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StyleManual
A GUIDE TO RESEARCH AND WRITING
Edited by
David S. Casas
2012
The Luther Rice
University & Seminary
Style Manual
A Guide to Research and Writing
First Edition
Edited by
David S. Casas
LUTHER RICE UNIVERSITY & SEMINARY
Lithonia, Georgia
29
Copyright © 2012
The Office of Academic Affairs
And the Smith Library
Luther Rice University & Seminary
All Rights Reserved
2
Table of Contents
TABLE OF CONTENTS..............................................................................................................................3
PREFACE ......................................................................................................................................................4
I. SIMPLE GUIDE TO THE RESEARCH PAPER ..................................................................................5
INTRODUCTION.............................................................................................................................................................. 5
THE COVER SHEET ....................................................................................................................................................... 6
THE TITLE PAGE ........................................................................................................................................................... 7
THE OUTLINE ................................................................................................................................................................ 7
THE INTRODUCTION ..................................................................................................................................................... 9
THE BODY ...................................................................................................................................................................... 9
From page 2 of the sample paper ...................................................................................................................... 10
From page 3 of the sample paper ...................................................................................................................... 12
From page 4 of the sample paper ...................................................................................................................... 12
From page 5 of the sample paper ...................................................................................................................... 13
THE CONCLUSION ...................................................................................................................................................... 13
THE SELECTED BIBLIOGRAPHY ............................................................................................................................... 14
SUPPLEMENTAL INFORMATION ............................................................................................................................... 15
Headings & Subheadings ....................................................................................................................................... 15
Bible Book Abbreviations ...................................................................................................................................... 16
FINAL REMARKS......................................................................................................................................................... 16
II. GUIDELINES FOR AVOIDING PLAGIARISM .............................................................................. 17
III. TIPS FOR EVALUATING RESOURCES ........................................................................................ 24
IV. WRITING AN ANNOTATED BIBLIOGRAPHY .......................................................................... 27
APPENDIX A: A COMPLETE PAPER IN TURABIAN....................................................................... 30
3
PREFACE
The Luther Rice University & Seminary Manual of Style has been designed as a
supplement to Kate L. Turabian’s A Manual for Writers of Research Papers,
Theses, and Dissertations: Chicago Style for Students and Researchers, 7th ed.,
rev. Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and University of
Chicago Press Editorial Staff (Chicago: University of Chicago Press, 2007), for use
at LRU. Turabian should be consulted for matters not addressed in this manual.
There are some LRU faculty members that have contributed in one way or another
to the production of this manual. In particular, Dr. James M. Kinnebrew, Dean of
the Faculty and Professor of Theology, and his wife, Mrs. Sandra Kinnebrew,
deserve special mention for producing the university’s first research and writing
guide, Your Simple Guide to the Sample Research Paper: An LRS Primer to
Writing Turabian Style (2003), of which forms the majority of the first edition of
the LRU Style Manual.
At one time or another, Smith Library staff have contributed to sections 2 – 4.
Originally separate published documents, these guides have helped students over
the last decade avoid the pitfalls of plagiarism and citation mistakes. We thought it
appropriate to incorporate this valuable information in this first edition.
The contributor to the sample research paper contained herein, often referred to as
“that hell paper” (further description of this contribution is contained in Dr.
Kinnebrew’s introduction) is former LRU student Marvin M.P. Mullins, who
graciously gave permission for its use.
As a student at Luther Rice, I often found myself referring to Dr. Kinnebrew’s
document and the other helps in order to properly write my papers. Writing in the
Turabian format often required much prayer and fasting! It is my hope that this
style manual will provide you, the student, with the necessary information to better
your writing and conform to the guidelines set forth at LRU.
David S. Casas
Editor
4
I. SIMPLE GUIDE TO THE RESEARCH PAPER
By James M. Kinnebrew, Ph.D.
Introduction
The Style Manual is offered as a companion document to be used with the paper “Hell: The
Necessity and Nature of Divine Retribution” (Appendix A). A student of Luther Rice
University & Seminary wrote the latter paper some years ago as a class assignment. With
that student’s permission, the paper was slightly revised and has been used for several years
to help other students see how to format a research paper according to the guidelines
published in Kate L. Turabian’s A Manual for Writers of Research Papers, Theses, and
Dissertations: Chicago Style for Students and Researchers, 7th ed., rev. Wayne C. Booth,
Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff
(Chicago: University of Chicago Press, 2007).
Mrs. Sandra Kinnebrew has always had a heart for struggling ministerial students, and there
is probably no task that causes as much consternation for a new student as that of mastering
the rules of academic writing. Seeing this, Mrs. Kinnebrew conducted a two-hour tutorial
on the LRU campus to teach local students how to write a Turabian-style paper. As the
tutorial students looked at what has come to be known simply as “that hell paper,” Sandy
explained point-by-point the various form and style issues reflected there.
Students that participated in the tutorial have always been very vocal in their enthusiastic
appreciation of the instruction afforded them. Many, even on the doctoral level, have
testified that it was the most important two hours of their student career! The present
document, now an essential part of RW 500 Intro to Theological Research and Writing,
follows the broad outlines of Mrs. Kinnebrew’s instruction and is offered to a new
generation of LRU students.
With “that hell paper” in one hand (available in Appendix A of this manual) and the PC
mouse in the other, the student will walk through the sample paper noticing important
aspects of seven different items as they are pointed out in this Style Manual. It would be a
good idea to take notes right on the “hell paper.” The instructional tour begins on the first
page with the course cover sheet and ends with the final page, the Selected Bibliography.
Though it’s not a difficult trip, there is a good bit of ground to cover; so let’s take a walk!
5
The Cover Sheet
The first page on the sample paper is called the “Course Cover Sheet.” It should be the first
thing the professor sees when he picks up an assignment. On this page are enumerated the
following items:
1. The number and name of the course for which the work was done.
2. The nature of the submission—is it a partial submission (are there other assignments
that must be done before the final grade is assigned), or is it complete (consisting of the
entire course work)?
3. The author(s) and title(s) of the course’s required textbook(s).
4. Submittal information (including the degree being pursued).
5. The student’s name and complete mailing address.
6. The student’s ID number and a daytime phone number (including the area code).
7. The date the work was completed.
8. The student’s academic advisor (this is usually AAO—the Academic Advising Office).
9. The professor who teaches or grades the course.
10. The number of hours (including that very course) that the student has completed toward
the degree.
11. The number of hours that remain to be completed before the degree is awarded (not
including the present course).
Each of these items is important for a proper recording of the submission. Care must be
taken not to omit any of them.
As for spacing, the information should be centered within the “writing workspace.” This is
the area on the page that remains after the margins have been formatted. Margins for the
Course Cover Sheet are as follows:
1 ½ inches on the left side.
1 inch on the top.
1 inch on the right side.
1 inch at the bottom.
The above margin specifications remain the same on every page except, as will be seen
later, pages that begin a major section. Those pages have a 2-inch top margin.
Hitting the “underline” key 20 times creates the lines that separate the middle portion of the
page from the top and bottom portions. The entire page (as, indeed, the entire paper) is
written in Courier New, 12 pt. font, with black ink or Times New
Roman, 12 pt., with black ink.
Show your
creativity
in the content, not the
fonts or colors.
Other than the items noted above (margins, 20 space dividing lines, and font size), no
universally standard spacing is possible within the writing workspace. This is because
some courses will have a few textbooks, and others will have many; some addresses take
three lines to write out, and others take five; etc.
6
The key is to make the spacing uniform and visually pleasing and to keep all of the writing
centered in the workspace.
The Title Page
The second page of the research paper is its title page. Spacing, again, depends on the
amount of information (length of title, etc.) that must be included. The key to this page,
like the previous one, is threefold.
1. Include every component:
a. The title of the paper (all capital letters)
b. The professor to whom the work is being sent (using the correct title: Dr.,
Mr., Mrs., etc., but not degrees: Ph.D., M.A., etc.)
c. The course for which the paper was written.
d. The student’s name and ID number.
2. Work only within the “writing workspace”
3. Make the spacing between elements as balanced and visually appealing as possible.
The Outline
A well-conceived outline gives the author a “playing field.” It marks the specific bases that
he must touch before he “scores,” and it draws base lines that keep him from running all
over creation on his way from one point to the next. It may be the most basic key to a
well-written paper.
Because of this, one must spend significant thought and time on the outline prior to
beginning the paper. Unless the student already possesses a good grasp of the topic, some
research will be necessary before an outline can be created. A perusal of encyclopedia
articles and introductory textbooks will give one a general knowledge of the paper’s topic
and an idea of the issues that merit investigation. With that knowledge in hand, one can
decide what points should be covered in the paper, put those points into a logical outline,
and use that outline to guide and limit the rest of his research.
The third page in the research paper gives the author’s outline, allowing the reader to
preview the ground that is about to be covered. Note the following factors:
1. The top margin of this (and any other page that begins a main section of the paper) is
2”. Other margins remain the same (1 ½” on the left, 1” on the right, and 1” on the
bottom).
2. This preliminary page is numbered ii (since the title page is considered the first
preliminary page of the paper [i], though not numbered, and the course cover sheet is
not technically a part of the research paper at all).
3. The page number (here and everywhere) is at the bottom center of the page and must
not encroach into the 1” bottom margin. Setting the footer at 1” will ensure that no
print violates that margin.
4. The section heading, “OUTLINE,” is in all capital letters, as are the main sections of the
outline (anything with a Roman numeral next to it is considered a main section).
7
5. Lesser-level subheadings (those not specified by Roman numerals) are written in upper
and lower case letters. In these, the first and last words always begin with capital
letters, as do all other words except conjunctions, articles, and prepositions. Note the
mnemonic: “Do not CAP conjunctions, articles, or prepositions.”
6. The Roman numerals are arranged so that the dots line up vertically with each other. To
do this, one must hit the space bar twice before typing I. and once before typing II. The
space bar, then, is not hit at all before typing III., and it is hit once before typing IV.
7. There are two spaces after the dot that follows each numeral or letter in the outline.
8. A paper of this length (8-15 pp.) will usually have a brief and uncomplicated outline,
consisting of the INTRODUCTION, the TITLE TOPIC (broken into however many
facets of that topic are to be covered), the CONCLUSION, and a SELECTED
BIBLIOGRAPHY.
9. In longer papers, the outline may have more levels of subheadings. If so, the sequence
is Roman numeral, capital letter, Arabic numeral, small letter, Arabic numeral in
parentheses, and small letter in parentheses. Such intricate dissection is rarely needed
and will probably not be used in most classes, but a partial example might be helpful:
I. THE PICTURES OF HELL
A. Hell As Fire
1. Hell Fire in the Old Testament
a. In the Pentateuch
1) Genesis
2) Exodus
b. In the Prophets
2. Hell Fire in the New Testament
a. In the Teaching of Jesus
1) His proclamation
2) His parables
a) The rich man and Lazarus
b) The sheep and the goats
b. In the Teaching of the Apostles
B. Hell As Fury
II. THE PUNISHMENT OF HELL
NOTE: Every level of heading or subheading must have at least two sections.
(In other words, if there is an “I,” there must be an “II”; if there is an “A,” there must be a
“B”; if there is a “1,” there must be a “2”; and so forth).
8
HOWEVER, it is not important that every level be divided to the same extent (for example,
there are more divisions in the section on Jesus’ teaching than there are on the prophets’
teaching in the above outline).
Note, also, that the descending levels are all indented 2 blank spaces beyond the level that
precedes them.
And, finally, note that the capitalization varies according to levels: The main points are
written entirely in capital letters; the subpoints, at levels 1-3, are written in “headline style”
(see the first “bullet” on p. 6 above); and levels 4-5 are capitalized “sentence style” (only
the first word and proper nouns begin with capital letters).
The Introduction
Although it appears first, the Introduction is the last part of the paper to be written. This is
so for the simple reason that one cannot introduce to someone a thing that does not yet exist
(I would like to introduce my grandson to you, but he has yet to be conceived)! Only after
the body of the paper is written is the author able to give a concise and accurate
Introduction.
A striking question, an interesting illustration, a startling statistic, or some other way of
engaging the reader’s attention will serve as a good start to the Introduction. The point,
however, is not to entertain or even to inform; that is the job of the main body of the paper.
The Introduction is simply to engage the reader and let him know what the body of the
paper is going to discuss. It is a tried and true method: “Tell them what you are going to
tell them; tell them; then tell them what you told them.” The first of those three
“tellings” is the job of the Introduction. Notice in the sample paper that the author spends
no time in the Introduction arguing for the existence of Hell or telling what its nature is. In
the Introduction, he simply says that those two topics are about to be discussed.
As for format, note the following:
1. Because this begins a major section of the paper (i.e., it rates a Roman numeral in the
outline), the top margin is 2”. Other margins remain the same.
2. The section heading, “INTRODUCTION,” is in all capital letters.
3. This is the first page of the paper proper, so it is numbered “1.” (Without the quotation
marks and the period of course!)
4. Every section of the paper, i.e., every item that merits mention in the outline, should
have at least two paragraphs, as seen in the sample paper’s Introduction.
The Body
The body of the paper contains the results of the author’s research on his topic. This is the
“tell them” part of the paper. Note the following format and writing style factors:
9
From page 2 of the sample paper
1. Since this begins a major section of the paper, it starts on a fresh page (even though
the Introduction did not use all of page 1).
2. Since it begins a major section, the top margin is 2” deep. Other margins remain the
same.
3. The major heading is the same as the title of the paper and is written in all capitals.
4. The first-level subheading (any element marked with a capital letter in the outline) is
centered, italicized, and written with both upper and lower case letters. NOTE: The
definite article “The” is capitalized because it is the first word in the subheading;
“of” is not capitalized, because it is a preposition. (A dictionary will help when one
is uncertain what part of speech a particular word is.)
5. All headings and subheadings appear in the text exactly as they appeared in the
outline (minus the numerals or letters). In other words, if the outline says “The
Necessity of Hell,” the subheading on page 2 cannot say “Why Hell Is Necessary.”
6. There is a triple space (two blank lines) between the main heading (HELL: THE
NECESSITY AND NATURE OF DIVINE RETRIBUTION) and the first-level
subheading (The Necessity of Hell). Some typists prefer to double space the entire
paper and then go back to places where a triple space is needed and insert a
manual carriage return to add the extra blank line.
7. There is a double space (one blank line) between the subheading and the following
text.
8. Paragraphs are indented 5 spaces (this is the default setting for most word
processors).
9. Sentences are separated by 2 spaces. That is, there are two blank spaces after the
period (or other end punctuation).
10. When an end quotation mark and a punctuation mark are juxtaposed (as in the next
to last sentence of the first paragraph), the order is as follows:
a. Periods and commas always precede the quotation mark.
b. Semicolons and colons always follow the quotation mark.
c. Question marks and exclamation points precede the quotation mark if they
are a part of the quoted material, but they follow the quotation mark if they
are not.
11. Hitting the underline key 20 times forms the line that separates text from footnotes.
If you are using Microsoft Word 2007 or above, the line is automatically added
when a citation is inserted.
10
12. To properly format footnotes in MS Word 2007 or above, do the following:
a. From the insert menu, choose “footnote”.
b. Under location, choose the “beneath the text” option, instead of bottom of
page. This option will help avoid the program’s default widow/orphan
function applied to footnotes.
13. Footnotes are numbered with a superscript numeral. In the text, that number comes
after the quotation mark (see fn. 1). Each footnote is single-spaced, with a double
space between the notes.
14. Footnotes are numbered consecutively throughout the paper (in other words, one
does not renumber from 1 just because he is on a new page).
15. The preference at LRU is that the word “Bible” and its synonyms (Scripture,
Gospel, Canon, Word, etc.) be capitalized, as in the second sentence on p. 2. On the
other hand, the related adjectives (biblical, scriptural, canonical, etc.) are not to be
capitalized.
16. When the author mentions another person for the first time, the full name should be
given (e.g., A. E. Hanson, not Hanson). After the first mention, a person may be
referred to by last name alone. Note also that there is a space between initials in a
name.
17. Book titles are italicized (not underlined) in Upper and Lower Case letters.
18. Scripture references given after a quote are noted parenthetically in the text, not in
footnotes.
19. A Scripture reference that is an integral part of a sentence (as is Matt 25.46 in the
last sentence on p. 2) is not put in parentheses. Only things that could be omitted
without changing the meaning of the sentence should be put in parentheses.
20. There is no period after the abbreviation of a Bible book, but there is a period (not a
colon) between the chapter and verse of a reference.
21. The first time a Scripture is quoted (not cited), the version used should be stated in a
footnote (see fn. 2 in the sample paper).
22. Names in footnotes are written in normal order (first name first).
23. Dictionary articles are named in quotation marks after the abbreviation s.v. (sub
verbo, Latin, “under the word”). If the article is signed, its author’s name is given in
the footnote. Note the order of information.
24. If a source is going to be used repeatedly, the author may wish to designate an
abbreviation for that source in the first citation and use the abbreviation thereafter
(e.g., DCT in footnote 1, cf., fn. 7).
11
From page 3 of the sample paper
1. When Scripture is quoted, as seen on line 4 of page 3, the order after the quote is:
a. End quotation marks
b. Parenthetical reference
c. Period (or other end punctuation)
2. When a quote is four or more lines of text, it should be “blocked.” A block quote is
single-spaced and indented 4 blank spaces on the left. It is not indented on the right
at all. It is separated from the rest of the text by a blank line before and after.
3. There are no quotation marks used in a block quote (unless they appear in the
original source). The blocking of the text serves the purpose of notifying the reader
that someone else is being quoted.
4. Quoted material should be reproduced exactly as it is in the original source (note
that the Scripture references in the block quote are not in the style preferred by
LRU, but they are rightly reproduced as they appeared in the original).
5. Note the order of footnote data: Author’s name (natural order), book title (in italics),
city, publisher, and date (all in parentheses), and page numbers (numbers only, no
“p.”). Note, too, the punctuation: Author, COMMA; title BEGIN PARENTHESES;
city, COLON; publisher, COMMA; date, END PARENTHESES & COMMA; page
number, PERIOD.
6. If the publisher’s city is well known (e.g., Nashville), it is not necessary to note the
state. If the city is not so well known (e.g., Valley Forge), the two-letter state
abbreviation used by the United States Postal Service is given.
From page 4 of the sample paper
1. There is a triple space (two blank lines) between the last line of text and the
following subheading (as seen above).
2. There is a double space (one blank line) between the subheading and the following
text (like above).
3. The text (other than block quotes) is double-spaced.
4. Foreign language words are italicized (unless they have become a commonly
recognized part of the English language, e.g., the French word “eureka”).
5. Once a source has been footnoted, subsequent uses of that source may be noted with
an abbreviated reference (author’s last name, title, and page number).
12
From page 5 of the sample paper
1. Reprint editions are footnoted as in fn. 6. The abbreviation “n.d.” signifies that
there is “no date” given for the original publication.
2. “Ibid.” signifies that the footnoted quote is from the same source cited in the
previous note. “Ibid.” without a page number means “same source, same page.”
3. “Ibid.” should not be used as the first (or only) footnote on a page, since such a use
would require the reader to search other pages for the referent note.
The Conclusion
The Conclusion wraps things up. This is where, having “told” his readers all he wanted to
tell them, the writer “tells them what he told them.” New information is not appropriate
here. An illustration, application, or short quote might be relevant, but the purpose of the
Conclusion is to reiterate the points that were made in the body of the paper. Note these
form and style points in the sample paper (p. 7):
1. This being the first page of another major section of the paper, the top margin is 2”
deep. All other margins remain the same.
2. The section heading, “CONCLUSION,” is written in all capital letters.
3. There are two blank lines (triple spacing) between the heading and the following
text.
4. In this instance the first line of the block quote is indented 8 blank spaces, because
in the original source (the Holman Bible Dictionary) this material began a new
paragraph. In such cases, the block quote is indented 4 spaces (to “block” it), and
the first word is indented 4 more spaces (to show that, in its original context, it was
the beginning of a new paragraph).
5. This entire paper has been written in the third person (no “I,” “you,” “we,” etc.).
This is the proper style for an academic paper. When the writer does refer to
himself at the end, he uses the phrase “this writer.” This is acceptable, but there is
actually no reason for a self-reference here. The sentence would read smoother and
convey the same meaning if it were written: “Finally, Hell can be described as a
place of demons, distress, deprivation, debts coming due, and duration.” The reader
knows whose paper he is reading, so there is no reason to say, “This is what this
writer thinks.” Avoiding self-reference is a discipline with which many students
struggle, but once mastered it improves their writing immensely.
6. One other point should be made regarding writing in the third person. By that rule,
phrases such as “our Lord Jesus Christ,” “in our day and age,” etc. are prohibited.
The author of the sample paper avoided that mistake on p. 7, calling the Savior “the
Lord Jesus.”
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The Selected Bibliography
The final section of the research paper is the “SELECTED BIBLIOGRAPHY.” It lists
every work that is mentioned in the paper, whether actually quoted or not. It may also
contain other works that the writer found helpful in researching the topic, even though those
works were not quoted, or even mentioned in the paper. Titles that were never consulted
should not be included in this list.
1. The top margin is 2” because this is the beginning of a new section of the paper.
2. The correct heading is “SELECTED BIBLIOGRAPHY,” not simply
“BIBLIOGRAPHY.”
3. There is a triple space (2 blank lines) between the heading and the first entry.
4. The entries are single-spaced with a double space (1 blank line) between each entry.
5. The entries contain all of the information that the footnotes contained (except page
numbers), but the arrangement and punctuation are different.
6. The first line of each bibliographical entry is flush with the left margin, but all
subsequent lines are indented 5 empty spaces.
7. Entries are arranged alphabetically by the author’s last name or, if no author is
given, the title. Note: if the title begins with an article, as The Holy Bible, it is
alphabetized by the second word in the title.
8. The general arrangement of an entry is as follows: The author’s last name, a
COMMA, the first name and (if applicable) middle name or initial, a PERIOD, the
book title (in italics), another PERIOD, the city, a COLON, the publisher, a
COMMA, the date, and a final PERIOD.
9. Dictionary and encyclopedia articles vary slightly from the above (see the sample).
10. Journal and periodical articles have another arrangement, as do works with more
than one author (see the samples).
11. In bibliographical entries, and only there, a period is followed by only one blank
space.
12. In longer Bibliographies, it is helpful to separate the various kinds of resources
(books, periodicals, lexicons, encyclopedias, etc.) with centered, italicized
subheadings.
14
Supplemental Information
The preceding “walking tour” has stopped at all the major points of interest in the sample
research paper. It has likely pointed out more than most students ever knew was there.
Still, there are a few important details that could not be seen from the vantage points visited
in this brief “walk through.” The sample paper, for example, only had two levels of
heading/subheading. What is the proper placement for headings beyond those two levels?
The sample paper cited enough Scripture to clue one in to the fact that the preferred method
of abbreviation might not be the method that the student has been accustomed to using, but
it did not give the accepted abbreviations for all the Bible books. These considerations and
others follow.
