My Discourse Grammar Study Questions
In response to a request for smaller pop-ups in the Lexham Discourse Greek New Testament (LDGNT),
forums MVP Keep Smiling 4 Jesus (aka: Keep Smiling, KS4J) suggested building a Personal Book (PB) with
one line for each discourse device and prioritize the PB above the LDGNT Glossary. The result was much
smaller pop-ups. (For details, see forum post: https://community.logos.com/forums/t/37003.aspx)
Instead of making the pop-ups smaller, I had a growing interest in listing more questions that can help
me get more out of my studies, so I built this PB with study questions and links to the Glossaries and
Introductions for all four Lexham Discourse Bibles:
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Lexham Discourse Greek New Testament (LDGNT bundle: https://www.logos.com/product/3888)
High Definition New Testament (Part of the LDGNT bundle)
Lexham Discourse Hebrew Bible (LDHB bundle: https://www.logos.com/product/6786)
High Definition Old Testament (Part of the LDHB bundle)
Resources that may be helpful to edit this document and build your own PB:
 Keep Smiling's forum info: https://community.logos.com/forums/t/37003.aspx
 Personal Books: https://wiki.logos.com/Personal_Books (especially sections on Milestones and
Resource Links)
 Prioritizing Resources: https://wiki.logos.com/Prioritizing
When building this PB, set the type to monograph. I titled my PB the same as this Word document, " My
Discourse Grammar Study Questions." I prioritized the resources for this PB as follows:
The questions will pop-up when you hover over a discourse device. You can also right-click on the
device (such as Elaboration in the example below) to go to your PB and from there go to the related
glossary and introduction.
Questions in numeric outline format are from one or more books in the Lexham Discourse Greek New
Testament Bundle (6 vols.) and/or the Lexham Discourse Hebrew Bible Bundle (6 vols.).
Questions in bullet-point format have been added by the author/builder of this PB (usually based on
information from the two bundles cited above).
You have my permission to freely edit, build a PB from, use and distribute this MS Word Document to
meet your needs and help others in their study of God's word.
If you have any corrections or suggestions that would improve this PB, please reply to the post where
you found this document so we all can benefit.
Thank you, Faithlife, for the Logos Bible Software and the Lexham Discourse bundles. You have blessed
me and many others to whom I had the privilege of teaching God's word.
Thank you, Keep Smiling for Jesus, for this and many other posts in the Logos forums. You are helping
many advance in their use of Logos Bible Software and thereby become better students and teachers of
the word of God and disciples of our Lord Jesus Christ.
Tim
https://community.logos.com/members/2879/default.aspx
[[LDGNT >> logosres:ldgnt]]
Lexham Discourse Greek New Testament
[[@LDGNT:PntCl]][[Point (Clause Level) >> LDGNT:PntCl]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldgntglossary;art=div5]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldgntintro;art=sec1.1]])
[[@LDGNT:CntrPntCl]][[Counterpoint (Clause Level) >> LDGNT:CntrPntCl]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldgntglossary;art=div6]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldgntintro;art=sec1.1]])
[[@LDGNT:PntPara]][[Point (Paragraph Level) >> LDGNT:PntPara]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldgntglossary;art=div7]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldgntintro;art=sec1.1]])
[[@LDGNT:CntrPntPara]][[Counterpoint (Paragraph Level) >>
LDGNT:CntrPntPara]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldgntglossary;art=div8]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldgntintro;art=sec1.1]])
[[@LDGNT:FwdPntRef]][[Forward-pointing Reference >> LDGNT:FwdPntRef]]
1. What is the impact of using the forward-pointing reference / target that would not have been
achieved by simply omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question-word, like ‘who’ or ‘what’? Does it create a rhetorical question?
What kind of answer is expected by the question (positive or negative)?
4. How important is the target information to the context?
a. Does it provide a definition of something?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you ‘wait’ before you find the target?
([[Glossary >> logosres:ldgntglossary;art=div10]]), ([[1.2. Forward-pointing Reference and Target
>> logosres:ldgntintro;art=sec1.2]])
[[@LDGNT:FwdPntTgt]][[Forward-pointing Target >> LDGNT:FwdPntTgt]]
1. What is the impact of using the forward-pointing reference / target that would not have been
achieved by simply omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question-word, like ‘who’ or ‘what’? Does it create a rhetorical question?
What kind of answer is expected by the question (positive or negative)?
4. How important is the target information to the context?
a. Does it provide a definition of something?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you ‘wait’ before you find the target?
([[Glossary >> logosres:ldgntglossary;art=div11]]), ([[1.2. Forward-pointing Reference and Target
>> logosres:ldgntintro;art=sec1.2]])
[[@LDGNT:Meta-comment]][[Meta-comment >> LDGNT:Meta-comment]]
1. What new information is introduced following the meta-comment? How does the speaker use
this comment to prepare the reader or listener? Identify the key thought that it introduces.
2. Are there other forward-pointing tools used along with the meta-comment, like an attention
getter? Are they clustered around one sentence or key thought?
3. What role does the key thought introduced by the meta-comment play in the context?
a. Is it introducing the topic of a new paragraph or section?
b. Is it the concluding thought or application of an argument?
c. Does it signal the close of a section of the discourse, punctuating the thoughts that
preceded?
([[Glossary >> logosres:ldgntglossary;art=div12]]), ([[1.3. Meta-comments >>
logosres:ldgntintro;art=sec1.3]])
[[@LDGNT:AttGetter]][[Attention-getter >> LDGNT:AttGetter]]
1. Identify the person or thing that is introduced following the attention-getter.
a. Is the person or thing brand new to the story or discussion, or is this a reintroduction?
b. What role does this newly-introduced person or thing play in the context?
c. Does this introduction signal a change to a new scene, or does it just add a new element
to the existing scene?
d. What does the story or discussion gain from the new person or element?
2. If the person or thing occurs with a meta-comment, what is the key thought that is introduced?
3. Are there other forward-pointing tools used along with the attention getter? What do they
contribute? How do the tools work together?
([[Glossary >> logosres:ldgntglossary;art=div13]]), ([[1.4. Attention-getters >>
logosres:ldgntintro;art=sec1.4]])
[[@LDGNT:RdntQFr]][[Redundant Quotative Frame >> LDGNT:RdntQFr]]
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What are the extra/redundant speaking verbs?
Is the frame accompanied by other discourse devices (for emphasis)?
Who is speaking to whom (before and after this frame)?
o Keep track of the pronouns and their antecedents!
Is this indicating a transition from narrative to reported speech?
o Who's the speaker?
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Is this the same speaker?
o How does this segment the speech (into separate points of the speech)?
o Has the speaker taken the conversation in a new or unexpected direction?
o Is this indicating a surprising or important element of the speech (that follows)?
 Did the speaker and hearer switch?
o What are they talking about? (Look for topical and other frames.)
 Have two speaking verbs been used within the same frame?
o What was said after the frame?
o How might this be an important part of the conversation?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div14]]), ([[1.5. Redundant Quotative Frames >>
logosres:ldgntintro;art=sec1.5]])
[[@LDGNT:HistPres]][[Historical Present >> LDGNT:HistPres]]
 What speech or event follows the frame?
 Accompanied by attention-getters or other discourse devices?
 Is a new participant or significant information introduced?
 Did the scene change or does an important speech or event follow the frame?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div15]]), ([[1.6. Historical Present >>
logosres:ldgntintro;art=sec1.6]])
[[@LDGNT:THLnk]][[Tail-Head Linkag >> LDGNT: THLnk]]
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
What information has been repeated/restated?
Is the information worded differently the second time?
o What's the difference?
o What does this add to the information?
 What is the relationship between the clauses before and after the link?
o Describe the continuity and discontinuity between the clauses.
 What surprising or important information/action follows the link?
 How does this link build suspense or make the story more engaging/intriguing?
 Are there any forward-pointing or other devices used in the passage?
o How do these devices work together and impact the passage?
 How can this help me communicate the message more vividly and accurately to others?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div16]]), ([[1.7. Tail-Head Linkage >>
logosres:ldgntintro;art=sec1.7]])
[[@LDGNT:Ovspc]][[Overspecification >> LDGNT:Ovspc]]
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Who or what has been recharacterize?
What additional information has been provided?
What does that teach about the referent?
How does this connect to the theme of the context?
How might the passage read without the Overspecification?
How has the thematic content shifted?
What is the writer trying to draw attention to?
What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div18]]), ([[2.1. Overspecification >>
logosres:ldgntintro;art=sec2.1]])
[[@LDGNT:ThemAdd]][[Thematic Address >> LDGNT:ThemAdd]]
1. What name or expression was used the last time the person or thing was referred to? Has
there been a change?
2. What detail does the address draw to your attention? How does this contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the ‘thematic address’ impact how
you read this passage?

Does this indicate how the speaker perceives the addressee (or what he thinks of the
addressee)? Explain.
 Does this indicate a transition or new section within the speech (common when the Thematic
Address is repeated)?
 Does this indicate a change in addressee? From/to who?
 Did the addressee response to the characterization?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div19]]), ([[2.2. Thematic Address >>
logosres:ldgntintro;art=sec2.2]])
[[@LDGNT:RtDisloc]][[Right-dislocation >> LDGNT:RtDisloc]]
 Which previously-mentioned entity/term does this refer to?
 What additional information does this provide?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div20]]), ([[2.3. Right-dislocation >>
logosres:ldgntintro;art=sec2.3]])
[[@LDGNT:Thematic Addition]][[Thematic Addition >> LDGNT:Thematic
Addition]]
 What is the preceding parallel element this information connects to?
 What additional information does this provide?
 How does this information relate to that element?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div21]]), ([[2.4. Thematic Addition >>
logosres:ldgntintro;art=sec2.4]])
[[@LDGNT:NearDem]][[Near Demonstrative Pronouns >> LDGNT:NearDem]]
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What is identified as "Near" (great/ongoing thematic importance)?
Is this compared to a "Far" element? What is it?
What do they have in common? Differences?
What is the point being made by comparing these two elements (or emphasizing this one as
"Near")
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div23]]), ([[2.5. Near and Far Demonstrative Pronouns >>
logosres:ldgntintro;art=sec2.5]])
[[@LDGNT:FarDem]][[Far Demonstrative Pronouns >> LDGNT:FarDem]]
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What is identified as " Far " (little/passing thematic importance)?
Is this compared to a " Near " element? What is it?
What do they have in common? Differences?
What is the point being made by comparing these two elements (or emphasizing this one as
"Far")
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div24]]), ([[2.5. Near and Far Demonstrative Pronouns >>
logosres:ldgntintro;art=sec2.5]])
[[@LDGNT:ChgRef]][[Changed Reference >> LDGNT:ChgRef]]
 Who/what is referenced by the Changed Reference?
 Does this recharacterize the referent? How?
 Does this highlight thematically-important information? How?
 Have any relationships been identified?
 Who are the minor participants anchored to? (identifies major participant(s))
 Who is (are) the major participant(s)? (the center of attention)
 Has the center of attention changed?
 How does this fit or enhance the immediate context?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div25]]), ([[2.6. Changed Reference >>
logosres:ldgntintro;art=sec2.6]])
[[@LDGNT:FcMainCl]][[Main clause emphasis >> LDGNT:FcMainCl]]
 What element is getting more attention?
 Why is this element important (context)?
 Is this element part of another discourse device?
 What is the affect of using multiple devices?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div29]]), ([[3.1. Main clause emphasis >>
logosres:ldgntintro;art=sec3.1]])
[[@LDGNT:EmMainClOth]][[Main clause emphasis-Other >>
LDGNT:EmMainClOth]]
 What element is getting more attention?
 What is its grammatical relationship to the element receiving Main Clause Emphasis (fronted)?
 Is this element part of another discourse device?
 What is the affect of using multiple devices?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div30]]), ([[3.2. Main clause emphasis-Other >>
logosres:ldgntintro;art=sec3.2]])
[[@LDGNT:EmSubCl]][[Subordinate clause emphasis >> LDGNT:EmSubCl]]
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What element is getting more attention?
Why is this element important (context)?
Is this element part of another discourse device?
 What is the affect of using multiple devices?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div31]]), ([[3.3. Subordinate clause emphasis >>
logosres:ldgntintro;art=sec3.3]])
[[@LDGNT:TopFr]][[Topical frames [TP] >> LDGNT:TopFr]]
 Was something new introduced? What?
 Did something change (topically)? What?
 If something changed, how did it sharpen comparisons or contrasts?
 What comments are made after the topical frame (this is the most important information)?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div33]]), ([[4.1. Topical frames >>
logosres:ldgntintro;art=sec4.1]])
[[@LDGNT:TmpFr]][[Temporal frames [TM] >> LDGNT:TmpFr]]
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Was a brand new point in time established for the passage that follows? Describe.
Or was there a change in time within the passage, effectively sharpening comparisons or
contrasts? Describe.
 Is this combined with another Device? What is the affect of their combination?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div34]]), ([[4.2. Temporal frames >>
logosres:ldgntintro;art=sec4.2]])
[[@LDGNT:SpFr]][[Spatial frames [SP] >> LDGNT:SpFr]]
 What does this say about the scene, setting or location?
 Has a change occurred? Describe.
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div35]]), ([[4.3. Spatial frames >>
logosres:ldgntintro;art=sec4.3]])
[[@LDGNT:NomCircFr]][[Nominative circumstantial frames >>
LDGNT:NomCircFr]]
 Who/what is the subject of this participle?
 What is the main verb?
 What is the state of affairs (or circumstances) for the subject?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div37]]), ([[4.4. Nominative circumstantial frames >>
logosres:ldgntintro;art=sec4.4]])
[[@LDGNT:GenCircumFr]][[Genitive circumstantial frames >>
LDGNT:GenCircumFr]]
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Who/what is the subject of this participle?
What is the main verb?
Who is the subject of the main verb?
What is the state of affairs (or circumstances) for the subject of the participle? Main verb?
How are these two subjects related?
 How are their actions/circumstances related?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div38]]), ([[4.5. Genitive circumstantial frames >>
logosres:ldgntintro;art=sec4.5]])
[[@LDGNT:DatCircFr]][[Dative circumstantial frames >> LDGNT:DatCircFr]]
 Who/what is the subject of this participle?
 What is the main verb?
 Who is the subject of the main verb?
 What is the state of affairs (or circumstances) for the subject of the participle? Main verb?
 How are these two subjects related?
 How are their actions/circumstances related?
 How is the subject of the participle involved with the subject of the main verb?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div39]]), ([[4.6. Dative circumstantial frames >>
logosres:ldgntintro;art=sec4.6]])
[[@LDGNT:CndFr]][[Conditional frames [CD] >> LDGNT:CndFr]]
 What is the situation presented by the condition?
 What are the conditions?
 What is the proposition subject to this condition?
 What is the result if the conditions are true?
 What is the result if the conditions are NOT true?
 Is this hypothetical? (How do you know it's hypothetical?)
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div40]]), ([[4.7. Conditional frames [CD] >>
logosres:ldgntintro;art=sec4.7]])
[[@LDGNT:CompFr]][[Comparative frames [CP] >> LDGNT:CompFr]]
 Describe the content of the frame.
 Who/what is this frame and its content being compared to?
 What does the frame emphasize in the passage its compared to?
 How does that affect our view of passage its compared to?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div41]]), ([[4.8. Comparative frames [CP] >>
logosres:ldgntintro;art=sec4.8]])
[[@LDGNT:RsnRsltFr]][[Reason/Result frames [RR] >> LDGNT:RsnRsltFr]]
 Is this a reason (why) or a result (what)? Describe the rationale.
 What is this rationale referring to?
 Is there any relationship with this frame and the passage before it?
 What is the point being emphasized here?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div42]]), ([[4.9. Reason/Result frames >>
logosres:ldgntintro;art=sec4.9]])
[[@LDGNT:LftDislocFr]][[Left dislocation [LD] >> LDGNT:LftDislocFr]]
 What is the new content introduced in this frame?
 Where is the reference (usually pronoun or noun phase) that points back to the frame?
 How does the framed information about the reference?
 Are there any other devices used to focus or emphasize the point?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div43]]), ([[4.10. Left dislocation >>
logosres:ldgntintro;art=sec4.10]])
[[@LDGNT:Sent]][[Sentence >> LDGNT:Sent]]
 Is this sentence coordinate to the preceding discourse? (using καὶ, δὲ, or asyndeton)
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 Does this sentence have a subordinate sentence
 Is this sentence subordinate to another sentence (before or after)?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div45]]), ([[5.1. Sentence >>
logosres:ldgntintro;art=sec5.1]])
[[@LDGNT:Prncp]][[Principle >> LDGNT:Prncp]]
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What is the inference or assertion of this principle?
How does it relate to the preceding discourse?
Does this introduce a new idea for the following discourse?
What does this contribute to the meaning/message of the passage?
How does it relate to today's life experiences? (consider the context and discourse of this
principle)
([[Glossary >> logosres:ldgntglossary;art=div46]]), ([[5.2. Principle >>
logosres:ldgntintro;art=sec5.2]])
[[@LDGNT:Supt]][[Support >> LDGNT:Supt]]
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div47]]), ([[5.3. Support >>
logosres:ldgntintro;art=sec5.3]])
[[@LDGNT:Complex]][[Complex >> LDGNT:Complex]]
 What is the main clause of this complex sentence?
 What are all the subordinate clause components (i.e. sub-points, circumstances, ect.)?
 How do these subordinate clauses relate to and/or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div48]]), ([[5.4. Complex >>
logosres:ldgntintro;art=sec5.4]])
[[@LDGNT:SubPnt]][[Sub-point >> LDGNT:SubPnt]]

Which clause is this one dependent on?
 How does this point relate/add to the parent clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div49]]), ([[5.5. Sub-point >>
logosres:ldgntintro;art=sec5.5]])
[[@LDGNT:Elab]][[Elaboration >> LDGNT:Elab]]
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
What is the participle of this clause or main sentence?
What is the main clause this elaborates on?
Are there any verbal participles (‘singing or making melody) or infinitives (‘to sing’ or ‘to make
melody’) that follow the main verb? What are they?
 How does this expand upon the action of the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div50]]), ([[5.6. Elaboration >>
logosres:ldgntintro;art=sec5.6]])
[[@LDGNT:Circm]][[Circumstance >> LDGNT:Circm]]

What is the attendant circumstances and events that set the stage for the main action of the
sentence?
 How does this background information help understand the main clause the sentence?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div51]]), ([[5.7. Circumstance >>
logosres:ldgntintro;art=sec5.7]])
[[@LDGNT:Bull]][[Bullet >> LDGNT:Bull]]
 Is this part of a parallelism, a list, or a point-counterpoint set?
 What is the main clause for this bullet?
 How does it relate to other bullets accompanying this one? (similarities, differences, theme)
 How does this bullet relate to, explain, elaborate on or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div52]]), ([[5.8. Bullet >>
logosres:ldgntintro;art=sec5.8]])
[[@LDGNT:ContRelCl]][[Continuative relative clause [CR] >> LDGNT:ContRelCl]]
 How does this advance the discourse (more than an independent clause)?
 What is the dependent aspect that give this a close bond with the preceding discourse?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div53]]), ([[5.9. Continuative relative clause >>
logosres:ldgntintro;art=sec5.9]])
[[@LDGNT:RepSp]][[Reported Speech >> LDGNT:RepSp]]






Who is speaking?
Who's being spoken to?
What is the speaker saying?
What are the circumstances of the message?
What other discourse devices is the speaker using?
How is the message being received? Any response or reaction?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;art=div54]]), ([[5.10. Reported Speech >>
logosres:ldgntintro;art=sec5.10]])
[[@LDGNT:TpVblsCl]][[Topic of verbless clause [T] >> LDGNT:TpVblsCl]]
 What is the grammatical case of the subject and predicate?
 What is there to discover or learn?
 Is there a problem/riddle to explore/solve?
 What is the topic or subject of the passage?
 How does this clause fit in the passage? What does it add/explain?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldgntglossary;ref=LDGNT.TpVblsCl]]), ([[5.11. Topic of verbless clause >>
logosres:ldgntintro;art=sec5.11]])
[[HDNT >> logosres:hdntesv]]
Lexham High Definition New Testament
[[@HDNT:Meta Comment]][[Meta Comment >> HDNT:Meta Comment]]
1. What new information is introduced following the meta-comment? How does the speaker use
this comment to prepare the reader or listener? Identify the key thought that it introduces.
2. Are there other forward-pointing tools used along with the meta-comment, like an attention
getter? Are they clustered around one sentence or key thought?
3. What role does the key thought introduced by the meta-comment play in the context?
a. Is it introducing the topic of a new paragraph or section?
b. Is it the concluding thought or application of an argument?
c. Does it signal the close of a section of the discourse, punctuating the thoughts that
preceded?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Meta Comment]]), ([[2.1 Meta-comment >>
logosres:hdntintro;art=sec2.1]])
[[@HDNT:Attention-Getter]][[Attention-Getter >> HDNT:Attention-Getter]]
1. Identify the person or thing that is introduced following the attention-getter.
a. Is the person or thing brand new to the story or discussion, or is this a reintroduction?
b. What role does this newly-introduced person or thing play in the context?
c. Does this introduction signal a change to a new scene, or does it just add a new element
to the existing scene?
d. What does the story or discussion gain from the new person or element?
2. If the person or thing occurs with a meta-comment, what is the key thought that is introduced?
3. Are there other forward-pointing tools used along with the attention getter? What do they
contribute? How do the tools work together?
([[Glossary >> logosres:hdntglossary;ref=HDNT.AttGetter]]), ([[2.2 Attention-getter >>
logosres:hdntintro;art=sec2.2]])
[[@HDNT:Rep.]][[Repetition >> HDNT:Rep.]]
1. What happens right after the repetition?
a. Is some new person, scene, or element introduced?
b. Is there a switch to a different or previous scene, like a ‘meanwhile back at the ranch…’?
2. Is there an unexpected shift in the conversation, rebutting or rejecting something from the
previous speech?
3. Is one person’s speech broken up into smaller parts by repeating ‘and he said’?
a. Why would the writer break the speech here into smaller parts?
b. Is there a change in the theme?
c. Is the second part following the repletion more important than the first part?
4. Are there other forward-pointing tools used along with the repetition? What do they
contribute?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Rep.]]), ([[2.3 Repetition >>
logosres:hdntintro;art=sec2.3]])
[[@HDNT:Backgrounding]][[Backgrounding >> HDNT:Backgrounding]]
1. Why would the writer want to background this information? Is it mentioned again? Does it
reintroduce information from earlier in the story?
2. What is the main action of the sentence? How does the backgrounded action set the stage for
it?
3. How would the focus of attention change if the backgrounded information were not
backgrounded? What if all the actions were viewed as equally important?
4. How did the translation reflect the backgrounding?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Backgrounding]]), ([[2.4 Backgrounding >>
logosres:hdntintro;art=sec2.4]])
[[@HDNT:CPntPar]][[Counter Point (Paragraph level) >> HDNT:CPntPar]]
1. What is the relationship between the counter point and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counter point?
c. Is the point more important than the preceding counter point?
d. What elements are common/different between the two?
2. Placing the counter point first creates the expectations that a point is coming.
a. How does the expectation that a point is coming affect your understanding of the
counter point?
b. Conversely, how does knowing that there is a connected counter point change your
understanding of the point?
3. Is the connection between the counter point and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counter point/point pairs inside the paragraph-level ones? What do
they contribute to the overall discourse?
([[Glossary >> logosres:hdntglossary;ref=HDNT.CPntPar]]), ([[3.1 Counter Point / Point Sets >>
logosres:hdntintro;art=sec3.1]])
[[@HDNT:Point (Paragraph)]][[Point (Paragraph level) >> HDNT:Point
(Paragraph)]]
1. What is the relationship between the counter point and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counter point?
c. Is the point more important than the preceding counter point?
d. What elements are common/different between the two?
2. Placing the counter point first creates the expectations that a point is coming.
a. How does the expectation that a point is coming affect your understanding of the
counter point?
b. Conversely, how does knowing that there is a connected counter point change your
understanding of the point?
3. Is the connection between the counter point and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counter point/point pairs inside the paragraph-level ones? What do
they contribute to the overall discourse?
([[Glossary >> logosres:hdntglossary;ref=HDNT.PntPar]]), ([[3.1 Counter Point / Point Sets >>
logosres:hdntintro;art=sec3.1]])
[[@HDNT:CPntSent]][[Counter Point (Sentence level) >> HDNT:CPntSent]]
1. What is the relationship between the counter point and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counter point?
c. Is the point more important than the preceding counter point?
d. What elements are common/different between the two?
2. Placing the counter point first creates the expectations that a point is coming.
a. How does the expectation that a point is coming affect your understanding of the
counter point?
b. Conversely, how does knowing that there is a connected counter point change your
understanding of the point?
3. Is the connection between the counter point and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counter point/point pairs inside the paragraph-level ones? What do
they contribute to the overall discourse?
([[Glossary >> logosres:hdntglossary;ref=HDNT.CPntSent]]), ([[3.1 Counter Point / Point Sets >>
logosres:hdntintro;art=sec3.1]])
[[@HDNT:PntSent]][[Point (Sentence level) >> HDNT:PntSent]]
1. What is the relationship between the counter point and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counter point?
c. Is the point more important than the preceding counter point?
d. What elements are common/different between the two?
2. Placing the counter point first creates the expectations that a point is coming.
a. How does the expectation that a point is coming affect your understanding of the
counter point?
b. Conversely, how does knowing that there is a connected counter point change your
understanding of the point?
3. Is the connection between the counter point and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counter point/point pairs inside the paragraph-level ones? What do
they contribute to the overall discourse?
([[Glossary >> logosres:hdntglossary;ref=HDNT.PntSent]]), ([[3.1 Counter Point / Point Sets >>
logosres:hdntintro;art=sec3.1]])
[[@HDNT:Fwd. Pnt. Ref.]][[Forward-pointing Reference >> HDNT:Fwd. Pnt.
Ref.]]
1. What is the impact of using the forward-pointing reference / target that would not have been
achieved by simply omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question-word, like ‘who’ or ‘what’? Does it create a rhetorical question?
What kind of answer is expected by the question (positive or negative)?
4. How important is the target information to the context?
a. Does it provide a definition of something?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you ‘wait’ before you find the target?
([[Glossary >> logosres:hdntglossary;ref=HDNT.FwdPntRef]]), ([[3.2 Forward-pointing Reference
and Target >> logosres:hdntintro;art=sec3.2]])
[[@HDNT:Fwd. Pnt. Tgt.]][[Forward-pointing Target >> HDNT:Fwd. Pnt. Tgt.]]
1. What is the impact of using the forward-pointing reference / target that would not have been
achieved by simply omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question-word, like ‘who’ or ‘what’? Does it create a rhetorical question?
What kind of answer is expected by the question (positive or negative)?
4. How important is the target information to the context?
a. Does it provide a definition of something?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you ‘wait’ before you find the target?
([[Glossary >> logosres:hdntglossary;ref=HDNT.FwdPntTgt]]), ([[3.2 Forward-pointing Reference
and Target >> logosres:hdntintro;art=sec3.2]])
[[@HDNT:Emphasis]][[Emphasis >> HDNT:Emphasis]]
1. Why is this information important? Why would the writer want it emphasized?
a. Does it provide the answer to a question?
b. Does it contrast with something from the previous sentence?
c. Does it replace something that is incorrect (‘not that, but this)? Is it part of a PointCounter Point set?
d. Does it highlight some quality or trait?
e. Does it single out one thing from a larger set?
f. Does it elaborate on something already known?
2. Is there more than one thing in the sentence that receives emphasis? What is the relationship
between these things?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Emphasis]]), ([[4 Emphasis >>
logosres:hdntintro;art=sec4]])
[[@HDNT:Characterization]][[Characterization >> HDNT:Characterization]]
1.
2.
3.
4.
What theme or idea is highlighted by the characterization?
What role does this characterization play in the larger context?
Does the information recharacterize something that was previously referred to?
How does the characterization change the way you currently think about the person or idea?
How had you been thinking about it?
5. Does the characterization correct some competing way of thinking about the person or idea?
6. What would be missed if the characterization were absent?
7. Is the characterization surprising or ironic in any way?
([[Glossary >> logosres:hdntglossary;ref=HDNT. Characterization]]), ([[5.1 Characterization >>
logosres:hdntintro;art=sec5.1]])
[[@HDNT:Changed Name]][[Changed Name >> HDNT:Changed Name]]
1. What name or expression was used the last time the person or thing was referred to?
2. What detail does the changed name draw to your attention? How does it contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the changed name impact how you read
this passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Changed Name]]), ([[5.2 Changed Name >>
logosres:hdntintro;art=sec5.2]])
[[@HDNT:Them. Address]][[Thematic Address >> HDNT:Them. Address]]
1. What name or expression was used the last time the person or thing was referred to? Has
there been a change?
2. What detail does the address draw to your attention? How does this contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the ‘thematic address’ impact how
you read this passage?


Does this indicate how the speaker perceives the addressee (or what he thinks of the
addressee)? Explain.
Does this indicate a transition or new section within the speech (common when the Thematic
Address is repeated)?
 Does this indicate a change in addressee? From/to who?
 Did the addressee response to the characterization?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Them. Address]]), ([[5.3 Thematic Address >>
logosres:hdntintro;art=sec5.3]])
[[@HDNT:Near Distinction]][[Near Distinction >> HDNT:Near Distinction]]
1. Are there both near and far elements referred to in the context? What is near? What is far?
2. Does the distinction fit with what you would have expected? Does it go against your
expectations?
3. If only a near or far distinction is made, what is the most likely counterpart to it in the context?
What competing element is the near or far element being distinguished from?
4. Is the near/far distinction maintained in the translation?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Near Distinction]]), ([[5.4 Near Distinction >>
logosres:hdntintro;art=sec5.4]])
[[@HDNT:Far Distinction]][[Far Distinction >> HDNT:Far Distinction]]
1. Are there both near and far elements referred to in the context? What is near? What is far?
2. Does the distinction fit with what you would have expected? Does it go against your
expectations?
3. If only a near or far distinction is made, what is the most likely counterpart to it in the context?
What competing element is the near or far element being distinguished from?
4. Is the near/far distinction maintained in the translation?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Far Distinction]]), ([[5.5 Far Distinction >>
logosres:hdntintro;art=sec5.5]])
[[@HDNT:Sentence]][[Sentence >> HDNT:Sentence]]
 Is this sentence coordinate to the preceding discourse? (using καὶ, δὲ, or asyndeton)
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 Does this sentence have a subordinate sentence
 Is this sentence subordinate to another sentence (before or after)?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Sentence]]), ([[6.1 Primary Propositions >>
logosres:hdntintro;art=sec6.1;off=26]])
[[@HDNT:Principle]][[Principle >> HDNT:Principle]]





What is the inference or assertion of this principle?
How does it relate to the preceding discourse?
Does this introduce a new idea for the following discourse?
What does this contribute to the meaning/message of the passage?
How does it relate to today's life experiences? (consider the context and discourse of this
principle)
([[Glossary >> logosres:hdntglossary;ref=HDNT.Prncp]]), ([[6.1 Primary Propositions >>
logosres:hdntintro;art=sec6.1;off=203]])
[[@HDNT:Support]][[Support >> HDNT:Support]]
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Supt]]), ([[6.1 Primary Propositions >>
logosres:hdntintro;art=sec6.1;off=447]])
[[@HDNT:Complex]][[Complex >> HDNT:Complex]]
 What is the main clause of this complex sentence?
 What are all the subordinate clause components (i.e. sub-points, circumstances, ect.)?
 How do these subordinate clauses relate to and/or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Complex]]), ([[6.1 Primary Propositions >>
logosres:hdntintro;art=sec6.1;off=711]])
[[@HDNT:Sub-Point]][[Sub-Point >> HDNT:Sub-Point]]
 Which clause is this one dependent on?
 How does this point relate/add to the parent clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.SubPnt]]), ([[6.2 Secondary Propositions >>
logosres:hdntintro;art=sec6.2;off=28]])
[[@HDNT:Elaboration]][[Elaboration >> HDNT:Elaboration]]



