Aims and Objectives of the Course

The primary objective of this course is to give the students a working knowledge of the Hebrew language as it is found in the Old Testament of the Holy Bible. The purpose is to enable them to do exegetical work in the Old Testament when they enter into the Seminary. To this end, the course includes the following:

A review of the Hebrew vocabulary.

Each week throughout the course the students will memorize vocables as they are found in the Hebrew Vocabulary Cards of Vis-Ed. The intent is to make them familiar with the basic meanings of at least 200 Hebrew words.

A review of the "strong" or "regular" verb forms.

The students will review the regular verb in the various stems (Qal, Niphal, Piel, Pual, Hiphil, Hophal, Hithpael). The intent is to make them thoroughly acquainted with the forms so that they can quickly identify verbs (root, stem, tense, person, number, gender), as these are encountered in the Hebrew text, without the necessity of using "helps."

A review of the basic points of Hebrew grammar.

The students will review selected grammatical issues, such as open and closed syllables, the article, conjunctions, prepositions, agreement in number and gender, the significance of verb stems and tenses, etc.

A review of the chief Hebrew accents.

The students will become familiar with the chief accents used in the Masoretic text of the Old Testament.

A thorough study of the "weak" or "irregular" verbs.

Having familiarized themselves with the regular verb, the students need to be able to recognize the many irregular verbs that are found in the Hebrew Old Testament. They will learn the various rules that explain the departure of the irregular verb forms from the forms of the regular verb. The intent is to enable them to identify the irregular verbs according to root stem, tense, person, number, and gender.

A study of Hebrew grammar and syntax.

With the use of notes by the teacher, the students will become familiar with such elements of grammar and syntax as the following: the Perfect and Imperfect tenses; the Waw Consecutive and Waw Correlative; participles; infinitives; conditional sentences; dependent clauses.

Exegetical/grammatical work in selected books of the Old Testament scriptures.

The students will be involved in reading assignments in the books such as Ruth. In the process of reading and translating, they will pause to examine various words, forms, and syntactical concerns. The intent is to lead them to apply to the Old Testament text the grammatical and syntactical knowledge that they have gained and to make them increasingly conversant with the Hebrew way of thought (Sprachgefuhl).

TEXTBOOKS USED

Irregular Verbs and Hebrew Syntax, Notes by John Pfeiffer; Hebrew Grammar, J. Weingreen, Oxford University Press; Hebrew Vocabulary Cards, R. Dillard, Visual Education Association.

ADDITIONAL READINGS

A Survey of Syntax in the Hebrew Old Testament, J.Wash Watts, Wm.. B. Eerdmans Publ. Co.; Elements of Hebrew Syntax, W. Harper; the Hebrew Old Testament; various Hebrew lexicons

ABSENCES AND TARDIES

"Students are required to attend all classes on their schedules. Vacations are to be so arranged that no credit-carrying classes or tests are missed." (ILC Catalogue)

"To receive academic credit for a college course, there can ordinarily be no more than 3 absences for any reason per credit hour." (Student Handbook) – This would interpret to 9 absences per semester in this course.

Explanation: It is the responsibility of the faculty of ILC to recommend graduates for the preaching and teaching ministry of the CLC. Because of this, the instructors are constantly evaluating the students. Whereas some students have regarded tardiness as a minor offense, not requiring an excuse, it may in fact be a symptom of a personal failing, which would have a negative impact upon the ministry. Therefore, we are concerned about tardiness and absenteeism and about the reasons behind each incident.

Re: EXCUSED ABSENCES

It will be the responsibility of the student to provide the instructor with a reason for his absence at the first opportunity after his return to classes. The instructor will determine the type of make-up work that is appropriate.

Re: TARDINESS

Tardiness falls into two categories:

	Late arrival for class.
	Leaving the room during class.

In both instances the student is be missing instruction time. There are no reasons for tardiness that are automatically excused. It is the responsibility of the tardy student to inform the instructor of the reason for his tardiness. The instructor will then determine the legitimacy of the excuse. Failure to do so will ordinarily make the tardiness inexcusable. — Visits to the lavatory should be made between classes.

Re: UNEXCUSED ABSENCES AND TARDINESS

Any tests, quizzes, homework, or recitations missed because of unexcused absences and tardiness may be assigned the grade of "F".

Unexcused absences may result in a lowering of the semester grade by the instructor (e.g., a "B" may be lowered to a "B-" for one unexcused absence).

Two unexcused tardinesses may be recorded as one unexcused absence.

The student may be required to do extra homework designed to cover the material missed by his absence or tardiness.

Repeated unexcused absences, since they may reveal a sinful attitude, may require counseling by the instructor or another advisor. Failure to make a change in behavior will result in the student being referred to the Dean of Students and/or the Academic Dean for further action.

8/1/03