Religion Question

1. New Testament

(350 words) (Summarize the transcript below)

*When writing the summary, you must address the professor

*Example Sentence: In this meeting, Dr. Wishart discusses

Okay, so any questions from last week from the video prepositions and Amy, the verb to be or I am, the verb? Anybody have anything come up or anything confusing? Anything make no sense at all? I think for me, this is great by the way, when we do the homework assignment, I’m not getting a lot of them correct. You know, I think I’m getting some of the parsing and the conjugating and things, but I’m not getting them, you know, the correct answers and I’m completing them, but is there a way to like, I guess, save and look back at those or I guess I’m looking at the exam moving forward, like, is it gonna be more vocab or is it gonna be a mix of like the homework that we’re doing and how much of the homework should we be getting correctly? Like, I feel like I’m getting some of the things right, but I’m like, I’m not, I feel like I’m not getting like a lot of the concepts, I’m getting part of it. Yeah, yeah, no, that’s a great question, Grayson.

And remember to like, what you do each week is gonna be like for you at that point, it’s gonna be the hardest part of the course so far, because it’s the most fresh. Whereas when you do the exam, you will have some of the most recent stuff on there, but you’ll also have stuff from weeks ago. And so that will be correspondingly easier.

The exam is broken up about half of it is vocabulary, actually half of it is vocabulary. And then the other half is going to be things like, there will all be, there’s no short answer or long answer questions, so there’s no like open text boxes to put answers in, it’s gonna all be either true or false or multiple choice kinds of questions. So the answer will be there in front of you, and you just have to pick the right one.

And it will be similar in a lot of ways to the homework, but for instance, you might get a question like, what is the case of this word? And you’ll have options, nominative, genitive, dative, accusative, and you’ve got to kind of figure out which one it is. Now, that’s why the one thing I’ve mentioned as helpful exam preparation is being able to write down from memory, the paradigms, the article paradigm and the case endings. So those two paradigms, balloons, catch one.

Those two paradigms, if you can write those down, then you’ll get in your exam, sit down, write it down right away. You can even just practice it right before your exam. Yeah, just do it like 10 times.

So it’s like, yeah, I know it. I can see it in my head and I can sit down, write it down immediately. And then you’re just cross-referencing when you get to those questions.

It’s a lot easier. So anyways, I would encourage that. And you’ll have things like, you may not know about the word, but it has an article, and the article is clearly genitive, singular or something.

And so, yeah, there will be some grammar questions. Some grammar questions like, let me think, I’m thinking of all ones from later on. Like, well, we’re gonna talk about adjectives this week, and there’s a couple of different ways adjectives get used, an attributive adjective or a substantival adjective, predicate adjective.

And so it might ask you which one, is this a predicate adjective or attributive or substantival? And you have to pick the right answer. And that would be kind of a grammar question. Yeah, I think it’s generally, if you’ve been doing the homework each week, you shouldn’t really have a big problem with the exam.

I just feel like I was getting like the quizzes, I feel confident, but then the homework, I’m like, okay, I’m getting two different feedback, yeah, signals. And I’m like, where am I when I enter, when I’m moving forward, like I’m not, it’s hard for me to gauge like how I’m doing. So that’s kind of what I was asking, okay.

Yeah, oh, sorry, one second. But thank you, I will definitely try to memorize and write down the paradigms and the ending that’s helpful. Yeah, yeah, I will, let me just see.

It might not be for this exam, but in future exams, I’ll try to have a little exam review, but you’ve also like, again, your assignments, if you look at the ones you get wrong and afterwards, if you can look back at the textbook and understand why you got it wrong, if just the process of understanding why will really, really help. So it’s, yeah. And again, like just keep in mind, the exam is not meant to trick you or catch you or anything like that.

All it is meant to do is to demonstrate progress and that’s it. So I think especially if you’re keeping up with the vocabulary, then, I mean, literally, if you got the vocabulary all correct, you would pass the exam. So that’s kind of a simple low hanging fruit is getting the vocabulary.

And then again, like a lot of the questions are gonna be quite simple if you’ve got that paradigm down. So I would look back at, just review some of the grammar that we’ve talked about and like, what are some of the key concepts from the past chapters? Again, you just wanna kind of like, if you flip back to like a previous chapter and you’re like, you see a heading and you’re like, I have no idea what that is. Well, then give that one a read.

But the other ones you’re gonna be like, yeah, I remember this, I remember this, I remember this. And so it’s, use that, try to inform yourself about what you’re not clear on. That will be really helpful.

So yeah, Rebecca. Yeah, I just, I have, I’m struggling kind of with the prepositions. I don’t know if anybody else is in the same boat, but the textbook says, look at the context to see if it’s like, especially like in the genitive, or excuse me, the dative singular, is it what, or with, or in, or for? And it kind of a two part with that.

Sometimes there’s so many words in these workbook questions that I’m having a hard time figuring out which preposition goes with what noun and like, how do I separate the sentence to make it make sense? I don’t know if you have any tricks for, you know, separating it, if you can share. Yeah, so let me see if I can write on my screen here for a second. So for instance, oh, where’s my, oh, there we go.

