A Blog by Adam Christman

  • On “Filler” and Consistency

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    Today’s post is the final entry in this series on paper writing, and it is another Tips from a Tutor two-fer! First, I discuss “filler words,” and then I finish with my thoughts on consistency.

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    What you have to understand is that all of the problems I’ve discussed in this series have plagued my own papers at one time or another. One problem that is hard for me to shake is that of filler words.

    In spoken conversation, many of us employ filler words for a variety of functions. This “um” might give me time to figure out how I want to finish this sentence, while that “uh” with a circular hand gesture might indicate that I just started thinking about my answer, and so on. When you’re hanging out with friends and family, filler words are irrelevant. The setting is informal and is based on a loving familial or friendly relationship. But should you use a lot of “ums,” “uhs,” or “well…” when you meet someone in a professional context, or when you apply for a job, or when you talk to your boss?

    A research paper, at every level from high school to professional, is a formal presentation that needs the right presentation. An outfit of a t-shirt and jeans is fine for a cook-out with your family, but it does not work at a black tie function. Similarly, you must edit out filler words before you submit your paper. Look at the expensive graphic below for examples of common filler words in academic writing.[1]

     filler words

    Remember this post on assuming words and overused adverbs? What I’m telling you about now overlaps with that idea. Edit these words out. Sometimes you can find a better word, but most of the time you will simply need to find a better way to phrase the sentence without the filler. If you can do this, you are on your way to writing better papers.

    (P.S., I do think the word “therefore” can be used as a filler word. Don’t spray this all over your paper. You’re not Paul the apostle!)

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    The final topic I tackle in this series on Tips from a Tutor is the idea of consistency.

    You will find two benefits from reading something that is consistent. First, the reading experience will be more enjoyable because you will be better poised to understand what the author means. Second, you will find that this is how the best professional papers are written.

    What exactly do I mean by “consistency”? Good question, dear Google bot. You might think I mean your paper must be logically consistent. That definition is not the focus of this post, though logical consistency is of obvious benefit to your papers. Without it, you are lost.

    What I mean is be consistent in the writing, itself. This can often be most easily addressed by answering certain questions beforehand. In what format are you required to submit your paper? Turabian? Chicago? (Modified Turabian for GGBTS?) Within some formatting styles, there is a flexibility on how to present citations of various kinds. How are you going to cite your sources? In-line citations, footnotes, or endnotes? How are you going to cite the Scriptures? If you abbreviate the titles of the books of the Bible, how will you do so? If you quote from multiple translations of the same text (such as the Bible), how will you indicate to your reader(s) what translate you are using? What terms will you use to discuss your topic? For example, if your paper is on the offices of the church, you must define “elder,” “pastor,” and “bishop” for two reasons: it is for meaning (theology) and for communication to carry that meaning to your reader (paper-writing, sucka!). In the example of the offices of the church, you have to define your terms even if you believe they are three designations of the same office. By providing one central definition for all three terms, you reader(s) will be able to follow your meaning.

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    And with that, I bring this series on paper-writing to a close. I hope it was beneficial to you. If you think you missed any entries in the series, feel free to click on the tags at the bottom of this post, or search my blog for either “how to write a paper” or “Tips from a Tutor.”

    I am currently in the process of turning this series into a concise pdf that you can download and refer to whenever you are in the throes of writing your papers. Once it is finished, it will be available as a free download right here at adamwchristman.com, and I will make an announcement about it.

    See you next week!

    [1] BONUS TIP: Don’t EVER use the word “thing(s)” in your papers for ANY REASON. Come up with something better!

  • On Wikipedia (or, Are You Kidding Me)

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    I could talk about this week’s subject for a while, but I’ll keep it to the same length as other posts in this series. Let’s talk about Wikipedia!

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    Wikipedia is the world’s largest and most-used online encyclopedia. Sounds good, right? It has articles on thousands and thousands of subjects, all with easy links to related articles. The articles almost always have a number of citations at the bottom, which point to scholarly discussions of the subject or news reports that review an aspect of it. The biggest problem with Wikipedia itself is considered by its administrators to be a feather in its cap. Wikipedia is open to editing by anyone.

    On the one hand, this seems like a democratic ideal and a wonderful way to rely on the expertise of everyone. On the other hand, this, this, and this exist. (Which isn’t even to mention the worst practices regarding websites such as this, illustrated here.) Maybe Wikipedia isn’t so ideal…

    I have two suggestions for how you can deal with Wikipedia as regards academic work.

    The first is to treat it as a simple starting place. Any professor would recommend you start a research paper by reading related dictionary or encyclopedia articles on your topic. Wikipedia is just that kind of resource. It gives you a feel for “the lay of the land,” as regards your topic. It also usually points you to actually rigorous, academic work on the topic in its citation sections.

    The second suggestion I have is “do not need cite it.” If you cite Wikipedia in your paper or bibliography, it shows you 1) don’t know how to write a paper, and 2) didn’t do any research beyond Wikipedia, which is a huge mistake. Instead of citing Wikipedia, track down the books and articles it cites. Read those, then include those items in your bibliography and paper if they are helpful and relevant. Do not, for any reason, cite Wikipedia in an academic paper.

    As you get familiar with the resources that Wikipedia highlights, you should transition out from using Wikipedia for academic work at all. You will become familiar with the technical dictionaries and encyclopedias relevant to your discipline, which are far better suited for academic work.

    While you should certainly talk to your local librarian about good resources for starting a paper, I can give you a couple of suggestions for now. If you are a seminary student, here are two items I have found useful, one dictionary and one encyclopedia.

