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Del Rey Bible InstituteFides Quaerens Intellectum

Bible Study and Writing Papers

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Dear DRBI Student,

This document contains two appendixes with important guidelines on how to study the Bible and how to write papers properly in our school. This is a standard in all accredited seminaries and it is a rewarding methodology of study and writing. If you have any questions please speak with your DRBI instructor.

Blessings on you as you study at DRBI!

In Christ,

Pastor Matt JonesDRC Pastor and DRBI Dean

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APPENDIX AThese instructions must be followed for your final paper, so read this closely.

INDUCTIVE BIBLE STUDYINDUCTIVE BIBLE STUDYDr. Craig L. Blomberg

Dr. Kermit A. EcklebargerDr. William W. Klein

Denver Seminary1994

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INDUCTIVE BIBLE STUDYINDUCTIVE BIBLE STUDY

INTRODUCTIONINTRODUCTION1

A. Definition

Inductive Bible Study: the method of Bible study which attempts to seek out and observe all the pertinent data, internal and external to the text, in order to arrive at the true meaning of the passage under study.

B. Validity of Inductive Bible Study (abbreviated IBS hereafter)

1. Allows for true exegesis2. Focuses attention on Bible itself 3. Fosters personal discovery benefit4. Provides firm basis for application/proclamation

C. Presupposition of IBS

1. The Bible is the inspired Word of God (2 Tim. 3:14-17) given through human instruments in their varied language, historical and cultural contexts.

2. Because human beings wrote Scripture, we must apply all the critical tools at our disposal (grammatical, historical, contextual) to enable us to understand what each author meant to communicate in each passage.

D. Qualifications to perform IBS (2 Tim. 2:15)

1. Intellectual--ability to observe, meditate; an understanding of Biblical history, geography, and culture.

2. Spiritual-Spirit-controlled; submissive to the authority of the Word.

TOOLS OF BIBLE STUDYTOOLS OF BIBLE STUDY

For a comprehensive guide to all kinds of tools for biblical interpretation and doing an IBS, see the Annotated Bibliography in W. W. Klein, C. L. Blomberg, and R. L. Hubbard, Jr., Introduction to Biblical Interpretation (Dallas: Word, 1993), pp. 459-91 [abbreviated IBI below].

A. Bible versions

Employ and compare a variety of modern versions including NIV, NASB, NRSV, NCV,

and These all come in various editions, but we recommend that at this stage of your

study you do not use a study Bible.

1 Produced by the New Testament faculty of Denver Seminary, this document was designed for and has particular application to analyses of passages from the NT. At the same time, many of its essential elements will apply to the study of OT texts as well.

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B. Concordances

1. English: The NIV Exhaustive Concordance, ed. E. Goodrick and J. R. Kohlenberger (Zondervan); The New American Standard Exhaustive Concordance of the Bible (Holman); and The NRSV Concordance Unabridged, ed. J. R. Kohlenberger (Zondervan); plus the "standbys"-Young and Strong--for the KJV.

2. Greek: G. K. Gillespie and G. Wigram, The Englishmen’s Greek Concordance (Hendricksen); and R. Winters, Word Study New Testament and Concordance, 2 Vols. (Tyndale House).

C. Lexical tools

1. W. Bauer, Arndt, Gingrich, Danker, A Greek English Lexicon (University of Chicago) [some Greek required to find appropriate words]

2. C. Brown, ed., New International Dictionary of New Testament Theology, 4 vols. (Zondervan)

3. G. Bromiley, ed., Theological Dictionary of the New Testament (Eerdmans), the 1 vol. abridgment of the exhaustive 10 volume TDNT.

4. H. Balz and G. Schneider, eds. Exegetical Dictionary of the New Testament, 3 vols. (Eerdmans)

5. J. Louw and E. A. Nida, Greek-English Lexicon of the NT Based on Semantic Domains, 2 vols. (United Bible Societies)

D. Grammar tools

1. H. E. Dana and J. R. Mantey, A Manual Grammar of the Greek NT (Macmillan) [Greek required]

2. F. Rienecker, A Linguistic Key to the Greek NT (Zondervan)3. M. Zerwick, A Grammatical Analysis of the Greek NT (Pontifical Biblical

Institute) 4. A Translator's Handbook on [name of biblical] (United Bible Societies)

E. Introduction

1. D. A. Carson, D. Moo, and L. Morris, An Introduction to the NT (Zondervan)

2. D. Guthrie, NT Introduction (InterVarsity Press) 3. W. Kummel, Introduction to the NT (Abingdon) [standard critical work] 4. R. Gundry, A Survey of the NT (Zondervan)

F. Dictionaries and Encyclopedias

1. G. Bromiley, ed. International Standard Biblical Encyclopedia, 4 vols. (Eerdmans)-the best with a conservative orientation

2. J. Douglas, et al., eds., The Illustrated Bible Dictionary, 3 Vols. (Tyndale)3. M. Tenney, ed., The Zondervan Pictorial Encyclopedia of the Bible, 5 vols.

