INTRODUCTION TO GRADUATE BIBLICAL STUDIES

INSTRUCTOR:
Christopher Rosser
Theological Librarian
405-425-5323
chris.rosser@oc.edu
S Y L L A B U S
Fal l 2014
Gr a dua t e Sc hool of The ol ogy Okl a homa Chr i s t i a n Uni ve r s i t y
Contents
Note: This syllabus is designed to function as an electronic document. Contents throughout are hyper-
linked for quick access and easier navigation.
Purpose Statement and Explanation pages 1-2
Required Texts page 2
Module Schedule page 3
Deliverable Due Dates page 3
Meeting Schedule pages 4-8
Module Objectives pages 9-10
Guidelines for Projects and Deliverables page 11-14
Grading pages 15-16
Assessment page 16
Course Policies page 17-18
Readings and Resources pages 19-20
S Y L L A B U S
Fal l 2014
Gr a dua t e Sc hool of The ol ogy Okl a homa Chr i s t i a n Uni ve r s i t y
BIBL 5013: Introduction to Graduate Biblical Studies
Purpose
This course is designed to prepare students for graduate biblical studies by equipping them with intellec-
tual tools for thinking, reading, researching, writing, and presenting. These ve concerns are foundational
not only for success in the graduate program, but also for lifelong learning in ministry. Prociency with
and eventually mastery of these ve intellectual tools will develop throughout the program as students
engage the Bible, interact with scholarship, contemplate the Christian tradition, and learn to think theo-
logically. As a community of learners, students will work together to engage problems, to locate and
evaluate information, and to make practical application of learning through class projects and case study.
Explanation
IGBS is taught in modules, or teaching seg-
ments. Each of the ve modules targets spe-
cic learning outcomes which are the instruc-
tors expectations for students as they pro-
gress. These outcomes are measured according
to assigned deliverables that students will sub-
mit or present throughout the semester. Please
consult the detailed schedule below for class
content and due dates for deliverables.
Five intellectual tools comprise the framework
for this course: critical thinking, reective read-
ing, effective research, skillful writing, and
compelling presentation. Modules are de-
signed to sharpen these tools by providing op-
portunities to engage and assess readings in
biblical scholarship and to work both indi-
vidually and collectively on projects and pres-
entations. Specic objectives hone these tools
and provide measures for assessment:
Critical thinking. Critical thinking is crucial in
todays information-saturated environment.
Students will learn to critically question a text
(whether written or spoken); they will identify
presuppositions; they will become familiar
with various models for biblical interpretation.

Reective reading. Applying critical thinking skills, students will deeply engage assigned readings and
assess the authors argumentation, position, and approach. Students will examine biblical texts to iden-
tify genre, form, and rhetorical strategy. Students will encounter various strategies for effective Bible
reading and will participate in lectio divina readings of Scripture. Students will be able to summarize the
main points of an article and will demonstrate skills by composing a book review.
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Effective research. Students will develop competency in information literacy. Students will identify their
own information behaviors and will be able to explain the process of researching general to specic. Stu-
dents will learn to formulate effective research questions and develop effective research strategies. Stu-
dents will show competency in researching with both print and electronic resources and will be able to
identify various types of information resources. Students will be able to evaluate information resources
for reliability and scholarship and will become aware of copyright and intellectual property issues related
to information. Students will recognize the value of synergy and networking for locating information.
Students will discuss implications of information ubiquity for ministry in an information society.
Skillful writing. Students will show competency for effectively outlining an essay and will be able to
formulate problem, purpose, and signicance statements. Students will discuss the nature of genre (text-
types) as it informs expectations for written products such as exegesis papers, book reviews, and discus-
sion board responses. Students will identify and discuss examples of both poor and excellent writing.
Students will hone their own writing skills through various compositions according to feedback from in-
structors. Students will learn to draft, rewrite, and proof before submission. Students will recognize the
vital importance of proper grammar in academic writing.
Compelling presentation. Students will become familiar with Turabian, the appropriate style and format
for work submitted in the Graduate School of Theology. Students will make an oral presentation com-
plemented with media (PowerPoint, etc.) and will receive feedback for improvement. Students will work
in community to prepare a well written, properly formatted group analysis of a case study.
Introduction to Graduate Biblical Studies is foundational for all classes and programs in the Graduate
School of Theology. Students are encouraged to work hard, to participate, to engage the readings and
projects, to interact as a community of learners, and to always ask for help and guidance. In this way,
students who complete this course will be equipped with intellectual tools that will serve them through-
out their studies at Oklahoma Christian and beyond.
