THL Paper

MAJOR PAPER ON SOCIAL JUSTICE IN THE OT

THL 217-N Spring 2019

The following instructions are intended to describe the expectations for this paper.  This course does not actually teach how to write a major paper, although it might help with this process.  It requires this ability for taking the class, or asks that students get help at the writing center.

When grading your paper, the instructor will assume that you have followed these instructions, or, where they are not followed, will assume that you calmly chose not to do so.  This is of course your free-will choice, and the instructor will respect your choice by calmly grading your paper accordingly.

Logistics

· Worth 15 points = 15% of final grade. Length of 1200-2000 words.  1200 words is the basic level, and 2000 is the maximum.  For the very best grade, compress as much knowledge and thought as possible into 2000 words. The standard measure for word length is to run the word count on your word processor on the whole document–heading, Works Cited, everything.  Whatever it says, that’s what we use.  Then we’re all using the same form of measurement.

· Due Sun Apr 14

· At the top put your name, course and section number, a title, and the word count.

· To submit: click on “Assignments” (left side), then on “Major Paper on Social Justice in the OT.”

· If you qualify for more time, you will normally receive 3 extra days. This would normally be for emergency (e.g., injury, illness, significant family needs), or if English is not your first language, or if you have a documented learning disability. Get in touch by email to arrange this. I prefer Creighton email (Outlook) rather than Blueline for this.

TOPICS. Choose one of the following, either A, B, or C.

Topic A.  Describe the connections between the USCCB statement on “Rights and Responsibilities” and the themes of force, violence, and social justice and injustice as encountered in the Old Testament in this course especially in Unit 4.

This statement on “Rights and Responsibilities” is by the United States Conference of Catholic Bishops (USCCB), and is one of their “Seven Themes of Catholic Social Teaching.”

· Go to the “Seven Themes. . .” web page at http://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-teaching/seven-themes-of-catholic-social-teaching.cfm

· Read the intro. paragraph

· Scroll down to “Rights and Responsibilities” and the summary paragraph

· Click on “More on Rights and Responsibilities” to go to the statement itself

Use the following format:

· In your own style, write your introduction, any background and summaries that you wish, and your conclusion.

· For the main body of your paper, use the following sequence: describe a relevant aspect of the statement along with any needed explanation, and then give the connection or connections to it found in the OT in the course so far and especially in Unit 4.

· Do the same thing for another aspect and its connections, and another, as often as you choose.

To do this paper well, much of your paper will explain biblical knowledge from as much of this course as possible and especially from Unit 4. You are primarily demonstrating a sound knowledge and understanding of the OT as learned in this course, along with its relevance to the modern world.

Topic B.  Special request. Describe the connections between this course so far and especially in Unit 4, and a special topic of your own choice or interest which is within the major themes of social justice and injustice for this course. Just a reminder that the topic must be social and systemic, not just individual or personal.

· You must clear this topic with the instructor first.

Topic C.  This option is for students who are a member of one of the following religions: Islam; Judaism; Hinduism; or Buddhism.  Do the same as Topic A above and include some connections to what your own religion teaches if it is one of the following: Islam; Judaism; Hinduism; or Buddhism.

Important content. To do this paper well, much of your paper will explain biblical knowledge from this course, especially from Unit 4. You are demonstrating a sound knowledge and understanding of the OT, as learned in this course specifically, especially in Unit 4.

Required sources.  Use the following required sources:

· The  textbook Bible or an equally good modern translation.  (Check with me if in doubt.)

· The relevant readings as given in the assignments. You need to know and understand the subject matter for this course to decide what the relevant readings are, because this is a thinking person’s assignment to some extent.. Feel free to ask the instructor if in doubt.

· Birch and Donahue. Find and use the relevant sections, whether they were assigned as readings or not.  Using the table of contents in each textbook will help you to find the relevant sections.

· Knowledge taught by the instructor in class.

No need to cite the documents which are posted on Blueline. You do not need to cite the documents which are written by the instructor and posted on Blueline. But you need to use them as sources.

Citing the textbooks.  When you use the textbooks (Birch and Donahue), show this clearly.

· Cite them using either MLA, or Turabian, or Chicago (Humanities), whichever one you wish to use or are familiar with already.

· For sure give in-text citations with page numbers, plus a Works Cited at the end.

Citing the Bible. See the section on “Using the Bible” below.

Using and citing other sources.  Feel free to use other sources in addition to those required, as long as they are credible by the standards used in this course.

· Cite them the same way as the textbooks (described just above).

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

· Give a clickable hyperlink (URL) if it is not a print source, so that I can look it up quickly and easily

· For how to cite Pope Francis’ address, see the section on speeches on this web page: https://owl.english.purdue.edu/owl/resource/747/09/. This shows you how to list it in the Works Cited, and then you can take it from there for in-text citations.

· For anything else, click on the headings along the left side of the Purdue web pages above, or just use the search box at the top left.

Bible knowledge.  Because this is a course in biblical studies, use good method as you have been learning in class. For example, explain biblical content and meaning according to its background and context.  Be sure to explain the place of your subject in the Old Testament storyline or meta-narrative as a whole.

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

Your target readers.  Write this for someone who has not taken this class, not for me.  Explain things clearly in plain English. 

· Your reader has an open Bible and has read the section of Bible covered by your paper, so you don’t need to give a systematic survey of the biblical story or content.  For example, if you refer to the Exodus story, you can explain the meaning of that story, or something in it, without actually repeating the story itself, because your readers have already read it in the Bible or can look it up.

· A good way is to picture someone you know, and write it for that person. 

