the translation is complete. In this section, the new translation must be compared to the source translation. As you compare the two translations, ask yourself these questions: 1. Is the translation missing any of its parts? In other words, does the translation include all the events of the book that was translated? 1. Does the translation include all the verses of the book that was translated? (When you look at the verse numbering of the source language translation, are all of the verses included in the target language translation?) Sometimes there are differences in verse numbering between translations. For example, in some translations some verses are grouped together or sometimes certain verses are put in footnotes. Even though there may be these kinds of differences between the source translation and the target translation, the target translation is still considered to be complete. diff --git a/checking/formatting/01.md b/checking/formatting/01.md index 861602a..a1a5ed7 100644 --- a/checking/formatting/01.md +++ b/checking/formatting/01.md @@ -11,7 +11,7 @@ The translation team should make decisions about the following issues before you ### While Translating -After you have translated several chapters, the translation team may need to revise some of these decisions to take care of problems that they discovered while translating. You can also do consistency checks in ParaTExt at this time to see if there are more decisions that you need to make about spelling and punctuation. +After you have translated several chapters, the translation team may need to revise some of these decisions to take care of problems that they discovered while translating. You can also do consistency checks in ParaTExt at this time to see if there are more decisions that you need to make about spelling and punctuation. ### After Finishing a Book diff --git a/checking/goal-checking/01.md b/checking/goal-checking/01.md index c5224b1..ed75bc9 100644 --- a/checking/goal-checking/01.md +++ b/checking/goal-checking/01.md @@ -1,7 +1,7 @@ ### Why Check? -The goal of checking is to help the translation team produce a translation that is accurate, natural, clear, and accepted by the church. The translation team also wants to achieve this goal. This might seem easy, but it is actually very difficult to do, and takes many people and many, many revisions to the translation to achieve. For this reason, the checkers play a very important role in helping the translation team to produce a translation that is accurate, natural, clear, and accepted by the church. +The goal of checking is to help the translation team produce a translation that is accurate, natural, clear, and accepted by the church. The translation team also wants to achieve this goal. This might seem easy, but it is actually very difficult to do, and takes many people and many, many revisions to the translation to achieve. For this reason, the checkers play a very important role in helping the translation team to produce a translation that is accurate, natural, clear, and accepted by the church. #### Accurate diff --git a/checking/good/01.md b/checking/good/01.md index 00db11b..76ac93d 100644 --- a/checking/good/01.md +++ b/checking/good/01.md @@ -1,7 +1,7 @@ ### Proper Documentation for Level Two Affirmation -We, as church leaders in our language community, affirm the following: +We, as church leaders in our language community, affirm the following: 1. The translation conforms to the Statement of Faith and Translation Guidelines. 1. The translation is accurate and clear in the target language. @@ -10,7 +10,7 @@ We, as church leaders in our language community, affirm the following: 1. The community approves of the translation. 1. The community evaluation form has been completed. -If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers. +If there are any remaining problems, make a note of them here for the attention of the Level Three Checkers. Names and positions of the level 2 checkers: diff --git a/checking/headings/01.md b/checking/headings/01.md index bbfd0c9..cd5ac3d 100644 --- a/checking/headings/01.md +++ b/checking/headings/01.md @@ -9,7 +9,7 @@ If you have decided to use section headings, then you will need to decide which ### Kinds of Section Headings -There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12: +There are many different kinds of section headings. Here are some different kinds, with examples of how each one would look for Mark 2:1-12: * Summary statement: "By healing a paralyzed man, Jesus demonstrated his authority to forgive sins as well as to heal." This tries to summarize the main point of the section, and so it gives the most information in a full sentence. * Explanatory comment: "Jesus heals a paralyzed man." This is also a full sentence, but gives just enough information to remind the reader which section follows. diff --git a/checking/intro-checking/01.md b/checking/intro-checking/01.md index b459780..e14c84f 100644 --- a/checking/intro-checking/01.md +++ b/checking/intro-checking/01.md @@ -3,13 +3,13 @@ #### Introduction -As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, "But I speak my native language perfectly. The translation is for that language. What more is needed?" What he said was true, but there are two more things to keep in mind. +As part of the translation process, it is necessary that several people check the translation to make sure that it is clearly communicating the message that it should communicate. A beginning translator who was told to check his translation once said, "But I speak my native language perfectly. The translation is for that language. What more is needed?" What he said was true, but there are two more things to keep in mind. -One thing is that he may not have understood the source text correctly, and so someone who knows what it should say might be able to correct the translation. This could be because he did not correctly understand a phrase or expression in the source language. In this case, someone else who understands the source language well can correct the translation. +One thing is that he may not have understood the source text correctly, and so someone who knows what it should say might be able to correct the translation. This could be because he did not correctly understand a phrase or expression in the source language. In this case, someone else who understands the source language well can correct the translation. -Or it could be that he did not understand something about what the Bible meant to communicate at a certain place. In this case, someone who knows the Bible well, such as a Bible teacher or a Bible translation checker, can correct the translation. +Or it could be that he did not understand something about what the Bible meant to communicate at a certain place. In this case, someone who knows the Bible well, such as a Bible teacher or a Bible translation checker, can correct the translation. -The other thing is that, although the translator may know very well what the text should say, the way he translated it might mean something else to a different person. That is, another person might think that the translation is talking about something other than what the translator intended, or the person hearing or reading the translation might not understand what the translator was trying to say. That is why it is always necessary to check what someone else understands from the translation so that we can make it more accurate and more clear. +The other thing is that, although the translator may know very well what the text should say, the way he translated it might mean something else to a different person. That is, another person might think that the translation is talking about something other than what the translator intended, or the person hearing or reading the translation might not understand what the translator was trying to say. That is why it is always necessary to check what someone else understands from the translation so that we can make it more accurate and more clear. This is a guide to the process of checking, in the form of a scale with three levels. @@ -17,11 +17,11 @@ This checking scale helps to show the extent to which the accuracy and clarity o #### The Checking Levels -There are three checking levels: +There are three checking levels: -* [Checking Level One - Affirmation by Translation Team](../level1/01.md) +* [Checking Level One - Affirmation by Translation Team](../level1/01.md) * [Checking Level Two - Affirmation by Community](../level2/01.md) -* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md). +* [Checking Level Three - Affirmation by Church Leadership](../level3/01.md). Any translation that has not yet been checked to Level One is considered to have not been checked and is assigned no checking status. diff --git a/checking/language-community-check/01.md b/checking/language-community-check/01.md index 7daa302..878a18f 100644 --- a/checking/language-community-check/01.md +++ b/checking/language-community-check/01.md @@ -1,7 +1,7 @@ ### Language Community Check -After you, the translation team, have performed the checks listed under Level One, you are ready to take the translation to the community so that you can check to see if it communicates the message clearly and naturally to them in the target language. +After you, the translation team, have performed the checks listed under Level One, you are ready to take the translation to the community so that you can check to see if it communicates the message clearly and naturally to them in the target language. For this check you will read a section of the translation to members of the language community. Before you read the translation, tell the people listening that you want them to stop you if they hear something that is not natural in their language. (For more information on how to check a translation for naturalness, see [Natural Translation](../natural/01.md).) @@ -11,11 +11,11 @@ To use these questions, follow these steps: 1. Read the passage of the translation to one or more members of the language community who will answer the questions. These members of the language community must be people who have not been involved in the translation before. In other words, the community members who are asked the questions should not already know the answers to the questions from working on the translation or from previous knowledge of the Bible. We want them to be able to answer the questions only from hearing or reading the translation of the story or Bible passage. This is how we will know if the translation is communicating clearly or not. For this same reason, it is important that the community members not look at a Bible while they are answering these questions. -2. Ask the community members some of the questions for that passage, one question at a time. It is not necessary to use all of the questions for each story or chapter if it seems that the community members are understanding the translation well. +2. Ask the community members some of the questions for that passage, one question at a time. It is not necessary to use all of the questions for each story or chapter if it seems that the community members are understanding the translation well. 3. After each question, a member of the language community will answer the question. If the person only answers with a "yes" or a "no," then the questioner should ask a further question so that he can be sure that the translation is communicating well. A further question could be something like, "How do you know that?" or "What part of the translation tells you that?" -4. Write down the answer that the person gives. If the person's answer is similar to the suggested answer that has been provided for the question, then the translation of the story is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer. +4. Write down the answer that the person gives. If the person's answer is similar to the suggested answer that has been provided for the question, then the translation of the story is clearly communicating the right information at that point. The answer does not have to be exactly the same as the suggested answer to be a right answer, but it should give basically the same information. Sometimes the suggested answer is very long. If the person answers with only part of the suggested answer, that is also a right answer. 5. If the answer is unexpected or very different than the suggested answer, or if the person cannot answer the question, then the translation team will need to revise the part of the translation that communicates that information so that it communicates the information more clearly. diff --git a/checking/level1-affirm/01.md b/checking/level1-affirm/01.md index 4f46b2a..8e22920 100644 --- a/checking/level1-affirm/01.md +++ b/checking/level1-affirm/01.md @@ -3,8 +3,8 @@ We, the members of the translation team, affirm that we have completed the steps below for level 1 checking: -* Initial study of the text, using: - * The translationNotes +* Initial study of the text, using: + * The translationNotes * The definitions of translationWords * Individual blind drafting * Individual self check @@ -15,10 +15,10 @@ We, the members of the translation team, affirm that we have completed the steps Names of translation team members: -* Name or pseudonym: -* Name or pseudonym: -* Name or pseudonym: -* Name or pseudonym: -* Name or pseudonym: +* Name or pseudonym: +* Name or pseudonym: +* Name or pseudonym: +* Name or pseudonym: +* Name or pseudonym: * Name or pseudonym: diff --git a/checking/level1/01.md b/checking/level1/01.md index ce143f3..5cb0801 100644 --- a/checking/level1/01.md +++ b/checking/level1/01.md @@ -3,7 +3,7 @@ Level One checking will be done primarily by the translation team, with some help from others in the language community. The translator or translation team should check their translation before they translate very many stories or chapters of the Bible, so that they can correct mistakes as early as possible in the translation process. Many of the steps in this process will need to be done several times before the translation is finished. -For the purposes of the unfoldingWord project, translations of Bible texts and biblical content are able to be published after they reach Checking Level One. This enables the broadest reach of the content as an active project, with an open invitation to others in the language community (implied or direct) to help improve the translation. +For the purposes of the unfoldingWord project, translations of Bible texts and biblical content are able to be published after they reach Checking Level One. This enables the broadest reach of the content as an active project, with an open invitation to others in the language community (implied or direct) to help improve the translation. ### Steps for checking under Level One: @@ -17,6 +17,6 @@ These are the steps that the translation team must follow in order to achieve Ch 1. **Peer Check**. For instructions on how to do a Peer Check of your draft translation, see [Peer Check](../peer-check/01.md). 1. **translationWord Check**. For instructions on how to do an translationWord Check of your draft translation, see [translationWord Check](../important-term-check/01.md). 1. **Accuracy Check**. For instructions on how to do an Accuracy Check of your draft translation, see [Accuracy Check](../accuracy-check/01.md). -1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One. +1. **Affirmation**. Affirm that you, as a translation team or individual, have made full use of the translationNotes, the definitions of translationWords, and the other exegetical and translation checking resources in the translation process, and that you have followed the steps for checking under Level One. (For instructions on how to affirm completion of Level One, see [Level 1 Affirmation](../level1-affirm/01.md).) \ No newline at end of file diff --git a/checking/level3-questions/01.md b/checking/level3-questions/01.md index 20886b3..bdd3a9d 100644 --- a/checking/level3-questions/01.md +++ b/checking/level3-questions/01.md @@ -31,6 +31,6 @@ If you answer "yes" to any of the questions in this second group, please explain 1. Did the translation team add extra information or ideas that were not part of the message in the source text? (Remember, the original message also includes [Implicit Information](../../translate/figs-explicit/01.md).) 1. Did the translation team leave out information or ideas that were part of the message in the source text? -If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again. +If there were problems with the translation, make plans to meet with the translation team and resolve these problems. After you meet with them, the translation team may need to check their revised translation with the community leaders to make sure that it still communicates well, and then meet with you again. When you are ready to approve the translation, go here: [Level 3 Approval](../level3-approval/01.md). \ No newline at end of file diff --git a/checking/level3/01.md b/checking/level3/01.md index 08da124..3962052 100644 --- a/checking/level3/01.md +++ b/checking/level3/01.md @@ -5,7 +5,7 @@ Level Three checking will be done by groups or organizations that are recognized Those who do Level Three checking need to be other than the people who did Level Two checking. -The intent of this level is to affirm the alignment of the translation with the intent of the original texts and the sound doctrine of the Church historic and universal, through the review and affirmation by the leadership of the Church that speaks the language. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks. The Church networks should be representative of the churches in the language community. Those checking the translation should be first-language speakers of the language, and those signing off on the check are those in leadership roles in the Church networks. A leader of a Church network who is also a first-language speaker of the language of the translation could both check the translation and sign off on its quality. +The intent of this level is to affirm the alignment of the translation with the intent of the original texts and the sound doctrine of the Church historic and universal, through the review and affirmation by the leadership of the Church that speaks the language. Level 3 is thus achieved by the mutual agreement of the leadership of multiple church networks. The Church networks should be representative of the churches in the language community. Those checking the translation should be first-language speakers of the language, and those signing off on the check are those in leadership roles in the Church networks. A leader of a Church network who is also a first-language speaker of the language of the translation could both check the translation and sign off on its quality. Level 3 is completed when the translation has been thoroughly checked and approved by the leadership (or their delegates) of at least two church networks that have personnel trained in biblical languages and content. diff --git a/checking/natural/01.md b/checking/natural/01.md index 334f3f9..4d363d1 100644 --- a/checking/natural/01.md +++ b/checking/natural/01.md @@ -1,7 +1,7 @@ ### A Natural Translation -To translate the Bible so that it is NATURAL means that: +To translate the Bible so that it is NATURAL means that: The translation should sound like it was written by a member of the target language community—not by a foreigner. diff --git a/checking/other-methods/01.md b/checking/other-methods/01.md index 83a2680..61dd5ca 100644 --- a/checking/other-methods/01.md +++ b/checking/other-methods/01.md @@ -3,13 +3,13 @@ As well as asking questions, there are other checking methods that you may also use to ensure that the translation is easy to read and sounds natural to the listeners. Here are some other methods that you may like to try: -* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing. +* **Retell Method**: You, the translator or tester, can read a few verses and ask someone else to retell what was said. This helps to check the clarity and naturalness of the translation and offers alternate ways of saying the same thing. * **Reading Method**: Someone other than you, the translator or tester, should read a portion of the translation while you take notes where the pauses and mistakes occur. This will show how easy or how difficult it is to read and understand the translation. Look at the places in the translation where the reader paused or made mistakes and consider what part of the translation was difficult. You may need to revise the translation at those points so that it is easier to read and understand. -* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear. +* **Offer Alternate translations**: In areas where you are not sure of the best way to express a word or phrase, ask other people for an alternative translation or offer a choice between two translations and see which alternative translation people think is the most clear. -* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments. +* **Reviewer Input**: Let others whom you respect read your translation. Ask them to take notes and tell you where it might be improved. Look for better word choices, natural expressions, and even spelling adjustments. * **Discussion Groups**: Ask people to read the translation aloud in a group of people and allow them and others to ask questions for clarification. Pay attention to the words they use, since alternate words and expressions come up when someone is trying to make sense of a difficult point, and these alternate words and expressions might be better than the ones in the translation. Pay attention to the places where people do not understand the translation, and work to make those places clearer. diff --git a/checking/punctuation/01.md b/checking/punctuation/01.md index ed81ef3..ee75ddf 100644 --- a/checking/punctuation/01.md +++ b/checking/punctuation/01.md @@ -1,6 +1,6 @@ -"Punctuation" refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently. +"Punctuation" refers to the marks that indicate how a sentence is to be read or understood. Examples include the indicators of pauses such as the comma or period and the quotation marks that surround the exact words of a speaker. In order for the reader to be able to read and understand the translation correctly, it is important that you use punctuation consistently. -Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct way to use the different punctuation marks. +Before translating, the translation team will need to decide on the methods of punctuation that you will use in the translation. It may be easiest to adopt the method of punctuation that the national language uses, or that a national language Bible or related language Bible uses. Once the team decides on a method, make sure that everyone follows it. It may be helpful to distribute a guide sheet to each of the team members with examples on it of the correct way to use the different punctuation marks. Even with the guide sheet, it is common for translators to make mistakes in punctuation. Because of this, after a book has been translated, we recommend importing it into ParaTExt. You can enter the rules for punctuation in the target language into ParaTExt, then run the different punctuation checks that it has. ParaTExt will list all of the places where it finds punctuation errors and show them to you. You can then review these places and see if there is an error there or not. If there is an error, you can fix the error. After running these punctuation checks, you can be confident that your translation is using punctuation correctly. \ No newline at end of file diff --git a/checking/self-assessment/01.md b/checking/self-assessment/01.md index ca4afb3..36dc84d 100644 --- a/checking/self-assessment/01.md +++ b/checking/self-assessment/01.md @@ -15,7 +15,7 @@ This assessment method employs two types of statements. Some are "yes/no" statem At the end of the review, the total value of all responses in a section should be added up and, 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. The rubric is designed to be simple and provide the reviewer with an objective method to assess 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.* -The rubric is intended to be used for each chapter of translated biblical content. The translation team should do an assessment of each chapter after they finish their other checks, and then the level 2 church checkers should do it again, and then the level 3 checkers should also assess the translation with this checklist. As more detailed and extensive checking of the chapter is performed by the Church at each level, the points for the chapter should be updated from each of the first four sections (overview, naturalness, clarity, accuracy), allowing the church and community to see how the translation is improving. +The rubric is intended to be used for each chapter of translated biblical content. The translation team should do an assessment of each chapter after they finish their other checks, and then the level 2 church checkers should do it again, and then the level 3 checkers should also assess the translation with this checklist. As more detailed and extensive checking of the chapter is performed by the Church at each level, the points for the chapter should be updated from each of the first four sections (overview, naturalness, clarity, accuracy), allowing the church and community to see how the translation is improving. #### The Self-Assessment @@ -23,7 +23,7 @@ The process is divided into five parts: the **overview** (information about the ##### 1. Overview -*Circle either "no" or "yes" for each statement below.* +*Circle either "no" or "yes" for each statement below.* **no | yes** This translation is a meaning-based translation that attempts to communicate the meaning of the original text in ways that are natural, clear, and accurate in the target language. @@ -35,7 +35,7 @@ The process is divided into five parts: the **overview** (information about the ##### 2. Naturalness: "this is *my* language" -*Circle either "0" or "1" or "2" for each statement below.* +*Circle either "0" or "1" or "2" for each statement below.* This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md)) @@ -57,7 +57,7 @@ This section can be strengthened through doing more community checking. (See [La ##### 3. Clarity: "the meaning is clear" -*Circle either "0" or "1" or "2" for each statement below.* +*Circle either "0" or "1" or "2" for each statement below.* This section can be strengthened through doing more community checking. (See [Language Community Check](../language-community-check/01.md)) @@ -79,7 +79,7 @@ This section can be strengthened through doing more community checking. (See [La ##### 4. Accuracy: "the translation communicates what the original source text communicated" -*Circle either "0" or "1" or "2" for each statement below.* +*Circle either "0" or "1" or "2" for each statement below.* This section can be strengthened through doing more accuracy checking. (See [Accuracy Check](../accuracy-check/01.md)) @@ -105,12 +105,12 @@ This section can be strengthened through doing more accuracy checking. (See [Acc ##### 5. Church approval: "the naturalness, clarity, and accuracy of the translation is approved by the Church that speaks that language" -*Circle either "0" or "1" or "2" for each statement below.* +*Circle either "0" or "1" or "2" for each statement below.* **no | yes** Church leaders who have checked this translation are native speakers of the target language, and include someone who understands well one of the languages in which the source text is available. -**no | yes** People from the language community, both men and women, old and young, have reviewed the translation of this chapter and agree that it is natural and clear. *(Note: this addresses the first part of the community check for Level 2.)* +**no | yes** People from the language community, both men and women, old and young, have reviewed the translation of this chapter and agree that it is natural and clear. *(Note: this addresses the first part of the community check for Level 2.)* -**no | yes** Church leaders from at least two different church networks have reviewed the translation of this chapter and agree that it is accurate. *(This addresses the final aspect of Level 2, the Church check).* +**no | yes** Church leaders from at least two different church networks have reviewed the translation of this chapter and agree that it is accurate. *(This addresses the final aspect of Level 2, the Church check).* **no | yes** The leadership or their delegates of at least two different church networks have reviewed the translation of this chapter and endorse it as a faithful translation of this chapter of the Bible in this language. *(This addresses Level 3.)* \ No newline at end of file diff --git a/checking/spelling/01.md b/checking/spelling/01.md index e157f3f..a6d9109 100644 --- a/checking/spelling/01.md +++ b/checking/spelling/01.md @@ -1,5 +1,5 @@ -In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words. +In order for the reader to be able to read and understand the translation easily, it is important that you spell words consistently. This can be difficult if there is not a tradition of writing or spelling in the target language. Several people working on different parts of a translation also makes this difficult. For that reason, it is important for the translation team to meet together before they start translating to talk about how they plan to spell words. Discuss the words that are difficult to spell as a team. If the words have sounds in them that are difficult to represent, then you may need to make a change in the writing system that you are using (see [Alphabet/Orthography](../../translate/translate-alphabet/01.md)). If the sounds in the words can be represented in different ways, then the team will need to agree on how to spell them. Make a list of the agreed upon spellings of these words in alphabetical order. Make sure that each member of the team has a copy of the list, to consult when translating. Add to the list as you come across more difficult words, but make sure everyone has the current list. It may be helpful to use a spreadsheet to maintain your spelling list. diff --git a/checking/verses/01.md b/checking/verses/01.md index 10ca45c..f86e8d6 100644 --- a/checking/verses/01.md +++ b/checking/verses/01.md @@ -1,5 +1,5 @@ -It is important that your target language translation include all of the verses that are there in the source language Bible. We do not want some verses to be missing by mistake. But remember that there can be good reasons why some Bibles have certain verses that other Bibles do not have. +It is important that your target language translation include all of the verses that are there in the source language Bible. We do not want some verses to be missing by mistake. But remember that there can be good reasons why some Bibles have certain verses that other Bibles do not have. ### Reasons for Missing Verses diff --git a/checking/vol2-backtranslation-guidelines/01.md b/checking/vol2-backtranslation-guidelines/01.md index 51672ff..d2cd958 100644 --- a/checking/vol2-backtranslation-guidelines/01.md +++ b/checking/vol2-backtranslation-guidelines/01.md @@ -3,17 +3,17 @@ #### a. Use the meaning of the word in context -If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, "come (go)" if the target language word was translated as "go" earlier in the back translation but in the new context it is better translated as "come." +If a word has only one basic meaning, then the back translator should use a word in the language of wider communication that represents that basic meaning throughout the back translation. If, however, a word in the target language has more than one meaning, so that the meaning changes depending on the context that it is in, then the back translator should use the word or phrase in the language of wider communication that best represents the way that the word was used in that context. In order to avoid confusion for the translation checker, the back translator can put the other meaning in parentheses the first time that he uses the word in a different way, so that the translation checker can see and understand that this word has more than one meaning. For example, he might write, "come (go)" if the target language word was translated as "go" earlier in the back translation but in the new context it is better translated as "come." -If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, "he kicked the bucket (he died)." If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning. +If the target language translation uses an idiom, it is most helpful to the translation checker if the back translator translates the idiom literally (according to the meaning of the words), but then also includes the meaning of the idiom in parentheses. In that way, the translation checker can see that the target language translation uses an idiom in that place, and also see what it means. For example, a back translator might translate an idiom such as, "he kicked the bucket (he died)." If the idiom occurs more than once or twice, the back translator does not need to continue to explain it each time, but can either just translate it literally or just translate the meaning. #### b. Keep parts of speech the same -In the back translation, the back translator should represent the parts of speech of the target language with the same parts of speech in the language of wider communication. This means that the back translator should translate nouns with nouns, verbs with verbs, and modifiers with modifiers. This will help the translation checker to see how the target language works. +In the back translation, the back translator should represent the parts of speech of the target language with the same parts of speech in the language of wider communication. This means that the back translator should translate nouns with nouns, verbs with verbs, and modifiers with modifiers. This will help the translation checker to see how the target language works. #### c. Keep clause types the same -In the back translation, the back translator should represent each clause of the target language with the same type of clause in the language of wider communication. For example, if the target language clause uses a command, then the back translation should also use a command, rather than a suggestion or request. Or if the target language clause uses a rhetorical question, then the back translation should also use a question, rather than a statement or other expression. +In the back translation, the back translator should represent each clause of the target language with the same type of clause in the language of wider communication. For example, if the target language clause uses a command, then the back translation should also use a command, rather than a suggestion or request. Or if the target language clause uses a rhetorical question, then the back translation should also use a question, rather than a statement or other expression. #### d. Keep punctuation the same @@ -21,7 +21,7 @@ The back translator should use the same punctuation in the back translation as t #### e. Express the full meaning of complex words -Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)." +Sometimes words in the target language will be more complex than words in the language of wider communication. In this case, the back translator will need to represent the target language word with a longer phrase in the language of wider communication. This is necessary so that the translation checker can see as much of the meaning as possible. For example, to translate one word in the target language it might be necessary to use a phrase in the language of wider communication such as, "go up," or "be lying down." Also, many languages have words that contain more information than the equivalent words in the language of wider communication. In this case, it is most helpful if the back translator includes that additional information in parentheses, such as "we (inclusive)," or "you (feminine, plural)." ### 2. Use the Language of Wider Communication Style for Sentence and Logical Structure diff --git a/checking/vol2-backtranslation-kinds/01.md b/checking/vol2-backtranslation-kinds/01.md index 413c90e..ee19652 100644 --- a/checking/vol2-backtranslation-kinds/01.md +++ b/checking/vol2-backtranslation-kinds/01.md @@ -9,12 +9,12 @@ An advantage of the oral back translation is that the back translator is immedia #### Written -There are two types of written back translations. The differences between the two will be discussed in the next module. A written back translation has several advantages over an oral back translation. First, when a back translation is written, the translation team can read it to see if there are any places where the back translator has misunderstood their translation. If the back translator misunderstood the translation, then other readers or hearers of the translation certainly will misunderstand it also, and so the translation team will need to revise their translation at those points. +There are two types of written back translations. The differences between the two will be discussed in the next module. A written back translation has several advantages over an oral back translation. First, when a back translation is written, the translation team can read it to see if there are any places where the back translator has misunderstood their translation. If the back translator misunderstood the translation, then other readers or hearers of the translation certainly will misunderstand it also, and so the translation team will need to revise their translation at those points. -Second, when the back translation is written, the translation checker can read the back translation before meeting with the translation team and take time to research any question that arises from the back translation. Even when the translation checker does not need to research a problem, the written back translation allows him more time to think about the translation. He can identify and address more of the problems in the translation and sometimes come to better solutions to the problems because he has more time to think about each one than when he has only a few seconds to think about each sentence. +Second, when the back translation is written, the translation checker can read the back translation before meeting with the translation team and take time to research any question that arises from the back translation. Even when the translation checker does not need to research a problem, the written back translation allows him more time to think about the translation. He can identify and address more of the problems in the translation and sometimes come to better solutions to the problems because he has more time to think about each one than when he has only a few seconds to think about each sentence. -Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker's question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood. +Third, when the back translation is written, the translation checker can also prepare his questions in written form before meeting with the translation team. If there is time before their meeting and if they have a way to communicate, the checker can send his written questions to the translation team so that they can read them and change the parts of the translation that the checker thought to be problems. This helps the translation team and the checker to be able to review much more of the biblical material when they meet together, because they were able to fix many of the problems in the translation before their meeting. During the meeting, they can concentrate on the problems that remain. These are usually places where the translation team has not understood the checker's question or where the checker has not understood something about the target language and so thinks that there is a problem where there is not. In that case, during the meeting time the translation team can explain to the checker what it is that he has not understood. -Even if there is not time for the checker to send his questions to the translation team before their meeting, they will still be able to review more material at the meeting than they would have been able to review otherwise because the checker has already read the back translation and has already prepared his questions. Because he has had this previous preparation time, he and the translation team can use their meeting time to discuss only the problem areas of the translation rather than reading through the entire translation at a slow pace, as is required when making an oral back translation. +Even if there is not time for the checker to send his questions to the translation team before their meeting, they will still be able to review more material at the meeting than they would have been able to review otherwise because the checker has already read the back translation and has already prepared his questions. Because he has had this previous preparation time, he and the translation team can use their meeting time to discuss only the problem areas of the translation rather than reading through the entire translation at a slow pace, as is required when making an oral back translation. Fourth, the written back translation relieves the strain on the translation checker from having to concentrate for many hours at a time on hearing and understanding an oral translation as it is spoken to him. If the checker and translation team are meeting in a noisy environment, the difficulty of making sure that he hears every word correctly can be quite exhausting for the checker. The mental strain of concentration increases the likelihood that the checker will miss some problems with the result that they remain uncorrected in the biblical text. For these reasons, we recommend the use of a written back translation whenever possible. \ No newline at end of file diff --git a/checking/vol2-backtranslation-purpose/01.md b/checking/vol2-backtranslation-purpose/01.md index d1062d2..f9fcacf 100644 --- a/checking/vol2-backtranslation-purpose/01.md +++ b/checking/vol2-backtranslation-purpose/01.md @@ -1,8 +1,8 @@ ### Why is a back translation necessary? -The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text. +The purpose of a back translation is to allow a consultant or checker of biblical material who does not understand the target language to be able to see what is in the target language translation, even though he or she does not understand the target language. Therefore, the language of the back translation needs to be a language that both the person doing the back translation (the back translator) and the checker understand well. Often this means that the back translator will need to translate the target language text back into the same language of wider communication that was used for the source text. -Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember the purpose of the back translation: it is to allow the checker to see what is in the target language translation. Just reading the original source language text does not allow the checker to see what is in the target language translation. Therefore, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *cannot* look at the source language text when doing his back translation, but *only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems. +Some people might consider this to be unnecessary, since the biblical text already exists in the source language. But remember the purpose of the back translation: it is to allow the checker to see what is in the target language translation. Just reading the original source language text does not allow the checker to see what is in the target language translation. Therefore, the back translator must make a new translation back into the language of wider communication that is based only on the target language translation. For this reason, the back translator *cannot* look at the source language text when doing his back translation, but *only* at the target language text. In this way, the checker can identify any problems that might exist in the target language translation and work with the translator to fix those problems. The back translation can also be very useful in improving the target language translation even before the checker uses it to check the translation. When the translation team reads the back translation, they can see how the back translator has understood their translation. Sometimes, the back translator has understood their translation in a different way than they intended to communicate. In those cases, they can change their translation so that it communicates more clearly the meaning that they intended. When the translation team is able to use the back translation in this way before they give it to the checker, they can make many improvements to their translation. When they do this, the checker can do his checking much more rapidly, because the translation team was able to correct many of the problems in the translation before meeting with the checker. \ No newline at end of file diff --git a/checking/vol2-backtranslation-who/01.md b/checking/vol2-backtranslation-who/01.md index 899ae90..3502fcb 100644 --- a/checking/vol2-backtranslation-who/01.md +++ b/checking/vol2-backtranslation-who/01.md @@ -3,7 +3,7 @@ To do a good back translation, the person must have three qualifications. -1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. +1. The person who makes the back translation should be someone who is a mother-tongue speaker of the local target language and who also speaks the language of wider communication well. 1. This person must also be someone who was not involved in making the local target language translation that he is back translating. The reason for this is that someone who made the local target language translation knows what he intended the translation to mean, and will put that meaning in the back translation with the result that it looks the same as the source translation. But it is possible that a speaker of the local target language who did not work on the local target language translation will understand the translation differently, or will not understand parts of it at all. The checker wants to know what these other meanings are that other speakers of the local target language will understand from the translation so that he can work with the translation team to make those places communicate the right meaning more clearly. 1. The person who does the back translation should also be someone who does not know the Bible well. The reason for this is that the back translator must give only the meaning that he understands from looking at the target language translation, not from knowledge that he might have from reading the Bible in another language. diff --git a/checking/vol2-intro/01.md b/checking/vol2-intro/01.md index e87e9cb..0adeafe 100644 --- a/checking/vol2-intro/01.md +++ b/checking/vol2-intro/01.md @@ -1,5 +1,5 @@ -We have seen where the translation team will do a lot of checking of their own translation. Those checks bring their work up to checking Level One. +We have seen where the translation team will do a lot of checking of their own translation. Those checks bring their work up to checking Level One. For Level Two and Level Three, the translation team needs to bring their work to members of the language community and to the church leaders. This is necessary because the translation team is very close to and involved in their work, and so they sometimes do not see mistakes that others can see more easily. Other speakers of the language can suggest better ways of saying things that the translation team may not have thought of. Sometimes the translation team makes the translation sound strange because they are following the words of the source language too closely. Other speakers of the language can help them fix that. Also, the translation team may lack some of the expertise or knowledge of the Bible that others have, and so there may be some mistakes that others can correct for them. For these reasons, people that are not part of the translation team need to check the translation. diff --git a/checking/vol2-steps/01.md b/checking/vol2-steps/01.md index 1315c2f..8c8d4a4 100644 --- a/checking/vol2-steps/01.md +++ b/checking/vol2-steps/01.md @@ -11,26 +11,26 @@ #### While Checking -1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best. -1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible. +1. **Ask Questions**. When you see something that you think might be a problem in the translation, do not make a statement to the translator that there is a problem in the translation. If you do not speak the target language, then you do not know if there is a problem or not. You only suspect that there could be a problem. Even if you do speak the target language, it is more polite to ask a question than to make a statement that something is wrong. You could ask something like, "What would you think about saying it this way?" and then suggest an alternative way to translate it. Then together you can discuss the different translation ideas, and you can give reasons why you think one translation alternative might be better than another. Then, after considering the alternatives, the translator or translation team must decide which way is best. +1. **Explore the target language and culture**. The questions that you ask will be to discover what the phrase means in the target language. The best questions are the ones that help the translator to think about what the phrase means and how it is used. Useful questions are, "In what situations is this phrase used in your language?" or "Who usually says things like this, and why do they say it?" It is also useful to help the translator to think about what a person from his village would say if in the same situation as the person in the Bible. 1. **Teach the translator**. After you explore the meaning of a phrase in the target language and culture, you can tell the translator what the phrase means in the source language and culture. Then together you can decide if the phrase in the translation or the phrase he has just thought of has that same meaning or not. #### Checking the Translation Directly -If you speak the target language, then you can read or hear the translation and ask the translation team about it directly. +If you speak the target language, then you can read or hear the translation and ask the translation team about it directly. #### Using a Written Back Translation If you do not speak the target language, you will need to work from a back translation in a language that you do understand. This can be written separately from the translation, or it can be written as an interlinear, that is, with a line of back translation written under each line of the translation. It is easier to compare the translation to the back translation when they are written as an interlinear, and it is easier to read a back translation that is written separately. Each method has its own strength. The person who makes the back translation should be someone who was not involved in making the translation. 1. If possible, review the back translation in written form before meeting with the translator or translation team face-to-face. This will give you time to think about the passage and to do further research on questions that arise because of what the back translation says. It will also save a lot of time when you meet with the translation team, because there will be a lot of text that you do not need to talk about because you read it in the back translation and it did not have problems. When you meet together, you will be much more productive because you can spend all of your time on the problem areas. -1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation. -1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected. +1. As you work through the back translation, make notes of questions that you want to ask the translator, either for clarification or to help the translator think about possible problems with the translation. +1. Ask the translator for a copy of the translation (if it is not interlinear), so that you can compare the translation with the back translation and make note of the connectors that the target language uses and other features that might not be visible in the back translation. Looking at the translation can also help to identify places where the back translation might not accurately represent the translation. For example, where the same words are used in the translation but they are different in the back translation. In this case, it is good to ask the translator why the back translation is different, and if it needs to be corrected. 1. If you cannot review the back translation before meeting with the translator, then work through it with the translator, discussing questions and problems as you work together. Often, as the back translation is compared to the translation, the translator will also discover problems with the translation. #### Using an Oral Back Translation -If there is no written back translation, then have someone who knows the target language and also a language that you understand make an oral back translation for you. This should be a person who was not involved in making the translation. As you listen to the oral back translation, make notes of words or phrases that seem to communicate the wrong meaning or that present other problems. The person should translate the passage in short segments, pausing in between each segment so that you can ask your questions after you hear each segment. +If there is no written back translation, then have someone who knows the target language and also a language that you understand make an oral back translation for you. This should be a person who was not involved in making the translation. As you listen to the oral back translation, make notes of words or phrases that seem to communicate the wrong meaning or that present other problems. The person should translate the passage in short segments, pausing in between each segment so that you can ask your questions after you hear each segment. #### After Checking diff --git a/checking/vol2-things-to-check/01.md b/checking/vol2-things-to-check/01.md index 6954ffd..dfb08db 100644 --- a/checking/vol2-things-to-check/01.md +++ b/checking/vol2-things-to-check/01.md @@ -11,7 +11,7 @@ 1. Check to make sure that the main point or the theme of the passage is clear. Ask the translation team to summarize what the passage is saying or teaching. If they choose a minor point as the primary one, they might need to adjust the way that they translated the passage. 1. Check that the different parts of the passage are connected in the right way – that the reasons, additions, results, conclusions, etc. in the Bible passage are marked with the proper connectors in the target language. 1. Check for the consistency of the translationWords, as explained in the last section of "Steps in Checking a Translation." Ask how each term is used in the culture – who uses the terms, and on what occasions. Also ask what other terms are similar and what the differences are between the similar terms. This helps the translator to see if some terms might have unwanted meanings, and to see which term might be better, or if they might need to use different terms in different contexts. -1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text. +1. Check figures of speech. Where there is a figure of speech in the Bible text, see how it has been translated and make sure it communicates the same meaning. Where there is a figure of speech in the translation, check to make sure it communicates the same meaning as in the Bible text. 1. Check to see how abstract ideas were translated, such as love, forgiveness, joy, etc. Many of these are also Key Words. 1. Check the translation of things or practices that might be unknown in the target culture. Showing the translation team pictures of these things and explaining to them what they are is very helpful. 1. Discuss the words about the spirit world and how they are understood in the target culture. Make sure that the ones used in the translation communicate the right thing. diff --git a/intro/finding-answers/01.md b/intro/finding-answers/01.md index d7b2842..91e4268 100644 --- a/intro/finding-answers/01.md +++ b/intro/finding-answers/01.md @@ -1,7 +1,7 @@ ### How to Get Answers -There are several resources available for finding answers to questions: +There are several resources available for finding answers to questions: * **translationAcademy** - This training manual is available at http://ufw.io/ta and has much information including: * [Introduction](../ta-intro/01.md) - introduces the unfoldingWord project diff --git a/intro/gl-strategy/01.md b/intro/gl-strategy/01.md index eac070a..c008def 100644 --- a/intro/gl-strategy/01.md +++ b/intro/gl-strategy/01.md @@ -3,12 +3,12 @@ ### Explanation -The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A "gateway language" is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language. +The objective of the gateway languages strategy is to equip 100% of the people groups that comprise the global Church with biblical content that is released from copyright restrictions and made available in a language they understand well (a language of wider communication) together with unrestricted translation training and tools that enable them to translate it into a language they understand fully (their own language). A "gateway language" is a language of wider communication through which second-language speakers of that language can gain access to content and translate it into their own language. -The "gateway languages" at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages. +The "gateway languages" at the world level comprise the smallest number of languages through which content can be delivered to every other language, via translation by bilingual speakers. For example, French is a gateway language for minority languages in Francophone Africa in that content available in French can be translated by bilingual speakers from French into their own languages. -At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, given that all people groups native to North Korea can be reached by translation of content into their language from English. +At the country level, the gateway languages of a given country are the fewest languages of wider communication required for bilingual speakers in every minority language native to the country (not located there due to immigration) to gain access to content. For example, English is the gateway language for North Korea, given that all people groups native to North Korea can be reached by translation of content into their language from English. ### Effects -This model has two basic effects: First, it empowers all languages to "pull" content to their language once the content and helps have been "pushed" into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps. +This model has two basic effects: First, it empowers all languages to "pull" content to their language once the content and helps have been "pushed" into a language accessible to every language of the world (a gateway language). Second, it limits the amount of translation that needs to be done as the translation helps only have to be translated into the gateway language. All other languages can translate only the biblical content, since no language will be dependent upon them for understanding the translation helps. diff --git a/intro/open-license/01.md b/intro/open-license/01.md index 9b02127..fa49bde 100644 --- a/intro/open-license/01.md +++ b/intro/open-license/01.md @@ -12,7 +12,7 @@ This is a human-readable summary of (and not a substitute for) the [license](htt #### You are free to: * **Share** — copy and redistribute the material in any medium or format -* **Adapt** — remix, transform, and build upon the material +* **Adapt** — remix, transform, and build upon the material for any purpose, even commercially. @@ -33,7 +33,7 @@ No warranties are given. The license may not give you all of the permissions nec 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 When importing a resource into Door43, the original work must be attributed as specified by the open license under which it is available. For example, the artwork used in Open Bible Stories is clearly attributed on the project's [main page](http://openbiblestories.com). diff --git a/intro/ta-intro/01.md b/intro/ta-intro/01.md index 9b51931..224ca30 100644 --- a/intro/ta-intro/01.md +++ b/intro/ta-intro/01.md @@ -1,7 +1,7 @@ ### Welcome to translationAcademy -The "translationAcademy" is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure. +The "translationAcademy" is intended to enable anyone, anywhere to equip themselves so that they will be able to make high-quality translations of biblical content into their own language. translationAcademy is designed to be highly flexible. It can be used in a systematic, in-advance approach or it can be used for just-in-time learning (or both, as needed). It is modular in structure. translationAcademy contains the following sections: diff --git a/intro/uw-intro/01.md b/intro/uw-intro/01.md index 1df52e7..3ba1f36 100644 --- a/intro/uw-intro/01.md +++ b/intro/uw-intro/01.md @@ -1,24 +1,24 @@ The unfoldingWord project exists because we want to see **unrestricted biblical content in every language**. -Jesus commanded his disciples to make disciples of EVERY people group: +Jesus commanded his disciples to make disciples of EVERY people group: >"Jesus came to them and spoke to them and said, 'All authority has been given to me in heaven and on earth. Go therefore and make disciples of all the nations. Baptize them into the name of the Father, of the Son, and of the Holy Spirit. Teach them to obey all the things that I have commanded you. And see, I am with you always, even to the end of the world.'" (Matthew 28:18-20 ULB) -We have the promise that people from EVERY language will be in heaven: +We have the promise that people from EVERY language will be in heaven: >"After these things I saw, and behold, there was a great crowd, which no one was able to number, out of every nation, tribe, people, and language, standing before the throne and before the Lamb." (Revelation 7:9 ULB) -Understanding the Word of God in one's heart language is important: +Understanding the Word of God in one's heart language is important: >"So faith comes from hearing, and hearing by the word of Christ." (Romans 10:17 ULB) ### How Do We Do This? -How do we accomplish the goal of **unrestricted biblical content in every language**? +How do we accomplish the goal of **unrestricted biblical content in every language**? * [unfoldingWord Network](https://unfoldingword.org/network/) - By partnering with other like-minded organizations -* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs +* [Statement of Faith](../statement-of-faith/01.md) - By working with those who have the same beliefs * [Translation Guidelines](../translation-guidelines/01.md) - By using a common translation theory * [Open License](../open-license/01.md) - By releasing everything we create under an open license * [Gateway Languages Strategy](../gl-strategy/01.md) - By making Biblical content available to translate from a known language diff --git a/process/intro-share/01.md b/process/intro-share/01.md index fef8760..cd1b9e2 100644 --- a/process/intro-share/01.md +++ b/process/intro-share/01.md @@ -8,7 +8,7 @@ Content is worthless unless it is disseminated and used. One advantage of using The biggest factor that encourages distribution of content is the [Open License](../../intro/open-license/01.md) that is used for all content on Door43. This license gives everybody the freedom they need to: * **Share** — copy and redistribute the material in any medium or format -* **Adapt** — remix, transform, and build upon the material +* **Adapt** — remix, transform, and build upon the material for any purpose, even commercially. diff --git a/process/process-manual/01.md b/process/process-manual/01.md index fe8ac6a..f32477f 100644 --- a/process/process-manual/01.md +++ b/process/process-manual/01.md @@ -1,7 +1,7 @@ ### Welcome -The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content. +The Process Manual is a step-by-step guide to help translation teams know what they need to do, from the start of a project to its completion. This guide will help a translation team from its initial setup to final publishing of translated and checked content. ### Getting Started diff --git a/process/required-checking/01.md b/process/required-checking/01.md index bc883f3..63f0545 100644 --- a/process/required-checking/01.md +++ b/process/required-checking/01.md @@ -5,11 +5,11 @@ The purpose of the Checking Levels (see [Checking Manual](../../checking/intro-c #### Checking Level 1 -Checking Level 1 is done primarily by the translation team, with some input from the language community. See [Checking Level One - Affirmation by Translation Team](../../checking/level1/01.md). After completing the Level 1 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 2 (see below). +Checking Level 1 is done primarily by the translation team, with some input from the language community. See [Checking Level One - Affirmation by Translation Team](../../checking/level1/01.md). After completing the Level 1 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 2 (see below). #### Checking Level 2 -Checking Level 2 is done to verify that representative groups from the local language community agree that the translation is a good one (see [Checking Level Two - Affirmation by Community](../../checking/level2/01.md)). It is done with a language community check (see [Language Community Check](../../checking/language-community-check/01.md)) and a church leader check (see [Church Leader Check](../../checking/church-leader-check/01.md)). After completing the Level 2 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 3 (see below), if you so desire. +Checking Level 2 is done to verify that representative groups from the local language community agree that the translation is a good one (see [Checking Level Two - Affirmation by Community](../../checking/level2/01.md)). It is done with a language community check (see [Language Community Check](../../checking/language-community-check/01.md)) and a church leader check (see [Church Leader Check](../../checking/church-leader-check/01.md)). After completing the Level 2 Check, you are encouraged to upload to Door43 (see [Introduction to Publishing](../intro-publishing/01.md)) and continue on to Checking Level 3 (see below), if you so desire. #### Checking Level 3 diff --git a/process/setup-team/01.md b/process/setup-team/01.md index e468302..19b09ea 100644 --- a/process/setup-team/01.md +++ b/process/setup-team/01.md @@ -5,12 +5,12 @@ As you begin selecting a translation and checking team, there are many different * [Choosing a Translation Team](../../translate/choose-team/01.md) - Describes many of the roles that are needed * [Translator Qualifications](../../translate/qualifications/01.md) - Describes some of the skills needed by the translators -* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ): +* Remember that everyone on the team needs to sign a statement that they agree with (forms are available at http://ufw.io/forms/ ): * [Statement of Faith](../../intro/statement-of-faith/01.md) * [Translation Guidelines](../../intro/translation-guidelines/01.md) * [Open License](../../intro/open-license/01.md) -* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)). -* The team will also need to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)). +* Everyone on the team also needs to know the qualities of a good translation (see [The Qualities of a Good Translation](../../translate/guidelines-intro/01.md)). +* The team will also need to know where they can find answers (see [Finding Answers](../../intro/finding-answers/01.md)). ### Translation Decisions diff --git a/translate/biblicalimageryta/01.md b/translate/biblicalimageryta/01.md index 02bc609..048027c 100644 --- a/translate/biblicalimageryta/01.md +++ b/translate/biblicalimageryta/01.md @@ -6,23 +6,23 @@ Imagery is language in which an image is paired with another idea so that the im The patterns of pairings found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere they see the same patterns. -### Common Patterns in Metaphors and Similes +### Common Patterns in Metaphors and Similes -A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in "My love is a red, red rose," the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower. +A **metaphor** occurs when someone speaks of one thing as if it were a different thing. The speaker does this in order to effectively describe the first thing. For example, in "My love is a red, red rose," the speaker is describing the woman he loves as beautiful and delicate, as though she were a flower. A **simile** is like a metaphor, except that it uses words such as "like" or "as" as a signal to the audience that it is a figure of speech. A simile using the image above would say, "My love is like a red, red rose." "see [Biblical Imagery - Common Patterns](bita-part1) for links to pages showing common patterns of pairings between ideas in metaphors and similes." -### Common Metonymies +### Common Metonymies -In metonymy, a thing or idea is called not by its own name, but by the name of something closely associated with it. +In metonymy, a thing or idea is called not by its own name, but by the name of something closely associated with it. "see [Biblical Imagery - Common Metonymies](bita-part2) for a list of some common metonymies in the Bible" -### Cultural Models -Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, "His marriage is breaking down," or "Their friendship is going full speed ahead." +### Cultural Models +Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these things. For example, Americans often think of many things, including marriage and friendship, as if they were machines. Americans might say, "His marriage is breaking down," or "Their friendship is going full speed ahead." The Bible often speaks of God as if he were a shepherd and his people were sheep. This is a cultural model. @@ -31,6 +31,6 @@ The Bible often speaks of God as if he were a shepherd and his people were sheep >He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB) -Some of the cultural models in the Bible were used much by the cultures in the Ancient Near East, and not only by the Israelites. +Some of the cultural models in the Bible were used much by the cultures in the Ancient Near East, and not only by the Israelites. "see [Biblical Imagery - Cultural Models](bita-part3) for a list of cultural models in the Bible." \ No newline at end of file diff --git a/translate/bita-animals/01.md b/translate/bita-animals/01.md index 0e3eef5..c367d29 100644 --- a/translate/bita-animals/01.md +++ b/translate/bita-animals/01.md @@ -4,8 +4,8 @@ Some images from the Bible involving body parts and human qualities are listed b #### An ANIMAL HORN represents strength -> God is my rock. I take refuge in him. -> He is my shield, the horn of my salvation, my stronghold, and my refuge, +> God is my rock. I take refuge in him. +> He is my shield, the horn of my salvation, my stronghold, and my refuge, > the one who saves me from violence. (2 Samuel 22:3 ULB) The "horn of my salvation" is the strong one who saves me. @@ -20,44 +20,44 @@ This is because some birds are easily trapped. >My enemies have relentlessly hunted me like a bird, without cause. (Lamentations 3:52 ULB) ->Save yourself like a gazelle from the hand of the hunter, +>Save yourself like a gazelle from the hand of the hunter, >like a bird from the hand of the fowler. (Proverbs 6:5 ULB) A fowler is a person who catches birds, and a snare is a small trap. ->We have escaped like a bird out of the snare of the fowlers; +>We have escaped like a bird out of the snare of the fowlers; >the snare has been broken, and we have escaped. (Psalm 124:7 ULB) #### BIRDS THAT EAT MEAT represent enemies who attack swiftly -In Habakkuk and Hosea, Israel's enemies who would come and attack them were compared to an eagle. +In Habakkuk and Hosea, Israel's enemies who would come and attack them were compared to an eagle.
