Thesis on "Survey of Matthew's Gospel"

Quoted Instructions for "Survey of Matthew's Gospel" Assignment:

. Read the Gospel of Matthew through quickly in one sitting. Give two - four word TITLES, descriptive (vs. interpretive) to each chapter. Then GROUP the entire book into large segments or main units (chapter breaks and not always the best indicator of larger structure!) and title them, group the segments into small segments or sub-units and title each one, and finally give the book a descriptive title. You will thus have titles and units at three levels: chapters, large segments, and small segments. Identify the Gospel's general and specific materials (see Dr. Robert Traina's book MBS, pp. 55-59, for guidance on general and specific materials).

2. Identify several major STRUCTURAL RELATIONSHIPS governing the book as a whole, i.e., at least more than half of it (cf. BSTW: 36-43 and Dr. Joe Dongell*****s essay "Working With Structural Relationships" in the IBS Method Materials folder). Briefly describe the specific materials involved in each structure, but give enough information that your understanding is clear. Give references. Compare with the document "Structural Relationships at a Glance" in the DOCS for beginning the course folder. Here are some questions to ask yourself:

a. Almost all units of literature, including a biblical book have a set of repeated vocabulary or themes that give them coherence and emphases. Is that true for this work? What are they? Make sure they cover or engage over half of the book to be considered really "book level" concerns.

b. Does this work have an introduction or introductions (most do)? If so, how far does it extend and what reasoning/logic ties it to the material it introduces, i.e., what kind of introduction is it or how does it introduce the remaining materials?

c. Are their structural relationships themselves which recur throughout the work*****”recurring causation, recurring interrogation or the like. If so, make sure you do not have simply a miscellaneous collection of causations, let us say, which have nothing in common but their structure. Be able to state in a sentence what theme or what issue this recurring structure treats. Then you may have a book level concern.

d. Are there major turning points in the book? If so, identify the logic joining major blocks of material at these turning points and at other seams between major blocks of material? Don't just settle for vague talk "turning points." And distinguish book level "turning points" from divisional or sectional or segment level transitions.

e. Does the book move to a climax? If so, where? And what themes reach their climax there? Remembering that "climax" is a rhetorical structure, what semantic structures are linked to the climax, probably supported by or emphasized by the climax(see Dongell's essay cited above for the difference between rhetorical and semantic)? What are the indications of this climactic movement? Again, make sure you deal here with a book level climax, not a divisional, sectional, or segment level climax.

Don't confine yourself to these matters or mechanically adopt them; use them as prompts if you find them helpful.

3. On the basis of your structural observations, identify the STRATEGIC AREAS that provide unusual insight or entrance into the book as a whole. Be sure to give reasons for each selection in terms of structural significance. Explain in each case why the information contained in the strategic passage should be considered important for understanding the book as a whole. It may be helpful also to state these with each major set of structural observations.

4. With each major set of structural observations, ask a brief, coherent set of INTERPRETIVE QUESTIONS regarding this structure and the materials involved in it. Do not answer these questions in this survey lesson. Students often prefer to place these questions with the set of structural observations for integration of work.

5. Identify LITERARY FORMS & GENRES important for understanding the book, in so far as your mastery at this point allows.

6. Observe/sense the ATMOSPHERE of the book, the overall flow of its emotional tone or air. This focuses on the emotion in the world of the text itself.

7. Note data bearing on such CRITICAL questions as author, place, date of writing, history of composition, recipients, etc. Approach these questions inductively from the book itself, not from introductory remarks in your study Bible or from other secondary sources. You will have plenty of time to consult these sources during the course of further study. Caution here.

8. Note other MAJOR IMPRESSIONS & QUESTIONS relating to the book as a whole at this preliminary stage of your understanding of the book.

9. Present your major findings (content, structure, strategic passages.) in a chart, hand done if possible, so as not to invest endless time in the *****black hole***** of computerized chart making. (Of course experts can do what is easiest for them.) Use the label of Literary Structure.

Theological insights. List five theological insights gained from your book survey. Expand each in a brief paragraph.

(Book Survey Posting:

1. Post your book survey and concluding insights to the appropriate forum by Wednesday (Sept. 16) 5:00 p.m.)

Further specifications which might help:

1.Identify the general and specific materials of the book, giving a brief title to each chapter.

2.Locate the main units and sub-units in the book, and identify the major structural relationships operative in the book as a whole.

3.Ask a few interpretive questions regarding each major structural relationship observed.

4.Identify the key verses and strategic areas which provide insight into the book as a whole. Give reasons for each selection in terms of structural significance.

5.Note data bearing on such higher critical questions as the author, place and date of writing, recipients, etc.

6.Note other major impressions relating to the book as a whole.

Works to be consulted: "Methodical Bible Study" Robert A. Traina (pg numbers listed above); "Bible Study that works" ***** L. Thompson (pg. numbers listed above). I understand that the time-frame can prove to be challenging so please let me know immediately if the ***** needs more time. I believe I can push it back to 8:00 pm tonight, but I'll need to know if it will be later than that. I will follow this with an email. Thank you.