3Second, the student must consult various Hebrew dictionaries and lexica. These resourceswill provide the student with information on cognates in other languages, suggestions for thevarious ways authors have used the word under examination, and information on recurringcollocations that the student may find helpful. Moreover, some dictionaries provide some levelof reflection on the theological significance of certain words which often sheds light on what anauthor desired to communicate by his linguistic choices. Now, one surely does not need toresearch every word in a passage in order to understand the passage correctly. Commentaries,monographs, and journal articles may also provide valuable assessments of individual words or phrases. Also, Hebrew reference grammars and books on Hebrew syntax yield a plethora of helpful information regarding collocations, verbal stems, preposition usage, and larger syntactical issues. One should focus on words or collocations not immediately intelligible to thestudent and words or collocations that seem to carry significant weight for what the author intended to communicate. The student may identify what carried significant weight for the author by noticing repetitions and emphatic constructions and by seeking to locate the main point of the pericope.Third, the student must pay continuous attention to the critical apparatus in
.Students must analyze and attempt to evaluate significant textual variants. Sometimes one cannotmake sense of the passage under examination, and the critical apparatus may provide alternativereadings found in other manuscripts or translations that may have preserved a reading that precedes the reading found in the text of
. The student should expect the biblical text tomake sense, but one must take care before changing a reading in
. Critical commentariesmay provide some aid in evaluating textual variants, but the student must keep his wits; commonsense and the reasonableness of arguments will often shed the greatest light on the text.