Transcribing the audiofiles of Ruth
to make a printed booklet
If the team can write the language in an accepted writing system, they might want to publish the translation of Ruth in a printed form.
Step 1
The team should listen to the final one-voice recording.
They should write down the sentences as they hear them.
They should leave a blank line where they hear a long pause. If they use paper with lines, they should leave empty lines between the paragraphs. We recommend that they use wide spaces between the lines of text.
Step 2
The team create a computer file with the text that they have written
on paper, perhaps editing a little.
They will use the computer word processer that they normally use for printed text.
We recommend that they do not put chapter numbers in the text. It is likely that those numbers will distract the readers as they read. (We have used references to chapter and verse numbers in this guide for the team to use, but it is not likely that the readers will use them. The text can show those numbers when it is printed as part of the Old Testament.
We also recommend that the team does not put verse numbers in the printed text. The readers will likely be distracted by them as well as the chapter numbers. They can insert them when they print the text as part of the Old Testament.
Step 3
The team can make a printed copy.
Step 4
They should listen again to the recording.
As they listen, they should mark on the printed copy any differences they hear.
Step 5
They should enter the changes in the computer file and save it as a new file.
It is important that the team save it as a new file so that the older file is available later if someone wants to know what was changed from the older file.
Step 6
They should write a heading for each little story and put it into the computer file, each in its proper place.
The author wrote six little stories within his bigger story. (Some people call those little stories “sections”.) Here is a short description of the little stories in this document.
Little story One (10 paragraphs, Ruth 1:1-22)
The team might focus on Naomi’s much grief as she returned to Bethlehem. They can help the readers to recognize her sorrow as important for this little story. It is legitimate to use two sentences in the heading. Consider this suggestion:
Naomi suffered much after migrating to a foreign land. She was very sad when she returned to her homeland with her daughter-in-law, Ruth.
Or they might focus on Ruth’s strong commitment to Naomi. They can help the readers to recognize her devotion as important in this little story. Consider:
Naomi, a widow, wanted to return to her homeland.
Ruth, a daughter-in-law, strongly wanted to go with her.
She promised that she would always help Naomi.
Little story Two (14 paragraphs, Ruth 2:1-23)
Boaz helped Ruth because she was helping Naomi. He helped her generously.
We recommend that the team does not use a heading like the GNB heading (“Ruth works in the field of Boaz”). The readers should not suppose that the field was important. Also, they should not suppose that Ruth was alone with Boaz.
Little story Three (10 paragraphs, Ruth 3:1-18)
Ruth asked Boaz to do his obligation as “brother” to Elimelech.
We recommend that the team does not use a heading like the GNB/TEV section heading (“Ruth finds a husband”). The readers should not suppose that Boaz was lost, nor should they suppose that Ruth chose him. God and Naomi chose Boaz. Further, he did not become her husband until he had completed the proper rituals.
Little story Four (9 paragraphs, Ruth 4:1-13ab)
Boaz did the custom for taking care of his “brother’s” widow.
Little story Five (2 paragraphs, Ruth 4:13c-17c)
Ruth delivered a boy. Naomi adopted him and she called him “Obed."
Little story Six (2 paragraphs, Ruth 4:17d-22)
We recommend that the team put white space after the sentence of 4:17c, above the list. Alternatively, they could put a section heading like this one:
A list of ancestors that shows that King David was a true Israelite.
Step 7
They should make a new printed copy.
It is always best to use a correctly printed copy for doing this kind of revising.
Step 8
They should review the printed text.
The team should think carefully about the beginning of each paragraph and how it helps the readers to remember the messages of the paragraph before it. It is important that the people who read the translation understand how the paragraphs fit together. Their understanding the relationship between the paragraphs will help them understand the main message of the story. The team has translated the text naturally and accurately. However, it is necessary that they write the proper connections between the paragraphs for the readers. It is likely that they will make only a few changes.
Preparing a printed book of Ruth
It may be that the team can write the translation in an accepted writing system. They might want to publish the translation in a booklet. They might follow these steps. Perhaps a facilitator will help the team.
Step 1
The team should format the translation in a computer program that will put the correct number of sentences on each page.
The team might use a program like OpenOfficeWriter or Microsoft Office Publisher. It will automatically put the proper number of lines on a page and allow the team to put the pictures in fitting places.
If the team does not have a computer, they might type the translation with short lines that will fit on a quarter of a sheet of paper. If necessary, they can cut the typed text into pieces and paste it onto each page. They may paste in a picture.
Step 2
They should choose some pictures.
Perhaps a facilitator can help the team find pictures that might be useful. If the team cannot find pictures that are desirable, they might ask someone who has skill for drawing pictures to draw some pictures for them. The readers will likely understand his drawings well.
Step 3
They should write a general title.
The title should focus on the purpose of the whole story. One of the implied concepts in this story is that God helps the people who follow him. He takes care of them in their troubles, even though God is not a direct actor in any event in the story.
Be careful that the readers do not suppose the woman Ruth wrote the story.
We call this short story “Ruth” because she was a main participant. The author may have also had in mind the deeper motive of showing that Ruth had become a true Israelite. He implied that she had strongly committed herself to obey God.
The team should carefully form the title, so that it is natural and that it helps the readers to know the kind of booklet it is. They might consider a title like this:
The writing that someone wrote about a woman called
Ruth
This story helps us understand that
God helps all people who trust him
In some languages, a title that is a question implies that the readers should think about a certain problem and that the readers can know the reason if they read the booklet. The team might write the question as if some person was thinking about why those women suffered. No one is obligated to put Ruth’s name in the title. A title might look like this:
Does God really care about lonely widows?
This story helps us understand that
God helps all people who trust him
Step 4
They should make copies of the booklet
The team should estimate how many copies the team can distribute in two weeks. Do not print a large number. They can print it again if many people ask for the booklet.
Step 5
They should distribute the booklet to all the people who are interested.
The people will know that the team is actively translating when they see the booklet. They will likely become more interested in reading books, especially the Scriptures.
A protruding navel must be pushed in when the child is very small. — Sabaot proverb
(When a person knows that he should correct something, he should do it as soon as possible. He should not put it off until another day. So also, a translation team should try to do all the steps in their proper order. They should not postpone doing the difficult work for another day.)
