BI 5300-2. What Is Research? Research can be defined as a method of study that, through careful...

BI 5300-2BI 5300-2

What Is Research?What Is Research? Research can be defined as a Research can be defined as a

method of study that, through method of study that, through careful investigation of all careful investigation of all evidence bearing on a definable evidence bearing on a definable problem, arrives at a solution.problem, arrives at a solution.– To research a topic is to collect, To research a topic is to collect,

organize, evaluate, and present data.organize, evaluate, and present data.– The process cannot take place with The process cannot take place with

analysis and synthesis, for research analysis and synthesis, for research is more than a compilation of is more than a compilation of information.information.

What Is Research?What Is Research? ““Research is a (1) systematic search Research is a (1) systematic search

for (2) adequate information to reach for (2) adequate information to reach (3) objective knowledge of a (4) (3) objective knowledge of a (4) specific topic.” --Isaac Felipe Azofeifaspecific topic.” --Isaac Felipe Azofeifa

1. Systematic search1. Systematic search Requires effort; doesn’t just happen.Requires effort; doesn’t just happen. Researcher must develop and use a Researcher must develop and use a

clear method and a logical system.clear method and a logical system. Requires time, energy, thought, effort.Requires time, energy, thought, effort.

What Is Research?What Is Research? 2. Adequate information2. Adequate information

Research seeks precise answers Research seeks precise answers to the questions being asked.to the questions being asked.

Information presented must (1) Information presented must (1) be be from authoritative sourcesfrom authoritative sources, (2) , (2) speak to the problemspeak to the problem, and (3) , and (3) be be duly documentedduly documented..

What Is Research?What Is Research? 2. Adequate information2. Adequate information

Research seeks precise answers Research seeks precise answers to the questions being asked.to the questions being asked.

Information presented must (1) Information presented must (1) be be from authoritative sourcesfrom authoritative sources, (2) , (2) speak to the problemspeak to the problem, and (3) , and (3) be be duly documentedduly documented..

What Is Research?What Is Research? 3. Objective knowledge3. Objective knowledge

– To reach objective knowledge, To reach objective knowledge, must have prior knowledge of must have prior knowledge of the topic.the topic.

– To this prior knowledge, facts To this prior knowledge, facts will be added.will be added.

– Research is done with the head Research is done with the head and not the heart.and not the heart.

What Is Research?What Is Research? 4. Specific Topic4. Specific Topic

– Impossible to do adequate Impossible to do adequate research on a large topic.research on a large topic.

– The research paper is not an The research paper is not an encyclopedia.encyclopedia.

– A specific, clearly delineated A specific, clearly delineated problem is the only one that problem is the only one that can be solved.can be solved.

The Research ProcessThe Research Process In its simplest form, the In its simplest form, the

process to be followed in process to be followed in research is to (1) identify, (2) research is to (1) identify, (2) collect, (2) evaluate, and (4) collect, (2) evaluate, and (4) present.present.

The Research ProcessThe Research Process IdentifyIdentify

– Once a topic is selected, one Once a topic is selected, one must identify the problem or must identify the problem or issue to be tackled.issue to be tackled.

– Issue must be specific, often Issue must be specific, often expressed as a research expressed as a research question.question.

The Research ProcessThe Research Process CollectCollect

– After know exactly what the After know exactly what the problem to be solved is, can problem to be solved is, can begin collecting data.begin collecting data.

– Gather information from many Gather information from many sources.sources.

– Organize data in a way that is Organize data in a way that is clear and logical to you and clear and logical to you and others.others.

The Research ProcessThe Research Process EvaluateEvaluate

– After gathering information, After gathering information, must analyze and evaluate it.must analyze and evaluate it.

– Not all sources are equally Not all sources are equally valuable.valuable.

The Research ProcessThe Research Process PresentPresent

– Must draw conclusions Must draw conclusions regarding the solution of the regarding the solution of the problem.problem.

– Must write a research report Must write a research report that gives a clear view of the that gives a clear view of the problem, of the information problem, of the information gathered, and of the solution gathered, and of the solution reached.reached.

Kinds of ResearchKinds of Research Most of the different types of Most of the different types of

papers and assignments in papers and assignments in theological education are theological education are listed and briefly described in listed and briefly described in Vyhmeister, pp. 3-4.Vyhmeister, pp. 3-4.

Kinds of ResearchKinds of Research While all these papers are While all these papers are

different, these general different, these general attributes are expected in attributes are expected in any of them.any of them.

1.1. Correct English, including Correct English, including spelling, grammar, syntax and spelling, grammar, syntax and paragraph construction.paragraph construction.

2.2. Clarity of expression.Clarity of expression.

3.3. Logical organization.Logical organization.

Kinds of ResearchKinds of Research While all these papers are While all these papers are

different, these general different, these general attributes are expected in any attributes are expected in any of them.of them.

4. Appropriate introduction and 4. Appropriate introduction and summary.summary.

5. Conclusions naturally derived 5. Conclusions naturally derived from evidence.from evidence.

6. Correct format (in most 6. Correct format (in most seminaries, this format is seminaries, this format is Turabian).Turabian).

What Research Is NotWhat Research Is Not

1) Simply a compilation of quotations.1) Simply a compilation of quotations. 2) Simply rewriting other people’s words 2) Simply rewriting other people’s words

and ideas into a neat description.and ideas into a neat description. 3) A defense or apology of my own 3) A defense or apology of my own

convictions.convictions. 4) Polemical.4) Polemical. 5) The presentation of one’s own 5) The presentation of one’s own

opinions.opinions. 6) A sermon.6) A sermon.


1) Simply a compilation of 1) Simply a compilation of quotations.quotations.– Quotations are used to document Quotations are used to document

and clarify findings.and clarify findings.– Good research and writing Good research and writing

demonstrates that one has demonstrates that one has assimilated and synthesized the assimilated and synthesized the material and drawn logical material and drawn logical conclusions.conclusions.


2) Simply rewriting other people’s 2) Simply rewriting other people’s words and ideas into a neat words and ideas into a neat description.description.– May describe the high school May describe the high school

done from an encyclopedia.done from an encyclopedia.– At college level need to analyze At college level need to analyze

and organize ideas into and organize ideas into appropriate thought boxes.appropriate thought boxes.


3) A defense or apology of my own 3) A defense or apology of my own convictions.convictions.– May ignore unfavorable May ignore unfavorable

evidence.evidence.– If a position is tenable, research If a position is tenable, research

can defend it.can defend it.– Can’t allow unsound arguments, Can’t allow unsound arguments,

even for a good cause.even for a good cause.


4) Polemical.4) Polemical.– Object to clearly present truth, Object to clearly present truth,

not to fight others’ positions.not to fight others’ positions.– Good research presents truth in Good research presents truth in

such a logical and convincing such a logical and convincing way that there is no need for way that there is no need for harsh language.harsh language.


5) The presentation of one’s own 5) The presentation of one’s own opinions.opinions.– Research demands showing Research demands showing

facts, data, information.facts, data, information.– The reader must be able to The reader must be able to

follow the logic and evidence to follow the logic and evidence to see how conclusions were see how conclusions were reached.reached.


6) A Sermon6) A Sermon– Research seeks to inform and Research seeks to inform and

convince the mind.convince the mind.– Research vocabulary is free of Research vocabulary is free of

superlatives and emotional superlatives and emotional language.language.

The Value of ResearchThe Value of Research

Learning to do research teaches Learning to do research teaches one how to recognize a problem one how to recognize a problem and how to go about solving it.and how to go about solving it.

Writing a paper can teach one Writing a paper can teach one far more than a teacher could.far more than a teacher could.

Preparing a quality research Preparing a quality research paper teaches skills of paper teaches skills of observation, analysis, synthesis observation, analysis, synthesis and judgment.and judgment.

The Value of ResearchThe Value of Research

Finally, the preparation of a Finally, the preparation of a research paper gives research paper gives opportunity for the opportunity for the development of good writing development of good writing skills.skills.

Choosing A TopicChoosing A Topic

VERY GENERALVERY GENERAL– ““The Divinity of Christ in the NT”The Divinity of Christ in the NT”

MORE SPECIFICMORE SPECIFIC– ““The Divinity of Christ in the The Divinity of Christ in the

Gospel of John”Gospel of John” MUCH BETTERMUCH BETTER

– ““Christ as the Bread of Life in Christ as the Bread of Life in John 6”John 6”


Topic goes fromTopic goes from– Shallow to Shallow to DeepDeep– ImpossibleImpossible toto FeasibleFeasible


STEPS in choosing topicSTEPS in choosing topic– ReadingReading– Asking QuestionsAsking Questions– Narrowing ScopeNarrowing Scope

Even when topic is assigned, Even when topic is assigned, following these steps can following these steps can result in better topic.result in better topic.


ReadingReading– TextbooksTextbooks– DictionariesDictionaries– EncyclopediasEncyclopedias

Key: Move from general to specificKey: Move from general to specific As read, note information on As read, note information on

sources (to find again)sources (to find again) As read, take notesAs read, take notes Be especially attentive to Be especially attentive to

questions reading brings up.questions reading brings up.


Asking QuestionsAsking Questions– Of yourselfOf yourself– Of your peersOf your peers– Of your professorsOf your professors– Of what you readOf what you read


Asking QuestionsAsking Questions

– Can help you determine if Can help you determine if you have a good topicyou have a good topic

– Can narrow the topic & focus Can narrow the topic & focus on an issue to researchon an issue to research


Asking QuestionsAsking Questions– ConcerningConcerning

ContentContentFeasibility Feasibility


Asking Questions on contentAsking Questions on content– 1) Questions on organization of 1) Questions on organization of

the topicthe topicWhat are its parts?What are its parts?Of what larger whole is this a Of what larger whole is this a part?part?

Sources?Sources?– Subdivisions (outline) of Subdivisions (outline) of

encyclopedia articleencyclopedia article– Table of contents of a bookTable of contents of a book


Asking Questions on contentAsking Questions on content– 2) Questions regarding history 2) Questions regarding history

of the topicof the topicWhat has been written on this What has been written on this topic?topic?

Is this a controversial topic?Is this a controversial topic?Are lines already drawn between Are lines already drawn between opposing sides over this topic?opposing sides over this topic?

What can I add to this history?What can I add to this history?


Asking Questions on Asking Questions on contentcontent– 3) Questions regarding 3) Questions regarding

usefulness of topicusefulness of topicWhat good is this topic?What good is this topic?How can I use the results of my How can I use the results of my research?research?

Besides me, who will benefit Besides me, who will benefit from my work?from my work?


Asking Questions On Asking Questions On FeasibilityFeasibility– 1) Do I have the necessary 1) Do I have the necessary

sources to do this research?sources to do this research?Heb. word—do I have lexicons, Heb. word—do I have lexicons, word studies?word studies?

– 2) Am I qualified to do this 2) Am I qualified to do this research?research?Heb. word—do I know Hebrew?Heb. word—do I know Hebrew?


Asking Questions On Asking Questions On FeasibilityFeasibility– 3) Do I have enough time to 3) Do I have enough time to

complete research before the complete research before the due date?due date?Interlibrary loanInterlibrary loanInterviewing someone Interviewing someone hundreds of miles awayhundreds of miles away


Asking Questions On Asking Questions On FeasibilityFeasibility

4) Does this research demand 4) Does this research demand costs that I cannot afford?costs that I cannot afford?– Mailing questionnaires Mailing questionnaires


Narrowing The TopicNarrowing The Topic Delimitations—limits that make Delimitations—limits that make

the topic better, clearer, more the topic better, clearer, more manageablemanageable

Delimiting indispensable—in Delimiting indispensable—in good research, researcher good research, researcher responsible for turning up and responsible for turning up and examining every single piece examining every single piece of information on a topicof information on a topic


Narrowing The TopicNarrowing The Topic Think of research as fencing Think of research as fencing

off land and turning every off land and turning every stone.stone.

