I need help.
This is 5 pages ‘ANALYTIC’ paper about ancient myth stuff.
There are 7 suggested topics to choose but you have the freedom to make your
own topic around the same scope and write. Hence, if you are comfortable with
one topic or even have a topic of your own, go ahead! :). It is much better if
you are comfortable with a topic.
If you need more sources from me, such as readings that are mentioned in the
suggested topics, let me know, I’ll upload it.
Religion 317
Potential Paper Topics
General comment: The following are only suggested topics. You are not required
to
utilize one of these; rather, they are meant to serve as examples of the sorts
of topics you
might choose.
1. A close analysis of a small passage from an ancient myth. Make a minute
analysis of
a short passage, no more than 10 lines. Be as detailed as you can be, word-
for-word, if
you can. Show what the role of the passage is, how the writer/editor
constructs it and for
what purpose he/she does so. Consider the original intent of the passage
versus those
aspects that make it of modern interest.
2. A biblical, mythical comparison. Take a character from one of the myths we
have
read, e.g., Atrahasis versus Noah, Eve versus Shamhat and consider what points
they
have in common and how are they distinct from one another. Illustrate your
points with
specific text references. What does the distinction tell us about the
difference between
the biblical view and that of the surrounding cultures of the ancient near
east?
3. Marduk versus Yahweh. Both of these gods are involved in creative acts. How
is
creation by Yahweh and Marduk similar; how is it different? What does the
distinction
tell you about the biblical view of creation versus the view found in Enuma
ellish?
4. Repetition in ancient myths. Repetition plays a prominent role in a number
of stories
we read. Consider a prominent example and further consider what role such
repetition
may play in the story. Why should such a repetitive recitation be so important
in ancient
near eastern story and so little employed in western narrative?
5. The use of mythic types. Sometimes it seems possible to isolate given
themes or
genres in complex myths like the Flood story or Enuma elish. Consider an
example and
cite your grounds for concluding that it is a type, e.g., there are other
examples of the
type found in other narratives. What role does the type play in advancing the
story?
6. Sometimes we have more than one version of a story to consider. What marks
the
distinctions between versions of a given story, are the differences
significant and if so,
why?
7. Gender in myths: What role does gender play in myth whether in the Ancient
Near
East in general or versus the biblical view of gender in myth. This could be
seen in terms
of humanity, the gods (vs. the biblical God, e.g.,) or both. How different is
the female
role in the Ancient Near East from that in the Bible. What about sex? A wide
range of
possible topics could be developed around the gender theme.
Religion 317
Potential Paper Topics
General comment: The following are only suggested topics. You are not required
to
utilize one of these; rather, they are meant to serve as examples of the sorts
of topics you
might choose.
1. A close analysis of a small passage from an ancient myth. Make a minute
analysis of
a short passage, no more than 10 lines. Be as detailed as you can be, word-
for-word, if
you can. Show what the role of the passage is, how the writer/editor
constructs it and for
what purpose he/she does so. Consider the original intent of the passage
versus those
aspects that make it of modern interest.
2. A biblical, mythical comparison. Take a character from one of the myths we
have
read, e.g., Atrahasis versus Noah, Eve versus Shamhat and consider what points
they
have in common and how are they distinct from one another. Illustrate your
points with
specific text references. What does the distinction tell us about the
difference between
the biblical view and that of the surrounding cultures of the ancient near
east?
3. Marduk versus Yahweh. Both of these gods are involved in creative acts. How
is
creation by Yahweh and Marduk similar; how is it different? What does the
distinction
tell you about the biblical view of creation versus the view found in Enuma
ellish?
4. Repetition in ancient myths. Repetition plays a prominent role in a number
of stories
we read. Consider a prominent example and further consider what role such
repetition
may play in the story. Why should such a repetitive recitation be so important
in ancient
near eastern story and so little employed in western narrative?
5. The use of mythic types. Sometimes it seems possible to isolate given
themes or
genres in complex myths like the Flood story or Enuma elish. Consider an
example and
cite your grounds for concluding that it is a type, e.g., there are other
examples of the
type found in other narratives. What role does the type play in advancing the
story?
6. Sometimes we have more than one version of a story to consider. What marks
the
distinctions between versions of a given story, are the differences
significant and if so,
why?
7. Gender in myths: What role does gender play in myth whether in the Ancient
Near
East in general or versus the biblical view of gender in myth. This could be
seen in terms
of humanity, the gods (vs. the biblical God, e.g.,) or both. How different is
the female
role in the Ancient Near East from that in the Bible. What about sex? A wide
range of
possible topics could be developed around the gender theme.
Latest update: January 30, 2016
1
Zuckerman’s Paper Guide
I. Paper Logistics
A. All papers must be submitted electronically as Microsoft Word files (.docx)
either to the
designated Teaching Assistant or (only if there is no TA) directly to the
instructor by email.
Do not send your paper as a PDF file. Be sure to include your name in the file
name for
your paper, e.g. “Smith_short_paper.docx”. If you do not receive prompt
acknowledgment
of your paper by return email, do not assume that it has been submitted. If
you do not
receive acknowledgment, always double-check that it has been properly
received.
B. Papers must be double-spaced. Page numbers should always be marked.
C. All papers should have proper titles. A title should be interesting and
relevant to the
argument of the paper. “Short Paper,” “Paper Exercise 1” or “Term Paper” are
not
acceptable titles!
D. All papers should be carefully proofread and in grammatically correct
English. Papers
submitted that are not up to appropriate standards in this regard will be
severely
penalized.
E. Comments and corrections will be done via the “track changes” and “coment”
formats
in Word.
F. You should be sure to keep a backup copy of any paper you submit for
grading—
preferably as a file that is not on your computer (e.g., on a thumb-drive).
Should a
submitted paper be lost for whatever reason (even if it is the fault of the
instructor), then a
student must be able to resubmit another copy of the paper in a timely fashion
on demand
by the instructor. The excuse that the originally submitted paper was the only
copy and
that it has since been “lost” is not an acceptable excuse. The inability to
resubmit another
copy of your paper on demand will be judged as the equivalent of never having
submitted
the paper in the first place. You should keep a backup copy of your paper
until you receive
a graded paper back from the instructor. You should also keep any graded paper
until you
have confirmed that your final grade for the course is properly recorded in
your university
record.
G. All requests to submit a paper after its due date must have the
instructor’s agreement
in advance. Any paper submitted after the due date without prior knowledge and
agreement by the instructor risks an automatic “zero” grade.