Headings & Subheadings
Turabian’s Manual gives the following instructions for the placement of different
subheadings (A.2.2):
1. Main Headings (those items denoted by a Roman numeral in the outline) are
written in all capital letters and centered at the top of a new page (with a 2” top
margin):
HELL: THE NECESSITY AND NATURE
OF DIVINE RETRIBUTION
2. First Level Subheadings (capital letters in the outline) are centered, italicized, and
written in headline style (upper & lower case letters) with a triple space (two blank
lines) after the preceding text:
The Necessity of Hell
3. Second Level Subheadings (Arabic numbers in the outline) are centered, written in
normal text (not italics), and capitalized in headline style:
The Doctrine of Hell in the New Testament
4. Third Level Subheadings (small letters in the outline) are flush to the left margin,
italicized, and capitalized in headline style:
Hell in the Teaching of Jesus
5. Fourth Level Subheadings (parenthetical numbers in the outline) are flush to the
left margin, written in normal text, and capitalized sentence style:
Hell and Jesus’ parables
6. Fifth Level Subheadings (parenthetical letters in the outline) are written as “run-in”
headings at the beginning of a paragraph. They are italicized and capitalized in
sentence style with a period at the end:
15
The rich man and the beggar. When Jesus told the story of the rich man and
Lazarus, the concept of a place of eternal torment was widely accepted among the
rank and file of Israel. What His audience found surprising was not that there was a
Hell, but that the rich might go there.
Bible Book Abbreviations
OT: Gen Exod Lev Num Deut Josh Judg Ruth 1-2 Sam 1-2 Kgs 1-2 Chr Ezra Neh Esth Job
Ps (Pss-plural) Prov Eccl (or Qoh) Cant Isa Jer Lam Ezek Dan Hos Joel Amos Obad Jonah
Mic Nah Hab Zeph Hag Zech Mal
NT: Matt Mark Luke John Acts Rom 1-2 Cor Gal Eph Phil Col 1-2 Thes 1-2 Tim Tit Phlm
Heb Jas 1-2 Pet 1-2-3 John Jude Rev
Apocrypha: Add Esth Bar Bel 1-2 Esdr 4 Ezra Jdt EpHer 1-2-3-4 Mac PrAzar PrMan Sir
Sus Tob Wis
Final Remarks
You may have noticed that the sample paper bears traces of a sermonic style. While
alliteration, illustration, and other elements common to the pulpit may be acceptable if used
with restraint, such elements are certainly not required; and they must never be allowed to
get in the way of objective, clear, and scholarly expression.
The preceding pages have covered most of the things you need to know for writing papers
at LRU. Inevitably, though, questions will arise that were not addressed in this brief
survey. The two sources that will prove to be most helpful in such cases are:
Kate L. Turabian’s A Manual for Writers of Research Papers, Theses, and Dissertations:
Chicago Style for Students and Researchers, 7th ed., rev. Wayne C. Booth, Gregory G.
Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff (Chicago:
University of Chicago Press, 2007)
Vyhmeister, Nancy Jean. Quality Research Papers. Grand Rapids: Zondervan, 2001.
16
II. Guidelines for Avoiding Plagiarism
By Chris Morrison
(Originally published 2008)
Purpose:
The purpose of these guidelines is to help you understand what plagiarism is
and how to avoid it intentionally or unintentionally.
What is Plagiarism?
Plagiarism: According to the American Heritage Dictionary, 2nd College Edition,
plagiarism is defined as taking and using "as one's own the writings or ideas of
another." Plagiarism shall include failure to use quotation marks or other conventional
markings around material quoted from another source. Plagiarism shall also include
paraphrasing a specific passage from a source without indicating accurately what that
source is. Plagiarism shall further include letting another person compose or rewrite a
student's written assignment.
Thus, plagiarism is any instance in which a person uses another’s ideas or words, but does
not provide the source of the information in his or her paper through proper documentation
(i.e., footnotes). As examples will show, bibliographic entries, while necessary, are not
sufficient. Footnotes or endnotes must be provided to credit specific portions of a paper to
their original sources.
Seminary policies on plagiarism
Luther Rice University & Seminary considers plagiarism a completely unacceptable
practice. The quotation above is from the LRU catalog; penalties for plagiarism are stated
as follows:
Any student proven to have committed [plagiarism] will receive an “F” for the course
and will receive an academic warning. If the student is proven to have been guilty a
second time, he or she will be dismissed.
Given these penalties, our advice concerning plagiarism is very simple: don’t do it. Here,
we will briefly walk through several steps you can take to ensure that you don’t violate
these rules.
1. Document everything!
Most people know that you have to reference quotes, but you must go further. If you get an
idea from another person, you must provide documentation. This includes paraphrases of
someone else’s work as well as short, three to four word phrases that come directly from
another source.
17
Example 1: Word-for-Word Plagiarism
Original Citation
It is important to understand the distinction
between bibliology and apologetics. The
Scriptures can be demonstrated to be
trustworthy and reliable by objective facts
from various fields of study. This is the
purpose of the studies called apologetics or
Christian evidences. By contrast, bibliology
begins where apologetics ends. The student
begins with the conclusion that the Bible is
trustworthy. He then proceeds to research
the Scriptural teachings about the origin and
nature of Scripture.1
Excerpt from a Sample Paper
There has often been confusion on the
difference in bibliology and apologetics.
Steven Waterhouse clarifies the issue,
saying:
It is important to understand the
distinction between bibliology and
apologetics. The Scriptures can be
demonstrated to be trustworthy and
reliable by objective facts from various
fields of study. This is the purpose of
the studies called apologetics or
Christian evidences. By contrast,
bibliology begins where apologetics
ends. The student begins with the
conclusion that the Bible is trustworthy.
He then proceeds to research the
Scriptural teachings about the origin and
nature of Scripture.
This is a clear instance of plagiarism. The author took Waterhouse’s words and used them
without providing the appropriate documentation. This is true even though he alerted the
reader that these were the words of another. You must provide a footnote demonstrating
your source.
Example 2: No quotation marks around direction quotation and no footnotes
Original Citation
Excerpt from a Sample Paper
It is important to understand the distinction
There has often been confusion on the
between bibliology and apologetics. The
difference in bibliology and apologetics. In
Scriptures can be demonstrated to be
the field of apologetics, Scriptures can be
trustworthy and reliable by objective facts
demonstrated to be trustworthy and reliable
from various fields of study. This is the
by objective facts from various fields of
purpose of the studies called apologetics or
study. By contrast, bibliology begins where
Christian evidences. By contrast, bibliology apologetics ends. The student begins with
begins where apologetics ends. The student
the conclusion that the Bible is trustworthy.
begins with the conclusion that the Bible is
He then proceeds to research the Scriptural
trustworthy. He then proceeds to research
teachings about the origin and nature of
the Scriptural teachings about the origin and Scripture.
nature of Scripture.2
This is also a clear example of plagiarism. Notice that the author used, again, Waterhouse’s
words without giving him due credit. Additionally, the author did not even alert the reader
that the words were, in fact, from another source.
1
Steven W. Waterhouse, Not by Bread Alone: An Outlined Guide to Bible Doctrine, rev.
ed. (Amarillo, TX: Westcliff Press, 2003), 2.
2
Ibid.
18
Example 3: Paraphrase without citation
Original Citation
It is important to understand the distinction
between bibliology and apologetics. The
Scriptures can be demonstrated to be
trustworthy and reliable by objective facts
from various fields of study. This is the
purpose of the studies called apologetics or
Christian evidences. By contrast, bibliology
begins where apologetics ends. The student
begins with the conclusion that the Bible is
trustworthy. He then proceeds to research
the Scriptural teachings about the origin and
nature of Scripture.3
Excerpt from a Sample Paper
There has often been confusion on the
difference in apologetics and bibliology. In
the former, the trustworthiness of Scripture
is proven by observing and examining the
facts that concern it. The latter, however, is
not concerned with proving the Scriptures
are true. Rather, Bible student assumes the
trustworthiness of Scripture and seeks to
understand what it says about its own nature
and origin.
This is still another example of plagiarism. Even though the author did not use
Waterhouse’s words directly, the idea clearly came from his work. When the author took
Waterhouse’s ideas without giving him proper credit, he committed literary theft
(plagiarism).
Example 4: Proper citation style
Original Citation
It is important to understand the distinction
between bibliology and apologetics. The
Scriptures can be demonstrated to be
trustworthy and reliable by objective facts
from various fields of study. This is the
purpose of the studies called apologetics or
Christian evidences. By contrast, bibliology
begins where apologetics ends. The student
begins with the conclusion that the Bible is
trustworthy. He then proceeds to research
the Scriptural teachings about the origin and
nature of Scripture.4
Excerpt from a Sample Paper
There has often been confusion on the
difference in apologetics and bibliology. The
purpose of apologetics is to show that “the
Scriptures can be demonstrated to be
trustworthy and reliable by objective facts
from various fields of study.”1 Bibliology,
though, assumes the trustworthiness of the
Scriptures and “proceeds to research the
Scriptural teachings about the origin and
nature of Scripture.”2
________
1
Steven W. Waterhouse, Not by Bread
Alone: An Outlined Guide to Bible Doctrine,
rev. ed. (Amarillo, TX: Westcliff Press,
2003), 2.
2
Ibid.
This is not plagiarism. In both instances in which the writer used Waterhouse’s words, he
provided both quotations and a footnote to 1) differentiate his words from the original
source, and 2) to provide documentation so that the reader may find the original statement.
3
4
Ibid.
Ibid.
19
Example 5: Proper citation style
Original Citation
It is important to understand the distinction
between bibliology and apologetics. The
Scriptures can be demonstrated to be
trustworthy and reliable by objective facts
from various fields of study. This is the
purpose of the studies called apologetics or
Christian evidences. By contrast, bibliology
begins where apologetics ends. The student
begins with the conclusion that the Bible is
trustworthy. He then proceeds to research
the Scriptural teachings about the origin and
nature of Scripture.5
Excerpt from a Sample Paper
There has often been confusion on the
difference in apologetics and bibliology. In
the former, the trustworthiness of Scripture
is proven by observing and examining the
facts that concern it. The latter, however, is
not concerned with proving the Scriptures
are true. Rather, Bible student assumes the
trustworthiness of Scripture and seeks to
understand what it says about its own nature
and origin.1
________
1
Steven W. Waterhouse, Not by Bread
Alone: An Outlined Guide to Bible Doctrine,
rev. ed. (Amarillo, TX: Westcliff Press,
2003), 2.
This is also an appropriate citation and, thus, not plagiarism. The author paraphrased
Waterhouse’s words and therefore no quotation marks were necessary, but he also provided
a footnote pointing to the original source.
2. Be careful to immediately document quotations.
Direct quotations, be they in-paragraph or block, must be footnoted immediately. This is in
contrast to paraphrases or the taking of general ideas, which may be footnoted at the end of
the paragraph in which they are found. Consider the following examples:
Example 1: Improperly cited direct quotation
Original Citation
Excerpt from a Sample Paper
Of all typical things in the Old Testament,
While there are many examples of typology
undoubtedly the tabernacle was the most
in the Old Testament, “undoubtedly the
complete typical presentation of spiritual
tabernacle was the most complete typical
truth. It was expressly designed by God to
presentation of spiritual truth.” It is so
provide not only a temporary place of
extensive, in fact, that this paper will only
worship for the children of Israel in their
take time to study its sacrificial aspects and
wanderings but also to prefigure the person
their relationship to Jesus Christ.1
and work of Christ to an extent not provided __________
1
by any other thing.6
John F. Walvoord, Jesus Christ our Lord
(Chicago: Moody Press, 1969), 73.
Even though there are quotation marks and a footnote, this would still fall under the
category of plagiarism. The footnote at the end implies that the material itself comes from
5
6
Ibid.
John F. Walvoord, Jesus Christ Our Lord (Chicago: Moody Press, 1969), 73.
20
Walvoord’s work, but leaves the quote’s origin unspecified. To correct the mistake, the
student should place the footnote immediately after the closed quotation
Example 2: Proper citation style
Original Citation
Of all typical things in the Old Testament,
undoubtedly the tabernacle was the most
complete typical presentation of spiritual
truth. It was expressly designed by God to
provide not only a temporary place of
worship for the children of Israel in their
wanderings but also to prefigure the person
and work of Christ to an extent not provided
by any other thing.7
Excerpt from a Sample Paper
While there are many examples of typology
in the Old Testament, the tabernacle
provides us with the most complete
prefiguring of Christ. Its original purpose
was to be a portable temple, of sorts, but
God so designed it that, upon reflection,
Jesus’ person and work could clearly be
seen. Because the typology is so extensive,
this paper will focus on just one of the
tabernacle’s aspects and it’s relationship to
Christ, namely, its sacrificial system.1
__________
1
John F. Walvoord, Jesus Christ Our Lord
(Chicago: Moody Press, 1969), 73.
This example is acceptable. No direct quotation was used, and the information taken from
Walvoord within the paragraph was documented in a footnote at the end.
Occasionally, you may even use a footnote in the middle of a sentence, as in the example
below:
Example 3: Footnote in the middle of a sentence
Original Citation
Excerpt from a Sample Paper
Of all typical things in the Old Testament,
Even though the tabernacle provides us with
undoubtedly the tabernacle was the most
the most complete prefiguring of Christ
complete typical presentation of spiritual
anywhere in the Old Testament1, we must be
truth. It was expressly designed by God to
careful not to lose sight of its original
provide not only a temporary place of
purpose and place an undue emphasis on its
worship for the children of Israel in their
typological role, thus distorting our
wanderings but also to prefigure the person
exegesis.
and work of Christ to an extent not provided __________
1
by any other thing.8
John F. Walvoord, Jesus Christ Our Lord
(Chicago: Moody Press, 1969), 73.
3. Document every idea taken from another source, but don’t footnote
common knowledge.
Many things in our world are considered “common knowledge,” and therefore do not have
to be documented. Examples of this would include that George Washington was the first
president of the United States, that English sentences begin with capital letters, and that
Jesus was a Jewish man. If you are unsure whether or not your statement is common
7
8
Ibid.
Ibid.
21
knowledge, ask yourself where you got the information. Was it something you picked up in
grade school? If so, it is probably common knowledge. Is it something you learned as you
were researching your topic? If so, then it almost certainly needs to be documented. Or you
could ask yourself whether or not a typical reader would already be aware of the fact you
are presenting, or would he or she want to see where you got your information. The former
case would be one of common knowledge; the latter would need to be documented.
If ask yourself these questions and still aren’t sure, err on the side of caution: reference the
citation (but again, if there is no citation but rather it is something you already knew, then
the chances are it is either common knowledge or you are assuming more than you can
prove!).
Example 1: Proper citation style (Common Knowledge)
Original Citation
Excerpt from a Sample Paper
Like all of Paul’s writings, Romans opens
There is little reason to doubt that Romans
with a claim of Pauline authorship. No
was written by Paul. First, we immediately
critics have presented satisfactory reasons
notice that it begins with a claim to Pauline
for rejecting this claim . . . . The letter’s
authorship.
obvious Pauline traits make it one of the
Hauptbriefe, and support for an author other
than Paul has little acceptance among New
Testament scholars.9
This is not plagiarism. The fact that Paul wrote Romans, as well as the fact that the book
opens with the claim that Paul is the author, is common knowledge. Just because Lea said
the same thing does not mean we must credit him with the idea.
Example 2: Citing common knowledge, but using someone else’s words
Original Citation
Excerpt from a Sample Paper
Like all of Paul’s writings, Romans opens
Like all of Paul’s writings, Romans opens
with a claim of Pauline authorship. No
with a claim of Pauline authorship. But can
critics have presented satisfactory reasons
this claim be justified? This paper will begin
for rejecting this claim . . . . The letter’s
by examining the letter’s obvious Pauline
obvious Pauline traits make it one of the
traits.
Hauptbriefe, and support for an author other
than Paul has little acceptance among New
Testament scholars.10
This student, on the other hand, has committed plagiary. While the facts are common
knowledge, he has used Lea’s words, verbatim, without giving him due credit. Remember,
plagiarism is taking someone else’s words or ideas and not giving him proper credit.
9
Thomas D. Lea and David Alan Black, The New Testament: Its Background and Message,
2d ed. (Nashville, TN: Bradman & Holman Publishers, 2003), 391.
10
Ibid.
22
Suggestions for avoiding plagiarism
Having the right approach to research will help you avoid plagiarism in general. Here are
two good rules of thumb.
First, if you are writing a research paper, expect the main body of your work to contain at
least one footnote in every paragraph (excluding, possibly, concluding of summarizing
paragraphs). If you have one a paragraph that doesn’t have any references, then it is likely
either unnecessary, or you are in danger of plagiarism. This is because the body of your
research paper is building your argument, and to do that, you have to present data. But
because you get your data from your research, you will have to document the data you are
providing. If, then, you have a paragraph that is not introductory or a summary, and you
provide no footnotes, then you’ve either not provided any data in that section (in which
case, you should ask yourself if you need it at all), or you’ve given data that you have not
documented.
Second, a research paper is not a long series of quotes, and research in general is more than
looking for quotes to use. If all you are doing is stringing quotes together, you are more apt
to fall into plagiarism. Instead, when you research, you should be looking at answering a
specific question within your topic at any point in time. If a source helps you answer that
question, then include and footnote it in your paper. Use a direct quotation if the statement
is particularly memorable or if you want to lend extra authority to your argument. But
otherwise, paraphrase the statement or idea, provide the appropriate documentation, and
you will be off to a great start.
Student Plagiarism Websites
http://library.acadiau.ca/tutorials/plagiarism/
http://owl.english.purdue.edu/owl/resource/589/01/
If you have any further questions, email the library at library@lru.edu
23
III. Tips for Evaluating Resources
By Hal M. Haller
1. Kind of Information
Note that each reference work has its own peculiar set of characteristics. You need to
know the kind of information that is contained in the various kinds of reference
works such as directories, indexes, concordances, dictionaries, handbooks,
encyclopedias, bibliographies, commentaries, surveys, outlines, and introductions in
order to search intelligently. For instance, dictionaries provide definitions and
descriptive information and generally have more brevity than encyclopedias that
provide more in-depth treatments of a subject.
2. Scope of Information
Along with the kind of information, the student should be aware of the scope of
information. Some reference works only treat a specific aspect of a subject whereas
others treat a broader aspect. For example, an encyclopedia of ethics would be
broader in scope than an encyclopedia in bioethics. In looking up pertinent
information on euthanasia, both sources should be consulted.
3. Currency of Information
Next, be aware of the currency of information. Chafer’s Systematic Theology
addresses issues that were important to the author and his constituency in the late
forties and early fifties. Some of the issues Chafer raises are of timeless value;
they are still being discussed and debated. However, Chafer will not make you
aware of some of the current issues (for instance, how postmodernism and open
theism relates to theology today).
4. Currency of Nomenclature
Be aware of currency of nomenclature. Language changes. Philosophical and cultural
currents force these changes. Under some of the older references works, if you wish
to read about homosexuality, you may have to look under the term sodomy in the
table of contents, in the topic headings, or in the index. Remember that the term “gay”
was not used in the “gay nineties” (1890’s) the same way it is today. Older references
may make reference to Negroes, but the currently accepted term is Afro-Americans.
In looking at some older works the term abortion is not there, but infanticide is.
5. Viewpoint of the Author(s)
Be aware of the viewpoint of the author(s). Some reference works are produced by
theological conservatives and others by theological liberals. Sometimes works will
contain a blend of the two viewpoints by the same author or by different authors. The
dividing line between liberals and conservatives by and large is attitude towards the
inerrancy of Scripture and a normal literal method of interpretation. Note whether the
author is Baptist, Presbyterian, Lutheran, Catholic, Orthodox, Wesleyan, etc. Note
24
whether the author is dispensational or covenant or whether the author is
premillennial, amillennial, or postmillennial. If you are reading church history
material, note whether the author has a horizontal or vertical way of describing it. For
instance, some will describe the ministry of George Whitfield, the great English
evangelist, as relating in some way to God’s providence. Others will seek to explain
his ministry more in sociological terms without making any judgments on the
workings of God in his life, although privately they might hold an opinion. Even in the
area of Bible translation viewpoints are sometimes expressed. For instance, one
translation that has a feminist bias translates John 3:16 as “God gave His only
begotten child” rather than “God gave His only begotten Son,” thus avoiding the
masculine gender of Christ. Because a writer tells you that he believes in the
inspiration of Scriptures may not in and of itself tell you where he stands on inerrancy.
He may believe the Bible is inspired, errors and all! You must dig deeper.
6. Qualifications of the Author(s)
Be aware of the qualifications of the author(s). Ask, “Is the author qualified by his
academic credentials, experience, and peer recognition to write what he does?”
“Does he show evidence of the research necessary to reach the conclusions he
does?” “Does the writer communicate clearly or is he sloppy in his thinking or
expression?” Do consider that sometimes an author may be eminently qualified by
credentials and experience, but not able to reach satisfactory conclusions on
particular subjects because of one reason or another. In other words, beware of the
brilliant, but unbalanced scholar. Remember that scholars can and sometimes
suppress information they do not like because they are members of a fallen race (cf.
Rom. 1:18).
7. Reputation of the Publisher
Be aware of the reputation of the publisher. Some publishers publish a lot of
sensationalistic material with little support. For instance, there is the publisher who
published the pamphlet, “88 Reasons Why the Rapture Will Occur in 1988.” As
authors have viewpoints, publishers may create a reputation for favoring a certain
viewpoint. For instance, reference works published by Moody Press are
theologically conservative; reference works published by Abingdon Press are
generally much less so. Both the qualifications of the author and the reputation of
the publisher have to do with reliability. Are the sources I am using trustworthy?
Be aware of the level of audience for which the work is intended. Sometimes the
preface or introduction to the reference work will actually tell you that the work is
intended for laymen and busy pastors or that it is intended for more serious study.
Usually works that are more popular in nature have less in depth research behind
them than works of a more detailed scholarly nature. This is not always true.
Sometimes popular works are written by someone with a great deal of scholarship
behind them, but wear their scholarship lightly. An example would be The Hungry
Inherit, a devotional work by Zane C. Hodges, a New Testament scholar.
25
8. The Importance of Introductions, Symbols, and Explanations
Besides becoming aware of certain matters, one should become familiar with the
introductions, symbols, abbreviations, and explanations that are unique to each
reference work. Most of us would rather just dive in and get the information, but we
must be careful to understand how the author meant to lay out his material or we
may misunderstand the proper use of it. Or, to put it another way, “Before all else
fails, read the directions.
Recommended Reading













Badke, William B. The Survivor’s Guide to Library Research. Grand Rapids, MI:
Zondervan, 1991.
Badke, William B. Research Strategies: Finding Your Way Through the
Information Fog. New York: IUniverse, Inc, 2004.
Bauer, David R. An Annotated Guide to Biblical Resources for Ministry. Eugene,
OR: Wipf & Stock Publishers, 2011.
Barber, Cyril J., and Robert M. Krauss. An Introduction to Theological Research:
A Guide for College and Seminary Students. Lanham, MD: University Press of
America, 2000.
Barber, Cyril J. The Minister's Library. Chicago: Moody Press, 1985.
Bolner, Myrtle S., and Gayle A. Poirier. The Research Process: Books & Beyond.
Dubuque, IA: Kendall/Hunt Pub. Co, 2007.
Durusau, Patrick. High Places in Cyberspace, 1996. Atlanta, GA: Scholars Press,
1996.
Glynn, John. Commentary & Reference Survey: A Comprehensive Guide to
Biblical and Theological Resources. Grand Rapids, MI: Kregel Academic &
Professional, 2007.
Hysell, Shannon. American Reference Books Annual 2012. Libraries Unltd Inc,
2012.
Katz, William A. Introduction to Reference Work, Vol. 1. McGraw-Hill, 2001.
Kepple, Robert J., and John R. Muether. Reference Works for Theological
Research. Lanham: University Press of America, 1992.
Rosscup, James E. Commentaries for Biblical Expositors: An Annotated
Bibliography of Selected Works. The Woodlands, TX: Kress Christian
Publications, 2004.
Vyhmeister, Nancy J. Quality Research Papers for Students of Religion and
Theology. Grand Rapids, MI: Zondervan, 2008
26
IV. Writing an Annotated Bibliography
By LRU Library Staff (collective effort)
(Originally published in 2008)
Your professor may have different requirements for his annotated bibliography assignment.
Please check with him before following the advice in this document.
What is a bibliography?
A bibliography is a systematically arranged list of resources such as books and journal
articles used for research.
What is an annotation?
An annotation could be an explanation, description, summary, critical evaluation, or a
combination of all of them.
What is an annotated bibliography?
An annotated bibliography is a systematically arranged list of resources such as books
and journals used for research with a brief summary and critical evaluation of each
resource.
A bibliography provides you with the author, title, and publication details of resources
used; an annotated bibliography adds a paragraph of summary and evaluation to each
resource.
What is the purpose of an annotated bibliography?
 It reflects the depth of your research and understanding of the topic.
 It reviews the literature published on a topic.
How long should it be?
The length of each entry depends upon the specific guidelines your professor has given
you. An annotation can be as short as one sentence. Generally, each annotation should
be one single paragraph and not exceed 150 to 200 words, or three to five sentences.
How does one choose resources for an annotated bibliography?
Choosing resources for an annotated bibliography involves doing research just like any
other project. Choose peer-reviewed journals and scholarly monographs that provide a
wide variety of perspectives on your topic. The quality of your bibliography will depend
on your selection of sources. Follow the specific guidelines your professor may have
given you.
27
What goes into an annotated bibliography?
The first part of the annotated bibliography is the bibliography itself. This should be
citing the books or articles in alphabetical order in Turabian format.
The second part depends on what is being asked by your professor. If your professor is
asking for a descriptive annotation (without analyzing the author’s findings or
conclusions), simply summarize the scope and content of the resource.
If the professor is asking for a critical and evaluative annotation, provide a critical
assessment of the resource with the descriptive annotation. A critical or evaluative
annotation examines the strengths, weaknesses, and biases of the resource.
Follow these steps for a critical assessment of a book or an article.
1. Get an idea about the author’s thesis and conclusion by reading the introduction,
table of contents, and conclusion.
2. Evaluate the author’s credentials (educational background, reputation, and
knowledge on the topic). How qualified is the author? Does the author have some
authority in the field?
3. Evaluate sources cited within the work and see whether they appear to be credible
and scholarly without much controversy. Is the author’s work in tune with the
established scholarship?
4. Evaluate the publisher’s credentials. Is the publisher reliable and reputable?
5. Evaluate the relevance of the information. Is the source/information contained
within the source relatively recent?
What does an annotated bibliography in Turabian format look like?
Sample citations and annotations:
SELECTED ANNOTATED BIBLIOGRAPHY
Davidheiser, Bolton. Evolution and Christian Faith. Philadelphia: Presbyterian and
Reformed, 1969.
Young-earth creationist critique of evolution. The section on teleology is
especially good. There are many helpful appendices as well. This book is so well-written,
it should be updated with more recent documentation and reprinted.
Geisler, Norman L., and J. Kerby Anderson. Origin Science: A Proposal for the
Creation-Evolution Controversy. Grand Rapids: Baker, 1987.
Important book arguing for a distinction between cosmogony (origin science) and
cosmology (operations science), with the former allowing for supernatural creation while
the latter emphasizes the regularities of natural processes.
28
Hoyle, Sir Fred, and Chandra Wickramasinghe. Evolution from Space. New York:
Simon and Schuster, 1981.
Two non-Christian scientists correctly argue that life could not have arisen on
earth by itself. Instead of admitting to the creationist alternative, however, they
suggest life was seeded on earth by aliens from outer space (of course that just moves
the problem of origins to another planet). An example of the unbelievable things an
unbeliever will believe in order to remain an unbeliever!
Morris, Henry M. The Biblical Basis for Modern Science. Grand Rapids: Baker, 1984.
One of the best of Morris's many books defending young-earth
creationism. Shows the biblical commitments of pioneer scientists and the biblical
foundations of their disciplines. Should put to rest the objection that the Bible is
irrelevant in scientific issues.
Young, Davis A. Creation and the Flood. Grand Rapids: Baker, 1977.
A Christian geologist takes the unusual position that the Genesis flood was
global but "tranquil" (in support of the old earth view). Twenty years later, Young gave
this position up and argued for a "local flood" (in The Biblical Flood: A Case Study of
the Church’s Response to Extrabiblical Evidence. Carlisle: The Paternoster Press,
1995).
Individual professors may give instructions that differ from this sample. Please
check with your instructor to make sure that you are writing the bibliography, as he
wants it written.
N.B.
29
Appendix A: A Complete Paper in Turabian
30
DMPA 800: PERSONAL ASSESSMENT AND ORIENTATION
Complete Submission
Fortune and Fortune: Discover Your God-Given Gifts
McRae: The Dynamics of Spiritual Gifts
____________________
Submitted to
Luther Rice Seminary
In Partial Fulfillment of
the Requirements for the Degree
Doctor of Ministry
____________________
Marvin M. P. Mullins
P. O. Box 123
Romeo, FL 54321
I.D.# AB1234
/
Phone: (987) 222-3210
January 3, 2003
Advisor: Dr. Langford
Professor: Dr. Kinnebrew
Hours Completed: 3 -- Hours Remaining: 33
HELL:
THE NECESSITY AND NATURE OF DIVINE RETRIBUTION
____________________
A Paper
Presented to Dr. James Kinnebrew
Luther Rice Seminary
____________________
In Partial Fulfillment
of the Requirements for the Course
DMPA 800-D Personal Assessment and Orientation
____________________
by
Marvin M. P. Mullins
AB 1234
OUTLINE
I.
II.
INTRODUCTION
HELL:
A.
B.
III.
IV.
THE NECESSITY AND NATURE OF DIVINE RETRIBUTION
The Necessity of Hell
The Nature of Hell
CONCLUSION
SELECTED BIBLIOGRAPHY
ii
INTRODUCTION
Is a belief in Hell necessary?
This is a question
which rages not only in many quasi-Christian cults, but also
in liberal elements of supposedly Bible-believing churches
and denominations.
This paper will demonstrate that the
Bible teaches the reality and necessity of Hell.
Further,
it will provide insights about the nature of Hell and what
kind of place it is.
In this short paper the doctrine of Hell will be
examined with an interest in these specific concerns.
This
is by no means an exhaustive list of subjects related to
Hell, but this essay will confine itself to these considerations.
1
HELL:
THE NECESSITY AND NATURE OF DIVINE RETRIBUTION
The Necessity of Hell
Many have argued that a belief in Hell is unnecessary.
Some who call themselves Christians, including pastors and
denominational leaders, say that they believe the Bible, yet
they do not acknowledge Hell's reality.
Many cults that
present themselves as Christian teach that belief in Hell's
existence is erroneous or inappropriate.
As A. T. Hanson
stated in A Dictionary of Christian Theology, "The weakening
of belief in the verbal inspiration of the Bible has meant
that hell fire has largely disappeared from the theological
scene."1
Still, one notes at least three reasons to
believe, proclaim, and defend this doctrine.
First, the Old Testament states, "And many of those who
sleep in the dust of the earth shall awake, Some to
everlasting life, Some to shame and everlasting contempt"
(Dan 12.2).2 The Gospel writer records in Matt 25.46, "And
____________________
1
Alan Richardson, ed., A Dictionary of Christian
Theology [DCT], s.v. "Heaven and Hell," by A. T. Hanson,
151.
2
Unless otherwise stated, the New King James Version
will be used consistently throughout this paper.
2
these will go away into everlasting punishment, but the
righteous into eternal life."
Also, the final book of the
Bible asserts, "And anyone not found written in the Book of
Life was cast into the lake of fire" (Rev 20.15).
Even a
casual reading of the Word of God leads to the inescapable
conclusion that Hell is a biblical reality.
Further, Hell was taught by the Lord Jesus Himself.
Though some have posited that the idea of Hell is antithetical to the "sweet" nature and teachings of Jesus, most
of the Bible's teaching on Hell comes from the lips of
Christ.
W. T. Conner argued:
Nobody teaches this more clearly and emphatically than
does Jesus. He solemnly and repeatedly warns men
against the dangers of a hell of fire in which God will
destroy both soul and body (Matt. 5:22,29; 10:28; 18:9;
Mark 9:43,45; Luke 12:5, et al.).3
Finally, logic and the existence of a moral order
demand that there be a Hell.4
In Acts 1.25 the Bible states
that Judas, after he died, went to "his own place."
An
eternal place exists for everyone, and it cannot be the same
for the holy and the sinful, the forgiven and those who die
without forgiveness, the Hitler and the Corrie Ten Boom.
Since God created a moral order in the world, punishment for
sinners is a logical extrapolation.
____________________
The man who chooses to
3
W. T. Conner, Christian Doctrine (Nashville: Broadman
Press, 1937), 326-37.
4
A. H. Strong, Systematic Theology (Valley Forge, PA:
Judson Press, 1907), 1049.
3
live in sin in this life can never be happy in God's presence and must be separated from God and Heaven forever.
Many men think that if they can just stay out of the
fire after they die they will be all right. What they
need to see is that they must get the fire of sin out of
their souls.5
Therefore, Holy Scripture, the Lord Jesus Christ, and
the very existence of a moral order in a logical universe
demand the necessity of a Hell.
The question now may be
asked, what can be learned about the nature of Hell?
The Nature of Hell
To understand fully the kind of awful abode that Hell
is, one must first see it as a place of demons.
The Bible
states, "And the angels who did not keep their proper
domain, but left their own abode, He has reserved in everlasting chains under darkness for the judgment of the great
day" (Jude 6).
Also, the Book of Revelation speaks of a
"pit" and a "lake of fire" which will be populated by fallen
angels.6
Second, Hell is seen as a place of distress.
The
Scholastics spoke of poena sensus, or "some sort of external
agent of torment."7
____________________
5
Conner, Christian Doctrine, 327.
6
Strong, Systematic Theology, 450.
7
Richardson, DCT, 151.
4
The Son of Man will send out His angels, and they will
gather out of His kingdom all things that offend, and
those who practice lawlessness, and will cast them into
the furnace of fire. There will be wailing and
gnashing of teeth (Matt 13.41-42).
Other Scriptures associate Hell with everlasting punishment
(2 Thes 1.8-9), fire and brimstone (Rev 14.10), unquenchable fire (Mark 9.44), and tribulation (Matt 24.21).8
Third, Hell is seen as a place of deprivation.
The
unrighteous are said by the Scriptures to be separated from
the righteous (Matt 13.49), from light (Matt 25.30), and
from rest (Rev 14.11).9
Surely, though, the worst of all
isolations is that referred to by the scholastics as poena
damni, or “the sense of separation from God.”10
Fourth, Hell is seen as a place of debts coming due.
The Bible is clear that “God is not mocked; for whatever a
man sows, that will he also reap” (Gal 6.7).
It further
declares that “the wages of sin is death” (Rom 6.23) and
“the soul who sins shall die” (Ezek 18.4).
Paul said:
But in accordance with your hardness and your impenitent
heart you are treasuring up . . . wrath in the day of
_________________________
8
James P. Boyce, Abstract of Systematic Theology
(Pompano Beach, FL: Christian Gospel Foundation reprint,
n.d.), 477.
9
Ibid., 478.
10
Richardson, DCT, 151.
5
wrath and revelation of the righteous judgment of God
(Rom 2.5).
Hell, therefore, is a place where the justice and judgment
of God finally are satisfied.
Sin has as an integral part
of its nature a price that must be paid.
W. T. Conner has
stated the point as follows:
Men are punished in this life for their sins. That is
made clear in the examples and teachings of the Bible.
It is also verified in experience. But men do not get
the full punishment for their sins in this life. The
full punishment for sin, therefore, must come in the
next life.11
Finally, Hell is seen as a place of duration.
Each of
the foregoing facets of Hell’s nature has been confirmed by
scholars based on the character of man and the character of
man’s sin.
But it is the character of God that clearly
necessitates the eternality of Hell. Augustus H. Strong goes
so far as to compare the ceaseless nature of Hell to the
infinite nature of the Trinity, the abiding presence of the
Holy Spirit with Christians, and the endlessness of the
saint’s abode in Heaven.12
_________________________
11
Conner, Christian Doctrine, 326.
12
Strong, Systematic Theology, 1044-46.
6
CONCLUSION
The scope of this examination has not allowed more than
a terse synopsis of this weighty doctrine.
However, even
the most fleeting glance at the biblical evidence should
convince the honest seeker of the aforementioned truths
about Hell.
To review, biblical and intellectual honesty insist on
a belief in Hell.
The Holy Scriptures and logic demand it,
and the Lord Jesus verified it.
Finally, this writer
believes that Hell can be described as a place of demons,
distress, deprivation, debts coming due, and duration.
Language about hell seeks to describe for humans the
most awful punishment human language can describe to
warn unbelievers before it is too late. . . .
Certainly, no one wants to suffer the punishment of
hell, and through God’s grace the way for all is open
to avoid hell and know the blessings of eternal life
through Christ.13
These words of Ralph L. Smith provide an appropriately
gripping conclusion to such an imposing study.
_______________________
13
Trent C. Butler, ed., Holman Bible Dictionary, s.v.
“Hell,” by Ralph L. Smith, 632.
7
SELECTED BIBLIOGRAPHY
Boyce, James P. Abstract of Systematic Theology. Rep. ed.
Pompano Beach, FL: Christian Gospel Foundation, n.d.
Bray, Gerald. “Hell: Eternal Punishment or Total
Annihilation?” Evangel 10(Summer 1992): 19-24.
Butler, Trent C., ed. Holman Bible Dictionary. Nashville:
Holman Bible Publishers, 1991. S.v. "Hell," by Ralph L.
Smith.
Conner, W. T. Christian Doctrine. Nashville: Broadman Press,
1937.
Edwards, David L. and John R. W. Stott. Evangelical
Essentials. Downers Grove, IL: InterVarsity Press,
1988.
The Holy Bible. New King James Version.
Richardson, Alan, ed. A Dictionary of Christian Theology.
Philadelphia: Westminster Press, 1969. S.v. "Heaven and
Hell," by A. T. Hanson.
Strong, Augustus H. Systematic Theology. Valley Forge, PA:
Judson Press, 1907.
8