Course Number: PAS 511 Course Title: MISSION AND EVANGELIZATION Term: Spring 2017 Dr. J. Marianne Siegmund

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1 Course Number: PAS 511 Course Title: MISSION AND EVANGELIZATION Term: Spring 2017 Dr. J. Marianne Siegmund 1. COURSE DESCRIPTION This course explores biblical-theological foundations of mission, the forms of evangelization, education for evangelization, specific missionary vocation, challenges in evangelization and an exploration of St. John Paul II s call for new ardor, expression, and method in evangelization (Course Catalogue). 2. LEARNING OUTCOMES The student will demonstrate an ability to relate knowledge of Trinitarian theology to mission and evangelization. The student will demonstrate an ability to apply the Biblical foundations of mission and evangelization to the specific missionary vocation and the challenges of the apostolate. The student will demonstrate an ability to discover various forms of evangelization and synthesize the essential elements of missionary education. The student will demonstrate an ability to understand missionary spirituality and describe the tools necessary in the New Evangelization. 3. COURSE SCHEDULE By the Incarnation, God has revealed to mankind who He is. This definitive self-revelation of God is the fundamental reason why the Church is missionary by her very nature. She cannot do other than proclaim the Gospel, that is, the fullness of the truth which God has enabled us to know about Himself (John Paul II, Redemptoris Missio #5). Mission and evangelization are fundamental to the nature of the Church and to the Christian. Please begin each week by reading and listening to the course content posted in Populi. Please be sure to complete the readings and learning activities before responding to any essay assignment or discussion question. *NB: Other than the books purchased for the course, links to additional course materials, resources, and readings are provided below or in Populi. Week One: The Trinitarian Foundation of Mission and Evangelization Thomas Aquinas, Summa Theologiae, Part I, Question 43, Articles 1-2, 4 and 6 Summa Theologiae I, 43 Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part I, Chapters 1-3, Pages

2 Recommended Thomas Aquinas, Summa Theologiae, Part I, Question 27, Articles 1-5 Summa Theologiae I, 27 Week Two: The Nature of Mission and Evangelization Second Vatican Council, Dogmatic Constitution on the Church in the Modern World [Lumen Gentium] #30-38 United States Conference of Catholic Bishops, Go and Make Disciples #10-27 USCCB What is Evangelization? John McCloskey III and Russell Shaw, Good News, Bad News, Chapter 1, Pages and Chapter 5, Pages Recommended John McCloskey III and Russell Shaw, Good News, Bad News, Introduction, Pages Week Three: The Biblical Foundation of Mission and Evangelization Matthew 5:1-12 and Matthew 28:18-20; John 1:1-18, John 5:30-47 and John 15:18-27; Ephesians 1:1-23 John A. Hardon, S.J., Joy in Suffering, Chapter V, Pages Week Four: The Mystery of the Redemption in Mission and Evangelization Francis, Apostolic Exhortation: On the Proclamation of the Gospel in Today s World [Evangelii Gaudium] #25-26 Thomas Aquinas, Summa Theologiae, Part III, Question 49, Articles 1, 3 and 4 Summa Theologiae III, 49 John A. Hardon, S.J., Article: The Incarnation as Pattern for Missiology John Paul II, Encyclical Letter: On the Permanent Validity of the Church s Missionary Mandate [Redemptoris Missio] #4-8 Recommended Luke 15:11-32; Colossians 1:11-20 Francis, Angelus Address (15 September 2013) Angelus Reginald Garrigou-LaGrange, O.P., Christ the Savior, Chapter 34, Question 49, Pages Week Five: A Brief History of Missionary Activity in the Church Acts 10, 13 and 17 Irenaeus, Against Heresies, Book III, Chapter 1 (Irenaeus III, 1) and Book III, Chapter 3 (Irenaeus III, 3) 2

3 John A. Hardon, S.J., Joy in Suffering, Chapter VI, Pages John McCloskey III and Russell Shaw, Good News, Bad News, Chapter 7, Pages Week Six: The Church is Missionary by Nature Second Vatican Council, On the Mission Activity of the Church [Ad Gentes] #1-22 John McCloskey III and Russell Shaw, Good News, Bad News, Chapter 6, Pages Week Seven: Missionary Spirit of Cooperation and the Harmony Between Action and Contemplation Luke 10:38-42 Second Vatican Council, On the Mission Activity of the Church [Ad Gentes] #23-42 Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part II, Chapters 1-4, Pages Week Eight: The Content of Evangelization Paul VI, Apostolic Exhortation: Evangelization in the Modern World [Evangelii Nuntiandi] #1-39 Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part IV, (a and b), Pages Week Nine: Inculturation, Interreligious Dialogue and Methods of Evangelization John Paul II, Encyclical Letter: On the Permanent Validity of the Church s Missionary Mandate [Redemptoris Missio] #52-57 Paul VI, Apostolic Exhortation: Evangelization in the Modern World [Evangelii Nuntiandi] #40-48 Francis, Apostolic Exhortation: On the Proclamation of the Gospel in Today s World [Evangelii Gaudium] # Mariasusai Dhavamony, S.J., Article: Saint Paul Offers Five Ways of Dialogue and Mission Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part III, Chapter 3, Pages and Part V, Chapter 4, Section i-v, Pages Recommended Early Christian Writings, Letter to Diognetus, Chapter 5 USCCB, Go and Make Disciples, Goals of Evangelization # Go and Make Disciples 3

4 Week Ten: The Formation of Missionary-Evangelizers in the Joy of the Gospel Fulton J. Sheen, D.D., Missions and the World Crisis, Chapter 8, Pages John McCloskey III and Russell Shaw, Good News, Bad News, Chapter 2, Pages Recommended Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate Part V, Chapter 5 (a-b), Pages Week Eleven: The New Evangelization and Pope Saint John Paul II John Paul II, Encyclical Letter: On the Permanent Validity of the Church s Missionary Mandate [Redemptoris Missio] #30-38; #71-74 John Paul II, Crossing the Threshold of Hope, Chapter: What is the New Evangelization?, Pages Joseph Ratzinger, Address to Catechists and Religion Teachers on the Jubilee of Catechists (On the New Evangelization), December 12, 2000 Week Twelve: The Power of Beauty, Goodness, and Truth in Evangelization John A. Hardon, S.J., Joy in Suffering, Chapters 2 and 3, Pages 9-18 John A. Hardon, S.J., Article: Church and Dogma: Our Right to the Truth Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part V, Chapter 1, Pages and Part V, Chapter 3, Section iv (b), Pages Week Thirteen: Opportunities and Obstacles in the New Evangelization Paul VI, Apostolic Exhortation: Evangelization in the Modern World [Evangelii Nuntiandi] #49-82 John A. Hardon, S.J., Joy in Suffering, Chapter 4, Pages John McCloskey III and Russell Shaw, Good News, Bad News, Chapter 3, Pages and Chapter 4, Pages Recommended Francis, Apostolic Exhortation: On the Proclamation of the Gospel in Today s World [Evangelii Gaudium] #76-97 Week Fourteen: Missionary Spirituality and the Willingness to Suffer John Paul II, Bull of Indiction of the Great Jubilee of the Year 2000: Mystery of the Incarnation [Incarnationis Mysterium] #13 Thérèse of Lisieux, Story of A Soul Manuscript B, Chapter 9, My Vocation is Love John A. Hardon, S.J., Joy in Suffering, Chapter VII, Pages

