Task 2. Determine important syntactical, rhetorical, or narrative relationships
Essence of the Task
The aim of this task is to understand how the words in the passage are related to each other. Using what you have discovered about the genre(s) of your text and your own knowledge of the original languages, or relying on resources that provide the necessary information, you should try to understand the grammatical, rhetorical, or narrative relationships of the passage, so that you can correctly structure it according to the author’s thinking in the next task.
Detailed Description
In this task and the next one, how you proceed will have a lot to do with how familiar you are with the source language, the literary genre you are working with, the resources you have at your disposal – especially in terms of computer tools – and the time you have available. If you are not used to performing tasks like this right now, you will need to learn the corresponding skills and introduce them into your workflow. For these reasons, the way each person carries out these tasks may have very personal characteristics.
Also note that this task and the next one are closely related. This is because the aim is to understand the syntactic and literary features of the passage in order to be able to structure them correctly.
In addition, although this task focuses on the syntactic relations of the original languages, which, after all, are the ones that really matter, all is not lost if you are unable – for whatever reasons – to approach the text in that way. While the most reliable way to visualize the structure of a text is to start from the original languages, much can still be achieved by working out the structure in one’s own language. Therefore, I will try to offer guidelines and tips for both ways of working.
To Do
As David Alan Black points out, «Your primary concern in syntactical analysis is to isolate any grammatical feature that might affect your interpretation of the passage.» (Using New Testament Greek in Ministry, p. 100). He goes on to state that these features include such elements as the following:
- The presence or absence of the definite article.
- The tense (aspect) and voice of verbal forms.
- The case of nouns and pronouns.
- Word, phrase, and clause order.
- Prepositions.
- Conjunctions.
Obviously, depending on the training, tools, and time at your disposal, you can proceed in various ways. I will list some of these below, according to each of these categories. However, from my own experience I have found that many times the particular combination that emerges when preparing a particular lesson or sermon can vary, especially depending on the literary genre and the length of a particular passage.
Depending on Your Training
- If you are not fluent in the original languages, it is advisable to strive to understand the passage in the languages you are fluent in, and not to plunge into uncharted waters. Try to identify the verbs, phrases, literary conventions, and relationships that are present, reflecting comparatively on various versions of the text in the languages you are proficient in. In the next task you will translate your understandings into a structural diagram that will force you to make these decisions evident.
- If you are proficient in the original languages, try to translate the passage yourself (if you have not already done so), making a special effort to translate in a way that highlights the distinctive aspects of the syntax and distributing your translation according to the corresponding constituent phrases. This will force you to unravel the syntactic relationships. If you choose, you can diagram the sentences or give the words explanatory «tags» for the morphology or syntax behind your decisions. (The latter idea may also be helpful in facilitating comparison with the commentaries you consult.)
- If you are learning an original language, try as hard as you can (thus advancing your skills), always respecting the limits of your current knowledge.
Depending on Your Tools
- If you are working with printed resources, try to acquire commentaries that place special emphasis on highlighting the importance of the most important literary and grammatical issues.
- If you are working with digital resources, invest the necessary time in getting to know the features of the software in this area. For example, with Logos, if you have the corresponding resources (e.g., tagged Hebrew or Greek Testaments) and invest a little effort in learning its uses, you can see a global view of all the verb tenses in your passage (using the tool, «Passage Analysis»). Better yet, by configuring a couple of visual filters, you can see, with just a click, and in different colors, all the relevant grammatical elements of the original language reflected in the original or the English text.
Depending on Your Time
- If you are short on time, rely more on your commentaries when you reach this point in the process. It may also be prudent to go directly to Task 3, addressing any doubts you may have when it comes to capturing the structure of the passage.
- If the passage to be preached is long, you will probably need to prioritize what you analyze in detail. Again, this will likely be the case for narrative passages where getting a handle on the elements of plot will be particularly important.
- If you have a lot of time, study what you need to, but then go out and visit a member of your congregation or a person who has spiritual concerns. Teaching is important, but it is not the only ministry we have, is it?
To Keep in Mind
Tackling syntax and grammar can be tricky. It is good to know how to make use of what one can get out of it, but it is also good to know how to go about it with appropriate caution.
In fact, Donald Carson in his chapter on grammatical fallacies in Exegetical Fallacies, gives the following warning: «in complex syntactical units there is a greater number of variables than in single words, and therefore a greater number of things to go wrong. It is like comparing a stripped–down Chevy and a space shuttle» (p. 65).
We all need to know how to evaluate our abilities in their proper measure (Rom. 12:3). It is better to understand good translations well than to suggest that you have knowledge of the original languages that you do not have. For example, I have a decent knowledge of the Greek NT, so I use it quite a bit. However, at the present, I know next to nothing of Hebrew. Therefore, when I work on the OT, I rely heavily on both English and Spanish translations as well as competent commentaries.
Similarly, if you feel weak in the literary genres of the Bible, you will be well repaid spending time with the works of Leland Ryken. If you are unfamiliar with discourse analysis, try reading Stephen Runge.
But until we become adequately skilled in all these areas, let’s not go beyond what our level of knowledge really allows us.