Azusa Pacific University College · Humanities · Liberal Arts BIBL230 Introduction to Biblical Literature: Luke/Acts BIBL-230 SP1 2015 - FA1 2015 Section All 3 Credits 12/01/2014 to 10/31/2015 Modified 03/03/2015  Course Description

This course introduces biblical literature, hermeneutics, and inductive methodology with a primary focus upon the and Acts of the Apostles. Special attention is given to the text with regard to its political, cultural, religious, and geographical setting, the literary genre, and the intended meaning of the text in its original cultural and literary context. Meets general studies core requirements for God’s Word and the Christian Response. COURSE PURPOSE This course provides students with a foundational understanding of the New Testament books of Luke and Acts as they were written in their cultural, historical, political, and religious setting. The course is structured to help students first gain a comprehensive theological perspective of these two New Testament books and then acquire skills for interpreting specific texts as the course progresses. An emphasis is placed on the application of the biblical message in the life of the student and in contemporary society.  Who We Are PURPOSE/MISSION STATEMENT University College exists to deliver high quality, accessible Christ-centered education to learners everywhere. ADULT LEARNING University College vigorously pursues the goals of Christ-centeredness, academic excellence, affordability, accessibility, and relevance to the contemporary world.

A UC course week extends from Monday to the following Monday with the exception of the final week, which ends on Friday. Graded assignments are due on the days listed in the Course Calendar. All deadlines refer to Pacific time, unless a different time zone is set up by learners in their individual Profile settings.  Required Texts and Resources

Gaventa, B. R. (2003). Abington New Testament Commentaries: Acts. Nashville, TN: Abingdon Press. Longenecker, B. W., & Witherington, B. (2003). The lost letters of Pergamum: A story from the New Testament world. Grand Rapids, MI: Baker Academic. Talbert, C. H. (2002). Reading Luke: A literary and theological commentary. Macon, GA: Smyth & Helwys Pub. Please use The New Revised Standard Version of the for all assigned reading: http://www.devotions.net/bible/00bible.htm (http://www.devotions.net/bible/00bible.htm)  Outcomes

Course Goals Method of Assessment

1 of 16 Goal 1: Help students recognize the books and recall the general structure of the New Testament, explain the basic process of New Testament canonization and transmission, and recall content and structure within the Gospel of Luke and the book of Acts

SLO 1.1: Students will be able to categorize the different types of literature in the NT canon and articulate how to read them Online discussions with their different literary genres and styles. Reflection papers

Quizzes

SLO 1.2: Students will be able to describe the general content of the New Testament, explain the origin and formation of the Reading outline New Testament canon, and identify texts and traditions that contributed to the development of the New Testament as well as those texts that remained outside the canon Online Discussions

Reflection

Papers

Goal 2: Help students learn the historical, social, political, religious, literary, and geographical world of the New Testament as well as to identify and describe how the followers of interacted with their Scriptures in richly diverse ways.

SLO 2.1: Students will be able to locate Luke-Acts in its particular religious, social and cultural contexts and articulate their Reading Outline, bearing on earliest Christianity, its development, and its diversity. Students will also be able to identify key geographical sites that impinge on their understanding of the New Testament. Book Review,

Quizzes,

Reflection Paper

SLO 2.2: Students will demonstrate the inter-relationships between Christianity and various forms of Judaism in the first Book Review, century. Quizzes,

Reflection Paper

SLO 2.3: Students will be able to examine and appraise some of the ways in which the early church interpreted the life, Reflection Paper, ministry, death, and . Exegetical Paper,

Online Discussions

Goal 3: Help students become equipped as critical, reflective readers by familiarizing themselves with the complex methodologies and approaches for interpreting Scriptures. Students will also develop a set of analytical tools for developing and assessing scholarship on Luke-Acts from diverse socio-cultural locations.

SLO 3.1: Students will be able to analyze the complex methodologies and approaches for interpreting Luke-Acts. Students Reading Outline, will also apply various critical methods of biblical interpretation to analyze selected passages in Luke-Acts. Reflection

Papers,

Online Discussions,

Exegetical Paper

2 of 16 SLO 3.2: Students will identify the structure, argument, and major theological themes and perspectives found in Luke-Acts. Reading Outlines, Students equally appraise the religious dimensions of Luke-Acts in order to appreciate the individual voice of each of the two Lucan books. Reflection Papers,

Exegetical

Paper,

Exams

SLO 3.3: Students will be able to develop a set of analytical tools for performing basic research skills into the critical Exegetical secondary literature in New Testament studies and interact with it critically. Students also learn to assess scholarship on Luke-Acts from diverse socio-cultural locations. Paper, Reflection Papers,

Quizzes

Goal 4: Help students evaluate how the material from the Gospel of Luke and the book of Acts can be integrated into their own walk of faith.

SLO 4.1: Students will be able to articulate and apply the Wesleyan Quadrilateral and assess the merits of this approach to Online Discussions, reading Scripture. Reflection Papers,

Exegetical

Paper

SLO 4.2: Students will be able to theologically and hermeneutically relate the New Testament to various theological and Exegetical pastoral situations of the church in its contemporary context, locally and worldwide. Paper,

Reflection Papers

SLO 4.3: Students will be able to practice exegesis of Scripture intelligently and faithfully by understanding and articulating Exegetical how history and culture influence the appropriation of Luke-Acts in the on-going life and ministry of Christian churches. Paper,

Literature Review

 Course Requirements

A students’ course grade for this class is dependent upon completion and quality of their course work requirements. There are eight categories of course requirements that all together add up to 350 pts.

These are the eight categories (These are a combination of activities, collaborative assignments, and projects):

Online Discussions (40 pts cumulative, 8 of them at 5 pts each)

The student is to participate in Online Discussions. The instructor will post a discussion topic and/or question to which each student will be required to respond in a short paragraph (3-5 sentence minimum). Students are encouraged to check back frequently during the discussion period after posting their comments to see what has been posted by others and to respond to the comments of others (minimum of two times). Initial responses are due by one day with peer engagement through the assigned deadline each week. Any later submissions will be counted 0 pts will be granted.

Each Online Discussion session is worth 5 pts. Each student will be expected to post an initial response to the prompts provided as well as to sustain discussion with at least two of their peers during each ofthe discussion sessions, posting on at least 2 different days during each instructional week between on the assigned discussion dates. Discussion responses are evaluated on the quality of their

3 of 16 content and not on the quantity of posts. Points are given following the assessment rubric for online discussions. The rubric is included in this syllabus.

Reading Outlines (60 pts cumulative, 6 of them 10 pts each)

Students are required to submit a total of six outlines on the assigned readings in Talbert (for the Gospel of Luke) and in Gaventa (for the Acts of the Apostles). Each outline should be one page long with single-spacing. The reading outlines for each session should be submitted for credit in the respective assignment pages, no later than the Monday morning of the coming week, except for the final week when they will be due the final Friday of the term. There will be a total of six outlines worth 10 pts each.

The main purpose of a reading outline is to help students to read the assigned material effectively in order to inform their written reflection papers, as well as to provide a guide from which to write their Exegetical Paper later in the term. By doing an outline, the student learns to carefully identify and present related concepts in a passage in an organized and logical manner.

Basic sequence of an outline (make sure you check the sample outline posted on the course site before doing yours):

I. Identify the main topic or heading (the topic/heading should brief) a. Identify major subtopic i. Minor subtopic 1. Important detail 2. Important detail 3. Important detail ii. Minor subtopic 1. Important detail 2. Important detail 3. Important detail b. Identify major subtopic i. Minor subtopic 1. Important detail 2. Important detail 3. Important detail ii. Minor subtopic 1. Important detail 2. Important detail 3. Important detail c. Identify major subtopic i. Minor subtopic 1. Important detail 2. Important detail 3. Important detail ii. Minor subtopic 1. Important detail 2. Important detail 3. Important detail d. Identify major subtopic i. Minor subtopic 1. Important detail 2. Important detail 3. Important detail ii. Minor subtopic 1. Important detail 2. Important detail 3. Important detail

*** It important that the outline be organized in such a way that there is a logical relationship between the different sections.

4 of 16 Please note that there are no opportunities to make up a late reading outline. The purpose of the reading outline is to keep current on the readings so that you can intelligently and effectively participate in discussions, as well as to prepare for writing the final Exegetical Paper due at the end of the course. To do it later as a make-up defeats the entire purpose.

Quizzes, Midterm & Final Exam on Presentation and Articles Content (80 pts cumulative, 5 of them 10 to 25 pts each)

Students will take 8 objective content quizzes. The quizzes are designed to assess general knowledge of theological concepts and assimilation of course materials. Each quiz will cover secondary readings assigned during that week. Secondary readings include lecture notes and readings from Talbert and Gaventa.

Reflection Papers (20 pts cumulative, 2 of them at 10 points each)

Students will be expected to write two personal reflection papers that articulate a clear understanding of the theological content of assigned readings from the class. The papers should objectively suggest some of the ways in which the content of the assigned passages could be hermeneutically appropriated for faith and various theological and pastoral situations of the church in its contemporary context. The papers should be 2-3 pages in length and double-spaced. Each paper is worth 10 pts. The papers will be graded using the Reflection Paper Grading Rubric included in this syllabus.

Book Review (25 pts)

Students will write a four-page book review of Bruce Longenecker, The Lost Letters of Pergamum (Grand Rapids: Baker, 2003). 2.5 pages of the review should be devoted to summarizing the content and major arguments of the book while the other 1.5 pages should be a critical evaluation of the strengths and weaknesses of the book. Students must start reading Longenecker’s book very early in the Term, in order to complete a Book Review following the guidelines outlined below by the specified deadline.

Longenecker’s epistolary novel will help students understand the peculiarities of the political, socio-historical, and cultural world of the first century setting in which Luke’s Gospel would have been first heard and comprehended. The book review will comprise 25 points. The review is to be written following APA formatting guidelines. Guidelines for writing the book review are included below this assignment description.

In addition to submitting a four-page written review, each student participates in an in-depth online discussions of Longenecker’s book during the assigned weeks of the term. Students will be required to respond to discussion questions in short paragraphs (minimum of 3-5 sentence per paragraph). The students are expected to read all postings of other students and are expected to post at least two on two different days throughout the duration of the discussion dates. Students are also required to express opinions and ideas in a clear and concise manner with obvious connection to topic. Engaging in the Longenecker discussion forum will prepare students to complete their Book Review assignment due during the term.

Excursus: How to Review and Evaluate a Book

1. Avoid being opinionated when you begin to read a work. Try to understand the author’s viewpoint objectively. You should first correctly understand what a writer is trying to say before you give your opinion about the work that you are reading. 2. Summarize in your own words (but not in your own opinion!) what the author is trying to say. If you cite the author, keep the citations short and not too frequent. 3. Look carefully at the author’s introduction and conclusion. What is the author trying to do in his/her work? What point is he/she trying to make? What are the main issues at stake in the book or in the article, according to the author? 4. Looks at the main body of the work. What are the main subheadings in the work? How does the author defend or support his/her viewpoint throughout the book or article? 5. After you have read, understood, and summarized the author’s viewpoint correctly, you may give your evaluation. Does the author adequately support his/her viewpoint? Why or why not? Do you agree with the author? Why or why not? Has the author caused you to reconsider any beliefs or presuppositions you may have held?

Exegetical Paper Literature Review (20pts) – Group Project

Generally, literature review is an important component of the student’s exegetical paper. The main focus of a literature review is to summarize the arguments of diverse interpreters of the student’s chosen passage from the five possible passages for the Exegetical Paper. The student should choose works that are current (all from 1985 and above).

Each group will organize their review around the major problems raised in their passage. Each group should only select the most important points in each article to highlight in the review (i.e. only discuss information that is directly related to the issue at hand). The

5 of 16 review should be organized by publication dates. I strongly encourage students to begin working on their paper very early in the semester. This section of the exegetical paper will constitute 20 pts.

The exegetical paper Literature Review will be done as a collaborative assignment. Students who choose the same topic or biblical passage will work collaboratively in separate group discussions to produce a single, online presentation of their collective literature review on their chosen topic. Each group will share their finished presentation in a discussion forum set up for sharing and discussing final presentations. Lastly, each member of each group will submit their contribution only to their group’s final presentation to the assignment submission page for individual, final grading by the assigned deadline.

Exegetical Practice Papers (30 pts cumulative, 3 of them at 10 points each)

Students will write three Exegetical Practice Papers in order to develop exegetical research and writing skills. The final Exegetical Paper assignment asks students to research and analyze several different exegetical elements of a chosen Scripture passage: 1) form and structure, 2) literary and theological context, 3) historical context, and 4) historical and contemporary application. So, each of the Practice Papers will ask students to “practice” one of these exegetical skills, in preparation for work on the final paper. The papers should be one to two pages in length and double-spaced, per APA style. Each paper is worth 10 pts. The papers will be graded using the “General Guideline for writing an Exegetical Paper for Luke-Acts” included in this syllabus.

Exegesis Essay Topics

Please select one of the passages from the list that follows:

1. The life and teaching of Jesus as portrayed in Luke’s Gospel 1. :46-55: The (pay careful attention to theme of divine reversal and show how Jesus’ ministry throughout the Gospel of Luke underscores the theme) 2. :16-21: Parable of the Rich Fool 3. :10-17: The Healing of the Crippled Woman 2. The life and development of the early church as described in the Acts of the Apostles 1. Acts 17:22-34: Paul's speech at the Areopagus at Mars Hill (Pay attention to Paul’s unique evangelistic strategy here, esp. how heculturally adapted the content of message for this particular pagan audience) 2. Explain the significance of the beginning of the church at Pentecost (Acts 1-2) Choose a section of no more that 8 verses to serve as the focus of your exegetical analysis.

Make sure you give strong factual evidence from both text and culture to support your particular reading of the text you choose. You must show an awareness of wide range scholarly interpretations on your passage by closely interacting with their perspectives while forging yours!!

General Guideline for writing an Exegetical Paper for Luke-Acts

The process of writing an exegetical paper begins with a very close reading of your passage (with a paper and pencil in hand). When you close read, please pay attention to facts and details about your passage.

1. Introduction (2 points)

State clearly and precisely the main thesis that will be defended in the paper (this is usually a one-sentence claim). The thesis statement should begin thus: “In this paper, I will argue that . . .” or “The thesis of this paper isthat . . .” The claim you make in your thesis statement should be supported throughout the paper with convincing evidence. In other words, you must give supporting evidence to show how you arrived at the thesis statement.

2. Form and Structure (5 points)

Determine the structure of the passage under discussion. How is passage organized? What is the function of individual verses with the passage as a whole? Are there structural markers/clues such as changes in content that helps one determine the beginning and end of the passage? Analyze the passage and offer a brief outline (if so desire).

***consult critical commentaries and journal articles in this section

3. Literary and Theological Context (5 points)

6 of 16 Place the passage in the broader and immediate context. What is the function of the passage in its broader context? How does your passage fit into the flow of thought of the preceding and following passages? Are there concepts in the passage that are developed elsewhere in the Gospels? Is there key words and phrases that require special attention? What are their significance in the passage Is there a specific term (s) that requires a word study? What theological principles does your passage teach?

