Romans Syllabus Spring 2009 (On Campus)

of 15ROMANS

NT445

Spring 2009 TERRY CHANEYOzark Christian College 417-624-2518, Extension 25008:00 a.m. Tues, Wed, Thurs, Fri [email protected] Credit Hours Office: MO23

Course DescriptionNormally limited to students nearing graduation, this course probes the meaning of Paul’s letter to the Romans from an exegetical and theological perspective. Students will come to know the text, its meaning and its implications for the Christian life. The class lectures will be complemented by overhead and/or visual presentations.

College MissionThe ultimate mission of Ozark Christian College is to glorify God by evangelizing the lost and edifying Christians worldwide. The immediate mission of Ozark Christian College is to train men and women for Christian service through an undergraduate Bible college education.

College Learning Objectives (CLO)1. A knowledge of sound doctrine taught from the Word of God.2. An acquaintance with historical evidences and an understanding of the basis of faith in

Christ and the Bible. 3. An approach to Bible study that seeks to understand the author's intended meaning. 4. An intellectual development that will enable the students to be good learners, clear

thinkers, and competent judges of what is right, for a whole lifetime of applying the word of God to the accomplishment of God's will.

5. Skills for effective written and oral communication. 6. A personal growth in Christian character and fellowship with Christ; included are faith,

feeling, zeal to serve, self-denial, discipline, stability, and strength. 7. A variety of skills for leading others to Christ, building believers to maturity in Christ,

and equipping them to be fruitful in the service of Christ.

Biblical Studies Area Objectives (BSAO)1. Demonstrate knowledge of the history of Israel, the life of Christ, the book of Acts and

several key New Testament epistles.2. Show how the Old Testament scriptures reveal God’s preparation for the coming of the

Messiah.3. Develop an understanding of basic Christian doctrine through an exegetical study of the

New Testament scriptures.4. Teach lessons for life from the Old Testament and the New Testament.5. Understand problems dealing with the origin, interpretation and application of the Old

Testament and the New Testament.

Romans with Terry Chaney OCC NT445 Spring 2009

of 156. Develop a strong faith in Jesus as the Son of God and the Bible as the Word of God.

7. Exhibit a spiritual maturity based on the Bible’s teaching on Christian living.

Course GoalsThe course is intended to . . . 1. Explain the meaning of Paul's letter to Rome in general and in detail. 2. Identify the critical issues raised by the letter. 3. State clearly and accurately the great doctrines and theological issues discussed in

Romans. 4. Apply the words Paul wrote to a past generation to our own time and people. 5. Equip the student to teach and/or preach accurately from the epistle. 6. Enable the student to explain the meaning of selected difficult passages from the epistle.

Course ObjectivesUpon completion of this course, a student should be able to:1. Outline from memory the contents of Paul’s epistle to the Romans and identify where

each chapter of the book fits into the outline. [CLO 1, 3, 4 & 7 and BSAO 1, 3, 5 & 6]2. Identify and explain the major theological teaching of each section of the letter. [CLO 1,

3, 4, 6 & 7 and BSAO 1, 2, 3, 5 & 6]3. Apply the teaching of Romans to the modern church and world. [CLO 1, 2, 3, 4, 5, 6 & 7

and BSAO 1, 2, 3, 4 & 6]4. Teach a lesson on Romans 3:21ff. which explains the background and meaning of the

significant theological words. [CLO 1, 2, 3, 4, 5, 6 & 7 and BSAO 1, 2, 3, 4, 5 & 6]5. Teach a lesson on one of several problem issues identified by the teacher which resolves

the problem. [CLO 1, 3, 4, 5, 6 & 7 and BSAO 1, 2, 3, 4, 5 & 6]6. Identify the author’s intended meaning of portions of the letter chosen by the teacher.

[CLO 1, 3, 4, & 7 and BSAO 1, 3, 4, & 6]7. Distinguish the teachings of Calvinism related to Romans from Paul’s intended meaning

where they differ. [CLO 1, 3, 4 & 7 and BSAO 1, 3, 5 & 6]

Course Curricular PlacementRomans, NT 445, is a senior level course required by each of the following degree programs at OCC: BTh., BA, BCM, BMM, and BBM.

