I need a resource which deals with conjuctions.

As I have mentioned it on another thread I am starting to study the Epistle of James inductively,In order to understand the flow of the text I am very interested to know the connecting words or conjuctions ,this is my most priority in my study ,I would be very glad if you have any tips of resources which might be helpful.

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Donnie Hale

https://www.logos.com/product/4599/discourse-grammar-of-the-greek-new-testament-a-practical-introduction-for-teaching-and-exegesis

I'm taking Dr. Runge's course on Discourse Grammar right this moment. Our discussions on connectives has been the most immediately helpful information for me, for the reason you mention. He uses an interesting diagramming style (unfortunately, not in that book) to reflect how the connectives function.

Donnie

Jonathan Pitts

https://community.logos.com/discussion/comment/559933#Comment_559933

https://www.logos.com/product/4599/discourse-grammar-of-the-greek-new-testament-a-practical-introduction-for-teaching-and-exegesis

I'm taking Dr. Runge's course on Discourse Grammar right this moment. Our discussions on connectives has been the most immediately helpful information for me, for the reason you mention. He uses an interesting diagramming style (unfortunately, not in that book) to reflect how the connectives function.

Donnie

I was just about to post the same suggestion when your post appeared.

I attended the course last year and found it very helpful on this point.

Tes, if you have taken people's suggestions to read Varner on James, he concentrates on discourse grammar; so the two resources fit well together.

Jack Caviness

https://community.logos.com/discussion/comment/559934#Comment_559934

Late to the party, but I would echo the first two responders. Discourse Grammar of the Greek New Testament: A Practical Introduction for Teaching and Exegesis is the best resource I have found on this subject.

Tes

https://community.logos.com/discussion/comment/560028#Comment_560028

[quote user="Jack Caviness"]

[/quote]

Thank you Jack for your tips, I have seen it ,but what I need is a versified book which helps me in every step of the new testament particularly with the book I am studying that is the Epistle of James.

Alex Bui

https://community.logos.com/discussion/comment/560255#Comment_560255

Hi Tes,

For specific help on historical-grammatical interpretation and literary devices, I recommend EEC James, UBS handbooks, and Lexham Discourse Greek New Testament: Introduction, in this bundle https://www.logos.com/product/3888/lexham-discourse-greek-new-testament-bundle . For general help, there are very good recommendations on this link http://community.logos.com/forums/t/80010.aspx .

Tes

https://community.logos.com/discussion/comment/560273#Comment_560273

Hi Tes,

For specific help on historical-grammatical interpretation and literary devices, I recommend EEC James, UBS handbooks, and Lexham Discourse Greek New Testament: Introduction, in this bundle https://www.logos.com/product/3888/lexham-discourse-greek-new-testament-bundle . For general help, there are very good recommendations on this link http://community.logos.com/forums/t/80010.aspx .

Thank you Alex for the tips, Is it versified?

Alex Bui

https://community.logos.com/discussion/comment/560371#Comment_560371

Here is an excerpt from Lexham Discourse Greek NT: Introduction

This introduction is organized by task, not by morphology or syntax. These tasks are forward-pointing, thematic highlighting, emphasis, and framing.

. INTRODUCTION TO FORWARD-POINTING DEVICES

‘Forward-pointing’ is a general category for devices that essentially slow down the flow of the discourse by creating a break of some kind. Nearly all of the devices add some unnecessary element to the context that effectively creates the linguistic equivalent of a speed bump. This additional element takes what might have been a minor break (e.g. between a noun phrase and a verb, between two clauses, etc.) and make it much bigger. This has the effect of making whatever follows the break stand out more than it otherwise would have. These ‘speed bumps’ typically occur just before something surprising or important.

Some forward-pointing devices end up generically pointing forward. Other devices work as part of a paired set, with one part creating anticipation for the second part, which is usually the more important of the two.

1.1. Point-Counterpoint Sets

Definitions

Point: One part of a paired set of statements that usually replaces the counterpoint, and is the more important of the two.

Counterpoint: One part of a paired set of statements that is usually replaced by a more-important point.

Point-counterpoint sets accomplish two primary purposes:

• Explicitly linking two things together that otherwise might not have been connected.

• Drawing more attention to the ‘point’ than it would otherwise have received.

Explanation

Instead of simply making two unconnected statements, the point-counterpoint set uses an initial statement that functions as a backdrop or foil for a more-important statement that typically follows.