***consult critical commentaries and journal articles in this section

4. Historical Context (5 points)

Place the passage in the world in which it arose Are there historical or contextual issues that are important or significant for the interpretation of your passage? What cultural practices and/or institutions are evoked in the passage?

***consult critical commentaries and journal articles in this section

5. Application (10 points)

Part 1: What the text meant to its original audience

From your analysis in the previous sections, interpret the content of the passage. Otherwise stated, I want you to pull together the various aspects of your analysis. How do the various parts already identified function to communicate a meaning of your passage. More specifically, what would you consider the purpose and meaning of the passage? (5 points)

Part II: What the text means Today

Identify a general principle that is based on this meaning of the passage. The principle identified must be exegetically credible. Find a corresponding contemporary setting in which this general principle is relevant or applicable (your personal life, church community, etc). (5points)

6. Reference page (this is not included in the 7 pages. Should be on page 8)

Provide a list of all of the works you consulted during your research (must be a minimum of 7). Do not include works that you did not actually use. Make sure the works consulted represent diverse perspectives on your passage

II. Equally important are the form and Style: students should make sure their in text citations and reference page correctly follows proper APA style(a copy the style sheet will be uploaded on the course site). The student will lose the entire 10 points if more than 3 form and style errors are identified.

Important Notes

Your exegetical paper should include at least 7 citations and at least 7 bibliography items. For your exegetical paper use no more than two items from the internet and/or CD ROMs if you use any at all, and use these only if you can identify an actual individual author of the material you cite. You must number your pages. All written assignments should be prepared using the American Psychological Association (APA) style format. A link to Basics of APA Style appears on the course website.

Paper Outline (20pts)

Students will submit an extended outline of their exegetical paper, which will consist of the thesis, outline of the form and structure, literary, theological, and historical context, and a complete outline of the application (Part I & II). The outline is due Week 6, Day 6. Students will receive feedback on these draft papers by the end of Week 7, they will revise their papers according to the comments, and submit the revised paper as final copy.

Exams (Midterm-25pts, Final- 25pts)

The midterm is completed during Week 4 and the final is completed during Week 8. 7 of 16  Evaluation

An assessment instrument (checklist, rubric, etc.) will accompany each major graded assignment. See the course website for specific assignment criteria and the accompanying grading instruments.

Final Grades

The following scale will be used when calculating final grades:

A 93%-100% B- 80%-82% D+ 67%-69%

A- 90%-92% C+ 77%-79% D 63%-66%

B+ 87%-89% C 73%-76% D- 60%-62%

B 83%-86% C- 70%-72% F < 60%

Checking Grades

Be sure to check your grades often via the gradebook.  Course Assessment

Points Distribution Graded assignments will be weighted as follows:

Graded Assignments Points Possible

Participation in EIGHT Online Discussions 40 cumulative (5 each)

SIX Reading Outlines 60 cumulative (10 each)

THREE Weekly Quizzes on Lectures 30 cumulative (10 each)

Write FIVE 2-page reflection papers 50 cumulative (10 each)

ONE Book Review 25

Write ONE Exegetical Paper Literature Review 20

Write ONE 7-page Exegetical paper -Outline (20) and Final paper (30) 50

ONE Mid-term Examination 25

ONE Final Examination 25

Total Possible Points: 325

 Course Policies

8 of 16 Learner Participation University College sees active participation as a means to build an effective learning community within a campus-based or online environment. Engagement among learners and the facilitating instructor is foundational to a successful academic experience.

