9North Park University Department of Biblical and Theological Studies

Spring 2017BTS 1850: Introduction to the BibleMWF 8:00 am-9:05 am

Prof. Mary Veeneman, Ph.D. Office: Caroline Hall, 3rd Floormveeneman@northpark.edu Office hours: Monday 1:30-5:30 pm, Wednesday 10:30-11:30 am,

Visit calendly.com/mveeneman to make an appointment for office hours. A link for this is also located on the class webpage.

Course Description This course is an introduction to biblical studies. It is an introductory survey of the history and the-ology of the biblical narrative as it informs Christian faith today. Particular emphasis will be placed upon the theological unity of the Bible’s message.

Required Course Texts Required readings will be drawn from the books listed below. Students need to bring the assigned readings to class each day. Failure to do so will negatively impact the participation grade.

Fisk, Bruce N., A Hitchhiker’s Guide to Jesus: Reading the Gospels on the Ground, Grand Rapids: Baker Academic, 2011.

Harper Collins Study Bible, HarperOne, 2006.

Please note: This specific Bible is required for the course: some assigned readings (and thus quiz questions) will be drawn from the study notes and features of the Harper Collins Study Bible)

Course Objectives for Students 1. To understand the critical tools used in biblical studies.2. To understand the major themes of the Old and New Testaments.3. To understand the Old and New Testaments as a unified narrative.4. To understand the place and importance of the Bible in the contemporary life of the church.5. To understand the ways in which biblical texts inform community involvement.

Course Outline

Note: Assigned readings are in italics and due on the day for which they are listed.

Introductions to the various books in the Harper Collins Study Bible can be found at the beginning of the relevant book in the Bible (i.e. the Introduction to Genesis appears on pp. 3-4). 1/18 Introduction to the Course and Syllabus

Background to the Old Testament

1/20 Survey of Tools Used in Biblical Studies andANE Backgrounds of the Old TestamentHarper Collins Study Bible – “Names and Order of Books of the Bible in Several Traditions” (p. xxxi-xxxii)Harper Collins Study Bible – “Strategies for Reading Scripture” (p. xxxix-xliii)

1/23 Library Day – Meet in the Computer Lab on the Second Floor of Brandel LibraryPlagiarism Tutorial Due – See paper guidelines for directions.First Part of Research Assignment Due – See prompt for directions.

1/25 The Land – Historical GeographyHarper Collins Study Bible – “Israelite Religion” (xliv-xlviii)Harper Collins Study Bible – “The Bible and Archaeology” (lvii-lxi)

The Torah

1/27 Creation and FallHarper Collins Study Bible – Introduction to GenesisGenesis 1-3Bring ANE Creation Accounts to Class

1/30 Abraham and JacobGenesis 12-17; 21-22; 27-31; 39-41; 46

2/1 ExodusHarper Collins Study Bible – Introduction to ExodusExodus 1-20

2/3 The CovenantLeviticus 4-6; Numbers 14; 16; Deuteronomy 34

2/6 Paper Workshop – Students writing on the Old Testament/Hebrew BibleThere is no reading due for today. Instead, you need to bring a complete bibliography and a full outline of your paper to class.

2/8 Paper Workshop – Students writing on the Old Testament/Hebrew BibleThere is no reading due for today. Instead, you need to bring a complete bibliography and a full outline of your paper to class.

The Historical Books

2/10 JoshuaHarper Collins Study Bible – Introduction to JoshuaJoshua 1-7; 22-24

2/13 The Period of the JudgesHarper Collins Study Bible – Introduction to JudgesJudges 1-5; 17-19

2/15 The MonarchyHarper Collins Study Bible – Introduction to 1 Samuel1 Samuel 1-6; 13-15;

2/17 David17-20; 26-27; 31; 2 Samuel 4-7; 11-12; 14-15; 18; 24

2/20 Class TBA

2/22 The Divided Kingdom and the Exile of the NorthHarper Collins Study Bible – Introduction to 1 Kings1 Kings 1-3; 6-8; 10-14; 16-19; 21; 2 Kings 4-5; 17

The Poetic Books/Wisdom Literature

2/24 Job Harper Collins Study Bible – Introduction to JobJob 1-3; 10-14; 24; 31; 38-42

2/27 Proverbs and EcclesiastesHarper Collins Study Bible – Introduction to ProverbsProverbs 1-6; 9; 31Harper Collins Study Bible – Introduction to EcclesiastesEcclesiastes 1-4; 9-12

The Prophetic Books

3/1 The Southern Exile and the Prophets – Isaiah Harper Collins Study Bible – Introduction to IsaiahHarper Collins Study Bible – p. 1101-1103Isaiah 1-7; 34-37; 40-43

3/3 The Southern Exile and the Prophets - JeremiahHarper Collins Study Bible – Introduction to JeremiahJeremiah 1-8; 18-25; 31; 39

3/6 The Exile and the ProphetsHarper Collins Study Bible – Introduction to EzekielEzekiel 1-8; 10; 12; 37-40Harper Collins Study Bible – Introduction to DanielDaniel 1-2; 6; 12

3/8 Midterm Exam

3/10 Class TBA

3/13- No School – Spring Break3/17

3/20 No Class

The New Testament

3/22 Paper Workshop – Students writing on the New TestamentThere is no reading due for today. Instead, you need to bring a complete bibliography and a full outline of your paper to class.

