Ideas and Model Lessons in Learning Rashi-#25 Copyright RashiYomi Inc 1-15-2006 Adapted From Rashi-is-Simple http://www.RashiYomi.Com/ A: REVIEW
This is the 25-th in a 30 part series on the methods that are useful for teaching Rashi. Parts 1 - 24 may be accessed on the Rashi website at http://www.Rashiyomi.com/wbook.htm in the workbook series. Part 1 contains useful information on our notation and methods - to best understand this chapter the reader should be familiar with our conventions.

B: THE SENTENCE SUBMETHOD
Chapter 21, which discussed the conjugation of Hebrew roots, began a multi-part series on the grammar methods. Chapter 22 began a four part series on the grammar sentence methods. In this chapter we conclude the grammar sentence method by studying the rules for paragraph development and sentence connectives. The rules of paragraph development govern the methods by which disparate sentences in a paragraph are related to, and develop, the theme sentence. Similarly the rules of sentence connectives refer to the methods by which disparate clauses in a compound sentence are related. Although paragraph development and sentence connectives may appear to be different topics they both involve connecting different parts--sentences or clauses-- into a unified whole--a paragraph or sentence. Therefore throughout the book, depending on context, we will equally refer to this rule as the paragraph development or sentence connective method.

C: FOUR SUBMETHODS
Rashi knew of 4 submethods of paragraph development. Namely
- cause
- enablement
- contrast
- unified theme.
In the rest of this chapter we will give examples of each submethod as well as exercises. These methods of paragraph development and sentence connectives are universal; they exist in all languages and should be part of the repertoire of every person who writes.

D: SEMANTICS vs. FORM
Most of the other grammar submethods that we have studied deal with form. These methods govern what prefixes, words, and sequences to use to indicate certain meaning. However the paragraph development method is primarily a method of meaning. To explain this difference in method types recall that in chapter 4 we examined the special word method. The special word method might, for example, require usage of the special word because to relate two sentence clauses which indicate a cause-effect relationship. Therefore the focus in the special word method is the word because and how it is used. By contrast, the focus in the sentence connective method is the fact that the two clauses of the sentence indicate a cause-effect relationship. Sometimes this cause-effect relationship will be indicated by a special connective word like because; but at other times no special connective word will be present. In other words, the sentence connective method focuses on relationship in meaning even when that relationship is not supported by any special connective.

E: Ex 1: Gn25-27e
Let us begin with the following straightforward example.
The Biblical Text
- The two children grew up
- Esauv was a hunter a man of the field
- Jacob was a simple person who sat in tents
The Rashi Text
Jacob sat in tents such as the tents of Shem and Ever (Talmudic academies of that time).

F: CONTRAST
Rashi, here, uses the method of paragraph development by contrast.
- If Esauv was a hunter and a man of fields then
- by contrast, Jacob, who was simple, did not sit in field tents to hunt, but rather sat in the types of tents that simple people sit in.
There are several types of tents that simple people sit in:
- perhaps he sat in tents of charity and gave to his fellow-man
- perhaps he sat in tents of scholarship and had discussions and read all day
- perhaps he sat in medical tents and cared for his fellow-man.

G: AUGMENTING RASHI
True, Rashi only mentions one of three examples of tents that simple people sit in: He sat in tents of scholarship and had discussions and read all day. But the underlying force driving Rashi to this conclusion is the contrast of the paragraph sentences. Therefore Rashi's statement that Jacob sat in tents of scholarship should be taken as an example or illustration of the general idea that Jacob's life contrasted with Esauv's life.
Indeed, it is very reasonable that Jacob, besides sitting in tents of scholarship, also, sat in tents of charity the same way his grandfather, Abraham, did.
This example shows how knowledge of Rashi's underlying method can lead to enrichment of understanding of the Rashi text.