Adult learners who dialog with their classmates and instructor on a regular basis and in a meaningful fashion typically do well in their learning experiences. Relationship building can occur in many ways, including (but not limited to) participation in class discussions, through group assignments and/or online discussions. Instructors are available for more personal discussions as well. Academic growth and development is achieved not only through the completion of scholastic work, but also through participation in the academic community. Academic Policies Faculty Response Time (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#faculty-response- time) (opens in a new window) Guidelines for Online Communication (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#top) (opens in a new window) Writing Standards (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#writing-standards2) (opens in a new window) Late Work Policy (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#late-assignments) (opens in a new window) Academic Integrity (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#academic-integrity2) (opens in a new window) Incomplete Grades (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#incomplete-grades2) (opens in a new window) Learners with Disabilitie (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html#students-with- disabilities2)s (opens in a new window) Other Academic Policies (http://www.engstrominstitute.com/uc/coursehelps/academic%20policies.html) (opens in a new window) Withdrawals, Add/Drops, Grade Appeals, etc. Academic policies governing course withdrawals, grade appeals, and other issues appear in the University catalog, which can be accessed on the University College website (http://www.apu.edu/university-college/about/catalog/). Late Work Policy For Online Courses Assignments are considered late if they are not posted by either the stated time for any given assignment or by 11:59 p.m. Pacific time on the day they are due. Late assignments receive a 20% deduction (to be deducted from the amount of possible points for that assignment) for each day they are late, beginning one minute after the assignment is due, with no credit given for work submitted after 48 hours from the original due date, with the exception of the final week, which ends on Friday at 11:59 p.m. Pacific time. No late work is accepted after Friday of week 8. Late posts will not be accepted for online discussions after the close of the week. Technological issues are not considered acceptable excuses for late work. Learners are strongly urged to always back up electronic files and have a plan for submitting assignments even in the case of computer problems or lost Internet access. Graded assignments are due on the days listed in the online course events. All deadlines refer to Pacific time zone. The UC course week begins at 8:00 a.m. Pacific time Monday and ends at 7:59 a.m. Pacific time the following Monday, with the exception of the final week, which ends on Friday at 11:59 p.m. Pacific time. Therefore, no late work is accepted after Friday of week 8. Learners who have experienced a situation such as extended hospitalization or death in the immediate family may submit a Late Work Petition (http://course.uc.apu.edu/mod/folder/view.php?id=1967). The Late Work Petition Form must be completed by the last day of the course. Learners may not make up online discussions as they are time sensitive. For Face-to-Face Courses 9 of 16 Assignments are considered late if they are not submitted at the beginning of the class session. Late assignments receive a 20% deduction (to be deducted from the amount of possible points for that assignment) for each day they are late, beginning one minute after the assignment is due, with no credit given for work submitted after 48 hours from the original due date. The exception is the final week of the term, which ends at the conclusion of the final class session. No late work is accepted after the conclusion of the final class session. Technological issues are not considered acceptable excuses for late work. Learners are strongly urged to always back up electronic files and have a plan for submitting assignments even in the case of computer problems or lost Internet access. Learners who have experienced a situation such as extended hospitalization or death in immediate family may submit a Late Work Petition. The Late Work Petition Form must be completed by the last day of the course. Copyright Notice Materials used in connection with this course may be subject to copyright protection. Learners and faculty are both authors and users of copyrighted materials. As a learner you must know the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally important to be knowledgeable about legally permitted uses of copyrighted materials. Information about copyright compliance, fair use and websites for downloading information legally can be found on the APU Library copyright information page (http://apu.libguides.com/content.php?pid=241554&search_terms=copyright) (opens in a new window).  Additional Items

SUGGESTED RESOURCES FOR FURTHER STUDY Arlandson, James Malcolm. (1997). Women, Class, and Society in Early Christianity : Models from Luke-Acts. Peabody, Mass: Hendrickson Publishers.

______. (2004). "Lifestyles of the Rich and Christian: Women, Wealth, and Social Freedom." In A Feminist Companion to the Acts of the Apostles Amy-Jill Levine Marianne Blickenstaff, eds. A Feminist Companion to the Acts of the Apostles, Amy-Jill Levine and Marianne Blickenstaff, 171-76. Cleveland: Pilgrim.

Balch, David L. (1995). "Rich and Poor, Proud and Humble in Luke-Acts." In The Social World of the First Christians: Essays in Honor of Wayne A. Meeks, eds. L. Micheal White and O. Larry Yarbrough, 214-33. Minneapolis: Fortress.

______. (1990). “The Areopagus Speech: An Appeal to the Stoic Historian Posidonius Against Later Stoics and the Epicureans.” Pages 52-79. In Greeks, Romans, and Christians: Essays in Honor of Abraham J. Malherbe, eds. David L. Balch, Everett Ferguson, and Wayne A. Meeks; Minneapolis: Fortress Press.

Bartholomew, Craig G., Joel B. Green, and Anthony C. Thiselton, eds. (2005). Reading Luke : Interpretation, Reflection, Formation. Grand Rapids: Zondervan.

Baumert, Norbert. (2004) “Charism and Spirit Baptism- Presentation of an Analysis.” Journal of Pentecostal Theology 12, 147- 81.

Blount, Brian, General Editor. (2007). True to Our Native Land. An African American New Testament Commentary. Minneapolis: Fortress.

Brawley, Robert L. (2005). "Social Identity and the Aim of Accomplished Life in Acts 2." Pages 16-33. In Acts and Ethics. ed. Thomas E. Phillips,. Sheffield: Sheffield Phoenix Press.

Brown, Raymond Edward. (1993). The Birth of the Messiah. a Commentary on the Infancy Narratives in the Gospels of Matthew and Luke. ABRL. New York: Doubleday.

Byrne, Brendan. (2000). The Hospitality of God : A Reading of Luke's Gospel. Collegeville, Minn: Liturgical Press.

Carver, Gary L. (1990). "Acts 2:42-47." Review and Expositor 87, 475-80.

Coleridge, Mark. (1993). The Birth of the Lukan Narrative : Narrative as Christology in Luke 1-2. Sheffield, England: JSOT Press.

10 of 16 Croy, N. Clayton. (1997). “Hellenistic Philosophies and the Preaching of the Resurrection (Acts 17:18, 32).” Novum Testamentum 39, 21-39

Crowder, Stephanie Buckhanon. (2007). “The Gospel of Luke.” True to our Native Land: An African American New Testament Commentary, ed. Brian K. Blount, 158-185. Minneapolis: Fortress Press.

