RE to eeeeeneertcn yy 5 Diagramming and Conducting a Grammatical Analysis 2 would ike to relay my 9 m experience with diagramming gromemtinng how one gos about dlng heen OF my ce 28Pefhous when fea he secs deat, Surly the tet could be unde yee imaeriang th tedious procedure tis te the ana understand the Greek ingraming, but no ome sere ae ould be able to cagram the pee Tegan if $2 20 and knew the diagramming coke the paca st datramming forced me io ok ee raga rlaonship ot erry word pho oust answer gence Diagamming compat cance era eeton that L would not aay ak occa ot Fereipls anh Paticae go in tis sentence wie age Perotti cetis smesctcaly and how does i sehen Sitont paeeanee? And what word orwords dose ae sitlonat phrate madifys One of the great Values of diag ming, then, is that itcompels the interpreter to slow down and to think carefully through every element of the text, for the interpreter must make decisions about the placersent of every word or phrase inthe tent. Diagramming is also Relpful because it ays out the text visually Such a schematic immediately shows the Inain clause, main ver, direct objets), indirect objects), modifiers, subordinate clauses (if any), and other key gram- Inatical pais, Diagrarnming is particularly helpful in Pauline Titerature where the syntax is involved and comples, and the arguments tishty structured. By diagramming. one ean un ravel a Pauline let which initially appears to be a maze. Fo sgl, Ephesians 153-14 is one sentence in Greek. If an inerpreter could not diagram this sentence, then the syntax othe sentence would not be clesely grasped. And fhe inte preter does not understand a sentence syntactically then he fidence In the validity of his or her inter fr she wil lad pretation Diagramming is frightening to many people; for some it evokes horrible memories of the diagramming dose in ele- mentary school, My experience as a teacher, however, Indi Cites thet diagramming ean be leamed by anyone wh i wil. ing to work at t. OF course, t cannot be learned in a day. Most of my students are able to use diagramming a6 a useful tool ater diagramming one passage per week for ten weeks. 1 hhave heard many comments from students who grow in com fidence in their handling of the Greek as they diagram. Nothing can replace the firsthand analysis of the text that fccurs when one diagrams, The challeage and excitement of Chiocking the grammar ofa text for oneself brings great satis- faction. This rigorous, grammitieal analysis also beter pre pares the interpreter for evaluating the work of others in com “The following Enformation is designed to give basic instruc tions in dlagramming, Obviously, not every possible constr tion can be presented, uti s hoped tht most ofthe main ‘onstrutions are represented so that he student will have a food idea of how to proceed. Even though definite articles Should technically be placed underneath the word they mod have put them on the same line so thatthe diagram does fot become ninnecessariy cluttered. There are diferent sys {ems for diagramming. and I make no claim that my way is the only way to diagram.! My gosl fs to present as simple 3 system a8 possible. For the sake of simplicity, Greek accents fd bresthing marks are omitted in diagramming. and ths no accents or breathing marks are incied in the examples below: Words implied by the Greck text are put in brackets, T should also say here that the follosing instructions on how to diagram assume the student knows the meaning of the terms used in Greek grammar. Thus, no attempt will be made to define terms such at predicate nominative, appos ttves, ete. The student who does not understand the terms should consulta beginning Greek grammar. Specific Constructions ‘One should begin a diagram by locating the main verb, the subject and object ofthat verb GF it has one), and then the modifiers, subordinate clauses, ete 1, The simple subject and its predicate verb are placed on 4 horizontal line. vertical line thet goes through the horizontal separates the bject and ver, subjoct_| verb otnaoug_|_ebuspuoe| | | 2. The direct object of a transitive verb follows the verb tnd is separated from it by a vertical line above the hor- font subjost_|_ verb | diret object Mur 3, Some verbs take two objets one common construction ie when there is an object of person (ion) and an ‘object of thing (rs object of person subject | verb | 44. Another construction with two objects is called the predicate accusative (or object complement) In this Consinalion the second object completes the meaning ‘ofthe first objet. The predicate accusative follows the ice object ith a line sloping toward the object 10 (Which itis related subject | verb | direct object \_predizate accusative _ Ltoveot | exov | toaway \_vmpemy 5. A predicate nominative or predicate adjective is sepa fed from the “to be" verb or another linking verb by a Tine that slopes back toward the subject to which it is relted “subject | copulative \_ predicate nominal 0 0205 | sae | amen hom aa 6. Am appostive is shown by the equal (=) sppostive jer | verb subjec be Mavis = eyo | Hero casa 7. Words in the dative case (including indirect objects), Without a preceding preposition, usually go under the tain verb with a diagonal line subject | verb | direct object [a ormpiog | Sooer_| swvesw 7 Loo aim? 8, Genitive modifiers go underneath t with a diagonal line 9. Some verbs take a genitive object or a dative object These are portrayed in the same way as accusative direct objects.Inerpreting the Pauline Epler subject | verb | genitive (or dative) object spore | oxouns | ns gos Lavon amioa co naiguw | Soukevee | 29 aso nam 92 10, Prepositional phrases and adverbs go. underneath the ‘word they modify. Use a diagonal line for prepositional Phrases Adierbs ean be put immediately under the ver ‘eithout any linea all sub adver [prepositional phrase eoeatll a 11a word or phrase dot pot my the vera ‘modifies the fret phrase which madifies the ver, then is porrayed as lolows Hog | paved _ 7 moxie [ excadovcray tre 32 12, Atributive adjectives ate placed underneath the word they modify witha diagonal line subject _|_copulative \_pradicate nominative aerbutive ade eo | om \ oss 13. Periphrastles are diagrammed as follows: subject | priphrasicverb | dice obec ‘favsosl | av exferaov | Bayonov tte ret 14 The following shows diagramming for constructions of ‘eo subjecte and two verbs. i = soa "© gurgter 7 ei 15, Vocatives and exclamations are disconnected from th ‘main diagram lines exclamation or vocative _subjec | verb | dative direct object rarep _leyai_| efouohorooane Only the word “zanep" Is inthe vocative here ous | tay) \ ctor ‘The word “auny” isan exclamation hereInterpreting the Pong Eee 16, A relative clase a subordinate clause, and i is placed Cendevneath the main clause. A dashed Fin is drawn up ive _\_predicate nominative subject_| verb | direct object relive pronoun repos | Aopen | ouapney oo Bn eS om 48 7. Aa infinitive can be part of a subject clause. A subject Clause is always put on sits to identify it clearly as such infinitive subject cause | copulate \ predicate nominative leoew)_\_Xpiots 16. tnfntives an function as part of an objet clause, or as complementary infinitive with eartain verbs. Diagranming and Conducig » Grammatical Anais 8s complementary infinitive or abject ela subject [verb | adverb [prepositional phrase stew | save i | eo It is diffcul to dstingulsh between complementary lnfinitives and infinitives that are part-of an object clause, Dan Faller suggested to me that he has solved this problem by regarding infinitives that come off otransitive verbs as complementary, ad inintves that ‘come off transitive verbs 2s part oF an object clause 19, Purpose, result, and temporal infiniives are placed tunderneath the main verb, Note in the example below that double ines separate the subject accusa of general reference) inthe subordinate clause from the ‘eri to which itis relate, xibject | copulauive \_ predicate nominative sunetacusate || inne rede saeg_|_eyentnee \_ pune vos || veveodm \ somov i mass. 26786 Interpreting the Pasne Epon 20, An infinitive can modify another word just as adjectives oradverds do. | verb | dies objet [infiitive modi {prepositional phrase ee | oe | ape [Bear oenve 21. A participle can function atteibutively. In this case it modifies the word jst ae an attbutive adjective does. A iagonal line is used | verb | iret objor [genitive [suuibutive paricple lessod_| nesBoner | sovapover ov earepas [icwonewo wna 22. A participle can also function substantively In this ease {tfonetions as any other noun val participle | copulative \ pre