(Zondervan)4. D. N. Freedman, ed. The Anchor Bible Dictionary, 6 vols. (Doubleday)--now the

standard critical dictionary

G. History/Culture

1. F. F. Bruce, NT History (Nelson and Doubleday)

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2. J. Green, S. McKnight, and I. H. Marshall, eds. Dictionary of Jesus and the Gospels (InterVarsity).

3. G. Hawthorne, R. P. Martin, and D. Reid, eds. Dictionary of Paul and His Letters (InterVarsity)

4. H. Koester, Introduction to the New Testament Vol. 1: History, Culture and Religion of the Hellenistic Age (de Gruyter and Fortress).

5. E. Ferguson, Backgrounds of Early Christianity (Eerdmans)6. E. Yamauchi, Harper's World of the New Testament (Harper)7. D. Tidball, The Social Context of the New Testament: A Sociological Analysis

(Zondervan)8. W. Meeks, The First Urban Christians: The Social World of the Apostle Paul (Yale

University Press)

H. Geography

1. B. Beitzel, The Moody Atlas of Bible Lands (Moody)2. C. G. Rasmussen, The Zondervan NIV Atlas of the Bible (Zondervan) 3. J. B. Pritchard, ed. The Harper's Atlas of the Bible (Harper)

METHOD FOR DOING AN INDUCTIVE BIBLE STUDYMETHOD FOR DOING AN INDUCTIVE BIBLE STUDY

The procedure that follows leads the Bible student through a five-step method that begins with a broad overview of the scene, leads through an in-depth analysis of the various features of the text, to solving any interpretive problems in a passage, and finally to the goals of a comprehensive understanding of the meaning of the passage and its relevant application to life. This is the appropriate order in which to proceed. Only after following such an order is the student ready to present the outcomes of study-e.g., in an IBS paper, or a lesson or sermon.

I. PRELIMINARY OVERVIEW

The following steps provide the broad overview necessary for correctly understanding the specific details of the passage. In this stage of the study take careful notes upon which you will draw later in the writing of the paper.

A. Seek to grasp the big picture. Read over the entire passage several times in various versions in light of what you know about the entire book. Without going into great detail at this point, look for clues to answer the questions:

a. Who? The persons involved in the passage?b. What? The issues, circumstances, events?c. When? Time of events, the writing of the book?d. Where? Location of author, recipients, events discussed?e. Why? Purpose of passage, book?f. How? How is purpose accomplished?

B. Determine the tone or atmosphere of the passage. Watch for clues to the mood or emotional climate (despair, thanksgiving, praise, awe, urgency, joy, humiliation, tenderness, concern, compassion, hostility, et al.).

C. Ascertain the literary genre. Watch for clues as to the type of literature as this will affect the interpretive principles to be employed. Types include history, discourse,

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narrative, parable, poetry, drama, epistle, proverb, apocalyptic, et al. [See IBI for help on interpreting the Bible's various genres.]

D. While engaging in this preliminary overview jot down interpretive questions or any apparent problems of interpretation such as word meanings [e.g., what kind of spirits in prison did Jesus address? (1 Peter 3:19)]; grammatical relationships [what kind of condition does 2 Peter 1:10 express: "for if you do these things, you will never fall”?]; or cultural features [what are phylacteries? (Matthew 23:5)].

DON'T NEGLECT THESE STEPS: many of the following procedures help you answer questions and solve problems. You must have a plan as you proceed with your research: what features of the passage require analysis so you can attain a better understanding?

II. IN-DEPTH ANALYSIS

Now the student is ready to conduct intensive study of the passage. The goals are to comprehend its various details, to solve the problems it presents, to capture its essential structure and overall message, and to arrive at valid contemporary applications.

A. LITERARY CONTEXT ANALYSIS. How does a knowledge of the literary context of a passage open the way to a correct understanding of its significance?

1. Investigate the Immediate Context of the specific passage. Remember to think in paragraphs.

a. Trace the development of thought.