If area is too big, don’t have If area is too big, don’t have time to turn all the stones.time to turn all the stones.


Narrowing The TopicNarrowing The Topic Types of DelimitationTypes of Delimitation

– 1) Time1) Time Research project studying the Research project studying the

chronology of kings of Judah could chronology of kings of Judah could take yearstake years

Wiser to do chronology of JosiahWiser to do chronology of Josiah Having set the time limitation, no Having set the time limitation, no

one will ask why you didn’t include one will ask why you didn’t include other kingsother kings



– 2) Sources2) SourcesDivorce passages in Matthew 5 Divorce passages in Matthew 5 and Mark 10and Mark 10

Can’t be called into question as Can’t be called into question as to why didn’t include latest to why didn’t include latest book on divorcebook on divorce



– 3) Aspects3) AspectsPaper in theology of worship—Paper in theology of worship—exclude contemporary musicexclude contemporary music

No room for that discussionNo room for that discussion– Note—don’t go too far; make Note—don’t go too far; make

sure the delimitations make sure the delimitations make as much sense to others as to as much sense to others as to youyou

Planning ResearchPlanning Research

Define the problemDefine the problemWrite a proposalWrite a proposalPrepare tentative outlinePrepare tentative outline


Basic StepsBasic Steps–Define the problem (issue, Define the problem (issue, research question)research question)

–Determine the purposeDetermine the purpose–Design a methodology Design a methodology


1) Define the problem1) Define the problem– Problem should point toProblem should point to

A gap in knowledgeA gap in knowledgeAn unclear situationAn unclear situationAn unresolved questionAn unresolved questionA lack of informationA lack of informationAn unknownAn unknownA specific question to be A specific question to be investigatedinvestigated


1) Define the problem1) Define the problem–CharacteristicsCharacteristics

Problem must be clearly Problem must be clearly stated—exactly what is to stated—exactly what is to be researchedbe researched

E.g., there is disagreement E.g., there is disagreement regarding the exact date of regarding the exact date of the death of Josiahthe death of Josiah


1) Define the problem1) Define the problem–CharacteristicsCharacteristics

Often problem can be Often problem can be expressed in a question in expressed in a question in which a direct answer may which a direct answer may be givenbe given

E.g., what is the relation E.g., what is the relation between tithing and the between tithing and the receiving of God’s blessingsreceiving of God’s blessings


2) Determining the 2) Determining the purposepurpose–Are you going toAre you going to

Analyze?Analyze?Compare?Compare?Reconstruct?Reconstruct?Synthesize?Synthesize?Design a program?Design a program?


2) Determining the purpose2) Determining the purpose– Purpose follows on the heels of Purpose follows on the heels of

the problemthe problemE.g., if problem is that there is E.g., if problem is that there is no information, purpose will be no information, purpose will be to find informationto find information

E.g., there seems to be a E.g., there seems to be a disagreement between two of disagreement between two of Jesus’ sayings on peace, Jesus’ sayings on peace, purpose will be to find harmony purpose will be to find harmony or understand the differenceor understand the difference


2) Determining the purpose2) Determining the purpose–Examples of purposesExamples of purposes

To reconstruct events of a To reconstruct events of a given historical periodgiven historical period

To compare two theoriesTo compare two theoriesTo organize certain To organize certain informationinformation

To determine the relation To determine the relation between two eventsbetween two events


2) Determining the 2) Determining the purposepurpose–After completing this step, After completing this step, two things are settled:two things are settled:What the issue isWhat the issue isWhat is being done about itWhat is being done about it


3) Design A Methodology3) Design A Methodology–How to go about solving How to go about solving the problemthe problem

–““How am I going to do How am I going to do this?”this?”


3) Design A Methodology3) Design A Methodology– If research is to be done in If research is to be done in the library, decide where the library, decide where you are going to start and you are going to start and where you will go nextwhere you will go nextWill you trace the history Will you trace the history first?first?

Will you do the exegesis of Will you do the exegesis of your text first?your text first?


3) Design A Methodology3) Design A Methodology– List the different stepsList the different steps

What will you doWhat will you do– First?First?– Second?Second?– Third?Third?

– Make sure the steps are Make sure the steps are completely logical for the completely logical for the problem as presented and problem as presented and the purpose as intended.the purpose as intended.


The ProposalThe Proposal– Preparing a proposal, even Preparing a proposal, even

when not required, is a when not required, is a valuable exercise.valuable exercise.

– Not only provides a clear Not only provides a clear guide for the research guide for the research process, it also become the process, it also become the basis for the introduction to basis for the introduction to the paper.the paper.


Tentative OutlineTentative Outline–Sometimes asked for early Sometimes asked for early in the research process.in the research process.

–Even if not, prepare one Even if not, prepare one before proceeding with before proceeding with research.research.

–It is then adjusted by the It is then adjusted by the research findings.research findings.


Tentative OutlineTentative Outline–Parallelism in form is Parallelism in form is importantimportantEach item must have at Each item must have at least two subdivisionsleast two subdivisions

All subdivisions of a topic All subdivisions of a topic must clearly relate to the must clearly relate to the overall headingoverall heading


VERY GENERALVERY GENERAL– ““The Divinity of Christ in the NT”The Divinity of Christ in the NT”

MORE SPECIFICMORE SPECIFIC– ““The Divinity of Christ in the The Divinity of Christ in the

Gospel of John”Gospel of John” MUCH BETTERMUCH BETTER

– ““Christ as the Bread of Life in Christ as the Bread of Life in John 6”John 6”


Topic goes fromTopic goes from– Shallow to Shallow to DeepDeep– ImpossibleImpossible toto FeasibleFeasible


STEPS in choosing topicSTEPS in choosing topic– ReadingReading– Asking QuestionsAsking Questions– Narrowing ScopeNarrowing Scope

Even when topic is assigned, Even when topic is assigned, following these steps can following these steps can result in better topic.result in better topic.


ReadingReading– TextbooksTextbooks– DictionariesDictionaries– EncyclopediasEncyclopedias

Key: Move from general to specificKey: Move from general to specific As read, note information on As read, note information on

sources (to find again)sources (to find again) As read, take notesAs read, take notes Be especially attentive to Be especially attentive to

questions reading brings up.questions reading brings up.


Asking QuestionsAsking Questions– Of yourselfOf yourself– Of your peersOf your peers– Of your professorsOf your professors– Of what you readOf what you read


Asking QuestionsAsking Questions

– Can help you determine if Can help you determine if you have a good topicyou have a good topic

– Can narrow the topic & focus Can narrow the topic & focus on an issue to researchon an issue to research


Asking QuestionsAsking Questions– ConcerningConcerning

ContentContentFeasibility Feasibility


Asking Questions on contentAsking Questions on content– 1) Questions on organization of 1) Questions on organization of

the topicthe topicWhat are its parts?What are its parts?Of what larger whole is this a Of what larger whole is this a part?part?

Sources?Sources?– Subdivisions (outline) of Subdivisions (outline) of

encyclopedia articleencyclopedia article– Table of contents of a bookTable of contents of a book


Asking Questions on contentAsking Questions on content– 2) Questions regarding history 2) Questions regarding history

of the topicof the topicWhat has been written on this What has been written on this topic?topic?

Is this a controversial topic?Is this a controversial topic?Are lines already drawn between Are lines already drawn between opposing sides over this topic?opposing sides over this topic?

What can I add to this history?What can I add to this history?


Asking Questions on Asking Questions on contentcontent– 3) Questions regarding 3) Questions regarding

usefulness of topicusefulness of topicWhat good is this topic?What good is this topic?How can I use the results of my How can I use the results of my research?research?

Besides me, who will benefit Besides me, who will benefit from my work?from my work?


Asking Questions On Asking Questions On FeasibilityFeasibility– 1) Do I have the necessary 1) Do I have the necessary

sources to do this research?sources to do this research?Heb. word—do I have lexicons, Heb. word—do I have lexicons, word studies?word studies?

– 2) Am I qualified to do this 2) Am I qualified to do this research?research?Heb. word—do I know Hebrew?Heb. word—do I know Hebrew?


Asking Questions On Asking Questions On FeasibilityFeasibility– 3) Do I have enough time to 3) Do I have enough time to

complete research before the complete research before the due date?due date?Interlibrary loanInterlibrary loanInterviewing someone Interviewing someone hundreds of miles awayhundreds of miles away


Asking Questions On Asking Questions On FeasibilityFeasibility

4) Does this research demand 4) Does this research demand costs that I cannot afford?costs that I cannot afford?– Mailing questionnaires Mailing questionnaires


Narrowing The TopicNarrowing The Topic Delimitations—limits that make Delimitations—limits that make

the topic better, clearer, more the topic better, clearer, more manageablemanageable

Delimiting indispensable—in Delimiting indispensable—in good research, researcher good research, researcher responsible for turning up and responsible for turning up and examining every single piece examining every single piece of information on a topicof information on a topic


Narrowing The TopicNarrowing The Topic Think of research as fencing Think of research as fencing

off land and turning every off land and turning every stone.stone.

If area is too big, don’t have If area is too big, don’t have time to turn all the stones.time to turn all the stones.



– 1) Time1) Time Research project studying the Research project studying the

chronology of kings of Judah could chronology of kings of Judah could take yearstake years

Wiser to do chronology of JosiahWiser to do chronology of Josiah Having set the time limitation, no Having set the time limitation, no

one will ask why you didn’t include one will ask why you didn’t include other kingsother kings



– 2) Sources2) SourcesDivorce passages in Matthew 5 Divorce passages in Matthew 5 and Mark 10and Mark 10

Can’t be called into question as Can’t be called into question as to why didn’t include latest to why didn’t include latest book on divorcebook on divorce



– 3) Aspects3) AspectsPaper in theology of worship—Paper in theology of worship—exclude contemporary musicexclude contemporary music

No room for that discussionNo room for that discussion– Note—don’t go too far; make Note—don’t go too far; make

sure the delimitations make sure the delimitations make as much sense to others as to as much sense to others as to youyou

Bibliographic EntriesBibliographic Entries AuthorAuthor Hunter, George H. Hunter, George H. Church for the UnchurchedChurch for the Unchurched. .

Nashville: Abingdon, 1996.Nashville: Abingdon, 1996. More Than One AuthorMore Than One Author Anderson, Gerald H., Robert T. Coote, Norman Anderson, Gerald H., Robert T. Coote, Norman

A. A. Horner, and James M. Phillips. Horner, and James M. Phillips. Mission Mission Legacies: Legacies: Biographical Studies of Leaders of Biographical Studies of Leaders of the Modern the Modern Missionary MovementMissionary Movement. . Maryknoll, NY: Orbis, Maryknoll, NY: Orbis, 1994.1994.

EditorEditor McGavran, Donald, ed. McGavran, Donald, ed. The Conciliar-Evangelical The Conciliar-Evangelical

Debate: The Crucial Documents, 1964-Debate: The Crucial Documents, 1964-19761976. . South Pasedena, CA: William Carey, South Pasedena, CA: William Carey, 1977.1977.

Bibliographic EntriesBibliographic Entries Committee or Corporate AuthorCommittee or Corporate Author United Nations. United Nations. Yearbook of the United Yearbook of the United

NationsNations. New . New York: Department of Public York: Department of Public Information, United Information, United Nations, 1992.Nations, 1992.