Course RationaleThe essence of Christianity is salvation by God's grace in Christ, through faith, at the time of baptism, and for good works. Nowhere is this explained more carefully and clearly than in the letter of Paul to the Romans. These concepts are so basic that every Christian needs to understand them, and every Christian leader must be able to explain them well. Everything one does is flavored by one's understanding of how salvation is or has been accomplished, how it is received, and how we are to act as a result.


of 15ADA Accommodation

If you have a disability and are requesting an accommodation, please contact the Executive Director of Admissions at 417-624-2518 Extension 2006 as soon as possible.

Information LiteracyOzark Christian College is committed to information literacy training. This training will be intentional, incremental, and missional. Students will learn to access, evaluate, and utilize pertinent information in their ministry preparation.

Late Work.Assignments are due by the time designated on Moodle of the day the paper is due. Assignments submitted after that time will be late. Late assignments will be penalized one letter grade for each day late (for sake of clarity note that Saturday and Sunday and Monday are one day each). This includes reading and ALL other assignments. Assignments will not be accepted after one week has passed from the due date. Nothing will be accepted after the final exam. There are no incomplete grades. Late assignments cannot be submitted via Moodle but must be emailed to me at [email protected].

Exams.When a scheduled exam (one announced to the class beforehand either in writing or orally—all exams in this course are scheduled) is missed, the teacher will determine if you can make up the exam and if so whether there will be any penalty. If you are allowed to makeup the exam, then a fee of $5.00 must be paid to the Business Office. Bring the receipt to me. I will give all makeup exams for my classes. This means that you are not to bother the Learning Center and that you will have to make arrangements with me for a time. In no case can an exam be made up after one week has passed from your return to school. If you miss a quiz, you cannot make it up. Any student wishing to take the final exam at a time other than scheduled must receive approval from the Academic Dean, make arrangements with the teacher and pay a fee of $25.

Attendance PolicyFrom the OCC Catalog:"CLASS ATTENDANCEAttendance is taken seriously because Christian leaders must be self-disciplined. The student receives a benefit from the discussion, interaction and emphasis of a class session, which s/he can get in no other way even by additional make-up work. When the student is absent from class, s/he experiences a loss which may not show up on examinations but is nevertheless real. The student is expected to attend each meeting of the class in which s/he is enrolled. Roll will be taken in each class.

Faculty members may make specific requirements regarding attendance stated in their course syllabi that students will need to meet, but general attendance regulations apply to all classes.

After a total of two weeks of absence plus one day in a class, the student will receive an "F" for the course. In cases of extenuating circumstances beyond the student's control, appeal for credit Romans with Terry Chaney OCC NT445 Spring 2009

mailto:[email protected]

of 15must be made to the faculty committee. This appeal must be in writing, state reasons for the absences and presented to the Assistant to the Academic Dean before final exams begin for the semester in question. Petition forms are available in the Academic Dean's Office."

AbsencesIn addition to the college policy above, the following policies will be followed in this course. Keep a record of your absences and reasons for them in case the school administration requests that information. Do not expect notification to be given when you approach or exceed the absence limit. Use your Moodle record of attendance to keep yourself informed, though remember the Moodle record is generally updated on weekends and NOT every day; therefore, it may not include more recent absences when you consult it.

TardiesFrom the OCC Catalog:"TardiesTardy students will be counted absent for the period unless they inform the professor of their presence at the conclusion of the class period. Four tardies constitute an absence. Any tardiness over fifteen minutes constitutes an absence. Faculty are free to establish their own reporting procedures.”

A student is considered tardy when not present at the time class is scheduled to begin. Please note that tardiness has nothing to do with whether one’s name has yet been called in the roll or even whether the teacher has begun to call the roll. Also, arriving in time for class but then leaving the classroom means that one is tardy. In accordance with the college catalog, four tardies will be considered equivalent to one absence. Please note: as hard as I try I cannot note the tardy arrival of every student. When the roll has been taken and I have moved on to other things, I often do not think to record a tardy student's arrival. Therefore, in accordance with the school catalog the student is responsible for notifying the teacher that he was tardy and not absent. Do this after class is over. Even if you have to chase me down, this must still be done. Failure to draw the teacher's attention to one's tardiness may result in the tardy being recorded as an absence. Please do not forget.

Sleeping in classThose who sleep in class will be considered tardy or absent at the teacher’s discretion based on the severity of the problem. The teacher will not necessarily warn you before recording your sleep as a tardy or absence. Please feel free to move to the back of the room and stand if sleep becomes a continuing problem for you.