wrepositional phrase substan roremiwvor | conv \ oop Diagramming and Condating Cama Anlyais 8 23, Adverbial_ participles (temporal, causal, conditional, {te} are placed user dhe main verb with a vertial Tine subject_| verb adverbial particle [adverbial genitive twos | vate Lowepas_ ance 5 24. A supplementary (complementary) participle follows the vain verb. supplementaey paniciple, [prepositional phrase I we Cenperieeeee tower | xovowsoe_| | Ge ‘Supplementary participles can aso follow 2 noun and still be inked 19 3 verb xray | Aepovt0s —twad_| exnwoower | j reso3 25. A genitive absolute construction is placed under the {hain verb, forall genitive sbsolutes are adverbial par- Tips. A vertical dashed Bie Is used to show that the constriction is absolut subject | gerite subg | gee pape xpos | exnporwy | _avrow rou | asessovres sn 928 26 All subordinate clauses are placed under the main verb tn eiagonal lines causal (n), resale (Bowe), purpose five), temporal (Ose, Sten), oraive (Gnov), comparative {i wate), and conditional (Bx) subject | verb | direct ob subject | verb | diet obi suibontinate Shue | ove [enor 280 og | sone sama 21. The words Bt and iva can also be used to introduce subject oF object clauses. In this case the clause Is placed on sis ‘9 subject tase 1 | copuative \_pediate aleeise ayia | Breve \, Leaps ce \ even P| teow | 6 x31 2 rammed as follows: sist | wd | dec ote 7 alause with explcative conjunction euros |_exposcer iva and bn may also further deine a single word in sentence, In this case they are explicaive and dia%0 Intereetig the Puline Esl A uév-Bé construction is diagrammed as follows: og | empeto_ (Levenqtory \, exeevg “ono mgexwinonag_ tae 225 430, Coordinating conjunctions indicate the beginning of a few independent clause, and thus should not be placed Underneath the previous main verb. Instead they ate placed above and before the main clause. The main Coordinating conjunetions include @Ai, 8 dpa, 5 Yeni, ei (xo can also function a5 an adverb meaning ven or also), fe, 068, obRE ob, te, Ga, oor \ecmomg os. 282 31, Subordinating conjunctions introduce dependent (sub frigate) clauses and are placed under the main verb {Gee 30 above) Some of the most common subordinat tng eonjunetions ave fy, xe, va, abi, 00, So, wa_| eros ma g/m Sonev Lise Diagrming nd Conduting a Grammatical Asse 1 32, Questions are dingrammed as follows mfe\s ms swing | Gree soo Here ti goes underneath the verb because it functions asanadb sg | Soosm || 5 33. A comparative that follows a preposition is portrayed 3s follows: bet | set | dave objet evo | @arpevoer |_mxcot Final Note on Diagramming 1 use vertical lines when an infinitive or participle func tions adverbially, that, when they modify a verb. IF an infinitive or participle modifies a noun, adjective, or pronoun,then 1 use diagonal lines, Dlagonal lines are used with all pther constructions that are placed under the main clause lept adverbs and negatives, Adverbs and negatives are placed immediotely under the words they modify without any Fines at all One can slant diagonal lines elther way. One may also use stialght lines for modifiers. After al, the main issue isthe accurate placement of the words, phrases, and clauses, hot whieh way the lines slant The example below ilustrat Thessalonians 1-5. a compechensve diagram of \ sopin = Inowy Xper Dw Ines) exgepracomiey | 2 60 ravrore \_sepl ono pu \ roxovevor |e em wor mpoceycwr Law vmmovesov [_ exxposcew tov fioy + saxpo xox J nyuverveting the Patine Hales rerowiev (from 1:2) ‘ Ich | eve Me J | .esSoreg |_ow extorw cor | stevia Truro \ a6 \ dove kin ‘eo camneiod | (ot 7 “ Lev ovens fra Lone. The Use of Grammars The student can diagram only after identifying the syntact cal function of every word. T usually pencil In next 10 t ‘Gord or cause on the diagram the function of the word oF suse Being examined. Ths, next to an adverbial pateiple 1 might write: adverbial concessive The best ay to learn grammar is by reading and diagram \ Er tp 0900 Diagramming and Condvting a Grammatical Asiss 98 ming the Greek text, Hands-on experience in doing interpre tation fs the ideal wny to Tear. Ihave also founel that eading tnd studying grammars has sharpened my undeestanding of Greek, Some students find grammars daunting because they flo not know how to use grammars as reference