UPDATE: October 5, 2016

I am grateful to each of you who participated in my research. I'll post my thesis later this year after my defense and I've finalized the text. Meanwhile, many of you may still wish to 'weigh in' on the use of cross-references or on the teaching modules. I've incorporated lessons learned from my first survey and created two independent surveys of 10 questions or less:

Survey on cross-references: https://www.surveymonkey.com/r/SW7M38L

_Survey on teaching modules: https://www.surveymonkey.com/r/SXN3XJ9
_

The module playlist link is unchanged: http://www.screencast.com/t/5ttRIi4hCBj

Each video ends with a few anonymous “Questions for Reflection,” designed to help you assimilate some key points. The first two attachments at the bottom of this post will help you use the video features, search, play speed, and table of contents features and instructions on downloading modules. The remaining four attachments summarize and illustrate the Principles and Paratextual Strategies.

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Translators can be tempted to limit their focus to a specific passage, ensuring its words are clear and accurate. Better translators will look more broadly and use insights from discourse grammar to ensure their translation coheres and flows naturally at the paragraph level and above. However, an Illuminated Bible Translation will also provide its readers and listeners greater access to intertextuality in Scripture. Sadly, translations of every ilk —“essentially literal” or “meaning-based”-- often obscure or erase intertextual relations.

The modules are designed for translation consultants and educators to help translators better understand how Scripture is interconnected in terms of two frames of reference: the common and textual frames. They offer strategies that will help target audiences expect to access the interconnections. The translation strategies can be used for almost any translation style and the proposed cross-reference system strategies should offer a high expectation of relevance. It is anticipated that these textual and paratextual strategies will especially benefit communities whose only resource is a print Bible containing a small but well-designed cross-reference system.

Note that the playlist appears below the video. You can use it to jump to any video. You may also slow or increase the playback speed (75% or 125%); skip to marked sections in the video; or search for words in any PowerPoint slide in the module and then jump to that portion of the video.

#3 Only cross-reference texts that illuminate either the textual or common frame.

#4 Use symbols or icons indicate the function of each cross-reference, clearly distinguishing the common from the textual frame.

#5 Bi-laterally cross-reference dialogues. Uni-laterally cross-reference contextual data.

#6 Guide the reader to connect the entire intertext, not just the markers.

#8 Test each culture-specific feature of the paratextual system to ensure it achieves relevance for its audience. (The choice of icons and location on the page are examples of a culture-specific feature that should be developed and tested for each community.)

The examples distinguish common and textual frame functions, two are textual frame functions and two are common frame functions. I hope my choice of icons are meaningful to you.

a.) double-headed arrows connect inter- or intra-textual dialogue. (Textual frame)

b) single-headed arrows point to common frame data. (Common frame)

c) double-headed double arrows connect borrowed passages, which are blocks of borrowed texts that the author presumed the audience could recognize. (Textual frame)

d) parallel lines indicate parallel passages, which are independent renderings of the same event or teaching. (Common frame)

Extracted text from Audio-Visual_Module_Summary_Table.docx:

Translating Intertextuality in Scripture August 2016 http://www.screencast.com/t/5ttRIi4hCBj

When viewed on-line, you can play it at a slower or faster speed. You can jump to later sections as marked by the Table of Contents. You can search for any word that appears in any PowerPoint slide and jump to that slide. NOTE: None of these video features are available in the download version. To download the video, you must first start it and then right click anywhere on the screen and select Save video as. . . This will save it as an mp4 file and give it a file name that corresponds to the module name.

Minutes Chapter mp4 downloaded file size (MB) I 8:36 Introduction 16.7 II 3:17 Scripture Illuminating the Common Frame 12.1 IIIa 13:23 Scripture Illuminating the Textual Frame A 25.4 IIIb 17:51 Scripture Illuminating the Textual Frame B 41.7 IV 10.16 Hermeneutical Considerations 20.4 V 16.32 Textual Strategies 31.9 VI 16.09 Paratextual Strategies (w/4 handouts) 32.7 VII 3:14 From Theory to Practice 15.9 1:04 Bibliography 1hr 30m

Extracted text from IV-H1_Summary_Table_-_Principles_explained.pdf:

Dale Hoskins 2016

Summary table: Principles for Illuminating Scriptures Interconnectedness Principle Principle Explained 1 Expectation of Relevance Readers (and translators) must expect that benefits from cognitively processing interconnections will be worthwhile 2 Context comprises the common and textual frames The Biblical authors intended contextual assumptions comprise his common and textual frames of reference. 3 Intentionality in text and paratext Optimal access to interconnections requires intentional and coordinating textual and paratextual strategies. 4 Non-proportionality in significance The explicitness of a marker is not proportional to the interpretative significance of the relationship. 5 Intertextuality The identification of the intertext is an act of interpretation. 6 Intratextuality The decision as to what constitutes a part of a text, and therefore the question of which parts of the text must be found to relate to which (and to what whole), is itself an interpretative act. 7 Dialogue is mutually illuminating The simultaneous activation of two texts illuminates our reading of both the text and its intertext. 8 Proportionality of impact The more intimately the reader knows the intertext and the more effective the signal, the more powerful the impact. 9 Cross-references should contribute to the HOAC Only paratext that provides access to the authors contextual assumptions guide the reader to his intended meaning. 10 Extraneous information adds to processing cost Too much information adds to the processing cost, despite any potential for significant cognitive benefits. 11 The function of a cross- reference is derived inductively The function of each cross-reference must be determined inductively, which requires a high processing cost.
12 Misread function yields unintended context Misreading the function points a reader to unintended context, which may lead to unintended conclusions. 13 Test each culture-specific feature The spatial, temporal, substantial, and pragmatic features of the paratext are culture-specific and should be tested. 14 The pragmatic status of the cross-references is clear The target audience needs to know the sending authority and illocutionary force of the cross-references. 15 A cross-reference is a bridge to intended context A reader who avoids crossing the bridge cannot recognize some of the authors intended context.

Extracted text from IV-H2_Summary_Table_-_Strategies_and_Principles.pdf:

Summary table: Practical Strategies and Principles Dale Hoskins 2016

Strategy P Underlying Principles 1 Communicate how to use the paratextual system and its benefits so as to increase its expectations of relevance. 1 Expectation of relevance 2 Ensure the markers and marked elements are textually recognizable and paratextually supported. 3 Intentionality in text and paratext 3 Only cross-reference texts that illuminate the textual or common frame. 2 Context comprises the common and textual frames

9 Cross-references should contribute to the HOAC

10 Extraneous information adds to processing cost

15 A cross-reference is a bridge to intended context 4 Communicate the function of each cross- reference, distinguishing the common from the textual frame. 11 The function of a cross-reference is derived inductively

12 Misread function yields unintended context 5 Bi-laterally cross-reference dialogues. Uni-laterally cross-reference contextual data. 7 Dialogue is mutually illuminating 6 Guide the reader to connect the entire intertext, not just the markers. 8 Proportionality of impact 7 Only highlight markers that were explicitly marked by the Biblical author. 4 Non-proportionality in significance

5 Intertextuality

6 Intratextuality 8 Test for each culture-specific feature of the paratextual system to ensure it achieves relevance for the intended audience. 13 Test each culture-specific feature 9 Communicate the pragmatic status of the cross- references. 14 The pragmatic status of the cross-references is clear

15 A cross-reference is a bridge to intended context

Extracted text from IV-H3_Paratextual_Strategies_explained.pdf:

Nine strategies for relevant paratextual support Dale Hoskins 2016

to complement the textual strategies and offer an Illuminated Bible translation

Strategy #1 Communicate the benefits of the paratextual system and how to use it so as to increase your audiences expectations of relevance. (see Principle #1) Readers will be more motivated to use it when they understand how it works and how it will benefit them. As they use it and find it relevant, their expectations will increase and they will be even more motivated to continue. They also will come to learn what they are missing when they didnt use it. P#1 Expectation of Relevance Readers (and translators) must expect that benefits from cognitively processing interconnections will be worthwhile.

Strategy #2 Ensure the markers and marked elements are textually recognizable and paratextually supported. (see Principle #3) Modern readers need help finding the intertext, but even if they are pointed to it the reader will be confused if the text doesnt preserve the markers. Many translation styles can preserve the markers, but explication must be done with great care to avoid obscuring the connections brought about through weak implicatures. P#3 Intentionality in text and paratext Optimal access to interconnections requires intentional and coordinating textual and paratextual strategies.

Nine strategies for relevant paratextual support Dale Hoskins 2016

Strategy #3 Only cross-reference texts that illuminate the textual or common frame. (see Principles #2, 9, 10, 15) Any other use of cross-references makes extra work for the reader and may even mislead their effort to select the correct context. Readers will be better off using other resources to research non-contextual information. P#2 Context comprises the common and textual frames The Biblical authors intended contextual assumptions comprise his common and textual frames of reference. P#9 Cross-references should contribute to the HOAC Only paratext that provides access to the authors contextual assumptions guide the reader to his intended meaning. P#10 Extraneous information adds to processing cost Too much information adds to the processing cost, despite any potential for significant cognitive benefits. P#15 A cross-reference is a bridge to intended context A reader who avoids crossing the bridge cannot recognize some of the authors intended context.

Strategy #4 Communicate the function of each cross-reference, distinguishing the common from the textual frame. (see Principles #11, 12) Use symbols, icons, or some other device to distinguish which frame of reference the cross-reference is illuminating. This will help the reader understand the function of the cross-reference and help her determine if she wants to look it up. Cross-references can be marked even more precisely to identify sub-functions, such as borrowing and parallel passages. The community should determine if any sub-functions would achieve relevance for their intended audiences. P#11 The function of a cross- reference is derived inductively The function of each cross-reference must be determined inductively, which requires a high processing cost.
P#12 Misread function yields unintended context Misreading the function points a reader to unintended context, which may lead to unintended conclusions. Nine strategies for relevant paratextual support Dale Hoskins 2016

Strategy #5 Bi-laterally cross-reference dialogues. Uni-laterally cross-reference contextual data. (see Principle #7) Since intertextual and intratextual dialogue illuminates our reading of both the text and the intertext, both the texts should be cross-referenced to each other. Since extratextual data merely extracts information from a source text to illuminate the common frame of the text at hand, the text should be unilaterally cross-referenced to the source text. P#7 Dialogue is mutually illuminating The simultaneous activation of two texts illuminates our reading of both the text and its intertext.

Strategy #6 Guide the reader to connect the entire intertext, not just the markers. (see Principle #8 and 10) The reader is more powerfully impacted by the interconnection when she can quickly and easily recognize and connect. But sometimes she may need help determining the full extent of the text or the intertext. And sometimes she can be overloaded if there are complex or distributed markers that are each being cross-referenced, even though they are all serving to link the same two texts. P#8 Proportionality of impact The more intimately the reader knows the intertext and the more effective the signal, the more powerful the impact. P#10 Extraneous information adds to processing cost Too much information adds to the processing cost, despite any potential for significant cognitive benefits.

Nine strategies for relevant paratextual support Dale Hoskins 2016

Strategy #7 Only highlight markers that were explicitly marked by the Biblical author. (see Principles #4, 5, 6) The paratextual system must help the reader make the connections, but it should not highlight (by special fonts) any intertextual markers other than those that were explicitly marked by the Biblical author explicit forms. Markers should be as explicit as in they were in the source text, and their cognitive effect as strong as it was to the original audience. P#4 Non-proportionality in significance The explicitness of a marker is not proportional to the interpretative significance of the relationship. P#5 Intertextuality The identification of the intertext is an act of interpretation. P#6 Intratextuality The decision as to what constitutes a part of a text, and therefore the question of which parts of the text must be found to relate to which (and to what whole), is itself an interpretative act.

Nine strategies for relevant paratextual support Dale Hoskins 2016

Strategy #8 Test for each culture-specific feature of the paratextual system to ensure it achieves relevance for the intended audience. (see Principle #13) The paratext is a strategic act of communication, so like our translation, we test to ensure that our paratext also communicates effectively and as intended. Although Genette does not explicitly address the relationship between paratextual features and culture, he makes a clear contrast between the first four features and the last one. The first four are more or less determined by a free choice among possible alternatives. The ability for the Target Reader to observe and interpret the spatial, temporal, substantial, and pragmatic aspects of the cross-reference system may vary with culture. However, our particular functional feature -- identify and categorize the Biblical authors contextual assumptions into the comman and textual frames can be universally applied by the entire Bible translation community. P#13 Test each culture-specific feature The spatial, temporal, substantial, and pragmatic features of the paratext are culture-specific and should be tested.

Strategy #9 Communicate the pragmatic status of the cross-reference system. (see Principle #14) The target audience needs to know what to make of these cross-references. This is especially true in cultures that have not used such a paratextual device. Understanding the pragmatic status of the cross-references and other paratextual devices will help the audiences to accept them with more enthusiasm and understanding. It will increase their expectation that they are relevant. P#14 The pragmatic status of the cross-references is clear The target audience needs to know the sending authority and illocutionary force of the cross-references.

Extracted text from IV-H4_Examples_Illustrating_some_Paratextual_Strategies.pdf:

Icons and symbols may communicate different meanings to different cultures and thus should be developed and tested by the target community. The icons in these examples are intended to help American readers discern if the cross-reference is performing a common or a textual frame function. The first two use double arrows to indicate an inter- or intratextual dialogue (textual frame function). The single arrow and the parallel lines point to passages from which the reader can extract useful contextual data (common frame functions).