5 Week Fifteen: The Holy Eucharist and the Missionary-Evangelizer in the Contemporary World John Paul II, On the Eucharist in Its Relationship to the Church [Ecclesia de Eucharistia] #21-28 John A. Hardon, S.J., Joy in Suffering, Chapter VIII, Pages Jean-Baptiste Chautard, O.C.S.O., Soul of the Apostolate, Part IV, (g), Pages and Part V, Chapter 3, Pages COURSE REQUIREMENTS Short Essays (1-2 pages) 10% Each 50% (Due by Thursday at 11:59 PM of the Following Weeks: 3, 4, 7, 10 and 14) Discussion Postings 30% (Due by Thursday at 11:59 PM of Each Week) Long Essay 20% (3-5 pages, Due no later than Thursday at 11:59 PM of Week 15) Guidelines for Papers Before beginning your essays, please refer to the HACS Stylesheet, also called the Guidelines for Papers, Projects, and Theses. Please also consult the Notice on Assignments, which is available in the course platform Welcome Page. The student must follow both the Guidelines and the Notice on Assignments for each paper. Please note that both documents contain valuable material on the proper format for items such as the title page, pagination, font, margins, bibliography, and other required information. Should a student not follow the proper format as indicated in the Guidelines or follow the directives in the Notice on Assignments, the essay grade will be lowered and the paper may be returned to the student for correction. Citations in Discussion Posts (NB: Discussion Posts Only) Plagiarism is a serious offense against academic honesty. In order to avoid plagiarism, the student must place direct quotations in quotation marks and must footnote sources wherever an idea not one s own was obtained. When giving a direct quotation from any source or when referring to an idea not one s own, the student must use either a footnote or a parenthetical notation. The parenthetical notation is accepted in discussion posts and in citations of Sacred Scripture. NB: Footnotes are required in papers, with the exception of parenthetical notations, which are used only for Sacred Scripture. Please consult the HACS Guidelines for Papers handbook for examples of footnote and bibliography entries. Where permitted, a parenthetical notation is placed at the end of the sentence and before the punctuation mark. Give the author s last name, followed by a comma, then the title of the book or article, followed by another comma, and then record the page or paragraph number to which you refer. Example #1 of a parenthetical notation: (Jn 3:16 RSV). Example #2 of a parenthetical notation: (John Paul II, Redemptor Hominis, #10). Example #3 of a parenthetical notation: (Hardon, History and Theology of Grace, 152). When quoting from a website in a discussion post, providing the link to the document suffices. Alternatively, one may give the website name, the author (if given), the title, the web location of the article, and the date it was accessed. Example #1: ( Example #2: (The Real Presence Association, John A. Hardon, S.J., Absolution in Modern Catholic Dictionary Accessed November 9, 2016). 5

6 Examples of Parenthetical Notations (Discussion Posts Only) As Fr. Hardon explains, Among the sacraments, the Eucharist is par excellence the nourishment of the supernatural life (Hardon, History and Theology of Grace, 152). As EWTN reports, Since Africa is only 13.11% Catholic, the urgency of the evangelization of the continent is manifest (EWTN, The New Evangelization: Africa, Present Situation, Accessed November 9, 2016). As EWTN reports, the African continent has a Catholic population of no more than 13.11% ( In a short video, one person describes the present situation as the Catholic Moment of evangelization on account of the media (Word on Fire, Robert Barron, Video: Catholicism: The New Evangelization, Accessed November 9, 2016). Examples of Parenthetical Notations for Magisterial Documents (Discussion Posts Only) When quoting a Magisterial document, simply provide the name of the Pope (or Congregation, or Council), the document title (preferably in Latin, which is easily available), and the paragraph number. Pope Blessed Paul VI teaches that, fidelity both to a message whose servants we are and to the people to whom we must transmit it living and intact is the central axis of evangelization (Paul VI, Evangelii Nuntiandi #4). In speaking of Saints Cyril and Methodius, Pope Saint John Paul II notes, truth and the power of their missionary mandate came from the depths of the mystery of the Redemption (John Paul II, Slavorum Apostoli #9). How to Insert a Footnote in a Discussion Post As indicated in the HACS Guidelines for Papers handbook, please use footnotes for the essays. Consult the Guidelines for the proper format. For the discussion posts, one may use either parenthetical notations or footnotes. To insert a footnote in a discussion post, one needs to type a special character (^) at the beginning and end of the numbers to make a superscript in Populi (e.g., ^1^, ^2^, etcetera). Use the special characters for superscript also in the footnotes. ^1^ Vincent Balaguer, Understanding the Gospels (New York, Scepter Publishers, Inc., 2005), 5, [Hereafter UG]. NB: To bold, italicize, or underline words in Populi, please refer to the Formatting Guide located below all discussion / comment fields in Populi. Please note that titles need to be italicized. 5. REQUIRED READINGS AND RESOURCES Jean-Baptiste Chautard, O.C.S.O., The Soul of the Apostolate ISBN Available at Amazon for $13.71 (New). At Amazon, 36 new from $8.62 and 29 used from $5.72. Kindle: $6.98. NB: Alternatively, this source may be accessed online here. John A. Hardon, S.J., Joy in Suffering, ISBN Available at Eternal Life for $6.95 (NB: At this time, this booklet is not listed on the website but Eternal Life has plenty available. Please call to place your order.) John McCloskey III and Russell Shaw, Good News, Bad News: Evangelization, Conversion and the Crisis of Faith, (Web only sale price, Ignatius Press: $9.71), ISBN