H: EXERCISES: EXAMPLES 2,3
The following verses are based on the Rashi contrast method. We include example 1 above. Students are asked to respond at three student levels as indicated in the following paragraph.
- Example 1: Gn25-27e: __________Esauv was a hunter in the fields _______ Jacob sat simply in tents ____________
- Example 2: Lv19-30a: _______ observe my Sabbaths_________ being in awe of the Temple_______________
- Example 3: Lv19-03c: ________ observe my Sabbath ______________ be in awe of parents.

I: THREE STUDENT LEVELS
The Advanced Student level: Have the student do or answer the following
- In each of the above pairs of sentence state the contrast
- Using the idea of contrast, fill in the blanks in the exercises with appropriate connective words to emphasize the contrastive nature of the verses
The Intermediate Student level: Have the student do or answer the following
- Using the idea of contrast, fill in the blanks in the exercises with appropriate connective words from the list below to emphasize the contrastive nature of the verses
- Use the following connective keywords, Although, nevertheless, always, even, when.
The elementary level: Have the student do or answer the following:
- Find below the same three verses rewritten with bold italicized connective words to emphasize the contrast
- Fill in the remaining blank line in such a way that the contrast is illustrated
- Example 1: Gn25-27: Although Esauv was a hunter in the fields nevertheless Jacob sat simply in tents: for example, he sat is tents of _____________________
- Example 2: Lv19-30a: Always observe my Sabbaths even when you are being in awe of the Temple such as for example when you ___________________________________
- Example 3: Lv19-03c: Always observe my Sabbath even when you are in awe of your parents: For example,_______

J: ANSWERS TO EXERCISES
- Example 1: Gn25-27e: Although Esauv was a hunter in the fields nevertheless Jacob sat simply in tents: for example, he sat in tents where he could care and help people (vs. hunt and kill)
- Example 2: Lv19-30a: Always observe my Sabbaths even when you are being in awe of the Temple such as for example when you build the temple (you must nevertheless stop building on the Sabbath)
- Example 3: Lv19-03c: Always observe my Sabbath even when you are in awe of your parents: For example, do not desecrate the Sabbath if your parents ask you to.

K: SUMMARY
In the verses of the three examples above we had
- two sentences
- we understood them to be contrastive
- we inserted connective words to facilitate the emphasis of contrast
- we provided examples illustrating the contrast.
As we review the other paragraph development methods we will employ the same approach: We will present several examples and ask the student to perform fill-ins depending on the student level. As already mentioned above, the skillful use of connective words and examples is an important writing skill of mature writers since the reader is thereby prepared for the various transitions in the written work.

L: CAUSAL CONNECTIONS: EXAMPLES 1-3
Review the verses below. In each verse perform the exercises in the following paragraph.
Example 1: Gn20-01a: ___________ Lot's daughters commit incest with their father__________________Abraham travelled from there southward__________________________
Example 2: Gn24-29a: ___________ Laban saw the bracelet gifts____________he ran to meet Eliezer__________
Example 3: Gn33-13c: ___________ The sheep are young________They will be pushed for one day and they will die

M: EXERCISES AT THREE STUDENT LEVELS
The Advanced Student level: Have the student do or answer the following
- In each of the above pairs of sentence state a possible causal connection
- Using the idea of causality, fill in the blanks in the exercises with appropriate connective words to emphasize the causal connection of the sentences
The Intermediate Student level: Have the student do or answer the following
- Using the idea of causality, and using the connective keywords listed below, fill in the blanks in the exercises with appropriate connective words to emphasize the causal connection of the sentences
- Using the connective keywords, Because, therefore, for example, when, in order, if
The elementary level: Have the student do or answer the following:
- Find below the same three sentences rewritten with bold italicized connective words to emphasize the causal connection
- Fill in the remaining blank line in such a way that the causality is illustrated
Example 1: Gn20-01a: Because Lot's daughters commit incest with their father therefore Abraham travelled from there southward__________________________
Example 2: Gn24-29a: When Laban saw the bracelet gifts he ran to meet Eliezer in order________________
Example 3: Gn33-13c: Because The sheep are young therefore if they will be pushed for one day they will die

N: ANSWERS TO STUDENT EXERCISES
Example 1: Gn20-01a: Because Lot's daughters commit incest with their father therefore Abraham travelled from there southward in order to avoid associating with people who commit incest
Example 2: Gn24-29a: When Laban saw the bracelet gifts he ran to meet Eliezer in order to obtain more gifts
Example 3: Gn33-13c: Because The sheep are young therefore if they will be pushed for one day they will die

O: SUBTLETIES
Notice in example 1 that the first sentence is in reality a whole chapter discussing the incest while the 2nd sentence is an actual sentence. As indicated at the beginning of this chapter the rules of paragraph development and sentence connection are one and the same.
Notice in example 2 that the connective word when is already actually in the Biblical verse. Also notice in example 2 that a second connective word between the two sentences is not necessary.
Notice in example 3 that all that is necessary to clarify the connectivity of the two sentences is insertion of the connective words, because, therefore, and if; no further clarifying examples are needed.
Reviewing these subtleties will enrich the student's knowledge of the connective sentence method.

P: ENABLEMENT
Enablement differs from cause in that it lacks determinism. For example (Gn20-01) most reasonable people would move out of a community where incest was rampant. Hence Lot's incest with his daughters caused Abraham to move. On the other hand (the example from Gn21-01a below) praying for ones fellow man only facilitates and enables having your own prayers answered; it is not guaranteed that your prayers will be answered. This prayer enablement example and one other example will be presented immediately below These two examples connect two paragraphs rather than two sentences. The bold italicized or underlined text indicates, as in the examples above, either
- connective words that facilitate emphasis of the enablement or
- illustrative examples of this connection.

Q: EXERCISES AT THREE STUDENT LEVELS
The characteristics of the three student levels of exercises for these examples have been presented twice above and will therefore not be repeated here. To recap the characteristics of each method:
At the elementary level the student is presented the text
- without the illustrations but
- with the connective words and
- is asked to provide illustrative examples.
At the intermediate level the student is asked to fill in both
- connective words and
- illustrative examples but the student
- is provided with a hint, a list of potential connective keywords.
At the advanced level the student is asked to provide both
- connective words and
- illustrative examples
- without any hints on the connective words.

R: ENABLEMENT EXAMPLES 1,2
Example 1: Gn03-01a: Upon seeing Adam and Eve naked the snake was aroused, lusted Eve, and desired to kill Adam to obtain Eve. Consequently he advised Eve to eat the forbidden fruit in the hope she would give it to Adam and kill him.
Example 2: Gn21-01a: Upon Abraham prayed for the healing of Avimelech's household, God remembered Sarah with a child: Just as God answered Abraham's prayers for healing Avimelech so to he answered Abraham's prayers to heal his wife.

S: UNIFICATION EXAMPLES: 1,2,3
In the following examples the two consecutive paragraphs or sentences both are consequences of the same unifying theme. Hence we call this the method of unifying themes.
Example 1: Nu13-02a: Miryam slandered Moses and was punished with leprosy. Similarly the spies slandered God and Israel and were punished with a horrible death.
Example 2: Dt24-09a: Take heed in the plague of leprosy, that you observe diligently, and do according to all that the priests the Levites shall teach you; as I commanded them, so you shall take care to do. As an example of taking heed in the plague of leprosy remember what the Lord your God did to Miriam by the way, after you came out of Egypt--for she spoke slander and was punished with leprosy.
Example 3: Nu15-41d If a person inadvertently worships idols which is a fundamental tenet of belief then let him bring the idolatry sin offering. If a person willfully desecrates the Sabbath, which is a fundamental tenet of belief, let him be stoned. Every person should wear fringes (Tzitzith) on their garments in order to remind themselves of all the Laws as well as the fundamental tenets of Jewish belief.
As can be seen the unifying theme method can frequently be emphasized by additional phrases emphasizing the unity. It is usually not necessary to use connective words.