What is the participle of this clause or main sentence?
What is the main clause this elaborates on?
Are there any verbal participles (‘singing or making melody) or infinitives (‘to sing’ or ‘to make
melody’) that follow the main verb? What are they?
 How does this expand upon the action of the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Elab]]), ([[6.2 Secondary Propositions >>
logosres:hdntintro;art=sec6.2;off=158]])
[[@HDNT:Circumstance]][[Circumstance >> HDNT:Circumstance]]

What is the attendant circumstances and events that set the stage for the main action of the
sentence?
 How does this background information help understand the main clause the sentence?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Circm]]), ([[6.2 Secondary Propositions >>
logosres:hdntintro;art=sec6.2;off=428]]
[[@HDNT:Bullet]][[Bullet >> HDNT:Bullet]]




Is this part of a parallelism, a list, or a point-counterpoint set?
What is the main clause for this bullet?
How does it relate to other bullets accompanying this one? (similarities, differences, theme)
How does this bullet relate to, explain, elaborate on or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:hdntglossary;ref=HDNT.Bull]]), ([[6.2 Secondary Propositions >>
logosres:hdntintro;art=sec6.2;off=655]])
[[LDHB >> logosres:LDHB]]
Lexham Discourse Hebrew Bible
[[@LDHB:PntCl]][[Point (Clause) >> LDHB:Point (Clause)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.PntCl]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldhbintro;art=ch.1.1]])
[[@LDHB:Point (Paragraph)]][[Point (Paragraph) >> LDHB:Point
(Paragraph)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Point (Paragraph)]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldhbintro;art=ch.1.1]])
[[@LDHB:Counter Point (Clause)]][[Counter Point (Clause) >> LDHB:Counter
Point (Clause)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.CntrPntCl]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldhbintro;art=ch.1.1]])
[[@LDHB:Counter Point (Paragraph)]][[Counter Point (Paragraph) >>
LDHB:Counter Point (Paragraph)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.CntrPntPara]]), ([[1.1. Point-Counterpoint Sets >>
logosres:ldhbintro;art=ch.1.1]])
[[@LDHB:Forward-pointing Ref.]][[Forward-pointing Reference >>
LDHB:Forward-pointing Ref.]]
1. What effect of using the forward-pointing reference/target would not have been achieved by
omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question word, like “who” or “what”? Does it create a rhetorical question?
What kind of answer (positive or negative) is expected by the question?
4. How important is the target information to the context?
a. Does it provide a definition?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you wait before you find the target?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.FwdPntRef]]), ([[1.2. Forward-Pointing Reference and
Target >> logosres:ldhbintro;art=ch.1.2]])
[[@LDHB:Forward-pointing Tgt.]][[Forward-pointing Target >>
LDHB:Forward-pointing Tgt.]]
1. What effect of using the forward-pointing reference/target would not have been achieved by
omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question word, like “who” or “what”? Does it create a rhetorical question?
What kind of answer (positive or negative) is expected by the question?
4. How important is the target information to the context?
a. Does it provide a definition?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you wait before you find the target?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.FwdPntTgt]]), ([[1.2. Forward-Pointing Reference and
Target >> logosres:ldhbintro;art=ch.1.2]])
[[@LDHB:Meta-comment]][[Meta-comment >> LDHB:Meta-comment]]
1. What new information is introduced following the metacomment? How does the speaker use
this comment to prepare the reader or listener? Identify the key thought that it introduces.
2. Are there other forward-pointing tools, like an attention-getter, used along with the
metacomment? Are they clustered around one sentence or key thought?
3. What role does the key thought introduced by the metacomment play in the context?
a. Is it introducing the topic of a new paragraph or section?
b. Is it the concluding thought or application of an argument?
c. Does it signal the close of a section of the discourse, punctuating the preceding
thoughts?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.MetaCmnt]]), ([[1.3. Metacomments >>
logosres:ldhbintro;art=ch.1.3]])
[[@LDHB:Attention-getter]][[Attention-getter >> LDHB:Attention-getter]]
1. Identify the person or thing that is introduced following the attention-getter.
a. Is the person or thing new to the story or discussion, or is this a reintroduction?
b. What role does this newly introduced person or thing play in the context?
c. Does this introduction signal a change to a new scene, or does it add a new element to
the existing scene?
d. What does the story or discussion gain from the new person or element?
2. If the person or thing occurs with a metacomment, what is the key thought being introduced?
3. Are there other forward-pointing tools used along with the attention-getter? What do they
contribute? How do the tools work together?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.AttGetter]]), ([[1.4. Attention-Getters >>
logosres:ldhbintro;art=ch.1.4]])
[[@LDHB:Redundant Quot. Fr.]][[Redundant Quotative Frames >>
LDHB:Redundant Quot. Fr.]]



What are the extra/redundant speaking verbs?
Is the frame accompanied by other discourse devices (for emphasis)?
Who is speaking to whom (before and after this frame)?
o Keep track of the pronouns and their antecedents!
 Is this indicating a transition from narrative to reported speech?
o Who's the speaker?
 Is this the same speaker?
o How does this segment the speech (into separate points of the speech)?
o Has the speaker taken the conversation in a new or unexpected direction?
o Is this indicating a surprising or important element of the speech (that follows)?
 Did the speaker and hearer switch?
o What are they talking about? (Look for topical and other frames.)
 Have two speaking verbs been used within the same frame?
o What was said after the frame?
o How might this be an important part of the conversation?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Redundant Quot. Fr.]]), ([[1.5. Redundant Quotative
Frames >> logosres:ldhbintro;art=ch.1.5]])
[[@LDHB:Tail-head Linkage]][[Tail-Head Linkage >> LDHB:Tail-head
Linkage]]


What information has been repeated/restated?
Is the information worded differently the second time?
o What's the difference?
o What does this add to the information?
 What is the relationship between the clauses before and after the link?
o Describe the continuity and discontinuity between the clauses.
 What surprising or important information/action follows the link?
 How does this link build suspense or make the story more engaging/intriguing?
 Are there any forward-pointing or other devices used in the passage?
o How do these devices work together and impact the passage?
 How can this help me communicate the message more vividly and accurately to others?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.THLnk]]), ([[1.6. Tail-Head Linkage >>
logosres:ldhbintro;art=ch.1.6]])
[[@LDHB:Overspecification]][[Overspecification >> LDHB:Overspecification]]
•
•
•
•
Who or what is referenced by the Overspecification?
Would a pronoun have been a sufficient reference?
Is the Overspecification an infinitive absolute verb form added alongside the main verb?
What additional information has been provided or how has the referent been recharacterized
by the Overspecification?
• Has the main actor changed (indicated by who others are anchored to via Overspecification)?
• What does that teach about the referent?
• How does this connect to the theme of the context?
• Has the thematic content shifted? How?
• What is the writer trying to draw attention to?
• What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Overspecification]]), ([[2.1. Overspecification >>
logosres:ldhbintro;art=ch.2.1]])
[[@LDHB:Right-dislocation]][[Right-dislocation >> LDHB:Right-dislocation]]
 Which previously-mentioned entity/term does this refer to?
 What additional information does this provide?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.RtDisloc]]), ([[2.2. Right-Dislocation >>
logosres:ldhbintro;art=ch.2.2]])
[[@LDHB:Them. Address]][[Thematic Address >> LDHB:Them. Address]]
1. What name or expression was used the last time the person or thing was referred to? Has
there been a change?
2. What detail does the address draw to your attention? How does this contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the ‘thematic address’ impact how
you read this passage?

Does this indicate how the speaker perceives the addressee (or what he thinks of the
addressee)? Explain.
 Does this indicate a transition or new section within the speech (common when the Thematic
Address is repeated)?
 Does this indicate a change in addressee? From/to who?
 Did the addressee response to the characterization?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.ThemAddr]]), ([[2.3. Thematic Address >>
logosres:ldhbintro;art=ch.2.3]])
[[@LDHB:Thematic Add.]][[Thematic Addition >> LDHB:Thematic Add.]]
 What are the preceding and following elements this information connect?
 How do these two elements relate? Have in common? Differences?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.ThemAdd]]),( [[2.4. Thematic Addition >>
logosres:ldhbintro;art=ch.2.4]])
[[@LDHB:Near Dem.]][[Near Distinction >> LDHB:Near Dem.]]
1.
2.
Are there both near and far elements referred to in the context? What is near? What is far?
Does the distinction fit with what you would have expected? Does it go against your
expectations?
3.
If only a near or far distinction is made, what is the most likely counterpart to it in the
context? What competing element is the near or far element being distinguished from?
4.
Is the near/far distinction maintained in the translation?
• What is the antecedent for this (demonstrative) pronoun?
• Is this thematically important to the discourse? How?
• What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.NearDem]]), ([[2.5. Near and Far Distinctions >>
logosres:ldhbintro;art=ch.2.5]])
[[@LDHB:Far Dem.]][[Far Distinction >> LDHB:Far Dem.]]
1.
2.
Are there both near and far elements referred to in the context? What is near? What is far?
Does the distinction fit with what you would have expected? Does it go against your
expectations?
3.
If only a near or far distinction is made, what is the most likely counterpart to it in the
context? What competing element is the near or far element being distinguished from?
4.
Is the near/far distinction maintained in the translation?
• What is the antecedent for this (demonstrative) pronoun?
• Does this support the thematically important element of the discourse? How?
• What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.FarDem]]), ([[2.5. Near and Far Distinctions >>
logosres:ldhbintro;art=ch.2.5]])
[[@LDHB:Changed Ref.]][[Changed Reference >> LDHB:Changed Ref.]]



Who/what is referenced by the Changed Reference?
Does this recharacterize the referent? How?
Is this an epithet (e.g., “the king” or “son of Jesse”)?
o Is there a pattern to the use of this epithet (e.g., only when the person...)?
 What might be the intended purpose of switching to/from the epithet or recharacterization
within the context of its use?
 Does this highlight thematically-important information? How?
 Have any relationships been identified?
 Who are the minor participants anchored to? (identifies major participant(s))
 Who is/are the major participant/s? (the center of attention)
 Has the center of attention changed?
 How does this fit or enhance the immediate context?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.ChgRef]]), ([[2.6. Changed Reference >>
logosres:ldhbintro;art=ch.2.6]])
[[@LDHB:Emphasis (Main Cl.)]][[Main Clause Emphasis >> LDHB:Emphasis
(Main Cl.)]]
 What element is getting more attention?
1.
Why is this information important (context)? Why would the writer want it emphasized?
o Does this seem to emphasis something already known or set a frame of reference with
something new?
a. Does it provide the answer to a question?
b. Does it contrast with something from the previous sentence?
c. Does it highlight some quality or trait?
d. Does it single out one thing from a larger set?
e. Does it elaborate on something already known?
2.
Is there more than one thing in the sentence that receives emphasis? What is the
relationship between these things?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.EmMainCl]]), ([[4.1. Main Clause Emphasis >>
logosres:ldhbintro;art=ch.4.1]])
[[@LDHB:Emphasis (Main Cl. Oth.]][[Main Clause Emphasis—Other >>
LDHB:Emphasis (Main Cl. Oth.]]
 What element is getting more attention?
 What is its grammatical relationship to the element receiving Main Clause Emphasis (fronted)?
1.
Why is this information important? Why would the writer want it emphasized?
a. Does it provide the answer to a question?
b. Does it contrast with something from the previous sentence?
c. Does it replace something that has changed or is incorrect (‘not that, but this)? Is it part
of a Point-Counter Point set?
o Is this element part of another discourse device?
o What is the affect of using multiple devices?
d. Does it highlight some quality or trait?
e. Does it single out one thing from a larger set?
f. Does it elaborate on something already known?
2.
Is there more than one thing in the sentence that receives emphasis? What is the
relationship between these things?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.EmMainClOth]]), ([[4.2. Main Clause Emphasis—Other
>> logosres:ldhbintro;art=ch.4.2]])
[[@LDHB:Emphasis (Sub. Cl.)]][[Subordinate Clause Emphasis >>
LDHB:Emphasis (Sub. Cl.)]]
 What element is getting more attention?
1.
Why is this information important (context)? Why would the writer want it emphasized?
a. Does it provide the answer to a question?
o Is this part of a conditional statement (protasis emphasized to form a frame of reference
and the apodosis would be the more important information)?
b. Does it support or contrast with something from the main clause?
o Is this element part of another discourse device?
c. Does it replace something that is incorrect (‘not that, but this)? Is it part of a PointCounter Point set?
o What is the affect of using multiple devices?
d. Does it highlight some quality or trait?
e. Does it single out one thing from a larger set?
f. Does it elaborate on something already known?
2.
Is there more than one thing in the sentence that receives emphasis? What is the
relationship between these things?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.EmSubCl]]), ([[4.3. Subordinate Clause Emphasis >>
logosres:ldhbintro;art=ch.4.3]])
[[@LDHB:Topical Frame]][[Topical frame >> LDHB:Topical Frame]]



Was something new introduced? What?
Did something change (topically)? What?
Is there an "emphatic" (or redundant) pronoun used? What is it? What is its antecedent?
o What is said about this pronoun? (This is the most important information, not the
pronoun.)
 If something changed, how did it sharpen comparisons or contrasts?
 What comments are made after the topical frame (this is the most important information)?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.TopFr]]), ([[5.1. Topical Frames >>
logosres:ldhbintro;art=ch.5.1]])
[[@LDHB:Temp. Frame]][[Temporal frame >> LDHB:Temp. Frame]]


Was a brand new point in time established for the passage that follows? Describe.
Or was there a change in time within the passage, effectively sharpening comparisons or
contrasts? Describe.
 Is this combined with another Device? What is the affect of their combination?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.TmpFr]]), ([[5.2. Temporal Frames >>
logosres:ldhbintro;art=ch.5.2]])
[[@LDHB:Spatial Frame]][[Spatial frame >> LDHB:Spatial Frame]]
 What does this say about the scene, setting or location?
 Has a change occurred? Describe.
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.SpFr]]), ([[5.3. Spatial Frames >>
logosres:ldhbintro;art=ch.5.3]])
[[@LDHB:Cond. Frame]][[Conditional Frame >> LDHB:Cond. Frame]]
 What is the situation presented by the condition?
 What are the conditions?
 What is the proposition subject to this condition?
 What is the result if the conditions are true?
 What is the result if the conditions are NOT true?
 Is this hypothetical? (How do you know it's hypothetical?)
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.CndFr]]),( [[5.4. Conditional Frames >>
logosres:ldhbintro;art=ch.5.4]])
[[@LDHB:Comp. Frame]][[Comparative Frame >> LDHB:Comp. Frame]]
 Describe the content of the frame.
 Who/what is this frame and its content being compared to?
 What does the frame emphasize in the passage its compared to?
 How does that affect our view of passage its compared to?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.CompFr]]), ([[5.5. Comparative Frames >>
logosres:ldhbintro;art=ch.5.5]])
[[@LDHB:Reason-result Fr.]][[ Reason/Result Frame >> LDHB:Reason-result
Fr.]]


Is this a reason (why) or a result (what)? Describe the rationale.
What is this rationale referring to?
o Is this frame used in conjunction with a judgment or consequence?
 Is there any relationship with this frame and the passage before it?
o Perhaps an action (good or bad) related to the frame?
 How does what follows the frame relate to what precedes the frame?
 What is the point being emphasized here?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.ReasResFr]]), ([[5.6. Reason/Result Frames >>
logosres:ldhbintro;art=ch.5.6]])
[[@LDHB:Left-dislocation]][[Left-Dislocation >> LDHB:Left-dislocation]]
 What is the new content introduced in this frame?
 Where is the reference (usually pronoun or noun phase) that points back to the frame?
 What does the framed information say about the reference?
 Are there any other devices used to focus or emphasize the point?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.LftDisloc]]), ([[5.7. Left-Dislocation >>
logosres:ldhbintro;art=ch.5.7]])
[[@LDHB:Reported Speech]][[Reported Speech >> LDHB:Reported Speech]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.RepSp]]), ([[6.1. Reported Speech >>
logosres:ldhbintro;art=ch.6.1]])
[[@LDHB:Reported Speech (Lv. 2)]][[Reported Speech (Level 2) >>
LDHB:Reported Speech (Lv. 2)]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 How does this speech relate to the Reported Speech this is embedded in?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.RepSp2]]), ([[6.2. Reported Speech (Level 2) >>
logosres:ldhbintro;art=ch.6.2]])
[[@LDHB:Reported Speech (Lv. 3)]][[Reported Speech (Level 3) >>
LDHB:Reported Speech (Lv. 3)]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 How does this speech relate to the Reported Speech this is embedded in?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.RepSp3]]), ([[6.3. Reported Speech (Level 3) >>
logosres:ldhbintro;art=ch.6.3]])
[[@LDHB:Unframed Reported Speech]][[Unframed Reported Speech >>
LDHB:Unframed Reported Speech]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.UnfrRepSp]]), ([[6.4. Unframed Reported Speech >>
logosres:ldhbintro;art=ch.6.3b]])
[[@LDHB:Topic of Verbless Clause]][[Topic of Verbless Clause >> LDHB:Topic
of Verbless Clause]]
 What is the grammatical case of the subject and predicate?
 What is there to discover or learn?
 Is there a problem/riddle to explore/solve?
 What is the topic or subject of the passage?
 How does this clause fit in the passage? What does it add/explain?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.TpVblsCl]]), ([[6.5. Topic of Verbless Clause >>
logosres:ldhbintro;art=ch.6.4]])
[[@LDHB:Sentence]][[Sentence >> LDHB:Sentence]]
 Is this sentence coordinate to the preceding discourse? (using ְ‫ו‬, or the absence of a conjunction)
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 Does this sentence have a subordinate sentence
 Is this sentence subordinate to another sentence (before or after)?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
[[Glossary >> logosres:ldhbgloss;ref=LDHB.Sent]]), ([[7.1. Sentence >>
logosres:ldhbintro;art=ch.7.1]])
[[@LDHB:Principle]][[Principle >> LDHB:Principle]]





What is the inference or assertion of this principle?
How does it relate to the preceding discourse?
Does this introduce a new idea for the following discourse?
What does this contribute to the meaning/message of the passage?
How does it relate to today's life experiences? (consider the context and discourse of this
principle)
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Prncp]]), ([[7.2. Principle >>
logosres:ldhbintro;art=ch.7.2]])
[[@LDHB:Support]][[Support >> LDHB:Support]]
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Supt]]), ([[7.3. Support >>
logosres:ldhbintro;art=ch.7.3]])
[[@LDHB:Complex]][[Complex >> LDHB:Complex]]
 What is the main clause of this complex sentence?
 What are all the subordinate clause components (i.e. sub-points, ect.)?
 How do these subordinate clauses relate to and/or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Complex]]), ([[7.4. Complex >>
logosres:ldhbintro;art=ch.7.4]])
[[@LDHB:Sub-point]][[Sub-point >> LDHB:Sub-point]]
 Which clause is this one dependent on?
 How does this point relate/add to the parent clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.SubPnt]]), ([[7.5. Sub-point >>
logosres:ldhbintro;art=ch.7.5]])
[[@LDHB:Elaboration]][[Elaboration >> LDHB:Elaboration]]



What is the participle of this clause or main sentence?
What is the main clause this elaborates on?
Are there any verbal participles (‘singing or making melody) or infinitives (‘to sing’ or ‘to make
melody’) that follow the main verb? What are they?
 How does this expand upon the action of the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Elab]]), ([[7.6. Elaboration >>
logosres:ldhbintro;art=ch.7.6]])
[[@LDHB:Bullet]][[Bullet >> LDHB:Bullet]]




Is this part of a parallelism, a list, or a point-counterpoint set?
What is the main clause for this bullet?
How does it relate to other bullets accompanying this one? (similarities, differences, theme)
How does this bullet relate to, explain, elaborate on or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:ldhbgloss;ref=LDHB.Bull]]), ([[7.7. Bullet >> logosres:ldhbintro;art=ch.7.7]])
[[HDOT >> logosres:LHDOT]]
Lexham High Definition Old Testament
[[@HDOT:Meta-comment]][[Meta-comment >> HDOT:Meta-comment]]
1. What new information is introduced following the metacomment? How does the speaker use
this comment to prepare the reader or listener? Identify the key thought that it introduces.
2. Are there other forward-pointing tools, like an attention-getter, used along with the
metacomment? Are they clustered around one sentence or key thought?
3. What role does the key thought introduced by the metacomment play in the context?
a. Is it introducing the topic of a new paragraph or section?
b. Is it the concluding thought or application of an argument?
c. Does it signal the close of a section of the discourse, punctuating the preceding
thoughts?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.MetaCmnt]]), ([[1.1 Metacomments >>
logosres:lhdotintro;art=ch1.1]])
[[@HDOT:Attention-getter]][[Attention-getter >> HDOT:Attention-getter]]
1.
Identify the person or thing that is introduced following the attention-getter.
a. Is the person or thing new to the story or discussion, or is this a reintroduction?
b. What role does this newly introduced person or thing play in the context?
c. Does this introduction signal a change to a new scene, or does it add a new element to
the existing scene?
d. What does the story or discussion gain from the new person or element?
2.
If the person or thing occurs with a metacomment, what is the key thought being
introduced?
3.
Are there other forward-pointing tools used along with the attention-getter? What do they
contribute? How do the tools work together?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.AttGetter]]), ([[1.2 Attention-Getters >>
logosres:lhdotintro;art=ch1.2]])
[[@HDOT:Rep.]][[Repetition >> HDOT:Rep.]]
1.
What happens right after the repetition?
a. Is some new person, scene, or element introduced?
b. Is there a switch to a different or previous scene, like a ‘meanwhile back at the ranch…’?
Is there an unexpected shift in the conversation, rebutting or rejecting something from the
previous speech?
3.
Is one person’s speech broken up into smaller parts by repeating ‘and he said’?
a. Why would the writer break the speech here into smaller parts?
b. Is there a change in the theme?
c. Is the second part following the repletion more important than the first part?
4.
Are there other forward-pointing tools used along with the repetition? What do they
contribute?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Rep]]), ([[1.3 Repetition >>
logosres:lhdotintro;art=ch1.3]])
2.
[[@HDOT:Forward-pointing Ref.]][[Forward-Pointing Reference >>
HDOT:Forward-pointing Ref.]]
1. What effect of using the forward-pointing reference/target would not have been achieved by
omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question word, like “who” or “what”? Does it create a rhetorical question?
What kind of answer (positive or negative) is expected by the question?
4. How important is the target information to the context?
a. Does it provide a definition?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you wait before you find the target?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.FwdPntRef]]), ([[2.1 Forward-Pointing Reference and
Target >> logosres:lhdotintro;art=ch2.1]])
[[@HDOT:Forward-pointing Tgt.]][[Forward-pointing Target >>
HDOT:Forward-pointing Tgt.]]
1. What effect of using the forward-pointing reference/target would not have been achieved by
omitting the forward-pointing reference?
2. Is the forward-pointing reference highlighted using other devices?
3. Is the reference a question word, like “who” or “what”? Does it create a rhetorical question?
What kind of answer (positive or negative) is expected by the question?
4. How important is the target information to the context?
a. Does it provide a definition?
b. Does it introduce a goal, objective, or solution?
c. Is it the key idea the speaker or writer is trying to communicate?
5. How long does the writer make you wait before you find the target?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.FwdPntTgt]]), ([[2.1 Forward-Pointing Reference and
Target >> logosres:lhdotintro;art=ch2.1]])
[[@HDOT:Point (Sentence)]][[Point (Sentence) >> HDOT:Point (Sentence)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.PntSent]]), ([[2.2 Point-Counterpoint Sets >>
logosres:lhdotintro;art=ch2.2]])
[[@HDOT:Point (Paragraph)]][[Point (Paragraph) >> HDOT:Point
(Paragraph)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.PntPara]]), ([[2.2 Point-Counterpoint Sets >>
logosres:lhdotintro;art=ch2.2]])
[[@HDOT:Counter Point (Sentence)]][[Counter Point (Sentence) >>
HDOT:Counter Point (Sentence)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.CntrPntSent]]), ([[2.2 Point-Counterpoint Sets >>
logosres:lhdotintro;art=ch2.2]])
[[@HDOT:Counter Point (Paragraph)]][[Counter Point (Paragraph) >>
HDOT:Counter Point (Paragraph)]]
1. What is the relationship between the counterpoint and the point?
a. Do they contrast with one another?
b. Does the point build on or add to the counterpoint?
c. Is the point more important than the preceding counterpoint?
d. What elements are common/different between the two?
2. Placing the counterpoint first creates the expectation that a point is coming.
a. How does that expectation affect your understanding of the counterpoint?
b. Conversely, how does knowing that there is a connected counterpoint change your
understanding of the point?
3. Is the connection between the counterpoint and the point made clear from the translation?
How would missing the connection change your interpretation of the passage?
4. Are there sentence-level counterpoint/point pairs inside the ones at paragraph-level? What do
they contribute to the overall discourse?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.CntrPntPara]]), ([[2.2 Point-Counterpoint Sets >>
logosres:lhdotintro;art=ch2.2]])
[[@HDOT:Em]][[Emphasis >> HDOT:Em]]
 What element is getting more attention?
1. Why is this information important (context)? Why would the writer want it emphasized?
o Does this seem to emphasis something already known or set a frame of reference with
something new?
a. Does it provide the answer to a question?
b. Does it contrast with something from the previous sentence?
c. Does it highlight some quality or trait?
d. Does it single out one thing from a larger set?
e. Does it elaborate on something already known?
2. Is there more than one thing in the sentence that receives emphasis? What is the relationship
between these things?
 Is this element part of another discourse device?
o What is the affect of using multiple devices?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;art=ch3]]), ([[3 Emphasis >> logosres:lhdotintro;art=ch3]])
[[@HDOT:Characterization]][[Characterization >> HDOT:Characterization]]
1.
What theme or idea is highlighted by the characterization?
2. What role does this characterization play in the larger context?
3. Does the information recharacterize something that was previously referred to?
4. How does the characterization change the way you currently think about the person or idea?
How had you been thinking about it?
5. Does the characterization correct some competing way of thinking about the person or idea?
6. What would be missed if the characterization were absent?
7. Is the characterization surprising or ironic in any way?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Char.]]), ([[4.1 Characterization >>
logosres:lhdotintro;art=ch4.1]])
[[@HDOT:Changed Name]][[ Changed Name >> HDOT:Changed Name]]
1.
What name or expression was used the last time the person or thing was referred to?
2. What detail does the changed name draw to your attention? How does it contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the changed name impact how you read
this passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.ChgNam]]), ([[4.2 Changed Name >>
logosres:lhdotintro;art=ch4.2]])
[[@HDOT:Them. Address]][[Thematic Address >> HDOT:Them. Address]]
1. What name or expression was used the last time the person or thing was referred to? Has
there been a change?
2. What detail does the address draw to your attention? How does this contribute to the
overall theme of the context?
3. How does thinking about the person or thing based on the ‘thematic address’ impact how
you read this passage?