7 Pope John Paul II, Pope John Paul II, Crossing the Threshold of Hope, ISBN Price at Amazon: $12.71 (New). At Amazon, 63 new from $4.78 and 192 used from $ SUGGESTED READINGS AND RESOURCES Erasmo Leiva-Merikakis, The Way of the Disciple, ISBN Synod of Bishops, The New Evangelization for the Transmission of the Christian Faith [Instrumentum Laboris] Terry Barber, How to Share Your Faith With Anyone: A Practical Manual for Catholic Evangelization ISBN Website: The Real Presence Association, John A. Hardon, S.J., Archives Articles on Evangelization (and other topics) Steve Dawson, Catholic Street Evangelization: Stories of Conversion and Witness, ISBN Video: Institute of Catholic Culture, Fr. Andrew Fisher, Blood of the Martyrs: Watering the Fields of Evangelization (Approximately 90 Minutes) Blood of the Martyrs Video Series, Institute of Catholic Culture, David Clayton, The Nature of Beauty and the Catholic Tradition: Beauty and Sacred Art Beauty and Sacred Art Article: Raymond Leo Cardinal Burke, The New Evangelization and Canon Law (March 30, 2011), Archbishop Peter L. Gerety Lecture Series, Immaculate Conception Seminary School of Theology, Seton Hall University, South Orange, New Jersey 7. EVALUATION Evaluation of the student s written work is based upon the explanation contained on this syllabus and in the Notice on Assignments located on the Welcome Page in Populi. The student is encouraged to consult with the Online Writing Lab for assistance in composing the assigned essays. The Online Writing Lab is available at *NB: Please note the following message from the Online Writing Lab: Please allow time for scheduling up to two weeks in advance of your due date. You will always be scheduled within seven days of requesting the appointment, and that will provide you with another seven days to ready the paper for submission following the appointment. Emergency scheduling is available if noted in the subject heading of your . the text to be critiqued, along with the prompt / assignment, to submitpaper@holyapostles.edu at least twentyfour hours in advance of your scheduled session. Essay Requirements The short essays are an opportunity to reflect more deeply upon the week s assignments. Please follow the specific directions given in Populi for these short, 1-2 page essays. As noted above, your short essays are due at the end of the following weeks: 3, 4, 7, 10 and 14. Each short essay is 10% of the student s final grade, for a total of 50%. Your long essay is due at the end of Week 15 and it forms 20% of the student s final grade. The long essay is an opportunity to reflect more deeply upon an assigned reading, a missionary or evangelizer, or a related theme in the field of Mission and Evangelization. The selection of a topic is open to the student, provided that it focuses upon a point of particular significance for Mission and Evangelization. In each essay, show theological and pastoral engagement with your subject. Focus upon one point and develop it; do not simply state what various sources report. Stringing quotes together is unacceptable. One must comment upon what one finds insightful and/or problematic about a specific 7