One of the prime tenets of communication is that ‘we use language in order to successfully convey our intended message’. Use of a counterpoint marker typically accomplishes two things. First, it creates an explicit link between two things that otherwise might not have been connected. Think about how the following statements relate to each other, even though there is no contrasting conjunction, e.g. ‘but’ or ‘however’.

‘The introduction of your paper was well written; the conclusions were lacking in support’.

Both are treating the same subject, and at face value there is a minimal amount of contrast present in the content. Adding a connector like ‘but’ at the beginning of the second line would have highlighted the implicit contrast, making it more explicit. As ‘points’ in a discourse become increasingly unrelated, the writer faces an increased need to explicitly link related points so that the intended connections are not overlooked by the reader. These explicit links help ensure that the intended message is successfully communicated.

The second thing that counterpoints typically accomplish is to create anticipation that a related point follows. Not only are the two points explicitly related to one another, point-counterpoint sets also let the reader know to expect something else. Let’s take a look at what creating expectation would do to our example above.

‘While the introduction of your paper was well written, the conclusions were lacking in support.

Adding ‘while’ or ‘although’ at the beginning of the first line changes it from a statement to a concession. It signals that the proverbial ‘first shoe’ has dropped, creating the expectation that another shoe is coming. English phrases like ‘in as much as’ and ‘not withstanding’ may sound archaic, but they accomplish the same function as ‘while’ does. The primary purpose of words like ‘while’ and ‘although’ is to link statements together that would otherwise only be implicitly linked. This is achieved by creating the expectation that some related statement will follow the initial statement, the proverbial ‘second shoe’. The same holds true for Greek.

There are two primary devices used to create point-counterpoint sets:

• the use of key words like ‘on the one hand…’ and ‘although…’ in English, or the particle μὲν in Greek used in conjunction with δὲ.

• the pairing of a negative or positive statement with a restrictive statement that follows, usually introduced by ἀλλὰ or ἐὰν μὴ/εἰ μή.

Μὲν/δὲ sets

One of the most frequently used counterpoint markers in the NT is also one of the words often left untranslated: the particle μὲν. According to The English-Greek Reverse Interlinear New Testament: English Standard Version (ESV Reverse Interlinear hereafter), μὲν is left untranslated over 60% of the time. Why? First, we do not have nearly as elegant a way of signaling counterpoints in English (‘in as much as…’ is a little cumbersome). Second, and perhaps related to the first, we do not use counterpoints in English as frequently as the writers of the NT. Counterpoints in Greek are most often introduced by μὲν, while the point associated with it is introduced by δὲ. Μὲν and δὲ usually operate as a paired set. Here is an example of a μὲν/δὲ set from Matt 9:37. τότε λέγει τοῖς μαθηταῖς αὐτοῦ Ὁ μὲν θερισμὸς πολύς οἱ δὲ ἐργάται ὀλίγοι Then he said to his disciples, “The harvest • is plentiful, but the laborers are few;

Without the use of μὲν, the initial statement about the harvest might sound like it is the last word on the matter, rather than a foil to highlight the great need for more harvesters. The use of ‘but’ captures the contrast, but does not convey the anticipation communicated in the first statement in Greek. Jesus’ call for more laborers is much more compelling based on the use of μὲν, but is obscured in the translation process.

Another example of μὲν/δὲ sets used to create anticipation is found in Acts 2:41–42. Here again, the particle is untranslated. οἱ μὲν οὖν ἀποδεξάμενοι τὸν λόγον αὐτοῦ ἐβαπτίσθησαν καὶ προσετέθησαν ἐν τῇ ἡμέρᾳ ἐκείνῃ ψυχαὶ ὡσεὶ τρισχίλιαι. 42 Ἦσαν δὲ προσκαρτεροῦντες τῇ διδαχῇ τῶν ἀποστόλων καὶ τῇ κοινωνίᾳ, τῇ κλάσει τοῦ ἄρτου καὶ ταῖς προσευχαῖς. • So those who received his word were baptized, and there were added • that day about three thousand souls. 42 And they devoted themselves to the apostles’ teaching and fellowship, to the breaking of bread and the prayers.

