1
HEB 6220 O: From Exegesis to Exposition
Fall 2016 – Online Course
Alex Luc, Ph.D., McQuilkin 103,
Email: aluc@ciu.edu Ph.: (803) 807-5357
____________________________________________________________________________________
I.
COURSE DESCRIPTION
In this course, you will learn the skills necessary for Hebrew exegesis, applying these new methods
and tools to selected texts of various literary types in the Old Testament. Attention will be placed
on reading, translation, and grammatical-syntactical analysis. Course assignments will also include
preparation to communicate that message.
II.
COURSE OBJECTIVES
After completing this course, the student should be able to do the following:
A. Exhibit increasing knowledge of vocabulary, translation & grammatical analysis
B. Demonstrate proficiency in steps of Hebrew exegesis: textual, historical-cultural, literary,
form, discourse, grammatical-syntactical, lexical & rhetorical analysis
C. Utilize effectively the essential tools for Hebrew exegesis
D. Describe the basic characteristics of the major genres in the Hebrew Bible and
their relevance to exegetical analyses
E. Apply the insights from exegesis to Christian living and ministry
III.
COURSE TEXTS
Required:
(1) Logos Bible Software 6: Biblical Languages
Library
(includes LHB, Lexham Hebrew Bible)
(2) Robert B. Chisholm Jr. From Exegesis to
Exposition: A Practical Guide To Using Biblical
Hebrew. Baker, 1999.
(also available as Logos e-book)
(3) Larry A. Mitchel, A Student’s Vocabulary for Biblical Hebrew and Aramaic.
Zondervan, 1984.
(also available as Logos e-book)
Recommended:
(1) Koehler, L. and W. Baumgartner. Hebrew & Aramaic
Lexicon of the Old Testament. 2 vols. Brill, 2002.
(also available as Logos e-book)
(2) Wegner. P. Using Old Testament Hebrew in Preaching:
A Guide for Students and Pastors. Kregel, 2009. [Reserve]
(3) Van Pelt, M. English Grammar to Ace Biblical Hebrew.
Zondervan, 2010.
2
III.COURSE PROCEDURES & REQUIREMENTS
*The requirements in this course are basically the same as in the same course taught by Dr.
Gault last year. Due to the number of items involved, please read the whole section carefully.
A. Vocabulary Quizzes – Weekly quizzes will be drawn from lists in the Mitchel textbook. Each
quiz will have 11 items, with a time limit of 6 minutes. Quizzes are due at midnight on
Saturday. Note: Quizzes are cumulative; there is no make-up for any quiz!
B. Notebooks – Your notebook will contain your translation of each passage and your answers to the
exegetical questions. (cf. Exegetical Questions below). These questions have been created to help
teach you the exegetical process. You must submit your work each week in order to unlock the
lectures on each passage. While you are watching the lectures, you should mark corrections &
additions (different color) for partial credit (cf. Sample on Job 1 near the end).
Prior to midterm exam, you will compile these studies and submit your Notebook#1 for grading.
Your Notebook#2 is due at the final exam. For each study, you must consult at least 3 relevant
sources (cf. bibliography), giving citations after each assignment. Make sure to fill in clearly the
Assignment Checklist #1 (or #2) and attach it as a cover page before submission (cf. below).
C. Exams – The midterm exam will be limited to the selections from Exodus 1-5, while the final
exam will cover the remaining passages from Exodus (19-20) as well as Joshua, Proverbs, and
Isaiah. Exams will include vocabulary, translation and parsing.
D. Lexical Studies – Using Logos, you will do two lexical studies on major themes in the Old
Testament (cf. See Lexical Studies in Old Testament Exegesis rubric below).
E. Exegetical Paper –This full exegetical study must follow the Exegetical Method (use the updated
one by Dr. Gault for your assignment format, and consult my lecture and exegetical method on the
rationale and foundational concepts of the analyses). The passage selected should be about 10-15
verses, depending on the nature of the text. You must consult at least 6 reference works for the
paper. List also these references at the end of the assignment.
F. Online Participation – Your weekly participation in forums is an important part of your
learning due to the nature of this course. Each forum is worth 1% of your final grade.
G. Late Work: To earn full credit, an assignment must be submitted before midnight of the listed
due date; any late assignment will penalized 10% for each day past due.
H. All work will be submitted online (.doc [or .docx] along with their pdf files).
V.
ACADEMIC DISHONESTY
CIU SSM expects you to be honorable in your studies and responsible for your own academic work.
Dishonesty in assignments, examinations, written papers, or other work is contrary to scriptural
principles of Christian living and an affront to fellow students & your instructors. Plagiarism occurs
when you present another person’s ideas or words as your own, or when you intentionally or
unintentionally fail to acknowledge or cite the source of your ideas.