Required Texts
1. Adler, Mortimer Jerome, and Charles L. Van Doren. How to Read a Book. New York: Toushstone, 1972. ISBN:
9780671212094
2. Badke, William B. Research Strategies: Finding Your Way Through the Information Fog. New York: IUniverse, Inc,
2008. ISBN: 9780595477470
3. Camp, Phillip G. Finding Your Way: A Guide to Seminary Life and Beyond. Eugene, OR: Cascade Books, 2009. ISBN:
9781606082522
4. Heidt, Mari Rapela. A Guide for Writing About Theology and Religion. Winona, MN: Anselm Academic, 2012. ISBN:
9781599820033
5. Tate, W. Randolph. Interpreting the Bible: A Handbook of Terms and Methods. Peabody: Hendrickson, 2006. ISBN:
9781565635159
6. Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1980. ISBN: 978-0802811981
7. Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of Chicago,
2013. ISBN: 9780226816371
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Module Schedule (see specic module objectives at end of syllabus) Module Schedule (see specic module objectives at end of syllabus) Module Schedule (see specic module objectives at end of syllabus)
Module Dates General Focus of Module
Mod 1 8/26 thru 9/9 Critical thinking for theological studies
Mod 2 9/16 thru 9/30 Engaging texts through reective reading
Mod 3 10/7 thru 10/21 Information literacy for effective research
Mod 4 10/28 thru 11/18 Techniques and strategies for skillful writing
Mod 5 12/2 thru 12/9 Presenting information and working a case study as a community of learners
Dog-ear this page and refer to it often!
Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.) Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.) Deliverable Due Dates (Unless required at class on Tuesdays, deliverables due by 11:59 PM.)
Mod 1
Asking and answering critical questions 8/31 (Sunday)
Mod 1
Arguing with an author 9/7 (Sunday)
Mod 2
Interacting with a scholarly blog 9/14 (Sunday)
Mod 2
The art of reading Scripture 9/21 (Sunday)
Mod 2
Response to lectio divina 9/23 (Tuesday)
Mod 2
Rhetorical strategies exercise 9/28 (Sunday)
Mod 3
Personal information seeking behavior 10/5 (Sunday)
Mod 3
Ubiquitous information 10/12 (Sunday)
Mod 3
Book Review (draft for expected revision) 10/21 (Tuesday)
Mod 4
Essay on information ethics 10/28 (Tuesday)
Mod 4
Thought piece 11/11 (Tuesday)
Mod 4
Essay on signicant interpreter and method 11/18 (Tuesday)
Mod 5
Presentation on interpreter and method 12/2, 9 (Tuesday)
Mod 5
Resubmission of book review 12/12 (Friday)
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Keep a sharp eye on this schedule so that you dont miss anything!
Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127) Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)
Date Content, Readings, and Deliverables
August 26 Reception: The GST will host a reception for IGBS students from 6:30 to 7:00; information will
be provided via announcements and email.
Technical Support: Getting us all online for access and appropriate software...
Syllabus: We will spend time reviewing the syllabus, discussing expectations, describing pro-
jects, and getting familiar with the Blackboard course site.
Managing Your Time. An essential skill we will work to develop throughout the semester.
Introductions: Perhaps it seems backwards, but were saving the best for last!
September 2 Module 1: Critical Thinking (1)
Introducing Graduate Biblical Studies. The Camp text will serve as a framework for consid-
ering what to expect in graduate-level theological studies.
Joining the Conversation. Well discuss the dialogical nature of theological reection.
Exercise: Discussion board; critical questioning; hospitality and GST; library tour
! Pre-class preparation:
Watch the video Critical Questioning, IGBS (Mod 1 folder)
Read Camp, Finding Your Way (all)
Read Thielicke, A Little Exercise (all)
Read Foster, Study, Celebration of Discipline (Mod 1 Readings)
Read Hall, What is Theology? (Mod 1 Readings)
! Pre-class deliverable(s): Asking and Answering Critical Questions (Discussion Board)
September 9 Module 1: Critical Thinking (2)
Deep Thinking about Critical Thinking. Presuppositions, lenses, and other paraphernalia
Paradigms and Methods in Biblical Studies. Realizing a variety of approaches to biblical
studies (possible guest lecturer)
Exercise: Arguing with an Author; critical thinking drills; IGBS vocabulary, using Tate, etc.
! Pre-class preparation:
Read Laura and Chapman, The Technologisation of Education (Mod 1 Readings)
Read Dvorak, John H. Elliotts Social-Scientic Criticism (Mod 1 Readings)
Be sure to bring your copy of Tate (Interpreting the Bible) to class
! Pre-class deliverable(s): Arguing with an Author (submit via Blackboard)
! In-class deliverable(s): Book Review selection (see list provided by instructor)
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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127) Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)
September 16 Module 2: Reective Reading (1)
Teaching with Books, Learning with Books. Pleasure and pain of reading like you mean it
Information Resources for Theologians and Scholars. Survey the scope, books and beyond
Exercise: Recognizing the Problem, Point, and Purpose of an essay; Learner as Desirer
In-Class Graded Exercise: Logos, Pathos, Ethos and Pop-Culture
! Pre-class preparation:
Read Adler, How to Read (Preface; 3-56; 75-167)
Read Lewis on reading old books (Mod 2 Readings)
Read Goatly, Critical Reading (Mod 2 Readings)
Watch Primary, Secondary, Tertiary Sources (Mod 2 folder)
Watch Researching General to Specic (Mod 2 folder)
! Pre-class deliverable(s): Interacting with a Scholarly Blog (Discussion Board)
September 23 Module 2: Reective Reading (2)
The Art (and Science) of Reading Scripture. Bible-brained reading gets an aesthetic eye
Spiritually Formative Graduate Studies. Shopping malls, stadiums, and gut-learning
Exercise: PPP; lectio divina; Into the Dark
In-Class Graded Exercise: Outlining for Research
! Pre-class preparation:
Read Davis and Hays, Nine Theses on Interpretation (Mod 2 Readings)
Read Calhoun, Devotional Reading (Mod 2 Readings)
Read Jones on sacred reading (Mod 2 Readings)
Read Peterson, Eat This Book, ch.6-7 (Mod 2 Readings)
! Pre-class deliverable(s): The art of reading Scripture or Into the Dark
! In-class deliverable(s): Response to lectio divina
September 30 Module 2: Reective Reading (3)
Uncovering Rhetoric. Recognizing the structures of persuasion embedded in texts
Writing a Book Review. Quelling terror by examining the bones
Exercise: PPP; Rhetorical Strategies Exercise; outlining for research; Eye of the Beholder
! Pre-class preparation:
Watch How to Write a Book Review (Mod 2 folder)
Watch What genres are and what they do, parts 1 and 2 (Mod 2 folder)
Watch Outlining for Research (Mod 2 folder)
! Pre-class deliverable(s): Rhetorical Strategies Exercise (submit via Blackboard)
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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127) Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)
October 7 Module 3: Effective Research (1)
Information Literacy for Ministry and Scholarship. Understanding the basics
Library Orientation. A while in my world
Exercise: PPP; Discussion board responses; book worms and scavengers in the stacks
In-Class Graded Exercise: Group Report of Information Seeking Behaviors
! Pre-class preparation:
Read Badke, Research Strategies (Preface; 1-31; 136-60)
Read Al-Hawamdeh, Information and Knowledge Society (Mod 3 Readings)
Read Quick Tip: Writing in Groups (Mod 3 Readings)
Read Jacobs, Christianity and the Future of the Book (Mod 3 Readings)
! Pre-class deliverable(s): Personal Information Seeking Behavior (Discussion Board)
October 14 Module 3: Effective Research (2)
Using Online Tools: Database Research. Introduction to electronic library resources
Baby Steps with Kate Turabian. Initial introduction to the exciting world of formatting
Exercise: Review discussion postings; Group Report of Information Seeking Behavior
! Pre-class preparation:
Read Heidt, A Guide for Writing (all)
Read Turabian, A Manual for Writers (12-61; familiarize chapters 16 and 17)
! Pre-class deliverable(s): Ubiquitous Information (Discussion Board)
October 21 Module 3: Effective Research (3)
Using Online Tools: The Internet. Making effective use of powerful online resources
Source Evaluation: Critical Thinking in an Information Age. The good, bad, and ugly
Wonderful, Wonderful Wikipedia. Understanding the tools strengths and limitations
Exercise: Scavenging the digital world; evaluation exercises; Wikipedia citation tracking
In-Class Graded Exercise: U Need Em Resources
! Pre-class preparation:
Read Evison, Digital Revolution (Mod 3 Readings)
Complete Internet Detective tutorial
Watch Evaluating Web Sources
Read Maehre, What it Means to Ban Wikipedia (Mod 3 Readings)
! In-class deliverable(s): Book Review Draft
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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127) Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)
October 28 Module 4: Skillful Writing (1)
Did God really say Thou shalt not plagiarize? Unpacking a pickle
Gender-Exclusive Language and Other No-nos in Academic Writing.
