THST 540

THE DOCTRINE OF SALVATION Summer 2012 Martin Hanna, Ph.D.

THST 540

DOCTRINE OF SALVATION SUMMER 20 12 G E NE R AL CL AS S I NFO RMAT I O N

Class acronym: Class name: Semester & year: Class location: Class time/day: Credits offered:

THST 540 Doctrine of Salvation Summer 2012 N150 7:30am – 9:20am. M-Th 2-3

I NS T RU CTO R CO NTACT D E TAI L S

Instructor: Telephone: Email: Office Location: Secretary:

Martin Hanna, PhD 269-471-3433 [email protected] N 312 Andrea Xisto, Suite N 311, Phone: 471-3197

B UL L E T I N CL AS S D E S C RI PT I O N

A broad study of the Christine doctrine of Salvation: The author, object, need, agent, process, and result of salvation. Biblical, historical and systematic considerations are intrinsic to this course. While the Seventh-day Adventist understanding of this doctrine constitutes the central focus of the study, other views are also acknowledged.

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CL AS S O B J E CT I V E S

Students who complete this course are able to: 1. Describe the shifts from premodern to modern to postmodern models for the doctrine of salvation. 2. Discuss the impact of science on models of the doctrine of salvation in various periods of history. 3. Compare and contrast Classical (conservative) and Liberal models of the doctrine of salvation. 4. Summarize the implications of models of Revelation, Inspiration, and Hermeneutics for understanding the doctrine of salvation. 5. Explain the place in the doctrine of salvation of the biblical teaching on the personhood of God as three in one. 6. Discuss the biblical data on Christ as Supreme Revelation of the doctrine of salvation. 7. Discuss the biblical data on Scripture as Special Revelation of the doctrine of salvation. 8. Discuss the biblical data on Nature as General Revelation in connection with the doctrine of salvation. 9. Explain the place of the biblical teachings on foreknowledge, predestination, and providence in the doctrine of salvation. 10. Discuss the biblical data on the doctrine of salvation in relation to the connections between faith, love, and hope. 11. Evaluate reason, experience, and tradition as resources for theological understanding of the doctrine of salvation. 12. Show how recent research has influenced his/her personal understanding of the doctrine of salvation and personal faith in God. 13. Discuss the application of the foundational concepts and issues of the doctrine of salvation to practical real-life situations. 14. Explain how this class has contributed to development of participants’ competencies as outlined in the goals for various seminary programs.

INS TRUCTO R PRO F ILE

Martin Hanna is from Nassau, one of the beautiful islands of the Bahamas, where he was a High School Teacher and Church Pastor. At Northern Caribbean University, in Jamaica, he was a Counselor, Dean of Men, Associate Professor, Chair of Religion, and Research Center Director. He earned a PhD at Andrews University, where he is Director for the MA in Religion and Associate Professor in the Department of Theology and Christian Philosophy. Dr. Hanna enjoys research as is evident in several articles and in his books: The Use of Science in Theology, and The Cosmic Christ of Scripture. He enjoys even more his marriage to Henrietta Hanna who has a PhD in Nursing. They have three children: Pharez (who is in the Air Force), Melody (an Architect), and Zachary (an Andrews Academy student)

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T E XT B O O K S , RE CO MME ND E D RE ADI N G S AND CL AS S B I B L I O G RAPH Y

Required reading “Romans,” in The Holy Bible. Note: Participants are required to read chapters from at least eight of the following resources. Reference should be made to these resources in your presentation of issues in the online discussions. Whidden, Woodrow W. Ellen White on Salvation: A Chronological Study. Hagerstown, MD: 1995. Martin Hanna. The Cosmic Christ of Scripture: How to Read God’s Three Books. Comparing Scripture Perspectives with the Writings of Ellen G. White. Berrien Springs, MI: Cosmic Christ Connections, 2006. Ivan Blazen, “Salvation,” Handbook of Seventh-day Adventist Theology, Seventh-day Adventist Bible Commentary, vol. 12, ed., Raoul Dederen (Hagerstown, MD: Review and Herald, 2001), 271313. Documents on Salvation. Biblical Research Institute (15 documents). http://www.adventistbiblicalresearch.org/documents.htm#salvation “The Primacy of the Gospel Committee Report.” http://www.adventistbiblicalresearch.org/Independent%20Ministries/PrimacyoftheGospel.htm Ellen White. Steps To Christ. Mountain View, CA: Pacific Press, 1908 (13 Chapters). http://www.whiteestate.org/books/sc/sc.asp Ellen White. Faith and Works: Sermons and Articles by Ellen G. White. Hagerstown, MD: Review and Herald, 1979 (19 Chapters). http://www.nisbet.com/reference/fw/default.htm http://www.nisbett.com/reference/fw/default.htm Class Bibliography: Anderson, Roy Allen. The God-Man, His Nature and Work. Washington D.C.: Review and Herald, 1970. Braaten, Carl E. Justification: The Article by Which the Church Stands or Falls. Minneapolis: Fortress, 1990. Carson, D. A. Right with God: Justification in the Bible and the World. Grand Rapids, MI: Baker, 1992. Clifford, A. John, Russell R. Standish. Conflicting Concepts of Righteousness by Faith. Rapidan, VA: Hartland, 1976. Daniels, A. G. Christ Our Righteousness. Washington D.C.: Review and Herald, 1926. Douglas, Herbert, Edward Heppenstall, Hans K. LaRondelle, C. Merwyn Maxwell. Perfection, The Impossible Possibility. Nashville, TN: Southern Publishing, 1977.. SEVENTH- DAY ADVENTI ST THEOLOGI CAL S EMINARY 4

CL AS S B I B L I O G RA PH Y - - CO NT I NUE D - -

Davis, Thomas A. Romans for the Every-Day Man. Washington, D.C.: Review and Herald, 1971. Ford, Gillian. The Human Nature of Christ in Salvation. Forde, Gerhard O. Justification by Faith: A Matter of Life and Death. Philadelphia: Fortress, 1982. General Conference Ministerial Association. Seventh-day Adventists Believe. Hagerston, MD: Review and Herald, 1971. Gulley, Norman. Christ Our Substitute. Washington, D.C.: Review and Herald, 1982. Hanna, Martin. The Cosmic Christ of Scripture: How to Read God’s Three Books. Comparing Scripture Perspectives with the Writings of Ellen G. White. Berrien Springs, MI: Cosmic Christ Connections, 2006. Hays, Richard B. The Faith of Jesus: The Narrative Substructure of Galatians 3:1-4:11. Grand Rapids, MI: Eerdmans, 2002. Heinz, Johann. Justification and Merit: Luther vs. Catholicism. Berrien Springs, MI: Andrews University Press, 1981. Holbrook, Frank B. The Atoning Priesthood of Christ. Adventist Theological Society, 1996. Hultgren, Arland J. Christ and His Benefits: Christology and Redemption in the New Testament. Philadelphia: Fortress, 1987. Johnson, Harry. The Humanity of the Saviour. London: Epworth Press, 1982. Jones, A. J. The Consecrated Way to Christian Perfection. Mountain View, CA: Pacific Press, 1905. Kraus, C. Norman. God Our Saviour: Theology in a Christological Mode. Scottdale, PN: Herald Press, 1991. LaRondelle, Hans K. Assurance of Salvation. Napa, ID: Pacific Press, 1999. LaRondelle, Hans K. Christ our Salvation: What God Does for Us and in Us. Sarasota, FL: First Impressions, 1980. LaRondelle, Hans K. Righteousness by Faith. Seminary Lectures, 1966. Moore, A. Leroy. Adventism in Conflict: Resolving the Issues That Divide Us. Hagerstown, MD: Review and Herald, 1995. Moore, A. Leroy. The Theology Crisis: A Study in Righteousness by Faith. Ph.D. dissertation, New York University, 1979.

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Moore, Richard K. Rectification (‘Justification’) in Paul, in Historical Perspective and in the English Bible. God’s Gift of Rioght Relationship. 3 vols. Lewiston, NY: Edwin Mellon, 2002. McGrath, Alister E. Iustitia Dei: A History of the Christian Doctrine of Justification. 2 vols. New York: Cambridge University Press, 1986. McGrath, Alister E. Justification by Faith: What It Means for Us Today. Grand Rapids, MI: Academic Books, 1988. Oden, Thomas C. The Justification Reader. Grand Rapids, MI: Eerdmans, 2002. Prescott, W. W. The Doctrine of Christ. Washington, D.C.: Review and Herald, 1920. Priebe, Dennis E. Face to Face with the Real Gospel. Mouontain View, CA: Pacific Press, 1985. Sequeira, Jack. Beyond Belief: The Promise, the Power, and the Reality of the Everlasting Gospel. Boise, ID: Pacific Press, 1993. Sequeira, Jack. Saviour of the World: The Humanity of Christ in the Light of the Everlasting Gospel. Berrien springs, MI: Glad Tidings Publishers, 2004. Shank, Robert. Elect in the Son: A Study of the Doctrine of Election. Springfield, MI: Westcott, 1970. Sproul, R. C. Faith Alone: The Evangelical Doctrine of Justification. Grand Rapids, MI: Baker, 1995. Stott, John. The Cross of Christ. Downers Grove, IL: InterVarsity, 1986. Tavard, George H. Justification: An Ecumenical Study. New York: Paulist Press, 1983. Torrance, Thomas. The Mediation of Christ. England: Paternoster, 1983. Venden, Morris L. 95 Theses on Righteousness by Faith. Napa, ID: Pacific Press, 2003. Waggoner, E. J. Christ and His Righteousness. Oakland, CA: Pacific Press, 1890. Waggoner, E. J. The Gospel in the Book of Galatians. Oakland, CA: Pacific Press, 1888. Walker, Jack D. Documents from the Palmdale Conference on Righteousness by Faith. Goodlettsville, TN: 1976. Wallenkampf, Arnold Valentin. What Every Christian Should Know About Being Justified. Hagerstown, MD: Review and Herald, 1988. Whidden, Woodrow W. “The Soteriology of Ellen G. White: The Persistent Path to Perfection, 18361902.” PhD. Dissertation, Drew University, 1989. Whidden, Woodrow W. Ellen White on Salvation: A Chronological Study. Haggerstown, MD: 1995. White, Ellen G. Faith and Works. Hagerstown, MD: Review and Herald, 1979. SEVENTH- DAY ADVENTI ST THEOLOGI CAL S EMINARY 6

White, Ellen G. Steps to Christ. Mountain View, CA: Pacific Press, 1908. Zurcher, J. R. Touched With Our Feelings: A Historical Survey of Adventist Thought on the Human Nature of Christ. Hagerstown, MD: Review and Herald, 1999.

G RADI NG C RI T E RI A AN D CO URS E AS S E S S ME NT I T E MS

Criteria for Grades Every student can earn up to a B by memorizing and repeating the content from lectures, class discussions, and the required reading. Graduate theological thinking requires more than rote memory. Superior grades reflect independent and mature thinking as demonstrated in class participation, quality of completed assignments, and performance on examinations. Course Workload The workload is calculated on a basis of 90 hours for a 2-credit class. Obviously students differ in speed and comprehension skills. Therefore, time proposed for assigned activities is only an estimate: Required Reading, 30 hrs.; Class Attendance & participation, 45 hrs.; Issues paper, 5 hrs; Position paper, 10 hrs; TOTAL: 90 hrs. In order to fulfill the requirements in the previous paragraph, the student should plan to spend approximately two hours in study, research, and exam preparation, for every hour in the class room. This can be quite a heavy study load. However, you should include time spent in thinking about your assignments as well as time spent in course related face-to-face or email dialogue with your teacher or classmates outside of class. The following scale will be used for determining the final grade: A AB+ B B-

94-100% 90-93% 87-89% 83-86% 80-82%

C+ C CD F

78-79% 75-77% 70-74% 55-69% 0-54%

Assignment Submission: Late work will be subject to penalties in the form of lowered grades. 1. Class Attendance and Participation. Attend all class sessions and participate in discussions, assignments, and activities. 2. Reading of assigned materials to supplement class experience and to inform your five page research proposal on a topic relevant to the class. 3. Each week write at least two brief descriptions of at least two issues you are dealing with in your research and how these are related to the reading you are doing and the lectures and discussions during class sessions. The same issues may be discussed further in subsequent weeks.

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4. Each week write at least two brief responses to at least two of the issues mentioned by your colleagues. Each of your responses should include at least two comments. At least one of your comments must be a positive comment on something you like about what was written. The other comment may provide constructive criticism. 5. Students registered for 2 credits will write a research proposal on a topic related to the theme of this class. Describe how the required readings and the class discussions relate to your proposal. The proposal should be at least five pages long. Include at least seven resources in your footnotes and bibliography. Due dates: Topic—week one; research question and thesis—week two; two page outline—week three; five page proposal—week four. 6. In addition, students registered for 3 credits will write a research paper based on your research proposal. The paper should be at least 15 pages long. Include at least fifteen resources in your footnotes and bibliography. Due date: week five. 8. All assignments are to be turned in through the Moodle account for this course. Other Guidelines (for 2 credits) 1. Class attendance 2. Description of issues 3. Response to colleagues 4. Research Proposal 5. Mid-Term Exam 7. Final Exam Total

10% 15% 10% 15% 20% 30% 100%

Other Guidelines (for 3 credits) 1. Class attendance 2. Description of issues 3. Response to colleagues 4. Research Proposal 5. Research Paper 6. Mid-Term Exam 7. Final Exam Total

5% 10% 5% 10% 30% 15% 25% 100%

The criteria for grading the papers will be: 40% Thoroughness/Research Content (Theological and philosophical foundations, Current Studies, Analysis). 20% Applicability (personalized to your career). 20% Creativity/Relevance. 20% Writing (documentation, logical flow, professional appearance).

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MAS T E R O F DI V I NI T Y CO MPE T E NCY C H E CK L I S T P = Primary Competencies S = Secondary Competencies 1. Maturing Christian a Accepts the central role and the transforming power of the Father, Son, and Holy Spirit in his/her spiritual life. Knowing b Knows how to use the biblical spiritual disciplines, especially prayer and the study of Scripture. c Values his/her call to ministry and personal spiritual gifts. Being d Is committed to reflecting the character of Christ and exemplifying personal integrity and professional ethics. e Cultivates the harmonious development of the mental, physical, spiritual and social dimensions of life. Practices the biblical virtues of grace, acceptance, and forgiveness, especially within his/her marriage and family. Doing f g Interacts positively with people of other cultures and religions. 2. Perceptive Student of the Bible a Demonstrates advanced understanding of Bible contents. Knowing b Understands the social and historical backgrounds of the Bible and the influence of culture on biblical interpretation. c Demonstrates advanced understanding of Bible history, doctrines, and theology. d Values regular Bible study and deep reflection upon it. Being e Values the principle of Sola Scriptura and the need for the Holy Spirit in interpreting Scripture. Practices sound methods of exegesis using original languages, guided by appropriate hermeneutics. Doing f 3. Developing Theologian a Demonstrates advanced understanding of Christian history, theology, philosophy, ethics and mission. Knowing b Demonstrates advanced understanding of Adventist history, theology, doctrines, lifestyle, and practices. c Understands the role and influence of Ellen G. White and her writings on Seventh-day Adventist theology, mission, and ministry. d Embraces an Adventist theology, identity, and mission informed by the Great Controversy theme. Being e Is conversant with major world religions and can communicate biblical truth cross-culturally. Values scholarship, professional growth, and lifelong learning. f Doing g Engages in biblical and theological reflection as the basis for ministry. 4. Inspiring Biblical Preacher and Worship Leader a Knows how to design public worship that is biblically and theologically sound and contextually relevant. Knowing b Knows how to use different styles of preaching to engage diverse hearers. c Places high value on preaching Scriptural truth including the distinctive beliefs of Seventh-day Adventists. Being d Values congruence between the message preached and his/her life. e Preaches with clarity and persuasiveness. Doing Is able to design and lead theologically-based, culturally and cross culturally sensitive corporate worship of the Creator God. f 5. Discipling Pastor a Knows how the principles of pastoral care influence all aspects of ministry. Knowing b Recognizes the dynamics and complexity of human nature. c Respects the individual’s uniqueness and God-given ability to address life’s issues. Being d Values the power of faith and intercessory prayer. e Is able to inspire and mentor members in spiritual growth. Demonstrates ability to build community and nurture positive relationships. f Doing g Disciples individuals through passionate Bible teaching. 6. Persuasive Evangelist and Apologist a Is familiar with contemporary missiological evangelistic and theological issues and trends. Knowing b Has a practical knowledge of how to lead people, including those from diverse cultural and religious backgrounds to Christ. c Has a passion for lost people and calls individuals to a decision for Christ and the church in the context of the three angels’ messages. Being d Is sensitive to all cultures and faiths in presenting the gospel. Doing e Defends the faith with a Christocentric emphasis. 7. Transforming Leader a Embraces the biblical and theological principles of servant leadership. Knowing b Understands leadership and organizational theory as they apply to the church and its administration. c Appreciates the importance of leadership and church polity in facilitating Seventh-day Adventist mission. Being d Values Christian education and other forms of youth ministry. e Has the ability to minister to and to empower people for ministry in diverse and multi-cultural settings. Doing Is able to organize, equip, and mobilize congregations effectively for mission and ministry. f 8. Prophetic Change Agent a Understands the Scriptural and theological basis for the church’s moral engagement in the world. Knowing b Values a sense of justice and advocates for equity, fairness, and religious liberty for all. c Is an agent of the reconciling ministry of Christ and a peacemaker. Being d Is able to analyze, interpret, and critique contemporary social, cultural, and political issues in the light of biblical truth. Doing e Identifies social needs and responds in ways that incarnate the Gospel in the world.

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MA I N R E L I G I O N G O AL S A ND AS S E S S ME NT S

Competencies Addressed 1

2

3

4

5

Commit to a Bible grounded, Christ centered, and Spirit filled approach to scholarly inquiry. Promote Seventh-day Adventist identity and unity as pedagogical and scholarly goals. Embrace multi-cultural community as the context for learning, worship, and service. Demonstrate understanding of the central issues of their selected specialties. Evaluate, conduct, and effectively communicate theological, biblical, and historical research.

Assessment Methods

Portfolio Artifacts

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

PH D I N RE L I G I O N G O AL S AN D A S S E S S ME NT S

The PhD: Religion program builds on expertise and training developed in approved master's programs. It provides individuals equipped with skills and methods appropriate to genuine scholarship to do original and responsible research, and it promotes the proficient application of sound and valid principles of biblical interpretation and historic research. It seeks to acquaint students with the Judeo-Christian heritage and the findings of various branches of biblical scholarship and communicates the religious and ethical values of that heritage as found in Scripture and as understood by conservative Christians, in general, and the Seventh-day Adventist Church, in particular. This degree is not earned by the mere accumulation of credits. It is conferred on those who demonstrate clearly and capably, in written and oral form, mature and independent research marked by discriminating analysis, careful evaluation of evidence and theories, and sound interpretation of available data. The PhD in Religion is granted only to those who give evidence that they have attained a distinctly superior level of expertise in their principal area of study and the supplementary cognate area. Andrews University Bulletin, 377.

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PH D I N RE L I G I O N G O AL S AN D AS S E S S ME NT S

Competencies Addressed 1

Faithfulness to God and Scripture.

2

Mastery of content relevant to the chosen discipline.

3

Advanced research and writing capability in the chosen discipline. Expertise in teaching and other forms of communication.

4

Assessment Methods

Portfolio Artifacts

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam. Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam. Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research proposal, presentation of issues, responses to issues, research paper, mid-term exam, final exam.

Research Proposal and Research Paper.

Research Proposal and Research Paper.

Research Proposal and Research Paper.

CL AS S PO L I CI E S

Disability Accommodations

Students with diagnosed disabilities may request accommodations and needed assistance from the Office of Student Success. If you quality for accommodations under the American Disabilities Act, please see the instructor as soon as possible for referral and assistance in arranging such accommodations. Examinations “Credit is not granted in courses unless the required examinations are completed by the student. Students are expected to follow the published examination schedule. In cases where the schedule requires a student to complete four exams in one day, arrangements may be made with the dean to complete one of the examinations at another time.” Andrews University Bulletin 2010, page 29.

Class Attendance “Regular attendance at all classes, laboratories and other academic appointments is required for each student. Faculty members are expected to keep regular attendance records. Whenever the number of absences exceeds 10% of the total course appointments, the teacher may give a failing grade. Merely being absent from campus does not exempt the student from this policy. Absences recorded because of late registration, suspension, and early/late vacation leaves are not excused. The class work missed may be made up only if the teacher allows. Three tardies are equal to one absence.” Andrews University Bulletin 2010, page 29-30.

Absences will be counted by the hour. Only four absences are allowed. At the same time, each absence will result in a loss of 2.5% from the final grade. This loss may be recovered by writing additional pages for the assignments. Two pages written at an acceptable level of scholarship can redeem one absence.

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Excused Absence Absences will not be excused simply because a student apologizes for being absent. “Excuses for absences due to illness are granted by the teacher. Proof of illness is required. Residence hall students are required to see a nurse on the first day of any illness which interferes with class attendance. Nonresidence hall students should show written verification of illness obtained from their own physician. Excuses for absences not due to illness are issued directly to the dean’s office. Excused absences do not remove the student’s responsibility to complete all requirements of a course. Class work is made up by permission of the teacher.” Andrews University Bulletin 2010, page 30. If a student does not show up at the examination time he/she will get 0 points for that evaluation. When a student is excused by the Associate Dean’s office from writing the examination at the appointed time, she/he will be given a different test from the rest of the class, usually an essay type examination consisting of only one question.

Teacher Tardiness “Teachers have the responsibility of getting to class on time. If a teacher is detained and will be late, the teacher must send a message to the class with directions. If after 10 minutes no message has been received, students may leave without penalty. If teacher tardiness persists, students have the right to notify the department chair, or if the teacher is the department chair, to notify the dean.” Andrews University Bulletin 2010, page 30.

Academic Integrity Andrews University takes seriously all acts of academic dishonesty. Academic dishonesty includes (but is not limited to) falsifying official documents; plagiarizing; misusing copyrighted material; violating licensing agreements; using media from any source to mislead, deceive or defraud; presenting another’s work as one’s own; using materials during a quiz or examination other than those specifically allowed; stealing, accepting or studying from stolen examination materials; copying from another student; or falsifying attendance records. For more details see the Andrews University Bulletin, 2010, page 30. “Consequences may include denial of admission, revocation of admission, warning from a teacher with or without formal documentation, warning from a chair or academic dean with formal documentation, receipt of a reduced or failing grade with or without notation of the reason on the transcript, suspension or dismissal from the course, suspension or dismissal from the program, expulsion from the university or degree cancellation. Disciplinary action may be retroactive if academic dishonesty becomes apparent after the student leaves the course, program or university.” Andrews University Bulletin 2010, page 30 Students are expected not to cheat by glancing at other students’ tests, chatting during the examination, or consulting with personal notes or books. Cheating in any test may result in a Failing grade (F) for the entire course. Academic honesty also requires the accurate documentation of quotations and other material used in research papers. Seminary professors are encouraged to report to the Associate Dean all Academic dishonesty.

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APPENDIX 1

EXAMPLE CRITERIA FOR ASSESSMENT GUIDELINES THE B GRADE We start with the B grade for a very specific reason. It is because a B grade is a sign that you have competently fulfilled all of the requirements stipulated for an assessment or competency evaluation. It is an excellent grade and demonstrates a high level of knowledge, insight, critique competence and professional written presentation standards essential for an individual wishing to pursue a career as a professional pastor. THE A GRADE An A grade is only given when a student not only fulfils the criteria stipulated above for a B grade, but in doing so demonstrates an advanced academic aptitude for content knowledge, critique, synthesis and independent insight, while exhibiting highly developed communication skills and professional publication standards that would allow them to pursue a highly competitive academic career. THE C GRADE The C grade differs only from a B grade in that the traits outlined in the B grade above are not consistently applied. However, with diligence and applying feedback from your lecturer, the academic process can provide a perfect opportunity for a student to improve their consistency, and hence, their grade. THE D GRADE The D grade exhibits a limited level of knowledge, insight and critique and poor written presentation standards. This may be because of a lack of time management on the part of the student, they may have difficulty grasping the concepts being taught, English may be their second language, or they may be experiencing a personal issue that is affecting their concentration and motivation levels. Again, with diligence, applying feedback from your lecturer, and seeking services offered by the University like the writing lab or the counseling centre, the academic process can provide an opportunity for a student to significantly improve their performance. FAIL The Fail grade is given when very limited or no demonstratable competency has been observed. EXTRA CURRICULAR ACTIVITIES    

You cannot be graded on the type of paper you could have turned in if you had had more time. You cannot be graded or given credit in this class on extra-curricular activities you may be involved in. It is unreasonable to expect a better grade because you are a nice person or are friends with the lecturer. It is unreasonable to demand a good grade because you believe you have been called by God, and thus, should automatically be given good grades despite poor performance.

Your assessments have been specifically designed to measure and provide evidence of your competency with relation to the subject matter. This is to meet University accreditation standards. Thus, you will only be graded on

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The content of the assessments you submit. If it is not in your assessments, your lecturer will not have adequate evidence of your competency and will have to grade you accordingly. PLAGIARISM Replicating writing, cutting and pasting or moderately paraphrasing text from publications, internet sources, books, friends papers or publications, family members papers or publications, ghost writers papers or publications with the intent of passing it off as your own work, is strictly prohibited and unacceptable. Students found to be plagiarizing the work of others will receive an immediate Failing grade. Your actions will be reported to the University and your sponsor (if sponsored). You may even face expulsion from the University. Your lecturer will randomly sample sentences, phrases and paragraphs from your paper and compare them with papers from past students and with content on the internet. Your lecturer is also familiar with a lot of the publications and sources you will be using for your assessment and will also be able to identify any potential plagiarism. LANGUAGE AND GRAMMAR There is an expectation that a person who holds a Master’s qualification will have advanced written language skills, particularly in the language in which their Masters was taught. Thus, no special consideration will be given to students who speak English as a second language or native-English speakers who struggle with written English. Such students are advised to seek the assistance of the campus writing lab or seek the services of a professional academic editor prior to the submission of their assessment. Students are encouraged to have someone else read their assessments aloud to them prior to submission. This practice will provide you with immediate feedback as to how your written assessments sounds/reads to another person. You may even want to have a friend or a professional academic editor look over your assessments to identify any typing, spelling or punctuation errors too.

CRITERIA FOR ASSESSMENT OF PAPERS Elements Title and Paper Presentation

A Range

B Range

C Range

D Range

F – Fail

The title is creative, succinct, one that also hints at the scope, method and argument of the paper. The appearance and word-processing of the document is of a high professional standard.

The title is succinct and hints at the scope, method and argument of the paper. The appearance and word-processing of the document is of professional standard.

Contains elements of the topic, scope and purpose of the paper. The appearance and word-processing of the document is adequately presented, but lacks a professional standard.

Describes little about the content. The appearance and wordprocessing in the document is poor.

Introduction and Thesis

Presents the topic and purpose of the paper very clearly and succinctly. It is objective and demonstrates a

Presents the topic and purpose of the paper clearly and succinctly. It is objective and demonstrates critical

The topic and purpose lacks some clarity. It tends to be overly wordy. Critical scholarship is lacking in some

The topic and purpose has limited clarity. It is not easily apparent what this paper is about. Critical

Does not describe the content. The appearance of the word-processing in the document is very poor and demonstrates a lack of commitment to the professional standards required of Masters recipients. The topic is not clearly described nor is the purpose of the paper expressed. Critical scholarship is

