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Grammatical Handbook for the Greek New Testament by Brian Lantz

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Grammatical Handbook for the Greek New Testament by Brian Lantz Grammatical Handbook for the Greek New Testament By Brian Lantz A Collation Treatise based upon the following grammars of the Greek NT: A Greek Grammar by Herbert Weir Smyth: revised by Gordyon M. Messinger (S.) Moods and Tense by E.D. Burton (Br.) The Greek Particles by J.D. Denniston (D.) An Idiom-Book of the New Testament Greek by C.F.D. Moule (Mi.) Grammar of the Greek New Testament by J.H. Moulton (Mo.) A Grammar of the Greek New Testament by A.T. Robertson (R.) Beyond the Basics by Daniel B. Wallace (W.) Greek Seminars at Chafer Theological Seminary J. Niemela (N.) A note to the User: this is a write only file for the convenience of the user to ensure its protection. The user is encouraged to use this as a study aide to bridge the great memory gap that results from the vast amount of information and basic confusion that exists between authors of various grammatical commentaries. Please feel free to amend this text , but please do not misrepresent the content of this work with editions that do not reflect the original quotations and analyses of the works cited. This will undo its benefit and create great confusion for the reader in the long run. Thanks, Brian An Introduction and Purpose of Study Prioritizing Chapter Study, a logically organized approach: 1. Historical, comparative and contextual analysis must always come before the use of logic and the application of the Word to develop a contextually relevant exegesis reflective of both the spirit and letter of the passage. 2. Writers can no more adhere to a set pattern of syntax than the human mind can always express itself in a strict format. 3. Syntactic analysis must precede both translation and exegesis. Translation must also precede exegesis. 4. No translation can completely adhere to syntax observed. The English language does not facilitate the contexts of Scripture conveyed in Koine Greek. 5. Ask the appropriate questions and allow the context to answer them. 6. Derive lesson objectives in the form of propositions and relate to previous propositions. Steps for Study: 1. Define clauses which dictate the use of cases, tenses, and even particles 2. Define cases, tenses, moods, etc. (phrases, clauses) 3. Render a reasonable translation apart from any other tradition. What does the text actually say? 4. Exegete #2 5. Derive the natural outline from your notes: underline it. 6. Derive propositions, lesson objectives Principles of Syntactic Analysis: 1. Examine the action of the main verb of the sentence before you examine anything else in the sentence. All other elements of the sentence evolve about the concept of the main verb as it relates to the subject of the sentence. 2. The analysis of case and tense should compliment each other to form a picture, an overall development. Where the developments are disjunctive and capricious, the analysis is inaccurate. 3. Verbalize this relationship between subject and compliment in a fashion that reflects the syntax in a group of sentences for a given praecipe. A1. Divide up the sentences into heading categories as the conjunctions permit and divide the categories further summarizing following sentences into major topics to include definitions. Thus categorization is to some degree backwards and once the body of the text is grasped, may require revisiting. This is the not only the nature of syntactical analysis, it is the nature of exegesis and it is the nature of theology itself. The more you learn, the better the frame of reference you have to perceive the text in greater detail and understanding. The perversion of this process is to be constantly reinventing the theological wheel, rather than building the chassis and installing an engine. If this is the communicator’s experience, his purpose has been to entertain, not teach the word of God. He has set aside Christ as his foundation. The Great Apostle Paul’s experience is completely opposite to his reading audience. He observed supernatural events first hand almost immediately after salvation to include the mystery doctrine of the Church, theretofore unknown. But we can only read about something that happened 2000 years ago. The apostle spends the remainder of his lifetime unlearning the evil and religion to which he was so enslaved as Saul of Tarsus, suffering the most horrific persecutions from the same and very probably his previous associates. But the great equalizer is the Holy Spirit teaching our human spirit in the privacy of our own souls. For ultimately, apart from faith, none can please God. But this perspective effects lexical and syntactic analysis and translation, as well as exegesis. This perspective is very much a part of Isogogics. Rules of Homiletics: 1. To introduce and clearly state a doctrinal principle, in short predicate sentences, as demonstrated in the epistles of John. This is a very ancient propositional form employed in Jewish evangelism throughout an otherwise barbaric illiterate world. “behold the Lamb of God that takes away the sin of the world’ 2. Pace yourself so as to think at least a paragraph ahead of your mouth and be prepared to repeat. 