Compare and Contrast two of the Theories Assignment | Get Paper Help
Compare and Contrast two of the Theories on the number and nature of the multiple letters that appear in 2 Corinthians. Which do you agree more with and why?
My sources:
Soards, Marion L. The Apostle Paul: An Introduction to His Writings and
Teaching. New York: Paulist Press, 1987.
Stendahl, Krister. Paul Among Jews and Gentiles, and Other Essays.
Philadelphia: Fortress Press, 1978.
Meeks, Wayne A, and John T. Fitzgerald. The Writings of St. Paul:
Annotated Texts, Reception and Criticism. New York: W.W. Norton,
Sanders, E P. Paul. Oxford: Oxford University Press, 2001.
Senior, Donald, John J. Collins, and Mary A. Getty-Sullivan. The
Catholic Study Bible: The New American Bible, Revised Edition,
Translated from the Original Languages with Critical Use of All the
Ancient Sources., 2016.
First Assignment. Due: Midnight on 17 May. Length: About 500 words
Topic: Topic #2 – Evaluate the multiple sources we could possibly use for Paul’s biography in terms of the authoritative weight we should give to each and why. Include points from at least two of the textbooks on this topic.
Mid-Term Paper Week 4. Due: 31 May. 6 Pages
Here are the instructions:
Topic: 3. THY 532 THE LIFE & WRITINGS OF PAUL
Midterm Exam
Paul uses the expression “my gospel” three times (Romans 2:16, 16:25; 2 Timothy 2:8). In Romans, 1 Corinthians, and Galatians, he states specifically details of the Good News that is so dear to him and about which he is so passionate. He tells the Galatians, “For I would have you know, brethren, that the gospel which was preached by me is not according to man. For I neither received it from man, nor was I taught it, but I received it through a revelation of Jesus Christ” (Galatians 1:11-12, NASB). For Dunn, Paul was revealing “the truth of the Gospel” that he feared was being misshaped and even changed (533). Moreover, Galatians may be Paul’s own “restatement” carefully structured (Dunn 725). However, “my” does not mean one he created. Rather, it is the one he received by revelation (Galatians 1:12).
What was Paul’s revelation? What is the Good News that is so powerful that God can use it to rescue corrupted humanity from the curse Genesis 3? A careful comparison of Romans 1:1-17 and 1 Corinthians 15 will reveal what Paul received. For the midterm essay, summarize in detail Paul’s Gospel, being careful not to use the developed theology of either the Church or the Reformation. Below are two comparisons. Wright attempts to look at a New Testament view without the Reformation while Moo takes a clear Reformed perspective. Consider these in the comparison.
HINT: Look at the speeches in Acts (esp. Paul’s) where a Christian told the Gospel to a non-Christian and compare that with Romans and 1 Corinthians 15.
The exam should contain multiple references to the assigned readings, modules, and discussion boards to support the assertions and arguments being made. No additional materials beyond the course materials and assigned readings are required but can be used. The citations must follow the same instructions for citations as for the module essays (e.g., no websites). The exam should evidence your understanding, critical engagement with, and synthesis of the course material and additional research. An exam should be well-organized with a logical sequence. You should grammar and spell-check exams. The best way to review is to read the final copy out loud. For additional help, use
http://documents.saintleo.edu/docs/pie_files/Grammarly.pdf. Grammarly is an assessment tool for grammar and spell-check. It is not perfect, so use common sense as well.
Works Cited
Dunn, James J. D. Beginning from Jerusalem: Christianity in the Making. Vol. 2. Eerdmans, 2009.
Moo, Douglas J. Galatians. Baker Exegetical Commentary on the New Testament. Baker Academic, 2013.
The following is Moo’s summary of Wright’s position. This is taken from “Gospel and Theology in Galatians.” Gospel in Paul: Studies on Corinthians, Galatians and Romans for Richard N. Longenecker, edited by L. Ann Jervis and Peter Richardson.
- T. Wright (1994: 229–32) suggests a definition of “gospel” in Galatians that has a different focus than this summary above. Noting the polemical nature of Paul’s “gospel” claim vis-à-vis the Roman claims for the emperor, Wright identifies four key components of the gospel in Galatians: (1) the God of Israel is the one true God; (2) Jesus is Lord and King; (3) the exile of Israel is ended; and (4) the rule of pagan idols is broken. While each of these points can be inferred from Paul’s argument in Galatians, none is a major emphasis. They do not fairly summarize the points that Paul actually makes in the letter and do not, therefore, provide an adequate description of the gospel in Galatians (Moo 32).[1]
The following is Moo’s perspective on Paul’s Gospel:
The good news about the “apocalypse” of Jesus Christ (1:12; cf. 4:4–6), his death on behalf of sinners (1:4; 3:13), the inauguration of a new creation (6:15; see 3:28), and above all, justification by grace and by faith alone (2:15–21)—this gospel is the bedrock on which Paul builds his argument in Galatians and the critical truth that he uses to counteract the teaching of the agitators (32).
