Mark 4

“And he began again to teach by the sea side: and there was gathered unto him a great multitude, so that he entered…” The line’s distinctive content terms include multitude, began, entered. Its relationship to verses 2 shows what work it does in this passage.

“And he taught them many things by parables, and said unto them in his doctrine,” The line’s distinctive content terms include doctrine, parables, taught. Its relationship to verses 1 and 3 shows what work it does in this passage.

“Hearken; Behold, there went out a sower to sow:” Naming Hearken keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And it came to pass, as he sowed, some fell by the way side, and the fowls of the air came and devoured it up.” This familiar narrative signal moves the clock forward. What follows is a new scene, consequence, or answer to an earlier tension.

“And some fell on stony ground, where it had not much earth; and immediately it sprang up, because it had no depth of…” The line’s distinctive content terms include earth, depth, fell. Its relationship to verses 4 and 6 shows what work it does in this passage.

“But when the sun was up, it was scorched; and because it had no root, it withered away.” The line’s distinctive content terms include root, scorched, withered. Its relationship to verses 5 and 7 shows what work it does in this passage.

“And some fell among thorns, and the thorns grew up, and choked it, and it yielded no fruit.” The line’s distinctive content terms include thorns, choked, fell. Its relationship to verses 6 shows what work it does in this passage.

“And other fell on good ground, and did yield fruit that sprang up and increased; and brought forth, some thirty, and…” The number thirty 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, He that hath ears to hear, let him hear.” The line’s distinctive content terms include hear, ears. Its relationship to verses 8 and 10 shows what work it does in this passage.

“And when he was alone, they that were about him with the twelve asked of him the parable.” The number twelve 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, Unto you it is given to know the mystery of the kingdom of God: but unto them that are without…” Naming Unto keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“That seeing they may see, and not perceive; and hearing they may hear, and not understand; lest at any time they…” The line’s distinctive content terms include converted, forgiven, hear. Its relationship to verses 11 and 13 shows what work it does in this passage.

“And he said unto them, Know ye not this parable? and how then will ye know all parables?” 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.

“The sower soweth the word.” The line’s distinctive content terms include sower, soweth, word. Its relationship to verses 13 shows what work it does in this passage.

“And these are they by the way side, where the word is sown; but when they have heard, Satan cometh immediately, and…” Naming Satan keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And these are they likewise which are sown on stony ground; who, when they have heard the word, immediately receive it…” The line’s distinctive content terms include gladness, ground, immediately. Its relationship to verses 15 and 17 shows what work it does in this passage.

“And have no root in themselves, and so endure but for a time: afterward, when affliction or persecution ariseth for…” The line’s distinctive content terms include affliction, ariseth, endure. Its relationship to verses 16 and 18 shows what work it does in this passage.

“And these are they which are sown among thorns; such as hear the word,” The line’s distinctive content terms include hear, sown, thorns. Its relationship to verses 17 and 19 shows what work it does in this passage.

“And the cares of this world, and the deceitfulness of riches, and the lusts of other things entering in, choke the…” The line’s distinctive content terms include becometh, cares, choke. Its relationship to verses 18 and 20 shows what work it does in this passage.

“And these are they which are sown on good ground; such as hear the word, and receive it, and bring forth fruit, some…” The number hundred 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, Is a candle brought to be put under a bushel, or under a bed? and not to be set on a…” 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.

“For there is nothing hid, which shall not be manifested; neither was any thing kept secret, but that it should come…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“If any man have ears to hear, let him hear.” The line’s distinctive content terms include hear, ears. Its relationship to verses 22 and 24 shows what work it does in this passage.

“And he said unto them, Take heed what ye hear: with what measure ye mete, it shall be measured to you: and unto you…” 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 hath, to him shall be given: and he that hath not, from him shall be taken even that which he hath.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And he said, So is the kingdom of God, as if a man should cast seed into the ground;” The verse names God rather than leaving the action without a source. Watch whether the next line continues, answers, or contrasts that action.

“And should sleep, and rise night and day, and the seed should spring and grow up, he knoweth not how.” The line’s distinctive content terms include grow, knoweth, night. Its relationship to verses 26 and 28 shows what work it does in this passage.

“For the earth bringeth forth fruit of herself; first the blade, then the ear, after that the full corn in the ear.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“But when the fruit is brought forth, immediately he putteth in the sickle, because the harvest is come.” The line’s distinctive content terms include fruit, harvest, immediately. Its relationship to verses 30 shows what work it does in this passage.

“And he said, Whereunto shall we liken the kingdom of God? or with what comparison shall we compare it?” 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.

“It is like a grain of mustard seed, which, when it is sown in the earth, is less than all the seeds that be in the…” The line’s distinctive content terms include earth, grain, less. Its relationship to verses 30 and 32 shows what work it does in this passage.

“But when it is sown, it groweth up, and becometh greater than all herbs, and shooteth out great branches; so that the…” The line’s distinctive content terms include becometh, branches, fowls. Its relationship to verses 31 and 33 shows what work it does in this passage.

“And with many such parables spake he the word unto them, as they were able to hear it.” The line’s distinctive content terms include able, hear, parables. Its relationship to verses 32 and 34 shows what work it does in this passage.

“But without a parable spake he not unto them: and when they were alone, he expounded all things to his disciples.” The line’s distinctive content terms include disciples, expounded, parable. Its relationship to verses 33 and 35 shows what work it does in this passage.

“And the same day, when the even was come, he saith unto them, Let us pass over unto the other side.” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“And when they had sent away the multitude, they took him even as he was in the ship. And there were also with him…” The line’s distinctive content terms include little, multitude, ship. Its relationship to verses 37 shows what work it does in this passage.

“And there arose a great storm of wind, and the waves beat into the ship, so that it was now full.” The line’s distinctive content terms include arose, beat, full. Its relationship to verses 36 and 38 shows what work it does in this passage.

“And he was in the hinder part of the ship, asleep on a pillow: and they awake him, and say unto him, Master, carest…” 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 arose, and rebuked the wind, and said unto the sea, Peace, be still. And the wind ceased, and there was a great…” Naming Peace keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he said unto them, Why are ye so fearful? how is it that ye have no faith?” 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 feared exceedingly, and said one to another, What manner of man is this, that even the wind and the sea obey…” 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.