No Author GivenNo Author Given The Illustrated Bible EncyclopediaThe Illustrated Bible Encyclopedia. 3 vols. . 3 vols.

Wheaton, Wheaton, IL: Tyndale, 1980.IL: Tyndale, 1980.

EditionEdition Ferguson, Everett. Ferguson, Everett. Backgrounds of Early Backgrounds of Early

ChristianityChristianity. . 22ndnd ed. Grand Rapids: ed. Grand Rapids: Eerdmans, 1993.Eerdmans, 1993.

Bibliographic EntriesBibliographic Entries Multivolume WorksMultivolume Works Balz, Horst, and Gerhard Schneider, eds. Balz, Horst, and Gerhard Schneider, eds.

Exegetical Exegetical Dictionary of the New TestamentDictionary of the New Testament. . 3 vols. Grand 3 vols. Grand Rapids: Eerdmans, 1990-Rapids: Eerdmans, 1990-1993.1993.

SeriesSeries Overholt, Thomas W. Overholt, Thomas W. Prophecy in Cross-Prophecy in Cross-

cultural cultural PerspectivePerspective. SBL Sources for . SBL Sources for Biblical Study, 17. Biblical Study, 17. Atlanta: Scholars Atlanta: Scholars Press, 1986.Press, 1986.

Bibliographic EntriesBibliographic Entries Place of PublicationPlace of Publication The Illustrated Bible DictionaryThe Illustrated Bible Dictionary. 3 vols. . 3 vols.

Wheaton, IL: Wheaton, IL: Tyndale, 1980.Tyndale, 1980.

PublisherPublisher Ferguson, Everett. Ferguson, Everett. Backgrounds of Early Backgrounds of Early

ChristianityChristianity. 2. 2ndnd ed. Grand Rapids: Eerdmans, ed. Grand Rapids: Eerdmans, 1993.1993.

Ferguson, Everett. Ferguson, Everett. Backgrounds of Early Backgrounds of Early ChristianityChristianity. . 22ndnd ed. Grand Rapids, ed. Grand Rapids, Michigan: Wm. B. Michigan: Wm. B. Eerdmans Publishing Eerdmans Publishing Company, 1993.Company, 1993.

Bibliographic EntriesBibliographic Entries Date of PublicationDate of Publication Magil, Joseph. Magil, Joseph. The Englishman’s Hebrew-The Englishman’s Hebrew-

English English Old Testament: Genesis-2 SamuelOld Testament: Genesis-2 Samuel. . New York: New York: Hebrew Publishing, 1905; reprint, Hebrew Publishing, 1905; reprint, Grand Rapids: Grand Rapids: Zondervan, 1974.Zondervan, 1974.

Charlesworth, James H., ed. Charlesworth, James H., ed. The Old The Old Testament Testament PseudepigraphaPseudepigrapha. 2 vols. Garden . 2 vols. Garden City, NY: City, NY: Doubleday, 1983-1985.Doubleday, 1983-1985.

Robertson, A. T. Robertson, A. T. Word Pictures in the New Word Pictures in the New TestamentTestament. 6 vols. Nashville: Broadman, . 6 vols. Nashville: Broadman,

1930-1930-1933. 6:137-180.1933. 6:137-180.

Bibliographic EntriesBibliographic Entries Magazines and JournalsMagazines and Journals

Bass, Dorothy. “Receiving the Day the Lord Bass, Dorothy. “Receiving the Day the Lord Has Has Made.” Made.” Christianity TodayChristianity Today, 6 March , 6 March 2000, 63-67.2000, 63-67.

Costas, Orlando E. “The Mission of Ministry.” Costas, Orlando E. “The Mission of Ministry.” MissiologyMissiology 14 (1986):463-471. 14 (1986):463-471.

Merling, David. “The Search for Noah’s Ark.” Merling, David. “The Search for Noah’s Ark.” College College and University Dialogueand University Dialogue 11, no. 3 11, no. 3 (1999):5-8.(1999):5-8.

Bibliographic EntriesBibliographic Entries Chapter in a book edited by anotherChapter in a book edited by another Larson, Donald N. “The Viable Missionary: Larson, Donald N. “The Viable Missionary:

Learner, Learner, Trader, Story Teller.” In Trader, Story Teller.” In Perspectives on the Perspectives on the World Christian World Christian Movement: A ReaderMovement: A Reader, ed. Ralph , ed. Ralph D. Winter D. Winter and Steven C. Hawthorne, 444-451. and Steven C. Hawthorne, 444-451. Pasadena, CA: William Carey Library, 1992.Pasadena, CA: William Carey Library, 1992.

Signed article in dictionary or encyclopediaSigned article in dictionary or encyclopedia

Jepsen, Alfred. “Heb. Word.” Jepsen, Alfred. “Heb. Word.” Theological Theological Dictionary Dictionary of the Old Testamentof the Old Testament. Edited by G. . Edited by G. Johannes Johannes Botterweck and Helmer Ringren. Botterweck and Helmer Ringren. Translated by Translated by John T. Willis. Grand Rapids: John T. Willis. Grand Rapids: Eerdmans, 1974-. Eerdmans, 1974-. 1:292-323.1:292-323.

Bibliographic EntriesBibliographic Entries DissertationDissertation

Cheatham, Carl Wade. “Social Christianity: A Cheatham, Carl Wade. “Social Christianity: A Study Study of English Nonconformist Social of English Nonconformist Social Attitudes, 1880-Attitudes, 1880- 1914.” Ph.D. dissertation, 1914.” Ph.D. dissertation, Vanderbilt University, Vanderbilt University, Graduate School of Graduate School of Religion, 1982.Religion, 1982.