Grading PoliciesGrading Scale.See the scale in the college Catalog. When I grade essays, papers, or reports, the letter grades mean the following:


of 15A Excellent. Shows creativity, completeness, clarity of expression, accuracy and good organization.

B Good. Accurate information, well organized, though lacking in one or more of the following areas: creativity, completeness, clarity of expression.

C Average. Meets basic requirements but is not strong in organization, clarity or completeness. May also indicate an abundance of typing and grammatical errors.

D Poor. Barely acceptable because of limitations in completeness, accuracy, organization, and form.

F Failing. Work is unacceptable for credit. Falls short of what is required for a passing grade.

PlagiarismAs human disciples of Christ we all fall short on many occasions. However, as human disciples of Christ, we seek to please him always. This continues to be true when we complete our school assignments. When writing your papers there is no reason to commit plagiarism. It is avoidable. Just to be sure everyone is on the same page, please carefully consider the following:

Plagiarism occurs when You submit a paper that is not your own work as if it were. It does not matter whether the

actual author of the paper knows and/or consents to your use of it. You submit a paper that is only partially your own work. The rest is the work of someone

else that you are passing off as if it were your own. You include in your paper either the words or ideas of another without documenting your

source. If you borrow it, then document it. You include in your paper the words of someone else but do not use quotation marks to

indicate that you are quoting them directly. This is plagiarism whether you document your source or not. If you take 2 or more words from another source, indicate that you are quoting through the proper use of quotation marks.

You use the research of someone else but pass it off as if it were your own. For example, using something quoted by someone else but giving only the original source documentation as if you found it in the original source is plagiarism. Even borrowed quotes must be documented to show where you actually got it and not just where it occurred originally.

You submit a paper to more than one class without receiving prior permission. Some go so far as to suggest that any time one submits a paper to more than one class, it is plagiarism. However, in my own experience, most teachers just want to know ahead of time so that additional guidelines can be suggested if desired. For example, a teacher may suggest that it is okay to submit a paper as long as the final submission is twice as long as the normal assignment. You should discuss the issue with your other teachers individually. In my class I ask that you do not resubmit a paper from another class. If you do, it will be considered plagiarism and subject to the associated penalties.


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Each student is to read the following before the first exam or written assignment, whichever comes first. Please note especially the examples of plagiarism and of legitimate use of sources found in the articles.

Plagiarism by Earl Babbie [http://www.csub.edu/ssric-trd/howto/plagiarism.htm] Avoiding Plagiarism @ OSU [http://oregonstate.edu/admin/stucon/plag.htm] Plagiarism Tutorial [http://www.indiana.edu/~istd/]

Office HoursI can be contacted by email ([email protected]) and by the Moodle messaging system. If you need to reach me by phone, my number is 624-2518, x2500. I am also glad to meet with you if there are any problems or questions that you would like to discuss. My office hours are posted outside my office door (MO23 on floor 2 of Missions Building). I am glad to arrange an appointment convenient to you. In addition, I specifically invite students to come by Tuesday, Wednesday or Thursdays from 1:30 to 2:30 if they need to speak to me.

Course Materials:Cottrell, Jack. Romans. College Press NIV Commentary. Joplin: College Press, 2005.

Assignments for the Course:

Reading. Reading is a major part of this course and as such is worth a great deal toward your final grade. Each student is expected to complete all reading assigned for the course. Course reading includes the class text(s) and any additional reading assigned. The former is to be read completely according to the assigned schedule. Submit your reading report with notes of not less than 100 words via moodle.occ.edu . You MUST include a confessional statement that the reading has been completed. DO NOT submit a report before the reading is 100% complete. There are no partial reading grades. See the reading schedule below. NOTICE: TO RECEIVE CREDIT FOR EACH READING ASSIGNMENT ONE MUST COMPLETE THE READING 100% AND SUBMIT THE SUMMARY. No credit is given for an assignment that does not do all of this.

ROMANS LESSON #1 : Each student is to produce and submit by the date assigned, an original and popularly written sermon/lesson based on Romans 3:21-25 entitled, "The Gospel According to Paul." Please, listen to me now, MANY students completely fail this assignment who think that they have done a good job because they do not do what is assigned! You MUST read carefully, understand accurately and conform your submission to the assignment. PLEASE seek help well in advance if you are unclear about any of this. Note the following details:

1. This lesson/sermon MUST focus on the major concepts introduced in this passage. Each "big word" must be explained including “righteousness,” “faith,” “justification” etc.


mailto:[email protected]

http://www.indiana.edu/~istd/

of 152. Submit a manuscript of your sermon/lesson after teaching it at least once to a

small group. This is to be a manuscripted (fully written out) presentation containing 20-25 minutes worth of material. If you choose to present a lesson rather than a sermon, be sure that it is a lecture lesson (in other words your lesson ought not to include group projects or videos, etc. in the time). Include all illustrations and any audio or visual aids you might choose to use.

