Strange Tales From the Bible
INQ 110F
Block 10 Tu/Th 10:10-11:40 West 111
Dr. Paul Hinlicky
West 303 –375 2454 **
Office Hours: TuTh 9-10am or by appointment
Objectives and Content
The objective of this course is to improve critical thinking and writing skills. It prepares students for their careers at Roanoke College by learning “close reading” of striking stories from the Bible that are selected just because they bewilder contemporary readers. Our pursuit of critical thinking and writing in this class will be through detailed investigation of the "afterlife" of Biblical texts, that is, how stories from the Bible are passed on and taken up afresh, thus becoming subject to multiple and varying interpretations in differenthistorical contexts, beginning with their re-appropriation and retelling within the Bible itself.Students will naturally enter class with some ideas of their own about the Bible.This course makes no assumptions about the validity of such ideas. The short writing assignments, as well as the longer essays, are all designed to help students articulate their current views and the evolution of them in response to close readings and critical discussion.
In this course we will first read the Bible’s first book, Genesis – a book full of “strange tales” about origins, to get a sense of its plotline as found in the Biblical canon. Then we will focus upon some specific stories from Genesis whose strangeness has sparked the interest and imagination of laterreaders.Then we will use the skills we have acquired to wrestle with a few other difficult texts in the Bible: the hardening of Pharaoh’s heart in Book of Exodus, the violence commanded by God in the Book of Joshua, and the “apocalyptic” Gospel of Mark in the New Testament. As we learn to read carefully these biblical texts, we learn to follow the appropriations of them in later interpretations, a skill that will allow us to see how interpretations are not only constrained by what the text says but also framed by the assumptions and concernsthat later readers bring to the text from their own historical contexts. We will throughout attend to how modern scholars, both historical and theological, have made sense of “strange tales from the Bible.”
Intended Learning Outcomes:By the end of the semester, students will be able to ...
- explain a view of the Bible that is informed by their prior experiences.
- Demonstrate understanding of modern views of the Bible’s origin and early history that is informed by scholarly readings and class discussions.
- describe and categorize elements of interpretation as distinct from the text itself.
- identify and explain aspects of biblical texts that have the potential to be “strange” to modern readers like themselves and describe the values that give rise to these judgments.
- identify and categorize aspects of biblical texts that appeared “strange” to interpreters of previous ages.
- categorize, and compare the strategies used by biblical interpreters for responding to "strange" aspects of biblical texts and the purposes of their interpretations.
Required Texts:
- The New Oxford Annotated Bible, New Revised Standard Version with Apocrypha
- A Writer's Reference, current edition, by Diana Hacker
- additional readings will be made available via links or postings
Recommended Supplementary Readingare available on 3-hour reserve in Fintel Library as follows:
Gerhard von Rad, Genesis. A classic 20th century historical-critical commentary with a strong theological interest.
Claus Westermann, The Promise to the Fathers. A study by German scholarship’s premier thinker on the “patriarchal narratives” of Abraham, Isaac and Jacob organized around the theme of the promise of God.
Alan Richardson, Genesis 1-11. A theological commentary on the “primeval history” by a British theologian of the late 20th century.
Dietrich Bonhoeffer, Creation and Fall. A theological commentary by the famous German theologian who was murdered by the Nazis from early in the Hitler period when it was dangerous for Christians to appeal to the authority of the “Old” Testament.
Joseph Blenkinsopp, ThePentateuch. A historical critical and literary study of the narrative unity of the first five books of the Bible by a preeminent contemporary Catholic scholar.
Alexander Heidel, The Babylonian Genesis. The translated texts of ancient Babylon’s creation myths which probably form the background to Genesis 1.
Athalya Brenner, ed. A Feminist Companion to the Bible. An anthology of contemporary feminist criticism of the Bible, especially Genesis.
Brevard Childs, Exodus. A classic 20th century historical-critical commentary with a strong theological interest.
The Aramaic Bible: Genesis, Exodus, ed. McNamara et al. Ancient Jewish commentary on these books of the Bible translated into English.
Ancient Christian Commentary on Scripture: Vol. I, Genesis 1-11, Vol. IIGenesis 12-50, Vol. III,Exodus, Leviticus, Numbers and Deuteronomy, Vol. Iv. Joshua et al., Vol. V, I Kings et al., Ed. Thomas C. Oden. A compilation of patristic commentary on the books of the Bible that provides a starting point for research into the history of interpretation.
Coursework:
Attendance: Attendance is required, and all students to arrive at class on time which usually begins with a quiz. If you are late, you may miss the quiz. Students are allowed three absences without penalty. After issuing a warning for three unexcused absences, the student will be dropped from the class at a fourth unexcused absence. If you do miss class, it is your responsibility to contact another student for notes and be aware of any changes to the syllabus. Attendance is essential on days when drafts are due or peer review workshops are scheduled. If you miss class on one of these days you must provide written evidence of illness to receive opportunity to make up that day's work and you must get your draft or peer reviews to the students in your group as soon as possible.