Dornisch, Loretta. (1996). A Woman Reads the Gospel of Luke. Collegeville, Minn: Liturgical Press.

Dowling, Elizabeth V. and Mark Goodacre. (2007). Taking Away the Pound: Women, Theology and the Parable of the Pounds in the Gospel of Luke. New York: T&T Clark.

Fleer, David, and Dave Bland, eds. (2000). Preaching from Luke/Acts. Abilene, TX: A.C.U. Press.

Foster, Ruth Ann. (2003). “Mary's Hymn of Praise in Luke 1:46-55: Reflections on Liturgy and Spiritual Formation.” Review and Expositor 100, 451-463.

Gill, David. (1999). “Dionysios and Damaris: A Note on Acts 17:34.” Catholic Biblical Quarterly 61, 483-490.

Given, Mark D. (1995). “Not Either/Or but Both/And in Paul’s Areopagus Speech.” Biblical Interpretation 3, 356-372.

Green, Joel B. (2006) “Jesus and a Daughter of Abraham (Luke 13:10-17): Test Case for a Lucan Perspective on Jesus’ Miracles.” Catholic Biblical Quarterly 51, 643-654.

______. 1995. The Theology of the Gospel of Luke. New York: Cambridge University Press.

Jenkins, Daniel T. (1971). “Paul Before the Areopagus.” The Princeton Seminary Bulletin 64, 86-89.

Hamm, M. Dennis. (1987). “The Freeing of the Bent Woman and the Restoration of Israel: Luke 13:10-17 As Narrative Theology.” Journal for the Study of the New Testament 31, 23-44.

Harm, Frederick. (1988). “Structural Elements Related to the Gift of the Holy Spirit in Acts.”Concordia Journal 14, 28-30.

Heard, Warren. (1988). "Luke's Attitude Toward the Rich and the Poor." Trinity Journal 9, 47-80.

Heen, Erik M. (2006). “Radical Patronage in Luke-Acts.” Currents in Theology and Mission 33, 445-58

Hee An, Choi and Katheryn Pfisterer Darr. (2006). Engaging the Bible. The Critical Readings From Contemporary Women. Minneapolis: Fortress.

Hemer, Colin J. (1989). “The Speeches of Acts II. The Areopagus Address.” Tyndale Bulletin 40, 239-259

Hur, Ju. (2001). A Dynamic Reading of the Holy Spirit in Luke-Acts. Sheffield, England: Sheffield Academic Press.

Keener, Craig S. (1997). The Spirit in the Gospels and Acts: Divine Purity and Power. Peabody: Hendrickson.

Kim, Kyoung-Jin. (1993). “Stewardship and Almsgiving: Luke's Theology of Wealth.” Tyndale Bulletin 44, 381-386

Klutz, Todd. (2004). The Exorcism Stories in Luke-Acts : A Socio-stylistic Reading. New York: Cambridge University Press.

Levine, Amy-Jill. (2004). A Feminist Companion to the Acts of the Apostles. T&T Clark.

Levine, Amy-Jill, and Marianne Blickenstaff, eds. (2002). A Feminist Companion to Luke. New York: Sheffield Academic Press.

Marcus, Joel. (1988). “Paul at the Areopagus: Window on the Hellenistic World.” Biblical Theology Bulletin 18, 143-148.

May, David M. (1997). “The Straightened Woman (Luke 13:10-17): Paradise Lost and Regained.” Perspectives in Religious Studies 24, 245-258.

McKenna, Megan. (1999). The and the in the Gospel of Luke. Maryknoll: Orbis.

Menzies, Robert P. (1994). Empowered for Witness : The Spirit in Luke-Acts. Sheffield, England: Sheffield Academic Press.

_____. (1991). The Development of Early Christian Pneumatology : With Special Reference to Luke-Acts. Sheffield, England: JSOT Press. 11 of 16 Mittelstadt, Martin William. (2004). The Spirit and Suffering in Luke-Acts : Implications for a Pentecostal Pneumatology. New York: T & T Clark International.

Newsom, Carol and Sharon H. Ringe. (1998). Women’s Bible Commentary. Louisville: Westminster John Knox.

Neyrey, Jerome H. (1991). The Social World of Luke-Acts : Models for Interpretation. Peabody, Mass: Hendrickson Publishers.

______. (1990). “Acts 17, Epicureans, and Theodicy: A Study in Stereotypes.” Pages 118-134. In Greeks, Romans, and Christians: Essays in Honor of Abraham J. Malherbe, eds. David L. Balch, Everett Ferguson, and Wayne A. Meeks; Minneapolis: Fortress Press.

O’Day, Gail. (1985). ‘Singing Woman’s Song: A Hermeneutic of Liberation’. Currents in Theology & Mission 12, 203–210.

O'Toole, Robert F. (1992). “Some Exegetical Reflections on Luke 13, 10-17.” Biblica 73, 84-107.

Penney, John Michael. (1997). The Missionary Emphasis of Lukan Pneumatology. Sheffield, England: Sheffield Academic Press.

Phillips, Thomas E. (2001). Reading Issues of Wealth and Poverty in Luke-Acts. Lewiston, N.Y: Edwin Mellen Press.