In this very famous report of the people’s response to Peter’s sermon on Pentecost, the writer uses the particle μὲν to accomplish a specific purpose: to link this sentence to some related sentence that follows (v. 42). The particle οὖν tells us how to relate v. 41 with what precedes, whereas the particle μὲν is forward-pointing. Another shoe is going to drop, 3000 being added and baptized is not the final word. As significant as this response is, the writer indicates that it is to be connected to the content of v. 42 through the μὲν/δὲ set. Verse 42 describes the people devoting themselves to the teaching, the breaking of bread, and prayer. It is as though he is making the point that while ‘getting saved’ is significant, it is only the beginning and not an end in itself. The Great Commission is not just about creating disciples, but making them, teaching them to obey all that He has commanded. The μὲν/δὲ set connects the creating new disciples with the report of them obeying all that was commanded. Glossing over the use of μὲν/δὲ as a paired set is to overlook these kinds of connections that the writers were creating through the use of point-counterpoint sets.

One final example of a μὲν/δὲ set is begun in Romans 10:1–2, where Paul describes his deep longing for the deliverance of Israel. The use of μὲν clearly creates the expectation that another ‘shoe’ should be expected. Ἀδελφοί ἡ μὲν εὐδοκία τῆς ἐμῆς καρδίας καὶ ἡ δέησις πρὸς τὸν θεὸν ὑπὲρ αὐτῶν εἰς σωτηρίαν 2 μαρτυρῶ γὰρ αὐτοῖς ὅτι ζῆλον θεοῦ ἔχουσιν ἀλλ ̓ οὐ κατ ̓ ἐπίγνωσιν Brothers, • my heart’s desire and prayer to God for them is that they may be saved. For I bear them witness that they have a zeal for God, but not according to knowledge.

The other shoe is found in v. 6 introduced by the particle δὲ, where Paul states that ‘the righteousness of faith speaks thusly’, followed by a quotation from Deuteronomy 30:12. While he does have a strong desire for Israel to be saved, the use of μὲν moderates any conclusion by creating the anticipation that more will be said about the matter. These μὲν/δὲ sets are used extensively by the writer of Hebrews to create explicit connections. A notable example of this is the use of μὲν in Hebrews 9:1 to create a connection with the δὲ which follows in v. 11. Heb 9:1–2 Εἶχε μὲν οὖν [καὶ] ἡ πρώτη δικαιώματα λατρείας τό τε ἅγιον κοσμικόν. 2 σκηνὴ γὰρ κατεσκευάσθη ἡ πρώτη ἐν ᾗ ἥ τε λυχνία καὶ ἡ τράπεζα καὶ ἡ πρόθεσις τῶν ἄρτων, ἥτις λέγεται Ἅγια· Now even the first covenant had regulations for worship and an earthly place of holiness. 2 For a tent was prepared, the first section, in which were the lampstand and the table and the bread of the Presence. Heb 9:11 Χριστὸς δὲ παραγενόμενος ἀρχιερεὺς τῶν γενομένων ἀγαθῶν διὰ τῆς μείζονος καὶ τελειοτέρας σκηνῆς οὐ χειροποιήτου, τοῦτʼ ἔστιν οὐ ταύτης τῆς κτίσεως, But when Christ appeared as a high priest of the good things that have come, then through the greater and more perfect tent (not made with hands, that is, not of this creation)

The use of μὲν in v. 1 introduces a higher-level paired set than in the other examples, connecting two different thematically related units. The first unit talks about the earthly temple and earthly priests established under the first covenant, highlighting in v. 9 their inadequacies. Then in v. 11 the writer uses a δὲ to signal the connection back to the preceding μὲν in order to make the intended link explicit. This is accompanied by a switch from the ‘earthly priests’ to ‘Christ’, and goes on to highlight that as high priest he is able to overcome the inadequacies of the earlier system. A reader could likely have madse the connection between vv. 1 and 11 on the basis of the similar terminology. But overlooking the operation of μὲν with δὲ is to overlook the writer’s efforts to create an explicit connection between these thematic units.

Negated Clauses Followed by ἀλλὰ

Another way that Greek writers can form a point-counterpoint set between two things is through the use of the particle ἀλλὰ, often translated ‘rather’ or ‘instead’. Heckert (1997) has described the particle as introducing something that corrects some aspect of the preceding context. In other words, what follows the particle is constrained as somehow relating back to a counterpart in the context that needs to be corrected. Most often you will find a negated clause preceding the particle ἀλλὰ. This negated clause functions as a counterpoint for what follows. Consider Matt 4:4. ὁ δὲ ἀποκριθεὶς εἶπεν Γέγραπται Οὐκ ἐπ ʼ ἄρτῳ μόνῳ ζήσεται ὁ ἄνθρωπος ἀλλ ̓ ἐπὶ παντὶ ῥήματι ἐκπορευομένῳ διὰ στόματος θεοῦ But he answered, • “It is written, “ ‘Man shall not live by bread alone, but by every word that comes from the mouth of God.’ ”

Here Jesus begins His point about what we should live on by describing what we should not live on. The element of the clause that follows ἀλλὰ replaces some element that precedes ἀλλὰ, indicated by the bolding. The replaced element may be a word or phrase. It can also replace the entire clause.