Scripture, modern relevance, application. Include possible ideas on how your book might relate to later Christian theology, or how it may have been misunderstood or misused, or how it might be read as Scripture and applied in practice today. This can include thoughtful reflection on how any of this might apply to one or more specific issues of force, violence, or social justice today.

· As a result, this is a thinking person’s assignment which moves beyond foundational knowledge for the course. However, it must be built on foundational knowledge in order to give it substance and credibility.

Grading.  Because this paper functions as an assessment of your biblical knowledge and understanding, grading will be based primarily on that knowledge and understanding rather than, say, original research or creative thinking.  Your paper will receive a careful and fair grade, though without a detailed narrative assessment like for a research paper. However, you may request more detailed assessment if you wish, or if you want need it for future improvement.

The following criteria will apply to grading, in approximate order of importance:

· Biblical knowledge and understanding; amount and quality of knowledge, thinking, understanding, and using good methodology.

· Other required course knowledge; input from relevant readings and classroom teaching.  Your paper should look like you are actually taking this course and making contact with its subject matter, however fleetingly.

· Accurate knowledge and use (citation) of any outside sources.

· Bible references and quotes.  Up to 6% can be deducted for shortcomings in Bible references and quotes. Follow the section on “Using the Bible” below.

· Using a modern Bible translation.  Up to 6% can be deducted for using a Bible which is out of date, such as the King James Version.

· Good writing, spelling, grammar, and punctuation.

· A detailed rubric is provided at the end of these instructions. However, do not follow it slavishly.  The instructor will convert your work to its categories when grading.  The list above is the most important for you for grading.

Sample Paper.  See the sample paper in the Major Paper module for an example of how to do format, Bible references, etc., for any paper in this course. 

· Heads-up: that sample paper is not for this specific assignment so the content there is different.

Using the Bible. 

· When you mention something in the Bible, give support or examples from the Bible to support what you write.

· Give the Bible “reference” (book, chapter and verse) every time you MENTION anything in the Bible.  Not just when you quote from it.  Use the same style as in the textbooks and online readings.

· Sometimes it is good to quote a key passage from the Bible (rather than just giving a reference), as an example or basis for an important point in your paper.

· When you quote word-for-word from the Bible, do it clearly, with quotation marks around it, or as a block quote, so the reader knows for sure that it is a quote.

· Up to 6% can be deducted for shortcomings in Bible references and quotes.

· Use a modern Bible translation for Scripture quotes.  Up to 6% can be deducted for using a Bible which is out of date, such as the King James Version.

Clear writing. How do you know if your paper is clear?  Actually, you don’t.  In fact, you are the only person in the world who does not know if it is clear.  Solution: do what the pros do.  After you think you are finished:

· Step one: Read your paper out loud, slowly.  Does it sound like clear English?  If not, it will not read like clear English either.  Fix it.

· Step two: Now get someone else to do the same.  This could hurt a little.  It better be a pretty good friend, or else someone who doesn’t matter.  Fix it again.

· Beware of the electronic grinch stealing your grade points.  Specifically, beware of your spell checker changing your words into something that you don’t intend, or your computer making other changes.  This is a frequent and careless mistake.  Proof-read carefully!  Assume that every word is wrong, unless it is actually right.

· Write and proofread well!  I look forward to reading your clean, flawless, perfect, intelligent writing.

Academic honesty

See the section on academic honesty in the syllabus. Short form:

· What if you use an outside source, that is, a source other than those assigned as readings for this unit? You need to cite it. Paraphrasing, or changing the wording, or changing the order, or any or all of those, are all plagiarism unless you specifically cite the source with in-text citation plus listing it in the Works Cited. Then it’s fine.

· Collaboration is good, if this is oral.

· But nothing in writing.

· Share nothing in writing with anyone who is a student at CU.

· Use nothing in writing from someone else who is or ever was a student at CU, unless you specifically cite it in-text and list the source in the Works Cited. Then it’s fine.

RUBRIC

Here is the detailed rubric for assessment of a Magis Core Biblical Tradition course.  The instructor will explain it in class, and will also convert your work to its categories when grading.  The paper is worth up to 15 points, allotted as follows.

Content of the Text

4  The content of the text is presented accurately, in context, and nuanced (e.g., in relation to what is not stated, or with understanding of its significance in the text).

3  The content of the text is presented accurately and in context, but lacks any nuanced understanding.

2  Some assumptions, not evident in the text itself, are presented as the content of the text.

1  The content of the text is presented with numerous factual errors.

Literary Context

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

3  The literary context of the text is presented accurately, but plays little role in the interpretation of the text or overrides the content of the text.

2  The literary context is addressed, but not accurately.

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

Social and Historical Context

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

3  The social and historical context of the text is presented accurately, but plays little role in the interpretation of the text or overrides the content of the text.

2  The social and historical context of the text is addressed, but not accurately.

1  The social and historical context of the text is not evident in the interpretation of the text.

Critical Use of Evidence and Analysis

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

3  Appropriate and relevant evidence is cited, but its value is simply accepted rather than assessed, or appropriate texts and ideas are utilized without critical thinking.

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

1  Texts and ideas are presented with no analysis.

Argument

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

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

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

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

Style

3  Paragraphs are well constructed and logically organized to support the flow of the argument; a range of appropriate sentence structures is used; the grammar and syntax are evidence of standard written English.

2  The essay has noticeable style, grammar, or spelling errors; sentence structure is simplistic.

1  The essay contains an unacceptable number of errors in spelling, punctuation, grammar, or syntax.

0   The essay is unreadable or incomprehensible.

Format

2   The essay is completed on schedule, limited to the specified word count.

1   The essay is generally formatted according to the guidelines, but is incomplete.

0   The essay is not formatted according to guidelines.

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