3/24 Paper Workshop – Students writing on the New TestamentThere is no reading due for today. Instead, you need to bring a complete bibliography and a full outline of your paper to class.

3/27 Anticipating the New TestamentHarper Collins Study Bible – “The Greco-Roman Context of the New Testament” (p. xlix-lvi) Harper Collins Study Bible – “Archaeology and the New Testament” (p. lxii-lxvi)

The Gospels

3/29 Jesus, the Gospels and the Kingdom of God

3/31 The Gospel of MatthewHarper Collins Study Bible – Introduction to MatthewMatthew 1-7; 19-28

4/3 The Gospel of MarkHarper Collins Study Bible – Introduction to MarkMark

4/5 The Gospel of LukeHarper Collins Study Bible – Introduction to LukeLuke 1-8; 19-24

4/7 The Gospel of JohnHarper Collins Study Bible – Introduction to JohnJohn

4/10 Women in the Ministry of JesusFisk, Chapter 1

4/12 Who Is Jesus? IFisk, Chapter 2

4/14 No School – Good Friday

4/17 No School – Easter Monday

4/19 Who Is Jesus? IIFisk, Chapter 3 - 4

4/21 Who is Jesus? IIIFisk, Chapter 5 – 6

4/24 Who Is Jesus? IVFisk, Chapter 7

Acts

4/26 Acts IHarper Collins Study Bible – Introduction to ActsActs 1-11

4/28 Acts IIActs 12-25

Paul

5/1 Paul IGalatians 2, 5; 1 Thessalonians 4-5, 2 Thessalonians 2

5/3 Paul II1 Corinthians 1, 15; 2 Corinthians 10-12; Romans 1, 3, 16, Philemon, James 2

5/5 Paul III (Women and Authorship in the Pastoral Epistles)1 Timothy 2, Titus, 1 Corinthians 11, 1 Corinthians 14

5/8 Revelation Harper Collins Study Bible – Introduction to RevelationRevelation 1-2; 21-22

Final Exam – Wednesday, May 10, 8:00 am

Grading All grades will be calculated on a 100-point scale:

94 A Excellent. Demonstrates outstanding, honors-level work.90 A- Excellent work.87 B+ Very Good. Demonstrates a high level of performance.83 B Good. Demonstrates above average level of performance.80 B- Good. Still above average77 C+ Demonstrates competence. Average level of performance.73 C Satisfactory. Demonstrates acceptable level of performance.70 C- Minimally acceptable performance.60 D Passing but unsatisfactory. Below average performance.59-0 F Failure. Demonstrates incompetence: inferior performance.

The following grading standards provide further guidance for your written work.

“A” work: (1) Responds fully to the assignment; (2) Expresses its purpose clearly and convincingly; (3) Is directed toward and meets the needs of a defined audience; (4) Begins and ends effectively; (5) Provides adequate supporting arguments, evidence, examples, and details; (6) Is well-organized and unified; (7) Uses appropriate, direct language; (8) Correctly acknowledges and documents sources; (9) Is free of errors in grammar, punctuation, word choice, spelling, and format; and (10) Maintains a level of excellence throughout and shows originality and creativity in

realizing (1) through (7) “B” work: Realizes (1) through (9) fully and completely—and demonstrates overall

technical excellence—but often shows little or no original insight or creativity.

“C” work: Realizes (1) through (9) adequately—and demonstrates overall competence—but contains a few, relatively minor errors or flaws. A “C” paper may show great capacity and originality, but those qualities don’t make up for poor or careless writing. A “C” paper usually looks and reads like it would benefit from some additional drafts or research.

“D” work: Fails to realize some elements of (1) through (9) adequately—and contains many serious errors or flaws, and usually many minor ones, as well. A “D” paper often looks and reads like a first or second draft.

“F” work: Fails to realize several elements of (1) through (9) adequately—and contains many serious errors or flaws, and usually many minor ones, as well. An “F” paper looks and reads like a first draft written the day before the paper was due.

WARNINGS, THREATS & INFORMATION…

Course Grade1. Participation (10%) 2. Service-Learning Assignment (10%)3. Quizzes (15%)4. Midterm (15%) 5. Fisk Project (10%)6. Paper (25%)

1. Initial One Page Write-up (5%)2. Presentation (15%)3. Outline (20%)4. Research Component (50%)5. Final Concluding Page (10%)

7. Final exam (15%)

*Please note: the grade book maintained at Turnitin.com will not accurately show your course grade. You should use the grade book only to see your grades on individual assignments. Please see the attached sheet on how to calculate your course grade at any point during the semester.

