See in Reader
Second attempt to fix wrongly deleted spurious spaces, cont'd
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@ -26,7 +26,6 @@ Submitting an issue is the preferred way to let the Oversight Team know of error
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To contribute to the content of the translationAcademy please fork a copy of the repository, make your changes and then submit a Pull Request to the repository.
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The Oversight Team will then review the PR and then decide on the merging of the content into the master repository.
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### Explanation of the content file layout
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Each manual has it's own directory in this repository (for example, the Checking Manual is in the checking directory). The content of the files are in a hybrid YAML/markdown format, beginning with a YAML header followed by the body of the article in markdown.
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@ -3,8 +3,6 @@
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This manual describes how to check translated biblical content for accuracy, clarity, and naturalness.
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The manual begins with instructions for checking the translation that the translation team will use to check each other's work. If they follow these instructions, they will complete checking level one. Then there are instructions for the translation team to use for checking the translation with the language community for clarity and naturalness, and for church leaders to use when they check the translation for accuracy. If they follow these instructions, they will complete checking level two. This manual also contains instructions for the leaders of church networks to use for checking the translation for accuracy at level three.
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The manual also includes further instructions for checking the translation that the leaders of church networks can use to check the translation. Because many leaders of church networks do not speak the language of the translation, there are also instructions for creating a back translation, which allows people to check a translation in a language that they do not speak.
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@ -1,7 +1,6 @@
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### Types of things to check
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1. Ask about anything that does not seem right to you, so that the translation team can explain it. If it also does not seem right to them, they can adjust the translation. In general:
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1. Check for anything that appears to be added, that was not a part of the meaning of the source text. (Remember, the original meaning also includes [Implicit Information](../../translate/figs-explicit/01.md).)
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@ -11,4 +11,3 @@ There are several resources available for finding answers to questions:
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* **Slack Chatroom** - Join the Team43 community, post your questions to the "#helpdesk" channel, and get real-time answers to your questions (sign up at http://ufw.io/team43)
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* **Helpdesk** - email <help@door43.org> with your questions
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@ -10,5 +10,3 @@ translationAcademy contains the following sections:
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* [Translation Manual](../../translate/translate-manual/01.md) - explains the basics of translation theory and practical translation helps
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* [Checking Manual](../../checking/intro-check/01.md) - explains the basics of checking theory and best practices
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@ -41,4 +41,3 @@ How do we accomplish the goal of **unrestricted biblical content in every langua
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* **Training** - We create resources to train mother tongue translation teams. translationAcademy (this resource) is our primary training tool. We also have audio recording and training resources. See http://ufw.io/training/ for a complete list of training materials.
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@ -12,7 +12,6 @@ Before a Gateway Language translation can become a source text, the following pr
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* **On Door43** - Door43 must have the version that will be published. If the work was done on multiple devices, then it may need to be merged together. Get the help of a Content Tech to make merging easier (either email <help@door43.org> or use the #content-techs channel on Slack).
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* **Agreements** - Everyone involved in the translation and checking must have agreed to the [Statement of Faith](../../intro/statement-of-faith/01.md), the [Translation Guidelines](../../intro/translation-guidelines/01.md), and the [Open License](../../intro/open-license/01.md). This can be done by either creating Door43 accounts or by physically signing the documents and digitizing them (scanning or photos). See http://ufw.io/forms for downloadable agreement forms.
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#### Source Text Request Form
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Once you have the prerequisites, you may fill out the source text request form at http://ufw.io/pub/. A few notes about the form:
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@ -30,7 +30,6 @@ The Bible often speaks of God as if he were a shepherd and his people were sheep
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>He led his own people out like sheep and guided them through the wilderness like a flock. (Psalm 78:52 ULB)
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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.
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"see [Biblical Imagery - Cultural Models](bita-part3) for a list of cultural models in the Bible."
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@ -1,7 +1,6 @@
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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.
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#### An ANIMAL HORN represents strength
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>God is my rock. I take refuge in him.
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@ -35,7 +35,6 @@ After farmers harvest wheat and other types of grain, they bring them to a _thre
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>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)
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> 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)
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#### GRAFTING represents God's allowing the Gentiles to become his people
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@ -37,7 +37,6 @@ To hide one's face from someone is to ignore him.
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> They cover <u>the face</u> of the earth and they are right now next to me. (Numbers 22:5 ULB)
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#### The HAND represents a person's agency or power
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>God has burst through my enemies <u>by my hand</u> like a bursting flood of water. (1 Chronicles 14:11 ULB)
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@ -56,7 +55,6 @@ To hide one's face from someone is to ignore him.
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>God put all things under Christ's feet and gave him to the church as head over all things. (Ephesians 1:22 ULB)
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>Wives, submit to your husbands, as to the Lord. For the husband is <u>the head</u> of the wife, as Christ also is <u>the head</u> of the church, and Christ himself is its Savior. (Ephesians 5:22-23 ULB)
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#### A MASTER represents anything that motivates someone to act
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@ -6,7 +6,6 @@ Some images from the Bible involving human behavior are listed below. The word i
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>Yahweh supports all who are falling and raises up all those who are <u>bent over</u>. (Psalm 145:14 ULB)
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#### BIRTH PAINS represent the suffering that is necessary to achieve a new condition
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><u>Be in pain and labor to give birth</u>, daughter of Zion, like a <u>woman in labor</u>.
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@ -18,7 +17,6 @@ Some images from the Bible involving human behavior are listed below. The word i
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>My little children, again I am in the <u>pains of childbirth</u> for you until Christ is formed in you. (Galatians 4:19 ULB)
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#### BEING CALLED SOMETHING represents being that thing
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>The Holy One of Israel is your Redeemer; he <u>is called</u> the God of the whole earth. (Isaiah 54:5b ULB)
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@ -6,43 +6,32 @@ Some images from the Bible involving man-made objects are listed below in alphab
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>He trains ... my arms to bend a bow of <u>bronze</u>. Psalm 18:34 ULB)
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#### CHAINS represent control
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>Let us tear off the <u>shackles</u> they put on us and throw off their <u>chains</u>. Psalm 2:3
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#### CLOTHING represents moral qualities (emotions, attitudes, spirit, life)
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>It is God who puts strength on me like a <u>belt</u>. (Psalm 18:32 ULB)
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>Righteousness will be the <u>belt of his waist</u>, and faithfulness the <u>belt around his hips</u>. (Isaiah 11:5 ULB)
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>May my adversaries be <u>clothed with shame</u>; may they <u>wear their shame like a robe</u>. (Psalm 109:29 ULB)
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>I will <u>clothe his enemies with shame</u>. (Psalm 132:18 ULB)
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#### A SNARE (A LIGHT TRAP FOR BIRDS WORKED BY CORDS) represents death
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>For he will rescue you from the <u>snare</u> of the hunter. (Psalm 91:3 ULB)
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>The <u>cords of death</u> surrounded me, and the <u>snares</u> of sheol confronted me. (Psalm 116:3 ULB)
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>The <u>cords of the wicked</u> have <u>ensnared</u> me. (Psalm 119:61 ULB)
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>The wicked have <u>set a snare</u> for me. (Psalm 119:110 ULB)
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>The wicked is <u>ensnared</u> by his own actions. (Psalm 9:16 ULB)
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>They mingled with the nations and learned their ways and worshiped their idols, which became <u>a snare</u> to them. (Psalm 106:35-36 ULB)
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In this case the snare was a persuasion to do evil, which leads to death.
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@ -12,12 +12,10 @@ For example, one pattern of pairings in the Bible is of <u>walking</u> with "beh
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>Blessed is the man who does not <u>walk</u> in the advice of the wicked. (Psalm 1:1 ULB)
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This pattern is also seen in Psalm 119:32 where running in the path of God's commands represents doing what God commands. Since running is more intense than walking, the idea of running here might give the idea of doing this whole-heartedly.
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>I will <u>run in the path</u> of your commandments. (Psalm 119:32 ULB)
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### Reasons this is a translation issue
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These patterns present three challenges to anyone who wants to identify them:
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@ -36,7 +34,6 @@ For example, in 2 Samuel 14:7 below, "the burning coal" is an image for the life
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>They say, 'Give into our hand 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 <u>the burning coal</u> that I have left, and they will leave for <u>my husband neither name nor descendant</u> on the surface of the earth. (2 Samuel 14:7 ULB)
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### Links to Lists of Images in the Bible
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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:
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@ -117,7 +117,6 @@ If blood cries out, nature itself is crying out for vengeance on a person who ki
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>When Israel was a young man I loved him, and I called <u>my son</u> out of Egypt. (Hosea 11:1 ULB)
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#### The sun is modeled as BEING IN A CONTAINER AT NIGHT
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>Yet their words go out over all the earth and their speech to the end of the world. He has pitched <u>a tent for the sun</u> among them. The sun is like a bridegroom coming out of <u>his chamber</u> and like a strong man who rejoices when he runs his race. (Psalm 19:4-5 ULB)
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Psalm 110 pictures the sun as being in the womb before it comes out in the morning.
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>From <u>the womb</u> of the dawn your youth will be to you like the dew. (Psalm 110:3 ULB)
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#### Things that can move fast are modeled as having WINGS
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This is especially true of things that move in the air or the sky.
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>give me room <u>when I am hemmed in</u>.
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>Have mercy on me and listen to my prayer. (Psalm 4:1 ULB)
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#### A distressing situation is modeled as a WILDERNESS
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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.
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#### LIGHT represents goodness, and DARKNESS represents evil
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>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)
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#### SHADOW or DARKNESS represents death
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>Yet you have severely broken us in the place of jackals and covered us with the <u>shadow of death</u>. (Psalm 44:19)
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#### FIRE represents extreme feelings, particularly love or anger
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>Surging waters cannot <u>quench</u> love. (Song of Songs 8:7 ULB)
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>For <u>a fire is kindled by my anger</u> and <u>is burning</u> to the lowest sheol. (Deuteronomy 32:22 ULB)
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>Therefore, <u>the anger of Yahweh was set on fire</u> against Israel. (Judges 3:8 ULB)
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>When Yahweh heard this, <u>he was angry</u>; so <u>his fire burned</u> against Jacob, and <u>his anger</u> attacked Israel. (Psalm 78:21 ULB)
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#### FIRE OR A LAMP represents life
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>They say, 'Give into our hand 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.' So they would also destroy the heir. Thus they will put out the <u>burning coal</u> 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)
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>I will give one tribe to Solomon's son, so that David my servant may always have <u>a lamp</u> before me in Jerusalem. (1 Kings 11:36 ULB)
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>Nevertheless for David's sake, Yahweh his God gave him <u>a lamp</u> in Jerusalem by raising up his son after him in order to strengthen Jerusalem. (1 Kings 15:4 ULB)
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>Indeed, <u>the light</u> of the wicked person will be put out; <u>the spark of his fire</u> will not shine. <u>The light</u> will be dark in his tent; <u>his lamp</u> above him will be put out. (Job 18:5-6 ULB)
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>For you give <u>light to my lamp</u>; Yahweh my God <u>lights up my darkness</u>. (Psalm 18:28 ULB)
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>A dimly burning wick he will not quench. (Isaiah 42:3 ULB)
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#### A WIDE SPACE reperesents safetey, security, and ease
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>They came against me on the day of my distress but Yahweh was my support!
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>we went through fire and water,
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>but you brought us out into <u>a spacious place</u>. (Psalm 66:12 ULB)
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#### A NARROW SPACE represents danger or difficulties
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>Answer me when I call, God of my righteousness;
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>For a prostitute is a deep pit,
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>and an immoral woman is <u>a narrow well</u>. (Proverbs 23:27 ULB)
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#### LIQUID represents a moral quality (emotion, attitude, spirit, life)
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>Yahweh has burst through my enemies before me like a bursting <u>flood of water</u>. (2 Samuel 5:20 ULB)
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>But he will make a full end to his enemies with an overwhelming <u>flood</u>. (Nahum 1:8 ULB)
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>I am being <u>poured out like water</u>. (Psalm 22:14 ULB)
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>It will come about afterward that I will <u>pour out</u> my Spirit on all flesh. (Joel 2:28 ULB)
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>For it is great, the anger of Yahweh that has been <u>poured out</u> on us. (2 Chronicles 34:21 ULB)
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#### WATER represents what someone says
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>A quarreling wife is a constant <u>dripping of water</u>. (Proverbs 19:13 ULB)
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>His lips are lilies, <u>dripping with myrrh</u>. (Song of Songs 5:13 ULB)
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>My groaning is <u>poured out like water</u>. (Job 3:24 ULB)
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>The words of a man's mouth are <u>deep waters</u>; the <u>fountain of wisdom</u> is a flowing stream. (Proverbs 18:4 ULB)
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#### FLOODING WATER represents disaster
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>I have come into <u>deep waters</u>, where the <u>floods flow</u> over me. (Psalm 69:2 ULB)
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>Do not let the <u>floods of water</u> overwhelm me. (Psalm 69:15 ULB)
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>Reach out your hand from above; rescue me out of <u>many waters</u>, from the hands of these foreigners. (Psalm 144:7 ULB)
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#### A SPRING OF WATER represents the origins of something
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>The fear of Yahweh is a <u>fountain of life</u>. (Proverbs 14:27 ULB)
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#### A ROCK represents protection
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>Yahweh is <u>my rock</u>, my fortress, the one who brings me to safety; he is my God, <u>my rock</u>; I take refuge in him. (Psalm 18:2 ULB)
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> For in the day of trouble he will hide me in his shelter; in the cover of his tent he will conceal me. He will lift me high on <u>a rock</u>! Then my head will be lifted up above my enemies all around me. (Psalm 27:5-6)
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@ -2,18 +2,15 @@
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Some images from the Bible involving plants 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.
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#### A BRANCH represents a person's descendant
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In the examples below, Isaiah wrote about one of Jesse's descendants and Jeremiah wrote about one of David's descendants.
