CHIS640

REFORMERS AND THE

REFORMATION March 30-April 3, 2014

Trevor O’Reggio, PhD

InMinistry Center Intensive

MA in Pastoral Ministry

S E V E N T H - D A Y A D V E N T I S T

T H E O L O G I C A L S E M I N A R Y

CHIS640

REFORMERS AND THE REFORMATION SUNDAY, MARCH 30THROUGH THURSDAY APRIL 3, 2014

InMinistry Center Intensive

MA in Pastoral Ministry

GENERAL CLASS INFORM ATION

Class acronym: CHIS640

Class name: Reformers and the Reformation

Semester & year: Spring 2014

Class location: Canadian University College, Lacombe, Alberta Canada

Class time/day: 7:00pm – 9:00pm, Sunday, March 30

8:00am – 12:00pm, Monday through Thursday

1:00pm – 5:00pm, Monday through Thursday

Credits offered: 3

INSTRUCTOR CONTACT D ETAILS

Instructor: Trevor O’Reggio, PhD

Telephone: 269.471.3572 office; 269.240.7649 cell

Email: toreggio@andrews.edu

Office location: Church History Suite, N328

Office hours: NA

BULLETIN CLASS DISCRIPTION

This course is a general introductory course on the Reformation Movement of the 16th century; Continental and Counter

Reformation; Elizabethan Settlement; and English Puritanism.

CLASS OBJECTIVES

The primary objectives of this class are to:

Understand the causes and consequences of the Protestant Reformation.

Understand the rise of the major reformers.

Gain insight into the theological ideas that generated and shaped the Reformation.

Understand how Catholicism reacted to the Reformation.

Secondary objectives include:

Be familiar with the theological, political, and historical context of the Reformation era

Understand the impact of the Reformation on Western civilization

See the connection between the Reformation and Adventism

TEXTBOOKS, RECOMMENDED READINGS AND CLASS BIBLIOGRAP HY

Required:

1. First three books are required. (See “Before the Intensive” section)

a. Bainton, Roland. The Reformation of the Sixteenth Century. Boston: Beacon, 1952.

b. Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, 2002.

c. McGrath, Alister. Reformation Thought: An Introduction.

2. Source book is required. (See “During the Intensive” section)

a. Source book compiled by Trevor O’Reggio.

3. Videos to be viewed. (See “During the Intensive” section)

a. Videos (see bibliography).

Class Bibliography:

Books

Aland, Kurt. Martin Luther’s Ninety-five Theses. St. Louis: Concordia, 1967.

Anderson, Charles S. Augsburg Historical Atlas of Christianity in the Middle Ages and Reformation. Minneapolis: Augsburg, 1967.

Bainton, Roland. The Reformation of the Sixteenth Century. Boston: Beacon, 1952.

_______. Here I Stand. Nashville: Abingdon, 1950.

Bergstren, Torsten. Barthasar Hubmaier: Anabaptist Theologian and Martyr. Trans. from the German by Irwin J. Barnes and William R. Estep. Valley Forge: Judson, 1978.

Donaldson, Gordon. The Scottish Reformation. Cambridge: Cambridge University Press, 1960.

Drummond, Andrew L. German Protestantism Since Luther. London: Epworth, 1951.

Estep, William. The Anabaptist Story. Nashville: Broadman, 1963.

Farner, Oskar. Zwingli the Reformer. Trans. by D. G. Sear. London: Lutterworth, 1952.

Jones, Norman. The English Reformation: Religion and Cultural Adaptation. Malden, MA: Blackwell Publishing, 2002.

Linberg, Carter, ed. the Reformation Theologians. Malden, MA: Blackwell Publishing, 2002.

Luebe, David, ed. The Counter Reformation: The Essential Readings. Malden, MA: Blackwell Publishing, 2002.

Manschreck, Clyde L. Melanchthon, the Quiet Reformer. New York: Abingdon, 1958.

McGrath, Alister. Reformation Thought: An Introduction.

________. A Life of John Calvin. Malden, MA: Blackwell Publishing, 2002.

McNeill, John. The History and Character of Calvinism. Rev. ed. New York: Oxford University Press, 1964.

Reid, W. Stanford, ed. John Calvin. London: Hodder and Stoughton, 1914.

Renwick, A. M. The Story of the Scottish Reformation. Grand Rapids: Eerdmans, 1960.

Ridley, John. John Knox. New York: Oxford University Press, 1968.

Rilliet, Jean H. Zwingli: Third Man of the Reformation. Trans. by Harold Knight. Philadelphia: Westminster, 1964.

Ruff, Ernest G. and Benjamin Drenz, eds. Martin Luther. London: Arnold, 1970.

Williams, George H. The Radical Reformation. Philadelphia: Westminster, 1962.

Videos

Martin Luther

John Hus

John Wycliffe - The Morning Star of the Reformation

The Radicals - The Anabaptist

Zwingli and Calvin - the Swiss Reformers

GRADING CRITERIA AND COURSE ASSESSMENT ITEMS

Criteria for Grades

A = 95-100 B = 80-84 C = 65-69

A- = 90-94 B- = 75-79 C- = 64-60

B+ = 85-89 C+ = 70-74 D = 45-59

Assessment Submission

ONLY HARD COPIES of assignments accepted.

Late Submission

The following penalties will be applied for late submission of assessment items:

Assessments received by due date: (possible A grade)

Delay up to 60 days: (no better than an A- grade)

Delay up to 90 days: (no better than a B+ grade)

Delay up to 120 days: (no better than a B grade)

Delay up to 150 days: (no better than a C grade)

Assignment Evaluation

Reflection/Critique 100 points

Video viewing 50 points

Exam 100 points

Project 100 points

Total 350 points

Due Dates

Reflection/critique Paper March 30

Final exam April 3

Post-intensive paper September 30, 2014

Success Nuggets

Be on time.

Come to class prepared; read the assigned chapter.

Pay attention in the classroom and take good notes.

Be alert during lectures, asking questions for understanding and clarification.

Turn in all assigned work on due dates, NO excuses.

Come to class with a positive attitude and a teachable spirit.

Avoid absences like the plague.

If you are having difficulties in class, please contact me.

BEFORE Class Requirements

1. Students are expected to read all of the three required text books.

2. Write a two-page reflection/critique on EACH of the three text books. The critique should address new thoughts,

insights, and ideas that you acquired from the reading. These are due on the first day of class, March 23, 2014.

DURING Class Requirements

1. Attend all lecture sessions Be on time.

2. Participate in all discussions and activities.

3. Take a final examination at the end of the intensive, April 3, 2014.

4. Read the source book.

5. Watch the videos. Write a one-page reaction on each.

AFTER Class Requirements

1. Write a 15-page research paper on any topic relating to the Reformation. See assessment guidelines below.

ASSESSMENT GUIDELINE S

Criteria

Category

Exceeds Standard (5) (4) Good (3) (2) Does Not Meet

Standard (1)

Absent

(0)

Score

1st

Subm

Score

Final Subm

5 % Introduction Introduction is engaging, states main

topic and clearly previews the paper.

Introduction states main topic but

does not adequately preview the

paper.

Unclear and convoluted introduction. Out of 5

_______

Out of 10

______

5 %

Purpose

Clearly and concisely states the paper’s

purpose in a single sentence, which is

engaging, and thought provoking.

The purpose is stated but is not

succinct, not very clear and has more

than one sentence.

The purpose is not clearly stated or not

understandable.

Out of 5

_______

Out of 10

_____

50 %

Content

Balanced presentation of relevant

information that clearly supports the

purpose. Thoughtful, in-depth analysis

of the topic. Reader gains important

insight.

Information is only partly related to

the purpose.

Some analysis of the topic.

Reader gains some insight.

Information is disconnected from the

purpose.

Analysis is vague or confused.

Reader gains no insight.

Out of 5

_______

Out of 25

_____

15 %

Organization-

Structural

Development of

the Idea

Ideas are arranged logically to support

the purpose, flowing smoothly from one

to another and clearly linked to each

other. The reader can follow the line of

reasoning.

Ideas are arranged in a somewhat

logical way, although occasionally fail

to make sense together. The reader

is fairly clear about the writer’s

intentions.

The writing is not logically organized. Ideas

frequently fail to make sense. The reader

cannot identify a line of reasoning and

loses interest.

Out of 5

_______

Out of 20

_____

5 %

Conclusion

Conclusion is engaging, restates

purpose, concisely summarizes the

paper and states the main conclusions.

Conclusion does not refer to purpose.

Main ideas and conclusions are

somewhat logically arranged.

Conclusion is confusing, does not restate

purpose, is incomplete or unfocused, and

introduces new information.

Out of 5

_______

Out of 5

_____

10%

Mechanics

No errors in spelling, capitalization or

formatting. Clear headings and

subheadings.

Some errors in spelling, capitalization

or formatting. Headings and

subheadings are generally clear.

Numerous and distracting errors in

spelling, capitalization and formatting.

Out of 5

_______

Out of 10

_____

5 % Use of Sources Relates material to other significant and

pertinent information about the topic,

at a level that includes considerable

synthesis and analysis. Arguments are

supported with ample references and

gives evidence of research in relevant

and representative sources.

Relates the material to other

significant and pertinent information

about the topic. Arguments are

supported by references to relevant

information and gives evidence of

research in relevant sources.

Few references to significant materials or

other relevant information about the topic.

Arguments are seldom supported by

references to relevant information and give

little evidence of research in relevant

sources.

Out of 5

_______

Out of 10

_____

5 % Citations All cited works are presented in the

correct format with no errors.

Cited works are presented in mostly

correct format. Inconsistencies are

evident.

Few cited works with inconsistent

formatting.

Out of 5

_______

Out of 5

______

5%

Bibliography

Presented in the correct format with no

errors. Includes more than 10+ major

references (books and articles) but no

more than two internet sites. Evidence

that most references were used in text.

Presented in the correct format with

some errors. Includes 5-10 major

references but no more than 2

internet sites. It is clear that some

references were not used in text.

Many errors in formatting. Fewer than 4

major references, with some listed as

internet sites. References are mostly

unrelated to the text.

. Out of 5

_______

Out of 5

_____

CLASS POLICIES

Emergency Protocols

Andrews University takes the safety of its students seriously. Signs identifying emergency protocol are

posted throughout the buildings. Instructors will provide guidance and direction to students in the

classroom in the event of an emergency affecting that specific location. It is important that you follow

these instructions and stay with your instructor during any evacuation or sheltering emergency.

Class Attendance “Regular attendance at all classes, laboratories and other academic appointments is required for each

student. Faculty members are expected to keep regular attendance records. Whenever the number of

absences exceeds 10% of the total course appointments, the teacher may give a failing grade. Merely

being absent from campus does not exempt the student from this policy. Absences recorded because of

late registration, suspension, and early/late vacation leaves are not excused. The class work missed may

be made up only if the teacher allows. Three tardies are equal to one absence.” Andrews University Bulletin 2010, page 29-30

Academic Integrity Andrews University takes seriously all acts of academic dishonesty. Academic dishonesty includes (but

is not limited to) falsifying official documents; plagiarizing; misusing copyrighted material; violating

licensing agreements; using media from any source to mislead, deceive or defraud; presenting another’s

work as one’s own; using materials during a quiz or examination other than those specifically allowed;

stealing, accepting or studying from stolen examination materials; copying from another student; or

falsifying attendance records. For more details see the Andrews University Bulletin 2010, page 30.

“Consequences may include denial of admission, revocation of admission, warning from a teacher with or

without formal documentation, warning from a chair or academic dean with formal documentation,

receipt of a reduced or failing grade with or without notation of the reason on the transcript, suspension or

dismissal from the course, suspension or dismissal from the program, expulsion from the university or

degree cancellation. Disciplinary action may be retroactive if academic dishonesty becomes apparent

after the student leaves the course, program or university.” Andrews University Bulletin 2010, page 30

Quotation

“However dogs may bark at me and pigs grunt, I shall always imitate the writings of the ancients: these

shall be my study, nor, while my strength lasts, shall the sun find me idle. We are like dwarfs on the

shoulder of giants, by whose grace we see farther than they. Our study of the works of the ancients

enables us to give fresh life to their finer ideas and rescue them from times’ oblivion and man’s neglect.”

Special Relevance of the Reformation for Seventh-day Adventists

1. Seek a sympathetic objectivity about the past.

“As we read of Luther, Knox, and other noted Reformers, we admire the strength, fortitude, and

courage possessed by these faithful servants of God, and we would catch the spirit that animated them.

We desire to know from what source they were out of weakness made strong. Although these great men

were used as instruments for God, they were not faultless. They were erring men, and made great

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mistakes. We should seek to imitate their virtues, but we should not make them our criterion. These men

possessed rare talents to carry forward the work of the Reformation. They were moved upon by a power

above themselves; but it was not the men, the instruments that God used, that should be exalted and

honored, but the Lord Jesus who let His light and power come upon them. Let those who love truth and

righteousness, who gather up the hereditary trusts given to these standard-bearers, praise God, the Source

of all light” (E. G. White, Selected Messages, 1:402).

2. Purpose: to prepare for the future.

“Soon God’s people will be tested by fiery trials, and the great proportion of those who now

appear to be genuine and true will prove to be base metal. Instead of being strengthened and confirmed

by opposition, threats, and abuse, they will cowardly take the side of the opposers. . . . When the religion

of Christ is most held in contempt, when His law is most despised, then should our zeal be the warmest

and our courage and firmness the most unflinching. To stand in defense of truth and righteousness when

the majority forsake us, to fight the battles of the Lord when champions are few--this will be our test. At

this time we must gather warmth from the coldness of others, courage from their cowardice, and loyalty

from their treason” (E. G. White, Testimonies, 5:136).

“The words of Paul will be literally fulfilled: ‘All that will live godly in Christ Jesus shall suffer

persecution.’ 2 Timothy 3:12. As the defenders of truth refuse to honor the Sunday-sabbath, some of

them will be thrust into prison, some will be exiled, some will be treated as slaves. To human wisdom all

this now seems impossible; but as the restraining Spirit of God shall be withdrawn from men, and they

shall be under the control of Satan, who hates the divine precepts, there will be strange developments.

The heart can be very cruel when God’s fear and love are removed.

“As the storm approaches, a large class who have professed faith in the third angel’s message, but

have not been sanctified through obedience to the truth, abandon their position and join the ranks of the

opposition. By uniting with the world and partaking of its spirit, they have come to view matters in

nearly the same light; and when the test is brought, they are prepared to choose the easy, popular side.

Men of talent and pleasing address, who once rejoiced in the truth, employ their powers to deceive and

mislead souls. They become the most bitter enemies of their former brethren. When Sabbath keepers are

brought before the courts to answer for their faith, these apostates are the most efficient agents of Satan to

misrepresent and accuse them, and by false reports and insinuations to stir up the rulers against them” (E.

G. White, The Great Controversy, 608).

“The time is not far distant when the test will come to every soul. The observance of the false

Sabbath will be urged upon us. The contest will be between the commandments of God and the

commandments of men. Those who have yielded step by step to worldly demands and conformed to

worldly customs will then yield to the powers that be, rather than subject themselves to derision, insult,

threatened imprisonment, and death. At that time the gold will be separated from the dross. True

godliness will be clearly distinguished from the appearance and tinsel of it. Many a star that we have

admired for its brilliance will then go out in darkness. Those who have assumed the ornaments of the

sanctuary, but are not clothed with Christ’s righteousness, will then appear in the shame of their own

nakedness.

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“Among earth’s inhabitants, scattered in every land, there are those who have not bowed the knee

to Baal. Like the stars of heaven, which appear only at night, these faithful ones will shine forth when

darkness covers the earth and gross darkness the people. In heathen Africa, in the Catholic lands of

Europe and of South America, in China, in India, in the islands of the sea, and in all the dark corners of

the earth, God has in reserve a firmament of chosen ones that will yet shine forth amidst the darkness,

revealing clearly to an apostate world the transforming power of obedience to His law” (E. G. White,

Prophets and Kings, 188-189).

“Christians should be preparing for what is soon to break upon the world as an overwhelming

surprise, and this preparation they should make by diligently studying the Word of God and striving to

conform their lives to its precepts” (LHU 157).

“Prior to the last closing conflict, many will be imprisoned, many will flee for their lives from

cities and towns, and many will be martyrs for Christ’s sake in standing in defense of the truth” (MS 6,

1889, in 1888 Materials, 484, and Maranatha, 199).

OUTLINE OF TOPICS AND ASSIGNMENTS

1. Pre-reformation Background Source book, p. 6-11

A. John Wycliffe

B. John Hus

C. Jerome Savonarola

D. Scholasticism

E. Mysticism

F. Humanism

2. The Changing Structure of Western Europe Bainton, Introductory chapter, p 1-4

A. Intro to Reformation

B. Causes for Reform

C. Characteristics of the Reformation

D. Political change; Rise of territorial states

E. Economic changes

F. Social changes

G. Religious changes: Declining influence of the church

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3. The Reformation in Germany Bainton, chapter 1-3, 8

A. Luther’s education early religious experiences, 1483-1519 Source book, p. 14-88

B. Development of his theology

C. The Indulgences crisis

D. The Leipzig Debate

E. The crisis of 1520 & 1521

F. Luther’s later years, at Wartburg and Wittenberg

G. Major contributions of Luther

H. Phillip Melancthon’s role and achievements in Wittenberg

I. The Reformation under Martin Bucer (1491-1551)

4. Zwingli and Calvin in Switzerland Bainton, chapter 4, 6, 9

A. The career of Huldreich Zwingli, (1485-1531) Source book, 89-96, 110-123

B. Geneva’s political structure

C. Forerunners of Calvinism in Geneva

D. The career of John Calvin until 1536

E. Calvin’s first Geneva period 1536-1531

F. Calvin’s second Geneva period, 1541-1564

5. The English Reformation Bainton, chapter 10, p 98-100

A. Under Henry VIII (1509-1547) Source book, 124-124

B. Under Edward VI (1547-1553)

C. The Marian Reaction (1553-1558)

D. The Elizabethan Settlement (1558-1603)

E. The Scottish Reformation

6. The Radical Reformation Bainton, chapter 5 and 7

A. The early Anabaptists in Zurich Source book, 97-109

B. Basic tenets of their beliefs

C. The early leaders

D. Persecution and Martyrdom

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E. The rise of the fanatics

F. Menno Simons (1496-1561)

G. Sabbatarian Anabaptists

7. The Catholic Reformation

A. The search spiritual renewal

B. The Reforming Orders

C. The Council of Trent, 1545-1563

D. Papal reform measures

8. The Legacy of the Reformation Bainton, chapter 11-13

A. Impact of the Reformation

INSTRUCTOR PROFILE

Trevor O’Reggio is professor of Church History at the Seventh-day

Adventist Theological Seminary at Andrews University. After spending

15 years in pastoral ministry, he earned a PhD in History from the

University of Chicago in 1997 and a DMin in Marriage and Family from

Gordon-Conwell Seminary in Boston.

He has authored several books and articles. He teaches primarily

Reformation history, American religious history and courses in marriage

and family. He enjoys cycling, walking and swimming.

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APPENDIX 1

CRITERIA FOR ASSESSMENT GUIDELINES

THE B GRADE

We start with the B grade for a very specific reason. It is because a B grade is a sign that you have competently

fulfilled all of the requirements stipulated for an assessment or competency evaluation. It is an excellent grade and

demonstrates a high level of knowledge, insight, critique competence and professional written presentation standards

essential for an individual wishing to pursue a career as a professional pastor.

THE A GRADE

An A grade is only given when a student not only fulfils the criteria stipulated above for a B grade, but in doing so

demonstrates an advanced academic aptitude for content knowledge, critique, synthesis and independent insight,

while exhibiting highly developed communication skills and professional publication standards that would allow

them to pursue a highly competitive academic career.

THE C GRADE

The C grade differs only from a B grade in that the traits outlined in the B grade above are not consistently applied.

However, with diligence and applying feedback from your lecturer, the academic process can provide a perfect

opportunity for a student to improve their consistency, and hence, their grade.

THE D GRADE

The D grade exhibits a limited level of knowledge, insight and critique and poor written presentation standards.

This may be because of a lack of time management on the part of the student, they may have difficulty grasping the

concepts being taught, English may be their second language, or they may be experiencing a personal issue that is

affecting their concentration and motivation levels. Again, with diligence, applying feedback from your lecturer,

and seeking services offered by the University like the writing lab or the counseling centre, the academic process

can provide an opportunity for a student to significantly improve their performance.

FAIL

The Fail grade is given when very limited or no demonstratable competency has been observed.

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EXTRA CURRICULAR ACTIVITIES

You cannot be graded on the type of paper you could have turned in if you had had more time.

You cannot be graded or given credit in this class on extra-curricular activities you may be involved in.

It is unreasonable to expect a better grade because you are a nice person or are friends with the lecturer.

It is unreasonable to demand a good grade because you believe you have been called by God, and thus,

should automatically be given good grades despite poor performance.

Your assessments have been specifically designed to measure and provide evidence of your competency with

relation to the subject matter. This is to meet University accreditation standards. Thus, you will only be graded on

the content of the assessments you submit. If it is not in your assessments, your lecturer will not have adequate

evidence of your competency and will have to grade you accordingly.

PLAGIARISM

Replicating writing, cutting and pasting or moderately paraphrasing text from publications, internet sources, books,

friends papers or publications, family members papers or publications, ghost writers papers or publications with the

intent of passing it off as your own work, is strictly prohibited and unacceptable. Students found to be plagiarising

the work of others will receive an immediate Failing grade. Your actions will be reported to the University and your

sponsor (if sponsored). You may even face expulsion from the University. Your lecturer will randomly sample

sentences, phrases and paragraphs from your paper and compare them with papers from past students and with

content on the internet. Your lecturer is also familiar with a lot of the publications and sources you will be using for

your assessment and will also be able to identify any potential plagiarism.

LANGUAGE AND GRAMMAR

There is an expectation that a person who holds a Master’s qualification will have advanced written language skills,

particularly in the language in which their Masters was taught. Thus, no special consideration will be given to

students who speak English as a second language or native-English speakers who struggle with written English.

Such students are advised to seek the assistance of the campus writing lab or seek the services of a professional

academic editor prior to the submission of their assessment.

Students are encouraged to have someone else read their assessments aloud to them prior to submission. This

practice will provide you with immediate feedback as to how your written assessments sounds/reads to another

person. You may even want to have a friend or a professional academic editor look over your assessments to

identify any typing, spelling or punctuation errors too.

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CRITERIA FOR ASSESSMENT

Elements A Range B Range C Range D Range F – Fail

Title and Paper

Presentation

The title is

creative, succinct,

one that also

hints at the scope,

method and

argument of the

paper. The

appearance and

word-processing

of the document

is of a high

professional

standard.

The title is

succinct and hints

at the scope,

method and

argument of the

paper. The

appearance and

word-processing

of the document

is of professional

standard.

Contains

elements of the

topic, scope and

purpose of the

paper. The

appearance and

word-processing

of the document

is adequately

presented, but

lacks a

professional

standard.

Describes little

about the content.

The appearance

and word-

processing in the

document is poor.

Does not describe

the content. The

appearance of the

word-processing

in the document

is very poor and

demonstrates a

lack of

commitment to

the professional

standards

required of

Masters

recipients.

Introduction

and Thesis

Presents the topic

and purpose of

the paper very

clearly and

succinctly. It is

objective and

demonstrates a

high level of

critical

scholarship.

Presents the topic

and purpose of

the paper clearly

and succinctly. It

is objective and

demonstrates

critical

scholarship.

The topic and

purpose lacks

some clarity. It

tends to be overly

wordy. Critical

scholarship is

lacking in some

places.

The topic and

purpose has

limited clarity. It

is not easily

apparent what

this paper is

about. Critical

scholarship is

lacking in some

places.

The topic is not

clearly described

nor is the purpose

of the paper

expressed.

Critical

scholarship is

nonexistent.

Development Your thesis is

succinct,

insightful,

sophisticated,

even exciting. It

demonstrates

independent

insight and

comprehensive

reading and

research of the

topic. All ideas

in the paper flow

logically; your

argument is

identifiable,

reasonable, and

sound. You have

excellent

transitions. Your

paragraphs have

solid topics and

each sentence

clearly relates to

that topic.

Your thesis is

clear, insightful

and demonstrates

extensive reading

and research of

the topic. All

ideas in the paper

flow logically.

Your argument is

identifiable,

reasonable, and

sound. You have

very good

transitions. Your

paragraphs have

solid topics and

each sentence

clearly relates to

that topic.