Acknowledging and citing sources involves placing quotation marks around all the material you
have taken from books, articles, internet sites, other students’ papers, or other work you have not
personally produced. It also involves listing full information about that source in a footnote or a
parenthetical reference. See the SSM Stylesheet for examples of how to cite sources.
Specific examples of plagiarism include but are not limited to the following:
3
1. Borrowing the words, sentences, ideas, conclusions, examples and/or organization from a
source (e.g., book, website, etc.) without acknowledging the source.
2. Submitting work done by another student, in part or whole, in place of original work.
3. Submitting work previously prepared for another class.
4. Submitting assignments received from the internet, commercial firms or any group.
5. Knowingly aiding another student in plagiarizing an assignment as defined above.
You may not submit work that is part of a group consultation unless it is related to an assignment
your syllabus specifically indicates is to be completed as part of a group.
If you study for an
exam with a review group, you may not reproduce any answers that others have written and submit
it as your own work. You may not share answers to exam questions you have composed in advance.
Any of these will be considered academic dishonesty and may result in failure of assignment,
course, or other disciplinary action.
VI.
ACADEMIC & DISABILITY SERVICES
Students with physical, emotional, ADD, or learning disabilities who need academic
accommodations should make requests through the Academic Success Center (ASC). These
requests will be kept confidential. Requests may be made throughout the semester, and ideally
they would be initiated as early as possible. The ASC is located on the first floor of Rossi Student
Center (803-807-5611, academicsuccess@ciu.edu). Please contact us so that we can make your
experience in this class as successful as possible.
VII.
COURSE GRADING
(In light of grade inflation, be aware that “A” is not the default grade but is earned w/ excellence!)
Notebook I – 15%
Notebook II - 15%
Exams – 20%
Exegetical – 15%
Online Forums – 15% Lexical Studies – 10%
Vocabulary – 10%
A
AB+
B
BC+
C
77-79
C- 74-76
D+ 71-73
95-100
92-94
89-91
86-88
83-85
80-82
D
DF
68-70
65-67
0-64
(To simplify the process, we may use points for grading purpose: 10 points =1%)
VIII. COURSE TIME DISTRIBUTION
Grading for this course will be mainly based on the quality of the student’s work and not on the
quantity of time spent. However, the following information may be helpful: For each class
period, you should plan to spend at least 8-10 hours working outside of class. Depending on your
language ability, you will spend about 135 hours in this course for the semester. Due to the
number of items involved, please read the course requirements carefully.
IX.
CONTACT INFORMATION
Due to the nature of this course and my time on CIU campus, our communication will be
primarily through online via emails. If there is a specific reason that you want to see me in my
office, please email me a week ahead to make appointment.
4
X.
COURSE SCHEDULE (Fall 2016: Scheduled to start 8/22-Mon. to and end 12/9-Fri.)
Date
Class Topic
Class Preparation/Assignments
Week 1
Course Introduction
Read Syllabus, Exegetical Method, EE 7-18, 187-220
Week 6
God’s Greatest Command (Dt.
Quiz (1A-1C); Trans. Dt 6:4-9; Read Block Article
6:4-9)
God Preserves His People (Ex. 1- Quiz (1A-2B); Trans. Ex 1:13-19, 2:1-8;
2)
Read Hamilton xxi-xxix, EE 57-78, 149-168
God Preserves His Leader (Ex. 2- Quiz (1A-2E); Trans. Ex 2:9-17, 3:1-6; Read EE 78-112
3)
Quiz (1A-3A); Trans. Ex 3:11-18, 4:1-8; Read EE 227God Calls His Leader (Ex. 3-4)
35
God Equips His Leader (Ex. 4-5) Quiz (1A-3B); Trans. Ex 4:10-17, 5:1-9; Read EE 19-56
Week 7
God Delivers His People (Ex. 17)
No Quiz; Trans. Ex 17:8-16; *Lexical #1 due
Read Kaiser, Syntactical Analysis, 87-104
Week 8
Midterm Exam
Midterm Exam (Vocab 1A-3B) *Notebook#1 due
Week 9
God Visits His People (Ex. 19-20)
Week
10
Week
11
Week
12
Week
13
Week
14
Week
15
God Instructs His People (Ex. 20,
23)
God Guides His People (Prov. 3)
Week 2
Week 3
Week 4
Week 5
Week
16
God Calls His Leader (Josh. 1)
God Raises Up His King (Isa. 9)
Quiz (1A-3C); Trans. Ex. 19:1-9, 20:1-7;
Read Dallaire, Syntax of Volitives, 189-194
Quiz (1A-3D); Trans Ex. 20:8-17, 23:1-8; Read EE 11342
Quiz (1A-3E); Trans. Prov. 3:1-12; Read Berlin, EE
142-47
Quiz (1A-3F); Trans. Josh. 1:1-11; *Lexical #2 due
Quiz (1A-3G); Trans. Isa. 8:23-9:6; Read EE 169-184,
LeMon & Strawn, Johnston Articles
NO CLASS - THANKGIVING BREAK
God Raises Up His King (Isa. 1112)
Final Exam
No Quiz; Trans Isa. 11:1-6, 12:1-6; Read Strawn,
Longman, Johnston Articles *Notebook#2 due
Final Exam (Vocab 1A-3G); Skim EE 221-26, 235-78
*Exegetical Paper due
Abbreviations for References in Exegetical Questions:
AC - Arnold, Bill T. & John H. Choi. A Guide to Biblical Hebrew Syntax. Cambridge, 2003. [Ebrary
Download]
EE – Robert B. Chisholm Jr. From Exegesis to Exposition: A Practical Guide To Using Biblical Hebrew.
Baker, 1999.
GKC – Gesenius, Wilhelm. Gesenius’ Hebrew Grammar. Edited by Emil Kautzsch. Translated by A.E.
Cowley. 2nd English ed. Oxford: Clarendon Press, 1910. [Logos]
Kelley - Kelley, Page H., Daniel S. Mynatt, and Timothy G. Crawford. The Masorah of the Biblia Hebraica
Stuttgartensia: Introduction and Annotated Glossary. Grand Rapids: Eerdmans, 1998. [Website]
5
Exegetical Questions for Weekly Assignments
Deuteronomy 6:4-9
(1) Context: What are the main options for translating Deut. 6:4? If you were a translator, which
option would you choose? Why? Is this verse an affirmation of monotheism or exhortation to
exclusive worship? How does historical & literary background shed light on this question?
(cf. Daniel Block, “How Many is God? An Investigation into the Meaning of Deuteronomy
6:4-5,” Journal of the Evangelical Theological Society 47 (2004) 193-212).
(2) Syntax: Parse the main verbs in Deut. 6:4-9. Why are these verbs rendered as commands?
(3) Rhetoric: Parse the verbs in Deut. 6:7. What is the rhetorical purpose for this repetition?
(4) Structure: Prepare a block diagram of Deut. 6:4-9. From this structure, how would you
outline the basic ideas? How would you summarize its big idea in one sentence?
Exodus 1:13-19, 2:1-8
(1) Rhetoric: Prepare a block diagram of Ex. 1:14. Which term(s) are repeated? Why?
(2) Syntax: Parse verbs in Ex. 1:16b. How does sentence type explain their function? (cf. EE 99103)
(3) Syntax: Parse the verbs in Ex. 2:2b. What is syntactical function of the sequence? (cf. AC 84-87)
(4) Lexical: Perform a lexical search for ‫ ֵּת ָבה‬. Where else is it used? What is the link to Ex. 2:3?
(5) Rhetoric: What rhetorical devices are employed in Ex. 2:6 to highlight the author’s focus?
(6) Syntax: Parse the verbs in Ex. 2:7. What is the syntactical function of ‫( ? ֵּתינִ ק‬cf. GKC §165a)
Exodus 2:9-17, 3:1-6
(1) Syntax: What is the meaning of the collocation ‫ היה‬+ ְ‫ ל‬in Ex. 2:10?
(2) Rhetoric: What rhetorical devices are used in Ex. 2:13 to indicate Moses’ surprise?
[Hint: Be sure to include the verbal link that connects Ex. 2:11-13 together]
(3) Lexical: What is the unique meaning of ‫ ָא ַמר‬+ ְ‫ ל‬+ infinitive in Ex. 2:14?
(4) Structure: If you were teaching Ex. 2:1-17, how would you outline its basic ideas? Discuss
both grammar and content. How would you summarize its big idea in a sentence?
(5) Syntax: What is the function of the initial waw + non-verb construction in Ex. 3:1? (cf. EE 12428)
(6) Syntax: Parse the verbs in Ex. 3:3a. What is the syntactical function of this sequence?
(7) Theology: What is the theological significance of God’s self-description in Ex. 3:6? (cf. 3:13-15-16,
4:5)
Exodus 3:11-18, 4:1-8
(1) Lexical: Perform a lexical search for ‫ היה‬in Ex. 3:11-18. Why should it encourage Moses & Israel?
(2) Theology: What is unique about God’s self-revelation to Moses in Ex. 3:13-15? How can God say
His name was not known to the patriarchs (e.g., Ex. 6:3) when it is often found in Genesis (15:2)?
(3) Lexical: Read Webster ch. 24.3 & list possible meanings of ‫פקד‬. Which best fits Ex. 3:16? Why?
(4) Syntax: Parse the verbs in Ex. 3:18. What is the syntactical function of the volitive sequence?
(5) Structure: Prepare a block diagram of Ex. 4:4-5 and trace the flow of God’s message to Moses.
(6) Syntax: Parse the verbs in Ex. 4:8. How does the sentence type explain the function of ‫?ו ֶֽה ֱא ִמינּו‬
6
Exodus 4:10-17, 5:1-9
(1) Rhetoric: How does Moses describe himself in Ex. 4:10a? What is the purpose for repetition (‫?)גַ ם‬
[Note: ‫תמֹול‬/‫ ִשלשֹום‬have an idiomatic meaning referring to the past - yesterday and three days
ago]
(2) Syntax: What is the literal meaning of the phrase ‫ד־תש ָלח‬
ִ ַ‫ ש ַלח־נָ אְבי‬in Ex. 4:13? Is this Moses’
resignation to do God’s will or his final attempt to reject God’s calling? Why? (cf. GKC §155n)
(3) Theology: Outline Moses’ excuses/God’s responses in Ex. 3:1-4:17. Theme? Application?
(4) Syntax: Parse verbs in Ex. 5:1b. What is the syntactical function of the sequence? (cf. EE 108-12)
(5) Theology: What is Pharaoh’s answer to Moses in Ex. 5:2? How is this scene formative in Ex. 714?
[Hint: to find this important theme, perform a lexical search in Ex. 7-14 for ‫ ידע‬BEFORE ‫]יהוה‬
(6) Syntax: Parse ‫אספּון‬
ִ ֹ ‫ ת‬and ‫ ָל ֵּתת‬in Ex. 5:7. What is the unique meaning in this construction?
Exodus 17:8-16
(1) Lexical: Parse ‫ ִה ָל ֵּחם‬in Ex. 17:9. What are possible conjugations? Which is best here? Why?
[Hint: compare the occurrence of the same term and its function in the following verse]
(2) Syntax: What is the function of waw + non-verb construction in the final clause of Ex. 17:9?
(3) Syntax: Parse ‫ וגָ ַבר‬in Ex. 17:11. How does the sentence type explain its syntactical function?
(4) Theology: What was the significance of Moses’ gesture in raising his hand above the battle?
[Hint: to see the wider literary context, perform a lexical search for ‫ רום‬AND ‫ יָ ד‬in Exodus.]
(5) Context: Why did Joshua annihilate the Amalekites? (Hint: search for Amalek in the Torah)
(6) Syntax: Parse ‫ ָמחֹהְאמחה‬in Ex. 17:14. What is the function of this syntactical construction?
(7) Structure: Prepare a block diagram for Ex. 17:8-16. From this structure, how would you
outline the basic ideas? How would you summarize its big idea in one sentence?
Exodus 19:1-9, 20:1-7
(1) Syntax: What is the function of waw + non-verb construction opening Ex. 19:3? (cf. EE 11923)
(2) Syntax: Parse the verbs in Ex. 19:5. How does the sentence type explain the function of ‫?וִ היִ יתם‬
(3) Theology: What does ‫ ַממלכתְכ ֲֹהנִ ים‬mean in Ex. 19:6? What was the implication for Israel?
(4) Theology: How does God’s self-identification in Ex. 20:2 relate to the rest of this passage?
Also, briefly summarize the results of your lexical study for the significance of this verse.
(5) Syntax: Identify the different grammatical forms used by God to issue commands in Ex. 20:3-21.
Is there any significance to the form of the negative commands?
(6) Rhetoric: Create a block diagram for Ex. 20:4. What literary devices are evident? Why?
(7) Lexical: What are possible renderings ‫ ָשוא‬in Ex. 20:7? Which fits best here? Why?
Exodus 20:8-17, 23:1-8
(1) Structure: What is the meaning of the scribal notations ‫ס‬/‫ פ‬following some verses? How do
these marks help highlight the structure in Ex. 20:1-17? (cf. Kelley 167, available on course website)
(2) Lexical: Parse ‫ ל ַקדשֹו‬in Ex. 20:8. What are two options for its syntactical function? Which is best?
(3) Rhetoric: What literary device is evident in Ex. 20:10b? What is the author’s purpose?
(4) Theology: Compare Ex. 20:8-11 & Deut. 5:12-15. Are they contradictory or complementary? Why?
7
(5) Lexical: Parse ‫ ָתשת‬in Ex. 23:1. What grammatical indicator(s) confirm the conjugation?
(6) Rhetoric: Identify and explain the use of wordplay and its significance in both Ex. 23:2 and 23:5.
(7) Structure: Prepare a block diagram for Ex. 23:1-8. How would you outline, summarize its big idea?
Proverbs 3:1-12
(1) Literary: Divide the verses into poetic lines and label the type(s) of parallelism. (cf. EE. 142-45)
(2) Lexical: Perform a search for ‫ ארְך‬AND ‫יֹום‬. What is the parallel to the expectation in Prov. 3:1-2?
(3) Syntax: Parse the verbs in Prov. 3:3-4, 7-8, 9-10. What is syntactical function of the sequence?
(4) Lexical: Parse ‫ ָד ֵּעהּו‬in Prov. 3:6. What does this term meaning in the context of these verses?
(5) Theology: How does the meaning of Prov. 3:11-12 connect to the preceding verses?
(6) Theology: Does this repeating pattern mean that God has promised the wise person a life of peace
and prosperity? Evaluate this idea in this context and the whole of biblical theology.
[For a helpful hint, read Longman’s brief summary of retribution theology on the course website]
Joshua 1:1-11
(1) Theology: Perform a lexical search for ‫ מֹשה‬in Josh. 1. What is the significance of this repetition?
[Hint: For additional evidence, perform a lexical search for ‫ היה‬AND ‫ ִעם‬in Exodus]
(2) Theology: Perform a lexical search for ‫ נתן‬in Josh. 1:1-11. Explain the use of diff. conjugations.
(3) Syntax: Parse ‫קּוםְעבֹר‬
ֲ
in Josh. 1:2. What is the meaning of this construction? (cf. GKC §110h)
[Hint: for additional evidence, perform this Logos morph search: @V?M BEFORE 2 CHAR
@V?M]
(4) Rhetoric: What is significant in the ordering of geographic places mentioned in Josh. 1:4?
(5) Rhetoric: What rhetorical device is used in Josh. 1:6-9 to stress God’s instruction? How does the
historical/literary context help explain the likely reason for such a rhetorical practice?
[Hint: For additional evidence, perform a lexical search in Logos for ‫ חזק‬in Deuteronomy]
(6) Lexical: Parse the verbs in Josh. 1:7-8. What is the meaning of ‫ שמר‬in this construction?
(7) Structure: Prepare a block diagram for Josh. 1:1-9 and outline the main ideas in the passage.
Isaiah 8:23-9:6 [9:1-7] Read Johnston, ‘Messianic Trajectories in Isaiah,’ 141-60.
(1) Background: How does the historical & literary context help shed light on the setting?
(2) Literary: Divide the verses into poetic lines and label the type(s) of parallelism. (cf. EE. 142-45)
(3) Syntax: Parse the verbs in Isa. 8:23b-9:4. What is the syntactical function of the dominant
conjugation? What evidence in the literary/historical context supports this classification?
(4) Text: Identify & translate the Kethiv/Qere in Isa. 9:2 (cf. note). Which is better? Why?
(5) Context: What is the ‫יֹוםְמדיָ ן‬
ִ
‫ כ‬in Isa. 9:3? How does it shed light on the message here?
(6) Theology: After reading the essay listed above, how has your view of Isa. 9 changed? How does
the ambiguity in the biblical text help explain the expectation and reception of Jesus?
(7) Theology: Search for ‫ צ ָד ָקה‬AND ‫ ִמש ָפט‬AND ‫ ָדוִ ד‬. What passage is Isaiah drawing on? Why?
Isaiah 11:1-6, 12:1-6 Read Johnston, ‘Messianic Trajectories in Isaiah,’ 160-86.
(1) Literary: Divide Isa. 11:1-6 into poetic lines and label the type(s) of parallelism.
(2) Syntax: Parse ‫ ויָ ָצא‬in Isa. 11:1. What is its syntactical function? How does it fit in the context?
(3) Theology: Describe the nature of the ideal King’s rule in Isa. 11:3-5 (compare to Isa. 9:7)
(4) Lexical: Parse ‫ וַ ֲה ִריחֹו‬in Isa. 11:3. What is its meaning in this context? Any similar parallels?
8
(5) Lexical: Parse ‫ זִ מ ָרה‬in Isa. 12:2. What are the two possible roots? Does one better fit the context?
Perform a lexical search for both roots. Where else is this exact phrase used? Why?
[Hint: for further evidence of this connection, perform a lexical search for ‫ גֵּ אּות‬OR ‫ גאה‬in
Hebrew Bible]
(6) Structure: Divide Isa. 12:1-6 into poetry, label the type(s) of parallelism, outline its main ideas.