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><u>A shoot</u> will sprout from the stump of Jesse, and <u>a branch</u> out of his root will bear fruit.
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>The Spirit of Yahweh will rest upon him, the Spirit of wisdom and understanding. (Isaiah 11:1-2 ULB)
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>See, days are coming—this is Yahweh's declaration—when I will raise up for David <u>a righteous branch</u>.
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>He will reign as king; he will act wisely and cause justice and righteousness in the land. (Jeremiah 23:5 ULB)
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In Job when it says "his branch will be cut off," it means that he will not have any descendants.
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>His roots will be dried up beneath;
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@ -21,12 +18,10 @@ In Job when it says "his branch will be cut off," it means that he will not have
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>His memory will perish from the earth;
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>he will have no name in the street. (Job 18:16-17 ULB)
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#### A PLANT represents a person
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>God will likewise destroy you forever; he will ... <u>root you out</u> of the land of the living. (Psalm 52:5 ULB)
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#### A PLANT represents an emotion or attitude
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Just as planting one kind of seed results in that kind of plant growing, behaving in one way results in that kind of consequence.
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@ -34,25 +29,18 @@ Just as planting one kind of seed results in that kind of plant growing, behavin
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The emotion or attitude in the verses is underlined below.
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>Sow <u>righteousness</u> for yourselves, and reap the fruit of <u>covenant faithfulness</u>. (Hosea 10:12 ULB)
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>According to what I have seen, those who plow <u>iniquity</u> and sow <u>trouble</u> reap it. (Job 4:8 ULB)
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>For the people sow <u>the wind</u> and reap <u>the whirlwind</u>. (Hosea 8:7 ULB)
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>You have turned ... the fruit of <u>righteousness</u> into bitterness. (Amos 6:12 ULB)
|
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|
||||
|
||||
>At that time, what fruit then did you have of the things of which you are now <u>ashamed</u>? (Romans 6:21 ULB)
|
||||
|
||||
|
||||
#### A TREE represents a person
|
||||
|
||||
>He will be like <u>a tree planted</u> by the streams of water that <u>produces its fruit in its season</u>, whose <u>leaves do not wither</u>; whatever he does will prosper. (Psalm 1:3 ULB)
|
||||
|
||||
|
||||
>I have seen the wicked and terrifying person spread out <u>like a green tree in its native soil</u>. (Psalm 37:35 ULB)
|
||||
|
||||
|
||||
>I am <u>like a green olive tree</u> in the house of God. (Psalm 52:8 ULB)
|
||||
|
|
@ -42,15 +42,12 @@ If using the third person to mean "I" or "you" would be natural and give the rig
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the third person phrase along with the pronoun "I" or "you."
|
||||
|
||||
* **But David said to Saul, "<u>Your servant</u> used to keep <u>his</u> father's sheep."** (1 Samuel 17:34)
|
||||
* But David said to Saul, "<u>I, your servant</u>, used to keep <u>my</u> father's sheep."
|
||||
|
||||
|
||||
1. Simply use the first person ("I") or second person ("you") instead of the third person.
|
||||
|
||||
* **Then Yahweh answered Job out of a fierce storm and said, "... Do you have an arm like <u>God's</u>? Can you thunder with a voice like <u>him</u>?** (Job 40:6, 9 ULB)
|
||||
* Then Yahweh answered Job out of a fierce storm and said, "... Do you have an arm like <u>mine</u>? Can you thunder with a voice like <u>me</u>?"
|
||||
|
||||
* **Let <u>each of you</u> look not only to <u>his</u> own interests, but also to the interests of others.** (Philippians 2:4 ULB)
|
||||
* Let <u>each of you</u> look not only to <u>your</u> own interests, but also to the interests of others.
|
||||
|
||||
|
|
|
|||
|
|
@ -43,22 +43,17 @@ If an abstract noun would be natural and give the right meaning in your language
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Reword the sentence with a phrase that expresses the meaning of the abstract noun. Instead of a noun, the new phrase will use a verb, an adverb, or an adjective to express the idea of the abstract noun.
|
||||
|
||||
* **From <u>childhood</u> you have known the sacred writings.** (2 Timothy 3:15 ULB)
|
||||
* Ever since <u>you were a child</u> you have known the sacred writings.
|
||||
|
||||
* **Now <u>godliness with contentment</u> is great <u>gain</u>.** (1 Timothy 6:6 ULB)
|
||||
* Now <u>being godly</u> and <u>content</u> is very <u>beneficial</u>.
|
||||
* Now we <u>benefit</u> greatly when we <u>are godly</u> and <u>content</u>.
|
||||
* Now we <u>benefit</u> greatly when we <u>honor and obey God</u> and when we are <u>happy with what we have</u>.
|
||||
|
||||
* **Today <u>salvation</u> has come to this house, because he too is a son of Abraham.** (Luke 19:9 ULB)
|
||||
* Today the people in this house <u>have been saved</u>.
|
||||
* Today God <u>has saved</u> the people in this house.
|
||||
|
||||
* **The Lord does not move slowly concerning his promises, as some consider <u>slowness</u> to be.** (2 Peter 3:9 ULB)
|
||||
* The Lord does not move slowly concerning his promises, as some consider <u>moving slowly</u> to be.
|
||||
|
||||
* **He will bring to light the hidden things of darkness and reveal the <u>purposes</u> of the heart.** (1 Corinthians 4:5 ULB)
|
||||
* He will bring to light the hidden things of darkness and reveal <u>the things that people want to do and the reasons they want to do them</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -60,18 +60,15 @@ If you decide that it is better to translate without a passive form, here are so
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the same verb in an active sentence and tell who did the action. If you do this, try to keep the focus on the person receiving the action.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* <u>The king's servants gave</u> Jeremiah a loaf of bread every day from the street of the bakers.
|
||||
|
||||
|
||||
1. Use the same verb in an active sentence, and do not tell who did the action. Instead, use a generic expression like "they" or "people" or "someone."
|
||||
|
||||
* **It would be better for him if a millstone <u>were put</u> around his neck and he <u>were thrown</u> into the sea.** (Luke 17:2 ULB)
|
||||
* It would be better for him if <u>they were to put</u> a millstone around his neck and <u>throw</u> him into the sea.
|
||||
* It would be better for him if <u>someone were to put</u> a heavy stone around his neck and <u>throw</u> him into the sea.
|
||||
|
||||
|
||||
1. Use a different verb in an active sentence.
|
||||
|
||||
* **A loaf of bread <u>was given</u> him every day from the street of the bakers.** (Jeremiah 37:21 ULB)
|
||||
* He <u>received</u> a loaf of bread every day from the street of the bakers.
|
||||
|
||||
|
|
|
|||
|
|
@ -34,10 +34,8 @@ If apostrophe would be natural and give the right meaning in your language, cons
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
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 <u>them</u> his message or feelings about the people or thing that cannot hear him.
|
||||
|
||||
* **He cried against the altar by the word of Yahweh: <u>"Altar</u>, <u>altar</u>! This is what Yahweh says, 'See, ... on you they will burn human bones.' "** (1 Kings 13:2 ULB)
|
||||
* He said this about the altar: "This is what Yahweh says <u>about this altar.</u> 'See, ... they will burn people's bones on <u>it</u>.' "
|
||||
|
||||
* **<u>Mountains of Gilboa</u>, let there not be dew or rain on <u>you</u>.** (2 Samuel 1:21 ULB)
|
||||
* <u>As for these mountains of Gilboa</u>, let there not be dew or rain on <u>them</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -44,12 +44,12 @@ By telling a man that his sins were forgiven, Jesus forgave the man's sins.
|
|||
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 <u>you will call his name Jesus</u>, 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. <u>Name him Jesus</u>, because he will save his people from their sins.
|
||||
|
||||
|
||||
1. 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, <u>you can make me clean</u>.** (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, <u>you can make me clean. Please do so.</u>
|
||||
* Lord, if you are willing, <u>please make me clean. I know you can do so.</u>
|
||||
|
||||
|
||||
1. If the function of a statement would not be understood correctly in your language, use a verb form that would express that function.
|
||||
* **She will give birth to a son, and <u>you will call his name Jesus</u>, for he will save his people from their sins.** (Matthew 1:21 ULB)
|
||||
* She will give birth to a son, and <u>you must call his name Jesus</u>, for he will save his people from their sins.
|
||||
|
|
|
|||
|
|
@ -47,18 +47,14 @@ If double negatives are natural and are used to express the positive in your lan
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the purpose of a double negative in the Bible is simply to make a positive statement, and if it would not do that in your language, remove the two negatives so that it is positive.
|
||||
|
||||
* **For we do <u>not</u> have a high priest who can<u>not</u> feel sympathy for our weaknesses.** (Hebrews 4:15 ULB)
|
||||
* For we have a high priest who can feel sympathy for our weaknesses.
|
||||
|
||||
* **... I do <u>not</u> want you to be <u>un</u>informed.** (1 Corinthians 12:1 ULB)
|
||||
* ... I want you to be informed.
|
||||
|
||||
|
||||
1. 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."
|
||||
|
||||
* **Be sure of this—wicked people will <u>not</u> go <u>un</u>punished....** (Proverbs 11:21 ULB)
|
||||
* Be sure of this—wicked people will <u>certainly</u> be punished....
|
||||
|
||||
* **All things were made through him, and <u>without</u> him there was <u>not</u> one thing made that has been made.** (John 1:3 ULB)
|
||||
* All things were made through him. He made <u>absolutely</u> everything that has been made.
|
||||
|
||||
|
|
|
|||
|
|
@ -50,11 +50,9 @@ If ellipsis would be natural and give the right meaning in your language, consid
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add the missing words to the incomplete phrase or sentence.
|
||||
|
||||
* **... the wicked will not stand in the judgment, <u>nor sinners in the assembly of the righteous</u>.** (Psalm 1:5)
|
||||
* ... the wicked will not stand in the judgment, nor <u>will</u> sinners <u>stand</u> in the assembly of the righteous.
|
||||
* ... the wicked will not stand in the judgment, and sinners <u>will not stand</u> in the assembly of the righteous.
|
||||
|
||||
* **He makes Lebanon skip like a calf <u>and Sirion like a young ox</u>.** (Psalm 29:6)
|
||||
* He makes Lebanon skip like a calf, and <u>he makes</u> Sirion <u>skip</u> like a young ox.
|
||||
|
||||
|
|
|
|||
|
|
@ -33,17 +33,14 @@ If euphemism would be natural and give the right meaning in your language, consi
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use a euphemism from your own culture.
|
||||
|
||||
* **... where there was a cave. Saul went inside <u>to cover his feet</u>.** (1 Samuel 24:3 ULB) - Some languages might use euphemisms like these:
|
||||
* ... where there was a cave. Saul went into the cave <u>to releave himself</u>.
|
||||
* ... where there was a cave. Saul went into the cave <u>to dig a hole</u>.
|
||||
* ... where there was a cave. Saul went into the cave <u>to have some time alone</u>.
|
||||
|
||||
* **Mary said to the angel, “How will this happen, since <u>I have not known any man</u>?”** (Luke 1:34 ULB)
|
||||
* Mary said to the angel, “How will this happen, since <u>I have not slept with a man</u>?” - (This is the euphemism used in the original Greek)
|
||||
|
||||
|
||||
1. State the information plainly without a euphemism if it would not be offensive.
|
||||
|
||||
* **... they found Saul and his sons <u>fallen</u> on Mount Gilboa.** (1 Chronicles 10:8 ULB)
|
||||
* ... they found Saul and his sons <u>dead</u> on Mount Gilboa.
|
||||
|
||||
|
|
|
|||
|
|
@ -29,25 +29,20 @@ This sounds like a person must first open the scroll and then break its seals, b
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If your language uses phrases or time words to show that an event happened before the one just mentioned, consider using one of them.
|
||||
|
||||
* **... Herod ... locked John up in prison. Now it came about, when all the people were baptized, that Jesus also was baptized....** (Luke 3:29-21 ULB)
|
||||
* ... Herod ... locked John up in prison. Now <u>before John was put in prison,</u> when all the people were baptized, 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 <u>after</u> breaking its seals?
|
||||
|
||||
|
||||
1. If your language uses verb tense or aspect to show that an event happened before one that was already mentioned, consider using that.
|
||||
|
||||
* **<sup>8</sup>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 ... <sup>10</sup>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 you must shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8</sup>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...<sup>10</sup>But Joshua <u>had commanded</u> the people, saying, "Do not shout. No sound must leave your mouths until the day I tell you to shout. Only then you must shout.
|
||||
|
||||
|
||||
1. 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).
|
||||
|
||||
* **<sup>8</sup>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 ... <sup>10</sup>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 you must shout."** (Joshua 6:8-10 ULB)
|
||||
* <sup>8-10</sup>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 break the seals and open the scroll?
