Category: Religion / Theology : Theology

Annotated and Evaluative Bibliography on six (6) sources
You are to annotate six sources utilizing the format below.
An annotated bibliography is a list of research sources you will use for your paper. After the publication information of each source you write a short description of the subject and scope of
your source. Include the main details the author utilized in order to support his/her point. Afterwards, write an overall statement of the closure. Finally, suggest how/why one may utilize this text. Please follow the appropriate style for your sources. You will need a minimum of six
sources and alphabetize them. Please use the following format for the paragraph under each
citation:
1. Name of author with a rhetorically accurate verb, e.g. argues, claims, explains, and a that-
clause reporting the author’s thesis.
Ex. Terry Castle argues that the American school system is failing minorities.
2. A brief but accurate explanation of how the author develops or supports the thesis, usually
in the same order as the main points in the source.
Ex. Castle utilizes statistics showing the high dropout rates of minorities to demonstrate the
severity of the problem. She pinpoints three major causes of minority failure in American schools:
lack of role models, poor study skills, and horrible environmental conditions.
3. A statement of the author’s purpose followed by an in order to phrase.
Ex. Castle illustrates the severity of the problem in order to persuade the reader that the
American school system must be overhauled.
4. An overall statement of the conclusions of the source.
Ex. In the end, she suggests that we rethink how we educate our minorities and provides the
reader with two ways to rebuild the education system: recruit more minority teachers and provide
students with an integrated curriculum.
Next, if your EVALUATION:
5. A PARAGRAPH explaining how the entry might be used by YOU or by others interested
in the same topic.
Ex. Castle’s overview of the minority students’ situation as well as her propositions for
improving the education system could benefit discussions of practical solutions for the American
education.
Lastly, ALPHABETICIZE all your sources.

Gear it towards my ministry in the business/ corporate world. I am taking a Christian based class.
This project asks you to write a documented worldview essay where you identify and evaluate a presupposition or set of presuppositions in your discipline in light of the worldview of Christian theism.

Replies
·         In the second module of discussion, you will reply to the threads of at least 2 classmates, using between 200–250 words for each reply; this is the minimum expectation.
·         A superior grade of “A” requires substantive interaction meeting or exceeding the minimum expectations. Each reply must directly address the student’s thread and uniquely contribute to the discussion, reflecting thoughtful analysis of the topic and thread. Interact with the student’s thread by noting the strengths/weaknesses of the student’s information. Did the student refer to the assigned texts, use of biblical data to support information (etc.)?
·         For each reply, students must support their assertions with at least 1 cited insight from a required reading-to-date.
·          Refer to the Discussion Grading Rubric for grading details.
 
Citations:
·         When references are cited in your threads or replies, please make sure your in-text citations or footnotes follow the correct format.
o   School of Behavioral Sciences Students: follow current APA format
o   School of Divinity Students: follow current Turabian format.
Final Note
Because of the interactive nature of the Discussions, please make every effort to complete these assignments by the listed due date in order for all students to review and possibly respond to your information.

Description 
This assignment invites you to make a closer study of a text from our course by practicing the art of note-taking. You will do so by 1) selecting a primary source from among the assigned readings, 2) re-reading that primary source with a series of specific questions about its form and content in mind, 3) consulting a secondary source on that text and/or its tradition from a curated list, and 4) compiling your observations about the primary source and the secondary source in a clearly organized document of reading notes formatted according to the Cornell Notes method.
Instructions
Select a primary source from the list below.
Search for and then secure a copy of the secondary source that corresponds to the primary source you’ve selected. (I WILL PROVIDE THE SOURCES AS AN ATTACHMENT)
Watch this brief video on the Cornell note-taking system to familiarize yourself with the basic format. https://www.youtube.com/watch?v=HEsBd_Rgzfs
Download the Cornell Notes template attached to this assignment page.
As you re-read the primary source, complete one page of notes using the provided Cornell Notes template. You should aim to include the following in each section:
Notes: Use this section to keep track of details about the text you deem significant. These may include the author’s thesis statement, transitions in the argument, key terms alongside their definitions, and brief quotations that are representative of the text as a whole. Be as specific as possible when referring to the text, including page number and paragraph number. There is no need to use formal sentences; bullet points are perfectly fine.
Questions: Use this section to keep a running list of questions you have about the text itself and/or its broader significance. These may include exegetical questions about how the text ought to be interpreted or what its author means by a certain word, phrase, or section of their argument (e.g., “What exactly does Evagrius mean by passion? Does it differ from an ordinary want or desire? If so, how?” Etc.), but they may also include normative questions about whether and how the text matters to either your own or a more general understanding of the topics it discusses (e.g., “I wonder if Evagrius is right about the passions. Should we really want to rid ourselves of all desires? Would that not make us more divine at the expense of our humanity?” Etc.).
Summary: Use this section to craft a two to three sentence summary of the text that identifies not only what it says but how it says it. These summaries typically have the form “[Author] says/argues/claims/etc. [summary of what they say] by showing/demonstrating/performing/etc. [how they say it].”
As you read the secondary source, complete another page of notes using the same template. You should follow the directions for each section outlined in Step 5.
Submit both pages of notes through this assignment page.
Please pick which primary source you want to write on and I will provide both the primary and secondary source
Primary Sources
John of the Cross, Dark Night of the Soul (selections)
Catherine of Siena, Letters (selections)
Meister Eckhart, Sermons (selections)
Teresa of Avila, The Life of Teresa of Jesus (selections)
Julian of Norwich, Showings (selections)
Ignatius of Loyola, The Spiritual Exercises (selections)
Thomas Merton, New Seeds of Contemplation (selections)
Secondary Sources
John of the Cross (selections)
David B. Perrin, “John of the Cross (1542-91): The Dark Night,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 221-232.
Catherine of Siena (selections)
Darleen Pryds, “Catherine of Siena (1347-80): Dialogue,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 172-183.
Meister Eckhart (selections)
Charlotte C. Radler, “Meister Eckhart, Johannes Tauler, and Henry Suso,” in The Wiley-Blackwell Companion to Christian Mysticism, ed. Julia A. Lamm (Oxford: Wiley-Blackwell, 2013), 340-356.
Teresa of Avila (selections)
Mary Frohlich, “Teresa of Avila (1515-82): The Interior Castle,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 209-220.
Julian of Norwich (selections)
Elizabeth Koenig, “Julian of Norwich (c.1342-c.1416): Showings,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 148-159.
Ignatius of Loyola (selections)
Elizabeth Liebert, “Ignatius of Loyola (1491-1556): Spiritual Exercises,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 197-208.
Thomas Merton (selections)
Bruce H. Lescher, “Thomas Merton (1915-1968): New Seeds of Contemplation,” in Christian Spirituality: The Classics, ed. Arthur Holder (London: Routledge, 2009), 353-364.

It needs to be in Chicago Format. Please see the “Essay #3 Prompts section for detailed information. Please do prompt #2:
Both Luke and Matthew place particular emphasis on mercy. Choose one of these two gospels and use the body of the paper to explain three ways in which the theme of mercy is developed in it. You could focus on three characteristics of mercy, on three ways that Matthew or Luke brings attention to it, or even on three key instances in the Gospel where the theme of mercy is given special prominence. 

Follow all Research Paper: Research Proposal Assignment Instructions *** Topic For This Paper is *** The Inspiration of Scripture

Topic Paper (April 23) 50%: In 6 single- spaced pages, pick a topic of dispute and present the problem and who to address it. Choose from one of the following:
b. When and how was the canon determined?
Please use the sources attached & listed here as Primary, BUT you may also include some other sources. Darrell. L. Bock and Robert Webb, Key Events in the Life of the Historical Jesus. Grand Rapids: Eerdmans, 2010. (= WUNT volume from Mohr/Siebeck)
Williams, Peter J. Can We Trust the Gospels?
Wright, N. T. Resurrection
Last week of Christ by Schnabel, Köstenberger

3 Lessons. Students will be required to develop a plan for how they would teach apologetics in a local church or ministry setting. Students will be expected to draft three lessons complete with content to be covered, teaching tools (slides, handouts, etc.) and teaching notes/outline. The issues to be addressed can range over any of the issues discussed in the six core Apologetics courses. This plan will be graded on the basis of thoughtful preparation, creative pedagogical means and helpfulness for defending the faith. In addition to the lessons and other teaching tools, students should provide detail the audience that they have in mind.
3 lessons Topics: Lessons
1. Purpose/Meaning of Life [Genesis ; Identity in Christ : Created in Image of God]
Audience : Middle Schoolers (Middle School Camp)
2. Religious Pluralism
[John 14:6 – Jesus is the way, the truth, and the life]
Audience : High Schoolers (High School Camp)
3. Faith & Christianity
[1 Corinthians 15:12 – Resurrection & 1 Peter 3: 15-17 – Always be Ready to give an answer for the hope and confidence assurance within you]
Audience : Teaching Sunday school teachers and parents to think some of these challenging questions the kids ask regards to Christianty and faith.
Please prepare an outline/guideline lesson plan for each lessons 1 pg each and 1 pg of notes/materials for each lesson within the bounds of the lesson and given scripture~
The teachings should be from a conservative evangelical teacher perspective.

Students will be presented with a list of real-life apologetic scenarios (posted below) which reflect a tension between our culture and the Bible. From that list, ONE scenario will be chosen, and the student will write a thoughtful reflection intended to resolve the challenge utilizing the approaches to the OT and NT modeled and discussed in class. The paper will be expected to reflect an understanding of our contemporary culture, as well as relevant, contemporary biblical scholarship. Be sure to ground your paper in solid biblical scholarship, as well addressing all the cultural and ethical aspects raised in the scenario. Chosen Scenario:
You and your spouse have raised a wonderful daughter who professed faith in Christ years
ago and took a vow of purity to remain sexually chaste until marriage. During her freshman
year at an evangelical Christian university, she suffered “date rape” at the hands of Christian
young man at the school. She was so emotionally wounded and ashamed of being raped that
she did not tell anyone but tried to deal with it on her own. Unfortunately, she began to show
signs of clinical depression because of undiagnosed PTSD and underwent a personality change
that baffled you and your spouse. When she returned to college for her sophomore year, she
was reluctant to date because of fear of rape—and understandably so. Unfortunately, she
suffered date rape a second time at the end of the year and decided to tell you and your
spouse. Although you were able to provide PTSD counseling and therapy for her, she
announced that she was “done” with men and would probably never marry since she no longer
trusted men. A few months later, you discovered a digital image on an Instagram post of her
and another young woman kissing one another passionately, then another post the next week
when she announced to the world, “I love this girl!” During the next several weeks, a number
of your Christian friends from your church contacted you to express concern, asking, “Has your
daughter become a lesbian?!?” Yesterday, your daughter called your spouse to announce that
she is now bi-sexual and planning to marry her lesbian partner. Your spouse is concerned that
she has rejected the faith and refuses to even consider attending the wedding. Your spouse
told you that you should also expect a similar call from your daughter tonight announcing her
engagement. In the meantime, you just received a voice mail from the pastor of your church,
saying that he has been informed about the lesbian posts on your daughter’s Instagram account
and that he needs to discuss whether he can allow you to continue to serve in a leadership
position in the church because of this. How should you respond to your pastor? How should
you respond to your Christian friends at church? How should you respond to your spouse?
How should you respond to your daughter when she calls tonight?

Exegetical Paper
TRS 201: Foundations of Theology I

Formatting
• 12-point font
• Times New Roman or similar font
• Double-spaced
• 1-inch margins
• Page numbers, preferably top right

Heading
• Your Name
• Course name and section
• Semester
• You may include this information as part of a separate title page or place it in the upper left corner of page 1..

Exegetical Paper
• Use footnotes instead of endnotes.
• You may use a citation style standard to the field of your major. If your field does not have a standard style, use Chicago.
• Style should be formal. Limit first person language outside of the introduction or conclusion.
• Prioritize active verbs.
• A bibliography does not count towards the required number of pages.
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