Studies in the Prophetic Books

Transcription

1 Studies in the Prophetic Books OT 2389 Focus on Isaiah Spring 2015 Seminar Professor: Dr. R. Kirk Kilpatrick Professor of Old Testament and Hebrew Office Phone: // Home Phone: Course Content: OT 2389 is an elective course designed to analyze the general aspects of the writing prophets of the Old Testament and then to focus on the prophecy of Isaiah Ben Amoz. This course will provide an in depth study in English of the book of the prophet Isaiah. The book of Isaiah will be studied with attention given to historical background, archaeological finds relevant to the book, authorship of the book, date of writing of the book, text of the book, and an in depth study of the unity and literary content of the book. Special emphasis will be placed upon the poetry of the book. The primary goal of this course is to help provide a balanced platform for the student's future use of this Old Testament book. It is hoped that during the course each student will gain: Ø A sense of the Messiah's presence in the prophecy of Isaiah. Ø A greater appreciation for the incredible scope of the predictions given to the prophet. Ø General knowledge of the historical background of this book. Ø General knowledge of the issues pertaining to authorship of the book. Ø General knowledge of the witness of the Dead Sea Scrolls to the text of the book. Ø A new or renewed interest in reading from the Old Testament regularly. Ø A new or renewed interest in studying the original language of composition. Ø A new or renewed interest in sharing the riches of the Old Testament with others. Ø Personal enrichment through study and application of truth. Course Textbooks: The Holy Bible. Motyer, J. Alec. The Prophecy of Isaiah: An Introduction & Commentary. Downers Grove, Illinois: Intervarsity, Course Requirements: Ø Attendance: Please pay special attention to attendance requirements as listed in the catalog. Also note the requirements for Tuesday chapel attendance. For Monday classes, one evening absence is the equivalent of three absences. Each student is responsible for tracking his/her own absences. Role will be taken at the beginning of class. If a student is tardy, it is the student's responsibility to notify the professor in writing at the end of the class. Ø Practical Missions: Please pay special attention to the Practical Missions requirements as listed in the catalog. Completion both of your Practical Missions s and your personal witnessing activity are mandatory for course credit. Ø Testing and Evaluation: The average of the grades from the midterm exam (33.3%), the final exam (33.3%), and the Term Paper (33.3%) will constitute the final grade for the course. Reading should be done before the material is covered in class both from the Bible and from the text for the course. A percentage of the each exam will deal with the amount of reading to date.

2 The Book of the Prophet Isaiah ben Amoz Course: OT 2389 Weeks 1-2 Course Introduction Historical background Archaeology, Authorship, Date of writing of the book The Writing Prophets Isaiah 1-5 & 6-12 [Motyer, 9-34] Weeks 9-10 "The Servant" Isaiah [Motyer, ] Review Midterm Exam (TBA) Weeks 3-4 "The Book of the King" Isaiah 1-5, 6-12, [Motyer, ] Weeks "The Servant" Isaiah [Motyer, ] Weeks 5-6 "The Book of the King" Isaiah 13-27, [Motyer, ] Weeks "The Anointed Conqueror" Isaiah [Motyer, ] Weeks 7-8 "The Book of the King" Isaiah 28-39, [Motyer, ] Weeks Final lectures Review Final Exam

3 Term Paper Topics for the Book of Isaiah Each student will select one topic from the following list for a paper of 7-10 pages in length. Please follow for form and style and see the attached rubric for guidelines. A bibliography of the consulted of at least 1 full page in length is also required. 1. Assyrian Aggression in Isaiah s Time 10. The Invasion of Sennacherib 2. Authorship of the Book of Isaiah 11. Behold My Servant: Isaiah 42: The Parable of the Vineyard 12. Listen to Me: Isaiah 49: The Call of Isaiah 13. The Tongue of the Learned: Isaiah 50: Isaiah 7:14 and the Virgin Birth of Christ 14. The Affliction of the Afflicted One: Isaiah Messiah the Branch 15. Isaiah 60: The Conversion of the Nations 7. The Light from Galilee: Isaiah 9: Isaiah 61: Acceptable Year/Day of Vengeance 8. Branch and Root: Isaiah 11: Isaiah 63: Who Is This Coming from Edom? 9. The Day of the LORD: Isaiah Isaiah 65-66: A New Heavens and a New Earth

4 Rubric for Research Papers Grade Presentation of Ideas Organization and flow Style use, Research and Support Mechanics A (20-19 points) in every way and easy to read and follow the thought /logic with outstanding analysis and well- supported Excels in responding to. Interesting, demonstrates sophistication of thought. Central idea/thesis is clearly, worth developing; limited enough to be manageable. Paper recognizes some complexity of its thesis: may acknowledge its contradictions, qualifications, or limits and follow out their logical implications. Understands and critically evaluates its, appropriately limits and defines terms. Uses a logical structure appropriate to paper's subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas. Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits paper's audience and purpose. Sentences are varied, yet clearly structured and carefully focused, not long and rambling. use of. Provides excellent bibliography and uses evidence appropriately and effectively, providing sufficient evidence and explanation to convince. Almost entirely free of spelling, punctuation, and grammatical errors. B (18-17 points) Good in all areas with clear thought, good analysis, and supported A solid paper, responding appropriately to. Clearly states a thesis/central idea, but may have minor lapses in development. Begins to acknowledge the complexity of central idea and the possibility of other points of view. Shows careful reading of, but may not evaluate them critically. Attempts to define terms, not always successfully. Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from least to more important idea. Some logical links may be faulty, but each paragraph clearly relates to the paper's central idea. Generally uses words accurately and effectively, but may sometimes be too general. Sentences generally clear, well structured, and focused, though some may be awkward or ineffective. Good use of. Provides good bibliography and begins to offer reasons to support its points, perhaps using varied kinds of evidence. Begins to interpret the evidence and explain connections between evidence and main ideas. Its examples bear some relevance. May contain a few errors, which may annoy the reader but not impede understanding. C (16-15 points) Barely meeting the minimum standards required. Adequate but weaker and less effective, possibly responding less well to. Presents central idea in general terms, often depending on platitudes or clichés. Usually does not acknowledge other views. Shows basic comprehension of, perhaps with lapses in understanding. If it defines terms, often depends on dictionary definitions. May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic- based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence. Uses relatively vague and general words, may use some inappropriate language. Sentence structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. Fair use of. Provides a bibliography but often uses generalizations to support its points. May use examples, but they may be obvious or not relevant. Often depends on unsupported opinion or personal experience, or assumes that evidence speaks for itself and needs no application to the point being discussed. Often has a lapse in logic. Usually contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding. D (14 points) Poor work that is sub- standard Does not have a clear central idea or does not respond appropriately to the. Thesis may be too vague or obvious to be developed effectively. Paper may misunderstand. May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper's thesis. May be too vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentence structure is simple or monotonous. Poor use of. Poor bibliography supplied and depends on clichés or over generalizations for support, or offers little evidence of any kind. May be personal narrative rather than essay, or summary rather than analysis. Usually contains either many mechanical errors or a few important errors that block the reader's understanding and ability to see clear connections between thoughts. F (13-0 points) Unacceptable work Does not respond to the, lacks a thesis or central idea, and may neglect to use where necessary. No appreciable organization; lacks transitions and coherence. Usually contains many awkward sentences, misuses words, employs inappropriate language. Without evidence of use. Without bibliography or at least relevant bibliography. Uses irrelevant details or lacks supporting evidence entirely. May be unduly brief. Usually contains so many mechanical errors that it is difficult for the reader to follow the thinking from sentence to sentence. Total Points Grade:

5

6 Rubric for Research Papers (Grading) Grade Presentation of Ideas A (20-19 points) in every way and easy to read and follow the thought /logic with outstanding analysis and well- supported Response to Interesting, sophistication of thought. Thesis clearly and well developed use of Limits, defines terms B (18-17 points) Good in all areas with clear thought, good analysis, and supported Response to Thesis clearly Good use of Good use of terms C (16-15 points) Barely meeting the minimum standards required. Response to barely meets standard Thesis Use of D (14 points) Poor work that is sub- standard Poor response to Thesis poorly Poor use of F (13-0 points) Unacceptable work Does not respond to Lacks a thesis Neglect or misuse of Organization and flow Style Uses a logical structure transitions Guides the reader through the chain of reasoning very smoothly. choice of words/terms sentence style that is varied, clearly structured and not long and rambling. Uses a logical structure Good transitions Guides the reader through the chain of reasoning Good choice of words/terms Good sentence style Ideas lack logical structure Very basic transitions Logic is not always clear Average, sometimes vague or inappropriate word choice Sentences wordy, unfocused, and sometimes confusing Ideas are random Few transitions Logic is sporadic Poor choice of words/terms Poor sentence style No real organization Lacks transitions Lacks coherence Misuse of words/terms Many awkward, difficult sentences use, Research and Support Mechanics use of selection and distribution of spelling, punctuation and grammar Good use of Good Good selection and distribution of Good spelling, punctuation and grammar Fair use of Fair Fair selection and distribution of Fair spelling, punctuation and grammar Poor use of Poor Poor selection and distribution of Poor spelling, punctuation and grammar Little use of No Lacks relevant Unacceptable spelling, punctuation and grammar Total Points Grade:

7 I have read and understand this syllabus for OT 2389: Name/Date: