Mark 6

“And he went out from thence, and came into his own country; and his disciples follow him.” The line’s distinctive content terms include country, disciples, follow. Its relationship to verses 2 shows what work it does in this passage.

“And when the sabbath day was come, he began to teach in the synagogue: and many hearing him were astonished, saying…” The question slows the passage down. Notice who is being pressed to answer, what the question assumes, and whether the next lines provide a response.

“Is not this the carpenter, the son of Mary, the brother of James, and Joses, and of Juda, and Simon? and are not his…” The question slows the passage down. Notice who is being pressed to answer, what the question assumes, and whether the next lines provide a response.

“But Jesus said unto them, A prophet is not without honour, but in his own country, and among his own kin, and in his…” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he could there do no mighty work, save that he laid his hands upon a few sick folk, and healed them.” The line’s distinctive content terms include folk, hands, healed. Its relationship to verses 4 and 6 shows what work it does in this passage.

“And he marvelled because of their unbelief. And he went round about the villages, teaching.” The line’s distinctive content terms include marvelled, round, teaching. Its relationship to verses 5 and 7 shows what work it does in this passage.

“And he called unto him the twelve, and began to send them forth by two and two; and gave them power over unclean…” The number twelve makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And commanded them that they should take nothing for their journey, save a staff only; no scrip, no bread, no money in…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“But be shod with sandals; and not put on two coats.” The number two makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And he said unto them, In what place soever ye enter into an house, there abide till ye depart from that place.” The line’s distinctive content terms include place, abide, depart. Its relationship to verses 9 and 11 shows what work it does in this passage.

“And whosoever shall not receive you, nor hear you, when ye depart thence, shake off the dust under your feet for a…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And they went out, and preached that men should repent.” The line’s distinctive content terms include preached, repent. Its relationship to verses 11 and 13 shows what work it does in this passage.

“And they cast out many devils, and anointed with oil many that were sick, and healed them.” The line’s distinctive content terms include anointed, devils, healed. Its relationship to verses 12 and 14 shows what work it does in this passage.

“And king Herod heard of him; (for his name was spread abroad:) and he said, That John the Baptist was risen from the…” Naming Baptist and Herod keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“Others said, That it is Elias. And others said, That it is a prophet, or as one of the prophets.” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“But when Herod heard thereof, he said, It is John, whom I beheaded: he is risen from the dead.” Naming Herod and John keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“For Herod himself had sent forth and laid hold upon John, and bound him in prison for Herodias’ sake, his brother…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“For John had said unto Herod, It is not lawful for thee to have thy brother’s wife.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“Therefore Herodias had a quarrel against him, and would have killed him; but she could not:” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“For Herod feared John, knowing that he was a just man and an holy, and observed him; and when he heard him, he did…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And when a convenient day was come, that Herod on his birthday made a supper to his lords, high captains, and chief…” Naming Galilee and Herod keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when the daughter of the said Herodias came in, and danced, and pleased Herod and them that sat with him, the king…” Naming Ask and Herod keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he sware unto her, Whatsoever thou shalt ask of me, I will give it thee, unto the half of my kingdom.” The promise, blessing, or covenant language needs its named recipient and scope. Those details prevent a personal word in the story from becoming a promise detached from context.

“And she went forth, and said unto her mother, What shall I ask? And she said, The head of John the Baptist.” The question slows the passage down. Notice who is being pressed to answer, what the question assumes, and whether the next lines provide a response.

“And she came in straightway with haste unto the king, and asked, saying, I will that thou give me by and by in a…” Naming Baptist and John keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And the king was exceeding sorry; yet for his oath’s sake, and for their sakes which sat with him, he would not reject…” The line’s distinctive content terms include exceeding, king, oath’s. Its relationship to verses 25 and 27 shows what work it does in this passage.

“And immediately the king sent an executioner, and commanded his head to be brought: and he went and beheaded him in…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And brought his head in a charger, and gave it to the damsel: and the damsel gave it to her mother.” The line’s distinctive content terms include damsel, gave, charger. Its relationship to verses 27 and 29 shows what work it does in this passage.

“And when his disciples heard of it, they came and took up his corpse, and laid it in a tomb.” The line’s distinctive content terms include corpse, disciples, laid. Its relationship to verses 28 and 30 shows what work it does in this passage.

“And the apostles gathered themselves together unto Jesus, and told him all things, both what they had done, and what…” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he said unto them, Come ye yourselves apart into a desert place, and rest a while: for there were many coming and…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And they departed into a desert place by ship privately.” The line’s distinctive content terms include departed, desert, place. Its relationship to verses 31 shows what work it does in this passage.

“And the people saw them departing, and many knew him, and ran afoot thither out of all cities, and outwent them, and…” The line’s distinctive content terms include afoot, cities, departing. Its relationship to verses 34 shows what work it does in this passage.

“And Jesus, when he came out, saw much people, and was moved with compassion toward them, because they were as sheep…” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when the day was now far spent, his disciples came unto him, and said, This is a desert place, and now the time is…” The line’s distinctive content terms include desert, disciples, passed. Its relationship to verses 34 and 36 shows what work it does in this passage.

“Send them away, that they may go into the country round about, and into the villages, and buy themselves bread: for…” Naming Send keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“He answered and said unto them, Give ye them to eat. And they say unto him, Shall we go and buy two hundred pennyworth…” The question slows the passage down. Notice who is being pressed to answer, what the question assumes, and whether the next lines provide a response.

“He saith unto them, How many loaves have ye? go and see. And when they knew, they say, Five, and two fishes.” The question slows the passage down. Notice who is being pressed to answer, what the question assumes, and whether the next lines provide a response.

“And he commanded them to make all sit down by companies upon the green grass.” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And they sat down in ranks, by hundreds, and by fifties.” The line’s distinctive content terms include fifties, hundreds, ranks. Its relationship to verses 39 shows what work it does in this passage.

“And when he had taken the five loaves and the two fishes, he looked up to heaven, and blessed, and brake the loaves…” The number five makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And they did all eat, and were filled.” The line’s distinctive content terms include filled. Its relationship to verses 41 and 43 shows what work it does in this passage.

“And they took up twelve baskets full of the fragments, and of the fishes.” The number twelve makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And they that did eat of the loaves were about five thousand men.” The number five makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And straightway he constrained his disciples to get into the ship, and to go to the other side before unto Bethsaida…” Naming Bethsaida keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when he had sent them away, he departed into a mountain to pray.” The line’s distinctive content terms include departed, mountain, pray. Its relationship to verses 45 and 47 shows what work it does in this passage.

“And when even was come, the ship was in the midst of the sea, and he alone on the land.” The line’s distinctive content terms include land, midst, ship. Its relationship to verses 46 and 48 shows what work it does in this passage.

“And he saw them toiling in rowing; for the wind was contrary unto them: and about the fourth watch of the night he…” The line’s distinctive content terms include cometh, contrary, fourth. Its relationship to verses 47 shows what work it does in this passage.

“But when they saw him walking upon the sea, they supposed it had been a spirit, and cried out:” The line’s distinctive content terms include cried, spirit, supposed. Its relationship to verses 50 shows what work it does in this passage.

“For they all saw him, and were troubled. And immediately he talked with them, and saith unto them, Be of good cheer…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And he went up unto them into the ship; and the wind ceased: and they were sore amazed in themselves beyond measure…” The line’s distinctive content terms include amazed, ceased, measure. Its relationship to verses 50 and 52 shows what work it does in this passage.

“For they considered not the miracle of the loaves: for their heart was hardened.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And when they had passed over, they came into the land of Gennesaret, and drew to the shore.” Naming Gennesaret keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when they were come out of the ship, straightway they knew him,” The line’s distinctive content terms include knew, ship, straightway. Its relationship to verses 53 and 55 shows what work it does in this passage.

“And ran through that whole region round about, and began to carry about in beds those that were sick, where they heard…” The line’s distinctive content terms include beds, began, carry. Its relationship to verses 54 and 56 shows what work it does in this passage.

“And whithersoever he entered, into villages, or cities, or country, they laid the sick in the streets, and besought…” The line’s distinctive content terms include besought, border, cities. Its relationship to verses 55 shows what work it does in this passage.