Tuesdays, 9:30 a.m. 10:20 a.m.; Thursdays, 9:30 a.m. 11:20 a.m. W104, Huron University College

Introduction to the New Testament Religious Studies 2124G Course Outline: Winter 2017 Time: Location: Instructor: Contact info: Office hours: Tuesdays, 9:30 a.m. 10:20 a.m.; Thursdays, 9:30 a.m. 11:20 a.m. W104, Huron University College Daniel A. Smith, Ph.D. 519-438-7224 x. 287 dsmith89@huron.uwo.ca Drop in (A225) or make an appointment Course Objectives This course introduces students to the New Testament writings, with a particular focus on their literary features, religious ideas, and historical contexts. One focus of the course is therefore the contents of the New Testament and the various historical, compositional, and generic issues that are relevant to the interpretation of individual books. Typically, in the lectures and discussion, we will attempt to connect the assigned readings with particularly significant or illustrative passages from the New Testament, asking and assessing what kinds of information will be useful to an informed historical and literary understanding of the passage. So another objective of the course is to help you the critical and literary skills necessary to studying individual ancient texts, using both insights gained from one s own individual study and reflection and from secondary (scholarly) materials. To these ends, the class format involves mainly lecture and discussion, but also from time to time small group work on a passage from the New Testament. Presence and participation in class are very important aspects of the learning process; so also is preparation for class sessions. Assigned readings are not optional, but they should be done in advance of the class sessions. The contents of both the in-class lecture/discussions and the assigned readings are subject to examination (for information about this, see below under Assignments and Evaluation). As well, the written assignments are designed to give students maximum opportunity to integrate their own study with research, and to gain experience preparing short exegetical studies of selected New Testament passages of different literary genres. Participation in the in-class lectures and discussions, and successful completion of the assigned course readings and assignments, will enable the student 1. to become acquainted with the writings in the New Testament, with special reference to their contents, composition, genre, argument, historical settings, and theological interests 2. to appreciate what a basic understanding of the cultural, social, and religious views and practices of the authors and earliest readers of the New Testament writings can mean for understanding those texts; and to understand recent advances made in the socio-historical study of those writings 3. to gain experience exegeting selected passages from the New Testament writings, with an eye towards their historical setting, literary shape, and treatment in academic biblical scholarship 4. to gain experience identifying, locating, assessing, and using secondary sources in critical biblical scholarship, and combining insights from secondary materials with insights from one s own study of the primary sources

2 Course Materials Course content (notes, presentations, web resources, etc.) will be available in hard copy in the classroom sessions and/or electronically via the course website on OWL. For access to handouts, sample papers, announcements, web materials, additional readings, resources, etc., check OWL often. The following is the required textbook. Copies are available at the UWO bookstore, and one copy will be available on two-hour reserve at the Huron library. The new fourth edition is required. (1) Bart D. Ehrman, A Brief Introduction to the New Testament, 4th edition (New York; Oxford: Oxford University Press, 2016). ISBN 978-0-19-027639-3 This next item is recommended but not required for this course. One of the assignments will require that you use this book, but really, any student interested in studying the canonical gospels closely should invest in a synopsis. There are several currently available, but this particular synopsis allows you to see the precise similarities and differences present in the original Greek but without knowing Greek. (2) Zeba A. Crook, Parallel Gospels: A Synopsis of Early Christian Writing (Oxford; New York: Oxford University Press, 2012). ISBN 978-0-19-973941-7 You should also purchase a copy of (3) The Bible, in the New Revised Standard Version. You probably will find it useful to get a copy that contains the Apocrypha. Any edition will do, but you also will find that a Study Bible such as one of those listed here will be of great use to you later in your studies: a. Michael D. Coogan, et al., eds., The New Oxford Annotated Bible: New Revised Standard Version (4th edition; Oxford; New York: Oxford University Press, 2010). b. Harold W. Attridge, et al., eds., The Harper Collins Study Bible: New Revised Standard Version (revised edition; San Francisco: Harper Collins, 2006). Course Evaluation Please see the instructions below for more information about the written assignments. All written assignments are due AT CLASS TIME on the due date, and must be submitted electronically through OWL s Assignments feature. All written assignments will be assessed by Turnitin.com. (1) Written assignment 1: Synoptic Comparative Exegesis (see instructions below & sample paper) Length: 2000 words (approx. 8 pages, double spaced, including notes but not including appendix or bibliography) Due: Thursday February 16, 5:00 P.M. Weight: 25% of final grade (2) Written assignment 2: Short Exegetical Essay (see instructions below) Length: 2000 words (approx. 8 pages, double spaced, including notes but not bibliography) Due: Thursday March 31, AT CLASS TIME Weight: 25% of final grade (3) Midway test on assigned readings (from the textbook, from the Bible, from the additional readings) and in-class discussion. NOTE: you are responsible for all the key terms from the chapters we covered in Ehrman. These appear in bold font, and may be found collected at the end of each chapter and defined in the Glossary (pp. 349-60). Date: Tuesday February 28 Format: 45 minutes, plus or minus; short answer, multiple choice, map Weight: 10% of final grade

3 (4) Final exam on assigned readings and in-class discussion. To be scheduled during the April exam period. NOTE: As with the midway test, for the final exam you are responsible for all the key terms from the chapters we covered in Ehrman. Date: to be announced (scheduled by registrar) Format: two hours, one booklet; short answer, multiple choice, map, short essays Weight: 30% of final grade (5) Class presence, readiness, and participation. Weight: 10% of final grade Explanation: This is my assessment of your participation in the class discussion. An important component of this is obviously your presence in class. Three or more absences will result in a zero out of ten. Course Schedule About the readings: Please complete the assigned readings in advance of class time, so that you can participate in and benefit from the class discussion. The Ehrman textbook and the Crook synopsis will be available on two-hour reserve in the Huron Library. Using the brief introductory textbook allows us to read other materials that will give us further insight into the social and religious worlds of the New Testament writings. Details for these other readings, all of which are available electronically, are given in the course bibliography which follows. Look for many of them in OWL > RESOURCES. Passages from the New Testament should also be read in advance of the class. Other readings may be added as the course progresses. Please consult the OWL version of the Course Outline for direct access to links included below. Please note the dates (underlined) that tests are scheduled and assignments due. Written assignments must be submitted via the course OWL page BY CLASS TIME on the day scheduled. Thursday January 5 Introductions; What is the New Testament?; Reading an Ancient Text Assigned reading (after class): Ehrman pp. 1-13; insert, Ancient Manuscripts (after p. 13); pp. 248-52; Philemon Tuesday January 10 Backgrounds Part One & Two: The Greco-Roman World & Early Judaisms Thursday January 12 Assigned reading (before class): (1) Ehrman pp. 14-27; Malina, Collectivism ; Tuesday January 17 Harland, Associations etc., pp. 1-10; Acts 19:21-41; (2) Ehrman pp. 14-27, 28-45; Catto, Synagogues in the New Testament Period ; Dead Sea Scrolls, selections (OWL); Matthew 23 25 Thursday January 19 Jesus Traditions and Gospel Composition Tuesday January 24 Assigned reading: Ehrman pp. 46-59; Kirk, Memory Theory ; Smith, The Trouble with Q ; Q=Luke 6:20-49, 12:22-31; 17:21 22:30 (OWL) Thursday January 26 Mark and Matthew Tuesday January 31 Assigned reading: Ehrman pp. 60-94; Rohrbaugh, Honor: Core Value ; Mark 2:1 3:6, 8:1 9:13; Matt 21:23-27, 22:23-46 Thursday February 2 Luke and John; the Johannine Epistles Tuesday February 7 Assigned reading: Ehrman pp. 95-126, 330-35; Material World (after p. 167); Batton, Brokerage ; Luke 4, 24; John 8:12 9:41; 1 John 1 2

4 Thursday February 9 The Historical Jesus; From Jesus to the Gospels Tuesday February 14 Assigned reading: Ehrman pp. 131-67; Bond, Ten Things ; Mark 11:12-26, 14:53-65; John 2:13-22 * Thursday February 16 The Acts of the Apostles Assigned reading: Ehrman, pp. 168-84; Tyson, When and Why ; Barreto, Negotiating Difference ; Acts 1 2, 9:1-31, 17:16-34 *Written Assignment One (Synoptic study) due via OWL (Thursday at class time) February 20 24 Reading Week (no classes) * Tuesday February 28 *Midway Test (45 minutes plus or minus) Thursday March 2 Paul s Biography and Mission; 1 Thessalonians; 1 2 Corinthians Tuesday March 7 Assigned reading: Ehrman pp. 185-236; Cities and Roads of Paul (after p. 267); Stewart, Social Stratification and Patronage ; Friesen, Poverty in Pauline Studies (skim); Galatians 1 2; 1 Thessalonians 1 3; 1 Corinthians 7 10; 2 Corinthians 8 Thursday March 9 Galatians, Philippians, Romans Tuesday March 14 Assigned reading: Ehrman pp. 237-67; Byrne, Interpreting Romans ; Gathercole, What Did Paul Really Mean? ; Galatians 3 4; Romans 14 15; Philippians 1 2 Thursday March 16 Later Pauline Writings; Hebrews, 1 Peter Tuesday March 21 Assigned reading: Ehrman pp. 268-323; Osiek and Pouya, Constructions of Gender ; Ephesians 5 6; Colossians 1; 1 Timothy 1 3; Hebrews 8; 1 Peter 1 3 Thursday March 23 Tuesday March 28 No class sessions: Professor away * Thursday March 30 James, Revelation, possibly some catch-up Tuesday April 4 Assigned reading: Ehrman pp. 324-27; 338-52; Aune, Understanding Jewish and Christian Apocalyptic ; James 1; Revelation 1 5 *Written Assignment Two due via OWL (Thursday at class time) April 9 30 Examination Period: final exam date and time t.b.a. Instructions for Exegesis Assignments (please read carefully) All written assignments must be properly documented (i.e., footnotes and bibliography) as to source material, using the Turabian footnote/bibliography style. Please see the sample paper and the handout on Footnote and Bibliography Style in the OWL Resources section. Failure to cite secondary sources properly will result in at least one letter deduction (e.g., from A- to B-, from B+ to C+, etc.); consequences may be more serious in extreme cases. These exegesis assignments are intended to give students the opportunity to integrate their own study of a particular New Testament passage with insights gained from research in secondary (scholarly) sources. In all cases, students should begin by studying the passage chosen for exegesis within the

5 literary context of the book in which it occurs. Normally this will involve reading the whole book (or a major section of it) and attending to issues of narrative or argumentative flow, as well as asking questions pertinent to the interpretation of the passage itself. Often a short structural analysis of the passage itself (which may be included in the paper turned in) will help to highlight important interpretive issues. These papers should also attempt to address as necessary the kinds of linguistic, cultural, and theological issues that may not be immediately evident to 21st century Western readers. As far as secondary research is concerned, since the focus of these assignments is a historical and literary interpretation of the text, certain kinds of scholarly sources will inevitably be more useful than others. In particular, students will find it useful to consult current, critically-oriented commentaries, articles, and essays rather than samples from the history of the passage s interpretation. Although earlier authors will often have valuable insights, they wrote without the benefit of more recent discoveries and assessments of the available evidence. As Ehrman says, You can t understand something if you take it out of its context. And so we begin... by situating the New Testament in its own world, rather than assuming it fits neatly into ours (Brief Introduction, 4th ed., p. 14). Students should do their best to consult sources that can help them situate the New Testament writings in their own time and place. NOTE: Written Assignment 1 must be on one of the recommended Synoptic pericopae, unless an alternative pericope is approved in advance by the instructor. Written Assignment 2 may be on any of the other recommended passages, as long as they are from different books, and again, alternative passages must be approved in advance by the instructor. 1. Comparative exegesis of selected passage from the Synoptic gospels. NOTE: All recommended passages must be studied using Crook, Parallel Gospels. Recommended passages for study: 1. Plucking Grain on the Sabbath (Mark 2:23-28 and parallels) 2. The Leaven of the Pharisees (Mark 8:14-21 and parallels) 3. The Transfiguration (Mark 9:2-10 and parallels) 4. On Following Jesus (Luke=Q 9:57-62; Matt. 8:19-22) 5. Who Will Enter the Kingdom (Mark 10:23-31 and parallels) Instructions: This exegesis paper should have two parts. For both parts (but especially for the second) you should include insights gained from research in the secondary literature. a) In the first, you should note in detail the similarities and differences between two of the three accounts (so, Mark and either Matthew or Luke). You