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Academic Writing Seminar

by: Claude Yundt

Academic Writing Seminar ACAD WRIT

Claude Yundt

GPA 3.88


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Class Notes
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This 24 page Class Notes was uploaded by Claude Yundt on Monday October 19, 2015. The Class Notes belongs to ACAD WRIT at Regent University taught by Staff in Fall. Since its upload, it has received 30 views. For similar materials see /class/224755/acad-writ-regent-university in Academic Writing Seminar at Regent University.

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Date Created: 10/19/15
COOPERATIVE LEARNING STRATEGIES Through cooperaTive learning sTudenTs work in small groups or in pairs To acTively engage in The learning process and improve Their undersTanding of The conTenT Each member of The Team is noT only responsible for Their own learning buT also for helping TeammaTes learn CooperaTive learning promoTes achievemenT enhances reTenTion increases desire and moTivaTion develops inTerpersonal and social skills builds self esTeem and improves sTudenT saTisfacTion wiTh Their learning experience CIRCLE THE SAGE 1 The Teacher polls The class To see which sTudenTs have a special knowledge To share For example The Teacher may ask who in The class was able To solve a difficulT maTh homework quesTion who had visiTed Mexico who knows The chemical reacTions involved in how salTing The sTreeTs help dissipaTe snow 2 Those sTudenTs The sages sTand and spread ouT in The room The Teacher Then has The resT of The classmaTes each surround a sage wiTh no Two members of The Q same Team going To The same sage 3 The sage explains whaT They know while The classmaTes lisTen ask quesTions and Take noTes 4 All sTudenTs Then reTurn To Their Teams Each in Turn explains whaT They learned Because each one has gone To a differenT sage They compare noTes 5 If There is disagreemenT They sTand up as a Team 6 The disagreemenTs are discussed as a class and resolved COOPERATIVE PLAY 1 Teacher provides maTerials needed for acTiviTy MaTerials may be placed aT a learning cenTer aT each Team Table or roTaTed from Table To Table 2 Teacher explains any safeTy issues associaTed wiTh The maTerials buT does noT Tell sTudenTs HOW To play wiTh The iTems 3 Teacher asks WhaT can you discover abouT These maTerialsquot 4 5TudenTs play wiTh maTerials ThaT They will be using in a lab experimenT GIVE ONE GET ONE 1 5TudenTs fold paper in half lengThwise honog sTyle 5TudenTs Then open paper and draw a line down The crease AT The Top of The lefT column sTudenTs wriTe GIVE ONEquot AT The Top of The righT column sTudenTs wriTe GET ONEquot 2 Teacher poses a quesTion or a Topic wiTh mulTiple answers and gives a Time limiT 3 5TudenTs lisT as many Things as They know in The GIVE ONEquot column 4 Teacher Tells sTudenTs To sTand puT up hand and find a parTner 5 Once sTudenTs have greeTed Their parTner ParTner A gives an answer To ParTner B If ParTner B has ThaT answer on hisher paper heshe checks iT off If iT is a new answer heshe wriTes iT in The quotGET ONEquot column 6 ParTner B gives an answer ParTner A checks or wriTes 7 ParTners say Thank yougoodbye puT hand up and find a new parTner 8 ConTinue unTil Teacher says To sTop MIXFREEZEPAIR 1 CIassmaTes mix by walking quiele around The room while music is playing 2 AfTer abouT 10 seconds Teacher sTops The music and announces quotFreezequot STudenTs immediaTely sTop and sTand sTill 3 When everyone is sTill Teacher announces quotPairquot STudenTs pair wiTh The person closesT To Them and link arms To show ThaT They are parTners 4 Teacher announces Topic or discussion quesTion Give quotThink Timequot 5 Pairs discuss The Topic Everyone faces The Teacher when They have finished discussing The Topic 6 Teacher Then announces quotMixquot RepeaT acTiviTy wiTh addiTional quesTions MIX PAIR SHARE STudenTs silenle mix around The room NO TALKING Teacher calls quotpairquot STudenTs pair up wiTh The person closesT To Them and shake hands STudenTs who haven39T found a parTner raise Their