What has been going on with me these days. Well, to start off, I’ve finished the writing of my thesis. Here’s me, my beard in all its glory, and a look at how long the thesis is (fyi I printed on both sides, so in reality, it is twice this length):


Also, this came in today.


I flipped straight to 1 Thess 1:6 to see if Weimar [edit: Weima] conceives of the καί clause as a part of the previous ὅτι clause in 1 Thess 1:5. While he sees it as definitely connected, he also notes that it is a move closer towards an independent clause (97).

Also, this is in the mail:


I’ll be reading it for a review with Religious Studies Review.

Oh, and finally, I knocked out my editing responsibilities for three essays this morning (as well as the editing of the first chapter of my thesis). Things are moving along. Pray for me as I try to complete all these tasks.

[[Edit: I almost forgot to include that I have two more book reviews planned for the blog. One is a final thoughts post on Decker’s Grammar. The other in on this volume:


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Last night I was told that I looked like a younger version of Richard Schiff from the West Wing. I’m not sure if his beard is quite as epic as mine, but I’ll take it.


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John Brayan: Three Little Pigs

Via my mother-in-law:

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Decker’s Grammar: A Follow Up Part II

downloadThis post will focus on one of the features of Decker’s Grammar which I have thoroughly appreciated. If you have flipped through the text, you will notice that there are a number of “side-bar” discussions. I have found these discussions, illustrations, and otherwise unnecessary material to be quite helpful.

Some of this material clarifies terminology, provides alternate ways of learning material, or gives the reader a peak at matters they will investigate later in their Greek studies. For example, on pages 36–37 Decker provides the case endings for the first and second declensions. He encourages students to learn the endings with the connecting vowels, as if gives them the ability to pronounce the ending and thus learn it more effectively. Nevertheless, the side-bar chart on page 37 provides the student with the Technical Case Endings.

Another example occurs on page 41 where Decker discusses what the difference is between a lexicon and a dictionary. The answer: they both mean the same thing; lexicon comes from the Greek word λεξικόν while dictionary comes from the Latin word dictionarium.

Speaking of lexicons, or dictionaries, if you prefer, Decker provides students with images of what a standard Greek lexicon might look like. Here’s a shot from page 52:


When teaching Greek, I’ve often photocopied a page out of each of the major lexicons and distributed them to the class so students would know what they were looking at when the time comes for them to use a lexicon regularly. Decker facilitates this by providing one for the student to become familiar with early in their studies (note that he returns to images of the lexicon throughout the grammar in order to teach new points about the various elements within each entry).

As students progress in the Grammar, they will encounter more and more exercises and extended translation sections from the Septuagint. Accordingly, some of the side-bar discussions interact with LXX grammatical peculiarities. For instance, Decker provides a brief side bar discussion on relative pronouns in the LXX (p. 175).


Figures I would like such things, you might think. After all, I did post on the LXX’s use of pleonastic pronouns just last Tuesday.

For the diagramming enthusiast, Decker provides a new grammatical diagram for every new concept he introduces within the grammar. For students that learn visually, he provides plenty of charts and illustrations. One such illustration is A Visual Representation of Prepositions found on page 158. I could continue to include example after example, but that would become tiresome for me to write and cumbersome for you to read. So I will leave you with one last thought . . .

While these features certainly contribute to the overwhelming size of the grammar, I have found them to be helpful in places that students will inevitably have questions.

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German Phrase of the Day

Es regnet Bratwürste!

-April Wilson, German Quickly

Das ist alles.

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3 Year Blogiversary

Yesterday this blog turned three years old. Accordingly, I thought I would give you a look at the three most viewed posts on the blog:

3. Elijah Christopher Cerone

2. What Happens When Dad Studies the OT?

and . . .

1. Greek Grammar Students Won’t Believe What’s Now Available . . .

If number one isn’t proof positive that click bait gets hits, then I don’t know what is.

Here’s to three years and many more!

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Recap of September–Novemeber

What I’ve been up to since the beginning of September:

  1. Completed a Greek reader of Ignatius’ letter to the Smyraeans.
  2. Completed a Greek reader of 1 Clement.
  3. Wrote over 90 pages for my thesis. On that note, I should mention that as of this morning, I am sitting at 167 pages with only a third left of my final chapter (excluding the conclusion, of course). I’m aiming for a thesis no longer than 200 pages (excluding the front and back matter). That’s only 75 pages over the standard 125 page ThM thesis! For a while there I thought it was going to be 300–400 pages, but I managed to limit the scope of the project.
  4. Translated through Matthew, Mark, Luke, John, Acts, 1 Corinthians, and 1 John. I just finished my reading of Acts this morning. Boy did things get difficult around Acts 27. All that nautical terminology made it a very difficult couple of days.
  5. Join a German study group.
  6. Created a Greek reading study group.
  7. Contacted a couple of professors about potential PhD programs.
  8. Lamented my future absence from ETS and SBL. Since we didn’t know where we would be living at the conclusion of the summer, we decided it best to not make plans to attend. Sadly, it just so happens that a number of my friends from college will not only be in attendance, but will be presenting papers.

I look forward to seeing what the rest of this year will bring (hopefully the finishing touches on my thesis), the conclusion of a number of outstanding projects, substantial progress in German, and a better idea of what school to attend along with the ability to get into said school.

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