Do NOT write in first person (e.g., I, we, my); or second person (e.g., you, you

Do NOT write in first person (e.g., I, we, my); or second person (e.g., you, your); only third person is allowed (e.g., he, she, the author). The Exegetical Research Paper should follow the Turabian Style for formatting and footnotes. The student should consult the Turabian style paper example as well as utilize the guidelines for PC and Mac.
Additionally, the headings and subheadings outlined below should be used in the paper. The Exegetical Research Paper should include at least 10 sources consisting of commentaries, lexicons, Bible dictionaries, word studies, peer-reviewed articles, etc. The Bible does NOT count as one of your 10 required sources, even if it is a Study Bible. Additionally, the textbooks do NOT count toward your 10 total required sources. Online website material is not permitted unless it is an eBook or peer reviewed article from the DBU Online Library database.
The student will submit the Exegetical Research Paper through the Turnitin link provided in Session 11 in Course Content in Blackboard. The student should consult the Exegetical Research Paper Grading Rubric located in Blackboard in a folder called “Grading Rubrics” to understand how the assignment will be assessed.
Here is the format for the paper regarding pages, headings, and subheadings as well as questions for consideration for each:
TITLE PAGE (1 page)
TABLE OF CONTENTS (1 page)
STRUCTURAL DIAGRAM AND OUTLINE FOR TEACHING (1-2 pages):
Step #1: Type out your text designated by verses
Step #2: Diagram the structure of the text to show the divisions of the text as it relates to independent and dependent phrases, or scenes, or themes, to show the movement of the thought imbedded in the text; thus, I should see your entire text on the first half of the page diagrammed according to its structure (e.g., if epistolary genre, then diagram by sentence structure showing the independent and dependent clauses [see “Introduction to Interpretation” PPT slides]; if parable or narrative genre, then diagram by story scenes [see “Gospels: Parables” and “Historical Narrative” PPT slides]; if psalm or proverbial genre, then diagram by parallelism [see “Poetry” and “Wisdom” PPTS slides]; if prophecy then diagram by oracle structure [see “Prophecy” PPT slides])
Step #3: In the second half of the page, create an outline of the text using the structural diagram of the text from Step 2 as your guide; the teaching outline could be used to teach others about the text; this would consist of the ‘points’ or ‘lessons’ you want to get across in your presentation of the material in a teaching format; use your own words and modify the language of the biblical text to make it a fluid outline of the text based upon your structural diagram to teach others. The teaching outline should be in bulleted points with 1 sentence maximum for each point. This should not be in ‘written paragraph’ form.
EXEGESIS (6-10 pages) [use these subheadings in the body of your Paper]:
Introduction (½ page):
Grab your reader’s attention
State what you are going to do
Write a clearly defined and communicated thesis statement detailing what you will do in your paper and how you will prove it
Historical Context (½ page):
Discuss authorship, audience, occasion, date
Is there any background information necessary to understand the text?
What is going on in the culture of the events themselves that shed light on the meaning of the text?
Literary Context (½ page):
Where is the text (e.g., John 3:16) situated in the larger book (e.g., Gospel of John [not the whole Bible])?
How does its location serve the overall theme(s) of the book?
Do NOT consider the book’s placement in the Bible, but rather the text’s placement in the book
Explanation of the Text (3 pages):
Do NOT type out the text here; just reference the verse number
Go verse-by-verse explaining the meaning of the text
Ask about the verse the Who? What? Where? Why? When? How?
Are there any key words whose debated meaning change the direction of the verse?
What grammatical problems are present in the verse?
How is the verse quoting and using other Scripture?
Use commentaries here which differ in their interpretation on key texts. Explain their differing positions and make your case as to which one is most accurate in your estimation. Why?
Theological Analysis (1 page):
How does the meaning of this text contribute to the theology of book?
What insights does this text give us about other areas of theology in the Bible?
How does this shape what we know about other doctrines such as the Trinity, God’s Word, Salvation, the Church, etc.?
Application (½ page):
Explain how you plan to incorporate this information into your own ministry and life
Continue writing in 3rd person even in this section
Discuss other ways the text can be applied to various age groups
Conclusion (½ page):
Do NOT just restate what you’ve already said
Show how your research satisfies and proves your thesis statement
Draw out the implications of this thesis statement in other areas of interpretation or further research
BIBLIOGRAPHY (1 page):
Alphabetize by author’s (or general editor’s) last name
List only sources incorporated into the footnotes of the paper

NT 640 Survey of Romans I, Text: Encountering the Book of Romans: A Theological

NT 640 Survey of Romans I, Text: Encountering the Book of Romans: A Theological Survey (Encountering Biblical Studies) by Douglas J. Moo (Dec 1, 2002)
Textbook Summary submissions must be 10-20 pages in length. The paper should begin with an introductory paragraph. The majority of the paper should be a summary of the content of the text written in the Student’s own words. Plagiarism in any form will not be tolerated. In addition, a statement or paragraph concerning what was learned and how it is applicable to the Student’s life and/or ministry should be included. The Student should briefly summarize each chapter of the text as it is reviewed. Once the paper is completed, the Student should then review and make any revisions necessary to present a good summary for submission.

Philosophy of Ministry: First Draft Assignment Instructions Overview Throughou

Philosophy of Ministry: First Draft Assignment Instructions
Overview
Throughout this course, you will be learning what other pastors and ministry leaders consider to be characteristics and activities of a healthy local church. The goal is to learn from God’s Word along with their wisdom and experience so that you can establish your own philosophy of church ministry. This philosophy will help you identify healthy churches in which you can serve and lead.
In this initial draft, you are to share your current knowledge and opinions in each area. You do not have to read the textbooks before submitting the paper. The purpose of this activity is to establish a baseline of your understanding upon which you will build throughout the term.
Later in the course, you will write a final version of this same paper. In the final version, you will apply what you have learned throughout the term and share whether or not your knowledge has grown or your opinion has changed.
NOTE that you will not be graded on your opinions and beliefs! Your grade will be determined by how well you articulate and support your opinions and beliefs.
Instructions
It is highly recommended that you review the rubric for this assignment so that you will be aware of how the evaluation will be made.
You will submit a paper meeting the following criteria.
The body of your paper must be 675-750 words. [The title, contents, and bibliography pages are not included in this word count.]
Turabian format is required for all papers in this course. Refer to the Turabian resources found in the Syllabus if needed.
You must use at least two sources for this paper. Wikipedia is not an acceptable source. The Bible can be used as one of your sources.
Your paper should include the following sections, and each section should be identified with the given section titles (both first and second level) highlighted below. (You are not to highlight them in your paper. They are only highlighted here for identification.) This paper is meant to be written in first person.

For each section, do not simply answer the questions. Explain why you have come to your conclusions. You are not limited to the questions that are provided, nor do you need to answer them all. They are only discussion prompts.
Part One: Teaching the Truth (first level heading)
What Should Be Taught (second level heading) – In this section discuss what should be taught. Do you believe that the church should strictly teach the Bible? Can the church teach from other sources? How do you determine what is and is not acceptable material?
Methods of Teaching (second level heading) – In this section discuss how the material should be taught. Do you teach topically? Exegetically? Corporately? Individually? Any combination of these? Or is there another approach you would take to teaching?
Part Two: Sharing and Receiving the Gospel (first level heading)
Conversion (second level heading) – In this section discuss what is necessary for a person to be saved.
Evangelism (second level heading) – In this section discuss your perspective on evangelism. Is evangelism necessary? Is evangelism required? How do you go about evangelizing?
Part Three: Membership and Church Discipline (first level heading)
Membership (second level heading) – In this section discuss your views on membership. Is church membership necessary? Why or why not? What does church membership look like?
Church Discipline (second level heading) – In this section discuss your view on church discipline. Is church discipline necessary? Why or why not? What does church discipline look like?
Part Four: Spiritual Leadership (first level heading)
Requirements for Spiritual Leadership (second level heading) – In this section discuss what characteristics or actions are required of spiritual leaders.
Activities of Spiritual Leadership (second level heading) – In this section discuss what you believe spiritual leaders do in the church.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
DISCUSSION
The student will post one thread of at least 300 words. For each thread, students must support their assertions from both assigned textbook readings and with at least 1 other scholarly source cited in current Turabian format. No research, however, is necessary in the Final Reflections on Romans discussion. Acceptable sources include the textbook, other books on the topic, and journal articles. The Bible, concordances, and dictionaries are assumed and should be cited but do not count toward the three required citations. Unpublished Internet sources are not usable sources for this class.
Paul’s Gospel and Mission
Write a reflection on Romans 1:1-7 to identify the content of Paul’s gospel and his motivation for mission. Consider the following as you develop the thread:
In what way was Jesus appointed Son of God with power?
What is the meaning of the “obedience of faith?”
What is the content of the gospel as identified in that passage?
What is the purpose of Paul’s call to apostleship?
What is Paul’s motivation for mission?
How does Paul’s motivation compare to your church’s motivation?

Weekly Reflections: Each student must complete weekly reflections, which will be

Weekly Reflections: Each student must complete weekly reflections, which will be due every Sunday at 11:59pm. These reflections will discuss all three aspects covered in that particular week’s course material:Lecture material (the video below)
Class Required Readings (pdf linked below)
Class Discussions (pdf linked below)
Reflections should be approximately 500 words and include 3 discussion questions critically analyzing the course material (1 discussion question pertaining to each aspect of that week’s course material).
Reflection assignments provide a structured format for considering the larger issues. The point is not to provide the “right answer,” but to ask the right questions, practicing the skills necessary to grapple with difficult concepts and complex situations.
(Please note, good discussion questions are those that allows for more than a binary (yes/no | this/that) response. Try to avoid questions that push people into thinking that they must decide between two options, and then justify their decision. Instead, ask question that allow people to consider the complexities surrounding the issues, and express them in a way that provides a space for nuanced understanding of complex issues.For example, rather than asking a question that asks “Do you think…” consider asking “How do you think…” Of course, this is just an example, so don’t think you are limited to only asking “How” question, but the idea of opening the question is key. The difference is small, but it has a dramatic affect on the way people are capable of responding to a question.
Avoid questions that serve only as general inquiries.These are questions that ask specific answers about a topic, but doesn’t really serve as a springboard for good discussion.An example of this would be “How does Islam define evil?” While this is an interesting question, it’s not really a question that allows for interactive discussion.)

Please visit a religious site that is related to the course and different from y

Please visit a religious site that is related to the course and different from your own tradition (Synagogue, Mosque or Church).
As you visit the site, please be sensitive and observe and participate with respect.
You are visiting the site to observe and learn, therefore, please do not interfere with the worship service.
Also remember to document a piece of evidence, typically your picture on the site.
Based on the observation please write a 2-page report about the experience.
The first page should be your observation and the second page your reflection. Thank you.

Compare the story of the Flood in the Bible and the Qur’an Qur’an: Surat Hud (1

Compare the story of the Flood in the Bible and the Qur’an
Qur’an: Surat Hud (11): 25-49; al-Mu’minin (23): 23-30.
For the story in the bible see attachment on blackboard
Discuss the similarities between the presentation of the Flood story in the Bible and the Qur’an.
Describe the differences of the story of the Flood in the Bible and the Qur’an in terms of:
Structure and narrative
Noah’s presentation (How is he presented in each source?)
Description of the ark
The purposes and the moral lesson of the story

Introduction: Utilizing the power of AI (artificial intelligence), which refers

Introduction:
Utilizing the power of AI (artificial intelligence), which refers to the simulation of human-like intelligence in machines that are programmed to perform tasks that typically require human intelligence (e.g., reasoning; problem-solving; learning; perception; understanding natural language; decision-making), you are to have a dialogue with AI.
Your AI will begin by using one of the 16 dialogue prompts below. Incorporating questions and resources my handout attached, “Now that’s a Good Question,” you are to engage AI just like you would be dialoguing and analyzing claims made by others using critical thinking skills you are learning in this course.
But after your dialogue ends, you must critique what AI said. AI is known to fabricate information, make false claims, misuse quotes or even mention wrong authors and non-existent books. Therefore, you will not only be evaluated by the nature of your dialogue (e.g., the types of questions you ask) but also your ability to critique AI by ensuring AI has genuinely given you factual information. See, no matter the medium, critical thinking skills are paramount!
5-page minimal (no maximum), single-space dialogue with AI. You will specifically collaborate with the AI language generator, Chat-GPT, incorporating it as a tool for learning.
Why a Dialogue?
In philosophy, religious studies, and other disciplines of study in the Liberal Arts Tradition, one of the most substantive ways to learn, think, and learn from is by dialogue. Like Socrates, Aristotle, Confucius, Buddha, Jesus, and others, the opportunity is before us to engage in a dialogue format. Plato’s Euthyphro and the Symposium (see attached) offer excellent examples of the dialogue you are being asked to create. Notice the statements said in these two early dialogues Socrates had recorded by Plato. Look at the questions asked and responses given. You are to be that critical, too, by analyzing truth claims made by AI.
A Warning:
Once again, out of an abundance of caution, please remember that every thinker (including Pascal) makes mistakes. AI is no exception. The dialogue will need to be evaluated by you.
Conclusion:
Equipped with the power of poiesis (Ancient Greek, ποίησις), UM spirit, and more, let’s be curious, teachable, and reflective. Always asking good questions and being a “good listener,” you may be surprised by what you learn! Since AI can output false statements (as seen in student papers already), including the generation of citations that don’t exist, part of your work as the outstanding UM student you are is to check or verify its output and correct it recursively as needed. You will leave the dialogue unedited, apart from edits permitted in the Chat-GPT interface.
Afterward, at the dialogue’s end, paste it into a Word document and perform a critique. So, the main focus of your dialogue assignment is twofold: dialogue itself (asking good questions) and the critique.
Recommended Outline:
1. Introduction. But your introduction around your conversation with AI (hint: write your introduction after you have your dialogue). Also, be sure you state why you chose the dialogue prompt you did
2. Copy and paste the actual unedited dialogue into the paper.
3. Place your part of the dialogue in boldface to distinguish you from AI.
4. After the dialogue ends, write a critique explaining what AI got right and what AI got wrong.
5. Write a conclusion with specific applications or reflections about what you learned from this dialogue and critique of AI’s statements.
More details:
1 Length Requirements: 5 pages minimum, no maximum.
2 Format: single-space your essay, using 12-pt Times New Roman font with page numbers
3 1-inch margins.
4 Please provide a (1) cover sheet
5 Please provide a bibliography or works cited page for any additional sources used.
Once again, for the dialogue portion of the assignment, please use boldface to distinguish your contributions from those of Chat-GPT.
When studing world religions, some of the greatest questions to explore include:
1. What is the nature of ultimate reality?
2. What is the purpose or meaning of life?
3. How do different religions understand and explain suffering and evil?
4. Whar are the key ethical principles, values, and teachings within a specific religion (e.g., Hinduism)?
5. How do different religions interpret the origin of evil?
6. How does the problem of evil influence individual behavior and societal norms?
7. How do religions address the concept of evil and salvation?
8. How do religions interact with and respond to natural evil?
9. How do different religions perceive the relationship between humanity and the divine or the transcendent?
10. What are the similarities and difference among various religious traditions, and how do they contribute to global religious diversity?
11. Is religion beneficial or poisonous to society?
12. How do religions view the human body after physical death?
13. What did Blaise Pascal mean when he claimed, “People invariably arrive at their beliefs not on the basis of proof but on the basis of what they find attractive”?
14. Why do good and godly people interpret religious passages differently?
15. Is there consciousness after physical death?
16. How is evil personified in world religions?
Additional helps:
From the response to AI’s initial and ongoing dialogue, think like a detective by adapting the questions recommended in the handout attached to your dialogue. But how? Well, look for keywords used by AI. Any word emphasized, repeated, related, alike, or unalike…focus on them and build good questions around them like, “What do you mean by ____?”
You may be surprised by what happens when good questions are used in a dialogue with AI!