AttendanceAttendance will be taken each class period. Students will be allowed four absences across the semester and these can be used for any reason. There will not be any additional excused absences allowed and any absence beyond the four allotted will result in a 10% deduction in the final course grade. Any absences beyond six will result in a failing grade in the course without warning. If you miss a class for any reason, make sure that you get the notes from the day you missed from a classmate. I do not give out my class notes, but if you have specific questions after reviewing a classmate’s notes, please feel free to contact me. Students are expected to attend all classes, arrive promptly and well-prepared, and to conduct themselves respectfully in their interaction with class members. Your attendance will be marked when your name is called. If you are not present when your name is called, you will be marked absent.

Cell phones must be turned off and placed in your bag. If you are seen text-messaging in class or carrying on an extended conversation with a classmate during lecture, you will be asked to leave.

Laptop PolicyLaptops are not allowed in class. You may bring your laptop to class to give your presentation or you are free to use mine to do so as long as you email it to me before class.

Academic HonestyNorth Park University’s policies on academic integrity regarding issues of plagiarism and cheating will be strictly enforced. All written assignments (other than papers) must be submitted electronically via email. All papers must be submitted digitally via Turnitin. Please note that any instance of plagiarism of cheating is sufficient reason for a grade of “F” for the course. Plagiarism is most likely to occur when you do not understand the assignment, do not understand research methodology, or do not have an argument of your own. If that is the case – do NOT risk your academic career or your own ethos or credibility by plagiarizing or handing in less than honest work. Instead, come see me. Tell me what your difficulty is. I can help you. That is my job.

Late WorkPlease note that late work will not be accepted. Missed quizzes or exams due to an unexcused absence cannot be made up. All papers must be submitted to Turnitin by 11:59 pm on the day due to receive credit.

Disability Statement Students with disabilities who believe that they may need accommodations in this class are encouraged to contact the Center for Academic Services at 773-244-5737, advising@northpark.edu or stop by the office located on the 2nd floor of the Student Services Building. Please do so as soon as possible to better ensure that such accommodations are implemented in a timely manner. If needed, appointments can be relocated. For further information please review the following website: www.northpark.edu/Home/index.cfm?northpark=ada.ada_main

Research AssignmentThis course will require a research assignment comprised of writing a total of five pages and an in-class presentation. Students will sign up for a topic and offer a 3-5 minute presentation to the class on their topic on a corresponding date on the syllabus (i.e. students writing on Old Testament topics will present earlier in the semester than students writing on New Testament topics). See the prompt for the research assignment at the end of this syllabus for due dates. Note: I will read a draft of your paper and give you feedback on it if it is submitted at least one week before your due date and if you sign up an office appointment to discuss your paper. Additional paper guidelines are at the end of this syllabus.

Papers will only be accepted electronically through Turnitin. If you have problems submitting to Turnitin, email me a copy of the paper to ensure it is received on time. It remains your responsibility to submit the paper through Turnitin. No paper will be graded until it is submitted via Turnitin. Please note that papers will only be accepted in .doc, .docx and .rtf formats.

Fisk AssignmentEach student will be assigned to a group of 5-6 other students. Each group will be responsible to find some way to creatively teach and discuss one assigned chapter from Fisk to the rest of the class for ½ of a class period. Each group must submit their plans for their lesson one week prior to the assigned day in class. Additionally, individual group members must submit all notes and preparatory work to me individually. Students will be graded individually for their work with the

expectation that students will each do an equal share of the work. If one student does not sufficiently complete his or her work, the other members of the group will not be penalized for that (and I will not expect that they do that person’s share of the work). Any student who does not submit sufficient documentation of preparatory work will not receive a passing grade.

Examinations Quizzes will be given periodically during the course of the semester. Each quiz will be a series of questions on the assigned reading for that day. Missed quizzes cannot be made up, but I will drop the lowest quiz score at the end of the semester.

Examinations must be taken on the day they are scheduled and will not be given early. Students who miss an exam will receive a grade of 0 for that exam except in the case of severe illness documented by the Dean of Students. Students fall under this category are responsible to arrange with the instructor to make up the missed exam. Failure to arrange for this make-up will result in a failing grade for the exam.

As preparation for the midterm and the final exam, students should review all reading assignments and lectures. The final exam is comprehensive, though its emphasis will be on the material studied after the midterm.

CommunicationYou should feel free to email your professor about the course, but please note the following guide-lines. Be respectful and thorough, yet concise. Start all emails with the appropriate greeting and finish them with the appropriate closing. Read and edit all emails before you send them. Do not expect an immediate response. Your professor checks and responds to student email once per day M-F.