8 point or text. One may compare and contrast two readings, people, or themes if one wishes, but be sure to follow the same guideline: choose a point and then analyze, critique, develop or defend it. Be sure to define any necessary terms from a theological/pastoral perspective, make a claim, and then substantiate it. Avoid disordered, vague, or inflated language. Do not be subjective in one s written work. If one states an opinion, validate it by making a claim and supporting it with evidence. Engage the texts and give arguments to uphold the claim. Examples of general topic areas or themes from the course upon which a paper could be formulated include (but are not limited to) the following: the Trinitarian basis of missiology, Christological elements of evangelization, the role of the Papacy (or of a particular pontificate) in missionary activity, the Scriptural foundation of evangelization (or a Scriptural passage that underlies mission and evangelization), personal holiness / witness (martyrdom) in the field of evangelization, the necessity of God s grace for the missionary apostolate, the Holy Eucharist as the source of the Church s missionary activity, personal conversion / spiritual growth in the work of evangelization, challenges (opportunities!) of the evangelizer, and the missionary vocation. One might also decide to write about a specific aspect of the new evangelization, a form of evangelization, or a principle of missionary education or missionary spirituality. Essay Guidelines As noted above, please follow the Guidelines for Papers, Projects, and Theses, which is also available in the HACS Library under its own separate tab. You must also follow the professor s Notice on Assignments, available in Populi. In particular, please note that each paper is to be double-spaced in the 12-point Times New Roman font. A title page, footnotes and a bibliography are required for all essays. Points will be deducted if the HACS document, Guidelines for Papers, Projects, and Theses, or the Notice on Assignments is not followed. On your essays, be sure to follow the guidelines regarding length. Points will be deducted from any essay that exceeds or falls short of the required length by three or more lines of typed text. Please note that the title page does not count toward the number of pages in an assignment. For example, a onepage paper will have a title page, one full page of written work, and a bibliography. The information given on your title page is not to be repeated in the main body of your paper. The student must use Sacred Scripture as a source in the long essay. Actively engage the living Word of God in your formulation of a topic. For example, after quoting a passage, explain how it applies to the point you are discussing in missionary theology. One is encouraged to use Sacred Scripture in the shorter essays, particularly keeping in mind the Biblical foundations of the missionary apostolate. Including Sacred Scripture, the longer essay must have a minimum of five sources. Since Magisterial and academic references are required for essays, please refrain from using sources such as Wikipedia and the online Catholic Encyclopedia (1912). NB: While class notes may be used, they do not count as one of the required five sources for the long essay. When saving one s essay as a document, please include your last name as part of the document s title. The practical inclusion of one s last name in the electronic file heading facilitates recording and returning essays. Should a student not adhere to this stipulation, the professor will alter his saved document title. Repeated failure to include one s last name as part of the saved document title may result in lowering one s grade. Completed essays should be ed as Word documents to the professor on or before the posted deadline (Thursday at 11:59 PM of the week it is due). Please include your last name as part of title in which you name and save the document. Example of saved document title: Brown, Essay 1 8