(1) What is the theme of the section that precedes the passage for study?(2) What is the theme of the passage being

studied?(3) What is the theme of the following section?(4) What is the overall theme of the larger section of which the specific

passage is a part?

b. Structure or logic

How does the specific passage for study develop from the preceding section and prepare for the following one? Explain the relationship between the passage being studied and its preceding and succeeding contexts [see IBI, 164-66 for various structural principles].

2. Study the Context of the Entire Book in which the passage occurs.

a. Become familiar with the entire book within which the specific passage to be studied is located. For smaller books and as time will allow, read it carefully and repeatedly. For large books, make use of introductions and outlines to grasp the overall message.

b. Determine the purpose and plan of the book and how the specific passage fits into this. Are there passages within the book that treat themes similar or parallel to those in the passage for study?

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Conclusion: What have you discovered? How does a knowledge of the literary setting of be passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.

B. HISTORICAL-CULTURAL ANALYSIS. How does knowledge of the original historical situation and the writer's purpose help to illumine the passage for study?

1. Historical background of the book. NOTE WELL that background studies of the entire book are often irrelevant for understanding specific features within a given passage itself. On the other hand, certain background features of the book may contribute to a fuller understanding of a passage. The student must decide what has value and what is worth additional research. For example, a detailed study of authorship and date should be done only when the opening verses of a book are being studied and, therefore, this information sheds light on the passage itself. Do not include this information in the study of a later passage in a book unless crucial to the proper understanding of the passage.

Seek to discover:

a. Who was the author, and what were the circumstances of writing?b. Who were the recipients, their characteristics, and circumstances?c. Why was the book written? What did the author intend to accomplish?(Sources for this include the New Testament text itself as well as various tools listed above.)

2. Historical-cultural analysis of the passage. THIS is normally the major focus of the task of background studies. Typically, an IBS seeks to understand a specific passage.

a. Perform a detailed study of the historical-cultural background of any events, customs, or people referred to in the specific passage. The objective here is to explain features occurring in the passage whose meaning is obscure to modern readers due to our distance from the time and culture of the text.

b. Examples of kinds of issues to research include: worldviews expressed in the text, societal structures, physical features, economic structures, political references, social behaviors, and religious practices, to name a few. [Here is where you seek to discover what phylacteries were or why people went up to Jerusalem from Galilee.]

c. Consult various books listed in the section on tools above, especially parts E., F., G., and H. [plus others listed in IBI, as sources for this information. Also check commentaries and the sources to which they refer.

Conclusion: What have you discovered? How does a better understanding of these various historical and cultural features of the passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.

C. LEXICAL ANALYSIS - word studies

1. Review of important principles

a. Any Bible study requires an understanding of the meaning of the words in a passage.

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b. Words rarely have one, single, correct meaning, but rather cover a range or (semantic) field of meaning. In addition, the fields of various words often overlap, resulting synonymy.

c. Words change meaning through various historical processes. Don't get hung up on the “original meaning” or “basic, root meaning” fallacy. [The original meanings of prevent or hussy are irrelevant to current English usage.]

d. The single, most crucial and important determiner of the meaning of a word is its use in a given context. Never assume a word has the same meaning throughout the Bible, within a Testament, or even for a given author. [The word faith has different meanings for different NT writers.] Never assume a word meant the same thing to a biblical writer as it did to an ancient Greek author or as that word means today. [Paul did not intend modern connotations of the English word ‘dynamite’ when he said that the gospel was the dynamis (power) of God for salvation in Romans 1:16.]

e. The goal of a word study is to discover what the author meant by using a given word in a given context.

2. Choosing words to study. The student must be selective. All words are not equally important. What do you need to know? The following are criteria to employ:

a. Study difficult words: those whose meanings are hard to understand or that various translations render in different ways

b. Study crucial words that:

(1) Express main idea of the passage or on whose meaning the point of a passage hinges [if you miss it, you miss the crucial element]

(2) Are theologically significant or loaded [don't assume you understand](3) Used frequently in passage [is the meaning consistent or is there a play on

the word?] (4) Express a large concept [salvation; faith; sin]

c. Study figurative words that picture an idea [light/darkness; heart; redeem]

d. Study rare words [authenein (have, usurp authority) in 1 Timothy 2:12]

3. Performing a word study(These steps are guidelines for doing a word study, but not a rigid format to be followed in writing up your study in an IBS!)

a. Determine the possible meanings of the term at the time it was written. NOTE: this is a subjective part of your study in which you depend heavily upon secondary sources. Probably the first task, Lexicon study, carries the most weight. Seek to “get a feel” for the remaining steps, especially through the sources listed above under C.-Lexical tools: 2,3,4.

(1) Lexicon study. Look the word up in the lexicons to determine the range of meanings which this word had in NT times. ( See book list, C.-Lexical Tools, 1, 5.) [Hint: don't resort to “substandard” lexica for this information. Many others exist but are often unreliable or out of date.]

(2) Concordance study

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(a) Determine how this word is used in the NT overall and the book under study.

(b) See if this author has a distinct pattern of usage. (Book list, B.)

(3) Synonym study

(a) Determine the distinctive meanings of the synonyms the author could have used.

(b) How does a comparison of these synonyms sharpen the understanding of these terms?

(c) Does the author use this word with its distinctive meaning in view in this passage? (Consult tools-C.2-4.)

(4) Septuagint study (quickly review what you find in C. 2-4)

(a) What was the main meaning of the Hebrew words that this term was used to translate in the LXX?

(b) Did the LXX usage reflect any specific patterns, distinctive meanings, or special biblical concepts?

(c) Does the New Testament use of this word reflect LXX influence?

(5) Non-Biblical study (again, only a quick review is needed; see C. 2-4)

a) Determine the ways in which the word was used in the writings and everyday speech in New Testament times.

b) See if there was one or more predominant uses.c) See if there was any change in the meaning of the word during the

course of history.d) Note any significant facts that illustrate or help make clear the

meaning of the word in the passage being studied.

b. Determine the meaning of the term in the specific passage.

(1) Use common sense. Do not opt for an unusual meaning unless the context demands it.

(2) Give priority to the dictates of context, but in this order-the immediate context of the passage, the context of the specific book, the context of the same author in another book(s), and finally the context of the NT.

(3) Choose the meaning that fits the literary genre, atmosphere, and author's purpose as you have determined them in your previous studies.

(4) Support your choice with specific reasons-why is this the most likely meaning of the word in this context?

Conclusion: What have you discovered? How does knowledge of these important words shed light on the meaning of the passage? This is the payoff. Be able to state in clear terms your answer to this question. Relate the meaning of each word you studied to the passage under study. What contribution does this lexical study make to the interpretation of the passage?

D. STRUCTURAL-GRAMMATICAL ANALYSIS. How are the basic ideas in the passage related to each other? The purpose of this study is to determine grammatical features that are significant for interpretation. It must be remembered that not all grammatical elements are worthy of inclusion. (Although many of the following grammatical features can be observed in the English text, greater precision in grammatical matters requires a knowledge of the Greek language.) Doing an IBS

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assumes that English versions are the basis for study. At the same time, the tools listed in section D. above provide substantial help even to the student not knowing Greek. These are the kinds of features to observe to see if they aid interpretation.

1. Note the force of the verb forms. Especially note changes or consistency of use in the specific passage.

a. Time of action--past, present, futureb. Kind of action--continuous and viewed as a process; pointed and viewed in its

entirety; or completed resulting in an ongoing state of affairs.c. Mood of action--does author make a statement, ask a question, give a

command, express possibility, make a wish or prohibit some course of action?d. Voice of action--is subject acting, being acted upon, or does the verb describe

a state of being?

2. Evaluate the types of connectives used. Especially observe whether these join coordinate (equal, independent) parts of the sentence or a subordinate (dependent) part to an independent part.

a. Temporal or chronological connectives showing when? (after, as, as long as, before, henceforth, meanwhile, now, since, then, until, when, whenever, while, etc.)

b. Local or geographical connectives showing where?

(1) Place: where, beside, upon, above, under, below, on, over, at, etc.

(2) Direction: to, toward, from, etc.

c. Logical connectives

(1) Continuative: also, and, besides, both…and, furthermore, indeed, likewise, moreover, not only…but also, whereupon.

(2) Contrast: although, but, however, much more, nevertheless, not only…but also, notwithstanding, otherwise, still, whereas, yet

(3) Purpose: in order that, so that, that(4) Result: as a result, consequently, hence, so,

then (5) Inference: therefore, thus(6) Reason (cause): as, because, for, inasmuch as, since, whereas, why(7) Condition: as if, as though, if, lest, provided, providing, unless(8) Concession: although, insofar as, notwithstanding, in spite of the fact that,

though, unless, whiled. Modal connectives showing how?

(1) Agency or means: by, through, by means of (2) Manner: as(3) Comparison: also, as, as…as, as…so, indeed, in fact, just as…so, likewise,

moreover, so also, so as, than(4) Example: for example, indeed, in fact, namely

e. Emphatic connectives: indeed, only

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3. Consider other grammatical elements to identify any items significant for interpretation.

a. The relation of subject to verb. The subject may be a noun, pronoun, infinitive, gerund, or dependent clause.

b. The relation of verb to predicate, which might involve a direct object, indirect object, predicate noun, predicate adjective, or an adverb.

c. Modifiers-adjectives, participles, adverbs, articles, demonstrative pronouns, prepositional phrases, and adjectival and adverbial clauses.

d. The relation of preposition to object.e. Whether nominals (nouns, pronouns, substantives) are singular or plural.

Watch for changes in number.f. The antecedents of all pronouns.

Conclusion: What have you discovered? From the grammatical items investigated in the above steps (1-3), select for inclusion in your IBS paper only those that are important for understanding the passage. Label each selected grammatical item according to the above categories and state how it helps to understand the meaning of the passage. How does a knowledge of the grammar of the passage shed light on its meaning? This is the payoff. Be able to state in clear terms your answer to this question.

III. INTERPRETIVE PROBLEM SOLUTION

A. What are the “interpretive problems” of the passage? Produce an actual list of what you believe to be the major problems that the passage presents for interpreters.

1. Most should be apparent from your study. In fact, to the extent that you identified key problems at the outset of your study, much of your research up to this point has been geared to gathering data for their solution.

2. In case you have failed to detect other major problems, read the commentaries and note their discussions.

B. For each major problem, determine the principal alternatives or interpretive options. Marshal the evidence for and against each option.

1. Draw upon your prior studies-literary context, historical or cultural background, words, grammar-for data to consider.

2. Consult other sources that defend the various alternatives. Assess how they argue their positions, especially in light of your own study. [Obviously, commentaries are primary sources here.]

3. If you discover that you do not have all the information you require to arrive at a reasonable solution to a problem, you may have to engage in further research.

C. Solve each problem. Cite the evidence to support the view that seems most reasonable to you, or the one that seems to you to involve the fewest problems. The point here is not merely to cite what other ‘experts’ say; it is to argue the case for the best alternative yourself!

IV. SYNTHESISNow you must step back to view the entire picture that emerges as the result of all your detailed analyses. One method of synthesis pictures the structure-an outline. Another is a prose verse-by-verse analysis of the meaning of the passage. A third approach synthesizes the major theology or doctrinal themes that emerge from this portion of God's Word.

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A. Devise a content (analytical) outline that reflects the structure of the passage itself. This seeks to reproduce the biblical author's structure, not one that the student imposes on the text!

1. Determine the central theme or subject of the passage: what may be termed the "big idea" of the passage. Employ this as the title of your outline.

a. This title should be a comprehensive statement of the integrating theme of the entire passage, yet stated concisely.

b. This becomes the subject of the outline and serves as the unifying factor which ties the main points of the outline together. NOTE: if it becomes clear as you proceed that the main points of the outline (the Roman numerals) do not, in fact, develop this subject, then you must revise the title so it does govern the entire outline.

2. Determine the main sections or natural divisions of the passage. What are the main breaks in the passage? Where does the argument turn and take a new direction? These divisions determine what will require summary as main points.

3. Determine the central theme or subject of each of these major divisions.

a. Each of these titles should be a comprehensive summary of this section, yet stated concisely.

b. These titles become the main headings of the outline (i.e., I., II., III., etc.).c. These titles should each be specifically related to the subject or title of the

whole passage. Together they trace how the subject is developed in the passage. They should summarize the passage.

d. These main titles should all be expressed as complete sentences.

4. Using the same method determine the sub-sections and sub-sub-sections of each main section and assign titles to these.

a. These sub-headings show how the thought is developed within each main heading.

b. All sub-headings within a main section (or sub-sub- headings within a sub-section) should be expressed in similar type wording, but the type of wording may vary from one main section to another (or from one sub-section to a sub-sub-section).

5. Other suggestions

a. Use your own wording for subject of passage and outline points. Do not merely employ the biblical wording. This represents your synthesis.

b. Follow the verse order of the text. The outline traces the author's thought and should move from start to finish.

c. Do not use a point 1. unless you follow it with a 2. or use an a. unless a b. follows, etc. In other words you do not subordinate unless you have at least two sub-points.

d. Indicate the chapter and verse divisions.