_____. (2003): “Recent Readings of Issues of Wealth and Poverty in Luke and Acts." Currents in Biblical Research 1, 231-69.

_____. (2007). "Global Poverty: Beyond Utopian Visions." Christian Reflection 24, 11-18.

Price, Robert M. (1997). The Widow Traditions in Luke-Acts : A Feminist-Critical Scrutiny. Atlanta: Scholars Press.

Randall, Ruth. (1984). “Hebrew poetic tenses and the Magnificat” Journal for the Study of the New Testament, no 21, 67-83.

Reid, Barbara E. (1996). Choosing the Better Part? : Women in the Gospel of Luke. Collegeville, Minn: Liturgical Press.

Richter Reimer, Ivoni. (1995). Women in the Acts of the Apostles : A Feminist Liberation Perspective. Minneapolis: Fortress Press.

Ringe, Sharon H. (1995). Luke. Louisville: Westminster John Knox Press.

Roth, S. John. (1997). The Blind, the Lame, and the Poor: Character Types in Luke-Acts. Sheffield, England: Sheffield Academic Press.

Sandnes, Karl Olav. (1993). “Paul and Socrates: The Aim of Paul’s Areopagus Speech.” Journal for the Study of the New Testament 50, 13-26

Schüssler Fiorenza, Elisabeth. (1989). "Luke 13:10-17: Interpretation for Liberation and Transformation." Theology Digest 36, 303- 319.

Seim, Turid Karlsen. (1994). The Double Message : Patterns of Gender in Luke-Acts. Nashville: Abingdon Press.

Shepherd, William H. (1994). The Narrative Function of the Holy Spirit as a Character in Luke-Acts. Atlanta: Scholars Press.

Sweetland, Dennis M. (1990). Our Journey with Jesus : Discipleship According to Luke-Acts. Collegeville, Minn: Liturgical Press.

Talbert, Charles H. (2003). Reading Luke-Acts in its Mediterranean Milieu. Boston: Brill.

Tannehill, Robert. (1975): “Magnificat as poem” Journal of Biblical Literature 93, 263-275.

Thomas, John Christopher. (1998). The Devil, Disease and Deliverance: Origins of Illness in New Testament Thought. London: Sheffield Academic Press.

Topel, L. John. (2001). Children of a Compassionate God : A Theological Exegesis of :20-49. Collegeville, Minn: Liturgical Press.

Torgerson, Heidi. (2005). "The Healing of the Bent Woman: A Narrative Interpretation of Luke 13:10-17," Currents in Theology and Mission 32, 176-186.

Turner, Max. (2003). “The Work of the Holy Spirit in Luke-Acts.” Word and World 23, 146-200.

White, L. Michael. (2000). "The Pentecost Event: Lukan Redaction and Themes in Acts 2." Forum 3, 75-103. 12 of 16 Wilkinson, John. (1977). “The Case of the Bent Woman in Luke 13:10-17.” Evangelical Quarterly 49, 195-205.

______. (1998). The Bible and Healing: A Medical and Theological Commentary. Grand Rapids: Eerdmans Publishing.

Winter, Bruce W. , (1996). “On Introducing New Gods to Athens: An Alternative Reading of Acts 17:18-20.” Tyndale Bulletin 47, 71-90.

Yanos, Susan B. (2001). Woman, You are Free : A Spirituality for Women in Luke. Cincinnati, Ohio: St. Anthony Messenger Press.

Zweck, Dean. (1989). “The Exordium of the Areopagus Speech, Acts 17.22, 23.” New Testament Studies 35, 94-103. Assessment Rubric: Online/Threaded Discussions

ASSESSMENT RUBRIC:

Online/Threaded Discussions

Performance Beginning Developing Accomplished Exemplary Score Levels (all dimensions= 1.5-2 (all dimensions = 2.5-3 (all dimensions = 3.5-4.5 (all dimensions = 5 points) Dimensions points) points) points)

Dimension 1 Several inaccuracies or No inaccuracies Accurate; several concepts Accurate; integrates breadth of misconceptions; minimal expressed, but few addressed in a manner that concepts across assigned content, “Broad” discussion of related concepts presented and stimulates thought stimulates thought concepts little effort to stimulate Discussion of thought Concepts from Assigned Content

Dimension 2 One perspective and one More than one Perspectives and questions Intellectually robust perspectives question is provided with perspective and are provided; substantive and questions; substantive reaction “Deep” little substance and/or question are provided, and related to assigned to assigned content and provides lacks relation to readings but they are rather content support for reactions. Expression of shallow Your Perspectives and Questions for Readers

Dimension 3 Reply conveys minimal Reply incorporates bits Reply makes some Reply makes multiple references to thought about initiating of information from references to and integrates and integrates information from “Connected” prompt or about the topic initiating prompt; some information from initiating initiating prompt; questions posed in general; appears to be thought appears to be prompt; reply conveys in initiating prompt are explicitly Thoughtful done hastily given topic substantial thought addressed. Reflection