Students are strongly encouraged to be in communication with me regarding any questions or con-cerns about the course. Please do this early. It is much easier to address concerns about a grade early in the semester than it is to do so late in the semester. By late in the semester, much of the grade is already determined. For your own privacy, please do not make inquiries about your grade after class, but rather email me or come see me in the office.

Please make sure you consult this syllabus before sending an email. Please note that emails ask-ing questions covered in the syllabus will not receive a response.

A Hitchhiker’s Guide to Jesus: Group Assignment

From the SyllabusEach student will be assigned to a group of 5-6 other students. Each group will be responsible to find some way to creatively teach and discuss one assigned chapter from Fisk to the rest of the class for ½ of a class period. Each group must submit their plans for their lesson one week prior to the assigned day in class. Additionally, individual group members must submit all notes and preparatory work to me individually. Students will be graded individually for their work with the expectation that students will each do an equal share of the work. If one student does not sufficiently complete his or her work, the other members of the group will not be penalized for that (and I will not expect that they do that person’s share of the work). Any student who does not submit sufficient documentation of preparatory work will not receive a passing grade.

Assignment DetailsYour group has been assigned one chapter from Fisk. You will be given 25 minutes to creatively present the material in the chapter to the class (and extra points will be given for exceptional creativity). You need to also produce a one page study guide that covers the main points of your presentation. You will submit this to me via email and I will make it available to the class on WordPress. After all of the groups have presented, the class will vote on the group that had the most engaging, entertaining, funny and helpful presentation (groups will not be allowed to vote for themselves). Each member of the group with the most votes will receive 10 points of extra credit in the category of the gradebook in which it is most needed. The group with the second highest number of votes will receive five points of extra credit in the category of the gradebook in which it is most needed. I do reserve the right to not award extra credit to an individual group member if that person has failed to do his or her share of the work for the presentation. . Key Things to Cover:

1. Geography – You need to track down a map of first century Palestine (scanning a copy of one of the maps in the HARPER COLLINS Study Bible is fine) and locate all of the geo-graphical places mentioned in the chapter on the map. Mark them on the map and note the story or stories associated with them (name the stories rather than giving scripture refer-ences).

2. Major Figures – The book refers to a number of ancient figures and contemporary scholars in each chapter. Identify each of these figures (you do not need to mention anyone who ap-pears in the New Testament or Randall Guilder, Norm’s professor) and talk about the signifi-cance of that figure. Who were (or are) each of them? Why does Norm mention them? What is the role each of them plays in Norm’s quest to better understand Jesus?

3. Political Issues – Norm also mentions the tragic Israeli-Palestinian conflict several times throughout the book. What does he mention in your chapter? Explain what he discuses and find relevant background information.

4. Contested passages/stories – Norm covers a number of places in the gospels and Acts where passages or stories seem to contradict one another. Discuss which passages or sto-ries seem to be problematic and what Norm concludes regarding them. Also discuss what you think about these issues.

Interfaith Service Learning Project

One of the most important things about North Park is its Chicago context. North Park deeply values being part of the city and welcoming people of different backgrounds. Although we are studying the biblical text in the context of a Christian university, one can learn more about one’s own faith by forming relationships with (and also reading the texts) of people of other faiths or no formal faith. One of the best ways people of other faiths can come together is through service. As a result, the service-learning requirement for this course requires students to serve with an organization repre-senting a different faith tradition.

Students will spend 8 hours serving with one of the listed organizations (a couple of additional groups will be added during the first week of the semester) and write a 3 page (double spaced) re-flection of your experience. Please reflect particularly on your service in relationship to both (1) your own faith tradition (whether that is Christian, Jewish, Muslim, another faith, no faith, or a spiri-tual but not religious perspective) and (2) the major themes of this class including but not limited to the relationship between God and humanity, God and Israel, or Jesus and his followers. You must provide a letter with your paper from the organization with whom you served verifying your 8 hours of service.

Engage Chicago Opportunities

Indo American Center6328 N California Ave, Chicago, IL 60659http://indoamerican.orgAbout: The Indo American Center (IAC) addresses the needs of South Asian immigrants as well as people from more than twenty nations the world over. IAC provides services that facilitate their adjustment, integration, and friendship with the wider society, nurture their sense of community, and foster appreciation for the diversity of culture and heritage. Role: Volunteers will work directly with the Indo American Center’s Adult Literacy (ESL) Program. The Adult Literacy Program provides the volunteer with assistance in the classroom, one-on-one mentoring and tutoring, and perhaps teaching a lesson (once the volunteer has a better grasp on the class). The volunteer will help the client work on grammar, speaking, writing, and listening. There are between 10-20 Adult ESL students in the class. Hours: 10am-12:00pm (Mon-Fri); once a week opportunityTransportation: 93 California Bus (Devon/California)

Muslim Women Resource Center6377-6399 N Western Ave, Chicago, IL 60659http://www.mwrcnfp.org/Sima (773) 764-1686 sima@mwrcnfp.org About:The Muslim Women Resource Center assists immigrant and refugee Muslim women and their families in overcoming cultural and language barriers, while empowering them with the appropriate occupational skills for them to become self-sufficient and ready to enter the job market.