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_events.
|
||||
|
||||
|
|
|
|||
|
|
@ -5,7 +5,6 @@ Exclamations are words or sentences that show strong feeling such as surprise, j
|
|||
|
||||
>Save us, Lord; we are about to die! (Matthew 8:25 ULB)
|
||||
|
||||
|
||||
>When the demon had been driven out, the mute man spoke. The crowds were astonished and said, "This has never been seen before in Israel!" (Matthew 9:33 ULB)
|
||||
|
||||
### Reason this is a translation issue
|
||||
|
|
@ -40,34 +39,27 @@ Some exclamations in the Bible do not have a main verb. The exclamation below sh
|
|||
### 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."
|
||||
|
||||
* **You worthless person!** (Matthew 5:22 ULB)
|
||||
* You <u>are</u> such a worthless person!
|
||||
|
||||
* **Oh, the depth of the riches both of the wisdom and the knowledge of God!** (Romans 11:33 ULB)
|
||||
* Oh, the riches of the wisdom and the knowledge of God <u>are</u> so deep!
|
||||
|
||||
|
||||
1. Use an exclamation word from your language that shows the strong feeling. The word "wow" below shows that they were astonished. The expression "Oh no" shows that something terrible or frightening has happened.
|
||||
|
||||
* **They were extremely astonished, saying, "He has done all things well. He even makes the deaf hear and the mute speak."** (Mark 7:37 ULB)
|
||||
* They were extremely astonished, saying, "<u>Wow</u>! He has done all things well. He even makes the deaf hear and the mute speak."
|
||||
|
||||
* **Ah, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* __Oh no__, Lord Yahweh! I have seen the angel of Yahweh face to face!
|
||||
|
||||
|
||||
1. Translate the exclamation word with a sentence that shows the feeling.
|
||||
|
||||
* **<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!** (Judges 6:22 ULB)
|
||||
* Lord Yahweh, <u>what will happen to me</u>? For I have seen the angel of Yahweh face to face!"
|
||||
* <u>Help</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!
|
||||
|
||||
|
||||
1. Use a word that emphasizes the part of the sentence that brings about the strong feeling.
|
||||
|
||||
* **How unsearchable are his judgments, and his ways beyond discovering!** (Romans 11:33 ULB)
|
||||
* His judgements are <u>so</u> unsearchable and his ways are <u>far</u> beyond discovering!
|
||||
|
||||
|
||||
1. If the strong feeling is not clear in the target language, then tell how the person felt.
|
||||
|
||||
* **Gideon understood that this was the angel of Yahweh. Gideon said, "<u>Ah</u>, Lord Yahweh! For I have seen the angel of Yahweh face to face!"** (Judges 6:22 ULB)
|
||||
* Gideon understood that this was the angel of Yahweh. <u>Gideon was terrified</u> and said, "<u>Ah</u>, Lord Yahweh! I have seen the angel of Yahweh face to face! (Judges 6:22 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -60,17 +60,14 @@ Consider using the same extended metaphor if your readers will understand it in
|
|||
### 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.
|
||||
|
||||
* **Yahweh is <u>my shepherd</u>; I will lack nothing. He makes <u>me</u> to lie down in green pastures; <u>he leads me</u> beside tranquil water.** (Psalm 23:1-2 ULB)
|
||||
* Yahweh is <u>like</u> a shepherd to me, so I will lack nothing. <u>Like</u> a shepherd who makes his sheep lie down in green pastures and leads them by peaceful waters, Yahweh helps me to rest peacefully.
|
||||
|
||||
|
||||
1. 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 <u>vineyard</u> on a very fertile hill. He <u>spaded</u> it, removed the stones, and planted it with an <u>excellent kind of vine</u>. He built <u>a tower</u> in the middle of it, and also built a <u>winepress</u>. He waited for it to produce grapes, but it only produced <u>wild grapes</u>.** (Isaiah 5:1-2 ULB)
|
||||
* My well beloved had a <u>grapevine garden</u> on a very fertile hill. He <u>dug up the ground</u> and removed the stones, and planted it with <u>the best grapevines</u>. He built a <u>watchtower</u> in the middle of it, and also built <u>a tank where he could crush the juice out of the grapes</u>. He waited for it to produce grapes, but it produced <u>wild grapes that were not good for making wine</u>."
|
||||
|
||||
|
||||
1. If the target audience still would not understand, then state it clearly.
|
||||
|
||||
* **Yahweh is <u>my shepherd</u>; I will lack nothing.** (Psalm 23:1 ULB)
|
||||
* Yahweh <u>cares for me</u> like a shepherd who cares for his sheep, so I will lack nothing.
|
||||
* **For the vineyard of Yahweh of hosts <u>is</u> the house of Israel, and the man of Judah his pleasant planting; he waited for justice, but instead, there was killing; for righteousness, but, instead, a shout for help.** (Isaiah 5:7 ULB)
|
||||
|
|
|
|||
|
|
@ -45,7 +45,6 @@ If readers have enough assumed knowledge to be able to understand the message, a
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If readers cannot understand the message because they do not have certain assumed knowledge, then provide that knowledge as explicit information.
|
||||
|
||||
* **Jesus said to him, "Foxes <u>have holes</u>, and the birds of the sky <u>have nests</u>, but the Son of Man has nowhere to lay his head."** (Matthew 8:20 ULB) - Assumed knowledge was that the foxes slept in their holes and birds slept in their nests.
|
||||
* Jesus said to him, "Foxes <u>have holes to live in</u>, and the birds of the sky <u>have nests to live in</u>, but the Son of Man has nowhere to lay his head and sleep."
|
||||
* **But it will be more tolerable for <u>Tyre and Sidon</u> at the day of judgment than for you.** (Matthew 11:22 ULB) - Assumed knowledge was that the people of Tyre and Sidon were very, very wicked. This can be stated explicitly.
|
||||
|
|
@ -53,14 +52,13 @@ If readers have enough assumed knowledge to be able to understand the message, a
|
|||
* But it will be more tolerable for those <u>wicked cities Tyre and Sidon</u> at the day of judgment than for you.
|
||||
* **Why do your disciples violate the traditions of the elders? For <u>they do not wash their hands</u> when they eat.** (Matthew 15:2 ULB) - Assumed knowledge was that one of the traditions of the elders was a ceremony in which people would wash their hands in order to be ritually clean before eating, which they must do to be righteous. It was not to remove germs from their hands to avoid sickness, as a modern reader might think.
|
||||
* Why do your disciples violate the traditions of the elders? For <u>they do not go through the ceremonial handwashing ritual of righteousness</u> when they eat.
|
||||
|
||||
|
||||
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.
|
||||
|
||||
* **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 8:19, 20 ULB) - Implicit information is that Jesus himself is the Son of Man. Other implicit information is that if the scribe wanted to follow Jesus, he would have to live like Jesus without a house.
|
||||
* Jesus said to him, "Foxes have holes, and the birds of the sky have nests, but <u>I, the Son of Man</u>, have <u>no home to rest in. If you want to follow me, you will live as I live</u>."
|
||||
* **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. But it will be more tolerable for Tyre and Sidon at the day of judgment than for you** (Matthew 11:22 ULB) - Implicit information is that the people of Tyre and Sidon were very wicked, and that God would not only judge the people; he would punish them. These things can be made explicit.
|
||||
* 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. But at the day of judgment, <u>God will punish you more severely</u> than Tyre and Sidon, <u>those cities whose people were very wicked.</u>
|
||||
* If the mighty deeds which were done in you had been done in <u>the wicked cities of Tyre and Sidon</u>, they would have repented long ago in sackcloth and ashes. But at the day of judgment, <u>God will punish them less severely<u> than he will punish you.
|
||||
|
||||
|
||||
Modern readers may not know some of the things that the people in the Bible and the people who first read it knew. This can make it hard for them to understand what a speaker or writer says, and to learn things that the speaker left implicit. Translators may need to state some things explicitly in the translation that the original speaker or writer left unstated or implicit.
|
||||
|
||||
|
|
|
|||
|
|
@ -4,7 +4,6 @@
|
|||
|
||||
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
|
||||
|
||||
If you translate all of the explicit information from the source language into the explicit information in the target language, it could sound foreign, unnatural, or perhaps even unintelligent if the target language would not make that information explicit. Instead, it is best to leave that kind of information implicit in the target language.
|
||||
|
|
@ -31,16 +30,12 @@ In the biblical languages, it was normal to introduce direct speech with two ver
|
|||
1. If the explicit information of the source language sounds natural in the target language, then translate it as explicit information.
|
||||
|
||||
* There would be no change to the text using this strategy, so no examples are given here.
|
||||
|
||||
|
||||
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.
|
||||
|
||||
* **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 <u>to burn it</u>.
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to set it on fire</u>.
|
||||
|
||||
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 readers understand the implicit information by asking, "How would the door burn?" If they know it was by fire, then they have understood the implicit information. Or, if you choose the second option, you can ask, "What happens to a door that is set on fire?" If the readers answer, "It burns," then they have understood the implicit information.
|
||||
* Abimelech came to the tower and fought against it and drew near to the door of the tower <u>to set it on fire</u>.<br/><br/>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 readers understand the implicit information by asking, "How would the door burn?" If they know it was by fire, then they have understood the implicit information. Or, if you choose the second option, you can ask, "What happens to a door that is set on fire?" If the readers answer, "It burns," then they have understood the implicit information.
|
||||
|
||||
* **The centurion answered and said, "Lord, I am not worthy that you should enter under my roof."** (Matthew 8:8 ULB)
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof."
|
||||
* The centurion <u>answered</u>, "Lord, I am not worthy that you should enter under my roof."<br/><br/>In English, the information that the centurion answered by speaking is included in the verb "answered," so the verb "said" can be left implicit. You can test if the readers understand the implicit information by asking, "How did the centurion answer?" If they know it was by speaking, then they have understood the implicit information.
|
||||
|
||||
In English, the information that the centurion answered by speaking is included in the verb "answered," so the verb "said" can be left implicit. You can test if the readers understand the implicit information by asking, "How did the centurion answer?" If they know it was by speaking, then they have understood the implicit information.
|
||||
|
|
|
|||
|
|
@ -33,4 +33,4 @@ This page does not have any translation strategies.
|
|||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
This page does not have any translation strategies applied.
|
||||
This page does not have any translation strategies applied.
|
||||
|
|
|
|||
|
|
@ -45,18 +45,15 @@ If people would understand that that masculine words like "man," "brother," and
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use nouns that can be used for both men and women.
|
||||
|
||||
* **The wise <u>man</u> dies just like the fool dies.** (Ecclesiastes 2:16 ULB)
|
||||
* The wise <u>person</u> dies just like the fool dies.
|
||||
* Wise <u>people</u> die just like fools die.
|
||||
|
||||
|
||||
1. Use a word that refers to men and a word that refers to women.
|
||||
|
||||
* **For we do not want you to be uninformed, <u>brothers</u>, about the troubles we had in Asia.** (2 Corinthians 1:8) - Paul was writing this letter to both men and women.
|
||||
* For we do not want you to be uninformed, <u>brothers and sisters</u>, about the troubles we had in Asia. (2 Corinthians 1:8)
|
||||
|
||||
|
||||
1. Use pronouns that can be used for both men and women.
|
||||
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB) - English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.
|
||||
* **If anyone wants to follow me, he must deny himself, take up his cross, and follow me."** (Matthew 16:24 ULB)<br/><br/>English speakers can change the masculine singular pronouns, "he," "himself," and "his" to plural pronouns that do not mark gender, "they," "themselves," and "their" in order to show that it applies to all people, not just men.<br/><br/>
|
||||
* If <u>people</u> want to follow me, <u>they</u> must deny <u>themselves</u>, take up <u>their</u> cross, and follow me.
|
||||
|
||||
|
|
|
|||
|
|
@ -40,29 +40,23 @@ If your language can use the same wording as in the ULB to refer to people or th
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the word "the" in the noun phrase.
|
||||
|
||||
* **Yahweh gives favor to <u>a good man</u>, but he condemns <u>a man who makes evil plans</u>.** (Proverbs 12:2 ULB)
|
||||
* Yahweh gives favor to <u>the good man</u>, but he condemns <u>the man who makes evil plans</u>. (Proverbs 12:2)
|
||||
|
||||
|
||||
1. Use the word "a" in the noun phrase.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>a man</u> who refuses to sell them grain ...
|
||||
|
||||
|
||||
1. Use the word "any, as in "any person" or "anyone."
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>any man</u> who refuses to sell them grain ...
|
||||
|
||||
|
||||
1. Use the plural form, as in "people" (or in this sentence, "men").
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>men</u> who refuse to sell them grain ...
|
||||
|
||||
|
||||
1. Use any other way that is natural in your language.
|
||||
|
||||
* **People curse <u>the man</u> who refuses to sell them grain ...** (Proverbs 11:26 ULB)
|
||||
* People curse <u>whoever</u> refuses to sell them grain ...
|
||||
* People curse <u>those</u> who refuse to sell them grain ...
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -53,4 +53,3 @@ If the word used in the ULB would be natural and give the right meaning in your
|
|||
* **Yahweh said to Noah, "<u>Come</u>, you and all your household, into the ark ...** (Genesis 7:1 ULB)
|
||||
* Yahweh said to Noah, "<u>Enter</u>, you and all your household, into the ark ...