Further Steps with Turabian. Title page, headings, and reference page formatting
Exercise: Essay analysis; identifying inclusive language; Turabian x-it
! Pre-class preparation:
Read Johns, Gender Language in Bible Translation (Mod 4 Readings)
Read Snavely, God Language (Mod 4 Readings)
Read White and Burtchaell, Linguistic Injustice (Mod 4 Readings)
Read Long, Stolen Goods (Mod 4 Readings)
Read Phillips, Plagiarism and Theological Education (Mod 4 Readings)
! Pre-class deliverable(s): Essay on Information Ethics (submit via Blackboard)
November 4 Module 4: Skillful Writing (2)
Even Bigger Steps with Turabian. Annotations and bibliographies
Types of Texts in Graduate Studies. Knowing the genre, writing with purpose
Outlining for Research and Writing. Perhaps one of the most worthwhile skills to develop
Exercise: Review plagiarism essays; introduce Interpreter and Method essays
In-Class Graded Exercise: Annotations and Bibliographies
November 11 Module 4: Skillful Writing (3)
Essay Analysis. Comparing the construction of well-written (and not-so-well-written) essays
Great Big Steps with Turabian. Drafting, proofreading, and proong again
Interpreters and Methods. Another look at who, what, when, where, why, and how
Exercise: Review thought piece submissions; essay analysis, group work; tips for good writing
! Pre-class preparation (read three of the following):
Read Hauerwas and Willimon, Embarrassed by the Church (Mod 4 Readings)
Read Bender, Seminary and Congregation (Mod 4 Readings)
Read Wilson, Globalization for Global Community (Mod 4 Readings)
Read Root, Theology of the Cross and Ministry in Our Time (Mod 4 Readings)
Read Swenson, Biblically Challenged (Mod 4 Readings)
Read Sweet, Uneasy Alliance (Mod 4 readings)
! Pre-class deliverable(s): Thought Piece (submit via BB)
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Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127) Meeting Schedule (Tuesday evenings, 6:30 to 9:15, WBC 127)
November 18 Module 4: Skillful Writing (4)
Notes on your essays. Polishing them up for our big presentations
Creating a compelling presentation. Wowing your audience with a riveting, visual project
Exercise: Critique instructor presentation
In-Class Graded Exercise: Project X
! Pre-class preparation:
Watch Creating a Compelling Presentation
November 25 No class; Thanksgiving Break
December 2 Module 5: Compelling Presentation (1)
Spirituality for Ministry and Scholarship. Devotional thoughts as we end the semester
Student Presentations
Exercise: information literacy assessment; course evaluation; peer feedback on presentations
! Pre-class preparation:
Read Nouwen, In the Name of Jesus (Mod 5 Readings)
Read Schultze, Habits of the High-Tech Heart (Mod 5 Readings)
Read Frambach, Models of Leadership (Mod 5 Readings)
! Pre-class deliverable(s): Essay on Signicant Interpreter and Method
! Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class
December 9 Module 5: Compelling Presentation (2)
Student Presentations
Exercise: Peer feedback on presentations
! Pre-class deliverable(s): If presenting, submit your project via Blackboard prior to class
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Module Objectives Module Objectives
Module Focus and Objectives
Mod 1 Critical thinking for theological studies
students will be able to describe aspects of critical thinking that apply to theological studies
students will recognize and assess personal presuppositions about biblical and graduate studies
students will employ critical thinking skills to identify specic cultural, historical, intellectual, and
religious factors that inform specic scholarly positions and then critique these positions
students will identify and discuss a specic scholars argumentation or rhetorical strategy
students will become familiar with various models for biblical interpretation
Mod 2 Engaging texts through reective reading
students will be able to describe strategies for deeply engaging written scholarly materials
students will be able to identify the types of information resources useful for biblical scholarship
students will effectively review a selected book
students will be able to identify text types available in the corpus of biblical literature
students will become familiar with various strategies for meaningful biblical reading
Mod 3 Information literacy for effective research
students will discuss the impact of ubiquitous information on ministry and biblical studies
students will demonstrate awareness of when and what kind of information is needed
students will show comprehension of formulating research questions
students will formulate problem, purpose, and signicance statements to frame a research project
students will show comprehension of how to conduct general to specic research
students will reect on personal information seeking behavior
students will demonstrate effective use of both print and online tools for locating information re-
sources (indexes, databases, Web searches, etc.)
students will demonstrate an ability to evaluate the scholarship and reliability of resources
students will recognize specic types of research and writing for biblical studies and ministry
(exegesis, descriptive research, program development, case study, issues papers, and reviews)
students will thoughtfully engage issues regarding information ethics (plagiarism, copyright, etc.)
students will demonstrate familiarity with and effective use of Turabian formatting
Mod 4 Techniques and strategies for skillful writing
students will demonstrate effective essay organization and composition
students will engage and analyze a variety of scholarly essays
students will research and write on both an interpretive model and a signicant interpreter
students will demonstrate editing skills as they prepare a resubmission of a book review
students will organize thoughts and compose a persuasive thought piece
students will contemplate the relationship between church and seminary, considering the loca-
tion of both within the context of an information society
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Module Objectives Module Objectives
Mod 5 Presenting information and working a case study as a community of learners
students will discuss the transforming habits of thinking theologically
students will be introduced to spiritually forming practices that empower educational experience
students will demonstrate effectiveness in both oral and visual presentations
students will work together to analyze a case, discuss theological implications, and propose sug-
gestions for how congregation leaders should deal with the cases situation
students will complete an assessment of information literacy skills at end of course
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Guidelines for Projects and Deliverables
The following descriptions of expectations for projects and deliverables will be posted in Blackboard for
each module. They are provided in the syllabus for the sake of reference.
