Guideline to Writing the Exegesis Paper
Although all the steps of exegesis do not apply equally, the following guide provides a framework to write the exegesis paper. For some passages, the crux of the matter may focus more on the historical-cultural background; for others, the focus must be on lexical insight and its literary analysis. As the student becomes familiar with the passage, it will become clear how to assign the relative weight of each step and sub-points.
The Format of the Exegesis Paper
Title Page
1. Title of paper
2. Full quotation of Scripture passage examined
3. Name, PO box number, course title
Top of first page: thesis statement – is a one-sentence condensation of the argument or analysis of your verse. The thesis statement tests your ideas by distilling them into a sentence or two. It helps to better organize and develop your argument and provide your reader with a “guide” to your argument. In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores: what is the main point of your verse?
1. A strong thesis statement is narrow and specific (rather than broad and vague) so that it can be sufficiently supported.
• The thesis of this paper is to explain the meaning of Hebrews 11:1.
This is not a thesis statement; it is too broad and gives the reader nothing but a Scripture reference.
Faith is an internal confidence in God without having external evidence of God.
By narrowing the subject, the entire paper can transform into a more manageable topic for the reader.
2. A strong thesis statement must be stated in complete sentences that explain in some detail what you expect to write about.
• The awful choice of Mrs. Lot
Obedience to God’s Word protects and delivers those who maintain their focus on God.
• Sarah’s paradoxical faith
Faith must be understood as a journey or a process that requires a lifelong commitment to family and God.
The first attempts are simply observations or facts stated in incomplete sentences – and tell us nothing. The second attempts are strong thesis statements because they both make a point about Lot’s wife and Sarah that we can apply without even mentioning their names.
3. A strong thesis statement takes a specific stand and justifies it. Being an assertion (and not a statement of fact or an observation), the thesis must be based on clearly stated support. For example:
• There are some negative aspects in Paul’s letter to the Galatian church.
This is a weak thesis statement. First, it fails to take a stand and merely makes an observation; your reader won’t be able to tell the point of the statement. Second, the phrase “negative aspects” is vague.
False teachers pose a real danger to the Church because they preach a false gospel that leads people away from Christ.
This is a strong thesis because it takes a specific stand and backs it up. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.
4. A strong thesis statement expresses one main idea. Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:
• James was concerned about believers who catered to the rich and had no good works.
Again, this is a weak thesis statement because it is a vague observation and the reader can’t figure out what the paper is about. The relationship between the two ideas needs to become clearer. One way to revise the thesis would be to write:
Showing impartiality to all people, no matter what their social position in life, demonstrates the reality of genuine faith since it reflects a life that is transformed by Christ.
This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.
First Draft: Analysis of the Historical and Cultural Framework (approx. 5-6 pages)
The nature of Scripture demands that the reader investigate the historical-cultural background of the text. The Bible, after all, did not emerge in a vacuum; every text was written in time and in the space of history. So the goal of this section is to clarify the biblical author, date, audience, relevant historical, political, religious, and cultural data – as well as the purpose of the book.
1. Peruse through the entire book in which your passage appears. Who is the author? Investigate your author. What information about that person helps us understand the passage?
2. When did the author write the composition? Identify the clues to dating your book.
3. Who were the original recipients? Where were they located (nation or city)? Investigate the geography, city, people, religious environment, political climate, customs and social practices of the author’s target audience.
4. Note especially any specific setting or backdrop of the document. Was there some occasion or event that provoked the author to write the book? If possible, summarize the main thrust or central burden of the document.
Recommended Resources
Old Testament and New Testament Introduction and Surveys
Arnold, Bill and Bryan Beyer. Encountering the Old Testament. Grand Rapids: Baker, 1999.
Carson, D.A. and Douglas Moo. An Introduction to the New Testament. Grand Rapids: Zondervan, 2005.
Dillard, Raymond and Tremper Longman III. An Introduction to the Old Testament. Grand Rapids: Baker, 1994.
Dumbrell, W. J. The Faith of Israel. Grand Rapids: Baker, 2002.
Gundry, Robert. A Survey of the New Testament. Grand Rapids: Zondervan, 2003.
Guthrie, Donald. New Testament Introduction. Downers Grove: IVP, 1990.
Harrison, R.K. Introduction to the Old Testament. Grand Rapids: Eerdmans, 1969.
Hill, Andrew E. and John H. Walton. A Survey of the Old Testament. Grand Rapids: Zondervan, 2000.
Lea, Thomas. The New Testament: Its Background and Message. Nashville: Broadman and Holman, 1996.
Old Testament and New Testament Histories
Barnett, Paul. Jesus and the Rise of Early Christianity: A History of NT Times. Downers Grove: IVP, 1999.