Latest update:
January 30, 2016
2
II. GENERAL POINTS
A. The Cardinal Sin: Do not retell or summarize biblical stories or other
narratives.
Assume, in presenting your analysis, that the reader is already familiar with
what the story
is all about. Your aim is analysis and interpretation. You can cite or discuss
a given
narrative as being illustrative of a given point of interpretation or
analysis, but
summarizing biblical stories, for example, without reference to analysis is
just wasting
space.
Example:
During his fight against the Philistines, Samson fell in love with a
prostitute named Delilah.
Hearing about this, the Philistines made a deal with Delilah. They told her,
if she found out what
the weakness of Samson was, they would pay her a large sum of money.
Comment: This is a simple summary of the story in Judges and does nothing to
advance any
sort of analysis.
B. Avoid “encyclopedic” papers, that is, papers that do nothing more than
summarize the
state of scholarship for this or that topic after the manner one finds, for
example, in
encyclopedia articles. Your aim is to do analysis: to take existing
information from the
biblical text (supplemented, as appropriate, by secondary literature) and
develop an
analytical, interpretive premise grounded in that evidence. Encyclopedic
papers—or
extensive encyclopedic data in the body of your paper—will not be considered
relevant to
your grade. Appropriate reference data of this nature should be relegated to
footnotes or
endnotes (see below, section “VI”).
Example:
Ezekiel is one of the three Major Prophets within the Latter Prophets, which
consist of
Isaiah, Jeremiah and Ezekiel. The prophet Ezekiel was a contemporary of
Jeremiah, but one in
whom the prophetic impulse took a different form. He was first and last a
priest (1:3). He
differed from the other prophets in defining Israel’s supreme sins as her
stubborn indulgence in
idolatry that has rendered her “ritually unclean,” and as her disobedience to
YHWH’s “statutes
and ordinances” (e.g. chapters 16; 5:7; 36:17).
Comment: While there is nothing intrinsically wrong about this paragraph in
terms of the
information it presents, it is problematic as an introductory paragraph to an
analytical essay. The
problem is that it is only descriptive and does not lead to a clear premise
that will be the topic of
analytical study. If a paper were to continue in this broad based
“encyclopedic” fashion and had
no detailed analysis in depth, the likelihood of it receiving a good grade
would be significantly
diminished.
III. Avoid making facile comparisons between biblical times and “today.”
Likewise, avoid
personalized statements that do little to advance an analytical premise. Your
focus should
stay fixed on analysis of the text and what it means in its own terms, first
and foremost.
Avoid trying to draw out of it lessons for “today” or highlighting your
personal reaction to
reading the Bible.
Latest update: January 30, 2016
3
Example #1:
In the times of the Old Testament temptation usually came from a woman or from
a desire to
gain wealth. Today, temptation is more prevalent, making it much harder to
fight against.
Comment: This attempt to compare biblical past with modern day does not
advance any
analytical point with regard to the significance of temptation in the Bible.
It is simply a
gratuitous, editorial opinion of the writer that diverts the reader away from
the analysis of
temptation that is the subject of the paper.
Example #2:
Through such a difficult experience, Abraham learned that, when in need,
always trust in the
Lord; he will provide. The same still proves true in today’s society.
Comment: While the second point in this statement may well be true, it does
nothing to
advance the analytical purpose of the paper. Such statements are to be
avoided.
Example #3:
Abraham is the most self-sacrificing man that I have ever read or known about.
Comment: Appeals to personal experience of this nature are generally out of
place in a formal
paper. Keep your narrative impersonal and only highlight your personal
experience if it is
especially relevant to the argument. In this case, the argument is not
materially changed by the
writer listing Abraham high on her personal list of self-sacrificing heroes.
Rewrite: “This
narrative is intended to emphasize that Abraham was an ideal model of self-
sacrifice.” Then, of
course, proceed to show what in the relevant text leads one to this
conclusion.
Example #4:
Abraham follows the will of God, as today we should: without hesitation and
without
complaint. Today, many people find it difficult not to steal or commit
adultery, but as Genesis
22 explains, if one has true devotion to God . . . .
Comment: These allusions to the lesson of Genesis 22 for “today” divert the
reader’s attention
away from exegetical analysis (see next heading: section “IV”). Keep your
writing focused on
the text in its own terms. Writing an analytical paper is not the same thing
as writing a sermon!
Example #5:
It came as a shock to me to be reading Judges 19 and then come across a rape.
I have
never read the Bible before this class; however, my expectations of the Bible
were to discover
how the Jews discovered themselves and found Israel. I knew the process of
getting to Israel was
not easy, I have been learning the stories of the Israelites all my life;
however, I never heard the
gruesome parts in-between. Discovering that detailed rape in the Bible
somewhat crushed my
spirits on looking to the Bible for answers. Prof. Zuckerman always tells the
class that the Bible
is a book of questions not answers, however I can’t help but hope to find
answers in the Bible.
Latest update: January 30, 2016
4
Comment: This is certainly a heartfelt and sincere reaction by a student
encountering a difficult
biblical narrative for the first time. But it is out of place in an academic
paper, since it does
nothing to advance any sort of analytical argument.
IV. Avoid eisegesis (reading into a text) in an analytical paper. The focus
instead should be
on exegesis, reading from out of the text and deriving from it one’s
observations,
interpretations and conclusions.
Example #1:
B. Anderson explains that the four beasts in Daniel’s vision each have a
different representation:
“the Babylonian (a lion with four wings and four heads), the Median (a bear
with three ribs in its
mouth), the Persian (a leopard with four wings and four heads), and the
Hellenistic or Seleucid
(the ten horns refer to the Seleucid kings and ‘the little horn speaking great
things’ is Antiochus
Epiphanes” (Anderson, p. 626). I believe there is yet another description from
a more political
view. The four beasts can be perceived as being the following: slavery,
feudalism, capitalism,
and socialism/communism.
Comment: The first part of this statement is fine. The writer cites a solid,
secondary source that
attempts to set the book of Daniel in its own times and reflects an exegesis
that can be backed up
by considerable evidence from the text of Daniel itself. However, the second
half of the
statement, beginning “I believe . . .,” is a broad statement attempting to
read into the book of
Daniel a modern agenda of meaning. The writer simply presents this statement
without making
any attempt to back it up from the text of Daniel itself. While the writer’s
“belief” cannot be
disproved, it is not analytical since no evidence is brought forward to back
up the observation.