3. Stay away from words which generalize relationships and dilute your explanation - no shortcuts 4. Stick with the natural outline of your original exegesis. 5. It may be necessary to write the outline out as you teach, but not always- use an out line to clarify and keep the suspense down. Don’t use an outline for purposes of repetition or routinely. 6. When introducing a doctrine or passage, define their necessity. Illustrate the circumstances wherein humanity finds itself. Define the necessity of a born again soul to understand such doctrines. 7. Understand that the direction your notes take you will be the direction the Holy Spirit takes you if you were spirit filled while you studied. Certainly there are always amendments. In fact, the more one verbalizes a concept, the more other information and relationships come into play. There one must quickly distinguish between explanation and rabbit trails. But we are commanded to ‘do everything decently and in order’. Stay disciplined and do no harm! Principles of Exegesis: The OT illustrates the NT: NAB 2 Timothy 3:16 All Scripture is inspired by God and profitable for teaching, for reproof, for correction, for training in righteousness; On the other hand, the Apostle Paul’s ministry regards the mystery doctrine of this congregation never revealed before 1 Corinthians 2.7, Ephesians 3.3. The Comos exists to mix truth with error. And the Scriptures contrast the two. Much of the Bible is addressed to disobedient sons who range between simply confusing the two vs perversely declaring the one to be the other. And in the case of ‘the mystery’, even after two thousand years throughout which time we have had the completed Canon of Scripture, it’s still a mystery! (GRAMMAR TO FOLLOW) CASE USAGE I. Nominative e exclamation a subject b predicate c appellation d independent II Vocative (as it stands) 3. content I Genitive of: f reference a attribute a subjective b descriptive b objective c possession c partative d relationship d absolute e adverbial genitive of : IV Ablative of: 1. time a separation 2. place b source c means d comparison e agencyV DaDative of: a direct object b indirect object (reception) c advantage or disadvantage d possession e reference/respect f cognate (after certain verbs) VI Locative a place b time c position d sphere with nouns, verbs, and adjectives VII Instrumental a association b means c cause d manner e measure or degree of difference f agency VIII Accusative a. direct object b. adverbial 1. measure 2. manner 3. reference c cognate a double acc. with: 1. an object 2. a predicate e absolutes a oaths b predicate The Subject of the Sentence Is found in the form of: I. The Simple Noun in Apposition a may be found with any case and used in any number b the apposition occurs with subject or predicate II. Case Classification a Syncretism: though several possible meanings of the same form may be sensible, the possible uses of different case, e.g. dative and instrumental, only accentuate the blending of meanings. A single form may be pregnant with different elements of case usage, particularly in theological contexts. For example David spoke concerning him, I saw the Lord continually before my face, for he is on my right hand, that I should not be moved: GNT Acts 2:25 Daui.d ga.r le,gei eivj auvto,n( Proorw,mhn to.n ku,rion evnw,pio,n mou dia. panto,j( o[ti evk dexiw/n mou, evstin i[na mh. saleuqw/Å The preposition may denote ablative of source, agency to describe the basis for the actions he regards as appropriate and right or an adverbial genitive’ of place, translated “from my right hand” connoting where David put the Lord. Be careful, however, prepositions make case usage specific and verbs definitive and emphatic. I. The Sentence defined: language is the medium of thinking and thought transfer hence sentence clarity means thought clarity. Thus completeness of thought defines the sentence, not necessarily grammar. A sentence may be one word or it may be an entire paragraph. a sentence must be composed of a subject (real/implied) and a predicate verb or noun (real/implied) One member sentences: exclamations/ commands (imperative mood) elliptical sentences: o with subject /predicate implied as in the use of Jms 5.1; ea Lk 4.34, idou Rv14.14, ide Jn 1.2 ouai Rv/8.13 which interjections may be used alone or with other words a.
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