Sentences with phrase «with text passages»

As with previous works, Pettibon combines his imagery with text passages usually unrelated to the content of the image as a means to confuse and intrigue his viewers.

Tim's motivations are hinted throughout the game with text passages in each world hub.

Each painting will be displayed with the text passage that inspired it and a copy of the first edition of the book the text is drawn from.

Not exact matches

Consider formatting your text pages into two - columns and break up long passages with charts or graphs.

Each text will be introduced in turn with a brief explanation of how God is portrayed in the passage, and this will be followed with a brief explanation of how to understand God's actions in light of the Chaos Theory and in light of God taking on the sin of the whole world, just as Jesus did on the cross.

They had chosen 1 Corinthians 13 as their wedding text, and during the service I offered a few words of reflection on the passage with an eye toward its significance for the occasion.

Please provide evidence that you unerstand the original intended context of the passages along with evidence that your context is based on the proper translation from the original text.

Together with the opening line of the Letter to the Hebrews («In ancient times God spoke to man through prophets and in varied ways, but now he speaks through Christ, His Son...»), as well as many other biblical texts, this passage reveals to us a startling truth.

In the Revised Standard Version (1946) this passage is set apart in small italic type, and the marginal note reads: «Other ancient authorities add 7:53 - 8:11 either here or at the end of this gospel or after Luke 21:38, with variations of the text.»

Sometimes translators are faced with a passage in which all the texts are so badly corrupted that they can make no sense of it.

Various procedures would have been used by him in order to revise his text, the most important being the insertion, at various places in the original manuscript, of passages expressing his new vision, at times a few lines, at times even whole sections, with the intention of leading his eventual readers to interpret the whole context in the light of the point of view of the inserted materials.3 Ford proposes that Whitehead did modify his original manuscript accordingly a number of times before its publication in 1929, with the result that the final version of Process and Reality is actually the outcome of the superposition of texts from successive redactional strata over the original stratum made by the manuscript of the summer of l927.4

I don't think he can be considered a Christian just because he agrees with some passages from the bible - they may have well come from any other religious text.

The fact is that * both * religious texts have passages that can be read as justification for abhorrent acts, and so * both * religious traditions have a responsibility to examine and deal with those issues.

Significantly, the same passage in Hebrews that describes so vividly the reality the heavenly church gathered in eschatological assembly with the angels and believers of all time also provides the strongest proof text in the Bible for regular church attendance, «Forsake not the assembling of yourselves together» (Hebrews 10:25).

Using Shakespeare instead of the scriptures as the source for their text, but without reading the passage to the end, they said with Hamlet:

Through the years, I would encounter New Testament passages like these over and over again, passages that seemed to play fast and loose with the original meaning of Old Testament texts.

That the choice of Jesus in John 15:16 is to service and not to eternal life is seen by comparing this text with the passages that actually describe the even where Jesus chose His apostles.

In The Fidelity of Betrayal, Rollins goes on to criticize the Western Church's almost frantic attempt at «closing over this traumatic rent in the text» by affirming some biblical narratives over others and by explaining away passages that are inconsistent with favored narratives.

Sixth, the level of Paul's emotional involvement with this text is a good place to begin «feeling into» this passage.

While I know that my proposal wreaks havoc on many traditional ways of reading some biblical passages, please know that just as with Romans 8:34, I am aware of these texts and simply understand them in a different light — in the light of the love and beauty of the crucified Christ.

To answer that question, Justin argues that we have to have «a clear, consistent biblical standard for interpreting the text, a principle we can apply to various passages that will help us to determine, fairly and consistently, how to translate them for our culture... Such a standard would need to be able to differentiate God's eternal laws — such as those dealing with murder, theft, and adultery — from the cultural biblical rules Christians are no longer obligated to follow — such as those dealing with dietary restrictions and head coverings.»

I am not sure I can deal with every Scripture passage on the topics, but will try to look at the key texts.

Ford described himself during these meetings as invariably wedded to some single «correct» or self - evident interpretation of a line of Whitehead's text, whereupon John would gently, dialectically, raise questions about possible alternatives that, as Ford would subsequently admit, seemed more in keeping with interpretations of other passages to which Ford himself had, in preceding weeks, assented.

Instead, because one's understanding of the text constantly changes (unless he becomes an intellectual fossil), and because the reader himself changes (his history affects his reading), the dialogue with the Bible should be sustained, frequently even with the same passage.

If someone disagrees with the obvious sense of a passage, ask them for the reasons they think the text should be an exception to the otherwise sound «ordinary sense» rule.

Replace the text in question with your paraphrase and see if the passage still makes sense in light of the larger context.