and their horsemen come from a great distance—they fly like an eagle hurrying to eat! (Habakkuk 1:8 ULB)
->An eagle is coming over the house of Yahweh. -> ... Israel has rejected what is good, +>An eagle is coming over the house of Yahweh. +> ... Israel has rejected what is good, >and the enemy will pursue him. (Hosea 8:1,3 ULB) In Isaiah, God called a certain foreign king a bird of prey because he would come quickly and attack Israel's enemies. >I call a bird of prey from the east, the man of my choice from a distant land; (Isaiah 46:11 ULB) -#### A BIRD'S WINGS represent protection +#### A BIRD'S WINGS represent protection This is because birds spread their wings over their chicks to protect them from danger. ->Protect me like the apple of your eye; hide me under the shadow of your wings +>Protect me like the apple of your eye; hide me under the shadow of your wings > from the presence of the wicked ones who assault me, my enemies who surround me. (Psalms 17:8-9 ULB) Here is another example of how the wings represent protection. -> Be merciful to me, God, be merciful to me, -> for I take refuge in you until these troubles are over. +> Be merciful to me, God, be merciful to me, +> for I take refuge in you until these troubles are over. > I stay under your wings for protection until this destruction is over. (Psalm 57:1 ULB) -#### DANGEROUS ANIMALS represent dangerous people +#### DANGEROUS ANIMALS represent dangerous people In Psalms, David referred to his enemies as lions. ->My life is among lions; ->I am among those who are ready to devour me. ->I am among people whose teeth are spears and arrows, ->and whose tongues are sharp swords. +>My life is among lions; +>I am among those who are ready to devour me. +>I am among people whose teeth are spears and arrows, +>and whose tongues are sharp swords. >Be exalted, God, above the heavens (Psalm 57:4 ULB) Peter called the devil a roaring lion. @@ -69,22 +69,22 @@ In Matthew, Jesus called false prophets wolves because of the harm they did to p In Matthew, John the Baptist called the religious leaders poisonous snakes because of the harm they did by teaching lies. >But when he saw many of the Pharisees and Sadducees coming to him for baptism, he said to them, "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming? (Matthew 3:7 ULB) -#### EAGLES represent strength +#### EAGLES represent strength -> He satisfies your life with good things +> He satisfies your life with good things > so that your youth is renewed like the eagle. (Psalm 103:5 ULB)
For Yahweh says this, "See, the enemy will come flying like an eagle, spreading out his wings over Moab." (Isaiah 48:40 ULB)
-#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger +#### SHEEP or a FLOCK OF SHEEP represents people who need to be led or are in danger >My people have been a lost flock. Their shepherds have led them astray in the mountains; (Jeremiah 50:6 ULB)
He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB)
->Israel is a sheep scattered and driven away by lions. First the king of Assyria devoured him; ->then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULB) +>Israel is a sheep scattered and driven away by lions. First the king of Assyria devoured him; +>then after this, Nebuchadnezzar king of Babylon broke his bones. (Jeremiah 50:17 ULB)
See, I send you out as sheep in the midst of wolves, so be as wise as serpents and harmless as doves. Watch out for people! They will deliver you up to councils, and they will whip you in their synagogues. (Matthew 10:16 ULB)
\ No newline at end of file diff --git a/translate/bita-farming/01.md b/translate/bita-farming/01.md index f5020fd..ea622ef 100644 --- a/translate/bita-farming/01.md +++ b/translate/bita-farming/01.md @@ -2,10 +2,10 @@ Some images from the Bible related to farming are listed below. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does appear. -#### A FARMER represents God, and the VINEYARD represents his chosen people -> My well beloved had a vineyard on a very fertile hill. -> He spaded it and removed the stones, and planted it with the choicest vine. -> He built a tower in the middle of it, and also built a winepress. +#### A FARMER represents God, and the VINEYARD represents his chosen people +> My well beloved had a vineyard on a very fertile hill. +> He spaded it and removed the stones, and planted it with the choicest vine. +> He built a tower in the middle of it, and also built a winepress. > He waited for it to produce grapes, but it produced wild grapes. (Isaiah 5:1-2)
For the kingdom of heaven is like a landowner who went out early in the morning to hire workers for his vineyard. (Matthew 20:1 ULB)
@@ -13,7 +13,7 @@ Some images from the Bible related to farming are listed below. The word in all > There was a man, a person with extensive land. He planted a vineyard, set a hedge about it, dug a winepress in it, built a watchtower, and rented it out to vine growers. Then he went into another country. (Matthew 21:33 ULB) #### The GROUND represents people's hearts (inner being) -> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground, +> For Yahweh says this to each person in Judah and Jerusalem: 'Plow your own ground, > and do not sow among thorns. (Jeremiah 4:3 ULB)
When anyone hears the word of the kingdom but does not understand it.... This is the seed that was sown beside the road. What was sown on rocky ground is the person who hears the word and immediately receives it with joy....What was sown among the thorn plants, this is the person who hears the word, but the cares of the world and the deceitfulness of riches choke the word.... What was sown on the good soil, this is the person who hears the word and understands it. (Matthew 13:19-23 ULB)
@@ -21,13 +21,13 @@ Some images from the Bible related to farming are listed below. The word in all > Break up your unplowed ground, > for it is time to seek Yahweh.... (Hosea 10:12 ULB) -#### SOWING represents actions or attitudes, and REAPING represents judgment or reward -> Based on what I have observed, those who plow iniquity +#### SOWING represents actions or attitudes, and REAPING represents judgment or reward +> Based on what I have observed, those who plow iniquity > and sow trouble reap the same. (Job 4:8 ULB) > Do not be deceived. God is not mocked. Whatever a man plants, that is what he will also harvest. For he who sows seed to his own sinful nature will harvest destruction, but he who sows seed to the Spirit, will harvest eternal life from the Spirit. (Galatians 6:7-8 ULB) -#### THRESHING and WINNOWING represent the separation of evil people from good people +#### THRESHING and WINNOWING represent the separation of evil people from good people After farmers harvest wheat and other types of grain, they bring them to a _threshing floor_, a flat place with hard ground, and have oxen pull heavy wheeled carts or sleds without wheels over the grain to _thresh_ it, to separate the usable grains from the useless chaff. Then they take large forks and _winnow_ the threshed grain by throwing it up in the air so the wind can carry off the chaff while the grains fall back to the threshing floor, where they can be gathered and used for food. (see *thresh* and *winnow* pages in [translationWords](https://unfoldingword.org/en/?resource=translation-words) for help translating "thresh" and "winnow") > So I will winnow them with a pitchfork at the gates of the land. I will bereave them. I will destroy my people since they will not turn from their ways. (Jeremiah 15:7 ULB) @@ -35,10 +35,10 @@ After farmers harvest wheat and other types of grain, they bring them to a _thre
His winnowing fork is in his hand to thoroughly clear off his threshing floor and to gather the wheat into his storehouse. But he will burn up the chaff with fire that can never be put out. (Luke 3:17 ULB)
-#### GRAFTING represents God's allowing the Gentiles to become his people +#### GRAFTING represents God's allowing the Gentiles to become his people > For if you were cut out of what is by nature a wild olive tree, and contrary to nature were grafted into a good olive tree, how much more will these Jews, who are the natural branches, be grafted back into their own olive tree? For I do not want you to be unaware, brothers, of this mystery, in order that you will not be wise in your own thinking. This mystery is that a partial hardening has occurred in Israel, until the completion of the Gentiles come in. (Romans 11:24-25 ULB) -#### RAIN represents God's gifts to his people +#### RAIN represents God's gifts to his people > ...he comes and rains righteousness on you. (Hosea 10:12 ULB) diff --git a/translate/bita-hq/01.md b/translate/bita-hq/01.md index c58e2da..af78920 100644 --- a/translate/bita-hq/01.md +++ b/translate/bita-hq/01.md @@ -3,7 +3,7 @@ Some images from the Bible involving body parts and human qualities are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does. -#### The BODY represents a group of people +#### The BODY represents a group of people > Now you are the body of Christ and individually members of it. (1 Corinthians 12:27 ULB)
Rather we will speak the truth in love and grow up in all ways into him who is the head, Christ. Christ joins the whole body of believers together—it is held together by every supporting ligament so that the whole body grows and builds itself up in love. (Ephesians 4:15-16 ULB)
@@ -11,13 +11,13 @@ Some images from the Bible involving body parts and human qualities are listed b In these verses, the body of Christ represents the group of people who follow Christ. -#### The FACE represents someone's presence +#### The FACE represents someone's presence >Do you not fear me—this is Yahweh's declaration—or tremble before my face? (Jeremiah 5:22 ULB) To be before someone's face is to be in their presence, that is, to be with them. -#### The FACE represents someone's attention +#### The FACE represents someone's attention > Every man of the house of Israel who takes his idols into his heart, or who puts the stumbling block of his iniquity before his face, and who then comes to a prophet—I, Yahweh, will answer him according to the number of his idols. (Ezekiel 14:4 ULB) @@ -31,24 +31,24 @@ If someone seeks another person's face, he hopes that the person will pay attent To hide one's face from someone is to ignore him. -#### The FACE represents surface +#### The FACE represents surface >The famine was over all the face of the whole land. (Genesis 41:56 ULB)
He encloses the face of the moon and spreads his clouds on it. (Job 26:9 ULB)
-#### The HAND represents a person's agency or power +#### The HAND represents a person's agency or power -> Yahweh has burst through my enemies by my hand like a bursting flood of water. (1 Chronicles 14:11 ULB) +> Yahweh has burst through my enemies by my hand like a bursting flood of water. (1 Chronicles 14:11 ULB) "Yahweh has burst through my enemies by my hand" means "Yahweh has used me to burst through my enemies." ->Your hand will seize all your enemies; your right hand will seize those who hate you. (Psalm 21:8 ULB) +>Your hand will seize all your enemies; your right hand will seize those who hate you. (Psalm 21:8 ULB) "Your hand will seize all your enemies" means "By your power you will seize all your enemies." ->Look, Yahweh's hand is not so short that it cannot save. (Isaiah 59:1 ULB) +>Look, Yahweh's hand is not so short that it cannot save. (Isaiah 59:1 ULB) "His hand is not short" means that he is not weak. @@ -60,13 +60,13 @@ To hide one's face from someone is to ignore him.
Wives should be subject to their own husbands, as to the Lord. For the husband is the head of the wife, as Christ also is the head of the church, and he is the Savior of the body. (Ephesian 5:22-23 ULB)
-#### A MASTER represents anything that motivates someone to act +#### A MASTER represents anything that motivates someone to act >No one can serve two masters, for either he will hate the one and love the other, or else he will be devoted to one and despise the other. You cannot serve God and wealth. (Matthew 6:24 ULB) To serve God is to be motivated by God. To serve money is to be motivated by money. -#### A NAME represents the person who has that name +#### A NAME represents the person who has that name >May your God make the name of Solomon better than your name, and make his throne greater than your throne." 1 Kings 1:47 (ULB) @@ -74,14 +74,14 @@ To serve God is to be motivated by God. To serve money is to be motivated by mon
See, I have sworn by my great name—says Yahweh. My name will no longer be called upon by the mouths of any of the men of Judah in all the land of Egypt…." (Jeremiah 44:26 ULB)
-If someone's name is great, it means that he is great. +If someone's name is great, it means that he is great. >Listen now to the prayer of your servant and to the prayer of your servants who delight to honor your name…. Nehemiah 1:11 (ULB) To honor someone's name is to honor him. -#### A NAME represents the fame or reputation of a person +#### A NAME represents the fame or reputation of a person >You must no longer profane my holy name with your gifts and your idols. Ezekiel 20:39 (ULB) @@ -98,7 +98,7 @@ To make God's name holy is to cause people to to see that God is holy. The fact that the men said they heard a report about Yahweh shows that "because of the name of Yahweh" means because of Yahweh's reputation. -#### The NOSE represents anger +#### The NOSE represents anger >Then…the foundations of the world were exposed at your battle cry, Yahweh—at the blast of the breath of your nostrils. (Psalms 18:15 ULB) @@ -106,7 +106,7 @@ The fact that the men said they heard a report about Yahweh shows that "because
By the blast of your nostrils the waters were piled up…. (Exodus 15:8 ULB)
->Smoke went up from out of his nostrils, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULB) +>Smoke went up from out of his nostrils, and blazing fire came out of his mouth…. (2 Samuel 22:9 ULB)
…This is the Lord Yahweh's declaration: 'My fury will arise in my nostrils!' (Ezekiel 38:18 ULB)
@@ -114,7 +114,7 @@ The fact that the men said they heard a report about Yahweh shows that "because A blast of air or smoke coming from someone's nose shows his great anger. -#### RAISED EYES represents arrogance +#### RAISED EYES represents arrogance > but you bring down those with proud, uplifted eyes! (Psalm 18:27 ULB) @@ -126,14 +126,14 @@ Uplifted eyes show that a person is proud. Lowered eyes show that a person is humble. -#### The SON OF SOMETHING shares its qualities +#### The SON OF SOMETHING shares its qualities > no son of wickedness will oppress him. (Psalm 89:22b ULB) A son of wickedness is a wicked person. -> May the groans of the prisoners come before you; +> May the groans of the prisoners come before you; > with the greatness of your power keep the children of death alive. (Psalm 79:11 ULB) @@ -142,8 +142,8 @@ Children of death here are people that others plan to kill. >We all were once among these unbelievers and acted according to the evil desires of our flesh, doing the will of the flesh and of the mind, and we were by nature children of wrath like the others. (Ephesians 2:3 ULB) -Children of wrath here are people with whom God is very angry. +Children of wrath here are people with whom God is very angry. -### Translation Strategies +### Translation Strategies (see the Translations Strategies on [Biblical Imagery - Common Patterns](../bita-part1/01.md)) \ No newline at end of file diff --git a/translate/bita-humanbehavior/01.md b/translate/bita-humanbehavior/01.md index 9e66fd3..9179150 100644 --- a/translate/bita-humanbehavior/01.md +++ b/translate/bita-humanbehavior/01.md @@ -2,16 +2,16 @@ Some images from the Bible involving human behavior are listed below. The word in all capital letters represents an image. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does. -#### BEING BENT OVER represents being discouraged +#### BEING BENT OVER represents being discouraged >Yahweh supports all who are falling and raises up all those who are bent over. (Psalm 145:14 ULB) -#### BIRTH PAINS represent the suffering that is necessary to achieve a new condition +#### BIRTH PAINS represent the suffering that is necessary to achieve a new condition ->Be in pain and labor to give birth, daughter of Zion, like a woman in labor. ->For now you will go out of the city, live in the field, and go to Babylon. ->There you will be rescued. +>Be in pain and labor to give birth, daughter of Zion, like a woman in labor. +>For now you will go out of the city, live in the field, and go to Babylon. +>There you will be rescued. >There Yahweh will rescue you from the hand of your enemies. (Micah 4:10 ULB) @@ -31,20 +31,20 @@ This is because he actually is the God of the whole earth. This is because he actually is discerning. ->He will...be called the Son of the Most High. (Luke 1:32 ULB) +>He will...be called the Son of the Most High. (Luke 1:32 ULB) -This is because he actually is the Son of the Most High. +This is because he actually is the Son of the Most High. ->So the holy one to be born will be called the Son of God. (Luke 1:35 ULB) +>So the holy one to be born will be called the Son of God. (Luke 1:35 ULB) -This is because he actually is the Son of God. +This is because he actually is the Son of God. ->Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB) +>Every male that opens the womb will be called dedicated to the Lord. (Luke 2:23 ULB) -This is because he actually will be dedicated to the Lord. +This is because he actually will be dedicated to the Lord. -#### CLEANLINESS represents being acceptable for God's purposes +#### CLEANLINESS represents being acceptable for God's purposes Noah built an altar to Yahweh. He took some of the clean animals and some of the clean birds, and offered burnt offerings on the altar. Yahweh smelled the pleasing aroma... (Genesis 8:20 ULB) @@ -59,7 +59,7 @@ Noah built an altar to Yahweh. He took some of the clean animals and some
This is because on this day atonement will be made for you, to cleanse you from all your sins so you will be clean before Yahweh. (Leviticus 16:30 ULB)
-#### UNCLEANLINESS represents not being acceptable for God's purposes +#### UNCLEANLINESS represents not being acceptable for God's purposes >You may eat any animal that has a split hoof and that also chews the cud. However, some animals either chew the cud or have a split hoof, and you must not eat them, animals such as the camel, because it chews the cud but does not have a split hoof. So the camel is unclean for you. (Leviticus 11:3-4 ULB) @@ -67,18 +67,18 @@ Noah built an altar to Yahweh. He took some of the clean animals and some
And if any of them dies and falls on anything, that thing will be unclean, whether it is made of wood, cloth, leather, or sackcloth. Whatever it is and whatever it is used for, it must be put into water; it will be unclean until evening. Then it will be clean. (Leviticus 11:32 ULB)
-#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God's purposes. +#### MAKING SOMETHING UNCLEAN represents making it unacceptable for God's purposes. > Or if anyone touches anything God has designated as unclean, whether it be the carcass of an unclean wild animal or the carcass of any livestock that has died, or creeping animal, even if the person did not intend to touch it, he is unclean and guilty. (Leviticus 5:2 ULB) -#### BEING CUT OFF FROM SOMETHING represents being separated from it +#### BEING CUT OFF FROM SOMETHING represents being separated from it >Uzziah, the king, was a leper to the day of his death, and lived in a separate house, since he was a leper; for he was cut off from the house of Yahweh. (2 Chronicles 26:21 ULB) -#### BEING CUT OFF represents being killed +#### BEING CUT OFF represents being killed >So you must keep the Sabbath, for it must be treated by you as holy, reserved for him. Everyone who defiles it must surely be put to death. Whoever works on the Sabbath, that person must surely be cut off from his people. (Exodus 31:14-15 ULB) @@ -89,7 +89,7 @@ Noah built an altar to Yahweh. He took some of the clean animals and some >But he was cut off from the land of the living. (Isaiah 53:8 ULB) -#### COMING AND STANDING BEFORE SOMEONE represents serving him +#### COMING AND STANDING BEFORE SOMEONE represents serving him
How blessed are your people, and how blessed are your servants who constantly stand before you, because they hear your wisdom. (1 Kings 10:8 ULB)
@@ -102,14 +102,14 @@ Covenant faithfulness and trustworthiness are also personified here. (see [Perso Too much wine makes a person weak and he staggers. So too, when God judges people, they become weak and stagger. So the idea of wine is used to represent God's judgment. ->You have shown your people severe things; +>You have shown your people severe things; >you have made us drink the wine of staggering. (Psalm 60:3 ULB) Another example from Psalm. ->But God is the judge; ->he brings one down and raises up another. ->For Yahweh holds a cup in his hand of foaming wine, ->which is mixed with spices, and pours it out. +>But God is the judge; +>he brings one down and raises up another. +>For Yahweh holds a cup in his hand of foaming wine, +>which is mixed with spices, and pours it out. >Surely all the wicked of the earth will drink it to the last drop. (Psalm 75:8 ULB) An example from Revelation. @@ -118,35 +118,35 @@ An example from Revelation. #### EATING UP represents destroying ->God brings [Israel] out of Egypt. ->He has strength like a wild ox. ->He will eat up the nations who fight against him. ->He will break their bones to pieces. +>God brings [Israel] out of Egypt. +>He has strength like a wild ox. +>He will eat up the nations who fight against him. +>He will break their bones to pieces. >He will shoot them with his arrows. Numbers 24:8 ULB) Another word for "eat up" is devour. ->Therefore as the tongue of fire devours stubble, and as the dry grass goes down in flame, +>Therefore as the tongue of fire devours stubble, and as the dry grass goes down in flame, >so their root will rot, and their blossom will blow away like dust, (Isaiah 5:24 ULB) Another example from Isaiah. ->Therefore Yahweh will raise up against him, Rezin, his adversary, and will stir up his enemies, ->the Arameans on the east, and the Philistines on the west. +>Therefore Yahweh will raise up against him, Rezin, his adversary, and will stir up his enemies, +>the Arameans on the east, and the Philistines on the west. >They will devour Israel with open mouth. (Isaiah 9:11-12 ULB) An example from Deuteronomy. ->I will make my arrows drunk with blood, ->and my sword will devour flesh ->with the blood of the killed and the captives, +>I will make my arrows drunk with blood, +>and my sword will devour flesh +>with the blood of the killed and the captives, >and from the heads of the leaders of the enemy. (Deuteronomy 32:42 ULB) -#### FALLING UPON or BEING UPON represents affecting +#### FALLING UPON or BEING UPON represents affecting
Yahweh God caused a deep sleep to fall upon the man, so the man slept. (Genesis 2:21 ULB)
->Would not his majesty make you afraid? +>Would not his majesty make you afraid? >Would not his dread fall upon you? (Job 13:11 ULB) @@ -155,7 +155,7 @@ An example from Deuteronomy. > Now look, the hand of the Lord is upon you, and you will become blind. (Acts 13:11 ULB) -#### FOLLOWING SOMEONE represents being loyal to him +#### FOLLOWING SOMEONE represents being loyal to him >They broke away from Yahweh, the God of their fathers, who had brought them out of the land of Egypt. They went after other gods, the very gods of the peoples who were around them, and they bowed down to them. They provoked Yahweh to anger because they broke away from Yahweh and worshiped Baal and the Ashtoreths. @@ -166,7 +166,7 @@ An example from Deuteronomy. >Not one of them who despised me will see it, except for my servant Caleb, because he had another spirit. He has followed me fully; I will bring him into the land which he went to examine. His descendants will possess it. (Numbers 14:23-24 ULB) -#### GOING BEFORE, ACCOMPANYING, OR FOLLOWING A KING WITH HIS OTHER ATTENDANTS represents serving him +#### GOING BEFORE, ACCOMPANYING, OR FOLLOWING A KING WITH HIS OTHER ATTENDANTS represents serving him >See, his reward is with him, and his recompense is going before him. (Isaiah 62:11 ULB) @@ -175,25 +175,25 @@ An example from Deuteronomy. #### INHERITING is permanently possessing something ->Then the King will say to those on his right hand, "Come, you who have been blessed by my Father, inherit the kingdom prepared for you from the foundation of the world." (Matthew 25:34) +>Then the King will say to those on his right hand, "Come, you who have been blessed by my Father, inherit the kingdom prepared for you from the foundation of the world." (Matthew 25:34) The blessing of God's complete rule is given as the permanent possession to those to whom the King is speaking. ->Now this I say, brothers and sisters, that flesh and blood cannot inherit the kingdom of God. Neither does what is perishable inherit what is imperishable. (1 Corinthians 15:50 ULB) +>Now this I say, brothers and sisters, that flesh and blood cannot inherit the kingdom of God. Neither does what is perishable inherit what is imperishable. (1 Corinthians 15:50 ULB) People cannot receive the kingdom of God in its complete form as a permanent possession while they are still in their mortal bodies. An **INHERITANCE** is something that someone permanently possesses ->You will bring them and plant them on the mountain of your inheritance. (Exodus 15:17 ULB) +>You will bring them and plant them on the mountain of your inheritance. (Exodus 15:17 ULB) The mountain where God will be worshiped is viewed as his permanent possession. ->Pardon our iniquity and our sin, and take us as your inheritance. (Exodus 34:9 ULB) +>Pardon our iniquity and our sin, and take us as your inheritance. (Exodus 34:9 ULB) Moses asks God to still accept the people of Israel as his special possession, that is, as the people permanently belonging to him. ->the richness of the glory of his inheritance among those who are set apart for him. (Ephesians 1:18 ULB) +>the richness of the glory of his inheritance among those who are set apart for him. (Ephesians 1:18 ULB) The wonderful things that God will give all who are set apart for him is viewed as their permanent possession. @@ -212,16 +212,16 @@ God's Son will receive all things as a permanent possession. Noah received righteousness as a permanent possession. -#### LYING DOWN represents DYING +#### LYING DOWN represents DYING
When your days are fulfilled and you lie down with your fathers, I will raise up a descendant after you, (2 Samuel 7:12 ULB)
->Ask them, 'Are you really more beautiful than anyone else? Go down and lie with the uncircumcised!' +>Ask them, 'Are you really more beautiful than anyone else? Go down and lie with the uncircumcised!' >They will fall among those who were killed by the sword! Egypt is given to the sword; her enemies will seize her and her servants! (Ezekiel 32:19-20 ULB) -#### REIGNING OR RULING represents controlling +#### REIGNING OR RULING represents controlling >This happened so that, as sin ruled in death, even so grace might rule through righteousness for everlasting life through Jesus Christ our Lord. (Romans 5:21 ULB) @@ -240,17 +240,17 @@ Noah received righteousness as a permanent possession.
The nations will seek him out, and his resting place will be glorious. (Isaiah 11:10 ULB)
-#### RISING, STANDING UP represents acting +#### RISING, STANDING UP represents acting >Rise up for our help and redeem us for the sake of your covenant faithfulness. (Psalm 44:26 ULB) -#### SEEING SOMETHING represents being there +#### SEEING SOMETHING represents being there >You will not let the one who has covenant faithfulness see the pit. (Psalm 16:10 ULB) -#### SELLING represents handing over to someone's control. BUYING represents removing from someone's control +#### SELLING represents handing over to someone's control. BUYING represents removing from someone's control >[Yahweh] sold [the Israelites] into the hand of Cushan Rishathaim king of Aram Naharaim. (Judges 3:8 ULB) @@ -260,7 +260,7 @@ Noah received righteousness as a permanent possession. >A throne will be established in covenant faithfulness, and one from David's tent will faithfully sit there. ( Isaiah 16:5 ULB) -#### STANDING represents successfully resisting +#### STANDING represents successfully resisting >So the wicked will not stand in the judgment, nor sinners in the assembly of the righteous. (Psalm 1:2 ULB) diff --git a/translate/bita-manmade/01.md b/translate/bita-manmade/01.md index 0b0897a..82ad3d6 100644 --- a/translate/bita-manmade/01.md +++ b/translate/bita-manmade/01.md @@ -7,12 +7,12 @@ Some images from the Bible involving man-made objects are listed below in alphab >He trains…my arms to bend a bow of bronze. Psalm 18:34 ULB) -#### CHAINS represent control +#### CHAINS represent control >Let us tear off the shackles they put on us and throw off their chains. Psalm 2:3 -#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life) +#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life) >It is God who puts strength on me like a belt. (Psalm 18:32 ULB) @@ -26,7 +26,7 @@ Some images from the Bible involving man-made objects are listed below in alphab
I will clothe his enemies with shame. (Psalm 132:18 ULB)
-#### A SNARE (A LIGHT TRAP FOR BIRDS WORKED BY CORDS) represents death +#### A SNARE (A LIGHT TRAP FOR BIRDS WORKED BY CORDS) represents death >For he will rescue you from the snare of the hunter. (Psalm 91:3 ULB) @@ -47,7 +47,7 @@ Some images from the Bible involving man-made objects are listed below in alphab In this case the snare was a persuasion to do evil, which leads to death. -#### A TENT represents a house, home, people in one's home, descendants +#### A TENT represents a house, home, people in one's home, descendants >God will likewise destroy you forever; he will take you up and pluck you out of your tent. (Psalm 52:5 ULB) diff --git a/translate/bita-part1/01.md b/translate/bita-part1/01.md index d94ebc6..96b4221 100644 --- a/translate/bita-part1/01.md +++ b/translate/bita-part1/01.md @@ -2,9 +2,9 @@ This page discusses ideas that are paired together in limited ways. (For a discussion of more complex pairings, see [Biblical Imagery - Cultural Models](bita-part3).*) -### Description +### Description -In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__. +In all languages, most **metaphors** come from broad patterns of pairings of ideas in which one idea represents another. For example, some languages have the pattern of pairing __height__ with "much" and pairing __being low__ with "not much," so that __height__ represents "much" and __being low__ represents "not much." This could be because when there is a lot of something in a pile, that pile will be high. So also if something costs a lot money, in some languages people would say that the price is __high__, or if a city has more people in it than it used to have, we might say that its number of people has gone __up__. Likewise if someone gets thinner and loses weight, we would say that their weight has gone __down__. The patterns found in the Bible are often unique to the Hebrew and Greek languages. It is useful to recognize these patterns because they repeatedly present translators with the same problems on how to translate them. Once translators think through how they will handle these translation challenges, they will be ready to meet them anywhere. @@ -18,13 +18,13 @@ This pattern is also seen in Psalm 119:32 where running in the path of God's com > I will run in the path of your commandments. (Psalm 119:32 ULB) -#### Reasons this is a translation Issue +#### Reasons this is a translation Issue These patterns present three challenges to anyone who wants to identify them: 1) When looking at particular metaphors in the Bible, it is not always obvious what two ideas are paired with each other. For example, it may not be immediately obvious that the expression, it is God who puts strength on me like a belt. (Psalm 18:32 ULB) is based on the pairing of clothing with moral quality. In this case, the image of a belt represents strength. (see "Clothing represents a moral quality" in [Biblical Imagery - Man-made Objects](bita-manmade)) -2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom)) +2) When looking at a particular expression, the translator needs to know whether or not it represents something. This can only be done by considering the surrounding text. The surrounding text shows us, for example, whether "lamp" refers concretely to a container with oil and a wick for giving light or whether "lamp" is an image that represents life. (see "FIRE or LAMP represents life" in [Biblical Imagery - Natural Phenomena](bita-phenom)) In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary lamp. In 2 Samuel 21:17 the lamp of Israel represents King David's life. When his men were concerned that he might "put out the lamp of Israel" they were concerned that he might be killed. @@ -34,14 +34,14 @@ In 1 Kings 7:50, a lamp trimmer is a tool for trimming the wick on an ordinary l >Ishbibenob...intended to kill David. But Abishai the son of Zeruiah rescued David, attacked the Philistine, and killed him. Then the men of David swore to him, saying, "You must not go to battle anymore with us, so that you do not put out the lamp of Israel." (2 Samuel 21:16-17 ULB) -3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3)) +3) Expressions that are based on these pairings of ideas frequently combine together in complex ways. Moreover, they frequently combine with—and in some cases are based on—common metonymies and cultural models. (see [Biblical Imagery - Common Metonymies](bita-part2) and [Biblical Imagery - Cultural Models](bita-part3)) For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life of the son, who represents what will cause people to remember his father. So there are two patterns of pairings here: the pairing of the burning coal with the life of the son, and the pairing of the son with the memory of his father. >They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. (2 Samuel 14:7 ULB) -#### Links to Lists of Images in the Bible +#### Links to Lists of Images in the Bible The following pages have lists of some of the ideas that represent others in the Bible, together with examples from the Bible. They are organized according to the kinds of image: diff --git a/translate/bita-part2/01.md b/translate/bita-part2/01.md index eee54a6..0eb409c 100644 --- a/translate/bita-part2/01.md +++ b/translate/bita-part2/01.md @@ -2,7 +2,7 @@ Some common metonymies from the Bible are listed below in alphabetical order. The word in all capital letters represents an idea. The word does not necessarily appear in every verse that has the image, but the idea that the word represents does. -#### A CUP or bowl represents what is in it +#### A CUP or bowl represents what is in it > my cup runs over. (Psalm 23:5 ULB) @@ -28,42 +28,42 @@ In these examples the mouth refers to what a person says. The memory of a person represents his descendants, because they are the ones who should remember and honor him. When the Bible says that someone's memory dies, it means that either he will not have any descendants, or his descendants will all die. ->You terrified the nations with your battle cry; ->you have destroyed the wicked; ->you have blotted out their memory forever. ->The enemy crumbled like ruins ->when you overthrew their cities. +>You terrified the nations with your battle cry; +>you have destroyed the wicked; +>you have blotted out their memory forever. +>The enemy crumbled like ruins +>when you overthrew their cities. >All remembrance of them has perished. (Psalm 9:5-6 ULB)
His memory will perish from the earth (Job 18:17 ULB)
->Yahweh is against evildoers, +>Yahweh is against evildoers, >in order to wipe out their memory from the earth. (Psalm 34:16 ULB) -#### ONE PERSON represents a group of people +#### ONE PERSON represents a group of people ->For the wicked person boasts of his deepest desires; +>For the wicked person boasts of his deepest desires; >he blesses the greedy and insults Yahweh. (Psalm 10:3 ULB) This does not refer to a particular wicked person, but to wicked people in general. -#### A PERSON'S NAME represents his descendants +#### A PERSON'S NAME represents his descendants ->Gad—raiders will attack him, but he will attack them at their heels. ->Asher's food will be rich, and he will provide royal delicacies. +>Gad—raiders will attack him, but he will attack them at their heels. +>Asher's food will be rich, and he will provide royal delicacies. >Naphtali is a doe let loose; he will have beautiful fawns. (Genesis 49:19-21 ULB) The names Gad, Asher, and Naphtali refer not only to those men, but to their descendants. -#### A PERSON represents himself and the people with him +#### A PERSON represents himself and the people with him >It came about that when Abram entered into Egypt, the Egyptians saw that Sarai was very beautiful. (Genesis 12:14 ULB) -Here when it says "Abram" it represents Abram and all the people traveling with him. The focus was on Abram. +Here when it says "Abram" it represents Abram and all the people traveling with him. The focus was on Abram. -#### PIERCING represents killing +#### PIERCING represents killing > His hand pierced the fleeing serpent. (Job 26:13 ULB) @@ -75,6 +75,6 @@ This means that he killed the serpent. #### SINS (INIQUITY) represent punishment for those sins ->Yahweh has placed on him the iniquity of us all (Isaiah 53:6 ULB) +>Yahweh has placed on him the iniquity of us all (Isaiah 53:6 ULB) This means that Yahweh placed on him the punishment that should have gone to all of us. \ No newline at end of file diff --git a/translate/bita-part3/01.md b/translate/bita-part3/01.md index f68f66f..8bbbaef 100644 --- a/translate/bita-part3/01.md +++ b/translate/bita-part3/01.md @@ -1,6 +1,6 @@ -### Description +### Description Cultural models are mental pictures of parts of life or behavior. These pictures help us imagine and talk about these topics. For example, Americans often think of many things, even marriage and friendship, as if they were machines. Americans might say "His marriage is breaking down" or "Their friendship is going full speed ahead." In this example, human relationships are modeled as a MACHINE. @@ -8,7 +8,7 @@ Some cultural models, or mental pictures, found in the Bible are listed below. F #### God is modeled as a HUMAN BEING -Although the Bible explicitly denies that God is a human being, he is often spoken of as doing things that humans do. But God is not human, so when the Bible says that God speaks, we should not think that he has vocal chords that vibrate. And when it says something about him doing something with his hand, we should not think that he has a physical hand. +Although the Bible explicitly denies that God is a human being, he is often spoken of as doing things that humans do. But God is not human, so when the Bible says that God speaks, we should not think that he has vocal chords that vibrate. And when it says something about him doing something with his hand, we should not think that he has a physical hand. >If we hear the voice of Yahweh our God any longer, we will die. (Deuteronomy 5:25 ULB) @@ -18,24 +18,24 @@ Although the Bible explicitly denies that God is a human being, he is often spok The word "hand" here is a metonym that refers to God's power. (See: [Metonymy](figs-metonymy)) -#### God is modeled as a KING +#### God is modeled as a KING > For God is the King over all the earth; (Psalm 47:7 ULB) ->For the kingdom is Yahweh's; +>For the kingdom is Yahweh's; >he is the ruler over the nations. (Psalm 22:28 ULB) ->Your throne, God, is forever and ever; +>Your throne, God, is forever and ever; >a scepter of justice is the scepter of your kingdom. (Psalm 45:6 ULB) ->This is what Yahweh says, +>This is what Yahweh says, >"Heaven is my throne, and the earth is my footstool. (Isaiah 66:1 ULB) ->God reigns over the nations; ->God sits on his holy throne. ->The princes of the peoples have gathered together ->to the people of the God of Abraham; ->for the shields of the earth belong to God; +>God reigns over the nations; +>God sits on his holy throne. +>The princes of the peoples have gathered together +>to the people of the God of Abraham; +>for the shields of the earth belong to God; >he is greatly exalted. (Psalm 47:8-9 ULB) #### God is modeled as a SHEPHERD and his people are modeled as SHEEP @@ -55,13 +55,13 @@ He is willing to die in order to save his sheep. >Yahweh is a warrior; (Exodus 15:3 ULB) -> Yahweh will go out as a warrior; he will proceed as a man of war. He will stir up his zeal. +> Yahweh will go out as a warrior; he will proceed as a man of war. He will stir up his zeal. > He will shout, yes, he will roar his battle cries; he will show his enemies his power. (Isaiah 42:13 ULB) ->Your right hand, Yahweh, is glorious in power; +>Your right hand, Yahweh, is glorious in power; >your right hand, Yahweh, has shattered the enemy. (Exodus 15:6 ULB) ->But God will shoot them; +>But God will shoot them; >suddenly they will be wounded with his arrows. (Psalm 65:7 ULB)
For you will turn them back; you will draw your bow before them. (Psalm 21:12 ULB)
@@ -79,32 +79,32 @@ He is willing to die in order to save his sheep. Variations of this model and the model of the EVIL EYE are found in many parts of the world. In most of the cultures represented in the Bible, these models included the following elements: -People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects. +People see objects, not because of light around the object, but because of light that shines from their eyes onto those objects. >The eye is the lamp of the body. Therefore, if your eye is good, the whole body is filled with light. (Matthew 6:22 ULB) -This light shining from the eyes carries with itself the viewer's character. +This light shining from the eyes carries with itself the viewer's character. >The appetite of the wicked craves evil; his neighbor sees no kindness in his eyes. (Proverbs 21:10 ULB) #### Envy and cursing are modeled as looking with an EVIL EYE at someone, and favor is modeled as looking with a GOOD EYE at someone The primary emotion of a person with the evil eye is envy. The Greek word translated as "envy" in Mark 7 is "eye," which refers here to an evil eye. ->He said, "It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, envy …. (Mark 7:20-22 ULB) +>He said, "It is that which comes out of the person that defiles him. For from within a person, out of the heart, proceed evil thoughts…, envy …. (Mark 7:20-22 ULB) The context for Matthew 20:15 includes the emotion of envy. "Is your eye evil?" means "Are you envious?" ->Is it not legitimate for me to do what I wish with my own possessions? Or is your eye evil because I am good? (Matthew 20:15 ULB) +>Is it not legitimate for me to do what I wish with my own possessions? Or is your eye evil because I am good? (Matthew 20:15 ULB) -If a person's eye is evil, that person is envious of other people's money. +If a person's eye is evil, that person is envious of other people's money. >The eye is the lamp of the body. Therefore, if your eye is good, the whole body is filled with light. But if your eye is bad, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! No one can serve two masters, for either he will hate the one and love the other, or else he will be devoted to one and despise the other. You cannot serve God and wealth. (Matthew 6:22-24 ULB) A person who is envious might put a curse or enchantment on someone by looking at him with an evil eye. ->Foolish Galatians, whose evil eye has harmed you? (Galatians 3:1 ULB) +>Foolish Galatians, whose evil eye has harmed you? (Galatians 3:1 ULB) A person with a good eye can put a blessing on someone by looking at him. > If I have found favor in your eyes... (1 Samuel 27:5 ULB) -#### Life is modeled as BLOOD +#### Life is modeled as BLOOD In this model, the blood of a person or an animal represents its life. @@ -118,7 +118,7 @@ If blood is spilled or shed, someone has been killed. If blood cries out, nature itself is crying out for vengeance on a person who killed someone. (This also includes personification, because the blood is pictured as someone that can cry out. See: [Personification](figs-personification)) ->Yahweh said, "What have you done? Your brother's blood is calling out to me from the ground. (Genesis 4:10 ULB) +>Yahweh said, "What have you done? Your brother's blood is calling out to me from the ground. (Genesis 4:10 ULB) #### A country is modeled as a WOMAN, and its gods are modeled as HER HUSBAND @@ -133,11 +133,11 @@ If blood cries out, nature itself is crying out for vengeance on a person who ki >Yet their words go out over all the earth and their speech to the end of the world. He has pitched a tent for the sun among them. The sun is like a bridegroom coming out of his chamber and like a strong man who rejoices when he runs his race. (Psalm 19:4-5 ULB) -Psalm 110 pictures the sun as being in the womb before it comes out in the morning. +Psalm 110 pictures the sun as being in the womb before it comes out in the morning. >from the womb of the dawn your youth will be to you like the dew. (Psalm 110:3 ULB) -#### Things that can move fast are modeled as having WINGS +#### Things that can move fast are modeled as having WINGS This is especially true of things that move in the air or the sky. @@ -155,32 +155,32 @@ The wind moves quickly and is modeled as having wings. >you walk on the wings of the wind (Psalm 104:3 ULB) -#### Futility is modeled as something that the WIND can blow away +#### Futility is modeled as something that the WIND can blow away In this model, the wind blows away things that are worthless, and they are gone. Psalm 1 and Job 27 show that wicked people are worthless and will not live long. ->The wicked are not so, +>The wicked are not so, >but are instead like the chaff that the wind drives away. (Psalm 1:4 ULB) ->The east wind carries him away, and he leaves; +>The east wind carries him away, and he leaves; >it sweeps him out of his place. (Job 27:21 ULB) The writer of Ecclesiastes says that everything is worthless. ->Like a vapor of mist, ->like a breeze in the wind, ->everything vanishes, leaving many questions. +>Like a vapor of mist, +>like a breeze in the wind, +>everything vanishes, leaving many questions. >What profit does mankind gain from all the work that they labor at under the sun? (Ecclesiastes 1:2-3 ULB) In Job 30:15, Job complains that his honor and prosperity are gone. ->Terrors are turned upon me; ->my honor is driven away as if by the wind; +>Terrors are turned upon me; +>my honor is driven away as if by the wind; >my prosperity passes away as a cloud. (Job 30:15 ULB) -#### Human warfare is modeled as DIVINE WARFARE -When there was a war between nations, people believed that the gods of those nations were also at war. +#### Human warfare is modeled as DIVINE WARFARE +When there was a war between nations, people believed that the gods of those nations were also at war. >This happened while the Egyptians were burying all their firstborn, those whom Yahweh had killed among them, for he also inflicted punishment on their gods. (Numbers 33:4 ULB) @@ -203,22 +203,22 @@ The verses below are not about real physical boundaries but about difficulties o In Psalm 4 David asks God to rescue him. ->Answer me when I call, God of my righteousness; ->give me room when I am hemmed in. +>Answer me when I call, God of my righteousness; +>give me room when I am hemmed in. >Have mercy on me and listen to my prayer. (Psalm 4:1 ULB) -#### A distressing situation is modeled as a WILDERNESS +#### A distressing situation is modeled as a WILDERNESS When Job was distressed because of all the sad things that happened to him, he spoke as if he were in a wilderness. Jackals and ostriches are animals that live in the wilderness. ->My heart is troubled and does not rest; ->days of affliction have come on me. ->I go about with darkened skin but not because of the sun; ->I stand up in the assembly and cry for help. ->I am a brother to jackals, +>My heart is troubled and does not rest; +>days of affliction have come on me. +>I go about with darkened skin but not because of the sun; +>I stand up in the assembly and cry for help. +>I am a brother to jackals, >a companion of ostriches. (Job 30:27-29 ULB) -#### Wellbeing is modeled as PHYSICAL CLEANLINESS, and evil is modeled as PHYSICAL DIRTINESS +#### Wellbeing is modeled as PHYSICAL CLEANLINESS, and evil is modeled as PHYSICAL DIRTINESS Leprosy is a disease. If a person had it, he was said to be unclean. >Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, you can make me clean." Jesus reached out his hand and touched him, saying, "I am willing. Be clean." Immediately he was cleansed of his leprosy. (Matthew 8:2-3 ULB) diff --git a/translate/bita-phenom/01.md b/translate/bita-phenom/01.md index 3bac6ed..a292b2a 100644 --- a/translate/bita-phenom/01.md +++ b/translate/bita-phenom/01.md @@ -7,9 +7,9 @@ Some images from the Bible involving natural phenomena are listed below. The wor
Yahweh, lift up the light of your face on us. (Psalm 4:6 ULB)
->For they did not obtain the land for their possession by their own sword, ->neither did their own arm save them; ->but your right hand, your arm, and the light of your face, +>For they did not obtain the land for their possession by their own sword, +>neither did their own arm save them; +>but your right hand, your arm, and the light of your face, >because you were favorable to them. (Psalm 44:3 ULB) @@ -26,12 +26,12 @@ Some images from the Bible involving natural phenomena are listed below. The wor >But if your eye is bad, your whole body is full of darkness. Therefore, if the light that is in you is actually darkness, how great is that darkness! (Matthew 6:23 ULB) -#### SHADOW or DARKNESS represents death +#### SHADOW or DARKNESS represents death >Yet you have severely broken us in the place of jackals and covered us with the shadow of death. (Psalm 44:19) -#### FIRE represents extreme feelings, particularly love or anger +#### FIRE represents extreme feelings, particularly love or anger >Because iniquity will be increased, the love of many will be extinguished. (Matthew 24:12 ULB) @@ -48,9 +48,9 @@ Some images from the Bible involving natural phenomena are listed below. The wor >When Yahweh heard this, he was angry; so his fire burned against Jacob, and his anger attacked Israel. (Psalm 78:21 ULB) -#### FIRE OR A LAMP represents life +#### FIRE OR A LAMP represents life ->They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULB) +>They say, 'Hand over the man who struck his brother, so that we may put him to death, to pay for the life of his brother whom he killed.' And so they would also destroy the heir. Thus they will put out the burning coal that I have left, and they will leave for my husband neither name nor descendant on the surface of the earth. 2 Samuel 14:7 ULB)
You must not go to battle anymore with us, so that you do not put out the lamp of Israel. (2 Samuel 21:17 ULB)
@@ -117,7 +117,7 @@ Some images from the Bible involving natural phenomena are listed below. The wor > For it is great, the anger of Yahweh that has been poured out on us. (2 Chronicles 34:21 ULB) -#### WATER represents what someone says +#### WATER represents what someone says >A quarreling wife is a constant dripping of water. (Proverbs 19:13 ULB) @@ -131,7 +131,7 @@ Some images from the Bible involving natural phenomena are listed below. The wor
The words of a man's mouth are deep waters; the fountain of wisdom is a flowing stream. (Proverbs 18:3 ULB)
-#### FLOODING WATER represents disaster +#### FLOODING WATER represents disaster >I have come into deep waters, where the floods flow over me. (Psalm 69:2 ULB) @@ -141,12 +141,12 @@ Some images from the Bible involving natural phenomena are listed below. The wor >Reach out your hand from above; rescue me out of many waters from the hands of these foreigners. (Psalm 144:7 ULB) -#### A SPRING OF WATER represents the origins of something +#### A SPRING OF WATER represents the origins of something >The fear of Yahweh is a fountain of life. (Proverbs 14:27 ULB) -#### A ROCK represents protection +#### A ROCK represents protection >Who is a rock except our God? (Psalm 18:31 ULB) diff --git a/translate/bita-plants/01.md b/translate/bita-plants/01.md index ec21731..6dae656 100644 --- a/translate/bita-plants/01.md +++ b/translate/bita-plants/01.md @@ -6,23 +6,23 @@ Some images from the Bible involving plants are listed below in alphabetical ord #### A BRANCH represents a person's descendant In the examples below, Isaiah wrote about one of Jesse's descendants and Jeremiah wrote about one of David's descendants. ->A shoot will sprout from the root of Jesse, and a branch out of his root will bear fruit. +>A shoot will sprout from the root of Jesse, and a branch out of his root will bear fruit. >The Spirit of Yahweh will rest upon him, the spirit of wisdom and understanding. (Isaiah 11:1 ULB) ->See, days are coming—this is Yahweh's declaration—when I will raise up for David a righteous branch. +>See, days are coming—this is Yahweh's declaration—when I will raise up for David a righteous branch. >He will reign as king; he will bring prosperity and carry out justice and righteousness in the land. (Jeremiah 23:5 ULB) In Job when it says "his branch will be cut off," it means that he will not have any descendants. ->His roots will be dried up beneath; ->above will his branch be cut off. ->His memory will perish from the earth; +>His roots will be dried up beneath; +>above will his branch be cut off. +>His memory will perish from the earth; >he will have no name in the street. (Job 18:17 ULB) -#### A PLANT represents a person +#### A PLANT represents a person >God will likewise destroy you forever; he will…root you out of the land of the living. (Psalm 52:5 ULB) @@ -31,7 +31,7 @@ In Job when it says "his branch will be cut off," it means that he will not have Just as planting one kind of seeds results in that kind of plant growing, behaving in one way results in that kind of consequence. -The emotion or attitude in the verses is underlined below. +The emotion or attitude in the verses is underlined below. >Sow righteousness for yourselves, and reap the fruit of covenant faithfulness. (Hosea 10:12 ULB) diff --git a/translate/choose-team/01.md b/translate/choose-team/01.md index 52a5d3b..604fa04 100644 --- a/translate/choose-team/01.md +++ b/translate/choose-team/01.md @@ -5,11 +5,11 @@ Translating the Bible is a very large and difficult task that may take many peop #### Church Leaders -Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process. +Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process. #### Translation Committee -It is good if the leaders of these churches and church networks can form a committee to guide the work, choose the translators, resolve problems that arise, and encourage the churches to pray for the work and to support the work financially. +It is good if the leaders of these churches and church networks can form a committee to guide the work, choose the translators, resolve problems that arise, and encourage the churches to pray for the work and to support the work financially. This committee can also choose the people who will check the translation for accuracy at levels 2 and 3. @@ -17,7 +17,7 @@ When it comes time, this committee can also make decisions about the format of t #### Translators -These are the people who will do the work of making the translation drafts. They will be appointed by the Translation Committee. They need to be people who are native speakers of the target language, who can read the source language (the Gateway Language) very well, and who are respected in the community for their Christian character. For more details about these things, see [Translator Qualifications](../qualifications/01.md). +These are the people who will do the work of making the translation drafts. They will be appointed by the Translation Committee. They need to be people who are native speakers of the target language, who can read the source language (the Gateway Language) very well, and who are respected in the community for their Christian character. For more details about these things, see [Translator Qualifications](../qualifications/01.md). As well as making the first drafts, these people will form the core of the translation team that will check each other's work, check the translation with the language community, and receive the suggestions for revision from the level 2 and level 3 checkers. After each review or checking session, these translators are responsible to make the changes to the translation that are necessary so that it communicates what it should in the best way. So they will revise the translation many, many times. @@ -27,7 +27,7 @@ If the translators themselves are not inputting the translation draft into a com #### Translation Testers -Some people need to test the translation with members of the language community to make sure that the translation is clear and sounds natural in the target language. Usually these are the translators, but they could be other people. These testers need to read the translation to people and then ask them questions to see how they are understanding it. For a description of this task, see [Other Methods](../../checking/other-methods/01.md). +Some people need to test the translation with members of the language community to make sure that the translation is clear and sounds natural in the target language. Usually these are the translators, but they could be other people. These testers need to read the translation to people and then ask them questions to see how they are understanding it. For a description of this task, see [Other Methods](../../checking/other-methods/01.md). #### Checkers diff --git a/translate/figs-123person/01.md b/translate/figs-123person/01.md index e8f06db..e715089 100644 --- a/translate/figs-123person/01.md +++ b/translate/figs-123person/01.md @@ -1,5 +1,5 @@ -Normally a speaker refers to himself as "I" and the person he is speaking to as "you." Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than "I" or "you." +Normally a speaker refers to himself as "I" and the person he is speaking to as "you." Sometimes in the Bible a speaker referred to himself or to the person he was speaking to with a phrase other than "I" or "you." ### Description @@ -18,7 +18,7 @@ Sometimes people used the third person instead of "I" or "me" to refer to themse David referred to himself in the third person as "your servant" and "his." He was calling himself Saul's servant in order to show his humility before Saul. ->Then Yahweh answered Job out of a fierce storm and said, +>Then Yahweh answered Job out of a fierce storm and said, >"… Do you have an arm like God's? Can you thunder with a voice like him? (Job 40:6, 9 ULB) God referred to himself in the third person with the words "God's" and "him." He did this to emphasize that he is God, and he is powerful. @@ -36,7 +36,7 @@ After saying "each of you," Jesus used the third person "his" instead of "your." If using the third person to mean "I" or "you" would be natural and give the right meaning in your language, consider using it. If not, here are some other options. 1. Use the third person phrase along with the pronoun "I" or "you." -2. Simply use the first person ("I") or second person ("you") instead of the third person. +2. Simply use the first person ("I") or second person ("you") instead of the third person. ### Examples of Translation Strategies Applied diff --git a/translate/figs-abstractnouns/01.md b/translate/figs-abstractnouns/01.md index 17f0e5b..77e6afa 100644 --- a/translate/figs-abstractnouns/01.md +++ b/translate/figs-abstractnouns/01.md @@ -7,30 +7,30 @@ Remember that nouns are words that refer to a person, place, thing, or idea. **A Using abstract nouns allows people to express thoughts about ideas in fewer words than if they did not have those nouns. It is a way of giving names to actions or qualities so that people can talk about them as though they were things. It is like a short-cut in language. For example, in languages that use abstract nouns, people can say, "I believe in the forgiveness of sin." But if the language did not have the two abstract nouns "forgiveness" and "sin," then they would have to make a longer sentence to express the same meaning. They would have to say, for example, "I believe that God is willing to forgive people after they have sinned," using verb phrases instead of nouns for those ideas. -#### Reason this is a translation issue +#### Reason this is a translation issue The Bible that you translate from may use abstract nouns to express certain ideas. Your language might not use abstract nouns for some of those ideas; instead, it might use phrases to express those ideas. Those phrases will use other kinds of words such as adjectives, verbs, or adverbs to express the meaning of the abstract noun. ### Examples from the Bible -> ..._from childhood you have known the sacred writings ..._ (2 Timothy 3:15 ULB) +> ..._from childhood you have known the sacred writings ..._ (2 Timothy 3:15 ULB) The abstract noun "childhood" refers to when someone is a child. ->But godliness with contentment is great gain. (1 Timothy 6:6 ULB) +>But godliness with contentment is great gain. (1 Timothy 6:6 ULB) The abstract nouns "godliness" and "contentment" refer to being godly and content. The abstract noun "gain" refers to something that benefits or helps someone. ->Today salvation has come to this house, because he too is a son of Abraham. (Luke 19:9 ULB) +>Today salvation has come to this house, because he too is a son of Abraham. (Luke 19:9 ULB) The abstract noun "salvation" here refers to being saved. ->The Lord does not move slowly concerning his promises, as some consider slowness to be (2 Peter 3:9 ULB) +>The Lord does not move slowly concerning his promises, as some consider slowness to be (2 Peter 3:9 ULB) The abstract noun "slowness" refers how slowly something is done. ->He will bring to light the hidden things of darkness and reveal the purposes of the heart. (1 Corinthians 4:5 ULB) +>He will bring to light the hidden things of darkness and reveal the purposes of the heart. (1 Corinthians 4:5 ULB) The abstract noun "purposes" refers to the things that people want to do and the reasons they want to do them. diff --git a/translate/figs-activepassive/01.md b/translate/figs-activepassive/01.md index 26d9adb..f7781a3 100644 --- a/translate/figs-activepassive/01.md +++ b/translate/figs-activepassive/01.md @@ -1,8 +1,8 @@ Some languages have both active and passive sentences. In active sentences, the subject does the action. In passive sentences, the subject is the one that receives the action. Here are some examples with their subjects underlined: -* ACTIVE: My father built the house in 2010. -* PASSIVE: The house was built in 2010. +* ACTIVE: My father built the house in 2010. +* PASSIVE: The house was built in 2010. Translators whose languages do not have passive sentences will need to know how they can translate passive sentences that they find in the Bible. Other translators will need to decide when to use a passive sentence and when to use the active form. @@ -37,23 +37,23 @@ The passive form is not used for the same purposes in all of the languages that ### Examples from the Bible ->And their shooters shot at your soldiers from off the wall, and some of the king's servants were killed, and your servant Uriah the Hittite was killed too. (2 Samuel 11:24 ULB) +>And their shooters shot at your soldiers from off the wall, and some of the king's servants were killed, and your servant Uriah the Hittite was killed too. (2 Samuel 11:24 ULB) This means that the enemy's shooters shot and killed some of the king's servants, including Uriah. The point is what happened to the king's servants and Uriah, not who shot them. The purpose of the passive form here is to keep the focus on the king's servants and Uriah. ->In the morning when the men of the town got up, the altar of Baal was broken down … (Judges 6:28 ULB) +>In the morning when the men of the town got up, the altar of Baal was broken down … (Judges 6:28 ULB) The men of the town saw what had happened to the altar of Baal, but they did not know who broke it down. The purpose of the passive form here is to communicate this event from the perspective of the men of the town. ->It would be better for him if a millstone were put around his neck and he were thrown into the sea (Luke 17:2 ULB) +>It would be better for him if a millstone were put around his neck and he were thrown into the sea (Luke 17:2 ULB) -This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important. +This describes a situation in which a person ends up in the sea with a millstone around his neck. The purpose of the passive form here is to keep the focus on what happens to this person. Who does these things to the person is not important. ### Translation Strategies If you decide that it is better to translate without a passive form, here are some strategies 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. +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. 1. 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."  1. Use a different verb. diff --git a/translate/figs-apostrophe/01.md b/translate/figs-apostrophe/01.md index ddccb91..8439076 100644 --- a/translate/figs-apostrophe/01.md +++ b/translate/figs-apostrophe/01.md @@ -7,7 +7,7 @@ An apostrophe is a figure of speech in which a speaker turns his attention away He does this to tell his listeners his message or feelings about that person or thing in a very strong way. -### Reason this is a translation issue +### Reason this is a translation issue Many languages do not use apostrophe, and readers could be confused by it. They may wonder who the speaker is talking to, or think that the speaker is crazy to talk to things or people who cannot hear. @@ -17,9 +17,9 @@ Many languages do not use apostrophe, and readers could be confused by it. They King Saul was killed on Mount Gilboa, and David sang a sad song about it. By telling these mountains that he wanted them to have no dew or rain, he showed how sad he was. ->Jerusalem, Jerusalem, who kills the prophets and stones those sent to you. (Luke 13:34 ULB) +>Jerusalem, Jerusalem, who kills the prophets and stones those sent to you. (Luke 13:34 ULB) -Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them. +Jesus was expressing his feelings for the people of Jerusalem in front of his disciples and a group of Pharisees. By speaking directly to Jerusalem as though its people could hear him, Jesus showed how deeply he cared about them. >He cried against the altar by the word of Yahweh: "Altar, altar! This is what Yahweh says, 'See, … on you they will burn human bones.' " (1 Kings 13:2 ULB) @@ -29,7 +29,7 @@ The man of God spoke as if the altar could hear him, but he really wanted the ki If apostrophe would be natural and give the right meaning in your language, consider using it. If not, here is another option. -1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells them his message or feelings about the people or thing that cannot hear him. +1. If this way of speaking would be confusing to your people, let the speaker continue speaking to the people that are listening to him as he tells them his message or feelings about the people or thing that cannot hear him. ### Examples of Translation Strategies Applied diff --git a/translate/figs-declarative/01.md b/translate/figs-declarative/01.md index 74ebdff..11982f2 100644 --- a/translate/figs-declarative/01.md +++ b/translate/figs-declarative/01.md @@ -1,9 +1,9 @@ -### Description +### Description Normally statements are used to give information. But sometimes they are used in the Bible for other functions. -### Reason this is a translation issue +### Reason this is a translation issue Some languages would not use a statement for some of the functions that statements are used for in the Bible. @@ -25,7 +25,7 @@ A statement can also be used to make a **request**. The man with leprosy was not >Behold, a leper came to him and bowed before him, saying, "Lord, if you are willing, _you can make me clean_." (Matthew 8:2 ULB) -A statement can also be used to **perform** something. By telling Adam that the ground was cursed because of him, God actually cursed it. +A statement can also be used to **perform** something. By telling Adam that the ground was cursed because of him, God actually cursed it. >... cursed is the ground because of you; (Genesis 3:17 ULB) @@ -33,24 +33,24 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins. >Seeing their faith, Jesus said to the paralyzed man, "Son, _your sins are forgiven_." (Luke 2:5 ULB) -### Translation Strategies +### Translation Strategies 1. If the function of a statement would not be understood correctly in your language, _use a sentence type_ that would express that function. 1. If the function of a statement would not be understood correctly in your language, _add a sentence type_ that would express that function. 1. If the function of a statement would not be understood correctly in your language, _use a verb form_ that would express that function. -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied -1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function. +1. If the function of a statement would not be understood correctly in your language, use a sentence type that would express that function. * **She will give birth to a son, and you will call his name Jesus, for he will save his people from their sins.** (Matthew 1:21 ULB) The phrase "you will call his name Jesus" is an instruction. It can be translated using the sentence type of a normal instruction. - * She will give birth to a son. Name him Jesus, because he will save his people from their sins. + * She will give birth to a son. Name him Jesus, because he will save his people from their sins. -2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function. +2. If the function of a statement would not be understood correctly in your language, add a sentence type that would express that function. * **Lord, if you are willing, you can make me clean.** (Matthew 8:2 ULB) The function of "you can make me clean" is to make a request. In addition to the statement, a request can be added. * Lord, if you are willing, you can make me clean. Please do so. - * Lord, if you are willing, please make me clean. I know you can do so. + * Lord, if you are willing, please make me clean. I know you can do so. 3. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function. diff --git a/translate/figs-distinguish/01.md b/translate/figs-distinguish/01.md index 0166668..2ca9e1c 100644 --- a/translate/figs-distinguish/01.md +++ b/translate/figs-distinguish/01.md @@ -5,13 +5,13 @@ In some languages, phrases that modify a noun can be used with the noun for two Some languages use a comma to mark the difference between making a distinction between similar items and gving more information about an item. Without the comma, the sentence below communicates that it is making a distinction: -* Mary gave some of the food to her sister who was very thankful. - * If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful. +* Mary gave some of the food to her sister who was very thankful. + * If her sister was usually thankful, the phrase "who was thankful" could **distinguish this sister** of Mary's from another sister who was not usually thankful. With the comma, the sentence is giving more information: -* Mary gave some of the food to her sister, who was very thankful. - * This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister. +* Mary gave some of the food to her sister, who was very thankful. + * This same phrase can be used give us more information about Mary's sister. It tells us about **how Mary's sister responded** when Mary gave her the food. In this case it does not distinguish one sister from another sister. ### Reasons this is a translation issue @@ -22,7 +22,7 @@ With the comma, the sentence is giving more information: **Examples of words and phrases that are used to distinguish one item from other possible items**: These usually do not cause a problem in translation. ->… The curtain is to separate the holy place from the most holy place. (Exodus 26:33 ULB) +>… The curtain is to separate the holy place from the most holy place. (Exodus 26:33 ULB) The words "holy" and "most holy" distinguish two different places from each other and from any other place. @@ -30,17 +30,17 @@ The words "holy" and "most holy" distinguish two different places from each othe The phrase "who bore him" distinguishes which woman the son is bitterness to. He is not bitterness to all women, but to his mother. -**Examples of words and phrases that are used to give added information or a reminder about an item**: These are a translation issue for languages that do not use these. +**Examples of words and phrases that are used to give added information or a reminder about an item**: These are a translation issue for languages that do not use these. >... for your righteous judgments are good. (Psalm 119:39 ULB) The word "righteous" simply reminds us that God's judgments are righteous. It does not distinguish his righteous judgements from his unrighteous judgements, because all of his judgments are righteous. ->Can Sarah, who is ninety years old, bear a son? - (Genesis 17:17-18 ULB) +>Can Sarah, who is ninety years old, bear a son? - (Genesis 17:17-18 ULB) -The phrase "who is ninety years old" is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child. +The phrase "who is ninety years old" is the reason that Abraham did not think that Sarah could bear a son. He was not distinguishing one woman named Sarah from another woman named Sarah who was a different age, and he was not telling anyone something new about her age. He simply did not think that a woman who was that old could bear a child. ->I will wipe away mankind whom I have created from the surface of the earth. (Genesis 6:7 ULB) +>I will wipe away mankind whom I have created from the surface of the earth. (Genesis 6:7 ULB) The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. There is not another mankind that God did not create. @@ -48,28 +48,28 @@ The phrase "whom I have created" is a reminder of the relationship between God a If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. For languages that use words or phrases with a noun only to distinguish one item from another, here are some strategies for translating phrases that are used to inform or remind. -1. Put the information in another part of the sentence and add words that show its purpose. +1. Put the information in another part of the sentence and add words that show its purpose. 1. Use one of your language's ways for expressing that this is just added information. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas. ### Examples of Translation Strategies Applied 1. Put the information in another part of the sentence and add words that show its purpose. - * **I hate those who serve worthless idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. - * Because idols are worthless, I hate those who serve them. + * **I hate those who serve worthless idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. + * Because idols are worthless, I hate those who serve them. - * **... for your righteous judgments are good.** (Psalm 119:39 ULB) - * ... for your judgments are good because they are righteous. + * **... for your righteous judgments are good.** (Psalm 119:39 ULB) + * ... for your judgments are good because they are righteous. - * **Can Sarah, who is ninety years old, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child. - * Can Sarah bear a son even when she is ninety years old? + * **Can Sarah, who is ninety years old, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child. + * Can Sarah bear a son even when she is ninety years old? * **I will call on Yahweh, who is worthy to be praised** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh. * I will call on Yahweh, because he is worthy to be praised -2. Use one of your language's ways for expressing that this is just added information. +2. Use one of your language's ways for expressing that this is just added information. * **You are my Son, whom I love. I am pleased with you.** (Luke 3:22 ULB) - * You are my Son. I love you and I am pleased with you. + * You are my Son. I love you and I am pleased with you. * Receiving my love, you are my Son. I am pleased with you. diff --git a/translate/figs-doublenegatives/01.md b/translate/figs-doublenegatives/01.md index fc8418b..cc23188 100644 --- a/translate/figs-doublenegatives/01.md +++ b/translate/figs-doublenegatives/01.md @@ -3,10 +3,10 @@ A double negative occurs when a clause has two words that each express the meani ### Description -Negative words are words that have in them the meaning "not." Examples are "no," "not," "none," "no one," "nothing," "nowhere," "never," "nor," "neither," and "without." Also, some words have prefixes or suffixes that mean "not" such as the underlined parts of these words: "unhappy," "impossible," and "useless." +Negative words are words that have in them the meaning "not." Examples are "no," "not," "none," "no one," "nothing," "nowhere," "never," "nor," "neither," and "without." Also, some words have prefixes or suffixes that mean "not" such as the underlined parts of these words: "unhappy," "impossible," and "useless." A double negative occurs when a sentence has two words that each express the meaning of "not." ->It is not that we do not have authority... (2 Thessalonians 3:9 ULB) +>It is not that we do not have authority... (2 Thessalonians 3:9 ULB)
And this better confidence did not happen without the taking of an oath, ... (Hebrews 7:20 ULB.)