should document these details according to the Two-Document Hypothesis (that is, Mark and Q were the sources for Matthew and Luke). Where the source text is from Q, please keep in mind that the text printed in Crook is hypothetical; it is a scholarly reconstruction based on the similarities and differences between Luke and Matthew. An easy way to do this is to simply photocopy the appropriate page from Crook s synopsis and highlight the similarities and differences using pencil crayons; you can just scan this and attach to the end of your paper as an appendix. b) In the second part, you should pick one of the three (or two) versions of the story and explain its features through a historically-oriented literary study. That is, you should try to account for the sense or impact of the passage given its context within the Gospel. You will also want to address

6 textual, linguistic, historical, cultural, and theological issues that may be important to understanding the passage. Please see the sample paper by Theophilus Jones (circulated on the first day) for guidance on scope, length, format, and citation style; see also the handout (available on OWL) on Research and Citation. 2. Exegesis of selected passage from John, Paul, or another New Testament writing. a) Exegesis of selected passage from the Gospel of John. Recommended passages for study: 1. Jesus Heals a Royal Official s Son (John 4:46-54) 2. On Resurrection (John 5:19-29) 3. Rivers of Living Water (John 7:37-44) 4. Certain Greeks Seek Jesus (John 12:20-26) 5. Jesus Washes the Disciples Feet (John 13:1-11) Instructions: Exegeting John is different from exegeting the other Gospels. Rarely is there a direct parallel in the other Gospels with which you can compare your Johannine passage, and if there is, direct literary dependence is not always evident. So you will need to pay close attention in your study to the literary context of your passage, and note how it uses characteristically Johannine language or symbolism in order to move the narrative or discourse forward. As with the other options, papers on John should address the kind of textual, linguistic, historical, cultural, and theological issues which clarify the passage s meaning in its historical context. b) Exegesis of selected Pauline passage. Recommended passages for study: 1. The Faith of Abraham (Romans 4:16-25) 2. The Olive Tree (Romans 11:17-24) 3. With Unveiled Faces (2 Corinthians 3:12-18) 4. Christ Became a Curse for Us (Galatians 3:6-14) 5. For He is Our Peace (Ephesians 2:11-22) 6. Our Citizenship is in Heaven (Philippians 3:17 4:1) Instructions: Any exegesis of a Pauline passage must take into account a number of things, but above all how the passage fits into the overall rhetorical and epistolary structure of the letter. Part of this involves considering the occasion of the letter why it was written, and what kinds of issues it was intended to address. The internal argumentative structure of the passage is also very important. Papers on Pauline passages will also need to address, as necessary, the kind of textual, linguistic, historical, cultural, and theological issues which clarify the passage s meaning in its historical context. c) Exegesis of selected passage from another New Testament writing. Recommended passages for study: 1. Honour the Widows (1 Timothy 5:3-16) 2. A Priest Forever, According to the Order of Melchizedek (Hebrews 7:11-22) 3. A Restless Evil (James 3:1-12)

7 4. Accept the Authority (1 Peter 2:13-25) 5. Who Are These, Robed in White? (Revelation 7:9-17) Instructions: As with the other options, here also the genre of the book in which your passage occurs is important. With the recommended passages given here, however, there is more generic variety Revelation is an apocalypse, while the others are letters (or epistles) which vary as to purpose. Some of these passages are more instructional (or paraenetic), while others are part of more expressly theological arguments. How the passage fits into the book as a whole (or the larger section of which it is a part) will be important, as will be the internal argumentative shape of the passage. Again, papers in this section will want to consider various textual, historical, cultural, linguistic, or theological issues that clarify the sense of the passage. Course Bibliography I: Required Reading Aune, David E. Understanding Christian and Jewish Apocalyptic. Word and World 25/3 (Summer, 2005): 233-45. Available in OWL under Resources Additional Readings. Barreto, Eric D. Negotiating Difference: Theology and Ethnicity in the Acts of the Apostles. Word & World 31/2 (Spring, 2011): 129-37. Available in OWL under Resources Additional Readings. Batten, Alicia. Brokerage: Jesus as Social Entrepreneur. Pages 167-77 