REFORMERS AND THE REFORMATION - Andrews
Transcript of REFORMERS AND THE REFORMATION - Andrews
CHIS640
REFORMERS AND THE
REFORMATION March 30-April 3, 2014
Trevor O’Reggio, PhD
InMinistry Center Intensive
MA in Pastoral Ministry
S E V E N T H - D A Y A D V E N T I S T
T H E O L O G I C A L S E M I N A R Y
CHIS640
REFORMERS AND THE REFORMATION SUNDAY, MARCH 30THROUGH THURSDAY APRIL 3, 2014
InMinistry Center Intensive
MA in Pastoral Ministry
GENERAL CLASS INFORM ATION
Class acronym: CHIS640
Class name: Reformers and the Reformation
Semester & year: Spring 2014
Class location: Canadian University College, Lacombe, Alberta Canada
Class time/day: 7:00pm – 9:00pm, Sunday, March 30
8:00am – 12:00pm, Monday through Thursday
1:00pm – 5:00pm, Monday through Thursday
Credits offered: 3
INSTRUCTOR CONTACT D ETAILS
Instructor: Trevor O’Reggio, PhD
Telephone: 269.471.3572 office; 269.240.7649 cell
Email: [email protected]
Office location: Church History Suite, N328
Office hours: NA
BULLETIN CLASS DISCRIPTION
This course is a general introductory course on the Reformation Movement of the 16th century; Continental and Counter
Reformation; Elizabethan Settlement; and English Puritanism.
CLASS OBJECTIVES
The primary objectives of this class are to:
Understand the causes and consequences of the Protestant Reformation.
Understand the rise of the major reformers.
Gain insight into the theological ideas that generated and shaped the Reformation.
Understand how Catholicism reacted to the Reformation.
Secondary objectives include:
Be familiar with the theological, political, and historical context of the Reformation era
Understand the impact of the Reformation on Western civilization
See the connection between the Reformation and Adventism
TEXTBOOKS, RECOMMENDED READINGS AND CLASS BIBLIOGRAP HY
Required:
1. First three books are required. (See “Before the Intensive” section)
a. Bainton, Roland. The Reformation of the Sixteenth Century. Boston: Beacon, 1952.
b. Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, 2002.
c. McGrath, Alister. Reformation Thought: An Introduction.
2. Source book is required. (See “During the Intensive” section)
a. Source book compiled by Trevor O’Reggio.
3. Videos to be viewed. (See “During the Intensive” section)
a. Videos (see bibliography).
Class Bibliography:
Books
Aland, Kurt. Martin Luther’s Ninety-five Theses. St. Louis: Concordia, 1967.
Anderson, Charles S. Augsburg Historical Atlas of Christianity in the Middle Ages and Reformation. Minneapolis: Augsburg, 1967.
Bainton, Roland. The Reformation of the Sixteenth Century. Boston: Beacon, 1952.
_______. Here I Stand. Nashville: Abingdon, 1950.
Bergstren, Torsten. Barthasar Hubmaier: Anabaptist Theologian and Martyr. Trans. from the German by Irwin J. Barnes and William R. Estep. Valley Forge: Judson, 1978.
Donaldson, Gordon. The Scottish Reformation. Cambridge: Cambridge University Press, 1960.
Drummond, Andrew L. German Protestantism Since Luther. London: Epworth, 1951.
Estep, William. The Anabaptist Story. Nashville: Broadman, 1963.
Farner, Oskar. Zwingli the Reformer. Trans. by D. G. Sear. London: Lutterworth, 1952.
Jones, Norman. The English Reformation: Religion and Cultural Adaptation. Malden, MA: Blackwell Publishing, 2002.
Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, 2002.
Luebe, David, ed. The Counter Reformation: The Essential Readings. Malden, MA: Blackwell Publishing, 2002.
Manschreck, Clyde L. Melanchthon, the Quiet Reformer. New York: Abingdon, 1958.
McGrath, Alister. Reformation Thought: An Introduction.
________. A Life of John Calvin. Malden, MA: Blackwell Publishing, 2002.
McNeill, John. The History and Character of Calvinism. Rev. ed. New York: Oxford University Press, 1964.
Reid, W. Stanford, ed. John Calvin. London: Hodder and Stoughton, 1914.
Renwick, A. M. The Story of the Scottish Reformation. Grand Rapids: Eerdmans, 1960.
Ridley, John. John Knox. New York: Oxford University Press, 1968.
Rilliet, Jean H. Zwingli: Third Man of the Reformation. Trans. by Harold Knight. Philadelphia: Westminster, 1964.
Ruff, Ernest G. and Benjamin Drenz, eds. Martin Luther. London: Arnold, 1970.
Williams, George H. The Radical Reformation. Philadelphia: Westminster, 1962.
Videos
Martin Luther
John Hus
John Wycliffe - The Morning Star of the Reformation
The Radicals - The Anabaptist
Zwingli and Calvin - the Swiss Reformers
GRADING CRITERIA AND COURSE ASSESSMENT ITEMS
Criteria for Grades
A = 95-100 B = 80-84 C = 65-69
A- = 90-94 B- = 75-79 C- = 64-60
B+ = 85-89 C+ = 70-74 D = 45-59
Assessment Submission
ONLY HARD COPIES of assignments accepted.
Late Submission
The following penalties will be applied for late submission of assessment items:
Assessments received by due date: (possible A grade)
Delay up to 60 days: (no better than an A- grade)
Delay up to 90 days: (no better than a B+ grade)
Delay up to 120 days: (no better than a B grade)
Delay up to 150 days: (no better than a C grade)
Assignment Evaluation
Reflection/Critique 100 points
Video viewing 50 points
Exam 100 points
Project 100 points
Total 350 points
Due Dates
Reflection/critique Paper March 30
Final exam April 3
Post-intensive paper September 30, 2014
Success Nuggets
Be on time.
Come to class prepared; read the assigned chapter.
Pay attention in the classroom and take good notes.
Be alert during lectures, asking questions for understanding and clarification.
Turn in all assigned work on due dates, NO excuses.
Come to class with a positive attitude and a teachable spirit.
Avoid absences like the plague.
If you are having difficulties in class, please contact me.
BEFORE Class Requirements
1. Students are expected to read all of the three required text books.
2. Write a two-page reflection/critique on EACH of the three text books. The critique should address new thoughts,
insights, and ideas that you acquired from the reading. These are due on the first day of class, March 23, 2014.
DURING Class Requirements
1. Attend all lecture sessions Be on time.
2. Participate in all discussions and activities.
3. Take a final examination at the end of the intensive, April 3, 2014.
4. Read the source book.
5. Watch the videos. Write a one-page reaction on each.
AFTER Class Requirements
1. Write a 15-page research paper on any topic relating to the Reformation. See assessment guidelines below.
ASSESSMENT GUIDELINE S
Criteria
Category
Exceeds Standard (5) (4) Good (3) (2) Does Not Meet
Standard (1)
Absent
(0)
Score
1st
Subm
Score
Final Subm
5 % Introduction Introduction is engaging, states main
topic and clearly previews the paper.
Introduction states main topic but
does not adequately preview the
paper.
Unclear and convoluted introduction. Out of 5
_______
Out of 10
______
5 %
Purpose
Clearly and concisely states the paper’s
purpose in a single sentence, which is
engaging, and thought provoking.
The purpose is stated but is not
succinct, not very clear and has more
than one sentence.
The purpose is not clearly stated or not
understandable.
Out of 5
_______
Out of 10
_____
50 %
Content
Balanced presentation of relevant
information that clearly supports the
purpose. Thoughtful, in-depth analysis
of the topic. Reader gains important
insight.
Information is only partly related to
the purpose.
Some analysis of the topic.
Reader gains some insight.
Information is disconnected from the
purpose.
Analysis is vague or confused.
Reader gains no insight.
