Review: Basic Discourse Analysis 1 In the past few weeks we have talked about: 1. Introductory material the need for hermeneutics. 2. General principles for hermeneutics. 3. Using Bible translations in study. 4. Genre When we read the Bible, or any other book, we find meaning in what we mean on multiple levels. First, we find meaning in the very words that are used. Often, scholars will spend significant time and resources to do word studies to discover the range of meaning of a particular word that is used in a particular sentence. On August 20, Rich is going to teach about how to do a basic word study. Second, we find meaning in sentences small parts of what is going on. Third, we find meaning in paragraphs groups of sentences. Although we find meaning in these levels, we are more focused on asking, What does the text say? than What does the text mean? However, there is a fourth level that we must look at, and that is an entire discourse units of connected text that is longer than a paragraph. Observation: Sentences 1. Repetition a. Look for words that repeat, first within the sentence you are looking at, and then in the surrounding sentences. 2. Contrasts 1. Ex. 1 John 2:15 17 ( world ) 2. Ex. 2 Corinthians 1:3 7 ( comfort ) 3. John 15:1 10 ( remain ) a. Look for items, ideas, or individuals that are contrasted with each other. 1 See J. Scott Duvall and J. Daniel Hays, Grasping God s Word (Grand Rapids, MI: Zondervan, 2005), 28 83 and Richard Alan Fuhr Jr. and Andreas J. Köstenberger, Inductive Bible Study (Nashville, TN: Baker Academic, 2016), 152 177. 1
1. Ex. Proverbs 14:32 2. Ex. Ephesians 5:8 3. Ex. 1 John 1:5 7 b. Contrasts focus on differences what is the significance of the difference? 3. Comparisons a. Look for items, ideas, or individuals that are compared to each other. 1. Ex. Proverbs 25:26 2. Ex. James 3:3 6 3. Ex. Isaiah 40:31 b. Comparisons focus on similarities how does the comparison help communicate the idea? Do we need to find a different comparison to make in our own culture? (E.g. A bit in the horses mouth to the steering wheel or gas pedal in a car?) 4. Lists a. Whenever you find more than two itemized things, it can be considered a list. b. Sometimes lists are exhaustive lists, but more often they are example lists. 1. Ex. Galatians 5:19 21. 2. Ex. Galatians 5:22 23. 3. Ex. Colossians 3:5 9 5. Cause and Effect a. Biblical writers often list a cause and then an effect of that cause. 1. Ex. Proverbs 15:1 a) First cause gentle answer b) First effect turns away wrath 2. Ex. Romans 12:2 a) Cause sin b) Effect death 3. Ex. Colossians 3:1 6. Figures of Speech a. Figures of speech are words used in a sense other than the normal, literal sense. b. Figures of speech are powerful literary forms because they paint images to which we can relate emotionally. 1. Ex. Psalm 119:105 2
2. Ex. Matthew 23:27 3. Ex. Isaiah 53:6 7. Conjunctions a. Conjunctions are the glue that holds phrases and sentences together. b. One aspect of Bible study is noting all of the conjunctions. 1. For, And, Nor, But, Or, Yet, Since, Because, etc. c. Conjunctions indicate where the sentence is going. 8. Verbs 1. Ex. But usually indicates a contrast. a) Romans 3:23 2. Ex. Therefore usually indicates a conclusion based on earlier arguments or reasoning. a) Ex. Romans 12:1 b) Ex. Hebrews 12:1 a. Verbs are extremely important because they communicate the action of the sentence. b. Identify the kind of verb: 9. Pronouns 1. Past, present, or future tense? (I went, I go, I will go) 2. Progressive/Continued action? (I was going, I am going, I will be going) 3. Imperative? (Go!) a. Note all pronouns, and be sure to identify the antecedent (to whom or to what the pronoun refers). 1. Ex. In Ephesians 3:1, who are the our and the us? 2. Ex. Philippians 1:27 The first step is to look at the text on the sentence level and to make as many detailed observations as possible. Although the above list is far from exhaustive, it does present enough to get started on a more detailed observation of the text. Observing these features in a sentence takes time, and it takes practice. Look carefully at a text, read it over and over, and write down your observations keep digging into it more deeply! One benefit of this detailed observation, besides studying the Scriptures, is that you begin to memorize the verses that you are observing. 3
Observation: Paragraphs 1. General and Specific a. Sometimes an author will introduce an idea with a general statement, followed by specifics of the idea. b. Authors of the Bible often use a general-to-specific literary feature. 1. Ex. Galatians 5:16 (general) and Galatians 5:19 21a, 22 23 (specific). 2. Ex. 1 Corinthians 13 2. Questions and Answers a. Occasionally the author will raise a rhetorical question, and then answer it. 3. Dialogue 1. Ex. Romans 6:1 2 2. Ex. Mark 2:1 3:6 a) Five episodes revolve around five questions and answers. a. Dialogue overlaps with the question-and-answer feature, and while dialogue may seem obvious, note the very fact that dialogue is taking place, and then ask questions: 1. Who are the participants? 2. Who is speaking to whom? 3. What is the setting? 4. Are other people around and listening? 5. Is the dialogue an argument? A discussion? A lecture? 6. What is the point of the dialogue? b. Examples: 1. John 4 2. John 13:6 10 3. Habakkuk 1:4 2:20 4. Purpose Statements a. Purpose statements are phrases or sentences that describe the reason, result, or the consequence of some action. b. They are often introduced with conjunctions such as that, in order that, and so that. 4
5. Means 1. Ex. John 3:16 2. Ex. Deuteronomy 6:3 3. Ex. Psalm 119:11 a. Mean is the way in which something is accomplished. b. Look for the means that brings about the action, result, or purpose. 1. Ex. Romans 8:13 2. Ex. Psalm 119:9 6. Conditional Clauses a. These are clauses that present the conditions whereby some action, consequence, reality, or result will happen. b. They are usually introduced by the conditional conjunction if. c. Whenever you encounter a conditional clause, always determine exactly what the required conditional action is (the if part) and what the result or consequence is (the then part). 1. Ex. 1 John 1:6 2. Ex. 2 Corinthians 5:7 3. Ex. Deuteronomy 28:1 7. The Actions/Roles of People and the Actions/Roles of God a. Ask the question: What does God (further identified as Father, Son, or Spirit) do in the passage? b. Ask the question: What do people do in the passage? c. Ask: Is there any connection between what God does and what people do. 1. Ex. Ephesians 5:1 2 2. Ex. Matthew 5:43 6:34 8. Emotional Terms a. That emotional terms occur frequently in the Bible is not surprising, because the Bible is a relational book and relationships involve emotions. b. Look for emotionally packed terms like father, child, brothers, plead, etc. 9. Tone 1. Ex. Galatians 4:12 16 2. Jeremiah 3:19 20 5
a. Try to identify the tone of the passage. b. This is related to the use of emotional terms, which often signal the tone of the passage. c. Is the tone angry? Scolding? Sorrowful?? 1. Ex. Contrast Colossians 3:1 4 with Galatians 3:1 4. Observation: Discourses Just as making observations in sentences and paragraphs is a skill to be developed, so also is engaging in the text on a discourse level. Terms other than discourse could be used, such as story, pericope, episode, unit of thought, etc. The focus here is less on a scholarly, specific definition of discourse, and more on brining our focus to larger portions of text. While it is critical to start with the small details at the sentence level, it is imperative that we move onto the discourse level. God s word is not restricted to sentences or paragraphs the message of the Bible is embedded in larger units of text. Much of the areas of observation noted in sentences and paragraphs applies to discourse, although we can expand some here. 1. Connections between paragraphs and episodes a. After examining at the sentence and paragraph level, we must ask how the paragraph (in letters) or the episode (in narratives) relates to and connects with surrounding paragraphs (looking at paragraphs sequentially before and after). b. Look for connections in repeated words, themes, logical connections, etc. 1. Ex. Mark 8:22 26, then 8:14 21, then 8:27 30 a) All three episodes are basically dialogues 1. In all three Jesus asks a question 2. In the first episode (8:14 21) Jesus dialogue is with his disciples; in the third episode (8:27 30) Jesus dialogue is also with his disciples. The middle episode (8:22 26) is different: Jesus dialogue is with a blind man. In other words, the dialogue with the blind man is bracketed on both sides by a dialogue with the disciples. Is there a suggested comparison or contrast? b) The middle episode (8:22 26) mentions the village twice (8:23, 26). The third episode mentions villages (8:27). 6
c) Jesus ends the blind man episode (8:22 26) by forbidding him to go back into the village. Jesus ends the third episode (8:27 30) by forbidding the disciples to tell anyone about him. d) The middle episode (8:22 26) revolves around terms related to seeing: 1. the blind man (23) 2. he had spit on the blind man s eyes (23) 3. do you see anything (23) 4. he looked up (24) 5. I see people (24) 6. They look like trees (24) 7. Jesus put his hands on the man s eyes (25) 8. his eyes were opened (25) 9. his sight was restored (25) 10. he saw everything clearly (25) e) In light of the preponderance of terms related to seeing in the blind man episode, it is interesting to note similar terms used in reference to the disciples in the first/ preceding episode (8:14 21): 1. Do you still not see (17) 2. Do you have eyes but fail to see (18) f) The repetition of seeing in the first two episodes is an important connection between the two: 1. In relation to the blind man, seeing is used literally. In relation to the disciples, seeing is used figuratively to refer to understanding. 2. Peter s statement in 8:29, You are the Christ indicates that he now understands who Jesus is he sees clearly. g) Conclusion about the connection: 1. In the first episode Jesus asks his disciples some questions and realizes that they do not really understand who he is. They see only partially. 2. By the third episode, they see clearly, acknowledging him as Christ. 3. The middle story, the blind man episode, is an illustration of the process that the disciples are experiencing. It is not so much a story about Jesus healing as it is about a man s seeing. He only sees partially at first, as do the disciples. Then he sees clearly, as do the disciples. 7
4. So the blind man episode is really an interruption in the flow of a section about the disciples understanding of Jesus. It provides a colorful, real-life illustration of what was occurring in the lives of the disciples. 2. Ex. Colossians 1:3 8 and 1:9 14 a) In both paragraphs Paul refers to having heard about the Colossians conversion (1:4; 1:9) b) In both paragraph Paul and Timothy are praying of the Colossians (1:3; 1:9) c) In the first paragraph Paul and Timothy are thanking God in their prayer because they have heard of the Colossians faith and love (1:4). In the second paragraph, Paul and Timothy are petitioning God in their prayer to fill the Colossians Christians with the knowledge of his will (1:9). Thus, the first paragraph is the cause for prayer, while the second paragraph is the content of the prayer. d) In the first paragraph Paul and Timothy are thanking God (1:3), but in the second paragraph they want the Colossians to thank God (1:12). e) In the first paragraph the gospel is producing fruit and growing (1:6). This is a figure of speech, referring to the spread of the gospel. The fruit is the new church in Colosse. Paul uses the same figure of speech (fruit and growing) in the second paragraph (1:10), but with different referents. Here the Colossians are the ones producing fruit, and they are the ones who are growing. Their fruit is every good work and their growth is in the knowledge of God. f) Conclusion about the connections: 1. In the first paragraph Paul and Timothy have heard of the Colossians initial saving faith and love. Paul and Timothy are thanking God for this. However, they do not stop at simply thanking God for new believers. They continue in the second paragraph to pray that these new believers will move on to maturity, being filled with the knowledge of God. 2. Story Shifts: Major Breaks and Pivots a. As you read larger units of text, look for critical places where the story seems to take a new turn. b. The writer will often shift topics, frequently changing from doctrinal discussion to practical discussion. 1. Ex. Ephesians (1 3 is doctrinal; 4 6 focus on practical living). a) Focus on verb shifts (1 3 contain almost no imperatives; 4 6 are almost all imperatives). 2. Proverbs 1 9; 10 30; 31 8
3. Interchange a. Interchange is a literary device, used primarily in narrative, that involves contrasting or comparing two stories at the same time as part of the overall story development. Usually the narrative will move back and forth from one story to the other, often to show contrast. 1. Ex. Luke uses interchange in Acts to present the transition from focusing on Peter to Paul. 2. Ex. Judah & Tamar narrative interrupting (interchanging) with Joseph and Potiphar s wife (Genesis 38 39) 4. Chiasm: See Rich s notes from last week. When it comes to observing the text on the discourse level, especially in narrative, we should ask ourselves, Why did the author put this story here? (Genesis 38 39 is a good illustration). Reading Large Portions of Scripture Reading large portions of Scripture provides a better knowledge of the content of Scripture, a better understanding of the message of Scripture, and better meditation and prayer grounded in Scripture. Better Knowledge of the Content of Scripture Christians ought to know what the Bible says, and reading large passages of Scripture helps us to do just that. It may not be wise to take this approach to Scripture exclusively, but it would be unwise to never take this approach. Although some sacrifice in depth of study will result, much can be gained from the width of reading. Consuming large chunks of Scripture at one time helps us to become biblically literate. Better Understanding of the Message of Scripture Although we will not be able to deeply study large passages of Scripture all at once, there is much to be gained in looking at a text from a bird s eye view. When we closely scrutinize a sentence or a paragraph, or even a parable, we can tend to lose sight of the bigger picture. Questions like, Why is this parable here, and How does this story fit into the message of the book? are often 9
overlooked. Taking a step back to read multiple chapters and accounts in one sitting will help us to see the bigger picture. This is true in both the epistles and the gospels. In the epistles, the author is usually making a coherent argument. For instance, Hebrews is likely a sermon. If you never read (or listen to) Hebrews all at once, you are arguably missing much of what the author intends to communicate. Following the argument of an epistle involves reading the entire letter in one sitting. In the gospels, the authors were more concerned about tracing themes and making points than constructing a chronological account of Jesus life. A cursory look at the gospels reveals different placements for the same accounts, and the choice to place an account in a particular order implies meaning. If we never read large portions of the gospels, then we will miss important themes and points that bring deep meaning to the accounts preserved for us. In fact, neglecting to see the accounts comprising a gospel as a unified whole may cause us to misinterpret what the author is saying altogether. Better Meditation and Prayer Grounded in Scripture Reading large portions of the gospels means reading a lot of narrative. Narratives, or stories, easily grasp our imaginations in ways that other genres of Scripture may not be able to. Think dead people walking out of their tombs in Matthew 27:52-53. You don t read that every day, and it will certainly latch onto your imagination! And when we are imagining, we meditate. The act of reading Scripture is planting truth into the soul in a way that we may not even realize. What we drink into our souls changes us, even if we are not fully engaged or deeply thoughtful on the content of what we are consuming. If we binge watch a Netflix show, that does something to our souls. If we binge read the Bible, that arguably does something to our souls as well. It follows, then, that consuming large passages of Scripture will shape us despite the inability to engage the text deeply. Added to the unintended results of reading and hearing large portions of Scripture are the benefits of intentionally meditating on and praying through them. When we read large passages of Scripture we are gaining fodder for meditation and prayer. These texts can uniquely fill us with a breadth of content that is not wasted because when the Bible gets inside of us it changes us. 10
Reading large texts of Scripture might not always be an easy thing to do, but it is a really good thing to do. In reading the Bible widely, we gain a better knowledge of the content of Scripture, we develop a better understanding of the message of Scripture, and we enjoy better meditation and prayer grounded in Scripture. 11