Theology

PAPER ON A SOUTH KINGDOM PROPHET THL 217-UCB Fall 2019

INTRODUCTION

The following instructions are intended to describe the expectations for this paper. This course does not actually teach how to write a major paper, although it might help with the process. It requires this ability for taking the class, or asks that students get help at the writing center.

When grading your paper, the instructor will assume that you have followed these instructions, or, where they are not followed, will assume that you calmly chose not to do so. That is of course your free-will choice, and the instructor will respect your choice by calmly grading your paper accordingly.

LOGISTICS

 Worth 15 points = 15% of final grade.  Length: 1100-1900 words, or more; 1100 is basic level to pass, at least 1900 of solid content for

a top grade.  At the top put your name, course and section number, a title, and the word count.  To submit it: click on “Paper on a South Kingdom Prophet” in the Unit 4 module.  In the “Comments” area, please include the name of your chosen book, e.g., Jeremiah paper,

Micah paper. I will expect great lines like "Arwen Evenstar's Shining Isaiah paper," "Yoda's Micah paper--Brilliant It Is," etc. I’m sure you guys can do better.

 Due Mon Nov 25.  If you qualify for more time, you will normally receive 3 extra days. This would normally be

for emergency (e.g., injury, illness, significant family needs), or if English is not your first language, or if you have a documented learning disability. Get in touch by email to arrange this. I prefer Creighton email rather than Blueline for this.

THE ASSIGNMENT

Topic: Choose your book Choose one of the following books of the Old Testament: First Isaiah, Micah, or Jeremiah. Each

of these contains a significant amount of subject matter relating to force, violence, and social justice.

Teach this book to someone else, with special attention to that subject matter (force, violence, and social justice) which is found in your chosen book. So a basic summary of the assignment is “social justice in Micah,” etc. Include the following:

 Describe the book, and explain its content and meaning in its various original contexts, such as historical, geographical, social, economic, political, cultural, literary, and religious. (Not all of these will apply to every book.)

 For literary context, include its place in the Old Testament storyline or meta-narrative as a whole.) This means telling what came before that directly relates to your chosen book, and also telling what results or outcome came afterward that directly relate to your chosen

book.  Articulate a critical understanding of the themes of force, violence, and social justice in

particular, as found in your selected book. Functions like an exam. This paper functions somewhat like an exam on foundational course

knowledge on Unit 4, more than, say, purely creative thought or writing.

Required sources Use the following required sources:

 The textbook Bible or an equally good modern translation. Check with me if in doubt.  The relevant readings given in the Daily Schedule for Unit 4. This includes the textbooks

by Birch and Donahue, as well as the online readings found on Blueline in the module for this unit. Of course, you need to know and understand the subject matter for this course to decide what the relevant readings are, because this is a thinking person’s assignment to some extent.. Feel free to ask the instructor if in doubt.

FURTHER INSTRUCTIONS: CITATION, USING THE BIBLE, ETC.

No need to cite the online documents on Blueline. You do not need to cite the online documents posted on Blueline. But you still need to use them as sources.

Cite the textbooks fully, using a standard method. When you use the textbooks (Birch and Donahue), show this clearly.  Cite them using either MLA, or Turabian, or Chicago (Humanities), whichever one you wish

to use or are familiar with already.  Give in-text citations with page numbers, plus a Works Cited at the end.

Citing the Bible. See the section on “Using the Bible” below.

Cite other sources fully, using a standard method. Feel free to use other sources in addition to those required, as long as they are credible by the standards used in this course.  Cite them the same way as the textbooks (described just above).  Give the page numbers for print sources for in-text citation  Give a clickable hyperlink (URL) if it is not a print source, so that I can look it up quickly

and easily

Bible knowledge. Because this is a course in biblical studies, use good method as you have been learning in class. For example, explain biblical content and meaning according to its background and context. Be sure to explain the place of your answer in the Old Testament storyline or meta- narrative as a whole.

Your own views. Feel free to also express your own views in addition to (but not instead of) foundational knowledge for the course.

Your target readers. Write this for someone who has not taken this class, not for me. Explain things clearly in plain English.