3. Understand that the grade will be based primarily on two factors: doctrinal/exegetical accuracy and listener appeal.

4. The sermon/lesson must demonstrate research, clear thinking, and excellent communication skills. Failure to reflect knowledge of Cottrell’s comments on this passage will be a disadvantage. Use your course commentary as well as other sources.

5. Documentation, as always for any paper, is expected to be complete and correct. Document all borrowed information whether it is directly quoted or not with parenthetical references or footnotes. If directly quoting more than 3 consecutive words, indicate such with quotation marks. Know the meaning and nature of plagiarism [see the references above]. Plagiarism will result in a failing grade. Seek advice from the Learning Center if you have questions about proper documentation.

6. Be sure your exegesis is correct and compelling, but this is not a research paper so much as a "research sermon;" therefore, be sure that the presentation is popular and interesting.

7. Include a bibliography, but do not include it in your time count. 8. Length will vary, but must include enough material to last 20-25 minutes from the

lectern. PLEASE NOTE: Most people speak at more than 100 words per minute. Therefore, if your submission has less than 2000 words, it cannot meet the length requirement for this assignment. On the last page of the presentation include a note that describes the group to which you have taught the lesson AND the amount of time it took to deliver.

9. Any paper with more than very few typographical or other errors will be greatly reduced in grade. Any paper with significant errors will receive a failing grade or, at the teacher's discretion, require rewriting.

ROMANS LESSON #2: Each student is to produce and submit an original sermon/lesson dealing with one of the topics listed in the chart below by the date assigned. Except for the passage, follow the instructions above under LESSON #1.

Please, listen to me now, MANY students completely fail this assignment who think that they have done a good job because they do not do what is assigned! You MUST read carefully, understand accurately and conform your submission to the assignment. Note the following details:

1. This lesson/sermon MUST focus on the specific issue and text chosen. Any other topics must receive advance approval from the teacher.

2. Submit a manuscript of your sermon/lesson after teaching it at least once to a small group. This is to be a manuscripted (fully written out) presentation containing 20-25 minutes worth of material. If you choose to present a lesson


of 15rather than a sermon, be sure that it is a lecture lesson (in other words your lesson ought not to include group projects or videos, etc. in the time). Include all illustrations and any audio or visual aids you might choose to use.

3. Understand that the grade will be based primarily on two factors: doctrinal/exegetical accuracy and listener appeal.

4. The sermon/lesson must demonstrate research, clear thinking, and excellent communication skills. Failure to reflect knowledge of Cottrell’s comments on this passage/issue will be a disadvantage. Use your course commentary as well as other sources.

5. Documentation, as always for any paper, is expected to be complete and correct. Document all borrowed information whether it is directly quoted or not with parenthetical references or footnotes. If directly quoting more than 3 consecutive words, indicate such with quotation marks. Know the meaning and nature of plagiarism [see the references above]. Plagiarism will result in a failing grade.

6. Be sure your exegesis is correct and compelling, but this is not a research paper so much as a "research sermon;" therefore, be sure that the presentation is popular and interesting.

7. Include a bibliography, but do not include it in your time count. 8. Length will vary, but must include enough material to last 20-25 minutes from the

lectern. PLEASE NOTE: Most people speak at more than 100 words per minute. Therefore, if your submission has less than 2000 words, it cannot meet the length requirement for this assignment. On the last page of the presentation include a note that describes the group to which you have taught the lesson AND the amount of time it took to deliver.

9. Any paper with more than very few typographical or other errors will be greatly reduced in grade. Any paper with significant errors will receive a failing grade or, at the teacher's discretion, require rewriting.

10. See the sample pages linked below. Please note that these are not perfect, but they do represent generally good form, documentation, etc. Notice the different ways to document borrowed materials.

Lesson 2 Assignment Options (other topics are possible but must receive prior teacher approval)

Text Topic Text Subject

Ch. 1 Sinners in the Hands of an Angry God: A Lesson on the Wrath of God

Ch. 9 "God and Pharaoh: A Reconciliation of Ro. 9 and Free Will."

2:12-16, etc.

Can a Sinner be Saved Apart from Christ Ch. 10

In what sense is Christ is "the End of the Law"

Chs. 3-4, Paul and Justification by Works Ch. What does Paul mean when he says "All Israel Will


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etc. vs. James 2

11 be Saved"

Ch. 6 What Happens at Baptism? Ch. 12

The Nature of Authority and Submission

Ch. 7, etc.

The meaning of “Flesh” in Romans Ch. 13

"Are All Governments Approved by God?"

Ch. 8 If We are Dead to Sin (Ro. 6), then Why the Exhortation Here?

Ch. 14

Applying the Weaker Brother/ Stronger Brother principle to Contemporary Controversy

Ch. 8 Do "All things Work Together For Good"? Ch. 15

"Textual Criticism of Romans 15-16"

Ch. 16

"Does Phoebe contradict Paul's Teaching on Gender Roles?"

In addition to the topics above other subjects may be pursued if approved by the teacher. For example, "Gareth Reese on Faith and Works" (see Reese's commentaries on Acts and Romans), "The meaning of flesh in Romans," or "An Evaluation of Ken Idleman's Sermon on Drinking in Light of Romans 14 & 15" (obtain tape from library--Fall 1995?). If an appropriate topic grabs your attention, see me for approval.

Reading Assignment Schedule(Please note that these assignments assume you are using the single volume edition of Cottrell’s commentary. If you choose to use the 2 volume version, you will read considerably more).

Week Name Quiz closes

1 Reading #1 Report Cottrell 17-35 Wednesday, 14 January 2009, 11:55 PM

2 Reading #2 (1:1-7) Cottrell 37-51 Report Wednesday, 21 January 2009, 11:55 PM

3 Reading 3 (1:8-17) -- Cottrell 51-72 Report Wednesday, 28 January 2009, 11:55 PM

4 Reading #4 (1:18-32) -- Cottrell 73-98 Report Wednesday, 4 February 2009, 11:55 PM

5 Reading 5 (2:1 - 3:8) -- Cottrell 98-134 Report Wednesday, 11 February 2009, 11:55 PM

6 Reading 6 (3:9 - 5:20) -- Cottrell 134-177 Wednesday, 18 February 2009, 11:55 PM


http://moodle.occ.edu/mod/quiz/view.php?id=8726






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7 Reading 7 (5:1 - 21) -- Cottrell 177-210 Report Wednesday, 25 February 2009, 11:55 PM

8 Reading 8 (6:1-23) -- Cottrell 211-241 Report Wednesday, 4 March 2009, 11:55 PM

9 Reading 9 (7:1-8:39) -- Cottrell 241-298 Report Wednesday, 11 March 2009, 11:55 PM

10 Reading 10 (9:1-33) -- Cottrell 299-363 Report Wednesday, 25 March 2009, 11:55 AM

11 Reading 11 (10:1-21) -- Cottrell 363-390 Report Wednesday, 1 April 2009, 11:55 AM

12 Reading 12 (11:1-36) -- Cottrell 390-448 & Boykin Report Wednesday, 8 April 2009, 11:55 AM

13 Reading 13 (12:1-21) -- Cottrell 449-474 Report Wednesday, 15 April 2009, 11:55 AM

14 Reading 14 (13:1-14) -- Cottrell 474-493 Wednesday, 22 April 2009, 11:55 AM

15 Reading 15 (14:1-23) -- Cottrell 494-514 Wednesday, 29 April 2009, 11:55 AM

16 Reading 16 (15:1-16:27) -- Cottrell 515-559 Report Wednesday, 6 May 2009, 11:55 AM

Website InformationThis class will utilize the OCC Moodle website at: http://moodle.occ.edu

Bibliography on Romans

Please note and use the extensive bibliography in your class text by Cottrell. Following is a selection of some of the thousands of resources on Paul's Epistle to the Romans. Please note that the few annotations are by Jon Weatherly at Cincinnati Bible Seminary and are part of his larger An Annotated Bibliography of Reference Works and Commentaries on the Greek New Testament.

Achtemeier, Paul J. Romans, Interpretation Commentary. Louisville, KY: John Knox Press, 1985.