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Bond, Helen K. Ten Things I Learnt about Jesus by Writing a Book about Him. Bible and Interpretation, December 2012. www.bibleinterp.com/articles/bon368024.shtml Byrne, Brendon. Interpreting Romans: The New Perspective and Beyond. Interpretation 58/3 (2004): 241-52. Available in OWL under Resources Additional Readings. Catto, Stephen. Synagogues in the New Testament Period. Bible and Interpretation, January 2009. http://www.bibleinterp.com/articles/catto357906.shtml Crook, Zeba A. Parallel Gospels: A Synopsis of Early Christian Writing. New York; Oxford: Oxford University Press, 2012. Recommended textbook; available on two-hour reserve at Huron. Ehrman, Bart D. A Brief Introduction to the New Testament. 3rd ed. New York; Oxford: Oxford University Press, 2013. Required textbook; available at Western Bookstore and on two-hour reserve at Huron. Friesen, Steven J. Poverty in Pauline Studies: Beyond the So-called New Consensus. Journal for the Study of the New Testament 26/3 (2004): 323-61. Available in OWL under Resources Additional Readings. Gathercole, Simon. What Did Paul Really Mean? Christianity Today 51/8 (August, 2007): 22-28. Available in OWL under Resources Additional Readings. Harland, Philip A. Associations, Synagogues, and Congregations: Claiming a Place in Ancient Mediterranean Society. 2nd ed. Kitchener: Philip A. Harland, 2013. http://www.philipharland.com/associations/ Available in OWL under Resources Additional Readings. Kirk, Alan K. Memory Theory: Cultural and Cognitive Approaches to the Gospel Tradition. Pages 57-67 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Malina, Bruce. Collectivism in Mediterranean Culture. Pages 17-28 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue.

8 Neufeld, Dietmar, and Richard E. DeMaris (ed.). Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Osiek, Carolyn, and Jennifer Pouya. Constructions of Gender in the Roman Imperial World. Pages 44-56 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Rohrbaugh, Richard L. Honor: Core Value in the Biblical World. Pages 109-25 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Smith, Daniel A. The Trouble with Q. Bible and Interpretation, January 2012. www.bibleinterp.com/opeds/smi368026.shtml Stewart, Eric C. Social Stratification and Patronage in Ancient Mediterranean Societies. Pages 156-66 in Dietmar Neufeld and Richard E. DeMaris (ed.), Understanding the Social World of the New Testament. Oxford; New York: Routledge, 2009. Available online via the Western University catalogue. Tyson, Joseph B. When and Why Was the Acts of the Apostles Written? Bible and Interpretation, April 2011. http://www.bibleinterp.com/opeds/actapo358006.shtml Course Bibliography II: Recommended commentaries Boring, Eugene. Mark: A Commentary. The New Testament Library. Louisville, Ky.: Westminster John Knox, 2006. (on two-hour reserve at Huron) France, R. T. The Gospel of Matthew. New International Commentary on the New Testament. Grand Rapids, Mich.: Eerdmans, 2007. (on two-hour reserve at Huron) Green, Joel B. The Gospel of Luke. New International Commentary on the New Testament. Grand Rapids, Mich.: Eerdmans, 1997. (on two-hour reserve at Huron) Lincoln, Andrew. Commentary on the Gospel According to St. John. Black s New Testament Commentaries 4. Peabody, Mass.: Hendrickson, 2005. (on two-hour reserve at Huron) Barton, John, and John Muddiman, ed. The Oxford Bible Commentary. Oxford: Oxford University Press, 2001. (available in Huron reference section; also available online via UWO catalogue) Brown, Raymond E., Joseph A. Fitzmyer, and Roland E. Murphy (ed.). The New Jerome Biblical Commentary. Englewood Cliffs, N.J.: Prentice-Hall, 1990. (available in Huron reference section) Dunn, James D. G. (ed.). Eerdmans Commentary on the Bible. Grand Rapids, Mich.: Eerdmans, 2003. (available in Huron reference section) Keck, Leander E. (ed.). The New Interpreter s Bible: General Articles & Introduction, Commentary, & Reflections. Nashville: Abingdon, 1994-2002. (available in Huron reference section) Longman, Tremper III, and David E. Garland (ed.). The Expositor s Bible Commentary. Revised edition. Grand Rapids, Mich.: Zondervan, 2006-. (available in Huron reference section; volume on the Synoptic gospels is not yet published) Mays, James L. (ed.). The HarperCollins Bible Commentary. Revised edition. San Francisco: Harper- SanFrancisco, 2000. (available in Huron reference section)

