Masoretic Text

Archaeological evidence within the past several years has convinced many contemporary biblical scholars and historians that the early tradition of recording history of the oral presentation of biblical text eventually became a major part of the written contents of the Old Testament. The transition from oral to written occurred, around 520 to 320BC, following the Judeans return to the Kingdom of Judah from the Babylonia Exile. The Bible is taken from the Greek word "biblos or book" and became the

familiarity with the Septuagint. But in Jesus’s time the text used by Jesus and the Apostles is matches to Septuagint rather than the Masoretic text. In early church the Scripture were read loudly in the synagogue, prayed by the faithful and studied carefully to discern to God’s presence and guidance. The original language of OT is Hebrew and some of the references or citations taken from the OT and found in the NT mainly use the Septuagint text and this text was produced under the guidance of the Holy Spirit

A Comparison of the Epic of Gilgamesh and the Hebrew Scriptures The Hebrew Flood story of Noah and his obligation to preserve man kind after God had punished all living creatures for their inequities parallels The Epic of Gilgamesh in several ways. Even though these two compilations are passed on orally at different times in history the similarities and differences invoke deliberation when these stories are compared. Numerous underlining themes are illustrated throughout each story. Humans are

Introduction In the 124th Psalm, voice is given to a beautiful question about the tragic reality that would have been theirs if their “help” had come from anyone but the LORD. The “what if?” question is worth asking, and numerous moments recorded in the Hebrew Bible speak of times of strife where, in the end, “God comes through.” Dr. Toni Craven describes the whole of the Psalms as “a self-contained religious library of prayer in that it incorporates an enormously wide spectrum of issues and reflects

How We Got the Bible Ever since I was born I have been attending church. At this young age they teach you everything about the main stories or the main points of the Bible. At my church I learned stories from Noah’s ark to the story of Adam and Eve eating the apple from the tree of knowledge of good and evil. I learned about who was the narrator of the Bible and who created our earth. I never knew who were the people that printed out the pages or chose a specific font for the Bible. I didn’t have

multiple works, including text 3 and 4. Text 3, a comic panel, exhibits the lack of empathy in a simpler manner. It shows the lack of empathy through a paranoid cynicist, a boy afraid of swimming who distrusts his lifeguard. It is later revealed that the lifeguard is also a cynicist, complaining about how she’s doing the job just to pay for university. Therefore, this text shows the audience how the lack of empathy from both ends yielded a lack of understanding. On the other hand, text 4, a poem, displays

The visual text about the Tux Soap is an advertisement created to convince women that using Tux Soap for their body will improve their complexion and make them appear more visually appealing. It is targeted at women, aged between thirteen to fifty because society seems to demand that it is essential for women to look extraordinarily beautiful and have flawless skin. The advertisement appeals to the targeted audience as the beautiful woman on the advertisement with flawless skin entices young and

students should stop and jot their thoughts, ideas and questions about the text. The suggested cues for the open jots is at the end of every scene are: a. I know_____________________ b. I think______________________ c. I wonder____________________ 2. Second Read (Day 5, Day 6, Day 8 and Day 9): Student re-read scenes individually, with partners, or in

The reason why we are doing Common Task #11 is so we know how our writing has changed throughout the year and so we notice if we struggles or didn’t struggle on any of the Common Task also so we can improve on our writing. The Common Task I chose for Common Task#11 was Common Task#5-Analytical Writing-Write an informative essay about a complex process, also Common Task#7-Argumentative Writing- Argument discussing meaningful word or phrase, and lastly Common Task#2-Narrative-Personal Narrative.

context of a text can determine the characters and events of the text greatly. Discuss in relation to at least two texts you have studied in your comparative studies course. Texts studied: How Many Miles to Babylon, by Jennifer Johnston (HMMB) Sive, by John B Keane 32A, directed by Marian Quinn The texts I have studied as part of my comparative course are greatly determined by the cultural context of the text; we can see results of this on both characters and events of each text. In each text I have