UFDN 3100 Christian Theology

(43134)

Seattle Pacific UniversitySpring 2009

Schedule: MWF/ 1:30-2:50 pm Instructor: Dr. Daniel CasteloLocation: Otto Miller Hall 119 Email: casted1@spu.eduCredits: 5 Office: Alexander Hall 406Office Hours: MWF, 12-1pm or by appointment Phone: (206) 281-2336

I. Orientation and Goals of Course

Course Description:This course studies the basic doctrines and practices of historic Christianity, such as the being, attributes, and workings of the Triune God; the nature, fallenness, and redemption of human beings; the character and mission of the church; the disciplines and duties of personal faith; and the hope for “last things.” Attention will be given to major formative events and key persons in the history of the church that have helped shape what Christians believe and how they live.

Course Objectives:1) To sketch the basic development of Christian thought and institutions from New Testament times to the present. Both the rich diversity and the overarching unity within the Christian tradition will be emphasized. The distinctive beliefs and practices of several major branches of the Christian tradition will be highlighted.

2) To delineate the central doctrines of the historic Christian church, their interrelationships, and their implications for the Christian life. Doctrines will be studied not only as truth claims, i.e., ideas that Christians affirm, but also as means for analyzing, shaping and correcting the lives of Christian persons and communities.

3) To develop an understanding of and appreciation for theological method, that is, for the value of a dynamic and closely reasoned dialogue between Christian scripture, Christian tradition, and the range of human experience in doctrinal and ethical reflection.

4) To encourage and help students to cultivate a more reflective Christian faith, that is, one integrally woven into their lives and thinking.

5) To introduce a spectrum of theologians who have made and are making significant contributions to Christian theology.

University Mission Statement:Seattle Pacific University seeks to be a premier Christian university fully committed to engaging the culture and changing the world by graduating people of competence and character, becoming people of wisdom, and modeling grace-filled community.

School of Theology Mission Statement:The School of Theology at Seattle Pacific University seeks to educate and prepare all our students to engage the culture as thoughtful people. We seek to foster their intellectual, personal, and spiritual growth, and help them master those critical skills and multi-cultural sensitivities needed to understand Christian faith and translate it into practices that change the world.

School of Theology Goals:Within the broad context of these Mission Statements, SOT has established fourteen goals for its various programs. Of these, the goals italicized specifically apply to this course:

1) Students will gain an informed and reflective faith.2) Students will gain confidence in the Christian faith.3) Students will respond positively to people with differing belief systems.4) Students will be able to interpret Scripture with skill and grace.5) Student will shape their lives around Christian character and values.6) Students will understand how Scripture, reason, tradition, and experience

inform theological inquiry.7) Students will be prepared to make a difference in a cross-cultural setting.8) Students will be prepared for successfully entering the workplace or graduate

studies.9) Students will be able to nurture others in Christian faith.10) Students will enhance their service to churches.11) Students will critique different worldviews operative in the world.12) Students will cultivate personal Bible study into their lives.13) Students will identify historic and contemporary diversity in the global

Christian tradition.14) Students will be more active participants in the worship and ministry of a

local congregation.

II. Methodology

UFDN 3100 in Context:This course is the final element of the University Foundations sequence for all students at SPU. UFDN 1000 attempted to offer students a reflective experience in which the Christian life was considered in its many facets, especially as these pertain to spirituality

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and lived experiences. UFDN 2000 represented the subsequent step of integrating these basic insights with the biblical story; the Bible is the sacred text of Christianity and so retains a preeminent place in all major discussions relating to Christian identity and practice. UFDN 3100 represents a final phase in which connections are made and relationships observed across three strata: 1) the individual’s conception of the Christian life, 2) the biblical witness, and 3) the historical and doctrinal developments that have attempted to mediate and construct lively possibilities between the first two themes.

The University Foundations sequence is therefore quite fitting: it moves from analyzing one’s faith journey (UFDN 1000) to the text that informs and enlivens that journey (UFDN 2000) followed by a situational experience in which this process is contextualized within the larger testimony of the church; in other words, UFDN 3100 brings this emerging conversation in dialogue with other conversations that have taken place across historical Christianity regarding what can be considered the central tenets of Christian belief and practice.

Pedagogical Method:In light of these contextual considerations, the major doctrinal loci will be presented in a traditional sequence according to the Niceno-Constantinopolitan Creed of 381.

The flow of the class will be guided by a number of operational procedures. Lectures will be a significant way to engage the material, but they will not be the only way. Individual projects, group discussions, and other learning methods will be employed in order to make the learning experience more varied and effective.