The writer does not address the issue: what specifically can be used in the
text of the book of
Daniel to show that its author shared this “more political view” and that the
four beasts therefore
represent what he believes they represent?
Example #2:
Because Isaac was Abraham’s special son, Abraham loved Isaac more than
anything. Yet he had
an even greater love, his love for the Lord, Jesus Christ.
Comment: There is nothing in the text of Genesis 22 (the focus of the paper
from which this
statement is taken) to suggest that Abraham was a Christian who knew and
worshipped Jesus as
the Christ at least 1000 years before Jesus lived. The only way this statement
can be backed up
is by bringing to it knowledge outside the text; indeed, outside the Hebrew
Bible. This type of
statement is confessional in tone; that is, it presents the writer’s Christian
belief as the guiding
principle for drawing interpretive conclusions. While, from a religious
standpoint, this is
certainly a reasonable stance, it should not be part of an analytical,
academic paper (see next
heading: section “V”).
V. Avoid “confessional” statements of religious conviction guided primarily by
your faith.
While such statements are certainly not objectionable, they are neither
analytical nor
academic, but personal and—because of their very nature as faith-statements—
unprovable. One can grade analysis, but faith cannot be graded.
Latest update:
January 30, 2016
5
Example #1:
In conclusion, God expresses His love for His followers by blessing them with
countless gifts.
He also rewards those people who place their trust and faith in Him by
providing them with
assurance that they will receive all that they need and desire.
Comment: A statement such as this is a “mini-sermon.” Even though one may wish
to applaud
the sentiments, they are not analytical with regard to the biblical text, but
rather a broad
statement of belief in God’s love. Note that the statement is not tied to any
specific biblical text.
If the writer had stated, “the text of the Bible often demonstrates a
confidence in God’s love for
his followers . . .” etc. with specific references to illustrate the point,
then the statement would
have been appropriately analytical. Never take any issue regarding belief—
especially one’s
personal belief as guided by faith—as a “given” in a biblical context for
purposes of an academic
paper. Every such “statement of faith” must be demonstrated from the biblical
text with specific
references (see section “VI”).
Example #2:
In Genesis 22, through his fear of the Lord, Abraham was able to carry out the
Lord’s command,
which in turn caused him to be divinely blessed. From the story of Abraham and
Isaac,
Christians are shown that the proper path to blessedness is through fear of
the all-powerful
Creator.
Comment: The first part of this statement is entirely appropriate. However, in
a formal,
academic paper, it is preferable to avoid pious, confessional statements of
the sort found in the
last sentence. The focus of an analytical paper on a biblical topic should be
on the text in its own
terms and what it was meant to convey on its own terms. Drawing a religious
“lesson” from
Genesis for Christians (or any other religious group) is certainly far from
objectionable, but it is
not the point of an academic paper. A better phrasing of the last sentence
would be: “Genesis 22
was meant to show its ancient audience that the proper path to blessedness is
through fear of the
all-powerful Creator.” Such a statement must then be backed up by specific
references that
clearly illustrate the point.
Example #3:
God always sees over all and tests our faith in our daily lives. In Genesis
22:1-19, God tests
Abraham, forcing him to make a difficult decision and then rewards him for the
sacrifice he was
willing to make.
Comment: In this case, the second sentence is an appropriate analytical
statement, but the
preceding statement should be omitted since it is presented as a “given”
based, presumably, on
the writer’s religious belief. Granted, God may well be omniscient and may be
actively involved
in testing “our faith in our daily lives.” But this is not provable from the
biblical text nor has the
writer even bothered to cite any evidence from the Bible itself to back these
assumptions. Rather,
she is employing her own religious beliefs and convictions as the point of
departure for her
discussion of Genesis 22. This is eisegesis, not exegesis.
Latest update:
January 30, 2016
6
Example #4
An outstanding theme in the Book of Judges that resonates throughout the whole
of the Bible is
to expect the unexpected. Those who are weak, rise; those who are mighty,
fall; and sometimes it
seems as though those least deserving of God’s blessings receive them
continually. The Author
of this drama is God Himself.
Comment: The first part of this statement is appropriate. The writer makes a
general point
about the book of Judges that comes directly out of his reading of the text.
However, the last
statement, attributing the design of Judges to the divine “Author,” is based
on an unverifiable
judgment that anything one finds in the Bible must be due to God’s intention.
From a religious
standpoint this is certainly a defensible viewpoint to take. But from an
academic standpoint it is
confessional and therefore inappropriate.
Example #5
The rest of this paper depends upon the accepting Jesus as being the Messiah,
based on
prophecy, probability, and Scripture. With Jesus fulfilling the role of the
prophesied Messiah,
Son of God, and God Himself, the Love Covenant can begin to be assimilated and
juxtaposed
with the prior covenants.
Comment: This statement was made about the middle of a student’s paper. Up to
that point, his
analysis had been largely academic and analytical, but from this point on, his
paper used various
“proof-texts” in the Hebrew Bible to affirm his conclusion that the reader
must accept his faithposition
in order to follow his interpretation of what he characterized as the “Love
Covenant.”
This is completely unacceptable in an academic paper. One should always write
a paper from an
academic rather than from a faith perspective.
VI. Supply Specific References to back up your assertions. Ad hoc
pronouncements carry
no weight. This is the most common error made in student papers: making
statements or
presenting analytical points without giving specific evidence to back them up.
Read the
following carefully so you can avoid making this common error that will
significantly harm
your grade.
A. When making your first reference to the biblical text or any other primary
text (e.g., the
Mesopotamian story of Atra hasis or Milton’s Paradise Lost), be sure to cite
in a footnote
the edition you are using. Any following specific references (e.g., to
biblical texts, tablets
and lines of a cuneiform text, book and lines of a poem) and even allusions to
a given text
must be cited—whether they are direct quotations or indirect citations—in your
main text,
using parentheses, without further endnote/footnote references.
Example #1:
The repetition, “your son, your only son whom you love, even Isaac,” indicates
. . .
Comment: As the first reference in this paper, there should be a footnote
after the quotation
stating: “Gen. 22:2. All biblical references in this paper are taken from . .
.” with appropriate
bibliographical information added at this point.
Latest update: January 30,
2016
7
Example #2:
Abraham bound Isaac; and when he took the knife to slay his son, the angel of
the Lord cried out
in order to stop him.
