The first study to focus exclusively on the use in the Hebrew Bible of soundplay to allude to and interpret earlier literary traditions

This book focuses on the way the biblical writers used allusive soundplay to construct theological discourse, that is, in service of their efforts to describe the nature of God and God's relationship to humanity. By showing that a variety of biblical books contain examples of allusive soundplay employed for this purpose, Kline demonstrates that this literary device played an important role in the growth of the biblical text as a whole and in the development of ancient Israelite and early Jewish theological traditions.

• Demonstrates that allusive soundplay was a productive compositional technique in ancient Israel
• Identifies examples of innerbiblical allusion that have not been identified before
• A robust methodology for identifying soundplay in innerbiblical allusions

Over the past four decades Ruth R. Wisse has been a leading scholar of Yiddish and Jewish literary studies in North America, and one of our most fearless public intellectuals on issues relating to Jewish society, culture, and politics. In this celebratory volume, edited by four of her former students, Wisse’s colleagues take as a starting point her award-winning book The Modern Jewish Canon (2000) and explore an array of topics that touch on aspects of Yiddish, Hebrew, Israeli, American, European, and Holocaust literature.

Arguing the Modern Jewish Canon brings together writers both seasoned and young, from both within and beyond the academy, to reflect the diversity of Wisse’s areas of expertise and reading audiences. The volume also includes a translation of one of the first modern texts on the question of Jewish literature, penned in 1888 by Sholem Aleichem, as well as a comprehensive bibliography of Wisse’s scholarship. In its richness and heft, Arguing the Modern Jewish Canon itself constitutes an important scholarly achievement in the field of modern Jewish literature.

A classic resource for beginning Hebrew students

First published over thirty years ago under the title A Student's Vocabulary of Biblical Hebrew, this classic work has been completely revised, updated, and expanded by the author to assist a new generation of students in naturally developing a basic Biblical Hebrew vocabulary. Designed to help beginning Hebrew readers acquire vocabulary quickly, this valuable teaching tool focuses on words that occur most frequently in the Hebrew Bible, while arranging them by roots and cognates allowing students to naturally expand their working vocabulary. Vocabulary lists have been kept to a manageable size; extensive cross-references document when words appear frequently with different meanings, and an index allows rapid location of every word encountered. As a result, students who master this volume will remember words more easily, consult a lexicon less frequently but more intelligently, and translate the Hebrew Bible at sight more readily and enjoyably.

Features

• Vocabulary groupings based on frequency, roots, and cognates
• Separate listing for nouns without verbal roots in the Hebrew Bible
• Appendices including proper names and the forms and meanings of pronominal suffixes

A philologically robust approach to the history of ancient Hebrew

In this book the authors work toward constructing an approach to the history of ancient Hebrew that overcomes the chasm of academic specialization. The authors illustrate how cross-textual variable analysis and variation analysis advance research on Biblical Hebrew and correct theories based on extra-linguistic assumptions, intuitions, and ideologies by focusing on variation of forms/uses in the Masoretic text and variation between the Masoretic text and other textual traditions.

Features:

• A unique approach that examines the nature of the sources and the description of their language together
• Extensive bibliography for further research
• Tables of linguistic variables and parallels

A unique grammar for intermediate or advanced students of Hebrew

This grammar is intended for students of Hebrew who wish to learn more about the history of the Hebrew language, specifically its phonology and morphology. Reymond focuses on aspects of Hebrew that will encourage a student to better remember the words and their inflection as well as those that will reinforce general principles of the language. Specific examples for memorization are outlined at the end of each chapter. The book also serves as a resource for students wishing to remind themselves of the relative frequency of certain phenomena. The book provides students with a full picture of the language's morphology.

Features:

• Tables of nouns and adjectives illustrating the absolute and construct, singular and plural forms, as well as all the forms with suffixes
• Tables include forms not found in the Masoretic Text
• Additional tables that set similar verbal inflections side by side

Seth L. Sanders connects the Bible's distinctive linguistic form--writing down a local spoken language--to a cultural desire to speak directly to people, summoning them to join a new community that the text itself helped call into being. Addressing the people of Israel through a vernacular literature, Hebrew texts reimagined their audience as a public. By comparing Biblical documents with related ancient texts in Hebrew, Ugaritic, and Babylonian, this book shows Hebrew's distinctiveness as a self-conscious political language. Illuminating the enduring stakes of Biblical writing, Sanders demonstrates how Hebrew assumed and promoted a source of power previously unknown in written literature: "the people" as the protagonist of religion and politics.

Between 1917 and 1921, as revolution convulsed Russia, Jewish intellectuals and writers across the crumbling empire threw themselves into the pursuit of a “Jewish renaissance.” At the heart of their program lay a radically new vision of Jewish culture predicated not on religion but on art and secular individuality, national in scope yet cosmopolitan in content, framed by a fierce devotion to Hebrew or Yiddish yet obsessed with importing and participating in the shared culture of Europe and the world. These cultural warriors sought to recast themselves and other Jews not only as a modern nation but as a nation of moderns.

Kenneth Moss offers the first comprehensive look at this fascinating moment in Jewish and Russian history. He examines what these numerous would-be cultural revolutionaries, such as El Lissitzky and Haim Nahman Bialik, meant by a new Jewish culture, and details their fierce disagreements but also their shared assumptions about what culture was and why it was so important. In close readings of Hebrew, Yiddish, and Russian texts, he traces how they sought to realize their ideals in practice as writers, artists, and thinkers in the burgeoning cultural centers of Moscow, Kiev, and Odessa. And he reveals what happened to them and their ideals as the Bolsheviks consolidated their hold over cultural life.

Here is a brilliant, revisionist argument about the nature of cultural nationalism, the relationship between nationalism and socialism as ideological systems, and culture itself, the axis around which the encounter between Jews and European modernity has pivoted over the past century.

Modern Hebrew for Beginners—which is now revised and updated—and Modern Hebrew for Intermediate Students are the core of a multimedia program for the college-level Hebrew classroom developed at the University of Texas at Austin in the early 2000s. Within an intensive framework of instruction that assumes six weekly hours in the classroom, the program provides for two semesters of instruction, at the end of which most successful students will reach the intermediate-mid or intermediate-high levels of proficiency in speaking and reading, and some will reach advanced-low proficiency, as defined by the American Council on the Teaching of Foreign Languages (ACTFL).

In addition to a variety of written exercises, the workbook includes vocabulary lists, reading selections, discussions of cultural topics, illustrations of grammar points, notes on registers, suggestions for class and individual activities, and glossaries. The workbook is complemented by a website (http://www.laits.utexas.edu/hebrew) that provides short video segments originally scripted and filmed in Israel and the United States, vocabulary flashcards with sound, interactive exercises on topics included in the workbook, sound files parallel to the reading selections in the workbook, and additional materials that enhance the learning experience. The stability of the workbook, combined with the dynamic nature of the website and the internet searches the students are directed to conduct, allows language instructors to reshape the curriculum and adapt it to the needs of their students and the goals of their programs.

Modern Hebrew for Intermediate Students—which is now revised and updated—and Modern Hebrew for Beginners are the core of a multimedia program for the college-level Hebrew classroom developed at the University of Texas at Austin in the early 2000s. Within an intensive framework of instruction that assumes six weekly hours in the classroom, the program provides for two semesters of instruction, at the end of which most successful students will reach the intermediate-mid or intermediate-high levels of proficiency in speaking and reading, and some will reach advanced-low proficiency, as defined by the American Council on the Teaching of Foreign Languages (ACTFL).

In addition to a variety of written exercises, the workbook includes vocabulary lists, reading selections, discussions of cultural topics, illustrations of grammar points, notes on registers, suggestions for class and individual activities, and glossaries. The workbook is complemented by a website (http://www.laits.utexas.edu/hebrew) that provides short video segments originally scripted and filmed in Israel and the United States, vocabulary flashcards with sound, interactive exercises on topics included in the workbook, sound files parallel to the reading selections in the workbook, and additional materials that enhance the learning experience. The stability of the workbook, combined with the dynamic nature of the website and the internet searches the students are directed to conduct, allows language instructors to reshape the curriculum and adapt it to the needs of their students and the goals of their programs.

A concise study of a large number of examples of pluses and minus providing insight into translation from Hebrew to Greek

Van der Vorm-Croughs focuses this translation study on the processes leading to pluses and minuses including linguistic and stylistic aspects (i.e., cases in which elements have been added or omitted for the sake of a proper use of the Greek language), literary aspects (additions and omissions meant to embellish the Greek text), translation technical aspects (e.g., the avoidance of redundancy), and contextual and intertextual exegesis and harmonization. This work also covers the relation between the Greek Isaiah and its possible Hebrew Vorlage to try to determine which pluses and minuses may have been the result of the translator’s use of a different Hebrew text.

Features:

• Eleven categories for the pluses and minuses of the Greek Isaiah
• Examination of translation techniques and translator errors
• Use of Joseph Ziegler’s critical edition

A unique study of the Hebrew of the Dead Sea Scrolls

In Qumran Hebrew, Reymond examines the orthography, phonology, and morphology of the Dead Sea Scrolls. Short sections treat specific linguistic phenomena and present a synopsis and critique of previous research. Reymond’s approach emphasizes problems posed by scribal errors and argues that guttural letters had not all “weakened” but instead were “weak” in specific linguistic environments, texts, or dialects. Reymond illustrates that certain phonetic shifts (such as the shift of yodh > aleph and the opposite shift of aleph > yodh) occur in discernible linguistic contexts that suggest this was a real phonetic phenomenon.

Features:

• Summary and critique of previous research
• Discussion of the most recently published scrolls
• Examination of scribal errors, guttural letters, and phonetic shifts

What were ancient scribes doing when they copied a manuscript of a literary work? This question is especially problematic when we realize that ancient scribes preserved different versions of the same literary texts. In Scribal Memory and Word Selection: Text Criticism of the Hebrew Bible, Raymond F. Person Jr. draws from studies of how words are selected in everyday conversation to illustrate that the same word-selection mechanisms were at work in scribal memory. Using examples from manuscripts of the Hebrew Bible, Person provides new ways of understanding the cognitive-linguistic mechanisms at work during the composition/transmission of texts. Person reveals that, while our modern perspective may consider textual variants to be different literary texts, from the perspective of the ancient scribes and their audiences, these variants could still be understood as the same literary text.