Bright, John. A History of Israel. Philadelphia: Westminster John Knox, 2000.
Bruce, F.F. New Testament History. Garden City: Doubleday, 1972.
Ferguson, Everett. Backgrounds of Early Christianity. Grand Rapids: Eerdmans, 2003.
Jeffers, James. The Greco-Roman World of the New Testament Era. Downers Grove: IVP, 1999.
Kaiser, Walter C. A History of Israel: From the Bronze Age through the Jewish Wars. Nashville: Broadman, 1998.
Lohse, Eduard. The New Testament Environment. Transl. John Steely. Nashville: Abingdon, 1976.
Merrill, Eugene. Kingdom of Priests: A History of Old Testament Israel. Grand Rapids: Baker, 1987.
Witherington, Ben III. New Testament History: A Narrative Account. Grand Rapids: Baker, 2001.
Wood, Leon. A Survey of Israel’s History. Grand Rapids: Zondervan, 1986.
Studies in Ancient Life and Culture
Barton, John. The Biblical World. New York: Routledge, 2002.
DeSilva, David A. Honor, Patronage, Kinship and Purity: Unlocking NT Culture. Downers Grove: IVP, 2000.
DeVries, La Moine F. Cities of the Biblical World. Peabody: Hendrickson, 1997.
Malina, Bruce. Handbook of Biblical Social Values. Peabody: Hendrickson, 1998.
Matthews, Victor. Manners and Customs in the Bible. Peabody: Hendrickson, 1991.
Miller, Madeleine S. and J. Lane Miller. Harper’s Encyclopedia of Bible Life, New York: Harper & Row, 1978.
Osiek, Carolyn and David L. Balch. Families in the NT World, Louisville: Westminster John Knox, 1997.
Scott, J. Julius. Customs and Controversies. Grand Rapids: Baker, 1995.
Thompson, J.A. Handbook of Life in Bible Times. Downers Grove: IVP, 1986.
Vos, Howard. Nelson’s New Illustrated Bible Manners and Customs. Nashville: Thomas Nelson, 1999.
Commentaries
Baker Exegetical Commentary Expositor’s Bible Commentary
IVP New Testament Commentary New American Commentary
New International Commentary on the OT New International Commentary on the NT
New Interpreter’s Bible NIV Application Commentary
Pillar New Testament Commentary Tyndale Old Testament
Word Biblical Commentary
Note: commentaries should be approached with “respect and cordial suspicion” mainly because they are personal evaluations of various gifted scholars and teachers. There are three main types of commentaries: analytical (e.g., International Critical Commentary Series), theological (e.g., New International Commentary Series on the OT & NT), and expositional-devotional (e.g., Matthew Henry’s Commentary, Pulpit Series Commentaries, Bible Exposition Commentaries). For further clarification consult: Commentary and Reference Survey: A Comprehensive Guide to Biblical and Theological Resources, John Glynn; Multipurpose Tools for Bible Study, F. Danker.
Second Draft: Literary Analysis – the goal of this section is to analyze the main genre and subgenres employed in the text. Looking at the literary context requires a lexical-syntactical analysis that seeks to understand the definitions of words (lexicology) and their relationship to one another (syntax) in order to understand the author’s intent (approx. 10-12 pages)
Literary Form, Structure, Movement of Text (approx. 6-7 pages)
1. Determine the literary genre of your book. Define (may want to use a Bible Dictionary).
2. Include a brief outline of your book (½ a page, single space). Briefly summarize its thematic content and view it as an initial road map to your literary analysis.
3. Confirm the limitations or boundaries of your passage. In other words, what self-contained unit is it connected to? If there were no chapter and verse divisions, how much of the surrounding text belongs to your passage?
4. Become thoroughly acquainted with your unit by focusing on 3 aspects:
a. Determine the subgenres utilized in the passage = HOW did the author communicate? (i.e., analyze each verse in your unit: is it an exhortation? Warning? Instruction? Rebuke? Rhetorical question? Correction? Exhortation? Prophecy? Parable? Vision? Look for other literary devices such as sarcasm, irony, imagery, chiastic parallelism, and metaphors)
b. Elaborate on the logic and development of thought that unfolds in each verse in the unit = WHAT did the author communicate? (Use at least 5 commentaries)
c. Be alert to NT allusions in the OT & NT use of the OT = whether it’s direct quotations or imagery, explain its significance. (Use cross-references in Bible)
Detailed Analysis of the Passage (approx. 3-4 pages)–the goal of this section is to analyze the important words and expound on their meaning.
