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Identify the key things you are being asked.
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Is it your view or someone else's that is important?
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What is NOT being asked?
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Write down key questions.

Reflecting on your home Church or placement Church how would you use the Book of Job to explain a particular situation of undeserved suffering.
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Reflecting on your home Church or placement Church how would you use the Book of Job to explain a particular situation of undeserved suffering .
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Which church?
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Which situation?
Key question is how ?
What are my options?
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Bible study?
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Preaching?
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Inform my ethos?
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Park your side questions
Would I use the book of Job at all?
Did Job deserve it?
I don't like the book of Job.
The sources of Job and the literary structure are really interesting....Hmm I wonder about....

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What do they want me to prove I can do?

Reflect critically not go for the first answer.
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Be aware of my context and pastoral needs

Back my answer up with academic knowledge.


Focus on the
Question and your key points.

Contents/index

Skim read
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Commentary intro and text section

Make notes and gather a few key quotes.


List or mind map.
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Introduction (write it last)
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Set up
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Argument(s)

Each paragraph should make a point moving you towards the:
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Conclusion


Map of your essay.

In this essay I will demonstrate/reflect on/identify/examine etc (refer to question)
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By doing x, y and z.
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I will show that/conclude that


Define your terms if needed.

Say what you are
NOT going to do and why if needed.
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Intro: This essay will reflect on the ways in which the Book of Job may be used to explain a situation of undeserved suffering. Having summarised the Book of Job's theology of undeserved suffering and reflecting upon it, I will discuss the merits and dangers of using the text directly in preaching , on a pastoral visit , in bible study and in informing my own attitudes and actions. I will argue that the latter is the best approach when engaging pastorally with this book, and will reject as not pastorally beneficial for addressing particular pastoral situations, the other approaches considered.
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The set up: To provide focus to this subject I will reflect on my placement church of St Llanllanllan's since this is where most of my practical experience is gathered, and on a situation I met there recently (names have been changed).


Part 1.

Paragraph(s) on

The theology of Job on undeserved suffering.
 Any relevance the context (exile?) may have to this understanding
 Summary and critique/reflection – is this a good theology or not? What lessons can be learnt?
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Part 2
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Para on placement church for context
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Para on situation
(careful to protect anonymity (or make a case study up and say that you have done so)).

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Part 3

Paragraph on how you might use Job (1)
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Pros
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Cons
Decide – good this this situation? Or not.
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Paragraph on how you might use Job (2)
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Pros
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Cons
 Etc etc
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Part 4.
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Reflective decisions – which is the best approach for you in your context and what have you learnt?


Like the Introduction in reverse.
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Say what you have done, and what this showed/concluded/ suggested.
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So, as we have seen,

Expound Hebrews’ understanding of the person and work of Christ. Consider how the O.T. is used, and the pastoral implications of this theology.

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Expound Hebrews ’ understanding of the person and work of Christ. Consider how the
O.T. is used, and the pastoral implications of
Key q's?
this theology.
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Park it.
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How come Hebrews is in the
Bible anyway?
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Who wrote Hebrews?
When and why did they write it?
Who did they write to and what was going on for them?
What did THEY think about
Jesus? What does it say and
NOT say? What is assumed?
How do they use the OT?
What are the pastoral implications?
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Who's this Melchizedek chappie? (note I don't park it in the essay)
That bit's a bit harsh!
Who do I think Jesus is?
Maybe Hebrews builds on
John's gospel
A much better pastoral theology would be...
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My favourite bit of the bible is
Corinthians 13

Introduction
Jesus in Hebrews section
Paras on – deity, pre-existence, revelation, humanity, priesthood (inc work) , messiahship.
Hebrews context section
Paras on – OT use (link from priesthood) background, context, purpose,
Pastoral Implications
Conclusion

Good introduction.
Good structured first page.
Terrible referencing.
Second page chases after random interesting thoughts – why is Paul discussed so much? Too much Melchizedek. It is not answering the question.
A collection of random thoughts at the end.
Does the conclusion actually answer the question?
Compare with the essay on Amos!


Level 4 essay writing is journalism .

Your opinion may or may not matter – read the
QUESTION carefully.

You don't have to be the source of all knowledge
– it is good to base your views on others who know more.

