Recommendations
Thanks to friends, new and old, for their kind comments. And most of all, praise to the Lord, in whom all goodness ultimately resides and from whom it freely flows!
Daniel B. Wallace
Senior Research Professor of New Testament Studies
Dallas Theological Seminary

Some of us think that diagramming is a key component to proper exegesis. I encourage my students to diagram their passages in my exegetical courses. But diagram the entire Greek New Testament? Randy Leedy has done it! Most commentaries are rather disappointing when it comes to detailed interaction with the Greek text; too often they gloss over the hard parts. But Leedy's diagramming is a refreshingly honest work. Do I agree with every decision he has made? Of course not; diagramming, too, is interpretive. What it especially does is to bring to the conscious level the decisions that the exegete intuitively makes. Leedy has worked with the text and has done an amazing job at showing how everything connects. By using Dr. Leedy's diagrams, students will get one more layer of interpretation, and one closely tied to the actual words of Scripture. Get this tool!
Ashish Majumdar is a busy professional man who also pastors bi-vocationally. He would not recommend this as a regular practice, but his extensive training in the original languages enabled him to have the experience he describes. The Lord uses many means to accomplish His work!

My former student and former fellow church member published this very touching tribute in the September, 2020 issue of the Logos theological journal, Didaktikos,  When you read about the thrown eraser, please suspend judgment until you can read my explanation below! Thank you, Mark; you have been a blessing to me in many ways!

Now about that eraser throw. I do recall on several occasions waking up a drowsy student by tossing—the word choice is important: tossing—an object like an eraser or dry-erase marker onto the student's desktop, right in front of him (never a her!). So please don't picture me hurling the eraser at his head or body! I don't recall ever feeling any anger in doing so; what I recall feeling was simply a responsibility, light-hearted in fact, to bring the student back to class, since I was apparently the one who sent him off to Slumberland. Am I quite sure, though, that I remember every such occasion? Might there have been a chronic sleeper who had brought me to a point of exasperation so that some anger might have been detectable in my action or on my face? I won't claim to be above such anger, and, if Mark's memory of the incident proves in heaven to have been better than mine, I might also have to confess some sinfulness in it. Whatever the case, Mark, I appreciate your giving me the benefit of the doubt! And I'll treasure this published expression of your gratitude and of your wisdom as well.

Share by: