Strange Tales From the Bible
INQ 110 F
Block 10 Tu/Th 10:10-11:40 West 111
Dr. Paul Hinlicky
West 303 –375 2454 ** hinlicky@roanoke.edu
Office Hours: Tu & Th 9-10am or by appointment
Objectives and Content
The objective of this course is to improve critical thinking and writing skills. It prepares
students for their careers at Roanoke College by learning “close reading” of striking stories
from the Bible that are selected just because they bewilder contemporary readers. Our
pursuit of critical thinking and writing in this class will be through detailed investigation of
the "afterlife" of Biblical texts, that is, how stories from the Bible are passed on and taken
up afresh, thus becoming subject to multiple and varying interpretations in different
historical contexts, beginning with their re-appropriation and retelling within the Bible
itself. Students will naturally enter class with some ideas of their own about the Bible. This
course makes no assumptions about the validity of such ideas. The short writing
assignments, as well as the longer essays, are all designed to help students articulate their
current views and the evolution of them in response to close readings and critical
discussion.
In this course we will first read the Bible’s first book, Genesis – a book full of “strange tales”
about origins, to get a sense of its plotline as found in the Biblical canon. Then we will focus
upon some specific stories from Genesis whose strangeness has sparked the interest and
imagination of later readers. Then we will use the skills we have acquired to wrestle with a
few other difficult texts in the Bible: the hardening of Pharaoh’s heart in Book of Exodus,
the violence commanded by God in the Book of Joshua, and the “apocalyptic” Gospel of
Mark in the New Testament. As we learn to read carefully these biblical texts, we learn to
follow the appropriations of them in later interpretations, a skill that will allow us to see
how interpretations are not only constrained by what the text says but also framed by the
assumptions and concerns that later readers bring to the text from their own historical
contexts. We will throughout attend to how modern scholars, both historical and
theological, have made sense of “strange tales from the Bible.”
Intended Learning Outcomes: By the end of the semester, students will be able to ...
1. explain a view of the Bible that is informed by their prior experiences.
2. Demonstrate understanding of modern views of the Bible’s origin and early
history that is informed by scholarly readings and class discussions.
3. describe and categorize elements of interpretation as distinct from the text
itself.
4. identify and explain aspects of biblical texts that have the potential to be
“strange” to modern readers like themselves and describe the values that
give rise to these judgments.
5. identify and categorize aspects of biblical texts that appeared “strange” to
interpreters of previous ages.
6. categorize, and compare the strategies used by biblical interpreters for
responding to "strange" aspects of biblical texts and the purposes of their
interpretations.
Required Texts:
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The New Oxford Annotated Bible, New Revised Standard Version with Apocrypha
A Writer's Reference, current edition, by Diana Hacker
additional readings will be made available via links or postings
Recommended Supplementary Reading are available on 3-hour reserve in Fintel Library
as follows:
Gerhard von Rad, Genesis. A classic 20th century historical-critical commentary with a
strong theological interest.
Claus Westermann, The Promise to the Fathers. A study by German scholarship’s premier
thinker on the “patriarchal narratives” of Abraham, Isaac and Jacob organized around the
theme of the promise of God.
Alan Richardson, Genesis 1-11. A theological commentary on the “primeval history” by a
British theologian of the late 20th century.
Dietrich Bonhoeffer, Creation and Fall. A theological commentary by the famous German
theologian who was murdered by the Nazis from early in the Hitler period when it was
dangerous for Christians to appeal to the authority of the “Old” Testament.
Joseph Blenkinsopp, The Pentateuch. A historical critical and literary study of the narrative
unity of the first five books of the Bible by a preeminent contemporary Catholic scholar.
Alexander Heidel, The Babylonian Genesis. The translated texts of ancient Babylon’s
creation myths which probably form the background to Genesis 1.
Athalya Brenner, ed. A Feminist Companion to the Bible. An anthology of contemporary
feminist criticism of the Bible, especially Genesis.
Brevard Childs, Exodus. A classic 20th century historical-critical commentary with a strong
theological interest.