B. Comprehensive Summation

Write a comprehensive summary of the message of the passage showing insights gained by all the steps of your study. This constitutes your understanding of the meaning of the passage. In other words, interpret the passage verse by verse

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incorporating the significant insights learned by your research. Beware of making this too general or only an overview. This should be in depth and comprehensive.

C. Theological Summary

1. Identify the main doctrinal themes which are dealt with in this passage. You may use as guides the following categories suggested by systematic theology, but you need not feel restricted by these terms or labels. You list what you have discovered to be the author's main contributions to your understanding of theology.

Scriptures Angels SalvationGod (Trinity, the Father) Satan and Demons SanctificationJesus Sin ChurchHoly Spirit Humanity Eschatology (the Future)

2. Explain what this passage specifically teaches about each of the theological subjects you have listed.

V. APPLICATION

Draw proper applications of the truth of the passage. God's Word is not simply to be understood intellectually; it must be appropriated experientially. [See the extensive instructions in Chapter 11 of IBI, pp. 401-26.]

A. Application must be consistent with and flow out of the valid interpretation of the passage. You may not suggest application until you have settled on interpretation. Application has little or no authority unless it puts into practice what a passage genuinely teaches.

B. The twentieth-century application must correspond in principle to the New Testament application. The application for today must be consistent with the text's original intentions.

C. Application should be personal, concrete, and specific-apply the word to particular life situations and relationships. A general ‘we should all love one another more consistently’ provides little help for life. Note how the biblical writer applies love, e.g., 1 Jn 3:16-18.

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OUTLINE FOR WRITING AN INDUCTIVE BIBLE STUDY OUTLINE FOR WRITING AN INDUCTIVE BIBLE STUDY PAPERPAPER

In some seminary courses you will be required to write an Inductive Bible Study of an assigned passage in which you organize and present the fruits of your study. The following should be the headings under which you organize your paper. The goal is to present your interpretation, but in such a way as to stress the various steps to be sure that interpretation and application grow out of valid research and analysis. This is the place to “put all the cookies on the bottom shelf.” That is, you must show the reader what he or she must know in order to understand this passage correctly, and, at the same time, the steps you went through in order to arrive at your understanding. So you must gather your data thoughtfully and decide, within the limits imposed for the paper, what data you will report. You must be selective. The major principle of selection must be the answer to this question: what insights are crucial for a correct understanding of the meaning of the passage?

Use the following headings in discrete sections for your paper:

1. Literary Context of Passage.2. Historical-cultural Background.3. Word Studies.4. Grammar Studies.5. Solution of Major Interpretive Problems.6. Analytical Outline.7. Interpretive Summary [NOTE: this has two sections that grow out of your prior research]

a. Comprehensive summation of the meaning of the passage showing insights gained by all the steps of the inductive study.

b. Summary of teaching on individual areas of doctrine in the passage.

8. Application.

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APPENDIX BThese instructions must be followed in your papers in the DRBI, so read this closely.

DEL REY BIBLE INSTITUTEA Guide to Writing Turabian Research Papers

General Introduction

This guide is to help DRBI students in preparing and formatting research papers. The instructions in this guide apply to all papers submitted in the DRBI. This is simply an introduction to A Manual for Writers of Term Papers, Theses, and Dissertations 6th ed. by Kate L. Turabian. Chicago: The University of Chicago Press, 1996. You can consult this book for further understanding, but we hope this appendix will help you sufficiently.

General Writing Instructions

• Avoid contractions: use “do not” instead of “don’t” • Avoid abbreviations except where appropriate • Avoid first and second person pronouns: I, me, we, and you • Avoid colloquialisms• Avoid personal titles: use Jones instead of Dr. Jones• Be cautious when capitalizing: capitalize Bible but not biblical• Spell out numbers: five instead of 5

General Research Instructions

• Use primary sources whenever possible, which means you should not quote person X who quotes person Y. Instead just directly quote person Y yourself. • Use the latest edition of a work (unless there is a reason not to) • There should be at least one source for every page of text required, preferably two to three sources per page of text required • Take notes on each source rather than trying to write your paper directly from the source • Always keep citation information with your notes to avoid plagiarism • Keep the notes you have taken and printed copies of any electronic sources you used even after your paper is turned in

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Paper Format

Every paper* should include:

1. Coversheet 2. Table of Contents (if lengthy paper with multiple parts)3. The Paper

a. Introduction b. Body c. Conclusion

4. Bibliography

Papers should be double-spaced (with the exception of block quotes) and typed in 12 point Arial font.

Margins should be set at 1” on all edges.

*Note: Papers under five pages or in which the body of the paper does not include multiple sections do not need a table of contents.