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Development

Analysis

Communication and Language

high level of critical scholarship. Your thesis is succinct, insightful, sophisticated, even exciting. It demonstrates independent insight and comprehensive reading and research of the topic. All ideas in the paper flow logically; your argument is identifiable, reasonable, and sound. You have excellent transitions. Your paragraphs have solid topics and each sentence clearly relates to that topic. Supports every point with examples from a wide range of academic literature. Quoted material is expertly integrated into the body of your work. Your analysis suggests new ways to perceive the material or identifies gaps or shortcomings in the literature. Is very interesting, thought provoking and exciting to read. Uses language appropriately and articulately. No more than one spelling, grammatical or style mistake per page.

scholarship.

places.

scholarship is lacking in some places. Your thesis is frequently unclear, your references to scholarly literature is very limited or, is irrelevant. Ideas in the paper flow illogically. Your argument is very difficult to identify at times. Your transitions require significant improvement. Paragraphs do not stay on topic.

nonexistent.

Your thesis is clear, insightful and demonstrates extensive reading and research of the topic. All ideas in the paper flow logically. Your argument is identifiable, reasonable, and sound. You have very good transitions. Your paragraphs have solid topics and each sentence clearly relates to that topic.

Your thesis is unclear at times, your references to scholarly literature is limited or, are irrelevant. Not all ideas in the paper flow logically, some are unsound. Your argument is difficult to identify at times. Your transitions require improvement. Your paragraphs have topics but often deviate from them.

Supports every point with examples from a wide range of academic literature. Quoted material is well integrated into the body of work.

Does not support every point with examples from academic literature. Uses only old or out of date sources. Quoted material is sometimes irrelevant or poorly integrated into the body of work.

Points are not supported by academic literature. Uses non-scholarly sources or old, out of date sources. Quoted material is often irrelevant or poorly integrated into the body of work.

Does not support any point with examples from academic literature. Uses only nonscholarly sources. Quoted material is often irrelevant or poorly integrated into the body of work.

Is interesting and holds the reader’s attention. Uses language appropriately and articulately. No more than two spelling, grammatical or style mistakes per page.

Paper is generally well written, but sometimes lacks purpose or relevance to the topic. Has up to four spelling, grammatical and style mistakes on every page.

Paper is generally well written, but often lacks purpose or relevance to the topic. Reader is easily distracted. Has up to10 spelling, grammatical and style mistakes on every page.

Paper is poorly written, lacks purpose or relevance to the topic. Has multiple spelling, grammatical and style mistakes on every page.

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Your thesis is unclear, your references to scholarly literature is nonexistent or is irrelevant. Ideas in the paper flow illogically. Your argument cannot be identified. Your transitions require significant improvement. Paragraphs do not stay on topic.

Conclusion

Referencing/ Bibliography

Your conclusion is succinct and very persuasive. It is strongly evidence based, and your inference very sound. Perfectly adheres to SBL Style or Andrews University Standards for Written work. No mistakes are permitted

Your conclusion is persuasive. It is evidence based and your inference is sound.

Your conclusion may have some merit but some of your evidence is weak or inference is questionable.

Your conclusion is not very persuasive. Your evidence is very weak and your inference very questionable.

Adheres to SBL Style or Andrews University Standards for Written work. No more than three mistakes permitted.

Often adheres to SBL Style or Andrews University Standards for Written work. No more than 7 mistakes permitted.

Seldom adheres to SBL Style or Andrews University Standards for Written work. No more than 10 mistakes permitted.

DOCUMENTS USED TO SOURCE CRITERIA:  Derek Bok Centre for Learning for Teaching and Learning, Harvard University. http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html  Nancy Langston and Steve Kantrowitz from the University of Wisconsin “Writing Across the Curriculum”. http://mendota.english.wisc.edu/~WAC/page.jsp?id=101&c_type=article&c_id=4  Chris Mayda from the Eastern Michigan University, “Grading Criteria”. http://www.emich.edu/public/geo/geography/Mayda/gradecriteria.htm

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You conclusion is not persuasive at all. Your evidence is scant or non-existent. Your inference is highly questionable. Does not adhere to SBL Style or Andrews University Standards for Written work.