ASSESSMENT RUBRIC
| Elements | Criteria | |||
| Inadequate
(does not meet expectations; performance is substandard) |
Needs Improvement
(works towards meeting expectations) |
Adequate
(meets expectations; performance is satisfactory) |
Quality Work
(exceeds expectations; performance is outstanding) |
|
| Structure and flow of concepts
(30 points) |
There appears to be no to some organization of the essay’s contents. | Thesis is weak or poorly stated. Organization is apparent, but difficult to follow, due to inadequate transitions and/or rambling format. | Thesis is adequate and the essay is easy to follow. Basic transitions are used; a structured format is obvious | The thesis is stated clearly and succinctly with clear structure in the first paragraph. The essay can be easily followed. There are effective transitions and the work is objective. |
| Point Values | 0 – 22.5 | 22.5 – 23.7 | 24.8 – 26.9 | 27 – 30 |
| Research
(30 points) |
Two (2) or fewer resources or resources are inadequate or unacceptable (websites). Paper is a reflection and not objective research | Two (2) to three (3) resources and resources are adequate and cited once each with no more than twice for any resource. Mix of reflection and research. | Four (4) to five (5) resources that are appropriate to the research and used well. Paper is written objectively with little to no personal reflection. There are few personal pronouns | Five (5) or more resources that are appropriate to the research and applied well to the thesis of the paper. The paper is written objectively with little to no personal reflection. There are few personal pronouns |
| Point Values | 0 – 22.5 | 22.5 – 23.7 | 24.8 – 26.9 | 27 – 30 |
| Project Rubrics (30 points) | Did not address some to any of what is requested in the instructions. Failed to include relevant course material. Personal engagement with and assessment of material is lacking. Does not take definite positions on contested points of scholarship. | Addressed most of what is requested in the instructions, but there are omissions. Course material absent or used incorrectly. Little evidence of engagement with course materials and readings. Minimal and/or weak interaction with the research. Fails to take a position or position is unsubstantiated | Addresses what is requested in the instructions but left out some details. Use of course relevant material. Engagement with the material is evident. Individual response to/assessment of the material. Offers definite positions on the contested points. | Addresses or surpasses the assignment instructions. Substantial use of relevant course material. Sustained engagement with detailed, engagement and assessment. Takes definite positions on the research with researched evidence. |
| Point Values | 0 – 22.5 | 22.5 – 23.7 | 24.8 – 26.9 | 27 – 30 |
| Mechanics and
Grammar (10 points) |
Sentences and paragraphs are not evident or are difficult to read and understand due
to poor use or no evidence of proper grammar or mechanics |
The essay contains numerous grammatical and mechanical errors. | The essay contains minimal grammatical or mechanical errors. | The essay is clear and concise and contains no grammatical or mechanical errors. |
| Point Values | 0-7.4 | 7.5-7.9 | 8-8.9 | 9-10 |
Exegetical Paper Week 7 Due: 21 June. Length: Min of 2000 words.
Topic: Eph. 6:10-20.
Week 8: Final Paper Due: 15 August. Length: 7 pages
Topic: 1. Pick one of the scholarly sources that Pauline scholars discussed in the assigned readings from Paul Among Jews and Gentiles and/or Paul: A Very Short Introduction that you think is accurate in its interpretation of Paul, and one that you think is less accurate. Then: (1) summarize what each says about Paul; (2) state where each seems to fit in their answers to the “big questions” in Pauline scholarship covered in the module; and (3) explain your reasons for agreeing with the one more so than the other.
SYLLABUS
School of Arts and Sciences
Philosophy, Theology and Religions
THY 532: THE LIFE & WRITINGS OF PAUL
Course Description:
This course is an introduction to the academic study of the life of Paul, the Pauline literature of the New Testament, and Paul’s theology. The course studies the historical context of Paul and the Pauline Epistles; Paul’s life, work, and theology; the content of the Pauline Epistles, as well scholarly findings concerning them.
Multiple scholarly and methodological approaches are surveyed.
Prerequisites:
THY 502.
Required Textbooks
Marion L Soards, The Apostle Paul: An Introduction to his Writings and Teaching (Mahwah, NJ: Paulist Press, 1986). ISBN-13:
978-0809128648
.
