Forward-Pointing Devices: Implications and Strategies

1. Introduction to Forward-Pointing Devices

2. Grammatical choices as authorial intent • Choice implies meaning • Default versus Marked • Semantic meaning vs. Pragmatic effect • Principles, not rules

3. Forward-Pointing Devices • Exploit at least one of three factors: • Redundancy • Marked usage • Delay/Interruption

4. Processing Hierarchy Discourse-pragmatic Function which entails Processing Function which entails Semantic Function

5. Forward-Pointing Devices • Unneeded/Redundant • “Guess what?” “Get this…”—Just say it! • “Although I like your shirt…”—Get to the point! • “Don’t just sit there…”—What should I do? • “I want you to know…”—Just say it! • “I decided to go upstairs. As I am walking up the stairs…”—Get to the point, and use past tense!

6. Forward-Pointing Devices • “Guess what?” “Get this…” • Redundancy-extra pronoun • Markedness-pronouns typically backward-pointing • Delay/interruption-extra reference slows the discourse • “I want you to know…” • Redundancy-extra clause, already known • Delay/interruption-extra reference slows the discourse, pushing off what he wants you to know.

7. Forward-Pointing C Reference C and D Target D • Redundant reference to something yet to be introduced. • Non-default use of pronoun • Extra reference delays introduction

8. Forward-Pointing C Reference C and D Target D • Get this! • Listen to this! • Guess what! • You know what? • Here’s the deal! • This is my final offer… • Here’s how I want you to do this.

9. Forward-Pointing C Reference C and D Target D • Interrogatives (rhetorical questions) • Asking a question that does not expect an answer • Focuses attention on the answer to the question • Matthew 11:7-9 • Romans 3:27

10. Forward-Pointing C Reference C and D Target D • Demonstrative pronouns • Generic reference to something not yet introduced • Individual entity (i.e. person or thing) • Propositional concept (i.e. idea or quotation) • 1 John 4:9-10 • Matthew 2:5, 18, 23 • Mark 10:21

11. Forward-Pointing C Reference C and D Target D • Adverbs • Describe the manner in which something presupposed action is to be done, i.e. how • Mark 4:30 • 1Corinthians 9:24, 26

12. A Point A -- B Counterpoint B Sets • The use of μέν • Anticipates some related point will follow • Creates a correlated set

13. A Point A -- B Counterpoint B Sets • The use of exception or restriction • Negates an entire set, then adds one member back in the exception

14. A Point A -- B Counterpoint B Sets

15. A Point A -- B Counterpoint B Sets • The use of exception or restriction • Negates an entire set, then adds one member back in the exception • The importance of exceptions • Mark 6:4-5 • 2 Timothy 2:5

16. A Point A -- B Counterpoint B Sets • The use of ἀλλά to correct or replace • Can follow either a positive or negative statement • Replaced element • is not a member of original set • is syntactically parallel to what it replaces

17. A Point A -- B Counterpoint B Sets

18. A Point A -- B Counterpoint B Sets • The use of ἀλλά to correct or replace • Can follow either a positive or negative statement • Replaced element • is not a member of original set • is syntactically parallel to what it replaces • Philippians 2:4 • 1 Corinthians 14:2 • Matthew 20:28

19. Forward-Pointing Devices • Exploit at least one of three factors: • Redundancy • Marked usage • Delay/Interruption • Effects • Creates some suspense through the delay • Attracts more attention than omitting reference

20. Meta-comments • When speakers stop saying what they are saying in order to comment on what is going to be said • Unneeded to process what follows • Delays the introduction of what is commented on • “It is very important that you understand that …” • “I want you to know that …” • “Of all the things that you have learned so far, the most important thing is that…” • “If you remember nothing else that I say, remember that…”

21. Meta-comments • Ocean’s Eleven • ‘I say to you…’ • ‘I tell you the truth…’ • ‘We know that…’ • Romans 12:1, 3 • Galatians 1:9, 11 • Matthew 5:18 versus 5:22

22. Historical Present • Greek tenses do not encode time like English, but there is a relationship • Vast majority of aorists are past time references • Vast majority of presents are present time refs • Greek verbs primarily convey aspect • Perfective-viewing the action as undifferentiated whole • Imperfective-viewing it as incomplete or ongoing

23. Historical Present “Historical” use stands out by using • wrong temporal reference—present for past • wrong aspect—imperfective for perfective • Primary functions • Highlighting a discontinuity in the discourse • Figuratively making “a mountain out of a mole hill” • Matthew 15:1 • Highlighting a significant speech or event that follows • Mark 14:30

24. Processing Hierarchy Discourse-pragmatic Function which entails Processing Function which entails Semantic Function

25. Redundant Quotative Frames • The use of extra verbs of speaking to ‘frame’ or introduce a speech, which are meant to draw attention to a surprising or important speech that follows. • Functions • Highlighting speech at changes • Mark 11:22 // Matthew 21:21 • Segmenting/highlighting mid-speech w/o change • Luke 6:5

26. Sample passages • Mark 10:17-22 • Mt 19.16-30 • Lk 18.18-30