Sorry, it wasn’t plugged in all the way. Give it a second. Come on, there we go, okay.

So when you’re looking at a sentence, you might see like, oh, ah. Daddy, Singapore tingles. You are welcome, sweetheart.

And, to, cause. So for instance here, the big thing that changes, so if you’ve been, seen some of the practice sessions we’ve done over the past few weeks, and you’ve seen that one of the things I’ve been trying to emphasize is that this, for instance, is a nominative phrase. The whole phrase is nominative.

So in the same way, this is a dative phrase. Now, either of these phrases, you could add in like a whole genitive phrase, like, to, the, oo. So this is ha, la, gos, the word.

And I could add in to, the, oo, which would be the word, and it’s a description of what kind of word, the word of God. And so in the same way I could hear, I have, I could put that over here too. I could say, en, to, cosmo, in the world of God.

You know, God’s world. So the word in God’s world. So the key is the genitives are gonna kind of can trip you up a bit because they’re, they’re like nested.

You know, it looks like they’re, so this is a, this is a nominative phrase. And even if you put a genitive in there, the whole thing together is, you know, maybe your subject, the word of God, that’s your subject for the sentence. So what you wanna do though is look for words that are the same case, and try to see those boundaries between those.

But again, be careful with those genitives because they belong, you know, with the thing they’re describing basically. Now a preposition is always going to be in front of whatever it’s modifying. And another key is a preposition will never be with a nominative.

Prepositions only are with what they call oblique cases. So non-nominative oblique cases. Accusative, genitive, dative.

So you only have prepositions with those cases. And so a preposition is always gonna be with, if you see a preposition, well, you’re not gonna see it directly in front of a nominative, but if you see a nominative a little way later, that’s a boundary point. You’re like, okay, there’s a break in the syntax there.

So yeah, other than that, really it’s gonna come down to just practicing, breaking up the words like that. It’s kind of like breaking up syllables in the words. After a little bit, it’s kind of natural.

You’re like, oh yeah, I can see the breaks. But when you’re first learning, it’s like, oh, there’s rules here. Oh, what about this? Oh man, there’s exceptions.

And it can be kind of overwhelming. But with cases, it’s gonna over time become clearer and clearer how to break down a sentence into phrases, clauses, and then phrases. So yeah, I don’t know if that helps just a couple of those points.

Yeah, it does. Thank you. Yeah, and oh, your other point about context.

So for instance, this N could be in, with, by. So it could be like, there’s a lot of options. Which one do you think it is in this case? In the world.

Yeah, and why do you think that? Well, because of context, right? Well, that’s pretty vague. What you’re gonna, there’s a couple, the one way you can test is if you gloss it in English, you translate it to English, does it make sense? If it doesn’t make sense, you’re like, wow, this makes no sense. That might be a signal that you could try a different gloss.

But in this case, like Cosmo world is a location. And so yeah, it’s telling you, because if you remember what the dative case signals to you, this is dative here, to Cosmo. And N is always followed by the dative, always.

What the dative case tells you is a circumstance. So the genitive tells you a description. You know, the word, what kind of word? The word of God.

But the dative tells you a circumstance, whether that’s the place, the time, the manner, the purpose, any of those kinds of circumstances. And so you wanna kind of look at, okay, like what kind of circumstance is this? You know, is this a place, a time, you know, an agent, you know, like, you know, by, you know, someone was accused by the soldier or something. Well, soldier there is an agent, you know, like, so let’s say, well, maybe that’s the instrument or agent of the accusation rather than the location or the time.

So yeah, that’s where it’s kind of vague to say context, but really it is, you’re actually looking at everything beyond the word and the case itself. You’re saying, okay, what do I know about these words here, these lemmas or lexemes, and what the meaning of these words, and then beyond that, if I know what the sentence is saying, that’s very important context. You know, what’s going on in the sentence and what kind of situation is this? That’s also context.

So there’s a lot of layers of context. So it gets really tricky to spell out all of the sort of rules by which you would determine something like that. So try to just go with the most sensible one.

I don’t think you’ll wind up with a question on the exam that’s like, is it in or with or by? And you’re like, and it’s an interpretive question. There, it won’t, you shouldn’t get any questions like that. Try to remember.

I don’t always review all the exam questions every semester before the exam. So then I eventually I go back and I’m like, oh yeah, now I remember all the questions. So it’s a little, yeah.

Anyways, shouldn’t be too much interpretive stuff. Okay, let me close that then. Any other questions? Okay.

Let us, is that the card? Okay, let us start talking about adjectives then. So adjectives are, oh, how many chances to take the exam? One chance to take the exam. Yeah, so it’s not like the quizzes.

That would be nice if you could do it over and over and over again, right? But yeah, no, it’s an evaluation really. And for the quizzes, it’s kind of a bonus. You get to do it as many times as you want.

And it’s because it achieves the goal of learning the vocabulary the more you do it. So it works out perfectly. So adjectives.

Thank you for a question. Oh, you’re welcome. Yeah, you’re very welcome.

