Overview: In 2-3 pages (typed, double-spaced), students summarize two different the views presented on a particular issue
in two assigned readings, identify the key points of disagreement between them, and identify the reasons for their disagreement.
Topics:
There are three possible topics, of which students must write on 2:
| Topic |
Readings |
Due Date |
| The Synoptic Problem |
C. M. Tuckett, "The Synoptic Problem," Pages 263-270 in The Anchor Bible Dictionary, Volume 6. Edited by D. N. Freedman. New York: Doubleday, 1992. (In the
reference section of the King's library)
Mark Goodacre, The Synoptic Problem. The Biblical Seminar. Sheffield, UK: Sheffield Academic Press, 2001. Pages 122-161. (Photocopy on reserve in the King's library) |
Due Thursday, February 5th |
| The Historicity of Acts |
Luedemann, Gerd. Early Christianity according to the Traditions in Acts: A
Commentary. Translated by John Bowden. London: SCM Press, 1989. Pages 1-18. (Book on reserve in the King's library)
Bruce, F. F. "Acts of the Apostles." Pages 33-47 in International Standard
Bible Encyclopedia. Volume 1. Edited by Geoffrey W. Bromiley. Grand Rapids:
Eerdmans, 1979. (In the reference section of the King's library)
|
Due Tuesday, February 10th |
| The Authenticity of Ephesians |
Danker, F. W. "Ephesians, Epistle to the." Pages 109-114. In International
Standard Bible Encyclopedia. Volume 2. Edited by Geoffrey W. Bromiley. Grand
Rapids: Eerdmans, 1979. (In the reference section of the King's library)
Furnish, Victor Paul. "Ephesians, Epistle to the." Pages 535-542 in The Anchor
Bible Dictionary. Volume 2. Edited by D. N. Freedman. New York: Doubleday, 1992. (In the reference section of the King's library) |
Due Thursday, March 11th |
Marking:The assignments will be marked based on the
following criteria:
| a) Grammar and style: For full marks students must use proper English with no grammatical errors or spelling mistakes and with
good English style. The assignment need not be structured like a formal essay (with introduction and conclusion, thesis, etc.), but should be clearly organized. |
| b) Accuracy of the summary of assigned readings: For full marks students must demonstrate that they have understood the two assigned readings
well and must provide an accurate summary of the writers' views on the question. Space is obviously limited, so students must try to identify what the main arguments are
in each reading.
|
| b) Accuracy in identifying the key points of disagreement: Here students are looking to sort out exactly where the two writers disagree.
Remember that in a debate the two sides often share a broad area of agreement and only disagree about specific issues.
|
| b) Accuracy in identifying the reasons for the disagreement: Here students are looking for the reasons why the two readings disagree. These reasons could include
evidence that one considers but the other does not, evidence which the two writers interpret differently, assumptions which the two writers do not share, etc.
|
Possible Outline
| Very brief (one or two sentences) statement of the question under consideration |
| Summary of the first reading |
| Summary of the second reading |
| Discussion of the key points of disagreement |
| Discussion of the reasons for the disagreement |
| Very brief (one or two sentences) summary of your findings |
|
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