persuasive). In seminary classes I have often used the studies of W. Swartley, D. Senior, J. D. Kingsbury, and D. H. Juel. Finally, R. H. Lightfoot’s study, first published in 1950 and far ahead of its time, is a good model of the kind of interpretation for which I aim. I have tried to learn from many methodologies, but this commentary will not focus on historical-critical, source-critical, form-critical, or redaction-critical matters. I find that the tools of literary criticism and reader-response
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