So adjectives are what I would, that’s kind of a structural term, adjectives. And what I would say, what I would talk about these as is instead properties or attributes, properties of something. So if I just do this, what have I just drawn there? What color is that? Red.

Red. How do you say red in Greek? Just kidding. Red.

Erythros, erythros. The country of Erythria is the red, is red, means red. And the sea is the, let me just remember what’s the feminine form here.

Thalassa erythra, erythra, the red sea. But interestingly in the Hebrew text, it’s called the Reed Sea, which is really funny. Yeah, it’s kind of this bizarre thing.

You go reading, you’re like, oh, it doesn’t say red. So weird. But the Greek one does.

So that’s why I got into English. Okay, so this is red. So all we know about that is that it’s just red.

I mean, I could have, I could do it like this, and then I could do it like this. And so this is like red, and this is like redder, and this is the reddest. But I could also call all of them just red.

But so properties or attributes are interesting because they’re what you would call a scalar value. They have scale, they have scale. I can say, oh, here’s Tyrone, and then be like, but he’s Tyrone, but this other person is Tyroner, and this is the Tyronist person.

Like, we don’t do that. That’s, and the reason we don’t do that is because Tyrone is a complicated thing. Red is a simple thing.

Does that make sense? So both nouns and adjectives and the article that we’ve learned, et cetera, they’re all nominals. I’m gonna show you a little diagram in a second, but nominals are things, things. And so red, so adjectives are simple things, and so they can have a scale.

Now, if I do draw this instead, oh boy, it’s gonna be bumpy rider already, I can tell. That’s a pointy looking bumper. Okay, what am I drawing here, charitably speaking? A car.

It’s a car, right? Why didn’t you call it red? Because isn’t it red too? No, because it’s not just red, right? It’s not just red. This thing, like, what is this? Let’s see, it’s red, and we know cars are metal, and they are fast, and they are expensive, you know, whatever, highly regulated, whatever. Okay, so there’s a whole bunch of properties.

So notice, here we’ve got one property, red. It’s a simple thing. And it can be red, redder, reddest.

This thing here, this is not a simple thing. This is a complex thing. It’s a whole bunch of properties all put together.

A car is sort of a thing that is complex. There’s a lot of properties that a car has, a lot. I mean, you could go on and on for a long time, actually, listing all the things you know about cars.

But each of those properties, either can be a scalar value, red, redder, reddest, metal. Well, I would say metallic, I guess, metallic, more metallic, most metallic, fast, faster, fastest, expensive, expensiver, more expensive, and expensivest, most expensive, and regulated, and so on, right? So you can actually take all of those, and they’re all scalar values, but you have all of those values come together, and they make a complex thing, and that is the noun. So nouns and adjectives, in some sense, they’re exactly the same thing.

They’re all things. It’s just that one is a simple thing, and one is a complex thing. And the reason that we categorize them differently is because they have different patterns in the grammar.

And I just told you one of the main patterns that adjectives can have scale. They can have, or degree is the term we normally use. It can be red, redder, and reddest.

That is not true of nouns. Nouns don’t behave like that. And that’s why we call them nouns.

That’s why we identify. This is a different category of word. They don’t follow this pattern.

The other thing that happens is, in Greek, a noun will be gendered. So the gender will be fixed. Wow, that says gendered.

And so it will be masculine, feminine, or neuter. And very rarely, you’ll get a word that you’ll just have two different nouns that are really similar, have the same root, but they’re just two different genders, like adelphos, brother, adelphi, sister. But that’s two different nouns.

But with adjectives, the adjective will always match its gender to whatever it’s modifying. So a red car, well, if car is masculine, I don’t know what it is in modern Greek, if car is masculine, the word red will be masculine to match it. And if there’s an article on it, which shows that it’s specifying the car, then it will be also masculine.

So like the whole noun, nominal phrase will be agree in gender, but the noun determines the gender. Okay, let me jump ahead a little bit there. Okay, so here’s the question, where do adjectives fit in with what we’ve learned so far? Well, remember, we are looking at Greek words, and we’ve seen two major categories so far.

Particles, that includes prepositions, like you just saw. Do prepositions have case? No, the words that they modify or go with, those have case, but the prepositions themselves, they don’t change. It’s not like, if you just see like N, like this, well, what case is that? Well, it doesn’t have case, right? Ace, does that have case? No, it doesn’t.

Conjunctions, you know, chi being the prototypical one, chi, does that have case? No. Does it have gender? No. Does it have number? Nope, it has nothing.

It has no morphosyntactic properties, as they’re called. Morpho meaning form, syntactic meaning function in the sentence. There’s also a couple other kinds of things that we won’t get into, but we’ve seen particles.

They have no inflections. So particles do not inflect. And then there’s a whole nother group of inflecting words.

Within that, there are verbals, which you’ve seen some verbs, but we haven’t really got into it yet. But you’ve probably seen, as we’ve been doing practicing, if one ends with ete, that means you plural are doing this thing. So there’s all kinds of variation we’re gonna learn about verbs later on.

