OT798

ADVANCED EXEGESIS OF THE

HEBREW BIBLE
ONLINE COURSE (8 WEEKS)

COURSE SYLLABUS

WELCOME
Welcome all to this eight week online class of Advanced Hebrew Exegesis of the Hebrew Bible. My
Desire is that this course will give you a greater desire to seeing the Beauty of the Old Testament
as you translate, memorize, read and write about the Old Testament. This course is intended to
show you all the depth that the Hebrew in the Old Testament and how the various genres are rich
both in content and their unique structure. May this class give you an even greater love for the
Old Testament and to carefully study it in the future.

COURSE DESCRIPTION
In our time together in this course, you will study various texts in the Old Testament, engaging in
rigorous exegetical analysis and theological reflection. This course emphasizes reading,
translation, and parsing, with attention given to exegetical observations which will culminate in
exegetical research in Job, Ecclesiastes or Proverbs. This course is geared for students who have
already done significant Hebrew work, including Hebrew Grammar 1 and 2, and Hebrew Exegesis
1.

COURSE OBJECTIVES
Exegesis is the primary task of the student of Biblical literature and is the foundation for faithful
exposition of the Biblical text. Exegesis requires a great deal of interaction with the text. This
course will examine Hebrew texts from different periods of Biblical Hebrew. Classroom reading
and discussion of the Hebrew text will provide an atmosphere for learning the specific principles
involved in doing Biblical exegesis in the Old Testament.
This course will engage the student with select texts from the Old Testament. At the conclusion of
this course the student should be able to:
1. Demonstrate competency with vocabulary and standard tools to translate biblical Hebrew texts.
2. Demonstrate competency with the Hebrew text, identifying key linguistic and grammatical features
that develop meaning.
3. Write an exegetical paper combining accurate translation and exegesis with reliable practical and
theological implications.

COURSE PURPOSE IN OLD TESTAMENT STUDIES

The Division of Old Testament Studies is designed to advance critical thinking skills in linguistic, exegetical,
and apologetical aspects of Old Testament study and to promote growth in disciplined habits for ongoing
independent study of the Old Testament.

To accomplish the Division of OT Studies curriculum, the following Division Learning Outcomes (DLOs)
must be attained:

 DLO #1: Demonstrate competency with vocabulary, basic grammar, and standard tools to translate
simple biblical Hebrew texts.
 DLO #2: Implement a sound research methodology to interpret the Hebrew Bible.
 DLO #3: Produce an exegetical project reflecting accuracy in critical thinking and writing.
 DLO #4: Write an exposition combining accurate translation and exegesis of the Hebrew text with
reliable practical and theological implications.

This class fits under department level learning outcomes 1, 2, and 3. The translation assignments,
memorization Quizzes and final exam fit under DLO #1 as they show competence with the vocabulary
and grammar of Biblical Hebrew. The classroom discussions and reading fit under DLO #2 as the students
learn sound research methodology as they deal with the text of Scripture and the various genres of the
text. The Exegetical Paper Fits DLO #3 as the student’s paper is one of those products students are
expected to create as a reflection of their thinking and writing skills on the topic.

TEXTBOOK INFORMATION
Required Texts (You will be reading the passages from the Hebrew Bible and the two short books by
Ska and Berlin. Required portions from Choi, Alter and Brown are listed in the schedule below):
1. The Hebrew Bible- Biblia Hebraica Stuttgartensia (BHS)
2. Alter, Robert. The Art of Biblical Narrative. New York: Basic Books, 1981.
3. Arnold, Bill T., and Jahn H. Choi. A guide to Biblical Hebrew syntax. Cambridge University Press,
2018.
4. Berlin, Adele. The dynamics of biblical parallelism. Wm. B. Eerdmans Publishing, 2007.
5. Brown, William P. Seeing the Psalms: A theology of metaphor. Westminster John Knox Press,
2002.
6. Ska, Jean Louis. "Our Fathers Have Told Us'': lntroduction to the Analysis of Hebrew Narrotives.
Roma: Editrice Pontificio lnstiMo Biblico,1990.
Recommended Texts for Additional Study:
1. Beall, Todd S., William A. Banks, and C. S. Smith. "Old Testament Parsing Guide: Revised and
Updated Edition." Nashville, Tennessee: B&H Academic (2000).

COURSE TEACHING METHOD AND ASSIGNMENTS DETAILS

Remember, this is a lecture course with student participation. Each week the student is expected to
come prepared for critical inquiry, group discussion, and personal application. In addition to your
reading, your assignments to help you achieve the course outcomes include:

 Discussion and Participation (10% of Final Grade)

Each Week, heavy emphasis will be placed upon classroom interaction on our synchronous zoom
classes. The student will be required to read the Hebrew text aloud, present their translation, and
argue for their translation decisions on the zoom chat.