Bibliographic EntriesBibliographic Entries Two or more items by exactly same authorTwo or more items by exactly same author

Dybdahl, Jon. Dybdahl, Jon. Exodus: God Creates a PeopleExodus: God Creates a People. . Abundant Life Amplifier. Boise, ID: Pacific Abundant Life Amplifier. Boise, ID: Pacific

Press, Press, 1994.1994. ________. ________. Old Testament GraceOld Testament Grace. Boise, ID: . Boise, ID:

Pacific Pacific Press, 1970.Press, 1970.

Bibliographic EntriesBibliographic Entries Annotated BibliographyAnnotated Bibliography

Rouse, Ruth, and Stephen C. Neill, eds. Rouse, Ruth, and Stephen C. Neill, eds. A A History of History of the Ecumenical Movementthe Ecumenical Movement. 2. 2ndnd ed. ed. With rev. With rev. bibliography. 2 vols. Philadelphia: bibliography. 2 vols. Philadelphia: Westminster Westminster Press, 1967-1970.Press, 1967-1970.– A survey covering the period from the Reformation A survey covering the period from the Reformation

to 1968, this is an authoritative work with essays to 1968, this is an authoritative work with essays by many scholars in the field. Each volume includes by many scholars in the field. Each volume includes an extensive classified bibliography, an analytical an extensive classified bibliography, an analytical subject index, and an author index. Vol. 1 covers subject index, and an author index. Vol. 1 covers 1517-1948; vol. 2 covers 1948-1968. Vol. 2 was 1517-1948; vol. 2 covers 1948-1968. Vol. 2 was edited by Harold Fey.edited by Harold Fey.

BibliographyBibliography

Charlesworth, James H., ed. Charlesworth, James H., ed. The Old The Old Testament Testament PseudepigraphaPseudepigrapha. 2 vols. Garden . 2 vols. Garden City, NY: City, NY: Doubleday, 1983-1985.Doubleday, 1983-1985.

Magil, Joseph. Magil, Joseph. The Englishman’s Hebrew-The Englishman’s Hebrew-English English Old Testament: Genesis-2 SamuelOld Testament: Genesis-2 Samuel. . New York: New York: Hebrew Publishing, 1905; reprint, Hebrew Publishing, 1905; reprint, Grand Rapids: Grand Rapids: Zondervan, 1974.Zondervan, 1974.

Robertson, A. T. Robertson, A. T. Word Pictures in the New Word Pictures in the New TestamentTestament. 6 vols. . 6 vols. Nashville: Nashville:

Broadman, 1930-Broadman, 1930- 1933. 6:137-180.1933. 6:137-180.

Reading and Taking NotesReading and Taking Notes

ReadingReading Bacon--Some books should be Bacon--Some books should be

tasted; others swallowed.tasted; others swallowed. Research reading—beyond early Research reading—beyond early

exploratory reading—takes time exploratory reading—takes time and thought.and thought.

Search for information and Search for information and concepts demands concepts demands concentrationconcentration, , determinationdetermination, and , and timetime..


ReadingReading Research reading demands the Research reading demands the

understanding of---understanding of---– 1) words1) words– 2) phrases and sentences2) phrases and sentences– 3) paragraphs3) paragraphs– 4) the chapter (summarize in 3 4) the chapter (summarize in 3

sentences)sentences)– 5) the book (summarize in paragraph)5) the book (summarize in paragraph)


ReadingReading Research reading begins with Research reading begins with

information about author, pub., information about author, pub., date, etc.date, etc.– Back cover, dust jacket, title page & Back cover, dust jacket, title page &

verso, table of contents, introduction verso, table of contents, introduction (author’s purpose, recognized (author’s purpose, recognized limitations of work, intended limitations of work, intended audience, organization of book).audience, organization of book).


ReadingReading Next, read or browse concluding Next, read or browse concluding

chapter in which author chapter in which author summarizes and draws conclusions.summarizes and draws conclusions.

Only then are ready for the body of Only then are ready for the body of the book.the book.

Rules (among others) for reading:Rules (among others) for reading:– Take notes.Take notes.– Make a schedule and stick to it.Make a schedule and stick to it.


Evaluating SourcesEvaluating Sources– 1) Who is author? What written, areas 1) Who is author? What written, areas

of expertise, etc.?of expertise, etc.?– 2) Who is publisher? Learned or 2) Who is publisher? Learned or

popular books?popular books?– 3) Is the journal recognized as a 3) Is the journal recognized as a

specialized and serious journal?specialized and serious journal? Time vs. Biblical Archaeology Review vs. Time vs. Biblical Archaeology Review vs.

Biblical ArchaeologistBiblical Archaeologist


Evaluating SourcesEvaluating Sources– 4) Date? 1907 pub. 4) Date? 1907 pub. maymay only be useful only be useful

to the history of your problem.to the history of your problem.– 5) Author’s purpose? Can safely judge 5) Author’s purpose? Can safely judge

a serious book on basis of its a serious book on basis of its introduction.introduction.

– 6) Style of writing popular or serious? 6) Style of writing popular or serious? Quoted conversations, colorful language Quoted conversations, colorful language and abundant contractions—suspect.and abundant contractions—suspect.

– 7) Bibliography? Notes? Extensive? 7) Bibliography? Notes? Extensive? Complete?Complete?


Evaluating SourcesEvaluating Sources– 8)Tables? Graphs? Maps?8)Tables? Graphs? Maps?– 9) Table of Contents detailed? Index? (In 9) Table of Contents detailed? Index? (In

modern Eng-language books, index is modern Eng-language books, index is often a mark of a good research source.)often a mark of a good research source.)

– 10) Footnotes, bibliography—works 10) Footnotes, bibliography—works recent and writers specialists in field? recent and writers specialists in field? (Recent work sometimes cites old (Recent work sometimes cites old works.)works.)