An example of ἀλλὰ that is not preceded by a negative clause is found in Mark 14:48–49, where Jesus asks whether the people have come out to arrest him as against a robber, with swords and clubs. In v. 49, there is an alternative explanation provided following ἀλλὰ that replaces the previous idea. καθ ʼ ἡμέραν ἤμην πρὸς ὑμᾶς ἐν τῷ ἱερῷ διδάσκων καὶ οὐκ ἐκρατήσατέ με ἀλλ ̓ ἵνα πληρωθῶσιν αἱ γραφαί Day after day I was with you in the temple teaching, and you did not seize me. But let the Scriptures be fulfilled.”

Rather than to arrest a thief, Jesus states that they have come in order to fulfill the Scriptures. The use of ἀλλὰ constrains the reader to view what follows as somehow correcting what precedes, just like ‘rather’ or ‘instead’ in English. In this case, the connection back to the counterpoint is less obvious than in Mat. 4:4 above. The presence of ἀλλὰ alerts the reader to look for the connection that might otherwise have been missed if another conjunction had been used.

Runge, S. E. (2008). The Lexham Discourse Greek New Testament: Introduction. Bellingham, WA: Logos Research Systems, Inc.

In the bundle, you also have the Lexham High Definition New Testament which I find very useful after reading the introduction.

The Lexham High Definition New Testament uses a totally new approach. Instead of forcing you to do all the years of study, and to master all kinds of technical terminology, it identifies the attention-getters, suspense-builders, emphasized words and outlining signals that the original writers used, and labels them for you right in the text.

The Lexham High Definition New Testament (HDNT) provides exegetical insight based on a cross-linguistic discourse analysis of the Greek New Testament. This analysis is layered over the text of the English Standard Version (ESV). Development of text and argument can be tracked as these discourse-developmental cues are annotated for the entire text. Exegesis is improved because textual development becomes transparent.

In the Lexham High Definition NT: EVS edition, you will see from Matthew to Revelation markings as below:

James

Sentence 1 James, a servant of God and of the Lord Jesus Christ,

Bullet To the twelve tribes in the Dispersion:

Sentence Greetings.

Sentence ²Count it all joy, ‹　my brothers,　›

Sub-point when you meet trials of various kinds,

Elaboration ³for you know that the testing of your faith produces steadfastness.

Sentence ⁴And let steadfastness have its full effect,

Sub-point that you may be perfect and complete, lacking in nothing.

Sentence ⁵• If any of you lacks wisdom, let him ask

Elaboration God, who gives generously to all

Elaboration without reproach,

Sentence and it will be given him.

Sentence ⁶But let him ask in faith, with no doubting,

Support for the one who doubts is like a wave of the sea that is driven and tossed by the wind.

Support ⁷For ‹❐　that person　❐› must not suppose

Sub-point that he will receive anything from the Lord;

Bullet ⁸‹　he is a double-minded man, unstable in all his ways.　›

Sentence ⁹• Let the lowly brother boast in his exaltation,

Sentence ¹⁰and the rich in his humiliation,

Sub-point because like a flower of the grass he will pass away.

Support ¹¹For the sun rises with its scorching heat

Sentence and withers the grass

Sentence • ; its flower falls,

Sentence and its beauty perishes.

Sentence So also will the rich man fade away in the midst of his pursuits.

Sentence ¹²Blessed is the man who remains steadfast under trial,

Sub-point for when he has stood the test he will receive the crown of life,

Sub-point which God has promised to those who love him.

Sentence ¹³Let no one say when he is tempted,

Sub-point "I am being tempted by God,"

Support for God cannot be tempted with evil,

Sentence and he himself tempts no one.

Sentence ¹⁴But each person is tempted when he is lured and enticed by his own desire.

Sentence ¹⁵Then desire when it has conceived gives birth to sin,

Sentence and sin when it is fully grown brings forth death.

