CATALOGUE DESCRIPTION: An in-depth study of the book of ...admin.faulkner.edu/admin/websites/rbailey/BI 4222... · COURSE NUMBER AND NAME: BI 4222/4322 Isaiah CATALOGUE DESCRIPTION:

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SYLLABUSFOR

COURSE NUMBER AND NAME: BI 4222/4322 Isaiah

CATALOGUE DESCRIPTION: An in-depth study of the book of Isaiah withemphasis on its author, historical setting, unity andmessage to its eighth century B.C. readers, givingspecial attention to its Messianic prophecies

PREREQUISITES: University Standards and consent of the instructor.

NUMBER HOURS CREDIT: 3

Course Faculty

Department Chair, V. P. Black College of Biblical Studies

Dean, V. P. Black College of Biblical Studies

Disability Services

Project Key, a service for students with disabilities at Faulkner University main campus, servesas the central contact point for all students with disabilities, including: Harris College ofBusiness, V.P. Black College of Biblical Studies, Alabama Christian College of Arts and

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Sciences, Jones School of Law and all extended campuses. Students are responsible forinforming the University of their need for accommodations and services.

Contact Pat Morrow, Director of Project Key at 334-386-7185, or 1-800-879-9816, extension7185. Email [email protected], or www.faulkner.edu and click on University Services.

I. PURPOSE: To explore the historical backgrounds, compositions, purposes, and contentsof the Isaiah, thus developing a better understanding of this book and its relevance in ourlives.

II. COURSE OBJECTIVES: Upon completion of this course the student will:

A. Have a basic understanding of the historical background, history of interpretation,and message of the book of Isaiah.

B. Have studied the prophet Isaiah and the crisis he and God's people faced from thesurrounding nations and the implications this had for them — "Who do youtrust?"

C. Have surveyed the hermeneutical use made of Isaiah by various interpreters to thepresent.

D. Be able to make practical application regarding how a study of Isaiah may beexplored in today's world.

III. COURSE PREMISE, PHILOSOPHY AND METHODOLOGY:

This course reaches its didactic goals through the cooperative efforts of the professor andthe student. The course premise is that students learn this material best by writtenassignments, class discussion, and research that integrate every aspect of the student'slearning process. The course philosophy is that students who participate to the best oftheir ability in all of these areas will have greater success that those who do not. Thecourse methodology involves written assignments designed to afford the student everyopportunity to demonstrate competence in the basic understanding the theological andhermeneutical issues found in Isaiah. The professor's responsibility is to provide a properlearning environment for the student to succeed (i.e., pass) in this particular area of study. The student's responsibilities include, but are not limited to, the successful completion of

BI 4222/4322 IsaiahV. P. Black College of Biblical Studies

Dr. Randall C. Bailey Professor

mailto:[email protected]://www.faulkner.edu

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all assignments, which prepares that student for class participation and his/her classcontributions to the material covered in the various sessions. Each student should alsotake personal initiative to go beyond these assignments seeking other available data thatwill, when added to the assignments, give the class a breadth and depth not otherwiseavailable. Therefore be diligent about your assignments every day. Those students whoprocrastinate and attempt to complete the assignments "the night before" will bedisappointed in their success rate (grade). This is because students who view theassignments as "a hoop through which to jump" in order to complete successfully thiscourse will have a much more difficult time succeeding. Those who desire to learn thematerial in order to develop from it life skills that will aid in their spiritual, mental andsocial improvement, will have a far greater success rate, and the grade "will take care ofitself."

IV. CONTENT OUTLINE

A. 1/13: New Topic: Introduction to the scope and Nature of the class—Syllabus,Textbooks Requirements, Expectations, etc

B. 1/18: New Topic: Lecture 01 —Introduction to IsaiahC. 1/20: Introduction to Isaiah Continued D. 1/25: Introduction to Isaiah Continued E. 1/27: Introduction to Isaiah Continued; JI Essay 1 Due; 11:59 PMF. 2/1: 1 GPMst

G. 2/3: New Topic: Lecture 2—Isaiah 1-6H. 2/8: Isaiah 1-6 continuedI. 2/10: New Topic: Lecture 03—Isaiah 7-39J. 2/15: Isaiah 7-39 ContinuedK. 2/17: Isaiah 7-39 Continued; JI2 due, 11:59 PML. 2/22: 2 GPMnd

M. 2/24: Isaiah 7-39 ContinuedN. 3/1: Isaiah 7 -39 Continued; O. 3/3: Isaiah 7-39 ContinuedP. 3/8: Lectureship—Class Does Not Meet (Special Assignment)Q. 3/10: Lectureship—Class Does Not Meet (Special Assignment)R. 3/15: Spring Break — Classes Do Not MeetS. 3/17: Spring Break — Classes Do Not MeetT. 3/22: New Topic: Lecture 04—Isaiah 40-48 Lectureship Notes DueU. 3/24: Isaiah 40-48 Continued; JI3 due, 11:59 PMV. 3/29: 3 GPMrd

W. 3/31: New Topic: Lecture 05—Isaiah 49-55X. 4/5: Isaiah 49-55 ContinuedY. 4/7: New Topic: Lecture 06—Isaiah 56-66Z. 4/12: Isaiah 56-66 ContinuedAA. 4/14: Isaiah 56-66 Continued; JI4 due, 11:59 PM

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BB. 4/19: 4 GPMth

CC. 4/21: New Topic: Essay/Group Planning MeetingDD. 4/26: New Topic: Group Project Presentations; Final Essays DueEE. 4/28: New Topic: Group Project PresentationsFF. 5/2-6: Final Exam

V. RESOURCES:

A. Required Textbooks:

1. Online:

a. Dr. Bailey's Web Page: http://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileymhttp://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbailey

b. Free Electronic Commentaries and Books from College Press: http://www.collegepress.com/storefront/node/238

2. BI 4222 Students: Hailey, Homer. A Commentary on Isaiah ReligiousSupply, 1992. ISBN: 85-071176

3. BI 4322 Students: Shackelford, Don. Isaiah. TTC. Searcy, AR: ResourcePublications, 2005. ISBN: 0-9760327-3-2

B. Library Research Help: 24/7 Ask-A-Librarian Reference Assistance; electronicdatabases with full text and abstracted articles; online catalogs and e-books; andcontact information for additional finding aids and interlibrary loan may beaccessed at: http://www.faulkner.edu/libraries.asp

VI. COURSE REQUIREMENTS AND EVALUATION.

A. Journaling Isaiah (JI:) four essays are assigned based on four separate readingsof Isaiah. The purpose of these assignments is to develop the student's ability towrite short essays describing biblical themes and to identify principles ofinterpretation. These essays are also related to Isaiah's prophecies and statements,which find their fulfillment in, or are referenced by the New Testament writers (seHandout "NT Quotations of Isaiah"). These essays also aid in the student'sgroup project as well as in the preparation for the final exam.

1. General Requirements:

http://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileymhttp://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileymhttp://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileyhttp://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileyhttp://www.collegepress.com/storefront/node/238http://www.faulkner.edu/libraries.asp

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a. These essays, in conjunction with the GPM grades (see below),total 25% of the final grade.

b. Points are deducted from each essay that does not contain theappropriate information (see below) and has typographical-stylisticerrors. Each essay that does incorporate all of the requiredinformation and has no typographical-stylistic errors will receive anumber grade of "25." Four perfect essays would result in a totalof "100."

c. BI 4222 Students: essays should be 500+ wordsd. BI 4322 Students: essays should be 1000+ words

e. Students should save their file using their last name +"IJ + thenumber of the essay. For example, if I were a student in this class,and I were submitting my first essay, I would save the files as"Bailey JI1,." etc. Essays that are improperly named will bereturned and remain unread until corrected.

f. Early submissions are encouraged.

2. JI1: "The Isaianic 'Messianic References'—Their Subjects andThemes"

a. Basing your essay only on your reading of the biblical text, readthe entire book of Isaiah

b. Focus first on the overall all theme and structure of the entire bookof Isaiah

c. Focus second on identifying the main theme of each Messianicreference. This can be done as follows: "the main theme of xx:xxis. . . ." Attempt to identify the main idea(s) found in these Isaianicverses. A concordance may be used to identify word repetition. Dothis for each verse in the handout.

d. Submit these results to me on the date stated and bring a hardcopyto class to share with your group in the GPM

3. JI2: "The New Testament References to the "Isaianic 'MessianicReference'—Their Subjects and Themes. Repeat the same process as JI1but with an emphasis on the New Testament references.