• Identify the key words in your passage
a. Go to studylight.org – click on “Original Language Tools”
b. Type your verse in “Interlinear Search”
c. Click on each key word to pull up the lexical data. This will enable you to comprehend the meaning of the key words in your passage
d. Optional: you may include 1-2 other key words in your unit if helpful
• From the lexicon, identify the number reference to the Theological Wordbook of the Old Testament (TWOT) or the Theological Dictionary of the New Testament (TDNT) and head to the library to summarize the meanings for these key words
• Include in your paper a table like this . . .
English word Transliteration
(Hebrew or Greek words transliterated into English)
Lexical definition
TWOT or TDNT
Summary of meaning
1.
2.
3.
4.
5.
• Comment on your findings.
• Compare 6 different translations (versions) using studylight.org – click on “Personal Resources” then type your verse in “Parallel Search” – you may want to embolden or italicize differences to highlight your analysis.
• Create another table like this . . .
Version 1
Version 2
Version 3
Version 4
Version 5
Version 6
• Determine which translation (version) best relates the original meaning of the passage (optional: offer your own personal translation!)
Synthesis (approx. 2 pages) – what is the main message of this passage?
• Based on the lexical data and considering the historical and literary context, what is the main point the author is trying to communicate in your passage?
• Investigate 2-3 journal articles (ATLA) and include their insights
Reflection and Application (approx. 3-4 pages)
Reflection: link the original context with God’s timeless truth-intention. The goal of this section is to bridge the timely nature (specific historical situation) with the timelessness of Scripture (life situations that speak to every time and every culture).
1. Consider the broader biblical and theological contexts. To what Christian doctrine(s) does the passage address? Use a systematic theology book for help.
2. What other relevant scriptures help us understand this text? Include in your assessment.
Application: apply the original meaning and God’s truth-intention to contemporary significance. The goal of this section is to apply the eternal truths originally spoken in a different time, language, and culture to similar needs of our culture.
1. How might it be applicable to contemporary situations, issues, problems, not only for us individually, but also for the body of Christ and society at large? Are there any difficulties or challenges to confront in bridging from “then” to “now”? Make sure it is the same message that the author intended to communicate to the original audience!
2. Give 2 specific examples that apply to today’s world. Spend time in reflection on the text and in prayer. How has the text addressed your own life?
Final Conclusion (one paragraph) – summary of main points and restatement of your thesis
Bibliography – most students use MLA format; a minimally adequate bibliography will include 5-6 commentaries, 2-3 journal articles, a Bible dictionary and/or Bible Encyclopedia, Greek or Hebrew Lexicon, a Systematic Theology book, and a Survey/Introduction to the OT or NT. Sample bibliographic entries:
Book: Fee, Gordon D., and Douglas Stuart. How to Read the Bible for All Its Worth. Grand Rapids: Zondervan, 1993.
Commentary that is part of a volume: Carson, D.A. “Matthew,” The Expositor’s Bible Commentary 8, ed. F. E. Gaebelein, Grand Rapids: Zondervan, 1984, 1-599.
Introduction and Notes in a Study Bible: Burdick, Donald W. “James,” The NIV Study Bible, ed. Kenneth Barker, Grand Rapids: Zondervan, 1985, 1879-1885.
Journal Article: Holmes, Michael W. “The Text of the Matthean Divorce Passages,” Journal of Biblical Literature 109, 1990: 651-664.
Article in a Bible Dictionary: Reid, Stephen Breck. “Abraham,” Harper’s Bible Dictionary, ed. Paul J. Achtemeier, et al.; San Francisco: Harper & Row, 198: 6-7.
Internet: StudyLight. “The Book of Galatians,” http://www.studylight.org/isb/bible.cgi, April 11, 2007.
When using Internet sources: distinguish between scholarly and non-academic material
Articles on the Internet are an important source for writing your exegesis paper. With such a vast amount available, it is important to apply material that is appropriate for academic study. The following four categories provide brief definitions that will help you make the best assessment of your source:
1. Scholarly material – concerned with academic study, especially technical research
Scholarly journals always cite their sources in footnotes or bibliographies & are written by a scholar in the field.
The main purpose is to report on original research or experimentation in order to make such information available to the rest of the scholarly world.
2. Substantive material – concerned with biblical and theological study, especially solid research on Christian themes
Bible, theology, and general interest articles sometimes cite sources, though more often do not; main purpose is to provide information to a broad audience of people
Generally published by individuals or ministries, although some emanate from specific professional organizations.
3. Popular material – concerned with addressing topics that are relevant to Christian living
These publications rarely, if ever, cite sources. Information published in such journals is often 2nd or 3rd hand; the original source is sometimes obscure
Articles are usually very short, in simple language – with little depth of content.
4. Sensational material – concerned with arousing strong curiosity, interest, or reaction
Materials come in a variety of styles but often use a more “glossy” newspaper format with flashy headlines; these publications never cite sources