9 Any student is welcome to submit essays early (provided one has completed all readings and learning activities for that week for the short essays). While the long essay is due at the end of Week 15, one is free to turn it in at any point of the semester. Please make a note of this flexibility for one s own planning purposes. The last week of the semester is an unusually busy one, and so the long essay need not be put off until the last minute. Course Procedure and Discussion Postings Except the first week, each week begins on Friday at 12:00 AM Midnight and it closes at 11:59 PM on Thursday. After the first week, the student is free to begin the next week s material as early as 12:00 AM (Midnight) on Friday, should one wish to do so. Essay and discussion post grades will normally be available for viewing in the grade book shortly after the close of the week (Thursday at 11:59 PM). Each week, the student is required to respond to the discussion topic by making a substantial post. While length may vary, aim to convey your response to the discussion question in approximately three to five paragraphs (roughly words). On weeks when you have an essay due, a shorter post (approximately words) fulfills the assignment. While the student should be conscientious of the proper length, the grade is based on one s content and not the number of one s words. A student who writes a shorter, well-constructed discussion post earns a higher grade than a student who writes a verbose, wandering post consisting largely of quotations and/or laudatory exclamations. For further grading guidelines, see the rubric charts below. After you have read the assigned readings and completed all of the learning activities for the week, please post your response to the initial discussion prompt. The student is encouraged (but not required) to post one s response by Monday of each week. Posting early in the week allows others the time needed to read and to comment upon it. Each week, the student is required to make one comment, in the form of a discussion response, to any initial post made by another student. One s comment upon another s post may be fulfilled any time after the student has completed all readings and learning activities for that week. While there is no length requirement on the response post, one s comment upon another student s initial entry must be substantial. Engage at least one point the other student made. Discuss it, deepen it, develop it, and/or ask a corresponding question about it. Aim to convey your response in approximately words of well-constructed thought. While the word count provides a helpful gauge for the student, the professor is primarily interested in a succinct, well-constructed response and not a verbose, repetitious ramble. For further grading guidelines, see the charts below. NB: Be sure to refrain from commenting upon another student s initial post until one has completed all readings and learning activities for the week. The student s initial response to the discussion topic and the one additional comment upon another student s remarks will comprise one s graded discussion work each week and 30% of one s final grade. Once again, the student must post twice each week: one post in response to the discussion topic and one post as a comment upon another s post. Should one not fulfill these discussion board requirements by the end of each week (Thursday at 11:59 PM), the student will normally forfeit the grade. NB: While a student may post more than the required entries each week, the professor evaluates one s discussion contributions based upon content and not upon the multiplication of words or posts. GRADING SCALE A ; A ; B ; B 84-86; B ; C ; C 74-76; C D 60-69; F 59 and below GRADING RUBRIC FOR DISCUSSION BOARD POSTINGS 9

10 1 (F) 2 (D) 3 (C) 4 (B) 5 (A) Inadequate response Response merely provides laudatory encouragement for original post, e.g., Excellent post! You really have thought of something there. Poor response Response misses the point of the original posting or merely summarizes original posting to which it responds. Acceptable response Response makes a contribution to the posting to which it responds. Individually-conscious contributory response Response makes a contribution to the posting to which it responds and fosters its development. Community-conscious contributory response Response makes a contribution to the learning community and fosters its development. CONTENT Absence of Understanding Posting shows no awareness of the concepts addressed in the topic by shifting offtopic Misunderstanding Posting demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to reexplain them Adequate Understanding Posting demonstrates an adequate understanding of the basic concepts addressed in the topic by a re-explanation of them Solid understanding Posting demonstrates an understanding of the basic concepts addressed in the topic and uses that understanding effectively in the examples it provides Insightful understanding Posting demonstrates an understanding of the basic concepts of the topic through the use of examples and by making connections to other concepts WRITING & EXPRESSION Incomplete writing Posting is only partially written or fails to address the topic Writing difficult to understand, serious improvement needed Posting touches only on the surface of the topic and proceeds to talk about something else; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage Acceptable writing, but could use some sharpening of skill Posting is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors Solid writing with something interesting to say Posting is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; levelappropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error Command-level writing, making a clear impression Posting is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; error-free grammar, mechanics, and usage RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing. Inadequate research and/or Over-reliance on few sources; spotty of facts in text; pattern of citation errors. Weak research and/or Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources. Solid research and A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. 10