But what we have seen so far is nominals. Now, nominals, that’s a category that includes all these nouns, articles, pronouns, adjectives, all of those things. And all of those things, the reason they are all nominals, they all belong in the same bucket, is because they all inflect for case, gender, and number.

That’s what makes them nominals. So nominals have all of those things. And we’ve just discussed what the difference is between, okay, nouns versus adjectives.

Well, nouns have fixed gender, adjectives do not. Adjectives have degree or scale, nouns do not. So there are some differences between them, but they all have case, gender, and number.

And then pronouns, same thing. Pronouns, what do they have? Well, they’re like, you can have a first-person pronoun, like ego, I. Well, you don’t have a first-person version of the word car or the word red. There’s no like first-person red, like, no, sorry.

You don’t have that. And then, oh, sorry, articles here. I was pointing at articles when I was talking about adjectives.

So articles, articles are just like, articles are like the nominal in the abstract. They’re like, it’s just like, it’s just a nominal. There’s no lexical content whatsoever.

There’s no like complex of properties. It’s like, all it is is a signal of case, gender, and number, and it’s specifying the phrase. That’s pretty much all it’s doing.

So this kind of abstract, I guess, but I’m trying to give you a framework to organize all of these different words we’re seeing and to understand why we’re learning these grammar patterns. Because it is, let me tell you, when you get to verbs, it can get really confusing to be like, oh no, I gotta learn like, you’re like, oh man, like we’re gonna move on from case and gender, but verbs have number. And so you’re gonna be like, wait, what am I, where’s the nominative, like, is this a nominative verb? And it’s like, no, no, no, verbs don’t have case.

Like, don’t worry about it. And then until we get to the last, we won’t get to this in the first semester, participles, as you can see here with these converging lines, participles have both. They have verbal properties and case, gender, number, nominal properties.

So they participate in both sets of properties. So anyways, adjectives are right here. So they’re nominal.

So they have case, gender, and number. So in everything we talk about in the rest of our time here, don’t lose sight of that. We’re just learning more words, just more things, right? Things that are like nouns.

And we’re gonna talk about some other patterns about how they get used to modify nouns. But that’s sort of like, that those are some syntactic patterns, but don’t lose sight of, okay, it’s just a nominal. I need to know the case, gender, number.

And if I’ve memorized my little paradigm, I’ll be okay. Now, the other thing that’s interesting here is you could say logos. That means word.

I can say ha logos. Now I’ve got the word. So I’ve got a specifier.

This is a nominative phrase. This is a nominative phrase. So, and this is a nominal.

I just put them all in the nominative case, but nominal, nominative, easy to get those mixed up, sorry. I don’t choose the jargon. I just convey it to you.

So, ha logos, that’s also a nominal. This is a nominal phrase right here. And then I could say, ha agathos.

Actually, it would be down like this. Ha agathos logos. So the good word.

Now notice agathos. It looks just like logos because it’s going to be nominative, masculine, singular, just like logos. Now that is a nominal phrase.

It’s a bunch of nominals all together. There I’ve got just a noun, logos, word. Here I’ve got a noun and an article, the word.

Here I’ve got a noun and adjective and article, the good word. I can also just have ha, oops, agathos. And that’s just going to mean, what is that? How do I translate that? The good, right? The good thing, the good person, the good one.

So this whole thing here, this is a nominal phrase too, because it’s just a phrase made up of nominals. And the whole thing is nominative, masculine, singular. So we’re going to see this pattern here where it’s like article with an adjective, the good, we do it in English too, the good, the bad, and the ugly.

We do that kind of thing. And if I say, Jesus will come again to judge the living and the dead. Well, dead there, it’s being used like a noun, right? It’s like the dead ones, the living ones.

So we do this in English and it’s not confusing at all to us because we know the language. So don’t let it confuse you in Greek, I guess is my encouragement. So now for a little bit of technical here.

So basically this is just reiterating what I’ve just told you. An adjective is part of a class of words. Remember, we define classes when we see patterns in the language.

It’s a class of words that has degree or scale. So they’re primarily used to modify other words like nouns, pronouns, other adjectives. Now, I would probably, this part I agree with completely, wholeheartedly, adjectives are attributes.

When they’re primarily used to modify other words, I mean, they’re just nominals. I don’t know, it’s like, does the article primarily modify things? Well, yeah. You can actually have an article all by itself.

I think we talked about it earlier, like ha-de-ben means, but he said, and this is the, he, but, and this is implied, he said, he, she had said. So, but he said, ha-de-ben, but he said. So you can have an article all by itself too.

And that is a nominal phrase right there. So that’s a lot more rare because it doesn’t signal a whole lot. There’s not a lot of content there, but it can happen.

So, okay. So adjectives are attributes. Adjectives are words with inflectional endings, right? They’re primarily used to modify nouns because nouns are also nominals.

They can also be used as substantives, which means just what I told you right here. You can use it like this. You can just use it as the primary nominal phrase, the good.

Okay. So there are three functions. So this is what I was saying.

I can almost, the questions you get on your exam are randomized for each of you. So there’s like a pool of questions. You’ll each get random questions within that for vocabulary and for grammar.

