Biblical references from the five book of moses for you examples)(*no need for external research other than the five books of moses)(*limit your essay within 10 pages)
Questions1-5, write 23points, and eight points on the last question.Question One (23 pts) How are humans and the divine portrayed in the Pentateuch? What images and metaphors are used to describe who they are and what they do? Are humans and the divine similar to each other or more different? In writing your descriptions, consider especially the relationship between humans and God and the conflict between good and evil. How are the metaphors and images used as themes throughout the Torah? (Hint: You may wish to comment on how God is portrayed as imminent and transcendent; and to comment on human failure.) Question Two (23 pts) Consider the roles of women in the Torah. To what extent do the biblical authors portray women in various ways? How so? Which stories or texts about women (or a woman) caught you by surprise in the Five Books? Why? (Hint: In considering how women are portrayed, include why prostitution was not criminalized in ancient Israel.) Question Three (23 pts) Why (and how) is the Book of Leviticus so concerned with food restrictions and sexual relations? (Hint: be sure to include the issue of ownership and legal possession) Question Four (23 pts) The biblical text includes many diverse elements such as varying names for the divine, multiple voices and details, literary seams, and duplications. These characteristics gave rise to the Documentary Hypothesis (JEDP) in order to help explain and clarify the biblical writings. Yet, close readings of the Five Books will discern a general theme/plot (or plots) that begins in Genesis and continues through Deuteronomy. Drawing on specific biblical references (rather than theology), reflect on what you consider to hold this diversity of source material together. Are there any major themes that organize these Books? Or, conversely, should we see the Pentateuch primarily as an anthology of sacred stories that are only loosely connected? (Note: please do not use the theme of moving from powerless to self-determination mentioned above.) Question five(8 pts) This one is your choice! Tell us 8 points worth of anything about the five book of Moses (please be sure to tell us something that is not already on this questions above.)
Writing Rubric for Take-Home Essay Exams
1. Read all essay questions before you start
�underline key words (e.g., consider, describe, compare, explain, justify, define)
�make sure you understand what you are being asked. (See the Glossary of Essay Test Words for clarification)
�Begin with the question that seems easiest to you.
2. Simplify the Relationship implied by the question
�For example, if you were given the question, �Why does morality get tangled up in love and sex?�,
�you might narrow your response to a more specific cause-effect relationship such as, �When are decisions about love based in moral concerns? What definitions of �morality� determine ideas of love? Is morality more concerned with love or sex? If the ideas of morality change, do the ideas of love change (or vice versa)?�
�This focuses your attention on causes and relationship as a basis for discussion.
3. Jot down a rough outline
�Do this before actually writing
�List quickly, as they come to you, as many ideas and facts as you can
�Number your points in the order in which you want to present them, discriminating among main issues and supporting details and examples.
�As you are writing on one question, if you think of ideas and examples that you can apply to other questions, jot them down so you won’t forget them.
4. Identify two (or more) class readings or authors that address this issue.
While you write:
�Come up with a definite, clear sentence that directly answers the question. State this sentence within the first few sentences of your answer.
�Follow your outline: provide specific examples, substantiating facts, and relevant details. (point, proof, significance)
Final Hint:
�Use the technical vocabulary of the course (and of the question)Checklist For Essay Tests
Use the following as a guide when writing answers to discussion questions and as a checklist after you have written your answer.
Do I really understand what the question asks me to do?
Have I done the preliminary planning of my major points?
From reading the first sentence of my answer, does the reader know how I will develop my answer?
Do the major points stand out?
Are the major points supported with examples, supporting facts and/or ideas, and resources?
Are there clear transitions between the major points?
Would someone who has not taken the class be able to understand the concept discussed in the way I explained it?
Have I completely covered all major points needed to answer the question?
Did I stick to the question?
Did I proofread for misspelled words, sentence fragments, run-on sentences, comma splices, subject-verb or pronoun/antecedent agreement errors, logical progression, and other errors that might prevent the understanding of what I have written?
Essay Test Grading Rubric 1 (of 2)
Grade
Criteria
�A�
The answer shows a superior understanding of the topic.
The written response:
1) presents factors of central significance and explains them with substantial appropriate detail;
2) clearly shows how these factors (or issues) of the topic operate
3) has structure and grammar that serve the content
�B�
The answer demonstrates an accurate grasp of the topic.
The response:
1) presents important factors and explains them with adequate specifics;
2) shows partial detailed knowledge and partial synthesis;
3) has structure and grammar that usually serve content
�C�
The answer demonstrates an acceptable but commonplace understanding of the topic.
The response:
1) presents important factors but explains them with only the most obvious specifics;
2) delineates only the most obvious implications;
3) has structure and grammar that may cause minor distractions from the content
�D�
The answer demonstrates only limited understanding or a partial misunderstanding of the topic.
The response:
1) may use unimportant factors or may explain important factors or their significance with little coherence or specificity;
2) may make a number of serious factual errors;
3) has structure and grammar that sometimes impede the content and the reader’s understanding.
�D-/F�
The answer demonstrates little or no grasp of the topic.
The response:
1) may significantly misstate facts or misinterpret them;
2) may fail completely to justify the choice of factors;
3) may be a string of generalizations without specifics or specifics without generalizations;
4) has structure and grammar that may cause the reader significant difficulty.
Grading Standards Rubric for Essay Exams (2 of 2)
A+ – A-
(well above average to exceptional)
B � C
(above average to average)
D � F
(not suitable for university assignment)
Content (Communication)
Writing is creative and communicates answer clearly. Specifically addresses the question (does not include information outside the parameters of the question.)
Answer is generally well written, but lacking in detail, significance or content.
Writing poorly relates answer; non-creative work.
Organization
Excellent use of language, ordered and clear links to the topic. Sentence progression is logical.
Some connection to topic. Some lack of clarity and logical thought.
Lack of care, time and effort.
Development and Analysis
Impressive depth of insight and analysis. Well-developed process where author presents ideas and uses other�s ideas for support. Offers critical viewpoint.
Adequate depth. Recitation of other�s ideas is coherent. Key issues overlooked. Average or little critical thought.
Minimal or no depth or insight. Lack of understanding of material read.
Referencing
Strong evidence of knowledge of course material. Good use of references. None or very few formatting errors. No missing key sources.
Some evidence of knowledge of course material. Several errors in usage. Lacks integration.
Serious problems with class material. Errors in use of sources.
Conclusion
Ties together all elements = Effectively integrated. Includes critical thought and significance.
Adequate integration and some critical thought.
Lack of critical thought and weak integration
Overall cohesion
Clear, readable, coherent and mature. Avoids empty and pretentious language. Avoids ambiguities-abstractions and vague terms.
Readable; mostly coherent. Some use of empty language; at times ambiguous or vague.
Poorly constructed, unreadable, very ambiguous or pretentious.
Format & style Grammar/spelling
Grammatically and typographically superior. (No errors or, at most, 1 per page)
Grammatical and typographical errors
(2-3 errors per page)
Significant grammatical and typographical errors (4+ per page)
Structure and transitions
Clear sentences. Variety of paragraph and sentence format. Strong clear leads. Smooth transitions.
Sentences somewhat muddled with little variety in structure.
Poor grammar in sentence and paragraph structure. Awkward phrasing.
Overview & Presentation
Attractive and neatly presented.
Average presentation. Shows some interest.
Poorly presented. Lacks interest.
Glossary of Essay Test Words
ANALYZE: When asked to analyze, separate (a thing, idea, etc.) into its parts to find out their nature, proportion, function, interrelationship, etc.
CONSIDER or COMMENT: When asked to comment, you are asked to explore the impact and meaning of something; give a note in explanation, criticism, or illustration of something written or said; remark or make an observation made in criticism or as an expression of opinion
COMPARE: Examine qualities or characteristics in order to discover resemblances. The term compare is usually stated as compare with, and it implies that you are to emphasize similarities, although differences may be mentioned.
CONTRAST: Tell how two or more topics are different from associated things, qualities, or events, etc.
CRITICIZE, INTERPRET, and REVIEW: Express your judgment with respect to the correctness or merits of the factors under consideration. Give the results of your own analysis and discuss the limitations and good points or contributions of the plan or work in question.
DEFINE: Definitions call for concise, clear, authoritative meanings. Details are not required, but boundaries or limitations of the definition should be cited. Keep in mind the class to which a thing belongs and whatever differentiates the particular object from all others in the class.
DESCRIBE: In a detailed manner, relate the specific features and aspects of the topic. Identify key or primary points and sub-points where applicable. Include any implications of the points, and provide context as needed.
DIAGRAM, and ILLUSTRATE: Present a drawing chart, plan, or graphic representation in your answer. You may be expected to label the diagram or add a brief explanation or description.
DISCUSS: Examine, analyze carefully, and present detailed considerations pro and con regarding the problems or items involved. Often found in essays.
EVALUATE: Present a careful appraisal of the problem, stressing both advantages and limitations. Evaluation implies authoritative and, to a lesser degree, personal appraisal of both contributions and limitations.
EXPLAIN, RELATE: Clarify and interpret the material you present. State the “how” or “why,” reconcile differences in opinion or experimental results, and state causes if possible. In brief, tell how it all happened.
JUSTIFY, PROVE: To justify your answer, provide factual evidence or logical reasons. In such an answer, evidence should be presented in convincing form. Establish your answer with certainty by evaluating and citing experimental evidence or by logical reasoning.
LIST, ENUMERATE: Present an itemized series or tabulation. Be concise.
OUTLINE: Give main points and essential supplementary materials, omitting minor details, and present the information in a systematic arrangement or classification.
SUMMARIZE: Give the main points or facts in condensed form. Omit details, illustrations and examples.
TRACE: Give a description of progress, historical sequence, or development from the point of origin. Such narratives may call for probing or deductions.
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