Role: Receptionist (2 or 3 students to cover receptionist) , social media and twitter (flexible) can work remotely, 5 - 7 of our students

Jewish Child Family Services 3145 W Pratt Blvd, Chicago, IL 60645www.jcfs.orgAbout: Jewish Child & Family Services provides vital, individualized, results-driven, therapeutic and supportive services for thousands of children, adults and families of all backgrounds each year, facing challenges with life transitions, mental health, developmental/intellectual disability and basic human need.Role: Students will go to the JCFS Rogers Park location to interact with clients who have developmental disabilities. Students will take part in movie nights and game nights at the facility. (2 students needed)Hours: Once a week (2 hours)Note: It takes 6-7 weeks for the volunteer to be screened

The Council for Islamic Organizations of Greater Chicago (CIOGC)231 South State Street, Suite 300 (Loop Chicago)About: CIOGC seeks to be the unifying federation of Islamic organizations of greater Chicagoland, the leading advocate of Muslim community interests and a catalyst for enriching society. Role: Students will engage in an interfaith dialogue with members of CIOGC and also partake in a service learning project and facilitate client relationships. Hours: TBD Buddhist Temple of Chicago, Upaya Group (volunteers)1151 W. Leland Ave Chicago, IL 60640About: The Upaya Group is an all-volunteer effort that is affiliated with the Buddhist Temple of Chicago. They seek to foster a deeper sense of fellowship through service.Role: Cooking alongside Upaya Group members, students will assist them in delivering food to homeless communities in Uptown. (10 students)Hours: Wednesday evenings during the Fall semester, 2-3 hours

Jewish Women’s Foundation of Metropolitan Chicago30 S. Wells St. Chicago, IL 60606 Point of Contact: Sarah KalishAbout: The Jewish Women’s Foundation of Metropolitan Chicago seeks to expand and improve opportunities for and choices in all aspects of Jewish women’s and girls’ lives through strategic and effective grant making. The Foundation empowers Jewish women as leaders, funders, and decision-makers. Role: Students would provide administrative support in their Loop office. Will need students’ resumes.Hours: TBD

Introduction to the BibleResearch Assignment Prompt

You have signed up to present and write on a particular passage in the Bible. The sign-up sheet will be posted on WordPress should you forget the date you have chosen. This assignment is designed to help you understand the original context of one biblical passage. This assignment has four components:

1. You should read the passage without looking at the notes or articles in your Harper Collins Study Bible. Write one page (double-spaced) about what you think the passage is about. If you have studied the Bible before, pretend that you do not know anything about the culture of the Bible and that you only know our own contemporary culture. This is due Sepbember 2. You should also complete the plagiarism tutorial by September 2. To complete the tutorial, visit http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php. The results should be printed out and turned in to me during class.

2. Write a three page research paper, in which you state and defend a debatable thesis that addresses how contextual information sheds light on the meaning of a particular biblical passage (see thesis example below). A paper that simply retells or summarizes the biblical passage will not adequately respond to this assignment. A paper that gives a spiritual interpretation or reads like a commentary on the text will not adequately respond to this assignment. This part of the assignment is due on the date of your presentation. This component must have an attached bibliography that meets the requirements in the paper guidelines. This component must also have the thesis and the topic sentences of each paragraph in bold.

3. Give a 3-5 minute in-class presentation that introduces the class to your topic. You must include the following components:

1. A brief summarization of your passage (do not read your passage to the class).2. An explanation of what you thought the passage might be about prior to your

research.3. A statement of your thesis, which should explain how researching the original

context of the passage increased your own understanding.4. A brief statement about the types of sources you have used for this

assignment.4. Write a one page conclusion for the assignment in which you reflect on how

contextual information has helped your own understanding of the passage. What is the difference between what you wrote in your preliminary page and what you wrote in your concluding page? This is due one week after your presentation.

Thesis examples:

1. 2 Kings 5 is only fully clear when it takes into account Namaan’s status as a Syrian. 2. In order to fully understand John 4, one must take into account relations between Jews and Samaritans in the first century.

Also note that you are researching the original context of a passage. This means that you are trying to understand how the original audience (first readers) of the text would have understood it. As a result, if you are reading a prophetic passage from the Hebrew scriptures, you should not be talking about how it applies to Jesus. If you wanted to write a paper connecting Jesus and the Hebrew prophets, you would want to select a New Testament passage in which the author applies the words of one or more of the Hebrew prophets to Jesus.