The Aramaic Bible: Genesis, Exodus, ed. McNamara et al. Ancient Jewish commentary on
these books of the Bible translated into English.
Ancient Christian Commentary on Scripture: Vol. I, Genesis 1-11, Vol. II Genesis 12-50, Vol.
III, Exodus, Leviticus, Numbers and Deuteronomy, Vol. Iv. Joshua et al., Vol. V, I Kings et al., Ed.
Thomas C. Oden. A compilation of patristic commentary on the books of the Bible that
provides a starting point for research into the history of interpretation.
Coursework:
Attendance: Attendance is required, and all students to arrive at class on time which
usually begins with a quiz. If you are late, you may miss the quiz. Students are allowed
three absences without penalty. After issuing a warning for three unexcused absences, the
student will be dropped from the class at a fourth unexcused absence. If you do miss class,
it is your responsibility to contact another student for notes and be aware of any changes to
the syllabus. Attendance is essential on days when drafts are due or peer review
workshops are scheduled. If you miss class on one of these days you must provide written
evidence of illness to receive opportunity to make up that day's work and you must get
your draft or peer reviews to the students in your group as soon as possible.
Unexcused absences: an excused absence may be granted at the instructor’s discretion if
notified of sickness or other problems in advance of class. Request to be excused after a
missed class requires a written note from the Health Office or a medical doctor or other
verifying agent. Note: excused absence only excuses absence; the student remains
responsible for the missed work. A student falling asleep in class will be awoken and sent
home for bed rest and given an unexcused absence for that day.
Class Participation and Preparation: Participation in class meetings is an essential part
of this course and is usually tested by the reading quiz which begins the session and is
graded immediately in class. Reading quizzes do not test for profound comprehension but
only that a good faith effort has been made to read and understand the assignment. In
addition to completing the assigned readings for each class meeting, students are expected
to reflect on those readings in preparation for class discussion. All students should come
to class with the NOAB and hard copies of any other assigned reading for the day and
should be prepared to talk about the readings. Assignment of texts from the Bible
includes all introductions and footnotes in the NOAB.
Short Writing Assignments: Students will prepare eight short writing assignments during
the semester. These are papers less than 500 words but more than 300. All writing
assignments must be typed. Word count should be given at the end of the paper. No late
writing assignments will be accepted.
Major Writing Assignments: Drafts, essays, and peer review responses are all graded.
They must be typed, using standard margins, formatting, and spacing, and are to be
submitted at the beginning of class, STAPLED, on the due date. In addition, all students will
submit the final version of each of the three major papers electronically to Turnitin, which
will check essays for plagiarism. Late drafts and peer review responses will not be
accepted without a written medical excuse. Late essays will be penalized by one-half of a
grade for each day (24-hour period) late and will not be accepted after one week (e.g., a
paper due on a Monday will not be accepted after 5:00 pm the following Monday). Failure
to turn in any of three major essays will result in a student being dropped from the
class with a failing grade.
A Note on Grammar: Grammar, spelling, and typographical errors all factor into the
grading of any paper. If a student's paper contains more than the allowed number of
grammar, spelling, and typographical errors (3 per page), the paper will be returned for
correction at the penalty of one half grade per day off the final grade (note: the final grade
will in any case reflect errors at a rate of less than 3 per page). The student will resubmit
the corrected version along with the originally submitted paper. If the new submission is
free of mechanical errors, the paper will be graded and the penalty deducted. Otherwise,
the student will receive a failing grade for the paper.
Grading. There are 8 Short Writing Assignments (no more than 500 words). They are
worth 3% each of the whole course grade. There are 3 Essays. Each full draft is worth 3% of
the total grade and the final draft of each is worth 10% of the course grade. There are 15
quizzes, each worth 1% of the total grade. There are 3 peer reviews, each worth 2%. There
are 2 oral presentations worth 2% and participation in class is worth 3%. Bibliography and
thesis statement for Essay # 3 is worth 3%. The final exam is worth 6%.
Grading Scale:
A (100-94)
B+ (87-89)
C+ (77-79)
D+ (67-69)
A- (90-93)
B (83-86)
C (73-76)
D (63-66)
B- (80-82)
C- (70-72)
D- (60-62)
E-mail: Class announcements may sometimes be made via e-mail. Students are expected
to make sure that their e-mail account is working properly and to check it on a regular
basis. If you submit work by email to the instructor, it is your responsibility to verify that
that the instructor has received it in good order.
Computer/Printer Problems: Responsible computer users realize that computers are not
always reliable (they can crash, they can scramble data; printer problems abound, etc.).
You must therefore take all precautions to ensure that your papers are completed on time.
Making frequent backups is just the beginning: You should also keep a hard copy of the
most recent version of your work, so that should your z-drive fail, you will be able to
reconstruct your work quickly. In the case of a last minute printer problem, e-mail me your
paper pasted into the body of the e-mail; this will substitute for an on-time submission of a
hard copy; however, in order to receive a grade, you must then hand in a hard copy of
the paper ASAP. In short, computer errors and printer problems are not sufficient excuses
for late papers.
Electronic Devices: Cell phones must be turned off prior to entering the
classroom. Laptops may be used for note taking during class, but you may not log on to the
internet or to an e-mail server unless specifically told to do so. The use of laptops or any
other electronic device during an exam or quiz is strictly prohibited. Any use of such
devices during a quiz or exam will be considered a breach of academic integrity. Your
electronic devices are subject to spot inspection by the instructor.
The Office of Disability Support Services, located in the Goode-Pasfield Center for
Learning and Teaching in Fintel Library, provides reasonable accommodations to students
with identified disabilities. Reasonable accommodations are provided based on the
diagnosed disability and the recommendations of the professional evaluator. In order to be
considered for disability services, students must identify themselves to the Office of
Disability Support Services. Students requesting accommodations are required to provide
specific current documentation of their disabilities. Please contact Rick Robers, M.A.,
Coordinator of Disability Support Services, at
mail robers@roanoke.edu.
540-375-2247 or e-
If you are on record with the College's Office of Disability Support Services as having
academic or physical needs requiring accommodations, please schedule an appointment
with Mr. Robers as soon as possible. You need to discuss your accommodations with him
before they can be implemented. Also, please note that arrangements for extended time on
exams, testing, and quizzes in a distraction-reduced environment must be made at least
one week before every exam.
Subject Tutoring is an internationally certified tutor training program through CRLA
ITTPC (College Reading & Learning Association International Tutor Training Program
Certification) and is coordinated by Shannon McNeal at The Center for Learning &
Teaching. Private Tutoring: Private Tutors are only available upon request and
appointments must be made 24 hours in advance for tutor notification. Private tutoring is
available for our most popular subjects and for subjects that do not have a designated time
on the Walk-In schedule. To view both schedules and to see a complete list of subjects, go
to www.roanoke.edu/tutoirng.
The Writing Center @ Roanoke College, located on the lower level of Fintel Library,
offers tutorials focused on written and oral communication for students working on
assignments and projects in any field. Writers at all levels of competence may visit the
Writing Center at any point in their process, from brainstorming to drafting to editing, to
talk with trained peer tutors in informal, one-on-one sessions. The Writing Center is open
Sunday through Thursday from 4 to 9 pm. Simply stop in, or schedule an appointment by
going to www.roanoke.edu/writingcenter, where our schedule of writing workshops and
creative writing playshops is also posted. Questions? Email writingcenter@roanoke.edu or
call 375-4949. Like our Facebook page for updates!
Academic Integrity: During orientation you should have attended a session on academic
integrity, during which you learned the specifics of Roanoke College's expectations for
academic integrity and the penalties for failing to follow them. All aspects of "Academic
Integrity at Roanoke College" will be observed in this class. I am obligated to turn over all
suspected cases of academic integrity violations to the Dean's office for investigation. See
the Academic Integrity note on all paper assignments. Plagiarism, a prevalent problem on
college campuses nationwide, will be discussed in more detail in this class. In brief, you are
responsible for citing both ideas and words that are not your own. Proper citation format
can be found in A Writer's Reference, 6th edition, by Diana Hacker. Please consult with me
if you have any questions about your responsibility to document your work.