MOD DELI VERABLE NAME DESCRI PTI ON
1
Arguing with an author: critical en-
gagement of selected essay
Provides an opportunity for students to apply critical
questioning skills for engaging a selected scholarly
essay.
Instructions: Obtain both essay and worksheet for
this assignment from appropriate folder in Blackboard;
submit completed worksheet to instructor(s) by due
date; upload to Blackboard.
1
Asking and answering critical
questions
Discussion Forum 2, in which discussion members
work together to determine what questions are most
appropriate for engaging specied texts (biblical texts,
scholarly writings, podcasts or other media).
Instructions: In Blackboard, access Discussion Forum
2; each student is required to post an initial comment
to the question(s) and then to provide a +1 comment
on at least one classmates response
Note: +1 comments show real engagement of a
classmates ideas by offering new insight or by chal-
lenging the classmates position with a question; +1
comments are much more than a simple I agree or I
really liked what you said. Discussion forums are
successful when students are committed to offering
more than the bare minimum requirements.
1
Select book for review and email
instructors with title of choice (not
for grade)
As a major project, students will prepare a critical re-
view of an approved book.
Instructions: Access guidelines for this project in
Blackboard; students may either select a book from
the list of instructors recommendations or choose a
different book per instructors approval.
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MOD DELI VERABLE NAME DESCRI PTI ON
2
Interacting with a scholarly blog
Discussion Forum 3, in which students will locate and
consider a scholarly blog from an individual or com-
munity of biblical/theological scholars.
Instructions: Complete assigned readings; access
Discussion Forum 4; follow instructions to individually
locate a scholarly blog and then respond to the
prompt question(s), followed by a +1 comment to at
least one classmate.
2
The art of reading Scripture
Discussion Forum 4, in which students will interact
with readings that provide direction for meaningful
engagement of Scripture.
Instructions: Complete assigned readings; access
Discussion Forum 3; each student will respond to
prompt question(s) and then provide a +1 comment to
at least one classmate.
2
Response to lectio divina
Individuals will have a chance to engage the ancient,
spiritually formative exercise of lectio divina, the sa-
cred reading of Scripture.
Instructions: Complete assigned readings; review
guidelines for the assignment by accessing the folder
for lectio divina in Blackboard; complete the work-
sheet and submit to instructor(s) by due date; upload
to Blackboard.
2
Rhetorical strategies exercise
Students will analyze three types of persuasive argu-
ment (from Scripture, a scholarly article, and an online
resource like a podcast or video) to determine the
authors rhetorical strategy.
Instructions: Watch video What genres are and what
they do; review guidelines for the assignment by ac-
cessing the folder Rhetorical Strategies in Blackboard;
locate readings/media, complete the worksheet; sub-
mit to instructor(s) by due date; upload to Blackboard.
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MOD DELI VERABLE NAME DESCRI PTI ON
3
Book Review (draft for expected
revision)
Students will draft a critical review of the book they
each selected in Module 1 and submit this draft for
comments and expected revision.
Instructions: access the folder Book Review in
Blackboard; use the instructions and example(s) pro-
vided to draft a critical review of the book you se-
lected; follow all guidelines; submit the review to in-
structor(s) by the due date; upload to Blackboard.
3
Ubiquitous information
Discussion Forum 5, in which students will have a
chance to consider the nature of information in an in-
formation society, information overload, and how to
discern when and what kind of information is needed.
Instructions: Complete assigned readings ; access
Discussion Forum 5; thoroughly answer prompt ques-
tion(s) and then provide a +1 comment for at least one
classmate.
3
Personal information seeking be-
havior
Discussion Forum 6, in which students will have a
chance to contemplate and discuss their own informa-
tion seeking behaviors.
Instructions: access Discussion Forum 6; follow
guidelines for composing a brief description of per-
sonal information seeking behavior; read all other
classmate postings.
4
Essay on information ethics
Information ethics includes the idea of plagiarism,
but also refers to a broader category of concepts.
Students will have opportunity to consider the scope
of information ethics and to comment on how these
ideas impact ministry and biblical studies.
Instructions: Complete the assigned readings; review
the guidelines in Blackboard under Information Eth-
ics; submit the essay to instructor(s) by the due date;
upload to Blackboard.