9 Appendix: Additional Statements 1. Statement on Use of Electronic Devices During Classroom Sessions and in Tests and Exams It is not appropriate to use technology (such as, but not limited, to laptops, phones, and other mobile devices) in the classroom for non-classroom activities. Such activity is disruptive and is distracting to other students and to the instructor, and can inhibit learning. Students are expected to respect the classroom environment and to refrain from inappropriate use of technology and other electronic devices in class. In this course, it is expected that students turn off all mobile devices during lectures and tests. To be clear: students must keep their phones put away during class sessions! Students who disregard this policy will be marked as absent during that class session (please see above for my policy on absences). 2. Statement on Plagiarism Detection All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com (http://www.turnitin.com). 3. Statement on Academic Offences Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, in the Western Calendar s statement on Scholastic Discipline for Undergraduate Students : http://www.westerncalendar.uwo.ca/2015/pg113.html Any form of plagiarism is considered a serious offence at Huron University College. Plagiarism may be defined as "the act of appropriating the literary composition of another, or parts or passages of his/her writings, or the ideas or language of the same, and passing them off as the product of one's own mind," whether this was intended or not. (Excerpted from H. C. Black, Black's Law Dictionary, West Publishing Co., 1979, 5th ed., p. 1035). Penalties for plagiarism may include: being required to rewrite the assignment; failing the assignment; or being required to withdraw from the student s academic program. Any consideration of plagiarism can be avoided by fully referencing written assignments as specified by the course instructor. 4. Support Services: UWO Registrar s Office: http://www4.registrar.uwo.ca Accessibility concerns: http://accessibility.uwo.ca/ Services for Students with Disabilities: ssd@uwo.ca 519-661-2147 Facilities Management: fm-help@uwo.ca 519-661-3304 Huron s Faculty of Theology, Office of the Dean: http://www.huronuc.on.ca/faculty_of_theology/info_for_current_students srice@uwo.ca, 519-438-7224, ext. 289 Huron s Writing Skills Centre: http://www.huronuc.on.ca/student_life/writing_services UWO Student Support and Development Services: http://communications.uwo.ca/current_students/student_services.htm UWO Mental Health website: http://www.uwo.ca/uwocom/mentalhealth/ Students who are in emotional/ mental distress should refer to this website for a complete list of options about how to obtain help. 5. Accommodation for absences: If documentation is required for either medical or non-medical academic accommodation, then such documentation must be submitted by the student directly to your Faculty s Dean s office (or academic counselor), and not to the instructor. For the Faculty of Theology, all such documentation must be submitted to room A120. It will be the Dean s office that will determine if accommodation is warranted. a) Non-medical absences: Documentation and a request for relief be submitted to the Dean s Office in order for accommodation for nonmedical absences from tests and examinations to be considered.

10 b) Medical absences: See also the Policy on Accommodation for Medical Illness Undergraduate Students, at http://www.uwo.ca/univsec/handbook/appeals/medical.pdf) For work representing 10% or more of the overall grade for the course, a student must present documentation indicating that the student was seriously affected by illness and could not reasonably be expected to meet his/her academic responsibilities. Documentation must be submitted as soon as possible to your Faculty Dean s office (Huron Arts & Social Science students should take their documentation to the Academic Counsellor, through the Academic Services Centre at Huron), together with a Request for Relief specifying the nature of the accommodation requested. The request and documentation will be assessed and appropriate accommodation will be determined by the Dean s office in consultation with the instructor(s.) Academic accommodation will be granted ONLY where the documentation indicates that the onset, duration and severity of the illness are such that the student could not reasonably be expected to complete his/her academic responsibilities. The UWO Student Medical Certificate (SMC) and Request for Relief are available at the Student Centre website (https://studentservices.uwo.ca/secure/index.cfm), Huron University College Academic Counselling website (www.huronuc.on.ca) or from the Dean s Office or Academic Services Centre at Huron. 6. *Instructor s Policy on Late Work without Medical or Non-Medical Accommodation: Late work submitted without accommodation (as specified above) will be penalized 3% per day or part thereof; and work that is submitted after midnight on the last day of classes (Friday April 7, 2017) will not be accepted but will be assigned a zero.