Historical Background Analysis Discussion Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Historical Background Analysis Discussion
Description
The only resources that are allowed to be used are the three uploads. (Kummel, Brown, and Guthrie)
HISTORICAL BACKGROUNDS ASSIGNMENT
This assignment is worth 100 points. In a 4-6 page essay answer the following questions:
Who is thought to be the author of your document? What are some of the possibilities? Cite both external and internal evidence in your answer.
What do we know about when and where the document was written? What are some of the possibilities? Cite both external and internal evidence in your answer.What was the historical occasion for the writing of this document? List as many of the reasons why this author wrote as you can. Cite both internal and external evidence in your answer.
The final paragraph should examine your selected target text based on all of your historical background research. How does knowing the author’s identity and/or background impact the meaning of your target text? How does knowing the date and provenance of the document impact the meaning of your target text? How does knowing the historical occasion(s) of the document impact the meaning of your target text? Some historical background information may prove more useful than others.The essay should abundantly cite the required sources (see below) as well as the biblical book in which the target text appears. Furthermore, the essay should exude all of the qualities of a proper college level research paper: introduction with thesis, well-defined sections, a clear conclusion, and overall writing quality.
***OPTIONALLY, students may meet with the professor at a scheduled time (determined by a provided sign-up sheet). In this meeting students must bring a rough draft representing at least 50% of the paper. In this meeting the professor will look over your work, offer extra advice and guidance, and answer questions.
Note: Be sure to cite both primary and secondary sources throughout the paper as evidence of your research.
Tools needed for this assignment (all can be found here):
Brown, Raymond E. An Introduction to the New Testament. New York: Doubleday, 1997.
Guthrie, Donald. New Testament Introduction. Fourth Edition. Downers Grove: InterVarsity, 1990.
Kummel, Werner G. Introduction to the New Testament. Nashville: Abingdon, 1975.
***Do NOT use any other tools, including any internet websites.
Special note to majors of biblical studies and ministry: your special package of Logos contains added resources that you may choose to use in the Historical Background assignment. You are not required to do this. Special instructions:
You MUST still use Raymond Brown’s book but you may replace Kummel and/or Guthrie with the following Logos sources:
Colossians
O’Brien, Peter T.. “Colossians, Letter to The.” Pages 147-153 in Dictionary of Paul and His Letters. Edited by Gerald F. Hawthorne, Ralph P. Martin, and Daniel G. Reid. Downers Grove, IL: InterVarsity Press, 1993.
To access this source, click on Library, and in the window that appears search for “Dictionary of Paul and His Letters.” Within this source find the article titled “Colossians, Letter to The.” It is helpful to use the source’s side panel to find articles.
Also note how I cite this text above. Although the book has many authors and editors, there is only one author of the section you will be citing. So cite that author in the bibliography, parenthetical citations, and/or footnotes.Davids, Peter H. “Introduction to Colossians.” Pages 229-241 in Cornerstone Biblical Commentary: Ephesians, Philippians, Colossians, 1&2 Thessalonians, Philemon. Volume 16. Carol Stream, IL: Tyndale House Publishers, 2008.
To access this source, click on Library, and in the window that appears search for “Cornerstone Biblical Commentary” which will result in numerous results. Scroll to find the volume covering Ephesians, Philippians, Colossians, 1&2 Thessalonians, and Philemon. Once inside the source, it is helpful to use the source’s side panel to find the introduction to Colossians.
Also note how I cite this text above. Although the book has many authors and editors, there is only one author of the section you will be citing. So cite that author in the bibliography, parenthetical citations, and/or footnotes.Matthew
Brown, J.K. “Matthew, Gospel Of.” Pages 570-584 in Dictionary of Jesus and the Gospels. Edited by Joel B. Green, Jeannine K. Brown, and Nicholas Perrin. Downers Grove, IL; IVP Academic, 2013.
To access this source, click on Library, and in the window that appears search for “Dictionary of Jesus and the Gospels.” Within this source find the article titled “Matthew, Gospel of.” It is helpful to use the source’s side panel to find articles.
Also note how I cite this text above. Although the book has many authors and editors, there is only one author of the section you will be citing. So cite that author in the bibliography, parenthetical citations, and/or footnotes.David L. Turner. “Introduction to Matthew.” Pages 3-29 in Cornerstone Biblical Commentary: Matthew and Mark. Volume 11. Carol Stream, IL: Tyndale House Publishers, 2005.
To access this source, click on Library, and in the window that appears search for “Cornerstone Biblical Commentary” which will result in numerous results. Scroll to find the volume covering Matthew and Mark. Once inside the source, it is helpful to use the source’s side panel to find the introduction to Matthew.
Also note how I cite this text above. Although the book has many authors and editors, there is only one author of the section you will be citing. So cite that author in the bibliography, parenthetical citations, and/or footnotes.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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