Comment: Even though there are no direct quotations from the biblical text,
these indirect
citations must be properly referenced. If this is not the first biblical
citation in the paper, then
such biblical references should be cited parenthetically in the text itself
without further
footnotes/endnotes. Rewrite: “Abraham bound Isaac (Gen. 22:9); and when he
took the knife to
slay his son, the angel of the Lord cried out in order to stop him” (Gen.
22:11).
B. A footnote/endnote marker should be placed after all punctuation marks
rather than
before them.
Incorrect example:
The permanence of that covenant is emphasized in Abram’s cutting of the
animals1
.
Correct example:
The permanence of that covenant is emphasized in Abram’s cutting of the
animals.
1
C. Biblical references should not be written out but can be kept simple, using
standard
abbreviations in which chapter references are followed by a colon and then the
verse
references.
Example #1:
. . . in the twenty-second chapter of Genesis, verses four through six the
narrative reads . . .
Rewrite: “. . . in Gen. 22:4-6 the narrative reads. . .”
Example #2:
The first example found in the Court History occurs in II Samuel 13, verse 5.
Rewrite: “The first example found in the Court History occurs in 2 Sam. 13:5.
Example #3:
Destruction by fire is first illustrated in Genesis, chapter 19 . . . .
Rewrite: “Destruction by fire is first illustrated in Genesis 19. . . .”
Example #4
Jesus went willingly in order to fulfill the prophecy. (John 18)
Comment: This chapter reference is too vague. Where in John 18 is this point
illustrated? A
reference to the relevant verses is required.
Latest update: January 30, 2016
8
D. When citing the title of a biblical book, do not italicize it. Keep the
reference short, e.g.,
“Judges,” rather than “the Book of Judges.”
Example:
Deborah was one of the most influential women in the Book of Judges.
Rewrite: Deborah was one of the most influential women in Judges.
E. When quoting a biblical text, never place the chapter/verse reference
itself within the
quotation marks of the quote.
Example:
This can be seen by his saying, “Whom have I in heaven but you? And earth has
nothing I desire
besides you. My flesh and my heart may fail, but God is the strength of my
heart and my portion
forever (Psalm 73:25-26).”
Comment: Correct this to: “. . . and my portion forever” (Psalm 73:25-26).
F. If you are making reference to material outside the Bible, be sure to cite
the source of
your information in a footnote or endnote and include page references. Simply
citing
sources as “bibliography” at the end of your paper is not sufficient.
Footnotes/endnotes
should be done according to one of the commonly accepted styles.
Example:
One Canaanite belief was that the god Baal fought a terrible war with a very
powerful
enemy, the giant sea serpent, Leviathan. Baal was victorious and bound
Leviathan, throwing
him into the darkness of the ocean depths. . . .
Comment: This statement is inadequate if left standing alone since it clearly
relies on primary
and/or secondary evidence outside the Bible. A footnote or endnote reference
is required.
G. When citing any text, even one utilized in the course, be sure to cite in a
footnote or
endnote the edition you are using at the point of your first specific
reference.
Example:
Moby Dick often seems God-like and is worshipped by members of the very crew
hunting him.
One crew member prays, “Oh, thou big white God aloft somewhere in yon
darkness, have mercy
on this small black boy down here.” (p. 239)
Comment: This is inadequate as a first reference to Moby Dick. Instead the
writer should have
added a footnote/endnote and cited the edition of the text employed, even if
that is the edition
assigned in the syllabus.
H. Never make a vague statement of attribution to unnamed “authorities.”
Always cite
examples.
Latest update: January 30, 2016
9
Example #1:
The original serpent often is read as referring to the serpent in the Garden
of Eden . . . .
Comment: Not an adequate statement without specific example(s) to illustrate
the point, which
must be footnoted or endnoted.
Example #2:
While the words of the Nicene Creed may seem to hold the powerful Roman
procurator of
Judaea to blame for the death of Jesus, Pilate is treated with sympathy by
most Christians.
Comment: This is a vague, unprovable statement; after all, no one has taken a
poll to determine
what “most Christians” think about Pilate! Better to rephrase: “. . . there
are grounds for seeing
Pilate as a reasonably sympathetic character.” Of course, then the specific
grounds for this claim
should then be carefully delineated and backed up by specific references from
the relevant
biblical texts and/or secondary literature.
Example #3:
Some say that God cannot cause evil; yet he created it.
Comment: The obvious question is just who these “some” bodies are! Better:
“One may wish
to argue the philosophical position that God cannot cause evil, even though he
created it.”
Example #4:
Although Milton’s Paradise Regain’d is considered a brief epic. . . .
Comment: This statement obviously draws upon an outside reference, which must
be cited in a
footnote or endnote. Just who labels this work by Milton as a “brief epic”?
Example #5:
Philosophers often debate the existence of God, and they place three
requirements on what they
qualify as the definition of “God.”
Comment: Unless specific philosophers are mentioned, this statement is made
without specific
attribution. Better: “One may debate the existence of God by considering three
criteria for a
definition of the deity.” Then specific references, citing the basis for this
debate, should be
noted.
Example #6:
Abraham, who was later to be called the “father of the Jews” . . . .
Comment: Never make vague, unattributed statements like this in a formal
paper. If you wish
to assert that the title “father of the Jews” was applied to Abraham, you must
supply specific
references to show by whom, when.
Example #7:
God, to most believers, is merely seen as a genie or a Santa Claus, not as the
ultimate Being.
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10
Comment: This is a vague, unprovable and dismissive statement, which
implicitly sets the
writer up as an omniscient judge who knows what believers really believe. Such
off-hand
statements only detract from the credibility of a paper’s arguments.
Example #8:
Especially in comparison to King Saul, who is known to many as a tragic king,
King David
might be considered as the most beloved king.
Comment: And just who precisely are these unnamed but multitudinous “many”?
The writer
might have bothered at least to cite one authority!
Example #9:
When making an account of the story of Samson in the book of Judges, many past
and present
works of literature attribute Samson’s great strength to his lengthy hair.
Comment: Unless examples of such “past and present works of literature” are
specifically cited,
this statement is vague, unfounded and unacceptable.
I. When making a first reference to a specific scholarly authority in your
main text, you
should always give both the first initial of his first name and last name.
Thereafter, you
can dispense with the first initial and simply use the last name.
Example:
Smart states, “If it is history, then it is exceedingly curious history,
without parallel elsewhere in
the Old Testament, and it is hard to see much reason for its preservation.”
Smart goes on to note
. . . .
Rewrite: G. Smart states . . . . Smart goes on to note . . . .