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a. Basing your essay only on your reading of the biblical text, readthe entire book of Isaiah

b. Focus first on the overall all theme and structure of the entire bookof Isaiah

c. Focus second on identifying the main theme of each Messianicreference as it is used in the New Testament. This can be done asfollows: "the main theme of Isaiah xx:xx as found in xxxx xx:xxis. . . ." Attempt to identify the main idea(s) found in these Isaianicverses as used in the New Testament. A concordance may be usedto identify word repetition. Do this for each verse in the handout.


4. JI3: "The Relationship between the Isaianic Passages and their NewTestament Use.

a. Read the entire book of Isaiah, grouping the different Messianicthemes found in Isaiah.

b. Choose the verses that deal with a particular theme.

c. Some of the types of questions to ask in this essay include thefollowing:

(1) What is the structure of the verses? Outline them.

(2) What kind of language is being used? Dialogue, narrative,poetry, prophecy, symbolic, figurative, literal, etc.

(3) What is the historical background? Is a date given? Whatcountries and characters are involved?

(4) What does the grammar tell you? Who is speaking? Aboutwhat? Who is the audience? How do they respond?

(5) What significant words occur in this passage? How are theyused? What do they indicate?

(6) What particular themes occur? What themes seem to be themost important and well developed

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(7) What seems to be the purpose/intent of Isaiah in thesepassages? Why do you think these words were recorded?What is the "itch"? That is, "What needs scratching?"


5. JI4: based on your previous readings/essays develop further the groupingof the Isaianic passages from reading/essay 3, develop the theme you chose

a. Read the entire book of Isaiah reaffirming the issues you found inreading 3

b. Ask the same questions of the New Testament references as youasked of the Isaiah passages:

(1) What is the structure of the verses? Outline them.

(2) What kind of language is being used? Dialogue, narrative,poetry, prophecy, symbolic, figurative, literal, etc.

(3) What is the historical background? Is a date given? Whatcountries and characters are involved?

(4) What does the grammar tell you? Who is speaking? Aboutwhat? Who is the audience? How do they respond?

(5) What significant words occur in this passage? How are theyused? What do they indicate?

(6) What particular themes occur? What themes seem to be themost important and well developed

(7) What seems to be the purpose/intent of Isaiah in thesepassages? Why do you think these words were recorded?What is the "itch"? That is, "What needs scratching?"

(8) How are these prophecies and themes in these chaptersused by the New Testament writer? What did it mean to thepeople of the New Testament writer's day?

(9) What did you learn from this exercise?

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(10) What would you have thought had you heard this NewTestament writer use or reference Isaiah's prophecy?

(11) For Bible majors this would involve exploration of howthis material may be used in ministry, preaching andteaching

(12) For everyone else this would involve exploration of howthis material may be used in your personal and devotionallife.

c. Submit these results to me on the date stated and bring a hardcopyto class to share with your group in the GPM

B. Group Project and Meeting (GPM):

1. Students will divide themselves into groups and will meet together on thedates assigned, as well as additional times if needed, to share the results oftheir research.

2. Each group must be named and submit the name of the group and itsmembers to me.

3. Each group will organize the major outlines of what they have found intheir individual readings which yielded the various JI essays.

4. Each student will be individually responsible for one or more of thethemes and facts they have collectively pooled in their various meetings.

5. Presentation: the groups will present their findings in front of the class onthe dates assigned at the end of the semester. Each student will present thematerials s/he was assigned in coaction with his/her group as a result oftheir collaboration.

6. Grading: each group will receive a grade for the project, which will beadjusted individually based on peer ratings by the group members of eachperson's contribution. These grades must be justified. These grades willbe averaged by the professor to determine each student's GPM grade. Thisgrade, in conjunction with the JI Essays, represents 25% of the final grade. See Appendix 2: "Group Participation and Presentation Rubric."

C. Final Essay: based on the JI readings, GPMs, and the student's own research,

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each student will develop a final essay describing one of the observed Messianicthemes (see above).

1. BI 4222 Students will write a short paper — 3000+ words

2. BI 4322 Students will write a longer paper — 5000+ words

3. These essays should be sent to me in electronic format (WordPerfect orMSWord) no later than 11:59 P.M. of the date assigned.

4. These essays and questions prepared the student for the final exam.

D. Lectureship Notes: taken from at least two lectures during lectureship week.Students may choose one from the time slot that this class meets, or two lecturesfrom other time slots in the lectureship which are of greater interest to the student.This project is designed to expose the student to other related issues in whichsh/he has an interest. See Appendix 4: Rubrics Grading Table for LectureshipNotes.

E. Specific Requirements for all Papers:

1. All papers must have the professor's approval

2. This paper must be typed and follow either:

a. Kate L. Turabian, A Manual for Writers of Research Papers,Theses, and Dissertations, 7 edition (Chicago: University ofth

Chicago Press, 2007), i-466, or

b. Patrick H. Alexander et al, eds., The SBL Handbook of Style forAncient Near Eastern, Biblical, and Early Christian Studies(Peabody, Mass., 1999), 1-280.

c. Bible Majors Must Use the SBL Handbook

3. The papers must be submitted in electronic format only (for the purposeof checking the word count; either via email or disk, but must be in eitherWord Perfect or MS Word format.

4. See also the following appendices:

a. "Appendix 3: Final Essay Rubrics."

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b. "Appendix 4: Rubrics Grading Table for Lectureship Notes"

c. "Appendix 5: Punctual Paper Speech (Adapted from a work byMichael Claxton, Harding University)"

F. Final Exam: a final exam based on the lectures and study questions will be given.

G. Informal Assessment:

1. Regular class attendance in accordance with the University’s 25% ruleapplies. Miss more than 25% of the class and the student receives and“F.”

2. Students who engage in extra-curricular activities (e.g., late for class,using their computer for other than necessary class work for the day,talking with other students, sleeping, etc.) will be required to sign the roll asecond time, expelled from that day's class and counted absent for the day.

3. Three points per unexcused absence will be deducted from the final grade4. Late work receives an "F."

VII. COURSE GRADING:

A. 25%: Journaling Isaiah; GPMsB. 25%: Lectureship NotesC. 25%: EssayD. 25%: Final Exam

VIII. COURSE CALENDAR:

A. Lectureship Notes, 3/22B. Journaling Isaiah (JI) — 11:59 P.M. of the date assigned:

1. 1 Essay, 1/27st

2. 2 Essay, 2/17nd

3. 3 Essay, 3/299rd

4. 4 Essay, 4/14th

C. GPM Meetings: 2/1, 2/22, 3/29, and 4/19D. Essay Due — 11:59 PM, 4/26E. Group Presentations — 28F. Final exam — 5/2-6

IX. INSTRUCTOR CONTACT INFORMATION:A. February 9, 20118

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B. Instructor: Randall C. Bailey, Ph.D.C. Office: HP 239D. Phone: 334-386-7663E. Fax: 334-386-7203F. Email: [email protected]. Web Page: http://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbaileyH. Office Hours: MTWT 12-1; F 8-12; by appointment

X. ACADEMIC POLICIES:

A. Attendance. See detailed attendance policy under “COURSE REQUIREMENTSAND EVALUATION” above.

B. Academic Honesty. Cheating on an examination, plagiarism on a writingassignment or any other possible action involving academic dishonesty will resultin the awarding of a zero for the assignment in question. A second incident willresult in a failing grade for the course.

C. Electronic Devices:

1. The use of electronic devices such as cell phones, computers, PDAs, MP3players, WiFi, etc., are strictly prohibited during assessments (exams,quizzes, etc.). (Laptop computers may be used during instructional timefor note taking purposes only

2. The use of cell phones during the established instructional time for a classis prohibited. (Cell phones must be turned off or at least set to silentoperation during established instructional time.

3. The use of instant messaging or other textual messaging tools during theestablished instructional time for a class is prohibited.

4. The use of the camera or imaging function on any device is strictlyprohibited due to privacy and safety issues. (Violation will result inconfiscation and disciplinary action.)

5. Non-compliance with the above policies will result in at least theconfiscation of the device until the end of the class period. (Any and allconsequences pertaining to classroom behavior listed in the FaulknerUniversity Student Handbook may also be applied.)

D. Classroom Behavior, Dress, etc. Regulations in the Student Handbook should beconsidered the minimum standards for conduct in this classroom.

mailto:[email protected]://www.faulkner.edu/admin/websites/site.cfm?ProfID=rbailey

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APPENDIX 1:STUDENT ACCESS to FACULTY and ACADEMIC ADMINISTRATIONName Class Instructor: City TELEPHONE E-MAIL

Randall C. Bailey Montgomery (334) 386-7663 [email protected]

Program/Center Directors:*

(All are located on the main campus in Montgomery except the Directors of the Birmingham, Mobile and Huntsville Centers)Program/Center NAME TELEPHONE E-MAILBirmingham Center Tim Parker (205) 879-5588 [email protected] Center Barbara Gamble (256) 830-2626 [email protected] Center Diane Newell (334) 380-9090 [email protected] of Science in Management of Human Resources (MHR)Degree Completion

Patrick Daly (334) 386-7120 [email protected]

Military Education Program (MEP) Ben Young (334) 386-7146 [email protected] of Criminal Justice (BCJ) Degree Completion Wendy Bryson (334) 386-7529 [email protected] of Business Administration (BBA) Degree Completion Ron Lambert (334) 386-7123 [email protected] Studies—Associate and Bachelor (ASLS & BSLS) Dr. Marci Johns (334) 386-7304 [email protected] and Weekend Program Bonnie Taylor (334) 386-7145 [email protected] Books Honors College Dr. Robert Woods (334) 386-7313 [email protected] of Arts in Biblical Studies Dr. Carl Cheatham (334) 386-7158 [email protected] in Criminal Justice (MCJ) Dr. John Gray (334) 386-7262 [email protected] in Liberal Arts (MLA) Dr. Michael Young (334) 386-7918 [email protected] of Science in Management Carla Copeland (334) 386-7117 [email protected]

DEPARTMENT CHAIRS:*(All are located on main campus in Montgomery)DEPARTMENT NAME TELEPHONE E-MAILBible Dr. Carl Cheatham (334) 386-7158 [email protected] Dr. Gerald Jones (334) 386-7600 [email protected] Science Dr. Idong Mkpong-Ruffin (334) 386-7601 [email protected] Justice and Legal Studies Dr. Lou Harris (334) 386-7132 [email protected] Dr. Jendia Grissett (334) 386-7264 [email protected] Dr. Kelly Morris (334) 386-7312 [email protected] Arts Dr. Matt Roberson (334) 386-7914 [email protected] Greats Books Honors Dr. Robert Woods (334) 386-7313 [email protected] Dr. Jason Jewell (334) 386-7919 [email protected] Mrs. Sharon Paulk (334) 386-7306 [email protected] Education Dr. Terry Brown (334) 386-7286 [email protected] Dr. Al Schlundt (334) 386-7303 [email protected] and Behavioral Sciences Dr. Dixie Hicks (334) 386-7139 [email protected]

ACADEMIC DEANS:*(All are located on main campus in Montgomery)COLLEGE NAME TELEPHONE E-MAILAlabama Christian College of Arts and Sciences Dr. Dave Rampersad (334) 386-7105 [email protected] College of Business and Executive Education Dr. Dave Khadanga (334) 386-7112 [email protected]. P. Black College of Biblical Studies Dr. Cecil May (334) 386-7154 [email protected]

International Studies Program Dr. Ed Hicks (334) 386-7309 [email protected]

VICE PRESIDENT FOR ACADEMIC AFFAIRS:*(Located on main campus in Montgomery)VICE PRESIDENT NAME TELEPHONE E-MAILVice President Dr. John Enloe (334) 386-7100 [email protected]

Students may contact the appropriate director, dean, department chair, or the Vice President for Academic

Affairs for information regarding courses, course offerings or programs of study. Students with concerns

should contact the Center for Student Success on the Faulkner website at

http://www.faulkner.edu/services/studentsuccess.asp. Students with complaints must utilize the University’s

Student Complaint and Conflict Resolution Policy. This policy and the appropriate forms are in the Faulkner

Student Handbook and are located at http://www.faulkner.edu/services/studentsuccess.asp

mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.faulkner.edu/services/studentsuccess.asphttp://www.faulkner.edu/services/studentsuccess.asp

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Appendix 2: Group Participation and Presentation Rubric

Unit of Study: Assignment: Group Number:

Please provide a total mark of 100 to each member in your group (other than yourself). Please rate the

contribution for each member as follows.

1. Participation: Grade 0 to 50, where 0 = no contribution and 50 = a superlative contribution.

2. Participation: take into consideration workload, organization, participation in discussions, meeting

deadlines, attendance at meetings, providing feedback,

3. Presentation: Grade 0 to 50, where 0 = poor contribution and 50 = a superlative contribution.

4. Presentation: eye contact, facial expressions, gestures, posture, enthusiasm, topic announced, time

frame, completeness of content

5. Add the two columns together for the grade you assign to a particular student.

Group Members' Names Participation (0-50) Presentation (0-50) = Grade

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

This evaluation is a formal component of your assessment group work. Please provide explanations your

grading of each student, if appropriate, describe how you have attempted to encourage the group member to

improve his/her performance. Number this explanation according to the numbers next to the group members

names above. These comments are reviewed if a student appeals his/her peer evaluations, so your explanations

must be factual, legible and professional.

Full Name: Student ID:

Signature: Date:

I hereby certify that I have provided an honest assessment of the contribution of my teammates to our group's

productivity and presentation. My group's maintenance scores are not based on any "in or out-of-class"

agreements among my group mates and myself to distribute scores in a particular way (i.e., a way that does

not consider the quality or quantity of individual efforts).

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Appendix 3: Final Essay Rubrics Grading Table

Instructions: use the following rubrics table as your guide. The research paper must be completely

typed, formatted properly, double spaced, appropriate word count (BI 3236 students = 3000+; BI 3336 papers

= 5000+), 15+ sources (5+ dictionary/encyclopedia, 5+ commentary/introduction, 5+ journals), employ proper

style/grammar, provide an adequate problem statement, and proper methodology statement, and proper

summary/conclusions. Attempt to earn all the points in Column 2.

Criteria: What to Include Quality: Rating of Work

Column 1 Column 2 Column 3 Column 4

Completely Typed Yes 10 Pts No 0 Pts Not Applicable

Double Spaced Yes 10 Pts No 0 Pts Not Applicable

BI 4222 = 3000+ words

BI 4322 = 5000+ words

Yes 10 Pts No 0 Pts Not Applicable

Sources: 15+ (5+ each,

(dict-ency, comm-intro,

journals)

Yes 10 Pts 14 or less 5 Pts 13 or less 0 Pts

Style/Grammar No mistakes 10 Pts 1-3 mistakes 5 Pts 4-plus mistakes 0 Pts

Follows Turabian/SBL No mistakes 10 Pts 1-3 mistakes 5 Pts 4-plus mistakes 0 Pts

Statement of Problem Problem statement

is clear and

informative 10 Pts

Problem statement

contains 1 area that

needs refinement 5 Pts

Problem statement

contains 2 or more

areas that need

refinement 0 Pts

Methodology Methodology is

clear and

informative 10 Pts

Methodology

contains 1 area that


Methodology

contains 2 or more

areas that need

refinement 0 Pts

Summary/Conclusions Describes in detail the

specific summary

conclusions reached

in the research 20 Pts

Summary/Conclusions

contain 1 area that


Summary/Conclusions

contain 2 or more

areas that need

refinement 0 Pts

Total Points: Total Points: Grade:

Teacher Comments:

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Appendix 4: Rubrics Grading Table for Student Lectureship Notes

Instructions: use the following rubrics table as your guide. The lectureship notes must have a title

page for each lecture, be completely typed, double spaced, 750+ words, employ proper style/grammar, provide

adequate lectures summary, lecture outline, and lecture reflections. Attempt to earn all the points in Column

2.

Criteria: What to Include Quality: Rating of Work

Column 1 Column 2 Column 3 Column 4

Title Page Yes 10 Pts No 0 Pts No Title Page F

Completely Typed Yes 10 Pts No 0 Pts Not Typed F

Double Spaced Yes 10 Pts No 0 Pts Not Double Spaced F

750+ Words Yes 10 Pts Less than 750 0 Pts Less than F

Style/Grammar No mistakes 10 Pts 1-3 mistakes 5 Pts 4+ mistakes 0 Pts

Lecture Summary Discusses all keyinformation 10 Pts

Skips 1 key issue ortopic 5 Pts

Skips 2+ issuesor topics 0 Pts

Lecture Outline Lists all major pointsof the lecture in

detailed

outline format 20 Pts

Skips 1 major pointof the lecture and/orprovides all majorpoints, but in anover-simplifiedoutline 10 Pts

Skips 2+ of therequirements and/orprovides and over-simplified outline 0 Pts

Lecture Reflections Lists detailedreflections in areasthat challenge thestudent to live abetter life 20 Pts

Lists reflections,but fails to makeapplication tothe student’s life 10 Pts

Lists no reflectionsor applicationsto the student’s life 0 Pts

Total Points: Total Points: Grade: Teacher Comments:

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Appendix 5: Punctual Paper Speech (Adapted from Michael Claxton, Harding University)

I have realized lately that there is some controversy here at Faulkner regarding over what it meanswhen a Professor says a paper is “due” on a certain day. I’ve decided that the whole problem is essentiallyhermeneutic in nature. You see, in the study of Scripture, there are two basic approaches. There is thetraditional approach, which usually gives a strict, literal interpretation of what the passage says. “Wespeak where the Bible speaks,” “The Bible says it; that settles it,” etc. Then there is the contemporaryapproach that is more free and flexible, taking into account the culture in which the passage was writtenand trying to abide by the spirit of the scripture instead of getting too bogged down into the letter. It hasoccurred to me that students tend to take the more progressive approach when interpreting the syllabus forany given course.

So, using the JI1essay as an example, when I announce the due date for an essay, here is what youmay be thinking: “When he says the paper is due on January 27, he doesn’t literally mean ‘January 27.’The date is really a metaphor, referring to the whole week after January 27, or, more broadly, to thegeneral ‘end times of the semester.’ January 27 is a symbol, a figure of speech, not a literal, 24-hour timeperiod. After all, many theologians think that the word day in Genesis chapter one is referring to a long,indeterminate span of time, and by the same token, a paper cannot be created for a specific day – it mustbe given time to evolve, to grow into what God wants it to be. To insist that January 27 means one specificday is to give the syllabus an interpretation that it was never intended to have.”

“And furthermore, you have to understand the culture in which the syllabus was written. Backthen, it was a different world; there were different expectations. Students back then turned in papers ontime. Nobody knows why they did it that way; it was just the culture of the age. And that’s not the onlything that was different. Back when the syllabus was written, you had to proofread your paper seventimes. Back then, women turned in their papers with their heads covered. Back then, you couldn’t turn in apaper on the Sabbath. But we don’t live like that today. We are not under the old syllabus – we are undergrace! We have been set free from the bondage of due dates. After all, it’s only tradition that says we haveto turn in a paper on a certain day. God doesn’t care when we turn in our paper – He only wants us towrite the best paper we can write. And if it’s a day, a week, even three weeks late, His mercy covers ourlateness and makes the paper on time in His sight.”

In case that’s what you are thinking, let me clear things up for you. No due date is open to privateinterpretation. You must study the syllabus to show yourself approved, rightly dividing the due date sothat you will not be ashamed. If I say, “The paper is due on January 27,” I mean, “October 6.” If you wantit in the King James version, “Thou shalt turn in thy paper on the 27 of January, or thou shalt be cast intoth

utter darkness.” That means, if you have not already emailed me a copy of the paper by January 27, youwill come to class on that day – on time – and hand me a disk containing the electronic copy of the paper.You will not forsake the class on that day as some are in the habit of doing. If you are out of town onJanuary 27, and have not previously emailed me an electronic copy of the essay, you will have a friendbring an electronic copy of the paper to me on January 27 . If you are sick, you will still bring me anth

electronic copy of the paper to class on January 27 . If you are really sick, bring a paper bag. If you haveth

an emergency (and I use a conservative definition of emergency), you need to let me know before January27 . Any questions?th

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