But I can almost guarantee this topic will be on your personalized exam. It should be on almost all of yours. And that is what are these three functions or something about these three functions.

2. New Testament

(350 words) (Summarize the transcript below)

*When writing the summary, you must address the professor

*Example Sentence: In this meeting, Dr. Wishart discusses

Okay, this week we’re talking about the third declension. So, some water. Declension, as I mentioned in the past, is a word that really you’re not going to use much in your everyday life.

And I’ve got a kind of reminder here of what a declension is. So, don’t worry, I’m not expecting you to remember all of that off the top of your head or remember exactly what it meant. So, something important here, which is that declension is not a semantic category, which means a meaning-related category.

Semantics means meaning. So, it’s not a meaning category. It’s a form or structure category.

So, for instance, the shape of, you know, an alpha or a zeta, oops, that’s a xi, accidental, or zeta, or an omega, the shape is not meaningful. Like, you don’t say, oh, that means, like, I don’t know, alpha means like a fish because it looks like a fish. No, you wouldn’t say that.

That’s a category mistake. It’s like, no, that’s a completely different kind of thing. The form just is the shape that is used to realize a sound.

So, the sound is the value of it. Now, in the same way, a declension is not a meaning category. It’s not, it doesn’t mean something.

It is a pattern that words follow when changing from nominative to accusative, singular to plural, etc. So, when inflecting. So, it’s an inflection pattern, an inflection pattern.

Now, there’s the grammar that motivates inflection, right? Nominative, genitive, dative, accusative, singular, plural, masculine, feminine, neuter. Those are grammatical values, and those are the reason why words inflect. But how they inflect, well, that depends on the declension.

It depends, and that’s really, it’s all about the form of the word. And you can think about it like this example here. So, if you take the word writer, and you want to make it possessive, you add apostrophe s. That’s the pattern that it follows.

Same thing if I say, you know, John becomes Johns, or here’s Travis. Travis, actually, sorry, bad example, because what I’m going to show here is we have Jesus. If you want to make Jesus possessive, you say Jesus is, with just an apostrophe.

Now, why do you do that? Does it mean something different? Are like certain names, the possessive form is like a special kind of possessive meaning? No. Possessive just means possessive. That’s all it means, you know, in English.

It’s just the, it just means possessive. But how that shows up in the form of a word depends on the form of the word. So, it’s just a structural difference.

The difference between writers and Jesuses, or writers and Johns, writers and Johns and Jesuses, and so on, and then we would have Travises, like that, with just an apostrophe. The differences there are not meaning differences. All of them are just names within the possessive form.

So, it’s really important to recognize that that is the kind of thing that a declension pattern is. First declension, second declension, third declension, which is what we’re learning today. It doesn’t mean anything different.

It’s just, okay, there’s certain words that follow this pattern. So, anyways, it’s the sounds in the word. So, like when you have Jesus, or Travis, and so on, it already ends with an S. So, we don’t put an apostrophe S on the end to say, and even it’s kind of funny because we actually pronounce it that way, but the form of the written form of English does not represent that.

So, we would say Jesuses, Jesuses, but we don’t write it that way. So, it’s kind of interesting. All right.

Okay. So, we’re going to talk about third declension. So, again, remember third declension.

And third declension just means words that end in a consonant. Remember, first declension was words that end in alpha or eta. Second declension is words that end in omicron.

That’s why masculine and neuter, they both end in omicron. So, they both are second declension. And then third declension is going to be any words that end with a consonant.

So, we’ll see some examples and hopefully it’s simple enough. But really, I think I just can’t underscore this enough. You will get so lost looking at the material from this chapter.

If you think like this is a whole new category of things, it’s not. It’s the equivalent of like, okay, now if we spell it all in capital letters, it’s like, well, that’s just the form of it changing. It’s not actually the meaning.

Unless somebody’s yelling over text, then the meaning is a little different. All right, let’s do a little bit of practice. Just get warmed up here.

And actually, we’ve got some third declension words in here. So, if you have your textbook, you should crack open to the vocabulary for this chapter. I think this is chapter, what is this, 10? I don’t remember which chapter it is.

Yeah, it’s chapter 10. Yeah, chapter 10. So, crack open the vocabulary from this chapter and then you can kind of see some of these words.

So, the first one says, to onomaty mu. Anybody want to try to figure this out? What’s this last word here? My. Yep, my.

Yeah, there you go, name. Yep, the name. And what case is this thing? So, we know this is a genitive nested inside, but what case is this whole phrase? Dative.

Dative, yep. So, what we put in front of the name? To, in, or for. Yeah, exactly.

Yeah, there’s no precise, it’s one of those, right? To, in, with, by, something like that. Something that shows relation, indicates some kind of relation. So, we’ll say in.

And in English, we can put the my in front, so we can say in. We don’t, if you say my in English, the word that is possessed is already definite. And so, you can just say in my name.

You don’t have to say in my the name. So, anyways, in the name, or sorry, in my name, in my name, that’s what it says. Perfect.

Okay, what else we got here? Hey, agape, and passive choice. So, what’s hey, agape at the front? Love. Yeah, love or the love.

And if it’s the love, you might, you might wind up translating it just love in English, because that’s how you describe abstract nouns, like just love, you know, in general. So, the love, what’s in? It’s in. In, yep, in.

Among. Technically, it could be in, among, it even could be with or by, because the meaning of in is basically the same. It’s like, I have a really hard time explaining why it’s any different than just the date of case.

It’s basically just like, it’s like a, it’s like a data particle. So, it’s very, very similar. So, we got in and then passive pass, pass out or pan.

Is this this chapter? You learned that one? No, I don’t see it. No, I don’t see it. Okay.

Okay, well, pan, remember, pangea means all land, all land. So, this word means in the singular, if it’s with a singular word, each or every, and if it’s with a plural word, all. So, is this with a plural? What’s this thing here? Yeah, the holy ones.

Yeah, the holy ones, yep. Or the saints, right? We’ll say all. Yeah, exactly.

Holy ones or saints, the holy. And this is one of our substantive adjectives right here, right? It’s just the holies, plural to the holy ones. So, we can say the saints.

So, we got the, and we can say love in all the saints or among all the saints. Somebody said among earlier. Was that Tyrone maybe or something? Someone that’s good, good gloss there.

So, yeah, love among all the saints. Could it also be love for all the saints if n is basically dative or would you see gar there instead? Yeah, see that there’s actually, that’s probably a good example. No, so gar is a little different because it’s a sort of a discourse particle and it’s more about giving an explanation or a reason for something like gar for.

So, it’s not for as in, hey, this is for you. So, that’s where I would expect if it was going to be love for all the saints, I would expect ace, like to or unto or towards, you know, to all the saints or cross to all the, to like among to. Yeah, this is like I was, we were talking about earlier with Becky’s question about the short words.

Prepositions are like that. They’re very abstract and the meaning of each of the prep of any given preposition is only defined ultimately in reference to what other prepositions could have gone here. So, that’s where n is, that’s the extent to which n is different than the dative case because what’s different than the dative case is accusative case or generative case.

But what is different than n is like, well, ace or pros or another soon is another one, which means with like a synagogue with. Okay. So, anyways, yeah.

So, I would say in or among or with all the saints, love and all the saints. Yeah. Okay.

And now here we got ace, which means into or. Yep. Into.

And then sarka. You guys know sarks? It’s in your, it’s from this. Flesh.

Flesh. Yep. Flesh.

And then here is a. My. It’s not my. Not my.

Nope. So, mia. You remember, you guys remember, heis, mia, or hen with a rough breathing mark.

And heis and mia. And it means one. One.

Into one flesh. Yeah. Into one flesh.

So, flesh one. Into one flesh. So, that’s where, you know, Jesus saying the two will become into one flesh.

So, that’s showing you like direction towards like purpose or, yeah, again, very abstract. Doesn’t have to be like physical direction toward it can be, you know, like the intent or purpose. So, okay.

All right. Let’s do a couple more here. Hai, hamartiae, tenon, anthropon.

So, here’s some gen here. Yeah. The sins.

Yep. The sins. Plural.

Good. Do you guys. Tis.

Tis. It’s our, it’s our. So, if the iota here had an accent, that would be our question where we’ve seen a whole bunch in practice where it’s like who, what, which.

But if it doesn’t have an accent on the, on the iota, then it means certain one, someone, anyone. It’s an indefinite relative. The sins of many mankind.

Yeah, yeah, exactly. Those are all kind of, you know, many like many would be a little bit more of an interpretive translation, but you would say like absurd of certain people or some people. So, that’s you remember the verse that says like the sins of some people are manifest basically right now or right away.

So, yeah, the sins of certain people, of some people. Okay. And then we got n. So, we got n and then we know n is going to go with the dative.

So, tosomati tesarcos autu. So, notice there’s two layers of genitives here. So, we got tosomati, which means.

In the body. Yep. In the body.

Soma means body. Sarx means flesh. Soma is body.

Sarx is flesh. You know, you’re somatic. What’s, what am I thinking? I’m sorry.

I’m thinking of sympathetic nervous system and parasympathetic. Somatic. What’s the, what am I thinking of? Somatic nervous system? No, that’s not a thing.

Sympathetic. I’ve heard of the sympathetic. Yeah, there’s definitely sympathetic, but then, yes.

Well, anyways, you can be sympathetic to me because I have forgotten all biology apparently. Okay. In the body, now we have a genitive and then actually within it, there’s a second genitive.

So, it’s in the body of what? Tesarcos. Flesh. His flesh.

His body of flesh. Yeah, so, of the flesh and then autu would be of him. So, in the body of the flesh of him.

Now, how would you make that into like good readable English? His body of flesh. Yeah, so like in the body of his flesh is I think what most translations say, but it’s kind of, I don’t know. I would probably, like if you wanted to be more interpretive, you might say like in his like physical body or something because like what does it tell you? Like the body of his flesh.

I mean, it’s the body of the flesh of him. In his physical body, right? Something like that. Yeah.

So, but if you’re glossing it or for the purposes of the course, you would say in the body of his flesh or in the body of the flesh of him. So, yeah, good. Okay, and then here, tinnitus.

Notice tinnitus and notice what’s at the end? Question mark. Question mark. So, what’s this word? Who, what, which, why? Pick one.

Yeah, so, who and it’s singular or plural? Plural. Yes, it is plural. Yep, plural.

Now, this is the case ending that we’re going to learn this week, which is the plural nominative masculine case ending. So, who, and then here’s a verb. It’s a form of.

Is it speak? Sorry, got a goodie bag from the birthday party. Thank you, sweetheart. And I got a strawberry candy.

Wow. So, it’s not speak. That’s a pen you’re thinking of.

Again, looks very similar, but this is a form of amy. Amy means I am. So, estin is he, she, it is.

And eisin is they are, plural. So, we got who are, I guess, who are hoi, adel, foi, mu. Hoi, adel, foi.

What’s adelphos? Brothers. Yeah. So, then plural, hoi, adel, foi.

Who are brothers? Yeah, the. Who are the brothers? Mu. Of me.

Yeah, of me. So, how do we make this a little simpler? Who are my brothers? Who are my brothers? Who are my brothers? And remember, because it’s an amy verb, like an is, like a being verb, both sides are nominative. Nominative subject, nominative, well, they call it a predicate nominative.

So, it’s like an object, but it’s not an object. It’s a predicate nominative. So, there’s a predication here.

Who are my brothers? And last one, in tesarki otu. This is similar to what we just saw. In the flesh of him.

Yes. Yep. Well done.

Good. In the flesh of him. In his flesh, right? In his flesh.

Good. Awesome. Well done, you guys.

Good. So, what we just did is we did a bunch of third declension words. So, I’m just gonna, I’m gonna change my color and say, um, we’ve got here, here’s a third declension.

What do you notice? It’s dative, but instead of having a subscripted iota, it’s just got one on the end, because the letter right before it is a tau. Tau, is that a vowel or a consonant? Consonant. Yeah, it’s a consonant.

So, because that’s a consonant, that’s a third declension word. But what you’ll notice, if you look, go and find that word in your vocabulary list. And how does it end? This word, onomatopoeia.

It ends with a kappa. A kappa? No. So, it ends in a tau, but in your vocabulary list, you’ll see onoma.

Actually, I think it’ll be like this. Onoma. And that means name, right? Name.

Like the word onomatopoeia is when you name sounds, like bang, splash, slam. Those are the names of sounds. That’s called onomatopoeia as a figure of speech.

And, um, uh, what else? Actually, this is a derivative of where the word nominative comes from. Nominative comes from this, because it’s the naming case. So, anyways, okay, onoma.

But notice in the vocab list, it just says onoma. It doesn’t say onomat. And that’s because the tau, like a dental sound like that, tau, t, the t sound, drops off and it’s at the end of a word.

Sort of like in Canada, we have a city in Ontario that’s quite large, oops, called this. And you know how to say that? You don’t say Toronto. You say Toronto.

Toronto. You just don’t say that sound. Toronto.

So, anyways, I mean, you actually, you can say Toronto. That’s fine. But people who are there, they don’t say Toronto.

They say Toronto. And it’s just because they happen to say it in a way where the t sound just disappears. So, in the same way, when Greek people would speak, if there’s no sound after it, then the tau would just disappear.

So, that is a third declension word. And that’s why Mounce has kept them for a separate chapter, because they’re kind of confusing. Because consonants change when you start adding sounds around them or not adding sounds around them.

They might disappear or things like that. So, let’s take a little look here. Professor, can I ask a question? So, with a word like that, the onoma, so the lexical form isn’t in like the masculine nominative, like it is in all the other words.

I guess that’s what’s kind of tripping me up, because I don’t know what’s the stem or what’s the lexical form. It is in the masculine nominative form. It’s just that there’s no ending in the masculine.

And it’s masculine if it’s a masculine word. Onoma is not masculine, neuter. Oh, so then there’s no case ending.

Okay, that makes more sense. Thank you. So, and yeah, so this is where, that’s why it’s confusing, because there’s lots of words like that.

And same thing, like we’re going to see here, this one, sarx, sarx. Well, it’s sigma, alpha, rho, kappa. That is the stem, sarc.

You know, like we have things like this, like a sarcoma or something. That’s a derivative from this word. And sarc.

But then, because this is masculine, the ending is a sigma. And what happens when you put those two sounds together? That is the sound of a c. So it becomes sarx. So really, the case ending there is a sigma.

You just don’t see it, because the letter has changed to represent the change sound. And that’s a, there’s an example of that. So I’m going to show you a little chart here that is in Mounce’s textbook as well.

But so let’s just look over these here. So first declension words have stems that end in alpha or eta. Now the inflected form might not, but like, you know, if this was, graph A is genitive, it would have a sigma on the end, graph A’s.

Remember, upsilon, sigma, upsilon in the genitive row. So graph A though, the stem ends in the alpha or eta. That’s what makes it a first declension word.