Page Numbers (Turabian, 253)

Beginning with the first page of the text, all subsequent pages (including the bibliography and any appendices) should be numbered in the top right corner of the page with Arabic numerals. Numeration for pages with major headings should be centered at the bottom of the page.

The length of your paper will be determined by word count rather than page count. 250 - 300 words will be expected for every page assigned. If your professor assigns a 10 page paper, it should contain 2500 - 3000 words of text to meet the length requirement.

Footnote Formatting (Turabian 121, 137-141)

Footnotes are not sounds made by walking on a piano or other musical instrument. They are the acknowledgment of intellectual property, the attribution of information to the correct originator and owner.

OMMITING FOOTNOTES IS PLAGIARISM. In other words, failure to correctly footnote the information in your paper is stealing ideas and information. Plagiarism will result in automatic failure of the course and will be reported to the Dean of Student Life. Properly done footnotes maintain your academic integrity, credibility, and your character, which is vital to your Christian witness.

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Footnotes should be placed at the bottom of the page and separated from the text by a horizontal line. The footnote must be on the page where it is referenced. The footnotes should be single-spaced, with a blank line between each note, indented eight spaces, and 10 point Arial.

It is preferred that compound footnotes are used for research papers. (Turabian 121) In a paragraph which has no direct quotes, all sources should be cited in one footnote, in the order cited, and separated by a semicolon. If a direct quote occurs, the information before the quote should be cited by one footnote, the quote should receive its own note, and the remainder of the paragraph should receive its own footnote. After a reference has been cited in full as a footnote once, abbreviated citations may be used. Refer to the following example or pages 137-141 in Turabian for further assistance. The bibliography (or “Works Cited”) should only include sources actually referenced in the paper. Sources should be listed in alphabetical order by the author’s last name. The bibliography should be single-spaced, with a blank line between each source, and 12 point Arial. All lines but the first line of the entry should be indented eight spaces.

Citing Printed References

Footnotes should be used in all papers. The following examples are commonly accessed forms of information and include the footnote and bibliographic forms. Text in square brackets, i.e. [ ], is explanatory and should not be included in the citation. For more citation information, refer to pages 116-239 of Turabian.

Single Author (Turabian 187)

Footnote:

1 Author [first name first], Title of the Book (Place Published : Publisher, Year Published), page number.

Bibliography:

Author [last name, first name]. Title of the Book. Place Published : Publisher, Year Published.

Two or Three Authors (Turabian 188)

Footnote:

1 Author [first name first] and Author [first name first] Title of the Book (Place Published : Publisher, Year Published), page number.

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Bibliography:

Author [last name, first name] and Author [last name, first name]. Title of the Book. Place Published : Publisher, Year Published.

More than Three Authors (Turabian 188)

Footnote:

1 Author [first name first] and others, eds., Title of the Book (Place Published : Publisher, Year Published), page number.

Bibliography:

Author [last name, first name], Author [first name first], Author [first name first], and Author [first name first], eds. Title of the Book. Place Published : Publisher, Year Published.

Translated or Edited by Another (Turabian 190)

Footnote:

1 Author [first name first], Title of the Book, trans./ed. Translator/Editor [first name first] (Place Published : Publisher, Year Published), page number.

Bibliography:

Author [last name, first name]. Title of the Book. Translated by/Edited by Translator/Editor [first name first]. Place Published : Publisher, Year Published.

Author in Collected Works (Turabian 191)

Footnote:

1 Title of the Collection, ed. Editor [first name first], vol. #, Title of Work (Place Published : Publisher, Year Published), page number.

Bibliography:

Author [last name, first name]. Title of the Collection. Edited by Editor [first name first]. Vol #, Title of Work. Place Published : Publisher, Year Published.

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Volume in a Multivolume work with a General Title and Editor (Turabian 191)

Footnote:

1 Editor [first name first], ed., Title of the Collection, ed. Editor [first name first], vol. #, Title of Work, by Author [first name first] (Place Published : Publisher, Year Published), page number.

Bibliography:

Editor [last name, first name], ed. Title of the Collection. Edited by Editor [first name first]. Vol #, Title of Work, by Author [first name first]. Place Published : Publisher, Year Published.

Book in a Foreign Language, Translation Supplied (Turabian 196)

Footnote:

1 Author [first name first], Title of the Book (Translated title of the book) (Place Published : Publisher, Year Published), page number.

Bibliography:

Author [last name, first name]. Title of the Book (Translated title of the book). Place Published : Publisher, Year Published.