Achtemeier, Paul. "Unsearchable Judgments and Inscrutable Ways. Reflections on the Discussion of Romans." In Pauline Theology Volume IV: Looking Back, Pressing On, edited by E. Elizabeth Johnson and David M. Hay, pp. 3-21. Atlanta: Scholars Press, 1997.

Barclay, William --- The Letter to the Romans. Westminster Press. Philadelphia, 1955

Barnes, Albert --- Notes on the New Testament: Romans. Baker Book House. Grand Rapids, 1949

Barrett, C. K. The Epistle to the Romans. Harper's New Testament Commentaries. Harper & Row, 1957.

Bruce, F.F. --- The Epistle of Paul to the Romans: An Introduction and Commentary.


http://www.cincybible.edu/college/academics/annotbib.doc

http://www.cincybible.edu/college/academics/annotbib.doc

http://moodle.occ.edu/












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William B. Eerdmans Publishing Company. Grand Rapids, 1963 Byrne, Brendan. Romans, Sacra Pagina 6. Collegeville, MN: Liturgical Press, 1996.

Calvin, John --- Commentary upon the Acts of the Apostles: Volume 2. Baker Book House. Grand Rapids, reprinted in 1979

Clarke, Adam --- A Commentary and Critical Notes: Volume 6. Abingdon Press. Nashville, no date ... but original written in 1814

Coffman, James Burton --- Commentary on Romans. Firm Foundation Publishing House. Austin, 1973

Cottrell, Jack. Romans. College Press NIV Commentary; 2 vols. Joplin, MO: College Press, 1996-98. Emphasis on the theological significance of the text.

Cranfield, C. E. B. A Critical and Exegetical Commentary on the Epistle to the Romans. ICC; 2 vols. Edinburgh: Clark, 1975-79. Thorough discussion of the Greek text.

Donfried, Karl Paul, Ed. The Romans Debate. Revised ed. Peabody, Mass.: Hendrickson, 1991.

Dunn, J. D. G. Romans. WBC; 2 vols. Waco: Word, 1988. Thorough discussion of the Greek text with consideration for the most recent research on Paul plus Dunn’s own idiosyncratic views.

Fitzmyer, Joseph A. Romans. AB 33. New York: Doubleday, 1993. Thorough discussion of the Greek text.

Fitzmyer, Joseph A. Spiritual Exercises Based on Paul's Epistle to the Romans. New York: Paulist Press, 1995.

Hay, David and E. Elizabeth Johnson, Eds. Pauline Theology III: Romans. Minneapolis:Fortress, 1995.

Hultgren, Arland. Paul's Gospel and Mission, The Outlook From His Letter to the Romans. Philadelphia: Fortress, 1985.

Jewett, Robert. "Major Impulses in the Theological Interpretation of Romans Since Barth." Interpretation 34 (1980): 17-31.

Johnson, Luke Timothy. Reading Romans: A Literary and Theological Commentary. Macon, GA: Smyth & Helwys, 2001. A treatment informed by the “new perspective” on Paul but not excessively trendy.

Kasemann, Ernst. Commentary on Romans. Translated by G. W. Bromiley. Eerdmans, 1980.

Lampe, Peter. "The Roman Christians of Romans 16." In The Romans Debate, ed. Karl P.


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Donfried, 216-30. Revised & Expanded ed. Peabody, Mass.: Hendrickson, 1991.

Lard, Moses E. --- Commentary on Paul's Letter to the Romans. Gospel Light Publishing Company. Delight, Arkansas. No date ... original written in 1875

Layman's Bible Commentary, The New --- Zondervan Publishing House. Grand Rapids, 1979

Lenski, R.C.H. --- The Interpretation of St. Paul's Epistle to the Romans. Wartburg Press. Columbus, 1945

Leon, Harry J. The Jews of Ancient Rome. Updated Edition. Peabody, Mass.: Hendrickson, 1995 (first edition 1960).

Lipscomb, David --- A Commentary on the New Testament Epistles, Volume 1. Gospel Advocate Company. Nashville, 1943 ... original written in late 1800's

MacKnight, James --- A New Literal Translation from the Original Greek of all the Apostolical Epistles with a Commentary, Volume 1. Baker Book House. Grand Rapids, no date

Maclaren, Alexander --- Expositions of Holy Scripture: Romans. Baker Book House. Grand Rapids, no date

Miller, James C. "The Romans Debate: 1991-2001." CR:BS 9 (2001): 306-349. Moo, D.J. Romans (NIVAC). G.R.: Zondervan, 2000.Moo, Douglas J. The Epistle to the Romans. New International Commentary on the New

Testament. Eerdmans, 1996.Morris, Leon. The Epistle to the Romans. Grand Rapids: Eerdmans, 1989. Concise and

readable.Nanos, Mark D.. The Mystery of Romans. Fortress, 1996.

