Mark 9

“And he said unto them, Verily I say unto you, That there be some of them that stand here, which shall not taste of…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And after six days Jesus taketh with him Peter, and James, and John, and leadeth them up into an high mountain apart…” The number six makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And his raiment became shining, exceeding white as snow; so as no fuller on earth can white them.” The line’s distinctive content terms include white, became, earth. Its relationship to verses 2 and 4 shows what work it does in this passage.

“And there appeared unto them Elias with Moses: and they were talking with Jesus.” Naming Elias and Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And Peter answered and said to Jesus, Master, it is good for us to be here: and let us make three tabernacles; one for…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“For he wist not what to say; for they were sore afraid.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And there was a cloud that overshadowed them: and a voice came out of the cloud, saying, This is my beloved Son: hear…” Naming Son keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And suddenly, when they had looked round about, they saw no man any more, save Jesus only with themselves.” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And as they came down from the mountain, he charged them that they should tell no man what things they had seen, till…” 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 kept that saying with themselves, questioning one with another what the rising from the dead should mean.” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And they asked him, saying, Why say the scribes that Elias must first come?” 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 answered and told them, Elias verily cometh first, and restoreth all things; and how it is written of the Son…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“But I say unto you, That Elias is indeed come, and they have done unto him whatsoever they listed, as it is written of…” Naming Elias keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when he came to his disciples, he saw a great multitude about them, and the scribes questioning with them.” The line’s distinctive content terms include disciples, multitude, questioning. Its relationship to verses 13 and 15 shows what work it does in this passage.

“And straightway all the people, when they beheld him, were greatly amazed, and running to him saluted him.” The line’s distinctive content terms include amazed, beheld, greatly. Its relationship to verses 14 and 16 shows what work it does in this passage.

“And he asked the scribes, What question ye with them?” 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 one of the multitude answered and said, Master, I have brought unto thee my son, which hath a dumb spirit;” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And wheresoever he taketh him, he teareth him: and he foameth, and gnasheth with his teeth, and pineth away: and I…” The line’s distinctive content terms include disciples, foameth, gnasheth. Its relationship to verses 17 and 19 shows what work it does in this passage.

“He answereth him, and saith, O faithless generation, how long shall I be with you? how long shall I suffer you? bring…” 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 they brought him unto him: and when he saw him, straightway the spirit tare him; and he fell on the ground, and…” The line’s distinctive content terms include fell, foaming, ground. Its relationship to verses 19 and 21 shows what work it does in this passage.

“And he asked his father, How long is it ago since this came unto him? And he said, Of a child.” 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 ofttimes it hath cast him into the fire, and into the waters, to destroy him: but if thou canst do any thing, have…” The line’s distinctive content terms include canst, compassion, destroy. Its relationship to verses 21 and 23 shows what work it does in this passage.

“Jesus said unto him, If thou canst believe, all things are possible to him that believeth.” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And straightway the father of the child cried out, and said with tears, Lord, I believe; help thou mine unbelief.” The verse names Lord rather than leaving the action without a source. Watch whether the next line continues, answers, or contrasts that action.

“When Jesus saw that the people came running together, he rebuked the foul spirit, saying unto him, Thou dumb and deaf…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And the spirit cried, and rent him sore, and came out of him: and he was as one dead; insomuch that many said, He is…” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“But Jesus took him by the hand, and lifted him up; and he arose.” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when he was come into the house, his disciples asked him privately, Why could not we cast him out?” 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 said unto them, This kind can come forth by nothing, but by prayer and fasting.” The line’s distinctive content terms include fasting, kind, nothing. Its relationship to verses 28 and 30 shows what work it does in this passage.

“And they departed thence, and passed through Galilee; and he would not that any man should know it.” Naming Galilee keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“For he taught his disciples, and said unto them, The Son of man is delivered into the hands of men, and they shall…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“But they understood not that saying, and were afraid to ask him.” The line’s distinctive content terms include afraid, understood. Its relationship to verses 31 shows what work it does in this passage.

“And he came to Capernaum: and being in the house he asked them, What was it that ye disputed among yourselves by the…” 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 they held their peace: for by the way they had disputed among themselves, who should be the greatest.” The line’s distinctive content terms include disputed, greatest, held. Its relationship to verses 33 and 35 shows what work it does in this passage.

“And he sat down, and called the twelve, and saith unto them, If any man desire to be first, the same shall be last of…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And he took a child, and set him in the midst of them: and when he had taken him in his arms, he said unto them,” The line’s distinctive content terms include arms, child, midst. Its relationship to verses 35 and 37 shows what work it does in this passage.

“Whosoever shall receive one of such children in my name, receiveth me: and whosoever shall receive me, receiveth not…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And John answered him, saying, Master, we saw one casting out devils in thy name, and he followeth not us: and we…” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“But Jesus said, Forbid him not: for there is no man which shall do a miracle in my name, that can lightly speak evil…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“For he that is not against us is on our part.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“For whosoever shall give you a cup of water to drink in my name, because ye belong to Christ, verily I say unto you…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And whosoever shall offend one of these little ones that believe in me, it is better for him that a millstone were…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And if thy hand offend thee, cut it off: it is better for thee to enter into life maimed, than having two hands to go…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“Where their worm dieth not, and the fire is not quenched.” The line’s distinctive content terms include dieth, fire, quenched. Its relationship to verses 43 and 45 shows what work it does in this passage.

“And if thy foot offend thee, cut it off: it is better for thee to enter halt into life, than having two feet to be…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“Where their worm dieth not, and the fire is not quenched.” The line’s distinctive content terms include dieth, fire, quenched. Its relationship to verses 45 and 47 shows what work it does in this passage.

“And if thine eye offend thee, pluck it out: it is better for thee to enter into the kingdom of God with one eye, than…” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“Where their worm dieth not, and the fire is not quenched.” The line’s distinctive content terms include dieth, fire, quenched. Its relationship to verses 47 shows what work it does in this passage.

“For every one shall be salted with fire, and every sacrifice shall be salted with salt.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“Salt is good: but if the salt have lost his saltness, wherewith will ye season it? Have salt in yourselves, and have…” 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.