I do not have my outline with me, but let's walk through what I can recall.  First, have you picked a passage?  If still uncertain, pick something that has straightforward symbolism or doctrinal content (such as the condescension of Christ in the Tree of Life, one of the Isaiah passages, part of the Olive Tree allegory, or part of King Benjamin's speech).

 

Break your paper into the six sections per the handout that I gave you.

 

The introduction can just describe the passage and why it is significant.  If it is a short passage, you can even quote it, as Ms. Chappell's example from John did. 

 

For the section on contextual analysis, the first paragraph should treat the historical context, that is, what event occasioned the vision, the original prophecy, the sermon, etc.  The second paragraph would describe why Nephi, Jacob, or Mormon included it in his record and why he put it where he did.

 

The formal analysis discusses what kind of writing the passage is---a piece of narrative, a vision, a sermon, a treatise, etc.  Look at the outlines at http://erichuntsman.com/rel211/outlines.htm to see how your pericope fits into the larger narrative.  If you were doing something from Nephi's discourse or final teachings from 2 Nephi, for instance, you could point out that Nephi's quotation or treatment of Isaiah follows the quotation pattern set up by Jacob's shorter discourse that precedes it, or Nephi's final teachings at the end of 2 Nephi balances Lehi's final teachings at the beginning, thereby emphasizing the message.

 

Look at the Chappell example on the raising of Lazarus that is at the end of the Gorman packet to get an idea of what can be done with the detailed analysis.  Here you want to take three or four paragraphs to go over your pericope pretty much verse by verse.

 

The synthesis is basically a summation or conclusion before the reflection.  I know that we are used to concluding at the end, but what the synthesis does is keep the paper text-focused: what does your passage say and how does it say it as a TEXT before you begin to discuss what claims it makes on the reader, that is, what it calls upon the reader to believe or do.  Usually in a formal paper I discourse first-person ("I" or "me"), but I will admit it in the reflection section if you cannot find a way to say what the passage means to you any other way.  The reflection section is where you can take two or three paragraphs to talk about the importance of the passage to you or Latter-day Saints in general . . . what doctrines does it teach, how does it motivate us to repent or exercise faith, how has it changed you?

 

Remember that in the end we are talking about a paper of only 4-6 pages and 100/1000 points this semester.  Do not stress needlessly.  Pick a passage that is interesting or important to you.  Think about it from several different angles (which is the benefit of the exegetical discipline, you must think more than usual and look at it as a text and see it in its larger context and not just as scripture mastery passage).  This may sound crazy, but enjoy it!  And don't forget that in the end I am a grace man at heart and that although mercy cannot rob justice, she certainly claims her own.  If you make an effort and at least use GOOD English, you will probably do better than you expect.

 

See you Wednesday . . .

EDH

 

[sent from Jackson, TN]

> I was thinking that for my pericope, I would choose 2 Nephi 9:39-54. It seems a little long though. I've considered stopping before then. Maybe at 45. Which do you think would be better. (As in, do you think I could get enough if I stopped there.)

 

You have picked a great passage, one with which you can do some fun things from a form analysis point of view.  Jacob's discourse, you will remember, was delivered as a sermon, and its intent was to move and stir his audience to repentance.  I would delineate the passage from vv. 39-46.  It breaks down into five sections, each beginning with an admonitory "O, my beloved brethren" or "O, then."  46 actually completes the idea begun in 45, and then 47 changes course with the "BUT behold, my brethren . . ."

 

Note also the repetition of "remember."

 

For the contextual analysis, the historical paragraph should explain that the sermon in 2 Nephi 6-10 was occasioned by Jacob's concern for the spiritual welfare of his people (6:3).  For the literary pararaph would explain why you think Nephi chose to include his brother's words and why he put them after the rather straightforward historical narrative of chapter 5 and before his own lengthy discourse, 11-30.

 

Once again, look at the outline that I have put on the web page.  I took a lot of time making them for a reason!

 

> I've been thinking about how the contrast between spiritually mindedness and carnally mindedness, and how that theme is set up in verse 39 and that it carries through to the end. What do you think about that?

 

The detailed analysis could really focus on the words and themes that are repeated, particularly the contrast of the Lord who is "holy" and great and man who, as you have observed, is "worldly" or carnal.  Your reflection section can concentrate on how you think that this general principle applies in our day, or to us in particular.

 

---

One of your classmates had a couple of good suggestions that I thought might be worth forwarding along to a few of you who, much like I used to do, are finishing your papers tonight!

> 1. I have learned that through breaking down the verses into smaller sections by punctuation (.;,:) instead of each verse as a whole, I can come up with more than enough notes to write a ten page paper on reflection alone.

> 2. By thinking about individual and hidden meanings behind each peculiar word and phrase one can come up with extra firepower to add to the verse breakdown section of the essay.

He/she also posed the following question:

> My only question would be how do I limit myself to 4-6 pages?

Except for my own concern about being able to get through 33 10-papers, I have nothing against your writing more than the suggested 4-6 pages.  My rule of thumb has always been that a paper should be long (or short) enough to get the job done, but students often want a concrete target.  In this case, I have suggested the number of paragraphs rather than pages, recognizing that a well-organized and developed paragraph can often be 2/3 of a page or more. 

Good luck for those burning the midnight oil! 
EDH