 Hebrew Reading and Translation (50% of Final Grade)

The student will be required to read a selected text for each week. Each week’s text will be examined
during the synchronous class online. A reading schedule is provided on Canvas. Students are required
to spend 15 minutes a day sight reading Hebrew. The student will read within the week’s selected
text, increasing speed and vocabulary retention each day of the week. Initially, the student may use a
lexicon for vocabulary, but the student is expected to sight read without a lexicon as he becomes more
familiar with the texts. This class will examine several different Hebrew texts and various genres. At the
end of the week, after reading through the text during the week and also examining the text in class,
the student will provide a smooth English translation of the text on Canvas. These Translations are
Due by Friday at 11:59 PM at the end of each week according to the schedule presented in the
syllabus.

 Five Memorization and Parsing Quizzes (10% of Final Grade)

The students will have 3 quizzes throughout the semester at the end of weeks two, four and six. This
quizzes will be memorization quizzes on Canvas of 50-60 common words in the genre that has been
discussed. The students will be expected to translate words and sentences from Hebrew to English and
parse the common verbs learned during the unit.

 Exegetical Research Paper (20% of Final Grade)

The student will prepare a research paper of 15 pages. This paper is to be formatted according to the
Turabian 8th Style Guide. This paper will be based on a pericope in Proverbs or Ecclesiastes. It is the
student’s choice as to which section to examine in Either of these books. The student will exegetically
examine the text, pointing to the key linguistic and exegetical features which determine the meaning
of the text. A minimum of 15 unique sources is required for this paper.

 Final Exam (10% of Final Grade)

During the Last week of this class, the students will have a cumulative Exam on Canvas in which they
will need to be able to translate chosen texts from the chapters that were discussed throughout the
 semester. This exam should show the student’s proficiency and mastery of the Biblical Hebrew they
have practiced during the semester.

CLASS POLICIES
 Attendance: Per our student manual, more than one, 3-hour unexcused absence (one synchronous
weekly class) will result in grade reduction; more than two, 3-hour total absences will result in failure
of the course. If excused absences are needed, please contact me directly. Each tardiness over 10
minutes counts as 1/3 class session absence.

 Late Work Policy: Assignments are eligible for full credit only if they are turned in on time. The
submission of any assignment that is late, except if accompanied by a written excuse from a physician
or if you have been granted extra time by the Academic Success Center, will be reduced by 10% per
day. No credit will be awarded for the assignment after 10 days (not including Sundays). The instructor
will evaluate all other extenuating circumstances on a case-by-case basis. No assignment will be
accepted after the published end date of the course.

Any work submitted after the last day of classes for the semester will receive a grade of 0 unless a
grade of Incomplete has been approved before that time. Any request for a grade of Incomplete must
be made during the final month of the semester with at least 50% of the course work completed.

 Make-Up Work Policy: According to the school handbook, students are allowed one day for every day
missed to make up an assignment due to an excused absence.

 Academic Integrity: As believers, we are called to pursue Christlikeness and commanded to flee from
temptation to lie, steal, and obtain success through that which is not our own effort. (Lev 19:11, Prov
21:6)

Plagiarism: presenting someone else’s work or ideas as your own, with or without their consent, by
incorporating it into your work without full acknowledgement of the source, will not be tolerated at
SCCS. This includes any form of academic dishonesty such as fabrication of assignments through the
copying and pasting of resources to turn in as your own, sharing homework assignments with peers,
submitting a paper for multiple classes without expressed permission from teachers, and the utilization
of AI technology to create written work. Cheating: to act in a dishonest way in order to gain an
advantage, will likewise not be tolerated. Obtaining unauthorized academic material (e.g. test & quiz
questions) for personal use, sharing exam questions with peers, and even failure to report knowledge
of academic dishonesty are all forms of cheating. If you are caught and found guilty of plagiarism
and/or cheating, you will receive a zero on the assignment with no option to make up the grade. You
will also be required to meet with the Dean to discuss the issue. Further consequences will include
suspension and possible expulsion.

 Academic Success Center (ACS Accommodations and Tutoring): (UPDATED 02.2020) The ASC provides
accommodations for on-campus and online students with disabilities (physical,
psychological/emotional, learning & ADD). Requests may be made throughout the semester, and they
will be kept confidential. The ASC office is located on the second floor of the library (803-807-5611,
[email protected]). Students already receiving services through the ASC should contact the
 professor so that together they can make the student’s academic experience in class as successful as
possible.