11 GRADING RUBRIC FOR ESSAYS 0 pts. Paper Posting; 3 pts. Paper Posting; 6 pts. Paper Posting; 9 pts. Paper Posting; 12 pts. Paper Posting; 15 pts. Paper Posting; CONTENT Absence of Understanding Lack of Understanding Inadequate understanding Adequate understanding Solid Understanding Insightful understanding Analysis shows no awareness of the discipline or its methodologies as they relate to the topic. Analysis seems to misunderstand some basic concepts of the discipline or lacks ability to articulate them. Analysis is sometimes unclear in understanding or articulating concepts of the discipline. Analysis demonstrates an understanding of basic concepts of the discipline but could express them with greater clarity. Analysis demonstrates a clear understanding and articulation of concepts with some sense of their wider implications. Analysis clearly demonstrates an understanding and articulation of concepts of the discipline as they relate to the topic; highlights connections to other concepts; integrates concepts into wider contexts. RESEARCH Missing Research Paper shows no evidence of research: citation of sources missing. Inadequate research and/or Over-reliance on few sources; spotty of facts in text; pattern of citation errors. Weak research and/or Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors. Solid research and A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. Excellent critical research and Critically selected and relevant scholarly sources demonstrating extensive, in-depth research; sources skillfully incorporated into paper at all necessary points; all citations follow standard bibliographic format. WRITING & EXPRESSION Incomplete writing Analysis is only partially written or completely misses the topic. Writing difficult to understand, serious improvement needed Analysis fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage. Episodic writing, a mix of strengths and weaknesses. Analysis noticeably neglects or misinterprets the topic; simplistic or repetitive treatment, only partially internalized; weak organization and development, some meandering; simple sentences, belowlevel diction; distracting errors in grammar, mechanics, and usage. Acceptable writing, but could use some sharpening of skill Analysis is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors. Solid writing, with something interesting to say. Analysis is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; levelappropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error. Command-level writing, making a clear impression Analysis is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; error-free grammar, mechanics, and usage. 11

12 8. DISABILITIES ACCOMMODATIONS POLICY Holy Apostles College and Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at or In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 9. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty. Avoiding Plagiarism In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person s ends. Students, where applicable: Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites. Should not copy more than two paragraphs from any source as a major component of papers or projects. Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites. Should follow the Holy Apostles College & Seminary Stylesheet (i.e., the Guidelines for Papers, Projects, and Theses handbook, which is available on the Online Writing Lab s website at Consequences of Academic Dishonesty Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program. 10. ATTENDANCE POLICY Even though the student is not required to be logged in at any precise time or day, one is expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student s part to actively participate in the life of the course may result in a reduction of the final grade. 11. INCOMPLETE POLICY An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. 12

13 To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via for approval. Approval should be understood as the professor responding to the student s in favor of granting the Incomplete status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of F if the course work is not completed. Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A W (Withdrawal) will appear on the student s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A WF (Withdrawal/Fail) will appear on the student s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 12. ABOUT YOUR PROFESSOR Dr. J. Marianne Siegmund, Online Adjunct Professor of Theology, Holy Apostles College and Seminary Dr. J. Marianne Siegmund earned her B.A. in Philosophy at Christendom College in Front Royal, Virginia and her M.A. in Religious Studies at the Notre Dame Graduate School of Christendom College. After many years of teaching, she returned to graduate school, earning her Licentiate in Sacred Theology (Marriage and Family) at the Pontifical John Paul II Institute for Studies on Marriage and Family at the Catholic University of America. After graduate studies in Philosophy at the University of Dallas and a summer immersed in further coursework in Russia, she decided to study in Rome. Her Doctorate in Theology (Spirituality) is from the Pontifical University of Saint Thomas Aquinas in Urbe (Angelicum) in Rome, Italy. Dr. Siegmund has taught at several colleges and universities, delivered scholarly papers at conferences across the nation, and has published several articles in both Philosophy and Theology. Dr. Siegmund is a member of the Society of Catholic Social Scientists, the Fellowship of Catholic Scholars, and the American Catholic Philosophical Association. Dr. Siegmund is a member of the online faculty at Holy Apostles College and Seminary. 13