Because if you have those sounds on the end of a word, they follow a certain pattern. Just like riders, you follow a certain pattern, making it possessive. Jesuses, you follow a different pattern, making it possessive.

Because of the letters and the sounds that are already there. Not because of the meaning, not because it’s a different meaning of nominative, genitive, dative, accusative, just because of the sounds. So second declension words have stems that end in omicron.

So logos, that’s the nominative form, but it has a sigma ending. But because it’s just comes after an omicron, you just add it on the end, logos. Now, third declension words have stems that end in a consonant.

And there’s a bunch of different consonants you can have. So sark is the stem of sarks. Onomat is the stem of onoma.

There’s another word that we learned earlier on, which is pneuma. Well, the stem is pneumat. That’s why, you know, in our derivative forms, right, like a pneumatic drill.

It’s a pneumatic drill. There’s a tau, there’s a t sound in there, pneumatic drill. So anyways, pneuma is spirit, pneumat.

Pneumatos means of spirit. So let’s take a look here. So here’s the third declension word.

So sarks, sarkos, sarki, sarka, sarkes, sarkon, sarksine, and sarkos. So you can see these are the actual endings in blue here. Oops, I should undo that somehow.

Oh, wait, I can use my eraser. There we go. Those are the blue, here’s the endings.

But what you actually see is the second column here. So that becomes sarks. But then notice this one here, this genitive becomes sarkos, because it has a vowel in the ending.

So you have a vowel coming after the consonant, so it just stays the way it is. There’s no like combining of sounds or anything fancy like that. But remember, this is the equivalent of, remember we learned contract verbs? Oh no, we didn’t learn contract verbs.

My goodness, sorry. It’s been a couple months since we did contract verbs in the previous semester. My apologies.

There’s going to be verbs later where it’s like vowel sounds come together and contract, and it becomes this whole confusing thing unless you recognize what’s happening. And in this case, it’s just different sounds. So there’s sounds coming together.

When you bring together a bunch of sounds, you have to somehow pronounce it. And so the letters actually represent what’s pronounced, which is different than English, where we write things where it’s like, wow, why is laugh spelled with gh? So yeah, Anglo-Saxon kind of things. Okay, so sarki, again, this is a good example.

In the first and second declension, the date of ending is just an iota, but because it comes after a vowel, it winds up subscripting, and you get a little subscripted iota. But in this case, if it comes after a consonant, it doesn’t need to subscript, it just goes at the end. It’s still just an iota ending, but it goes at the bottom.

So there are some differences here, like this, this is not oy. And this one here is os, not upsilon or sigma, like theu, lagu. So there’s a few differences, which we’ll see.

And I’ll just point out again, Mounce’s textbook, I think page 427, has the master paradigm. And now you’ll see there are two columns for the third declension endings. And you will understand now what those mean, but you should memorize that paradigm for all of your case endings.

Okay, so here’s a few different types of stems. So there’s kappa stems, like sark, which then becomes sarks. And down here, sarksine, whenever you have a sigma coming in.

Then there’s mat stems, so onomat and pneumat. And then there’s a new stem, which is teen, which is this question where we had, right? Tees, teenos, teeni, teena, teenes, teenon, teesine. Notice the sigma overrides the new there, and teenos.

Yes, Stephanie? What’s going on with the dative plural? Why the parentheses? Yeah, okay, yeah, yeah. So you’re going to see this with, in a few spots. This means, this is called a movable new.

And if there is a vowel after it, after this word, so if it’s TC by itself with a consonant later, it will just stay like that. But if there’s a vowel word afterwards, like, ooh, then you will get the new in front of it. Just like in English.

And yeah, and there’s a vowel. So very, very similar. Okay, yeah, movable new.

And now again, you don’t have to memorize all these stems. You don’t have to memorize them all. If we just memorize the one case ending chart, page 427 or whatever page it is, I think I got that right.

That’s all you need to know. And then we’ll just learn a couple rules about how certain consonants behave. Not even rules, just see it.

Once you see it, like, oh, that kind of makes sense. So here’s a word. This is an interesting word.

So pass. This is one of our, so this is not in your vocabulary though? Pass. Yeah, it’s one of page 107.

Oh, okay. Okay, so you do have, yeah, good. Okay.

I was like, why is this in this chart? It’s not there, or in the slideshow. So this stem, there’s this is masculine, feminine, and neuter for this word. There’s some words that do this where in the masculine and the neuter, it’s a third declension word because the stem pent ends with a consonant.

But in the feminine, it’s passa, and that ends with a vowel. So then they call this a 3-1-3 paradigm. So again, you don’t need to memorize this separately.

You just need to know you might get some words where in these are mostly adjectives, words that can change gender, right? Where it actually might be a different declension. It might not be third declension in every single column. So it might be first declension.

And again, if you remember that, okay, the only thing that matters is does it end with a consonant or a vowel? That will change the behavior of how it inflects. That will change the form that it takes. It’s the same inflectional values, same morphosyntactic values being selected.

3. Leadership

*Crisis Preparedness Survey (Complete the Survey)

(Survey is attached below)

WRITE MY PAPER