Krister Stendahl, Paul Among Jews and Gentiles (Minneapolis, MN: Fortress Press, 1976). ISBN-13: 978-0800612245.
Wayne A. Meeks and John T. Fitzgerald, The Writings of St. Paul
, 2d edition (Norton Critical Editions) (W. W. Norton & Company, 2007). ISBN-13: 978-0393972801.
- P. Sanders, Paul: A Very Short Introduction (New York, NY: Oxford University Press, 2001).
Recommended Resources
Gerald F. Hawthorne, Ralph P. Martin, and Daniel G. Reid, eds.
Dictionary of Paul and His Letters (Downers Grove, IL: InterVarsity Press, 1993). ISBN-13: 978-0830817788.
Michael J. Gorman, Elements of Biblical Exegesis: A Basic Guide for Students and Ministers, revised expanded edition (Grand Rapids, MI: 2010). ISBN-13:9780801046407.
(A very helpful guide for how to write an exegetical paper).
Günther Bornkamm, Paul, tr. D. M. G. Stalker (New York, NY: Fortress, 1995). ISBN-13: 978-0800628987. (For a long time this was the standard scholarly introduction to Paul). N. T. Wright,
What Saint Paul Really Said: Was Paul of Tarsus the Real Founder of Christianity? (Grand Rapids, MI: William B. Eerdmans Publishing Co., 1997). ISBN-13: 978-0802844453. (Good summary – Paul’s “New Perspective”)
Learning Outcomes
Upon the successful completion of this course, you should be able to:
1.
Explain the relevance and methods of historical, textual, sociological, and linguistic scholarship for understanding Paul and the Pauline Epistles.
2.
Relate Paul’s life, missionary career, personality, strengths, and weaknesses in light of modern biblical scholarship.
3.
Discuss some of the different scholarly approaches to studying, and major interpretations of, Paul and the Pauline Epistles.
4.
Summarize the contents of the Pauline Epistles.
5.
Relate the reasonably certain and controverted findings of scholarship on each of the Pauline Epistles.
6.
Identify and explain systematically important theological themes in the Pauline Epistles.
7.
Produce a research-based, academically rigorous, graduate-level exegetical paper arguing for a particular conclusion regarding a passage in a Pauline Epistle.
Grading Criteria
The student’s success in this course will be determined by a number of factors.
Grading will be evaluated in the following manner:
Assessment Points Each % % of Total
Essays (5) 100 4% 20%
Discussions (8) 100 4% 32%
Midterm Exam (1)100 12% 12%
Final Exegetical Paper (1) 100 24% 24%
Final Exam (1) 100 12% 12%
TOTAL: 100%
Grade Scale
A 95-100
A-90-94
B+86-89
B 83-85
B-80-82
C75-79
F Below 75
Essays (Assignments) (5)
Each essay should be 300 to 500 words in length (there are roughly 200–250 words on a properly formatted page
Proper formatting: double-spaced, 12pt font page with 1” margins)
Each essay should show that the student has engaged the readings in depth.
Students may need to read sections of the readings more than once
Restrictions: Citations of module text are not allowed
o
Websites are not allowed
o
Instructions detailing guidelines and scoring rubrics can be accessed within the modules
See the Essay Topics and Rubric for instructions
Discussions (8)
Discussion posts should be about 200 words in length
Every quotation or idea from the readings must be cited and are expected
Posts should demonstrate that the student has engaged the readings
Students must also respond to at least 2 classmates by engaging specific items they have raised
Simple statements of agreement or compliments are not acceptable. For instance, “Good point” is not an acceptable response
Final Exegetical Paper (1)
In Module 2, students will submit a passage in the Pauline Epistles Final Exegetical Paper topic
In Module 5, students will share a rough draft with their classmates for feedback and comments and submit the draft to the instructor for feedback
In Module 7, students will submit their Final Exegetical Paper
o
It will be on a Pauline text and follow the method of biblical exegesis used by contemporary Scripture scholars
o
The student must include and use at least five scholarly sources in MLA format with a Works Cited
Current commentaries using the latest research are the best resource
Do not use websites
eBooks, print books, and peer-reviewed journals are the acceptable
resources
o
The recommended book by Michael J. Gorman is a helpful guide
See the Instructions and Rubric for the Final Exegetical Paper for more specific instructions and requirements.
Exams (2) Exams are in Module 4 and Module 8 where students will complete a project addressing two vital Pauline subjects – the Gospel and Paul’s Christology.