J. IMPORTANT NOTE ON CITATION OF INTERNET SOURCES: When you cite a
reference from an Internet source, you are required to make an electronic copy
of all
relevant material from that site and append it as an “appendix” to your paper.
If you do
not do so, the citation and all relevant analysis based thereon will not be
considered as
being a part of your paper and your grade will be impacted accordingly.
K. Simply citing an authority from secondary literature cannot be seen, in and
of itself, as
“proof” that the position therein asserted is valid. It is your responsibility
to examine the
assertion critically and consider what evidence there is in favor or against
the authority’s
opinion. This especially applies to sources taken from Internet websites—
including
Wikipedia! Simply because a given website makes a statement, you cannot assume
that this
allows you to conclude that the statement is valid. When in doubt, consult the
instructor or
the teaching assistant in order to determine whether a particular written
source or website
is considered a reliable authority.
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11
Example #1:
Looking first to the predecessors of Christianity, we see that:
The figure of Baphomet/Daksha has become the image of Satan, which is ironic
since
this is the same Aryan deity who would become the Creator in the Old Testament
of the
Bible and God the Father in the New Testament (Aoumiel p. 80)
Comment: This broad statement—made without any attribution from Aryan texts or
citations
from the Old or New Testaments—cannot be uncritically assumed to be valid
simply because it
was found in a book or on a website. At least the writer should have begun the
statement:
“Aoumiel has asserted . . .” thereby signaling that this is an opinion that
may be open to
challenge. Moreover, the writer should make some attempt to explain why this
particular
“authoritative” opinion is reliable as opposed to other opinions or
interpretations.
Example #2:
Scholars agree that the Babylonians exported anywhere from eight to ten
thousand people from
the upper classes of Judah during the Exile to prevent any revolt (Polhill p.
9).
Comment: While this statement looks basically OK and does have a reference to
back it up, it
really goes too far when it suggests that “scholars agree” with the view
presented here on the
authority of Polhill. If you wish to employ a particular scholar to be your
authority for a given
point, then cite him/her alone rather than using the scholar as a “stand-in”
for the entire scholarly
community. Better to rephrase: “According to R. Polhill, perhaps eight to ten
thousand people
from the upper classes . . . .”
L. Avoid making ad hoc statements that are based solely on your belief but are
not
provable by the evidence of the text (see further, heading “V”).
Example #1:
The narrators of biblical stories are always completely reliable; that is, the
reader knows that
everything the narrator says is true.
Comment: This statement cannot be definitively proven. While the writer may
strongly believe
this to be so, from an academic standpoint it cannot be asserted based on the
textual data. It is
essentially a statement of faith.
Example #2:
In the Bible the tie between mother and son is supposed to be too strong to be
broken; however,
this was not the case.
Comment: The claim is made as a “given” that is so obvious that it needs no
further
corroboration. One might reasonably question this premise in any case; but,
more to the point, in
the context of biblical times, how dare we assume this without corroborating
evidence?
Statements like this one need to be backed up by specific references from the
biblical text that
illustrate the point.
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Example #3:
God’s omnipotence makes him a perfect father.
Comment: This ad hoc statement, made without further qualification, is
questionable. One
could be both all-powerful and still be a less than perfect father. Power and
perfection do not
necessarily go together as cause-and-effect. At minimum, the writer should
explain why she
thinks omnipotence necessarily makes God a “perfect father.” Even better, she
should attempt to
make this point in biblical terms. That is, she should consider what
specifically in the biblical
text would lead one to the conclusion that the biblical writers believe that
divine omnipotence
makes God a “perfect father.”
Example #4:
However, “faith” and “obedience” are not quite the same thing. In fact, these
two terms have
distinct interpretations. “Faith,” for example, connotes an individual’s
confidence or trust. This
cannot be equated with “obedience” which connotes an individual’s loyalty.
Comment: While, as working interpretations, these depictions of “faith” and
“obedience” are
reasonable; nonetheless, the writer has not given any grounds on which to base
his respective
understandings of these terms. Rather, he has taken his definitions as
“given”—as though his
definitions were “common-knowledge” and thus not requiring any further proof
or backing.
Such ad hoc statements are not acceptable. There are three ways he could have
handled this
better. First, he could have cited a particular authority (e.g., a dictionary)
on which to base his
definitions of “faith” and “obedience.” Even better, he could have cited an
appropriate passage
or passages from the text he was analyzing that, in his view, illustrated
aspects of “faith” and
“obedience.” Finally, he could have simply qualified his statement as his own
working
definitions for these terms by stating: “For purposes of this paper, I am
defining ‘faith’ as
‘showing confidence and trust’ and ‘obedience’ as ‘loyalty from an
individual.’”
M. It is acceptable to make reference to the instructor’s lecture (or to
observations from
the teaching assistant, during discussion period) when appropriate. In that
case, the
relevant authority should be cited along with the date of the lecture and/or
discussion
period in a footnote or endnote.
Example:
According to Prof. Zuckerman, the best translation of tohu wbohu in Genesis 1
is “a mish and a
mash,” connoting a watery mass rather than emptiness, as the traditional
translation (e.g., in the
King James Version), “without form and void.” implies.
Comment: This statement would then be referenced in a footnote or endnote as
follows:
“Zuckerman, lecture Religion 111g, September 1, 2010.”
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13
N. Good examples of statements backed up with references:
Example #1:
The main implication of Qoheleth’s proverbs is that God remains completely
uninvolved in
human affairs. God has instead set into motion an omnipresent system that is
not halted or
altered. He alone knows when he will act, irrespective of the toils and
desires of men. Qoheleth
writes, “I know that whatever God does endures forever; nothing can be added
to it, nor taken
from it. God has done this so that all should stand in awe before him. That
which is, already has
been, that which is to be, already is; and God seek out what has gone by”
(3:14-15).
Comment: This statement makes a strong, direct point regarding Qoheleth’s
viewpoint and then
immediately illustrates it with a relevant, referenced citation from the book
of Ecclesiastes.
Example #2:
Faith is a prominent element in the story of Abraham and Isaac. In Genesis 22
God requests a
sacrifice from Abraham, but not just any sacrifice. The Lord asks Abraham for
his one and only
son. While rebellion, frustration, hostility and doubt seem to be obvious,
natural emotions for
Abraham at this request, the narrative portrays him only as obedient. The
account does not
bother to depict how Abraham feels. God gives an order, and Abraham obeys. In
Gen. 22:2 God
says, “Take your son, your only son, Isaac, whom you love, and go to region of
Moriah.
Sacrifice him there as a burnt offering on one of the mountains I will tell
you about.” Then, right
after God gives His decree, the narrative goes right into the journey. It
never mentions any sort
of resentment or denial by Abraham.
Comment: This paragraph is strongly written, states a sharp premise from the
outset and cites a
specific reference to illustrate the points being made by the writer. Note,
too, that the writer not
only pays attention to what the biblical narrative says, but also is sensitive
to what has been left
out—an equally important analytical and interpretive aspect of the text under
scrutiny, Genesis
22.
Example #3:
Abraham’s first act of blind faith in chapter 22 occurs while he gathers the
supplies needed to
make the sacrifice of his son. This incident is sparked when the unknowing
child asks, “The fire
and the wood are here, but where is the lamb for a burnt offering?” (Gen.
22:7). Abraham
responds by saying, “God, himself, will provide the lamb for a burnt offering,
my son.” (Gen.
22:8) Abraham’s response to Isaac has two distinct meanings. Abraham realizes
that God did
provide the burnt offering in the form of Isaac. More importantly, Abraham
implicitly trusts that
God will come through at the last minute and provide an alternate sacrifice.
Comment: This paragraph mixes analysis with specific, corroborating references
very well.
The first sentence states a premise that is immediately illustrated by
quotations from Gen. 22:7,
8. The premise is then reinforced in terms of the writer’s interpretation of
these verses in the
broader context of the narrative.
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Example #4:
In Genesis 22 Abraham is commissioned to do one of the hardest things any
father can be asked
to do, to sacrifice his son. God said, “Take your son, your only son, Isaac,
whom you love and
go to the region of Moriah. Sacrifice him there as a burnt offering on one of
the mountains I will
tell you” (Gen. 22:2). God knows that Isaac is not just any son. He says “your
son, your only
son” in verse two and repeats it in verse 12, showing that He understands that
this is the first and
only son Sarah gave birth to.
Comment: This is a good, detailed discussion in which the writer focuses on a
single phrase and
attempts to assess its implications for the entire story in Genesis 22 of
Abraham’s near-sacrifice
of his son Isaac.
VII. Stylistic Matters
A. Avoid changing tense from one sentence to the next. Take care to keep your
tenses
consistent throughout. This error occurs, on average, in about half the papers
we receive.
If you do not stay consistent in tense, you can be sure that your grade will
be consistently
downgraded.
Example #1:
Western depiction of Adam strives [present tense verb] to produce a more
complete character for
modern society that can alleviate [present tense verbs] the tensions in the
biblical text. The
contradictions and ambiguities of creation in the first chapters of Genesis
left [past tense verb]
great opportunities for writers to rationalize. . . .
Rewrite: “. . . Genesis leaves great opportunities . . . . ”
Example #2:
God sees [present tense] Abraham as a God-fearing man. Abraham then chose
[past tense] . . . .
Comment: Better: “God saw Abraham as a God-fearing man. Abraham then chose . .
. .”
Example #3:
God commanded [past tense] Abraham to offer Isaac, his most beloved son, as a
sacrifice.
Without hesitation, Abraham brings [present tense] him and his two men to the
shrine and was
[past tense] ready to kill his son . . . .
Comment: Better: “God commanded Abraham to offer Isaac, his most beloved son,
as a
sacrifice. Without hesitation, Abraham brought him and his two men to the
shrine and was ready
to kill his son . . . . ”
B. Take care that you maintain agreement between subject and verb—especially
when the
subject is a compound phrase.
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Example:
Incorrect:
Because the Bible is a literary work, particular word-choice and phrasing is
of paramount
importance . . .
Correct:
Because the Bible is a literary work, particular word-choice and phrasing are
of paramount
importance . . .
C. Avoid switching from singular to plural or plural to singular in successive
clauses or
sentences.
Incorrect Example #1:
If one dismissed this as insignificant, then they would be quite confused . .
. .
Correct:
If one dismissed this as insignificant, then he or she would be quite confused
. . . .
Incorrect Example #2:
What is the difference between a mentally ill person who claims to hear voices
in their
head . . . .?
Correct:
What is the difference between a mentally ill person who claims to hear voices
in his/her
head . . . ?
Incorrect Example #3:
When God made someone judge, he usually chose them because . . . .
Correct:
When God made someone judge, he usually chose him/her because . . . .
Incorrect Example #4:
A biblical scholar might dismiss this omission as irrelevant. Indeed, they
might speculate . . . .
Correct:
A biblical scholar might dismiss this omission as irrelevant. Indeed, he/she
might speculate . . .
Incorrect Example #5:
Each will act in the way their parents . . . .
Correct:
Each will act in the way his/her parents . . . .
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2016
16
D. Avoid switches in person of nouns and pronouns; for example, from third
person to
second person.
Example #1:
If one strays from the covenant, the Lord will leave you.
Comment: Read: “If one strays from the covenant, the Lord will leave him/her.”
Example #2:
The change has occurred by the time you realize it. The knowledge is within
one’s mind . . . .
Rewrite: “The change has occurred by the time one realizes it. The knowledge
is within his or
her mind . . . .”
E. Always use a personal relative pronoun (who/whom) in agreement with a
proper noun
or pronoun.
Example:
Job discusses his situation with his friends that try to convince him . . .
Rewrite: Job discusses his situation with his friends, who try to convince him
. . .
F. Avoid clichés, especially gratuitous, basically meaningless adjectival
qualifiers and/or
instances that are unjustified overstatements:
Example #1:
The countless parables of chapter 9 and 31 are also great examples of his
quest for justice.
Comment: Avoid “countless” like the plague! The use of “countless” in this
context adds
nothing to our understanding of the statement and, furthermore, is incorrect.
After all, one could
count the parables in these chapters!
Example #2:
These questions have been the subject of endless debate among . . . .
Comment: The clichéd “endless debate” adds nothing to one’s grasp of the
point, especially
when no examples are then cited of such debate. Better: “These questions pose
problems that
have often been the subject of heated debate . . . .” Examples should be cited
then to exemplify
the point.
Example #3:
Needless to say, the young Isaac was the very embodiment of obedience.
Comment: If the point is “needless to say,” then why the need to say it?
Needless to say, avoid
this expression like the plague!
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Example #4:
Due to Abraham’s undying faith in God . . . .