@@ -14,18 +14,18 @@ A double negative occurs when a sentence has two words that each express the mea #### Reason this is a translation issue -Double negatives mean very different things in different languages. +Double negatives mean very different things in different languages. * In some languages, such as Spanish, a double negative emphasizes the negative. The following Spanish sentence *No ví a nadie* is literally, "I did not see no one." It has both the word 'no' next to the verb and 'nadie,' which means "no one." The two negatives are seen as in agreement with each other, and the sentence means, "I did not see anyone." -* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent." -* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent." -* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent." +* In some languages, a second negative cancels the first one, creating a positive sentence. So, "He is not unintelligent" means "He is intelligent." +* In some languages the double negative creates a positive sentence, but it is a weak statement. So, "He is not unintelligent" means, "He is somewhat intelligent." +* In some languages, such as the languages of the Bible, the double negative can create a positive sentence, and often strengthens the statement. So, "He is not unintelligent" can mean "He is intelligent" or "He is very intelligent." -To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language. +To translate sentences with double negatives accurately and clearly in your language, you need to know both what a double negative means in the Bible and how to express the same idea in your language. ### Examples from the Bible ->... so that they may not be unfruitful. (Titus 3:14 ULB) +>... so that they may not be unfruitful. (Titus 3:14 ULB) This means "so that they will be fruitful." >All things were made through him and without him there was not one thing made that has been made. (John 1:3 ULB) @@ -46,7 +46,7 @@ If double negatives are natural and are used to express the positive in your lan * **For we do not have a high priest who cannot feel sympathy for our weaknesses.** (Hebrews 4:15 ULB) * "For we have a high priest who can feel sympathy for our weaknesses." - * **... so that they may not be unfruitful.** (Titus 3:14 ULB) + * **... so that they may not be unfruitful.** (Titus 3:14 ULB) * "... so that they may be fruitful." 2. If the purpose of a double negative in the Bible is to make a strong positive statement, and if it would not do that in your language, remove the two negatives and put in a strengthening word or phrase such as "very" or "surely." @@ -54,6 +54,6 @@ If double negatives are natural and are used to express the positive in your lan * **Be sure of this—wicked people will not go unpunished ...** (Proverbs 11:21 ULB) * "Be sure of this—wicked people will certainly be punished ..." - * **All things were made through him and without him there was not one thing made that has been made.** (John 1:3 ULB) + * **All things were made through him and without him there was not one thing made that has been made.** (John 1:3 ULB) * "All things were made through him. He made absolutely everything that has been made." diff --git a/translate/figs-doublet/01.md b/translate/figs-doublet/01.md index 6ddf724..d0bf5c4 100644 --- a/translate/figs-doublet/01.md +++ b/translate/figs-doublet/01.md @@ -2,37 +2,37 @@ ### Description -We are using the word "doublet" to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word "and." Often they are used to emphasize or intensify the idea expressed by the two words. +We are using the word "doublet" to refer to two words or very short phrases that mean the same thing or very close to the same thing and that are used together. Often they are joined with the word "and." Often they are used to emphasize or intensify the idea expressed by the two words. #### Reason this is a translation issue -In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. In either case, translators may need to find some other way to express the meaning expressed by the doublet. +In some languages people do not use doublets. Or they may use doublets, but only in certain situations, so a doublet might not make sense in their language in some verses. In either case, translators may need to find some other way to express the meaning expressed by the doublet. ### Examples from the Bible ->King David was old and advanced in years. (1 Kings 1:1 ULB) +>King David was old and advanced in years. (1 Kings 1:1 ULB) -The underlined words mean the same thing. Together they mean that he was "very old." +The underlined words mean the same thing. Together they mean that he was "very old." - >... he attacked two men more righteous and better than himself ... (1 Kings 2:32 ULB) + >... he attacked two men more righteous and better than himself ... (1 Kings 2:32 ULB) -This means that they were "much more righteous" than he was. +This means that they were "much more righteous" than he was. ->You have decided to prepare false and deceptive words (Daniel 2:9 ULB) +>You have decided to prepare false and deceptive words (Daniel 2:9 ULB) -This means that they had prepared "many false things to say." +This means that they had prepared "many false things to say." ->... as of a lamb without blemish and without spot. (1 Peter 1:19 ULB) +>... as of a lamb without blemish and without spot. (1 Peter 1:19 ULB) -This means that he was like a lamb that did not have any blemish--not even one. +This means that he was like a lamb that did not have any blemish--not even one. ### Translation Strategies -If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies. +If a doublet would be natural and give the right meaning in your language, consider using one. If not, consider these strategies. 1. Translate only one of the words. -1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many." -1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that. +1. If the doublet is used to intensify the meaning, translate one of the words and add a word that intensifies it such as "very" or "great" or "many." +1. If the doublet is used to intensify or emphasize the meaning, use one of your language's ways of doing that. ### Translation Strategies Applied diff --git a/translate/figs-ellipsis/01.md b/translate/figs-ellipsis/01.md index f7eb44e..d1c3ee3 100644 --- a/translate/figs-ellipsis/01.md +++ b/translate/figs-ellipsis/01.md @@ -8,7 +8,7 @@ Ellipsis is what happens when a speaker or writer leaves one or more words out o This is ellipsis because "sinners in the assembly of the righteous" is not a complete sentence. The speaker assumes that the hearer will understand what it is that sinners will not do in the assembly of the righteous by filling in the action from the previous clause. -### Reason this is a translation issue +### Reason this is a translation issue Readers who see incomplete sentences or phrases may not know what the missing information is if they do not use ellipsis in their language. @@ -16,7 +16,7 @@ Readers who see incomplete sentences or phrases may not know what the missing in > ... when the blind man was near, Jesus asked him, "What do you want me to do for you?" He said, "Lord, that I might receive my sight." (Luke 18:40-41 ULB) -The man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him. +The man answered in an incomplete sentence because he wanted to be polite and not directly ask Jesus for healing. He knew that Jesus would understand that the only way he could receive his sight would be for Jesus to heal him. >He makes Lebanon skip like a calf and Sirion like a young ox. (Psalm 29:6 ULB) diff --git a/translate/figs-euphemism/01.md b/translate/figs-euphemism/01.md index b174c3b..6258c6f 100644 --- a/translate/figs-euphemism/01.md +++ b/translate/figs-euphemism/01.md @@ -1,7 +1,7 @@ ### Description -A euphemism is a mild or polite way of referring to something that is unpleasant, embarrassing, or socially unacceptable, such as death or activities usually done in private. +A euphemism is a mild or polite way of referring to something that is unpleasant, embarrassing, or socially unacceptable, such as death or activities usually done in private. ### Definition @@ -9,7 +9,7 @@ A euphemism is a mild or polite way of referring to something that is unpleasant This means that Saul and his sons "were dead". It is a euphemism because the important thing was not that Saul and his sons had fallen but that they were dead. Sometimes people do not like to speak directly about death because it is unpleasant. -### Reason this is a translation issue +### Reason this is a translation issue Different languages use different euphemisms. If the target language does not use the same euphemism as in the source language, readers may not understand what it means and they may think that the writer means only what the words literally say. @@ -21,7 +21,7 @@ The original hearers would have understood that Saul went into the cave to use i > Mary said to the angel, “How will this happen, since I have not slept with any man?” (Luke 1:34 ULB) -In order **to be polite**, Mary uses a euphemism to say that she has never had sexual intercourse with a man. +In order **to be polite**, Mary uses a euphemism to say that she has never had sexual intercourse with a man. ### Translation Strategies @@ -34,11 +34,11 @@ 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 relieve himself.** (1 Samuel 24:3 ULB) - 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" +* **... where there was a cave. Saul went inside to relieve himself.** (1 Samuel 24:3 ULB) - 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" -* **Mary said to the angel, “How will this happen, since I have not slept with any man?”** (Luke 1:34 ULB) +* **Mary said to the angel, “How will this happen, since I have not slept with any man?”** (Luke 1:34 ULB) * Mary said to the angel, “How will this happen, since I do not know a man?” - (This is the euphemism used in the original Greek) 2) State the information plainly without a euphemism if it would not be offensive. diff --git a/translate/figs-events/01.md b/translate/figs-events/01.md index 50f5ff4..36a4524 100644 --- a/translate/figs-events/01.md +++ b/translate/figs-events/01.md @@ -12,7 +12,7 @@ In the Bible, events are not always told in the order in which they occurred. So This could sound like John baptized Jesus after John was locked up in prison, but John baptized Jesus before John was locked up in prison. -> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." (Joshua 6:8-10 ULB) +> Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets… But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." (Joshua 6:8-10 ULB) This could sound like Joshua gave the order not to shout after the army had already started their march, but he had given that order before they started marching. @@ -30,10 +30,10 @@ This sounds like a person must first open the scroll and then break its seals, b 1. If your language uses phrases, time words or tenses to show that an event happened before the one just mentioned, consider using one of them. - * **20 But then Herod ... had John locked up in prison. 21 Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB) + * **20 But then Herod ... had John locked up in prison. 21 Now it came about, while all the people were being baptized by John, that Jesus also was baptized.** (Luke 3:20-21 ULB) * 20 But then Herod ... had John locked up in prison. 21 Before John was put in prison, while all the people were being baptized by John, Jesus also was baptized. - * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) + * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) * Who is worthy to open the scroll after breaking its seals? 2. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that. @@ -41,12 +41,12 @@ This sounds like a person must first open the scroll and then break its seals, b * **8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams' horns before Yahweh, as they advanced, they gave a blast on the trumpets...10 But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB) * 8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...10 But Joshua had commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout. -3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6). +3. If your language prefers to tell events in the order that they occur, consider reordering the events. This may require putting two or more verses together (like 5-6). - * **8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...10 But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB) + * **8 Just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets...10 But Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout."** (Joshua 6:8-10 ULB) * 8-10 Joshua commanded the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then must you shout." Then just as Joshua had said to the people, the seven priests carried the seven trumpets of rams horns before Yahweh, as they advanced, they gave a blast on the trumpets ... - * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) + * **Who is worthy to open the scroll and break its seals?** (Revelation 5:2 ULB) * Who is worthy to break the seals and open the scroll? diff --git a/translate/figs-exclamations/01.md b/translate/figs-exclamations/01.md index 8a29b7a..4ebb32b 100644 --- a/translate/figs-exclamations/01.md +++ b/translate/figs-exclamations/01.md @@ -1,5 +1,5 @@ -### Description +### Description Exclamations are words or sentences that show strong feeling such as surprise, joy, fear, or anger. In the ULB and UDB, they usually have an exclamation mark (!) at the end. The mark shows that it is an exclamation. The situation and the meaning of what the people say helps us understand what feelings they were expressing. In the example below from Matthew 8, the speakers were terribly afraid. In the example from Matthew 9, the speakers were amazed, because something happened that they had never seen before. @@ -12,13 +12,13 @@ Exclamations are words or sentences that show strong feeling such as surprise, j Languages have different ways of showing that a sentence communicates strong emotion. -### Examples from the Bible +### Examples from the Bible -Some exclamations have a word that shows feeling. The sentences below have "Oh" and "Ah." The word "oh" here shows the speaker's amazement. +Some exclamations have a word that shows feeling. The sentences below have "Oh" and "Ah." The word "oh" here shows the speaker's amazement. >Oh, the depth of the riches both of the wisdom and the knowledge of God! (Romans 11:33 ULB) -The word "Ah" below shows that Gideon was very frightened. +The word "Ah" below shows that Gideon was very frightened. >Gideon understood that this was the angel of Yahweh. Gideon said, "Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!" (Judges 6:22 ULB) Some exclamations start with a question word such as "how" or "why," even though they are not questions. The sentence below shows that the speaker is amazed at how unsearchable God's judgments are. @@ -32,12 +32,12 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh ### Translation Strategies 1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are." -1. Use an exclamation word from your language that shows the strong feeling. +1. Use an exclamation word from your language that shows the strong feeling. 1. Translate the exclamation word with a sentence that shows the feeling. 1. Use a word that emphasizes the part of the sentence that brings about the strong feeling. 2. If the strong feeling is not clear in the target language, then tell how the person felt. -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied 1. If an exclamation in your language needs a verb, add one. Often a good verb is "is" or "are." diff --git a/translate/figs-exclusive/01.md b/translate/figs-exclusive/01.md index 01013d8..4ca1d34 100644 --- a/translate/figs-exclusive/01.md +++ b/translate/figs-exclusive/01.md @@ -4,7 +4,7 @@ Some languages have more than one form of "we:" an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The exclusive form excludes the person being spoken to. The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these. Translators whose language has separate exclusive and inclusive forms for these words will need to understand what the speaker meant so that they can decide which form to use. -See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to. +See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to. ![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg) @@ -12,7 +12,7 @@ See the pictures. The people on the right are the people that the speaker is tal ### Reason this is a translation issue -The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so that they can decide which form of "we" to use. +The Bible was first written in the Hebrew, Aramaic, and Greek languages. Like English, these languages do not have separate exclusive and inclusive forms for "we." Translators whose language has separate exclusive and inclusive forms of "we" will need to understand what the speaker meant so that they can decide which form of "we" to use. ### Examples from the Bible @@ -28,6 +28,6 @@ John is telling people who have not seen Jesus what he and the other apostles ha The shepherds were speaking to one another. When they said "us," they were including the people they were speaking to - one another. ->Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let us go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB) +>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let us go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB) When Jesus said "us," he was referring to himself and to the disciples he was speaking to, so this would be the inclusive form. diff --git a/translate/figs-exmetaphor/01.md b/translate/figs-exmetaphor/01.md index ffd07bf..af28313 100644 --- a/translate/figs-exmetaphor/01.md +++ b/translate/figs-exmetaphor/01.md @@ -1,53 +1,53 @@ ### Description -An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation. +An extended metaphor occurs when someone speaks of a situation as if it were a different situation. He does this in order to effectively describe the first situation by implying that in some important way it is similar to the other. The second situation has multiple **images** of people, things, and actions that represent those in the first situation. -#### Reasons this is a translation issue +#### Reasons this is a translation issue * People may not realize that the images represent other things. -* People may not be familiar with the things that are used as images. +* People may not be familiar with the things that are used as images. * Extended metaphors are often so profound that it would be impossible for a translator to show all of the meaning generated by the metaphor. -#### Translation Principles +#### Translation Principles * Make the meaning of the extended metaphor as clear to the target audience as it was to the original audience. * Do not make the meaning more clear to the target audience than it was to the original audience. * When someone uses an extended metaphor, the images are an important part of what he is trying to say. * If the target audience is not familiar with some of the images, you will need to find some way of helping them understand the images so they can understand the whole extended metaphor. -### Examples from the Bible +### Examples from the Bible In Psalm 23:1-4, the writer says that God's concern and care for his people can be pictured as the care that a shepherd has for his flock of sheep. Shepherds give sheep what they need, take them to safe places, rescue them, guide them, and protect them. What God does for his people is like these actions. ->1Yahweh is my shepherd; I will lack nothing. ->2He makes me to lie down in green pastures; ->he leads me beside tranquil water. ->3He brings back my life; ->he guides me along right paths for his name's sake. ->4Even though I walk through a valley of darkest shadow, ->I will not fear harm since you are with me; +>1Yahweh is my shepherd; I will lack nothing. +>2He makes me to lie down in green pastures; +>he leads me beside tranquil water. +>3He brings back my life; +>he guides me along right paths for his name's sake. +>4Even though I walk through a valley of darkest shadow, +>I will not fear harm since you are with me; >your rod and your staff comfort me. (ULB) In Isaiah 5:1-7, Isaiah presents God's disappointment with his people as the disappointment that a farmer would feel if his vineyard only produced bad fruit. Farmers care for their gardens, but if they only produce bad fruit, farmers eventually stop caring for them. Verses 1 through 6 appear to be simply about a farmer and his vineyard, but verse 7 makes it clear that it is about God and his people. ->1...My well beloved had a vineyard on a very fertile hill. ->2He spaded it and removed the stones, and planted it with the choicest vine. ->He built a tower in the middle of it, and also built a winepress. ->He waited for it to produce grapes, but it produced wild grapes. +>1...My well beloved had a vineyard on a very fertile hill. +>2He spaded it and removed the stones, and planted it with the choicest vine. +>He built a tower in the middle of it, and also built a winepress. +>He waited for it to produce grapes, but it produced wild grapes. ->3So now, inhabitants of Jerusalem and men of Judah; ->judge between me and my vineyard. ->4What more could have been done for my vineyard, that I have not done for it? ->When I looked for it to produce grapes, why did it produce wild grapes? ->5 Now I will inform you what I will do to my vineyard; I will remove the hedge; ->I will turn it into a pasture; I will break down its wall, and it will be trampled on. ->6I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up, +>3So now, inhabitants of Jerusalem and men of Judah; +>judge between me and my vineyard. +>4What more could have been done for my vineyard, that I have not done for it? +>When I looked for it to produce grapes, why did it produce wild grapes? +>5 Now I will inform you what I will do to my vineyard; I will remove the hedge; +>I will turn it into a pasture; I will break down its wall, and it will be trampled on. +>6I will lay it waste, and it will not be pruned nor hoed. But briers and thorns will spring up, > I will also command the clouds not to rain on it. ->7For the vineyard of Yahweh of hosts is the house of Israel, ->and the men of Judah his pleasant planting; ->he waited for justice, but instead, there was killing; +>7For the vineyard of Yahweh of hosts is the house of Israel, +>and the men of Judah his pleasant planting; +>he waited for justice, but instead, there was killing; >for righteousness, but, instead, a cry for help. (ULB) ### Translation Strategies @@ -58,30 +58,30 @@ Consider using the same extended metaphor if your readers will understand it in 1. If the target audience would not know the image, find a way of translating it so they can understand what the image is. 1. If the target audience still would not understand, then state it clearly. -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied 1) If the target audience would think that the images should be understood literally, translate it as a simile by using "like" or "as." It may be enough to to do this in just the first sentence or two. See Psalm 23:1-2 as an example: ->**Yahweh is my shepherd; I will lack nothing.** ->**He makes me to lie down in green pastures;** +>**Yahweh is my shepherd; I will lack nothing.** +>**He makes me to lie down in green pastures;** >**he leads me beside tranquil water.** (ULB) Can be translated as: -> "Yahweh is like a shepherd to me, so I will lack nothing. -> Like a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, +> "Yahweh is like a shepherd to me, so I will lack nothing. +> Like a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, > Yahweh helps me to rest peacefully." 2) If the target audience would not know the image, find a way of translating it so they can understand what the image is. ->**My well beloved had a vineyard on a very fertile hill.** ->**He spaded it and removed the stones, and planted it with the choicest vine.** ->**He built a tower in the middle of it, and also built a winepress.** +>**My well beloved had a vineyard on a very fertile hill.** +>**He spaded it and removed the stones, and planted it with the choicest vine.** +>**He built a tower in the middle of it, and also built a winepress.** >**He waited for it to produce grapes, but it produced wild grapes.**(Isaiah 5:1-2 ULB) May be translated as: -> "My well beloved had a grapevine garden on a very fertile hill. -> He dug up the ground and removed the stones, and planted it with the best grapevines. -> He built a watchtower in the middle of it, and also built a tank where he could crush the juice out of the grapes. +> "My well beloved had a grapevine garden on a very fertile hill. +> He dug up the ground and removed the stones, and planted it with the best grapevines. +> He built a watchtower in the middle of it, and also built a tank where he could crush the juice out of the grapes. > He waited for it to produce grapes, but it produced wild grapes that were not good for making wine." 3) If the target audience still would not understand, then state it clearly. @@ -90,22 +90,22 @@ Yahweh is my shepherd; I will lack nothing.** (Psalm 23:1 ULB) * "Yahweh cares for me like a shepherd that cares for his sheep, so I will lack nothing." ->**For the vineyard of Yahweh of hosts is the house of Israel,** ->**and the men of Judah his pleasant planting;** ->**he waited for justice, but instead, there was killing;** +>**For the vineyard of Yahweh of hosts is the house of Israel,** +>**and the men of Judah his pleasant planting;** +>**he waited for justice, but instead, there was killing;** >**for righteousness, but, instead, a cry for help.** (Isaiah 5:7 ULB) Can be translated as: -> For the vineyard of Yahweh of hosts represents the house of Israel, -> and the men of Judah are like his pleasant planting; -> he waited for justice, but instead, there was killing; +> For the vineyard of Yahweh of hosts represents the house of Israel, +> and the men of Judah are like his pleasant planting; +> he waited for justice, but instead, there was killing; > for righteousness, but, instead, a cry for help. OR -* So as a farmer stops caring for a grapevine garden that produces bad fruit, -* Yahweh will stop protecting Israel and Judah, +* So as a farmer stops caring for a grapevine garden that produces bad fruit, +* Yahweh will stop protecting Israel and Judah, * because they do not do what is right. -* he waited for justice, but instead, there was killing; +* he waited for justice, but instead, there was killing; * for righteousness, but, instead, a cry for help. diff --git a/translate/figs-explicit/01.md b/translate/figs-explicit/01.md index fa46b46..7f7e898 100644 --- a/translate/figs-explicit/01.md +++ b/translate/figs-explicit/01.md @@ -7,9 +7,9 @@ When someone speaks or writes, he has something specific that he wants people to know or do or think about. He normally states this directly. This is **explicit information**. -The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called **assumed knowledge**. +The speaker assumes that his audience already knows certain things that they will need to think about in order to understand this information. Normally he does not tell people these things, because they already know them. This is called **assumed knowledge**. -The speaker does not always directly state everything that he expects his audience to learn from what he says. Information that he expects people to learn from what he says even though he does not state it directly is **implicit information.** +The speaker does not always directly state everything that he expects his audience to learn from what he says. Information that he expects people to learn from what he says even though he does not state it directly is **implicit information.** Often, the audience understands this **implicit information** by combining what they already know (**assumed knowledge**) with the **explicit information** that the speaker tells them directly. @@ -21,7 +21,7 @@ All three kinds of information are part of the speaker's message. If one of thes >Then a scribe came to him and said, "Teacher, I will follow you wherever you go." Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but the Son of Man has nowhere to lay his head." (Matthew 8:20 ULB) -Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**. +Jesus did not say what foxes and birds use holes and nests for, because he assumed that the scribe would have known that foxes sleep in holes in the ground and birds sleep in their nests. This is **assumed knowledge**. Jesus did not directly say here "I am the Son of Man" but, if the scribe did not already know it, then that fact would be **implicit information** that he could learn because Jesus referred to himself that way. Also, Jesus did not state explicitly that he travelled a lot and did not have a house that he slept in every night. That is **implicit information** that the scribe could learn when Jesus said that he had nowhere to lay his head. @@ -29,7 +29,7 @@ Jesus did not directly say here "I am the Son of Man" but, if the scribe did not Jesus assumed that the people he was speaking to knew that Tyre and Sidon were very wicked, and that the day of judgment is a time when God will judge every person. Jesus also knew that the people he was talking to believed that they were good and did not need to repent. Jesus did not need to tell them these things. This is all **assumed knowledge**. -An important piece of **implicit information** here is that because the people he was speaking to did not repent, they would be judged more severely than the people of Tyre and Sidon would be judged. +An important piece of **implicit information** here is that because the people he was speaking to did not repent, they would be judged more severely than the people of Tyre and Sidon would be judged. >Why do your disciples violate the traditions of the elders? For they do not wash their hands when they eat. (Matthew 15:2 ULB) @@ -39,7 +39,7 @@ One of the traditions of the elders was a ceremony in which people would wash th If readers have enough assumed knowledge to be able to understand the message, along with any important implicit information that goes with the explicit information, then it is good to leave that knowledge unstated and leave the implicit information implicit. If the readers do not understand the message because one of these is missing for them, then follow these strategies: -1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information. +1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information. 1. If readers cannot understand the message because they do not know certain implicit information, then state that information clearly, but try to do it in a way that does not imply that the information was new to the original audience. ### Examples of Translation Strategies Applied diff --git a/translate/figs-explicitinfo/01.md b/translate/figs-explicitinfo/01.md index 4c6d885..97e1d71 100644 --- a/translate/figs-explicitinfo/01.md +++ b/translate/figs-explicitinfo/01.md @@ -2,7 +2,7 @@ ### Description -Some languages have ways of saying things that are natural for them but sound strange when translated into other languages. One of the reasons for this is that some languages say things explicitly that the other languages would leave as implicit information. +Some languages have ways of saying things that are natural for them but sound strange when translated into other languages. One of the reasons for this is that some languages say things explicitly that the other languages would leave as implicit information. #### Reasons this is a translation issue @@ -13,7 +13,7 @@ If you translate all of the explicit information from the source language into t >And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire. (Judges 9:52 ESV) -In Biblical Hebrew, it was normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is ungrammatical to do so, is quite tiresome for the English reader, and gives the impression that the author was uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly. +In Biblical Hebrew, it was normal to start most sentences with a conjunction such as “and” to show the connection between sentences. In English, it is ungrammatical to do so, is quite tiresome for the English reader, and gives the impression that the author was uneducated. In English, it is best to leave the idea of connection between sentences implicit in most cases and not translate the conjunction explicitly. In Biblical Hebrew, it was normal to say that something was burned with fire. In English, the idea of fire is included in the action of burning, and so it is unnatural to state both ideas explicitly. It is enough to say that something was burned and leave the idea of fire implicit. @@ -23,7 +23,7 @@ In the biblical languages, it was normal to introduce direct speech with two ver ### Translation Strategies -1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information. +1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information. 1. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage. ### Examples of Translation Strategies Applied @@ -34,8 +34,8 @@ In the biblical languages, it was normal to introduce direct speech with two ver 2. If the explicit information does not sound natural in the target language or seems unnecessary or confusing, leave the explicit information implicit. Only do this if the reader can understand this information from the context. You can test this by asking the reader a question about the passage. - * **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV) - * Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it. Or …to set it on fire. + * **And Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it with fire.** (Judges 9:52 ESV) + * Abimelech came to the tower and fought against it and drew near to the door of the tower to burn it. Or …to set it on fire. In English, it is clear that the action of this verse follows the action of the previous verse without the use of the connector “and” at the beginning, so it was omitted. Also, the words “with fire” were left out, because this information is communicated implicitly by the word “burn.” An alternative translation for “to burn it” is “to set it on fire.” It is not natural in English to use both “burn” and “fire,” so the English translator should choose only one of them. You can test if the readers understood the implicit information by asking, “How would the door burn?” If they knew it was by fire, then they have understood the implicit information. Or, if you chose the second option, you could ask, “What happens to a door that is set on fire?” If the readers answer, “It burns,” then they have understood the implicit information. diff --git a/translate/figs-extrainfo/01.md b/translate/figs-extrainfo/01.md index 29de2ec..c444897 100644 --- a/translate/figs-extrainfo/01.md +++ b/translate/figs-extrainfo/01.md @@ -15,14 +15,14 @@ Sometimes it is better not to state assumed knowledge or implicit information ex ### Examples from the Bible ->Out of the eater was something to eat; +>Out of the eater was something to eat; >out of the strong was something sweet. (Judges 14:14 ULB) This was a riddle. Samson purposely said this in a way that it would be hard for his enemies to know what it meant. Do not make it clear that the eater and the strong thing was a lion and that the sweet thing to eat was honey. >Jesus said to them, "Take heed and beware of the yeast of the Pharisees and Sadducees." The disciples reasoned among themselves and said, "It is because we took no bread." … (Matthew 16:6,7 ULB) -Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus' disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word "yeast" here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 - +Possible implicit information here is that the disciples should beware of the false teaching of the Pharisees and Sadducees. But Jesus' disciples did not understand this. They thought that Jesus was talking about real yeast and bread. So it would not be appropriate to state explicitly that the word "yeast" here refers to false teaching. The disciples did not understand what Jesus meant until they heard what Jesus said in Matthew 16:11 - > "How is it that you do not understand that I was not speaking to you about bread? Take heed and beware of the yeast of the Pharisees and Sadducees." Then they understood that he was not telling them to beware of yeast in bread, but to beware of the teaching of the Pharisees and Sadducees. (Matthew 16:11,12 ULB) Only after Jesus explained that he was not talking about bread did they realize that he was talking about the false teaching of the Pharisees. Therefore it would be wrong to explicitly state the implicit information in Matthew 16:6. diff --git a/translate/figs-gendernotations/01.md b/translate/figs-gendernotations/01.md index 78daf1a..bbb6eb1 100644 --- a/translate/figs-gendernotations/01.md +++ b/translate/figs-gendernotations/01.md @@ -3,10 +3,10 @@ In some parts of the Bible, the words "men", "brothers" and "sons" refer only to ### Description -In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says 'brothers' when it refers to both brothers and sisters. +In some languages a word that normally refers to men can also be used in a more general way to refer to both men and women. For example, the Bible sometimes says 'brothers' when it refers to both brothers and sisters. Also in some languages, the masculine pronouns "he" and "him" can be used in a more general way for any person if it is not important whether the person is a man or a woman. In the example below, the pronoun is "his", but it is not limited to males. ->A wise child makes his father rejoice +>A wise child makes his father rejoice >but a foolish child brings grief to his mother. (Proverbs 10:1 ULB) #### Reason this is a translation issue @@ -34,7 +34,7 @@ Jesus was not speaking only of men, but of **men and women**. ### Translation Strategies -If people would understand that that masculine words like "man," "brother," and "he" can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women. +If people would understand that that masculine words like "man," "brother," and "he" can include women, then consider using them. Otherwise, here are some ways for translating those words when they include women. 1. Use a noun that can be used for both men and women. 1. Use a word that refers to men and a word that refers to women. @@ -45,7 +45,7 @@ If people would understand that that masculine words like "man," "brother," and 1. Use nouns that can be used for both men and women. * **The wise man dies just like the fool dies.** (Ecclesiastes 2:16 ULB) - * "The wise person dies just like the fool dies." + * "The wise person dies just like the fool dies." * "Wise people die just like fools die." 2. Use a word that refers to men and a word that refers to women. diff --git a/translate/figs-genericnoun/01.md b/translate/figs-genericnoun/01.md index a73ef86..cba4fac 100644 --- a/translate/figs-genericnoun/01.md +++ b/translate/figs-genericnoun/01.md @@ -2,64 +2,64 @@ ### Description -Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general. +Generic noun phrases refer to people or things in general rather than to specific individuals or things. This happens frequently in proverbs, because proverbs tell about things that are true about people in general. ->Can a man walk on hot coals without scorching his feet? ->So is the man who goes into his neighbor's wife; +>Can a man walk on hot coals without scorching his feet? +>So is the man who goes into his neighbor's wife; >the one who has relations with her will not go unpunished. (Proverbs 6:28 ULB) -The underlined phrases above do not refer to a specific man. They refer to any man who does these things. +The underlined phrases above do not refer to a specific man. They refer to any man who does these things. #### Reason this is a translation issue -Different languages have different ways of showing that noun phrases refer to something in general. Translators should refer to these general ideas in ways that are natural in their language. +Different languages have different ways of showing that noun phrases refer to something in general. Translators should refer to these general ideas in ways that are natural in their language. ### Examples from the Bible >The one who does what is right is kept away from trouble and it comes upon the wicked instead. (Proverbs 11:8 ULB) -The underlined phrases above do not refer to any specific people but to anyone who does what is right or anyone who is wicked. +The underlined phrases above do not refer to any specific people but to anyone who does what is right or anyone who is wicked. >People curse the man who refuses to sell them grain. (Proverbs 11:26 ULB) -This does not refer to a particular man, but to any person who refuses to sell grain. +This does not refer to a particular man, but to any person who refuses to sell grain. >Yahweh gives favor to a good man, but he condemns a man who makes evil plans. (Proverbs 12:2 ULB) -The phrase "a good man" does not refer to a particular man, but to any person who is good. The phrase "a man who makes evil plans" does not refer to a particular man, but to any person who makes evil plans. +The phrase "a good man" does not refer to a particular man, but to any person who is good. The phrase "a man who makes evil plans" does not refer to a particular man, but to any person who makes evil plans. ### Translation Strategies If your language can use the same wording as in the ULB to refer to people or things in general rather than to specific individuals or things, consider using the same wording. Here are some strategies you might use. -1. Use the word "the" in the noun phrase. -1. Use the word "a" in the noun phrase. -1. Use the word "any", as in "any person" or "anyone." -1. Use the plural form, as in "people." -1. Use any other way that is natural in your language. +1. Use the word "the" in the noun phrase. +1. Use the word "a" in the noun phrase. +1. Use the word "any", as in "any person" or "anyone." +1. Use the plural form, as in "people." +1. Use any other way that is natural in your language. ### Examples of Translation Strategies Applied 1. Use the word "the" in the noun phrase. * **Yahweh gives favor to a good man, but he condemns a man who makes evil plans.** (Proverbs 12:2 ULB) - * "Yahweh gives favor to the good man, but he condemns the man who makes evil plans." (Proverbs 12:2) + * "Yahweh gives favor to the good man, but he condemns the man who makes evil plans." (Proverbs 12:2) 1. Use the word "a" in the noun phrase. * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULB) - * "People curse a man who refuses to sell them grain" + * "People curse a man who refuses to sell them grain" -1. Use the word "any, as in "any person" or "anyone." +1. Use the word "any, as in "any person" or "anyone." * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULB) - * "People curse any man who refuses to sell them grain." + * "People curse any man who refuses to sell them grain." -1. Use the plural form, as in "people" (or in this sentence, "men"). +1. Use the plural form, as in "people" (or in this sentence, "men"). * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULB) - * "People curse men who refuse to sell them grain" + * "People curse men who refuse to sell them grain" -1. Use any other way that is natural in your language. +1. Use any other way that is natural in your language. * **People curse the man who refuses to sell them grain.** (Proverbs 11:26 ULB) * "People curse whoever refuses to sell them grain." diff --git a/translate/figs-go/01.md b/translate/figs-go/01.md index 53ddce2..b9ea4df 100644 --- a/translate/figs-go/01.md +++ b/translate/figs-go/01.md @@ -16,9 +16,9 @@ In some languages, this would lead people to think that Yahweh was in the ark. >But you will be free from my oath if you come to my relatives and they will not give her to you. Then you will be free from my oath. (Genesis 24:41 ULB) -Abraham was speaking to his servant. Abraham's relatives lived far away, from where he and his servant were standing and he wanted his servant to go to them, not come toward Abraham. +Abraham was speaking to his servant. Abraham's relatives lived far away, from where he and his servant were standing and he wanted his servant to go to them, not come toward Abraham. ->When you have come to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ... (Deuteronomy 17:14 ULB) +>When you have come to the land that Yahweh your God gives you, and when you take possession of it and begin to live in it ... (Deuteronomy 17:14 ULB) Moses is speaking to the people in the wilderness. They had not yet gone into the land that God was giving them. In some languages, it would make more sense to say, "When you have gone into the land..." @@ -26,27 +26,27 @@ Moses is speaking to the people in the wilderness. They had not yet gone into th In some languages, it might make more sense to say that Joseph and Mary took or carried Jesus to the temple. ->Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus' feet and implored him to come to his house, (Luke 8:41 ULB) +>Behold, there came a man named Jairus, and he was one of the leaders of the synagogue. Jairus fell down at Jesus' feet and implored him to come to his house, (Luke 8:41 ULB) -The man was not at his house when he spoke to Jesus. He wanted Jesus to go with him to his house. +The man was not at his house when he spoke to Jesus. He wanted Jesus to go with him to his house. >Some time after this, his wife Elizabeth became pregnant, but she did not go out in public for five months. (Luke 1:24 UDB) -In some languages, it might make more sense to say that Elizabeth did not come out in public. +In some languages, it might make more sense to say that Elizabeth did not come out in public. ### Translation Strategies -If the word used in the ULB would be natural and give the right meaning in your language, consider using it. If not, here are other strategies. +If the word used in the ULB would be natural and give the right meaning in your language, consider using it. If not, here are other strategies. 1. Use the word "go," "come," "take," or "bring" that would be natural in your language. 1. Use another word that expresses the right meaning. ### Examples of Translation Strategies Applied -1. Use the word "go," "come," "take," or "bring" that would be natural in your language. +1. Use the word "go," "come," "take," or "bring" that would be natural in your language. * **But you will be free from my oath if you come to my relatives and they will not give her to you.** (Genesis 24:41 ULB) - * But you will be free from my oath if you go to my relatives and they will not give her to you. + * But you will be free from my oath if you go to my relatives and they will not give her to you. * **Some time after this, his wife Elizabeth became pregnant, but she did not go out in public for five months.** (Luke 1:24 UDB) * Some time after this, his wife Elizabeth became pregnant, but she did not come out in public for five months. diff --git a/translate/figs-grammar/01.md b/translate/figs-grammar/01.md index d0cdffb..adb8648 100644 --- a/translate/figs-grammar/01.md +++ b/translate/figs-grammar/01.md @@ -11,10 +11,10 @@ Grammar has two main parts: words and structure. Structure involves how we put w **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)) -* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md)) +* 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)) +* Quotes can have quotes within them. (see [Quotes within Quotes](../figs-quotesinquotes/01.md)) * Quotes can be marked to make it easy for readers to understand who said what. (see [Quote Markings](../figs-quotemarks/01.md)) diff --git a/translate/figs-hendiadys/01.md b/translate/figs-hendiadys/01.md index 164a53d..3a205b5 100644 --- a/translate/figs-hendiadys/01.md +++ b/translate/figs-hendiadys/01.md @@ -11,7 +11,7 @@ Though "kingdom" and "glory" are both nouns, "glory" actually tells what kind of #### Reasons this is a translation issue * Often hendiadys contains an abstract noun. Some languages may not have a noun with the same meaning. -* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other. +* Many languages do not use hendiadys, so people may not understand how the two words work together; one word describing the other. ### Examples from the Bible @@ -29,7 +29,7 @@ If the hendiadys would be natural and give the right meaning in your language, c 1. Substitute the describing noun with an adjective that means the same thing. 1. Substitute the describing noun with a phrase that means the same thing. -1. Substitute the describing adjective with an adverb that means the same thing. +1. Substitute the describing adjective with an adverb that means the same thing. 1. Substitute other parts of speech that mean the same thing and show that one word describes the other. ### Examples of Translation Strategies Applied @@ -50,7 +50,7 @@ If the hendiadys would be natural and give the right meaning in your language, c * **that you should walk in a manner that is worthy of God, who calls you to his own kingdom and glory.** (1 Thessalonians 2:12 ULB) * that you should walk in a manner that is worthy of God, who calls you to his own kingdom of glory. -3. Substitute the describing adjective with an adverb that means the same thing. +3. Substitute the describing adjective with an adverb that means the same thing. * **if you are willing and obedient** (Isaiah 1:19 ULB) * if you are willingly obedient diff --git a/translate/figs-hyperbole/01.md b/translate/figs-hyperbole/01.md index c790eaa..3e2a370 100644 --- a/translate/figs-hyperbole/01.md +++ b/translate/figs-hyperbole/01.md @@ -4,24 +4,24 @@ A speaker or writer can use exactly the same words to say something he means as completely true, as generally true, or as a hyperbole. This is why it can be hard to decide how to understand a statement. -* It rains here every night. +* It rains here every night. 1. The speaker means this as literally true if he means that it really does rain here every night. 2. The speaker means this as a generalization if he means that it rains here most nights. 3. The speaker means this as a hyperbole if he wants to say it rains more than it actually does, usually in order to express a strong attitude toward the amount of rain, such as being annoyed or being happy. -**Hyperbole**: This is a figure of speech that uses **exaggeration**. A speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating. +**Hyperbole**: This is a figure of speech that uses **exaggeration**. A speaker deliberately describes something by an extreme or even unreal statement, usually to show his strong feeling or opinion about it. He expects people to understand that he is exaggerating. >They will not leave one stone upon another (Luke 19:44 ULB) * This is an exaggeration. It means that the enemies will completely destroy Jerusalem. -**Generalization:** This is a statement that is true most of the time or in most situations that it could apply to. +**Generalization:** This is a statement that is true most of the time or in most situations that it could apply to. >The one who ignores instruction will have poverty and shame, >but honor will come to him who learns from correction. (Proverbs 13:18) -* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. +* These generalizations tell about what normally happens to people who ignore instruction and what normally happens to people who learn from correction. >And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words. (Matthew 6:7) @@ -45,11 +45,11 @@ Even though a generalization may have a strong-sounding word like "all," "always >If your hand causes you to stumble, cut it off. It is better for you to enter into life maimed… (Mark 9:43 ULB) -When Jesus said to cut off your hand, he meant that we should do whatever extreme things we need to do in order not to sin. He used this hyperbole to show how extremely important it is to try to stop sinning. +When Jesus said to cut off your hand, he meant that we should do whatever extreme things we need to do in order not to sin. He used this hyperbole to show how extremely important it is to try to stop sinning. >The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops as numerous as the sand on the seashore. (1 Samuel 13:5 ULB) -The underlined phrase is an exaggeration. It means that there were many, many soldiers in the Philistine army. +The underlined phrase is an exaggeration. It means that there were many, many soldiers in the Philistine army. #### Examples of Generalization @@ -57,21 +57,21 @@ The underlined phrase is an exaggeration. It means that there were many, many The disciples told Jesus that everyone was looking looking for him. They probably did not mean that everyone in the city was looking for him, but that many people were looking for him, or that all of Jesus' closest friends there were looking for him. ->But as his anointing teaches you about all things and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULB) +>But as his anointing teaches you about all things and is true and is not a lie, and even as it has taught you, remain in him. (1 John 2:27 ULB) This is a generalization. God's Spirit teaches us about all things that we need to know, not about everything that is possible to know. #### Caution Do not assume that something is an exaggeration just because it seems to be impossible. God does miraculous things. ->… they saw Jesus walking on the sea and coming near the boat … (John 6:19 ULB) +>… they saw Jesus walking on the sea and coming near the boat … (John 6:19 ULB) This is not hyperbole. Jesus really walked on the water. It is a literal statement. Do not assume that the word "all" is always a generalization that means "most." >Yahweh is righteous in all his ways ->and gracious in all he does. (Psalms 145:17 ULB) +>and gracious in all he does. (Psalms 145:17 ULB) Yahweh is always righteous. This is a completely true statement. @@ -79,10 +79,10 @@ Yahweh is always righteous. This is a completely true statement. If the exaggeration or generalization would be natural and people would understand it and not think that it is a lie, consider using it. If not, here are other options. -1. Express the meaning without the exaggeration. -2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." +1. Express the meaning without the exaggeration. +2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." 3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact. -3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word. +3. For a generalization that has a word like "all," always," "none," or "never," consider deleting that word. ### Examples of Translation Strategies Applied @@ -92,12 +92,12 @@ If the exaggeration or generalization would be natural and people would understa * **The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and troops as numerous as the sand on the seashore.** (1 Samuel 13:5 ULB) * The Philistines gathered together to fight against Israel: thirty thousand chariots, six thousand men to drive the chariots, and a great number of troops. -2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." +2. For a generalization, show that it is a generalization by using a phrase like "in general" or "in most cases." * **The one who ignores instruction will have poverty and shame ...** (Proverbs 13:18 ULB) * In general, the one who ignores instruction will have poverty and shame * **And when you pray, do not make useless repetitions as the Gentiles do, for they think that they will be heard because of their many words.** (Matthew 6:7) - * "And when you pray, do not make useless repetitions as the Gentiles generally do, for they think that they will be heard because of their many words." + * "And when you pray, do not make useless repetitions as the Gentiles generally do, for they think that they will be heard because of their many words." 3. For a generalization, add a word like "most" or "almost" to show that the generalization is not exact.  diff --git a/translate/figs-hypo/01.md b/translate/figs-hypo/01.md index 60132fa..dcec2df 100644 --- a/translate/figs-hypo/01.md +++ b/translate/figs-hypo/01.md @@ -13,7 +13,7 @@ People sometimes tell about conditions and what would happen if those conditions People sometimes express wishes about things that have not happened or that are not expected to happen. -* I wish he had come. +* I wish he had come. * I wish he were here. * I wish he would come. @@ -35,7 +35,7 @@ People sometimes express regrets about things that have not happened or that are > "Woe to you, Chorazin! Woe to you, Bethsaida! If the mighty deeds had been done in Tyre and Sidon which were done in you, they would have repented long ago in sackcloth and ashes." (Matthew 11:21 ULB) -Here in Matthew 11:21 Jesus said that if the people living in the ancient cities of Tyre and Sidon had been able to see the miracles that he performed, they would have repented long ago. The people of Tyre and Sidon did not actually see his miracles and repent. He said this to rebuke the people of Chorazin and Bethsaida who had seen his miracles yet did not repent. +Here in Matthew 11:21 Jesus said that if the people living in the ancient cities of Tyre and Sidon had been able to see the miracles that he performed, they would have repented long ago. The people of Tyre and Sidon did not actually see his miracles and repent. He said this to rebuke the people of Chorazin and Bethsaida who had seen his miracles yet did not repent. > Martha then said to Jesus, "Lord, if you had been here, my brother would not have died." (John 11:21 ULB) @@ -52,14 +52,14 @@ Jesus told about what would happen if a person were to put new wine into old win >Jesus said to them, "What man would there be among you, who, if he had just one sheep, and if this sheep fell into a deep hole on the Sabbath, would not grasp hold of it and lift it out? (Matthew 12:11 ULB) -Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath. +Jesus asked the religious leaders what they would do on the Sabbath if one of their sheep fell into a hole. He was not saying that their sheep would fall into a hole. He used this imaginary situation to show them that they were wrong to judge him for healing people on the Sabbath. 3. Hypothetical situation in the future > Unless those days are shortened, no flesh would be saved; but for the sake of the elect, those days will be shortened. (Matthew 24:22 ULB) -Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved. +Jesus was talking about a future time when very bad things would happen. He told what would happen if those days of trouble were to last a long time. He did this to show about how bad those days will be - so bad that if they lasted a long time, no one would be saved. But then he clarified that God will shorten those days of trouble, so that the elect (those he has chosen) will be saved. 4. Expressing emotion about a hypothetical situation @@ -84,7 +84,7 @@ Know how people speaking your language show: * that they wish for something, but it does not happen. * that they regret that something did not happen. -Use your language's ways of showing these kinds of things. +Use your language's ways of showing these kinds of things. You may also want to watch the video at http://ufw.io/figs_hypo. diff --git a/translate/figs-idiom/01.md b/translate/figs-idiom/01.md index f81e732..2a1f8a2 100644 --- a/translate/figs-idiom/01.md +++ b/translate/figs-idiom/01.md @@ -4,19 +4,19 @@ An idiom is a figure of speech made up of a group of words that, as a whole, has * You are pulling my leg (This means, "You are telling me a lie") * Do not push the envelope (This means, "Do not take a matter to its extreme") * This house is under water (This means, "The debt owed for this house is greater than its actual value") -* We are painting the town red (This means, "We are going around town tonight celebrating very intensely") +* We are painting the town red (This means, "We are going around town tonight celebrating very intensely") ### Description -An idiom is a phrase that has a special meaning to the people of the language or culture who use it. Its meaning is different than what a person would understand from the meanings of the individual words that form the phrase. +An idiom is a phrase that has a special meaning to the people of the language or culture who use it. Its meaning is different than what a person would understand from the meanings of the individual words that form the phrase. >he resolutely set his face to go to Jerusalem. (Luke 9:51 ULB) -The words "set his face" is an idiom that means "decided." +The words "set his face" is an idiom that means "decided." Sometimes people may be able to understand an idiom from another culture, but it might sound like a strange way to express the meaning. ->I am not worthy that you should enter under my roof. (Luke 7:6 ULB) +>I am not worthy that you should enter under my roof. (Luke 7:6 ULB) The phrase "enter under my roof" is an idiom that means "enter my house." @@ -24,7 +24,7 @@ The phrase "enter under my roof" is an idiom that means "enter my house." This idiom means "Listen carefully and remember what I say." -**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language. +**Purpose**: An idiom is created in a culture probably somewhat by accident when someone describes something in an unusual way. But, when that unusual way communicates the message powerfully and people understand it clearly, other people start to use it. After a while, it becomes a normal way of talking in that language. #### Reasons this is a translation issue @@ -40,11 +40,11 @@ This means, "We and you belong to the same race, the same family." >the children of Israel went out with a high hand. (Exodus 14:8 ASV) -This means, "The Israelites went out defiantly." +This means, "The Israelites went out defiantly." >the one who lifts up my head (Psalm 3:3 ULB) -This means, "the one who helps me." +This means, "the one who helps me." ### Translation Strategies @@ -60,15 +60,15 @@ If the idiom would be clearly understood in your language, consider using it. If * **Then all Israel came to David at Hebron and said, "Look, we are your flesh and bone."** ( 1 Chronicles 11:1 ULB) * ...Look, we all belong to the same nation. - * **he resolutely set his face to go to Jerusalem.** (Luke 9:51 ULB) + * **he resolutely set his face to go to Jerusalem.** (Luke 9:51 ULB) * He started to travel to Jerusalem, determined to reach it. - * **I am not worthy that you should enter under my roof.** (Luke 7:6 ULB) + * **I am not worthy that you should enter under my roof.** (Luke 7:6 ULB) * I am not worthy that you should enter my house. 1. Use an idiom that people use in your own language that has the same meaning. - * **Let these words go deeply into your ears** (Luke 9:44 ULB) + * **Let these words go deeply into your ears** (Luke 9:44 ULB) * Be all ears when I say these words to you. * **"My eyes grow dim from grief** (Psalm 6:7 ULB) diff --git a/translate/figs-imperative/01.md b/translate/figs-imperative/01.md index f85e307..12058ad 100644 --- a/translate/figs-imperative/01.md +++ b/translate/figs-imperative/01.md @@ -1,6 +1,6 @@ -### Description +### Description Imperative sentences are mainly used to express a desire or requirement that someone do something. Sometimes imperative sentences in the Bible have other uses. @@ -8,13 +8,13 @@ Imperative sentences are mainly used to express a desire or requirement that som Some languages would not use an imperative sentence for some of the functions that they are used for in the Bible. -### Examples from the Bible +### Examples from the Bible Speakers often use imperative sentences to tell or ask their listeners to do something. In Genesis 2, God spoke to Isaac and told him not to go to Egypt but to live where God would tell him to live. > Now Yahweh appeared to him and said, "Do not go down to Egypt; live in the land that I tell you to live in. (Genesis 26:2 ULB) -Sometimes imperative sentences in the Bible have other uses. +Sometimes imperative sentences in the Bible have other uses. #### Imperatives that make things happen @@ -24,39 +24,39 @@ God can make things happen by commanding that they happen. Jesus healed a man by In Genesis 1, God commanded that there should be light, and by commanding it, he caused it to exist. Some languages, such as the Hebrew of the Bible, have commands that are in the third person. English does not do that, and so it must turn the third-person command into a general second-person command, as in the ULB: >God said, "Let there be light," and there was light. (Genesis 1:3 ULB) -Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, "light must be." +Languages that have third-person commands can follow the original Hebrew, which translates into English as something like, "light must be." #### Imperatives that function as blessings In the Bible, God blesses people by using imperatives. This indicates what his will is for them. ->God blessed them and said to them, "Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth." +>God blessed them and said to them, "Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth." -#### Imperatives that function as conditions +#### Imperatives that function as conditions An imperative sentence can also be used to tell the **condition** under which something will happen. The proverbs mainly tell about life and things that often happen. The purpose of Proverbs 4:6 below is not primarily to give a command, but to teach what people can expect to happen **if** they love wisdom. ->... do not abandon wisdom and she will watch over you; +>... do not abandon wisdom and she will watch over you; >love her and she will keep you safe. (Proverbs 4:6 ULB) -The purpose of Proverbs 22:6 below is teach what people can expect to happen if they teach their children the way they should go. +The purpose of Proverbs 22:6 below is teach what people can expect to happen if they teach their children the way they should go. >Teach a child the way he should go, >and when he is old he will not turn away from that instruction. (Proverbs 22:6 ULB) -### Translation Strategies +### Translation Strategies 1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead. 1. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said. -1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then." +1. If people would not use a command as a condition, translate it as a statement with the words "if" and "then." -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied 1. If people would not use an imperative sentence for one of the functions in the Bible, try using a statement instead. * **Be clean.** (Matthew 8:3 ULB) * "You are now clean." - * "I now cleanse you." + * "I now cleanse you." * **God said, "Let there be light," and there was light.** (Genesis 1:3 ULB) * God said, "There is now light" and there was light. @@ -64,17 +64,17 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if * **God blessed them and said to them, "Be fruitful, and multiply. Fill the earth, and subdue it. Have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."** (Genesis 1:3 ULB) * God blessed them and said to them, "My will for you is that you be fruitful, and multiply. Fill the earth, and subdue it. I want you to have dominion over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth." -2. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said. +2. If people would not understand that a sentence is used to cause something to happen, add a connecting word like "so" to show that what happened was a result of what was said. * **God said, "Let there be light," and there was light.** (Genesis 1:3 ULB) * God said, 'Let there be light,' so there was light. * God said, "Light must be;" as a result, there was light. -3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then." +3. If people would not use a command as a condition, translate it as a statement with the words "if" and "then." ->**Teach a child the way he should go,** +>**Teach a child the way he should go,** >**and when he is old he will not turn away from that instruction.** (Proverbs 22:6 ULB) Translated as: ->"If you teach a child the way he should go, +>"If you teach a child the way he should go, >then when he is old he will not turn away from that instruction." \ No newline at end of file diff --git a/translate/figs-inclusive/01.md b/translate/figs-inclusive/01.md index 09b2bd0..eee409c 100644 --- a/translate/figs-inclusive/01.md +++ b/translate/figs-inclusive/01.md @@ -2,9 +2,9 @@ ### Description -Some languages have more than one form of "we": an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these. +Some languages have more than one form of "we": an **inclusive** form that means "I and you" and an **exclusive** form that means "I and someone else but not you." The inclusive form includes the person being spoken to and possibly others. This is also true for "us," "our," "ours," and "ourselves." Some languages have inclusive forms and exclusive forms for each of these. -See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to. +See the pictures. The people on the right are the people that the speaker is talking to. The yellow highlight shows who the inclusive "we" and the exclusive "we" refer to. ![](https://cdn.door43.org/ta/jpg/vocabulary/we_us_inclusive.jpg) @@ -19,7 +19,7 @@ See the pictures. The people on the right are the people that the speaker is tal The shepherds were speaking to one another. When they said "us," they were including the people they were speaking to - one another. ->Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let us go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB) +>Now it happened on one of those days that Jesus and his disciples entered into a boat, and he said to them, "Let us go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB) When Jesus said "us," he was referring to himself and to the disciples he was speaking to. diff --git a/translate/figs-informremind/01.md b/translate/figs-informremind/01.md index 990fab0..48b74b0 100644 --- a/translate/figs-informremind/01.md +++ b/translate/figs-informremind/01.md @@ -15,13 +15,13 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf **Reason people use these phrases**: People often present either reminders or new information in a weak way. They do this when they want their listener to give most of his attention to something else they are saying. In the example above, the speaker wants most attention to be given to what Mary did, NOT to how her sister responded. -**Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to. +**Reason this is a translation Issue:** Languages have different ways of signaling the parts of communication that the listener should pay most attention to. -#### Translation Principles +#### Translation Principles -* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence. -* Try to present it in a weak way. -* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way? +* If your language does not use phrases with a noun for new information or a reminder, you may need to put that information or reminder in a different part of the sentence. +* Try to present it in a weak way. +* Ask yourself: In our language, how do we express information in a strong way, and how do we express it in a weaker way? ### Examples from the Bible @@ -29,44 +29,44 @@ The phrase "who was very thankful" immediately follows the word "sister" and inf There is only one Tigris River. The phrase "which flows east of Asshur" gives more information about where the Tigris River was. This would have been helpful to the original audience, because they knew were Asshur was. ->I will wipe away mankind whom I have created from the surface of the earth. (Genesis 6:7 ULB) +>I will wipe away mankind whom I have created from the surface of the earth. (Genesis 6:7 ULB) -The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. +The phrase "whom I have created" is a reminder of the relationship between God and mankind. It is the reason God had the right to wipe away mankind. >I will bring an end to the worthless idols of Memphis. (Ezekiel 30:13 ULB) -All idols are worthless. This is why God said he would destroy them. +All idols are worthless. This is why God said he would destroy them. >... for your righteous judgments are good. (Psalm 119:39 ULB) -All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good. +All of God's judgments are righteous. This is why the person who wrote this psalm said that they are good. ### Translation Strategies If people would understand the purpose of a phrase with a noun, then consider keeping the phrase and the noun together. Otherwise, here are other strategies of showing that the phrase is used to inform or remind. -1. Put the information in another part of the sentence and add words that show its purpose. -1. Use one of your language's ways for expressing information in a weak way. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas. +1. Put the information in another part of the sentence and add words that show its purpose. +1. Use one of your language's ways for expressing information in a weak way. It may be by adding a small word, or by changing the way the voice sounds. Sometimes changes in the voice can be shown with punctuation marks, such as parentheses or commas. ### Examples of Translation Strategies Applied 1. Put the information in another part of the sentence and add words that show its purpose. - * **I hate those who serve worthless idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. - * "Because idols are worthless, I hate those who serve them." + * **I hate those who serve worthless idols** (Psalm 31:6 ULB) - By saying "worthless idols," David was commenting about all idols and giving his reason for hating those who serve them. He was not distinguishing worthless idols from valuable idols. + * "Because idols are worthless, I hate those who serve them." - * **... for your righteous judgments are good.** (Psalm 119:39 ULB) - * ... for your judgments are good because they are righteous. + * **... for your righteous judgments are good.** (Psalm 119:39 ULB) + * ... for your judgments are good because they are righteous. - * **Can Sarah, who is ninety years old, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child. - * "Can Sarah bear a son even when she is ninety years old?" + * **Can Sarah, who is ninety years old, bear a son?** (Genesis 17:17-18 ULB) - The phrase "who is ninety years old" is a reminder of Sarah's age. It tells why Abraham was asking the question. He did not expect that a woman who was that old could bear a child. + * "Can Sarah bear a son even when she is ninety years old?" - * **I will call on Yahweh, who is worthy to be praised ...** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh. + * **I will call on Yahweh, who is worthy to be praised ...** (2 Samuel 22:4 ULB) - There is only one Yahweh. The phrase "who is worthy to be praised" gives a reason for calling on Yahweh. * "I will call on Yahweh, because he is worthy to be praised" -2. Use one of your language's ways for expressing information in a weak way. +2. Use one of your language's ways for expressing information in a weak way. * **The name of the third river is Tigris, which flows east of Asshur.** (Genesis 2:14 ULB) * "The name of the third river is Tigris. It flows east of Asshur. diff --git a/translate/figs-infostructure/01.md b/translate/figs-infostructure/01.md index 8e00748..99cebd0 100644 --- a/translate/figs-infostructure/01.md +++ b/translate/figs-infostructure/01.md @@ -14,12 +14,12 @@ Although all languages have a normal order for parts of a sentence, this order c **His house is what Peter painted (yesterday).** -This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last. +This puts the most important information first, which is normal for English. Many other languages would normally put the most important information last. In the flow of a text, the most important information is usually what the writer considers to be new information for the reader. In some languages the new information comes first, and in others it comes last. ### Reasons this is a translation Issue * Different languages arrange the parts of a sentence in different ways. If a translator copies the order of the parts of a sentence from the source, it may not make sense in his language. -* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language. +* Different languages put important or new information in different places in the sentence. If a translator keeps the important or new information in the same place that it had in the source language, it may be confusing or give the wrong message in his language. ### Examples from the Bible @@ -59,7 +59,7 @@ This is the verse in the original Greek order. The ULB has put this into the nor If your language puts the important information last, you can change the order of the verse: -* Now the day was about to come to an end, and the twelve came to him and said, "Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food." +* Now the day was about to come to an end, and the twelve came to him and said, "Because we are here in an isolated place, send the crowd away that they may go into the surrounding villages and countryside to find lodging and food." >Woe to you, when all men speak well of you, for that is how their ancestors treated the false prophets. (Luke 6:26 ULB) diff --git a/translate/figs-intro/01.md b/translate/figs-intro/01.md index 8edf6ca..6271284 100644 --- a/translate/figs-intro/01.md +++ b/translate/figs-intro/01.md @@ -3,7 +3,7 @@ Figures of speech have special meanings that are not the same as the meanings of ### Definition -Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. In order to translate the meaning, you need to be able to recognize figures of speech and know what the figure of speech means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language. +Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. In order to translate the meaning, you need to be able to recognize figures of speech and know what the figure of speech means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language. ### Types @@ -21,13 +21,13 @@ Listed below are different types of Figures of Speech. If you would like additio * **[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. * **[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 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 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. diff --git a/translate/figs-irony/01.md b/translate/figs-irony/01.md index 695c622..03a7991 100644 --- a/translate/figs-irony/01.md +++ b/translate/figs-irony/01.md @@ -15,16 +15,16 @@ When Jesus spoke of "righteous people," he was not referring to people who were >How well you reject the commandment of God so you may keep your tradition! (Mark 7:9 ULB) - Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God's commandments. The use of irony makes the Pharisee's sin more obvious and startling. + Here Jesus praises the Pharisees for doing something that is obviously wrong. Through irony, he communicates the opposite of praise: He communicates that the Pharisees, who take great pride in keeping the commandments, are so far from God that they do not even recognize that their traditions are breaking God's commandments. The use of irony makes the Pharisee's sin more obvious and startling. >"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 ULB) People worshiped idols as if their idols had knowledge or power, and Yahweh was angry at them for doing that. So he used irony and challenged their idols to tell what would happen in the future. He knew that the idols could not do this, but by speaking as if they could, he mocked the idols, making their inability more obvious, and rebuked the people for worshiping them. ->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 ULB) +>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 ULB) Job thought that he was wise. Yahweh used irony to show Job that he was not so wise. The two underlined phrases 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. @@ -36,15 +36,15 @@ The Corinthians considered themselves to be very wise, self-sufficient, and not If the irony would be understood correctly in your language, translate it as it is stated. If not, here are some other strategies. -1. Translate it in a way that shows that the speaker is saying what someone else believes. -1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is not found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words. +1. Translate it in a way that shows that the speaker is saying what someone else believes. +1. Translate the actual, intended meaning of the statement of irony. The actual meaning of the irony is not found in the literal words of the speaker, but instead the true meaning is found in the opposite of the literal meaning of the speaker's words. ### Examples of Translation Strategies Applied -1) Translate it in a way that shows that the speaker is saying what someone else believes. +1) Translate it in a way that shows that the speaker is saying what someone else believes. * **How well you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULB) - * You think that you are doing well when you reject God's commandment so you may keep your tradition! + * You think that you are doing well when you reject God's commandment so you may keep your tradition! * You act like it is good to reject God's commandment so you may keep your tradition! * **I did not come to call righteous people to repentance, but to call sinners to repentance.** (Luke 5:32 ULB) @@ -58,11 +58,11 @@ If the irony would be understood correctly in your language, translate it as it * **"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 ULB) * '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. -* **Can you lead light and darkness to their places of work?** +* **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 ULB) +**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 ULB) * Can you lead light and darkness to their places of work? Can you find the way back to their houses for them? You act like you know how light and darkness were created, as if you were there; as if you are as old as creation, but you are not! diff --git a/translate/figs-litotes/01.md b/translate/figs-litotes/01.md index 4342e5f..737fdf7 100644 --- a/translate/figs-litotes/01.md +++ b/translate/figs-litotes/01.md @@ -12,15 +12,15 @@ Some languages do not use litotes. People who speak those languages might not un >For you yourselves know, brothers, our coming to you was not useless, (1 Thessalonians 2:1 ULB) -By using litotes, Paul emphasized that his visit with them was very useful. +By using litotes, Paul emphasized that his visit with them was very useful. >Now when it became day, there was no small excitement among the soldiers, regarding what had happened to Peter. (Acts 12:18 ULB) By using litotes, Luke emphasized that there was a lot of excitement or anxiety among the soldiers about what happened to Peter. (Peter had been in prison, and even though there were soldiers guarding him, he escaped when an angel let him out. So they were very agitated.) ->And you, Bethlehem, in the land of Judah, ->are not the least among the leaders of Judah, ->for from you will come a ruler +>And you, Bethlehem, in the land of Judah, +>are not the least among the leaders of Judah, +>for from you will come a ruler >who will shepherd my people Israel. (Matthew 2:6 ULB) By using litotes, the prophet emphasized that Bethlehem would be a very important city. @@ -39,6 +39,6 @@ If the litotes would be understood correctly, consider using it. * "For you yourselves know, brothers, our visit to you did much good." * **Now when it became day, there was no small excitement among the soldiers, regarding what had happened to Peter.** (Acts 12:18 ULB) - * "Now when it became day, there was great excitement among the soldiers, regarding what had happened to Peter." + * "Now when it became day, there was great excitement among the soldiers, regarding what had happened to Peter." * "Now when it became day, the soldiers were very concerned because of what had happened to Peter." diff --git a/translate/figs-merism/01.md b/translate/figs-merism/01.md index 79860b3..8a9e449 100644 --- a/translate/figs-merism/01.md +++ b/translate/figs-merism/01.md @@ -14,13 +14,13 @@ Merism is a figure of speech in which a person refers to something by speaking o Heaven and earth is a merism that includes everything that exists. #### Reason this is a translation issue -Some languages do not use merism. The readers of those languages may think that the phrase only applies to the items mentioned. They may not realize that it refers to those two things and everything in between. +Some languages do not use merism. The readers of those languages may think that the phrase only applies to the items mentioned. They may not realize that it refers to those two things and everything in between. ### Examples from the Bible >From the rising of the sun to its setting, Yahweh's name should be praised. (Psalm 113:3 ULB) This underlined phrase is a merism because it speaks of the east and the west and everywhere in between. It means "everywhere." ->He will bless those who honor him, both young and old. (Psalm 115:13) +>He will bless those who honor him, both young and old. (Psalm 115:13) The underlined phrase is merism because it speaks of, old people and young people and everyone in between. It means "everyone." @@ -28,7 +28,7 @@ The underlined phrase is merism because it speaks of, old people and young peopl If the merism would be natural and give the right meaning in your language, consider using it. If not, here are other options: -1. Identify what the merism refers to without mentioning the parts. +1. Identify what the merism refers to without mentioning the parts. 1. Identify what the merism refers to and include the parts. ### Examples of Translation Strategies Applied @@ -46,6 +46,6 @@ If the merism would be natural and give the right meaning in your language, cons * **I praise you, Father, Lord of heaven and earth.** (Matthew 11:25 ULB) * I praise you, Father, Lord of everything, including both what is in heaven and what is on earth. - * **He will bless those who honor him, both young and old.** (Psalm 115:13 ULB) + * **He will bless those who honor him, both young and old.** (Psalm 115:13 ULB) * He will bless all those who honor him, regardless of whether they are young or old. diff --git a/translate/figs-metaphor/01.md b/translate/figs-metaphor/01.md index 1760ca3..59eab82 100644 --- a/translate/figs-metaphor/01.md +++ b/translate/figs-metaphor/01.md @@ -49,17 +49,17 @@ When these metaphors are used in normal ways, it is rare that the speaker and au * "You *defend* your theory well." ARGUMENT is spoken of as WAR. * "A *flow* of words" WORDS are spoken of as LIQUIDS. -English speakers do not view them as unusual expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. +English speakers do not view them as unusual expressions, so it would be wrong to translate them into other languages in a way that would lead people to pay special attention to them as figurative speech. For a description of important patterns of this kind of metaphor in biblical languages, please see [Biblical Imagery - Common Patterns](../bita-part1/01.md)and the pages it will direct you to. #### Parts of a Metaphor -When talking about metaphors, it can be helpful to talk about their parts. A metaphor has three parts. +When talking about metaphors, it can be helpful to talk about their parts. A metaphor has three parts. -1. **Topic** - The thing someone speaks of is called the topic. -1. **Image** - The thing he calls it is the image. +1. **Topic** - The thing someone speaks of is called the topic. +1. **Image** - The thing he calls it is the image. 1. **Points of Comparison** - The ways in which the author claims that the topic and image are similar in some manner are their points of comparison. In the metaphor below, the speaker describes the woman he loves as a red rose. The woman (his "love") is the **topic**, and "red rose" is the **image**. Beauty and delicacy are the points of comparison that the speaker sees as similarities between both the topic and image. Note, however, that a rose's beauty is not identical to a woman's beauty. Neither are the two kinds of delicacy the same. So these points of comparison are not built upon identical characteristics, but rather upon characteristics that are seen by the writer as similar in some way. @@ -72,7 +72,7 @@ Also in the Bible, normally the **topic** and the **image** are stated clearly, > Jesus said to them. "I am the bread of life; he who comes to me will not be hungry, and he who believes in me will never be thirsty." (John 6:35 ULB) -In this metaphor, Jesus called himself the bread of life. The **topic** is "I," and the **image** is "bread." Bread is a food that people ate all the time. The point of comparison between bread and Jesus is that people needed break every day for nourishment. In a similar way, people need Jesus every day in order to live spiritually. +In this metaphor, Jesus called himself the bread of life. The **topic** is "I," and the **image** is "bread." Bread is a food that people ate all the time. The point of comparison between bread and Jesus is that people needed break every day for nourishment. In a similar way, people need Jesus every day in order to live spiritually. Note that this metaphor is really several metaphors. The first metaphor is that bread is used to represent Jesus. The second metaphor, which is inside the first one, is that physical life represents the spiritual life, which consists of living with God forever. The third metaphor is that eating bread represents benefitting from Jesus, who enables us to live with God forever. @@ -85,7 +85,7 @@ Note that this metaphor is really several metaphors. The first metaphor is that #### Reasons this is a translation issue * People may not recognize that something is a metaphor. In other words, they may mistake a metaphor for a literal statement, and thus misunderstand it. -* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor. +* People may not be familiar with the thing that is used as an image, and so not be able to understand the metaphor. * If the topic is not stated, people may not know what the topic is. * People may not know the points of comparison that the speaker is thinking of and wants them to understand. If they fail to think of these points of comparison, they will not understand the metaphor. @@ -98,13 +98,13 @@ Note that this metaphor is really several metaphors. The first metaphor is that >Listen to this word, you cows of Bashan, (Amos 4:1 ULB) -In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") with as if they were cows (the image). Amos does not say what points of comparison between these women and the cows he has mind, but from the context it seems that he means that both the women and the cows are fat and interested only in eating. +In this metaphor Amos speaks to the upper-class women of Samaria (the topic is "you") with as if they were cows (the image). Amos does not say what points of comparison between these women and the cows he has mind, but from the context it seems that he means that both the women and the cows are fat and interested only in eating. -Note, however, that Amos does not actually mean that the women are cows, for he speaks to them as human beings. +Note, however, that Amos does not actually mean that the women are cows, for he speaks to them as human beings. >And yet, Yahweh, you are our father; we are the clay. You are our potter; and we all are the work of your hand. (Isaiah 64:8 ULB) -The example above has two related metaphors. The topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison between a potter and God is the fact that both make what they wish: the potter makes what he wishes out of the clay, and God makes what he wishes out of his people Israel. The point of comparison between the potter's clay and "us" is that both the clay and the people of Israel are made into something different from what they were before. +The example above has two related metaphors. The topics are "we" and "you," and the images are "clay and "potter." The intended point of comparison between a potter and God is the fact that both make what they wish: the potter makes what he wishes out of the clay, and God makes what he wishes out of his people Israel. The point of comparison between the potter's clay and "us" is that both the clay and the people of Israel are made into something different from what they were before. >Jesus said to them, "Take heed and beware of the yeast of the Pharisees and Sadducees." The disciples reasoned among themselves and said, "It is because we took no bread." (Matthew 16:6-7 ULB) @@ -129,15 +129,15 @@ If people do not or would not understand it, here are some other strategies. ### Examples of Translation Strategies Applied -1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. +1. If the metaphor is a common expression of a patterned pair of concepts in a biblical language, express the main idea in the simplest way preferred by your language. * **Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, fell at his feet.** (Mark 5:22 ULB) * Then one of the leaders of the synagogue, named Jairus, came, and when he saw him, immediately bowed down in front of him. -2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly. +2. If the metaphor seems to be a "live" metaphor, you can translate it literally if you think that the target language also uses this metaphor. If you do this, be sure to test it to make sure that the language community understands it correctly. * **It was because of your hard hearts that he wrote you this law,** (Mark 10:5 ULB) - * It was because of your hard hearts that he wrote you this law, + * It was because of your hard hearts that he wrote you this law, There is no change to this one - but it must be tested to make sure that the target audience correctly understands this metaphor. @@ -151,7 +151,7 @@ There is no change to this one - but it must be tested to make sure that the tar * **Saul, Saul, why do you persecute me? It is hard for you to kick a goad.** (Acts 26:14 ULB) * Saul, Saul, why do you persecute me? It is hard for you to kick against a pointed stick. -5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times. +5. If the target audience would not use that **image** for that meaning, use an image from your own culture instead. Be sure that it is an image that could have been possible in Bible times. * **And yet, Yahweh, you are our father; we are the clay. You are our potter; and we all are the work of your hand.** (Isaiah 64:8 ULB) * "And yet, Yahweh, you are our father; we are the wood. You are our carver; and we all are the work of your hand." @@ -168,7 +168,7 @@ There is no change to this one - but it must be tested to make sure that the tar * Yahweh lives; may he be praised because he is the rock under which I can hide from my enemies. May the God of my salvation be exalted. * **Saul, Saul, why do you persecute me? It is hard for you to kick a goad.** (Acts 26:14 ULB) - * Saul, Saul, why do you persecute me? You fight against me and hurt yourself like an ox that kicks against its owner's pointed stick. + * Saul, Saul, why do you persecute me? You fight against me and hurt yourself like an ox that kicks against its owner's pointed stick. 8. If none of these strategies are satisfactory, then simply state the idea plainly without using a metaphor. diff --git a/translate/figs-metonymy/01.md b/translate/figs-metonymy/01.md index 7d3de51..3216214 100644 --- a/translate/figs-metonymy/01.md +++ b/translate/figs-metonymy/01.md @@ -5,7 +5,7 @@ **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. >and the blood of Jesus his Son cleanses us from all sin. (1 John 1:7 ULB) -The blood represents Christ's death. +The blood represents Christ's death. >He took the cup in the same way after supper, saying, "This cup is the new covenant in my blood, which is poured out for you. (Luke 22:20 ULB) The cup represents the wine that is in the cup. @@ -43,15 +43,15 @@ If people would easily understand the metonym, consider using it. Otherwise, her 2. Use the metonym along with the name of the thing it represents. * **He took the cup in the same way after supper, saying, "This cup is the new covenant in my blood, which is poured out for you.** (Luke 22:20 ULB) - * "He took the cup in the same way after supper, saying, "The wine in this cup is the new covenant in my blood, which is poured out for you." + * "He took the cup in the same way after supper, saying, "The wine in this cup is the new covenant in my blood, which is poured out for you." 2. Use the name of the thing the metonym represents. - * **The Lord God will give him the throne of his father, David.** (Luke 1:32 ULB) + * **The Lord God will give him the throne of his father, David.** (Luke 1:32 ULB) * "The Lord God will give him the kingly authority of his father, David." * "The Lord God will make him king like his ancestor, King David." - * **who warned you to flee from the wrath to come?** (Luke 3:7 ULB) + * **who warned you to flee from the wrath to come?** (Luke 3:7 ULB) * "who warned you to flee from God's coming punishment?" diff --git a/translate/figs-nominaladj/01.md b/translate/figs-nominaladj/01.md index 75a5f08..1a8588f 100644 --- a/translate/figs-nominaladj/01.md +++ b/translate/figs-nominaladj/01.md @@ -27,7 +27,7 @@ In Exodus 30:15, the word "rich" acts as a noun in the phrase "the rich," and it >The scepter of wickedness must not rule in the land of the righteous. (Psalms 125:3 ULB) "The righteous" here are people who are righteous, not one particular righteous person. ->Blessed are the meek (Matthew 5:5 ULB) +>Blessed are the meek (Matthew 5:5 ULB) "The meek" here are all people who are meek, not one particular meek person. diff --git a/translate/figs-order/01.md b/translate/figs-order/01.md index e037a2d..7c408c7 100644 --- a/translate/figs-order/01.md +++ b/translate/figs-order/01.md @@ -9,7 +9,7 @@ Most sentences have three basic important parts: subject, object, and verb. Subj #### Subject -The subject is usually what the sentence is about. It usually performs some action or is being described. +The subject is usually what the sentence is about. It usually performs some action or is being described. A subject may be **active**; it does something, such as sing, or work, or teach. * Peter sings the song well. @@ -18,18 +18,18 @@ A subject may have something done to it. * Peter was fed good food. -A subject can be described or it can be in a **state**, such as being happy, sad, or angry. +A subject can be described or it can be in a **state**, such as being happy, sad, or angry. * He is tall. * The boy is happy. #### Object -The **object** is often the thing that the subject does something to. +The **object** is often the thing that the subject does something to. -* Peter hit the ball. +* Peter hit the ball. * Peter read a book. -* Peter sang the song well. +* Peter sang the song well. * Peter ate good food. #### Verb @@ -66,7 +66,7 @@ Word order can change if the sentence: * has a time element * is in a poem -Word order can also change +Word order can also change * if there is some kind of emphasis on a certain part of the sentence * if the sentence is really about something other than the subject diff --git a/translate/figs-parables/01.md b/translate/figs-parables/01.md index 1bb0505..5adfa2e 100644 --- a/translate/figs-parables/01.md +++ b/translate/figs-parables/01.md @@ -3,16 +3,16 @@ A parable is a short story that makes truth easy to understand and hard to forge ### Description -A parable is a short story that is told to teach a truth. Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth. 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 have figures of speech such as simile and metaphor. +A parable is a short story that is told to teach a truth. Though the events in a parable could happen, they did not actually happen. They are told only to teach a truth. 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 have figures of speech such as simile and metaphor. >Then he also told them a parable. "Can a blind person guide another blind person? If he did, they would both fall into a pit, would they not?" (Luke 6:39 ULB) -This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things. +This parable teaches that if a person does not have spiritual understanding, he cannot help someone else to understand spiritual things. ### Examples from the Bible >Neither do people light a lamp and put it under a basket, but rather, on the lampstand, and it shines for everyone in the house. Let your light shine before people in such a way that they see your good deeds and praise your Father who is in heaven. (Matthew 5:15-16 ULB) -This parable teaches us not to hide the way we live for God from other people. +This parable teaches us not to hide the way we live for God from other people. >Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches." (Matthew 13:31-32 ULB) This parable teaches that the kingdom of God may seem small at first, but it will grow and spread throughout the world. @@ -24,7 +24,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil ### Examples of Translation Strategies Applied -1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. +1. If a parable is hard to understand because it has unknown things in it, you can replace the unknown things with things that people in your culture know. However, be careful to keep the teaching the same. * **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB) - If people do not know what a lampstand is, you could substitute something else that people put a light on so it can give light to the house. * Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a high shelf. @@ -35,7 +35,7 @@ This parable teaches that the kingdom of God may seem small at first, but it wil 2. If the teaching of the parable is unclear, consider telling a little about what it teaches in the introduction, such as "Jesus told this story about being generous." * **Jesus said to them, "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand"**. (Mark 4:21 ULB) - * Jesus told them a parable about why they should witness openly. "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB) + * Jesus told them a parable about why they should witness openly. "Do you bring a lamp inside the house to put it under a basket, or under the bed? You bring it in and you put it on a lampstand." (Mark 4:21 ULB) * **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) * Then Jesus presented another parable to them about how the Kingdom of God grows. He said, "The kingdom of heaven is like a mustard seed which a man took and sowed in his field. This seed is indeed the smallest of all other seeds. But when it has grown, it is greater than the garden plants and becomes a tree, so that the birds of the air come and nest in its branches." diff --git a/translate/figs-parallelism/01.md b/translate/figs-parallelism/01.md index 5fd2748..9cc00b9 100644 --- a/translate/figs-parallelism/01.md +++ b/translate/figs-parallelism/01.md @@ -1,19 +1,19 @@ ### Description -In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following: +In **parallelism** two phrases or clauses that are similar in structure or idea are used together. There are different kinds of parallelism. Some of them are the following: -1. The second clause or phrase means the same as the first. This is also called synonymous parallelism. -1. The second clarifies or strengthens the meaning of the first. -1. The second completes what is said in the first. -1. The second says something that contrasts with the first, but adds to the same idea. +1. The second clause or phrase means the same as the first. This is also called synonymous parallelism. +1. The second clarifies or strengthens the meaning of the first. +1. The second completes what is said in the first. +1. The second says something that contrasts with the first, but adds to the same idea. -Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters. +Parallelism is most commonly found in Old Testament poetry, such as in the books of Psalms and Proverbs. It also occurs in Greek in the New Testament, both in the four gospels and in the apostles' letters. -Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects: +Synonymous parallelism (the kind in which the two phrases mean the same thing) in the poetry of the original languages has several effects: -* It shows that something is very important by saying it more than once and in more than one way. -* It helps the hearer to think more deeply about the idea by saying it in different ways. +* It shows that something is very important by saying it more than once and in more than one way. +* It helps the hearer to think more deeply about the idea by saying it in different ways. * It makes the language more beautiful and above the ordinary way of speaking. #### Reason this is a translation issue @@ -27,54 +27,54 @@ Note: We use the term "synonymous parallelism" for long phrases or clauses that **The second clause or phrase means the same as the first.** >Your word is a lamp to my feet ->and a light for my path. (Psalm 119:105 ULB) +>and a light for my path. (Psalm 119:105 ULB) -Both parts of the sentence are metaphors saying that God's word teaches people how to live. +Both parts of the sentence are metaphors saying that God's word teaches people how to live. ->You make him to rule over the works of your hands; +>You make him to rule over the works of your hands; >you have put all things under his feet (Psalm 8:6 ULB) -Both lines say that God made man the ruler of everything. +Both lines say that God made man the ruler of everything. **The second clarifies or strengthens the meaning of the first.** ->The eyes of Yahweh are everywhere, ->keeping watch over the evil and the good. (Proverbs 15:3 ULB) +>The eyes of Yahweh are everywhere, +>keeping watch over the evil and the good. (Proverbs 15:3 ULB) -The second line tells more specifically what Yahweh watches. +The second line tells more specifically what Yahweh watches. -**The second completes what is said in the first.** +**The second completes what is said in the first.** ->I lift up my voice to Yahweh, +>I lift up my voice to Yahweh, >and he answers me from his holy hill. (Psalm 3:4 ULB) -The second line tells what Yahweh does in response to what the person does in the first clause. +The second line tells what Yahweh does in response to what the person does in the first clause. -**The second says something that contrasts with the first, but adds to the same idea.** +**The second says something that contrasts with the first, but adds to the same idea.** ->For Yahweh approves of the way of the righteous, +>For Yahweh approves of the way of the righteous, >but the way of the wicked will perish. (Psalm 1:6 ULB) -This contrasts what happens to righteous people with what happens to wicked people. +This contrasts what happens to righteous people with what happens to wicked people. ->A gentle answer turns away wrath, +>A gentle answer turns away wrath, >but a harsh word stirs up anger. (Proverbs 15:1 ULB) -This contrasts what happens when someone gives a gentle answer with what happens when someone says something harsh. +This contrasts what happens when someone gives a gentle answer with what happens when someone says something harsh. ### Translation Strategies For most kinds of parallelism, it is good to translate both of the clauses or phrases. For synonymous parallelism, it is good to translate both clauses if people in your language understand that the purpose of saying something twice is to strengthen a single idea. But if your language does not use parallelism in this way, then consider using one of the following translation strategies. -1. Combine the ideas of both clauses into one. -1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." -1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." +1. Combine the ideas of both clauses into one. +1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." +1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." ### Examples of Translation Strategies Applied -1. Combine the ideas of both clauses into one. +1. Combine the ideas of both clauses into one. - * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. + * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - 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 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does." @@ -83,12 +83,12 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph * **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - 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." +2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) * "Yahweh truly sees everything a person does." -3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." +3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." * **you have deceived me and told me lies.** (Judges 16:13 ULB) * "All you have done is lie to me." diff --git a/translate/figs-pastforfuture/01.md b/translate/figs-pastforfuture/01.md index 864238e..4bac458 100644 --- a/translate/figs-pastforfuture/01.md +++ b/translate/figs-pastforfuture/01.md @@ -3,20 +3,20 @@ ### Description The predictive past is a figure of speech that uses the past tense to refer to things that will happen in the future. This is sometimes done in prophecy to show that the event will certainly happen. It is also called the prophetic perfect. -> Therefore my people have gone into captivity for lack of understanding; +> Therefore my people have gone into captivity for lack of understanding; > their leaders go hungry, and their masses have nothing to drink. (Isaiah 5:13 ULB) In the example above, the people of Israel had not yet gone into captivity, but God spoke of their going into captivity as if it had already happened because he had decided that they certainly would go into captivity. -#### Reason this is a translation issue: -Readers who are not aware of the past tense being used in prophecy to refer to future events may find it confusing. +#### Reason this is a translation issue: +Readers who are not aware of the past tense being used in prophecy to refer to future events may find it confusing. -### Examples from the Bible +### Examples from the Bible >Now all the entrances to Jericho were closed because of the army of Israel. No one went out and no one came in. Yahweh said to Joshua, "See, I have handed over to you Jericho, its king, and its trained soldiers." (Joshua 6:1-2 ULB) ->For to us a child has been born, to us a son has been given; +>For to us a child has been born, to us a son has been given; >and the rule will be on his shoulder; (Isaiah 9:6 ULB) @@ -28,15 +28,15 @@ In the examples above, God spoke of things that would happen in the future as if Enoch was speaking of something that would happen in the future, but he used the past tense when he said "the Lord came.” -### Translation Strategies +### Translation Strategies -If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options. +If the past tense would be natural and give the right meaning in your language, consider using it. If not, here are some other options. 1. Use the future tense to refer to future events. 1. If it refers to something in the immediate future, use a form that would show that. 1. Some languages may use the present tense to show that something will happen very soon. -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied 1) Use the future tense to refer to future events. diff --git a/translate/figs-personification/01.md b/translate/figs-personification/01.md index 14ed568..2f2b29b 100644 --- a/translate/figs-personification/01.md +++ b/translate/figs-personification/01.md @@ -17,7 +17,7 @@ People also do this because it is sometimes easier to talk about people's relati ### Reasons this is a translation issue -* Some languages do not use personification. +* Some languages do not use personification. * Some languages use personification only in certain situations. ### Examples from the Bible @@ -35,12 +35,12 @@ The author speaks of wisdom and understanding as if they are a woman who calls o If the personification would be understood clearly, consider using it. If it would not be understood, here are some other ways for translating it. 1. Add words or phrases to make it clear. -1. Use words such as "like" or "as" to show that the sentences is not to be understood literally. -1. Find a way to translate it without the personification. +1. Use words such as "like" or "as" to show that the sentences is not to be understood literally. +1. Find a way to translate it without the personification. ### Examples of Translation Strategies Applied -1. Add words or phrases to make it clear. +1. Add words or phrases to make it clear. * ** ... sin crouches at the door** (Genesis 4:7 ULB) - God speaks of sin as 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 @@ -50,9 +50,9 @@ If the personification would be understood clearly, consider using it. If it wou * ** ... sin crouches at the door** (Genesis 4:7 ULB) - This can be translated with the word "as." * ... sin is crouching at the door, just as a wild animal does waiting to attack a person. -3. Find a way to translate it without the personification. +3. Find a way to translate it without the personification. - * ** ... even the winds and the sea obey him** (Matthew 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus 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 8:27 ULB) - The men speak of the "wind and the sea as if they are able to hear" and obey Jesus 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. diff --git a/translate/figs-possession/01.md b/translate/figs-possession/01.md index 9b8b71f..718e04c 100644 --- a/translate/figs-possession/01.md +++ b/translate/figs-possession/01.md @@ -40,14 +40,14 @@ Possession is used in Hebrew, Greek, and English for a variety of situations. He >Whoever gives you a cup of water to drink … will not lose his reward. (Mark 9:41 ULB) **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 11:9 ULB) +>But Uriah slept at the door of the king's palace (2 Samuel 11:9 ULB) -**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. >To each one of us has been given a gift (Ephesians 4:7 ULB) #### Events and Possession -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. +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. >The **baptism** of John, was it from heaven or from men? Answer me." (Mark 11:30) @@ -58,8 +58,8 @@ In the example below, Christ loves us. **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 6:10 ULB) -**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 19:29 ULB) +**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 19:29 ULB) **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. >As John came, he was baptizing in the wilderness and was preaching a **baptism** of repentance for the forgiveness of sins. (Mark 1:4 ULB) @@ -75,7 +75,7 @@ In the example below, Christ loves us. If possession would be a natural way to show a particular relationship between two nouns, consider using it. If it would be strange or hard to understand, consider these. 1. Use an adjective to show that one describes the other. -1. Use a verb to show how the two are related. +1. Use a verb to show how the two are related. 1. If one of the nouns refers to an event, translate it as a verb. ### Examples of Translation Strategies Applied @@ -100,7 +100,7 @@ If possession would be a natural way to show a particular relationship between t * Notice that I am not speaking to your children who have not known or seen how Yahweh your God **punished** the people of Egypt. * **You will only observe and see the punishment of the wicked.** (Psalms 91:8 ULB) - * You will only observe and see how Yahweh **punishes** the wicked. + * You will only observe and see how Yahweh **punishes** the wicked. * **... you will receive the gift of the Holy Spirit.** (Acts 2:38 ULB) * ... you will receive the Holy Spirit, whom God will **give** to you. diff --git a/translate/figs-pronouns/01.md b/translate/figs-pronouns/01.md index 72fbb5c..308e792 100644 --- a/translate/figs-pronouns/01.md +++ b/translate/figs-pronouns/01.md @@ -2,7 +2,7 @@ ### Description -Pronouns are words that people use in place of a noun to refer to someone or something. Some examples are I, you, he, it, this, that, himself, someone. The most common type of pronoun is personal. +Pronouns are words that people use in place of a noun to refer to someone or something. Some examples are I, you, he, it, this, that, himself, someone. The most common type of pronoun is personal. ### Personal Pronouns @@ -12,15 +12,15 @@ Personal pronouns refer to people or things and show if the speaker is referring * First Person - The speaker and possibly others (I, we) * [Exclusive and Inclusive "We"](../figs-exclusive/01.md) -* Second Person - The person or people that the speaker is talking to and possibly others (you) +* Second Person - The person or people that the speaker is talking to and possibly others (you) * [Forms of You](../figs-you/01.md) * Third Person - Someone or something other than the speaker and those he is talking to (he, she, it, they) #### Number -* Singular - one (I, you, he, she, it) +* Singular - one (I, you, he, she, it) * Plural - more than one (we, you, they) - * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md) + * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md) * Dual - two (Some languages have pronouns for specifically two people or two things.) #### Gender @@ -46,20 +46,20 @@ Personal pronouns refer to people or things and show if the speaker is referring * **Who built the house?** -**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when +**Relative Pronouns** mark a relative clause. They tell more about a noun in the main part of the sentence: that, which, who, whom, where, when * **I saw the house that John built.** The clause "that John built" tells which house I saw. * **I saw the man who built the house.** The clause "who built the house" tells which man I saw. -**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those. +**Demonstrative Pronouns** are used to draw attention to someone or something and to show distance from the speaker or something else: this, these, that, those. * **Have you seen this here?** * **Who is that over there?** **Indefinite pronouns** are used when no particular noun is being referred to: any, anyone, someone, anything, something, some. Sometimes a personal pronoun is used in a generic way to do this: you, they, he or it. -* **He does not want to talk to anyone.** -* **Someone fixed it, but I do not know who.** -* **They say that you should not wake a sleeping dog.** +* **He does not want to talk to anyone.** +* **Someone fixed it, but I do not know who.** +* **They say that you should not wake a sleeping dog.** In the last example, "they" and "you" just refer to people in general. diff --git a/translate/figs-quotations/01.md b/translate/figs-quotations/01.md index 6a01aa5..8afff42 100644 --- a/translate/figs-quotations/01.md +++ b/translate/figs-quotations/01.md @@ -2,11 +2,11 @@ ### Description -There are two kinds of quotations: direct quotation and indirect quotation. +There are two kinds of quotations: direct quotation and indirect quotation. A **direct quotation** occurs when someone reports what another person said from the viewpoint of that original speaker. People usually expect that this kind of quotation will represent the original speaker's exact words. In the example below, John would have said "I" when referring to himself, so the narrator, who is reporting John's words, uses the word "I" in the quotation to refer to John. To show that these are John's exact words, many languages put the words between quotation marks:"". -* John said, "I do not know at what time I will arrive." +* John said, "I do not know at what time I will arrive." An **indirect quotation** occurs when a speaker reports what someone else said, but in this case, the speaker is reporting it from his own point of view instead of from the original person's point of view. This kind of quotation usually features changes in pronouns, and it often features changes in time, in word choices, and in length. In the example below, the narrator refers to John as "he" in the quotation and uses the word "would," to replace the future tense indicated by "will." @@ -18,7 +18,7 @@ In some languages, reported speech can be expressed by either direct or indirect ### Examples from the Bible -The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations. +The verses in the examples below contain both direct and indirect quotations. In the explanation below the verse, we have underlined the quotations. >He instructed him to tell no one, but told him, "Go on your way, and show yourself to the priest and offer a sacrifice for your cleansing, according to what Moses commanded, for a testimony to them." (Luke 5:14 ULB) * Indirect quote: He instructed him to tell no one, @@ -26,13 +26,13 @@ The verses in the examples below contain both direct and indirect quotations. In >Being asked by the Pharisees when the kingdom of God would come, Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." (Luke 17:20-21 ULB) -* Indirect quote: Being asked by the Pharisees when the kingdom of God would come, -* Direct quote: Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." +* Indirect quote: Being asked by the Pharisees when the kingdom of God would come, +* Direct quote: Jesus answered them and said, "The kingdom of God is not something that can be observed. Neither will they say, 'Look here!' or, 'Look there!' because the kingdom of God is among you." * Direct quotes: Neither will they say, 'Look here!' or, 'Look there!' ### Translation Strategies -If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies. +If the kind of quote used in the source text would work well in your language, consider using it. If the kind of quote used in that context is not natural for your language, follow these strategies. 1. If a direct quote would not work well in your language, change it to an indirect quote. 1. If an indirect quote would not work well in your language, change it to a direct quote. diff --git a/translate/figs-quotemarks/01.md b/translate/figs-quotemarks/01.md index 242d35e..041f1ba 100644 --- a/translate/figs-quotemarks/01.md +++ b/translate/figs-quotemarks/01.md @@ -2,7 +2,7 @@ ### Description -Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote. +Some languages use quotation marks to mark off direct quotes from the rest of the text. English uses the mark " before and after a quote. * John said, "I do not know when I will arrive." @@ -23,7 +23,7 @@ The examples below show the kind of quote marking used in the ULB. #### A quotation with only one layer -A first layer direct quote has double quote marks around it. +A first layer direct quote has double quote marks around it. > So the king replied, "That is Elijah the Tishbite." (2 Kings 1:8 ULB) #### Quotations with two layers @@ -56,18 +56,18 @@ Here are some ways you may be able to help readers see where each quote starts a 1. Alternate two kinds of quote marks to show layers of direct quotation as shown in the ULB 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 ULB) +>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 ULB) 2. Translate one or some of the quotes as indirect quotes in order to use fewer quote 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 " and '. ->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 ULB) +>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 ULB) * They told him that a man came to meet them who said to them, "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." ' " 3. If a quotation is very long and has many layers of quotation in it, indent the main overall quote, and use quote marks only for the direct quotes inside of it. ->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 ULB) +>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 ULB) * 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." ' " diff --git a/translate/figs-quotesinquotes/01.md b/translate/figs-quotesinquotes/01.md index 1576bc7..8253575 100644 --- a/translate/figs-quotesinquotes/01.md +++ b/translate/figs-quotesinquotes/01.md @@ -2,7 +2,7 @@ ### Description -A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we can talk about it having layers of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier. +A quotation may have a quote within it, and quotes that are inside of other quotes can also have quotes within them. When a quote has quotes within it, we can talk about it having layers of quotation, and each of the quotes is a layer. When there are many layers of quotes inside of quotes, it can be hard for listeners and readers to know who is saying what. Some languages use a combination of direct quotes and indirect quotes to make it easier. #### Reasons this is a translation issue @@ -23,7 +23,7 @@ A quotation may have a quote within it, and quotes that are inside of other quot The outermost layer is what Jesus said to his disciples. The second layer is what other people will say. >Jesus answered, "You say that I am a king." (John 18:37 ULB) -The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus. +The outermost layer is what Jesus said to Pilate. The second layer is what Pilate said about Jesus. #### A quotation with three layers @@ -39,9 +39,9 @@ The outermost layer is what the messengers said to the king. The second layer is ### Translation Strategies -Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes. +Some languages use only direct quotes. Other languages use a combination of direct quotes and indirect quotes. In those languages it might sound strange and perhaps even be confusing if there are many layers of direct quotes. -1. Translate all of the quotes as direct quotes. +1. Translate all of the quotes as direct quotes. 1. Translate one or some of the quotes as indirect quotes. (see [Direct and Indirect Quotations](../figs-quotations/01.md)) ### Examples of Translation Strategies Applied @@ -49,13 +49,13 @@ Some languages use only direct quotes. Other languages use a combination of dire 1. Translate all of the quotes as direct quotes. In the example below we have underlined the indirect quotes in the ULB and the quotes that we have changed to direct quotes below it. * **Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him if he would go to Jerusalem to be judged there about these things. But when Paul called to be kept under guard for the Emperor's decision, I ordered him to be kept until I send him to Caesar."** (Acts 25:14-21 ULB) - * Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, 'Will you go to Jerusalem to be judged there about these things?' But when Paul said, 'I want to be kept under guard for the Emperor's decision,' I told the guard, 'Keep him under guard until I send him to Caesar.'" + * Festus presented Paul's case to the king; he said, "A certain man was left behind here by Felix as a prisoner. ...I was puzzled about how to investigate this matter, and I asked him, 'Will you go to Jerusalem to be judged there about these things?' But when Paul said, 'I want to be kept under guard for the Emperor's decision,' I told the guard, 'Keep him under guard until I send him to Caesar.'" 2. Translate one or some of the quotes as indirect quotes. In English the word "that" can come before indirect quotes. It is underlined in the examples below. The pronouns that changed because of the indirect quote are also underlined. * **Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them, 'At twilight you will eat meat, and in the morning you will be filled with bread. Then you will know that I am Yahweh your God.' "** (Exodus 16:11-12 ULB) * Then Yahweh spoke to Moses and said, "I have heard the grumbling of the Israelites. Tell them that at twilight they will eat meat, and in the morning they will be filled with bread. Then they will know that I am Yahweh their God." - * **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 ULB) + * **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 ULB) * They told him that a man had come to meet them who said to them, "Go back to the king who sent you, and tell him that 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.' " diff --git a/translate/figs-rpronouns/01.md b/translate/figs-rpronouns/01.md index 2d58597..76987a3 100644 --- a/translate/figs-rpronouns/01.md +++ b/translate/figs-rpronouns/01.md @@ -13,7 +13,7 @@ All languages have ways of showing that the same person fills two different role * To show that the same person or things fills two different roles in a sentence * To emphasize a person or thing in the sentence -* To show that someone did something alone +* To show that someone did something alone * To show that someone or something was alone ### Examples from the Bible @@ -21,40 +21,40 @@ All languages have ways of showing that the same person fills two different role Reflexive pronouns are used to show the same person or thing fills two different roles in a sentence.