 Your reader has an open Bible and has read the section of Bible covered by your paper, so you don’t need to give a systematic survey of the biblical story or content. For example, if you refer to the Exodus story, you can explain the meaning of that story, or something in it, without actually repeating the story itself, because your readers have already read it in the Bible or can look it up.

 A good way is to picture someone you know, and write it for that person.

Scripture, modern relevance, application. Include possible ideas on how your book might relate to later Christian theology, or how it may have been misunderstood or misused, or how it might be read as Scripture and applied in practice today. This can include thoughtful reflection on how any of this might apply to one or more specific issues of force, violence, or social justice today.

 As a result, this is a thinking person’s assignment which moves beyond foundational knowledge for the course. However, it must be built on foundational knowledge in order to give it substance and credibility.

Sample Paper. See the sample paper in the Course Information module for an example of how to do format, Bible references, etc..

 Heads-up: that sample paper is not for this assignment so the content there is different.

Using the Bible.  When you mention something in the Bible, give support or examples from the Bible to support

what you write.  Give the Bible "reference" (book, chapter and verse) every time you MENTION anything in

the Bible. Not just when you quote from it. Use the same style as in the textbooks and online readings.

 Sometimes it is good to quote a key passage from the Bible (rather than just giving a reference), as an example or basis for an important point in your paper.

 When you quote word-for-word from the Bible, do it clearly, with quotation marks around it, or as a block quote, so the reader knows for sure that it is a quote.

 Up to 6% can be deducted for shortcomings in Bible references and quotes.  Use a modern Bible translation for Scripture quotes. Up to 6% can be deducted for using a

Bible which is out of date, such as the King James Version.

Clear writing. How do you know if your paper is clear? Actually, you don't. In fact, you are the only person in the world who does not know if it is clear. Solution: do what the pros do. After you think you are finished:

 Step one: Read your paper out loud, slowly. Does it sound like clear English? If not, it will not read like clear English either. Fix it.

 Step two: Now get someone else to do the same. This could hurt a little. It better be a pretty good friend, or else someone who doesn't matter. Fix it again.

 Beware of the electronic grinch stealing your grade points. Specifically, beware of your spell checker changing your words into something that you don't intend, or your computer making other changes. This is a frequent and careless mistake. Proof-read carefully! Assume that every word is wrong, unless it is actually right.

 Write and proofread well! I look forward to reading your clean, flawless, perfect, intelligent writing.

Academic honesty

See the section on academic honesty in the syllabus. Short form:  What if you use an outside source, that is, a source other than those assigned as readings for

this unit? You need to cite it. Paraphrasing, or changing the wording, or changing the order, or any or all of those, are all plagiarism unless you specifically cite the source with in-text citation plus listing it in the Works Cited. Then it’s fine.

 Collaboration is good, if this is oral.  But nothing in writing.  Share nothing in writing with anyone who is a student at CU.  Use nothing in writing from someone else who is or ever was a student at CU, unless you

specifically cite it in-text and list the source in the Works Cited. Then it’s fine.

GRADING

Because this paper functions as an assessment of your biblical knowledge and understanding, grading will be based primarily on that knowledge and understanding rather than, say, original research or creative thinking. Your paper will receive a careful and fair grade, though without a detailed narrative assessment like for a research paper. However, you may request more detailed assessment if you wish, or if you want need it for future improvement.

The following criteria will apply to grading, in approximate order of importance:  Biblical knowledge and understanding; amount and quality of knowledge, thinking,

understanding, and using good methodology.  Other required course knowledge; input from relevant readings and classroom teaching.

Your paper should look like you are actually taking this course and making contact with its subject matter, however fleetingly. 

 Accurate knowledge and use (citation) of any outside sources.  Bible references and quotes. Up to 6% can be deducted for shortcomings in Bible

references and quotes. Follow the section on "Using the Bible" below.  Using a modern Bible translation. Up to 6% can be deducted for using a Bible which is out

of date, such as the King James Version.  Good writing, spelling, grammar, and punctuation.  A detailed rubric is provided at the end of these instructions. However, do not follow it

slavishly. The instructor will convert your work to its categories when grading. The list above is the most important for you for grading.