Out of 5
_______
Out of 25
_____
15 %
Organization-
Structural
Development of
the Idea
Ideas are arranged logically to support
the purpose, flowing smoothly from one
to another and clearly linked to each
other. The reader can follow the line of
reasoning.
Ideas are arranged in a somewhat
logical way, although occasionally fail
to make sense together. The reader
is fairly clear about the writer’s
intentions.
The writing is not logically organized. Ideas
frequently fail to make sense. The reader
cannot identify a line of reasoning and
loses interest.
Out of 5
_______
Out of 20
_____
5 %
Conclusion
Conclusion is engaging, restates
purpose, concisely summarizes the
paper and states the main conclusions.
Conclusion does not refer to purpose.
Main ideas and conclusions are
somewhat logically arranged.
Conclusion is confusing, does not restate
purpose, is incomplete or unfocused, and
introduces new information.
Out of 5
_______
Out of 5
_____
10%
Mechanics
No errors in spelling, capitalization or
formatting. Clear headings and
subheadings.
Some errors in spelling, capitalization
or formatting. Headings and
subheadings are generally clear.
Numerous and distracting errors in
spelling, capitalization and formatting.
Out of 5
_______
Out of 10
_____
5 % Use of Sources Relates material to other significant and
pertinent information about the topic,
at a level that includes considerable
synthesis and analysis. Arguments are
supported with ample references and
gives evidence of research in relevant
and representative sources.
Relates the material to other
significant and pertinent information
about the topic. Arguments are
supported by references to relevant
information and gives evidence of
research in relevant sources.
Few references to significant materials or
other relevant information about the topic.
Arguments are seldom supported by
references to relevant information and give
little evidence of research in relevant
sources.
Out of 5
_______
Out of 10
_____
5 % Citations All cited works are presented in the
correct format with no errors.
Cited works are presented in mostly
correct format. Inconsistencies are
evident.
Few cited works with inconsistent
formatting.
Out of 5
_______
Out of 5
______
5%
Bibliography
Presented in the correct format with no
errors. Includes more than 10+ major
references (books and articles) but no
more than two internet sites. Evidence
that most references were used in text.
Presented in the correct format with
some errors. Includes 5-10 major
references but no more than 2
internet sites. It is clear that some
references were not used in text.
Many errors in formatting. Fewer than 4
major references, with some listed as
internet sites. References are mostly
unrelated to the text.
. Out of 5
_______
Out of 5
_____
CLASS POLICIES
Emergency Protocols
Andrews University takes the safety of its students seriously. Signs identifying emergency protocol are
posted throughout the buildings. Instructors will provide guidance and direction to students in the
classroom in the event of an emergency affecting that specific location. It is important that you follow
these instructions and stay with your instructor during any evacuation or sheltering emergency.
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
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
Quotation
“However dogs may bark at me and pigs grunt, I shall always imitate the writings of the ancients: these
shall be my study, nor, while my strength lasts, shall the sun find me idle. We are like dwarfs on the
shoulder of giants, by whose grace we see farther than they. Our study of the works of the ancients
enables us to give fresh life to their finer ideas and rescue them from times’ oblivion and man’s neglect.”
Special Relevance of the Reformation for Seventh-day Adventists
1. Seek a sympathetic objectivity about the past.
“As we read of Luther, Knox, and other noted Reformers, we admire the strength, fortitude, and
courage possessed by these faithful servants of God, and we would catch the spirit that animated them.
We desire to know from what source they were out of weakness made strong. Although these great men
were used as instruments for God, they were not faultless. They were erring men, and made great
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mistakes. We should seek to imitate their virtues, but we should not make them our criterion. These men
possessed rare talents to carry forward the work of the Reformation. They were moved upon by a power
above themselves; but it was not the men, the instruments that God used, that should be exalted and
honored, but the Lord Jesus who let His light and power come upon them. Let those who love truth and
righteousness, who gather up the hereditary trusts given to these standard-bearers, praise God, the Source
of all light” (E. G. White, Selected Messages, 1:402).
2. Purpose: to prepare for the future.
“Soon God’s people will be tested by fiery trials, and the great proportion of those who now
appear to be genuine and true will prove to be base metal. Instead of being strengthened and confirmed
by opposition, threats, and abuse, they will cowardly take the side of the opposers. . . . When the religion
of Christ is most held in contempt, when His law is most despised, then should our zeal be the warmest
and our courage and firmness the most unflinching. To stand in defense of truth and righteousness when
the majority forsake us, to fight the battles of the Lord when champions are few--this will be our test. At
this time we must gather warmth from the coldness of others, courage from their cowardice, and loyalty
from their treason” (E. G. White, Testimonies, 5:136).
“The words of Paul will be literally fulfilled: ‘All that will live godly in Christ Jesus shall suffer
persecution.’ 2 Timothy 3:12. As the defenders of truth refuse to honor the Sunday-sabbath, some of
them will be thrust into prison, some will be exiled, some will be treated as slaves. To human wisdom all
this now seems impossible; but as the restraining Spirit of God shall be withdrawn from men, and they
shall be under the control of Satan, who hates the divine precepts, there will be strange developments.
The heart can be very cruel when God’s fear and love are removed.
“As the storm approaches, a large class who have professed faith in the third angel’s message, but
have not been sanctified through obedience to the truth, abandon their position and join the ranks of the
opposition. By uniting with the world and partaking of its spirit, they have come to view matters in
nearly the same light; and when the test is brought, they are prepared to choose the easy, popular side.
Men of talent and pleasing address, who once rejoiced in the truth, employ their powers to deceive and
mislead souls. They become the most bitter enemies of their former brethren. When Sabbath keepers are
brought before the courts to answer for their faith, these apostates are the most efficient agents of Satan to
misrepresent and accuse them, and by false reports and insinuations to stir up the rulers against them” (E.
G. White, The Great Controversy, 608).
“The time is not far distant when the test will come to every soul. The observance of the false
Sabbath will be urged upon us. The contest will be between the commandments of God and the
commandments of men. Those who have yielded step by step to worldly demands and conformed to
worldly customs will then yield to the powers that be, rather than subject themselves to derision, insult,
threatened imprisonment, and death. At that time the gold will be separated from the dross. True
godliness will be clearly distinguished from the appearance and tinsel of it. Many a star that we have
admired for its brilliance will then go out in darkness. Those who have assumed the ornaments of the
sanctuary, but are not clothed with Christ’s righteousness, will then appear in the shame of their own
nakedness.
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“Among earth’s inhabitants, scattered in every land, there are those who have not bowed the knee
to Baal. Like the stars of heaven, which appear only at night, these faithful ones will shine forth when
darkness covers the earth and gross darkness the people. In heathen Africa, in the Catholic lands of
Europe and of South America, in China, in India, in the islands of the sea, and in all the dark corners of
the earth, God has in reserve a firmament of chosen ones that will yet shine forth amidst the darkness,
revealing clearly to an apostate world the transforming power of obedience to His law” (E. G. White,
Prophets and Kings, 188-189).
“Christians should be preparing for what is soon to break upon the world as an overwhelming
surprise, and this preparation they should make by diligently studying the Word of God and striving to
conform their lives to its precepts” (LHU 157).
“Prior to the last closing conflict, many will be imprisoned, many will flee for their lives from
cities and towns, and many will be martyrs for Christ’s sake in standing in defense of the truth” (MS 6,
1889, in 1888 Materials, 484, and Maranatha, 199).
