The imperative mood as a whole has generally been neglected by Greek grammarians. The Greek Imperative Mood in the New Testament: A Cognitive and Communicative Approach utilizes insights from modern linguistics and communication theory in order to propose an inherent (semantic) meaning for the mood and describe the way in which it is used in the New Testament (pragmatics). A linguistic theory called neuro-cognitive stratificational linguistics is used to help isolate the morphological imperative mood and focus on addressing issues directly related to this area, while principles from a communication theory called relevance theory provide a theoretical basis for describing the usages of the mood. This book also includes a survey of New Testament and select linguistic approaches to the imperative mood and proposes that the imperative mood is volitional-directive and should be classified in a multidimensional manner. Each imperative should be classified according to force, which participant (speaker or hearer) benefits from the fulfillment of the imperative, and where the imperative falls within the event sequence of the action described in the utterance. In this context, sociological factors such as the rank of participants and level of politeness are discussed together with other pragmatic-related information. The Greek Imperative Mood in the New Testament is a valuable teaching tool for intermediate and advanced Greek classes.

The following pages deal with the various functions of the various verb-forms of the Greek of the New Testament, so far as respects their mood and tense. It is important that the nature of the relation between form and function be clearly held in mind. It is by no means the case that each form has but one function, and that each function can be discharged by but one form. Forms of various origin may be associated together under one name and perform the same function, or group of functions. --from the IntroductionContents Introductory The Tenses The Moods The Use of Negatives with Verbs

Fifty-two short devotions based on passages from the Greek New Testament--written by some of the top Greek scholars of today. The main point each devotion offers comes from a careful reading and study of the passage in the Greek New Testament, not from the English Bible. The authors use a variety of exegetical approaches in their devotions: grammatical, lexical, rhetorical, sociohistorical, linguistic, etc. Some insights focus on particular words and their role in the passage, while others highlight background studies or provide a theological reading of the passage. Each devotion draws students into translating a short passage and pursuing an understanding of why this or that insight matters for their lives and ministries. Devotions on the Greek New Testament encourages professors, students, and pastors alike to continue to use their Greek Bibles beyond their seminary years. Celebrated contributors include: Scot McKnight Daniel B. Wallace Craig L. Blomberg Mark Strauss William D. Mounce Devotions on the Greek New Testament can be used as a weekly personal devotional or as a supplemental resource throughout a semester or sequence of courses.

The digital copies of this book is available for free at First Fruits website. place.asburyseminary.edu/firstfruits Under Revision: This grammar has already undergone numbers of revisions over the last 4 years, for which I must thank Mr. Brad Johnson (model language instructor) and his students for their fine-toothed combing of the text. This present publication, the first effort to combine the two semesters of elementary Greek instruction into one volume with full appendices, represents the first half of a full revision. Chapters 1-12 have been brought up the standards of the most recent suggestions. Chapters 13-24 await this latest wave of modification, with all chapters together scheduled to be in their fully revised form by February of 2015. My special thanks goes to Mr. Klay Harrison, whose expertise and enthusiasm for this labor is stamped on every page. Preface: The world does not another Elementary Greek Grammar There are many fine products on the market that have proven themselves to be useful both in the classroom and for private instruction. The need for this particular grammar arises from the peculiar shape of the MDiv curriculum at Asbury Theological Seminary. Several years ago the faculty adopted a curriculum that required one semester of Greek and one semester of Hebrew, each as preparatory for a basic exegesis course in each discipline. It became clear after several years of trial and error that a "lexical" or "tools" approach to learning Greek and Hebrew was inadequate, no matter how skilled the instructors or how motivated the students. In today's general vacuum of grammatical training in public education across the United States, students typically enter seminary training with no knowledge of how languages work. Any training we might give them in accessing grammatical information through the use of Bible software programs will, we learned, come to naught in the absence of an understanding of just what such information actually means. We agreed that we actually needed to "teach the language itself," at least in some rudimentary fashion, if we hoped students would make sense of grammatical and linguistic issues involved biblical interpretation. The first 12 chapters of this grammar are designed to correspond to the first semester's instructional agenda. In these chapters we introduce all the parts of speech, explain and drill the basic elements of grammar, set forth the larger verb system (excluding the perfect system), teach the tenses of the Indicative Mood only (again, excluding the perfect system), and help students build a vocabulary of all NT words occurring 100 times or more. We also lead students into the NT itself with carefully chosen examples, while at the same time guiding them in each lesson to learn the use of the standard NT lexicon BDAG] and an exegetical grammar Wallace's Greek Grammar Beyond the Basics]. We are well aware of the limitations of this approach, but genuinely believe that some instruction along these lines is better than none, and that such an approach provide a foundation for students interested in moving beyond the first semester (into chapters 13-24) into a firmer grasp of the language of the NT