TIPS ON GETTING THE BEST GRADE

"Oh, I didn't notice that." Famous last words. Gang, when students question their grade and I point out how they didn't follow the instructions (sigh), the most common response is, "Oh, I didn't…."

Solution: start noticing. We live in a world where we are more successful if we learn to read,

understand, and follow written instructions. Here are the keys to success:

 The first key is to follow the instructions for the paper carefully. Every word. For example, note what the section on "Logistics" says for "the very best grade." Note what the instructions say for required sources. All the sections in the instructions are for real. In summary, it is important that each paper look like it is for the specific assignment as described, for this specific course. The assigned topic is not a general, wide open free-for- all in which any old source on the internet, or any thoughts you may encounter, or even any traditional teaching in Christianity, are appropriate. Do the actual assignment as described.

 The second key is one word: more. Bear in mind that the paper functions more like an exam on foundational course knowledge than, say, creative thought or writing. Cover every relevant section in the required sources, if possible. The key here is to stuff the word limit with as much knowledge and detail as possible. A good method is to draft the paper too long, then compress it. This is hard work, and it might hurt a little. But that's how.

 The third key is accuracy. Naturally, I cannot give a top grade for work with mistakes, so check everything for accuracy. Make sure you understand what you are reading before you write about it. This applies to everything from details like names or dates to whole concepts and main ideas. It is true that this takes time, but it’s worth it.

 The fourth key is clean, clear writing. Proofread your paper carefully for grammar and typos. Execute the citation system correctly. Don't hesitate to get help from the writing center for this. Many of the best student writers do it.

Result: win-win. Excellence earns you high grades. Giving earned high grades gives me

pleasure.

RUBRIC Here is the rubric for assessment of a paper in a Magis Core Biblical Tradition course. This paper is worth up to 15 points (which is 15% of the total grade), allotted as follows.

Content of the Text

3 The content of the text is presented accurately, in context, and nuanced (e.g., in relation to what is not stated, or with understanding of its significance in the text).

2.5 The content of the text is presented accurately and in context, but lacks any nuanced understanding.

2 Some assumptions, not evident in the text itself, are presented as the content of the text. 1 The content of the text is presented with numerous factual errors.

Literary Context 2 The literary context of the text (including its composition) is presented accurately and with

specific relevance to the interpretation of the text. 1.5 The literary context of the text is presented accurately, but plays little role in the interpretation

of the text or overrides the content of the text.

1 The literary context is addressed, but not accurately. 0.5 The literary context of the text is not evident in the interpretation of the text.

Social and Historical Context 3 The social and historical context of the text is presented accurately and with specific relevance

to the interpretation of the text. 2.5 The social and historical context of the text is presented accurately, but plays little role in the

interpretation of the text or overrides the content of the text. 2 The social and historical context of the text is addressed, but not accurately. 1 The social and historical context of the text is not evident in the interpretation of the text.

Critical Use of Evidence and Analysis 2 Evidence is used critically, and text and ideas are critically analyzed. 1.5 Appropriate and relevant evidence is cited, but its value is simply accepted rather than

assessed, or appropriate texts and ideas are utilized without critical thinking. 1 Evidence is cited, but its relevance to the argument is not clear. 0.5 Texts and ideas are presented with no analysis.

Argument 2 The essay demonstrates sound critical thinking, and the arguments are persuasive. 1.5 The essay demonstrates some critical thinking, and the argument exhibits a logical flow of

ideas. 1 The essay argues its thesis, and ideas are supported with some logical reasoning, but the

argument is incomplete or not well developed. 0.5 The argument does not develop the thesis, or is not supported with logical reasoning.

Style, Citation, Bible References 2 Paragraphs are well constructed and logically organized to support the flow of the argument; a

range of appropriate sentence structures is used; the grammar and syntax are evidence of standard written English.

1.5 The essay has noticeable style, grammar, or spelling errors; sentence structure is simplistic. 1 The essay contains an unacceptable number of errors in spelling, punctuation, grammar, or

syntax. 0 The essay is unreadable or incomprehensible.

Format 1 The essay is completed on schedule, limited to the specified word count. 0.5 The essay is generally formatted according to the guidelines, but is incomplete. 0 The essay is not formatted according to guidelines, or is late.