COURSE STRUCTURE
 Overall Structure: This course is divided into 6 Units, as the 5 first units deal with different types of
Biblical text genres and the final unit is a summary that deals with the final research paper and final
exam. The expected outcomes for each of these units are as follows:
Unit Outcomes
#1 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Narrative and learn how it is to be translated accurately.
k1 2. The student will become familiar grammatical/linguistical Feature of Discourse Analysis

#2 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Poetry and learn how it is to be translated accurately.
k2 2. The student will become familiar grammatical/linguistical Feature of Metaphor

#2 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Poetry and learn how it is to be translated accurately.
k3 2. The student will become familiar grammatical/linguistical Feature of Parallelism

#3 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Wisdom literature and learn how it is to be translated accurately.
k4 2. The student will become familiar grammatical/linguistical Feature of Semantic Domains
3. The student will become familiar grammatical/linguistical Feature of Janus Parallelism
#3 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Wisdom literature and learn how it is to be translated accurately.
k5 2. The student will become familiar grammatical/linguistical Feature of Semantic Domains

#4 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Law and learn how it is to be translated accurately.
k6 2. The student will become familiar grammatical/linguistical Feature of Negation
3. The student will become familiar grammatical/linguistical Feature of Subjunction
#5 1. The student will become familiar with the common vocabulary in the Hebrew Bible Genre of
Wee Prophecy and learn how it is to be translated accurately.
k7 2. The student will become familiar with grammatical/linguistical Feature of Verbal Aspect.

#6 1. The student will become familiar with the common vocabulary in the five Biblical genres
Wee discussed and learn how it is to be translated accurately.
k8 2. The student will become familiar with grammatical/linguistical Feature of Verbal Aspect

COURSE WORKLOAD AND EVALUATION

Your course grade will be computed according to the following formula:

Assignment Workload Evaluation

Reading 15 hours ---
Discussion and Participation 25 hours 10%
Hebrew Reading and Translation 45 hours 50%
Research Based Writing 30 hours 20%
Quizzes 10 hours 10%
Final Exam 10 hours 10%
Total 135 hours 100%

Course grades will be assigned using the following cutoff percent scale:
A Above 93 B- 83 to 80 D+ 69 to 67
A- 93 to 90 C+ 79 to 77 D 66 to 64
B+ 89 to 87 C 76 to 74 D- 63 to 60
B 86 to 84 C- 73 to 70 F 59 or below

COURSE SCHEDULE
WEEK SCHEDULE
Unit #1 1 Genesis 22, 1 Kings 18 and Daniel 1
Aug 6 Before class: read the syllabus in full, prepare a translation of Dan 1, 1
Biblical King 18 and Gen 22
Narrative Class discussion: Syllabus, Introduction, Biblical Narrative Genre
Genre After class: read Ska, Introduction, chapter 1, chapter 3; Alter (Art of Biblical
Narrative), chapters 1, 2 & 5.
Unit #2 2 Psalm 19, Psalm 22
Aug 13 Before class: prepare a translation of Psalm 22 and 19
Biblical Quiz #1 – Biblical Narrative Memory Quiz
Poetry Class discussion: Hebrew Poetry Introduction, Metaphors in
Genre Biblical Poetry
 After class: read Berlin
3 Psalm 139
Aug 20 Before class: prepare a translation of Psalm 139
Quiz #2 – Biblical Poetry Memory Quiz
Class discussion: Parallelism in Biblical Poetry
After class: read Berlin
Unit #3 4 Job 7 and Job 3
Aug 27 Before class: prepare a translation of Job 7 and Job 3
Wisdom Class discussion: Wisdom Literature Introduction and Vocabulary, Janus
Literature Parallelism
Genre
5 Proverbs 1
Sep 3 Before class: prepare a translation of Proverbs 1.
Quiz #3 – Wisdom Literature Memory Quiz
Class discussion: paper topics, Semantic Framing

Unit #4 6 Exodus 20 and Leviticus 20

Sep10 Before class: prepare a translation of Exodus 20 and Leviticus 20
Biblical Quiz #4 – Biblical Law Memory Quiz
Law Genre Class discussion: Biblical Law Genre Introduction, Negation and Subjunction
After Class: Read Chou Section on Negation and Subjunction
Unit #5 7 Isaiah 6 and Isaiah 53
Sep 17 Before class: prepare a translation of Isaiah 6 and Isaiah 53
Biblical Quiz #5 – Biblical Prophecy Genre Memory Quiz
Prophecy Class discussion: Prophecy Genre Introduction, Verbal Aspect in OT prophecy
Genre After class: Read Chou about Verbal Aspect

Unit #6 8 Class discussion: Review of the 5 Genres and Application, Final Issues in
Sep 24 Biblical Hebrew
Summary After class: Final exegetical paper due Friday Sep 27th , by
and Final 11:59pm
Research Final exam due by Wednesday Sep 25th, 2024
Assignment Description: The student will be asked to translate various chapters in the Hebrew Old Testament into a smooth, idiomatic accurate translation in
English.

Assignment Purpose: To cultivate students' linguistical skills by translation various chapters from various Biblical genres which demonstrates competency with
vocabulary and standard tools to translate biblical Hebrew texts.

Back to the Drawing Basic Proficient Exemplary Score

Criteria Board Adequate, but needs Well-informed and Worthy to be imitated. [__/20] Comments
substantial revision. skillfully executed.
[D-F] [C] [B] [A]

__/10

Excellent recognition.
Major errors in recognition. Minor errors in Occasional errors in
Superb glosses. No
Poor glosses. Substantial recognition. Acceptable recognition. Accurate
confusion of similar
Vocabulary confusion of similar terms. glosses. Some confusion glosses. Virtually no
terms.
Comprehension of similar terms. confusion of similar terms.

[6 points or less] [7 points] [8–9 points]

[10 points]

__/10
Accurate discernment of
Accurate discernment of
relationships between
Cannot discern proper relationships between
Discerns most words and phrases.
relationships between words words and phrases.
relationships between Accurate parsing. No
and phrases. Inaccuracy in Accurate parsing. No
words and phrases. Most skipping of words. But,
Translation parsing. Skips several words skipped words. Full,
parsing is accurate. Skips translation lacks
in each sentence. smooth, idiomatic, and
only an occasional word. smoothness and is overly
accurate translation.
[7 points] literal.
[6 points or less]
[10 points]
[8–9 points]

GRADING RUBRICS

Translation Assignments Assessment Rubric -

Student:

Research Paper Assessment Rubric -

 Student:
Assignment Description: The student will prepare a research paper of 15 pages according to Turabian (8th edition) Style Guide. The student will exegetically
examine the text of one of the chapters of the book of Ecclesiastes, pointing to the key linguistic and exegetical features which determine the meaning of the
text. A minimum of 15 unique sources is required for this paper.

Assignment Purpose: To cultivate students' exegetical skills by analyzing a chapter from the book of Ecclesiastes, focusing on linguistic and exegetical features
to determine its meaning. To develop research proficiency, Critical thinking and writing skills regarding Biblical texts through researching a minimum of 15
sources and adhering to Turabian Style Guide,
Back to the Drawing Basic Proficient Exemplary Score
Criteria Board Adequate, but needs Well-informed and Worthy to be imitated. [__/100] Comments
substantial revision. skillfully executed.
[D-F] [C] [B] [A]

Well executed in terms of __/10

Regular and widespread Largely adheres to the
Well executed in terms of style. Excellent grammar,
violations of the Style Style Guide, a few
style. Grammar and superior vocabulary, and
Guide. Poor sentence and minor errors. Writing is
syntax commensurate use of technical
Writing Style and paragraph construction. essentially correct
with graduate level work. terminology.
Format grammatically with
Varied vocabulary and
good construction.
use of technical terms.
[8–9 points]
[6 points or less] [7 points]
[10 points]
Good use of basic Clear evidence of probing Obviously thorough and __/10
Uses only the most basic
research tools, but research. Excellent use detailed research.
resources, evidencing only
Evidence of largely nothing beyond of periodical literature Excellent use of materials
rudimentary research.
Graduate Level basics. Little evidence and other front line from all genres which are
Research of a probing research materials. pertinent to the paper.
ethic.
[6 points or less]
[7 points] [8–9 points] [10 points]
Excellent and detailed __/20
Generally, a clear Clear and detailed structure of material.
Poorly organized, structure
structure. Not detailed, structure follows a logical Argumentation is
Organization of lacks clarity.
but material and flow; cogent arguments presented in a solid,
Material and
arguments are are well laid out and logical manner, well
Argumentation
reasonably organized. reasonably supported. documented and
[14 points or less]
[15-16 points] [17–18 points] insightful.
[19-20 points]
Little or no interaction; Firm grasp of all views __/20
Clearly understands
does not represent Acknowledges & grasps on the topic. Clear,
opposing views and
Scholarly Interaction opposing view fairly or opposing view(s) and insightful, and detailed
arguments. Clear
with Opposing or with evidence of nuance of arguments and makes an interaction with all views
interaction with material.
Differing View(s) position. attempt at interaction. while defending the
[15-16 points] paper.
[17–18 points]
[14 points or less] [19-20 points]
Conclusions presented are Generally, a clearly Demonstrates compelling __/20
A clear and coherent
self-evident or lacking presented but grasp of material and
presentation. A
evidence of thought or unremarkable makes an excellent
Coherence and Logic thoroughly thought out
conviction. Logical conclusion. Minimal presentation. Makes a
of Conclusion(s) and logically presented
fallacies are evident in the problems of logic or clear and compelling
conclusion.
conclusion. coherence. conclusion.
[17–18 points]
[14 points or less] [15-16 points] [19-20 points]
Has points of __/20
Provides a good Significant, insightful
Fails to fully summarize or contribution, with
summary of views contribution to the
contribute insights to the refinement could have
Contribution to the within topic or field. discussion; a paper
topic or field of study. chapters worthy of
Topic or Field Minimally advances the worthy of publication in
publishing.
discussion. all or part.
[14 points or less]
[15-16 points] [19-20 points]
[17–18 points]
 BIBLIOGRAPHY