If I should testify about myself alone, my testimony would not be true. (John 5:31 ULB)
->Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to purify themselves. (John 11:55 ULB) +>Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to purify themselves. (John 11:55 ULB) Reflexive pronouns are used to emphasize a person or thing in the sentence.
Jesus himself was not baptizing, but his disciples were (John 4:2 ULB)
> So they left the crowd, taking Jesus with them, since he was already in the boat. Other boats were also with him. And a violent windstorm arose and the waves were breaking into the boat so that the boat was already full. But Jesus himself was in the stern, asleep on a cushion. (Mark 4:36-38 ULB) -Reflexive pronouns are used to show that someone did something alone. ->When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain by himself. (John 6:15 ULB) +Reflexive pronouns are used to show that someone did something alone. +>When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain by himself. (John 6:15 ULB) Reflexive pronouns are used to show that someone or something was alone. ->He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place by itself. (John 20:6-7 ULB) +>He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place by itself. (John 20:6-7 ULB) ### Translation Strategies If a reflexive pronoun would have the same function in your language, consider using it. If not, here are some other strategies. -1. In some languages people put something on the verb to show that the object of the verb is the same as the subject. -1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. +1. In some languages people put something on the verb to show that the object of the verb is the same as the subject. +1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. 1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. -1. In some languages people show that someone did something alone by using a word like "alone." +1. In some languages people show that someone did something alone by using a word like "alone." 1. In some languages people show that something was alone by using a phrase that tells about where it was. ### Examples of Translation Strategies Applied -1. In some languages people put something on the verb to show that the object of the verb is the same as the subject. +1. In some languages people put something on the verb to show that the object of the verb is the same as the subject. * **If I should testify about myself alone, my testimony would not be true.** (John 5:31) - * "If I should self-testify alone, my testimony would not be true." + * "If I should self-testify alone, my testimony would not be true." - * **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to purify themselves.** (John 11:55) + * **Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to purify themselves.** (John 11:55) * "Now the Passover of the Jews was near, and many went up to Jerusalem out of the country before the Passover in order to self-purify." -2. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. +2. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence. * **He himself took our sickness and bore our diseases.** (Matthew 8:17 ULB) * "It was he who took our sickness and bore our diseases." @@ -69,10 +69,10 @@ If a reflexive pronoun would have the same function in your language, consider u 4. In some languages people show that someone did something alone by using a word like "alone." * **When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again up the mountain by himself.** (John 6:15) - * "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again alone up the mountain." + * "When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again alone up the mountain." 5. In some languages people show that something was alone by using a phrase that tells about where it was. - * **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place by itself.** (John 20:6-7 ULB) + * **He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up in its place by itself.** (John 20:6-7 ULB) * "He saw the linen cloths lying there and the cloth that had been on his head. It was not lying with the linen cloths but was rolled up and lying in it's own place." diff --git a/translate/figs-rquestion/01.md b/translate/figs-rquestion/01.md index e7b6380..b01525a 100644 --- a/translate/figs-rquestion/01.md +++ b/translate/figs-rquestion/01.md @@ -7,13 +7,13 @@ A rhetorical question is a question that strongly expresses the speaker's attitu >Those who stood by said, "Is this how you insult God's high priest?" (Acts 23:4 ULB) -The people who asked Paul this question were not asking about his way of insulting God’s high priest. Rather they used theis question to accuse Paul of insulting the high priest. +The people who asked Paul this question were not asking about his way of insulting God’s high priest. Rather they used theis question to accuse Paul of insulting the high priest. -The Bible contains many rhetorical questions. Some of the purposes of these rhetorical questions are to express attitudes or feelings, to rebuke people, to teach something by reminding people of something they know and encouraging them to apply it to something new, and to introduce something they want to talk about. +The Bible contains many rhetorical questions. Some of the purposes of these rhetorical questions are to express attitudes or feelings, to rebuke people, to teach something by reminding people of something they know and encouraging them to apply it to something new, and to introduce something they want to talk about. #### Reasons this is a translation issue -* Some languages do not use rhetorical questions; for them a question is always a request for information. +* Some languages do not use rhetorical questions; for them a question is always a request for information. * Some languages use rhetorical questions, but for purposes that are more limited or different than in the Bible. * Because of these differences between languages, some readers might misunderstand the purpose of a rhetorical question in the Bible. @@ -49,7 +49,7 @@ Jesus used the question above to remind the people of something they already kne Jesus used this question to teach the people in an emphatic way that God gives good things to those who ask him. ->What is the kingdom of God like, and what can I compare it to? It is like a mustard seed that a man took and threw into his garden... (Luke 13:18-19 ULB) +>What is the kingdom of God like, and what can I compare it to? It is like a mustard seed that a man took and threw into his garden... (Luke 13:18-19 ULB) Jesus used the question above to introduce what he was going to talk about. He was going to compare the kingdom of God to something. @@ -58,9 +58,9 @@ Jesus used the question above to introduce what he was going to talk about. He w ### Translation Strategies -In order to translate a rhetorical question accurately, first be sure that the question you are translating truly is a rhetorical question and is not an information question. Ask yourself, "Does the person asking the question already know the answer to the question?" If so, it is a rhetorical question. Or, if no one answers the question, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question. +In order to translate a rhetorical question accurately, first be sure that the question you are translating truly is a rhetorical question and is not an information question. Ask yourself, "Does the person asking the question already know the answer to the question?" If so, it is a rhetorical question. Or, if no one answers the question, is the one who asked it bothered that he did not get an answer? If not, it is a rhetorical question. -When you are sure that the question is rhetorical, then be sure that you know what the purpose of the rhetorical question is. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else? +When you are sure that the question is rhetorical, then be sure that you know what the purpose of the rhetorical question is. Is it to encourage or rebuke or shame the hearer? Is it to bring up a new topic? Is it to do something else? When you know the purpose of the rhetorical question, then think of the most natural way to express that purpose in the target language. It might be as a question, or a statement, or an exclamation. @@ -83,7 +83,7 @@ If using the rhetorical question would be natural and give the right meaning in 2. Change the rhetorical question to a statement or exclamation. - * **What is the kingdom of God like, and what can I compare it to? It is like a mustard seed...** (Luke 13:18-19 ULB) + * **What is the kingdom of God like, and what can I compare it to? It is like a mustard seed...** (Luke 13:18-19 ULB) * This is what the kingdom of God is like. It is like a mustard seed..." * **Is this how you insult God's high priest?** (Acts 23:4 ULB) diff --git a/translate/figs-sentences/01.md b/translate/figs-sentences/01.md index 641d597..ca6344c 100644 --- a/translate/figs-sentences/01.md +++ b/translate/figs-sentences/01.md @@ -1,15 +1,15 @@ -### Description +### Description -The simplest sentence structure in English includes a **subject** and an **action** word: +The simplest sentence structure in English includes a **subject** and an **action** word: * The boy ran. -#### Subject +#### Subject -The ***subject*** is who or what the sentence is about. In these examples, the subject is underlined: +The ***subject*** is who or what the sentence is about. In these examples, the subject is underlined: * The boy is running. * He is running. @@ -20,7 +20,7 @@ When the sentence is a command, in many languages it does not have a subject pro * Close the door. -#### Predicate +#### Predicate The predicate is the part of a sentence that tells something about the subject. It usually has a verb. (See: [Verbs](figs-verbs)) In the sentences below, the subjects are "the man" and "he." The predicates are underlined and the verbs are in bold. @@ -28,7 +28,7 @@ The predicate is the part of a sentence that tells something about the subject. * He **worked** hard. * He **made** a garden. -#### Compound Sentences +#### Compound Sentences A sentence can be made up of more than one sentence. Each of the two lines below has a subject and a predicate and is a full sentence. @@ -39,7 +39,7 @@ The compound sentence below contains the two sentences above. In English, compou * He planted the yams and his wife planted the corn. -#### Clauses +#### Clauses Sentences can also have clauses and other phrases. Clauses are like sentences because they have a subject and a predicate, but they do not normally occur by themselves. Here are some examples of clauses. The subjects are in bold, and the predicates are underlined. @@ -59,7 +59,7 @@ The following phrases can each be a whole sentence. They are the independent cla * She carried it home and cooked it. * Then she and her husband ate it all. -#### Relative Clauses +#### Relative Clauses In some languages, clauses can be used with a noun that is part of a sentence. These are called **relative clauses**. @@ -71,7 +71,7 @@ In the sentence below "her mother, who was very annoyed" is part of the predicat * She did not give any corn to **her mother**, who was very annoyed. -#### Translation Issues +#### Translation Issues * Languages have different orders for the parts of a sentence. (See: //add Information Structure page//) * Some languages do not have relative clauses, or they use them in a limited way. (see [Distinguishing versus Informing or Reminding](figs-distinguish)) diff --git a/translate/figs-sentencetypes/01.md b/translate/figs-sentencetypes/01.md index b1115c1..285423c 100644 --- a/translate/figs-sentencetypes/01.md +++ b/translate/figs-sentencetypes/01.md @@ -1,6 +1,6 @@ -### Description +### Description A **sentence** is a group of words that expresses a complete thought. The basic types of sentences are listed below with the functions they are mainly used for. @@ -12,8 +12,8 @@ A **sentence** is a group of words that expresses a complete thought. The basic #### Reasons this is a translation Issue -* Languages have different ways of using sentence types to express particular functions. -* Most languages use these sentence types for more than one function. +* Languages have different ways of using sentence types to express particular functions. +* Most languages use these sentence types for more than one function. * Each sentence in the Bible belongs to a certain sentence type and has a certain function, but some languages would not use that type of sentence for that function. #### Examples from the Bible @@ -26,7 +26,7 @@ The examples below show each of these types used for their main functions. Statements can also have other functions. (see [Statements - Other Uses](../figs-declarative/01.md)) -#### Questions +#### Questions The speakers below used these questions to get information, and the people they were speaking to answered their questions.
Jesus said to them, "Do you believe that I can do this?" They said to him, "Yes, Lord." (Matthew 9:28 ULB)
@@ -42,15 +42,15 @@ There are different kinds of imperative sentences: commands, instructions, sugge With a **command**, the speaker uses his authority and tells someone to do something. >Rise up, Balak, and hear. Listen to me, you son of Zippor. (Numbers 23:18 ULB) -With an **instruction**, the speaker tells someone how to do something. +With an **instruction**, the speaker tells someone how to do something. >...but if you want to enter into life, keep the commandments. ... If you wish to be perfect, go, sell what you have, and give it to the poor, and you will have treasure in heaven. (Matthew 19:17, 21 ULB) With a **suggestion**, the speaker tells someone something to do or not do that he thinks might help that person. In the example below, it is best for both blind men if they do not try to lead each other. >A blind man should not try to lead another blind man. If he did, they both would fall into a hole! ( Luke 6:39 UDB) -Speakers may intend to be part of the group that does what is suggested. In Genesis 11, the people were saying that it would be good for them all to make bricks together. ->They said to one another, "Come, let us make bricks and bake them thoroughly." (Genesis 11:3 ULB) +Speakers may intend to be part of the group that does what is suggested. In Genesis 11, the people were saying that it would be good for them all to make bricks together. +>They said to one another, "Come, let us make bricks and bake them thoroughly." (Genesis 11:3 ULB) With an **invitation**, the speaker uses politeness or friendliness to suggest that someone do something if he wants. This is usually something that the speaker thinks the listener will enjoy. >Come with us and we will do you good. (Numbers 10:29) @@ -62,32 +62,32 @@ With a **request**, the speaker uses politeness to say that he wants someone to With a **wish** a person expresses what they want to happen. In English they often start with the word "may" or "let." -In Genesis 28, Isaac told Jacob what he wanted God to do for him. ->May God Almighty bless you, make you fruitful and multiply you. (Genesis 28:3 ULB) +In Genesis 28, Isaac told Jacob what he wanted God to do for him. +>May God Almighty bless you, make you fruitful and multiply you. (Genesis 28:3 ULB) -In Genesis 9, Noah said what he wanted to happen to Canaan. ->Cursed be Canaan. May he be a servant to his brothers' servants. (Genesis 9:25 ULB) +In Genesis 9, Noah said what he wanted to happen to Canaan. +>Cursed be Canaan. May he be a servant to his brothers' servants. (Genesis 9:25 ULB) -In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die. ->Let me not look upon the death of the child. (Genesis 21:16 ULB) +In Genesis 21, Hagar expressed her strong desire not to see her son die, and then she moved away so that she would not see him die. +>Let me not look upon the death of the child. (Genesis 21:16 ULB) Imperative sentences also have other functions. (see [Imperatives - Other Uses](../figs-imperative/01.md)) #### Exclamations -Exclamations express strong feeling. In the ULB and UDB, they usually have an exclamation mark (!) at the end. +Exclamations express strong feeling. In the ULB and UDB, they usually have an exclamation mark (!) at the end. >Save us, Lord; we are about to die! (Matthew 8:25 ULB) (See [Exclamations](../figs-exclamations/01.md) for other ways that exclamations are shown and ways to translate them.) -### Translation Strategies +### Translation Strategies 1. Use your language's ways of showing that a sentence has a particular function. 1. When a sentence in the Bible has a sentence type that your language would not use for the sentence's function, see the pages below for translation strategies. - * [Statements - Other Uses](../figs-declarative/01.md) - * [Rhetorical Question](../figs-rquestion/01.md) + * [Statements - Other Uses](../figs-declarative/01.md) + * [Rhetorical Question](../figs-rquestion/01.md) * [Imperatives - Other Uses](../figs-imperative/01.md) * [Exclamations](../figs-exclamations/01.md) diff --git a/translate/figs-simile/01.md b/translate/figs-simile/01.md index 790b824..52708a3 100644 --- a/translate/figs-simile/01.md +++ b/translate/figs-simile/01.md @@ -6,7 +6,7 @@ A simile is a comparison of two things that are not normally thought to be simil A simile is a comparison of two things that are not normally thought to be similar. It focuses on a particular trait the two items have in common, and it includes the words "like," "as" or "than." >When he saw the crowds, he had compassion for them, because they were worried and confused, because they were like sheep without a shepherd. (Matthew 9:36) -Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders. +Jesus compared the crowds of people to sheep without a shepherd. Sheep grow frightened when they do not have a good shepherd to lead them in safe places. The crowds were like that because they did not have good religious leaders. >See, I send you out as sheep in the midst of wolves, so be as wise as serpents and harmless as doves. (Matthew 10:16 ULB) Jesus compared his disciples to sheep and their enemies to wolves. Wolves attack sheep. Jesus' enemies would attack his disciples. @@ -39,7 +39,7 @@ This verse does not tell how the Son of Man will be like the lightning. But from If people would understand the correct meaning of a simile, consider using it. If they would not, here are some strategies you can use: 1. If people do not know how the two items are alike, tell how they are alike. However, do not do this if the meaning was not clear to the original audience. -1. If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. +1. If people are not familiar with the item that something is compared to, use an item from your own culture. Be sure that it is one that could have been used in the cultures of the Bible. 1. Simply describe the item without comparing it to another. ### Examples of Translation Strategies Applied diff --git a/translate/figs-synecdoche/01.md b/translate/figs-synecdoche/01.md index 9622e4a..e1e1618 100644 --- a/translate/figs-synecdoche/01.md +++ b/translate/figs-synecdoche/01.md @@ -12,8 +12,8 @@ The Pharisees who were standing there did not all say the same words at the same #### Reasons this is a translation issue -* Some readers may understand the words literally. -* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is. +* Some readers may understand the words literally. +* Some readers may realize that they are not to understand the words literally, but they may not know what the meaning is. ### Example from the Bible diff --git a/translate/figs-synonparallelism/01.md b/translate/figs-synonparallelism/01.md index 23bac74..0cee37e 100644 --- a/translate/figs-synonparallelism/01.md +++ b/translate/figs-synonparallelism/01.md @@ -1,48 +1,48 @@ ### Description -**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two or more different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called "synonymous parallelism." +**Parallelism with the same meaning** is a poetic device in which one complex idea is expressed in two or more different ways. Speakers may do this in order to emphasize the idea that is the same in the two phrases. This is also called "synonymous parallelism." -Note: We use the term "parallelism with the same meaning" for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together. ->Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULB) +Note: We use the term "parallelism with the same meaning" for long phrases or clauses that have the same meaning. We use the term [Doublet](../figs-doublet/01.md) for words or very short phrases that mean basically the same thing and are used together. +>Yahweh sees everything a person does and watches all the paths he takes. (Proverbs 5:21 ULB) -The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. "Sees" corresponds to "watches," "everything ... does" corresponds to "all the paths ... takes," and "a person" corresponds to "he." +The first underlined phrase and the second underlined phrase mean the same thing. There are three ideas that are the same between these two phrases. "Sees" corresponds to "watches," "everything ... does" corresponds to "all the paths ... takes," and "a person" corresponds to "he." -Synonymous parallelism in poetry has several effects: +Synonymous parallelism in poetry has several effects: -* It shows that something is very important by saying it more than once and in more than one way. -* It helps the hearer to think more deeply about the idea by saying it in different ways. -* It makes the language more beautiful and above the ordinary way of speaking. +* It shows that something is very important by saying it more than once and in more than one way. +* It helps the hearer to think more deeply about the idea by saying it in different ways. +* It makes the language more beautiful and above the ordinary way of speaking. #### Reason this is a Translation Issue -In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea. +In some languages people do not expect someone to say the same thing twice, even in different ways. They expect that if there are two phrases or two sentences, they must have different meanings. So they do not understand that the repetition of ideas serves to emphasize the idea. ### Examples from the Bible ->Your word is a lamp to my feet and a light for my path. (Psalm 119:105 ULB) +>Your word is a lamp to my feet and a light for my path. (Psalm 119:105 ULB) -Both parts of the sentences are metaphors saying that God's word teaches people how to live. The words "lamp" and "light" are similar in meaning because they refer to light, and the words "my feet" and "my path" are related, because they refer to a person walking. ->Praise Yahweh, all you nations; exalt him, all you peoples! (Psalm 117:1 ULB) +Both parts of the sentences are metaphors saying that God's word teaches people how to live. The words "lamp" and "light" are similar in meaning because they refer to light, and the words "my feet" and "my path" are related, because they refer to a person walking. +>Praise Yahweh, all you nations; exalt him, all you peoples! (Psalm 117:1 ULB) -Both parts of this verse tell people everywhere to praise Yahweh. The words 'Praise' and 'exalt' mean the same thing, 'Yahweh' and 'him' refer to the same person, and 'all you nations' and 'all you peoples' refer to the same people. ->For Yahweh has a lawsuit with his people, and he will fight in court against Israel. (Micah 6:2 ULB) +Both parts of this verse tell people everywhere to praise Yahweh. The words 'Praise' and 'exalt' mean the same thing, 'Yahweh' and 'him' refer to the same person, and 'all you nations' and 'all you peoples' refer to the same people. +>For Yahweh has a lawsuit with his people, and he will fight in court against Israel. (Micah 6:2 ULB) -The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people. +The two parts of this verse say that Yahweh has a serious disagreement with his people, Israel. These are not two different disagreements or two different groups of people. ### Translation Strategies If your language uses parallelism in the same way as the biblical languages, that is, to strengthen a single idea, then it would be appropriate to use it in your translation. But if your language does not use parallelism in this way, then consider using one of the following translation strategies. -1. Combine the ideas of both clauses into one. -1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." -1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." +1. Combine the ideas of both clauses into one. +1. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." +1. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." ### Examples of Translation Strategies Applied -1. Combine the ideas of both clauses into one. +1. Combine the ideas of both clauses into one. - * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset. + * **Until now you have deceived me and told me lies.** (Judges 16:13, ULB) - 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 ULB) - The phrase "all the paths he takes" is a metaphor for "all he does." @@ -51,12 +51,12 @@ If your language uses parallelism in the same way as the biblical languages, tha * **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 ULB) - 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." +2. If it appears that the clauses are used together to show that what they say is really true, you could include words that emphasize the truth such as "truly" or "certainly." * **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB) * Yahweh truly sees everything a person does. -3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." +3. If it appears that the clauses are used together to intensify an idea in them, you could use words like "very," "completely" or "all." * **... you have deceived me and told me lies.** (Judges 16:13 ULB) * All you have done is lie to me. diff --git a/translate/figs-verbs/01.md b/translate/figs-verbs/01.md index 8aa80d4..5319cea 100644 --- a/translate/figs-verbs/01.md +++ b/translate/figs-verbs/01.md @@ -3,7 +3,7 @@ Verbs are words that refer to an action or event or that is used in describing or identifying things. -**Examples** The verbs in the examples below are underlined. +**Examples** The verbs in the examples below are underlined. * John ran. ("Run" is an action.) * John ate a banana. ("Eat" is an action.) @@ -17,7 +17,7 @@ Verbs are words that refer to an action or event or that is used in describing o A verb usually says something about someone or something. All of the example sentences above say something about John. "John" is the **subject** of those sentences. In English the subject usually comes before the verb. -Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb. +Sometimes there is another person or thing associated with the verb. In the examples below, the underlined word is the verb, and the phrase in bold print is the **object**. In English the object usually comes after the verb. * He ate **lunch**. * He sang **a song**. @@ -32,24 +32,24 @@ Some verbs never have an object. For many verbs in English, it is alright to leave out the object when the object is not important in the sentence. -* He never eats at night. +* He never eats at night. * He sings all the time. * He reads well. -* He cannot see. +* He cannot see. -In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this. +In some languages, a verb that needs an object must always take one, even if the object is not very important. People who speak those languages might say the sentences above like this. -* He never eats **food** at night. +* He never eats **food** at night. * He sings **songs** all the time. * He reads **words** well. * He cannot see **anything**. -### Subject and Object Marking on Verbs +### Subject and Object Marking on Verbs -In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put "s" at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is "I," "you," or "he"; singular, dual, or plural; male or female, or human or non-human. +In some languages, the verb may be a little bit different depending on the persons or things associated with it. For example, English speakers sometimes put "s" at the end of the verb when the subject is just one person. In other languages marking on the verb may show whether the subject is "I," "you," or "he"; singular, dual, or plural; male or female, or human or non-human. -* They __eat__ bananas every day. (The subject "they" is more than one person.) -* John __eats__ bananas every day. (The subject "John" is one person.) +* They __eat__ bananas every day. (The subject "they" is more than one person.) +* John __eats__ bananas every day. (The subject "John" is one person.) ### Time and Tense @@ -62,7 +62,7 @@ In some languages the verb may be a little bit different depending on the time a In some languages speakers might add a word to tell something about the time. English speakers use the word "will" when the verb refers to something in the future. -* Tomorrow Mary will cook meat. +* Tomorrow Mary will cook meat. ### Aspect diff --git a/translate/figs-you/01.md b/translate/figs-you/01.md index 7c41a40..c43b95c 100644 --- a/translate/figs-you/01.md +++ b/translate/figs-you/01.md @@ -1,12 +1,12 @@ ### Singular, Dual, and Plural -Some languages have more than one word for "you" based on how many people the word "you" refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some have other forms that refer to three or four people. +Some languages have more than one word for "you" based on how many people the word "you" refers to. The **singular** form refers to one person, and the **plural** form refers to more than one person. Some languages also have a **dual** form which refers to two people, and some have other forms that refer to three or four people. You may also want to watch the video at http://ufw.io/figs_younum. -Sometimes in the Bible a speaker uses a singular form of "you" even though he is speaking to a crowd. +Sometimes in the Bible a speaker uses a singular form of "you" even though he is speaking to a crowd. * [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md) diff --git a/translate/figs-youcrowd/01.md b/translate/figs-youcrowd/01.md index 703d0c1..777e3a5 100644 --- a/translate/figs-youcrowd/01.md +++ b/translate/figs-youcrowd/01.md @@ -2,7 +2,7 @@ ### Description -The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of "you" for when the word "you" refers to just one person, and a **plural** form for when the word "you" refers to more than one person. However sometimes speakers in the Bible used the **singular** form of "you" even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have distinct forms for "you" singular and "you" plural. But you may see this if you read a Bible in a language that does have distinct forms. +The Bible was written in Hebrew, Aramaic and Greek. These languages have a **singular** form of "you" for when the word "you" refers to just one person, and a **plural** form for when the word "you" refers to more than one person. However sometimes speakers in the Bible used the **singular** form of "you" even though they were speaking to a group of people. This is not obvious when you read the Bible in English, because English does not have distinct forms for "you" singular and "you" plural. But you may see this if you read a Bible in a language that does have distinct forms. Also, speakers and writers of the Old Testament often referred to groups of people with the singular pronoun "he," rather than with the plural pronoun "they." @@ -15,22 +15,22 @@ Also, speakers and writers of the Old Testament often referred to groups of peop >1Take heed that you do not do your acts of righteousness before people to be seen by them, or else you will have no reward from your Father who is in heaven. 2So when you give alms, do not sound a trumpet before yourself as the hypocrites do in the synagogues and in the streets, so that they may have the praise of people. Truly I say to you, they have received their reward. (Matthew 6:1,2 ULB) -Jesus said this to a crowd. He used "you" plural in verse 1, and "you" singular in the first sentence of verse 2. Then in the last sentence he used the plural again. +Jesus said this to a crowd. He used "you" plural in verse 1, and "you" singular in the first sentence of verse 2. Then in the last sentence he used the plural again. >God spoke all these words: "I am Yahweh, your God, who brought you out of the land of Egypt, out of the house of slavery. You must have no other gods before me." (Exodus 20:1-3 ULB) God said this to all the people of Israel. He had taken them all out of Egypt and he wanted them all to obey him, but he used the singular form of you here when speaking to them. ->This is what Yahweh says, ->"For three sins of Edom, ->even for four, ->I will not turn away punishment, ->because he pursued his brother with the sword ->and cast off all pity. ->His anger raged continually, ->and his wrath lasted forever." (Amos 1:11 ULB) +>This is what Yahweh says, +>"For three sins of Edom, +>even for four, +>I will not turn away punishment, +>because he pursued his brother with the sword +>and cast off all pity. +>His anger raged continually, +>and his wrath lasted forever." (Amos 1:11 ULB) -Yahweh said these things about the nation of Edom, not about only one person. +Yahweh said these things about the nation of Edom, not about only one person. ### Translation Strategies @@ -45,14 +45,14 @@ If the singular form of the pronoun would be natural when referring to a group o 1. If the singular form of the pronoun would not be natural when referring to a group of people, or if the readers would be confused by it, use the plural form of the pronoun. ->This is what Yahweh says, ->"For three sins of Edom, ->even for four, ->I will not turn away punishment, ->because he pursued his brother with the sword ->and cast off all pity. ->His anger raged continually, ->and his wrath lasted forever." (Amos 1:11 ULB) +>This is what Yahweh says, +>"For three sins of Edom, +>even for four, +>I will not turn away punishment, +>because he pursued his brother with the sword +>and cast off all pity. +>His anger raged continually, +>and his wrath lasted forever." (Amos 1:11 ULB) This is what Yahweh says, "For three sins of Edom, diff --git a/translate/figs-youdual/01.md b/translate/figs-youdual/01.md index 3b8bbc8..13066da 100644 --- a/translate/figs-youdual/01.md +++ b/translate/figs-youdual/01.md @@ -17,11 +17,11 @@ Often the context will make it clear whether the word "you" refers to one person >James and John, the sons of Zebedee, came up to him and said, "Teacher, we want you to do for us whatever we ask you." He [Jesus] said to them, "What do you want me to do for you?" (Mark 10:35-36 ULB) -Jesus is asking the **two**, James and John, what they want him to do for them. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. +Jesus is asking the **two**, James and John, what they want him to do for them. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. >… and Jesus sent out two of his disciples and said to them, "Go into the village opposite us. As soon as you enter it, you will find a colt that has never been ridden. Untie it and bring it to me. (Mark 11:1-2 ULB) -The context makes it clear that Jesus is addressing **two** people. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. +The context makes it clear that Jesus is addressing **two** people. If the target language has a **dual** form of "you," use that. If the target language does not have a dual form, then the plural form would be appropriate. >James, a servant of God and of the Lord Jesus Christ, to the twelve tribes of the Dispersion, greetings. Consider it all joy, my brothers, when you experience various troubles, knowing that the testing of your faith works endurance. (James 1:1-3 ULB) @@ -31,7 +31,7 @@ James wrote this letter to many people, so the word "you" refers to many people. 1. Look at the notes to see if they tell whether "you" refers to one person or more than one person. 1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person. -1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. +1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 1. Look at the context to see who the speaker was talking to and who responded. You may also want to watch the video at http://ufw.io/figs_youdual. \ No newline at end of file diff --git a/translate/figs-youformal/01.md b/translate/figs-youformal/01.md index e56ebba..cad57bc 100644 --- a/translate/figs-youformal/01.md +++ b/translate/figs-youformal/01.md @@ -24,13 +24,13 @@ In some cultures people use the formal "you" when speaking to someone who is old >Yahweh God called to the man and said to him, "Where are you?" (Genesis 3:9 ULB) -God is in authority over the man, so languages that have formal and informal forms of "you" would probably use the informal form here. ->So, it seemed good to me also, having investigated everything accurately from the beginning, to write it down for you in order, most excellent Theophilus. I want you to know the certainty of the things that you were taught. (Luke 1:3-4 ULB) +God is in authority over the man, so languages that have formal and informal forms of "you" would probably use the informal form here. +>So, it seemed good to me also, having investigated everything accurately from the beginning, to write it down for you in order, most excellent Theophilus. I want you to know the certainty of the things that you were taught. (Luke 1:3-4 ULB) Luke called Theophilus "most excellent." This shows us that Theophilus was probably a high official to whom Luke was showing great respect. Speakers of languages that have a formal form of "you" would probably use that form here. ->Heavenly Father, sanctify your name. (Matthew 6:9 ULB) +>Heavenly Father, sanctify your name. (Matthew 6:9 ULB) -This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal "you" because God is in authority. Other cultures would use the informal "you" because God is our Father. +This is part of a prayer that Jesus taught his disciples. Some cultures would use the formal "you" because God is in authority. Other cultures would use the informal "you" because God is our Father. ### Translation Strategies diff --git a/translate/figs-yousingular/01.md b/translate/figs-yousingular/01.md index bf61418..92d9cf4 100644 --- a/translate/figs-yousingular/01.md +++ b/translate/figs-yousingular/01.md @@ -8,7 +8,7 @@ The Bible was first written in the Hebrew, Aramaic, and Greek languages. These l #### Reason this is a Translation Issue -* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language. +* Translators who speak a language that has distinct singular and plural forms of "you" will always need to know what the speaker meant so they can choose the right word for "you" in their language. * Many languages also have different forms of the verb depending on whether the subject is singular or plural. So even if there is no pronoun meaning "you", translators of these languages will need to know if the speaker was referring to one person or more than one. Often the context will make it clear whether the word "you" refers to one person or more than one. If you look at the other pronouns in the sentence, they will help you know the number of people the speaker was speaking to. @@ -18,7 +18,7 @@ Sometimes Greek and Hebrew speakers used "you" singular even though they were sp >The ruler said, "All these things I have obeyed from the time I was a youth." When Jesus heard that, he said to him, "One thing you still lack. You must sell all that you have and distribute it to the poor, and you will have treasure in heaven—and come, follow me." (Luke 18:21, 22 ULB) -The ruler was speaking about just himself when he said "I." This shows us that when Jesus said "you" he was referring only to the ruler. So languages that have singular and plural forms of "you" would have the singular form here. +The ruler was speaking about just himself when he said "I." This shows us that when Jesus said "you" he was referring only to the ruler. So languages that have singular and plural forms of "you" would have the singular form here. >The angel said to him, "Dress yourself and put on your sandals." Peter did so. The angel said to him, "Put on your outer garment and follow me." So Peter followed the angel and went out. (Acts 12:8, ULB) The context makes it clear that the angel was speaking to one person and that only one person did what the the angel commanded. So languages that have singular and plural forms of "you" would have the singular form here for "yourself" and "your". Also, if verbs have different forms for singular and plural subjects, the verbs "dress" and "put on" will need the form for "you" singular. @@ -30,7 +30,7 @@ Paul wrote this letter to one person, Titus. Most of the time the word "you" in 1. Look at the notes to see if they tell whether "you" refers to one person or more than one person. 1. Look at the UDB to see if it says anything that would show you whether the word "you" refers to one person or more than one person. -1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. +1. If you have a Bible that is written in a language that distinguishes "you" singular from "you" plural, see which form of "you" that Bible has in that sentence. 1. Look at the context to see how many people the speaker was talking to and who responded. diff --git a/translate/file-formats/01.md b/translate/file-formats/01.md index 4624792..7a79c6b 100644 --- a/translate/file-formats/01.md +++ b/translate/file-formats/01.md @@ -1,20 +1,20 @@ ### The Technical Nature of Translation -While a large part of translation has to do with language, words, and sentences, it is also true that a major aspect of translation is technical in nature. From creating alphabets, typing, typesetting, formatting, publishing, and distributing, there are many technical aspects to translation. In order to make all this possible, there are some standards that have been adopted. +While a large part of translation has to do with language, words, and sentences, it is also true that a major aspect of translation is technical in nature. From creating alphabets, typing, typesetting, formatting, publishing, and distributing, there are many technical aspects to translation. In order to make all this possible, there are some standards that have been adopted. ### USFM: Bible Translation Format -For many years, the standard format for Bible translation has been USFM (which stands for Unified Standard Format Markers). We have adopted this standard as well. +For many years, the standard format for Bible translation has been USFM (which stands for Unified Standard Format Markers). We have adopted this standard as well. -USFM is a type of markup language that tells a computer program how to format the text. For instance, each chapter is marked like this ''\c 1'' or ''\c 33''. Verse markers might look like ''\v 8'' or ''\v 14''. Paragraphs are marked ''\p''. There are many other markers like this that have specific meaning. So a passage like John 1:1-2 in USFM will look like this: +USFM is a type of markup language that tells a computer program how to format the text. For instance, each chapter is marked like this ''\c 1'' or ''\c 33''. Verse markers might look like ''\v 8'' or ''\v 14''. Paragraphs are marked ''\p''. There are many other markers like this that have specific meaning. So a passage like John 1:1-2 in USFM will look like this: \c 1 \p \v 1 In the beginning was the Word, and the Word was with God, and the Word was God. \v 2 This one, the Word, was in the beginning with God. -When a computer program that can read USFM sees this, it is able to format all of the chapter markers the same way (for instance, with a larger number) and all the verse numbers the same way (for instance, with a small superscript number). +When a computer program that can read USFM sees this, it is able to format all of the chapter markers the same way (for instance, with a larger number) and all the verse numbers the same way (for instance, with a small superscript number). ***Bible translations must be in USFM for us to be able to use it!*** @@ -26,7 +26,7 @@ Most people do not know how to write in USFM. This is one of the reasons why we #### Converting a Translation to USFM -Though it is strongly encouraged to only do a translation using USFM notation, sometimes a translation is done without using USFM markup. This type of translation still can be used, but first the USFM markers must be added. One way to do this is to copy and paste it into translationStudio, then place the verse markers in the correct place. When this is done, the translation will be able to be exported as USFM. This is a very arduous task, so we strongly recommend doing your Bible translation work from the beginning in translationStudio or some other program that uses USFM. +Though it is strongly encouraged to only do a translation using USFM notation, sometimes a translation is done without using USFM markup. This type of translation still can be used, but first the USFM markers must be added. One way to do this is to copy and paste it into translationStudio, then place the verse markers in the correct place. When this is done, the translation will be able to be exported as USFM. This is a very arduous task, so we strongly recommend doing your Bible translation work from the beginning in translationStudio or some other program that uses USFM. ### Markdown for Other Content @@ -55,7 +55,7 @@ Note that HTML is also valid Markdown. For a complete listing of Markdown synta ### Conclusion -The easiest way to get content marked up with USFM or Markdown is by using an editor that is specifically designed to do that. If a word processor or a text editor is used, these markings must be manually entered. +The easiest way to get content marked up with USFM or Markdown is by using an editor that is specifically designed to do that. If a word processor or a text editor is used, these markings must be manually entered. *Note: Making text bold, italic, or underlined in a word processor does not make it bold, italic, or underlined in a markup language. This type of formatting must be done by writing the designated symbols.* diff --git a/translate/guidelines-church-approved/01.md b/translate/guidelines-church-approved/01.md index 8b87947..7057132 100644 --- a/translate/guidelines-church-approved/01.md +++ b/translate/guidelines-church-approved/01.md @@ -1,26 +1,26 @@ ### Church-Approved Translations -The first three qualities of a good translation are **Clear** (see [Create Clear Translations](../guidelines-clear/01.md)), **Natural** (see [Create Natural Translations](../guidelines-natural/01.md)), and **Accurate** (see [Create Accurate Translations](../guidelines-accurate/01.md)). All three of these directly affect the words and phrases that are used in the translation. If a translation is not one of these three, simply changing or reordering the words that were used can often fix the problem. The fourth quality, church-approved, has less to do with the words used and more to do with the process that is used. +The first three qualities of a good translation are **Clear** (see [Create Clear Translations](../guidelines-clear/01.md)), **Natural** (see [Create Natural Translations](../guidelines-natural/01.md)), and **Accurate** (see [Create Accurate Translations](../guidelines-accurate/01.md)). All three of these directly affect the words and phrases that are used in the translation. If a translation is not one of these three, simply changing or reordering the words that were used can often fix the problem. The fourth quality, church-approved, has less to do with the words used and more to do with the process that is used. ### The Goal of Translation -The goal of the translation of biblical content is not only to produce a high-quality translation, but to produce a high-quality translation that is used and loved by the church. High-quality translations must be clear, natural, and accurate. But for a translation to be used and loved by the church, it must be church-approved. +The goal of the translation of biblical content is not only to produce a high-quality translation, but to produce a high-quality translation that is used and loved by the church. High-quality translations must be clear, natural, and accurate. But for a translation to be used and loved by the church, it must be church-approved. ### How to Create a Church-Approved Translation Creating a church-approved translation is all about the process of translation, checking, and distribution. The more church networks that are involved in these processes, the more likely they will approve of the translation. -Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process. +Before starting a translation project, as many church networks as possible should be contacted and encouraged to become a part of the translation and even to send some of their people to be a part of the translation team. They should be consulted and asked for their input into the translation project, its goals, and its process. -It is not necessary that the church actively lead the translation and coordinate all the efforts, but it is necessary that whoever is leading the translation be approved by the church networks, preferably before they even start. +It is not necessary that the church actively lead the translation and coordinate all the efforts, but it is necessary that whoever is leading the translation be approved by the church networks, preferably before they even start. ### Church Approval and the Checking Levels -The need for church-approval of a translation is clearly reflected in the Checking Levels. In fact, the Checking Levels are largely a measurement of how broadly the church approves of the translation. +The need for church-approval of a translation is clearly reflected in the Checking Levels. In fact, the Checking Levels are largely a measurement of how broadly the church approves of the translation. -* Level 1 states that the church-approved translation team has approved the translation. +* Level 1 states that the church-approved translation team has approved the translation. * Level 2 states that the pastors and leaders of local churches approve the translation. -* Level 3 states that leaders of multiple church networks approve of the translation. +* Level 3 states that leaders of multiple church networks approve of the translation. At each level, the people leading the translation should encourage participation and input from the church networks. By using this process, we hope to encourage church ownership of the translation among as many church networks as possible. With this approval, there should be nothing hindering the translation from being used to strengthen and encourage the church. \ No newline at end of file diff --git a/translate/guidelines-clear/01.md b/translate/guidelines-clear/01.md index 601803d..4eff18d 100644 --- a/translate/guidelines-clear/01.md +++ b/translate/guidelines-clear/01.md @@ -1,7 +1,7 @@ ### Clear Translations -A clear translation will use whatever language structures are needed to help readers easily read and understand it. This includes putting the text into a different form or arrangement and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. +A clear translation will use whatever language structures are needed to help readers easily read and understand it. This includes putting the text into a different form or arrangement and using as many or as few terms as necessary to communicate the original meaning as clearly as possible. These guidelines are for Other Language translations, not for Gateway Language translations. When translating the ULB into a Gateway Language, you should not make these changes. It is not necessary to make these changes when translating the UDB into a Gateway Language, because they have already been done. Here are some ideas to create a clear translation from the source text: @@ -17,7 +17,7 @@ Next you need to understand who is doing the action. A clear translation will id #### Clearly Express Event Ideas -Many **event** ideas may occur as nouns in the Gateway Language. A clear translation may need to express these **event** ideas as verbs. +Many **event** ideas may occur as nouns in the Gateway Language. A clear translation may need to express these **event** ideas as verbs. When preparing to translate, it is helpful to look for any **event** ideas in the passage, especially those which are expressed by some form other than a verb. See if you can re-express the meaning using a verb to express the **event** idea. If, however, your language also uses nouns to express **event** ideas and the event or action sounds more natural as a noun, then use the noun form. See [Abstract Nouns](../figs-abstractnouns/01.md) @@ -41,10 +41,10 @@ Remember: Translation is re-telling, as exactly as possible, the meaning of the #### Writing Clearly -Asking yourself these questions can also help you to create a translation that communicates clearly: +Asking yourself these questions can also help you to create a translation that communicates clearly: -* Have you used punctuation to help a reader know when to pause or breathe? -* Have you indicated which parts are direct speech? +* Have you used punctuation to help a reader know when to pause or breathe? +* Have you indicated which parts are direct speech? * Are you separating paragraphs? * Have you considered adding section headings? diff --git a/translate/guidelines-collaborative/01.md b/translate/guidelines-collaborative/01.md index 5c0d6f2..c1be192 100644 --- a/translate/guidelines-collaborative/01.md +++ b/translate/guidelines-collaborative/01.md @@ -1,5 +1,5 @@ -Bible translations that are **collaborative** are those that have been translated by a group of speakers of the same language. To ensure that your translation is of the highest quality, work together with other believers who speak your language to translate, check, and distribute the translated content. +Bible translations that are **collaborative** are those that have been translated by a group of speakers of the same language. To ensure that your translation is of the highest quality, work together with other believers who speak your language to translate, check, and distribute the translated content. Here are some ways to have others help improve the quality of the translation. diff --git a/translate/guidelines-equal/01.md b/translate/guidelines-equal/01.md index 6d5a779..e1f7c43 100644 --- a/translate/guidelines-equal/01.md +++ b/translate/guidelines-equal/01.md @@ -3,24 +3,24 @@ 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. -Here are three translations, all with the same meaning, of Acts 18:6: +Here are three translations, all with the same meaning, of Acts 18:6: * "Your blood be upon your heads! I am innocent." (RSV) * "If you are lost, you yourselves must take the blame for it! I am not responsible." (GNB) * "If God punishes you, it is because of you, not me!" (TFT) -These are all accusations of guilt. Some are using idioms with the word "blood" or "lost," while the third is more direct using the word "punishes." In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture. +These are all accusations of guilt. Some are using idioms with the word "blood" or "lost," while the third is more direct using the word "punishes." In order for your translation to be equal, it must also express an accusation in an emotional way, and may use an idiom, as long as both the form of the accusation and the idiom are appropriate for the target language and culture. #### Figures of Speech **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: @@ -37,17 +37,17 @@ Each language uses different figures of speech. Make sure you can: It is the **real meaning** of the whole figure of speech that should be translated into your language, not the meaning of the individual words. Once you understand the real meaning, you can choose an expression in the target language that communicates that same meaning and emotion. -(For more information, see the [Figures of Speech](../figs-intro/01.md) information.) +(For more information, see the [Figures of Speech](../figs-intro/01.md) information.) #### Rhetorical Questions -**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. -See, for example, Matthew 3:7: "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?" +See, for example, Matthew 3:7: "You offspring of poisonous snakes, who warned you to flee from the wrath that is coming?" -Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God's wrath, because they refuse the only way to escape it: to repent of their sins. +Here no answer is expected. The speaker is not asking for information; he is rebuking his hearers. It does no good to warn these people of God's wrath, because they refuse the only way to escape it: to repent of their sins. You may need to restate this rhetorical question as a statement when you translate, if your language does not use rhetorical questions in this way. But remember, be sure to keep the same purpose and meaning, and communicate the same emotion as the original rhetorical question had. If your language communicates the purpose, meaning, and emotion of a rhetorical question with a different kind of figure of speech, then use that figure of speech. @@ -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. See, for example, 1 Samuel 4:8: **Woe to us**! Who will protect us from the strength of these mighty gods? (ULB) @@ -63,14 +63,14 @@ The Hebrew word translated as "woe" here expresses strong emotion about somethin #### 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. -See, for example, Psalm 36:5: +See, for example, Psalm 36:5: Your covenant faithfulness, Yahweh, [reaches] to the heavens; your loyalty [reaches] to the clouds. (ULB) -This verse of poetry repeats a similar idea in two lines, which is good Hebrew poetic style. Also, there are no verbs in the Hebrew original, which is a different use of grammar than ordinary speech would use. Poetry in your language may have different things that mark it as poetry. When you are translating poetry, try to use the forms of your language that communicate to the reader that this is poetry, and that communicate the same emotions that the source poem is trying to communicate. +This verse of poetry repeats a similar idea in two lines, which is good Hebrew poetic style. Also, there are no verbs in the Hebrew original, which is a different use of grammar than ordinary speech would use. Poetry in your language may have different things that mark it as poetry. When you are translating poetry, try to use the forms of your language that communicate to the reader that this is poetry, and that communicate the same emotions that the source poem is trying to communicate. **Remember:** Communicate the feelings and attitudes of the original text. Translate them into forms that communicate in a similar way in your language. Consider how that meaning can best be **Accurately**, **Clearly**, **Equally**, and **Naturally Expressed** in the Target Language. \ No newline at end of file diff --git a/translate/guidelines-historical/01.md b/translate/guidelines-historical/01.md index e1677bb..f1eaee6 100644 --- a/translate/guidelines-historical/01.md +++ b/translate/guidelines-historical/01.md @@ -5,8 +5,8 @@ A **historical definition** translation communicates historical events and facts To communicate well with historical accuracy, you need to remember two things: -1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. -1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called "implicit (or implied) information." (see [Assumed Knowledge and Implicit Information"](../figs-explicit/01.md)) +1. The Bible is a historical document. The events of the Bible happened in the way that the Bible describes at different times in history. Therefore, when you translate the Bible, you need to communicate that these events happened, and do not change any of the details of what happened. +1. The books of the Bible were written down at specific times in history for people of a certain culture. This means that some things in the Bible that were very clear to the original hearers and readers will not be clear to those who read the Bible in different times and in different cultures. This is because both the writer and the readers were familiar with many of the practices that the writer wrote about, and so the writer did not need to explain them. We, from other times and cultures, are not familiar with these things, and so we need someone to explain them to us. This kind of information is called "implicit (or implied) information." (see [Assumed Knowledge and Implicit Information"](../figs-explicit/01.md)) as translators, we need to translate the historical details accurately, but also provide some explanation when we think that our readers will need it so that they can understand what the translation is about. diff --git a/translate/guidelines-intro/01.md b/translate/guidelines-intro/01.md index 3ce8435..6214f1f 100644 --- a/translate/guidelines-intro/01.md +++ b/translate/guidelines-intro/01.md @@ -8,7 +8,7 @@ There are four main qualities of a good translation. It must be: * Accurate - see [Create Accurate Translations](../guidelines-accurate/01.md) * Church-Approved - see [Create Church-Approved Translations](../guidelines-church-approved/01.md) -We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be useful and faithful to the church. +We can think of each of these qualities as a leg of a four-legged stool. Each one is necessary. If one is missing, the stool will not stand. Likewise, each of these qualities must be present in a translation in order for it to be useful and faithful to the church. #### Clear diff --git a/translate/guidelines-natural/01.md b/translate/guidelines-natural/01.md index 89f3d10..f5f4241 100644 --- a/translate/guidelines-natural/01.md +++ b/translate/guidelines-natural/01.md @@ -7,24 +7,24 @@ The translation sounds like it was written by a member of the target group—not #### Use Short Sentences -In order for a translation to sound natural, sometimes it is necessary to create shorter, simpler sentences from longer, complex ones. The Greek language often has long, grammatically complicated sentences. Some Bible translations follow the Greek structure closely and keep these long sentences in their translation, even when this does not sound natural or is confusing in the target language. +In order for a translation to sound natural, sometimes it is necessary to create shorter, simpler sentences from longer, complex ones. The Greek language often has long, grammatically complicated sentences. Some Bible translations follow the Greek structure closely and keep these long sentences in their translation, even when this does not sound natural or is confusing in the target language. When preparing to translate, it is often helpful to rewrite the passage, breaking long sentences up into shorter sentences. This can help you to see the meaning more clearly and translate it better. In many languages, it is good style to have shorter sentences, or, when sentences are longer, to avoid having complicated sentences. So in re-expressing the meaning in the Target Language, it is sometimes necessary to break up some of the original long sentences into several shorter sentences. Because many languages use sentences with only one or two clause groupings, the shorter sentences will give a sense of naturalness. The shorter sentences will also give readers a better understanding, because the meaning will be clearer. Be sure to include clear connection words between the new, shorter clauses and sentences. -To make shorter sentences from longer, more complex sentences, identify the words in the sentence that relate directly to each other, that is, that belong together to form a clause. Generally, each verb or action word has words on either side of it that point back to or forward to the action of the verb. A grouping of words like this that can stand on its own may be written as an independent clause or a simple sentence. Keep each of those groups of words together and in that way divide the sentence into its separate ideas or parts. Read the new sentences to make sure they still make sense. If there is a problem, you may need to divide the long sentence in a different way. When you understand the message of the new sentences, translate them into the target language, making sentences that are a natural length and connect them in a natural way. Then test your translation by reading it to a member of the language community to see if it sounds natural. +To make shorter sentences from longer, more complex sentences, identify the words in the sentence that relate directly to each other, that is, that belong together to form a clause. Generally, each verb or action word has words on either side of it that point back to or forward to the action of the verb. A grouping of words like this that can stand on its own may be written as an independent clause or a simple sentence. Keep each of those groups of words together and in that way divide the sentence into its separate ideas or parts. Read the new sentences to make sure they still make sense. If there is a problem, you may need to divide the long sentence in a different way. When you understand the message of the new sentences, translate them into the target language, making sentences that are a natural length and connect them in a natural way. Then test your translation by reading it to a member of the language community to see if it sounds natural. #### Write the Way Your People Talk Read the passage or chapter of the Bible and ask yourself, "what kind of message is this?" Then translate that passage or chapter in the way that your language would communicate that kind of message. -For example, if the passage is a poem, such as in the Psalms, then translate it in the form that your people will recognize as a poem. +For example, if the passage is a poem, such as in the Psalms, then translate it in the form that your people will recognize as a poem. Or if the passage is an exhortation about the right way to live, such as in the New Testament letters, then translate it in a form that people in your language exhort each other. Or if the passage is a story about what someone did, translate it in the form of a story (that really happened). The Bible has a lot of these kinds of stories, and as part of these stories people say things to each other that also have their own form. For example, people make threats, give warnings, and praise or rebuke each other. To make your translation natural, you should translate each of these things in the way that people in your language make threats, give warnings, praise or rebuke each other, etc. In order to know how to write these different things, you may have to listen to what people say around you, and practice writing down different things that people say and do, so that you become familiar with the form and words that people use for these different purposes. -A good translation will use the same vocabulary and expressions as the people of the target group normally use. It should be easy for them to read it or listen to it. There should not be any awkward or strange phrases. The translation should read as easily as a letter from a close friend. +A good translation will use the same vocabulary and expressions as the people of the target group normally use. It should be easy for them to read it or listen to it. There should not be any awkward or strange phrases. The translation should read as easily as a letter from a close friend. #### Not for Gateway Language Translations diff --git a/translate/guidelines-ongoing/01.md b/translate/guidelines-ongoing/01.md index ef02fc8..7959023 100644 --- a/translate/guidelines-ongoing/01.md +++ b/translate/guidelines-ongoing/01.md @@ -1,10 +1,10 @@ Bible translations should be **ongoing**. Share the translation with others to see if they understand the meaning of the message. Improve your translation with their input. Revising a translation to increase understanding and accuracy is always a good idea. Whenever someone has a good idea for making the translation better, you should edit the translation to incorporate that change. When you use translationStudio or other electronic text editors, you can keep this process of revision and improvement ongoing. -* Reviewers are needed who can read the translation and point to text that needs revision. -* Have people read the translation or listened to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance). +* Reviewers are needed who can read the translation and point to text that needs revision. +* Have people read the translation or listened to a recording of the translation. This will help you know if the translation has the same impact in your community that it had among the original audience (for example: giving comfort, encouragement, or guidance). * Continue to make corrections to the translation that will make it more accurate, more clear, and more natural. The goal is always to make it communicate the same meaning as the source text. -Remember, encourage people to review the translation and to give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better. +Remember, encourage people to review the translation and to give you ideas for making it better. Talk to other people about these ideas. When several people agree that these are good ideas, then make these changes in the translation. In this way, the translation will get better and better. (You may also want to watch the video at http://ufw.io/guidelines_ongoing.) \ No newline at end of file diff --git a/translate/guidelines-sonofgod/01.md b/translate/guidelines-sonofgod/01.md index cc58269..bafa21e 100644 --- a/translate/guidelines-sonofgod/01.md +++ b/translate/guidelines-sonofgod/01.md @@ -7,7 +7,7 @@ In the Old Testament: >Yahweh, he is God; there is no other God! (I Kings 8:60 ULB) In the New Testament: ->Jesus said,... "This is everlasting life: that they should know you, the only true God". (John 17:3 ULB) +>Jesus said,... "This is everlasting life: that they should know you, the only true God". (John 17:3 ULB) (See also: Deuteronomy 4:35, Ephesians 4:5-6, 1 Timothy 2:5, James 2:19) diff --git a/translate/guidelines-sonofgodprinciples/01.md b/translate/guidelines-sonofgodprinciples/01.md index 5d60061..c724a5b 100644 --- a/translate/guidelines-sonofgodprinciples/01.md +++ b/translate/guidelines-sonofgodprinciples/01.md @@ -3,7 +3,7 @@ Door43 supports Bible translations that represent these concepts when they refer ### Biblical Witness -**"Father" and "Son" are names that God calls himself in the Bible.