How are evil actions presented? Is evil shown in a way that disgusts the reader? Or is it made attractive to the reader? Are the consequences of evil actions shown to be what the Bible says they will be?

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Book Report The Gift and Calling of God

I. The Introduction:
Introduce the title, the author, and the subject or theme of the book in the first sentence.

Example: Little Women by Louisa May Alcott recounts the girlhood experiences of Jo March and her three sisters. Get your readers interested in what you are going to say—perhaps with a striking statement, a quotation, or some background information. If the book has a setting (time and place), you might include it.

Example: Set in New England around the time of the Civil War, this classic novel provides a glimpse of daily life in a nineteenth-century American household. Though fictional, it reads like a true story, because the main characters are fashioned after the author’s own family. The character Jo March resembles Louisa herself.

Close your introductory paragraph with a statement of opinion. Choose one aspect of the book— a moral, a concept, or a principle—that made an impression on you. Ask yourself, “What did I learn from this book? Would others benefit from it? And if so, how?” You will discuss this statement in the body of your report.

Example: Though the experiences of the March sisters, one can learn to appreciate the family that God has given him or her.

II. The Body
A. Begin with a short, concise summary (synopsis) of the book, including only the main points or
key events. Limit this synopsis to several sentences.

1. For a fiction book, write a summary of the plot. The plot is the sequences of actions that make up a story. The plot begins with a conflict involving main characters. Sometimes, the conflict involves two people. Other times, the conflict involves the main character and a variety of people and circumstances. In some stories, conflict may be at work with the character.

Example: In the story Little Women, each of the March sisters faces her own conflict with self as she tries to “be good.” After you have stated the conflict, recount the events that develop the conflict to
the point at which one of the opposing forces is about to prevail over the other. This is called the climax. Following the climax, relate the events that resolve the conflict.

2. For a biography, relate the chief incidents in the subject’s life.

3. For a nonfiction book, write a summary.

B. In the succeeding paragraphs of the body, use incidents, details, and quotations that support the
opinion you stated in the introduction. Prove your point.

Example: In the opening scene, the March sisters are bemoaning their poverty when Beth gently reminds them how rich they really are: “We’ve got father and mother and each other.” Though lacking in material comforts, the girls gradually learn to appreciate the treasure they have in a loving home. Mother’s gentle words and Father’s letters from the battlefront remind them of the things that matter in life: relationships, kind words and loving deeds, and personal growth and maturity. Meg learns about the emptiness of material wealth when she visits Annie Moffat and tries to fit in with her frivolous and worldly friends. Jo learns to forgive when Amy burns her precious books. Beth teaches them all about selfless giving when she reaches out to help a poor widow and her children and is stricken with a deadly fever. As each girl struggles with her personal weaknesses, she learns to appreciate more fully the family that God has given her and the values they share.

III. The Conclusion:
A. Begin the conclusion with a restatement of your opinion. (Avoid the temptation to use the
ame wording that you used in your introduction.)

Example: Of the many lessons to be learned from Little Women, the importance of family relationships is one that no reader should miss. Everyone can learn to appreciate his or her siblings and parents from the example set by the March sisters.

B. Give your thoughts about the book, whether they are favorable or unfavorable.

Example: I enjoyed Louisa May Alcotts’s honest portrayal of family life. Like any ordinary family, the Marches had disagreements and quarrels from time to time, but they remained a close-knit, loving family because they recognized and practiced Scriptural principles of family life: the girls honored their parents, loved each other, and sought to live peaceable together.
You may comment on the realism of the characters, the charm of the setting, the effectiveness of the imagery, the aptness of the dialogue, or the naturalness of the action. As a Christian, you must also think about the content. How are evil actions presented? Is evil shown in a way that disgusts the reader? Or is it made attractive to the reader? Are the consequences of evil actions shown to be what the Bible says they will be? In the body of your report, emphasize the moral, the concept, or the principle that impressed you. In the conclusion, evaluate the book according to the criteria above.

NOTE: Keep the number of pages of your Book Report to the required number of pages for your course. Points will be deducted for long elaborate Book Reports. Remember, you are not re-writing the book, you are only giving a report of the book.

Which of the 4 approaches is the most important in your current or future ministry context? Demonstrate knowledge of the subject matter by inserting substantive content.

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Discussion Assignment Instructions

Using the definition of systematic theology given by B. A. Demarest in Elwell’s Evangelical Dictionary of Theology, explain how it relates to three other disciplines of theology: biblical theology, historical theology, and philosophical theology. Which of the 4 approaches is the most important in your current or future ministry context? Demonstrate knowledge of the subject matter by inserting substantive content.  Also, present the logic, cogency, and evidence of your explanation(s) and argument(s). Avoid casual talks and testimonies by interacting theologically and critically.

The student will complete 4 Discussions in this course. The student will post one thread of at least 500 words by 11:59 p.m. (ET) on Sunday of the assigned Module: Week.

The student must then post 2 replies of at least 200 words each by 11:59 p.m. (ET) on Sunday of the assigned Module: Week, except for Module 8: Week 8, which is due on Friday.

For each thread, students must support their assertions with at least 2 scholarly citations in Turabian in-text parenthetical citation format. Each reply must incorporate at least 2 scholarly citations in Turabian in-text parenthetical citation format. Acceptable sources include the Bible, textbooks, and scholarly sources published within the last five years.

What challenges have divided people within the ministry/organization. Utilize and cite this or any other previous module readings.

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Assignment 6c: Unity Paper

Instructions
Write a minimum 1500-word response paper critiquing the unity within your own ministry/organization. Within the paper be sure to include the following:

What challenges have divided people within the ministry/organization. Utilize and cite this or any other previous module readings.

Include a praise, a rebuke, and a challenge. In these three areas please share why you are giving the praise, why you are giving the rebuke and why the challenge.

Offer steps that you believe should be taken in the ministry/organization to achieve unity and why these steps are important to take.

What were the circumstances surrounding your conversation with the unbelieving person when you presented the gospel? What was the reaction (questions/comments/statements) of the unbeliever?

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Witnessing Report Assignment Instructions

Overview

This being a course in personal evangelism, it is only natural that we seek to practice what we study. Ultimately, the only way to learn how to witness is to do it! Therefore, you are required to share your faith with in at least 3 separate encounters with at least 3 different unsaved people during this semester. This is your last encounter. Whenever possible, intentionally seek to reach into your “Jerusalem” where you live, work, and play – make evangelism a daily lifestyle.

Witnessing encounters must be completed within the timeline of this course. No prophetic or posthumous reports will be accepted. For full credit, the witnessing opportunity must be brought to the point of seeking a response. This means that you need to demonstrate intentionality in reference to presenting Christ and offering an opportunity for a response. The listener’s response is not the issue; rather it is our intentional obedience to the Holy Spirit in calling people to follow Christ. Remain sensitive to the Holy Spirit and demonstrate a loving approach.

Instructions

  1. The Witnessing Report should be a true, face-to-face encounter with an unbeliever (a person who is not born again) during the current semester.
  2. Virtual encounters via Face Time, Zoom, or Skype are allowed for the report only with special permission from the professor.
  3. You are not permitted to document a “mock” or “role-played” encounter.
  4. You must share the gospel with an unbeliever. It is not acceptable to simply invite them to church, have a religious discussion, hand them a tract, share your testimony, pray for them, or even serve them, without actually sharing the gospel. Sharing the gospel is the key.
  5. One goal of this encounter is to help you adapt to people of different cultural and philosophical backgrounds in your conversation. Keep this in mind as you are sharing with others and if you were able to make cultural adjustments, make sure that you reflect that in your paper.
  6. If you share your faith with someone and during the conversation you find out that they are already saved, you must find another individual who is not saved to witness to and document for the Witnessing Report.

How to Write the Witnessing Report:

There are three sections to this Witnessing Report:

Part ONE – What were the circumstances surrounding your conversation with the unbelieving person when you presented the gospel?

  • For example, where were you/what were you doing/what was going on when you began your conversation with the unbeliever?
  • How did you begin the gospel conversation?
  • To the best of your knowledge, what is the cultural background of the person you shared with? ex: religious background, cultural perspective, church experience.
  • Were you able to adapt your conversation or presentation of the gospel to the person’s cultural background? If so, how?

Part TWO – What was the reaction (questions/comments/statements) of the unbeliever?

  • For example, was he/she hostile, penitent, curious, confused, etc.? Explain, offer examples, paraphrased quotes, etc…

Part THREE – What did you do/say to the person in light of the person’s reaction to your presentation of the Gospel?

  • For example, if his/her reaction was to accept Christ, what did you say to them – did you pray with them, etc.?
  • If his/her reaction was not to accept Christ at this time, what did you say to them – did you ask if you could pray for them?
  • Did you ask them if it was ok if you could pray for them this week that they will sincerely think about what was said in this conversation?
  • Did you rehearse some important points made during the conversation so that it would “stick” with them after you parted ways? Explain.

Each of the 3 witnessing encounters must be summarized in a 1 – 2-page report using 12-point, Times New Roman font, double-spaced and adhering to the current Turabian format.

IMPORTANT: The Witnessing Report is not graded on the quality of the encounter, your performance, or the individual’s reaction. It is simply graded on whether or not you meet the requirements of the assignment listed above – you must actually share the gospel. The point of this assignment is to create life skills and accountability related to sharing Christ as a natural part of daily life. As Christians, we are all expected to be willing and obedient participants in the Great Commission. As you know from this class, that definitely includes sharing the gospel!

Write a 1,500 word “Biblical-Theological Statement of Mission” in which you describe and defend from the Scriptures the mission of the church.

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Biblical – Theological Statement of Mission

Write a 1,500 word “Biblical-Theological Statement of Mission” in which you describe and defend from the Scriptures the mission of the church. Ensure that your Statement:

• Does NOT use Mt 28:18-20.

• Reflects the mission theology that you have learned through the class readings, lectures, and discussions (note: It is best to follow the order and organization of the topics as they have been covered in class unless you have a compelling reason to do otherwise);

• Grounds the church’s mission activities firmly in God’s Mission as evidenced in both the Old and New Testaments;

• Convinces Christians of the importance of engaging in mission activities; AND

• Uses the Gospel, rather than the Law, as motivation for mission;

• References (using footnotes) at least once in a meaningful way all of the sources that were read in class dealing with the theology of mission.

What does this demand of the reader? What kinds of information are we meant to have in mind (or be willing to track down)? What kinds of expectations and worldviews does Mark presuppose or aim to nurture? What nuances stand out now (e.g., Is Mark avoiding a presentation of Jesus as a Davidic king?), and how will these be developed or deepened?

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Mark 14:1-11

This “exegetical observations” paper isolates and describes the most significant interpretive issues within a selected text. Kindly look at the sample paper below and do with Mark 14:1-11 one page. for greek definition, simply bold the word and I will give the definition.

Exegetical Observations on Mark 1:1–15

1. Contextual and linguistic issues
A. One of the most striking aspects of the text is the way that it is suffused with the language of the Old Testament. Beyond the two explicit quotations, the depiction of John (2 Kings 1), the announcement of the coming Holy Spirit (Ezek 36, inter alia), proclamation of “the gospel” (Isa 52:7; 61:1), the wilderness setting (Ex 13; Isa 40), the Jordan River (Josh 3), he “torn” heavens (Isa 64:1), Jesus as the Son of God (Ps 2:7; 2 Sam 7:14); Jesus as the “beloved” son (Gen 22:2). In light of these many references to the OT, I wonder:

a. What does this demand of the reader? What kinds of information are we meant to have in mind (or be willing to track down)? What kinds of expectations and worldviews does Mark presuppose or aim to nurture? What nuances stand out now (e.g., Is Mark avoiding a presentation of Jesus as a Davidic king?), and how will these be developed or deepened?

b. Mark’s opening quotation of Isaiah calls hearers to prepare the way for the Lord (1:3; cf. Isa 40:3). In context, Isaiah 40 announces God’s rule as characterized by both compassion and recompense (40:10–11). Jesus’s ministry will likewise be marked by compassion (e.g., 1:23–44) as well as judgment (e.g., the criticism of the Pharisees in 2:23–3:6). How does Mark think that a person prepares the way of the Lord?

2. Observations on the Greek text
A. Technically, verse 1 is not a sentence. It introduces the subject of the book (similar to Rev 1:1) and immediately justifies this subject by transitioning into its Scriptural explanation (Καθὼς γέγραπται, Mk 1:2).
B. In Mark 1:1, “the gospel” is something about Jesus (objective genitive: “the gospel about Jesus Christ”; this sense is present in 1:14, too: “the Gospel about God,” cf. also 1:15; 8:32). On the other hand, Mark surely believes that Jesus bears this good news uniquely as its singularly important herald. Thus it is his, Jesus’, gospel (subjective genitive).

C. The narrative of the Gospel begins abruptly in 1:4: “John came…” (ἐγένετο Ἰωάννης). Mark is capable of smoother transitions (e.g., 1:14). The omission of one here reinforces the close connection between John’s ministry and the ministry of the one who prepares the way of the Lord in vv.1–2.

D. In v. 5, Mark uses a singular verb ( “[the whole region] was going out” ἐξεπορεύετο) and then switches to plural (ἐβαπτίζοντο, “they were baptized… confessing, etc.”). This move from collective to the plural subject may emphasize the many individual acts of repentance.

E. The time is “fulfilled” (πεπλήρωται, 3rd sing., per. pas. ind.). The perfect tense underscores that the effect of the action is ongoing. The time—the messianic age foretold by Isaiah—has come to pass. The passive voice implies both divine agency as well as the way in which Jesus’s coming has brought about this state. How have you seen—or can you imagine—a church today cultivating this sense of living in the new age?

3. Theological and/or ethical issues raised by the text
A. Mark 1:1–15 displays the character of God in many ways: it presupposes the gracious redemption of God (v.2-3), but also calls for full repentance (v. 4). It alludes to a conflict with Satan (1:5, 13) and God’s election of Jesus(1:1[?], 11). But the son needs to be baptized (why?). Mark describes the (eschatological) gift of Spirit of God (1:8) descending as a dove (1:10; why a dove?) upon Jesus. There is an implicit Trinitarian theology here, though it would likely miss the aim of the narrative to linger on it. Even so, What other aspects of God’s character do you see? How do we appreciate this complexity?

Describe the “backstory” that precipitated the letter. Having done that, discuss briefly how the letter is still relevant to the church today.

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Discussion:  Identifying the central issue in a general epistle

Just because the General Epistles are not “occasional,” as are Paul’s letters, does not mean that they are not intended to speak to specific problems, issues, and crises in the congregations to which they are addressed. Choose one of the General Epistles studied in this course, read it through quickly (remember, it is a letter!), and then describe in your own words the issue, problem, or crisis the letter was composed to address. This is not a critical introduction to your letter (discussing such things as authorship, date, etc.); rather, you are to describe the “backstory” that precipitated the letter. Having done that, discuss briefly how the letter is still relevant to the church today. You must interact with all assigned materials, including textbooks and presentations. You must document all sources used (including textbooks and presentations) in current Turabian format.

You will post a thread of   400 words addressing the aforementioned. You are required to interact with all assigned materials, including textbooks and presentations, and document all sources used (including textbooks and presentations) in current Turabian format. The use of Internet sources requires the instructor’s prior approval. Acceptable sources include the Bible (exclusive of study Bible notes), academic biblical commentaries, academic journal articles, textbooks, and course presentations.

Read the following biblical books:

Hebrews, James

Write a minimum 1500-word paper on the various aspects of culture and values in your ministry/organization.

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Culture and Values Paper

Instructions
Write a minimum 1500-word paper on the various aspects of culture and values in your ministry/organization. Within the paper be sure to include the following:

Mission, vision and core values of the church/ministry.
How or if they are implemented.
How they impact the overall demographics of the church and cultural changes in the community.
Feel free to cite ideas from the module readings and share what your church/ministry does well in the area of cultural intelligence and what are some areas of opportunity when it comes to cultural intelligence.

Use Turabian stye to format this paper. SSM Style Guide.

What is the difference between the culture of a particular church and a church that reflects the culture in which it lives? Does a church need to change its culture to reach the lost? What, if any, are the theological implications of making that change?

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Assignment 4b: Church Culture Discussion

Introduction
We are often unaware of what we communicate organizationally. We could have the best intentions, solid theology, and a great plan, yet miss the mark. In your readings, you will look at values and the impact they have organizationally. As you read, reflect on your ministry’s/organization’s values. Are those values expressed explicitly within the ministry or organization?

Example: A church might have the following as a value statement – “We are committed to reach all people with the Gospel.” However, when one looks at the demographics of the church compared to the demographics of their community, the numbers are dissimilar.

Questions
What is the difference between the culture of a particular church and a church that reflects the culture in which it lives?
Does a church need to change its culture to reach the lost?
What, if any, are the theological implications of making that change?

After reading about the legacy of four different preachers, identify how each of these preachers relates to one of the aspects of any of the first six steps of McDill’s model that you have explored thus far.

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Discussio

Read W. McDill’s (2006) 12 essential skills for great preaching: Second Edition, Revised and expanded.

Read Benjamin Forest A Legacy of Preaching volume two Enlightenment to The Present Day. Use the following preachers:

Robert Murray M’Cheyne
Charles Haddon Spurgeon
John Jasper
D.L. Moody

After reading about the legacy of four different preachers, then identify how each of these preachers relates to one of the aspects of any of the first six steps of McDill’s model that you have explored thus far. Post a response of 400 words using Turabian format. Quotations should comprise no more than 10% of the total word count. You must incorporate 2 scholarly citations in your Turabian format. Any sources cited must have been published within the last five years.