Lexical Studies Rubric
Lexical Study #1: The Exodus in the Hebrew Bible (due October 10)
The first lexical study traces the exodus motif through the Hebrew Bible. While critical scholars have long
doubted its historicity, Israel’s departure from Egypt is a foundational theme in the Old Testament. Using
the Lexham Hebrew Bible in Logos Bible Software, trace ‫( יצא‬Hiphil) AND ‫( ִמצ ַריִ ם‬include your
search results in an appendix). Based on these results, answer the following questions (include verses):
(1) In what section of Scripture are most of these occurrences found (cf. graph for visual help)? Why?
(2) What reasons and/or results are given for YHWH’s actions? (3) In what ways is this event recalled
during Israel’s journey to Canaan (including people, occasion & purpose)? (4) How does God connect this
event to His law, guiding Israel’s relationship with Him and each other? (5) Compare the reason this event
is recalled in Deuteronomy & Joshua versus Jeremiah & Ezekiel. (6) How do Micah (7:15), Isaiah (11:1516), Jeremiah (16:14-15, 23:7-8) & Hosea (2:14) redefine the exodus event? (note: these use the related
verb ‫( )עלה‬7) In a similar way, how does God’s act of ‘bringing us up out of slavery’ fundamentally
change our obedience to Him and our relationships with others (include relevant New Testament
passages)?
Logos LHB search string: lemma:‫@יצא‬Vc* AND <Lemma = lbs/he/‫> ִמצ ַ ַ֫ריִם‬
Lexical Study #2: God’s Relationship with His People (due November 14)
The second lexical study will trace the theme of God’s relationship with His people. In a period when
many people deny or overlook the unity of the Bible, it is important to trace this theological thread
through Scripture. Using the Lexham Hebrew Bible in Logos Bible Software, trace ‫ היה‬+ ְ‫ ל‬+ ‫ֹלהים‬
ִ ‫ֱא‬
(within one word), including your search results in an appendix. Based on these results (and their
relevant context), answer the following questions (include verses) (1) Trace the various individuals/
groups to whom God addresses this phrase. What is the most common context in which this phrase is
found? (2) What are the results of God’s relationship with these individuals/groups? (3) Compare the
purpose of this phrase as recalled in Leviticus & Deuteronomy versus Jeremiah, Ezekiel & Zechariah? (4)
How does God play on this phrase in Hosea 1-2 (different syntactical construction), both negatively and
positively? (5) How is this phrase similarly employed by New Testament authors? (6) How does the
continuity of this theological theme both comfort and challenge you?
9
Notebook Assignment Format Sample:
*In-class corrections to translation are in blue.
I supplied [] to indicate my addition to the translation
I supplied () to provide clarification
I corrected after consulting resources, etc.
Job 1
‫רְמ ָ ֶֽרע׃‬
ֵּ ‫ֹלהיםְו ָ ָ֥ס‬
֖ ִ ‫אְא‬
ֱ ‫יר‬
ָ֥ ֵּ ִ‫ּואְתםְויָ ָ ִ֛שרְו‬
ָּ֧ ָ ‫ישְה ֗ה‬
ַ ‫ּ֣ה׀ְה ִ ּ֣א‬
ָ ‫ּוץְאיּ֣ ֹובְש ֑מֹוְו ָהָי‬
ִ ‫ץ־ע‬
֖ ‫ישְהָיָ֥הְב ֶֽאר‬
ָ ‫ִ ִ֛א‬
1
There was a man in land of Uz. His name [was] Job. And that man was blameless and upright, he feared
one who fears God and turned turns from evil.
‫ – ָה ָיָ֥ה‬Qal pf 3ms ‫חיח‬
‫ – ו ָה ָיּ֣ה‬Qal pf+waw 3ms ‫חיח‬
‫ – ו ָ ָ֥סר‬Qal pf+waw ptc 3ms ‫סור‬
(1) Theology: How does Job 1:1-5 characterize Job’s spiritual and physical situation (cf. below)?
Compare this to the expectations derived from Psalms & Proverbs.
He was physically prosperous, as spoken of in Psalms and Proverbs. His wife was a fruitful vine and he
had many sons (Ps. 128:3). He had great wealth (Ps. 112:3). He was prosperous (Ps. 1:3). He made sure
to tend to spiritual relationship with God. Job feared God and turned away from evil. He also took
measures to make sure he was right before God. When he believed his sons and daughters were sinning,
he would send them to be consecrated and would offer burnt offerings to the Lord.
In-class Notes: In line with retribution (Psalms and Proverbs), Job was the wise man par excellence!
‫ֹותְע ָמ ֶֽהם׃‬
ִ ‫יהםְל ֱא ָ֥כֹלְו ִלש ֖ת‬
ֶּ֔ ‫תְאחיִ ֵֵֶּֽ֯ת‬
ַ ‫ְלש ֹּ֣לש‬
ִ ‫אּו‬
֙ ‫ישְיֹומֹוְו ָשל ֗חּוְו ָקר‬
֑
‫יתְא‬
ּ֣ ִ ‫הְב‬
֖ ֵּ ‫ּוְמש ֶּ֔ת‬
ִ ‫ּוְבנָ ֙יוְו ָע ּ֣ש‬
ָ ‫ו ָהל ֤כ‬
4
His sons used to go went and prepared a feast at home, each one on his day. They would send sent and
invited their three sisters to eat and drink with them.
(2) Syntax: Parse the verbs in Job 1:4. What is the syntactical function of the conjugation (cf. GKC
§112.dd)?
‫ו ָהלכּו‬
- Qal perfect consecutive mp
‫ו ָקראּו‬
- Qal perfect consecutive mp
‫ו ָעשּו‬
- Qal perfect consecutive mp
‫ל ֱאכֹל‬
- Qal infinitive construct
‫ו ָשלחּו‬
- Qal perfect consecutive mp
‫ו ִלשתֹות‬
- Qal infinitive construct
In this passage, the narrator opens the prologues with a two perfect verbs (‫ ָהיְָה‬, vs. 1), continuing the story
with two preterite forms (‫וַ יִ ּוְָלדּו‬/‫וַ י ִהי‬, vs. 2-3). But in vs. 4, the narrator switches to the perfect consecutive
to show that the actions of Job’s children were customary, rather than one-time action.
As GKC notes, the perfect consecutive can be used “to introduce actions frequently repeated” (§112.dd).
10
Assignment Checklist #1 (Notebook#1)
HEB 6220 O: From Exegesis to Exposition
Name: _________________
Mark the following list appropriately to show whether you have completed all parts of each assignment
before or after class. For each assignment, consult at least 3 reference works and briefly list them at the
end of the assignment. Use this checklist as your cover page and provide the page number in the
notebook accordingly.
Passage/Reading Assignment
Before
After
Page
(include date)
Read Exegetical Method, EE 7-18, 187-220
Translate Deut. 6:4-9
p.
Read Block Article
Translate Ex. 1:13-19, 2:1-8
p.
Read Hamilton xxi-xxix, EE 57-78, 149-168
Translate Ex. 2:9-17, 3:1-6
p.
Read EE 78-112
Translate Ex. 3:11-18, 4:1-8
p.
Read EE 227-235
Translate Ex. 4:10-17, 5:1-9
p.
Read EE 19-56
Translate Ex. 17:8-17
Read Kaiser, Syntactical Analysis, 87-104
p.
11
Assignment Checklist #2 (Notebook#2)
HEB 6620 O: From Exegesis to Exposition
Name: _________________
Mark the following list appropriately to show whether you have completed all parts of each assignment
before or after class. For each assignment, consult at least 3 reference works and briefly list them at the
end of the assignment. Use this checklist as your cover page and provide the page number in the
notebook accordingly.
Passage/Reading Assignment
Translate Ex. 19:1-9, 20:1-7
Before
After
Page
(include date)
p.
Read Dallaire 189-194
Translate Ex. 20:8-12, 23:1-8
p.
Read EE 113-142
Translate Prov. 3:1-12
p.
Read Berlin, EE 142-147
Translate Josh. 1:1-11
p.
Translate Isa. 8:23-9:6
p.
Read EE 169-184, LeMon & Strawn,
Johnston Articles
Translate Isa. 11:1-6, 12:1-6
Read Strawn & Longman,
Johnston Articles
Skim EE 221-27, 235-78
p.
12
Supplemental Bibliography
Text of the Old Testament
Brotzman, Ellis R. Old Testament Textual Criticism: A Practical Introduction. Baker, 1994. [Reserve]
Tov, Emanuel. Textual Criticism of the Hebrew Bible. 3rd Rev. ed. Fortress Press, 2012. [Reserve]
Kelley, Page H., Daniel S. Mynatt, and Timothy G. Crawford. The Masorah of the Biblia Hebraica
Stuttgartensia: Introduction and Annotated Glossary. Eerdmans, 1998. [Reference]
McCarter, P. K. Textual Criticism: Recovering the Text of the Hebrew Bible. Fortress Press, 1986
[Reserve]
Yeivin, Israel. Introduction to the Tiberian Masorah. Transl. by E. J. Revell. SBL, 1980. [Reserve]
Hebrew Lexicons
Brown, Driver & Briggs. Hebrew and English Lexicon of the Old Testament. Hendrickson, 1996.
