Introduction to Introduction to Forward-Pointing DevicesForward-Pointing Devices

Grammatical choices Grammatical choices as authorial intent as authorial intent

Choice implies meaningChoice implies meaning Default versus MarkedDefault versus Marked Semantic meaning vs. Pragmatic effectSemantic meaning vs. Pragmatic effect Principles, not rulesPrinciples, not rules

Forward-Pointing DevicesForward-Pointing Devices

Exploit at least one of three factors:Exploit at least one of three factors: RedundancyRedundancy Marked usageMarked usage Delay/InterruptionDelay/Interruption

Processing HierarchyProcessing HierarchyDiscourse-pragmatic FunctionDiscourse-pragmatic Function

which entailswhich entails

Processing FunctionProcessing Function

which entailswhich entails

Semantic FunctionSemantic Function

Forward-Pointing DevicesForward-Pointing Devices

Unneeded/RedundantUnneeded/Redundant ““Guess Guess whatwhat?” “Get ?” “Get thisthis…”—Just say it!…”—Just say it! ““Although I like your shirt…”—Get to the Although I like your shirt…”—Get to the

point!point! ““Don’t just sit there…”—What Don’t just sit there…”—What should should I do?I do? ““I want you to know…”—Just say it!I want you to know…”—Just say it! ““I decided to go upstairs. As I am walking up I decided to go upstairs. As I am walking up

the stairs…”—Get to the point, and use past the stairs…”—Get to the point, and use past tense!tense!

Forward-Pointing DevicesForward-Pointing Devices

““Guess Guess whatwhat?” “Get ?” “Get thisthis…”…” Redundancy-extra pronounRedundancy-extra pronoun Markedness-pronouns typically backward-pointingMarkedness-pronouns typically backward-pointing Delay/interruption-extra reference slows the discourseDelay/interruption-extra reference slows the discourse

““I want you to know…”I want you to know…” Redundancy-extra clause, already knownRedundancy-extra clause, already known Delay/interruption-extra reference slows the discourse, Delay/interruption-extra reference slows the discourse,

pushing off what he wants you to know.pushing off what he wants you to know.

Forward-Pointing Forward-Pointing C C Reference Reference CC and and DD Target Target DD

Redundant reference to something yet to be Redundant reference to something yet to be introduced.introduced.

Non-default use of pronounNon-default use of pronoun Extra reference delays introduction Extra reference delays introduction

Forward-Pointing Forward-Pointing C C Reference Reference CC and and DD Target Target DD

Get Get thisthis!! Listen to Listen to thisthis!! Guess Guess whatwhat!! You know You know whatwhat?? Here’sHere’s the deal! the deal! ThisThis is my final offer… is my final offer… Here’sHere’s how I want you to do this. how I want you to do this.

Forward-Pointing Forward-Pointing C C Reference Reference CC and and DD Target Target DD

Interrogatives (rhetorical questions)Interrogatives (rhetorical questions) Asking a question that does not expect an answerAsking a question that does not expect an answer Focuses attention on the answer to the questionFocuses attention on the answer to the question Matthew 11:7-9 Matthew 11:7-9 Romans 3:27Romans 3:27

Forward-Pointing Forward-Pointing C C Reference Reference CC and and DD Target Target DD

Demonstrative pronounsDemonstrative pronouns Generic reference to something not yet introducedGeneric reference to something not yet introduced

Individual entity (i.e. person or thing)Individual entity (i.e. person or thing) Propositional concept (i.e. idea or quotation)Propositional concept (i.e. idea or quotation)

1 John 4:9-101 John 4:9-10 Matthew 2:5, 18, 23Matthew 2:5, 18, 23 Mark 10:21Mark 10:21

Forward-Pointing Forward-Pointing C C Reference Reference CC and and DD Target Target DD

AdverbsAdverbs Describe the manner in which something Describe the manner in which something

presupposed action is to be done, i.e. presupposed action is to be done, i.e. howhow Mark 4:30 Mark 4:30 1Corinthians 9:24, 261Corinthians 9:24, 26

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

The use of The use of μένμέν Anticipates some related point will followAnticipates some related point will follow Creates a correlated setCreates a correlated set

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

The use of exception or restriction The use of exception or restriction Negates an entire set, then adds one member back Negates an entire set, then adds one member back

in the exceptionin the exception

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

Original Set Negated Set Restricted Element Added

X X X X X X X X X X X X Y X X X X X X X X X XX X

Y

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

The use of exception or restriction The use of exception or restriction Negates an entire set, then adds one member back Negates an entire set, then adds one member back

in the exceptionin the exception The importance of exceptionsThe importance of exceptions Mark 6:4-5 Mark 6:4-5 2 Timothy 2:5 2 Timothy 2:5