** +**"Father" and "Son" are names that God calls himself in the Bible.** The Bible shows that God called Jesus his Son: >After he was baptized, Jesus came up immediately from the water, and... a voice came out of the heavens saying, "This is my beloved Son. I am very pleased with him." (Matthew 3:16-17 ULB) @@ -12,7 +12,7 @@ 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 ULB) (See also: John 6:26-57) -Christians have found that "Father" and "Son" are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them. +Christians have found that "Father" and "Son" are the ideas that most essentially describe the eternal relationship of the First and Second Persons of the Trinity to each other. The Bible indeed refers to them in various ways, but no other terms reflect the eternal love and intimacy between these Persons, nor the interdependent eternal relationship between them. Jesus referred to God in the following terms: > Baptize them into the name of the Father, of the Son, and of the Holy Spirit. (Matthew 28:19 ULB) @@ -37,7 +37,7 @@ The terms "Father" and "Son" also communicate that the Father and the Son are of **Human fathers and sons are not perfect, but the Bible still uses those terms for the Father and Son, who are perfect.** -Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human "father" and "son." In this way you will communicate that God the Father and God the Son are essentially the same (they are both God), just as a human father and son are essentially the same, both human and sharing the same characteristics. +Just as today, human father-son relationships during Bible times were never as loving or perfect as the relationship between Jesus and his Father. But this does not mean that the translator should avoid the concepts of father and son. The scriptures use these terms to refer to God, the perfect Father and Son, as well as to sinful human fathers and sons. In referring to God as Father and Son, choose words in your language that are widely used to refer to a human "father" and "son." In this way you will communicate that God the Father and God the Son are essentially the same (they are both God), just as a human father and son are essentially the same, both human and sharing the same characteristics. ### Translation Strategies diff --git a/translate/qualifications/01.md b/translate/qualifications/01.md index e9b0fc2..db76362 100644 --- a/translate/qualifications/01.md +++ b/translate/qualifications/01.md @@ -1,13 +1,13 @@ ### Qualifications of the Translator or Translation Team -The leaders of the church networks that will be involved in the translation should consider the following questions when choosing the people who will be members of the translation team. These questions will help the church and community leaders know if the people that they choose will be able to successfully translate the Bible or the Open Bible Stories. +The leaders of the church networks that will be involved in the translation should consider the following questions when choosing the people who will be members of the translation team. These questions will help the church and community leaders know if the people that they choose will be able to successfully translate the Bible or the Open Bible Stories. 1. Is the person known to be a very good speaker of the target language? It is important that the person speak the target language very well. * Can this person read and write the target language well? * Has the person been living in the language community for much of his or her life? Someone who has lived away from the language area for a very long period of time might have difficulty making a natural translation. - * Do people respect the way this person speaks their own language? + * Do people respect the way this person speaks their own language? * What is the age and local language background of each translator? It is usually good to have people from different places in the language area and of different ages, because people of different places and ages might use the language differently. These people then need to agree on a way to say things that sound good to all of them. 2. Does the person have a very good understanding of the source language? @@ -18,7 +18,7 @@ The leaders of the church networks that will be involved in the translation shou 3. Is the person respected in the community as a follower of Christ? The person must be humble and willing to listen to suggestions or corrections from others concerning his or her translation work. The person must be always willing to learn from others. - * How long have they been a Christian, and are they in good standing with their Christian community? + * How long have they been a Christian, and are they in good standing with their Christian community? * How has this person shown himself to be committed to Christ as a disciple? Bible translation is difficult, involves many revisions, and requires dedication to the task. After the translators have been working for awhile, the translation committee will need to make sure that they are working well. They may ask: diff --git a/translate/resources-alter/01.md b/translate/resources-alter/01.md index 2ca4e20..8e7f271 100644 --- a/translate/resources-alter/01.md +++ b/translate/resources-alter/01.md @@ -1,7 +1,7 @@ ### Description -An alternate translation is a possible way to change the form of the ULB in case the target language prefers or needs a different form. The alternate translation should only be used when the ULB form or content would give a wrong meaning, or would be unclear or unnatural. +An alternate translation is a possible way to change the form of the ULB in case the target language prefers or needs a different form. The alternate translation should only be used when the ULB form or content would give a wrong meaning, or would be unclear or unnatural. The alternate translation suggestion may involve, for example, stating implicit information clearly, changing passive voice to active, or rewording rhetorical questions as statements. The notes often explain why there is an alternate translation and have a link to a page that explains the topic. @@ -16,7 +16,7 @@ The "AT:" indicates that this is an alternate translation. Some examples are: * **no decree...can be changed** - An additional sentence may be added here to aid in understanding. AT: "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. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit. +The additional sentence shows what the speaker wanted the king to understand from his reminder that the king's decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit. **Passive to Active** diff --git a/translate/resources-alterm/01.md b/translate/resources-alterm/01.md index f9d5239..05a807d 100644 --- a/translate/resources-alterm/01.md +++ b/translate/resources-alterm/01.md @@ -1,9 +1,9 @@ #### Description -Alternate meanings refer to when Bible scholars have different understandings of what a word or phrase means. +Alternate meanings refer to when Bible scholars have different understandings of what a word or phrase means. -The note will have the ULB text followed by an explanation starting with the words "Possible meanings are." The meanings are numbered, and the first one is the one that most Bible scholars consider to be correct. If a meaning is given in a way that it can be used as a translation, it will have quote marks around it. +The note will have the ULB text followed by an explanation starting with the words "Possible meanings are." The meanings are numbered, and the first one is the one that most Bible scholars consider to be correct. If a meaning is given in a way that it can be used as a translation, it will have quote marks around it. The translator needs to decide which meaning to translate. Translators may choose the first meaning, or they may choose one of the other meanings if the people in their community use and respect another Bible version that has one of those other meanings. @@ -13,10 +13,10 @@ The translator needs to decide which meaning to translate. Translators may choos * **the folds of your robe** -- Possible meanings are 1) "the cloth on your arms" ("your sleeves") (UDB) or 2) "the end of the cloth on your robe" ("your hem") or 3) the fold in the garment where it is tucked into the belt. -This note has the ULB text followed by three possible meanings. The word translated by "the folds of your robe" refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. +This note has the ULB text followed by three possible meanings. The word translated by "the folds of your robe" refers to the loose parts of the robe. Most scholars believe it refers here to the sleeves, but it could also refer to the loose part at the bottom or also to the folds in the middle, around the belt. > But Simon Peter, when he saw it, fell down at Jesus' knees (Luke 5:8 ULB) -* **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. This note explains what "fell down at Jesus' knees" might mean. The first meaning is most likely correct, but the other meanings are also possible. If your language does not have a general expression that could include various actions like these, you may need to choose one of these possibilities that describe more specifically what Simon Peter did. It is also helpful to think about why Simon Peter did this, and what kind of action would communicate the same attitude of humility and respect in your culture. \ No newline at end of file diff --git a/translate/resources-connect/01.md b/translate/resources-connect/01.md index e1e594b..7ae50d7 100644 --- a/translate/resources-connect/01.md +++ b/translate/resources-connect/01.md @@ -32,16 +32,16 @@ This note alerts you to the beginning of a new part of a story and gives you a l > 17For he was one of us and received his share of the benefits of this ministry." 18(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. 19It 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 ULB) -* **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. #### The person or thing that pronouns refer to ->20And Isaiah is very bold and says, ->"I was found by those who did not seek me. ->I appeared to those who did not ask for me." ->21But to Israel he says, "All the day long I reached out my hands +>20And Isaiah is very bold and says, +>"I was found by those who did not seek me. +>I appeared to those who did not ask for me." +>21But to Israel he says, "All the day long I reached out my hands >to a disobedient and resistant people." (Romans 10:20-21 ULB) diff --git a/translate/resources-def/01.md b/translate/resources-def/01.md index 3f49720..63eca03 100644 --- a/translate/resources-def/01.md +++ b/translate/resources-def/01.md @@ -1,7 +1,7 @@ ### Description -Sometimes you may not know what a word in the ULB means. The notes may have a definition or a description of the word or phrase to help you understand what it means. +Sometimes you may not know what a word in the ULB means. The notes may have a definition or a description of the word or phrase to help you understand what it means. ### Translation Notes Examples @@ -9,7 +9,7 @@ Simple definitions of words or phrases are added without quotes or sentence form >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 ULB) * **marketplace** - a large, open-air area where people would come to sell their goods -* **flute** - a long, hollow musical instrument which is played by blowing air in or over one end +* **flute** - a long, hollow musical instrument which is played by blowing air in or over one end >people who dress in splendid clothing and live in luxury are in kings' palaces (Luke 7:25 ULB) diff --git a/translate/resources-eplain/01.md b/translate/resources-eplain/01.md index 26bc54b..495d592 100644 --- a/translate/resources-eplain/01.md +++ b/translate/resources-eplain/01.md @@ -5,8 +5,8 @@ Sometimes you may not know what a word or phrase means in the ULB, and it may al ### Translation Notes Examples -Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period ("."). -> The fishermen had gotten out of them and were washing their nets.(Luke 5:2 ULB) +Simple explanations about words or phrases are written as full sentences. They begin with a capital letter and end with a period ("."). +> The fishermen had gotten out of them and were washing their nets.(Luke 5:2 ULB) * **washing their nets** - They were cleaning their fishing nets in order to use them again to catch fish. diff --git a/translate/resources-fofs/01.md b/translate/resources-fofs/01.md index 913b632..ef8a7a6 100644 --- a/translate/resources-fofs/01.md +++ b/translate/resources-fofs/01.md @@ -1,11 +1,11 @@ ### Description -Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. There are many different types of figures of speech. +Figures of speech are ways of saying things that use words in non-literal ways. That is, the meaning of a figure of speech is not the same as the more direct meaning of its words. There are many different types of figures of speech. -In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as "AT," which is the initial letters of "Alternate Translation." There will also be a link to a translationAcademy (tA) page that gives additional information and translation strategies for that kind of figure of speech. +In the translationNotes there will be an explanation about the meaning of a figure of speech that is in the passage. Sometimes an alternate translation is provided. This is marked as "AT," which is the initial letters of "Alternate Translation." There will also be a link to a translationAcademy (tA) page that gives additional information and translation strategies for that kind of figure of speech. -In order to translate the meaning, you need to be able to recognize the figure of speech and know what it means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language. +In order to translate the meaning, you need to be able to recognize the figure of speech and know what it means in the source language. Then you can choose either a figure of speech or a direct way to communicate that same meaning in the target language. ### Translation Notes Examples diff --git a/translate/resources-iordquote/01.md b/translate/resources-iordquote/01.md index b87dfa4..4b607e2 100644 --- a/translate/resources-iordquote/01.md +++ b/translate/resources-iordquote/01.md @@ -5,7 +5,7 @@ There are two kinds of quotations: direct quotation and indirect quotation. When When there is a direct or indirect quote in the ULB, the notes may have an option for translating it as the other kind of quote. The translation suggestion may start with "It can be translated as a direct quote:" or "It can be translated as an indirect quote:" and it will be followed by that kind of quote. This will be followed by a link to the information page called "Direct and Indirect Quotations" that explains both kinds of quotations. -There may be a note about direct and indirect quotes when a quote has another quote inside of it, because these can be confusing. In some languages it may be more natural to translate one of these quotes with a direct quote and the other quote with an indirect quote. The note will end with a link to the information page called "[Quotes within Quotes](../figs-quotesinquotes/01.md)." +There may be a note about direct and indirect quotes when a quote has another quote inside of it, because these can be confusing. In some languages it may be more natural to translate one of these quotes with a direct quote and the other quote with an indirect quote. The note will end with a link to the information page called "[Quotes within Quotes](../figs-quotesinquotes/01.md)." ### Translation Notes Examples @@ -13,7 +13,7 @@ There may be a note about direct and indirect quotes when a quote has another qu * **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 (AT): "do not tell anyone that you have been healed" (See: [Direct and Indirect Quotations](../figs-quotations/01.md) and [Ellipsis](../figs-ellipsis/01.md)) -Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language. +Here the translationNote shows how to change the indirect quote to a direct quote, in case that would be clearer or more natural in the target language. > At the time of the harvest I will say to the reapers, "First pull out the weeds and tie them in bundles to burn them, but gather the wheat into my barn." (Matthew 13:30 ULB) diff --git a/translate/resources-links/01.md b/translate/resources-links/01.md index 317270e..f11c0e6 100644 --- a/translate/resources-links/01.md +++ b/translate/resources-links/01.md @@ -3,9 +3,9 @@ There are two types of links in the translationNotes: links to a translationAcad ### translationAcademy Topics -The translationAcademy topics are intended to enable anyone, anywhere to learn the basics of how to translate the Bible into their own language. They are intended to be highly flexible for just-in-time learning in web and offline mobile video formats. +The translationAcademy topics are intended to enable anyone, anywhere to learn the basics of how to translate the Bible into their own language. They are intended to be highly flexible for just-in-time learning in web and offline mobile video formats. -Each translationNote follows a phrase from the ULB and will provide immediate help on how to translate that phrase. Sometimes there will be a statement in parenthesis at the end of the suggested translation that may look like this: (See: *Metaphor*). The word or words in green are a link to a translationAcademy topic. You can click on the link to learn more about the topic. +Each translationNote follows a phrase from the ULB and will provide immediate help on how to translate that phrase. Sometimes there will be a statement in parenthesis at the end of the suggested translation that may look like this: (See: *Metaphor*). The word or words in green are a link to a translationAcademy topic. You can click on the link to learn more about the topic. There are several reasons to read the translationAcademy topic information: @@ -24,12 +24,12 @@ There are several reasons to read the translationAcademy topic information: Sometimes a phrase is used multiple times in one book. When this happens, there will be a link in the translationNotes-green chapter and verse numbers that you can click on-that will take you back to where you have translated that phrase before. There are several reasons why you will want to go to the place where the word or phrase was translated before: -* This will make it easier for you to translate this phrase by reminding you of how you have already translated it. -* This will make your translation faster and more consistent because you will be reminded to translate that phrase in the same way each time. +* This will make it easier for you to translate this phrase by reminding you of how you have already translated it. +* This will make your translation faster and more consistent because you will be reminded to translate that phrase in the same way each time. -If a translation that you have used before for the same phrase does not fit a new context, then you will have to think of a new way to translate it. In this case, you should make a note of it and discuss it with others on the translation team. +If a translation that you have used before for the same phrase does not fit a new context, then you will have to think of a new way to translate it. In this case, you should make a note of it and discuss it with others on the translation team. -These links will only take you back to notes in the book that you are working on. +These links will only take you back to notes in the book that you are working on. #### Examples diff --git a/translate/resources-questions/01.md b/translate/resources-questions/01.md index 0ed22da..6dc286b 100644 --- a/translate/resources-questions/01.md +++ b/translate/resources-questions/01.md @@ -1,11 +1,11 @@ -It is the duty of the translator, to the best of his ability, to make sure that each Bible passage he translates has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, he will need to study translation helps prepared by Bible scholars, including translationQuestions. +It is the duty of the translator, to the best of his ability, to make sure that each Bible passage he translates has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, he will need to study translation helps prepared by Bible scholars, including translationQuestions. -The translationQuestions (tQ) are based on the text of the ULB, but they can be used to check any Bible translation. They ask questions about the content of the Bible, which should not change as it is translated into different languages. Along with each question, tQ provides a suggested answer for that question. You can use these sets of questions and answers as a way to check the accuracy of your translation, and you can also use them with members of the language community. +The translationQuestions (tQ) are based on the text of the ULB, but they can be used to check any Bible translation. They ask questions about the content of the Bible, which should not change as it is translated into different languages. Along with each question, tQ provides a suggested answer for that question. You can use these sets of questions and answers as a way to check the accuracy of your translation, and you can also use them with members of the language community. Using tQ during community checks will help the translator know if the Target Language translation is clearly communicating the right thing. If the community member can correctly answer the questions after hearing the translation of the Bible chapter, then the translation is clear and accurate. -#### Checking Translations with tQ +#### Checking Translations with tQ In order to use tQ when doing a self-check, follow these steps: @@ -18,11 +18,11 @@ In order to use tQ when doing a self-check, follow these steps: In order to use tQ for a community check, follow these steps: -1. Read the newly completed translation of a Bible chapter to one or more community members. +1. Read the newly completed translation of a Bible chapter to one or more community members. 2. Tell the listeners to only answer the questions from this translation and to not answer using what they know from other translations of the Bible. This is a test of the translation, not of the people. Because of this, testing the translation with people who do not know the Bible well is very useful. 1. Look at the section called "Questions." 1. Read the first question entry for that chapter. -1. Ask the community members to answer the question. Remind them to think of the answer only from the translation. +1. Ask the community members to answer the question. Remind them to think of the answer only from the translation. 1. Click on the question to have the answer displayed. If the community member's answer is very similar to the answer displayed, then the translation is clearly communicating the right thing. If the person cannot answer the question or answers incorrectly, the translation may not be communicating well and may need to be changed. 2. Continue with the rest of the questions for the chapter. diff --git a/translate/resources-types/01.md b/translate/resources-types/01.md index 8c16dd4..1f1315d 100644 --- a/translate/resources-types/01.md +++ b/translate/resources-types/01.md @@ -17,7 +17,7 @@ There are many different types of notes in the Translation Notes. Each type of n * **[Notes with Definitions](../resources-def/01.md)** - Sometimes you may not know what a word in the ULB 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. @@ -25,17 +25,17 @@ There are many different types of notes in the Translation Notes. Each type of n 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 phrases in the ULB. 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 ULB. +* **[Notes with Synonyms and Equivalent Phrases](../resources-synequi/01.md)** - Sometimes the Notes provide a translation suggestion that can replace the word or phrases in the ULB. 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 ULB. -* **[Notes with Alternate Translations (AT)](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULB because the target language may prefer a different form. The alternate translation should only be used when the ULB form or content is not accurate or natural in your language. +* **[Notes with Alternate Translations (AT)](../resources-alter/01.md)** - An alternate translation is a suggested change to the form or content of the ULB because the target language may prefer a different form. The alternate translation should only be used when the ULB form or content is not accurate or natural in your language. * **[Notes that Clarify the UDB Translation](../resources-clarify/01.md)** - When the UDB provides a good alternate translation for the ULB, 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 UDB, and sometimes it will quote the text from the UDB as an Alternate Translation. In that case, the Note will say "(UDB)" after the text from the UDB. -* **[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 that Identify Figures of Speech](../resources-fofs/01.md)** - When there is a Figure of Speech in the ULB text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation (AT:) is provided. There will also be a link to the translationAcademy 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 ULB text, then the notes will provide an explanation of how to translate that Figure of Speech. Sometimes an Alternate Translation (AT:) is provided. There will also be a link to the translationAcademy 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. diff --git a/translate/resources-words/01.md b/translate/resources-words/01.md index 8f5fcfc..1018ec8 100644 --- a/translate/resources-words/01.md +++ b/translate/resources-words/01.md @@ -1,7 +1,7 @@ ### translationWords -It is the duty of the translator, to the best of his ability, to make sure that each Bible passage he translates has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, he will need to study translation helps prepared by Bible scholars, including the translationWords resource. +It is the duty of the translator, to the best of his ability, to make sure that each Bible passage he translates has the meaning that the writer of that Bible passage intended it to communicate. In order to do this, he will need to study translation helps prepared by Bible scholars, including the translationWords resource. In order to use translationWords, follow these steps: @@ -10,9 +10,9 @@ In order to use translationWords, follow these steps: 1. Find the words that you identified as important or difficult, and click on the first one. 1. Read the translationWords entry for that word. 1. After reading the definition, read the Bible passage again, thinking about the definition that you read in translationWords. -1. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning and try each one. +1. Think of possible ways to translate the word in your language that fit the Bible context and the definition. It can be helpful to compare words and phrases in your language that have similar meaning and try each one. 1. Choose the one that you think is best and write it down. -1. Repeat the above steps for other translationWords that you identified. +1. Repeat the above steps for other translationWords that you identified. 1. When you have thought of a good translation for each of the translationWords, then translate the whole passage. 1. Test your translated passage by reading it to others. Change to a different word or phrase in places where others do not understand the meaning. diff --git a/translate/translate-aim/01.md b/translate/translate-aim/01.md index 7636c13..182c74e 100644 --- a/translate/translate-aim/01.md +++ b/translate/translate-aim/01.md @@ -1,5 +1,5 @@ -### A translator is like a hunter +### A translator is like a hunter A translator is like a hunter, who must aim his gun at an animal if he wants to hit it. He must know the kind of animal he is hunting, because a hunter does not shoot birds with the same kind of bullets that he would use to kill an antelope, for example. It is the same when we speak to other people. We do not speak to young children with exactly the same words that we would say to an adult. Neither do we speak to our friends in exactly the same way we would speak to the president or ruler of our country. @@ -12,17 +12,17 @@ In addition, languages are like trees that grow new leaves and lose old ones: ne For these reasons, Bible translators must decide who are the people that they will aim their translation at. Here are their choices: -#### Aim to the Future +#### Aim to the Future Translators can aim their translation at young mothers and their children who speak the target language, because these people represent the future of their language. If translators work in this way, they will avoid using old words that the younger people are not learning. Instead, they will use ordinary, everyday words as much as possible. In addition, such translators will follow these other rules: -1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word "synagogue" into something like "sinagog" and then try to teach its meaning to the people. They will not try to transform the Bible word "angel" into something like "enjel" and then try to teach its meaning to the target language readers. +1. They do not try to transliterate common Bible words from other languages into the target language. For example, this means that they will not try to transform the Bible word "synagogue" into something like "sinagog" and then try to teach its meaning to the people. They will not try to transform the Bible word "angel" into something like "enjel" and then try to teach its meaning to the target language readers. 2. They do not try to invent new words to signal ideas that they find in the Bible. For example, if the target language has no word that signals all the aspects included in "grace" or "sanctify," translators do not make up new words for them. Instead, they will find phrases suitable for expressing the main part of the word's meaning in the Bible passage that they are working on. 3. They remember not to take known words in the target language and stuff them with new meaning. They know that if they try this, the people will simply ignore the new meaning. As a result, the people will misunderstand the meaning that you want the text to communicate. 4. They remember to express the biblical ideas in ways that are clear and natural. (See: [Create Clear Translations](../guidelines-clear/01.md), [Create Natural Translations](../guidelines-natural/01.md)) When translators follow these rules, we call the result a common language version. If you are working to provide a language with its first Bible, then we recommend that you follow these guidelines. Common language versions in English include Today's English Version and The Common English Bible. But remember that your target language will probably want to express many ideas in ways that are very different from what you find in these English versions. -#### Aim for a Bible Study Translation +#### Aim for a Bible Study Translation Translators can aim their translation at Christians who want to study the Bible in a way that is deeper than the way it is read by new Christians. Translators may decide to do this if the target language already has a good Bible that speaks well to unbelievers and new believers. If translators work in this way, they may decide to: 1. Try to imitate more of the grammatical structures they find in the biblical languages. For example, when the Bible says, "The love of God," translators might decide to leave the expression ambiguous. If they do this, they will not decide whether it means "the love that people have for God" or "the love that God has for people." When the Bible says, "the love that we have in Christ Jesus," translators might decide not to say that it means "because of Christ Jesus" or "united to Christ Jesus." diff --git a/translate/translate-alphabet/01.md b/translate/translate-alphabet/01.md index 3d3e886..26779a8 100644 --- a/translate/translate-alphabet/01.md +++ b/translate/translate-alphabet/01.md @@ -7,12 +7,12 @@ The goal of a good alphabet is to have one letter to represent each different so If a neighboring language already has an alphabet, and if that language has similar sounds to your language, it might work well to simply borrow their alphabet. If not, then the next best thing is to borrow the alphabet from the national language that you learned in school. However, it is likely that your language has sounds that the national language does not, and so it will be difficult to use this alphabet to represent all of the sounds of your language. In that case, it is good to think about each sound in your language. Write out the national language alphabet on a piece of paper from top to bottom. Then write a word from your language next to each letter that either starts with that sound or has that sound in it. Underline the letter that makes that sound in each of the words. -There may be letters in the national alphabet that your language does not use. That is fine. Now think about the sounds from these words that you had a hard time writing, or that you could not find a letter for. If the sound is similar to a sound that you did find a letter for, then maybe you can modify that letter to represent the other sound. For example, if you have a sound represented by "s", and a similar sound that there was no letter for, you could add a mark to the letter for the similar sound, such as putting ' or ^ or ~ on top of it. If you find that there is a group of sounds that seem to all have the same kind of difference from the national language sounds, then it is good to modify that group of letters in the same way. +There may be letters in the national alphabet that your language does not use. That is fine. Now think about the sounds from these words that you had a hard time writing, or that you could not find a letter for. If the sound is similar to a sound that you did find a letter for, then maybe you can modify that letter to represent the other sound. For example, if you have a sound represented by "s", and a similar sound that there was no letter for, you could add a mark to the letter for the similar sound, such as putting ' or ^ or ~ on top of it. If you find that there is a group of sounds that seem to all have the same kind of difference from the national language sounds, then it is good to modify that group of letters in the same way. Once you have finished this exercise and cannot think of any more sounds in your language, try writing a story or write down something that happened recently. As you write, you will probably discover sounds that you had not thought of earlier. Continue to modify letters so that you can write these sounds. Add these sounds to the list you made earlier. Take your list of sounds to other speakers of your language who also read the national language and see what they think about it. Maybe they can suggest a different way to modify some letters that is simpler or easier to read. Also show these other people the story you wrote and teach them to read it by referring to your list of words and letter-sounds. If they can learn to read it easily, then your alphabet is good. If it is difficult, then there might be parts of the alphabet that still need work to be simpler, or there may be different sounds that are being represented by the same letter, or there may be some sounds that you still need to find letters for. -It is good to continue to work on this alphabet together with other speakers of your language who are good readers in the national language. You can discuss the different sounds and decide on the best way to represent them together. +It is good to continue to work on this alphabet together with other speakers of your language who are good readers in the national language. You can discuss the different sounds and decide on the best way to represent them together. If the national language uses a writing system other than the Roman alphabet, then think about the different marks that you could use to modify the symbols so that they can represent the sounds of your language. It is best if you can mark the symbols in ways that can be reproduced on a computer. (You can experiment with the writing systems in a word processor or with the keyboards in translationKeyboard. http://ufw.io/tk/) If you need help creating a keyboard, send an email request to . When you use symbols that can be typed on a computer keyboard, then your translation can be stored, copied, and distributed electronically, and then people can get it for no cost and read it on tablets or cell phones. \ No newline at end of file diff --git a/translate/translate-alphabet2/01.md b/translate/translate-alphabet2/01.md index 9f3fdb7..8e8b13c 100644 --- a/translate/translate-alphabet2/01.md +++ b/translate/translate-alphabet2/01.md @@ -1,28 +1,28 @@ -### Definitions -These are definitions of words that we use to talk about how people make the sounds that form into words, and also definitions of words that refer to the parts of words. +### Definitions +These are definitions of words that we use to talk about how people make the sounds that form into words, and also definitions of words that refer to the parts of words. #### Consonant These are the sounds that people make when the air flow from their lungs is interrupted or limited by the position of the tongue, teeth or lips. The majority of letters in the alphabet are consonant letters. Most consonant letters have only one sound.  -#### Vowel +#### Vowel 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) -A part of a word that has only one vowel sound, with or without surrounding consonants. Some words have only one syllable. +#### Syllable (syl-ab-al) +A part of a word that has only one vowel sound, with or without surrounding consonants. Some words have only one syllable. -#### Affix +#### Affix Something that is added to a word that changes its meaning. This could be at the beginning, or the end, or in the body of a word. -#### Root +#### Root 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.") ### 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. -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.” @@ -30,24 +30,24 @@ Vowel sounds are the basic part of syllables. English has only five vowels symbo **The Vowels of English** Position in the Mouth Front – Mid – Back - Rounding (unrounded) (unrounded) (rounded) + Rounding (unrounded) (unrounded) (rounded) 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” 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.) -The vowel sounds form the middle of each syllable, and the consonant sounds come before and after the vowels. +The vowel sounds form the middle of each syllable, and the consonant sounds come before and after the vowels. -**Articulation** is the description of how air comes through the mouth or nose to produce the sounds that we can recognize as speech. +**Articulation** is the description of how air comes through the mouth or nose to produce the sounds that we can recognize as speech. -**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." -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). @@ -59,19 +59,19 @@ The **manner of articulation** describes how the airflow is slowed. It can come Lip - Fricative f / v Tongue Tip - Stop t / d - Liquid / l / r + Liquid / l / r Tongue Blade - Fricative ch/dg Tongue Back - Stop k / g - Tongue Root - + Tongue Root - Semi-Vowel / w / y h / Nose – 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. -**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. **Consonant Chart** – a consonant symbol chart is offered here without mentioning the Articulators. As you explore the sounds of your language, listening for voicing and feeling the position of your tongue and lips when you make the sound, you can fill out the charts in this article with symbols to represent those sounds. diff --git a/translate/translate-bdistance/01.md b/translate/translate-bdistance/01.md index 72b9935..f250d92 100644 --- a/translate/translate-bdistance/01.md +++ b/translate/translate-bdistance/01.md @@ -3,13 +3,13 @@ The following terms are the most common measures for distance or length that were originally used in the Bible. Most of these are based on the sizes of the hand and forearm. -* The **handbreadth** was the width of the palm of a man's hand. +* The **handbreadth** was the width of the palm of a man's hand. * The **span** or handspan was the width of a man's hand with the fingers spread out. * The **cubit** was the length of a man's forearm, from the elbow to the tip of the longest finger. * The **"long" cubit** is used only in Ezekiel 40-48. It is the length of a normal cubit plus a span. * The **stadium** (plural, **stadia**) referred to a certain footrace that was about 185 meters in length. Some older English versions translated this word as "furlong", which referred to the average length of a plowed field. -The metric values in the table below are close but not exactly equal to the biblical measures. The biblical measures probably differed in exact length from time to time and place to place. The equivalents below are an attempt to give an average measurement. +The metric values in the table below are close but not exactly equal to the biblical measures. The biblical measures probably differed in exact length from time to time and place to place. The equivalents below are an attempt to give an average measurement. | Original Measure | Metric Measure | | -------- | -------- | @@ -34,8 +34,8 @@ The metric values in the table below are close but not exactly equal to the bibl 1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md)) 1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. 1. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. -1. Use the measurements from the ULB and include measurements that your people know in the text or a note. -1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. +1. Use the measurements from the ULB and include measurements that your people know in the text or a note. +1. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. ### Translation Strategies Applied @@ -49,11 +49,11 @@ The strategies are all applied to Exodus 25:10 below. 2. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. - * "They are to make an ark of acacia wood. Its length must be one meter; its width will be two thirds of a meter; and its height will be two thirds of a meter." + * "They are to make an ark of acacia wood. Its length must be one meter; its width will be two thirds of a meter; and its height will be two thirds of a meter." 3. Use measurements that are already used in your language. In order to do this you would need to know how your measurements relate to the metric system and figure out each measurement. For example, if you measure things using the standard foot length, you could translate it as below. - * "They are to make an ark of acacia wood. Its length must be 3 3/4 feet; its width will be 2 1/4 feet; and its height will be 2 1/4 feet." + * "They are to make an ark of acacia wood. Its length must be 3 3/4 feet; its width will be 2 1/4 feet; and its height will be 2 1/4 feet." 4. Use the measurements from the ULB and include measurements that your people know in the text or a note. The following shows both measurements in the text. diff --git a/translate/translate-bibleorg/01.md b/translate/translate-bibleorg/01.md index cf97414..56f365a 100644 --- a/translate/translate-bibleorg/01.md +++ b/translate/translate-bibleorg/01.md @@ -1,13 +1,13 @@ The Bible is made up of 66 "books." Although they are called "books," they vary greatly in length and the shortest ones are only a page or two long. The Bible has two main parts. The first part was written first and is called the Old Testament. The second part was written later and is called the New Testament. The Old Testament has 39 books and the New Testament has 27 books. (Some of the books in the New Testament are letters to people.) -Each book is divided into chapters. Most books have more than one chapter, but Obadiah, Philemon, 2 John, 3 John, and Jude each have only one chapter. All the chapters are divided into verses. +Each book is divided into chapters. Most books have more than one chapter, but Obadiah, Philemon, 2 John, 3 John, and Jude each have only one chapter. All the chapters are divided into verses. When we want to refer to a verse, we first write the name of the book, then the chapter, and then the verse. For example "John 3:16" means the book of John, chapter 3, verse 16. When we refer to two or more verses that are next to each other, we put a line between them. "John 3:16-18" means John, chapter 3, verses 16, 17, and 18. -When we refer to verses that are not next to each other, we use commas to separate them. "John 3:2, 6, 9" means John chapter 3, verses 2, 6, and 9. +When we refer to verses that are not next to each other, we use commas to separate them. "John 3:2, 6, 9" means John chapter 3, verses 2, 6, and 9. After the chapter and verse numbers, we put the abbreviation for the translation of the Bible that we used. In the example below, "ULB" stands for the *Unlocked Literal Bible*. diff --git a/translate/translate-bmoney/01.md b/translate/translate-bmoney/01.md index d28fef7..a93d4fa 100644 --- a/translate/translate-bmoney/01.md +++ b/translate/translate-bmoney/01.md @@ -9,7 +9,7 @@ The two tables below show some of the most well-known units of money found in th | -------- | -------- | -------- | | daric | gold coin | 8.4 grams | | shekel | various metals | 11 grams | -| talent | various metals | 33 kilograms| +| talent | various metals | 33 kilograms| | Unit in NT | Metal | Day's Wage | @@ -26,7 +26,7 @@ Do not use modern money values since these change from year to year. Using them ### Translation Strategies -The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). +The value of most money in the Old Testament was based on its weight. So when translating these weights in the Old Testament, see [Biblical Weight](../translate-bweight/01.md). The strategies below are for translating the value of money in the New Testament 1. Use the Bible term and spell it in a way that is similar to the way it sounds. (see [Copy or Borrow Words](../translate-transliterate/01.md)) @@ -51,7 +51,7 @@ The translations strategies are all applied to Luke 7:41 below. 3. Describe the value of the money in terms of what people in Bible times could earn in one day of work. - * "The one owed five hundred days' wages, and the other owed fifty days' wages." + * "The one owed five hundred days' wages, and the other owed fifty days' wages." 4. Use the Bible term and give the equivalent amount in the text or a footnote. diff --git a/translate/translate-bvolume/01.md b/translate/translate-bvolume/01.md index c951be9..30cb074 100644 --- a/translate/translate-bvolume/01.md +++ b/translate/translate-bvolume/01.md @@ -27,7 +27,7 @@ The following terms are the most common units of volume used in the Bible to sta ### When the unit of measure is stated -#### Translation Strategies +#### Translation Strategies 1. Use the measurements from the ULB. These are the same kinds of measurements that the original writers used. Spell them in a way that is similar to the way they sound or are spelled in the ULB. (see [Copy or Borrow Words](../translate-transliterate/01.md)) 1. Use the metric measurements given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. @@ -60,22 +60,22 @@ The strategies are all applied to Isaiah 5:10 below. 5. Use measurements that your people know, and include the measurements from the ULB in the text or in a note. The following shows the ULB measurements in footnotes. - * "For four hectares of vineyard will yield only twenty-two liters1, and 220 liters2 of seed will yield only twenty-two liters3." The footnotes would look like: + * "For four hectares of vineyard will yield only twenty-two liters1, and 220 liters2 of seed will yield only twenty-two liters3." The footnotes would look like: * [1]one bath * [2]one homer * [3]one ephah ### When the unit of measure is implied -Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULB and UDB, add the word "measure." +Sometimes the Hebrew does not specify a particular unit of volume but only uses a number. In these cases, many English versions, including the ULB and UDB, add the word "measure." * **whenever anyone came to the grainery for twenty measures of grain, there were only ten, and whenever someone came to the wine vat to draw out fifty measures of wine, there were only twenty.** (Haggai 2:16 ULB) #### Translation Strategies 1. Translate literally by using the number without a unit. -1. Use a generic word like "measure" or "quantity" or "amount." -1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. +1. Use a generic word like "measure" or "quantity" or "amount." +1. Use the name of an appropriate container, such as "basket" for grain or "jar" for wine. 1. Use a unit of measure that you are already using in your translation. #### Translation Strategies Applied diff --git a/translate/translate-bweight/01.md b/translate/translate-bweight/01.md index b9faef1..5a08c89 100644 --- a/translate/translate-bweight/01.md +++ b/translate/translate-bweight/01.md @@ -6,7 +6,7 @@ The following terms are the most common units of weight in the Bible. The term " | Original Measure | Shekels | Grams | Kilograms | |--------------------|----------|---------|------------| |shekel | 1 shekel |11 grams | - | -| bekah | 1/2 shekel | 5.7 grams | - | +| bekah | 1/2 shekel | 5.7 grams | - | | pim | 2/3 shekel | 7.6 grams | - | | gerah | 1/20 shekel | 0.57 grams | - | | mina | 50 shekels | 550 grams | 1/2 kilogram | @@ -53,7 +53,7 @@ The strategies are all applied to Exodus 38:29 below. 5. Use measurements that your people know, and include the measurements from the ULB in the text or in a footnote. The following shows the ULB measurements in notes. - * "The bronze from the offering weighed seventy talents and 2,400 shekels.1" + * "The bronze from the offering weighed seventy talents and 2,400 shekels.1" * The footnote would look like: [1] This was a total of about 2,400 kilograms. \ No newline at end of file diff --git a/translate/translate-chapverse/01.md b/translate/translate-chapverse/01.md index 5c9614a..39489cb 100644 --- a/translate/translate-chapverse/01.md +++ b/translate/translate-chapverse/01.md @@ -20,9 +20,9 @@ Since 3 John has only one chapter, some versions do not mark the chapter number. Some of the psalms have an explanation before them. In some versions the explanation is not given a verse number, as in the ULB and UDB. In other versions the explanation is verse 1, and the actual psalm starts with verse 2. ->... and Darius the Mede received the kingdom when he was about sixty-two years old. (Daniel 5:31 ULB) +>... and Darius the Mede received the kingdom when he was about sixty-two years old. (Daniel 5:31 ULB) -In some versions this is the last verse of Daniel 5. In other versions this is the first verse of Daniel 6. +In some versions this is the last verse of Daniel 5. In other versions this is the first verse of Daniel 6. ### Translation Strategies @@ -30,23 +30,23 @@ In some versions this is the last verse of Daniel 5. In other versions this is t ### Examples of Translation Strategies Applied -If the people who speak your language have another Bible that they use, number the chapters and verses the way it does. +If the people who speak your language have another Bible that they use, number the chapters and verses the way it does. -The example below is from 3 John 1. Some Bibles mark this text as verses 14 and 15, and some mark it all as verse 14. You may mark the verse numbers as your other Bible does. +The example below is from 3 John 1. Some Bibles mark this text as verses 14 and 15, and some mark it all as verse 14. You may mark the verse numbers as your other Bible does. * **14 But I expect to see you soon, and we will speak face to face.** 15 **Peace be to you. The friends greet you. Greet the friends by name.** (3 John 1:14-15 ULB) * "14 But I expect to see you soon, and we will speak face to face. Peace be to you. The friends greet you. Greet the friends by name."(3 John 14) Next is an example from Psalm 3. Some Bibles do not mark the explanation at the beginning of the psalm as a verse, and others mark it as verse 1. You may mark the verse numbers as your other Bible does. -***A psalm of David, when he fled from Absalom his son.*** -1 **Yahweh, how many are my enemies!** -**Many have turned away and attacked me.** -2 **Many say about me,** +***A psalm of David, when he fled from Absalom his son.*** +1 **Yahweh, how many are my enemies!** +**Many have turned away and attacked me.** +2 **Many say about me,** **"There is no help for him from God." *Selah*** -1 *A psalm of David, when he fled from Absalom his son.* -2 Yahweh, how many are my enemies! -Many have turned away and attacked me. -3 Many say about me, +1 *A psalm of David, when he fled from Absalom his son.* +2 Yahweh, how many are my enemies! +Many have turned away and attacked me. +3 Many say about me, "There is no help for him from God." *Selah* \ No newline at end of file diff --git a/translate/translate-decimal/01.md b/translate/translate-decimal/01.md index 03a6e4a..c070ff7 100644 --- a/translate/translate-decimal/01.md +++ b/translate/translate-decimal/01.md @@ -5,28 +5,28 @@ The decimal point, or decimal comma, is a mark placed to the left of a number to In some countries people use a decimal point, and in other countries people use a decimal comma. So translators in countries that use a decimal comma would write "3.7 meters" as "3,7 meters." In some cultures people prefer fractions. (see [Fractions](../translate-fraction/01.md)) -In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or fractions. When they are used with a measurement such as meters, grams, and liters, the are usually written as decimals. +In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or fractions. When they are used with a measurement such as meters, grams, and liters, the are usually written as decimals. #### Decimal Numbers in the UDB | Decimal | Fraction | Simpler Fraction | | -------- | -------- | -------- | -|.1 |one tenth | | -|.2 |two tenths | one fifth | -|.3 |three tenths | | -|.4 |four tenths | two fifths| -|.5 |five tenths | one half | -|.6 |six tenths | three fifths | -|.7 |seven tenths | | -|.8 |eight tenths | four fifths | -|.9 |nine tenths | | -|.25 |twenty-five one hundredths | one fourth | +|.1 |one tenth | | +|.2 |two tenths | one fifth | +|.3 |three tenths | | +|.4 |four tenths | two fifths| +|.5 |five tenths | one half | +|.6 |six tenths | three fifths | +|.7 |seven tenths | | +|.8 |eight tenths | four fifths | +|.9 |nine tenths | | +|.25 |twenty-five one hundredths | one fourth | |.75 |seventy-five one hundredths | three fourths | #### Reasons this is a translation issue -* If translators want to use the measures in the UDB, they will need to be able to understand the decimal numbers that are used with them. +* If translators want to use the measures in the UDB, they will need to be able to understand the decimal numbers that are used with them. * Translators will need to write the numbers in a way that their readers will understand them. ### Examples from the Bible @@ -34,7 +34,7 @@ In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or For telling about parts of a number, the Unlocked Literal Bible (ULB) uses fractions, and the Unlocked Dynamic Bible (UDB) uses mostly decimals when the number is used with a measurement. Another difference between the ULB and the UDB is that when measuring [Biblical Distance](../translate-bdistance/01.md), [Biblical Weight](../translate-bweight/01.md), and [Biblical Volume](../translate-bvolume/01.md), they use different systems, so the numbers in the ULB and the UDB are not the same for these measures. >They are to make an ark of acacia wood. Its length must be two and a half cubits; its width will be one cubit and a half; and its height will be one cubit and a half. (Exodus 25:10 ULB) -The ULB uses the fraction "half." This can also be written as a decimal: .5. +The ULB uses the fraction "half." This can also be written as a decimal: .5. >Tell the people to make a sacred chest from acacia wood. It is to be one meter long, 0.7 meter wide, and 0.7 meter high. (Exodus 25:10 UDB) The UDB uses the decimal 0.7. This equals seven tenths. @@ -45,7 +45,7 @@ One and a half cubits is about .7 meter or seven tenths of a meter. ### Translation Strategies -* Decide whether you want to use only fractions, only decimals, or a combination of the two. +* Decide whether you want to use only fractions, only decimals, or a combination of the two. * Decide whether you want to use the measures given in the ULB or the UDB or some other kind of measures. * If you decide to use fractions and the measures in the ULB, simply translate the numbers and measures in the ULB. * If you decide to use decimals and the measures in the UDB, simply translate the numbers and measures in the UDB. diff --git a/translate/translate-dynamic/01.md b/translate/translate-dynamic/01.md index 91456f2..53d3907 100644 --- a/translate/translate-dynamic/01.md +++ b/translate/translate-dynamic/01.md @@ -1,7 +1,7 @@ ### Introduction -We have looked closely at literal translations. Now, we will look at meaning-based translations. These translations are also called: +We have looked closely at literal translations. Now, we will look at meaning-based translations. These translations are also called: * meaning-equivalent * idiomatic @@ -50,14 +50,14 @@ Note that this modified-literal translation retains the words "fruits" and "repe Meaning-based translations, on the other hand, are more likely to change the words and order if the translators think it will help to clarify the meaning. Consider these three meaning-based translations: From the Living Bible: ->…prove that you have turned from sin by doing worthy deeds. +>…prove that you have turned from sin by doing worthy deeds. From the New Living Translation: ->Prove by the way you live that you have repented of your sins and turned to God. +>Prove by the way you live that you have repented of your sins and turned to God. From the Unlocked Dynamic Bible >Do the things that show that you have truly turned away from your sinful behavior! -Notice that these translations have changed the word order to be more natural in English. Also, the word "fruits" no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULB translation. Instead, rather than "fruits," the meaning-based translations refer to "deeds" or to "the way you live." "Fruits" in this verse is used as part of a metaphor. The meaning of "fruits" in this metaphor is "the things that a person does." (See [Metaphor](../figs-metaphor/01.md).) +Notice that these translations have changed the word order to be more natural in English. Also, the word "fruits" no longer appears. In fact, the Living Bible translation uses almost none of the words in the ULB translation. Instead, rather than "fruits," the meaning-based translations refer to "deeds" or to "the way you live." "Fruits" in this verse is used as part of a metaphor. The meaning of "fruits" in this metaphor is "the things that a person does." (See [Metaphor](../figs-metaphor/01.md).) So these translations translated the meaning in context, rather than just the words. They also used more understandable phrases such as "turned from sin" or "turned away from your sinful behavior" rather than the single difficult word "repentance," or they explained the word by saying, "repented of your sins and turned to God." The meaning in all of them is the same, but the form is very different. In the meaning-based translations, the meaning is much clearer. \ No newline at end of file diff --git a/translate/translate-form/01.md b/translate/translate-form/01.md index 1e6d372..42aeb9e 100644 --- a/translate/translate-form/01.md +++ b/translate/translate-form/01.md @@ -6,7 +6,7 @@ The meaning of a text is the most crucial element. However, the form of the text For example, look at the differences in form between two translations of Psalm 9:1-2: From the New Life Version: ->I will give thanks to the Lord with all my heart. I will tell of all the great things You have done. I will be glad and full of joy because of You. I will sing praise to Your name, O Most High. +>I will give thanks to the Lord with all my heart. I will tell of all the great things You have done. I will be glad and full of joy because of You. I will sing praise to Your name, O Most High. From the New Revised Standard Version >I will give thanks to the LORD with my whole heart; @@ -23,11 +23,11 @@ A reader of the second version will know that this Psalm is a poem or a song bec Look also at the form of 2 Samuel 18:33b in the New International Version: ->"O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!" +>"O my son Absalom! My son, my son Absalom! If only I had died instead of you–O Absalom, my son, my son!" Someone might say that the meaning contained in this part of the verse is, "I wish that I had died instead of my son Absalom." This does summarize the meaning contained in the words. But the form communicates much more than just that content. The repetition of "my son" so many times, the repetition of the name "Absalom," the expression "O," the wish form "If only…" all communicate a strong emotion of deep anguish on the part of a father who has lost a son. As a translator, you need to translate not just the meaning of the words, but also the meaning of the form. For 2 Samuel 18:33b, it is important that you use a form that communicates the same emotion as contained in the original language. -So we need to examine the form of the biblical text and ask ourselves why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help us to understand the meaning of the form are: +So we need to examine the form of the biblical text and ask ourselves why it has that form and not some other one. What attitude or emotion is it communicating? Other questions that might help us to understand the meaning of the form are: * Who wrote it? * Who received it? diff --git a/translate/translate-formatsignals/01.md b/translate/translate-formatsignals/01.md index d6fae01..40cc918 100644 --- a/translate/translate-formatsignals/01.md +++ b/translate/translate-formatsignals/01.md @@ -1,6 +1,6 @@ -### Description +### Description The *Unlocked Literal Bible* (ULB) and *Unlocked Dynamic Bible* (UDB) use ellipsis marks, long dashes, parentheses, and indentation to show how information in the text is related to what is around it. @@ -33,7 +33,7 @@ In John 6:6, John interrupted the story he was writing to explain that Jesus alr >5When Jesus looked up and saw a great crowd coming to him, he said to Philip, "Where are we going to buy bread so that these may eat?" 6 **(**Now Jesus said this to test Philip, for he himself knew what he was going to do.**)** 7Philip answered him, "Two hundred denarii worth of bread would not be sufficient for each one to have even a little." (John 6:5-7 ULB) -The words in the parentheses below are not what Jesus was saying, but what Matthew was saying to the reader, to alert the reader that Jesus was using words that they would need to think about and interpret. +The words in the parentheses below are not what Jesus was saying, but what Matthew was saying to the reader, to alert the reader that Jesus was using words that they would need to think about and interpret. >"Therefore, when you see the abomination of desolation, which was spoken of by Daniel the prophet, standing in the holy place" **(**let the reader understand**)**, "let those who are in Judea flee to the mountains, let him who is on the housetop not go down to take out anything that is in his house, 18and let him who is in the field not return to take his cloak." (Matthew 24:15-18 ULB) @@ -43,7 +43,7 @@ The words in the parentheses below are not what Jesus was saying, but what Matth 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: ->5 These are the names of the leaders who must fight with you: ->    From the tribe of Reuben, Elizur son of Shedeur; ->    6 from the tribe of Simeon, Shelumiel son of Zurishaddai; +>5 These are the names of the leaders who must fight with you: +>    From the tribe of Reuben, Elizur son of Shedeur; +>    6 from the tribe of Simeon, Shelumiel son of Zurishaddai; >    7 from the tribe of Judah, Nahshon son of Amminadab; (Numbers 1:5-7 ULB) \ No newline at end of file diff --git a/translate/translate-fraction/01.md b/translate/translate-fraction/01.md index 0fc2df5..d4f6348 100644 --- a/translate/translate-fraction/01.md +++ b/translate/translate-fraction/01.md @@ -2,75 +2,75 @@ ### Description -Fractions are a kind of number that refer to equal parts of a thing or to equal groups within a larger group of people or things. An item or a group of items is divided into two or more parts or groups, and a fraction refers to one or more of those parts or groups. ->For the drink offering, you must offer a third of a hin of wine. (Numbers 15:7 ULB) +Fractions are a kind of number that refer to equal parts of a thing or to equal groups within a larger group of people or things. An item or a group of items is divided into two or more parts or groups, and a fraction refers to one or more of those parts or groups. +>For the drink offering, you must offer a third of a hin of wine. (Numbers 15:7 ULB) -A hin is a container used for measuring wine and other liquids. They were to think about dividing a hin container into three equal parts and fill up only one of those parts, and offer that amount. ->a third of the ships were destroyed. (Revelation 8:9 ULB) +A hin is a container used for measuring wine and other liquids. They were to think about dividing a hin container into three equal parts and fill up only one of those parts, and offer that amount. +>a third of the ships were destroyed. (Revelation 8:9 ULB) -There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed. +There were many ships. If all those ships were divided into three equal groups of ships, one group of ships was destroyed. -Most fractions in English simply have "-th" added to the end of the number. +Most fractions in English simply have "-th" added to the end of the number. | Number of parts the whole is divided into | Fraction | | -------- | -------- | -| four | fourth | -| ten | tenth | +| four | fourth | +| ten | tenth | | one hundred | one hundredth | | one thousand | one thousandth | -Some fractions in English do not follow that pattern. +Some fractions in English do not follow that pattern. | Number of parts the whole is divided into | Fraction | | -------- | -------- | -| two | half | -| three | third | +| two | half | +| three | third | | five | fifth | -**Reason this is a translation issue:** Some languages do not use fractions. They may simply talk about parts or groups, but they do not use fractions to tell how big a part is or how many are included in a group. +**Reason this is a translation issue:** Some languages do not use fractions. They may simply talk about parts or groups, but they do not use fractions to tell how big a part is or how many are included in a group. ### Examples From the Bible ->Now to one half of the tribe of Manasseh, Moses had given an inheritance in Bashan, but to the other half, Joshua gave an inheritance beside their brothers in the land west of the Jordan. (Joshua 22:7 ULB) +>Now to one half of the tribe of Manasseh, Moses had given an inheritance in Bashan, but to the other half, Joshua gave an inheritance beside their brothers in the land west of the Jordan. (Joshua 22:7 ULB) -The tribe of Manasseh divided into two groups. The phrase "one half of the tribe of Manasseh" refers one of those groups. The phrase "the other half" refers to the other group. ->The four angels who had been prepared for that very hour, that day, that month, and that year, were released to kill a third of humanity. (Revelation 9:15 ULB) +The tribe of Manasseh divided into two groups. The phrase "one half of the tribe of Manasseh" refers one of those groups. The phrase "the other half" refers to the other group. +>The four angels who had been prepared for that very hour, that day, that month, and that year, were released to kill a third of humanity. (Revelation 9:15 ULB) -If all the people were to be divided into three equal groups, then the number of people in one group would be killed. ->You must also prepare a fourth of a hin of wine as the drink offering. (Numbers 15:5 ULB) +If all the people were to be divided into three equal groups, then the number of people in one group would be killed. +>You must also prepare a fourth of a hin of wine as the drink offering. (Numbers 15:5 ULB) -They were to imagine dividing a hin of wine into four equal parts and prepare the amount equal to one of them. +They were to imagine dividing a hin of wine into four equal parts and prepare the amount equal to one of them. ### Translation Strategies If a fraction in your language would give the right meaning, consider using it. If not, you could consider these strategies. -1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. -1. For measurements such as for weight and length, use a unit that your people might know or the unit in the UDB. -1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. +1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. +1. For measurements such as for weight and length, use a unit that your people might know or the unit in the UDB. +1. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. ### Examples of These Translation Strategies Applied -1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. +1. Tell the number of parts or groups that the item would be divided into, and then tell the number of parts or groups that is being referred to. - * **A third of the ocean became red like blood** (Revelation 8:8 ULB) + * **A third of the ocean became red like blood** (Revelation 8:8 ULB) * It was like they divided the ocean into three parts, and one part of the ocean became blood. * **then you must offer with the bull a grain offering of three tenths of an ephah of fine flour mixed with half a hin of oil.** (Numbers 15:9 ULB) - * ... then you must divide an ephah of fine flour into ten parts and divide a hin of oil into two parts. Then mix three of those parts of the flour with one of the parts of oil. Then you must offer that grain offering along with the bull. + * ... then you must divide an ephah of fine flour into ten parts and divide a hin of oil into two parts. Then mix three of those parts of the flour with one of the parts of oil. Then you must offer that grain offering along with the bull. -2. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. +2. For measurements, use the measurements that are given in the UDB. The translators of the UDB have already figured how to represent the amounts in the metric system. * **two thirds of a shekel** (1 Samuel 13:21 ULB) - * eight grams of silver (1 Samuel 13:21 UDB) + * eight grams of silver (1 Samuel 13:21 UDB) - * **three tenths of an ephah of fine flour mixed with half a hin of oil.** (Numbers 15:9 ULB) - * six and one-half liters of finely ground flour mixed with two liters of olive oil. (Numbers 15:9 UDB) + * **three tenths of an ephah of fine flour mixed with half a hin of oil.** (Numbers 15:9 ULB) + * six and one-half liters of finely ground flour mixed with two liters of olive oil. (Numbers 15:9 UDB) -3. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. +3. For measurements, use ones that are used in your language. In order to do that you would need to know how your measurements relates to the metric system and figure out each measurement. * **three tenths of an ephah of fine flour mixed with half a hin of oil.** (Numbers 15:9, ULB) * six quarts of fine flour mixed with two quarts of oil. diff --git a/translate/translate-hebrewmonths/01.md b/translate/translate-hebrewmonths/01.md index ad14681..b6c3bd2 100644 --- a/translate/translate-hebrewmonths/01.md +++ b/translate/translate-hebrewmonths/01.md @@ -1,17 +1,17 @@ -### Description +### Description -The Hebrew calendar used in the Bible has twelve months. Unlike the western calendar, its first month begins in the spring of the northern hemisphere. Sometimes a month is called by its name (Abib, Ziv, Sivan), and sometimes it is called by its order in the Hebrew calendar year (first month, second month, third month). +The Hebrew calendar used in the Bible has twelve months. Unlike the western calendar, its first month begins in the spring of the northern hemisphere. Sometimes a month is called by its name (Abib, Ziv, Sivan), and sometimes it is called by its order in the Hebrew calendar year (first month, second month, third month). -#### Reasons this is a translation issue +#### Reasons this is a translation issue * Readers may be surprised to read of months that they have never heard of, and they may wonder how those months correspond to the months that they use. * Readers may not realize that phrases such as "the first month" or "the second month" refer to the first or second month of the Hebrew calendar, not some other calendar. * Readers may not know when the first month of the Hebrew calendar begins. * The scripture may tell about something happening in a certain month, but readers will not be able to fully understand what is said about it if they do not know what season of the year that was. -#### List of Hebrew Months +#### List of Hebrew Months 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 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. @@ -38,21 +38,21 @@ This is a list of the Hebrew months with information about them that may be help **Adar** - This is the twelfth and last month of the Hebrew calendar. This is during the cold season. It is during the last part of February and the first part of March on western calendars. The feast called Purim is celebrated in Adar. -#### Examples from the Bible +#### Examples from the Bible
You are going out of Egypt on this day, in the month of Abib. (Exodus 13:4 ULB)
> You must eat unleavened bread from twilight of the fourteenth day in the first month of the year, until twilight of the twenty-first day of the month. (Exodus 12:18 ULB) -### Translation Strategies +### Translation Strategies You may need to make some information about the months explicit. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md)) 1. Tell the the number of the Hebrew month. -1. Use the months that people know. -1. State clearly what season the month occurred in. +1. Use the months that people know. +1. State clearly what season the month occurred in. 1. Refer to the time in terms of the season rather than in terms of the month. (If possible, use a footnote to show the Hebrew month and day.) -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied The examples below use these two verses. @@ -63,16 +63,16 @@ The examples below use these two verses. * At that time, you will appear before me in the first month of the year, which is fixed for this purpose. It was in this month that you came out from Egypt. -1. Use the months that people know. +1. Use the months that people know. * At that time, you will appear before me in the month of March, which is fixed for this purpose. It was in this month that you came out from Egypt. - * It will always be a statute for you that on the day I choose in late September you must humble yourselves and do no work." + * It will always be a statute for you that on the day I choose in late September you must humble yourselves and do no work." 1. State clearly what season the month occurred in. * It will always be a statute for you that in the autumn, on the tenth day of the seventh month, you must humble yourselves and do no work. -1. Refer to the time in terms of the season rather than in terms of the month. +1. Refer to the time in terms of the season rather than in terms of the month. * It will always be a statute for you that in the day I choose in early autumn1 you must humble yourselves and do no work. * The footnote would look like: diff --git a/translate/translate-levels/01.md b/translate/translate-levels/01.md index 8fe0c47..fbdf4fd 100644 --- a/translate/translate-levels/01.md +++ b/translate/translate-levels/01.md @@ -3,7 +3,7 @@ A good translation requires that the meaning be the same in the target language as in the source language. -There are many different levels of meaning in any text, including the Bible. These levels include: +There are many different levels of meaning in any text, including the Bible. These levels include: * Meaning of words * Meaning of phrases diff --git a/translate/translate-literal/01.md b/translate/translate-literal/01.md index b9d9cc7..17039b9 100644 --- a/translate/translate-literal/01.md +++ b/translate/translate-literal/01.md @@ -17,7 +17,7 @@ A literal translation is one that focuses on reproducing the form of the source #### Weaknesses of Literal Translation -Literal translations usually contain the following problems: +Literal translations usually contain the following problems: * foreign words that are not understood by the target audience * word order that is strange or awkward in the target language diff --git a/translate/translate-more/01.md b/translate/translate-more/01.md index 3604435..f22a5e5 100644 --- a/translate/translate-more/01.md +++ b/translate/translate-more/01.md @@ -1,15 +1,15 @@ Translation is a process performed between different languages that requires a person (the translator) to understand the meaning that a writer or speaker intended to communicate to an original audience in the source language, and then to express that same meaning to a different audience in the target language. -#### Why do people translate texts? +#### Why do people translate texts? Translators in general have different reasons for doing their work. Their reasons depend on the kind of document they are translating, and on the needs of the person who has asked them to translate it. In the case of Bible translation, people usually do their work because they want the Bible's ideas to affect the target language readers in the same way that the original readers and hearers of the biblical texts were affected. Because God's ideas in the Bible lead us to eternal life with him through Jesus Christ, translators also want the target language readers to know his ideas. -#### How do we as Bible translators usually expect to represent the biblical ideas? +#### How do we as Bible translators usually expect to represent the biblical ideas? There are various ways in which we can represent the ideas in a source text: we can put them into a list, we can summarize them using far less space on the written page, we can simplify them (as we often do in children's Bible story books and in other kinds of Bible helps), or we can even put them into diagrams or charts. However, Bible translators usually try to present the biblical ideas as completely as possible. This also means that they try to produce in translation the same kinds of documents as the original documents (a prophecy for a prophecy, a letter for a letter, a book of history for a book of history, etc.) Also, they try to recreate the same **tensions** in the translation that exist in the source texts. -#### What do we mean by "tension" in texts? +#### What do we mean by "tension" in texts? Examples of tension occur when a reader wonders what will happen next to the participants in a story, or when a reader follows the argument, encouragement, and warnings of an epistle writer or of a conversation that is reported in the text. A reader can feel tension when reading a psalm, since the praises of God affect the psalmist in various ways. When reading an Old Testament prophetic book, the reader can feel tension rise as the prophet condemns people for their sin, or as he warns them to turn back to God. Tension may also be felt when reading about God's promises for the future, as one considers when God fulfilled those promises, or when he will fulfill them. Good translators study the kinds of tension in the source documents, and they try to recreate those tensions in the target language. diff --git a/translate/translate-names/01.md b/translate/translate-names/01.md index 16759d5..fd5d4ed 100644 --- a/translate/translate-names/01.md +++ b/translate/translate-names/01.md @@ -17,8 +17,8 @@ Here the writer explains the meanings of Melchizedek's name and title, because t ### Reasons this is a translation issue -* Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else. -* Readers may need to understand the meaning of a name in order to understand the passage. +* Readers may not know some of the names in the Bible. They may not know whether a name refers to a person or place or something else. +* Readers may need to understand the meaning of a name in order to understand the passage. * Some names may have different sounds or combinations of sounds that are not used in your language or are unpleasant to say in your language. For strategies to address this problem, see [Borrow Words](../translate-transliterate/01.md). * Some people and places in the Bible have two names. Readers may not realize that two names refer to the same person or place. @@ -55,34 +55,34 @@ Readers may not know that the names Saul and Paul refer to the same person. 1. If readers cannot easily understand from the context what kind of a thing a name refers to, you can add a word to clarify it. - * **You went over the Jordan and came to Jericho. The leaders of Jericho fought against you, along with the Amorites** (Joshua 24:11 ULB) + * **You went over the Jordan and came to Jericho. The leaders of Jericho fought against you, along with the Amorites** (Joshua 24:11 ULB) * You went over the Jordan River and came to the city of Jericho. The leaders of Jericho fought against you, along with the tribe of the Amorites - * **Shortly after, some Pharisees came and said to him, "Go and leave here because Herod wants to kill you."** (Luke 13:31 ULB) + * **Shortly after, some Pharisees came and said to him, "Go and leave here because Herod wants to kill you."** (Luke 13:31 ULB) * Shortly after, some Pharisees came and said to him, "Go and leave here because King Herod wants to kill you. 2. If readers need to understand the meaning of a name in order to understand what is said about it, copy the name and tell about its meaning either in the text or in a footnote. * **She named him Moses and said, "Because I drew him from the water."** (Exodus 2:11 ULB) - * She named him Moses, which sounds like 'drawn out,' and said, "Because I drew him from the water." + * She named him Moses, which sounds like 'drawn out,' and said, "Because I drew him from the water." 3. Or if readers need to understand the meaning of a name in order to understand what is said about it, and that name is used only once, translate the meaning of the name instead of copying the name. - * **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Beerlahairoi;** (Genesis 16:13-14 ULB) + * **... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Beerlahairoi;** (Genesis 16:13-14 ULB) * ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called Well of the Living One who sees me; -4. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names. +4. If a person or place has two different names, use one name most of the time and the other name only when the text tells about the person or place having more than one name or when it says something about why the person or place was given that name. Write a footnote when the source text uses the name that is used less frequently. For example, Paul is called "Saul" before Acts 13 and "Paul" after Acts 13. You could translate his name as "Paul" all of the time, except in Acts 13:9 where it talks about him having both names. - * **... a young man named Saul** (Acts 7:58 ULB) + * **... a young man named Saul** (Acts 7:58 ULB) * ... a young man named Paul1 The footnote would look like: * [1]Most versions say Saul here, but most of the time in the Bible he is called Paul. * **But Saul, who is also called Paul, was filled with the Holy Spirit;** (Acts 13:9) * But Saul, who is also called Paul, was filled with the Holy Spirit; -5. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul." +5. Or if a person or place has two names, use whatever name is given in the source text, and add a footnote that gives the other name. For example, you could write "Saul" where the source text has "Saul" and "Paul" where the source text has "Paul." - * **a young man named Saul** (Acts 7:58 ULB) + * **a young man named Saul** (Acts 7:58 ULB) * a young man named Saul The footnote would look like: * [1]This is the same man who is called Paul beginning in Acts 13. diff --git a/translate/translate-numbers/01.md b/translate/translate-numbers/01.md index 66604ce..8318865 100644 --- a/translate/translate-numbers/01.md +++ b/translate/translate-numbers/01.md @@ -2,22 +2,22 @@ ### Description -There are many numbers in the Bible. They can be written as words, such as "five" or as numerals, such as "5." Some numbers are very large, such as "two hundred" (200), "twenty-two thousand" (22,000), or "one hundred million" (100,000,000.) Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. +There are many numbers in the Bible. They can be written as words, such as "five" or as numerals, such as "5." Some numbers are very large, such as "two hundred" (200), "twenty-two thousand" (22,000), or "one hundred million" (100,000,000.) Some languages do not have words for all of these numbers. Translators need to decide how to translate numbers and whether to write them as words or numerals. -Some numbers are exact and others are rounded. +Some numbers are exact and others are rounded. >Abram was eighty-six years old when Hagar bore Ishmael to Abram. (Genesis 16:16 ULB) Eighty-six (86) is an exact number. >That day about three thousand men out of the people died. (Exodus 32:28 ULB) -Here the number three thousand is a round number. It may have been a little more than that or a little less than that. The word "about" shows that it is not an exact number. +Here the number three thousand is a round number. It may have been a little more than that or a little less than that. The word "about" shows that it is not an exact number. -**Reason this is a translation issue**: Some languages do not have words for some of these numbers. +**Reason this is a translation issue**: Some languages do not have words for some of these numbers. #### Translation Principles * Exact numbers should be translated as closely and specifically as they can be. -* Rounded numbers can be translated more generally. +* Rounded numbers can be translated more generally. ### Examples from the Bible @@ -26,7 +26,7 @@ Here the number three thousand is a round number. It may have been a little more The numbers 162, eight hundred, and 962 are exact numbers and should be translated with something as close to those numbers as possible. >Our sister, may you be the mother of thousands of ten thousands (Genesis 24:60 ULB) -This is a rounded number. It does not say exactly how many descendants she should have, but it was a huge number of them. +This is a rounded number. It does not say exactly how many descendants she should have, but it was a huge number of them. ### Translation Strategies @@ -53,26 +53,26 @@ We will use the following verse in our examples: * I have prepared for Yahweh's house one hundred thousand (100,000) talents of gold, one million (1,000,000) talents of silver, and bronze and iron in large quantities. -5. Combine words for large numbers. +5. Combine words for large numbers. - * I have prepared for Yahweh's house one hundred thousand talents of gold, a thousand thousand talents of silver, and bronze and iron in large quantities. + * I have prepared for Yahweh's house one hundred thousand talents of gold, a thousand thousand talents of silver, and bronze and iron in large quantities. 6. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward. - * I have prepared for Yahweh's house a great amount of gold (100,000 talents), ten times that amount of silver (1,000,000 talents), and bronze and iron in large quantities. + * I have prepared for Yahweh's house a great amount of gold (100,000 talents), ten times that amount of silver (1,000,000 talents), and bronze and iron in large quantities. #### Consistency -Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent. +Be consistent in your translations. Decide how the numbers will be translated, using numbers or numerals. There are different ways of being consistent. -* Use words to represent numbers all of the time. (You might have very long words.) -* Use numerals to represent numbers all of the time. -* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for. -* Use words for low numbers and numerals for high numbers. -* Use words for numbers that require few words and numerals for numbers that require more than a few words. -* Use words to represent numbers, and write the numerals in parentheses after them. +* Use words to represent numbers all of the time. (You might have very long words.) +* Use numerals to represent numbers all of the time. +* Use words to represent the numbers that your language has words for and use numerals for the numbers that your language does not have words for. +* Use words for low numbers and numerals for high numbers. +* Use words for numbers that require few words and numerals for numbers that require more than a few words. +* Use words to represent numbers, and write the numerals in parentheses after them. #### Consistency in the ULB and UDB -The *Unlocked Literal Bible* (ULB) and the *Unlocked Dynamic Bible* (UDB) use words for numbers that have only one or two words (nine, sixteen, three hundred). They use numerals for numbers that have more than two words (the numerals "130" instead of "one hundred thirty"). +The *Unlocked Literal Bible* (ULB) and the *Unlocked Dynamic Bible* (UDB) use words for numbers that have only one or two words (nine, sixteen, three hundred). They use numerals for numbers that have more than two words (the numerals "130" instead of "one hundred thirty"). >When Adam had lived 130 years, he became the father of a son in his own likeness, after his image, and he called his name Seth. After Adam became the father of Seth, he lived eight hundred years. He became the father of more sons and daughters. Adam lived 930 years, and then he died. (Genesis 5:3-5 ULB) \ No newline at end of file diff --git a/translate/translate-ordinal/01.md b/translate/translate-ordinal/01.md index e39cf09..1bb39c2 100644 --- a/translate/translate-ordinal/01.md +++ b/translate/translate-ordinal/01.md @@ -10,29 +10,29 @@ This is a list of workers that God gave to the church in their order. #### Ordinal Numbers in English -Most ordinal numbers in English simply have "-th" added to the end. +Most ordinal numbers in English simply have "-th" added to the end. | Numeral | Number | Ordinal Number | | -------- | -------- | -------- | | 4 | four | fourth | | 10 | ten | tenth | -| 100 | one hundred | one hundredth | -| 1,000| one thousand | one thousandth | +| 100 | one hundred | one hundredth | +| 1,000| one thousand | one thousandth | -Some ordinal numbers in English do not follow that pattern. +Some ordinal numbers in English do not follow that pattern. | Numeral | Number | Ordinal Number | | -------- | -------- | -------- | | 1 | one | first | | 2 | two | second | -| 3 | three | third | -| 5 | five | fifth | +| 3 | three | third | +| 5 | five | fifth | | 12 | twelve | twelfth | -#### Reason this is a translation issue: +#### Reason this is a translation issue: -Some languages do not have special numbers for showing the order of items in a list. There are different ways to deal with this. +Some languages do not have special numbers for showing the order of items in a list. There are different ways to deal with this. ### Examples from the Bible @@ -48,12 +48,12 @@ This describes four rows of stones. The first row is probably the top row, and t If your language has ordinal numbers and using them would give the right meaning, consider using them. If not, here are some strategies to consider: -1. Use "one" with the first item and "another" or "the next" with the rest. +1. Use "one" with the first item and "another" or "the next" with the rest. 1. Tell the total number of items and then list them or the things associated with them. ### Examples of Translation Strategies Applied -1. Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest. +1. Tell the total number of items, and use "one" with the first item and "another" or "the next" with the rest. * **The first lot went to Jehoiarib, the second to Jedaiah, the third to Harim, the fourth to Seorim, … the twenty-third to Delaiah, and the twenty-fourth to Maaziah.** (1 Chronicles 24:7-18 ULB) * There were twenty-four lots. One lot went to Jehoiarib, another to Jedaiah,  another  to Harim, … another to Delaiah, and the last went to  Maaziah. diff --git a/translate/translate-original/01.md b/translate/translate-original/01.md index 9d7ce06..377e73e 100644 --- a/translate/translate-original/01.md +++ b/translate/translate-original/01.md @@ -1,11 +1,11 @@ ### The Text in the Original Language is the most Accurate -**Definition** - The original language is the language in which a Bible text was initially written. +**Definition** - The original language is the language in which a Bible text was initially written. **Description** - 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 the books of Daniel and Ezra is Aramaic. The original language is always the most accurate language from which to translate a passage. -The source language is the language from which the translation is being made. If a translator is translating the Bible from the original languages, then the original language and the source language for his translation are the same. However, only people who have spent many years studying the original languages understand them and can use them as a source language. For that reason, most translators use Bibles that have been translated into a language of wider communication as their source language text. +The source language is the language from which the translation is being made. If a translator is translating the Bible from the original languages, then the original language and the source language for his translation are the same. However, only people who have spent many years studying the original languages understand them and can use them as a source language. For that reason, most translators use Bibles that have been translated into a language of wider communication as their source language text. If you are translating from a language of wider communication, it is a good idea to have someone who has studied the original languages compare the meaning in the target language translation with the meaning in the original language to make sure that the meaning is the same. Another way to make sure that the meaning of the target language translation is accurate is to check the translation with translation helps that have been written by people who know the original languages. These would include Bible commentaries and dictionaries, as well as the unfoldingWord translationNotes, translationWords definitions, and translationQuestions with their answers. @@ -13,7 +13,7 @@ If you are translating from a language of wider communication, it is a good idea If the translator does not understand the original language, he will have to use a language of wider communication as a source language. The meaning in the source may be correct, depending on how carefully it was translated from the original. But it is still a translation, so it is a step away from the original and is not quite the same. In some cases, the source may have actually been translated from another source, rather than from the original, putting it two steps away from the original. -Consider the example below. A translator uses a Swahili New Testament as the source for a new target language translation. However, the particular Swahili Bible version he is using was actually translated from English — not directly from the Greek (the original language of the NT). So it is possible that some of the meaning has changed in the chain of translation from the original to the target languages. +Consider the example below. A translator uses a Swahili New Testament as the source for a new target language translation. However, the particular Swahili Bible version he is using was actually translated from English — not directly from the Greek (the original language of the NT). So it is possible that some of the meaning has changed in the chain of translation from the original to the target languages. ![](https://cdn.door43.org/ta/jpg/ol2sl2sl2tl_small_600-174.png) diff --git a/translate/translate-process/01.md b/translate/translate-process/01.md index 41de1ce..1ce5380 100644 --- a/translate/translate-process/01.md +++ b/translate/translate-process/01.md @@ -6,5 +6,5 @@ There are two things to do in translation: 1. Discover the meaning in the source language text (See: [Discover the Meaning of the Text](../translate-discover/01.md)) 1. Re-tell the meaning in the target language translation (See: [Re-telling the Meaning](../translate-retell/01.md)) -Instructions for translation sometimes divide these two things into smaller steps. The graphic below shows how these two fit into the translation process. +Instructions for translation sometimes divide these two things into smaller steps. The graphic below shows how these two fit into the translation process. ![](https://cdn.door43.org/ta/jpg/translation_process.png) \ No newline at end of file diff --git a/translate/translate-retell/01.md b/translate/translate-retell/01.md index 1cbe1f6..a1b5951 100644 --- a/translate/translate-retell/01.md +++ b/translate/translate-retell/01.md @@ -3,9 +3,9 @@ Following is a list of ordered steps. The purpose of these steps is to help the translator produce a translation that is natural, understandable, and accurate. One of the most common translator mistakes is failing to use the natural forms in the target language for developing a coherent text. By following these steps, the translator will produce a more natural and more understandable translation. -1. Read the entire chosen passage in the source language. The passage could be a paragraph or one thing that happened in a story, or even a whole section (in some Bibles, everything from one heading to the next heading). In a difficult text, a passage might be only one or two verses. +1. Read the entire chosen passage in the source language. The passage could be a paragraph or one thing that happened in a story, or even a whole section (in some Bibles, everything from one heading to the next heading). In a difficult text, a passage might be only one or two verses. 1. Without looking at the text in the source language, verbally tell it in the target language. Although you might forget some parts, continue telling what you remember right to the end. -1. Again, look at the source language text. Now tell everything again in the target language. +1. Again, look at the source language text. Now tell everything again in the target language. 1. Looking again at the source language text, focus only on the parts you forgot, and then re-tell it all in the target language by memory. 1. After remembering the entire passage, write it exactly as it you re-told it by memory. 1. Once written, look at the source language to see if you have overlooked some detail. Insert any such detail in the most natural place. diff --git a/translate/translate-source-licensing/01.md b/translate/translate-source-licensing/01.md index 510d688..aa904df 100644 --- a/translate/translate-source-licensing/01.md +++ b/translate/translate-source-licensing/01.md @@ -5,7 +5,7 @@ When choosing a source text from which to do a translation, considering the copy ### What License Do We Use? -All content published by unfoldingWord is released under a **Creative Commons Attribution-ShareAlike 4.0 License (CC BY-SA)** (see http://creativecommons.org/licenses/by-sa/4.0/). We believe this license is the greatest help to the church because it is permissive enough to allow translation and other derivatives to be made from it, but not so permissive that those derivatives can be locked up under restrictive licenses. For a complete discussion on this issue, read The Christian Commons (see http://thechristiancommons.com/). +All content published by unfoldingWord is released under a **Creative Commons Attribution-ShareAlike 4.0 License (CC BY-SA)** (see http://creativecommons.org/licenses/by-sa/4.0/). We believe this license is the greatest help to the church because it is permissive enough to allow translation and other derivatives to be made from it, but not so permissive that those derivatives can be locked up under restrictive licenses. For a complete discussion on this issue, read The Christian Commons (see http://thechristiancommons.com/). ### What Source Texts Can Be Used? diff --git a/translate/translate-source-version/01.md b/translate/translate-source-version/01.md index a433814..690c572 100644 --- a/translate/translate-source-version/01.md +++ b/translate/translate-source-version/01.md @@ -1,7 +1,7 @@ ### Importance of Version Numbers -Especially in an open project like unfoldingWord, it is important to keep track of published versions. It is important because translations (and source texts) can change frequently. Being able to identify each version helps bring clarity about which iteration is being talked about. Version numbers are also important because all translations should be based off of the latest source text. If the source text changes, the translation should eventually be updated to match the latest version. +Especially in an open project like unfoldingWord, it is important to keep track of published versions. It is important because translations (and source texts) can change frequently. Being able to identify each version helps bring clarity about which iteration is being talked about. Version numbers are also important because all translations should be based off of the latest source text. If the source text changes, the translation should eventually be updated to match the latest version. Before starting a translation project, please ensure that you have the latest version of the source text. diff --git a/translate/translate-symaction/01.md b/translate/translate-symaction/01.md index 80f9116..525e6ec 100644 --- a/translate/translate-symaction/01.md +++ b/translate/translate-symaction/01.md @@ -2,18 +2,18 @@ ### Description -A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean "Yes" or turn their head from side to side to mean "No." Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action. +A symbolic action is something that someone does in order to express a certain idea. For example, in some cultures people nod their head up and down to mean "Yes" or turn their head from side to side to mean "No." Symbolic actions do not mean the same things in all cultures. In the Bible, sometimes people perform symbolic actions and sometimes they only refer to the symbolic action. #### Examples of symbolic actions * In some cultures people shake hands when they meet to show that they are willing to be friendly. -* In some cultures people bow when they meet to show respect to each other. +* In some cultures people bow when they meet to show respect to each other. #### Reason this is a translation issue -An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means "I am surprised" or "What did you say?" In others cultures it means "Yes." +An action may have a meaning in one culture, and a different meaning or no meaning at all in another culture. For example, in some cultures raising the eyebrows means "I am surprised" or "What did you say?" In others cultures it means "Yes." -In the Bible people did things that had certain meanings in their culture. When we read the Bible we might not understand what someone meant if we interpret the action based on what it means in our own culture. +In the Bible people did things that had certain meanings in their culture. When we read the Bible we might not understand what someone meant if we interpret the action based on what it means in our own culture. Translators need to understand what people in the Bible meant when they used symbolic actions. If an action does not mean the same thing in their own culture, they need to figure out how to translate what the action meant. @@ -21,38 +21,38 @@ Translators need to understand what people in the Bible meant when they used sym >Jairus fell down at Jesus' feet. (Luke 8:41 ULB) -Meaning of symbolic action: He did this to show great respect to Jesus. +Meaning of symbolic action: He did this to show great respect to Jesus. >Look, I stand at the door and knock. If anyone hears my voice and opens the door, I will come in to his home, and have a meal with him, and he with me. (Revelation 3:20 ULB) -Meaning of symbolic action: When people wanted someone to welcome them into their home, they stood at the door and knocked on it. +Meaning of symbolic action: When people wanted someone to welcome them into their home, they stood at the door and knocked on it. ### Translation Strategies If people would correctly understand what a symbolic action meant to the people in the Bible, consider using it. If not, here are some strategies for translating it. -1. Tell what the person did and why he did it. -1. Do not tell what the person did, but tell what he meant. -1. Use an action from your own culture that has the same meaning. Do this only in poetry, parables, and sermons. Do not do this when there actually was a person who did a specific action. +1. Tell what the person did and why he did it. +1. Do not tell what the person did, but tell what he meant. +1. Use an action from your own culture that has the same meaning. Do this only in poetry, parables, and sermons. Do not do this when there actually was a person who did a specific action. ### Examples of Translation Strategies Applied -1. Tell what the person did and why he did it. +1. Tell what the person did and why he did it. - * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) + * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) * Jairus fell down at Jesus' feet in order to show that he greatly respected him. - * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) + * **Look, I stand at the door and knock.** (Revelation 3:20 ULB) * Look, I stand at the door and knock on it, asking you to let me in. -2. Do not tell what the person did, but tell what he meant. +2. Do not tell what the person did, but tell what he meant. - * **Jairus fell down at Jesus' feet.** (Luke 8:41) + * **Jairus fell down at Jesus' feet.** (Luke 8:41) * Jairus showed Jesus great respect. - * **Look, I stand at the door and knock.** (Revelation 3:20) - * Look, I stand at the door and ask you to let me in. + * **Look, I stand at the door and knock.** (Revelation 3:20) + * Look, I stand at the door and ask you to let me in. -3. Use an action from your own culture that has the same meaning. +3. Use an action from your own culture that has the same meaning. * **Jairus fell down at Jesus' feet.** (Luke 8:41 ULB) - Since Jairus actually did this, we would not substitute an action from our own culture. diff --git a/translate/translate-terms/01.md b/translate/translate-terms/01.md index 9789259..be9b93b 100644 --- a/translate/translate-terms/01.md +++ b/translate/translate-terms/01.md @@ -11,7 +11,7 @@ **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-it includes 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. @@ -23,7 +23,7 @@ **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. @@ -45,9 +45,9 @@ **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 translate our Bible translation tools into the Gateway Languages so that people can use those tools to translate the Bible into the Other Languages. diff --git a/translate/translate-textvariants/01.md b/translate/translate-textvariants/01.md index 66ee1df..2f853e0 100644 --- a/translate/translate-textvariants/01.md +++ b/translate/translate-textvariants/01.md @@ -4,18 +4,18 @@ Thousands of years ago, people wrote the books of the Bible. Other people then copied them by hand and translated them. They did this work very carefully, and over the years many people made thousands of copies. However people who looked at them later saw that there were small differences between them. Some copiers accidentally left out some words, and some mistook a word for another that looked like it. Occasionally they added words or even whole sentences, either by accident, or because they wanted to explain something. Modern Bibles are translations of the old copies. Some modern Bibles have some of these sentences that were added. In the ULB, these added sentences are usually written in footnotes. -Bible scholars have read many old copies and compared them with each other. For each place in the Bible where there was a difference, they have figured out which wordings are most likely correct. The translators of the ULB based the ULB on wordings that scholars say are most likely correct. Because people who use the ULB may have access to Bibles that are based on other copies, the ULB translators included footnotes that tell about some of the differences between them. +Bible scholars have read many old copies and compared them with each other. For each place in the Bible where there was a difference, they have figured out which wordings are most likely correct. The translators of the ULB based the ULB on wordings that scholars say are most likely correct. Because people who use the ULB may have access to Bibles that are based on other copies, the ULB translators included footnotes that tell about some of the differences between them. Translators are encouraged to translate the text in the ULB and to write about added sentences in footnotes, as is done in the ULB. However, if the local church really wants those sentences to be included in the main text, translators may put them in the text and include a footnote about them. ### Examples from the Bible -Matthew 18:10-11 ULB has a footnote about verse 11. +Matthew 18:10-11 ULB has a footnote about verse 11. >10See that you do not despise any of these little ones. For I say to you that in heaven their angels always look on the face of my Father who is in heaven. 11[1] [1] Many authorities, some ancient, insert v. 11. *For the Son of Man came to save that which was lost.* -John 7:53-8:11 is not in the best earliest manuscripts. It has been included in the ULB, but it is marked off with square brackets ([ ]) at the beginning and end, and there is a footnote after verse 11. +John 7:53-8:11 is not in the best earliest manuscripts. It has been included in the ULB, but it is marked off with square brackets ([ ]) at the beginning and end, and there is a footnote after verse 11. >53[Then every man went to his own house.… 11She said, "No one, Lord." Jesus said, "Neither do I condemn you. Go your way; from now on sin no more."][2] [2]The best earliest manuscripts do not have John 7:53-8:11 @@ -25,7 +25,7 @@ John 7:53-8:11 is not in the best earliest manuscripts. It has been included in When there is a textual variant, you may choose to follow the ULB or another version that you have access to. 1. Translate the verses that the ULB does and include the footnote that the ULB provides. -1. Translate the verses as another version does, and change the footnote so that it fits this situation. +1. Translate the verses as another version does, and change the footnote so that it fits this situation. ### Examples of Translation Strategies Applied diff --git a/translate/translate-tform/01.md b/translate/translate-tform/01.md index 2a57ff6..a1171bb 100644 --- a/translate/translate-tform/01.md +++ b/translate/translate-tform/01.md @@ -1,11 +1,11 @@ ### The Importance of Meaning -The people who wrote the Bible had messages from God that God wanted people to understand. These original writers used the language that their people spoke so that they and their people could understand God's messages. God wants people today to understand those same messages. But people today do not speak those languages that the Bible was written in long ago. So God has given us the task of translating the Bible into the languages that people speak today. +The people who wrote the Bible had messages from God that God wanted people to understand. These original writers used the language that their people spoke so that they and their people could understand God's messages. God wants people today to understand those same messages. But people today do not speak those languages that the Bible was written in long ago. So God has given us the task of translating the Bible into the languages that people speak today. The particular language that people use to communicate God's messages is not important. The specific words that are used are not important. What is important is the meaning that those words communicate. The meaning is the message, not the words or the language. What we must translate, then, is not the words or the forms of the sentences of the source languages, but the meaning. -Look at the pairs of sentences below. +Look at the pairs of sentences below. * It rained all night. / Rain fell all night. diff --git a/translate/translate-transliterate/01.md b/translate/translate-transliterate/01.md index 82bff09..247a07c 100644 --- a/translate/translate-transliterate/01.md +++ b/translate/translate-transliterate/01.md @@ -2,13 +2,13 @@ ### Description -Sometimes the Bible includes things that are not part of your culture and that your language may not have a word for. It also includes people and places that you may not have names for. +Sometimes the Bible includes things that are not part of your culture and that your language may not have a word for. It also includes people and places that you may not have names for. When that happens you can "borrow" the word from the Bible into your own language. This means that you basically copy it from the other language. This page tells how to "borrow" words. (There are also other ways to translate words for things that are not in your language. See [Translate Unknowns](../translate-unknown/01.md).) ### Examples from the Bible ->He saw a fig tree on the roadside (Matthew 21:19 ULB) +>He saw a fig tree on the roadside (Matthew 21:19 ULB) If there are no fig trees where your language is spoken, there might not be a name for this kind of tree in your language. @@ -18,21 +18,21 @@ Your language might not have a name for this kind of creature. >The declaration of the word of Yahweh to Israel by the hand of Malachi. (Malachi 1:1 ULB) -Malachi might not be a name that people who speak your language use. +Malachi might not be a name that people who speak your language use. ### Translation Strategies There are several things to be aware of when borrowing words from another language. -* Different languages use different scripts, such as the Hebrew, Greek, Latin, Cyrillic, Devanagari, and Korean scripts. These scripts use different shapes to represent the letters in their alphabets. -* Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter "j" the same way that people pronounce the letter "y" when speaking English. -* Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft "th" sound in the English word "think," and some languages cannot start a word with a combination of sounds like "st" as in "stop." +* Different languages use different scripts, such as the Hebrew, Greek, Latin, Cyrillic, Devanagari, and Korean scripts. These scripts use different shapes to represent the letters in their alphabets. +* Languages that use the same script might pronounce the letters in that script differently. For example, when speaking German, people pronounce the letter "j" the same way that people pronounce the letter "y" when speaking English. +* Languages do not all have the same sounds or combinations of sounds. For example, many languages do not have the soft "th" sound in the English word "think," and some languages cannot start a word with a combination of sounds like "st" as in "stop." -There are several ways to borrow a word. +There are several ways to borrow a word. 1. If your language uses a different script from the language you are translating from, you can simply substitute each letter shape with the corresponding letter shape of the script of your language. -1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters. -1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language. +1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters. +1. You can pronounce the word similarly to the way the other language does, and adjust the spelling to fit the rules of your language. ### Examples of Translation Strategies Applied diff --git a/translate/translate-unknown/01.md b/translate/translate-unknown/01.md index b920358..53279d6 100644 --- a/translate/translate-unknown/01.md +++ b/translate/translate-unknown/01.md @@ -6,11 +6,11 @@ How do I translate words like lion, fig tree, mountain, priest, or temple when p Unknowns are things that occur in the source text that are not known to the people of your culture. The translationWords pages and the translationNotes will help you understand what they are. After you understand them, you will need to find ways to refer to those things so that people who read your translation will understand what they are. >We have here only five loaves of bread and two fish (Matthew 14:17 ULB) -Bread is a particular food made by mixing finely crushed grains with oil, and then cooking the mixture so that it is dry. (Grains are the seeds of a kind of grass.) In some cultures people do not have bread or know what it is. +Bread is a particular food made by mixing finely crushed grains with oil, and then cooking the mixture so that it is dry. (Grains are the seeds of a kind of grass.) In some cultures people do not have bread or know what it is. **Reason this is a translation issue** -* Readers may not know some of the things that are in the Bible because those things are not part of their own culture. +* Readers may not know some of the things that are in the Bible because those things are not part of their own culture. * Readers may have difficulty understanding a text if they do not know some of the things that are mentioned in it. #### Translation Principles @@ -30,7 +30,7 @@ If wolves do not live where the translation will be read, the readers may not un >Then they tried to give Jesus wine that was mixed with myrrh. But he refused to drink it. (Mark 15:23 ULB) People may not know what myrrh is and that it was used as a medicine. ->to him who made great lights (Psalm 136:7 ULB) +>to him who made great lights (Psalm 136:7 ULB) Some languages have terms for things that give light, like the sun and fire, but they have no general term for lights. >your sins ... will be white like snow (Isaiah 1:18 ULB) @@ -45,7 +45,7 @@ Here are ways you might translate a term that is not known in your language: 1. Substitute something similar from your language if doing so does not falsely represent a historical fact. 1. Copy the word from another language, and add a general word or descriptive phrase to help people understand it. 1. Use a word that is more general in meaning. -1. Use a word or phrase that is more specific in meaning. +1. Use a word or phrase that is more specific in meaning. ### Examples of Translation Strategies Applied @@ -59,7 +59,7 @@ Here are ways you might translate a term that is not known in your language: * **We have here only five loaves of bread and two fish** (Matthew 14:17 ULB) * We have here only five loaves of baked grain seeds and two fish -2) Substitute something similar from your language if doing so does not falsely represent a historical fact. +2) Substitute something similar from your language if doing so does not falsely represent a historical fact. * **your sins ... will be white like snow** (Isaiah 1:18 ULB) This verse is not about snow. It uses snow in a figure of speech to help people understand how white something will be. @@ -68,7 +68,7 @@ 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 ULB) - 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 ULB) - 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 ULB) - 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). @@ -82,7 +82,7 @@ Here are ways you might translate a term that is not known in your language: * **We have here only five loaves of bread and two fish** (Matthew 14:17 ULB) * We have here only five loaves of baked food and two fish -5) Use a word or phrase that is more specific in meaning. +5) Use a word or phrase that is more specific in meaning. * **to him who made great lights** (Psalm 136:7 ULB) * to him who made the sun and the moon diff --git a/translate/translate-useulbudb/01.md b/translate/translate-useulbudb/01.md index c2b7f9f..948b92b 100644 --- a/translate/translate-useulbudb/01.md +++ b/translate/translate-useulbudb/01.md @@ -1,7 +1,7 @@ As translators, you can best use the ULB and UDB if you remember the following differences between the ULB and UDB, and if you learn how the target language can best deal with the issues that these differences represent. -### Order of Ideas +### Order of Ideas The ULB tries to present ideas **in the same order** as they appear in the source text. @@ -17,7 +17,7 @@ When you translate, you should put ideas into an order that is natural in the ta The ULB shows Paul's style of beginning his letters. He does not say who his audience is until verse 7. However, the UDB follows a style that is much more natural in English and many other languages today. -### Implied Information +### Implied Information The ULB often presents ideas that **imply** or **assume** other ideas that are important for the reader to understand. @@ -25,7 +25,7 @@ The UDB often makes those other ideas explicit. The UDB does this in order to re When you translate, you should decide which of these implied ideas would be understood by your audience without being included. If your audience understands these ideas without including them in the text, then you do not need to make those ideas explicit. Remember also that you might even offend your audience if you needlessly present implied ideas that they would understand anyway. (see [Assumed Knowledge and Implicit Information](../figs-explicit/01.md)) ->And Jesus said to Simon, "Do not be afraid, because from now on you will catch men." (Luke 5:10 ULB) +>And Jesus said to Simon, "Do not be afraid, because from now on you will catch men." (Luke 5:10 ULB)