Comment: There is nothing in the biblical text that implies that Abraham’s
faith transcends
death, nor has the writer endeavored to prove that Abraham’s faith is undying.
This is a “throwaway”
adjective. Rewrite: “Due to Abraham’s unwavering faith in God. . . . .”
G. Avoid “run-on” sentences that go on and on . . . . Shorter sentences are
better than
long, complex sentences.
Example #1:
As a result of their impatience and lack of strong faith in the Lord their
God—the one who
delivered them from the hands of the evil king of Egypt (pharaoh) and promised
to given the
promised land—they, on many occasions, devoted themselves to other gods, an
action that
always drew anger out of God because of his jealousy.
Rewrite: The Israelites showed impatience and had little faith in the Lord
their God, who
delivered them from the evil, Egyptian pharaoh. Instead, they often devoted
themselves to
foreign gods, and this angered their own God, due to his jealousy.
Example #2:
While God’s curses often hurt Israel, this did not happen as he had wished,
when he enslaved
them to the Philistines, something that bothered him that he chose Samson to
judge Israel and
deliver his (God’s) people from the hands of the Philistines, a hard task for
Samson, given the
strong conviction and relationship the children of Israel had with the
Philistine gods and the
people, respectively.
Rewrite: God frequently cursed Israel because the nation did not act according
to his wishes.
Nonetheless, after enslaving the nation to the Philistines, God chose Samson
as the judge to
deliver the Israelites from Philistine oppression. This burdened Samson with a
difficult task,
considering that the people maintained a close relationship with the
Philistine gods.
Example #3:
This meant that he would lose his child and it did as his child never would
talk to him after this
incident, however, he was willing to do anything for God and in return God
blessed his life.
Rewrite: This meant that he would lose his child, and in one sense this
actually proved to be the
case. After this incident, the child appears never to have talked to him
again. Nonetheless, he
was willing to do whatever God demanded. In return, God blessed his life.
H. Avoid the impersonal use of “it.” I will let you get away with this
occasionally, but if
you use this construction liberally, it will give you no end of trouble from
me.
Example #1:
In the third chapter of Genesis, it never says. . . .
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30, 2016
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In Judges 6:1 it says . . .
Comment: Never use this kind of construction. Better would be: “In Genesis 3,
the text never
says. . . .”; “Genesis 3 states . . .”; or “In Judges 6:1 the text states. .
.”; “Judges 6:1 states . . . .”
Example #2:
No one should come before God and unfortunately too many times it occurs.
Comment: Better: “Even though this biblical narrative makes the point that no
one should
come before God; nonetheless, God is not always given the priority He
deserves.”
Example #3:
Thus, having taken this into account, it would seem more likely that God’s
test is a bluff.
Comment: Better: “When all aspects of the narrative are considered, God’s test
appears more
likely to be a bluff.”
I. Make sure there is a grammatically correct antecedent for a pronominal
reference or a
pronominal phrase. Avoid “dangling participles”!
Example #1:
The dawning of Puritanism, in which they viewed literature as. . . .
Rewrite: “At that time, the Puritans viewed literature. . . .”
Example #2:
By seeing the parallels between Samson’s actions and the actions of Israel
throughout the book
of Judges, God’s message to the Israelites becomes clear.
Rewrite: “By seeing the parallels between Samson’s actions and the actions of
Israel throughout
the book of Judges, one grasps how God’s message to the Israelites becomes
clear.”
Example #3:
After killing all the men, women and children, we may expect the Israelites
departure from
Jericho.
Rewrite: “We expect the Israelites to depart from Jericho after they have
killed all the men,
women and children.”
J. Avoid gratuitous, conversational/colloquial qualifiers or other usages
unless you are
using them intentionally for stylistic effect.
Example #1:
In fact, how can we praise the Lord for the success of humankind and then
curse humankind for
their failures without considering the role of God? Well, the natural answer .
. . .
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19
Comment: The addition of “well” adds nothing to our understanding of the
argument and it
should be omitted.
Example #2:
Abraham ran to Sarah and asked her what to do, so she directed him to get all
this food and stuff.
Comment: While “and stuff” has become a gratuitous filler in conversational
speech, it is
hardly appropriate in a formal paper. What “stuff” is meant?
Example #3
Not only are the stereotypical roles of women screwed in this story but
likewise the stereotypical
roles of men.
Comment: While I can think of instances where a slightly vulgar usage such as
“screwed”
(perhaps better here would have been “screwed up”) might give a nice,
rhetorical kick to a
sentence, here this use seems to be done with little forethought. Remember: a
formal paper is
not the place for everyday language unless that language is intentionally
employed to make a
point.
K. Avoid the use of gratuitous contractions in a formal paper. Only employ
contractions
for effect—that is, when you intentionally wish to add an informal, colloquial
sense to your
observation. The gratuitous usage of contractions in a formal paper is
something I can’t
stand—so watch it!
Example:
Abraham does not fear the loss of his son; he doesn’t even seem to have any
second thoughts. . . .
Comment: Better: “Abraham does not fear the loss of his son nor does he seem
to have any
second thoughts. . . .”
L. Wherever possible use an active, transitive verb rather than an equivalent
construction
with a form of the verb “to be.”
Example #1:
In order to test Abraham and see if he was a god-fearing man, he was being put
through a test
designed by God.
Comment: Better: “God put Abraham to the test in order to assess the extent to
which he
feared God.”
Example #2:
This would have been seen as a better possibility. . . .
Comment: Better: “This would appear the better possibility. . . .”
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20
Example #3:
In the book of Genesis, God is hand picking those . . .
Comment: Better: “In the book of Genesis, God hand picks those . . . .”
Example #4:
In this essay I will be examining a selected phrase from Genesis 22:1-19 . . .
Comment: Better: “In this essay, I will examine a selected phrase from Genesis
22:1-19 . . . .”
M. Avoid split infinitives in a formal paper. Occasionally, I will let this
pass if the phrase
becomes too awkward without the splitting of the infinitive, but when in
doubt, keep your
infinitival phrases whole.
Example:
This passage serves to not only offer a lesson in blind obedience . . . .
Comment: Better: “This passage serves not only to offer a lesson in blind
obedience . . . .”
N. Avoid introductory sentences (or worse, paragraphs, or even worse page-
upon-page)
that do little to advance your argument. Get to the point!
Example #1:
I have chosen the character of Abraham as the topic for discussion. Let us
look at the character
of Abraham. He is known as a righteous man . . . .
Comment: Better: “The narrative in Genesis goes to great lengths to portray
Abraham as a
righteous man . . . .”
Example #2:
We, as a people, often look for answers regarding how we can lead fruitful and
fulfilling lives.
Many of us turn to an ancient scripture of some sort, whether it be the Bible,
the Koran or
something different. In sacred books we find the answers to life’s problems
and use the text as a
guide to our own mental and spiritual health. We can find many short stories
or parables that
seem to facilitate this learning process. The Bible in particular offers a
lifetime of knowledge
concerning spirituality and self-betterment. We can learn from the Bible how
to love ourselves,
our brothers, our sisters and, most importantly, God. The Book of Genesis
especially presents
ideas about growing closer to God. The passage in Genesis 22:1-19 well
illustrates the
importance of man’s unquestioning obedience to God.
Comment: This is an example of the “In the beginning, God created my paper . .
.” syndrome.
Avoid taking up pointless space getting to your point! Only the last sentence
of this longwinded,
introductory paragraph is necessary. The rest is hackneyed “window-dressing.”
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Example #3:
From Moses and the Israelites wandering the desert for forty years to the
story of Jonah being
swallowed alive by a large fish, the Bible is full of strange and unlikely
adventures. The Book of
Judges tells the stories of great leaders in Israel who rescue their people
from the oppression of
other nations. This has its share of peculiar and exciting tales. One such
story deals with a man
called Ehud, the second judge for the nation of Israel. Ehud was not one of
the conventional
Judges that the Israelites were expecting to save them from oppression of the
Moabite King
Eglon . . . .
Comment: It is not useful to waste space telling the reader how interesting
the Bible is with all
its “strange and unlikely” tales or that Judges has “its share of peculiar and
exciting tales.” Cut
to the chase! Only the last sentence of this meandering introductory paragraph
should have been
written. The rest is gratuitous.
Example #4:
Most people are not aware of the countless thousands of biblical allusions
that surround them in
their everyday lives. In everything from advertising to politics, the Bible
has, throughout the
course of history, woven itself into the tapestry that we know as human
culture. In many ways
the Bible can be seen as an integral and important factor in what we have
become and what we
will become as a people. The Bible’s high place in our society has resulted in
its diverse
representation and the ceaseless analysis of the biblical text, which in turn
has served to inspire
many great minds to offer their own versions of what could have happened. Most
would agree
that the Bible can often be a semantically ambiguous piece of literature.
Thus, new angles
provided by some scholars serve to highlight important issues. Samson
Agonistes by John
Milton gives an interesting view of the Bible’s Samson and Delilah in Judges
16:4-31. . . .
Comment: This is almost a perfect example of what not to do! Not only is the
introduction
long-winded and cliché-ridden—the “observations” tell us nothing particularly
interesting nor do
they do anything to advance any particular viewpoint. An introduction such as
this is just filling
wasted space. Only the last sentence is relevant, and even its claim that
Milton’s is an
“interesting view” falls flat as premise upon which to build an analysis.
O. Be careful that you write sentences in which pronouns have clear rather
than
ambiguous antecedents.
Example #1:
One can safely assume that, after God commanded Abraham to make the sacrifice,
there was a
great sadness for himself.
Comment: Is it Abraham or is it God who shows the sadness? Better: “We can
safely assume
that Abraham was greatly saddened when God commanded him to make the
sacrifice.”
Example #2:
Later, when Adam hides from God, we see a strong emotional reaction that hints
at the
magnitude of the fruit’s impact on them.
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Comment: This would be OK if the antecedent had been “Adam and Eve” rather
than just
“Adam”; the writer just assumes that the reader understands that the “them”
must refer to the
original couple. Granted, you can figure this out, but from a grammatical
standpoint you cannot
create an extra person like this—maybe God can, but in the Zuckerman version
of paradise, this
is a definite sin!
P. Learn the proper use of the apostrophe. In particular, learn the difference
between
“it’s” and “its.” Use “it’s” only as the contraction for “it is.” “Its”
without apostrophe is
the possessive pronoun: meaning “belonging to it.” Violate this rule and fire
and
brimstone will rain down upon your grade!
Example:
Incorrect: Samson Agonistes subtly forces it’s readers. . . .
Correct: Samson Agonistes subtly forces its readers. . . .
Q. Try to avoid use of the phrase “the fact that . . .” or “due to the fact
that . . . .” The fact
is, I hate this cliché and will make you suffer should you dare to use it too
often.
Example #1:
God did not approve of the fact that Joab allied himself to Adonijah instead
of Solomon.
Rewrite: “God did not approve of Joab’s alliance with Adonijah instead of with
Solomon.”
Example #2:
Despite the fact that the book of Jeremiah was written several thousand years
ago . . . .
Rewrite: “Even though the book of Jeremiah was written several thousand years
ago . . . .
Example #3:
The intention of the authors of Judges was not to emphasize child sacrifice in
the story of
Jephthah but to show that the fact that Jephthah was an honorable and
courageous man.
Rewrite: The intention of the authors of Judges was not to emphasize child
sacrifice in the
story of Jephthah but to show that Jephthah was an honorable and courageous
man.
R. Short quotations should be marked with double-quotation marks (with
quotes-withinquotes
marked with single-quotation marks), but longer quotations should be indented
without quotation marks, and should also be single-spaced rather than double-
spaced. If a
quote-within-quote is used in an indented quote, it should be marked with a
doublequotation
mark. The general rule is that quotations of four lines or longer should be
indented and single-spaced; however, shorter passages can also be handled in
this fashion
in order to be emphasized. Typically, poetic passages—even short poetic
passages—are
more easily followed when indented. In all indented, single-spaced quotations,
the
reference can be placed parenthetically at the end of the passage.
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Example of short quotation:
We can note that in Gen. 22:2, God calls Isaac Abraham’s “only son.”
Example of a longer quotation:
Jeremiah considers the new covenant in this fashion:
Behold, the days are coming, says the LORD, when I will make a new covenant
with the house of Israel and the house of Judah, not like the covenant which I
made with their fathers when I took them by the hand to bring them out of the
land of Egypt, my covenant which they broke, though I was their husband . . .
.
(Jer. 31:31-32)
Example of a poetic quotation:
Milton lays out his agenda in the opening of Paradise Lost:
That to the highth of this great argument
I may assert Eternal Providence,
And justify the wayes of God to men. (Book 1, lls. 24-26)
S. Spelling. The following words should never be misspelled. No mercy will be
given unto