Your thesis is

unclear at times,

your references to

scholarly

literature is

limited or, are

irrelevant. Not

all ideas in the

paper flow

logically, some

are unsound.

Your argument is

difficult to

identify at times.

Your transitions

require

improvement.

Your paragraphs

have topics but

often deviate

from them.

Your thesis is

frequently

unclear, your

references to

scholarly

literature is very

limited or, is

irrelevant. Ideas

in the paper flow

illogically. Your

argument is very

difficult to

identify at times.

Your transitions

require

significant

improvement.

Paragraphs do not

stay on topic.

Your thesis is

unclear, your

references to

scholarly

literature is

nonexistent or is

irrelevant. Ideas

in the paper flow

illogically. Your

argument cannot

be identified.

Your transitions

require

significant

improvement.

Paragraphs do not

stay on topic.

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Analysis Supports every

point with

examples from a

wide range of

academic

literature.

Quoted material

is expertly

integrated into

the body of your

work. Your

analysis suggests

new ways to

perceive the

material or

identifies gaps or

shortcomings in

the literature.

Supports every

point with

examples from a

wide range of

academic

literature.

Quoted material

is well integrated

into the body of

work.

Does not support

every point with

examples from

academic

literature. Uses

only old or out of

date sources.

Quoted material

is sometimes

irrelevant or

poorly integrated

into the body of

work.

Points are not

supported by

academic

literature. Uses

non-scholarly

sources or old,

out of date

sources. Quoted

material is often

irrelevant or

poorly integrated

into the body of

work.

Does not support

any point with

examples from

academic

literature. Uses

only non-

scholarly sources.

Quoted material

is often irrelevant

or poorly

integrated into

the body of work.

Communication

and Language

Is very

interesting,

thought

provoking and

exciting to read.

Uses language

appropriately and

articulately. No

more than one

spelling,

grammatical or

style mistake per

page.

Is interesting and

holds the reader’s

attention. Uses

language

appropriately and

articulately. No

more than two

spelling,

grammatical or

style mistakes per

page.

Paper is generally

well written, but

sometimes lacks

purpose or

relevance to the

topic. Has up to

four spelling,

grammatical and

style mistakes on

every page.

Paper is generally

well written, but

often lacks

purpose or

relevance to the

topic. Reader is

easily distracted.

Has up to10

spelling,

grammatical and

style mistakes on

every page.

Paper is poorly

written, lacks

purpose or

relevance to the

topic. Has

multiple spelling,

grammatical and

style mistakes on

every page.

Conclusion Your conclusion

is succinct and

very persuasive.

It is strongly

evidence based,

and your

inference very

sound.

Your conclusion

is persuasive. It

is evidence based

and your

inference is

sound.

Your conclusion

may have some

merit but some of

your evidence is

weak or inference

is questionable.

Your conclusion

is not very

persuasive. Your

evidence is very

weak and your

inference very

questionable.

You conclusion is

not persuasive at

all. Your

evidence is scant

or non-existent.

Your inference is

highly

questionable.

Referencing/

Bibliography

Perfectly adheres

to SBL Style or

Andrews

University

Standards for

Written work.

No mistakes are

permitted

Adheres to SBL

Style or Andrews

University

Standards for

Written work.

No more than

three mistakes

permitted.

Often adheres to

SBL Style or

Andrews

University

Standards for

Written work.

No more than 7

mistakes

permitted.

Seldom adheres

to SBL Style or

Andrews

University

Standards for

Written work.

No more than 10

mistakes

permitted.

Does not adhere

to SBL Style or

Andrews

University

Standards for

Written work.

DOCUMENTS USED TO SOURCE CRITERIA:

Derek Bok Centre for Learning for Teaching and Learning, Harvard University.

http://isites.harvard.edu/fs/html/icb.topic58474/GradingPapers.html

Nancy Langston and Steve Kantrowitz from the University of Wisconsin “Writing Across the Curriculum”.

http://mendota.english.wisc.edu/~WAC/page.jsp?id=101&c_type=article&c_id=4

Chris Mayda from the Eastern Michigan University, “Grading Criteria”.

http://www.emich.edu/public/geo/geography/Mayda/gradecriteria.htm