But Jesus said to Simon, "Do not be afraid! Until now you gathered in fish, but from now on you will gather in people to become my disciples." (Luke 5:10 UDB)
@@ -41,24 +41,24 @@ Here the UDB makes it clear that the man who had leprosy did not fall to the gro **Definition** - A symbolic action is something that someone does in order to express a certain idea. -The ULB often simply presents the symbolic action with no explanation of what it means. The UDB often presents the meaning expressed by the symbolic action as well. +The ULB often simply presents the symbolic action with no explanation of what it means. The UDB often presents the meaning expressed by the symbolic action as well. When you translate, you should decide whether your audience will correctly understand a symbolic action. If your audience will not understand, then you should do as the UDB does. (see [Symbolic Action](../translate-symaction/01.md)) >The high priest tore his garments (Mark 14:63 ULB)
In response to Jesus' words, the high priest was so shocked that he tore his outer garment. (Mark 14:63 UDB)
-Here the UDB makes it clear that it was not by accident that the high priest tore his garment. It also makes clear that it was probably only his outer garment that he tore, and that he did so because he wanted to show that he was sad or angry or both. +Here the UDB makes it clear that it was not by accident that the high priest tore his garment. It also makes clear that it was probably only his outer garment that he tore, and that he did so because he wanted to show that he was sad or angry or both. Because the high priest actually tore his garment, the UDB must, of course, say that he did. However, if a symbolic action never actually took place, you do not have to state that action. Here is such an example: ->Present that to your governor; will he accept you or will he lift up your face?" (Malachi 1:8 ULB) +>Present that to your governor; will he accept you or will he lift up your face?" (Malachi 1:8 ULB)
You would not dare to offer such gifts to your own governor! You know that he would not take them. You know that he would be displeased with you and would not welcome you! (Malachi 1:8 UDB)
Here the symbolic action "lift up someone's face," represented in this way in the ULB, is presented only as its meaning in the UDB: "he would be displeased with you and would not welcome you." It can be presented in this way because Malachi is not actually referring to a particular event that actually took place. He is only referring to the idea represented by that event. -### Passive Verb Forms +### Passive Verb Forms Both Biblical Hebrew and Greek often use passive verb forms, while many other languages do not have that possibility. The ULB tries to use passive verb forms when the original languages use them. However, the UDB usually does not use these passive verb forms. As a result, the UDB **restructures** many phrases. @@ -66,19 +66,19 @@ When you translate, you must decide whether the target language can present even ### Examples from the Bible ->For he was amazed, and all who were with him, at the catch of fish which they had taken. (Luke 5:9 ULB) +>For he was amazed, and all who were with him, at the catch of fish which they had taken. (Luke 5:9 ULB)
He said this because he marveled at the huge number of fish that they had caught. All the men who were with him also marveled. (Luke 5:9 UDB)
Here the UDB uses a verb in the active voice "he marveled" instead of the ULB's verb in the passive voice "was amazed." ->Large crowds of people came together to hear him teach and to be healed of their sicknesses. (Luke 5:15 ULB) +>Large crowds of people came together to hear him teach and to be healed of their sicknesses. (Luke 5:15 ULB)
The result was that large crowds came to Jesus to hear him teach and to have him heal them from their sicknesses. (Luke 5:15 UDB)
Here the UDB avoids the ULB's passive verb form "to be healed." It does this by restructuring the phrase. It says who the healer is: "to have him [Jesus] heal them." -### Metaphors and Other Figures of Speech +### Metaphors and Other Figures of Speech **Definition** - The ULB tries to represent the figures of speech found in the biblical texts as closely as possible. @@ -104,7 +104,7 @@ Jesus uses a simile that compares his apostles going to others as sheep going ou Paul uses irony when he refers to them as being justified by the law. He had already taught them that no one can be justified by the law. The ULB uses quote marks around "justified" to show that Paul did not really believe that they were justified by the law. The UDB translates the same idea by making it clear that it was what the other people believed. (see [Irony](../figs-irony/01.md)) -### Abstract Expressions +### Abstract Expressions The ULB often uses abstract nouns, adjectives, and other parts of speech, because it tries to closely resemble the biblical texts. The UDB tries not to use such abstract expressions, because many languages do not use abstract expressions. @@ -117,6 +117,6 @@ When you translate, you will have to decide how the target language prefers to p Here the ULB expressions "all speech" and "all knowledge" are abstract noun expressions. One problem with them is that readers might not know who is supposed to do the speaking and what they are to speak, or who is doing the knowing and what it is that they know. The UDB answers these questions. -### Conclusion +### Conclusion In summary, the ULB will help you translate because it can help you understand to a great degree what form the original biblical texts have. The UDB can help you translate because it can help make the ULB text's meaning clear, and also because it can give you various possible ways to make the ideas in the biblical text clear in your own translation. \ No newline at end of file diff --git a/translate/translate-versebridge/01.md b/translate/translate-versebridge/01.md index f739baa..868c498 100644 --- a/translate/translate-versebridge/01.md +++ b/translate/translate-versebridge/01.md @@ -12,13 +12,13 @@ In the ULB text, verses 29 and 30 are separate, and the information about the pe ### Examples from the Bible -Sometimes the ULB has separate verses while the UDB has a verse bridge. +Sometimes the ULB has separate verses while the UDB has a verse bridge. >4 However, there should be no poor among you (for Yahweh will surely bless you in the land that he gives you as an inheritance to possess), 5 if only you diligently listen to the voice of Yahweh your God, to keep all these commandments that I am commanding you today. (Deuteronomy 15:4-5 ULB)
4-5 Yahweh our God will bless you in the land that he is giving to you. If you obey Yahweh our God and obey all the commandments that I am giving to you today, there will not be any poor people among you. (Deuteronomy 15:4-5 UDB)
-There are also a few verse bridges in the ULB. +There are also a few verse bridges in the ULB. >17-18 Ezrah's sons were Jether, Mered, Epher, and Jalon. Mered's Egyptian wife bore Miriam, Shammai, and Ishbah, who became the father of Eshtemoa. These were the sons of Bithiah, daughter of Pharaoh, whom Mered married. Mered's Jewish wife bore Jered, who became the father of Gedor; Heber, who became the father of Soco; and Jekuthiel, who became the father of Zanoah. (1 Chronicles 4:17-18 ULB) @@ -28,7 +28,7 @@ Here is the original order, which is confusing to many readers: ### Translation Strategies -Order the information in a way that will be clear to your readers. +Order the information in a way that will be clear to your readers. 1. If you put information from one verse before information from an earlier verse, put a hyphen between the two verse numbers. 1. If the ULB has a verse bridge, but another Bible you refer to does not have one, you can choose the order that works best for your language. diff --git a/translate/translate-wforw/01.md b/translate/translate-wforw/01.md index c1a55bb..210bac6 100644 --- a/translate/translate-wforw/01.md +++ b/translate/translate-wforw/01.md @@ -1,22 +1,22 @@ ### Definition -A word-for-word substitution is the most literal form of translation. It is not the best choice for doing good translations. A word-for-word translation simply substitutes an equivalent word in the target language for each word in the source language. +A word-for-word substitution is the most literal form of translation. It is not the best choice for doing good translations. A word-for-word translation simply substitutes an equivalent word in the target language for each word in the source language. #### In word-for-word translations -* The focus is on one word at a time. -* The natural sentence structure, phrase structures and figures of speech of the target language are ignored. +* The focus is on one word at a time. +* The natural sentence structure, phrase structures and figures of speech of the target language are ignored. * The process of word-for-word translation is very simple. - * The first word in the source text is translated by an equivalent word. - * Then the next word is done. This continues until the verse is translated. + * The first word in the source text is translated by an equivalent word. + * Then the next word is done. This continues until the verse is translated. * The word-for-word approach is attractive because it is so simple. However, it results in a poor quality translation. Word-for-word substitution results in translations that are awkward to read. They are often confusing and give the wrong meaning or even no meaning at all. You should avoid doing this type of translation. Here are some examples: #### Word Order -Here is an example of Luke 3:16 in the ULB: +Here is an example of Luke 3:16 in the ULB: >John answered by saying to them all, "As for me, I baptize you with water, but someone is coming who is more powerful than I, and I am not worthy even to untie the strap of his sandals. He will baptize you with the Holy Spirit and with fire." @@ -36,7 +36,7 @@ The translation must communicate the same meaning as the Greek text. In this exa In addition, word-for-word substitution usually does not take into account that most words in all languages have a range of meanings. In any one passage, usually the writer had only one of those meanings in mind. In a different passage, he may have had a different meaning in mind. But in word-for-word translations, usually only one meaning is chosen and used throughout the translation. -For example, the Greek word "aggelos" can refer to a human messenger or to an angel. +For example, the Greek word "aggelos" can refer to a human messenger or to an angel. >"This is he of whom it is written, 'See, I am sending my messenger before your face, Who will prepare your way before you.' (Luke 7:27) Here the word "aggelos" refers to a human messenger. Jesus was talking about John the Baptist. diff --git a/translate/translate-whatis/01.md b/translate/translate-whatis/01.md index 9fdf198..01f6a9c 100644 --- a/translate/translate-whatis/01.md +++ b/translate/translate-whatis/01.md @@ -3,11 +3,11 @@ Translation is a process performed between different languages that requires a person (the translator) to understand the meaning that a writer or speaker intended to communicate to an original audience in the source language, and then to express that same meaning to a different audience in the target language. -This is how translation is supposed to work most of the time, but sometimes certain translations have other goals, such as to reproduce the form of a source language, as we will see below. +This is how translation is supposed to work most of the time, but sometimes certain translations have other goals, such as to reproduce the form of a source language, as we will see below. -There are basically two kinds of translations: literal and dynamic (or meaning-based). +There are basically two kinds of translations: literal and dynamic (or meaning-based). -* Literal translations focus on representing words in the source language with words in the target language that have similar basic meanings. They also use phrases that have similar structures to the phrases in the source language. This kind of translation allows the reader to see the structure of the source text, but it can make it difficult or impossible for the reader to understand the meaning of the source text. +* Literal translations focus on representing words in the source language with words in the target language that have similar basic meanings. They also use phrases that have similar structures to the phrases in the source language. This kind of translation allows the reader to see the structure of the source text, but it can make it difficult or impossible for the reader to understand the meaning of the source text. * Dynamic, meaning-based translations focus on representing the meaning of the source language sentence in its context, and will use whatever words and phrase structures are most appropriate to convey that meaning in the target language. The goal of this kind of translation is to make it easy for the reader to understand the meaning of the source text. This is the kind of translation recommended in this Translation Manual for Other Language (OL) translations. The ULB is designed to be a literal translation, so that the OL translator can see the forms of the original biblical languages. The UDB is designed to be a dynamic translation, so that the OL translator can understand the meaning of these forms in the Bible. When translating these resources, please translate the ULB in a literal way and translate the UDB in a dynamic way. For more information about these resources, see the Gateway Manual. \ No newline at end of file diff --git a/translate/translation-difficulty/01.md b/translate/translation-difficulty/01.md index 17d5597..921b729 100644 --- a/translate/translation-difficulty/01.md +++ b/translate/translation-difficulty/01.md @@ -1,21 +1,21 @@ ### What Should I Translate First? -At some point, the translation team will have to figure out what they should translate first, or, if they have already done some translation, what they should translate next. There are several factors that need to be considered: +At some point, the translation team will have to figure out what they should translate first, or, if they have already done some translation, what they should translate next. There are several factors that need to be considered: -* What does the church want to be translated? -* How experienced is the translation team? +* What does the church want to be translated? +* How experienced is the translation team? * How much Biblical content has been translated into this language? The answers to these questions are all important. But remember this: **Translation is a skill that grows with experience.** -Because translation is a skill that grows, it is wise to start translating content that is less complicated so that the translators can learn the skill while translating something simple. +Because translation is a skill that grows, it is wise to start translating content that is less complicated so that the translators can learn the skill while translating something simple. ### Translation Difficulty -Wycliffe Bible Translators have rated the difficulty of translating the different books of the Bible. In their rating system, the most complicated books to translate receive a level 5 difficulty. The easiest books to translate are a level 1. +Wycliffe Bible Translators have rated the difficulty of translating the different books of the Bible. In their rating system, the most complicated books to translate receive a level 5 difficulty. The easiest books to translate are a level 1. In general, books that have more abstract, poetic, and theologically loaded terms and ideas are more difficult to translate. Books that are more narrative and concrete are generally easier to translate. @@ -61,7 +61,7 @@ Though Open Bible Stories was not assessed according to this rating system, it s * It has many pictures to help the translator understand the text. * Open Bible Stories is much shorter than the Bible or even the New Testament, so it can be quickly completed and distributed to the Church. * Since it is not Scripture, Open Bible Stories removes the fear that many translators have of translating the Word of God. -* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the. +* Translating Open Bible Stories before translating the Bible gives the translators experience and training in translation, so that when they translate the. Bible, they will do it well. By translating Open Bible Stories, the translation team will gain: @@ -77,6 +77,6 @@ You can work your way through the Stories in whatever order that you want, but w ### Conclusion -Ultimately, the church needs to decide what they want to translate, and in what order. But because translation is a skill that improves with use, and because the translation and checking teams can learn so much about translating the Bible by translating Open Bible Stories, and because of the immense value that the translated Open Bible Stories gives to the local church, we highly recommend starting your translation project with Open Bible Stories. +Ultimately, the church needs to decide what they want to translate, and in what order. But because translation is a skill that improves with use, and because the translation and checking teams can learn so much about translating the Bible by translating Open Bible Stories, and because of the immense value that the translated Open Bible Stories gives to the local church, we highly recommend starting your translation project with Open Bible Stories. After translating Open Bible Stories, the church will need to decide if it would be more beneficial to start with how everything began (Genesis, Exodus) or with Jesus (New Testament gospels). In either case, we recommend starting Bible translation with some of the Difficulty Level 2 and 3 books (like Genesis, Ruth, and Mark). Finally, after the translation team has a lot of experience, then they can start translating Difficulty Level 4 and 5 books (like John, Hebrews, and Psalms). If the translation team follows this schedule, they will make better translations with far fewer mistakes. \ No newline at end of file diff --git a/translate/writing-apocalypticwriting/01.md b/translate/writing-apocalypticwriting/01.md index 9e4aeba..8147fc1 100644 --- a/translate/writing-apocalypticwriting/01.md +++ b/translate/writing-apocalypticwriting/01.md @@ -1,5 +1,5 @@ -### Description +### Description Symbolic prophecy is a type of message that God gave to a prophet so that the prophet would tell others. These messages use images and symbols to show what God will do in the future. @@ -9,7 +9,7 @@ The Bible tells both how God gave each message and what the message was. When Go The prophecies about the world also contain images and symbols. For example, in some of the prophecies strong animals represent kingdoms, horns represent kings or kingdoms, a dragon or serpent represents the devil, the sea represents the nations, and weeks represent longer periods of time. Some of these images were also seen by more than one prophet. -The prophecies tell about the evil in this world, how God will judge the world and punish sin, and how God will establish his righteous kingdom in the new world he is creating. They also tell about things that will happen concerning heaven and hell. +The prophecies tell about the evil in this world, how God will judge the world and punish sin, and how God will establish his righteous kingdom in the new world he is creating. They also tell about things that will happen concerning heaven and hell. Much of prophecy in the Bible is presented as poetry. In some cultures people assume that if something is said in poetry, then it might not be true or very important. However, the prophecies in the Bible are true and very important, whether they are presented in poetic forms or non-poetic forms. @@ -17,13 +17,13 @@ Sometimes the past tense is used in these books for events that happened in the Some of these things happened after the prophets told about them, and some of them will happen at the end of this world. -#### Reasons this is a translation issue +#### Reasons this is a translation issue * Some of the images are hard to understand because we have never seen things like them before. * Descriptions of things that we have never seen or that do not exist in this world are hard to translate. * If God or the prophet used the past tense, readers may have difficulty knowing wehther he was talking about something that had aleady happened or something that would happen later. -#### Translation Principles +#### Translation Principles * Translate the images in the text. Do not try to interpret them and translate their meaning. * When an image appears in more than one place in the Bible, and it is described in the same way, try to translate it the same way in all those places. @@ -40,11 +40,11 @@ The following passages describe powerful beings that Ezekiel, Daniel, and John s
In the middle of the lampstands there was one like a Son of Man, wearing a long robe that reached down to his feet, and a golden belt around his chest. His head and hair were as white as wool — as white as snow, and his eyes were like a flame of fire. His feet were like burnished bronze, like bronze that had been refined in a furnace, and his voice was like the sound of many rushing waters. He had in his right hand seven stars, and coming out of his mouth was a sharp two-edged sword. His face was shining like the sun at its strongest shining. (Revelation 1:13-16 ULB)
->As I looked, ->thrones were set in place, ->and the Ancient of Days took his seat. ->His clothing was as white as snow, ->and the hair of his head was like pure wool. (Daniel 7:9 ULB) +>As I looked, +>thrones were set in place, +>and the Ancient of Days took his seat. +>His clothing was as white as snow, +>and the hair of his head was like pure wool. (Daniel 7:9 ULB)
I looked up and saw a man dressed in linen, with a belt around his waist made of pure gold from Uphaz. His body was like topaz, his face was like lightning, his eyes were like flaming torches, his arms and his feet were like polished bronze, and the sound of his words was like the sound of a great crowd. (Daniel 10:5-6 ULB)
@@ -55,15 +55,15 @@ The following passages describe powerful beings that Ezekiel, Daniel, and John s The following passage shows the use of the past tense to refer to past events. The underlined verbs refer to past events. ->The vision of Isaiah son of Amoz, that he saw concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah. ->Hear, heavens, and give ear, earth; for Yahweh has spoken: +>The vision of Isaiah son of Amoz, that he saw concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah. +>Hear, heavens, and give ear, earth; for Yahweh has spoken: >"I have nourished and brought up children, but they have rebelled against me. (Isaiah 1:1-2 ULB) The following passage shows the future tense and different uses of the past tense. The underlined verbs are examples of the predictive past, where the past tense is used to show that the events certainly will happen. ->The gloom will be dispelled from her who was in anguish. +>The gloom will be dispelled from her who was in anguish. >In an earlier time he humiliated ->the land of Zebulun and the land of Naphtali, ->but in the later time he will make it glorious, the way to the sea, beyond the Jordan, Galilee of the nations. ->The people who walked in darkness have seen a great light; +>the land of Zebulun and the land of Naphtali, +>but in the later time he will make it glorious, the way to the sea, beyond the Jordan, Galilee of the nations. +>The people who walked in darkness have seen a great light; >those who have lived in the land of the shadow of death, the light has shone on them. (Isaiah 9:1-2 ULB) \ No newline at end of file diff --git a/translate/writing-background/01.md b/translate/writing-background/01.md index 39a64ce..0aa406f 100644 --- a/translate/writing-background/01.md +++ b/translate/writing-background/01.md @@ -2,7 +2,7 @@ ### Description -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. +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. @@ -29,8 +29,8 @@ Background information can also be marked with words that tell the reader that t #### Reasons this is a translation issue * Languages have different ways of marking background information and storyline information. -* Translators need to know the order of the events in the Bible, which information is background information, and which is storyline information. -* Translators will need to translate the story in a way that marks the background information in a way that their own readers will understand the order of events, which information is background information, and which is storyline information. +* Translators need to know the order of the events in the Bible, which information is background information, and which is storyline information. +* Translators will need to translate the story in a way that marks the background information in a way that their own readers will understand the order of events, which information is background information, and which is storyline information. ### Examples from the Bible @@ -38,7 +38,7 @@ Background information can also be marked with words that tell the reader that t The first sentence tells about two events. Hagar gave birth and Abraham named his son. The second sentence is background information about how old Abram was when those things happened. ->Now Jesus himself, when he began to teach, was about thirty years of age. He was the son (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULB) +>Now Jesus himself, when he began to teach, was about thirty years of age. He was the son (as was supposed) of Joseph, the son of Heli. (Luke 3:23 ULB) The verses before this tell about when Jesus was baptized. This sentence introduces background information about Jesus' age and ancestors. The story starts up again in chapter 4 where it tells about Jesus going to the wilderness. @@ -48,7 +48,7 @@ These verses give the setting of the story. The events took place in a grain fie ### Translation Strategies -To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kind of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily. +To keep translations clear and natural you will need to study how people tell stories in your language. Observe how your language marks background information. You may need to write down some stories in order to study this. Observe what kind of verbs your language uses for background information and what kinds of words or other markers signal that something is background information. Do these same things when you translate, so that your translation is clear and natural and people can understand it easily. 1. Use your language's way of showing that certain information is background information. 1. Reorder the information so that earlier events are mentioned first. (This is not always possible when the background information is very long.) @@ -61,11 +61,11 @@ To keep translations clear and natural you will need to study how people tell st * **With many other exhortations also, he preached good news to the people. John also rebuked Herod the tetrarch for marrying his brother's wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20 ULB) The underlined phrases happened before John rebuked Herod. In English, the helping verb "had" in "had done" shows that Herod did those things before John rebuked him. -2) Reorder the information so that earlier events are mentioned first. +2) Reorder the information so that earlier events are mentioned first. * **Hagar gave birth to Abram's son, and Abram named his son, whom Hagar bore, Ishmael. Abram was eighty-six years old when Hagar bore Ishmael to Abram.** (Genesis 16:16 ULB) - * "When Abram was eighty-six years old, Hagar gave birth to his son, and Abram named his son Ishmael." + * "When Abram was eighty-six years old, Hagar gave birth to his son, and Abram named his son Ishmael." -* **John also rebuked Herod the tetrarch for marrying his brother's wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions. +* **John also rebuked Herod the tetrarch for marrying his brother's wife, Herodias, and for all the other evil things that Herod had done. But then Herod did another very evil thing. He had John locked up in prison.** (Luke 3:18-20) - The translation below reorders John's rebuke and Herod's actions. * "Now Herod the tetrarch married his brother's wife, Herodias, and he did many other evil things, so John rebuked him. But then Herod did another very evil thing. He had John locked up in prison." diff --git a/translate/writing-connectingwords/01.md b/translate/writing-connectingwords/01.md index 5e742b8..ce162dd 100644 --- a/translate/writing-connectingwords/01.md +++ b/translate/writing-connectingwords/01.md @@ -26,7 +26,7 @@ Sometimes people might not use a connecting word because they expect the readers >I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, but instead I went to Arabia and then returned to Damascus. Then after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days. (Galatians 1:16-18 ULB) -The word "but" introduces something that contrasts with what was said before. The contrast here is between what Paul did not do with what he did do. Here the word "then" introduces something Paul did after he returned to Damascus. +The word "but" introduces something that contrasts with what was said before. The contrast here is between what Paul did not do with what he did do. Here the word "then" introduces something Paul did after he returned to Damascus. >Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven. (Matthew 5:19 ULB) @@ -54,13 +54,13 @@ If the way the relationship between thoughts is shown in the ULB would be natura 2) Do not use a connecting word if it would be odd to use one and people would understand the right relationship between the thoughts without it. -* **Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) - +* **Therefore whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. But whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) - -Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this: +Some languages would prefer not to use connecting words here, because the meaning is clear without them and using them would be unnatural. They might translate like this: * Therefore whoever breaks the least one of these commandments, teaching others to do so as well, will be called least in the kingdom of heaven. Whoever keeps them and teaches them will be called great in the kingdom of heaven. -* **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, but instead I went to Arabia and then returned to Damascus. Then after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.** (Galatians 1:16-18 ULB) - +* **I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me, but instead I went to Arabia and then returned to Damascus. Then after three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.** (Galatians 1:16-18 ULB) - Some languages might not need the words "but" or "then" here. diff --git a/translate/writing-decisions/01.md b/translate/writing-decisions/01.md index db60e1f..cc0b5a7 100644 --- a/translate/writing-decisions/01.md +++ b/translate/writing-decisions/01.md @@ -1,12 +1,12 @@ ### Important Questions to Answer About Writing -When a language is first written, the translator must decide how to indicate certain features of all written languages. +When a language is first written, the translator must decide how to indicate certain features of all written languages. These questions will give the wider community an understanding of some of the preliminary decisions made by the translator for writing the local language in the areas of punctuation, spelling and the writing of names in the Bible. The translation team and the community should agree on how to do this. -* Does your language have a way of highlighting direct or quoted speech? How do you show it? -* What guidelines have you followed for indicating verse numbering, quoted speech and Old Testament quotations? (Are you following the style of the national language? What variations have you decided to use to suit your language?) -* What guidelines have you followed in writing names in the Bible? Do you use the names written in the national language Bible? Do you have guidelines from your own language as to how names are pronounced and if they need added titles? (Has this decision been acceptable to the community?) +* Does your language have a way of highlighting direct or quoted speech? How do you show it? +* What guidelines have you followed for indicating verse numbering, quoted speech and Old Testament quotations? (Are you following the style of the national language? What variations have you decided to use to suit your language?) +* What guidelines have you followed in writing names in the Bible? Do you use the names written in the national language Bible? Do you have guidelines from your own language as to how names are pronounced and if they need added titles? (Has this decision been acceptable to the community?) * Have you taken note of any spelling rules for your language that you would like to share with others, such as where a word changes its form or two words combine? (Are these rules acceptable to the community?) diff --git a/translate/writing-endofstory/01.md b/translate/writing-endofstory/01.md index 83c5d74..f9b0bc6 100644 --- a/translate/writing-endofstory/01.md +++ b/translate/writing-endofstory/01.md @@ -1,7 +1,7 @@ ### Description -There are different types of information that may be given at the end of a story. Often this is background information. This background information is different from the actions that make up the main part of the story. A book of the Bible is often made up of many smaller stories that are part of the larger story of the book itself. For example, the story of Jesus' birth is a smaller story in the larger story of the book of Luke. Each of these stories, whether large or small, can have background information at the end of it. +There are different types of information that may be given at the end of a story. Often this is background information. This background information is different from the actions that make up the main part of the story. A book of the Bible is often made up of many smaller stories that are part of the larger story of the book itself. For example, the story of Jesus' birth is a smaller story in the larger story of the book of Luke. Each of these stories, whether large or small, can have background information at the end of it. #### Different purposes for end of story information @@ -12,7 +12,7 @@ There are different types of information that may be given at the end of a story * To tell on-going action that continues after the main part of the story ends * To tell what happens after the story as a result of the events that happened in the story itself -#### Reasons this is a translation issue +#### Reasons this is a translation issue Different languages have different ways of presenting these kinds of information. If translators do not use their language's ways of doing this, readers may not know these things: @@ -24,7 +24,7 @@ Different languages have different ways of presenting these kinds of information * Translate the particular kind of information at the end of a story the way your language expresses that kind of information. * Translate it so that people will understand how it relates to the story it is part of. -* If possible, translate the end of the story in a way that people will know where that story ends and the next begins. +* If possible, translate the end of the story in a way that people will know where that story ends and the next begins. ### Examples from the Bible diff --git a/translate/writing-intro/01.md b/translate/writing-intro/01.md index 8b56c8b..7a1186d 100644 --- a/translate/writing-intro/01.md +++ b/translate/writing-intro/01.md @@ -1,11 +1,11 @@ ### Description -There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author's meaning in the best way. +There are different kinds or types of writing, and each type of writing has its own purpose. Because these purposes are different, the different kinds of writing are organized in different ways. They use different verbs, different kinds of sentences, and refer to the people and things that they write about in different ways. These differences help the reader to quickly know the purpose of the writing, and they work to communicate the author's meaning in the best way. -### Types of Writing +### Types of Writing -The following are four basic types of writing that exist in every language. Each type of writing has a different purpose. +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 @@ -18,13 +18,13 @@ Every language has its own way of organizing these different types of writing. T ### Writing Styles -The following are ways of writing that may combine with the four basic types above. These writing styles often present challenges in translation. +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 wisdom -* **[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 +* **[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 @@ -36,7 +36,7 @@ The differences between the different types of writing in a language can be call * Conversation and the use of quotes * Referring to people and things with nouns or pronouns -Languages have different ways of using these different discourse features. The translator will need to study the way his language does each of these things, so that his translation communicates the right message in a clear and natural way. Other types of writing have other discourse features. +Languages have different ways of using these different discourse features. The translator will need to study the way his language does each of these things, so that his translation communicates the right message in a clear and natural way. Other types of writing have other discourse features. ### Specific discourse issues @@ -44,7 +44,7 @@ Languages have different ways of using these different discourse features. The t 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. -2. **[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. +2. **[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](../writing-connectingwords/01.md)** - Languages have patterns for how to use connecting words (such as "and," "but," or "then"). diff --git a/translate/writing-newevent/01.md b/translate/writing-newevent/01.md index 33664f2..f6dcf5c 100644 --- a/translate/writing-newevent/01.md +++ b/translate/writing-newevent/01.md @@ -16,7 +16,7 @@ The verses above introduce a story about Zechariah. The first underlined phrase >The birth of Jesus Christ happened in the following way. His mother Mary was engaged to marry Joseph, but before they came together, she was found to be pregnant by the Holy Spirit. (Matthew 1:18 ULB) -The underlined sentence above makes it explicit that a story about Jesus is being introduced. The story will tell about how the birth of Jesus happened. +The underlined sentence above makes it explicit that a story about Jesus is being introduced. The story will tell about how the birth of Jesus happened. >After Jesus was born in Bethlehem of Judea in the days of Herod the king, learned men from the east arrived in Jerusalem saying,... (Matthew 2:1 ULB) @@ -30,7 +30,7 @@ The word "then" shows that Jesus came to the Jordan River some time after the ev > Now there was a Pharisee whose name was Nicodemus, a member of the Jewish Council. This man came to Jesus at night time (John 3:1-2 ULB) -The author first introduced the new person and then told about what he did and when he did it. In some languages it might be more natural to tell about the time first. +The author first introduced the new person and then told about what he did and when he did it. In some languages it might be more natural to tell about the time first. >6Noah was six hundred years old when the flood came upon the earth. 7Noah, his sons, his wife, and his sons' wives went into the ark together because of the waters of the flood. (Genesis 7:6-7 ULB) @@ -42,7 +42,7 @@ If the information given at the beginning of a new event is clear and natural to 1. Put the information that introduces the event in the order that your people put it. 1. If readers would expect certain information but it is not in the Bible, consider using an indefinite word or phrase to fill in that information, such as: "another time" or "someone." -1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. +1. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. 1. If it would be strange in the target language to give a summary of the event at the beginning, show that the event would actually happen later in the story. ### Examples of Translation Strategies Applied @@ -51,7 +51,7 @@ If the information given at the beginning of a new event is clear and natural to * **Now there was a Pharisee whose name was Nicodemus, a member of the Jewish Council. This man came to Jesus at night time and said to him ...** (John 3:1,2) * There was a man whose name was Nicodemus. He was a Pharisee and a member of the Jewish Council. One night he came to Jesus and said… - * One night a man named Nicodemus, who was a Pharisee and a member of the Jewish Council, came to Jesus and said ... + * One night a man named Nicodemus, who was a Pharisee and a member of the Jewish Council, came to Jesus and said ... * **As he passed by, he saw Levi the son of Alpheus, who was sitting at the tax collecting place, and he said to him ...** (Mark 2:14 ULB) * As he passed by, Levi the son of Alpheus was sitting at the tax collecting place. Jesus saw him and and said to him ... @@ -67,7 +67,7 @@ If the information given at the beginning of a new event is clear and natural to * Another time Jesus began to teach people again beside the lake. * Jesus went to the lake and began to teach people again there. -3. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. +3. If the introduction is a summary of the whole event, use your language's way of showing that it is a summary. * **Noah was six hundred years old when the flood came upon the earth.** (Genesis 7:6 ULB) * Now this is what happened when Noah was six hundred years old and the flood came upon the earth. diff --git a/translate/writing-participants/01.md b/translate/writing-participants/01.md index 32c5364..c1a506a 100644 --- a/translate/writing-participants/01.md +++ b/translate/writing-participants/01.md @@ -3,7 +3,7 @@ ### Description The first time that people or things are mentioned in a story, they are new participants. After that, whenever they are mentioned, they are old participants. ->Now there was a Pharisee whose name was Nicodemus... This man came to Jesus at night time... Jesus replied to him (John 3:1) +>Now there was a Pharisee whose name was Nicodemus... This man came to Jesus at night time... Jesus replied to him (John 3:1) The first underlined phrase introduces Nicodemus as a new participant. He is then referred to as "This man" and "him" when he is an old participant. @@ -16,7 +16,7 @@ In order to make your translation clear and natural, it is necessary to refer to #### New Participants Often the most important new participant is introduced with a phrase that says that he existed, such as "There was a man" in the example below. The phrase "There was" tells us that this man existed. The word "a" in "a man" tells us that the author is speaking about him for the first time. The rest of the sentence tells where this man was from, who is family was, and what his name was. ->There was a man from Zorah, of the family of the Danites, whose name was Manoah. (Judges 13:2 ULB) +>There was a man from Zorah, of the family of the Danites, whose name was Manoah. (Judges 13:2 ULB) A new participant who is not the most important one is often introduced in relation to the more important person who was already introduced. In the example below, Manoah's wife is simply referred to as "his wife." This phrase shows her relationship to him. >There was a man from Zorah, of the family of the Danites, whose name was Manoah. His wife was not able to become pregnant and so she had not given birth. (Judges 13:2 ULB) @@ -50,7 +50,7 @@ Some languages have something on the verb that tells something about the subject * **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 ULB) - 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. + * 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. diff --git a/translate/writing-poetry/01.md b/translate/writing-poetry/01.md index b28bfdd..5d821df 100644 --- a/translate/writing-poetry/01.md +++ b/translate/writing-poetry/01.md @@ -15,7 +15,7 @@ Poetry is one of the ways that people use the words and sounds of their language * The same sound used at the end or at the beginning of two or more lines * "Twinkle, twinkle little star. How I wonder what you are." (from an English rhyme) * The same sound repeated many times - * "Peter, Peter, pumpkin eater" (from an English rhyme) + * "Peter, Peter, pumpkin eater" (from an English rhyme) * Old words and expressions * Dramatic imagery * Different use of grammar - including: @@ -35,27 +35,27 @@ Elegant or fancy speech is similar to poetry in that it uses beautiful language, #### Reasons this is a translation issue: -* Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language you may need to write it without the poetry. +* Different languages use poetry for different things. If a poetic form would not communicate the same meaning in your language you may need to write it without the poetry. * In some languages, using poetry for a particular part of the Bible would make it much more powerful. ### Examples from the Bible -The Bible uses poetry for songs, teaching, and prophecy. Almost all of the books of the Old Testament have poetry in them and many of the books are completely poetry. ->for you saw my affliction; ->you knew the distress of my soul. (Psalm 31:7 ULB) +The Bible uses poetry for songs, teaching, and prophecy. Almost all of the books of the Old Testament have poetry in them and many of the books are completely poetry. +>for you saw my affliction; +>you knew the distress of my soul. (Psalm 31:7 ULB) This example of [Parallelism with the Same Meaning](../figs-synonparallelism/01.md) has two lines that mean the same thing. ->Yahweh, judge the nations; ->vindicate me, Yahweh, because I am righteous and innocent, Most High. +>Yahweh, judge the nations; +>vindicate me, Yahweh, because I am righteous and innocent, Most High. This example of parallelism shows the contrast between what David wants God to do to him and what he wants God to do to the unrighteous nations. (see [Parallelism](../figs-parallelism/01.md)) ->Keep your servant also from arrogant sins; +>Keep your servant also from arrogant sins; >let them not rule over me. (Psalm 19:13 ULB) This example of personification speaks of sins as if they could rule over a person. (see [Personification](../figs-personification/01.md)) ->Oh, give thanks to Yahweh; for he is good, for his covenant faithfulness endures forever. ->Oh, give thanks to the God of gods, for his covenant faithfulness endures forever. ->Oh, give thanks to the Lord of lords, for his covenant faithfulness endures forever. (Psalm 136:1-3 ULB) +>Oh, give thanks to Yahweh; for he is good, for his covenant faithfulness endures forever. +>Oh, give thanks to the God of gods, for his covenant faithfulness endures forever. +>Oh, give thanks to the Lord of lords, for his covenant faithfulness endures forever. (Psalm 136:1-3 ULB) This example repeats the phrases "give thanks" and "his covenant faithfulness endures forever." @@ -67,27 +67,27 @@ If the style of poetry that is used in the source text would be natural and give 1. Translate the poetry using your style of elegant speech. 1. Translate the poetry using your style of ordinary speech. -If you use poetry it may be more beautiful. +If you use poetry it may be more beautiful. If you use ordinary speech it may be more clear. ### Examples of Translation Strategies Applied ->**Blessed is the man who does not walk in the advice of the wicked, ->or stand in the pathway with sinners, ->or sit in the assembly of mockers. ->But his delight is in the law of Yahweh, +>**Blessed is the man who does not walk in the advice of the wicked, +>or stand in the pathway with sinners, +>or sit in the assembly of mockers. +>But his delight is in the law of Yahweh, >and on his law he meditates day and night.** (Psalm 1:1,2 ULB) The following are examples of how people might translate Psalm 1:1,2. 1) Translate the poetry using one of your styles of poetry. (The style in this example has words that sound similar at the end of each line.) ->"Happy is the person not encouraged to sin ->Disrespect for God he will not begin ->To those who laugh at God, he is no kin. ->God is his constant delight ->He does what God says is right +>"Happy is the person not encouraged to sin +>Disrespect for God he will not begin +>To those who laugh at God, he is no kin. +>God is his constant delight +>He does what God says is right >He thinks of it all day and night 2) Translate the poetry using your style of elegant speech. diff --git a/translate/writing-pronouns/01.md b/translate/writing-pronouns/01.md index 0097ab1..974357d 100644 --- a/translate/writing-pronouns/01.md +++ b/translate/writing-pronouns/01.md @@ -8,19 +8,19 @@ When we talk or write, we use pronouns to refer to people or things without alwa In John 3, Nicodemus is first referred to with noun phrases and his name. Then he is referred to with the noun phrase "this man." Then he is referred to with the pronoun "him." -Each language has its rules and exceptions to this usual way of referring to people and things. +Each language has its rules and exceptions to this usual way of referring to people and things. * In some languages the first time something is referred to in a paragraph or chapter, it is referred to with a noun rather than a pronoun. * The **main character** is the person whom a story is about. In some languages, after a main character is introduced in a story, he is usually referred to with a pronoun. Some languages have special pronouns that refer only to the main character. -* In some languages, marking on the verb helps people know who the subject is. (see [Verbs](figs-verbs)) In some of these languages, listeners rely on this marking to help them understand who the subject is, and speakers use a pronoun, noun phrase, or name only when they want to emphasize or clarify who the subject is. +* In some languages, marking on the verb helps people know who the subject is. (see [Verbs](figs-verbs)) In some of these languages, listeners rely on this marking to help them understand who the subject is, and speakers use a pronoun, noun phrase, or name only when they want to emphasize or clarify who the subject is. -#### Reasons this is a translation issue +#### Reasons this is a translation issue -* If translators use a pronoun at the wrong time for their language, readers might not know who the writer is talking about. +* If translators use a pronoun at the wrong time for their language, readers might not know who the writer is talking about. * If translators too frequently refer to a main character by name, listeners of some languages might not realize that the person is a main character, or they might think that there is a new character with the same name. * If translators use pronouns, nouns, or names at the wrong time, people might think that there is some special emphasis on the person or thing it refers to. -### Examples from the Bible +### Examples from the Bible The example below occurs at the beginning of a chapter. In some languages it might not be clear whom the pronouns refer to. >Again Jesus walked into the synagogue, and a man with a withered hand was there. They watched him to see if he would heal him on the Sabbath. (Mark 3:1-2 ULB) @@ -33,30 +33,30 @@ In the example below, two men are named in the first sentence. It might not be c Jesus is the main character of the book of Matthew, but in the verses below he is referred to four times by name. This may lead speakers of some languages to think that Jesus is not the main character. Or it might lead them to think that there is more than one person named Jesus in this story. Or it might lead them to think that there is some kind of emphasis on him, even though there is no emphasis. > At that time Jesus went on the Sabbath day through the grainfields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus, "See, your disciples do what is unlawful to do on the Sabbath." ->But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ..." ->Then Jesus left from there and went into their synagogue. (Matthew 12:1-9 ULB) +>But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ..." +>Then Jesus left from there and went into their synagogue. (Matthew 12:1-9 ULB) -### Translation Strategies +### Translation Strategies -1. If it would not be clear to your readers whom or what a pronoun refers to, use a noun or name. +1. If it would not be clear to your readers whom or what a pronoun refers to, use a noun or name. 1. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead. -### Examples of Translation Strategies Applied +### Examples of Translation Strategies Applied 1. If it would not be clear to your readers whom or what a pronoun refers to, use a noun or name. - * **Again Jesus walked into the synagogue, and a man with a withered hand was there. They watched him to see if he would heal him on the Sabbath.** (Mark 3:1-2 ULB) + * **Again Jesus walked into the synagogue, and a man with a withered hand was there. They watched him to see if he would heal him on the Sabbath.** (Mark 3:1-2 ULB) * Again Jesus walked into the synagogue, and a man with a withered hand was there. Some Pharisees watched Jesus to see if he would heal the man on the Sabbath. (Mark 3:1-2 UDB) 2. If repeating a noun or name would lead people to think that a main character is not a main character, or that the writer is talking about more than one person with that name, or that there is some kind of emphasis on someone when there is no emphasis, use a pronoun instead. -> **At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus , "See, your disciples do what is unlawful to do on the Sabbath."** ->**But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ...** ->**Then Jesus left from there and went into their synagogue.** (Matthew 12:1-9 ULB) +> **At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to Jesus , "See, your disciples do what is unlawful to do on the Sabbath."** +>**But Jesus said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ...** +>**Then Jesus left from there and went into their synagogue.** (Matthew 12:1-9 ULB) May be translated as: ->At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to him, "See, your disciples do what is unlawful to do on the Sabbath. ->But he said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ... +>At that time Jesus went on the Sabbath day through the grain fields. His disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to him, "See, your disciples do what is unlawful to do on the Sabbath. +>But he said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ... >Then he left from there and went into their synagogue. \ No newline at end of file diff --git a/translate/writing-proverbs/01.md b/translate/writing-proverbs/01.md index 68921fa..380256f 100644 --- a/translate/writing-proverbs/01.md +++ b/translate/writing-proverbs/01.md @@ -4,13 +4,13 @@ Proverbs are short sayings that give wisdom or teach a truth. People enjoy proverbs because they give a lot of wisdom in few words. Proverbs in the Bible often use metaphor and parallelism. ->Hatred stirs up conflicts, +>Hatred stirs up conflicts, >but love covers over all offenses. (Proverbs 10:12 ULB) Another example from Proverbs. ->Look at the ant, you lazy person, consider her ways, and be wise. ->It has no commander, officer, or ruler, ->yet it prepares its food in the summer, +>Look at the ant, you lazy person, consider her ways, and be wise. +>It has no commander, officer, or ruler, +>yet it prepares its food in the summer, >and during the harvest it stores up what it will eat. (Proverbs 6:6-8 ULB) #### Reason this is a translation issue @@ -19,37 +19,37 @@ Each language has its own ways of saying proverbs. There are many proverbs in th ### Examples from the Bible ->A good name is to be chosen over great riches, +>A good name is to be chosen over great riches, >and favor is better than silver and gold. (Proverbs 22:1 ULB) -This means that it is better to be a good person and to have a good reputation than it is to have a lot of money. +This means that it is better to be a good person and to have a good reputation than it is to have a lot of money. ->Like vinegar on the teeth and smoke in the eyes, +>Like vinegar on the teeth and smoke in the eyes, >so is the sluggard to those who send him. (Proverbs 10:26 ULB) This means that a lazy person is very annoying to those who send him to do something. ->The way of Yahweh protects those who have integrity, +>The way of Yahweh protects those who have integrity, >but it is destruction for the wicked. (Proverbs 10:29 ULB) This means that Yahweh protects people who do what is right, but he destroys those who are wicked. ### Translation Strategies -If translating a proverb literally would be natural and give the right meaning in your language, consider doing that. If not, here are some options: +If translating a proverb literally would be natural and give the right meaning in your language, consider doing that. If not, here are some options: -1. Find out how people say proverbs in your language, and use one of those ways. -1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. +1. Find out how people say proverbs in your language, and use one of those ways. +1. If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. 1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible. 1. Give the same teaching but not in a form of a proverb. ### Examples of Translation Strategies Applied -1) Find out how people say proverbs in your language, and use one of those ways. +1) Find out how people say proverbs in your language, and use one of those ways. -* **A good name is to be chosen over great riches,** +* **A good name is to be chosen over great riches,** -**and favor is better than silver and gold.** (Proverbs 22:1 ULB) +**and favor is better than silver and gold.** (Proverbs 22:1 ULB) Here are some ideas for ways that people might say a proverb in their language. @@ -58,9 +58,9 @@ Here are some ideas for ways that people might say a proverb in their language. * Try to have a good reputation rather than great riches. * Will riches really help you? I would rather have a good reputation. -2) If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. +2) If certain objects in the proverb are not known to many people in your language group, consider replacing them with objects that people know and that function in the same way in your language. -* **Like snow in summer or rain in harvest,** +* **Like snow in summer or rain in harvest,** **so a fool does not deserve honor.** (Proverbs 26:1 ULB) @@ -73,9 +73,9 @@ Here are some ideas for ways that people might say a proverb in their language. 4) Give the same teaching but not in a form of a proverb. -* **A generation that curses their father and does not bless their mother,** +* **A generation that curses their father and does not bless their mother,** -**that is a generation that is pure in their own eyes,** +**that is a generation that is pure in their own eyes,** **but they are not washed of their filth.** (Proverbs 30:11-12 ULB) * People who do not respect their parents think that they are righteous, and they do not turn away from their sin. diff --git a/translate/writing-quotations/01.md b/translate/writing-quotations/01.md index 94c37fc..4d14cd1 100644 --- a/translate/writing-quotations/01.md +++ b/translate/writing-quotations/01.md @@ -3,7 +3,7 @@ ### Description -When saying that someone said something, we often tell who spoke, whom they spoke to, and what they said. The information about who spoke and whom they spoke to is called the **quote margin**. What the person said is the **quotation**. (This is also called a quote.) In some languages the quote margin may come first, last, or even in between two parts of the quotation. +When saying that someone said something, we often tell who spoke, whom they spoke to, and what they said. The information about who spoke and whom they spoke to is called the **quote margin**. What the person said is the **quotation**. (This is also called a quote.) In some languages the quote margin may come first, last, or even in between two parts of the quotation. The quote margins are underlined below. @@ -15,7 +15,7 @@ Also in some languages, the quote margin may have more than one verb meaning "sa >But his mother answered and said, "No, instead he will be called John." (Luke 1:60 ULB) -When writing that someone said something, some languages put the quote (what was said) in quotation marks called inverted commas (" "). Some languages use other symbols around the quotation, such as these angle quote marks (« »), or something else. +When writing that someone said something, some languages put the quote (what was said) in quotation marks called inverted commas (" "). Some languages use other symbols around the quotation, such as these angle quote marks (« »), or something else. #### Reasons this is a translation issue diff --git a/translate/writing-symlanguage/01.md b/translate/writing-symlanguage/01.md index 9024e86..2e1028b 100644 --- a/translate/writing-symlanguage/01.md +++ b/translate/writing-symlanguage/01.md @@ -4,21 +4,21 @@ Symbolic language in speech and writing is the use of symbols to represent other things and events. In the Bible it occurs most in prophecy and poetry, especially in visions and dreams about things that will happen in the future. Though people may not immediately know the meaning of a symbol, it is important to keep the symbol in the translation. ->Eat this scroll, then go speak to the house of Israel." (Ezekiel 3:1 ULB) +>Eat this scroll, then go speak to the house of Israel." (Ezekiel 3:1 ULB) This was in a dream. Eating the scroll is a symbol of reading and understanding well what was written on the scroll, and accepting these words from God into himself. #### Purposes of symbolism -- One purpose of symbolism is to help people understand the importance or severity of an event by putting it in other, very dramatic terms. +- One purpose of symbolism is to help people understand the importance or severity of an event by putting it in other, very dramatic terms. - Another purpose of symbolism is to tell some people about something while hiding the true meaning from others who do not understand the symbolism. -#### Reason this is a translation issue +#### Reason this is a translation issue People who read the Bible today may find it hard to recognize that the language is symbolic, and they may not know what the symbol stands for. -#### Translation Principles +#### Translation Principles -- When symbolic language is used, it is important to keep the symbol in the translation. +- When symbolic language is used, it is important to keep the symbol in the translation. - It is also important not to explain the symbol more than the original speaker or writer did, since he may not have wanted everyone living then to be able to understand it easily. ### Examples from the Bible @@ -47,9 +47,9 @@ This passage explains the meaning of the seven lampstands and the seven stars. T 2. Translate the text with the symbols. Then explain the symbols in footnotes. * **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 ULB) - * After this I saw in my dream at night a fourth animal,1 terrifying, frightening, and very strong. It had large iron teeth;2 it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.3 + * After this I saw in my dream at night a fourth animal,1 terrifying, frightening, and very strong. It had large iron teeth;2 it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.3 * The footnotes would look like: - * [1] The animal is a symbol for a kingdom. - * [2] The iron teeth is a symbol for the kingdom's powerful army. + * [1] The animal is a symbol for a kingdom. + * [2] The iron teeth is a symbol for the kingdom's powerful army. * [3] The horns are a symbol of powerful kings.