Unexcused absences: an excused absence may be granted at the instructor’s discretion if notified of sickness or other problems in advance of class. Request to be excused after a missed class requires a written note from the Health Office or a medical doctor or other verifying agent. Note: excused absence only excuses absence; the student remains responsible for the missed work. A student falling asleep in class will be awoken and sent home for bed rest and given an unexcused absence for that day.
Class Participation and Preparation: Participation in class meetings is an essential part of this course and is usually tested by the reading quiz which begins the session and is graded immediately in class. Reading quizzes do not test for profound comprehension but only that a good faith effort has been made to read and understand the assignment. In addition to completing the assigned readings for each class meeting, students are expected to reflect on those readings in preparation for class discussion. All students should come to class with the NOAB and hard copies of any other assigned reading for the day and should be prepared to talk about the readings.Assignment of texts from the Bible includes all introductions and footnotes in the NOAB.
Short Writing Assignments: Students willprepare eight short writing assignments during the semester. These are papers less than 500 words but more than 300. All writing assignments must be typed.Word count should be given at the end of the paper. No late writing assignments will be accepted.
Major Writing Assignments: Drafts, essays, and peer review responses are all graded. They must be typed, using standard margins, formatting, and spacing, and are to be submitted at the beginning of class, STAPLED, on the due date. In addition, all students will submit the final version of each of the three major papers electronically to Turnitin, which will check essays for plagiarism. Late drafts and peer review responses will not be accepted without a written medical excuse. Late essays will be penalized by one-half of a grade for each day (24-hour period) late and will not be accepted after one week (e.g., a paper due on a Monday will not be accepted after 5:00 pm the following Monday).Failure to turn in any of three major essays will result in a student being dropped from the class with a failing grade.
A Note on Grammar:Grammar, spelling, and typographical errors all factor into the grading of any paper. If a student's paper contains more than the allowed number of grammar, spelling, and typographical errors (3 per page), the paper will be returned for correction at the penalty of one half grade per day off the final grade (note: the final grade will in any case reflect errors at a rate of less than 3 per page). The student will resubmit the corrected version along with the originally submitted paper. If the new submission is free of mechanical errors, the paper will be graded and the penalty deducted. Otherwise, the student will receive a failing grade for the paper.
Grading. There are 8 Short Writing Assignments (no more than 500 words). They are worth 3% each of the whole course grade. There are 3 Essays. Each full draft is worth 3% of the total grade and the final draft of each is worth 10% of the course grade. There are 15 quizzes, each worth 1% of the total grade. There are 3 peer reviews, each worth 2%. There are 2 oral presentations worth 2% and participation in class is worth 3%. Bibliography and thesis statement for Essay # 3 is worth 3%. The final exam is worth 6%.
Grading Scale:
A (100-94) / B+ (87-89) / C+ (77-79) / D+ (67-69)A- (90-93) / B (83-86) / C (73-76) / D (63-66)
B- (80-82) / C- (70-72) / D- (60-62)
E-mail: Class announcements may sometimes be made via e-mail. Students are expected to make sure that their e-mail account is working properly and to check it on a regular basis. If you submit work by email to the instructor, it is your responsibility to verify that that the instructor has received it in good order.
Computer/Printer Problems: Responsible computer users realize that computers are not always reliable (they can crash, they can scramble data; printer problems abound, etc.). You must therefore take all precautions to ensure that your papers are completed on time. Making frequent backups is just the beginning: You should also keep a hard copy of the most recent version of your work, so that should your z-drive fail, you will be able to reconstruct your work quickly. In the case of a last minute printer problem, e-mail me your paper pasted into the body of the e-mail; this will substitute for an on-time submission of a hard copy; however, in order to receive a grade, you must then hand in a hard copy of the paper ASAP. In short, computer errors and printer problems are not sufficient excuses for late papers.
Electronic Devices: Cell phones must be turned off prior to entering the classroom. Laptops may be used for note taking during class, but you may not log on to the internet or to an e-mail server unless specifically told to do so. The use of laptops or any other electronic device during an exam or quiz is strictly prohibited. Any use of such devices during a quiz or exam will be considered a breach of academic integrity.Your electronic devices are subject to spot inspection by the instructor.
The Office of Disability Support Services, located in the Goode-Pasfield Center for Learning and Teaching in Fintel Library, provides reasonable accommodations to students with identified disabilities. Reasonable accommodations are provided based on the diagnosed disability and the recommendations of the professional evaluator. In order to be considered for disability services, students must identify themselves to the Office of Disability Support Services. Students requesting accommodations are required to provide specific current documentation of their disabilities. Please contact Rick Robers, M.A., Coordinator of Disability Support Services, at540-375-2247or .
If you are on record with the College's Office of Disability Support Services as having academic or physical needs requiring accommodations, please schedule an appointment with Mr. Robers as soon as possible. You need to discuss your accommodations with him before they can be implemented. Also, please note that arrangements for extended time on exams, testing, and quizzes in a distraction-reduced environment must be made at least one weekbefore every exam.