[Logos/Reference]
Clines, D. J. A. ed. A Dictionary of Classical Hebrew. 8 vols. Univ. of Sheffield, 1993-2011. [Reference]
Koehler, Ludwig and Walter Baumgartner. The Hebrew and Aramaic Lexicon of the Old Testament
(HALOT). 2 vols. Leiden: Brill, 2002. [Reference]
Hebrew Grammar & Syntax
Arnold, Bill T. and John H. Choi. A Guide to Biblical Hebrew Syntax. Cambridge, 2003. [Ebrary
Download]
Gesenius, Wilhelm. Gesenius’ Hebrew Grammar. Edited by Emil Kautzsch. Translated by A.E. Cowley.
2nd English ed. Oxford: Clarendon Press, 1910. [Logos/Reference; abbrev. GKC above]
Joüon, Paul and Takamitsu Muraoka. A Grammar of Biblical Hebrew. 2nd edition. Rome: Editrice
Pontificio Istituto Biblico, 2005. [Logos/Reference]
Laniak, Timothy S., Handbook for Hebrew Exegesis: A Step-by-Step Approach to Understanding Old
Testament Narrative. Logos, 2009. [Logos]
van der Merwe, Christo H.J., Jackie A. Naudé, and Jan H. Kroeze. A Biblical Hebrew Reference
Grammar. Biblical Languages: Hebrew 3. Sheffield: Sheffield Academic Press, 1999.
[Unavailable]
Waltke, B. and M. O'Connor. An Introduction to Biblical Hebrew Syntax. Eisenbrauns, 1990. [Logos/Reserve]
Williams, Ronald J. Williams' Hebrew Syntax. 3rd ed. University of Toronto Press, 2007. [Reserve]
Long, Gary A. Grammatical Concepts 101 for Biblical Hebrew. 2nd ed. Baker, 2013 [Unavailable]
Theological Dictionaries
Botterweck, G. Johannes, Helmer Ringgren, and Heinz-Josef Fabry, eds. Theological Dictionary of the
Old Testament. Translated by Geoffrey W. Bromiley, David E. Green, Douglas W. Stott, and
John T. Willis. 15 vols. Grand Rapids: Eerdmans, 1974-2006. [Reference]
13
Harris, R. Laird, Gleason L. Archer, Jr., and Bruce K. Waltke, eds. Theological Wordbook of the Old
Testament. 2 vols. Chicago: Moody Press, 1980. [Reference]
Jenni, Ernst and Claus Westermann, eds. Theological Lexicon of the Old Testament. Translated by Mark
E. Biddle. 3 vols. Peabody, MA: Hendrickson, 1997. [Logos/Reference]
VanGemeren, Willem A., ed. New International Dictionary of Old Testament Theology and Exegesis. 5
vols. Grand Rapids: Zondervan, 1997. [Reference]
Commentaries
Exodus
Enns, Peter. Exodus. NIV Application Commentary. Zondervan, 2000. [Reserve]
Garrett, Duane. A Commentary on Exodus. Grand Rapids: Kregel, 2014. [Unavailable]
*Hamilton, Victor. Exodus: An Exegetical Commentary. Baker, 2011. [Reserve]
*Stuart, Douglas. Exodus. New American Commentary. Nashville: B&H, 2006. [Reserve]
Propp, William H. C. Exodus. Anchor Yale Bible. 2 vols. New Haven, CT: Yale Press, 1999, 2006.
[Reserve]
Proverbs
*Fox, Michael V. Proverbs. 2 vols. Anchor Bible. Doubleday, 2000, 2009. [Unavailable]
Longman, Tremper. Proverbs. Baker Commentary on Old Testament Wisdom & Psalms, 2006. [Reserve]
*Waltke, Bruce K. The Book of Proverbs. 2 vols. New International Commentary on the Old Testament.
Grand Rapids: Eerdmans, 2004, 2005. [Reserve]
Joshua
Butler, Trent C. Joshua. Word Biblical Commentary. Grand Rapids, Thomas Nelson, 2013. [Reserve]
*Hess, Richard S. Joshua. Tyndale Old Testament Commentary. Downers Grove: IVP, 2008. [Reserve]
Isaiah
*Bateman, Herb, Darrell Bock & Gordon Johnston. Jesus the Messiah: Tracing the Promises,
Expectations & Coming of Israel’s King. Grand Rapids: Kregel, 2012. [Course Website]
*Oswalt, John N. Isaiah. The New International Commentary on the Old Testament. Eerdmans, 1998. [Reserve]
Paul, Shalom M. Isaiah 40-66: Translation and Commentary. Eerdmans, 2012. [Unavailable]
*Smith, Gary V. Isaiah. New American Commentary. 2 vols. B & H, 2007, 2009. [Reserve]
Watts, John. Isaiah. Word Biblical Commentary. 2 vols. Thomas Nelson, 1998. [Reserve]