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MOD DELI VERABLE NAME DESCRI PTI ON
4
Thought piece
Possible topics include community, minis-
try, and the information age; the relation-
ship between the church and seminary;
gender exclusive/inclusive language in
biblical studies and ministry; wrestling
with graduate theological studies; etc.
Consult with instructor for topic approval.
Students will have an opportunity to compose a
thought piece, an exercise in contemplation, critical
thinking, and the written presentation of ideas.
Instructions: Read the assigned materials; review the
guidelines for this assignment in the Blackboard folder
entitled Thought Piece; submit essay to instructor(s)
by due date; upload to Blackboard.
4
Essay on signicant interpreter
and method
Students will learn about a signicant interpreter and
his/her specic model for biblical interpretation and
write an essay report on their selected person/focus.
Instructions: Read the assigned materials; review the
guidelines for this assignment in the Blackboard folder
entitled Method and Interpreter; submit essay to
instructor(s) by due date; upload to Blackboard.
5
Resubmission of book review
Students will be able to practice good editing skills to
hone their writing by preparing a resubmission of their
book review assignment. The goal is to produce a
review that is of publishable quality.
Instructions: Review the guidelines for this assign-
ment in the Book Review folder in Blackboard; make
changes to review based on feedback from instruc-
tor(s); schedule appointment with the OC Writing Cen-
ter, The Writers Block, and make necessary revi-
sions; resubmit review to instructor(s) by the due date.
5
In-class presentation on interpre-
tive method and signicant inter-
preter
Students will prepare a class presentation on their
selected interpretive method and interpreter that em-
ploys some type of media (Power Point, Key Note,
etc.) 10 minute presentations followed by a 5 minute
question and answer period will be offered in class.
Instructions: Watch the video Creating a Visual Pres-
entation; review guidelines for in-class presentations
in Blackboard folder entitled Presentations; all pres-
entations must be given in class (i.e., late presenta-
tions are not possible).
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Grading
GRADI NG SCALE GRADI NG SCALE GRADI NG SCALE
93-100 A Excellent level of achievement
84-92 B Average level of achievement
75-83 C Below average level of achievement
below 75 F Failure
GRADE WEI GHT BY ASSI GNMENT GRADE WEI GHT BY ASSI GNMENT
Participation 5%
Graduate students are expected to attend class meetings and to thoughtfully en-
gage discussion. It should go without saying that attendance and participation are
both vital for establishing and supporting a rich community of learning. As Scrip-
ture says, iron sharpens iron.
Please notify instructors if you will not be able to attend class sessions.
5%
Community discussion 10%
Asking and answering critical questions 2%
The art of reading Scripture 2%
Interacting with a scholarly blog 2%
Ubiquitous information 2%
Personal information seeking behavior 2%
In Class Graded Exercises 20%
Logos, Pathos, Ethos, and Pop-Culture
Outlining for Research
Group Report of Info Seeking Behavior
U Need Em Resources
Annotations and Bibliographies
Project X
Worth 3.3% each; grade
dependent on presence
and participation in class
sessions; if unable to at-
tend, see instructor for
alternative assignment(s)
Worksheets 15%
Arguing with an author 5%
Response to lectio divina 5%
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GRADE WEI GHT BY ASSI GNMENT GRADE WEI GHT BY ASSI GNMENT
Rhetorical strategies exercise 5%
Essays 20%
Essay on information ethics 5%
Essay on signicant interpreter and method 10%
Thought piece on community, ministry, and the information age 5%
Minor Projects 10%
Book Review draft 10%
Major Projects 20%
Resubmission of book review 10%
Presentation on Interpreter and Method 10%
100% Total
Assessment
Deliverables will be assessed by rubric, and an electronic copy of both the graded assignment and the
rubric will typically be returned to the student via Blackboard, email, or in person.
Further Resources
For additional resources, see the IGBS LibGuide as well as the course links accessed via Blackboard.
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Course Policies
A. Communication & Ofce Policies for BIBL-5013-01
1. Email
The best way to contact your instructor is by email. Whenever possible, your in-
structor will respond within 24 hrs. of receiving an email message. Do not wait
until the "last minute" (e.g. just before class time) to send an email and expect an
immediate answer or that the instructor even received the message. Please in-
clude a meaningful, yet succinct subject line.
2. Phone
Students may call the instructor on his ofce phone (see page 1 of syllabus). If
unavailable, you are encouraged to leave a voicemail message including your
name and the reason for your call.
3. Ofce Hours
Students should feel free to stop by the instructors ofce for consultation. Note
that I am often at the library Reference Desk and do not necessarily keep specic
ofce hours. It is best to email or call in advance to make an appointment to en-
sure that the instructor will be available.