Does this indicate how the speaker perceives the addressee (or what he thinks of the
addressee)? Explain.
 Does this indicate a transition or new section within the speech (common when the Thematic
Address is repeated)?
 Does this indicate a change in addressee? From/to who?
 Did the addressee response to the characterization?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.ThemAdd]]), ([[4.3 Thematic Address >>
logosres:lhdotintro;art=ch4.3]])
[[@HDOT:Near Dist.]][[Near Distinction >> HDOT:Near Dist.]]
1.
Are there both near and far elements referred to in the context? What is near? What is far?
2. Does the distinction fit with what you would have expected? Does it go against your
expectations?
3. If only a near or far distinction is made, what is the most likely counterpart to it in the context?
What competing element is the near or far element being distinguished from?
4. Is the near/far distinction maintained in the translation?
• What is the antecedent for this (demonstrative) pronoun?
• Is this thematically important to the discourse? How?
• What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.NearDist]]), ([[4.4 Near Distinction >>
logosres:lhdotintro;art=ch4.4]])
[[@HDOT:Far Dist.]][[Far Distinction >> HDOT:Far Dist.]]
1.
Are there both near and far elements referred to in the context? What is near? What is far?
2. Does the distinction fit with what you would have expected? Does it go against your
expectations?
3. If only a near or far distinction is made, what is the most likely counterpart to it in the context?
What competing element is the near or far element being distinguished from?
4. Is the near/far distinction maintained in the translation?
• What is the antecedent for this (demonstrative) pronoun?
• Does this support the thematically important element of the discourse? How?
• What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.FarDist]]), ([[4.5 Far Distinction >>
logosres:lhdotintro;art=ch4.5]])
[[@HDOT:Sentence]][[Sentence >> HDOT:Sentence]]
 Is this sentence coordinate to the preceding discourse? (using ְ‫ו‬, or the absence of a conjunction)
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 Does this sentence have a subordinate sentence
 Is this sentence subordinate to another sentence (before or after)?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Sent]]), ([[5.1 Primary Proposition >>
logosres:lhdotintro;art=ch5.1]])
[[@HDOT:Principle]][[Principle >> HDOT:Principle]]





What is the inference or assertion of this principle?
How does it relate to the preceding discourse?
Does this introduce a new idea for the following discourse?
What does this contribute to the meaning/message of the passage?
How does it relate to today's life experiences? (consider the context and discourse of this
principle)
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Prncp]]), ([[5.1 Primary Proposition >>
logosres:lhdotintro;art=ch5.1]])
[[@HDOT:Support]][[Support >> HDOT:Support]]
 Does this sentence support, reinforce or strengthen the preceding discourse? How?
 What is the thought or point being supported or presented?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Supt]]), ([[5.1 Primary Proposition >>
logosres:lhdotintro;art=ch5.1]])
[[@HDOT:Complex]][[Complex >> HDOT:Complex]]
 What is the main clause of this complex sentence?
 What are all the subordinate clause components (i.e. sub-points, ect.)?
 How do these subordinate clauses relate to and/or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Complex]]), ([[5.1 Primary Proposition >>
logosres:lhdotintro;art=ch5.1]])
[[@HDOT:Sub-point]][[Sub-point >> HDOT:Sub-point]]
 Which clause is this one dependent on?
 How does this point relate/add to the parent clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.SubPnt]]), ([[5.2 Secondary Propositions >>
logosres:lhdotintro;art=ch5.2]])
[[@HDOT:Elaboration]][[Elaboration >> HDOT:Elaboration]]

What is the participle of this clause or main sentence?


What is the main clause this elaborates on?
Are there any verbal participles (‘singing or making melody) or infinitives (‘to sing’ or ‘to make
melody’) that follow the main verb? What are they?
 How does this expand upon the action of the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Elab]]), ([[5.2 Secondary Propositions >>
logosres:lhdotintro;art=ch5.2]])
[[@HDOT:Bullet]][[Bullet >> HDOT:Bullet]]
 Is this part of a parallelism, a list, or a point-counterpoint set?
 What is the main clause for this bullet?
 How does it relate to other bullets accompanying this one? (similarities, differences, theme)
 How does this bullet relate to, explain, elaborate on or support the main clause?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.Bull]]), ([[5.2 Secondary Propositions >>
logosres:lhdotintro;art=ch5.2]])
[[@HDOT:Reported Speech]][[Reported Speech >> HDOT:Reported Speech]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.RepSp]]), ([[6 Other Annotations >>
logosres:lhdotintro;art=ch6]])
[[@HDOT:Reported Speech (Lv. 2)]][[Reported Speech (Lv. 2) >>
HDOT:Reported Speech (Lv. 2)]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 How does this speech relate to the Reported Speech this is embedded in?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.RepSp2]]), ([[6 Other Annotations >>
logosres:lhdotintro;art=ch6]])
[[@HDOT:Reported Speech (Lv. 3)]][[Reported Speech (Level 3) >> HDOT:Reported Speech
(Lv. 3)]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 How does this speech relate to the Reported Speech this is embedded in?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.RepSp3]]), ([[6 Other Annotations >>
logosres:lhdotintro;art=ch6]])
[[@HDOT:Unintroduced Reported Speech]][[Unintroduced Reported Speech
>> HDOT:Unintroduced Reported Speech]]
 Who is speaking?
 Who's being spoken to?
 What is the speaker saying?
 What are the circumstances of the message?
 What other discourse devices is the speaker using?
 How is the message being received? Any response or reaction?
 What does this contribute to the meaning/message of the passage?
([[Glossary >> logosres:lhdotgloss;ref=HDOT.UninRepSp]]), ([[6 Other Annotations >>
logosres:lhdotintro;art=ch6]])