    Elwell, Walter A., ed. Evangelical Dictionary of Theology, 2nd ed. Grand Rapids: Baker, 2001. Library of Congress call number BR 95 .E87 2001 and available in the Reference section of the GGBTS library. An excellent tool for this kind of research, become familiar with it.

    Orr, James, gen. ed. International Standard Bible Encyclopedia. 5 vols. Grand Rapids: Eerdmans (multiple revisions). LoC call number BS 440 .I6 and available in Reference at GGBTS. This resource is a bit dated (the original was published in 1915), but its articles are very dense with a lot of good material to chew on.

  • No Foolin’: Assuming Words and Overused Adverbs

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    This week’s Tips from a Tutor focuses on two topics. The first is a serious problem in paper-writing. The second is more of a gentle suggestion that should help clean up your papers and make them stronger.

    And…no. This is not a bad April Fool’s joke. I mean every word in this entry!

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    The first problem to discuss today is the misuse of what I call Assuming Words ™. (No, not really trademarked.)

    Many students fall into this trap. Let me give you one example of how you might use this particular bad habit. Maybe you heard your professor argue for a particular understanding of an issue repeatedly over the course of the class, so now that it is time to write your term paper, you incorporate that argument because it is relevant to your topic. Except many students have introduced their professor’s preferred argument with words or phrases like “it is clear,” “obviously,” “of course,” and other words that presume that the following is unquestionably the only way to view it.

    There are two reasons why this is a problem in academic writing.

    To begin with what might be the most pedantic item in this list, your term paper is supposed to convince your reader of your position. If you utilize Assuming Words casually, especially if you use them throughout the paper, you will not convince most readers. Instead of listening to winsome evidence and the logic of your argument, they are hit over the head with your presumptions.

    The second reason comes out of the first. If you use Assuming Words casually, you miss an opportunity to flex the evidence you need (and may even have found in your research). This results in a weaker paper because it relies on your Assuming Words to move the paper along rather than evidence and analysis. At best, casual use of Assuming words is a wasted opportunity to convince your reader(s). At worst, it is laziness and (spoiler alert!) your teachers were once students, and as teachers they read a lot of papers, so for those two good reasons (and more), they recognize lazy work when they see it.

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    The second topic on the docket today rests on adverbs of manner, circumstance, and degree.

    Words like “easily,” “simultaneously,” and “very” can be helpful. I don’t mean to warn you off them entirely. (Ahem.) Instead, I would caution you to avoid using them too much. I cannot tell you how many papers I have read where any given page is littered with words that end in “-ly.” This is clutter akin to a public speaker uttering the “um” noise after every clause.

    In addition, the use of the adverb “very” should be limited. If you modify one or more verbs in every paragraph with “very,” then how is your reader to know the difference in value between your various points? Everything cannot be “very important,” for example. Some things are less important.

    I suggest you purchase a good thesaurus or visit thesaurus.com to find ways to better communicate that same idea without a constant stream of adverbs. I point you to the almost-cliche KISS acronym. Keep It Simple, Sam! (Note: This proverb is not only applicable to people named Sam.)

  • The Passive Voice Was Being Used

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    This week I am discussing passive voice. (If you caught that and the one in the title, you probably don’t need to read this post. Bonus points to anyone who finds irony in other parts of this post!)

    The active voice is the normal form of a verb, where the subject performs the action of the verb. This is most easily seen in the proper English word order of Subject ̶ Verb ̶ Object. For example, “Sam hits the ball.” So, “Sam” is the Subject, “hits” is the Verb, and “ball” is the Object. The verb “hits” uses the active voice in order to communicate that it is Sam who performs this action on the ball.

    If we took that same sentence and put the verb into the passive voice, it would read, “The ball is hit by Sam.” This is the best use of the passive voice; however, that does not mean it is the right choice for academic writing.

    Many students weaken and mar their papers with a poor use of the passive voice. I have seen papers use it from start to finish, thereby spoiling what might have been an interesting, strong voice on their subjects. The passive voice often obscures the meaning of the subject, object, or both.

    Many times, when you add “to be” to a verb that does not require it (most especially if you change the main verb into a gerund, which adds “-ing” to the end, also called a participle), you cast the sentence in the passive voice.

    In academic writing, this use of the passive should be avoided or edited, and the active voice should always be preferred. Sentences such as the following dilute your message.

    “Paul is commanding the Galatians to…”

    “The Philippians were told…”

    “Joshua is portrayed as a new Moses.”

    “Hosea had been saying…”

    Instead, these sentences become stronger when cast in the active voice. Consider the following revisions of the four examples.

    “Paul commands the Galatians to…”

    “The letter to the Philippians says…”

    “The author of the Book of Joshua portrays this Joshua as a new Moses.”

    “Hosea preached about this previously when…”

    These sentences are much stronger and would serve well in an academic or professional paper.

     

    Next week is a Tips from a Tutor Two-fer! See you then.

  • Run-on Sentences: What Are They?

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    This week’s topic is the run-on sentence. I give a definition and reasons to edit these out. Shall we begin?

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    A run-on sentence is a sentence in which multiple independent clauses are placed together in a kind of string without punctuation or proper conjunction. When sentences run on in audible conversation, they can be ignored or forgiven or clarified there in the moment. When sentences run on in academic writing, the paper comes across as sloppy, unedited, and (perhaps) as something submitted without much thought given to it. For a clearer, stronger paper, hang in there with me as I explain run-on sentences and how to fix them in your editing process.