tools. Al fgrummars, of course, havea table of contents. Most gram: ars, however, ate also indexed. The advanced grammars Contain a subject index (eg, you may want co see what & Erammarian says about objective genties), a Scripture Index, and an index of Greek words. The wise student wil tum to these indexes often. The two sources immediately below are especially helpfal forthe beglaner and both have useful bibliographies 'S. McKnight, “New Testament Greck Grammatical Analysis, in Introducing New Testament Interpretation fd. 8 McKnight (Grand Rapids: Baker, 1986), 75-95 D. A. Carson, Exepetical Fallacies ( 1988, 67-90, Intermediate Grammars J. A. Hewett, New Testament Greck: A Begboning Inter smediate Granvmar (Peabody, Mass. Hendrickson, 1986), [B grammnar that combines both beginning and imceme date Greek JA. Brooks and C, L, Winbery, Syntax of Now Testament Greek (Lanham, Md: University Press, 1979), Probably the best intermediate grammar because it contains ‘many helpful examples HE. Dana and J. R. Mantey, A Manual Grammer of the ‘New Testament (New York: Macmillan, 1927), Outdated but sill use J.H1, Greenlee, A Concise Exegetcal Grammar of New Testa tment Grek, 3 rev ed. (Grand Rapids: Eerdmans, 1983) ‘The word concie tells ital for this book s very bret. M. Zerwick, Biblical Gresk Mustrated by Examples (Rome Biblical Institute Press, 1963). A helpful ool since i is leeyed to his Grammatical Analysis of the Greck Ne Testament96 {nverprting the Palin alee AT. Robertson and W. H, Dass, A New Short Grammar of the Greek New Testament, Oth ed (New York: Harper & Brothers, 1933; Baker, 1977). A useful intermediate framimar for the student who is not ready to tackle Robertson's massive work (see below). Advanced Toole C.F D, Moule, An Idiom Book of New Testament Greok, 24 fel (Cambridge: Cambridge University Press,” 1963) Cleariy-wrtten with many helpful examples. Burton, Syntax of the Moods and Tenses in New Testament Greek, 3d ed. (Chicago: University of Chicago Press, 1900; Grand Rapids: Kregel, 1976) An illuminat ing study of the Greek verb with many examples. Blass and A. Debrunner, A Greek Grammar ofthe New Testament and Other Early Christan Literature, wans and ed. RW. Funk (Chicago: University of Chicago Press, 1961) This work is mine of information. For the advanced student. H, Moulton, W. F. Howard, and N. Tues, A Grammar of New Testament Greek, 4 vols. (Edinburgh: T. & 7. Clark, 1906-1976). Volume Il, Symiax, by Turner is particular Iy helpful for the student ‘T Robertson, A Grammar ofthe Grok New Tistamant in the Light of Historical Resaarch, th ed. (Nashville: Broadman, 1934), A massive work of great value; dated {nplaces and not well organized. M. J. Harris, “Prepositions and Theology in the Greok New “Teatament.” in The New fnueratonal Dictionary of New Testament Theology, eC. Brown (Grand Rapids: Zonder vty 1978) 31171-1215, A valuable article that includes many exegetical examples 6 Tracing the Argument One ofthe most challenging pars of the xegeteal process is the reconstruction of the argument used by Paul. In this step the interpreter asks questions about the function of dif ferent propositions inthe text until he or she can see how the entire paragraph or letter fis together. In the case of Pauline Titeratur, tho interpreter must examine Pauls carefully erat ced arguments in order to unfold his message t0 specific churches with speciie needs. The interpreter iho endeavors todo this will undoubtedly acquire more confidence in doing exegesis, Knowing that he or se can pee together the struc ture ofa passage and explain the structure to others. Th the last chapter we explained in some detail how to dia gram, No one can fellow the thread of Paul's arguments i the Syntax and grammar of the text are not understood. If one cannot diagram a Paulie tex, then one wil have difficulty in tracing the argument ofthat text The ability to diagram the text and the ability to follow an argument go hand i hand, ‘Tam convinced that tracing the structure ofthe argument fn the Pauline epistles ig the most important step in the ‘exegetical process. One ofthe weaknesses in many commen: lari today isthe failure to trace the argument in each para ‘raph, and the fallure to explain how each paragraph relates to preceding and following paragraphs.) Insts, the com