CHIS640 REFORMERS AND THE REFORMATION March 30-April 3, 2014

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1 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 March 30-April 3, 2014 Trevor O Reggio, PhD InMinistry Center Intensive MA in Pastoral Ministry

2 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: Telephone: Office location: Office hours: Trevor O Reggio, PhD office; cell toreggio@andrews.edu Church History Suite, N328 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.

3 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, b. Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, 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, Anderson, Charles S. Augsburg Historical Atlas of Christianity in the Middle Ages and Reformation. Minneapolis: Augsburg, Bainton, Roland. The Reformation of the Sixteenth Century. Boston: Beacon, Here I Stand. Nashville: Abingdon, Bergstren, Torsten. Barthasar Hubmaier: Anabaptist Theologian and Martyr. Trans. from the German by Irwin J. Barnes and William R. Estep. Valley Forge: Judson, Donaldson, Gordon. The Scottish Reformation. Cambridge: Cambridge University Press, Drummond, Andrew L. German Protestantism Since Luther. London: Epworth, Estep, William. The Anabaptist Story. Nashville: Broadman, Farner, Oskar. Zwingli the Reformer. Trans. by D. G. Sear. London: Lutterworth, Jones, Norman. The English Reformation: Religion and Cultural Adaptation. Malden, MA: Blackwell Publishing, 2002.

4 Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, Luebe, David, ed. The Counter Reformation: The Essential Readings. Malden, MA: Blackwell Publishing, Manschreck, Clyde L. Melanchthon, the Quiet Reformer. New York: Abingdon, McGrath, Alister. Reformation Thought: An Introduction. _. A Life of John Calvin. Malden, MA: Blackwell Publishing, McNeill, John. The History and Character of Calvinism. Rev. ed. New York: Oxford University Press, Reid, W. Stanford, ed. John Calvin. London: Hodder and Stoughton, Renwick, A. M. The Story of the Scottish Reformation. Grand Rapids: Eerdmans, Ridley, John. John Knox. New York: Oxford University Press, Rilliet, Jean H. Zwingli: Third Man of the Reformation. Trans. by Harold Knight. Philadelphia: Westminster, Ruff, Ernest G. and Benjamin Drenz, eds. Martin Luther. London: Arnold, Williams, George H. The Radical Reformation. Philadelphia: Westminster, 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 = B = C = A- = B- = C- = B+ = C+ = D = 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: Delay up to 60 days: Delay up to 90 days: Delay up to 120 days: Delay up to 150 days: (possible A grade) (no better than an A- grade) (no better than a B+ grade) (no better than a B grade) (no better than a C grade)

5 Assignment Evaluation Reflection/Critique Video viewing Exam Project Total 100 points 50 points 100 points 100 points 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, 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, 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.

6 ASSESSMENT GUIDELINE S Criteria Category 5 % Introduction Introduction is engaging, states main topic and clearly previews the paper. 5 % Purpose 50 % Content 15 % Organization- Structural Development of the Idea 5 % Conclusion Exceeds Standard (5) (4) Good (3) (2) Does Not Meet Standard (1) Clearly and concisely states the paper s purpose in a single sentence, which is engaging, and thought provoking. Balanced presentation of relevant information that clearly supports the purpose. Thoughtful, in-depth analysis of the topic. Reader gains important insight. 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. Conclusion is engaging, restates purpose, concisely summarizes the paper and states the main conclusions. Introduction states main topic but does not adequately preview the paper. The purpose is stated but is not succinct, not very clear and has more than one sentence. Information is only partly related to the purpose. Some analysis of the topic. Reader gains some insight. 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. Conclusion does not refer to purpose. Main ideas and conclusions are somewhat logically arranged. Absent (0) Score 1 st Subm Unclear and convoluted introduction. The purpose is not clearly stated or not understandable. Information is disconnected from the purpose. Analysis is vague or confused. Reader gains no insight. The writing is not logically organized. Ideas frequently fail to make sense. The reader cannot identify a line of reasoning and loses interest. Conclusion is confusing, does not restate purpose, is incomplete or unfocused, and introduces new information. Score Final Subm Out of 10 Out of 10 Out of 25 Out of 20 10% Mechanics No errors in spelling, capitalization or formatting. Clear headings and subheadings. 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. 5 % Citations All cited works are presented in the correct format with no errors. 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. Some errors in spelling, capitalization or formatting. Headings and subheadings are generally clear. 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. Cited works are presented in mostly correct format. Inconsistencies are evident. 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. Numerous and distracting errors in spelling, capitalization and formatting. 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. Few cited works with inconsistent formatting. Many errors in formatting. Fewer than 4 major references, with some listed as internet sites. References are mostly unrelated to the text.. Out of 10 Out of 10

