Mark 8

“In those days the multitude being very great, and having nothing to eat, Jesus called his disciples unto him, and…” Naming Jesus keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“I have compassion on the multitude, because they have now been with me three days, and have nothing to eat:” The number three makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And if I send them away fasting to their own houses, they will faint by the way: for divers of them came from far.” The line’s distinctive content terms include divers, faint, fasting. Its relationship to verses 2 and 4 shows what work it does in this passage.

“And his disciples answered him, From whence can a man satisfy these men with bread here in the wilderness?” 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 asked them, How many loaves have ye? And they said, Seven.” 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 the people to sit down on the ground: and he took the seven loaves, and gave thanks, and brake, 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 had a few small fishes: and he blessed, and commanded to set them also before them.” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.

“So they did eat, and were filled: and they took up of the broken meat that was left seven baskets.” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“And they that had eaten were about four thousand: and he sent them away.” The number four makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And straightway he entered into a ship with his disciples, and came into the parts of Dalmanutha.” Naming Dalmanutha keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And the Pharisees came forth, and began to question with him, seeking of him a sign from heaven, tempting him.” Naming Pharisees keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he sighed deeply in his spirit, and saith, Why doth this generation seek after a sign? verily I say unto you…” 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 left them, and entering into the ship again departed to the other side.” The line’s distinctive content terms include departed, entering, left. Its relationship to verses 12 and 14 shows what work it does in this passage.

“Now the disciples had forgotten to take bread, neither had they in the ship with them more than one loaf.” The number one makes the report concrete. Ask whether it measures time, people, distance, repetition, or completeness before deciding what weight it carries.

“And he charged them, saying, Take heed, beware of the leaven of the Pharisees, and of the leaven of Herod.” 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 reasoned among themselves, saying, It is because we have no bread.” The line’s distinctive content terms include bread, reasoned. Its relationship to verses 15 shows what work it does in this passage.

“And when Jesus knew it, he saith unto them, Why reason ye, because ye have no bread? perceive ye not yet, neither…” 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.

“Having eyes, see ye not? and having ears, hear ye not? and do ye not remember?” 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.

“When I brake the five loaves among five thousand, how many baskets full of fragments took ye up? They say unto him…” 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 when the seven among four thousand, how many baskets full of fragments took ye up? And they said, Seven.” 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, How is it that ye do not understand?” 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 cometh to Bethsaida; and they bring a blind man unto him, and besought him to touch him.” Naming Bethsaida keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And he took the blind man by the hand, and led him out of the town; and when he had spit on his eyes, and put his…” The line’s distinctive content terms include asked, blind, eyes. Its relationship to verses 22 and 24 shows what work it does in this passage.

“And he looked up, and said, I see men as trees, walking.” The line’s distinctive content terms include looked, trees, walking. Its relationship to verses 23 shows what work it does in this passage.

“After that he put his hands again upon his eyes, and made him look up: and he was restored, and saw every man clearly.” The line’s distinctive content terms include clearly, eyes, hands. Its relationship to verses 26 shows what work it does in this passage.

“And he sent him away to his house, saying, Neither go into the town, nor tell it to any in the town.” Naming Neither keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And Jesus went out, and his disciples, into the towns of Cæsarea Philippi: and by the way he asked his disciples…” 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 answered, John the Baptist: but some say, Elias; and others, 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.

“And he saith unto them, But whom say ye that I am? And Peter answereth and saith unto him, Thou art the Christ.” 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 charged them that they should tell no man of him.” 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 began to teach them, that the Son of man must suffer many things, and be rejected of the elders, and of the…” 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 spake that saying openly. And Peter took him, and began to rebuke him.” Naming Peter keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“But when he had turned about and looked on his disciples, he rebuked Peter, saying, Get thee behind me, Satan: for…” Naming Get keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“And when he had called the people unto him with his disciples also, he said unto them, Whosoever will come after me…” Naming Whosoever keeps the account rooted in particular people or places. Follow where the name returns and what changes around it.

“For whosoever will save his life shall lose it; but whosoever shall lose his life for my sake and the gospel’s, the…” This line supplies a reason, result, or conclusion. It should stay attached to the claim or action that gives it meaning.

“For what shall it profit a man, if he shall gain the whole world, and lose his own soul?” 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.

“Or what shall a man give in exchange for his soul?” 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.

“Whosoever therefore shall be ashamed of me and of my words in this adulterous and sinful generation; of him also shall…” The command cannot be understood from the verb alone. Its recipient, purpose, and place in the larger covenant or argument define the responsibility.