Course calendar
Aug 28
Introduction to the Course
Quiz on “Freedom with Purpose”
Unit One: Canonical Genesis and Selected Interpretations
Quiz/ Reading Assignment: The Book of Genesis
Reflection: Does the Book of Genesis have a plot?
Short Writing Assignment I: Discuss at least five different stories in Genesis that seems
strange to you and explain why they seem strange. What are the questions that emerge for
you from a first, superficial reading of Genesis?
Sept 2
Writing Assignment I is due.
Quiz/ Reading Assignment: Genesis 1-11 and the selection from Dietrich Bonhoeffer’s
commentary on the “fall of Adam (and Eve)” provided in Moodle.
Reflection Question: Can God Repent?
Short Writing Assignment II: “What does/could the “primeval history” in Genesis 1-11
mean to me today? What presuppositions do I bring to interpreting this text?”
Sept 4
Writing Assignment II due
Quiz/ Reading Assignment: Genesis 12-25, Romans 4, and Kierkegaard’s commentary on
the “Sacrifice of Isaac” available on line at
http://www.hebrew4christians.com/Scripture/Parashah/Summaries/Vayera/Fear_and_T
rembling/fear_and_trembling.html
Reflection Question: Why Does God give Abram an heir only to threaten to take it back?
Sept 9
Quiz/ Reading Assignment: Genesis 26-36 and Martin Luther’s commentary on Genesis 32:
22-32 provided in Moodle.
Reflection Question: Who is the stranger with whom Jacob wrestles at the brook Jabbok?
Short Writing Assignment III: Research from the books on reserve and report on what a
pre-modern commentator said about Genesis 32: 22-33.
Sept 11
Short Writing Assignment III is due
No class, attend the 4:15pm guest lecture in Pickle by Prof. Nicolas Davies, “The
Practical Value of the Humanities” or on Friday, Sep 12 at 4:15pm in Pickle,
“Hermeneutics, Experience and Education” and write Short Writing Assignment IV: What
the lecture said and how it applies to our course.
Sept 16
Short Writing Assignment IV is due.
Quiz/Reading Assignment: Genesis 37-50 and the Holy Qur’an, Sura 12, “Joseph” available
on line at http://www.clearquran.com/012.html
Reflection Question: How does the Joseph story tie up the loose ends of the Book of the
Genesis? What is the point of the canonical book of Genesis? Does the Qur’an get this right
or does it alter the meaning of the Genesis narrative?
Research and Short Writing Assignment V: Find a modern, scholarly article or book chapter
on the “Joseph Cycle” and write a summary/ synopsis of it; due on Sep 18.
Sept 18
Short Writing Assignment V is due
Quiz/Reading Assignment: NOAB 3-11
Reflection Question: What is the difference between historical-critical and canonicaltheological reading of the Bible?
Essay # 1 – “What is the Plot of the Book of Genesis in its Canonical Form?” To answer this
question you must present a theory of the whole which explains how the parts are
arranged and how the narrative moves forward to its goal. You must give evidence for your
theory by showing how the parts follow each other to progress to the goal. You must
consider objections to your theory and/or evidence and refute them. You must
acknowledge difficulties, ambiguities and formulate questions for further investigation.
You may conclude that the Book of Genesis is incoherent, i.e. that it has no plot that holds it
together. Full draft due Sept 23 for peer review; final draft due Sept 30. Note: full draft is a
draft of the whole essay, not a partial draft.
Unit Two: Intertextuality, or, How the Bible Interprets Its Strange Tales
Sept 23
Meet only to exchange rough drafts for Peer Review of Essay # 1, due to your peer within
24 hours. Attend the guest lecture of Dr. Jennifer J. Wisman, “The Dialogue of Science,
Ethics and Religion” at 1pm. Write Short Writing Assignment VI reporting on what the
lecture said and how it relates to our class.
Sept 25
Short Writing Assignment VI is due.