Student questions and comments are to be a vital part of the experience. Students are welcomed to ask questions throughout the execution of the above methods; simply raise your hand and wait to be recognized; in any given situation, preference will be given to those who have not participated as much as others. Students are expected to be ready to participate in an active and conversational manner. Students will be called upon randomly to share in class.

Texts:Shirley C. Guthrie, Christian Doctrine, revised edition (Louisville, KY: Westminster

John Knox, 1994); referred to in the course calendar as GuthrieISBN-10: 0-664-25368-7

Kallistos Ware, The Orthodox Way, Revised Edition. (Crestwood, NY: St. Vladimir’s Seminary Press, 1979); referred to in the course calendar as WareISBN: 0-913836-58-3

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Walsh, Brian J. and J. Richard Middleton, The Transforming Vision (Downers Grove, IL: InterVarsity, 1984); referred to in the course calendar as Walsh and MiddletonISBN: 0-87784-973-0

John Wesley, Sermons, referred to in the course calendar by their respective titles. (You may photocopy these from a number of collections or download them from the following website: http://gbgm-umc.org/umhistory/wesley/sermons)

One of the following (depending upon which group you choose/are assigned):Group 1: Three Views on Creation and Evolution, ed. James Porter MorelandGroup 2: What about Those Who Have Never Heard?: Three Views on the

Destiny of the Unevangelized, ed. Gabriel FackreGroup 3: Predestination and Free Will: Four Views on Divine Sovereignty and

Human Freedom, ed. David BasingerGroup 4: Four Views on Hell, ed. John F. WalvoordGroup 5: Four Views on Salvation in a Pluralistic World, ed. Dennis L. OkholmGroup 6: Four Views on Eternal Security, ed. Michael S. HortonGroup 7: Three Views on the Millennium and Beyond, ed. Darrell L. Bock

There are two copies of these texts in the library on reserve; you may want to purchase your text in order to avoid the possibility of these items being unavailable at the time you need them

Please bring textbooks to class; they will be a vital part of class participation and will be referenced continuously during class lectures and discussions

*Biblical citations in class will be from the New Revised Standard Version (NRSV)

*If you decide that you need a glossary of theological terms for this course, here are some relatively inexpensive choices (these are not required):

Stanley J. Grenz, David Guretzki, and Cherith Fee Nordling, Pocket Dictionary of Theological Terms (Downers Grove, IL: InterVarsity Press, 1999)

Van A. Harvey, A Handbook of Theological Terms (New York: Touchstone Simon and Schuster, 1992)

Donald K. McKim, Westminster Dictionary of Theological Terms (Louisville, KY: Westminster John Knox, 1996)

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III. Student Obligations and Evaluation

Etiquette:A) Respect and courtesy are vital for an effective learning environment. All participants are to show a high level of civility when engaging each other and the material in the class. No personal attacks or verbal abuse will be tolerated.

B) All participants are to arrive to class on time. Tardiness is rude to the rest of the class and should be avoided when possible.

C) Cell phones are to be turned off at the door; ring tones can be very distracting, and again, common courtesy suggests that you avoid this.

D) Because of abuse in the past, laptops are NOT allowed during class, as these present the potential grievance of working on other assignments, web-surfing, or game playing during class. Yes, taking notes with a laptop is easier than writing, but lecture outlines should remove much of the difficulty surrounding this issue.

Evaluation:A) Reading Paragraphs (20% of final grade)

Attendance for the class will not be regulated; if you don’t want to be here, I don’t want you to be here. This class policy requires you to be responsible and mature so that if you are in class, you are ready to engage the material and contribute to discussion. If things come up when you cannot attend, you do not have to worry about letting me know. There are a number of caveats to this policy, however:

1) Each student is responsible for turning in reading paragraphs to the professor ON THE DAY ITS DUE; if you miss a class, you may turn in the paragraph via email on that same day, but no late paragraphs (meaning after the day due) will be accepted; students are expected to complete 80% of the paragraphs possible for an “A” (95%) grade; less than the 80% will result in percentage grades derived from the ones completed based on a 100% scale for ALL POSSIBLE PARAGRAPHS FOR THE QUARTER (meaning that a student will inevitably make less than 80%). Reading paragraphs should be at least one paragraph over one section of the readings (so if assigned two chapters, can write a paragraph on one of them) and should show both familiarity with the content as well as engagement/reflection regarding its themes.

2) PowerPoint presentations will NOT be available on Blackboard, so if you missed a session, you will need to get notes from somebody; outlines of lectures are available on Blackboard.

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B) Individual Writing Assignment (10% of final grade)Students will have an individual writing assignment to submit in addition to the Credo; details are specified in Section 5 of this syllabus. This assignment is graded on a subjective based scale, meaning a letter grade will be given.

C) Group Participation Exercise (10% of final grade)Each student will be part of a formal group presentation of a text listed above. Details are in Section 5 of this syllabus. This assignment is graded on a subjective based scale, meaning a letter grade will be given.

D) Exams (20% each; total is 40% of final grade)We will have two exams in the quarter, a mid-term and a final. These exams will be a combination of multiple choice, true/false, and essay questions and are not cumulative over the mid-term/final expanse. They will cover material from lecture primarily but also from the readings. The exams are graded objectively, meaning they are based on a 100% scale.

E) Credo (20% of final grade)Students will be asked to write an extensive paper that is being called in this class a personal “Credo” (“I believe”) statement. Details are included in Section 5 of this syllabus. This assignment is graded on a subjective based scale, meaning a letter grade will be given.

F) Grading ScaleA: 93-100 (4.0) A-: 90-92 (3.7)B+: 87-89 (3.3) B: 84-86 (3.0) B-: 80-83 (2.7)C+: 77-79 (2.3) C: 74-76 (2.0) C-: 70-73 (1.7)D+: 67-69 (1.3) D: 60-66 (1.0) E: 59 and below (0.7 and below)

The average grade for all UFDN classes, including this one, is 2.8-3.0. In order to earn an “A” in this class, one has to render participation and top-quality work that is creative, cogent, and thorough. Especially when papers and presentations are involved, the grading process is inevitably subjective. I will try to explain why I grade as I do (a helpful protocol for papers can be found in Appendix A of this syllabus), and I will certainly be open to helping students improve their work. However, I will not entertain a “defense” of why I have given a particular grade to a particular endeavor. Grades given for papers and presentations are final: no arguments, no coaxing or badgering, no second considerations. If at any time I believe you have crossed the line of decency and respect, I reserve the right to penalize additionally your work.

Note on Grading:Once all the graded materials are turned in, I will factor these for a final grade. I DO curve grades, so that if you have a final grade of 89.5%, you will receive an “A-”; if you receive an 89.4%, however, you will receive a “B+”. I have to draw the line somewhere, so this is where it is; I urge you to take advantage of the opportunities throughout the

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quarter to improve your score so that the final grade will represent a fully-committed effort.

Online Evaluation:You will be asked to evaluate this course online toward the end of the quarter. Your participation is strictly voluntary, but if you participate, you will have 3 points added to your final exam grade. Other opportunities for extra credit may be offered during the course of the class as well.

Late Work Policy:Any assignment turned in late will result in an automatic letter grade reduction. An additional five points will be reduced from the final grade for every calendar day the paper is late. If there is a need to email your work for whatever reason, you will need to email it before the hour the class ends of the day that it is due in order to avoid subsequent penalties. In this special case, assume I have received your papers only after I reply and notify you of its acceptance via email.

IV. Course Calendar

As mentioned, the topics covered will correspond loosely to the articles of the Niceno-Constantinopolitan Creed of 381, which is as follows:

We believe:

In one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible

And in one Lord Jesus Christ, the only Son of God, begotten of the Father before all ages; Light of Light, true God of true God; begotten, not made, of one substance with the Father; through whom all things were made

Who, for us human beings and for our salvation, came down from heaven, and was made flesh by the Holy Spirit and the virgin Mary, and was made a human being; was crucified also for us under Pontius Pilate; and suffered, and was buried; and the third day rose again, according to the Scriptures; and ascended into heaven, and sits on the right hand of the Father; and will come again with the glory to judge the living and the dead; whose kingdom will have no end

And in the Holy Spirit, the Lord, the Giver of Life; who proceeds from the Father (and the Son); who together with the Father and the Son is worshipped and glorified; who spoke through the prophets

In one holy, catholic, and apostolic church

We confess one baptism for the remission of sins

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We look for the resurrection of the dead, and the life of the world to come. Amen.

(Reading materials assigned for a given class session implies that studentsshould come to class having read that selection for that date)

Week 1: Introduction and WorldviewsMarch 30 – Orientation to Class ProceduresApril 1 – Middleton and Walsh, Chapters 1-2April 3 – Middleton and Walsh, Chapters 3-5

Week 2: How do we speak of God?April 6 – Middleton and Walsh, Chapters 8-9April 8 – Ware, Prologue and Chapter 1April 10 – No class; Good Friday

Week 3: Christian Reasoning and DiscernmentApril 13 – Guthrie, Chapter 1

Due: Individual Writing AssignmentApril 15 – Wesley, “On Sin in Believers”April 17 – Guthrie, Chapters 2 and 4

Week 4: The TrinityApril 20 – Ware, Chapter 2

Group 1 PresentationApril 22 – Guthrie, Chapter 5April 24 – Guthrie, Chapter 6

Week 5: CreationApril 27 – Ware, Chapter 3

Group 2 PresentationApril 29 – Guthrie, Chapter 10May 1 – Mid-Term Exam

Week 6: Fall, Providence, and ElectionMay 4 – Guthrie, Chapter 9

Group 3 PresentationMay 6 – Guthrie, Chapter 11

Group 4 PresentationMay 8 – Guthrie, Chapter 7

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Week 7: ChristologyMay 11 – Ware, Chapter 4 May 13 – Guthrie, Chapter 13May 15 – Free day

Week 8: SoteriologyMay 18 – Wesley, “Scripture Way of Salvation”

Group 5 PresentationMay 20 – Guthrie, Chapter 16May 22 – Guthrie, Chapter 17

Group 6 Presentation

Week 9: Pneumatology, the Means of Grace, and EcclesiologyMay 25 – No ClassMay 27 – Ware, Chapter 5; Wesley, “The Means of Grace”May 29 – No Class

Week 10: Eschatology and Christian HopeJune 1 – Guthrie, Chapter 18; Ware, Chapter 6

Group 7 PresentationJune 3 – Ware, EpilogueJune 5 – Guthrie, Chapter 19

Due: Credo

Week 11Tuesday, June 9 – Final Exam (1-3 pm)

V. Written Assignments and Group Presentations

A) Individual Writing AssignmentGiven that this course is a culmination of the UFDN sequence and that it comes at a time in which students have been exposed to a number of theological themes during the college experience of a Christian university like SPU, students ought to have a number of theological questions. The purpose of this writing assignment is to identify clearly what some of those questions or concerns are.

Criteria: Students are to identify three questions they have of a theological nature that they hope to explore during the course. Each question should be elaborated

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on a single page (double spaced, 12 Times New Roman), making the assignment three (3) pages in length. Students should explain why these issues in particular are important to them, relate experiences that piqued their interest in these questions, and share opinions they have developed about them up to this point.Evaluation: The exercise will be measured in large part on the basis of how thoughtfully and thoroughly the questions are explored by the student.

B) Group Participation ExerciseIn order to increase student participation and to explore a number of topics during the course of this class, each student will be part of a group that will present to the class the different points of view expressed in the texts chosen. These texts are particular in that each expresses a number of viewpoints concerning a single theme. Exposure to these kinds of texts is meant to increase students’ ability to reason theologically. Once the course begins, students will choose/be assigned a group and will be scheduled to make a formal presentation to the class at a given date.

Criteria: Each student in a group is to read the selected text. Upon doing so, all the students of a group are to meet and discuss the book with the aim of devising a strategy for presentation. The presentation itself should include two features: 1) elaborate succinctly and compellingly (the pros, cons, and differences of each position) for the class to engage the material adequately, and 2) include a drama in which the basic contours of the positions presented in the text come to life; remember: no need to be overly technical and thorough in the drama, but do attempt to show the way each position takes a life of its own within the drama’s dialogue, which could be (preferably) presented as a debate. The group should also offer a handout for the text they are presenting and summarize each position, noting (again) what is distinctive of each position and how each is different from the others.Evaluation: Groups will be evaluated on the basis of how successfully they make the issues come alive within the dynamic of the class discussion as well as how faithfully they execute the criteria aforementioned. Additionally, group-members will be asked to evaluate each other, and these reports will be taken into consideration as well. The form for peer-evaluation is Appendix B of this syllabus, which will be handed in to the professor at the end of the group presentation.

C) CredoHaving gone through the UFDN sequence, students should have had time to reflect on what constitutes their principal convictions. Taking now this class with its emphasis on Christian orthodoxy, students can begin to think theologically about their lives and vocations in light of the formative experiences and assumed authorities they live by. In light of this culmination, the task of the “Credo” statement is to draw together what was experienced in this sequence of courses as well as the experiences one has had at SPU in order to deliver a personal statement of faith. Even those who do not profess to be Christians can engage in this activity because the questions that are to guide the

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assignment’s writing are sufficiently broad. These questions are: 1) What are three key formative experiences for how you live today? 2) What authorities do you assume in configuring your world view? (do not include parents, Bible, or God; you may have these as important authorities, but I am looking for others, especially since God is treated in number 3 and since I want you to think rather than give cookie-cutter answers) 3) How would you articulate your relationship with God? (I want to see hopes, struggles, and challenges; please: no cut and paste of Bible verses or creedal statements) 4) What three core beliefs guide how you behave/act? (be very specific; no generic statements here, do not include the “golden rule”) 5) What is your goal in life? 6) How have you managed to resolve some of the questions mentioned in the first assignment and what continual questions to you have? And 7) Do you have confidence in your faith? Why/not?

Criteria: The paper should be five pages (12 Times New Roman); an official page is one that is filled by at least ¾ with text. All the questions above should be answered thoroughly, critically, and reflectively. You may bullet-point the question and offer a response to it or (the preferred way) write the paper and in parentheses place the number of the question you are seeking to answer through a given statement.Evaluation: See Appendix A of this syllabus for a general guide. Students should also strive for balance in the presentation (not four pages for question one and then one page for the rest)

VI. Additional Information

School of Theology Non-Discriminatory Language Policy:The Christian gospel aims to provide a clear witness to the revelation of God through Jesus Christ. For this reason, the words we choose are influential and significant. Because language related to race, gender, class, and nationality has a particular power to liberate or to marginalize other human beings, our words ought to exhibit the sort of grace-filled sensitivity to human dignity that is part and parcel of the Christian gospel (James 3:1-18).

In particular, the School of Theology at Seattle Pacific University believes that language about God and people should mirror these biblical truths: that God created both male and female in God’s image (Genesis 1:27); that God formed male and female into a working partnership to steward all of God’s creation (Genesis 1:28); and that God loves every one equally without respect to race, gender, class, or nationality; yet all are equally in need of God’s forgiveness and equally transformed by God’s grace into new creatures because of Jesus Christ (1 Timothy 2:3-6). The use of nondiscriminatory language substantiates these truths and fosters a community where “there is neither Jew nor Greek, slave nor free, male nor female, for all are one in Christ Jesus” (Galatians 3:28).

The social practices of Seattle Pacific University’s Methodist heritage exemplify these biblical truths. Rooted deeply within Methodism is the active participation in the lifting of oppression in any form so as to extend and implement the freedom of the gospel to all whom God has created and seeks to redeem. The record of Wesleyans on behalf of

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those on the margins is impressive and honorable and should be furthered by the modern offspring of Wesley in word and deed.

Therefore, it is the policy of the School of Theology at Seattle Pacific University to use nondiscriminatory language in our syllabi, publications, and communications. (The grammatical particulars about nondiscriminatory language are spelled out in The Everyday Writer.)

Moreover, when writing and speaking about God, the School of Theology encourages the use of a wide variety of images found in Scripture and the Christian tradition, such as rock, sovereign, light, mother eagle, shepherd, creator, father, and so on. By drawing on the richness of these biblical images, we position ourselves to deepen our understanding of God’s manifold attributes more fully and to help form God’s multiform people into a more inclusive community.

Academic Integrity Policy:Students are encouraged to read SPU’s policy on Academic Integrity (see http://www.spu.edu/acad/UGCatalog/20089/GeneralInfo/policies.asp and go to the “Standards of Scholarship” link) as students are expected to follow the standards of scholarship explained therein. If a work is proven or admitted to be an infraction of this policy, the student will receive a grade of 0 for the work in question. Guidelines for such cases can be found on the website.

Students with Disabilities:If you have a specific disability that qualifies you for academic accommodations, please contact Disability Support Services in the Center for Learning, Lower Moyer Hall, to make your accommodations request. Once your eligibility has been determined, DSS will send a Disability Verification Letter to me and your professors indicating what accommodations have been approved.

Inclement Weather School Closure Policy:Full Closure: All classes are canceled and all offices are closed. The Library, Campus Dining Services and the Student Union Building will be operational on a limited schedule.Late Start: Indicates that classes begin at 9:30 a.m. and offices open at 9:30 a.m. Classes beginning at 8:00 a.m. and 8:30 a.m. are canceled. All other classes will operate as scheduled. Chapel will be held if planned.For Evening Classes and Events: Allowing for weather changes during the day, a decision will be made by 2:00 p.m. for evening classes and events. Call the Emergency Closure Hotline for the updated information.The Emergency Closure Hotline (206) 281-2800 always provides current and complete information.

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Emergency Evacuation Procedures:In case of emergency (fire, earthquake, hazardous material spillage, bomb threat, etc.), the building must be evacuated with dispatch, according to the direction posted in the classroom. For Otto Miller Hall, the primary assembly area is the Alumni Lot; the secondary assembly area is Ross Parking Lot.

The campus emergency number is x-2911. For complete information about the SPU Crisis and Emergency Management Plan, see http://www.spu.edu/info/emergency/index.asp

Appendix A

Criteria for Grades on Writing Assignments

Introduction: Grading written assignments is a subjective enterprise. What follows are guidelines that should be used by you when you write your papers since these will be informing how I evaluate your work. Remember: these guidelines are in addition to the specific requirements for each assignment; the degree to which one follows the original instructions of the assignment is an important part of the evaluation process.

A – The three principal characteristics of the “A” paper are its clear focus, rich content, and scintillating style. Because of its careful organization and detailed development, the “A” paper imparts a feeling of wholeness and clarity. The content and logic of the paper clearly support the thesis, with plentiful evidence and a consideration of counter-arguments, yet the essay does not include irrelevant or tangential material. An excellent paper is also marked by stylistic finesse. The title and opening paragraph are engaging; the transitions are artful rather than mechanical; the phrasing is tight and distinctive; the diction is fresh and concrete; the sentence structure is varied; and the tone and voice enhance the purposes of the paper. Finally, the paper has few, if any, errors in grammar, punctuation, or documentation. It leaves the reader feeling informed or convinced, and eager to reread the piece.

B – The “B” paper has a clear focus, but its organization and development could be improved. The content of the paper supports the thesis reasonably well. Transitions may be strained or mechanical; paragraphs may lack some supporting detail; specific sub points could be consolidated or changed. Stylistically, the “B” paper contains an introduction with a clear thesis, some sentence variety, accurate diction, and generally correct mechanics. The writer’s voice may lack distinction, being neither personally engaged nor personally engaging. Complex grammar, punctuation, and details of documentation may be incorrect. On the whole, a “B” paper offers substantial information with few distractions, but is not especially memorable.

C – The “C” essay is competent – it meets the assignment and is reasonably well organized. Although the paper has some interesting parts, the interest is not uniformly

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maintained, and the purpose is not always clear. Significant gaps in reasoning mar the argument. The actual information the paper delivers seems thin and commonplace. Stylistically, the “C” paper has other shortcomings. The opening paragraph does little to draw the reader in; the final paragraph offers only a perfunctory wrap-up; the essay has jumps rather than transitions; the sentences are not varied in length or structure. The writer’s voice seems stilted. The diction is marred by unnecessary repetition and imprecision, and there are mistakes in spelling, grammar, and punctuation. The “C” paper, while it gets the job done, lacks both imagination and intellectual rigor.

D – Only in a few places does the “D” paper find its purpose. Too often it seems an unfocused exercise rather than a convincing argument. While organization may be present in the “D” paper, it is neither clear nor effective. Ideas are overly vague, little supporting evidence or detail is provided, and serious gaps in logic occur. Sentences are frequently awkward, ambiguous, and marred by serious mechanical errors. Evidence of careful proofreading is nonexistent. The whole piece, in fact, often gives the impression of having been conceived and written in haste.

E – The “E” paper fails to declare a reason for existing beyond the fact that a teacher has assigned it. Lacking a clear focus or argument, its treatment of the subject is superficial, while its organization and prose are garbled. Mechanical errors are frequent. In short, the ideas, organization, and style fall far below what is acceptable college writing. It leaves the reader tired and confused.

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Appendix B

Group Participant Form Sheet(to be turned in immediately after a group’s formal presentation)

1) Name: ________________________

2) Group Number and Text: _____________________________

3) How much of the text did you read? _____________________

4) Who were in your group? Please rate them from a scale of 1 (utterly unhelpful) to 10 (polite, attentive, and fulfilling all group delegated responsibilities):

A) ____________________ Score: ____

B) ____________________ Score: ____

C) ____________________ Score: ____

D) ____________________ Score: ____

E) ____________________ Score: ____

F) ____________________ Score: ____

5) How would you rate yourself, and why?

6) Any suggestions for subsequent projects of this nature?

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