Sentence ¹⁶‹　Do not be deceived,　› ‹　my beloved brothers.　› ¹⁷Every good gift and every perfect gift is from above,

Elaboration coming down from the Father of lights

Sentence with whom there is no variation or shadow due to change.

Sentence ¹⁸Of his own will he brought us forth by the word of truth, that we should be a kind of firstfruits of his creatures.

Sentence ¹⁹‹　Know　› this, ‹　my beloved brothers　› • : let every person be

Bullet quick to hear,

Bullet slow to speak,

Bullet slow to anger;

Support ²⁰for the anger of man does not produce the righteousness of God.

Principle ²¹Therefore put away all filthiness and rampant wickedness and receive with meekness the implanted word, ‹　which is able to save your souls.　›

Sentence ²²‹✓　But be doers of the word,　✓› and ‹✕　not hearers only,　✕› deceiving yourselves.

Sub-point ²³For if anyone is a hearer of the word and not a doer, he is like a man who looks intently at his natural face in a mirror.

Support ²⁴For he looks at himself

Sentence and goes away

Sentence and at once forgets what he was like.

Complex ²⁵But the one who looks into the perfect law, ‹　the law of liberty,　› and perseveres,

Circumstance being ‹✕　no hearer who forgets　✕›

Bullet but ‹✓　a doer who acts,　✓›

Sentence ‹　he　› will be blessed in his doing.

Sentence ²⁶If anyone thinks he is religious ‹✕　and does not bridle his tongue　✕› but ‹✓　deceives his heart,　✓› this person’s religion is worthless.

Sentence ²⁷Religion that is pure and undefiled before God, • the Father, is ‹→　this:　→›

Elaboration ☉　to visit orphans and widows in their affliction,

Elaboration and to keep oneself unstained from the world.　☉›

If you want to see samples from other books let me know and I will post for you.

Tes

https://community.logos.com/discussion/comment/560381#Comment_560381

[quote user="Alex Bui"]

Here is an excerpt from Lexham Discourse Greek NT: Introduction

This introduction is organized by task, not by morphology or syntax. These tasks are forward-pointing, thematic highlighting, emphasis, and framing.

. INTRODUCTION TO FORWARD-POINTING DEVICES

1.1. Point-Counterpoint Sets

Definitions

Point: One part of a paired set of statements that usually replaces the counterpoint, and is the more important of the two.

Counterpoint: One part of a paired set of statements that is usually replaced by a more-important point.

Point-counterpoint sets accomplish two primary purposes:

• Explicitly linking two things together that otherwise might not have been connected.

• Drawing more attention to the ‘point’ than it would otherwise have received.

Explanation

Instead of simply making two unconnected statements, the point-counterpoint set uses an initial statement that functions as a backdrop or foil for a more-important statement that typically follows.

‘The introduction of your paper was well written; the conclusions were lacking in support’.

‘While the introduction of your paper was well written, the conclusions were lacking in support.

There are two primary devices used to create point-counterpoint sets:

• the use of key words like ‘on the one hand…’ and ‘although…’ in English, or the particle μὲν in Greek used in conjunction with δὲ.

• the pairing of a negative or positive statement with a restrictive statement that follows, usually introduced by ἀλλὰ or ἐὰν μὴ/εἰ μή.

Μὲν/δὲ sets

Negated Clauses Followed by ἀλλὰ

Runge, S. E. (2008). The Lexham Discourse Greek New Testament: Introduction. Bellingham, WA: Logos Research Systems, Inc.

In the bundle, you also have the Lexham High Definition New Testament which I find very useful after reading the introduction.

In the Lexham High Definition NT: EVS edition, you will see from Matthew to Revelation markings as below:

James

Sentence 1 James, a servant of God and of the Lord Jesus Christ,

Bullet To the twelve tribes in the Dispersion:

Sentence Greetings.

Sentence ²Count it all joy, ‹　my brothers,　›

Sub-point when you meet trials of various kinds,

Elaboration ³for you know that the testing of your faith produces steadfastness.

Sentence ⁴And let steadfastness have its full effect,

Sub-point that you may be perfect and complete, lacking in nothing.

Sentence ⁵• If any of you lacks wisdom, let him ask

Elaboration God, who gives generously to all

Elaboration without reproach,

Sentence and it will be given him.

Sentence ⁶But let him ask in faith, with no doubting,

Support for the one who doubts is like a wave of the sea that is driven and tossed by the wind.

Support ⁷For ‹❐　that person　❐› must not suppose

Sub-point that he will receive anything from the Lord;

Bullet ⁸‹　he is a double-minded man, unstable in all his ways.　›

Sentence ⁹• Let the lowly brother boast in his exaltation,

Sentence ¹⁰and the rich in his humiliation,

Sub-point because like a flower of the grass he will pass away.

Support ¹¹For the sun rises with its scorching heat

Sentence and withers the grass

Sentence • ; its flower falls,

Sentence and its beauty perishes.

Sentence So also will the rich man fade away in the midst of his pursuits.

Sentence ¹²Blessed is the man who remains steadfast under trial,

Sub-point for when he has stood the test he will receive the crown of life,

Sub-point which God has promised to those who love him.

Sentence ¹³Let no one say when he is tempted,

Sub-point "I am being tempted by God,"

Support for God cannot be tempted with evil,

Sentence and he himself tempts no one.

Sentence ¹⁴But each person is tempted when he is lured and enticed by his own desire.

Sentence ¹⁵Then desire when it has conceived gives birth to sin,

Sentence and sin when it is fully grown brings forth death.

Sentence ¹⁶‹　Do not be deceived,　› ‹　my beloved brothers.　› ¹⁷Every good gift and every perfect gift is from above,

Elaboration coming down from the Father of lights

Sentence with whom there is no variation or shadow due to change.

Sentence ¹⁸Of his own will he brought us forth by the word of truth, that we should be a kind of firstfruits of his creatures.

Sentence ¹⁹‹　Know　› this, ‹　my beloved brothers　› • : let every person be

Bullet quick to hear,

Bullet slow to speak,

Bullet slow to anger;

Support ²⁰for the anger of man does not produce the righteousness of God.

Principle ²¹Therefore put away all filthiness and rampant wickedness and receive with meekness the implanted word, ‹　which is able to save your souls.　›

Sentence ²²‹✓　But be doers of the word,　✓› and ‹✕　not hearers only,　✕› deceiving yourselves.

Sub-point ²³For if anyone is a hearer of the word and not a doer, he is like a man who looks intently at his natural face in a mirror.

Support ²⁴For he looks at himself

Sentence and goes away

Sentence and at once forgets what he was like.

Complex ²⁵But the one who looks into the perfect law, ‹　the law of liberty,　› and perseveres,

Circumstance being ‹✕　no hearer who forgets　✕›

Bullet but ‹✓　a doer who acts,　✓›

Sentence ‹　he　› will be blessed in his doing.

Sentence ²⁷Religion that is pure and undefiled before God, • the Father, is ‹→　this:　→›

Elaboration ☉　to visit orphans and widows in their affliction,

Elaboration and to keep oneself unstained from the world.　☉›

If you want to see samples from other books let me know and I will post for you.

[/quote]

I appreciate it very much Alex, thank you so much for taking time to help me. What I need now is:I would need to purchase it in a collection ,perhaps it might be cheaper and I may have more resources as well.

Tes

https://community.logos.com/discussion/comment/560616#Comment_560616

What about this one?

Alex Bui

https://community.logos.com/discussion/comment/560619#Comment_560619

What about this one?

Hi Tes,

Yes, that is the bundle I got on pre-pub in Oct 2012. It is a Lexham = Logos production. Let hope you get the bundle near to the PP price, [:)].

Also compare it with https://www.logos.com/product/15472/greek-new-testament-discourse-bundle . I believe it was on Sept 2013 or 12 days of Christmas sales for around $167, wasn't it? Compare and find out which one is a better saving for you.

James is a short read. I would read James with the verse's numbers turn off few times, before study it with the LHDNT: ESV. Otherwise, all the annotations from the LHDNT will distracted you.

Tes

https://community.logos.com/discussion/comment/560660#Comment_560660

[quote user="Alex Bui"]

[quote user="Tes"]

What about this one?

[/quote]

Hi Tes,

Yes, that is the bundle I got on pre-pub in Oct 2012. It is a Lexham = Logos production. Let hope you get the bundle near to the PP price, Smile .

James is a short read. I would read James with the verse's numbers turn off few times, before study it with the LHDNT: ESV. Otherwise, all the annotations from the LHDNT will distracted you.

[/quote]

Hi Alex thanks again, now I have purchased the following resources:

Discourse Studies and Biblical Interpretation:
Lexham Discourse Greek New Testament Bundle (6 vols.)
Discourse Grammar of the Greek New Testament: A Practical Introduction for Teaching and Exegesis

It would help me a lot, if I could get some highlights how I have to study it.I am very excited, but I need some tips and explanation.

Alex Bui

https://community.logos.com/discussion/comment/560683#Comment_560683

Tes,

If you pray before you study, read the Text until you have good impression, do the inductive bible study, consult with NIC, BECNT, EEC, NAC, Pillar, UBS handbooks, and/or Tyndale for backgrounds information, interpretations, and applications, check with Gundem's systematic theology, Erickson's Christian Theology, and/or Horton's the Christian Faith for theological groundings, you will be fined. Trust the Holy Spirit to guide you in your study. This time the Holy Spirit may teach you something, but when you face different situations, the Holy Spirit will teach you something else. God's knowledge is infinite, be faithful, trust and obey Him, and He will give us enough guidance for our daily activities and for the journey home. Techniques or approaches are just tools to learn more about Him. I am grateful that you ask me, but may be I should learn from you, [:)] .

Alex Bui

https://community.logos.com/discussion/comment/560788#Comment_560788

For literary forms, devices, and grammar, I use my knowledge of High School and University English as references, then I learn biblical literary forms, devices, and grammar from various courses and books. I am lucky to have read the LDGNT: introduction and the LHDNT: EVS before you, but I am very sure you will gain similar skills from reading these books as well. Have fun with your readings and God blesses you as you learn His Word.

Tes

https://community.logos.com/discussion/comment/560788#Comment_560788

[quote user="Alex Bui"]

Tes,

[/quote]

Hi Brother Alex, Thank you for the Spiritual bases you have given me for my Study.I would be very grateful If I could benefit and learn more ,please allow me to contact you per e-mail.tesfai5 AT googlemail DOT com.

Tes

https://community.logos.com/discussion/comment/560683#Comment_560683

[quote user="Tes"]

[quote user="Alex Bui"]

[quote user="Tes"]

What about this one?

[/quote]

Hi Tes,

Yes, that is the bundle I got on pre-pub in Oct 2012. It is a Lexham = Logos production. Let hope you get the bundle near to the PP price, Smile .

James is a short read. I would read James with the verse's numbers turn off few times, before study it with the LHDNT: ESV. Otherwise, all the annotations from the LHDNT will distracted you.

[/quote]

Hi Alex thanks again, now I have purchased the following resources:

Discourse Studies and Biblical Interpretation:
Lexham Discourse Greek New Testament Bundle (6 vols.)
Discourse Grammar of the Greek New Testament: A Practical Introduction for Teaching and Exegesis

It would help me a lot, if I could get some highlights how I have to study it.I am very excited, but I need some tips and explanation.

[/quote]

Correction The books I have bought are:

Discourse Studies and Biblical Interpretation

Discourse Grammar of the Greek New Testament: A Practical Introduction for Teaching and Exegesis

Lexham Discourse Greek New Testament Bundle (6 vols.) which includes:

Lexham Discourse Greek New Testament

Alex Bui

https://community.logos.com/discussion/comment/560840#Comment_560840

Hi Tes,

Learning can happen in many settings. I learn a lot with my brothers and sisters in small group. You get better support. It helps me growth and your small group could benefit from your sharing. If you post your questions in a small group, in this case the forum, if I don't know the answer, more people can help you with your questions.

Alex

Tes

https://community.logos.com/discussion/comment/560954#Comment_560954

Hi Tes,

Learning can happen in many settings. I learn a lot with my brothers and sisters in small group. You get better support. It helps me growth and your small group could benefit from your sharing. If you post your questions in a small group, in this case the forum, if I don't know the answer, more people can help you with your questions.

Alex

Thank you Alex I agree you are right there is much to learn from Bible study group.

Alex Bui

https://community.logos.com/discussion/comment/561079#Comment_561079

there is much to learn from Bible study group.

And don't forget good fellowship and food, [:)]. It is nice to talk with you Tes.

Tes

https://community.logos.com/discussion/comment/561091#Comment_561091

there is much to learn from Bible study group.

And don't forget good fellowship and food, . It is nice to talk with you Tes.

Yes Alex, At the end of december and on January we had a good fellowship with nice food with my Bible study group, It was wondrful time in such occassions I eat more food more than any time with joyful heart,