Secondary Source of Quotation (Turabian 198)

Footnote:

1 Author [first name first], Title of the Book (Place Published : Publisher, Year Published), page number; quoted in Author [first name first], Title of the Book (Place Published : Publisher, Year Published), Page Number, n. # [footnote number].

Bibliography:

Author [last name, first name]. Title of the Book (Translated title of the book). Place Published : Publisher, Year Published. Quoted in Author [first name first]. Title of the Book, Page Number, n. # [footnote number]. Place Published : Publisher, Year Published.

Article in a Journal (Turabian 202)

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Footnote:

1 Author [first name first], “Title of the Article,” Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages Cited.

Bibliography:

Author [last name, first name]. “Title of the Article.” Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages the Article is On.

Article in a Magazine (Turabian 203)

Footnote:

1 Author [first name first], “Title of the Article,” Name of the Magazine, Date [Day Month Year], Pages Cited.

Bibliography:

Author [last name, first name]. “Title of the Article.” Name of the Magazine, Date [Day Month Year], Pages the Article is On.

Article in an Encyclopedia (Turabian 204)

Footnote:

(Unsigned) 1 Name of Encyclopedia, Edition [abbreviate with ed.], s.v. “Title of Article.”

(Signed) 1 Author [first name first], “Title of Article” in Name of Encyclopedia, Edition [abbreviate with ed.].

Newspapers (Turabian 204)

Footnote:1 Name of Newspaper (Location), Date [Day Month Year].

The Bible

Footnote:

1 Title of the Bible, Translation, Subtitle, Editors [first name first], ed. (Place Published : Publisher, Year Published), Book Chapter: Verse(s). All scripture references are taken from this translation unless otherwise noted.

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Bibliography:

Title of the Bible. Subtitle. Edited by Editors [first name first]. Place Published : Publisher, Year Published.

Citing Electronic References

(Citation guidelines for electronic documents adapted from Dr. Justin Murphyís “Guidelines for Citing Internet and Electronic Sources using The Chicago Manual of Style”) When citing information from an electronic source, keep in mind that sources found on the internet may not be reliable. Always, when possible, do electronic research through the library database and other reputable academic databases. It is always wise to print electronic sources before processing them and keep these printed copies. If a PDF version is available, it is preferable to an HTML version.

Magazine Articles

Footnote:

1 Author [first name first], “Title of Article,” Title of Magazine, Date [Day Month Year]. Accessed from [Database or URL].

Bibliography:

Author [last name, first name]. “Title of Article.” Title of Magazine, Date [Day Month Year], Accessed from [Database or URL].

Newspaper Articles

Footnote:

1 Author [first name first], “Title of Article,” Name of Newspaper, Date [Day Month Year], Accessed from [Database or URL].

Bibliography:

Author [last name, first name]. “Title of Article,” Name of Newspaper, Date [Day Month Year]. Accessed from [Database or URL].

Encyclopedia Articles

Footnote:

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1 “Title of Article,” Name of Encyclopedia. Date [Year].

Bibliography:

“Title of Article.” Name of Encyclopedia. Date [Year].

E-Books

Footnote:

1 Author [first name first], Title of the Book (Place Published : Publisher, Year Published), page number. E-book from Database Name.

Bibliography:

Author [last name, first name]. Title of the Book. Place Published : Publisher, Year Published. E-book from Database Name.

Academic Journals

Footnote:

1 Author [first name first], ìTitle of the Article,î Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages Cited, Accessed from Database Name.

Bibliography:

Author [last name, first name]. ìTitle of the Article.î Name of the Journal # [volume number], no. # [issue number] (Publication Date) : Pages the Article is On.

Accessed from Database Name.

Web Pages

Web pages citations should provide as much of the following as possible: author, “title,” date posted, organization, and URL.

Online Reports

Footnote:

1 Author [first name first], “Title of the Article,” Name of the Report, Publication Date, Name of Group who Published the Report, Accessed from [Database/URL].

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Bibliography:

Author [last name, first name]. “Title of the Article.” Name of the Report, Publication Date. Name of Group who Published the Report. Accessed from [Database/URL].

Online Government Documents

Footnote:

1 U. S. Department of Department Name, Commission or Institute Name, Office who Published the Document, Title of the Document (Publication Date), by Author [first name first]. Report. Accessed from [Database/URL].

Bibliography:

U.S. Department of Department Name. Commission or Institute Name. Office who Published the Document. Title of the Document (Publication Date). by Author [first name first]. Report. Accessed from [Database/URL].