2 SAMUEL 11-12 (David and Bathsheba)

tails Written Project (100 pts) (40%). There is one 9-10 page paper required in this course. Documentation must follow the SBL Style Guide available on Canvas. Any deviation may result in a reduced grade. Submit the paper as a Microsoft Word document readable on a Windows PC (.doc or .docx extension) or in PDF. If you cannot upload your paper, send it to me as an e-mail attachment no later than the due date. All uploaded papers will be automatically scanned by VeriCite, a plagiarism progrm. A late paper will be penalized 5 pts per day for each day it is late, beginning immediately after the due date and time. Late papers will not be accepted after one week. For guidance, see “Written Project Helps” under Modules. Objectives include: (1) acquiring skills in interpretation and exegesis of the Bible by applying skills previously learned in genre recognition, structural analysis, and exegesis; (2) developing skills in expressing oneself in writing; (3) developing a clearer understanding of, and commitment to, personal values. Fulfills SLO #2-6. The written project consists of the following five parts. You may use these sections as headings in your paper: 1. Structural Analysis of 2 Samuel 11-12 (1 full page minimum, single-spaced) 2. Word Study (2 full pages. Single-spaced bullet points. Double-spaced discussion) 3. Interpretation (4-5 pages, double-spaced) 4. Theological relevance/Application (1 full page, double-spaced) 5. Bibliography (1 page, single-spaced; formatted according to the SBL Style Guide; see Heading #12) 1. Structural Analysis of 2 Samuel 11-12 (1 full-page single-spaced. Adjust level of detail in your outline to fit 1 page. There is no need for the outline to be longer than one page.) An outline will help you understand how the author structured a story or passage. This will in turn help you get at authorial intent. You are also likely to notice details that you would have otherwise missed. Read the passages a couple of times and make any initial observations on paper before starting. Instructions on how to do a structural analysis are available in “Written Project Helps” under Modules. You can find a similar outline in NIVAC, pp.41-43. 2. Word Study (2 pages. Bullet points single-spaced; Discussion double-spaced) Many words are polysemantic, that is, they have more than one meaning. Take the verb “to run”. Depending on its context this word can mean several different things: to run a race, to run a store, to run for political office, to run a piece of machinery, or to run a newspaper article. This exercise will help you appreciate the semantic range of a key Hebrew word by using a theological wordbook. Consult http://apu.libguides.com/wordstudy for additional information on how to do word studies without knowing Hebrew or Greek. The site includes resources beyond those mentioned here. (1) Use bullet points to list every occurrence of the word “take” (laqakh) in 1 Sam 8:3, 11, 13, 14, 15, 16, 17 and in 2 Sam 12:4, 9, 10, 11, 30. Use the NRSV. After each verse, briefly summarize how the word laqakh is being used in that particular context. Do not merely quote the verses. The word’s nuance (its subtle distinction in meaning) may differ depending on the context in which the word appears. A sample word study can be found in “Written Project Helps” under Modules. (2) Do a word study of the verb laqakh and its secular and theological usages. Discuss how the verb “take” is used theologically in 1 Sam 8 and 2 Sam 11-12. For example, what connection is there be between David “taking” Bathsheba and David “taking” Rabbah in battle? Re-read and cite NIVAC, p. 188 and refer to at least two of the following dictionaries: Renn (pp. 953-54); Vol. 1 of the Theological Wordbook of the Old Testament (pp. 481-82); Vol. 2 of the Theological Lexicon of the Old Testament (pp. 648-51), Vol. 8 of the Theological Dictionary of the Old Testament (pp. 16-21), Vol. 2 of the New International Dictionary of Old Testament Theology and Exegesis (pp. 812-817). Finally, choose two academic commentaries on 1-2 Samuel from the bibliography under Heading #21 below and see how they treat this word within its literary context. Summarize your findings. Theological dictionaries for word studies available in the Stamps Theological Library: –R. Harris, G. Archer, B. Waltke, Theological Wordbook of the Old Testament. Moody Press, 1980. BS 440 .T49 –E. Jenni and C. Westermann (eds.), Theological Lexicon of the Old Testament. Hendrickson, 1997. BS 440 .T4813 –J. Botterweck and H. Ringgren (eds.), Theological Dictionary of the Old Testament. Eerdmans, 1974. BS 440 .B5713 –W. A. Van Gemeren (ed.), New International Dictionary of Old Testament Theology and Exegesis. Zondervan, 1997. BS 440 .N438 –S. D. Renn (ed.) Expository Dictionary of Bible Words. Hendrickson, 2005. BS 440 .E97 3. Interpretation (4-5 full pages, double-spaced) Write an academic essay that demonstrates you have understood the main message of 2 Sam 11-12. Do a close reading of these two chapters and then do some research using the bibliography in NIVAC, pp. 44-49 and the list under Heading #21 below for a deeper understanding of the message. Be sure to incorporate the findings of your word study into the discussion. Consult at least five academic sources: the first is NIVAC. Of the remaining four, one must be a female or non-Western scholar. Avoid popular Bible studies, sermons posted online, or devotional commentaries like Matthew Henry or John McArthur. You may use the notes in NOAB, but only in addition to the basic five. If you are unsure whether a resource meets the requirements for this paper, contact the professor. When referencing an author avoid direct quotations. What you want to reference are their ideas. Be sure to interact with the ideas of the scholars you cite and footnote the source with its page number according to the SBL Style Guide found in “Written Project Helps” in Modules. If you are off-campus, it is your responsibility to find suitable books or commentaries at a local church library, seminary, or Christian college. Use the questions below to guide your research and reflection. You don’t have to answer every question, but you should address most of them in your paper:

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