Nicoll, W. Robertson --- The Expositor's Greek Testament. William B. Eerdmans Publishing Company. Grand Rapids, 1961

Osborne, G. R. Romans (NTC). Downers Grove, IL: InterVarsity, 2004.Schreiner, Thomas R. Romans. Baker Exegetical Commentary on the New Testament.

Baker, 1998.

Shedd, William G.T. --- A Critical and Doctrinal Commentary on the Epistle of St. Paul to the Romans. Zondervan Publishing House. Grand Rapids, 1967 ... the original written in 1879


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Stendahl, Krister. Final Account. Paul's Letter to the Romans. Minneapolis: Fortress, 1995.

Stott, J. R. W. The Message of Romans (BST). Downers Grove, IL: InterVarsity, 1994.Stuhlmacher, Peter. Paul’s Letter to the Romans. Translated by Scott J. Hafemann.

Westminster/John Knox Press, 1994.

Wedderburn, A. J. M. The Reasons for Romans. Minneapolis: Fortress, 1991.

Williams, Sam K. "The 'Righteousness of God' in Romans." Journal of Biblical Literature 99 (1980): 241-90.

Witherington, Ben III, with Darlene Hyatt. Paul's Letter to the Romans: A Socio-Rhetorical Commentary. G.R.: Eerdmans, 2004.

Wright, N. T. The Letter to the Romans: Introduction, Commentary, and Reflections. The New Interpreter’s Bible 10 (2002) 393–770.


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Classroom Decorum

I am really, sincerely delighted to have you in my class. I know that without you there would be no OCC, and I value every single one of you. The following guidelines for classroom decorum are borrowed and adapted from others, but are intended to enhance the classroom experience and facilitate the realization of the class purposes.

You may address me as “Brother Chaney,” “Professor Chaney,” or “Mr. Chaney.” I don't care which one you choose. All that I ask is that you show respect for the position and those who have placed their trust in me as a teacher. I will strive to show respect to every student and not misuse my position to intimidate or harass any student. Disrespect or over-familiarity is not acceptable classroom conduct.

I do not want to see or hear your cell phones. All cell phones must be turned off or placed on “silent” during class time. I understand that it is easy to forget to do this and that a phone will occasionally go off during class. At such times please silence it as quickly as possible. HOWEVER, it is NOT acceptable to take a call during class or to send text messages. Both of these are disrespectful activities that cannot be tolerated. Repeated infractions will be reported to the Dean of Students.

Please use the restroom before class. As a common courtesy, you should only leave class in the case of an emergency as this is very disruptive to others. If you simply cannot wait, it is an emergency & I understand. Otherwise, please wait for the break.

Because of repeated misuse and abuse, laptop computers will be prohibited in all of my classes. Too many students do not use their laptops to take notes, but to check email, send instant messages, surf the net, play games or work on projects for other classes. This is distracting to the students around you, disrespectful to the professor, hinders your interaction with other students and represents poor stewardship of your class time. You are paying a considerable sum of money to attend one of the finest private Christian colleges in the country. Therefore, you should do everything within your power to get the most out of your class time. The preparation of students at OCC serves a high purpose and anything that detracts from that purpose should be avoided.

Please follow the OCC dress code. Please, please do not provoke the awkward situation of being asked to leave class and change into appropriate attire. I do not enjoy doing this, but the school charges professors with that responsibility.

Personal conversations during class are a really bad idea. I sincerely regret that I am unable to continue with a train of thought when students are conversing, but I cannot. If this is a problem, I will have to stop class to bring it to your attention. This generally tends to be embarrassing and I would like to avoid it entirely.

Please work to maintain your active engagement in the class. Appearing to be disengaged from what I am trying to do is never helpful to me or to you. In no case


of 15should you ever be doing anything unrelated to this specific class. This includes but is not limited to reading or writing other things, drawing pictures, working puzzles, “resting” your eyes and/or sleeping.


Romans Syllabus Spring 2009 (On Campus)

Documents

Transcript of Romans Syllabus Spring 2009 (On Campus)