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -35,26 +35,22 @@ If the hendiadys would be natural and give the right meaning in your language, c
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Substitute the describing noun with an adjective that means the same thing.
|
||||
|
||||
* **... for I will give you <u>words and wisdom</u> ...** (Luke 21:15 ULB)
|
||||
* ... for I will give you <u>wise words</u> ...
|
||||
* **... who calls you to <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* ... who calls you to <u>his own glorious kingdom</u>.
|
||||
|
||||
|
||||
1. Substitute the describing noun with a phrase that means the same thing.
|
||||
|
||||
* **... for I will give you <u>words and wisdom</u> ...** (Luke 21:15 ULB)
|
||||
* ... for I will give you <u>words of wisdom</u> ...
|
||||
* **... who calls you into <u>his own kingdom and glory</u>.** (1 Thessalonians 2:12 ULB)
|
||||
* ... who calls you to <u>his own kingdom of glory</u>.
|
||||
|
||||
|
||||
1. Substitute the describing adjective with an adverb that means the same thing.
|
||||
|
||||
* **If you are <u>willing</u> and <u>obedient</u> ...** (Isaiah 1:19 ULB)
|
||||
* If you are <u>willingly obedient</u> ...
|
||||
|
||||
|
||||
1. Substitute other parts of speech that mean the same thing and show that one word describes the other.
|
||||
|
||||
* **If you are, <u>willing and obedient</u>** (Isaiah 1:19 ULB) - The adjective "obedient" can be substituted with the verb "obey."
|
||||
* If you <u>obey willingly</u>
|
||||
|
||||
|
|
|
|||
|
|
@ -38,7 +38,6 @@ Even though a generalization may have a strong-sounding word like "all," "always
|
|||
1. Readers need to be able to understand whether or not a statement is completely true.
|
||||
1. If readers realize that a statement is not completely true, they need to be able to understand whether it is a hyperbole, a generalization, or a lie. (Though the Bible is completely true, it tells about people who did not always tell the truth.)
|
||||
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
#### Examples of Exaggeration
|
||||
|
|
|
|||
|
|
@ -53,7 +53,6 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
|
|||
### 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.
|
||||
|
|
@ -61,14 +60,13 @@ The purpose of Proverbs 22:6 below is teach what people can expect to happen if
|
|||
* God said, "<u>There is now light</u>" and there was light.
|
||||
* **God blessed them and said to them, "<u>Be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>Have dominion</u> 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, "<u>My will for you is that you be fruitful</u>, and <u>multiply</u>. <u>Fill</u> the earth, and <u>subdue</u> it. <u>I want you to have dominion</u> over the fish of the sea, over the birds of the sky, and over every living thing that moves upon the earth."
|
||||
|
||||
|
||||
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.
|
||||
|
||||
* **God said, "Let there be light," and there was light.** (Genesis 1:28 ULB)
|
||||
* God said, 'Let there be light,' <u>so</u> there was light.
|
||||
* God said, "Light must be;" <u>as a result</u>, there was light.
|
||||
|
||||
|
||||
1. If a command in the ULB functions as a condition, and people would not use a command that way, translate it as a condition with the words "if" and "then."
|
||||
|
||||
* **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)
|
||||
* <u>If</u> you teach a child the way he should go, <u>then</u> when he is old he will not turn away from that instruction.
|
||||
|
||||
|
|
|
|||
|
|
@ -16,7 +16,6 @@ See the pictures. The people on the right are the people that the speaker is tal
|
|||
|
||||
>... the shepherds said one to each other, "Let <u>us</u> now go to Bethlehem, and see this thing that has happened, which the Lord has made known to <u>us</u>." (Luke 2:15 ULB)
|
||||
|
||||
|
||||
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 <u>us</u> go over to the other side of the lake." Then they set sail. (Luke 8:22 ULB)
|
||||
|
|
|
|||
|
|
@ -43,7 +43,6 @@ All idols are worthless. This is why God said he would destroy them.
|
|||
|
||||
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.
|
||||
|
|
@ -51,26 +50,19 @@ If people would understand the purpose of a phrase with a noun, then consider ke
|
|||
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 <u>worthless</u> 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.
|
||||
* <u>Because</u> idols are worthless, I hate those who serve them.
|
||||
|
||||
* **... for your <u>righteous</u> judgments are good.** (Psalm 119:39 ULB)
|
||||
* ... for your judgments are good <u>because</u> they are righteous.
|
||||
|
||||
* **Can Sarah, <u>who is ninety years old</u>, 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 <u>even when</u> she is ninety years old?
|
||||
|
||||
* **I will call on Yahweh, <u>who is worthy to be praised</u> ...** (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, <u>because</u> he is worthy to be praised ...
|
||||
|
||||
|
||||
1. Use one of your language's ways for expressing information in a weak way.
|
||||
|
||||
* **The name of the third river is Tigris, <u>which flows east of Asshur</u>.** (Genesis 2:14 ULB)
|
||||
* The name of the third river is Tigris. <u>It flows east of Asshur</u>.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -50,15 +50,13 @@ If the irony would be understood correctly in your language, translate it as it
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Translate it in a way that shows that the speaker is saying what someone else believes.
|
||||
|
||||
* **<u>How well</u> you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You think that you are doing so well,</u> but you reject God's commandment in order to keep your tradition!
|
||||
* <u>You act like it is good to reject God's commandment</u> so you may keep your tradition!
|
||||
* **I did not come to call <u>righteous people</u>, but to call sinners to repentance.** (Luke 5:32)
|
||||
* I did not come to call <u>people who think that they are righteous</u>, but to call sinners to repentance.
|
||||
|
||||
|
||||
1. Translate the actual, intended meaning of the statement of irony.
|
||||
|
||||
* **<u>How well</u> you reject the commandment of God so you may keep your tradition!** (Mark 7:9 ULB)
|
||||
* <u>You are doing a terrible thing</u> when you reject the commandment of God so you may keep your tradition!
|
||||
* **"Present your case," says Yahweh; "present your best arguments for your idols," says the King of Jacob. "<u>Let them bring us their own arguments; have them come forward and declare to us what will happen</u>, so we may know these things well. <u>Have them tell us of earlier predictive declarations</u>, so we can reflect on them and know how they were fulfilled."** (Isaiah 41:21-22 ULB)
|
||||
|
|
|
|||
|
|
@ -34,7 +34,6 @@ If the litotes would be understood correctly, consider using it.
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the meaning with the negative would not be clear, give the <u>positive</u> meaning in a strong way.
|
||||
|
||||
* **For you yourselves know, brothers, that our coming to you was <u>not useless</u>.** (1 Thessalonians 2:1 ULB)
|
||||
* For you yourselves know, brothers, that our visit to you <u>did much good</u>.
|
||||
* **Now when it became day, there was <u>no small disturbance</u> among the soldiers over what had happened to Peter.** (Acts 12:18 ULB)
|
||||
|
|
|
|||
|
|
@ -5,7 +5,6 @@
|
|||
Merism is a figure of speech in which a person refers to something by speaking of two extreme parts of it. By referring to the extreme parts, the speaker intends to include also everything in between those parts.
|
||||
>"I am the Alpha and the Omega," says the Lord God, "the one who is, and who was, and who is to come, the Almighty." (Revelation 1:8, ULB)
|
||||
|
||||
|
||||
>I am the <u>Alpha and the Omega</u>, <u>the First and the Last</u>, <u>the Beginning and the End</u>. (Revelation 22:13, ULB)
|
||||
|
||||
<u>Alpha and Omega</u> are the first and last letters of the Greek alphabet. This is a merism that includes everything from the beginning to the end. It means eternal.
|
||||
|
|
@ -36,18 +35,14 @@ If the merism would be natural and give the right meaning in your language, cons
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Identify what the merism refers to without mentioning the parts.
|
||||
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u> ...** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything</u> ...
|
||||
|
||||
* **<u>From the rising of the sun to its setting</u>, Yahweh's name should be praised.** (Psalm 113:3 ULB)
|
||||
* <u>In all places</u>, people should praise Yahweh's name.
|
||||
|
||||
|
||||
1. Identify what the merism refers to and include the parts.
|
||||
|
||||
* **I praise you, Father, Lord of <u>heaven and earth</u>.** (Matthew 11:25 ULB)
|
||||
* I praise you, Father, Lord of <u>everything, including both what is in heaven and what is on earth</u>.
|
||||
|
||||
* **He will bless those who honor him, both <u>young and old</u>.** (Psalm 115:13 ULB)
|
||||
* He will bless <u>all those</u> who honor him, regardless of whether they are <u>young or old</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -106,7 +106,6 @@ The example above has two related metaphors. The topics are "we" and "you," and
|
|||
|
||||
Jesus used a metaphor here, but his disciples did not realize it. When he said "yeast," they thought he was talking about bread, but "yeast" was the image in his metaphor, and the topic was the teaching of the Pharisees and Sadducees. Since the disciples (the original audience) did not understand what Jesus meant, it would not be good to state clearly here what Jesus meant.
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If people would understand the metaphor in the same way that the original readers would have understood it, go ahead and use it. Be sure to test the translation to make sure that people do understand it in the right way.
|
||||
|
|
@ -122,7 +121,6 @@ If people do not or would not understand it, here are some other strategies.
|
|||
1. If the target audience would not know the intended **point of comparison** between the topic and the image, then state it clearly.
|
||||
1. If none of these strategies is satisfactory, then simply state the idea plainly without using a metaphor.
|
||||
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If the metaphor is a common expression in the source language or expresses a patterned pair of concepts in a biblical language (a "dead" metaphor), then express the main idea in the simplest way preferred by your language.
|
||||
|
|
@ -163,3 +161,4 @@ If people do not or would not understand it, here are some other strategies.
|
|||
|
||||
|
||||
To learn more about specific metaphors, see [Biblical Imagery - Common Patterns](../bita-part1/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -41,19 +41,15 @@ If people would easily understand the metonym, consider using it. Otherwise, her
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the metonym along with the name of the thing it represents.
|
||||
|
||||
* **He took the cup in the same way after supper, saying, "<u>This cup</u> 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, "<u>The wine in this cup</u> is the new covenant in my blood, which is poured out for you.
|
||||
|
||||
|
||||
1. Use the name of the thing the metonym represents.
|
||||
|
||||
* **The Lord God will give him <u>the throne</u> of his father, David.** (Luke 1:32 ULB)
|
||||
* The Lord God will give him <u>the kingly authority</u> of his father, David.
|
||||
* The Lord God will <u>make him king</u> like his ancestor, King David.
|
||||
|
||||
* **Who warned you to flee from <u>the wrath</u> to come?** (Luke 3:7 ULB)
|
||||
* Who warned you to flee from God's coming <u>punishment</u>?
|
||||
|
||||
|
||||
To learn about some common metonymies, see [Biblical Imagery - Common Metonymies](../bita-part2/01.md).
|
||||
|
||||
|
|
|
|||
|
|
@ -40,10 +40,8 @@ If your language uses adjectives as nouns to refer to a class of people, conside
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use the adjective with a plural form of the noun that the adjective describes.
|
||||
|
||||
* **The scepter of wickedness must not rule in the land of <u>the righteous</u>.** (Psalm 125:3 ULB)
|
||||
* The scepter of wickedness must not rule in the land of <u>righteous people</u>.
|
||||
|
||||
* **Blessed are <u>the meek</u> ...** (Matthew 5:5 ULB)
|
||||
* Blessed are <u>people who are meek</u> ...
|
||||
|
||||
|
|
|
|||
|
|
@ -77,5 +77,4 @@ Word order can also change
|
|||
* Use your language's preferred word order unless there is some reason in your language to change it.
|
||||
* Translate the sentence so that the meaning is accurate and clear and so that it sounds natural.
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_order.
|
||||
|
|
@ -25,18 +25,14 @@ 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.
|
||||
|
||||
* **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 <u>lampstand</u>."** (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 <u>a high shelf</u>.
|
||||
|
||||
* **Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>sowed</u> in his field. This seed is indeed the smallest of all seeds. But when it has grown, it is greater than the garden plants. It becomes a tree, so that the birds of the air come and nest in its branches."** (Matthew 13:31-32 ULB) - To sow seeds means to toss them so that they scatter on the ground. If people are not familiar with sowing, you can substitute planting.
|
||||
* Then Jesus presented another parable to them. He said, "The kingdom of heaven is like a mustard seed which a man took and <u>planted</u> 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."
|
||||
|
||||
|
||||
1. 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."
|
||||
|
||||
* **<u>Jesus said to them</u>, "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)
|
||||
* <u>Jesus told them a parable about why they should witness openly.</u> "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."
|
||||
|
||||
* **<u>Then Jesus presented another parable to them.</u> 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)
|
||||
* <u>Then Jesus presented another parable to them about how the Kingdom of God grows</u>. 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."
|
||||
|
||||
|
|
|
|||
|
|
@ -73,26 +73,20 @@ For most kinds of parallelism, it is good to translate both of the clauses or ph
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Combine the ideas of both clauses into one.
|
||||
|
||||
* **Until now you have deceived me and told me lies.** (Judges 16:13, 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."
|
||||
* Yahweh pays attention to everything a person does.
|
||||
|
||||
* **For Yahweh has a lawsuit with his people, and he will fight in court against Israel.** (Micah 6:2 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.
|
||||
|
||||
|
||||
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."
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh truly sees everything a person does.
|
||||
|
||||
|
||||
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."
|
||||
|
||||
* **you have deceived me and told me lies.** (Judges 16:13 ULB)
|
||||
* All you have done is lie to me.
|
||||
|
||||
* **Yahweh sees everything a person does and watches all the paths he takes.** (Proverbs 5:21 ULB)
|
||||
* Yahweh sees absolutely everything that a person does.
|
||||
|
||||
|
|
|
|||
|
|
@ -17,19 +17,15 @@ Readers who are not aware of the past tense being used in prophecy to refer to f
|
|||
|
||||
>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;
|
||||
>and the rule will be on his shoulder; (Isaiah 9:6 ULB)
|
||||
|
||||
|
||||
In the examples above, God spoke of things that would happen in the future as if they had already happened.
|
||||
|
||||
>And about these people also Enoch, the seventh in line from Adam, foretold, saying, "Look, the Lord came with tens of thousands of his holy ones, (Jude 1:14 ULB)
|
||||
|
||||
|
||||
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
|
||||
|
||||
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.
|
||||
|
|
@ -44,12 +40,12 @@ If the past tense would be natural and give the right meaning in your language,
|
|||
|
||||
* **For to us a child <u>has been born</u>, to us a son <u>has been given</u>** ... (Isaiah 9:6a ULB)
|
||||
* For to us a child <u>will be born</u>, to us a son <u>will be given</u> ...
|
||||
|
||||
|
||||
1. If it refers to something that would happen very soon, use a form that shows that.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
* Yahweh said to Joshua, "See, I <u>am about to hand</u> over to you Jericho, its king, and its trained soldiers."
|
||||
|
||||
|
||||
1. Some languages may use the present tense to show that something will happen very soon.
|
||||
|
||||
* **Yahweh said to Joshua, "See, I <u>have handed</u> over to you Jericho, its king, and its trained soldiers."** (Joshua 6:2 ULB)
|
||||
|
|
|
|||
|
|
@ -14,7 +14,6 @@ People also do this because it is sometimes easier to talk about people's relati
|
|||
|
||||
>You cannot serve God and wealth. (Matthew 6:24 ULB)
|
||||
|
||||
|
||||
### Reasons this is a translation issue
|
||||
|
||||
* Some languages do not use personification.
|
||||
|
|
@ -52,5 +51,5 @@ If the personification would be understood clearly, consider using it. If it wou
|
|||
* **... even the <u>winds and the sea obey him</u> ...** (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 <u>controls the winds and the sea</u>.
|
||||
|
||||
|
||||
**Note**: We have broadened our definition of "personification" to include "zoomorphism" (speaking of other things as if they had animal characteristics) and "anthropomorphism" (speaking of non-human things as if they had human characteristics.)
|
||||
|
||||
|
|
|
|||
|
|
@ -81,27 +81,21 @@ If possession would be a natural way to show a particular relationship between t
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use an adjective to show that one describes the other. The adjective below is in **bold** print.
|
||||
|
||||
* **On their heads were something like <u>crowns of gold</u>** (Revelation 9:7)
|
||||
* On their heads were <u>**gold** crowns</u>
|
||||
|
||||
|
||||
1. Use a verb to show how the two are related. In the example below, the added verb is in bold.
|
||||
|
||||
* **... Whoever gives you <u>a cup of water</u> to drink ... will not lose his reward.** (Mark 9:41 ULB)
|
||||
* ... Whoever gives you <u>a cup that **has** water in it</u> to drink ... will not lose his reward.
|
||||
|
||||
* **Wealth is worthless on <u>the day of wrath</u>** (Proverbs 11:4 ULB)
|
||||
* Wealth is worthless on <u>the day when God **shows** his wrath</u>.
|
||||
* Wealth is worthless on the <u>day when God **punishes** people because of his wrath</u>.
|
||||
|
||||
|
||||
1. If one of the nouns refers to an event, translate it as a verb. In the example below, that verb is in bold.
|
||||
|
||||
* **Notice that I am not speaking to your children, who have not known or seen <u>the punishment of Yahweh your God</u>,** (Deuteronomy 11:2 ULB)
|
||||
* Notice that I am not speaking to your children who have not known or seen <u>how Yahweh your God **punished** the people of Egypt.</u>
|
||||
|
||||
* **You will only observe and see the <u>punishment of the wicked</u>.** (Psalm 91:8 ULB)
|
||||
* You will only observe and see <u>how Yahweh **punishes** the wicked</u>.
|
||||
|
||||
* **... you will receive the gift <u>of the Holy Spirit</u>.** (Acts 2:38 ULB)
|
||||
* ... you will receive <u>the Holy Spirit, whom God will **give** to you</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -40,13 +40,12 @@ If the kind of quote used in the source text would work well in your language, c
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If a direct quote would not work well in your language, change it to an indirect quote.
|
||||
|
||||
* **He instructed him to tell no one, but told him, "<u>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.</u>"** (Luke 5:14 ULB)
|
||||
* He instructed him to tell no one, but <u>to go on his way, and to show himself to the priest and to offer a sacrifice for his cleansing, according to what Moses commanded, for a testimony to them</u>."
|
||||
|
||||
|
||||
1. If an indirect quote would not work well in your language, change it to a direct quote.
|
||||
|
||||
* **He instructed him, <u>to tell no one</u>, 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)
|
||||
* He instructed him, "<u>Tell no one</u>. Just 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."
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_quotations.
|
||||
|
||||
|
|
|
|||
|
|
@ -31,7 +31,6 @@ A first layer direct quote has double quote marks around it.
|
|||
A second layer direct quote has single quote marks around it. We have underlined it and the phrase for you to see it clearly.
|
||||
>They asked him, "Who is the man that said to you, <u>'Pick up your bed and walk'</u>?" (John 5:12 ULB)
|
||||
|
||||
|
||||
>... he sent two of the disciples, saying, "Go into the next village. As you enter, you will find a colt that has never been ridden. Untie it and bring it to me. If any one asks you, <u>'Why are you untying it?'</u> say, <u>'The Lord has need of it.'</u> " (Luke 19:29-31 ULB)
|
||||
|
||||
#### A quotation with three layers
|
||||
|
|
@ -62,7 +61,6 @@ Here are some ways you may be able to help readers see where each quote starts a
|
|||
|
||||
>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 <u>that</u> 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."'"
|
||||
|
||||
1. 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.
|
||||
|
|
|
|||
|
|
@ -47,15 +47,12 @@ Some languages use only direct quotes. Other languages use a combination of dire
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
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 <u>if he would go to Jerusalem to be judged there about these things</u>. But when Paul called <u>to be kept under guard for the Emperor's decision</u>, I ordered him <u>to be kept until I send him to Caesar</u>."** (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, <u>'Will you go to Jerusalem to be judged there about these things?'</u> But when Paul said, <u>'I want to be kept under guard for the Emperor's decision,'</u> I told the guard, <u>'Keep him under guard until I send him to Caesar.'</u>"
|
||||
|
||||
|
||||
1. 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 <u>that</u> at twilight <u>they</u> will eat meat, and in the morning <u>they</u> will be filled with bread. Then <u>they</u> will know that I am Yahweh <u>their</u> 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: <u>'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.'</u>"'" (2 Kings 1:6 ULB)** (2 Kings 1:6 ULB)
|
||||
* They told him <u>that</u> a man had come to meet <u>them</u> who said to <u>them</u>, "Go back to the king who sent you, and tell him <u>that</u> 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.'"
|
||||
|
||||
|
|
|
|||
|
|
@ -47,32 +47,25 @@ If a reflexive pronoun would have the same function in your language, consider u
|
|||
### 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.
|
||||
|
||||
* **If I should testify about <u>myself</u>, my testimony would not be true.** (John 5:31)
|
||||
* If I should <u>self-testify</u>, 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 <u>purify themselves</u>.** (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 <u>self-purify</u>.
|
||||
|
||||
|
||||
1. In some languages people emphasize a certain person or thing by referring to it in a special place in the sentence.
|
||||
|
||||
* **<u>He himself</u> took our sickness and bore our diseases.** (Matthew 8:17 ULB)
|
||||
* <u>It was he who</u> took our sickness and bore our diseases.
|
||||
|
||||
* **<u>Jesus himself</u> was not baptizing, but his disciples were.** (John 4:2)
|
||||
* <u>It was not Jesus who</u> was baptizing, but his disciples were.
|
||||
|
||||
|
||||
1. In some languages people emphasize a certain person or thing by adding something to that word or putting another word with it. English adds the reflexive pronoun.
|
||||
|
||||
* **Now Jesus said this to test Philip, for he <u>himself</u> knew what he was going to do.** (John 6:6)
|
||||
|
||||
|
||||
1. 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 <u>by himself</u>.** (John 6:15)
|
||||
* When Jesus realized that they were about to come and seize him by force to make him king, he withdrew again <u>alone</u> up the mountain.
|
||||
|
||||
|
||||
1. 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 <u>by itself</u>.** (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 <u>in its own place</u>.
|
||||
|
||||
|
|
|
|||
|
|
@ -21,43 +21,34 @@ The Bible contains many rhetorical questions. Some of the purposes of these rhet
|
|||
|
||||
>Do you not still rule the kingdom of Israel? (1 Kings 21:7 ULB)
|
||||
|
||||
|
||||
Jezebel used the question above to remind King Ahab of something he already knew: he still ruled the kingdom of Israel. The rhetorical question made her point more strongly than if she had merely stated it, because it forced Ahab to admit the point himself. She did this in order to rebuke him for being unwilling to take over a poor man's property. She was implying that since he was the king of Israel, he had the power to take the man's property.
|
||||
|
||||
><u>Will a virgin forget her jewelry, a bride her sash?</u> Yet my people have forgotten me for days without number! (Jeremiah 2:32 ULB)
|
||||
|
||||
|
||||
God used the question above to remind his people of something they already knew: a young woman would never forget her jewelry or a bride forget her veils. He then rebuked his people for forgetting him, who is so much greater than those things.
|
||||
|
||||
>Why did I not die when I came out from the womb? (Job 3:11 ULB)
|
||||
|
||||
|
||||
Job used the question above to show deep emotion. This rhetorical question expresses how sad he was that he did not die as soon as he was born. He wished that he had not lived.
|
||||
|
||||
>And why has it happened to me that the mother of my Lord should come to me? (Luke 1:43 ULB)
|
||||
|
||||
|
||||
Elizabeth used the question above to show how surprised and happy she was that the mother of her Lord came to her.
|
||||
|
||||
>Or which one of you, if his son asks for a loaf of bread, will give him a stone? (Matthew 7:9 ULB)
|
||||
|
||||
|
||||
Jesus used the question above to remind the people of something they already knew: a good father would never give his son something bad to eat. By introducing this point, Jesus could go on to teach them about God with his next rhetorical question:
|
||||
|
||||
>Therefore, if you who are evil know how to give good gifts to your children, how much more will your Father in heaven give good things to those who ask him? (Matthew 7:11 ULB)
|
||||
|
||||
|
||||
Jesus used this question to teach the people in an emphatic way that God gives good things to those who ask him.
|
||||
|
||||
><u>What is the kingdom of God like, and what can I compare it to?</u> 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.
|
||||
|
||||
|
||||
### 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.
|
||||
|
||||
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?
|
||||
|
|
@ -74,37 +65,28 @@ If using the rhetorical question would be natural and give the right meaning in
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Add the answer after the question.
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils?</u> Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* Will a virgin forget her jewelry, a bride her veils? <u>Of course not!</u> Yet my people have forgotten me for days without number!
|
||||
|
||||
* **Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone?** (Matthew 7:9 ULB)
|
||||
* Or what man among you is there who, if his son asks him for a loaf of bread, will give him a stone? <u>None of you would do that!</u>
|
||||
|
||||
|
||||
1. Change the rhetorical question to a statement or exclamation.
|
||||
|
||||
* **<u>What is the kingdom of God like, and what can I compare it to?</u> It is like a mustard seed...** (Luke 13:18-19 ULB)
|
||||
* <u>This is what the kingdom of God is like.</u> It is like a mustard seed..."
|
||||
|
||||
* **<u>Is this how you insult God's high priest?</u>** (Acts 23:4 ULB)
|
||||
* <u>You should not insult God's high priest!</u>
|
||||
|
||||
* **<u>Why did I not die when I came out from the womb?</u>** (Job 3:11 ULB)
|
||||
* <u>I wish I had died when I came out from the womb!</u>
|
||||
|
||||
* **<u>And why has it happened to me that the mother of my Lord should come to me?</u>** (Luke 1:43 ULB)
|
||||
* <u>How wonderful it is that the mother of my Lord has come to me!</u>
|
||||
|
||||
|
||||
1. Change the rhetorical question to a statement, and then follow it with a short question.
|
||||
|
||||
* **<u>Do you not still rule</u> the kingdom of Israel?** (1 Kings 21:7 ULB)
|
||||
* You still rule the kingdom of Israel, <u>do you not?</u>
|
||||
|
||||
|
||||
1. Change the form of the question so that it communicates in your langauge what the orignal speaker communicated in his.
|
||||
|
||||
* **Or <u>what man among you is there who</u>, if his son asks him for a loaf of bread, <u>will give him a stone?</u>** (Matthew 7:9 ULB)
|
||||
* If your son asks you for a loaf of bread, <u>would you give him a stone</u>?
|
||||
|
||||
* **<u>Will a virgin forget her jewelry, a bride her veils</u>? Yet my people have forgotten me for days without number!** (Jeremiah 2:32 ULB)
|
||||
* <u>What virgin would forget her jewelry, and what bride would forget her veils</u>? Yet my poeple have forgotten me for days without number
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,5 @@
|
|||
|
||||
|
||||
|
||||
### Description
|
||||
|
||||
The simplest sentence structure in English includes a **subject** and an **action** word:
|
||||
|
|
|
|||
|
|
@ -9,7 +9,6 @@ A **sentence** is a group of words that expresses a complete thought. The basic
|
|||
* **Imperative Sentences** - These are mainly used to express a desire or requirement that someone do something. '_Pick that up._'
|
||||
* **Exclamations** - These are mainly used to express a strong feeling. '_Ouch, that hurt!_'
|
||||
|
||||
|
||||
### Reasons this is a translation Issue
|
||||
|
||||
* Languages have different ways of using sentence types to express particular functions.
|
||||
|
|
|
|||
|
|
@ -30,13 +30,10 @@ If the synecdoche would be natural and give the right meaning in your language,
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. State specifically what the synecdoche refers to.
|
||||
|
||||
* **<u>My soul</u> praises the Lord.** (Luke 1:46 ULB)
|
||||
* <u>I</u> praise the Lord.
|
||||
|
||||
* **... <u>the Pharisees</u> said to him** (Mark 2:24 ULB)
|
||||
* ... <u>a representative of the Pharisees</u> said to him ...
|
||||
|
||||
* **... I looked on all the deeds that <u>my hands</u> had accomplished ...** (Ecclesiastes 2:11 ULB)
|
||||
* I looked on all the deeds that <u>I</u> had accomplished
|
||||
|
||||
|
|
|
|||
|
|
@ -41,11 +41,11 @@ If your language uses parallelism in the same way as the biblical languages, tha
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Combine the ideas of both clauses into one.
|
||||
* **Until now you have <u>deceived me and told me lies</u>.** (Judges 16:13, ULB) - Delilah expressed this idea twice to emphasize that she was very upset.
|
||||
* **Until now you have <u>deceived me and told me lies</u>.** (Judges 16:13, ULB)<br/><br/>Delilah expressed this idea twice to emphasize that she was very upset.<br/><br/>
|
||||
* Until now you have <u>deceived me with your lies</u>.
|
||||
* **Yahweh <u>sees</u> <u>everything a person does</u> and <u>watches</u> <u>all the paths he takes</u>.** (Proverbs 5:21 ULB) - The word "watches" us a synonym for "sees," and the phrase "all the paths he takes" is a metaphor for "all he does."
|
||||
* **Yahweh <u>sees</u> <u>everything a person does</u> and <u>watches</u> <u>all the paths he takes</u>.** (Proverbs 5:21 ULB)<br/><br/>The word "watches" us a synonym for "sees," and the phrase "all the paths he takes" is a metaphor for "all he does."<br/><br/>
|
||||
* Yahweh <u>pays attention</u> to <u>everything a person does</u>.
|
||||
* **For Yahweh has a <u>lawsuit with his people</u>, 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 <u>lawsuit with his people</u>, and he will fight in court against Israel.** (Micah 6:2 ULB)<br/><br/>This parallelism describes one serious disagreement that Yahweh had with one group of people. If this is unclear, the phrases can be combined:<br/><br/>
|
||||
* For Yahweh has a <u>lawsuit with his people</u>, Israel.
|
||||
|
||||
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."
|
||||
|
|
|
|||
|
|
@ -5,7 +5,6 @@ Some languages have more than one word for "you" based on how many people the wo
|
|||
|
||||
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.
|
||||
|
||||
* [Singular Pronouns that Refer to Groups](../figs-youcrowd/01.md)
|
||||
|
|
|
|||
|
|
@ -34,5 +34,4 @@ Paul wrote this letter to one person, Titus. Most of the time the word "you" in
|
|||
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.
|
||||
|
||||
|
||||
You may also want to watch the video at http://ufw.io/figs_younum.
|
||||
|
|
@ -28,7 +28,6 @@ Most people do not know how to write in USFM. This is one of the reasons why we
|
|||
|
||||
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
|
||||
|
||||
Markdown is a very common markup language that is used in many places on the Internet. Using Markdown makes it very easy for the same text to be used in a variety of formats (such as webpage, mobile app, PDF, etc).
|
||||
|
|
|
|||
|
|
@ -17,7 +17,6 @@ These are all accusations of guilt. Some are using idioms with the word "blood"
|
|||
|
||||
#### Figures of Speech
|
||||
|
||||
|
||||
**Definition** - A figure of speech is a special way of saying something in order to catch the attention or express an emotion about what is said.
|
||||
|
||||
**Description** - The meaning of a figure of speech as a whole is different from the normal meaning of the individual words.
|
||||
|
|
|
|||
|
|
@ -7,12 +7,10 @@ The alternate translation suggestion may involve, for example, stating implicit
|
|||
|
||||
### Translation Notes Examples
|
||||
|
||||
|
||||
**Making Implicit Information Clear**
|
||||
|
||||
>... it is a law of the Medes and Persians, that <u>no decree or statute that the king issues can be changed</u>. (Daniel 6:15 ULB)
|
||||
|
||||
|
||||
* **no decree...can be changed** - An additional sentence may be added here to aid in understanding. Alternate translation: "no decree...can be changed. So they must throw Daniel into the pit of lions." (See: *Explicit*)
|
||||
|
||||
The additional sentence shows what the speaker wanted the king to understand from his reminder that the king's decrees and statues cannot be changed. Translators may need to state some things clearly in the translation that the original speaker or writer left unstated or implicit.
|
||||
|
|
@ -21,7 +19,6 @@ The additional sentence shows what the speaker wanted the king to understand fro
|
|||
|
||||
>... to him who blasphemes against the Holy Spirit, <u>it will not be forgiven</u>. (Luke 12:10 ULB)
|
||||
|
||||
|
||||
* **it will not be forgiven** - This can be stated in active form. Alternate translation: "God will not forgive him"(See: *Active Passive*)
|
||||
|
||||
This note provides an example of how translators can translate this passive sentence if their languages do not use passive sentences.
|
||||
|
|
@ -30,7 +27,6 @@ This note provides an example of how translators can translate this passive sent
|
|||
|
||||
>... Saul, Saul, <u>why are you persecuting me?</u> (Acts 9:4 ULB)
|
||||
|
||||
|
||||
* **why are you persecuting me?** - This rhetorical question communicates a rebuke to Saul. In some languages, it may be more natural to translate this as a statement or command. Alternate translation: "You are persecuting me!" or "Stop persecuting me!" (See: *Rhetorical Questions*)
|
||||
|
||||
The translation suggestion here provides an alternate way to translate the rhetorical question if your language does not use that form of rhetorical question to rebuke someone.
|
||||
|
|
@ -30,15 +30,11 @@ The translator needs to decide which meaning to translate. He may choose the mea
|
|||
|
||||
* **Tartan ... Rabsaris** - Some Bibles translate these as proper names. Other versions of the Bible translate them as titles. Alternate translation: "the Tartan ... the Rabsaris" or "the leader of the soldier ... a court official" (See: [[rc://en/ta/man/translate/translate-names]])
|
||||
|
||||
|
||||
|
||||
|
||||
>While he was speaking to me using these words, I turned my face toward the ground and was unable to speak. One who was like the sons of man touched my lips and I opened my mouth and spoke to him who stood before me ... (Daniel 10: 15-16 ULB)
|
||||
|
||||
* **One who was like the sons of man**
|
||||
This may refer to the one who had just spoken to Daniel. However, some versions interpret it as referring to a different person. Alternate translation: "This one, who looked like a human"
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
1. Translate it in such a way that the reader could understand either meaning as a possibility.
|
||||
|
|
|
|||
|
|
@ -41,7 +41,6 @@ This note tells you that it is still Peter speaking in verse 17 so you can mark
|
|||
>"I was found by those who did not seek me.
|
||||
>I appeared to those who did not ask for me." (Romans 10:20 ULB)
|
||||
|
||||
|
||||
* **General Information:** - Here the words "I" and "me" refer to God.
|
||||
|
||||
This note lets you know who the pronouns refer to. You may need to add something so that readers will know that Isaiah is not speaking for himself, but is quoting what God said.
|
||||
|
|
|
|||
|
|
@ -18,8 +18,6 @@ There are several reasons to read the translationAcademy topic information:
|
|||
* **walking** - Here walking is a metaphor meaning to obey. Alternate translation: "obeying" (See: *Metaphor*)
|
||||
* **made it known** - This is an idiom. Alternate translation: "communicated it" (See: *Idiom*)
|
||||
|
||||
|
||||
|
||||
### Repeated Phrases in a Book
|
||||
|
||||
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:
|
||||
|
|
|
|||
|
|
@ -41,4 +41,3 @@ There are several types of suggested translations.
|
|||
|
||||
* **[Notes for Long ULB Phrases](../resources-long/01.md)** - Sometimes there are Notes that refer to a phrase and separate Notes that refer to portions of that phrase. In that case, the Note for the larger phrase is first, and the Notes for its smaller parts follow afterward. In that way, the Notes can give translation suggestions or explanations for the whole as well as each part.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -76,7 +76,6 @@ The **manner of articulation** describes how the airflow is slowed. It can come
|
|||
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.
|
||||
|
|
|
|||
|
|
@ -19,7 +19,6 @@ The metric values in the table below are close but not exactly equal to the bibl
|
|||
| "long" cubit | 54 centimeters |
|
||||
| stadia | 185 meters |
|
||||
|
||||
|
||||
#### Translation Principles
|
||||
|
||||
1. The people in the Bible did not use modern measures such as meters, liters, and kilograms. Using the original measures can help readers know that the Bible really was written long ago in a time when people used those measures.
|
||||
|
|
|
|||
|
|
@ -11,7 +11,6 @@ The two tables below show some of the most well-known units of money found in th
|
|||
| shekel | various metals | 11 grams |
|
||||
| talent | various metals | 33 kilograms|
|
||||
|
||||
|
||||
| Unit in NT | Metal | Day's Wage |
|
||||
| -------- | -------- | -------- |
|
||||
| denarius/denarii | silver coin | 1 day |
|
||||
|
|
|
|||
|
|
@ -34,20 +34,19 @@ If the people who speak your language have another Bible that they use, number t
|
|||
|
||||
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.
|
||||
|
||||
**<sup>14</sup>But I hope to see you soon, and we will speak face to face.** <sup><u>15</u></sup>**<u>May</u> peace be with you. The friends greet you. Greet our friends there by name.** (3 John 1:14-15 ULB)
|
||||
|
||||
<sup>14</sup>But I hope to see you soon, and we will speak face to face. May peace be with you. The friends greet you. Greet our friends there by name. (3 John 14)
|
||||
* ***<sup>14</sup>But I hope to see you soon, and we will speak face to face. <sup><u>15</u></sup><u>May</u> peace be with you. The friends greet you. Greet our friends there by name.** (3 John 1:14-15 ULB)
|
||||
* <sup>14</sup>But I hope to see you soon, and we will speak face to face. May peace be with you. The friends greet you. Greet our friends there 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.***
|
||||
<sup>1</sup>**Yahweh, how many are my enemies!**
|
||||
**Many have risen against me.**
|
||||
<sup>2</sup>**Many say about me,**
|
||||
**"There is no help for him from God."** ***Selah***
|
||||
|
||||
<sup>1</sup>*A psalm of David, when he fled from Absalom his son.*
|
||||
<sup>2</sup>Yahweh, how many are my enemies!
|
||||
Many have risen against me.
|
||||
<sup>3</sup>Many say about me,
|
||||
* ***A psalm of David, when he fled from Absalom his son.*<br/>
|
||||
<sup>1</sup>Yahweh, how many are my enemies!<br/>
|
||||
Many have risen against me.<br/>
|
||||
<sup>2</sup>Many say about me,<br/>
|
||||
"There is no help for him from God." *Selah***
|
||||
* <sup>1</sup>*A psalm of David, when he fled from Absalom his son.*<br/>
|
||||
<sup>2</sup>Yahweh, how many are my enemies!<br/>
|
||||
Many have risen against me.<br/>
|
||||
<sup>3</sup>Many say about me,<br/>
|
||||
"There is no help for him from God." *Selah*
|
||||
|
||||
|
|
|
|||
|
|
@ -23,7 +23,6 @@ In the Unlocked Dynamic Bible (UDB) parts of a number are written as decimals or
|
|||
|.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.
|
||||
|
|
@ -51,19 +50,16 @@ One and a half cubits is about .7 meter or seven tenths of a meter.
|
|||
* 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.
|
||||
|
||||
|
||||
1. If you decide to use decimals and the measures in the ULB, you will need to change the fractions in the ULB to decimals.
|
||||
1. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
|
||||
|
||||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. If you decide to use decimals and the measures in the ULB, you will need to change the fractions in the ULB to decimals.
|
||||
|
||||
* **<u>three-tenths of an ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.** (Leviticus 14:10 ULB)
|
||||
* <u>0.3 ephah</u> of fine flour mixed with oil as a grain offering, and <u>one log</u> of oil.
|
||||
|
||||
|
||||
1. If you decide to use fractions and the measures in the UDB, you will need to change the decimals in the UDB to fractions.
|
||||
|
||||
* **<u>about 6.5 liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.** (Leviticus 14:10 UDB)
|
||||
* <u>about six and a half liters</u> of a fine flour offering, mixed with olive oil, to be an offering, and about <u>one third liter</u> of olive oil.
|
||||
|
||||
|
|
|
|||
|
|
@ -16,7 +16,6 @@ In Mark 11:31-33, the ellipsis mark shows that either the religious leaders did
|
|||
|
||||
>They discussed between themselves and argued and said, "If we say, 'From heaven,' he will say, 'Why then did you not believe him?' But if we say, 'From men,' **...** ." They were afraid of the people, for everyone was convinced that John was a prophet. Then they answered Jesus and said, "We do not know." Then Jesus said to them, "Neither will I tell you by what authority I do these things." (ULB)
|
||||
|
||||
|
||||
#### Long Dashes
|
||||
|
||||
**Definition** - Long dashes (—) introduce information that is immediately relevant to what came before it. For example:
|
||||
|
|
|
|||
|
|
@ -19,7 +19,6 @@ Most fractions in English simply have "-th" added to the end of the number.
|
|||
| one hundred | one hundredth |
|
||||
| one thousand | one thousandth |
|
||||
|
||||
|
||||
Some fractions in English do not follow that pattern.
|
||||
|
||||
| Number of parts the whole is divided into | Fraction |
|
||||
|
|
@ -28,8 +27,6 @@ Some fractions in English do not follow that pattern.
|
|||
| 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.
|
||||
|
||||
### Examples From the Bible
|
||||
|
|
|
|||
|
|
@ -60,7 +60,7 @@ The examples below use these two verses.
|
|||
|
||||
* **At that time, you will appear before me in <u>the month of Abib</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.** (Exodus 23:15 ULB)
|
||||
* **It will always be a statute for you that in <u>the seventh month, on the tenth day of the month,</u> you must humble yourselves and do no work ...** (Leviticus 16:29 ULB)
|
||||
|
||||
|
||||
1. Tell the number of the Hebrew month.
|
||||
* At that time, you will appear before me in <u>the first month of the year</u>, which is fixed for this purpose. It was in this month that you came out from Egypt.
|
||||
|
||||
|
|
@ -76,3 +76,4 @@ The examples below use these two verses.
|
|||
* The footnote would look like:
|
||||
<sup>[1]</sup>The Hebrew says, "the seventh month, on the tenth day of the month."