hand To find each oTher 4 Teacher asks a quesTion and gives Think Time 5 STudenTs share wiTh Their parTner per Teacher insTrucTions wmgd ONE STRAY AT The compleTion of a Team Task Teacher calls on one sTudenT from each Team To sTand 1 Teacher direcTs sTanding sTudenTs To move To a Team wiTh an em pTy seaT STudenT who moved compares hisher Teams39 answers wiTh The new Teams39 answers On Teacher39s cue sTudenTs move back To Their original N 00 Teams Teams discuss answers ThaT They goT from oThers 4 If There is a discrepancy Teams may rework problems change answers or sTick wiTh Their original answer PAIRS CHECK Teacher poses a problem One parTner solves The problem while The oTher coaches STudenTs swiTch roles for The nexT problem AfTer every Two problems The pairs check Their answers wiTh anoTher pair and celebraTe Their answers WNH PAIR DISCUSSION Teacher designaTes pairs Work wiTh your shoulder parTnerquot Teacher assigns Task and explains The procedure STudenTs Talk over The problem wiTh a parTner A Time limiT is advisable so ThaT all sTudenTs know how much Time They have To discuss The Topic ESMEVB 5 While sTudenTs are discussing Teacher moniTors Teams closely To ensure ThaT sTudenTs remain on Topic ThaT They undersTand The quesTion and ThaT They have enough background knowledge To discuss The Topic accuraTely VARIATION TEAM DISCUSSION AfTer The Topic is announced Teams of 4 sTudenTs puT Their heads TogeTher To compleTe The Task CLASS DISCUSSION A followup class discussion mighT be needed To clear up misundersTandings PAIRED HEADS TOGETHER quot 1 Teacher asks a quesTion and gives Think Time 2 STudenTs record Their answer 3 STudenTs pair up wiTh Their shoulder parTner and share Their answers This may be done back and forTh RabRobh sTyle Each sTudenT records hisher parTner39s answers 4 STudenTs Then pair up wiTh Their face parTner and RabRobh Their answers 5 The Teacher Then calls a number and sTudenTs wiTh ThaT number share Their answers MPaired Heads is an alTernaTive To Numbered Heads TogeTher which you learned lasT week Spencer Kagan felT ThaT some sTudenTs were noT parTicipaTing in Numbered Heads IT was easy for a sTudenT To slip by wiThouT conTribuTing This does noT go along wiTh cooperaTive learning39s requiremenT for equal parTicipaTion POPCORN SHARE 1 Teacher poses a quesTion or problem wiTh mulTiple answers Teacher Then gives Think Time 2 When The Teacher calls quotPopcornquot The sTudenTs quickly and volunTarily pop up from Their chairs one aT a Time To share an answer 3 SeaTed sTudenTs wriTe responses and mark incorrecT answers 4 InaccuraTe informaTion is discussed aT The conclusion of The acTiviTy RALLY COACH 1 Teacher asks one sTudenT from each pair of sTudenTs To Take ouT a piece of paper worksheeT lab reporT eTc and a pencil 2 ParTner A works The firsT problem while ParTner B waTches lisTens coaches and praises 3 ParTner B solves The nexT problem while ParTner A waTches lisTens coaches and praises 4 ParTners Take Turns unTil The Task is compleTe RALLY ROBIN 1 Teacher poses a quesTion or a problem 2 In Teams sTudenTs Take Turns responding orally To The quesTion RALLY TABLE 1 Teacher explains The Task 2 In pairs sTudenTs Take Turns compleTing The Task VARIATIONS RALLY COACH STudenTs work wiTh parTner The pair has one paperpencil and Take Turns wiTh one solving problem while The oTher coaches ParTner A solves The firsT quesTion while ParTner B waTches and lisTens coaches and praises STudenTs swiTch posiTions wiTh ParTner B solving and ParTner A coaching This may also be used wiTh oral quesTions or wiTh manipulaTives SIMULTANEOUS RALLY TABLE All sTudenTs have paperpencil STudenTs work wiTh a parTner To compare or conTrasT Topics Each sTudenT places a differenT heading aT The Top of The paper STudenTs wriTe one Thing abouT Their Topic and pass The paper To Their parTner ParTner Then wriTes abouT The oTher Topic ConTinue passing papers back and forTh unTil Teacher says To sTop ROUND ROBIN 1 Teacher poses a quesTion or a problem 2 In Teams sTudenTs Take Turns responding orally To The quesTion VARIATIONS SINGLE ROUND ROBIN Each sTudenT responds one Time ALL WRITE ROUND ROBIN Each sTudenT responds orally If TeammaTes agree all sTudenTs record The answer on Their own paper TIMED ROUND ROBIN Each sTudenT conTribuTes one Time for a designaTed lengTh of Time one minuTe 30 seconds eTc ROUND TABLE 1 Teacher asks one sTudenT from each Team To Take ouT pencil and paper Teacher poses a projecT quesTion wiTh mulTiple answers a Topic To wriTe abouT or a Task ThaT has many possible soluTions sTeps or procedures 3 In Teams sTudenTs Take Turns passing The paper and pencil or Team projecT each wriTing one answer or making one conTribuTion N VARIATIONS ROUND TABLE CONCENSUS STudenT wiTh The piece of paper and pencil verbally gives an answer TeammaTes musT show agreemenT or disagreemenT Thumb up or Thumb down If There is disagreemenT Team discusses The answer unTil There is consensus All TeammaTes musT agree before sTudenT records answer SIMULTANEOUS ROUNDTABLE Teacher asks a quesTion or poses a problem which has mulTiple answers In Teams sTudenTs each wriTe a response on Their own piece of paper STudenTs Then pass Their papers clockwise so each TeammaTe can add To The prior response STAND UP HAND UP PAIR UP 1 Teacher poses a quesTion or problem and gives Think Time 2 Teacher calls STand up hand up pair upquot STudenTs sTand puT Their hand up and pair up wiTh a sTudenT from a differenT Table Pair discussion STudenTs Talk over The problem wiTh a parTner A 4gt TEAMMATES CONSULT 1 Each sTudenT has hisher own copy of The worksheeT or lab reporT 2 STudenTs puT Their pencils down or in a cup aT The cenTer of The Table 3 TeammaTes discuss The firsT quesTion wiTh Person 1 leading The discussion All members of The Team conTribuTe buT all do noT have To agree on one answer 39gt When everyone on The Team is ready wiTh an answer Team members pick up Their pencils and silenle wriTe The answer To The firsT quesTion They may noT Talk To oTher TeammaTes ask for help copy answers from oThers or discuss The quesTion furTher RepeaT sTeps for The nexT quesTion wiTh Person 2 leading The discussion ConTinue by roTaTing The leader role unTil all quesTions are answered 0 01 TEAM PROJECT 1 Teacher clearly explains projecT and amounT of Time Teams have To compleTe iT 2 Teacher assigns roles or lab Jobs a Principal InvesTigaTor direcTs Team To follow procedures and assisTs wiTh experimenT b MaTerials Manager gaThers maTerials and does experimenT c ReporTer records daTa d TimekeeperClean up CapTain keeps Time and helps clean up 3 AfTer disTribuTing maTerials Teams work To compleTe Task 4 Teacher circulaTes and moniTors sTudenTs closely 5 Teams share Their projecT or lab findings wiTh class or wiTh anoTher Team This may be done by creaTing a large graph or daTa Table 3 STEP INTERVIEW 1 WiThin each Team sTudenTs form pairs STudenTs nearesT The fronT of The room are parTner quotAquot and Those nearesT The back of The room are parTner 2 ParTner A inTerviews ParTner B ParTner A asks openended faT quesTions ParTner B answers 3 ParTner B inTerviews ParTner A by asking quesTions 4 In Round Robin fashion each of The fourTeam members inTroduces hisher parTner To The Team and summarizes The informaTion ThaT was shared during The inTerview THINKPAIRSHARE Teacher poses a quesTion relaTed To The lesson Give sufficienT Think Time for individuals Think STudenTs pair To discuss responses STudenTs share Their responses wiTh The Team or The class H wm VARIATIONS THINKPAIRWRITE STudenTs discuss The response wiTh Their parTner Then insTead of verbally sharing answers in Teams or wiTh The class all sTudenT wriTe down Their ideas Pairing helps sTudenTs develop a beTTer undersTanding of The Topic before wriTing THINKWRITEDRAWPAIRSHARE STudenTs wriTe or draw Their own ideas before They pair up To discuss Them wiTh a parTner This allows sTudenTs To more fully develop Their own ideas before sharing BIBLICAL HERMENEU TICS William F Cox Jr PhD Regent University In 73quotquot5 3993 Vir Vg39l 77 quot 3777 r 39 7 7 quot 1 39 39 quot W 7 Wm V it W 1 1 L l m w quot A nu up quot3 1 1 M u it gulf w v Aura Hermeneutics refers generally to the overall process and principles of biblical interpretation But also applies specifically to the subsequent act of interpreting for contemporary meaning within the larger two step process that begins with exegesis Key is to read carefully to discern time culture and occasion in pursuit of understanding the original intent of the writing Historicalcultural analysis consideration of the historical and cultural milieu of the writer and audience For example 9 understanding Jonah s antisalvation motive toward the Ninevites and his deep disobedience to God because of the historical con ict between the Ninevites and the Jews 6 discerning whether actions are classified as only descriptive eg marching around Jericho or as universally applicable prescriptive eg Peter being told to eat meats heretofore considered unclean Contextual analysis consideration of the passage in relation to the whole body of the author s writing For example discerning the likely connection between God having Adam name the animals Gen 219 for Adam s comprehension that he had no mate and the earlier statement by God that Adam needed a mate v 18 All of this suggesting that God wanted Adam by the way of naming the animals to experientially know he needed a mate Understanding that there is no mention of outer space in the so called dominion mandate Gen 12628 since it would not have made sense to the ancient peoples Perceiving that the phrase within you in Luke 1721 should not be taken literally to mean the Kingdom is within those spoken to the Pharisees since they were not believers Lexical systematical analysis consideration of word definitions lexicology and relationships to one another syntax Aspects of lexicalsyntactical analysis Identify general literary form Eg l prose is Where literal meaning of words prevail 2 poetry as in Psalms Where words are often used symbolically and 3 apocalyptic literature as in Daniel and Revelation where symbolism and visionary writings prevail Identify the genre or type of the various Books of the Bible eg Wisdom books historical since they have different implications regarding interpretation and implementation For instance many of the statements in the Wisdom books are not necessarily promises but rather are Wise sayings about how life generally operates eg Prov 226 In fact by definition proverbs are not commands Identify natural divisions of the text which don t necessarily correspond to sentence numbering and chapter divisions Identify how connecting words function to link ideasWhat is the word Therefore there for Rom 121 Gal p 613 Understand word meanings since any word will have multiple meanings and the same word used in multiple text places will not always have the same Greek or Hebrew root word For instance the word saved in Acts 1630 Strong s 4982 meant to deliver or rotect The word saved in 2 Peter 25 Strong s 5442 means to watch or be on guard Likewise the word child KJV in 2 Tim 3 15 actually means infant or preborn Strong s 1025 Theological analysis consideration of the level of theological understanding at time of the revelationwriting 1 U1 example inferring that John the Baptist was challenging Jesus to break him out of jail since Jesus was supposed to be THE conquering King Matt 113 Literary analysis consideration of literary form For example seeing the actions that Jesus endorsed to keep from sinning as exaggeration hyperbole on basis of not mutilating the temple of the Holy Spirit o Other interpreters comparisons with other interpreters Directions For each item write your explanation answer in the explanation column on your worksheet ExplanationAnswer Bible as oracle Bible as roulette Proof texting Gen 3117 day now period of time Ex 208 3117 Sabbath Day Eisegesis Became 1961 to become Item 1 What interpretative method is employed to reach the conclusion embodied in the following three statements Matt 275 Judas went away and hanved himself Luke 1037 Go and do likewise John 1327 What you are about to do do quickly 2 A reasonable understanding of the length of days in the creation time era Gen 15 8 etc is to interpret by the time de nition of 2 Peter 38 A day is like 1000 years and vice versa True or False Explain 3 Are the I Thes 523 sancti ed in spirit soul amp body and the Gen 27 body formed breathed into amp became a soul verses basically in agreement regarding the teaching that there are three components in the humans of body physical being spirit nonmaterial being and soul a third part whatever it may exactly be Yes or No Explain ExplanationAnswer Interpret as Intended audience Interpret by literature Category ie genre Use of hyperbole Item 4 Yes Is our country out of biblical order in exploring outer space since the Dominion Mandate of Gen 126 amp 28 rule over does not include outer space or No Explain What does the Prov 226 raise up a child and he will not depart verse mean to you if you are a parent of young children Is it a command with a promise Do you have a general idea of approximately the degree of sin that would cause Matt 52930 cut off the hand that sins to be put into effect Explain please ExplanationAnswer Practic V philosophy Deut 28 Pharisees Jesus John No drink Drank No rink Fast No fast Fast In larger context Acts 2311 go to Rome Logic amp Grammar parallel or opposing 7 Item Some commentators say that use of behavioristic practices as in using rewards and A unishments to change behavior is biblically unsound if not biblically antithetical Do you agree or disagree Why How do you explain Paul s uncharacteristic appeal to Caesar to save his life Acts 2511 25 when Paul reularl tauht that our lives are no longer our own eg Gal 220 Phil 4 1 112 to defend What miht the rammatical structure of Eph 64 Fathers do not frustrate but raise your child tell us about the kind of educational environment that aligns with the child s nature ExplanationAnswer Concordance Word de nition Exegesis Child l 025 babe infant Luke 1815infant1025 Luke 1816chi1dren3813 Known1492understood Careful reading w1th1n context a for v2 rst group C V 15 own but merciful Word study context Ues1re8669stretch out after longing Gen 47 808 710context is key Desc vs presc child tell us about the kind of educational environment that aligns with the child s nature Item 10 How might 2 Tim 315 from a child you have known the Scriptures supplement what we know about human nature from Eph 64 The central theme of the Parable of the Vineyard Workers who received equal pay for unequal work Matt 20 116 is always get a contract before working there should be fair pay for work done come in last so you can be rst selected all of the above none of the above What kind of desire God said Your desire will be for your husbandquot do you think Eve had for Adam in Gen 316 Why How can we use the Joshua 61221 Jericho march to justify contemporary efforts such as marching around abortion clinics to cause them to collapse Explanation Answer Deriving principles 18 and 520 Prioritize con icting perspectives Eph 61 vs Heb 1025 Cultural practice vs Biblical principle A sign of submission via Christian culture Eisegesis Context and word de nitions cf 12v3563 Mind 3563mind Context therefore thus moral understanding Item 14 15 16 17 18 Is there a principle about both obedience and submission that can be derived from Acts 41820 and Acts 529 Do what you will but we must obey God rather than men What advice about going to church would you give the recently saved teenager whose unsaved parents forbid her from attending church Why Why should women in today s culture wear a head covering as recommended by Paul in I Cor 11316 Describe two educational prescriptions analogous to those written by medical doctors that are drawn directly from the Bible What kind of justi cation does Rom 122 renewing of the mind give for academic pursuits Gen 72 3 7 pr clean 1 pr unclean 7 pr Birds Ruthless They felt put out They raised a little Cain Bonus Questions 19 20 21 22 How many pairs of each kind of animal did Moses take on the Ark What kind of a man was Boaz before he married Ruth How did Adam and Eve feel when expelled from the Garden of Eden What was one of the first things Adam and Eve did after they were kicked out


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