So just as with the Genesis text, I initially thought of basing my understanding of this passage on a different translation of 2 Peter 2:5.

It's very important that the catechist is extremely familiar with the Catechism text and uses an appropriate Scripture passage as the driving force of the talk, the doctrine hanging on the Scripture.

Footnote in my ESV: Some manuscripts do not include 7:53 — 8:11; others add the passage here or after 7:36 or after 21:25 or after Luke 21:38, with variations in the text.

Bible Scholars claim «argumentum ad vercundiam» with the Bible, knowing full well that one passage is consider in errant, then the whole text becomes in question.

The general «sense» of a prolonged passage, a text, or even an entire culture is contrasted with the (distinguishable) sentences, statements, or sub-assertions that comprise the whole text, etc..

Luther was writing Postils all through the summer, sample sermons on gospel passages, for parish priests and for more general consumption, and becoming more familiar with the Greek and Hebrew texts of the Bible.

In addition to dealing with the biblical text, there may also be a need to show how this one passage is related to the central issues of Scripture.

It may mean printing the text and pointing out specific verses or quoting them with sufficient frequency that it becomes clear that these verses are present, that the ways in which the passage was remembered — the past interpretations brought to the present hearing — have overlooked these verses, that these are not the creation of the preacher but are the biblical text.

This is a fresh translation from the Vulgate, but «where the Vulgate yields no tolerable sense,» says the translator, «or yields a sense which evidently quarrels with the context,» he has rendered the passage from the Hebrew text and given the literal translation of the Latin Vulgate in a footnote.

Like the image - recognition software already deployed in commercial photo apps, these systems lend the impression that machines have become increasingly capable of replicating human cognition: identifying images or sounds, and now speed reading text passages and spewing back answers with human - level accuracy.

And at least one of these common passages on tree ring proxies closely follows a classic text by noted paleoclimatologist Raymond Bradley, but with a key alteration not found in the original.

2 X 50 Years ends with a moving tribute to French film criticism — using that term broadly enough to include precursors as well as poets, art critics, and filmmaker - theorists — by furnishing us with a honor roll of 15 individuals, from Denis Diderot to Serge Daney, each of whom is accorded a portrait, a page of text, and an offscreen recitation of a brief passage read by Mieville or Godard.

Although I spent only about five minutes with each student every two weeks, I made those interactions meaningful and constructive through various strategies, from asking the student to read his or her favorite short passage out loud to me (helping me assess reading level) to asking the student what the text meant (again, giving me insights into his or her abilities).

Each Read & Apply includes: - Reading passage (informational text)- Application activity (for interactive notebook)- Writing prompt that goes along with the passage - Photo examples / answer key for each activity Each reading passage is simple & not overwhelmingly long like textbooks are.

After students finish reading an assigned text, they post one of the following on the class website: a genuine question about what they read and a short attempt to answer it, a passage that resonated with them and a short explanation of why, or a pattern they identified with a short explanation of what that pattern implies about the whole text.

This 5th Grade Reading Comprehension Homework includes: # 1 - homework completion page # 2 - 27 well - written passages with text dependent questions Please see the thumbnails and preview for this resource before purchasing this product.

For young learners, stories or passages can be largely image - driven bolstered with minimal text.

Cloze passage task with word bank (filling in the blanks) and comprehension questions on the same piece of text.

Then, one at a time, students will share with their group's Rep what they learned from reading their text passage.

Ultimately, a workbook filled with random passages and questions may keep students occupied, but does not foster the disposition most important to thinking critically through a text: caring about the material.

Some similar texts are provided so one passage can be used with the whole class, and a similar text used as guided or independent work.

The texts themselves were chosen by the leadership of my charter school network, Uncommon Schools, with guidance from both the Common Core text - selection criteria and the network's own curricular team The lesson plan sequence, questioning, activities, close reading passages, schema, and focuses were up to me and my co-teacher.

Each passage comes with 3 - 4 comprehension questions, asking students to think «about, within, and beyond» the text.

FOR GOOGLE CLASSROOM Included in this resource: • Title page • Native Americans of the Southwest reading passage with graphic organizer • Application / Closing / Higher Order thinking question • Answer Key for graphic organizer Students will research and analyze the lives and culture of the Native Americans of the Southwest region of the United States: present - day areas, groups, geography / climate, adaptations, cultures / spiritual rituals / roles of men and women Adheres to Social Studies Common Core Standards - research, application, literacy, vocabulary; lifting evidence from text Differentiation: graphic organizer; cooperative (students may work in groups / teams / partner to complete graphic organizer based on teacher's discretion) ★ ★ Looking for the pen and paper, hard - copy version of this resource?