13 of 16 Dimension 4 No attempt is made to Yes/no questions are Open-ended questions are Suggestion are made for stimulate additional posed related to posed related to colleagues' investigating new questions related “Inviting” dialogue colleagues' posts posts to colleagues’ posts; “invites” additional viewpoints Stimulates Additional Conversation

Assessment Rubric: Reflection Papers

ASSESSMENT RUBRIC:

Reflection Papers

Performance Levels Beginning Developing Accomplished Exemplary Score Dimensions (all dimensions = 2- (all dimensions = (all dimensions = 4 points) (all dimensions = 5 points) 2.5 points) 3 points)

Dimension 1: Follows the Follows the Follows the exemplary performance 1) Submit a paper that correctly follows exemplary exemplary level expectations in 90% of the APA format for in-text citations as needed. Style, Form, performance level performance level paper and Grammar: expectations in 70% expectations in 2) Proofread your paper for grammar, of the paper 80% of the paper spelling, and style. (1.1-1.2, 2.1- 2.4,)

Dimension 2: Follows the Follows the Follows the exemplary performance 1) Submit a paper that articulates a clear exemplary exemplary level expectations with at least two understanding of the theological content of Content: performance level performance level major exceptions the assigned primary readings in Luke- expectations with expectations with Acts. 2) Write in a format that assumes a

four major three major critical, academic audience exceptions exceptions

Dimension 3: Not attempted or Evaluation and Identifies and suggests some of the Identifies and suggests some of the ways fails to identify or analysis of the ways in which the content of the in which the content of the assigned Application/ cite a main content of the text assigned passages could be passages could be hermeneutically principal or theme for personal hermeneutically appropriated for appropriated for faith and various Integration in the passages for application lacks personal application in at least one theological and pastoral situations of the (1.2, 4.1-3.4) personal breadth or depth. way or area of personal life. church in its contemporary context. application.

Total /10

Assessment Rubric: Book Reviews

14 of 16 ASSESSMENT RUBRIC:

Book Reviews

Performance Levels

Dimensions Beginning Developing Accomplished Exemplary Score

(all dimensions = (all dimensions = (all dimensions = (all dimensions = 15-18 points) 19-22 points) 23-24 points) 24.5-25 points)

Dimension 1: Follows the Follows the Follows the exemplary 1) Submit a paper that correctly follows exemplary exemplary performance level APA style format for in-text citations and Style, Form, and performance level performance level expectations in 90% of bibliography as needed Grammar: expectations in 70% expectations in 80% the paper of the paper of the paper 2) Proofread your paper for grammar, (1.1-1.2, 2.1-2.4,) spelling, and style.

3) Is formatted properly (type, double- spaced, pages Numbered, 12 font, etc.)

Dimension 2: Follows the Follows the Follows the exemplary Submit a paper that articulates a clear exemplary exemplary performance level understanding of the content of the book. Content: performance level performance level expectations with at expectations with expectations with least two major

four major three major exceptions Addresses important exceptions exceptions points and includes some of the key events, dates, and places.

Write in a format that assumes a critical, academic audience

Dimension 3: Follows the Follows the Follows the exemplary Presents analytical/ critical evaluation of exemplary exemplary performance level the book. Conclusion/Application performance level performance level expectations with at (1.2, 4.1-3.4) expectations with expectations with least two major Describes how the book could be four major three major exceptions improved, citing specific exceptions exceptions examples/sections from the book.

Suggests some of the ways in which the content of the book appropriated for faith and various theological situations of the church in its contemporary context.

Total /25

Assessment Rubric: Literature Reviews

ASSESSMENT RUBRIC: Literature Reviews

15 of 16 Performance Beginning Developing Accomplished Exemplary Score Levels (all dimensions = 12- (all dimensions = 15- (all dimensions = 17.5- (all dimensions = 19-20 points) 14 points) 17 points) 18.5 points)

Dimensions

Dimension 1: Follows the exemplary Follows the exemplary Follows the exemplary 1) Submit a paper that demonstrates creative use performance level performance level performance level of language and conscientiously follows APA Style, Form, expectations in 70% expectations in 80% of expectations in 90% of style format for in-text citations and bibliography and Grammar: of the paper the paper the paper as needed

(1.1-1.2, 2.1- 2) Proofread your paper for grammar, spelling, 2.4,) and style.

3) Is formatted properly (type, double-spaced, pages Numbered, 12 font, etc.)

Dimension 2: Follows the exemplary Follows the exemplary Follows the exemplary Topic of paper is clearly defined and explained. performance level performance level performance level Reviews at least five scholarly articles/books Content: expectations with four expectations with expectations with at major exceptions three major least two major Articles/books chosen are relevant and

exceptions exceptions representative of different perspectives on the topic in question.

Shows thorough understanding of the relationship of the articles/books selected to the topic under review;

Articles/books are insightfully summarized and presented clearly and concisely. Adequately compares and contrasts articles and includes personal evaluation on literature review.

Dimension 4/ No clear organization Organization pattern demonstrates or organizational plan understanding of prior literature information on Organization inconsistent. the topic and organizational plan enhances the presentation, promoting ease in reading.

Includes seven or more bibliographical references, including some of the references identified in the syllabus.

Total /20

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