Τίθημι and its compounds present the broadest range of licensing properties of any set of verbal compounds in the Septuagint and New Testament. This article resolves the occurrences of τίθημι and its twenty compounds into twenty–six distinct usages. The discussion of each usage “derives” the event that the verbs grammaticalize, specifies the conceptualization of the event associated with each usage, describes the syntactic and semantic requirements for verbs with the usage, identifies the observed lexical realizations of required complements, and illustrates occurrences of the verbs with the usage. The discussion then summarizes the relationships among the usages, proposes a further basis for relating the events, and notes the possibility of polysemous interpretations of verbal occurrences.

Too often, study of the biblical text degenerates into rudimentary word studies, leaving aside larger syntactic and logical connections. This paper proposes that careful study should include considerations of genre, register, prime, subsequent, theme, rheme, topic, and comment. To demonstrate this, it applies a Systemic Functional approach to Mark 2:1–12 and the book of Jude.

Ever since the advent of the printing press, the Latin West and its lexicographic inheritors have used the first person singular indicative verb form (e.g., λύω) as the lemma of the Greek verb. There are historical reasons for this. These historical reasons for using the indicative form, however, are not coextensive with those by which modern lexicographers operate. This issue significantly overlaps with pedagogical concerns. The present article seeks to sketch a basic history of Greek verbal treatments toward a reevaluation of lexicographic and pedagogic practice regarding the ancient Greek verb.

This paper emphasizes the importance of both methodological and pedagogical dimensions of elementary Greek grammars, and then briefly surveys several different approaches found in current gram- mars. The paper takes what is called the usage-based approach, in which grammar is introduced roughly according to frequency of use so that students are reinforced in learning the grammar that appears most frequently in the Greek New Testament. Porter, Reed, and O’Donnell’s Fundamentals of New Testament Greek is used as the example of such an approach.