Appendix for the Larger Semantic Units of Galatians

Chart I
Outline of the Hierarchy of Semantic Structure

Chart II
Schematic Diagram of Relations Between Propositions

Addition Relations (Developmental)

SEQUENCE--one proposition follows another in the referential world.

SIMULTANEOUS--Partial or complete overlap in time.

ALTERNATIVE--either contrastive choices or a series of choices within the same domain.

CONVERSATIONAL EXCHANGES--two halves of a conversation.

MATCHED SUPPORT--two propositions have the same relationship to another proposition they support.

Associative Relations Support

MANNER--tells how an event took place.

COMPARISON--similes, metaphors, examples.

CONTRAST--negation of the same predicate, or synonyms; or by antonyms; or by difference of degree.

EQUIVALENCE--synonyms or negated antonyms.

GENERIC-SPECIFIC--the generic includes the specifics.

AMPLIFICATION-CONTRACTION/SUMMARY--more information, summary statement, tag question, or rhetorical question and its answer.

REASON-RESULT--tells why this result.

MEANS-RESULT--tells how did this result come about.

MEANS-PURPOSE--tells what action was undertaken to achieve the desired result.

CONDITION-CONSEQUENCE--"if-then" relationship.

CONCESSION-CONTRAEXPECTATION--tells why the actual result is unexpected.

GROUNDS-CONCLUSION--tells what facts this conclusion is based upon.

TIME--tells when as event took place.

LOCATION--tells where an event took place.

CIRCUMSTANCE--tells "what else" happened, gives background information.

IDENTIFICATION--singles out a Thing (surface form is usually a restrictive relative clause).

COMMENT--gives information about a Thing (surface form is usually a non-restrictive relative clause).

CONTENT--answers "what?" (For example, "I heard--that you were here.")

Chart III
Procedure for Discourse Analysis

1. Look for probable boundaries between units of paragraph and above.

a. Note the grammatical and lexical characteristics of the words, phrase, or clauses which are paragraph initial in the paragraph as marked in:

the U.B.S. Greek text

Selected versions

Selected commentaries.

b. Note and list grammatical features which occur frequently at the beginning of a posited paragraph. This includes items such as vocatives, imperatives, interjections, rhetorical questions, genitive absolutes, and so on. State why some are probably not indicating a paragraph and others are.

2. Look for unity-coherence spans (shared grammatical and lexical information).

Lexical

a. The concordance can help here and perhaps the computer Bible. Look for key content words which are repeated (even if not in the exact grammatical form), more specifically, that are repeated in a given span of text. List.

b. The above should also be done for phrases and clauses List.

c. Look for words that are related semantically. List.

d. Look for parallelisms.

1) contrastive

2) serial

3) reciprocal.

e. Look for the "sandwich."

Grammatical

a. Continuation in many, several, or most main clauses of:

mood	object
tense	Person
subject	instrument and so on

b. A "sandwich" parallelism.

c. The ends of a chiasmus.

d. Serial (non-sandwich) parallelism.

3. Look for the differences between unity-coherence spans

a. Change in:

mood	subject
tense	time
person	location.

List.

b. Other grammatical features similar to those under 1.

c. New finite verb if other factors are also present.

d. Conjunctions which are primarily used initially in unit.

e. The start of close of a grammatical "sandwich."

Others are lexical

a. Tail-head words '

b. Change in semantic domain.

c. Start of close of a lexical "sandwich."

d. Higher level parallelisms (which because of length and other factors indicate sections).

e. A return to a non-subordinated, higher level proposition.

4. Combine the evidence of 1, 2, and 3 to posit more positive paragraph and section divisions. List.

5. Look for devices which show the prominence within each paragraph and perhaps larger units at the same time.

a. Finite verbs (non-subordinated)	g. Periphrastic repetitions
b. Forefronting	h. Lists
c. Repetitions	i. Litotes
d. Hendiadys	j. Hyperbole
e.Proportion (length)	k. Hypobole
f. Free pronouns	l. Chiastic focus.

Analyze propositionally, where necessary, in order to verify which are hi her ranked.

6. Distinguish between emphasis and focus where possible. Choose what is the main topic and what is the main comment in each paragraph. State evidence for our choice

7. State a tentative theme in the form of as simple a sentence as possible for each paragraph. Combine main topic and main comment. Give evidence showing this to be the focal part of the paragraph. (If in doubt, state only the topic of the paragraph.)

8. Posit relations between paragraphs. Discuss possible alternatives and the reasons for our choice.

9. Display the themes of each paragraph according to their dependency relationship with the dominant themes to the left and supporting themes arranged appropriately.

10. Group paragraphs into sections (if this has not already been done) and posit section themes. Revise where necessary to maintain logical sequence without forcing the data.

11. Display and indent subsection and section themes.

12. For difficult paragraphs and subsections, a full pro positional display will be necessary. In fact, to accomplish 5, 6, and 7, partial or complete propositional displays may be needed.

13. Distinguish, if not already done, between the larger components of the discourse, that is introduction, body, and conclusion.

14. Choose a theme for the whole book. Discuss and justify.

15. Write in draft form the discourse structure of the book.

16. Revise paragraph, subsection, section, and division displays. Also propositional displays where needed.

Support every decision from evidence found in the text

Chart IV
Some Factors Entering the Analysis of Pauline Epistles

	Unity and coherence spans within semantic units	Boundary indicators separating semantic units	Devices to show prominence (emphasis, focus and theme)
Grammatical evidence	Same: mood, tense, subject, instrument, object. A sandwich parallelism Subordinators Chiasmus (asyntactic device) Conjunctions used medially in unit Prepositions Backward reference of relative clauses Genitive constructions Serial parallelism	Change in; mood, tense, subject, time, location Rhetorical question Vocatives Start or close of grammatical sandwich Conjunctions used initially in unit Forward reference of relative clause Nonsubordinated finite verbs Relative clause in subject change	Finite verbs Forefronting Repetitions Case Endings Hendiadys Nonsubordination Proportion (length) Chiasmus
Lexical Evidence	Repetition of key roots, words or phrases Words in same semantic domain Serial parallelism Contrastive parallelism Reciprocal parallelism Parallelism of lists Sandwich of lexical items/parallelism Synonyms Antonyms Generic-specific terms	Tail-head pair of key words (hook-eye) Change of semantic domain Serial parallelism (sections) Contrastive parallelism (sections) Reciprocal parallelism (sections) Parallelism of lists (sections) Starting or closing a lexical sandwich	Free pronouns Repetitions Lists Contrasts in degree Hyperbole Hypobole Litotes Sandwich focus

Chart V:
Comparison of Paragraph Divisions

		TLB	Phillips	RSV	TEV	NIV	Jerusalem	NASB	UBS	This Thesis
Chapter I	1
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Chapter II	1
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Chapter III	1
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		TLB	Phillips	RSV	TEV	NIV	Jerusalem	NASB	UBS	This Thesis
Chapter IV	1
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Chapter V	1
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Chapter VI	1
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