OUTLINE OF TOPICS AND ASSIGNMENTS
1. Pre-reformation Background Source book, p. 6-11
A. John Wycliffe
B. John Hus
C. Jerome Savonarola
D. Scholasticism
E. Mysticism
F. Humanism
2. The Changing Structure of Western Europe Bainton, Introductory chapter, p 1-4
A. Intro to Reformation
B. Causes for Reform
C. Characteristics of the Reformation
D. Political change; Rise of territorial states
E. Economic changes
F. Social changes
G. Religious changes: Declining influence of the church
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3. The Reformation in Germany Bainton, chapter 1-3, 8
A. Luther’s education early religious experiences, 1483-1519 Source book, p. 14-88
B. Development of his theology
C. The Indulgences crisis
D. The Leipzig Debate
E. The crisis of 1520 & 1521
F. Luther’s later years, at Wartburg and Wittenberg
G. Major contributions of Luther
H. Phillip Melancthon’s role and achievements in Wittenberg
I. The Reformation under Martin Bucer (1491-1551)
4. Zwingli and Calvin in Switzerland Bainton, chapter 4, 6, 9
A. The career of Huldreich Zwingli, (1485-1531) Source book, 89-96, 110-123
B. Geneva’s political structure
C. Forerunners of Calvinism in Geneva
D. The career of John Calvin until 1536
E. Calvin’s first Geneva period 1536-1531
F. Calvin’s second Geneva period, 1541-1564
5. The English Reformation Bainton, chapter 10, p 98-100
A. Under Henry VIII (1509-1547) Source book, 124-124
B. Under Edward VI (1547-1553)
C. The Marian Reaction (1553-1558)
D. The Elizabethan Settlement (1558-1603)
E. The Scottish Reformation
6. The Radical Reformation Bainton, chapter 5 and 7
A. The early Anabaptists in Zurich Source book, 97-109
B. Basic tenets of their beliefs
C. The early leaders
D. Persecution and Martyrdom
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E. The rise of the fanatics
F. Menno Simons (1496-1561)
G. Sabbatarian Anabaptists
7. The Catholic Reformation
A. The search spiritual renewal
B. The Reforming Orders
C. The Council of Trent, 1545-1563
D. Papal reform measures
8. The Legacy of the Reformation Bainton, chapter 11-13
A. Impact of the Reformation
INSTRUCTOR PROFILE
Trevor O’Reggio is professor of Church History at the Seventh-day
Adventist Theological Seminary at Andrews University. After spending
15 years in pastoral ministry, he earned a PhD in History from the
University of Chicago in 1997 and a DMin in Marriage and Family from
Gordon-Conwell Seminary in Boston.
He has authored several books and articles. He teaches primarily
Reformation history, American religious history and courses in marriage
and family. He enjoys cycling, walking and swimming.
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APPENDIX 1
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.
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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
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 plagiarising
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.
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CRITERIA FOR ASSESSMENT
Elements A Range B Range C Range D Range F – Fail
Title and Paper
Presentation
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 word-
processing in the
document is poor.
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.
Introduction
and Thesis
Presents the topic
and purpose of
the paper very
clearly and
succinctly. It is
objective and
demonstrates a
high level of
critical
scholarship.
Presents the topic
and purpose of
the paper clearly
and succinctly. It
is objective and
demonstrates
critical
scholarship.
The topic and
purpose lacks
some clarity. It
tends to be overly
wordy. Critical
scholarship is
lacking in some
places.
The topic and
purpose has
limited clarity. It
is not easily
apparent what
this paper is
about. Critical
scholarship is
lacking in some
places.
The topic is not
clearly described
nor is the purpose
of the paper
expressed.
Critical
scholarship is
nonexistent.
Development 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.
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.
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.
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.
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Analysis 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.
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 non-
scholarly sources.
Quoted material
is often irrelevant
or poorly
integrated into
the body of work.
Communication
and Language
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.
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.
Conclusion Your conclusion
is succinct and
very persuasive.
It is strongly
evidence based,
and your
inference very
sound.
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.
You conclusion is
not persuasive at
all. Your
evidence is scant
or non-existent.
Your inference is
highly
questionable.
Referencing/
Bibliography
Perfectly adheres
to SBL Style or
Andrews
University
Standards for
Written work.
No mistakes are
permitted
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.
Does not adhere
to SBL Style or
Andrews
University
Standards for
Written work.
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