Quiz/Discussion: Compare the stories of Rape and Just/Unjust Endings in Judges 19-21 and
Genesis 19
Sept 30
Essay # 1 is due, along with peer review and rough draft
Quiz/Discussion: Was human sacrifice practiced? Compare Genesis 22 and Judges 11 and 2
Kings 3
Oct 2
Quiz/Discussion: Murder and Adultery: Compare II Samuel 11—18 and Genesis 34
Short Writing Assignment VII: Expository Writing. Write an exposition of II Samuel 11:27b12:7a. And expository writing expands the text word for word or phrase by phrase. It
explains the grammar and vocabulary. It explicates the links between sentences. It
summarizes the whole to illumine the parts and shows how the parts belong to the whole.
If identifies gaps, or ambiguities, and suggests ways of filling them in. To do this, it may
need to refer to the context, i.e. the actual historical event or what precedes and follows in
the text of II Samuel.
Oct 7
Short Writing Assignment VII is due.
Essay # 2 preparation exercise: “How did a pre-modern commentator interpret one of the
“strange tales” (pick from Genesis 19, 22 or 34 along with their companion texts above).
Give a 5 minute oral report on your choice of “strange tale” and what the commentator says
about it.
Oct 9
Brainstorming for Essay # 2: “How does this strange tale make sense?” How is it
illuminated by comparison with other strange tales in the canonical Bible? Can you find
other re-tellings of this story in the Bible? Does the New Testament make reference to it?
Or the Holy Qur’an? How? How could you make sense of its message within the Bible?
Could you make sense of its message for us today? How?
FALL BREAK
Unit Three: More Strange Tales and Attempts to Understand
Oct 21
Full draft of Essay # 2 is due with for peer review, due back to the peer within 24 hours.
After making your revision of Essay # 2 in light of the peer review, take the paper to the
Writing Center for further assistance in making a revision. Be sure to have the Writing
Center notify me that you had a consultation.
Quiz/Discussion: Exodus 1-15. Why Does God harden the heart of Pharaoh? Compare to
Romans 9-11.
Oct 23
No class: Attend the Lecture and Response, "What Do the World's Religions have in
Common?" at 7:30 pm in Pickle and write Short Writing Assignment VIII: What did the
lecturers say and how does it apply to our class.
Oct 28
Short Writing Assignment VIII is due.
Quiz/Discussion: The Book of Joshua: Is God violent?
Oct 30
Final draft of Essay # 2 is due along with peer review and first draft.
Quiz/Discussion: Holy War in Ancient Israel (handout)
Nov 4
Quiz/Discussion: The Gospel of Mark: Does it end in 16:8?
Nov 6
Quiz/ Discussion: Mark as apocalypse (handout)
Nov 11
Essay # 3 prompt: The Interpretation of a Strange Biblical Tale. This is a research paper
which surveys how a strange tale from the Bible has been interpreted from a variety of
different perspectives. Choose one of the “strange tale” biblical passages (except the one
you studied in Essay # 2) thus far studied in this course. Prepare a bibliography consisting
of at least one historical-critical commentary and one canonical-theological commentary on
it, plus 2 peer reviewed journal articles. Develop a working thesis that you will seek to
demonstrate about the interpretation of your chosen text.
Lecture: Ways of interpreting the Bible?
Unit Four: Ways Today to Interpret the Bible’s Strange Tales
Nov 13
Bibliography and thesis statement for Essay # 3 due.
Lecture: What is Hermeneutics?
Nov 18
No class: sign up for individual consultations on Essay # 3
Nov 25
No class: sign up for individual consultations on Essay # 3
Thanksgiving Break
Dec 2
Rough draft of Essay # 3 is due for peer review in class
Dec 4
5 minute oral report on how my research on Essay # 3 contributed to the learning
outcomes for this course. Final exam study guide will list 3 strange tales from the Bible that
have not been studied in this class. The final exam will be an essay question on one of these
strange tales.
Please remember to do your on-line course evaluations!
Final Exam: December 11, 8:30-11:30: Essay # 3 is due along with first draft and peer
review. The finished paper must be submitted on Turnitin. The final exam will be an essay
question on a strange tale from the Bible.