B. Late Work and Missed Assignments Policy
1. The discipline of completing work on time is an important lesson to master. All
deliverables are due on the date assigned. In the event of late work, the student
must notify the instructor of his or her impending lateness and excuse prior to
the due date of the deliverable. Acceptance of late work is at the discretion of the
instructor. Good communication with instructors is important; we encourage
students to contact their instructor if they know that an assignment will be late.
2. Again, good communication with your instructor is vital, and I encourage you to
contact me if you are unable to participate in a discussion board forum or miss an
assignment due to a prolonged emergency situation.
C. Laptop/Handheld/Phone Policy
1. You are strongly encouraged to use your laptops or handheld device in the class
for the purpose of learning. If you are abusing this privilege then you may be
forced to revert to more ancient technologies.
2. Turn off all IM/SMS/VoIP/Messaging applications, unless your instructors ask
you to use them as part of the course.
3. Put your phones on silent/vibrate. You may not take calls during class unless it is
an emergency. In such cases, please leave the room for your conversation.
4. Keep your laptops running well! If your laptop fails because of some virus, spy-
ware, or not having the latest software updates installed you may experience
negative consequences (e.g. you might lose work!)
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D. Academic Honesty
1. Cheating
Cheating on an examination or an assignment undermines the ethics of the acad-
emy and the specic Christian purposes of Oklahoma Christian University. Ac-
cordingly, students who cheat on exams or assignments will face serious conse-
quences, as outlined below.
2. Plagiarism
One particular form of cheating is plagiarism. Plagiarism is the transmission of
another's ideas, words, or materials as one's own and/or the failure to credit ac-
curately the ideas, words, or materials of another. Plagiarism also includes pass-
ing off another's work (a friend, a parent, a Web site) as one's own. Plagiarism
undermines the ethics of the academy and the specic Christian purposes of
Oklahoma Christian University. Accordingly, students who cheat on exams or
assignments will face serious consequences, as outlined below.
3. Penalties for Academic Dishonesty
1. On the rst offense, the student will receive a 0 for the exam or assignment.
The professor will send documentation of the rst offense to the appropriate
chair, the dean of the appropriate college, the Vice President for Academic
Affairs, and the Dean of Students.
2. On the second offense, the student will receive and "F" in the course. The
professor will send documentation of the rst offense to the appropriate
chair, the dean of the appropriate college, the Vice President for Academic
Affairs, and the Dean of Students.
3. If the student receives an "F" in two courses for academic dishonesty, s/he
will be suspended from the university.
E. ADA/504 Statement
If you have a diagnosed disability, please notify Ms. Amy Janzen (425-5907) before or
immediately after your rst scheduled class meeting. After your disability has been veri-
ed, your instructor will work with you, Ms. Janzen, and the Ofce of the Vice President
for Academic Affairs (425-5460) to provide reasonable accommodation to ensure that you
have a fair opportunity to perform in the course.
F. Copyright Notice
Copyright 201415 Oklahoma Christian University (the University) as to all course ma-
terials and lectures whether distributed in class, on Blackboard, or by any other means.
All rights are reserved. The University prohibits anyone from selling notes or being paid
for taking notes without the express written permission of the University. Violation of
copyright laws could subject a person to federal and state civil penalties and criminal
liabilities as well as disciplinary action under University policies. The University holds
the exclusive rights to reproduce, distribute, and publicly display the above works and to
make derivative works based on those works. The work may be copied, viewed, and/or
downloaded for the educational and research purposes only by a current student of the
University. Class lectures and other activities may not be recorded, copied or distributed
without written permission of the professor and dean.
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Full Citations for Readings and Resources
Adler, Mortimer J., and Charles Van Doren. How to Read a Book, rev. ed. New York: Touchstone: 1972.
Al-Hawamdeh, Suliman, and Thomas L. Hart. Information and Knowledge Society. Singapore: Boston, 2002.
Badke, William B. Research Strategies: Finding Your Way Through the Information Fog. New York: IUniverse,
Inc, 2008.
Bender, Ross T. "Seminary and congregation: Communities of discernment." Mennonite Quarterly Review
39, no. 3 (July 1, 1965): 163-180.
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. Chicago guides to
writing, editing, and publishing. Chicago: University of Chicago Press, 1995.
Brown, Scott G. A Guide to Writing Academic Essays in Religious Studies. New York: Continuum, 2008.
Calhoun, Adele Ahlberg. Spiritual Disciplines Handbook: Practices That Transform Us. Downers Grove, IL:
InterVarsity Press, 2005.
Camp, Phillip G. Finding Your Way: A Guide to Seminary Life and Beyond. Eugene, OR: Cascade Books, 2009.
Core, Deborah. The Seminary Student Writes. St. Louis: Chalice Press, 2000.
