From: Michael Hildenbrand (hildenbr@Haas.Berkeley.EDU)
Date: Wed May 31 2000 - 17:33:25 EDT
Cal,
I would suggest you let them use *any* reference material they
like and can use. I know that in some circles that is heresy, but on the
other hand I would not allow them anything but their GNT while they are
reading for the class. The first will save them time by using what they
are going to use anyway (the analytical lexicon, though it may have some
mistakes, has a wealth of information, nicely organized), and the second
will ensure that they really *know* what they are reading. It might be
good to start with Mark since you are not sure about their level of
expertise and then gradually work into more complex literature.
Michael
On Wed, 31 May 2000, Cal Redmond wrote:
> Thanks, Michael.
>
> When I get the class, I will have to gauge their level and plan accordingly. I agree
> that the obvious answer is that they should read as much as possible. I thought about
> beginning by having them read 1 & 2 Corinthians, a Gospel (perhaps Mark?), and a
> "general epistle" which would probably not be Hebrews. This is a one term class.
>
> If they haven't already been tested from Metzger's Lexical Aids, I would also do that.
> I appreciate the suggestion. I was tested in this during intermediate Greek courses,
> and I found it useful. I plan toll suggest they use Sakae Kubo in their preparations
> for words used less than 10 times in the NT.
>
> The one-term courses like these that I have heard of have typically had the expectation
> of reading about one-third of the NT.
>
> Cal Redmond
>
>
>
> Michael Hildenbrand wrote:
>
> > Cal,
> > I haven't taught one, but took a rapid reading class as an
> > undergrad. If you are going to have *rapid* reading, you should be
> > prepared to have them read *lots* of Greek. You shouldn't try to analyze
> > the sentences to death, force them to parse every form, etc. The emphasis
> > should be on speed. In my course we did the whole NT (except for John and
> > Matthew) in two semesters. Now some chapters went slower
> > (Luke/acts/Hebrews), but others went faster. In some books we covered two
> > chapters in an hour class. You can guess we did not go into detail on the
> > material. You want (I hope) your students to get *comfortable* with Greek
> > and to be able to read it easily. We were also tested out of Metzger's
> > lexical aids every day during one semester, and Muller's book the next
> > semester. As a result, I could read Greek just about anywhere
> > comfortably, if I was familiar with the vocabulary. When I dipped into
> > the papyri, LXX, and Josephus, etc., there was more vocabulary I needed to
> > pick up, but often I could read most of a chapter without having to look
> > up words and/or forms.
> >
> > Michael
> >
> > On Mon, 29 May 2000, Cal Redmond wrote:
> >
> > > Dear List Member,
> > >
> > > I am scheduled to be teaching a "Rapid Greek Reading" course for Th.M.
> > > students beginning in January. I have never had such a course as a
> > > student, and learned to read rapidly essentially by being forced to do
> > > so to do well in my courses. Have any of you taught such a course? If
> > > so, is there a specific methodology or even a syllabus that you could
> > > make available to me?
> > >
> > > I have no doubt that I can come up with something useful, but I think I
> > > could also make the course even better by learning what other folks have
> > > done.
> > >
> > > Thanks!
> > >
> > > Cal Redmond, Ph. D.
> > > Professor of New Testament-Designate
> > > The International School of Theology-Asia, Manila, The Philippines
> > >
> > > credmond@iname.com
> > >
> > >
> > >
> > > ---
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