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

The use of The use of ἀλλάἀλλά to correct or replace to correct or replace Can follow either a positive or negative statementCan follow either a positive or negative statement Replaced element Replaced element

is is notnot a member of original set a member of original set is syntactically parallel to what it replacesis syntactically parallel to what it replaces

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

Original Set Corrected Set Replaced Set

X X X X X X X X X X X X X X X X X X X X X X XX X

X X X X X X X X X X

X X Y X X X X X X X X X XX X

Y

Y

AA Point Point AA -- -- BB Counterpoint Counterpoint BB Sets Sets

The use of The use of ἀλλάἀλλά to correct or replace to correct or replace Can follow either a positive or negative statementCan follow either a positive or negative statement Replaced element Replaced element

is is notnot a member of original set a member of original set is syntactically parallel to what it replacesis syntactically parallel to what it replaces

Philippians 2:4 Philippians 2:4 1 Corinthians 14:2 1 Corinthians 14:2 Matthew 20:28 Matthew 20:28

Forward-Pointing DevicesForward-Pointing Devices

Exploit at least one of three factors:Exploit at least one of three factors: RedundancyRedundancy Marked usageMarked usage Delay/InterruptionDelay/Interruption

EffectsEffects Creates some suspense through the delayCreates some suspense through the delay Attracts more attention than omitting referenceAttracts more attention than omitting reference

Meta-commentsMeta-comments

When speakers stop saying what they are saying in When speakers stop saying what they are saying in order to comment on what is going to be saidorder to comment on what is going to be said

Unneeded to process what followsUnneeded to process what follows Delays the introduction of what is commented onDelays the introduction of what is commented on

““It is very important that you understand that …”It is very important that you understand that …” ““I want you to know that …”I want you to know that …” ““Of all the things that you have learned so far, the most Of all the things that you have learned so far, the most

important thing is that…”important thing is that…” ““If you remember nothing else that I say, remember that…”If you remember nothing else that I say, remember that…”

Meta-commentsMeta-comments

Ocean’s ElevenOcean’s Eleven ‘‘I say to you…’I say to you…’ ‘‘I tell you the truth…’I tell you the truth…’ ‘‘We know that…’We know that…’ Romans 12:1, 3Romans 12:1, 3 Galatians 1:9, 11Galatians 1:9, 11 Matthew 5:18 versus 5:22Matthew 5:18 versus 5:22

Historical PresentHistorical Present

Greek tenses do Greek tenses do notnot encode time like English, encode time like English, but there is a relationshipbut there is a relationship Vast majority of aorists are past time referencesVast majority of aorists are past time references Vast majority of presents are present time refsVast majority of presents are present time refs

Greek verbs primarily convey aspectGreek verbs primarily convey aspect Perfective-viewing the action as undifferentiated Perfective-viewing the action as undifferentiated

wholewhole Imperfective-viewing it as incomplete or ongoingImperfective-viewing it as incomplete or ongoing

Historical PresentHistorical Present““Historical” use stands out by usingHistorical” use stands out by using

wrong temporal reference—present for pastwrong temporal reference—present for past wrong aspect—imperfective for perfectivewrong aspect—imperfective for perfective

Primary functionsPrimary functions Highlighting a discontinuity in the discourseHighlighting a discontinuity in the discourse

Figuratively making “a mountain out of a mole hill”Figuratively making “a mountain out of a mole hill” Matthew 15:1 Matthew 15:1

Highlighting a significant speech or event that Highlighting a significant speech or event that followsfollows

Mark 14:30 Mark 14:30

Processing HierarchyProcessing HierarchyDiscourse-pragmatic FunctionDiscourse-pragmatic Function

which entailswhich entails

Processing FunctionProcessing Function

which entailswhich entails

Semantic FunctionSemantic Function

Redundant Quotative FramesRedundant Quotative Frames The use of extra verbs of speaking to ‘frame’ The use of extra verbs of speaking to ‘frame’

or introduce a speech, which are meant to or introduce a speech, which are meant to draw attention to a surprising or important draw attention to a surprising or important speech that follows.speech that follows.

FunctionsFunctions Highlighting speech at changesHighlighting speech at changes

Mark 11:22 Mark 11:22 // // Matthew 21:21 Matthew 21:21 Segmenting/highlighting mid-speech w/o changeSegmenting/highlighting mid-speech w/o change

Luke 6:5 Luke 6:5

Sample passagesSample passages

Mark 10:17-22 Mark 10:17-22 Mt 19.16-30Mt 19.16-30 Lk 18.18-30Lk 18.18-30