*NB: Please also see the paper guidelines for information about due dates, number of sources and documentation of sources.

Intro to the BibleResearch Assignment Guidelines

FormatPapers are to be double-spaced, using 12-point font, with regular 1-inch margins on the top, bottom and sides.

Submission of Bibliography, Thesis Statement and PaperEvery component of this paper must be submitted to Turnitin. I will not accept hard copies of your paper. If you have trouble submitting any part of this assignment to Turnitin, you may email it to me to verify that it has been completed on time, but I will not grade it until it is submitted to Turnitin. Any problems with Turnitin must be addressed by emailing distributedlearning@northpark.edu. Doing this is the responsibility of the student. Please ensure that you submit the correct document to Turnitin. The document you submit to Turnitin is the one which will be graded as your paper.

Thesis Statement and Topic SentencesIn the research component, your thesis statement and the topic sentences of your supporting paragraphs must be in bold. You will lose one letter grade on this assignment if this is not done.

Use and Documentation of SourcesI will not accept any paper that does not contain all sources documented with references (with page numbers) throughout its text and an accompanying bibliography at the end. A general rule of thumb regarding the number of sources for undergraduate papers is three sources per page. Because the research component of this assignment is three pages, you must have a minimum of nine sources in this paper.

Your bibliography must include both primary sources and secondary sources for the text about which you are writing. A paper on a section of Galatians should reference both the book of Galatians itself and various commentaries on Galatians. You should include a variety of sources including articles from the ATLA database, Bible dictionaries and academic commentaries such as The Anchor Bible series or the New International Commentary on the Old Testament or the New International Commentary on the New Testament. You may not cite the study notes of any study Bible other than the HARPER COLLINS study Bible. All secondary sources must have been written within the past 20-30 years.

You need to consult at least two of the following commentaries (two letter grade penalty for failing to do this): The Anchor Bible seriesThe New International Commentary on the Old Testament The New International Commentary on the New TestamentThe NIV Application CommentaryWord Biblical Commentary

You must consult both of the following commentaries (two letter grade penalty for failing to do this):The IVP Bible Background CommentaryThe Zondervan Illustrated Bible Background Commentary

All quotations from the Bible should be from the HARPER COLLINS Bible. They should be in the following form: John 14.6, HARPER COLLINS. You must put verse and not page numbers.

You should also look at Bible dictionaries and journal articles. The best place to start is with the ATLA religion database available on the NPU library’s website.

Please also note that clear references to your sources are crucial to research. You must have a reference whether or not you actually quote the source in question. If the idea in your paper did not originate with you, you must reference its source. You should also take care not to let quotations make your argument for you. You should mention a particular source’s ideas and then respond with your own thoughts. If you agree, you should state why you agree, why that source’s arguments were compelling, and why you do not agree with another source’s position on the issue. You must use a standard form of citation (MLA, Chicago Manual of Style, APA, etc.). You will fail this assignment if you submit it without references (with page numbers) throughout the text. If you are not sure how to do this, please come see me.

Please note that you may include books on your bibliography that you don’t actually cite. If you include a book on your bibliography that you do not cite in your paper, you need to annotate those entries in your bibliography with 2-4 sentences that sum up what in the book was relevant to your paper and why you didn’t cite it in the body of your paper. Note that non-cited books should make up no more than 25% of your bibliography. Any non-cited books that make up more than 25% of your total bibliography will not count towards your source total.

You should not cite Webster’s Dictionary or the Oxford English Dictionary (and others like them). If you need to define a word in the course of this paper, you should consult a Bible dictionary.

You will lose two letter grades on this assignment if you consult any internet sources other than those available on the North Park University Library Website (i.e. ATLA). You will automatically fail this assignment if you list Wikipedia as a source.

You may cite assigned course texts for this paper, but those sources will not count towards the number of required sources in your bibliography.

Use of Popular SourcesYou may not use popular sources for this paper. If you are not sure whether a book is popular or academic send me the full bibliographic information for the book and I will look at it. If you use popular sources you will be graded down two letter grades. In general, the authors of your primary and secondary sources coming from the 20th or 21st centuries should be academic theologians, philosophers, or biblical scholars whose major writings have been reviewed in academic journals. You may also use the writings of academic theologians, philosophers or biblical scholars who hold full-time faculty positions at accredited universities.

Academic HonestyI will strictly enforce North Park University’s policies on academic honesty. All students who have not already done so in another course taught by me must complete the plagiarism tutorial found at http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php. The results should be printed out and turned in to me during class. This must be done by the end of the second week of class. If it is not done by then, a 10% deduction will be taken from your total paper grade. You will be allowed to sign up for a paper topic as soon as you have turned in a plagiarism tutorial.

As always, I am available by phone, email or office hours to answer questions you may have about this assignment or if you need assistance selecting a paper topic.

Presentation DateIf you become aware that your presentation date will be a problem for you, come see me right away. We can schedule an earlier presentation for you, but no presentations can be done later than the date for which you signed up.

Paper GradePlease note that an A paper is one that goes above and beyond the requirements of the prompt and is excellent in conception and execution. A B paper is one that does a good job of responding to the prompt. A C paper is one that does an adequate job responding to the prompt. If your paper does not indicate that you have read the prompt and followed the paper guidelines, it will receive a failing grade.

Research Assignment Checklist

_____1. Preliminary One Page Write-up – Due September 2.

_____2. Presentation – Due on the date you chose in class (see WordPress for the sign-up sheet if you don’t

remember what day you chose.

_____3. Research Component (3 Pages) – Due on the day you present. Make sure that you have in-text

citations or footnotes with page numbers for everything in your paper that is not your own original thought, whether or not you directly quote the source.

_____4. Final Concluding Page – Due one week after you present.

The Care and Feeding of a Research PaperA Step-by-Step Guide to Taking Your Paper From Birth to Walking it Down the Aisle

1. Determine your paper topic. If you are in BTS 1850, this is mostly done for you. If you are in any other course and are

having trouble with this, come see me.

2. Gather sources on your topic (visit the library). Review the passage or topic you are researching. Get 2-3 commentaries (or 2-3 theological dictionaries and encyclopedias if you are not in

BTS 1850) and photocopy the relevant pages and bibliography for that passage. Go to the library’s website and enter your scripture passage as a “Scripture Citation” in the

ATLA religion database. If you are not in BTS 1850, enter your topic into ATLA. Start making a bibliography from the commentaries, the references they cite, and other arti-

cles you find on ATLA. Look at Bible Dictionaries and Encyclopedias for important terms in your passage. Ask questions about your passage (or topic) and look for answers in the sources you are us-

ing. Go to the library and talk with the reference librarians if you are having trouble. They can

help you use the tools at your disposal in the library to find additional sources. Do not be afraid to ask them for help. They are paid to help you. If you ask them for help, make sure you give them your specific topic rather than simply saying that you are writing a paper on the Bible.

Acceptable vs. Unacceptable Sources The quality of a paper is most frequently determined by the sources used. As mentioned

before, you should consult a variety of sources. Bible dictionaries or Bible encyclopedias are a good place to start to get an overview of a topic in biblical studies. Theological ency-clopedias and theological dictionaries can be a good place to start for a topic in theological studies. Commentaries, specialized books, and journal articles can help you zero in on spe-cific information with which to support your thesis.

Remember that you cannot use popular sources. This includes publications like Christianity Today or The Covenant Companion.

Again, you must use recent sources. Do not use anything that is more than 30 years old. Remember that you also need to make use of both primary and secondary sources. Pri-

mary sources are sources from the person or event about which you are writing. If you are writing a paper on Luther, for example, your primary sources will be the writings of Luther. If you are writing a paper for Intro to the Bible, your primary source is the Bible.

3. Read your sources. You do not need to read entire books or articles, but you do need to find the material in your

sources that will be most helpful for your paper and read those sections very carefully. Summarize in a short paragraph the main point of what you have read without looking at it.

If you can’t do this, go back to the beginning and look for the thesis statement. In order to evaluate the article, you must have the main argument in mind.

Where is the author coming from? Make a short list of what you can tell about the author from the content of the article. In order to evaluate the claims of a particular author, you need to know what that author’s assumptions are.

What evidence does the author use to support his or her main point? As you read, write down these points as you come to them.

What do you think? Does the evidence given in the article support the author’s claims? In your opinion, are the arguments weak or strong? What conclusions can you make about the issue discussed in the article? What evidence do you have to support your own conclu-sions?

4. Move towards a thesis statement and outline. Your thesis statement will clearly articulate your main argument in the paper. Your thesis

should answer the question that is prompting your research. Once you have arrived at a thesis statement, you should begin to construct an outline of your paper.

In your outline, you should determine what things you will need to prove or show in order to support your thesis. If you are (for example) arguing that understanding the relationship be-tween Jews and Samaritans in the first century is crucial to understanding John 4, then you will need to spend some time explaining what those relationships are like.

5. Using your sources, begin to write your paper. You should now take your outline and flesh it out in prose form. Below are some things to

keep in mind.

Introduce your topic When you write the introduction to your paper, you want to get the attention of your reader;

however, you should avoid writing an introduction that simply moves from a broad idea to a narrower one, as these introductions are usually not effective. Examples of these introduc-tions start with statements like, “Since the beginning of time,” “Many people say,” or “Throughout history.” Do not use these constructions for your introduction.

Make claims in your paper from your research The claims you make in your paper must be supported by your research. You should be ar-

guing for a particular reading of the biblical passage you are examining, but you should not make any claims that are not supported by the research you have done.

You can and should draw conclusions from the sum of your claims at the end of your paper, but your claims must be grounded in solid research.

Refer to your sources throughout your paper References are critical to research writing. You must cite quotations, but also ideas even if

they are not quoted. When you use quotations, you can have two potential problems:

o Using too many quotations—it is always better to state ideas in your own words (but still footnote the sources of those ideas).

o Letting your quotations make your argument—this is the Tarzan approach that swings from one quotation to the next (like swinging from one vine to the next) with-

out doing anything substantial in between. When you use quotations, you need to re-spond to them and say substantial things from your own thinking about them.

Often, you only need to summarize a scholar’s ideas, saving quotations for only rare occa-sions in your paper. Do not use a quotation without responding to it. You should be using the work of others in order to support the point you are trying to make.

References are required whenever a person’s ideas or data are used, not just for quo - tations.

Remember that you could potentially fail this assignment if you do not properly document your sources. Failure to document your sources constitutes plagiarism/academic dishon-esty.

Make sure you give a page number with every citation. The reader of your paper should not have to browse an entire book to check your sources.

6. Revise, revise and revise again. Once you have a rough draft of your paper, you will need to revise it multiple times looking

for errors in organization, grammar, mechanics and so on. This is also a great time to take your paper to the writing center.

How to Critically Read a Text(Based on Mortimer Adler’s How to Read a Book)

Part I – Interpretive Reading 1. Summarize : Briefly state what the whole work is about. This statement should indicate how

the argument moves from beginning to middle to an end. Label each part. (This is a state-ment of the work’s unity; it reveals the thread that runs through the whole and relates all parts to each other.)

2. Define the problem(s) the author is trying to solve. (Each problem represents a question and should therefore be written in question form.) For each question you list, you should present at least one argument that answers it.

3. Basic Words : Come to terms with the author by interpreting his/her basic words. (Basic words are words that are crucial to the argument). Define words that have special signifi-cance for the author and for the argument in the way the author defines them.

4. Leading Propositions : Grasp the author’s leading propositions (views which he/she puts for-ward) through dealing with the most important sentences. Translate them into your own words to show you have grasped the propositions.

5. Conclusions : Find the conclusion in which the propositions lead. (The propositions plus their conclusions equals an argument).

State #4 and #5 in a sentence outline:Proposition One: X is true.Propositions Two: Y is true.Proposition Three: Z is true.Therefore, because of Propositions X, Y and Z, __________ must be true.

When you have enumerated all the propositions and their conclusions, you must present a summary of the whole in which you repeat the conclusion of the entire work toward which these conclusions point. In other words each conclusions of the work’s argument has become a proposition of the central argument of the work. You will write that like:

Conclusion 1=XConclusion 2=YConclusion 3=ZTherefore, the overall conclusion of the work = XYZ

2. Analyze : Determine which of the problems the author solved and which she/he did not; and of the latter, decide which the author knew she/he failed to solve.

Part II – Critical Reading1. General Maxims

a. Do not begin criticism until you have completed analysis and interpretation. (Do not say you agree or disagree until you can say that you understand).

b. Do not disagree disputatiously or contentiously.c. Respect the difference between knowledge and opinion by having reasons for any critical judgment you make.

2. Specific Criteria for Points of Criticisma. Show where the author is informed or uninformed.b. Show where the author is correct or misinformed.c. Show where the author is logical or illogical.d. Show where the author’s analysis or account is complete or incomplete.

Calculating Your Course Grade

1. Average all of your quiz scores. Multiply that number by 10. That will be A.

2. Multiply your initial one page write up grade by .05. Multiply your presentation grade by .15. Multiply the research component grade by .7. Multiply your final concluding page grade by .1. Add those four numbers together. That will be B.

3. Your Fisk Project grade will be C.

4. Your midterm exam grade will be D. Your final exam grade will be E.

5. If you have been present and engaged in class with minimal lateness, and you have not been texting in class or working on work for other classes, your participation grade will be 75. If you have been doing all of the aforementioned things, and you have been regularly asking or answer-ing questions during class, your participation grade will be 85. Participation grades in the A range are earned only by students who go well above and beyond the requirements of the course. These grades will only be given at the end of the semester. This grade will be F

6. Your grade = (.15*A)+(.25*B)+(.1*C)+(.2*D)+(.2*E)+(.1*F)

7. Please note that rounding grades up is at my sole discretion and will only be considered at the end of the semester.

Online Course ResourcesTurnitin Course Registration1. Go to www.turnitin.com2. Look at the top right hand corner of the page and click “create account.”3. Turnitin will ask for a class id and enrollment password.

a. Class id: 14470751b. Enrollment password: BTS1850

4. For course content (readings, assignment sheets, etc.) visit mveeneman.wordpress.com and click on the link for our course on the upper right-hand corner of the page. The pass-word for the page is NPUBTS.