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -3,7 +3,6 @@
|
|||
|
||||
This manual teaches translation theory and how to make a good translation for Other Languages (OLs). Some of the principles of translation in this manual also apply to Gateway Language translation. For specific instruction on how to translate the set of translation tools for Gateway Languages, however, please see the Gateway Language Manual. It will be very helpful to study many of these modules before starting any type of translation project. Other modules, such as the ones about grammar, are only needed for "just-in-time" learning.
|
||||
|
||||
|
||||
Some highlights in the Translation Manual:
|
||||
|
||||
* [The Qualities of a Good Translation](../guidelines-intro/01.md) - defining a good translation
|
||||
|
|
|
|||
|
|
@ -38,7 +38,6 @@ Readers may not understand why she said this if they do not know that the name M
|
|||
|
||||
><u>Saul</u> was in agreement with his death. (Acts 8:1 ULB)<br>
|
||||
|
||||
|
||||
>It came about in Iconium that <u>Paul</u> and Barnabas entered together into the synagogue ... (Acts 14:1 ULB)
|
||||
|
||||
Readers may not know that the names Saul and Paul refer to the same person.
|
||||
|
|
@ -58,15 +57,15 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
* You went over the <u>Jordan River</u> and came to the <u>city of Jericho</u>. The leaders of Jericho fought against you, along with <u>the tribe of the Amorites</u> ...
|
||||
* **Shortly after, some Pharisees came and said to him, "Go and leave here because <u>Herod</u> wants to kill you."** (Luke 13:31 ULB)
|
||||
* Shortly after, some Pharisees came and said to him, "Go and leave here because <u>King Herod</u> wants to kill you.
|
||||
|
||||
|
||||
1. 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 <u>Moses</u> and said, "Because I drew him from the water."** (Exodus 2:11 ULB)
|
||||
* She named him <u>Moses, which sounds like 'drawn out,'</u> and said, "Because I drew him from the water."
|
||||
|
||||
|
||||
1. 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 <u>Beer Lahai Roi</u>;** (Genesis 16:13-14 ULB)
|
||||
* ... she said, "Do I really continue to see, even after he has seen me?" Therefore the well was called <u>Well of the Living One who sees me</u>;
|
||||
|
||||
|
||||
1. 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 <u>Saul</u>.** (Acts 7:58 ULB)
|
||||
* ... a young man named <u>Paul</u>.<sup>[1]</sup>
|
||||
|
|
@ -74,7 +73,7 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
<sup>[1]</sup>Most versions say Saul here, but most of the time in the Bible he is called Paul.
|
||||
* **But <u>Saul</u>, who is also called <u>Paul</u> ...** (Acts 13:9)
|
||||
* But <u>Saul</u>, who is also called <u>Paul</u> ...
|
||||
|
||||
|
||||
1. 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 <u>Saul</u>.** (Acts 7:58 ULB)
|
||||
* ... a young man named <u>Saul</u>.<sup>[1]</sup>
|
||||
|
|
@ -87,3 +86,4 @@ Readers may not know that the names Saul and Paul refer to the same person.
|
|||
* The footnote would look like:
|
||||
<sup>[1]</sup>This is the man that was called Saul before Acts 13.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -40,23 +40,23 @@ This is a rounded number. It does not say exactly how many descendants she shoul
|
|||
|
||||
We will use the following verse in our examples:
|
||||
>Now, see, at great effort I have prepared for the house of Yahweh <u>100,000</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities. (1 Chronicles 22:14 ULB)
|
||||
|
||||
|
||||
1. Write numbers using numerals.
|
||||
|
||||
* I have prepared for the house of Yahweh <u>100,000</u> talents of gold, <u>1,000,000</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
|
||||
1. Write numbers using your language's words or the gateway language words for those numbers.
|
||||
|
||||
* I have prepared for the house of Yahweh <u>one hundred thousand</u> talents of gold, <u>one million</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
|
||||
1. Write numbers using words, and put the numerals in parenthesis after them.
|
||||
|
||||
* I have prepared for the house of Yahweh <u>one hundred thousand (100,000)</u> talents of gold, <u>one million (1,000,000)</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
|
||||
1. Combine words for large numbers.
|
||||
|
||||
* I have prepared for the house of Yahweh <u>one hundred thousand</u> talents of gold, <u>a thousand thousand</u> talents of silver, and bronze and iron in large quantities.
|
||||
|
||||
|
||||
1. Use a very general expression for very large rounded numbers and write the numeral in parentheses afterward.
|
||||
|
||||
* I have prepared for the house of Yahweh <u>a great amount of gold (100,000 talents)</u>, <u>ten times that amount of silver (1,000,000 talents)</u>, and bronze and iron in large quantities.
|
||||
|
|
@ -76,3 +76,4 @@ Be consistent in your translations. Decide how the numbers will be translated, u
|
|||
|
||||
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 <u>130</u> 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 <u>eight hundred</u> years. He became the father of more sons and daughters. Adam lived <u>930</u> years, and then he died. (Genesis 5:3-5 ULB)
|
||||
|
||||
|
|
|
|||
|
|
@ -19,7 +19,6 @@ Most ordinal numbers in English simply have "-th" added to the end.
|
|||
| 100 | one hundred | one hundredth |
|
||||
| 1,000| one thousand | one thousandth |
|
||||
|
||||
|
||||
Some ordinal numbers in English do not follow that pattern.
|
||||
|
||||
| Numeral | Number | Ordinal Number |
|
||||
|
|
@ -54,13 +53,12 @@ If your language has ordinal numbers and using them would give the right meaning
|
|||
### 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.
|
||||
|
||||
* **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 <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>another</u> to Jedaiah, <u>another</u> to Harim, ... <u>another</u> to Delaiah, <u>and the last</u> went to Maaziah.
|
||||
* There were <u>twenty-four</u> lots. <u>One lot</u> went to Jehoiarib, <u>the next</u> to Jedaiah, <u>the next</u> to Harim, ... <u>the next</u> to Delaiah, <u>and the last</u> went to Maaziah.
|
||||
* **A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>the first</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone. The name of <u>the second</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the third</u> river is Tigris, which flows east of Asshur. <u>The fourth</u> river is the Euphrates.** (Genesis 2:10-14 ULB)
|
||||
* A river went out of Eden to water the garden. From there it divided and became <u>four</u> rivers. The name of <u>one</u> is Pishon. It is the one which flows throughout the whole land of Havilah, where there is gold. The gold of that land is good. There is also bdellium and the onyx stone. The name of <u>the next</u> river is Gihon. This one flows throughout the whole land of Cush. The name of <u>the next</u> river is Tigris, which flows east of Asshur. The <u>last</u> river is the Euphrates.
|
||||
|
||||
|
||||
1. Tell the total number of items and then list them or the things associated with them.
|
||||
* **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)
|
||||
* They cast <u>twenty-four</u> lots. The lots went to Jerhoiarib, Jedaiah, Harim, Seorim, ... Delaiah, and Maaziah.
|
||||
|
|
|
|||
|
|
@ -41,15 +41,16 @@ If people would correctly understand what a symbolic action meant to the people
|
|||
* Behold, a man named Jairus ... fell down at Jesus' feet in order to show that he greatly respected him ...
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20 ULB)
|
||||
* Look, I am standing at the door and knocking on it, asking you to let me in.
|
||||
|
||||
|
||||
1. Do not tell what the person did, but tell what he meant.
|
||||
* **Behold, a man named Jairus ... fell down at Jesus' feet ...** (Luke 8:41)
|
||||
* Behold, a man named Jairus ... showed Jesus great respect ...
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20)
|
||||
* Look, I am standing at the door and asking you to let me in.
|
||||
|
||||
|
||||
1. Use an action from your own culture that has the same meaning.
|
||||
* **Behold, a man named 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.
|
||||
* **Look, I am standing at the door and am knocking.** (Revelation 3:20 ULB) - Jesus was not standing at a real door. Rather he was speaking about wanting to have a relationship with people. So in cultures where it is polite to clear one's throat when wanting to be let into a house, you could use that.
|
||||
* Look, I am standing at the door and clearing my throat.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -11,14 +11,10 @@ Translators are encouraged to translate the text in the ULB and to write about a
|
|||
### Examples from the Bible
|
||||
|
||||
Matthew 18:10-11 ULB has a footnote about verse 11.
|
||||
><sup>10</sup>See 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. <sup>11</sup><sup>[1]</sup>
|
||||
|
||||
<sup>[1]</sup>The best ancient Greek copies do not have the sentence that some translations include, **For the Son of Man came to save that which was lost**.
|
||||
><sup>10</sup>See 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. <sup>11</sup><sup>[1]</sup><sup>[1]</sup>The best ancient Greek copies do not have the sentence that some translations include, **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.
|
||||
><sup>53</sup>[Then every man went to his own house. ... <sup>11</sup>She said, "No one, Lord." Jesus said, "Neither do I condemn you. Go and sin no more."]<sup>[2]</sup>
|
||||
|
||||
<sup>[2]</sup>The best ancient copies do not have John 7:53-8:11.
|
||||
><sup>53</sup>[Then every man went to his own house. ... <sup>11</sup>She said, "No one, Lord." Jesus said, "Neither do I condemn you. Go and sin no more."]<sup>[2]</sup><br/><br/><sup>[2]</sup>The best ancient copies do not have John 7:53-8:11.
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
|
|
@ -31,16 +27,13 @@ When there is a textual variant, you may choose to follow the ULB or another ver
|
|||
|
||||
The translation strategies are applied to Mark 7:14-16 ULB, which has a footnote about verse 16.
|
||||
|
||||
* <sup>14</sup>**He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** <sup>16[1]</sup>
|
||||
* **<sup>[1]</sup>The best ancient copies do not have verse 16. *If any man has ears to hear, let him hear*.**
|
||||
|
||||
* <sup>14</sup>**He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him."** <sup>16[1]</sup><br/><br/>**<sup>[1]</sup>The best ancient copies do not have verse 16. *If any man has ears to hear, let him hear*.**
|
||||
|
||||
1. Translate the verses that the ULB does and include the footnote that the ULB provides.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup>
|
||||
* <sup>[1]</sup>The best ancient copies do not have verse 16. *If any man has ears to hear, let him hear*.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him." <sup>16[1]</sup><br/><br/><sup>[1]</sup>The best ancient copies do not have verse 16. *If any man has ears to hear, let him hear*.
|
||||
|
||||
1. Translate the verses as another version does, and change the footnote so that it fits this situation.
|
||||
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup>
|
||||
* <sup>[1]</sup>The best ancient copies do not have verse 16.
|
||||
* <sup>14</sup>He called the crowd again and said to them, "Listen to me, all of you, and understand. <sup>15</sup>There is nothing from outside of a person that can defile him when it enters into him. It is what comes out of the person that defiles him. <sup>16</sup>If any man has ears to hear, let him hear." <sup>[1]</sup><br/><br/><sup>[1]</sup>The best ancient copies do not have verse 16.
|
||||
|
||||
|
|
|
|||
|
|
@ -34,21 +34,17 @@ There are several ways to borrow a word.
|
|||
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
|
||||
|
||||
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.
|
||||
|
||||
* **צְפַנְיָ֤ה** - A man's name in Hebrew letters.
|
||||
* Zephaniah - The same name in Roman letters
|
||||
|
||||
|
||||
1. You can spell the word as the other language spells it, and pronounce it the way your language normally pronounces those letters.
|
||||
|
||||
* **Zephaniah** - This is a man's name.
|
||||
* Zephaniah - The name as it is spelled in English, but you can pronounce it according to the rules of your language.
|
||||
|
||||
|
||||
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.
|
||||
|
||||
* **Zephaniah** - If your language does not have the "z", you could use "s". If your writing system does not use "ph" you could use "f". Depending on how you pronounce the "i" you could spell it with "i" or "ai" or "ay".
|
||||
* Sefania
|
||||
* Sefanaia
|
||||
|
|
|
|||
|
|
@ -50,39 +50,31 @@ Here are ways you might translate a term that is not known in your language:
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Use a phrase that describes what the unknown item is, or what is important about the unknown item for the verse being translated.
|
||||
|
||||
* **Beware of false prophets, who come to you in sheep's clothing but are truly <u>ravenous wolves</u>.** (Matthew 7:15 ULB)
|
||||
* Beware of false prophets, who come to you in sheep's clothing but are truly <u>hungry and dangerous animals</u>.
|
||||
|
||||
"Ravenous wolves" is part of a metaphor here, so the reader needs to know that they are very dangerous to sheep in order to understand this metaphor. (If sheep are also unknown, then you will need to also use one of the translation strategies to translate sheep, or change the metaphor to something else, using a translation strategy for metaphors. See [Translating Metaphors](../figs-metaphor/01.md).)
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish.** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked grain seeds</u> and two fish
|
||||
|
||||
|
||||
1. Substitute something similar from your language if doing so does not falsely represent a historical fact.
|
||||
|
||||
* **your sins ... will be white like <u>snow</u>** (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.
|
||||
* your sins ... will be white like <u>milk</u>
|
||||
* your sins ... will be white like <u>the moon</u>
|
||||
|
||||
|
||||
1. 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 mixed with <u>myrrh</u>, 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 mixed with <u>a medicine called myrrh</u>, but he refused to drink it.
|
||||
|
||||
* **We have here only five loaves of <u>bread</u> 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).
|
||||
* We have here only five loaves of <u>baked crushed seed bread</u> and two fish.
|
||||
|
||||
|
||||
1. Use a word that is more general in meaning.
|
||||
|
||||
* **So I will turn Jerusalem into piles of ruins, a hideout for <u>jackals</u>**. (Jeremiah 9:11 ULB)
|
||||
* So I will turn Jerusalem into piles of ruins, a hideout for <u>wild dogs</u>.
|
||||
|
||||
* **We have here only five <u>loaves of bread</u> and two fish** (Matthew 14:17 ULB)
|
||||
* We have here only five <u>loaves of baked food</u> and two fish.
|
||||
|
||||
|
||||
1. Use a word or phrase that is more specific in meaning.
|
||||
|
||||
* **... to him who made <u>great lights</u> ...** (Psalm 136:7 ULB)
|
||||
* ... to him who made <u>the sun and the moon</u> ...
|
||||
|
||||
|
|
|
|||
|
|
@ -32,27 +32,22 @@ Some of these things happened after the prophets told about them, and some of th
|
|||
* Translate tense in a way that the readers can understand what the speaker meant. If readers would not understand the predictive past, it is acceptable to use the future tense.
|
||||
* Some of the prophecies were fulfilled after the prophets wrote about them. Some of them have not been fulfilled yet. Do not clarify in the prophecy when these prophecies were fulfilled or how they were fulfilled.
|
||||
|
||||
|
||||
### Examples from the Bible
|
||||
|
||||
The following passages describe powerful beings that Ezekiel, Daniel, and John saw. Images that come up in these visions include hair that is white as wool, a voice like many waters, a golden belt, and legs or feet like polished bronze. Though the prophets saw various details, it would be good to translate the details that are the same in the same way. The underlined phrases in the passage from Revelation also occur in the passages from Daniel and Ezekiel
|
||||
|
||||
>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. <u>His head and hair were as white as wool</u> — as white as snow, and his eyes were like a flame of fire. <u>His feet were like burnished bronze</u>, like bronze that had been refined in a furnace, and <u>his voice was like the sound of many rushing waters</u>. 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)
|
||||
|
||||
|
||||
>As I looked,
|
||||
>thrones were set in place,
|
||||
>and the Ancient of Days took his seat.
|
||||
>His clothing was as white as snow,
|
||||
>and <u>the hair of his head was like pure wool</u>. (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 <u>his feet were like polished bronze</u>, and the sound of his words was like the sound of a great crowd. (Daniel 10:5-6)
|
||||
|
||||
|
||||
>Behold! The glory of the God of Israel came from the east; <u>his voice was like the sound of many waters</u>, and the earth shone with his glory. (Ezekiel 43:2 ULB)
|
||||
|
||||
|
||||
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 <u>saw</u> concerning Judah and Jerusalem, in the days of Uzziah, Jotham, Ahaz, and Hezekiah, kings of Judah.
|
||||
|
|
|
|||
|
|
@ -36,7 +36,6 @@ The word "Therefore" links this section with the section before it, signalling t
|
|||
|
||||
Here the word "for" connects what follows as the reason for what came before; the reason that Paul does not place stumbling blocks is that he does not want his ministry brought into disrepute. "Instead" contrasts what Paul does (proving by his actions that he is God's servant) with what he said he does not do (placing stumbling blocks).
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
If the way the relationship between thoughts is shown in the ULB would be natural and give the right meaning in your language, then consider using it. If not, here are some other options.
|
||||
|
|
@ -51,7 +50,7 @@ If the way the relationship between thoughts is shown in the ULB would be natura
|
|||
|
||||
* **Jesus said to them, "Come after me, and I will make you become fishers of men." Immediately they left the nets and went after him.** (Mark 1:17-18 ULB) - They followed Jesus <u>because</u> he told them to. Some translators may want to mark this with "so."
|
||||
* Jesus said to them, "Come after me, and I will make you become fishers of men." <u>So</u> immediately they left the nets and went after him.
|
||||
|
||||
|
||||
1. 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 <u>and</u> teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) -
|
||||
|
|
@ -65,7 +64,7 @@ Some languages would prefer not to use connecting words here, because the meanin
|
|||
Some languages might not need the words "but" or "then" here.
|
||||
|
||||
* I did not immediately consult with flesh and blood, nor did I go up to Jerusalem to those who had become apostles before me. Instead I went to Arabia and then returned to Damascus. After three years I went up to Jerusalem to visit Cephas, and I stayed with him fifteen days.
|
||||
|
||||
|
||||
1. Use a different connecting word.
|
||||
|
||||
* **<u>Therefore</u> whoever breaks the least one of these commandments and teaches others to do so, will be called least in the kingdom of heaven. <u>But</u> whoever keeps them and teaches them will be called great in the kingdom of heaven.** (Matthew 5:19 ULB) Instead of a word like "therefore," a language might need a phrase to indicate that there was a section before it that gave the reason for the section that follows. Also, the word "but" is used here because of the contrast between the two groups of people. But in some languages, the word "but" would show that what comes after it is surprising because of what came before it. So "and" might be clearer for those languages.
|
||||
|
|
|
|||
|
|
@ -72,4 +72,3 @@ If the information given at the beginning of a new event is clear and natural to
|
|||
* **Noah was six hundred years old when the flood came upon the earth. Noah, 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)
|
||||
* <u>Now this is what happened when</u> Noah was six hundred years old. Noah, his sons, his wife, and his sons' wives went into the ark together because <u>God had said that the waters of the flood would come</u>.
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -62,4 +62,3 @@ Since Boaz is the main person in this part of the story, some languages might fi
|
|||
|
||||
* Now Boaz went up to the gate and sat down there. Soon, the near kinsman of whom <u>he</u> had spoken came by. <u>He</u> said to the kinsman....
|
||||
|
||||
|
||||
|
|
|
|||
|
|
@ -87,7 +87,7 @@ If you use ordinary speech it may be more clear.
|
|||
>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 <u>to sin</u><br/>
|
||||
Disrespect for God he will not <u>begin</u>.<br/>
|
||||
|
|
|
|||
|
|
@ -25,18 +25,15 @@ Each language has its rules and exceptions to this usual way of referring to peo
|
|||
The example below occurs at the beginning of a chapter. In some languages it might not be clear whom the pronouns refer to.
|
||||
>Then <u>he</u> spoke a parable to <u>them</u> about how <u>they</u> should always pray and not become discouraged. (Luke 18:1 ULB)
|
||||
|
||||
|
||||
In the example below, two men are named in the first two sentences and the beginning of the third. It might not be clear whom "him," "his," and "he" in the third sentence refer to.
|
||||
>The <u>prison warden</u> gave into <u>Joseph</u>'s hand all the prisoners who were in the prison. Whatever they did there, <u>Joseph</u> was in charge of it. The <u>prison warden</u> did not worry about anything that was in <u>his</u> hand, because Yahweh was with <u>him</u>. Whatever <u>he</u> did, Yahweh prospered. (Genesis 39:22-23 ULB)
|
||||
|
||||
|
||||
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 <u>Jesus</u> went on the Sabbath day through the grainfields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>Jesus</u>, "See, your disciples do what is unlawful to do on the Sabbath."
|
||||
>But <u>Jesus</u> said to them, "Have you never read what David did, when he was hungry, and the men who were with him? ..."
|
||||
>Then <u>Jesus</u> left from there and went into their synagogue. (Matthew 12:1-9 ULB)
|
||||
|
||||
|
||||
### Translation Strategies
|
||||
|
||||
1. If it would not be clear to your readers whom or what a pronoun refers to, use a noun or name.
|
||||
|
|
@ -45,18 +42,11 @@ Jesus is the main character of the book of Matthew, but in the verses below he i
|
|||
### 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.
|
||||
|
||||
* **Then <u>he</u> spoke a parable to <u>them</u> about how <u>they</u> should always pray and not become discouraged.** (Luke 18:1 ULB)
|
||||
* Then <u>Jesus</u> spoke a parable to <u>his disciples</u> about how they should always pray and not become discouraged.
|
||||
|
||||
|
||||
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.
|
||||
|
||||
>**At that time <u>Jesus</u> went on the Sabbath day through the grain fields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>Jesus</u> , "See, your disciples do what is unlawful to do on the Sabbath."**
|
||||
>**But <u>Jesus</u> said to them, "Have you never read what David did when he was hungry, and the men who were with him? ...**
|
||||
>**Then <u>Jesus</u> left from there and went into their synagogue.** (Matthew 12:1-9 ULB)
|
||||
* **At that time <u>Jesus</u> went on the Sabbath day through the grain fields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>Jesus</u> , "See, your disciples do what is unlawful to do on the Sabbath." But <u>Jesus</u> said to them, "Have you never read what David did when he was hungry, and the men who were with him? ... Then <u>Jesus</u> left from there and went into their synagogue.** (Matthew 12:1-9 ULB)
|
||||
* At that time <u>Jesus</u> went on the Sabbath day through the grain fields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>him</u>, "See, your disciples do what is unlawful to do on the Sabbath. But <u>he</u> said to them, "Have you never read what David did when he was hungry, and the men who were with him? ... Then <u>he</u> left from there and went into their synagogue.
|
||||
|
||||
May be translated as:
|
||||
|
||||
>At that time <u>Jesus</u> went on the Sabbath day through the grain fields. <u>His</u> disciples were hungry and began to pluck heads of grain and eat them. But when the Pharisees saw that, they said to <u>him</u>, "See, your disciples do what is unlawful to do on the Sabbath.
|
||||
>But <u>he</u> said to them, "Have you never read what David did when he was hungry, and the men who were with him? ...
|
||||
>Then <u>he</u> left from there and went into their synagogue.
|
||||
|
|
|
|||
|
|
@ -46,35 +46,28 @@ If translating a proverb literally would be natural and give the right meaning i
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
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,
|
||||
and favor is better than silver and gold.** (Proverbs 22:1 ULB)
|
||||
|
||||
* **A good name is to be chosen over great riches,
|
||||
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.
|
||||
Here are some ideas for ways that people might say a proverb in their language.
|
||||
|
||||
* It is better to have a good name than to have great riches, and to be favored by people than to have silver and gold.
|
||||
* Wise people choose a good name over great riches, and favor over silver and gold.
|
||||
* Try to have a good reputation rather than great riches.
|
||||
* Will riches really help you? I would rather have a good reputation.
|
||||
|
||||
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.
|
||||
|
||||
* **Like <u>snow in summer</u> or rain in harvest,
|
||||
so a fool does not deserve honor.** (Proverbs 26:1 ULB)
|
||||
|
||||
* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
|
||||
|
||||
1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
|
||||
|
||||
* **Do not boast about tomorrow.** (Proverbs 27:1 ULB)
|
||||
|
||||
* Do not count your chickens before they hatch.
|
||||
|
||||
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.
|
||||
* **Like <u>snow in summer</u> or rain in harvest,
|
||||
so a fool does not deserve honor.** (Proverbs 26:1 ULB)
|
||||
* It is not natural for <u>a cold wind to blow in the hot season</u> or for it to rain in the harvest season; And it is not natural to honor a foolish person.
|
||||
|
||||
1. Substitute a proverb in your language that has the same teaching as the proverb in the Bible.
|
||||
* **Do not boast about tomorrow.** (Proverbs 27:1 ULB)
|
||||
* Do not count your chickens before they hatch.
|
||||
|
||||
1. Give the same teaching but not in a form of a proverb.
|
||||
|
||||
* **A generation that curses their father and does not bless their mother,
|
||||
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.
|
||||
* People who do not respect their parents think that they are righteous, and they do not turn away from their sin.
|
||||
|
||||
|
|
|
|||
|
|
@ -1,6 +1,5 @@
|
|||
|
||||
|
||||
|
||||
### 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.
|
||||
|
|
@ -51,14 +50,12 @@ When writing that someone said something, some languages put the quote (what was
|
|||
### Examples of Translation Strategies Applied
|
||||
|
||||
1. Decide where to put the quote margin.
|
||||
|
||||
* **"Therefore, those who can," <u>he said,</u> "should go there with us. If there is something wrong with the man, you should accuse him."** (Acts 25:5 ULB)
|
||||
* <u>He said,</u> "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him."
|
||||
* "Therefore, those who can should go there with us. If there is something wrong with the man, you should accuse him," <u>he said</u>.
|
||||
* "Therefore, those who can should go there with us," <u>he said.</u> "If there is something wrong with the man, you should accuse him."
|
||||
|
||||
|
||||
1. Decide whether to use one or two words meaning "said."
|
||||
|
||||
* **But his mother <u>answered</u> and <u>said</u>, "No. He will be called John."** (Luke 1:60 ULB)
|
||||
* But his mother <u>replied</u>, "No, instead he will be called John."
|
||||
* But his mother <u>said</u>, "No, instead he will be called John."
|
||||
|
|
|
|||
|
|
@ -43,19 +43,15 @@ This passage explains the meaning of the seven lampstands and the seven stars. T
|
|||
|
||||
1. Translate the text with the symbols. Often the speaker or author explains the meaning later in the passage.
|
||||
|
||||
>**After this I saw in the visions of night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.** (Daniel 7:7 ULB)
|
||||
* **After this I saw in the visions of night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.** (Daniel 7:7 ULB)<br/><br/>People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24:
|
||||
|
||||
>People will be able to understand what the symbols mean when they read the explanation in Daniel 7:23-24.
|
||||
* As for the fourth animal ... It will devour ... As for the ten horns ...
|
||||
|
||||
2. Translate the text with the symbols. Then explain the symbols in footnotes.
|
||||
|
||||
* **After this I saw the visions of night <u>a fourth animal</u>, terrifying, frightening, and very strong. It had <u>large iron teeth</u>; it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had <u>ten horns</u>.** (Daniel 7:7 ULB)
|
||||
|
||||
* After this I saw the visions of at night a fourth animal,<sup>[1]</sup> terrifying, frightening, and very strong. It had large iron teeth;<sup>[2]</sup> it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.<sup>[3]</sup>
|
||||
|
||||
* The footnotes would look like this:
|
||||
|
||||
* <sup>[1]</sup> The animal is a symbol for a kingdom.
|
||||
* <sup>[2]</sup> The iron teeth is a symbol for the kingdom's powerful army.
|
||||
* <sup>[3]</sup> The horns are a symbol of powerful kings.
|
||||
* After this I saw the visions of at night a fourth animal,<sup>[1]</sup> terrifying, frightening, and very strong. It had large iron teeth;<sup>[2]</sup> it devoured, broke in pieces, and trampled underfoot what was left. It was different from the other animals, and it had ten horns.<sup>[3]</sup><br/><br/>
|
||||
<sup>[1]</sup> The animal is a symbol for a kingdom.
|
||||
<sup>[2]</sup> The iron teeth is a symbol for the kingdom's powerful army.
|
||||
<sup>[3]</sup> The horns are a symbol of powerful kings.
|
||||
|
||||
|
|
|
|||
Loading…
Reference in New Issue