– 11) Tone of writing? Sober and 11) Tone of writing? Sober and objective? Emotional? (Language, objective? Emotional? (Language, strong; content, weak)strong; content, weak)


Evaluating SourcesEvaluating Sources– 12) Writing clear and easy to read? 12) Writing clear and easy to read?

(Good research writing is simple and (Good research writing is simple and straightforward.)straightforward.)

– 13) Has source been translated? (Re-13) Has source been translated? (Re-edited book deemed significant.)edited book deemed significant.)

– 14) Primary source?14) Primary source? Vatican II—documents put out by council.Vatican II—documents put out by council. Book that comments on them is secondary.Book that comments on them is secondary.

– These questions? Literary criticism.These questions? Literary criticism.


Taking Good NotesTaking Good Notes– Manual notetakingManual notetaking– Computer notetakingComputer notetaking

– Time spent taking proper notes is Time spent taking proper notes is time saved in total process.time saved in total process.

– No way to do good research without No way to do good research without taking good notes.taking good notes.


Taking Good NotesTaking Good Notes– Note cardsNote cards

Same sizeSame size One item per cardOne item per card Bibliography cards on different size or Bibliography cards on different size or

type or color of paper type or color of paper

– Filing SystemFiling System Card (divider) (larger, stiffer, different Card (divider) (larger, stiffer, different

color) for each section of paper color) for each section of paper envisionedenvisioned

Take notes as needed as readTake notes as needed as read


Taking Good NotesTaking Good Notes– Parts of the Note Card (heading, text, Parts of the Note Card (heading, text,

source)source) HeadingHeading

– Correspond to sections of paperCorrespond to sections of paper– As change outline, must revise headingsAs change outline, must revise headings– Always written in same place on card (upper Always written in same place on card (upper

right hand corner)right hand corner)



source)source) Text (direct quotation, summary, reaction Text (direct quotation, summary, reaction

to)to)– Direct quotationsDirect quotations

ExactExact No spelling or punctuation variationNo spelling or punctuation variation Use Use sicsic with evident error with evident error Ellipsis for any omission ( … )Ellipsis for any omission ( … ) 4 dots for break between sentences.4 dots for break between sentences.




to)to)– SummariesSummaries

Don’t change sense or thrust of author’s Don’t change sense or thrust of author’s thoughtthought

Label them as summaries.Label them as summaries.– CommentsComments

Jot down impressions.Jot down impressions. Give them a heading.Give them a heading. Point to item that triggered reaction.Point to item that triggered reaction. Date them.Date them.




to)to)– SourceSource

Author’s name and pages usually.Author’s name and pages usually. Two books by author; two authors by same Two books by author; two authors by same

namename


Taking Good NotesTaking Good Notes– Computer NotetakingComputer Notetaking

Subdivide page by 4 or 6 pages.Subdivide page by 4 or 6 pages. Put in appropriate headings, sub-Put in appropriate headings, sub-

headings.headings. Be careful with numbers on 2-page notes.Be careful with numbers on 2-page notes. Keep two files at once—one bib cards, Keep two files at once—one bib cards,

one content notes.one content notes. Print, cut up, sort manually.Print, cut up, sort manually. As write paper, paste quotation from As write paper, paste quotation from

content file.content file.


Taking Good NotesTaking Good Notes– Useful adviceUseful advice

Keep card to one idea, one reference, one Keep card to one idea, one reference, one precise piece of information.precise piece of information.

Written only on one side (can then be Written only on one side (can then be moved without disturbing whole).moved without disturbing whole).

When to quote? When an author When to quote? When an author expresses an idea with lucidity or in expresses an idea with lucidity or in picturesque words, probably should picturesque words, probably should quote.quote.

When in doubt, quote.When in doubt, quote.

Footnotes: Why, When, HowFootnotes: Why, When, How

Why?Why?– 1) To indicate authority behind 1) To indicate authority behind

statements made, to strengthen statements made, to strengthen researcher’s assertions.researcher’s assertions.

– 2) To help scholar easily find the 2) To help scholar easily find the materials referred to.materials referred to.

– 3) to honestly admit intellectual 3) to honestly admit intellectual indebtedness to another author.indebtedness to another author.


When?When?– Reference note when need to show Reference note when need to show

source of quotation or source of an source of quotation or source of an idea even when expressed in author’s idea even when expressed in author’s words.words.

– None needed when words are the None needed when words are the author’s or are common knowledge.author’s or are common knowledge.


When?When?– Provide information that could disrupt Provide information that could disrupt

or unnecessarily complicate the text.or unnecessarily complicate the text.– Content notes may be used when Content notes may be used when

would enrich or enhance the would enrich or enhance the elaboration of ideas.elaboration of ideas.

– If a content note quotes or cites, it If a content note quotes or cites, it must give a source.must give a source.


How?How?– Content notes—be clear, logical, and Content notes—be clear, logical, and

as short as possible.as short as possible.– Reference appears after the content.Reference appears after the content.

Format? Vhymeister, p. 64.Format? Vhymeister, p. 64.


Second or Later ReferencesSecond or Later References– Ref. made to same source twice, Ref. made to same source twice,

consecutively, the 2consecutively, the 2ndnd ref. is given as ref. is given as “ibid.”“ibid.”

– Ibid.Ibid.– Ibid, p. 39.Ibid, p. 39.– TWOTTWOT, 1:157., 1:157.– Turabian, Turabian, A ManualA Manual, 46; idem, , 46; idem,

Student’s GuideStudent’s Guide, 68., 68.

Organizing The PaperOrganizing The Paper

Summary and ConclusionsSummary and Conclusions– Summarizes the findings and draws Summarizes the findings and draws

conclusions.conclusions.– Summary brief—only as long as Summary brief—only as long as

needed to bring the issues into focus.needed to bring the issues into focus.– Remember that many Remember that many

paper/dissertation readers never read paper/dissertation readers never read more than the introduction and more than the introduction and summary/conclusions. Everything you summary/conclusions. Everything you want readers to know about your want readers to know about your research must be in those two places. research must be in those two places. Vhymeister, p. 84.Vhymeister, p. 84.

