Once we become comfortable enough with Scripture and are able to start paying more attention to the larger context, analysis is the next logical step.  Once this is begun, however, it becomes essential to go back through the things you have discovered and handle them as you did in the earlier levels.  Webster’s dictionary has an interesting entry for analysis: “a separating or breaking up of any whole into its parts, esp. with an examination of these parts to find out their nature, proportion, function, interrelationship, etc.”  This tells us that an analysis is not complete with just the breakdown, but we must go on to determine these “interrelationships” within the sections and see how they form the cohesive whole from which we started.

4a. Outline

           A standard outline format is as follows:
I.
     A.
           1.
                a.
                      1)
                           a)
                                 i)

Each indented layer represents one level of greater detail.  In terms of style, make sure that if there is a 1. or an a., that there will also be a 2. or a b.; in other words, don’t create a new level to contain only one component, but rather include the single part as a note or an extension of the higher level.  Other points of good style would include using a title that correctly defines the area you are working with, include appropriate chapter and verse references, and be consistent in where you define levels, either as to where the level falls, or to the size of the smallest component.

           As for appropriate components, remember that chapter and verse divisions are not inherent in the text but were added later; these might not always make for the best criteria for determining where a division belongs.  Punctuation is not an exact science for these texts either, and editors and translators have allowed themselves some liberty in this as well.  It is more effective to look at the phrasing, sentences, and paragraphs; these tend to more accurately reflect the original thoughts and intents of the author.  But even then, sometimes the page headers, paragraph markings (¶), or subtitles should be ignored.  So don’t be hesitant about going against the grain, even to the dividing of a verse into a’s and b’s.

           This is an area of study where the most helpful Bible to use is a plain text, non-highlighted, unedited copy.  This will help you to avoid distractions, and see more clearly where the obvious subdivisions lay within a text.  Most study Bibles have outlines either in the header notes or in the text itself, and usually these are as good as any.  But the point is for you to do the study, to write an outline of your own, and to discover these items as a matter of your own learning.

Example 1:  I Corinthians 13—“the love chapter”  (a simple one level breakdown from chapter to paragraphs)

I.   Love’s advantages (vs. 1-3)
II.  Love’s character (vs. 4-7)
III. Love’s enduring quality (vs. 8-13)

Example 2:  The epistle of James  (two levels, from book to paragraphs)

I.   Salutation (1:1)
II.  Developing various Christian character traits (1:2 – 1:16)
           A.  Patience through trials (vs. 2-4)
           B.  Wisdom through defeating doubt (vs. 5-8)
           C.  Low esteem of wealth (vs. 9-11)
           D.  Resisting temptation (vs. 12-16)
III. The role of the word (1:17 – 1:27)
           A.  The good gift of the word (vs. 17-18)
           B.  Receiving the word (vs. 19-21)
           C.  Doing the word (vs. 22-25)
           D.  Acting on the word, not just talking (vs. 26-27)
IV. A warning against showing partiality (2:1 – 2:13)
           A.  Demonstrated (vs. 1-4)
           B.  Reasons to not favor the wealthy (vs. 5-7)
           C.  Judgment from the law (vs. 8-13)
V.  Faith and works (2:14 – 2:26)
           A.  An example (vs. 14-17)
           B.  Inseparable (vs. 18-20)
           C.  Abraham’s example (vs. 21-24)
           D.  Rahab’s example (vs. 25-26)
VI. Bridling the tongue (3:1 – 3:12)
           A.  The need for control (vs. 1-2)
           B.  Illustrations of its might (vs. 3-6)
           C.  Can it be tamed? (vs. 7-8)
           D.  Its inconsistency (vs. 9-12)
VII. False vs. true wisdom (3:13 – 4:6)
           A.  Attitudes of each (vs. 13-14)
           B.  Sources of each (vs. 15-17)
           C.  Fruits of each (vs. 18-4:3)
           D.  Friends of each (vs. 4-6)
VIII. Arrogance contrasted with humility (4:7 – 5:20)
           A.  Directions (vs. 7-10)
           B.  Concerning gossip (vs. 11-12)
           C.  Concerning presumption (vs. 13-17)
           D.  The pride of wealth (5:1-6)
           E.  Examples of patience (vs. 7-11)
           F.  Warning against swearing of oaths (v. 12)
           G.  Responding to circumstances (vs. 13-18)
           H.  Restoration (vs. 19-20)

Example 3:  Paul’s prayer for the Ephesians (Eph. 1:15-23)  (two levels, from paragraph to sentences or partial sentences, whatever is consistent with the thought)