Subject Tutoringis an internationally certified tutor training program through CRLA ITTPC (College Reading & Learning Association International Tutor Training Program Certification) and is coordinated by Shannon McNeal at The Center for Learning & Teaching.Private Tutoring: Private Tutors are only available upon request and appointments must be made 24 hours in advance for tutor notification. Private tutoring is available for our most popular subjects and for subjects that do not have a designated time on the Walk-In schedule.To view both schedules and to see a complete list of subjects, go to
The Writing Center @ Roanoke College, located on the lower level of Fintel Library, offers tutorials focused on written and oral communication for students working on assignments and projects in any field. Writers at all levels of competence may visit the Writing Center at any point in their process, from brainstorming to drafting to editing, to talk with trained peer tutors in informal, one-on-one sessions. The Writing Center is open Sunday through Thursday from 4 to 9 pm. Simply stop in, or schedule an appointment by going to where our schedule of writing workshops and creative writing playshops is also posted. Questions? r call 375-4949. Like our Facebook page for updates!
Academic Integrity: During orientation you should have attended a session on academic integrity, during which you learned the specifics of Roanoke College's expectations for academic integrity and the penalties for failing to follow them. All aspects of "Academic Integrity at Roanoke College" will be observed in this class. I am obligated to turn over all suspected cases of academic integrity violations to the Dean's office for investigation. See the Academic Integrity note on all paper assignments. Plagiarism, a prevalent problem on college campuses nationwide, will be discussed in more detail in this class. In brief, you are responsible for citing both ideas and words that are not your own. Proper citation format can be found in A Writer's Reference, 6th edition, by Diana Hacker. Please consult with me if you have any questions about your responsibility to document your work.
Course calendar
Aug 28
Introduction to the Course
Quiz on “Freedom with Purpose”
Unit One: Canonical Genesis and Selected Interpretations
Quiz/ Reading Assignment: The Book of Genesis
Reflection: Does the Book of Genesis have a plot?
Short Writing Assignment I: Discuss at least five different stories in Genesis that seems strange to you and explain why they seem strange. What are the questions that emerge for you from a first, superficial reading of Genesis?
Sept 2
Writing Assignment I is due.
Quiz/ Reading Assignment: Genesis 1-11 and the selection from Dietrich Bonhoeffer’s commentary on the “fall of Adam (and Eve)” provided in Moodle.
Reflection Question: Can God Repent?
Short Writing Assignment II: “What does/could the “primeval history” in Genesis 1-11 mean to me today? What presuppositions do I bring to interpreting this text?”
Sept 4
Writing Assignment II due
Quiz/ Reading Assignment: Genesis 12-25, Romans 4, and Kierkegaard’s commentary on the “Sacrifice of Isaac” available on line at
Reflection Question: Why Does God give Abram an heir only to threaten to take it back?
Sept 9
Quiz/ Reading Assignment: Genesis 26-36 and Martin Luther’s commentary on Genesis 32: 22-32 provided in Moodle.
Reflection Question: Who is the stranger with whom Jacob wrestles at the brook Jabbok?
Short Writing Assignment III: Research from the books on reserve and report on what a pre-modern commentator said about Genesis 32: 22-33.
Sept 11
Short Writing Assignment III is due
No class, attend the 4:15pm guest lecture in Pickle by Prof. Nicolas Davies, “The Practical Value of the Humanities” or on Friday, Sep 12 at 4:15pm in Pickle, “Hermeneutics, Experience and Education” and write Short Writing Assignment IV: What the lecture said and how it applies to our course.
Sept 16
Short Writing Assignment IV is due.
Quiz/Reading Assignment: Genesis 37-50 and the Holy Qur’an, Sura 12, “Joseph” available on line at
Reflection Question: How does the Joseph story tie up the loose ends of the Book of the Genesis? What is the point of the canonical book of Genesis? Does the Qur’an get this right or does it alter the meaning of the Genesis narrative?
Research and Short Writing Assignment V: Find a modern, scholarly article or book chapter on the “Joseph Cycle” and write a summary/ synopsis of it; due on Sep 18.
Sept 18
Short Writing Assignment V is due
Quiz/Reading Assignment: NOAB 3-11
Reflection Question: What is the difference between historical-critical and canonical-theological reading of the Bible?
Essay # 1 –“What is the Plot of the Book of Genesis in its Canonical Form?” To answer this question you must present a theory of the whole which explains how the parts are arranged and how the narrative moves forward to its goal. You must give evidence for your theory by showing how the parts follow each other to progress to the goal. You must consider objections to your theory and/or evidence and refute them. You must acknowledge difficulties, ambiguities and formulate questions for further investigation. You may conclude that the Book of Genesis is incoherent, i.e. that it has no plot that holds it together.Full draft due Sept 23 for peer review; final draft due Sept 30. Note: full draft is a draft of the whole essay, not a partial draft.
Unit Two: Intertextuality, or,How the Bible Interprets Its Strange Tales
Sept 23
Meet only to exchange rough drafts for Peer Review of Essay # 1, due to your peer within 24 hours. Attend the guest lecture of Dr. Jennifer J. Wisman, “The Dialogue of Science, Ethics and Religion” at 1pm. Write Short Writing Assignment VI reporting on what the lecture said and how it relates to our class.
Sept 25
Short Writing Assignment VI is due.