Organizing The PaperOrganizing The Paper

Body (organization methods)Body (organization methods)– Chronological (historical topics)Chronological (historical topics)– Spatial (geographical)—reporting Spatial (geographical)—reporting

research on ancient cityresearch on ancient city– Comparative—comparing beliefs Comparative—comparing beliefs

concerning death in two world concerning death in two world religionsreligions

– Cause-to-effect—study of rapid Cause-to-effect—study of rapid growth of Christianity in ___________growth of Christianity in ___________

– Unfolding method—ceremonies of Unfolding method—ceremonies of Israelite tabernacleIsraelite tabernacle

Writing the PaperWriting the Paper

Research EnglishResearch English– Uses simple, concise, and clear language.Uses simple, concise, and clear language.– Impersonal, objective, formal, dignified, Impersonal, objective, formal, dignified,

factual and unabiased.factual and unabiased.– Avoid: passive voice, “the writer,” “the Avoid: passive voice, “the writer,” “the

researcher,” “we.”researcher,” “we.”– Use: active voice; write naturally, Use: active voice; write naturally,

directly.directly. Not: “I decided to limit this paper…”Not: “I decided to limit this paper…” ““The natural limits of the topic determined…”The natural limits of the topic determined…”


Research EnglishResearch English– Well-written paper will not contain as Well-written paper will not contain as

many adverbs and adjectives as many adverbs and adjectives as nouns and verbs.nouns and verbs.

– Research language is standard, not Research language is standard, not colloquial; it never uses slang.colloquial; it never uses slang.

– Religion students tempted to use Religion students tempted to use sermonic language rather than sermonic language rather than research language.research language.


The ParagraphThe Paragraph– Paper only as strong as the weakest Paper only as strong as the weakest

paragraph.paragraph.– P. should be all about one topic.P. should be all about one topic.

Length determined by how much has to Length determined by how much has to be said about the matter.be said about the matter.

If paragraph fills more than one computer If paragraph fills more than one computer screen, it is suspect.screen, it is suspect.

One sentence not a paragraph.One sentence not a paragraph. Unity and coherence key elements.Unity and coherence key elements.


The ParagraphThe Paragraph– Sample Expository ParagraphsSample Expository Paragraphs– Vyhmeister, p. 94f.Vyhmeister, p. 94f.

Transitions and IntroductionsTransitions and Introductions– Vyhmeister, p. 96f.Vyhmeister, p. 96f.


The Writing ProcessThe Writing Process– Allow time to write one complete Allow time to write one complete

section in one sitting; no need to “get section in one sitting; no need to “get the feel of things” again.the feel of things” again.

– Let 1Let 1stst draft rest a day or so. draft rest a day or so.– With 2With 2ndnd draft a reader or listener draft a reader or listener

becomes an important tool—friend or becomes an important tool—friend or spouse.spouse.


The Writing ProcessThe Writing Process Revising (Looking For)Revising (Looking For)

– 1. Flow of ideas1. Flow of ideas– 2. Coherence2. Coherence– 3) Bridges (from one topic to another; 3) Bridges (from one topic to another;

no abrupt changes of thought)no abrupt changes of thought)– 4) Logic of organization4) Logic of organization– 5) Weak spots or omissions5) Weak spots or omissions– 6) Awkward sentences6) Awkward sentences– 7) Unnecessary words7) Unnecessary words

Steps In Exegetical ProcessSteps In Exegetical Process

1) Determine the Canonical 1) Determine the Canonical ProcessProcess– Understand how the passage fits in Understand how the passage fits in

the Bible as a whole.the Bible as a whole.– Understand the kind of Biblical Understand the kind of Biblical

literature the text is part of.literature the text is part of.– Understand the context of the text Understand the context of the text

within the book.within the book.


2) Establish The Text2) Establish The Text– Determine as accurately as possible Determine as accurately as possible

the original text.the original text.– Tools: Hebrew Bible, Greek Tools: Hebrew Bible, Greek

Testament, Textual commentary on Testament, Textual commentary on Greek NT, comparison of various Greek NT, comparison of various translations.translations.


3) Establish The Translation3) Establish The Translation– What does the original text say?What does the original text say?– To answer, take into account To answer, take into account

vocabulary and grammar.vocabulary and grammar.– Tools: dictionaries & grammars, Tools: dictionaries & grammars,

Logos Research Systems, BibleWorks Logos Research Systems, BibleWorks 5, www.biblestudytools.com5, www.biblestudytools.com


4) Establish The Meaning4) Establish The Meaning– What does the passage mean?What does the passage mean?– Study the syntax (structure) of the Study the syntax (structure) of the

sentences; look for any element that sentences; look for any element that might modify the first, direct and might modify the first, direct and obvious translation of a passage.obvious translation of a passage.

– Investigate the meaning of important Investigate the meaning of important words.words.


5) Establish the Historical and 5) Establish the Historical and Geographical ContextGeographical Context– What was happening at the time this What was happening at the time this

passage was written that might passage was written that might explain the text?explain the text?

– Social, political and economic Social, political and economic conditions.conditions.

– Geography and climate.Geography and climate.– Biblical archaeology.Biblical archaeology.


6) Establish the Original 6) Establish the Original Theological MeaningTheological Meaning– What did the passage mean to those What did the passage mean to those

who first heard or read it?who first heard or read it?– At this point, read commentaries to At this point, read commentaries to

check you conclusions.check you conclusions.


7) Establish the Application for 7) Establish the Application for TodayToday– Apply the doctrinal meaning to Apply the doctrinal meaning to

today’s church or individual Christian.today’s church or individual Christian.– This step not required in a theoretical This step not required in a theoretical

paper, but is a necessary step for paper, but is a necessary step for teaching and preaching.teaching and preaching.

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