Davis, Ellen F., and Richard B. Hays. The Art of Reading Scripture. Grand Rapids: Eerdmans, 2003.
Evison, Ian S. "The digital revolution: Changing the "how" of ministry, not the "what." Congregations 27, no.
3 (May 1, 2001): 20-21.
Foster, Richard J. Celebration of Discipline. New York: Harper Collins, 1998.
Frambach, Nathan C P. "Models of leadership for the congregation." Word & World 20, no. 4 (September 1,
2000): 379-389.
Goatly, Andrew. Critical Reading and Writing: An Introductory Coursebook. London: Routledge, 2000.
Hall, Douglas John. "What is theology?." Cross Currents 53, no. 2 (June 1, 2003): 171-184.
Hauerwas, Stanley, and William H. Willimon. "Embarrassed by the church: Congregations and the
seminary." Christian Century 103, no. 5 (February 5, 1986): 117-120.
Heidt, Mari Rapela. A Guide for Writing About Theology and Religion. Winona, MN: Anselm Academic, 2012.
Jacobs, Alan. "Christianity and the future of the book." New Atlantis: A Journal Of Technology & Society 33,
(Fall 2011): 19-36.
Johns, Donald A. "Understanding the controversy over gender language in Bible translation." Journal of
Religious & Theological Information 6, no. 1 (December 2003): 43-53.
Jones, Tony. The Sacred Way: Spiritual Practices for Everyday Life. Grand Rapids, MI: Zondervan, 2005.
Laura, Ronald S., and Amy Chapman. "The technologisation of education: Philosophical reections on
being too plugged in." International Journal of Children's Spirituality 14, no. 3 (Aug 2009): 289-98.
I nt r oduc t i on t o Gr aduat e Bi bl i c al St udi e s Cour s e Pl an, Fal l 2014
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Lewis, Clive Staples. Introduction to The Incarnation of the Word of God, being the treatise of St. Athanasius,
De incarnatione Verbi Dei, by Athanasius and Penelope Lawson, xi-xix. New York: Macmillan: 1946.
Long, Thomas G. "Stolen goods: Tempted to plagiarize." Christian Century 124, no. 8 (April 17, 2007): 18-21.
Lyons Sr., Kirk D. "Pauls confrontation with class." Cross Currents (Spring 2006): 116-132.
Maehre, Jeff. "What it means to ban Wikipedia." College Teaching 57, no. 4 (Fall 2009): 229-236.
Nouwen, Henri J. M. In the Name of Jesus: Reections on Christian Leadership. New York: Crossroad, 1989.
Peterson, Eugene H. Eat This Book: A Conversation in the Art of Spiritual Reading. Grand Rapids: Eerdmans,
2006.
Phillips, Robert. "Plagiarism and theological education." Journal of Religious & Theological Information 5, no.
2 (January 1, 2002): 3-12.
Place, E., Kendall, M., Hiom, D., Booth, H., Ayres, P., Manuel, A., Smith, P. "Internet Detective: Wise up to
the Web. Intute Virtual Training Suite, http://www.vts.intute.ac.uk/detective/index.html
(accessed August 18, 2010).
Root, Andrew. "A theology of the cross and ministry in our time: How do you call a thing what it is
when you don't know what the thing is?." Dialog: A Journal Of Theology 48, no. 2 (Summer 2009):
187-193.
Schultze, Quentin J. Habits of the High-Tech Heart: Living Virtuously in the Information Age. Grand Rapids:
Baker Books, 2002.
Snavely, Cynthia A. "God language: Expanding language, expanding concept." Journal Of Religious &
Theological Information 6, no. 1 (December 2003): 55-68.
Swenson, Kristin. "Biblically challenged." Christian Century 126, no. 22 (November 3, 2009): 22-25.
Sweet, Leonard I. "Seminary & congregation: Uneasy alliance." Theology Today 40, no. 4 (January 1, 1984):
426-430.
Tate, W. Randolph. Interpreting the Bible: A Handbook of Terms and Methods. Peabody: Hendrickson, 2006.
Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1980.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. Chicago: University of
Chicago Press, 2007.
Vyhmeister, Nancy J. Your Indispensable Guide to Writing Quality Research Papers: For Students of Religion and
Theology. Grand Rapids, MI: Zondervan, 2001.
White, James F., and James T. Burtchaell. "Linguistic injustice": An exchange." First Things: A Monthly
Journal Of Religion & Public Life no. 8 (December 1990): 11-13.
Wilson, Henry S. "Globalization for global community: A challenge to ministerial formation." Currents In
Theology And Mission 30, no. 3 (June 1, 2003): 173-179.
Yaghjian, Lucretia B. Writing Theology Well: A Rhetoric for Theological and Biblical Writers. New York:
Continuum, 2006.
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