Module 4 – Paul’s Gospel
In the midterm exam, the student will explore and summarize Paul’s Gospel as he states it specifically in Romans 1:1-17 and 1 Corinthians 15.
- See Midterm Exam Instructions for more specific instructions.
Module 8 – Paul’s Christology
In the final exam, the student will choose one of Paul’s christological hymns, describing the full nature of Jesus according to Paul
Special consideration will be given to the early interpretations of his
teachings, especially as is evident from the Councils that produced the Nicene-Constantinople Creed.
[1] The resource from which this is summarized is available as an eBook through the Saint Leo Library.
THY 532 – Essay Assignments 1 – 5 and Rubric
Assignment 1
Choose one of the following topics for Essay 1.
Your topic number must differ from your Module 1 Discussion topic.
Label the title of the essay with the topic number.
Topic #1 – Compare and contrast how two different authors in our textbooks (each author in The Writings of
St. Paul would count as one author) would say that Paul was influenced by Second Temple Judaism and
ancient Greco-Roman culture. Which would you say is more accurate and why?
Topic #2 – Evaluate the multiple sources we could possibly use for Paul’s biography in terms of the
authoritative weight we should give to each and why. Include points from at least two of the textbooks on
this topic.
Topic #3 – Pick one of the misunderstandings of Paul in Western Christian history (e.g., Augustine, Luther)
discussed in the assigned readings and: (a) state the misunderstanding; (b) show where one of the authors
in The Writings of St. Paul, Part VI seems to exhibit this misunderstanding; and (c) offer a corrective to the
misunderstanding, using examples from Paul’s letters for support.
Assignment 2
Choose one of the following topics for Essay 2.
Your topic number must differ from your Module 2 Discussion topic.
Label the title of the essay with the topic number.
Topic #1 – Discuss the ideas of “change” and “transformation” in 1 Thessalonians and the Corinthian
correspondence. What can we determine about Paul’s beliefs from what he says on these topics? What are
some unanswered questions about Paul’s views that remain even after a consideration of the data in 1
Thessalonians and the Corinthian correspondence?
Topic #2 – Compare and contrast two of the theories on the number and nature of the multiple letters that
appear in 2 Corinthians. Which do you agree more with and why?
Topic #3 – Using material from the assigned readings and from Galatians itself, explain what we can
determine and with what degree of certainty concerning the identity and the theology of Paul’s opponents in
Galatians. Explain as thoroughly as you can one of the ways in which Paul responds to his opponents in
Galatians and justify your explanation.
Assignment 3
Choose one of the following topics for Essay 3:
Your topic number must differ from your Module 3 Discussion topic.
Label the title of the essay with the topic number.
Topic #1 – Write an essay explaining what the concept of the “righteousness of God” means in Romans.
Explain some different interpretations of this phrase, the reasons for them, and which you agree with most
and why. Provide multiple lines of evidence for your explanation. Be sure to use and interact with material
from both the assigned readings and the module on this topic.
Topic #2 – Write an essay on why some scholars divide Philippians into two letters, some divide it into three
letters, and why some argue it is only one unified letter. Be sure to discuss how the different theories about
how to divide up Philippians are related to the “occasion” of Philippians in each case. Explain which theory
you agree most with and why.
Topic #3 – Offer explanations for why Paul wrote Romans and why Paul wrote Philemon (their “occasions”).
What evidence from the actual letters themselves and from the assigned readings support what you say
about the reasons that Paul wrote each one? In your judgment, which reason can we be more sure about
and why?
Assignment 4
Choose one of the following topics for Essay 4:
Your topic number must differ from your Module 4 Discussion topic.
Label the title of the essay with the topic number.
Topic #1 – Compare and contrast two of the authors we read on Paul’s theological anthropology in
Romans, chapter 7. What conclusions do they come to and how do they arrive at them? Explain where you
agree with them and where you disagree with them, and why.
Topic #2 – What are the differences between these two models of how Christ saves us in Paul: (1) “Christ’s
death as sacrifice” (2) “Participation in Christ’s death and resurrection” as discussed in the assigned
readings? From what you’ve read in Paul’s undisputed letters and in our textbooks, which would you say is
more central for Paul and why?
Topic #3 – Using examples discussed in the readings, explain how Paul’s references to human “weakness”
could undermine traditional interpretations of Paul on human responsibility and guilty conscience. Do these
examples show that the traditional interpretations are wrong on responsibility and conscience? Why or why
not?
Assignment 5
Choose one of the following topics for Essay 5:
Your topic number must differ from your Module 5 Discussion topic.