    If you read Greek, look for an example in literally almost any sentence written by the apostle Paul.

    If you’re limited to modern languages, here are two examples.

    “I could not find the book on the bookshelf where is it?” or,

    “The apostle Paul was a Hellenized Jew raised under Roman rule who studied under Gamaliel he was a great example of a young Jewish man before his conversion to Christianity.”

    Both of these examples include at least two independent clauses, but they are jammed together without punctuation or proper conjunction. Independent clauses are units of thought in a sentence (or that make up an entire sentence) that could be a separate sentence if put on their own. Look at a snapshot of one from the second example. “…he was a great example of a young Jewish man before his conversion to Christianity.” The italicized unit of thought is an independent clause because you could write that as a stand-alone sentence and it would make sense. If you took “before his conversion to Christianity” on its own, however, it does not make much sense. It could confuse the reader regarding to whom you refer. It is an adverbial clause that clarifies, and should remain with the independent clause to which it is connected.

    Back to the primary issue of run-on sentences. Let’s fix these examples, and hopefully benefit your paper writing.

    Example 1 is, “I could not find the book on the bookshelf where is it?”

    This example is a bit easier. Simply put a period after “bookshelf” and begin a new sentence. This separates the independent clauses.

    Fixed Example 1 is, “I could not find the book on the bookshelf. Where is it?”

    The second example is a slightly more complicated.

    Example 2 is, “The apostle Paul was a Hellenized Jew raised under Roman rule who studied under Gamaliel he was a great example of a young Jewish man before his conversion to Christianity.”

    This run-on sentence has two clear independent clauses, with two dependent clauses that you may want to change into independent clauses (and, therefore, independent sentences). Let’s begin with the simpler work of breaking this long example in two. You could place a period after Gamaliel, making it, “The apostle Paul was a Hellenized Jew raised under Roman rule who studied under Gamaliel. He was a great example of a young Jewish man before his conversion to Christianity.” While a little awkward, this edit will work.

    Better work, however, would break this down into three or four sentences. This would change it to something like the following. “The apostle Paul was a Hellenized Jew raised under Roman rule. He studied under Gamaliel. Paul was a great example of a young Jewish man, but his conversion to Christianity changed all that in the eyes of the Jewish leadership.”

    Run-on sentences muddy any academic work. Avoid this problem by breaking them into separate sentences. In doing so, you will have clearer and more precise papers.

    Come back next week for keeping the passive voice out of academic writing. Until then, excelsior!

  • Contractions and More! A Tips from a Tutor Two-Fer

    This round of blogs is a series aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    If you are having trouble writing strong papers for your classes, then read on in this Tips from a Tutor Two-Fer!

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    The second topic I’ve selected won’t surprise you if you’ve read many pap’r’s.

    Contractions!

    Contractions are shortened forms of a word or a group of words with the omitted letter typically replaced with an apostrophe. So, you get “I’ve” from “I have,” “won’t” from “will not,” “you’ve” from “you have,” and “pap’r’s” from “trying to be funny.”

    We all use contractions in everyday conversation. Many of us utilize contractions even in professional settings. When speaking out loud, they are often, though not always, appropriate.

    However, this blog is written for the student working on an academic assignment. For you, contractions are anathema. Steer clear of them! They are informal, and seem sloppy. Instead, write your contractions out while making sure to avoid the passive voice. (For the post on passive voice, stay tuned!)

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    If you still struggle to avoid contractions (or the 1st and 2nd person), this can be caught through careful editing. Ding ding! Our second topic of the post.

    I cannot emphasize enough how important editing is to turning in a good paper. Whether you have someone else do it or you learn how to do it yourself, you have to get your papers edited before you turn them in.

    Would you want to live in a house where the architect took one shot at the blueprints? Where nobody checked over that work, so the construction crews built it exactly to the design? I seriously doubt that you would. Then why would you want to earn a grade based on a paper that had not been picked through carefully?

    When editing your paper, work backwards from the end, paragraph by paragraph. Try not to take your words or sentences for granted. In this way, you will pick up on your mistakes of spelling, grammar, etc. And then you edit it again! Never give a paper only one pass at editing. You will miss something, whether that is a misspelled word or a hole in your argument, so multiple passes are highly preferable.

    That’s all I have to say about that for now, though I may revisit the topic of editing in the future. Come back next week for more Tips from a Tutor!

  • 1st & 2nd Person Pronouns in (out of!) Academic Writing

    I’m bringing (my) blogging back!

    To kick off this new round of blogs, I have prepared a series of short blogs aimed at students who engage in academic writing. In all, the series will constitute a kind of primer on academic writing for students. Each post will tackle a problem I’ve seen in papers from my classmates, my students, and myself.

    If you are having trouble writing strong papers for your classes, then read on!

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    The first topic I have selected is on the use of 1st person and 2nd person personal pronouns in academic writing. These are words like “we,” “you,” and “I.” It is my understanding that there are also others.

    STOP USING THEM.

    In academic writing, your goal is to sound objective and convince your audience of your hypothesis with the strength of your evidence and argument. You will not accomplish this if you write papers like you write blogs (!) or sermons.

    This is a common mistake, but if you are not sure how to go about writing papers in light of this information, I’m here to help!

    The academy’s preferred, “objective,” voice sounds something like the following, when referring to the second person. “One would do well to consider how to write academic papers. If one were to ignore practices such as these, worse grades will become reality.” Referring to “one” rather than “you” is far more objective, and always sounds better in academic writing.

    When you want to refer to yourself, the author, there is a simple tip I can give you. Don’t.

    It will not help your paper. If you absolutely must refer to yourself because, let’s face it, your ego is as big as mine, then refer to yourself as “the author of this paper” or “this author.” There could be a problem with this approach, as some students have tried to use it and wound up confusing the professor regarding the author to whom the student refers. Do you mean the most recently-referenced source? Or do you mean yourself? If you use this approach, be very clear.

    That’s all for this week’s Tips from a Tutor. Come back next week for more paper-writing help.

  • Melchizedek and Christ in Hebrews 7: Part 4

    Part 4?! “Hasn’t this gone on a little long, Adam?” you might ask. Maybe.

    If you’re just discovering this series of posts, part 1 is a survey of ancient literature where Melchizedek is discussed or is a character in both Jewish and Christian sources.

    Part 2 is the presentation of a series of contemporary scholars and their perspectives on the comparison of Melchizedek and Christ. This presentation is thorough, but not exhaustive.

    Part 3 is a brief post that discusses Melchizedek’s two Old Testament appearances, and the context surrounding Hebrews 7 as it relates to to the comparison of Melchizedek and Christ.

    This, the fourth and final post in this series on Melchizedek and Christ, looks at the comparison itself as it occurs in Hebrews 7. The primary focus is the heart of the comparison in 7:1-3, followed by an overview of 7:4-28 as it relates to and clarifies the comparison of vv. 1-3.

    Hebrews 7:1-3

    These verses introduce the midrash on the passage from Gen. 14 without delay. The author gives the historical context of Melchizedek’s meeting with Abraham in v. 1b, which includes the mention of Melchizedek’s blessing on Abraham. Aside from his name and station(s), Melchizedek’s blessing is the first mention of his actions as a righteous man in this passage. Melchizedek is identified as both the “king of Salem” and “priest of the Most High God” (ἱερεὺς τοῦ θεοῦ τοῦ ὑψίστου). Verse 2a presents Melchizedek’s status as greater than Abraham by way of narrative recounting: Abraham gave a tithe of his spoils to Melchizedek.

    The lofty descriptions of Melchizedek begin in verse 2b. The author of Hebrews begins these lofty descriptions with the etymology of his name, presenting Melchizedek as the “king of righteousness.” He then follows Philo by interpreting his station as king of Salem with the phrase “king of peace.” These are, by no means, common descriptions of human beings in the Christian Bible. The author here sets the audience up for a high view of this enigmatic figure. In addition, it is the author’s reminder that the offices of God’s Son, his chosen king, and high priest have all converged in the Christ.[1]

    Hebrews 7:3 is the central piece of this laudatory puzzle. It begins with three adjectives, all modified by the negating ἀ prefix. These adjectives describe the king-priest Melchizedek as “without father, without mother, without genealogy” (ἀπάτωρ ἀμήτωρ ἀγενεαλόγητος). As discussed by many scholars, including a large number of those surveyed above, these adjectives are included by the author of Hebrews because of the omission of these details from Gen. 14. Melchizedek suddenly appears in the Abrahamic narrative, and is gone again just as quick. As mentioned above, this is not to say that the author of Hebrews necessarily thought of Melchizedek as some kind of heavenly being. Rather, it is simply a rabbinic method of interpretation that allows him to make these claims in light of the Melchizedek/Christ typology.

    Likewise, Melchizedek is said to have “neither beginning of days nor end of life” (μήτε ἀρχὴν ἡμερῶν μήτε ζωῆς τέλος ἔχων). He is said to continue as a “priest forever.” Again, the Genesis narrative does not include a genealogy, nor does it include a birth narrative or death narrative for Melchizedek. Melchizedek functions within the Genesis narrative as another figure who worships the same God as Abraham, but he also functions within the larger biblical narrative as a shadow of the Christ to come. This description, and those that came before, only become coherent when understood as typology.

    It is precisely because of the typology between Melchizedek (type) and Christ (antitype) that the author of Hebrews can make these lofty claims about Melchizedek. The type of Christ is always a shadow, a form, a signpost pointing forward to that which is true. Thus, if it looks like Melchizedek is without father, or if it looks like he has no end, then how much more is Christ lacking an earthly father and enjoying a life of eternity? The author of Hebrews, himself, tells the audience that Melchizedek ‘resembles’ (ἀφωμοιωμένος) the Son of God. With the simple definition of typology given previously, this resemblance naturally falls into that category.

    Hebrews 7:4-28

    The first three verses of Heb. 7 are the core of the doctrinal teaching that follows in the rest of the chapter. What the reader finds in 7:4-10 is the first unspooling of the propositions found in 7:1-3. This second part of the 7:1-10 unit is a discussion on the significance of this priest. Specifically, the author of Hebrews demonstrates the primacy of the Melchizedekian priesthood as illustrated in the historical tithe from Abraham to Melchizedek.[2] The author of Hebrews and the apostle Paul overlap in a method of critique here. The author of Hebrews demonstrates Levi’s subordination to Melchizedek because he was “in the loins of his ancestor” (v.10) at the time. Paul uses the same logic in Romans 5 regarding the sin of all mankind in Adam’s loins.

    The rest of chapter seven continues to examine the implications of the Melchizedek/Christ typology by an exegesis of Ps. 110:4. Kistemaker details a structure divided among words from that statement, “You are a priest forever, after the order of Melchizedek.”[3] Heb. 7:11-13 look at the word “[priestly] order” by comparing the two orders of Levi and Melchizedek. Verses 13-14 look at the word “you” in more discussion on the Messiah who fulfills this typology. Verses 15-25 discuss the term “forever.” Jesus is demonstrated as the one who is the superior high priest whose holds an unending term of service.

    So What is the Point?

    Christians have mulled the question of Melchizedek’s function in Heb. 7 for millennia. By rabbinic and Hellenistic rhetorical devices, the author of Hebrews demonstrates to his audience that Melchizedek functions as a foreshadow of Jesus Christ. The author of Hebrews argues for the superior priesthood of Christ in the longest doctrinal section of the epistle, Heb. 7:1-10:25. Heb. 7:1-3 and Melchizedek form one key to understanding his argument. Ps. 110 opened a door through which this once-enigmatic figure from Gen. 14 became important for defining the kind of priesthood the Christ embodies and fulfills. This Gentile priest outside of the line of Abraham, in his small way, embodied qualities of the Messiah. “So what is said about Melchizedek himself in Heb. 7 need not be taken too seriously as a statement about the historical figure in Genesis. Its point is its application to Jesus.”[4]

     

    [1] See the Surrounding Context post, n. 5.

    [2] cf. Kistemaker, Exposition, 186f, and Kistemaker, Psalm Citations, 118f.

    [3] Kistemaker, Psalm Citations, 118; cf. Guthrie, Structure of Hebrews, 125-26.

    [4] Richard Bauckham, “The Divinity of Jesus Christ in the Epistle to the Hebrews,” in The Epistle to the Hebrews and Christian Theology, eds. Richard Bauckham, et al (Grand Rapids: Eerdmans, 2009), 28.

  • Melchizedek and Christ in Hebrews 7: Part 3

    One must understand Melchizedek in the Old Testament before one can understand him in the New Testament. This week’s brief post looks at Melchizedek’s two OT appearances, then treats the context surrounding the Melchizedek/Christ comparison in Hebrews 7.

    For part 1, looking at the history of interpretation regarding Melchizedek, especially in Gen. 14, click HERE.

    For part 2, surveying a variety of contemporary scholars’ opinions on how to understand the Melchizedek/Christ comparison in Hebrews 7, click HERE.

    MELCHIZEDEK IN THE OLD TESTAMENT

     There are two passages in the OT where Melchizedek’s name arises. As a result, it is natural to employ the rabbis’ midrashic instrument of gezera shawa (or verbal analogy), to understanding each passage in light of the other.

    In Genesis 14:18-20, Melchizedek makes his first appearance in the biblical text and only appearance in a narrative. Abraham meets Melchizedek, the king of Salem who is otherwise not introduced by genealogy or any other device. Melchizedek, as a priest of the Most High God (אֵ֣ל עֶלְי֔וֹן), blesses Abraham, who gives a tithe of his recently-won spoils to the king of Salem. This encounter is contrasted in Genesis with surrounding encounters between Abraham and the king of Sodom, from whom Abraham refuses to receive any kind of gift or tribute.

    Ps. 110:4 is the second passage where Melchizedek is named in the OT. Ps. 110’s importance to the author of Hebrews’ epistle cannot be understated.[1] In this Davidic Psalm, YHWH is speaking to “my Lord” when he declares in verse 4, “The Lord has sworn and will not change his mind, you are a priest forever after the order of Melchizedek.” David M. Hay affirms, “It is reasonable to assume that prior Jewish messianic interpretation of the psalm was a factor behind its popularity among Christians.”[2] Ps. 110:4 is the key that links the enigmatic OT figure to the coming Messiah. This link stands already in the OT, so the author of Hebrews picks up this text and the Gen. 14 passage and interprets them as any Jewish rabbi converted to Christianity would, via gezera shawa.

    This discussion lies in the background of the author of Hebrews’ thinking. One must now turn to the primary work at hand, the epistle to the Hebrews. An overview of the relevant elements of Hebrews’ structure is presented before a treatment of the context surrounding Heb. 7.

     

    CONTEXT OF HEBREWS 7

     It is helpful to know the lay of the land before hiking across any distance, whether it is across a town filled with street signs or a natural landscape populated by forests, streams, and hills. This section of the paper provides a general overview of the structure of Hebrews, based on the work of George Guthrie, highlighting the most relevant elements of that structure to the subject of this paper. Following that overview, a brief discussion of the immediate, surrounding context of Heb. 7 provides more illumination.

    The Structure of Hebrews

    The epistle to the Hebrews has essentially two major parts, 1) a discussion on the position of the Son in relation to the angels (1:5-2:18), and 2) a discussion on the position of the Son in relation to the earthly sacrificial system (4:14-10:25). The epistle has a short introduction (1:1-4), as well as an ethical section near the end (10:19-13:19), prior to the benediction (13:20-21) and conclusion (13:22-25). The primary text of this study is Heb. 7:1-3. It is an admittedly small unit within the discussion on the “order of Melchizedek” quote from Ps. 110:4 conducted in 7:1-10, which is, itself, a subsection on the larger discussion on the appointment of the Son as a superior high priest in 5:1-7:28.[3]

    Surrounding Context

    The preceding context of Heb. 7:1-3 begins at 5:1, when the author reminds the audience that the high priest is selected “to act on behalf of men in relation to God…” In his discussion of the Christ’s position as high priest, he quotes from Ps. 2:7 (“You are my Son…”) and Ps. 110:4. This is the author of Hebrews’ first use of the name “Melchizedek” in the epistle, and, by citing Ps. 2:7, it is where the author ties the Son with the offices of king and high priest all together[4]. Heb. 5:7-9 go on to describe Jesus’ submission and obedience and suffering before verse 10 declares, “[Jesus was] designated by God a high priest after the order of Melchizedek.” This section of the epistle, 5:1-7:28, defines the appointment of the Son as a superior high priest. The author of Hebrews does so, in part, by introducing the Messiah by way of this “Melchizedek.”

    Heb. 5:11-6:12 is a digression from the main thrust of the overall section. The author addresses the issue of his audience’s immaturity and, thus, their ability to receive this advanced teaching. At 6:13, the author begins to transition back to the main teaching of this section when he brings up the promise to Abraham. It is at 6:20 that the author reminds the audience that Jesus s a high priest forever in the order of Melchizedek. This is what leads up to the text at hand.

    The subject of the midrash of Heb. 7:1-10 is debated, as mentioned above.[5] In 7:11-28, however, Ps. 110:4 becomes the clear subject of at least that midrash. This section contrasts the Levitical line and Melchizedekian order even further, extrapolating from 7:1-10. Chapter seven of Hebrews is the beginning of the longest uninterrupted doctrinal section of the epistle.[6] The nature of the Melchizedek/Christ typology taught in chapter seven is vitally important to the overall teaching on the priesthood of Christ found in the epistle to the Hebrews.

    ***

    To complete our journey, click HERE for part 4.

     

    [1] See esp. David M. Hay, Glory at the Right Hand: Psalm 110 in Early Christianity, vol. 18, Society of Biblical Literature Monograph Series, eds. Robert A. Kraft and Leander Keck, Atlanta: Society of Biblical Literature, 1989.

    [2] Hay, 159. For a full discussion of Psalm 110’s treatment in Judaism leading up to Christianity, see David M. Hay’s book, referenced above.

    [3] Discussion on the structure of Hebrews is largely drawn from George H. Guthrie, The Structure of Hebrews: A Text-Linguistic Analysis, Biblical Studies Library, Grand Rapids: Baker Books, 1998, and the course handout, “The Structure of the Book of Hebrews.”

    [4] Simon Kistemaker, The Psalm Citations in the Epistle to the Hebrews (Eugene, OR: Wipf & Stock, 2010), 116f.

    [5] See the post on Contemporary Scholarship, also Guthrie, Structure of Hebrews, 125; Joseph A. Fitzmyer, “‘Now This Melchizedek’ (Heb 7:1),” Catholic Biblical Quarterly 25 (1963): 306.

    [6] David L. Allen, 407.

  • Melchizedek and Christ in Hebrews 7: Part 2

    Last week, I introduced several literary threads regarding Melchizedek in ancient Jewish and Christian sources. Melchizedek is treated in various ways in Jewish texts. In a number of Christian sources, I showed a significant trail of thought where several scholars see the Melchizedek/Christ comparison in Hebrews 7 as typology. This week, I intend to survey a number of significant commentaries for their perspectives on the comparison. This survey is not exhaustive, but it is representative of the field. Recent years have produced an increasing number of high quality studies of the Epistle to the Hebrews, with a few particular studies on the question regarding Melchizedek’s function in Heb. 7, as well. These commentaries are considered in the order of their publication.

    Simon J. Kistemaker’s 1984 commentary on Hebrews is a significant study, renewing academic and ecclesiastical interest in the epistle. Kistemaker acknowledges that contemporary readers know little of Melchizedek since he is only mentioned twice in the OT, so he explains that “the author of Hebrews reasons from the silence of Scripture and constructs his argument on the significance of the king-priest Melchizedek.”[1] In fact, “[the author] reasons like a rabbi of the first century.”[2]

    This expositor is also helpful regarding the lofty descriptions of Melchizedek in Heb. 7:3. Kistemaker makes the point, “A prerequisite for holding the office of priest, therefore, was a proven genealogy. . . Melchizedek, therefore, is unique. He does not fit into the genealogies recorded in Genesis. He seems to belong to a different class.”[3]

    Harold W. Attridge published a commentary in 1989 in the Hermeneia series. His commentary details Heb. 7 and the question of Melchizedek further than Kistemaker’s. He begins by describing the passage as “a playful exegesis of the Genesis story.”[4] Specifically, he names the author of Hebrews’ method as a gezera shawa kind of midrash.[5]

    Gezera shawa is more popularly known in Christian circles are “verbal analogy.”[6] Gezera shawa is defined by Strack and Stemberger, “strictly speaking this is only to be used if two given Torah statements make use of identical (and possibly unique) expressions.”[7] It is also somewhat flexible, however, as it closely related to “the so-called heqqesh, i.e. the (less strictly regulated) topical analogy.”[8]

    In Attridge’s eyes, the author of Hebrews utilizes a popular form of midrash in the late first century[9] to draw an analogy between Melchizedek and Jesus Christ in order to demonstrate the better priesthood of Christ. Attridge presents two options for understanding the nature or status of Melchizedek, which would allow the figure to stand as a useful type for Christ. First, he presents the claim that Melchizedek is “simply a scriptural symbol.”[10] That is, the comparison rests primarily (if not exclusively) on a literary comparison. “[The author of Hebrews] would appear, like Philo, to be uninterested in the person of Melchizedek himself and only concerned with what he represents.”[11] Second, Attridge describes how some readers think Melchizedek is treated as a heavenly being of some sort. He points especially to Heb. 7:8 and Melchizedek’s ‘life.’ “His argument there makes little sense if the Melchizedek whom Abraham encountered were not greater than the patriarch precisely because of the unlimited life attributed to him.”[12] Attridge ultimately rests his case with the latter perspective, citing the material from Qumran as justification for then-contemporary speculation regarding Melchizedek.[13]

    Attridge demonstrates the author of Hebrews’ midrashic method, and explains, based on then-contemporary speculation as evidenced in the Qumran scrolls and the difficulty of Melchizedek’s ‘life’ in Heb. 7:8, that Melchizedek was a kind of heavenly being. An interesting rebuttal to the idea of Melchizedek as a kind of heavenly being is discussed in the section on Luke Timothy Johnson’s commentary, below.

    2001 saw the publishing of Craig R. Koester’s commentary on Hebrews. Koester demonstrates a thorough knowledge of the ancient literature relevant to Melchizedek. One significant contribution is his analysis regarding an eventual genealogy for Melchizedek. “Because extant sources that identify Melchizedek with Shem are later than Hebrews, interpreters more commonly propose that Jewish sources gave Melchizedek a genealogy in order to counter Christian claims.”[14]

    Koester, like the other Christian theologians surveyed, understands the author of Hebrews’ methodology as an argument from the silence of Genesis regarding Melchizedek’s father, mother, etc. In contrast to Attridge, Koester does not claim the author of Hebrews’ perspective to include Melchizedek as a kind of heavenly being. The nature of Melchizedek does not rise to the same importance for Koester as it did Attridge. The point of Hebrews’ comment on Melchizedek’s genealogy is not to describe Melchizedek as a heavenly being. Koester puts it this way, “Hebrews, however, takes silence to mean that genealogy cannot be the defining trait of a priest. If the lack of genealogy did not bar Melchizedek from priesthood, then it should not disqualify Jesus.”[15] For Koester, then, the lack of genealogy is an opportunity for the author of Hebrews to demonstrate Christ’s qualifications for priesthood outside of the Levitical line. This seems more naturally in line with the concerns of the Epistle to the Hebrews.

    Luke Timothy Johnson’s dense monograph from 2006 is a tightly-argued exposition on the epistle. The earliest contribution of his book relevant to the present study is in regard to the analogy employed by the author of Hebrews between Melchizedek and Christ.[16] Johnson tells his readers, “as in all analogy, two elements are required: an element of similarity (or continuity) and an element of dissimilarity (or discontinuity).”[17] With this in mind, Attridge’s argument that the author of Hebrews viewed Melchizedek as a heavenly being becomes much weaker. The reader of Hebrews finds several elements presented in continuity between Melchizedek and Christ. However, the author of Hebrews refers to him as “this man” several times. What the author of Hebrews does not do is declare a positive assertion that Melchizedek is a heavenly being of some kind. With these elements of continuity having been presented, where is the element of discontinuity? Christ is the God-man, the divine human. Melchizedek is not identified as a heavenly being anywhere in Hebrews. While this does not completely prove the author of Hebrews’ perspective on Melchizedek as a scriptural symbol, it demonstrates that Attridge’s conclusion is weak.[18] Since the author of Hebrews’ perspective on Melchizedek as scriptural symbol of heavenly being is so difficult to locate, it seems prudent for exegetes to tread lightly in this area.

    Regarding the grand descriptions of Melchizedek in Heb. 7, Johnson illuminates that “our author follows the interpretive principle that has been called non in tora non in mundo. The silence of Scripture on a given point can be taken as evidence that something did not exist in the extratextual world, either.”[19] It is also worth noting that Johnson comes to the same conclusion as Attridge, that the author of Hebrews views Melchizedek as a kind of heavenly being.[20]

    John Paul Heil’s 2010 monograph contains a brief introduction explaining his view of Hebrews as an epistolary homily intended for a public performance.[21] This book breaks the entire epistle into chiastic units, from start to finish. Heb. 7:1-10 is one of those chiastic units.[22] Heil follows the understanding of previous scholars regarding the grounds for Melchizedek’s lofty descriptors in 7:1-3.[23]

    David L. Allen is the scholar who produced the New American Commentary on Hebrews in 2010. It is a significant contribution to the field, clocking in at over six hundred pages. Allen identifies the Melchizedek/Christ comparison as the Hellenistic rhetorical device “synkrisis” and homiletical midrash.[24] “Synkrisis” compares two subjects of similar quality.[25] One can see the similarity between “synkrisis” and gezera shawa, as they function as comparative devices.[26] Allen, therefore, also supports reading Heb. 7’s laudatory descriptions of Melchizedek as stemming out of the silence of Scripture, as well as the typological understanding of the Melchizedek/Christ comparison.[27]

    Gareth Lee Cockerill has been thinking on the epistle to the Hebrews for years. His 2012 commentary in the NICNT series is an excellent resource for Hebrews studies. Unlike many other scholars, Cockerill does not consider the Melchizedek/Christ comparison as typology.[28] To the contrary, Cockerill asserts that the typology with regards to Christ’s priesthood is between Aaron (type) and Christ (antitype). Melchizedek is described merely as a foreshadow and anticipation of Jesus Christ.[29] His argument primarily rests on the fact that Melchizedek is outside the “old order” of the tabernacle, priesthood, and the Law.[30]

    Cockerill does not consider Melchizedek as a kind of heavenly being or as a pre-incarnate Christophany. Melchizedek is simply a human being who is given a significant role to play.[31]

    [The author’s] commitment to a literal encounter between Abraham and Melchizedek and his concomitant assumption of Melchizedek’s humanity frees him to use Melchizedek without fear that Melchizedek might become the Son’s rival. Thus we have a Melchizedek adequate to foreshadow but unable to compete with the Son.[32]

    For Cockerill, a type/antitype comparison between Melchizedek and Jesus puts Melchizedek in competition with Jesus.

    Cockerill’s commentary is a significant contribution to the study of Hebrews, but his use of the terms of typology is too rigid. It creates and imposes a problem on the text that the author of Hebrews did not create, himself. For the purposes of this study, a simple definition of typology suffices. “Typology…deals with the principle of analogous fulfillment.”[33] The imposition of modern literary categories on ancient literature is difficult at best. Rather, this study seeks to peek over the author’s shoulder, as it were, to illuminate and understand what is already there. It is problematic to sharply define the categories of “foreshadow/anticipation” and “typology,” as Cockerill does here. The author of Hebrews clearly portrays Melchizedek as someone who embodies some features of the Christ; specifically, Melchizedek foreshadows the nature of the Christ’s priesthood. This is typology.

    This concludes the survey of contemporary thinkers on the topic at hand. Next week, I plan to present Melchizedek’s two Old Testament appearances. It will be fairly brief, since he appears in less than half a dozen verses of the OT altogether. They are, however, necessary to get at the meaning likely intended by the author of Hebrews.

    ***

    To go straight to part 3, click HERE.

    Want to see part 4? Click HERE.

    [1] Simon J. Kistemaker, Exposition of the Epistle to the Hebrews, New Testament Commentary Series (Grand Rapids: Baker Book House, 1984), 184f.

    [2] Ibid., 189.

    [3] Ibid., 185. It is also interesting to note an observation Kistemaker made that would have assuaged Martin Luther’s concerns about the Melchizedek/Christ comparison. On page 186, he states that Melchizedek is compared with the Son of God, not the Son of God with Melchizedek. Kistemaker, himself, was reliant on John Albert Bengel’s Gnomon of the New Testament, vol. 4, ed. Andrew R. Fausset, 7th ed., Edinburgh: Clark, 1877 for that observation.

    [4] Harold W. Attridge, The Epistle to the Hebrews, Hermeneia, ed. Helmut Koester (Philadelphia: Fortress Press, 1989), 187.

    [5] Ibid., 128f, 186.

    [6] H.L. Strack and G. Stemberger, Introduction to the Talmud and Midrash, trans. Markus Bockmuehl (Edinburgh, Scotland: T&T Clark, 1991), 21. For an incredible list of sources discussing NT use of the OT, see Martin Pickup, “New Testament Interpretation of the Old Testament: The Theological Rationale of Midrashic Exegesis,” JETS 51 (2008): 353-82.

    [7] Ibid.

    [8] Ibid. To clarify further, midrashic exegesis is not limited to gezera shawa. See esp. Pickup, 357.

    [9] Ibid., 24.

    [10] Attridge, 191.

    [11] Ibid.

    [12] Ibid.

    [13] Ibid., 191-92. For example, he says the author of Hebrews got the high descriptions of Melchizedek from a hymn to Melchizedek as a source.

    [14] Craig R. Koester, Hebrews: A New Translation with Introduction and Commentary, Vol. 36, The Anchor Bible, eds. William Foxwell Albright and David Noel Freedman (New York: Doubleday, 2001), 339. See also John Bowker, The Targums and Rabbinic Literature: An Introduction to Jewish Interpretations of Scripture (New York: Cambridge University Press, 1969), 196-99.

    [15] Ibid., 343.

    [16] Luke Timothy Johnson, Hebrews: A Commentary, The New Testament Library, eds. C. Clifton Black and John T. Carroll (Louisville: Westminster John Knox Press, 2006), 175. He also identifies this as gezera shawa.

    [17] Ibid., 31.

    [18] In addition, if the author of Hebrews viewed Melchizedek as a kind of heavenly being, like an angel, would he not present an argument for why Jesus is better than Melchizedek, like he did regarding the angels in chapter 1?

    [19] Ibid., 177.

    [20] Ibid., 177-78.

    [21] John Paul Heil, Hebrews: Chiastic Structures and Audience Response, vol. 46, The Catholic Biblical Quarterly Monograph Series, ed. Mark S. Smith (Washington, DC: The Catholic Biblical Association of America, 2010), 24-25. Heil seems strongly influenced by the rabbinic practice of verbal analogy. This is not to denigrate Heil’s structure. It is actually somewhat compelling. For another scholar who sees a chiastic structure to the epistle, see also Linda Lloyd Neeley, “A Discourse Analysis of Hebrews,” Occasional Papers in Translation and Textlinguistics 3-4 (1987): 1-146.

    [22] While it is an interesting argument, it is not especially relevant to the present study on Melchizedek in Hebrews.

    [23] Ibid., 163.

    [24] David L. Allen, 408, 410.

    [25] Ibid.

    [26] Since these two terms function very similarly, they are treated synonymously for the purposes of this study.

    [27] Ibid., 412ff.

    [28] Gareth Lee Cockerill, The Epistle to the Hebrews, The New International Commentary on the New Testament, ed. Gordon D. Fee (Grand Rapids: Eerdmans, 2012), 46, 51, 54, 304.

    [29] Ibid., 302.

    [30] Ibid., 304.

    [31] Ibid., 305f.

    [32] Ibid., 306.

    [33] Grant R. Osborne, “Type, Typology,” in Evangelical Dictionary of Theology, 2nd ed., ed. Walter A. Elwell (Grand Rapids: Baker Academic, 2001), 1222.