Ackerman, James S. “Joseph, Judah, and Jacob.” In Literary Interpretations of Biblical

Narratives. Vol. 2. Edited by Kenneth R.R. Gros Louis, with J.S. Ackerman. Nashville:
Abingdon, 1982.
Alexander, T Desmond. “Genealogies, Seed and the Compositional Unity of Genesis.” Tyndale
Bulletin 44, no. 2 (November 1993): 255–70.
———. “Royal Expectations in Genesis to Kings: Their Importance for Biblical Theology.”
Tyndale Bulletin 49, no. 2 (1998): 191–212.
Alter, Robert. The Art of Biblical Narrative. New York: Basic Books, 1981.
Arnold, Bill T., and Jahn H. Choi. A guide to Biblical Hebrew syntax. Cambridge University
Press, 2018.
Beall, Todd S., William A. Banks, and C. S. Smith. "Old Testament Parsing Guide: Revised and
Updated Edition." Nashville, Tennessee: B&H Academic (2000).
Bergen, Robert D. Biblical Hebrew and Discourse Linguistics. Dallas, TX: Winona Lake, 1994.
Berlin, Adele. Poetics and Interpretation of Biblical Narrative. Sheffield: Almond Press, 1983.
Berlin, Adele. The dynamics of biblical parallelism. Wm. B. Eerdmans Publishing, 2007.
Brown, William P. Seeing the Psalms: A theology of metaphor. Westminster John Knox Press,
2002.
Carr, David McLain. Reading the Fractures of Genesis: Historical and Literary Approaches. 1st
ed.. Louisville, Ky.: Westminster John Knox Press, 1996.
———. From Canaan to Egypt: Structural and Theological Context for the Joseph Story.
Catholic Biblical Quarterly. Washington: Catholic Biblical Association of America, 1976.
Cotterell, Peter. Linguistics & Biblical Interpretation. Downers Grove, IL: InterVarsity Press,
1989.
Fishbane, Michael A. Biblical Interpretation in Ancient Israel. Oxford Oxford University Press,
1988.
Fokkelman, J. P. Narrative Art in Genesis: Specimens of Stylistic and Structural Analysis.
Eugene, OR: Wipf and Stock, 2004.
Fox, Everett. “Stalking the Younger Brother: Some Models for Understanding a Biblical Motif.”
Journal for the Study of the Old Testament 18, no. 60 (December 1993): 45–68.
Fox, Michael V. “Wisdom in the Joseph Story.” Vetus Testamentum 51, no. 1 (2001): 26–41.
Longacre, Robert E., and Shin Ja J. Hwang. Holistic Discourse Analysis, Second Edition. Dallas,
Texas: SIL International, Global Publishing, 2012.
Millard, A. R and D. J Wiseman. Essays on the Patriarchal Narratives. Leicester, England:
InterVarsity Press, 1980.
Ska, Jean Louis. "Our Fathers Have Told Us'': lntroduction to the Analysis of Hebrew
Narrotives. Roma: Editrice Pontificio lnstino Biblico, 1990.
Sternberg, Meir. The Poetics of Biblical Narrative: Ideological Literature and the Drama of
Reading. Indiana Studies in Biblical Literature. Bloomington, IN: Indiana University
Press, 1987.