I.   His gratitude for them (vs. 15-16)
           A.  Upon hearing about them (v. 15)
           B.  Constantly mentioning them in prayer (v. 16)
II.  Prayer for their enlightenment (vs. 17-18a)
           A.  The spirit to be granted them (v. 17)
           B.  Their eyes to be opened (v. 18a)
III. What they shall see (vs. 18b-19)
           A.  The hope of His calling (v. 18b)
           B.  The riches of His inheritance (v. 18c)
           C.  His power to us (v. 19)
IV. The source of that power (vs. 20-23)
           A.  Christ raised from the dead (v. 20a)
           B.  Christ’s heavenly position (v. 20b-21)
           C.  Christ as head over all (vs. 22-23)

           In comparing the above samples with other outlines found in my study Bibles, I notice similarities and somewhat substantial differences.  Most study Bibles’ outlines do not go into the amount of detail of the last, or perhaps even of the first one given above.  It is up to you how deep to take the levels, how large the sections to work on, etc. (Of course, if you go from an entire book to sentence level, the four Gospels alone would fill a standard size spiral notebook—been there, done that.)  Many ways of outlining, and many variations in the result, can be equally valid.  The parallels between them are usually many, while the differences are really nothing to be concerned about.  The keys are to remain consistent, seek the author’s intended message, and make the sense of it obvious; keeping in mind that the goal of this method of study is the discovery of the divisions of a long passage, and how they make up the whole.

4b. Exegesis

           The word exegesis (eggs-uh-JEE-sis) is derived from a Greek term meaning “to lead out,” or to draw from or expound upon.  This style is common in modern preaching and most often deals with a paragraph, but can also be applied to passages as small as a single verse or as large as a chapter or a group of chapters.  Most often, an exegesis begins with an outline of one or two levels, and then includes other elements in order to arrive at the fullest understanding of any scripture.  Some of these are the more broad considerations such as background study and greater context; a “survey exegesis,” which deals with a larger portion of scripture, will generally stop after that.  For a study of a smaller portion, you should then move on to include more detailed factors such as some of the methods covered in the earlier section on comprehension.  In other words, a well-detailed exegesis combines all of the factors in parts 4a and 2, which is an outline plus the various comprehension techniques.

           So, to get the most out of a passage of Scripture, all the relevant factors should be taken into account.  Some of these may be repeated results from an earlier study in a related area, but it is always a good idea to touch upon the following factors (and I prefer to go in this order) and obtain the best and most balanced answers:

1)  Look at the background for the historical and cultural setting, and also for any geographical factors, including meanings of place names and the situation of the author.
2)  Find out the necessary biographical data on any characters involved.
3)  Check not only how the passage itself outlines, but first see also how it fits into a larger level outline, and look at its relationship to the greater narrative.
4)  Follow cross-references to related external passages.
5)  Amplify key words or phrases when appropriate to the level of detail sought; also, look for alternate renderings in other versions, if available.
6)  Seek input from commentaries, previous teachings, and books on the subject.
7)  Finally, spend some time reflecting and finding ways to apply the results.

Example 1:  The Songs of Ascents (or Degrees)—Psalms 120 – 134 (survey style)

1)  Authors include David and Solomon as well as several unnamed ones from the time of the Babylonian captivity; this section was likely collected and arranged by scribes under the supervision of Nehemiah.  These songs were sung by Jewish pilgrims on their journeys to Jerusalem to observe the various feasts, a new one in order being sung at each of the several milestones along the way.  An example of a place is Mount Hermon, which is a “high and lofty peak,” so the inference likely is the cool refreshment of the dew of the highest of mountains.

2)  These songs are quite personal—the only primary “characters” are God and the worshipper.  The translation of the name “David” is “loving” or “beloved.”

3)  The larger context is, of course, the praise of the Book of Psalms.  The outline of this group of chapters might be something like this:
I.      Self-involved beginnings - 120
II.     Turning the focus toward God - 121 & 122
III.    Perspective of Israel as a nation - 123 & 124
IV.   Israel as a whole shifts focus
           A.  In repentance - 125
           B.  For restoration - 126
V.    Blessings for the family - 127 & 128
VI.   Deliverance from the world
           A.  Victory over their enemies - 129:1-4
           B.  The state of the defeated - 129:5-8
           C.  Release from the cares of the world - 130
VII.  Humbled before God - 131
VIII. The example of David
           A.  His concern for the dwelling place of God - 132:1-6
           B.  The glory of God - 132:7-9
           C.  Reminder of the covenant - 132:10-12
           D.  Blessing to Zion - 132:13-18
IX.   Arrival at the Sanctuary
           A.  Communing as a group - 133
           B.  Communing individually - 134

4)  Some cross-references within the book of Psalms include 5:7, 24:3-5, 42:2&4, 65:4, 95:1-2, 100:4, and 118:19-20, which all make reference to approaching the courts of God with praise (this example represents only a small portion of what is available).

5)  A few of the key words would be:
           degree—to ascend or elevate (Strong’s Heb. 4609 ma-alah – stepping up)
           house—in these specific instances, the best understanding is a family (Strong’s Heb. 1004 beth – house or household)
           Zion—from a root meaning a pillar, sign, or waymark (see Strong’s Heb. 6725 – a conspicuous place, monument, or guiding pillar)

6)  The commentaries were helpful for the first of our queries about the background info, but not so much beyond that.  One very helpful book was Bob Mumford’s 15 Steps Out (see citations page) which traces the path very well.

7)  With the waymark of Zion as my guide, how and when do I ascend as one of the beloved family of God into His presence?  Every time we come together for worship, do we retrace these steps?

Example 2:  Romans 14:17—“For the kingdom of God is not meat and drink; but righteousness, and peace, and joy in the Holy Ghost.” (KJV)

1&2)  Romans was written by Paul, known as the “apostle to the Gentiles,” who was one of the first century’s most staunch supporters of the idea of freedom from the law (see Gal. 2:11 and following).  The Roman church, though it had a sizable number of Jews, was still primarily Gentile; and though it wasn’t planted by Paul, he still seemed to feel compelled to write to them about the message he was preaching, and to come to Rome and assist them in getting further established (see vs. 1:11-14 and 15:14 and following).

3)  The broader context of the fourteenth chapter (and the first four verses of the fifteenth chapter) of Romans deals with the concept of Christian liberty and how that liberty can often become a source of offense to the weak.  The example highlighted here is eating meat that has been offered to idols.  He then appeals for peace among the brethren, regardless of their relative maturity.  The outline of the verse would be:
I.      What the kingdom of God is not:
           A.  meat
           B.  drink
II.     What the kingdom of God is:
           A.  righteousness
           B.  peace
           C.  joy in the Holy Ghost (or Spirit)

4)  The primary cross-reference for the greater context is the eighth chapter of First Corinthians, where Paul discusses how this issue of liberty can be divisive, as it was for the church at Corinth; also see I Cor. 10:23-33 and Gal. 5:13.

References for the kingdom of God include I Cor. 4:19-20 and of course, Jesus’ parables of the kingdom in Matthew 13 and Mark 4.

References for righteousness include Romans 4:1-8 (especially vs. 3-5), II Cor. 5:18-21, Eph. 6:14 (in context with vs. 11-18), Phlp. 3:9-10, and in I John 2:29 and 3:7-10.

References for peace include Rom. 5:1, Eph. 4:2-3, John 14:27 and 16:33, I Cor. 14:33, and Eph. 2:11-16.

References for joy in the Holy Ghost include I Thess. 1:6-8 and Rom. 15:13; and for joy in general, I Peter 1:8-9, John 15:11, I Thess. 2:19-20, James 1:2-3 and, along with peace, is mentioned as a fruit of the Spirit in Gal. 5:22-23.
(Please keep in mind that the above listings are by no means exhaustive, only some that I found most helpful for understanding.)

5)  A check of the Greek reveals that there is no reason to think that “meat and drink” refer to anything other than physical nourishment.

According to Webster’s Dictionary, righteousness is defined as “acting in accord with divine or moral law; free from guilt or sin.”  The Greek word dikaiosune (Strong’s Greek 1343) speaks of equity and justice, and of regarding someone as innocent.  At least one other version I consulted translated the word as “justice.”

From the same sources, peace is agreement or harmony, and the roots of the Greek word (Strong’s Greek 1515 – eirene) show a joining together or reconciliation of things once separated, producing rest and quiet (for a fuller treatment of this word, see the amplification section in the article Comprehension).

The word joy is defined as “the emotion evoked by well-being, success, or good fortune,” and the Greek (Strong’s Greek 5479 – chara) comes from a root word that means happy, cheerful, or well off.  Another version used the phrase “joy inspired by the Holy Spirit.”

6)  After consulting four commentaries, the only passage of interest was written by Matthew Henry in his Commentary on the Whole Bible, “Righteousness, peace, and joy, are very comprehensive words.  As to God, our great concern is righteousness, for the righteous Lord loveth righteousness.  As to our brethren, it is peace—to live in peace and love, and charity with them.  Christ came into the world to be the great peacemaker.  As to ourselves, it is joy in the Holy Ghost.  Next to our compliance with God, to delight ourselves always in the Lord (sic).”

In one of my old notebooks, I found notes I took on a teaching dated May 2, 1981, which said the following about this verse:
“What is the spiritual Kingdom: Romans 14:17  (see also Luke 17:20-21)
           righteousness – a) imputed, b) matured, in right standing
           peace – living above circumstances, not getting riled
           joy – the ability to worship God despite …