BRIT
75013 MTS Colloquium: Advanced Theological Research and Writing (syllabus)
3 semester hours, Brite Divinity School, Fort Worth, Texas
Fall 2013; Tuesdays, 1:00-3:30pm; Moore 105
Instructor: Charles Bellinger c.bellinger@tcu.edu 817-257-7668
Prerequisites: MTS students should be in their next to last (or last) semester.
Course Description: This course is required for MTS students at Brite to prepare for writing their final project.
Course Objectives:
1. To ensure that students have advanced skills in bibliographic searching on a
chosen topic.
2. To give students an opportunity to practice various aspects of composition,
such as planning, drafting, offering and receiving feedback, and revising.
3. To introduce students to rhetorical theory.
4. To allow MTS students at Brite to lay a substantive foundation for their
final projects.
Requirements and grading:
1. annotated research bibliography (20%)
2. academic book review, 3-4 pages (10%)
3. several short papers, 2-3 pages (30%)
4. research paper outline with at least 15 pages of written text (40%)
5. speak with a faculty member about directing the final project (0%)
Attendance Policy: Attendance at all class meetings is expected. If you are unable to attend on a particular day, contact me.
Required Texts:
Booth, Wayne C. The Rhetoric of Rhetoric: The Quest for Effective
Communication. Malden, MA: Blackwell, 2004. ISBN-10: 1405112379
$24
Fowler, Alastair. How to Write. Oxford: Oxford University Press, 2006. ISBN-10: 0199278504 $9
There may be other assigned readings provided by the instructor.
Schedule:
week |
|
topic |
reading
assignments |
writing
assignments |
1. Aug. 20 |
|
I.
Introduction to course. |
Richard Weaver, "A Responsible Rhetoric" |
|
2. Aug. 27 |
|
II.
Choosing a topic |
How to Write, 1-31 |
1-2
page preliminary outline of project |
3. Sept. 3 |
|
III.
Advanced research
[optional RefWorks training: Wed., Sept. 4, 10am-noon, or Thurs., Sept. 5, 2-4:00pm, in Library Training Room 219] |
How to Write, 167-188 |
|
4. Sept. 10 |
|
bibliography development continued |
|
|
5. Sept. 17 |
|
IV. Drafting |
How to Write, 32-61 |
2-3
pages draft |
6. Sept. 24 |
|
|
How
to Write,
62-100 |
2-3
pages draft |
7. Oct. 1 |
|
|
How to Write, 101-135 |
2-3
pages draft |
8. Oct. 8 |
|
|
How to Write, 136-166 |
2-3
pages draft |
9. Oct. 15 |
no
class |
Brite
reading week |
|
|
10. Oct. 22 |
|
V. Introduction to Rhetorical Theory |
Rhetoric
of Rhetoric,
|
2-3
page response paper |
11. Oct. 29 |
|
|
Rhetoric
of Rhetoric,
8 |
2-3
page response paper |
12. Nov. 5 |
|
|
Rhetoric
of Rhetoric,
|
2-3
page response paper |
13. Nov. 12 |
|
VI.
Academic book review |
|
academic
book review, 3-4 pages |
14. Nov. 19 |
|
VII.
Offering/Receiving feedback |
|
outline
+ 15 pages |
15. Nov. 26 |
no
class |
[optional meeting with instructor, Nov. 25] |
|
|
OUTLINE ASSIGNMENT
This is an amplification of "II" above. Students will produce an outline of their argument, in such a manner that the sub-genre of their essay will become apparent. By sub-genre, I mean that under the general genre of the expository essay, there are many sub-types. For example:
Essay
Structures |
|
literature
review with constructive contribution |
author
A says this about topic Z, author B says this, author C says this; I think
the discussion can be improved by considering this ... |
interpretation
critique |
author
H interprets author B in this way; the strengths and weaknesses of this
interpretation are ... |
interpretation
of biblical passage |
this
biblical text has been read in these ways ...; I propose reading it in this
way ... |
historical
study |
this
historical topic has not been written on very extensively (or very well); I
will write on this topic arguing that ... |
application
of ideas |
this
theological idea can be applied to ecclesial settings in this way ... |
polemics |
author
A argues in favor of idea N, author B argues against it; I think B is right
for the following reasons ... ; I think both are missing the point ... ; this
argument could be advanced by considering this ... |
interreligious
dialogue |
this
religion teaches K, this other religion teaches R; I see these similarities /
openings for dialogue / etc. |
social
critique |
this
social practice is harmful; movement away from that harm can be made in the
following ways ... |
doctrinal
revision |
theological
or ethical doctrine E can be reinterpreted from the perspective of feminist /
womanist / black / asian
/ Whiteheadian, (etc.) thought. |
etc.,
etc. |
|
This list is suggestive; it could be elaborated until it consists of dozens. Students will complete this assignment by first setting out a "formal" structure, such as those just mentioned, before they get to the "content" of their actual argument. The outline will be fairly detailed, showing how the bibliographic resources drawn on will contribute to the development of the essay's argument. The assignment will include at least fifteen pages of written text in addition to the complete outline. Both the text and the outline will be subject to later revision.
Inclusion Statement: Brite Divinity School values people of all cultures, nationalities, ethnicities, races, and religions, with regard to characteristics such as sex, gender, sexual identities, social class, age, and differing abilities. We are committed to promoting a diverse and just environment, in which language and practices support the achievement of inclusion. Brite seeks to remove all barriers to the maintenance and aspirations of its Mission Statement and Non-Discrimination Statement.
Inclusive Language Statement: Brite Divinity School promotes inclusive language. This includes such matters as language about God, humanity, cultures, nationalities, ethnicities, races, and religions, with regard to characteristics such as sex, gender, sexual identities, social class, age, and differing abilities. We are committed to promoting a diverse and just environment for all, in which language and practices encourage inclusion. To this end, Brite will maintain and update as necessary a webpage of resources for current best practices of inclusive language.
Statement on Disability Services: Brite Divinity School complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Eligible students seeking accommodations should contact TCU's Coordinator, Student Disabilities Services, located in Sadler Hall 1010. Accommodations are not retroactive; therefore, students should contact the Coordinator as soon as possible in the term for which they are seeking accommodations. Further information can be obtained from Student Disabilities Services, Sadler Hall 1010, TCU Box 297710, Fort Worth, TX 76129, or at 817-257-6567.
Academic Misconduct (Sec. 5.14 of the Student Handbook): Any act that violates the academic integrity of the institution is considered academic misconduct. The procedures used to resolve suspected acts of academic misconduct are available in the Student Handbook and the Office of the Associate Dean for Academic Affairs.
Brite Divinity School Mission Statement: Brite Divinity School educates women and men to lead in the ministry of Christ's church, the academy, and public life as witnesses to God's reconciling and transforming love and justice.