7 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 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

8 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. 8

9 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, ). 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 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 9

10 3. The Reformation in Germany Bainton, chapter 1-3, 8 A. Luther s education early religious experiences, Source book, p 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 ( ) 4. Zwingli and Calvin in Switzerland Bainton, chapter 4, 6, 9 A. The career of Huldreich Zwingli, ( ) Source book, 89-96, 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 F. Calvin s second Geneva period, The English Reformation Bainton, chapter 10, p A. Under Henry VIII ( ) Source book, B. Under Edward VI ( ) C. The Marian Reaction ( ) D. The Elizabethan Settlement ( ) E. The Scottish Reformation 6. The Radical Reformation Bainton, chapter 5 and 7 A. The early Anabaptists in Zurich Source book, B. Basic tenets of their beliefs C. The early leaders D. Persecution and Martyrdom 10

11 E. The rise of the fanatics F. Menno Simons ( ) G. Sabbatarian Anabaptists 7. The Catholic Reformation A. The search spiritual renewal B. The Reforming Orders C. The Council of Trent, D. Papal reform measures 8. The Legacy of the Reformation Bainton, chapter 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. 11

12 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. 12

13 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. 13

14 CRITERIA FOR ASSESSMENT Elements A Range B Range C Range D Range F Fail Title and Paper Presentation Introduction and Thesis Development 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. Presents the topic and purpose of the paper very clearly and succinctly. It is objective and demonstrates a high level of critical scholarship. Your thesis is succinct, insightful, sophisticated, even exciting. It demonstrates independent insight and comprehensive reading and research of the topic. All ideas in the paper flow logically; your argument is identifiable, reasonable, and sound. You have excellent transitions. Your paragraphs have solid topics and each sentence clearly relates to that topic. 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. Presents the topic and purpose of the paper clearly and succinctly. It is objective and demonstrates critical scholarship. 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. 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. The topic and purpose lacks some clarity. It tends to be overly wordy. Critical scholarship is lacking in some places. 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. Describes little about the content. The appearance and wordprocessing in the document is poor. The topic and purpose has limited clarity. It is not easily apparent what this paper is about. Critical scholarship is lacking in some places. Your thesis is frequently unclear, your references to scholarly literature is very limited or, is irrelevant. Ideas in the paper flow illogically. Your argument is very difficult to identify at times. Your transitions require significant improvement. Paragraphs do not stay on topic. Does not describe the content. The appearance of the word-processing in the document is very poor and demonstrates a lack of commitment to the professional standards required of Masters recipients. The topic is not clearly described nor is the purpose of the paper expressed. Critical scholarship is nonexistent. 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. 14

15 Analysis Communication and Language Conclusion Referencing/ Bibliography Supports every point with examples from a wide range of academic literature. Quoted material is expertly integrated into the body of your work. Your analysis suggests new ways to perceive the material or identifies gaps or shortcomings in the literature. Is very interesting, thought provoking and exciting to read. Uses language appropriately and articulately. No more than one spelling, grammatical or style mistake per page. Your conclusion is succinct and very persuasive. It is strongly evidence based, and your inference very sound. Perfectly adheres to SBL Style or Andrews University Standards for Written work. No mistakes are permitted Supports every point with examples from a wide range of academic literature. Quoted material is well integrated into the body of work. Is interesting and holds the reader s attention. Uses language appropriately and articulately. No more than two spelling, grammatical or style mistakes per page. Your conclusion is persuasive. It is evidence based and your inference is sound. Adheres to SBL Style or Andrews University Standards for Written work. No more than three mistakes permitted. 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. 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. Your conclusion may have some merit but some of your evidence is weak or inference is questionable. Often adheres to SBL Style or Andrews University Standards for Written work. No more than 7 mistakes permitted. 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. 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. Your conclusion is not very persuasive. Your evidence is very weak and your inference very questionable. Seldom adheres to SBL Style or Andrews University Standards for Written work. No more than 10 mistakes permitted. Does not support any point with examples from academic literature. Uses only nonscholarly sources. Quoted material is often irrelevant or poorly integrated into the body of work. Paper is poorly written, lacks purpose or relevance to the topic. Has multiple spelling, grammatical and style mistakes on every page. You conclusion is not persuasive at all. Your evidence is scant or non-existent. Your inference is highly questionable. Does not adhere to SBL Style or Andrews University Standards for Written work. DOCUMENTS USED TO SOURCE CRITERIA: Derek Bok Centre for Learning for Teaching and Learning, Harvard University. Nancy Langston and Steve Kantrowitz from the University of Wisconsin Writing Across the Curriculum. Chris Mayda from the Eastern Michigan University, Grading Criteria. 15