You need to show how you can find out information and evaluate and apply it.

Hidden in the questions is “What does the academic community have to say about this topic?”.

(all references here are made up!)


When you make a point that you have got from your reading, reference it:

When you take on a scholar's point, give her/him the credit:
E.g. The Book of
Common prayer shapes Anglican identity (Collins 2004 p87)
 e.g. Collins (2004 p86) suggests that the BCP 1662 still shapes Anglican worship today.


Scholar fight!

Illustrate key points with quotes:

Collins identifies the links between the BCP and the Roman mass saying
'Cranmer was not only reacting against what was wrong in the mass, but also keeping what was right' (Collins 2004 p88)
(Single quotes unless quoting within a quote or reporting speech.)

Collins (2004 p56) argues that Cranmer wanted to keep close to the mass but Herbert
(2005 p27) argues against this. He cites the number of strongly different features of the
BCP text, particularly...
On balance I support
Herbert's view as better accounting for the features of the text.

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Do

Don't
Quote and reference
Critique gently “Collins seems not to account for....and Herbert's account does.”
Make claims you can back up. “I think x because y”
Respect the Hebrew Scriptures and the context they were written for. They speak to us THROUGH that context.
Use inclusive language “it might occur to a scholar that (s)he may instead consider...”

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Plagiarise
Criticise or judge “Collins is an idiot who wouldn't know Christianity if it bit him on the....”
Claim strongly what you have not argued for or backed up. “As everyone knows, Cranmer wrote the BCP while drunk.
Read the NT back into the OT, except in reflective passages. e.g.
“Christians might say....”
Make sweeping generalisations
“One things Jews never understand about God is....”
Quote peer-reviewed articles or books from good publishers –
SCM, SPCK, University Presses, books on the reading list etc

Quote random wacky internet stuff.
(Wikipedia can still be good for helping with concepts and terms).


Answer the Question

Answer the Question

Answer the Question

Answer the Question

Don't throw everything you know vaguely connected with the subject at it.

Answer the Question

Answer the Question

Answer the Question

Reference your work

Proof read your work. (To make sure you answered the question!)


For a 3rd
For a 2.1

The work examined is acceptable but provides barely sufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also acceptable but barely sufficient evidence showing that all the learning outcomes and responsibilities appropriate to that
Level are satisfied.
The work examined is good with evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also evidence of a good standard showing that all the learning outcomes and responsibilities appropriate to the
Level are satisfied.

For a 1st For a 2.2
The work examined is sound but provides limited evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also sound but limited evidence showing that all the learning outcomes and responsibilities to that Level are satisfied.
The work examined is excellent with evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also evidence of an excellent standard showing that all the learning outcomes and responsibilities appropriate to that Level are satisfied.


Handbook (on the Exploring Faith Website – click Resources for Current Students on left and select Handbook)

Contains more guidance (pages 70-80)

You will be given a mark out of 100.

70+ is a first

60+ a 2.i and 50+ a 2.ii

40+ is a third (and a pass!)


For a question you have NOT yet attempted.

Write down the key issues and interesting side issues (to avoid!)

Identify questions to ask the literature

If you have enough information, go on to sketch out the structure of the essay as a mind map or list.

On successful completion of the unit, students will be able to: demonstrate knowledge and understanding of the biblical and theological foundations of church worship demonstrate knowledge and understanding of the development of worship within Anglicanism demonstrate knowledge of the authorised liturgies of the
Church in Wales.
demonstrate knowledge and understanding of the principles that inform the structures of worship evaluate ways in which worship works best in different physical, social and spiritual contexts

1 In 750 words, address the question
How are the categories of Sacred
People, Place, Time and Action expressed in the Order for the Holy
Eucharist 2004?

In 750 words address the question
How might Morning and/or Evening
Prayer be used as a resource to enable the story of salvation to be told through the changing seasons of the
Church’s year?

In 1,500 words each address the question
What must the minister consider when planning, preparing and delivering an act of worship?
Candidates should show knowledge and understanding of i) the nature of Christian worship ii) ways in which worship can be effectively used in a variety of contexts

Create an act of worship (1000 words) for one of following contexts and write a 500 word commentary explaining the decisions on structure and content you have made.