Label the title of the essay with the topic number.
Topic #1 – Write an essay on the thesis in our readings concerning the relationships between unity, love,
and integrity in Paul. Do you find the reasons given for this thesis compelling? If you agree, then explain
why you agree and raise and address some potential weaknesses of the thesis. If you do not agree, then
how would you address the points raised in support of the thesis?
Topic #2 – Write an essay that discusses the following ethical issues in Paul as they are handled in the
readings: (1) prostitution, (2) homosexuality, or (3) celibacy. What historical and cultural background factors
informed Paul’s treatment of these issues? How do the readings explain Paul’s treatment of the issues? Do
you agree with the interpretations of Paul on these issues that are given in our readings? Why or why not?
Topic #3 – Compare and contrast one of the theologians we read in The Writings of St. Paul on Law and
Grace in Paul with what we’ve learned about “Law,” “faith,” “righteousness,” and “grace” in Paul’s letters.
Justify what you judge to be similarities and differences with evidence and arguments.
THY 532 – The Life & Letters of Paul — Essay Scoring Rubric
This course calls upon you to write a number of critical essays. The essays ought to evidence the following:
Focus on the various components articulated in the essay question(s).
Engagement with the content material provided in the course modules. This can be
demonstrated in diverse ways including your own synthesis of the material and via referencing
and/or limited citation of pertinent and relevant course material.
Engagement with the assigned readings. This, too, can be demonstrated in diverse ways
including your own synthesis of the readings and via referencing and/or limited citation of
pertinent and relevant material.
Your individual response to the material and readings. This may involve an assessment of what
you found to be particularly compelling and/or problematic; your personal thoughts and/or
reactions to what is being considered; consideration of implications implicit in the materials
being addressed; an assessment of the strengths and/or shortcomings of particular points; etc.
Your written communication ought to evidence the following and will be graded accordingly:
Rating Scale High Quality: Corresponds to an A- to A (18-20 points)
Adequate: Corresponds to a B- to B+ (16-17.9 points)
Needs Improvement: Corresponds to a C to C+ (14-15.9 points)
Inadequate: Corresponds to an F (0-13.9 points)
Elements
Criteria
Score
Inadequate
(does not meet
expectations;
performance is
substandard)
Needs Improvement
(works towards meeting
expectations;
performance needs
improvement)
Adequate
(meets expectations;
performance is
satisfactory)
High Quality
(exceeds expectations;
performance is
outstanding)
Organization
(6 points)
There appears to be no
to some organization of
the essay’s contents.
0-4.1 points
Organization of the essay
is apparent, but difficult
to follow, due to
inadequate transitions
and/or rambling format.
4.2–4.7 points
The essay can be easily
followed. A combination
of the following is
apparent: basic
transitions are used; a
structured format is
used.
4.8-5.3 points
The essay can be easily
followed. A combination
of the following is
apparent: effective
transitions are used; a
professional format is
used.
5.4-6.0 points
___/6
Correctness of
Content
(6 points)
Many or all facts are
wrong.
0-4.1 points
Some facts are wrong.
4.2–4.7 points
Technical details are
generally correct.
4.8-5.3 points
All facts are correct, and
the technical explanation
is both concise and
complete.
5.4-6.0 points
___/6
Completeness
(6 points)
Did not address some to
any of the question and
failed to engage course
materials and readings.
Lack of individual
response to/assessment
of the material and
readings.
0-4.1 points
Addressed the question,
but provided few details
and little evidence of
engagement with course
materials and readings.
Minimal and/or weak
individual response
to/assessment of course
materials and readings,
e.g., nothing beyond
unsubstantiated
opinions.
4.2–4.7 points
Addressed the question,
but left out some details.
Engagement with course
readings and materials is
evident. Substantiated
individual response
to/assessment of course
materials and readings.
4.8-5.3 points
Addressed the question
completely. Engagement
with course materials
and readings is clear.
Substantiated individual
responses to and critical
assessment of course
materials and readings
suggestive of
implications, relevancy,
pertinence, significance,
import, etc.
5.4-6.0 points
___/6
Mechanics and
Grammar
(2 points)
Sentences and
paragraphs are not
evident or are difficult to
read and understand due
to poor use or no
evidence of proper
grammar or mechanics.
0-1.3 points
The essay contains
numerous grammatical
and mechanical errors.
1.4 – 1.5 points
The essay contains
minimal grammatical or
mechanical errors.
1.6–1.7 points
The essay is clear and
concise and contains no
grammatical or
mechanical errors.
1.8-2.0 points
___/2
____/20
Comments/Feedback:
