Major Paper on a Book of the Old Testament

MAJOR PAPER ON A BOOK OF THE OLD TESTAMENT

(Social Justice in Exodus)

LOGISTICS

The topic is (Social Justice in Exodus)

The other file is an example of an old student you can use it as a help but don’t make it the same

THE ASSIGNMENT

Choose your book. Choose one of the books of the Old Testament listed at due dates above.Each of thesecontains a significant theme or 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. Include the following:

Describethe 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.)

Articulate a critical understanding of the themes of force, violence, and social justice in particular, as found in your selected book.

Don’tjust repeat a previous paper. If you did the optional paper [instead of the online exam] for the unit your chosen book occurs in, do not repeat too much from that paper in this one. Naturally, there will be some overlap. But this paper will have more detail for your chosen book than your optional paper did. These are two separate assignments, and they should clearly look like it (the instructor will be checking). If necessary, choose a different book. For example, if you did the optional paper for Unit 1 and did a lot of it on Genesis, you should not choose Genesis for your major paper now.

Your target audience.Write this for someone who has not taken this class(not for me). Explain things clearly in plain English.

Youraudience has an open Bible and has read your chosen book. So you don’t need to give a systematic survey of the content of that book. For example, if you choose Exodus, you can explain the meaning of the plagues without actually repeating all of them, because your audience has already read them in the Bible, or can look them up.

Agood way is to picture someone you know and write to that person.

Oneuseful format (this is optional) is to write it as a letter to that person. True, it would be an unusual letter to have citations and a bibliography, but a letter just the same.

Sources. Use the followingrequired sources:

The textbookBible or an equally good modern translation. (Check with me if in doubt.)

Therelevant online readingsas given in the Daily Schedule.

Anythingin any of the textbooks which might be relevant, whether assigned as a reading in the daily schedule or not. Use the Table of Contents and/or the index in each textbook to find the relevant sections.

Knowledge taught by theinstructor in class.

Functions like an exam. This paper functions somewhat like an exam on foundational course knowledge, more than, say, purely creative thought or writing. However, feel free to express your own views in addition to (but not instead of) foundational knowledge for the course.

Your own views.

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

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.

Summary.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.

Grading.Because this paper will function as an assessment of your knowledge and understanding, grading will be based much more on the knowledge and understanding mentioned above than on original research or creative thinking. This means the paper will not be an easy high grade. But it will have other obvious merits, at least for some of you. Grading will of course need to be at my discretion, which means you will need to accept my judgment, because an assignment like this cannot be graded by empirical quantification or bean-counting alone.

Content.Amount and quality of knowledge, thinking, understanding, and using good methodology.

Class knowledge. Input from all the relevant readings and classroom teaching. Your paper should look like you are actually taking this class and making contact with the subject matter, however fleetingly.

Citation. A range of 1-10% can be deducted for shortcomings in citation.

Bible references and quotes. Inclusion as needed for integrity.Accurate use. Follow the section on "Using the Bible" below.

Good writing, spelling, grammar, and punctuation.

Usinga modern Bible translation.

Adetailed rubric for the assessment of a Magis Core Biblical Tradition course is provided below, at the bottom. However, do not follow it slavishly. The instructor will explain it, and will also convert your work to its categories when grading.The list above is the most important for you for grading.

FURTHER INSTRUCTIONS: FORMAT, ETC.

Sample Paper. See the “Sample Paper on a Book of the OT” in this module for a paper which illustrates citation, Bible references, etc., for any paper in this course

Citation.

The purpose of accurate citation is not rules or red tape but knowledge integrity. Knowledge is not credible if we do not know or cannot show exactly where it came from. This is especially important because biblical misinterpretation has often been carried into action harmfully. One way to limit this problem is to carefully maintain knowledge integrity through accurate citation of our sources, including the Bible itself.

System: choose MLA, Turabian, or Chicago (Humanities), whichever one you are familiar with already.

Use the standard method for your chosen citation system

Important: all 3 systems require in-text citation (not just a Works Cited list at the end)

Cite the online documents which the instructor authored using the format for unpublished papers

Give the page numbers for print sources for in-text citation

Include a Works Cited at the end

Givea clickable link (URL) in the Works Cited if you use an online source outside Blueline

Youdo not need to cite the instructor's lectures within the body of the paper itself. (It is true that there is a formal way to do this, but it would be a needless burden.) However, include an entry in the Works Cited like this:

Brubacher, Gordon. Class Lectures for Theology 217: "Social Justice in the Old Testament."CreightonUniversity,Omaha,NE. Spring 2016.

A citation is always in a certain, specific, widely-used form which readers instantly recognize as a citation, in the same way that they instantly recognize a stop sign and know what it means because stop signs are pretty much the same everywhere.

Thatform tells readers that a specific source for the info in question is listed in a specific, known, always-used form in a works cited list at the end.

Itis always in parentheses.

Thefirst word or words of the citation are always exactly the same as the first word or words of the listing for it in the works cited.

Objective and result

Readers can instantly recognize a citation when they see one.

Readers can instantly find the source it refers to in the works cited list.

Readers can easily go and find the real thing for themselves.

Using Works Cited Programs. I have no real problem with your using websites like EasyBib.com or CitationMachine.net, butbeaware that you can't always trust them for details. For example, both programs spelled the publisher wrong in several papers for a course last summer, and this made it look like students were copying someone else's Works Cited complete with spelling mistakes.

Therefore: I expect the results--i.e., the details--to be accurate in your papers. That’s what I will hold you accountable for, even if those websites do it wrong.

How not to do it.Imagine someone writes: "As reported by the Ignatian Solidarity Network, Jesuit leaders are actively engaged seeking humane comprehensive immigration reform.”

This example never actually does a citation. Sure, readers can see the words "As reported by the Ignatian Solidarity Network...." but so what? Maybe the writer made it up. Nothing clearly says to readers that they should look for a source in a Works Cited. They might figure that out, and go looking, and connect the dots. But this is making it too hard for them. This is assuming they can read the mind of the writer, or assuming that letting them figure it out is fine as long as enough clues are strewn somewhere in the paper. But this is not fine.Doit right.

If you are unsure how to do your citations and works cited list, use MLA style as described by the Purdue U. Online Writing Lab.

Start with this web page, which has the basics for citation:https://owl.english.purdue.edu/owl/resource/747/02/

Forthe works cited list, start here:https://owl.english.purdue.edu/owl/resource/747/05/

Foranything else, click on the headings along the left side of the Purdue web pages above.

Good tip: to find how to do something in citation,just google a search string. For example, to find how to cite an unpublished manuscript (such as the online readings authored by the instructor), googlea search string like"How to cite an unpublished paper in MLA." Chances are that the exact place on the Purdue websitewill be on your first screen of hits, because the Purdue website is very widely used as a standard.

Using the Bible.

Whenyou 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.

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.

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

Use a modern Bible translation for Scripture quotes.Grade penalty of 6% if not.

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 doesnotknow 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 itsoundlike clear English? If not, it will notreadlike 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.

Not Ready. What about papers that do not follow the instructions?

Ifyour paper is too rough, or does not follow major instructions (e.g., no citation or no Bible references), it will be my duty to return it to you as "Not Ready," that is, not ready yet for me to grade.

Then you will improve the things required and submit it again. I'll accept that one and grade it, but give it the same deduction as if it were late. (For how that works, see "Due Dates" in the “Course Information” module.)

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:

Thefirst key is to follow the instructions for the paper carefully.Every word. For example, note whatthe 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.

Thesecond 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.

Thethird 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.

Thefourth 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 detailed rubric for assessment of a Magis Core Biblical Tradition course. The instructor will explain it in class, and will also convert your work to its categories when grading. The paper is worth up to 25 points, allotted as follows.

Content of the Text

4 The content of the text is presented accurately, in context, and nuanced (e.g., in relation to what is notstated,or with understanding of its significance in the text).

3 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

4 The literary context of the text (including its composition) is presented accurately and with specific relevance to the interpretation of the text.

3 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.

2 The literary context is addressed, but not accurately.

1 The literary context of the text is not evident in the interpretation of the text.

Social and Historical Context

4 The social and historical context of the text is presented accurately and with specific relevance to the interpretation of the text.

3 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

4 Evidence is used critically, and text and ideas are critically analyzed.

3 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.

2 Evidence is cited, but its relevance to the argument is not clear.

1 Texts and ideas are presented with no analysis.

Argument

4 The essay demonstrates sound critical thinking, and the arguments are persuasive.

3 The essay demonstrates some critical thinking, and the argument exhibits a logical flow of ideas.

2 The essay argues its thesis, and ideas are supported with some logical reasoning, but the argument is incomplete or not well developed.

1 The argument does not develop the thesis, or is not supported with logical reasoning.