Whitefield College

Keep this booklet accessible. Read it entirely before commencing

your studies. Following its detailed instructions will ensure that
your studies with Whitefield College will go as smoothly as
possible.

How to Complete and

Submit Course Work
Effective from: January, 2009
 Statement on Academic Honesty 

Distance education students are, by definition, those who are working  
almost entirely without local supervision. Consequently, students are on 
their honor to complete assignments with integrity. This means that all 
written assignments are to reflect the student's own work. When you wish 
to make use of work submitted for an earlier course, proper attribution 
should be provided, and this should be kept to a minimum. Obviously, re‐
search done for one course may be used for another (that is the point of 
recording your research); however,  you should never simply cut and paste 
without making it clear that this is the case. 
  
Where secondary sources are used, you must adhere to the appropriate 
standards of citation. See the Whitefield College publication “Research, Qu‐
otation, and Citation Standards.” 
 
Cheating and plagiarism are sins contrary to God’s laws and the mission of 
Whitefield College. 

Edition Revision Details:

September 2005 – New Edition
February 2006 – Cosmetic Changes
July 2006 – New Edition
August 2007 – Some additions to “Writing The Outline” pages 12 ff.
January 2009 – Updates for compatibility with Research Standards publication

Whitefield College
P. O. Box 6321
Lakeland, Florida 33807
Phone: (863) 683-7899
Email: info@whitefieldcollege.org
Internet: http://www.whitefieldcollege.org
Revision Date: January 2008
Copyright © 2008 by Whitefield College
 HOW TO COMPLETE AND
SUBMIT COURSE WORK

The following pages contain information vital to clear communication and a good scholas-
tic relationship with the college. These guidelines are the product of ongoing refinement
and are subject to change. Updated editions of this booklet will be mailed to students and
posted on our web site. If you think this booklet may be outdated, go to the college web site
(www.whitefieldcollege.org) and check the last update posted.
In preparing your assignments, follow these guidelines carefully. Examples of student work
are found starting on page 29.

Basic Standards & Instructions

1. Writing Instrument: Complete your work on a word processor. Set your page size to
Letter (A4 non U.S.). Do not submit handwritten work unless prior approval of the col-
lege has been obtained. Work should be submitted via your account on the Whitefield
College Online Campus. See numbers 15 and 16 below.
2. Format for File Set-up: Use a 1" (2.5 cm) margin top and bottom, and a 1.25" (3
cm) margin right and left. Use 12-point (Times New Roman, if possible) type and
double-space your work (approx. 330 words per page). Number each page at the bot-
tom center. Print on one side of the paper only. Use bold and italic styles only for
emphasis.
3. Legibility and Neatness: Print work using the same typewriter or printer for the
same assignment. Be sure the printed copy is readable with no mark-outs, X-outs, or
write-ins.
4. Writing Style: Use proper English, spelling, and punctuation. Follow proper rules of
English composition. (British spelling and grammar is acceptable for non-U.S. stu-
dents.)
• Citation of Source Information: Please refer to the Whitefield College publication
Research, Quotation, and Citation Standards for precise details. In keeping with
most of academe, we have adopted the Modern Language Association (MLA)
style for documenting sources.
5. How to Quote Scripture References: Place reference after the quotation, and
always use the ‘complete address,’ that is, the book, chapter, and verse, e.g., “(John
3:16-18).” If you are referencing a specific word, state the word first and then give the
address, e.g., “everlasting (John 3:16).”
6. How to Format Title Pages: Prepare a title page for each assignment. It should be
the first page in each file submitted, or be presented as the first page in paper submis-
sions. Title pages must contain the following information, centered and spaced down
the page as in the example on the following page.

1
 BBL101 Course Title & Number
Lecture Notes Assignment
or
Questions and Answers from Louis Berkhof’s
Principles of Biblical Interpretation

Jill Christian Your Name

1357 E. Mercy Drive Your Mailing Address
Calvintown, FL 33777 (include country if outside U.S.)

(813) 777-9876 Your Phone Number

jchristian@emailaddress.com Your Email

1234567 Your Student ID #

Whitefield College Name & Address of College

P.O. Box 6321 Lakeland, FL 33807
July 17, 2006 Submission Date

2
7. How to Write Lecture Summaries: Listen to the lecture, taking as detailed notes
as you need. Type your summary from these notes immediately after the lecture is
finished. A summary should be a one-paragraph synopsis of the lecture, dealing in
broad strokes with the lecture’s content. Be sure to identify each summary by the name
and number of the lecture (there is no need to list the professor’s name each time). You
may put as many summaries on a page as space and formatting constraints permit.
Provide a Title Page entitled, ‘Lecture Summaries’ along with the rest of the informa-
tion included in number 6 above.
8. How to Write Chapter Summaries: To write a chapter summary well, you need
only get your ideas across simply and clearly. Map out what you are going to write be-
forehand; know your beginning, middle and end. Divide your work into paragraphs.
Each paragraph should begin with a topic sentence that states concisely what the rest
of the paragraph will detail. Your opening paragraph should be a summary of what the
chapter as a whole is about. On average, chapter summaries run one page double
spaced, with 3-4 paragraphs, although this will depend on the length of the chapter or
the specific instruction accompanying the course work. Write as many paragraphs as
will adequately detail the material presented in the chapter. Use your own words, not
those of the author(s), and do not use extended quotes. Take a separate sheet of paper
for each chapter. On the first line of each page, note the title of the book and the chap-
ter number. Skip a line and begin your summary. Provide a Title Page entitled
‘Chapter Summaries of ...(specific title)’ along with the rest of the information in-
cluded in number 6 above.
9. How to Write Book Summaries: Be brief yet thorough. The average summary
should be between two and four pages in essay format (guideline: one paragraph per
chapter). The purpose of the summary is to show that you have read and understood
the thesis of the book. This is not a full book report, so there is no need to give your
opinion of the book, introduce the author, compare or contrast it with other books, or
cite interesting parts. Provide a Title Page entitled ‘Book Summary of ... (specific
title)’ along with the rest of the information included in number 6 above.
10. How to Format Answers to Questions: Type out the page number, and the ques-
tion number if given, then the question itself in quotation marks, as example.
p. 163, Tape One #2: “In what way have the humanists been ambivalent about
history?”
On the next line write your answer. Skip one line between each set of questions and
answers. Provide a Title Page entitled, ‘Answers for ... (specific title)’ along with the
rest of the information included in number 7 above.
• How complete should your answer be? Make your answer as complete as possible
within the confines of the required text for the course. Some answers can be quite
short, e.g., the answer for the question above could be: “Humanists have either
despised history or valued it highly.”
11. How to Write Research Papers: Please note that grading is based upon the as-
sumption that you have read and understood the directions in this booklet, and all other
sources to which you are directed. Before beginning your research paper, please read
the section “Writing Research Papers for Whitefield College” later in this booklet, as
it provides clear and detailed instructions on all aspects of writing a research paper, in-
cluding selection and narrowing of topic, writing a thesis statement, developing an

3
 outline, proofing, and MLA style guidelines. The length of your paper will be an-
nounced in the Syllabus sent with each course.
i. Research Paper Grading Standards: Here are some pointers suggested by our
professors to help you know what they expect.
a. Title Page, Outline, and Thesis ..................................................... 5%
Format the Title Page as directed. Place your Thesis Statement just above the
Outline. The Outline should identify the main themes and points of your paper, and
lead your reader from the thesis to the conclusion in logical steps.
b. Source Citations and Works Cited Page ....................................... 5%
Be sure to use the specified number of sources, and follow the style rules.
c. Language Usage, Spelling and Grammar ..................................... 5%
Write well. Be creative. Check and recheck your spelling and grammar. Look for
leaps of logic, or lapses in continuity of thought.
d. Introduction.................................................................................... 5%
This should introduce the main arguments of your paper and repeat the thesis
statement. A strong first sentence is important. The Introduction sets the stage for
the paper by telling the reader what to expect.
e. Thesis Proposed and Proven ...................................................... 15%
Have a well written thesis answered point by point. The paper should provide evi-
dence that you have researched your subject in line with your thesis statement, and
proven your points with suitably authoritative citations.
f. Discussion and Conclusion .......................................................... 65%
This is the meat of your paper. The thoroughness of your research will be
evidenced here. Given that Scripture relates to every facet of life and thought, seek,
where possible, to bring Scripture to bear on your topic. This does not mean that
you must “proof text” every point; however, where applicable, your conclusion
should evidence an understanding of the Scriptural teaching on your topic. Your
topic should deal with a significant aspect of the course material, setting the
historical or Biblical context, and dealing with its impact at the time and later.
Bring your discussion to a fitting and interesting conclusion. See “How to Write a
Research Paper for Whitefield College”.
ii. Complete Course Grading Weighting:
Lecture Summaries ......................................................................... 10%
Chapter and Book Summaries or Journal ...................................... 15%
Research Paper or Essays.............................................................. 75%
12. Other Assignments: Courses may require other assignments that will be explained
in the syllabus that ships with each course. Follow those directions and use the format
& titling instructions in numbers 2 through 6.
13. Questions for the Professor: If you have questions arising out of your studies that
you would like the professor to answer, you may call Dr. Talbot, Academic Dean, who
will either answer the question or put you in touch with the relevant professor. Alter-
natively, you may email your questions. You will have been provided an email address
and phone number for this purpose when you enrolled. When submitting course work

4
 with questions or comments for the professor, place the questions on the first page of
the Research Paper file, making sure your name, email, phone, student ID and course
ID is at the top of the page.
14. Course Work Procedures: Lectures are principally distributed in MP3 format on
CDs suitable for playing on your computer. For some courses, audio tapes may be
available for those who need them. The Syllabus sent with every course will give
details on the precise procedure for the course. To help with time management, you
may wish to copy and use the “Student Time Record” on page 51, or download it from
the online campus.
a) Full-Time or Nearly Full-Time Students: We recommend that full-time, or
nearly full-time, students listen to two or three lectures per day until they are
complete. It is difficult to manage much more and hope for meaningful reten-
tion. Fill your day profitably with reading between lectures; however, take a
short break every hour, and try to take around 40 minutes for lunch, stepping
out occasionally for fresh air, if weather permits.
b) Part-Time Students: If you are a part-time student, concentrate on listening
to the lectures and writing summaries before taking up your reading. Disre-
gard this when given explicit instructions to the contrary in the syllabus.
c) Concurrent Courses: We recommend that full-time, or nearly full-time
students take a minimum of two courses together, thus providing some varia-
tion to the daily routine.
d) Time Allowances: For Regular students, course enrollment is normally for
a period of six months although extensions may be available (please contact
Admissions for more information).
e) Lecture Tapes and CDs: If you have received lecture tapes, ensure that
they are returned to the Distribution Center when you submit your course
work. Most lecture CDs may be retained by you for as long as needed—see
the syllabus for exceptions. Retained CDs remain the property of Whitefield
College at all times. You may not lend, give, sell, copy, or dispose of lecture
tapes or CDs without permission from the college. When they are no longer
needed, please return them to the college.
15. Submissions: Course work should be submitted electronically through our Online
Campus, although we will accept course work by U.S. Mail. We generally prefer not
to receive course work sent via private carriers such as UPS or FedEx. Do not email
your work as attachments unless specifically directed to do so. If sending your work by
mail, follow the instructions given in sections 18 through 21. The preferred method is
electronic.
16. Electronic Submission: Log onto the web site and follow the instructions. Have
each element of your submission in a separate word processing file formatted for
MSWord or Adobe PDF. Format the Title Page for each piece of work as the first page
of your computer file. We strongly recommend that you print out your work, proof it
on paper, and correct any errors before submitting the files. Remember to make use of
spelling and grammar checking tools included with your word processor.

5
17. When to Submit Your Work: Submit all the assignments for a completed course
together, unless otherwise instructed in the syllabus. Do not try to upload assignments
for partially completed courses. Students will be notified of any course work missing
from work received. North American students will have 30 days to supply the missing
work (overseas, 50 days). After that, an ‘Incomplete’ grade will be awarded to the stu-
dent and the entire course work must be resubmitted with the Resubmission Fee of
$30.
18. Sorting Your Course Work: When mailing course work, submit all your com-
pleted assignments for each course in a binder or report holder, or staple each
assignment in the top left corner and place in an envelope or bind with a rubber band.
Sort assignments in the following order:
1. Title Page (see # 6)
2. Table of Contents of Assignments
3. Lecture Notes
4. Book Reports and Chapter Summaries in the order assigned
5. Research Paper
Each assignment should have its own Title Page. No additional ‘presentation’ grades
are awarded for expensive binders; just ensure that your material is presented well.
19. Loss of Course Work: If you are submitting your work by mail, you may submit
original work or good quality photocopies. However, it is imperative that you retain a
copy of your work in case any submissions are lost in the mail—it does happen! The
college is not responsible for any work lost en-route to us. Any course work not re-
ceived must be resubmitted.
20. Mailing Tips: Use a strong envelope or box that will withstand the rigors of postal
mailing. This is especially important if you are mailing from outside North America.
Use a large enough envelope or box for your course work to fit in without bending or
folding the reports or papers. Do not roll your paper or mail in a tube. You may decide
that tracking is helpful to you; however, do not require a signature for delivery.
21. Mailing Addresses:
• Only rented tapes, CDs, and unwanted course material should be returned to:
Whitefield College Distribution Center
502 W. Euclid Ave.
Arlington Heights, IL 60004
Phone: (847) 259-4444
E-mail: distributioncenter@Whitefieldcollege.org
• Other correspondence and completed course work should be addressed to:
Whitefield College
P.O. Box 6321
Lakeland, FL 33807
Phone: (863) 683-7899

6
 HOW TO WRITE A RESEARCH PAPER
FOR WHITEFIELD COLLEGE
This section assumes that you have a copy of the Whitefield College publication Research,
Quotation, and Citation Standards, and that you will refer to it for an overview of how to
format your research papers and make proper use of your research.
Writing a research paper for Whitefield College represents an important aspect of the work
you will complete for each course of study. This section deals specifically with the “me-
chanical” requirements of the college in regard to research papers.
Read the following carefully and refer to it often. All grading assumes you have read
and understood its contents.
Each paper will contain the following elements.
I. Title Page
II. Topic
III. Thesis Statement
IV. Outline
V. Discussion
VI. Works Cited Page

I. TITLE PAGE
Each paper must have the title page as its first page. Refer to section 6 on pages 1 and 2,
“How to Format Title Pages” for precise details.

II. TOPIC
A. Topic Selection
Choosing your topic is without a doubt one of the most difficult aspects of writing a re-
search paper. Of all the issues you have read about and studied, how do you decide what
topic to choose? The answer will depend on a number of factors, such as:
i. Does one topic interest you more than another?
ii. Do you already know about one topic in depth?
iii. What resources such as books, articles, Internet sites are available?

B. Topic Importance
Your research paper grade will depend, in part, on the importance of your topic within the
scope of the course; therefore you should choose a topic that deals with a substantive issue.
For example, marriage is mentioned in connection with Adam and Eve in the Old Testa-
ment survey course; however, a simple discourse on the subject of marriage, although of
interest, hardly deals with the issue of OT survey. To make this topic relevant, one would

7
need to discuss its occurrence throughout the OT, showing a progression of understanding,
and perhaps touching typologically on God’s relationship with Israel.
In the same way, biographies often miss the point. A simple biography of Moses does not
tackle issues of OT survey; likewise, a biography of Calvin, Augustine, or Aquinas does
not capture the sweep of church history. To make a biography meaningful, one must show
the relationship of the subject to the scope of the course material. For instance, if you were
to write on John Wesley, the emphasis of the paper would depend on the course. If it is a
doctrine course, you might want to look in depth at his trip to America and its impact on
his subsequent conversion, or the differences between Wesley’s Arminianism and White-
field’s Calvinism in terms of their relationship and life’s work. If the course is on church
history, you would want to dwell on Wesley’s open air preaching or the development of
Methodism. If the course is missions, you might wish to discuss his American trip and his
interaction with the Moravians; if evangelism, his preaching style and message.
In many of the course syllabi you will be given topic suggestions which you may use if you
wish. There is no advantage as far as grades go in choosing or not choosing one of the pro-
vided suggestions. They are just there to get you thinking along the right lines.

III. Thesis Statement

A. Narrowing the Topic
Having chosen your general topic, you now need to focus on a specific aspect you can dis-
cuss within the constraints of the assigned number of words. This is called “narrowing the
topic.” Select one principal issue or aspect of the topic, and deal with it thoroughly.
Writing for college is very different from writing for high school. College writing involves
not simply demonstrating knowledge of the topic, but also being able to analyze it and
relate it to other events or periods using comparison and contrast. Thus, you need to focus
in depth on smaller, more precise issues rather than trying to deal superficially with broad
landscapes. If your topic is too broad, you will be forced either to skim the surface in a
bland and cursory manner, or to write more than is required.
For instance, the following thesis statement demonstrates that the topic is too broad:
“The theology of the Roman Church is unbiblical, and has been the root of
social chaos and economic stagnation throughout the centuries.”
A better thesis statement that demonstrates a much narrower topic might have been:
“A comparison between France and The Netherlands demonstrates that the
Romanist doctrine of the Infallibility of the Pope and Church has had eco-
nomic consequences in countries that are predominantly Roman Catholic,
because this doctrine fosters dependence rather than enterprise.”
So, to narrow your topic, ask questions of the issue under investigation, and use the results
of these questions to restrict the focus of your paper: What was its genesis? What are its
details? Who advocated it, and why? Who opposed it, and why? Where does it agree or
disagree with Scripture? How can it be contrasted with an opposing view? How can it be
illustrated in the life of an individual, group, or nation? Why is this an important subject to
discuss out of all the issues associated with the course topic? When in history was this an
issue? Does it have modern application or relevance?
Make use of the famous rubric coined by Rudyard Kipling:

8
 I keep six honest serving-men
(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
From The Elephant’s Child

B. Writing Your Thesis Statement

The thesis statement you present at the start of your paper (sometimes called ‘topic sen-
tence’) should be formatted as a proposition that embodies the conclusion of your paper
and hints at the arguments you will employ to prove your case. This is your ‘hypothesis,’
the assertion you intend to prove in the body of your paper. Typically, before you begin
your study, ask yourself what you already know or think about the topic and write a tenta-
tive thesis statement that reflects your current knowledge and understanding. This will help
you to focus on the important facts while you study and write your initial draft.
When you are ready to write the final paper, craft your final thesis statement from your
notes and considered conclusion. It should not be too long, running no more than three or
four lines. It must not be a question, a purpose statement, or a topic title. For example, let
us consider a student taking the Ethics course who is writing on the business ethics of the
late Sam Walton, the founder of Wal-Mart, now the world’s largest retailer.
These would be unacceptable as thesis statements:
Question: “Did Sam Walton succeed in business because his ethics
were Christian?”
Purpose “I will argue that Wal-Mart is successful because of the
Statement: Christian ethic Sam Walton maintained and passed on to
his employees.”
Topic Title: “Sam Walton’s business ethics”

This next attempt is better, although the second part is too detailed—the specifics should be
seen in the outline:
“Wal-Mart is successful because Sam Walton maintained Christian
ethical standards and passed them on to his employees; we shall
see this from his own words, testimony of others, and by compari-
son with his competitors.”
This would be best:
“Compared with its competitors, Wal-Mart is successful because
its founder reputedly maintained Christian ethical standards and
passed them on to his successors and employees.”
This thesis statement hints at the arguments to come by saying, “Compared with its com-
petitors,” and “reputedly.”
Every point you raise in the thesis statement must be dealt with in the body of your
paper. We can split up this thesis statement into the three principle points to be proven:

9
 Thesis Statement point
Compared with its competitors,
Wal-Mart is successful because
its founder reputedly maintained
Christian ethical standards
and passed them on to his
successors and employees
What must be in the body of the paper
Comparison of the ethical basis of Wal-
Mart’s success with the relative lack of
success of a competitor who clearly did not
have a business culture with a Christian
ethical foundation. This should include
demonstration of some measure of Wal-
Mart’s success
Demonstration that Sam Walton’s ethics
were explicitly Christian
Examples of how he passed this culture on
to his successors and employees

This example is adapted from a paper submitted by a student. Whitefield makes no represen-
tation about the factuality of the ethics of Sam Walton or the ethical culture within Wal-Mart.

IV. OUTLINE
A. Structure of Paper
Before you can write an outline, you must have decided on the structure of your paper. A
well organized research paper includes three clear parts: a beginning–the Introduction; a
middle–the Body or Discussion; and an end–the Conclusion.
This section focuses on some of the strategies you can use to develop the middle section of
your paper, sometimes called the body or the discussion. Here are some typical patterns
that you can use to organize your research strategy and outline your ideas.
(Adapted from the Allyn & Bacon and Longman web site at <http://www.ablongman.com>)

Name Structure or Organization

i. Topical Parts to the whole
ii. Chronological Develop a time line
iii. Geographic Take a tour
iii. Journalistic Who, What, When, Where, Why, How?
iv. Ascending or Descending From most to least important-
Order or the reverse
v. Problem-Solution Analyze a problem, and propose a solution
vi. Classical Judicial Argument and Counter Argument

In the section below we have listed each of the topic structures. We have used a common
topic, the Roman Catholic Church; however, because this would be too large a topic for
one paper, we have provided examples of how the various topic structures might be utilized
to deal with different aspects of this topic.

10
i. Topical: When you use the parts to the whole method, you are simply dividing your
main idea into several subtopics. In a research paper on the theology of the Roman
Catholic Church (RCC), you might divide your topic into headings like this:
I. Papacy
II. Tradition
III. Mariology
ii. Chronological: A chronology is useful for narrating a series of events or steps in
a process. A causal argument can also be formed by developing a time line for how a
sequence of causes produced an outcome. In a research paper on the history of the
RCC, you might divide your topic into headings like this:
I. Constantine A.D. 285?-337
II. Aquinas A.D. 1225-1274
III. Pius IX A.D. 1846-1878
iii. Geographic: To use this pattern of arrangement, the writer divides the topic into
geographic areas. This method works very well for a travelogue or for explaining geo-
graphic relationships. In a research paper on the growth of the RCC, you might divide
your topic into headings like this:
I. Europe: Emergence
II. Asia: Missions
III. South America: Conquest
iv. Journalistic: An informative paper can be arranged around several of these jour-
nalistic questions: Who, What, When, Where, Why, and How? In a research paper on
the RCC, you might ask the following questions:
I. How was the RCC established?
II. What are its main doctrines?
III. Why was the Reformation necessary?
However, because your headings should not be questions, these would be better ex-
pressed as follows:
I. The Founding of the Roman Catholic Church
II. The Doctrine of the Roman Catholic Church
III. The Reformation of the Roman Catholic Church
v. Ascending or Descending Order: This is a variation on the topical pattern.
The critical difference is that the writer lists ideas so that they build one upon another.
The list culminates with the most important, or least important. A contemporary ex-
ample is David Letterman’s “Top Ten.” In a research paper on the consequences of
Roman Catholic Church dogma, you might divide your topic into headings like this:
I. Lackadaisical Church Attendance
II. Lack of Doctrinal Understanding
III. Loss of Eternal Life

11
 vi. Problem–Solution: A problem–solution paper commonly includes three issues:
1) analysis of a problem to define its nature and severity, 2) explanation of the causes
of the problem, and 3) support for a solution to the problem. In a research paper on the
Roman Catholic Church doctrine of penance, you might divide your topic like this:
I. Problem: Indifference to Sin
II. Cause: Works Righteousness
III. Solution: Teach Justification by Faith Alone in Christ Alone
vii. Classical Judicial: The judicial argument employs five steps: 1) the narration to
focus on a specific case and the facts surrounding the controversy that brings the case
to light, 2) the principles of law or justice that are involved in the controversy, 3) the
position of the advocate, 4) the refutation of counter arguments, 5) a conclusion and
call for action. In a research paper on the unscriptural RCC doctrine of Papal Infallibil-
ity, you might divide your topic into headings like this:
I. Pope Pius IX Proclaimed Papal Infallibility
II. God Denied Papal Infallibility
III. True Christians Ignore Papal Infallibility
IV. Scripture Rejects Papal Infallibility
V. RCC Must Abandon Papal Infallibility

B. Writing the Outline

Just as every builder must have a blueprint to construct a house, and a craftsman needs a
sketch or scale drawing when creating a masterpiece, so an outline is needed for the writer
who wants to craft a research paper. The outline is the next logical step after the thesis
statement; it is the detailed road map taking your readers in logical progression from your
thesis statement to your conclusion.
After you have selected and narrowed your topic, written a thesis statement, and decided on
your structure, draft a rough outline based upon what you already know. The outline, as we
have seen, is dictated by the wording of the thesis statement. It will also help in your re-
search, as you will be able to “fit” the fruit of your research into the various main headings
you have preliminarily established.
Once you have completed your research and written your paper, it may be that you will
need to return to your draft outline to “tweak” it into its final form. It is often the case that
papers change a little (or a lot) as research dictates a change in emphasis, or as information
that was unknown when you wrote the draft outline comes to light.
• Formatting Note: Place the outline on the second page of your research paper,
immediately after your title page, and under your thesis statement. See example on
page 38.
Having chosen the main headings under which you will arrange your arguments, as you
continue with your research, group the concepts, facts, people, etc. you wish to deal with—
these are your subheadings. Analyze your data carefully, and determine how many levels
of outline you will use.

12
i. Form of Outline
The form of your outline will vary according to the structure or organizational pattern
you have chosen for your paper.
Use the ‘basic format’ given below. Be sure to cover all major points. Write as if you
were writing headlines for a newspaper. Condense and empower your ideas with
strong nouns and verbs. Use few adjectives and adverbs. Be both brief and clear. For
topics at the same level, such as I, II, III or A, B, C, D, etc., use parallel construction,
that is, word them similarly.
Using the thesis statement we looked at earlier on Sam Walton we could develop an
outline something like this:
Thesis Statement:
“Compared with its competitors, Wal-Mart is successful because its
founder reputedly maintained Christian ethical standards and passed
them on to his successors and employees.”
Outline:
Introduction
I. Sam’s Business Success
A. From Bentonville to Beijing
B. From Boom to Bust
II. Sam’s Christian Ethics
A. A Christian Home
B. A Christian Business Culture
III. Sam’s Training Program
A. Personal Demonstration
B. Professional Discipling
Conclusion

Notes: a. In this outline there are three points, each with two sub-points. It is
rare that you will need to go further, except in longer papers.
b. Note the similarity in wording and alliteration. This is not absolutely
required, but it makes for a better paper, as it is evident that you have
thought of the best way to present your research.
c. Do not number the Introduction or Conclusion.
d. As previously noted, Whitefield makes no representation about the
factuality of the ethics of Sam Walton or the ethical culture within
Wal-Mart.
For further illustration, note the examples of headings below: individually, any of them
are fine but they are not of parallel construction—they do not ‘match’ each other.

13
 A. Increases our knowledge of God
B. To transform our behavior
C. Sharing our faith with others
D. We can lead worship services more effectively.

If possible, avoid using long sentences as in D. To make these headings parallel,

choose the one you like best and conform the others to it.
A. To increase B. To transform C. To share D. To lead or
A. Increasing B. Transforming C. Sharing D. Leading or
A. Increases B. Transforms C. Shares D. Leads

ii. Basic Format for Outlines

I. Major Point
A. Sub Point
1. Details relating to the sub point

V. DISCUSSION OR BODY
Under this section we will examine the following:
A. Introduction
B. Conclusion
C. Length of Research Paper
D. Quotations
E. Use of Scripture
F. General Tips
G. Proofreading
H. Language Use

A. Introduction
Introductions are important. They should be designed to attract the reader’s attention and
give him an idea of the paper’s focus by introducing the subject and tackling the “So
What?” factor. The introduction maps out the general direction of the paper and concludes
with the thesis statement. It does not include every detail you will cover in the paper; nei-
ther should it include support for your thesis (save that for the body of the paper). An
introduction might, however, include your reasons for supporting the thesis as you do.

14
The introduction does not have to be written first; in fact, many students prefer writing the
body of the paper before they tackle introductions and conclusions. We advise against this
practice, believing that the best papers are the product of forethought. However, once you
have written your introduction, you should be sure to re-check it and amend it as needed.
Often, as you write, even after your research is complete, a new train of thought, an idea, or
even a conclusion will present itself; and you will need to rework the introduction and con-
clusion accordingly, making sure you rewrite the thesis and outline if necessary.
It has often been said that the first sentence of a paper is the hardest to compose. We want
it to catch the reader’s attention and entice him to read on. One outstanding opening line is
from Gordon H. Clark’s Thales to Dewey:
“Greek philosophy began on May 28, 585 B.C. at six-thirteen
in the evening.”
It is startling, it strikes one as somewhat brazen to give a time down to the minute, and it
excites us to ask the question, “How does he know this?” In this way, Dr. Clark encourages
us to read on.
i. Some Ways to Start Your First Sentence
• Begin with a quotation. (Just make sure you explain its relevance.)
• Begin with a question.
• Begin with an acknowledgment of an opinion opposite to the one you plan to
take.
• Begin with a narrative or anecdote that has a direct bearing on your paper.
• Begin with an interesting fact.
• Begin with a definition or explanation of a term relevant to your paper.
• Begin with irony or paradox.
• Begin with an analogy. Make sure it is original but not too far-fetched .
(Adapted from: < http://owl.english.purdue.edu/workshops/hypertext/ ResearchW/writeintro.html)

ii. Types of Introductions That Require Caution

The Dictionary Definition: Many papers begin “Webster’s defines X as...” and then
continue to discuss the topic. This type of introduction becomes very stale with
faculty, who have seen it thousands of times.
The “Cinema Scope” Intro: These often crop up in introductory history classes. Avoid
sweeping panoramas such as “Throughout the march of history, one thing has been
true...” or “Many novels have considered the ways in which good people become cor-
rupted by money.”
Cutting To The Chase Too Quickly: It is all too easy to go too far while avoiding
overly general introductions. Avoid jumping right into a thesis statement and do not
try to cover every topic in the first paragraph. It is difficult to say how specific to be in
an introduction, but consider the idea that this part of a paper provides “the lie of the
land” for a reader who will then know why the paper is worth finishing.
Memorable Quotations: Be careful starting your paper with another author’s words.
This strategy may be acceptable if a direct quotation sets the stage for what follows

15
 and its relevance is discussed in the introduction, as might be especially true with a
quotation from Scripture.
The “Telegraphic” Sentence: Here a writer uses the first person to tell a reader what is
going to happen: “This essay will consider the development of communism in
Southeast Asia after 1960. My thesis is. . .”
Academic writing tends to adopt a more subtle approach, as in the revised example:
“Communism gained ground in Southeast Asia after 1960 for several reasons.
In the countryside, one particularly interesting development . . .”
(Adapted from <http://writing.richmond.edu:16080/writing/wweb.html)

iii. Testing the Introduction

An Introduction is a great test for the writer–it maps the rest of the paper and will
quickly show whether the topic is covering too much ground. Check that you have in-
cluded in the introduction all the points in the thesis statement. When you have
finished the paper, read the Introduction through carefully, imagining yourself as the
reader. Ask yourself, if you had not read the paper before, what would you expect
next, given what you have already read? Are there topics in the essay that are not
briefly mentioned in the introduction? If so, include a mention of these topics.
Remember that the introduction is just that, a paragraph to introduce your reader to the
topic and your method of inquiry. Do not take more than half a page.

B. Conclusion
Just as there is no set formula for an Introduction, there is none for a Conclusion. What
form a Conclusion will take entirely depends on what precedes it.
i. Rules of Thumb to Keep in Mind
Craft your conclusion. Do not depend on your conclusion to sum up the discussion
paragraphs. A conclusion provides a thoughtful end to a piece of writing; unfortunate-
ly, many conclusions in college-level papers are little more than summaries of what
has already been said. Summary can be an important function of conclusions but keep
this part brief; readers know what they have just read.
Synthesize, do not summarize. Do not simply regurgitate your introduction or repeat
things that were in your paper. Seek to expand on your thesis by revealing the ways in
which your paper’s thesis might have significance in the world outside it. Conclusions
should move readers from the world of your paper back to their own world. A conclu-
sion should strive to answer questions readers logically raise–“Why are you telling me
this? Why do you think I need to understand your main point?”
Tie the points together. Try to talk about your topic in a new way now that you have
presented your research. Point out the importance or the implications of what you have
just written, and how the points you made and the support and examples you used
were not random, but fit together. This is the “So what?” factor. Perhaps propose what
you consider is the next step to take in light of your arguments. Some papers,
especially those of an analytical nature, can come to no real conclusion because the
evidence is incomplete. In this case, say so: it will demonstrate that you understand the
complexity of the subject matter and are dealing with it honestly.

16
Use Questions or quotations. Do not end your conclusion with a quotation or with a
statement that could very well be the subject of another paper. The former deflects at-
tention away from you as writer and thinker; the latter deflects attention from what you
are saying in your paper.
ii. More Tips to Make Conclusions More Interesting
Try to avoid:
• Ending with a rephrased thesis statement that contains no substantive changes
• Introducing a new idea or subtopic (although you may end with a provocative
question; see below)
• Focusing on a minor point in the essay
• Concluding with a sentence tacked on to your final point
• Apologizing for your view by saying such things as “I may not be an expert”
or “At least this is my opinion”
• Attempting to make up for an incomplete structure (If you say you will dis-
cuss four books, and manage to discuss only two, do not try to cover the
remaining texts in a concluding paragraph. In such a situation, it is best to
limit your paper to topics you can realistically cover.)
iii. Conclude an Essay with One or More of the Following
• Include a brief summary of the paper’s main points.
• Ask a provocative question (best if introduced earlier in the paper).
• Use a quotation (best if introduced earlier in the paper).
• Evoke a vivid image.
• Call for some sort of action.
• End with a warning.
• Universalize (compare to other situations).
• Suggest results or consequences.
• Try to refer to the introductory paragraph, either with key words or
parallel concepts and images.
Echoing your introduction can be a good strategy if it is meant to bring the reader full-
circle. If you begin by describing a scenario, you can end with the same scenario as
proof that your essay was helpful in creating a new understanding.

17
C. Length of Research Paper
Each research paper is assigned a length in accordance to the level of class; the details are
in the Syllabus. In assigning lengths to research papers, we are asking for a minimum as
well as offering a target. There is no particular merit, nor extra points to be gained by writ-
ing longer papers; it is possible to receive an ‘A’ for a well written paper of the assigned
word count, or a ‘C’ for a verbose paper ten pages longer! Students are encouraged to keep
their papers close to the assigned length for a number of reasons. One important discipline
of writing is the ability to narrow the topic so that paper is to point and fits within the as-
signed parameters. It encourages careful editing of the finished product to ensure economy
of words and clear, unambiguous terminology. Narrowing the topic forces the writer to be
more precise in the dissection of a subject, making certain that the important issues are
assigned prominence, rather than bogging the reader down in a morass of detail.
Having said that, if students choose a topic of great interest to them, and know that the pa-
per will be significantly longer than requested, we suggest that they contact the Dean, and
either request permission to submit a longer paper or discuss how the topic might be nar-
rowed. As a rule, a well written paper that is to the point, yet is tackling a larger subject
that cannot be reduced, will not be penalized.

D. Quotations
The professor is primarily interested in what you know, and what conclusions you have
been able to formulate given the information you have. Consequently, use direct quotations
sparingly, and only where they make a point so well that you do not want to summarize it
in your own words, for instance, when the author offers a keen insight, or says something
in a particularly interesting, profound, in a succinct way, or the quotation is well known.
As a general rule, if a quotation runs over two lines, or over 40 words, place it in its own
indented paragraph. Restrict the actual quotation to the precise point to which you are
referring. Do not use them to advance the narrative of your paper or introduce a new direc-
tion. When you use a direct quote, the explanation, either before or after the quote (or both)
should be twice as long as the quote.
Summarize (condense a text by stating the main ideas in your own words) and paraphrase
(say the same thing in a different way) much more often than you use direct quotes. Even
summaries and paraphrases do not become your own thoughts just because they are in your
own words; you have to explain them also. Readers have to know why you include source
material where you do.
If multiple sources say the same thing, summarize what they say and put a few key names
in parentheses at the end of the sentence. This can both add credibility and reduce space!
When you do use direct quotes, the most fluid way to integrate them is to incorporate key
words right into your text. So, in discussing Satan’s description of God in Paradise Lost,
rather than include the entire line where he called God, ‘Omnipotent,’ write:
Even though Satan asserts his rebellion and arrogance; nevertheless, we see
that when he calls God ‘Omnipotent’ he understands that he is less powerful
than God. (Paradise Lost, Milton, line 273)

18
i. Achieving Variety When Introducing Quotations
While it is necessary to introduce direct quotations in order to qualify them in relation
to the rest of a paper, it is also necessary to introduce these quotations using varied
wording. It becomes monotonous if all the quotations in a paper are introduced with
stock phrases: “this critic states” or “another critic says.” A paper is much more inter-
esting and cohesive if the introductory phrases, or “signal phrases,” are varied.
ii. Possible Signal Phrases
• According to Jane Doe, “...”
• As Jane Doe goes on to explain, “...”
• Characterized by John Doe, the society is “...”
• As one critic points out, “...”
• John Doe believes that “...”
• Jane Doe claims that “...”
• In the words of John Doe, “...”
Notice that there exists fine shades of meaning between phrases such as “contend” and
“argue” and large differences between ones such as “claim” and “demonstrate.” Ask
yourself questions as to whether the source material is making a claim, asserting a be-
lief, stating a fact, etc. Then choose a verb that is appropriate for the source material’s
purpose.
iii. Possible Verbs for Use in the Introduction of Quotations
Here are a few, though you should double-check meanings before using them!:
acknowledges, adds, admits, affirms, agrees, argues, asserts, believes, claims,
comments, compares, confirms, contends, declares, demonstrates, denies, disputes,
emphasizes, endorses, grants, illustrates, implies, insists, notes, observes, points out,
reasons, refutes, rejects, reports, responds, states, suggests, thinks, underlines, writes
(Adapted from: <http://writing.richmond.edu:16080/writing/wweb/introquo.html>)

iv. Paraphrases
Paraphrases restate another person’s ideas using your own words and your own sen-
tence structures. Like direct quotations, they must be credited to their sources; to fail to
do so constitutes plagiarism. Remember, just restating another’s original idea using
different words does not make it your own; put it in your own words and use your own
sentence structure. Do not allow the wording to resemble the original, even if you cite
the source. Otherwise, you are plagiarizing the author’s words without letting the
reader know that the words are not your own.
(<http://writing.richmond.edu:16080/writing/wweb/paraphrs.html>)

19
E. Use of Scripture
Use Scripture where appropriate to provide important proof of your ideas. Not everything
needs to be so “proofed”; however, you should quote, paraphrase, or refer to Scripture es-
pecially where an important point is made, or where you are appealing to Scriptural
principles or events.
Example: One paper received for Christian Ethics on the topic of euthanasia did not quote a
single Scripture reference, not even the sixth commandment! Instead, various authors were
cited who were themselves quoting Scripture, perhaps in an attempt to pad the Works Cited
page. To cite an author who is dealing with a Scripture passage, you should say something
like, “Calvin comments on Deuteronomy 18…”
As with general quotations, if a Scripture quotation runs over two lines, place it in its own
indented paragraph, and restrict the actual quotation of Scripture to the precise point to
which you are referring. There is no need to quote the whole verse, or the context of the
verse to make your point.
When you quote from Scripture, place the reference in parentheses after the quotation, thus,
“…everlasting life” (John 3:16).

F. General Tips on Precision

Adequate Evidence: When you make an important point, be sure that you provide
adequate evidence in the way of citations to your sources. An un-cited statement is an un-
proven statement, and as such is merely an assertion rather than an argument. Be sure that
any conclusions you draw or suggest are supported by documented evidence.
Leaps of Logic: Analyze your paper to ensure that sentences follow one another logically
and that paragraphs transition without disruption. Be careful of logical fallacies such as ad
hominem (to the man) arguments, over generalization (all, always, never, none, only, etc.),
circular reasoning, equivocation, post hoc ergo propter hoc (after this, therefore because of
this) reasoning, or false dichotomy, to name but a few.
Foreign Languages: When you quote a foreign language, ensure that you provide a trans-
lation, even if quoting a book title in Latin—if you do not know the translation, the chances
are you should not be quoting it.
Movements, Cults, or Doctrines: When you mention the names of movements, cults, or
doctrines that are not well known, it is best to provide a single sentence definition or de-
scription, especially focusing on the reason why they are being mentioned. This is not
always possible, for example: “Lattourette goes on to deal with other early heresies, such as
Manichaeism, Donatism, Pelagianism, Marcionism, and Gnosticism.”
Do not offer a simple, bare-bone chronology of events: Offer analysis and commentary,
showing the relationship and significance of one event to another, to the larger community,
or to events that came before or after.
“Eschew Obfuscation!” Strive for clarity. For instance, this sentence: “Augustine was a
great defender of his faith against the doctrinal threats of his day,” needs to be followed by
a brief list of those threats. This comment raises questions such as, “What were those
threats?” “Did he win the theological argument?” “Have any of these heresies risen again
in modern times?” If you do not want to take the time dealing with the specifics, you prob-
ably should not mention the generality.

20
G. Proofreading
Once you have completed your paper, print it and read it out loud to yourself. In this way
you will often catch ‘leaps in logic,’ misspelled words, or unclear phrasing. Pay careful
attention to your grammar and punctuation.
Make use of the spelling and grammar checking capabilities of your word processing ap-
plication. Before you submit your paper, see if a parent, friend, or older sibling can read
and understand it. Listen carefully to their observations, and while not all suggestions will
be acted upon, do not be defensive or assume that the way you phrased a point is, by defini-
tion of you having written it, perfect!

H. Language Use
i. Syntax, Generalizations, and Definitions
Just as spelling and grammar are important elements in any paper, so is syntax. How
you write is just as important as what you write if you want to get your ideas across
and demonstrate that you achieved competency in a field of study.
Seek to use complex sentences rather than single idea sentences that are strung
together haltingly. Here is a poorly written paragraph.
“Moses was born in Egypt. At that time all Israelites were slaves. Pharaoh
had ordered all newly born males to be killed at birth. Jochebed was the name
of his mother. She wanted him to live, but could hide him no longer. She set
him afloat in the Nile in a basket.”
These six sentences are too choppy, and would be better written thus:
“Jochebed gave birth to Moses when all Israelites in Egypt were slaves. Al-
though Pharaoh had ordered all newly born males to be killed at birth,
Jochebed hid him for a while, but eventually, when she could hide him no
longer, she set him afloat in a basket on the river Nile.”
Watch for over generalizations and use language precisely. For instance, this sentence:
“The act of homosexuality is as old as history itself,” is far too general to be of value
because earth’s history began when God said “Let there be light,” and man’s history
began with Adam and Eve (not Adam and Steve!).
Always seek to define your terms. For instance, it is not enough to write “The Histori-
cal Tradition of Interpretation” without having earlier defined it, or going on to do the
same.
ii. Transitional Words and Phrases
(Adapted < http://writing.richmond.edu:16080/writing>)

Transitions are words and phrases that help explain relationships between sentences;
they help make a paragraph coherent. While transitions can help clarify the relation-
ships between ideas, they cannot create those relationships. In other words, the logic of
the paragraph must already exist in order for transitions to do their job.
There are different ways of making an effective transition:
• Place a strong sentence at the end of the preceding paragraph.

21
 • The last sentence of some paragraphs in a critical essay or paper may act as a
mini-conclusion to the paragraph. It may wrap up the thought or tie the in-
formation presented to your thesis. It may also act as a bridge to your next
paragraph.
• Make an allusion to the topic of the preceding paragraph.
Note: Whatever type of transition you use, clearly present the topic of the paragraph
that follows. One way to check your transitions is to read through your paper, paying
close attention to the last and first sentences in every paragraph. Do these sentences
provide a basic outline of the information you cover in your paper?

iii. Lists of Transitional Words

Be certain you understand their meanings before you use them. Often there exists a
slight, but significant, difference between two apparently similar words. Also remem-
ber that while transitions describe relationships between ideas, they do not
automatically create relationships between ideas for your reader. Use transitions with
enough context in a sentence or paragraph to make the relationships clear.
Example of unclear transition:
“The characters in Book A face a moral dilemma. In the same way, the
characters in Book B face a similar problem.”
Improved transition:
“The characters in Book A face a moral dilemma, a contested inheritance. Al-
though the inheritance in Book B consists of an old house and not a pile of
money, the nature of the problem is quite similar.”
Uses of Transitions:
• Joining Phrases
also, and, again, as well as, furthermore, in addition, moreover
• Comparing Phrases
also, comparing, likewise, in comparison, in the same way, similarly
• Contrasting Phrases
although, but, conversely, despite, even though, however, in contrast, in spite
of, instead, nevertheless, nonetheless, notwithstanding, on the contrary, on the
one hand, on the other hand, otherwise, regardless, still, to the contrary, yet
• Locating Phrases
above, adjacent to, below, beneath, beyond, closer to, elsewhere, farther on,
here, inside, nearby, next, opposite, opposite to, over, there, to the left (or
right), under, where
• Situating Phrases in Time
after a few days, after a while, afterward, as soon as, at length, at that time,
before, briefly, consequently, finally, first (second, third, etc.), in the mean-
time, meanwhile, next, now, presently, shortly, simultaneously, since,
subsequently, so far, soon, the next day, then, thereafter, until, when

22
 • Providing an Example
for example, for instance, namely, specifically, the following example,
to illustrate
• Giving an Explanation
certainly, indeed, in fact, in other words, obviously, of course, put another
way, simply stated, such as, that is
• Showing Conclusions
accordingly, as a consequence, as a result, because, consequently, then,
thereupon, so, so that, then, therefore, thus
• Making a Concession
although it is true that, granted that, I admit that, it may appear that,
naturally, of course
• Summarizing Ideas
after all, all in all, as I have said, as we have seen, in any event, in brief, in
closing, in conclusion, in short, in summary, in retrospect, on the whole,
therefore, to conclude, to sum up, to summarize

VI. WORKS CITED PAGE, CITATIONS, AND MLA GUIDELINES

There are a number of competing systems of documenting sources; however, Whitefield
has standardized on the MLA system, and the details are found in the Whitefield publica-
tion, Research, Quotation, and Citation Standards. Please refer to this book for detailed
instructions.
The Works Cited page is the last page of your research paper. Both this and in-text cita-
tions must conform to MLA guidelines. Even if you are used to the Chicago style espoused
by Turabian, please be sure not to use it.

ACKNOWLEDGMENTS
Thanks to current and former students who, by asking questions, have helped define the
standard of excellence that is now customary among our students.
The information for this section has been drawn from a number of sources, some of which
are listed below.
Cleveland State University: The “Writing Center”
<http://www.csuohio.edu/writingcenter/writproc.html>
Purdue University: Online Writing Lab
<http://owl.english.purdue.edu/workshops/hypertext/ResearchW/index.html>
St. Cloud State University: Literacy Education Online
<http://leo.stcloudstate.edu/catalogue.html>
St. Louis University: A Student’s Guide to Research with the WWW
<http://www.slu.edu/departments/english/research/>
University of Richmond Writing Center
<http://writing2.richmond.edu/writing/wweb.html/>

23
24
 HOW TO WRITE A REACTION / RESPONSE
PAPER FOR WHITEFIELD COLLEGE
This section covers what you will need to know in order to write an effective response
paper for either an assigned text or a course as a whole.
Reaction or response papers are usually requested to encourage you to consider carefully
what you think or feel about what you have read or heard during a stated course. A
response paper should analyze rather than merely describe some aspect of the assigned
text(s) or something that has been said in the lectures, depending on your instructions. In
forming a written response, you should make an argument, avoiding excessive summary.
Writing response papers will help you develop your skills as a reader, listener, writer, and
thinker.
Read and/or listen to whatever you have been asked to respond to, and while you do, think
about the following questions.
• How do you feel about what you are reading/hearing?
• With what do you agree or disagree?
• Can you identify with any of the ideas being taught, either positively or
negatively?
• What would be the best way to evaluate the story, methodology, philosophy,
doctrine, etc.?
Think small. Try to narrow in on something that you liked or disliked, something with
which you agreed or disagreed, or something that you did not understand or wanted to ex-
plore further. You might want to choose a recurring theme, an image, a thought or idea, a
character, or even a single line or sentence to analyze. Whatever you choose, be sure that
you cite specific moments from the text or lecture to back up more general claims you
might be making. For example, don’t just say, “Dr. Smith is misguided,” say, “Dr. Smith’s
view of man is the root of his misguided assertion that teachers should allow students to
choose the curriculum that suits them best.” Then cite his views (in this example we shall
call it: “the essential goodness of mankind”), explaining how this reveals his wrong think-
ing and why this is important, especially if this contradicts or brings into question earlier or
later points in the text.
Do not ramble about the text or lectures, or jump from topic to topic without really analyz-
ing any of it. You also do not want to repeat that you liked or disliked, etc., without saying
why. Passionate feelings, both positive and negative, often lead to the best responses, and
personal reactions to a text are often an excellent place to start. The point of responses is to
analyze your reactions to the text or lectures, or to the course as a whole, and consider how
the course material worked on you. These are short assignments, so you may not come to
final answers, but you can begin speculating.
You might find yourself wondering: what does my instructor want me to write? There is no
answer to this question because you are not expected to write any one thing in particular.
The instructor knows what he thinks about what you will be reading and hearing—he wants
to know what you think.
Keeping your responses to these questions in mind, follow these pre-writing steps.

25
A. Prewriting for Your Reaction/Response Paper
The following statements could be used in a reaction/response paper. Complete as many
statements as possible from the list below about what you have just read.
“My reaction to what I just read/heard is that…”
I think that… I see that… I feel that…
It seems that… In my opinion, Because…
A good quote is… In addition, For example,
Moreover, However, Consequently,
Finally, In conclusion,
By completing these statements, you have, in effect, written a very rough reaction/
response paper. Now it needs to be organized.

B. Organizing Your Reaction/Response Paper

A reaction/response paper has an introduction, a body, and a conclusion.
i. Introduction
The Introduction should contain all the basic information in one or two paragraphs.
First Sentence: This sentence should give the title, author, and publication(s)
you read, the lecturer, and the name of the course.
Middle Sentences: These sentences give a brief summary of what you read/heard
(nutshell).
Final Sentence: This sentence is your thesis statement. You agree, disagree,
identify, or evaluate.
Your introduction should include a concise (one sentence) and focused thesis. This is
the focused statement of your reaction/response.
ii. Body
The Body should contain paragraphs providing support for your thesis. Each paragraph
should contain one idea. Topic sentences should support the thesis, and the final or
summary sentence of each paragraph should lead into the next paragraph.
Topic Sentence
detail – example – quotation – detail – example – quotation –
detail – example – quotation – detail – example – quotation
Summary Sentence

26
 iii. The conclusion
The conclusion should be a brief restatement of what you have said in your paper, fo-
cusing down to your overall reaction. It may include a prediction of the effects of what
you are reacting to. Note: your conclusion should include no new information.

C. Summary
In summary, this section has covered prewriting and organizing strategies for reac-
tion/response papers.
Prewriting
• Read the assigned text(s), listen to assigned lectures, and jot down ideas.
• How do you feel about what was said?
• Do you agree or disagree with the author/lecturer or his/her ideas?
• Have you had any applicable experience?
• Have you read or heard anything that applies to what you have read or heard?
• Does evidence in the text or lecture support the given statements or arguments?
Organizing
• Write the thesis statement first.
• Decide on the key points that will focus your ideas. These will be your topic sen-
tences.
• Develop your ideas by adding examples, quotations, and details.
• Make sure the last sentence of each paragraph leads into the next paragraph.
• Check your thesis and make sure the topic sentence of each paragraph
supports it.
Adapted and expanded from: LEO: Literacy Education Online: “Writing a Reaction or
Response Essay” <http://leo.stcloudstate.edu/acadwrite/reaction.html>

27
28
 EXAMPLES OF WORK
Included in the following pages are examples of work completed by students that illustrate good practices
with regard to formatting and writing. These examples should be reviewed in the context of the explanatory
information elsewhere in this publication. The formatting of these pages has been changed to reflect Stan-
dard 2 “Format for File Set-up” on page 1.

Examples are provided for:

Lecture Summaries, 29
Chapter Summaries, 30
Question and Answers, 33
Research Paper, 37
Response / Reaction Paper, 47

Lecture Summary

Comment: Example 1 is a good length, while example 2 is a little too short.

Example 1

Lecture 1: It is a Christian’s duty to read, study, meditate, and memorize Scripture. II

Timothy 2:15 states that we are to study the Scriptures that we might be approved of God

and rightly present the truths of God. Knowing the Word of God is basic to the Christian

faith. II Timothy 3:15-16 instructs us in the use of Scripture. God has given us the Scrip-

tures to use to teach others His truths, to give us a basis for rightly reproving and

correcting those erring in the path of truth, and to show us how to live a godly, Christian

life. We must study the Word of God so that we may know the teachings of Scripture

and be able to apply it to our own lives. It is especially important that church leaders and

those teaching the Word of God be studying the Scriptures so as to assure that they

rightly present the Word of God. The Bible is God’s directions for our lives. It is

through the reading of His Word that we learn of God’s will for each of His children.

The Bible is our source of truth.

29
 Example 2

Lecture 1: The Bible is the foundation on which all of Christianity is built. It is the

means by which God has revealed His Word to man. Therefore it is the duty of Chris-

tians to study, meditate on, and obey the Bible. God works through the Scriptures to

direct His people; it is there that He reveals His will. Christians are required to hear the

Word, and having heard to obey. Only then will they be blessed by God.

Chapter Summary
Comment: Both of these examples are of good length; however, each one has
approached the task from a different angle. Either is fine.

Example 1

Chapter 1

Hermeneutics “is the science that teaches us the principles, laws, and methods of inter-

pretation” (p. 11). Hermeneutics is divided into two divisions: general and special.

Hermeneutics deals primarily with the interpretation of literature from the past. Herme-

neutica Sacra is special in that it deals with the Bible, the inspired Word of God. The

study of Hermeneutics is of great necessity.

General Hermeneutics deals with the overall interpretation of all manner of literature.

Special Hermeneutics deals with specific types of literature such as history, prophecy,

poetry, and law.

30
The task of Hermeneutics is to understand how “the differences or distance between an

author and his readers may be removed” (p. 11). This can only happen if the readers

place themselves in the time and spirit of the writer.

The study of Hermeneutics as it applies to the Bible is necessary for two reasons. 1) Be-

cause of the fall, sin entered the world and darkened man’s understanding, thus bringing

about a need to make a conscious effort to guard against error. 2) Men differ in intellec-

tual capacity and attainment and in nationality, which causes them to have varying

opinions on the same topic.

In this book four areas of Hermeneutics will be studied: 1) a brief history of Hermeneuti-

cal principles, 2) the characteristics of the Bible that determine how the principles of

interpretation are to be applied, 3) the qualities and requirements necessary for an inter-

preter of the Bible, and 4) the grammatical, historical, and theological interpretation of

the Bible.

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 Example 2

Chapter 1

Hermeneutics is the science that teaches the “principles, laws, and methods of interpreta-

tion.” There are two types of interpretation: general and special. General hermeneutics is

the study of all types of writing; it is general in scope. Special hermeneutics is limited to

specific types of literature: laws, poetry, prophecy, etc. The term Hermeneutica Sacra

refers to the study of a unique piece of literature, the Bible as the inspired Word of God.

The general purpose of hermeneutics is to cross the distance between the author and the

reader. It works to transport the reader into the time and spirit of the author so that he can

understand what the author is trying to say, the point of view that the author is writing

from, and the culture and context that influenced the author.

The study of hermeneutics is necessary for two reasons: sin, and the difference between

men. When man fell his intellect was darkened and tainted with sin. This makes him no

longer able to understand and receive the words of God. Those whom God has regene-

rated must work to overcome, through the Spirit, the limitations that sin has placed on

their understanding. They must also work to overcome the difference between them-

selves, the reader, and the author. There are differences of education, intellectual ability,

and culture. These differences must be overcome if the reader is to properly understand

the author. Hermeneutics is particularly of interest to the minister, who must understand

the Scriptures as the foundation for his theology, exegesis, instruction of his flock, and

defense of the faith.

32
Question and Answers

Comment: Here are some examples of questions and answers from various
courses. These illustrate examples of the variety of format that can be used, and
the extent of the answers that students should supply. The indenting of answers
is not obligatory, although it is helpful.

Example 1

ECO108 Economics

#2: “Distinguish between micro-economics and macro-economics.”

Micro-economics deals with individual units and markets while macro-economics

looks at the whole which the units comprise, such as economics on the national

level.

#4: “What was the diamond/water dilemma of value that intrigued man for so long?

What led to its solution? How?”

Normally we think of a diamond as being more valuable than a glass of water, but

in some cases people have deemed the water more valuable than the diamonds.

Man had to approach value from the angle of it being in a person’s mind rather

than in the object itself. With this mindset he realized that a change of

circumstances could drastically change the value that one puts on an object.

#4: “What does it mean to impute value?”

To impute value means to give something its value. Value is in man’s mind ra-

ther than inherent in objects. Man imputes value to the objects.

33
#6: “Name two things that have intrinsic value and two that don’t. Explain why they do

and don’t.”

God has intrinsic value, but beside that nothing does. God gives man value, and

because man is made in God’s image, he also can impute value. Food and cars

would be two things that do not have intrinsic value. They are only as valuable as

man deems them. Man is constantly prioritizing his choices in his mind, and this

is what gives objects value.

#13: “Define: (a) price elasticity of demand, (b) price elasticity of supply.”

(a) Price elasticity of demand measures the consumer’s response to changing prices.

It has to do with the study of consumer demand at varying prices. When the per-

centage change of the demand is higher than the percentage change in the price, it

is elastic. This means that demand is there for a product as long as the price re-

mains within a certain range.

(b) Price elasticity of supply applies the same ideas to the supply side. It gauges the

supplier’s response to the market prices.

34
 Example 2

HIS203 & HIS 203 Western Civilization

1. How might an historian of the Darwinian persuasion explain the obvious devolution of

culture between 2000 and 800 B.C.?

They might say that because of natural selection it just happened that that particu-

lar time would be a decline in history. Because Darwinianism denies the

sovereignty of God, they can have no logical explanation for anything. All their

assumptions are ultimately fallible.

2. What does it mean to be united to Christ? How should this doctrine affect our view of

society and the state?

To be united to Christ, we become the children of God the Father, we are saved

by the atoning work of Christ and we trust in Him as our Mediator and Savior.

We are to be in submission to the authority of the state so long as it is in accor-

dance with the Bible. However,we are not to put the state above God, but work in

accordance and cooperation to the glory of God.

Example 3

SYS103 & SYS104 Christian Doctrine

36 #1: “What is divine revelation?”

Divine revelation is God’s communication to man, disclosing knowledge concern-

ing God and how to worship and live in communion with Him.

35
p. 36 #2: “How do natural and supernatural revelation differ?”

Natural and supernatural revelation differ in that whereas natural revelation is the

embodiment of divine thought through nature, the human mind, history, or expe-

rience, supernatural involves God intervening into the natural course of events,

and employing communication in a supernatural way.

p. 126 #1: “What is the dichotomic view of the essential elements of the human nature?”

The dichotomic theory is that man consists of two parts, body and spirit.

p. 126 #2: “How can this be proved from Scripture?”

Many Scriptures testify of man, referring to his two parts, body and spirit (See

Matthew 6:25; 10:28; Ecclesiastes 12:7; I Corinthians 5:3,5). Several passages

proceed on this assumption (Romans 8:10), death is sometimes described as the

giving up of the soul, and the immaterial element of the dead is in some instances

termed “soul.”

Research Paper

Comment: On the following pages is an example of a fairly well written paper. The
margins are correct, and the student has used double spaced text with a space
between each paragraph. The outline is a little detailed, although in this instance it
is not a problem. The headings are well balanced and the heading titles are con-
sistent. In this outline, point I has only two sub points while points II & III have
three. The Works Cited page, textual citations, and Scripture citations are format-
ted correctly.

36
SYS 104 Christian Doctrine II
Research Paper

Jack Christian
1357 Mercy Drive
Calvintown, FL 33777
(813) 777-9876
jchristian@emailaddress.com
1234567

Whitefield College
P.O. Box 6321
Lakeland, FL 33807

July 17, 2006

37
Thesis Statement: As we can see from lessons drawn by contrasting the American and

French Revolutions, although many consider liberty to be a total absence of or freedom

from external restraint or law, true freedom is only to be found in Christ, and true liberty

is obedience to His commands.

Outline:

Introduction
I. Seeking Freedom
A. Noting Differences
1. Rebelling Hearts
2. Pointing to Christ
B. Probing Deeper
1. Shunning Rules
2. Loving Self
II. Opening the Bible
A. Sketching the Background
1. Introducing Freedom
2. Existing Bondage
B. Introducing the Liberator
1. Excluding Christ
2. Restoring Freedom
C. Discovering Man’s Purpose
1. Ignoring Boundaries
2. Serving God
III. Finding Hope
A. Counting the Cost
1. Examining the Price
2. Paying the Price
B. Understanding Deliverance
1. Escaping Slavery
2. Fulfilling Purpose
C. Qualifying Freedom
1. Needing Law
2. Limiting Factor
Conclusion

38
 The Nature of Freedom

Many people seek freedom, but few know for what they are looking. This is especially

evident among young people. My family and I spent a summer evening walking the

streets of a Siberian city with several Russian college students. In our discussions they

expressed the desire to be free. They were curious about the hippie movement in

America, and the Beatles were their heroes. Rebellion was appealing to these young

people. Each knew their lives were missing something, and a life with no restrictions ap-

peared to be the answer to their longings. They desired to be free from restraints in dress

and relationships. We attempted to explain that this lifestyle was harmful. Only when

they were living in harmony with reality would they be satisfied. Freedom in Christ is the

only true liberty.

Here are a couple of questions for our young Russian friends. “From what is it you are

seeking freedom?” “What do you want to be free to do?” Their answer to the first question

could be summed up in a single word, “rules”. The girl who instigated our evening discus-

sion would have nothing to do with her brother’s church, for among other things it forbids

dating. Such a rule would keep her from doing what she wanted. Her perfect world in-

cluded the ability to do what she felt like doing whenever she wanted to do it. Freedom

would most likely mean something slightly different to each of her friends. The journalist

might desire freedom from grammatical rules, and the musician might wish to set aside all

timing constraints while performing a piece. They may think they know what they are

searching for, but they cannot give a concrete answer to the question.

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While man is only able to come up with a vague, fuzzy answer, the Bible gives a concrete

explanation of true freedom. First some background is necessary. We must begin in the

Garden of Eden where God created Adam with a free will. He was equally “free in both

directions, free toward good and free toward evil” (Pink, Sovereignty 99). After the fall it

was a far different story. “The sinner’s will is biased towards evil, and therefore is ‘free’

in one direction only, namely, in the direction of evil” (Pink, Sovereignty 100). Since that

moment when Adam and Eve misused their freedom to taste the fruit of the forbidden

tree, mankind has been biased toward evil. In an attempt to free himself from God’s rules,

man found himself in bondage to sin. Sinful man is a slave, “someone who is under the

control of another . . . The slave has few if any rights, but is at the mercy of the master”

(Kilde 15). God looked upon Adam’s descendants, and He “saw how great man’s wick-

edness on the earth had become, and that every inclination of the thoughts of his heart

was only evil all the time” (Genesis 6:5). This is man’s situation.

Now every individual is born into the bondage of the sin nature. There has been one ex-

ception to this rule, and that is Jesus. “The will of the Lord Jesus was biased toward that

which is good because, side by side with His sinless, holy, perfect humanity, was His

eternal Deity” (Pink, Sovereignty 100). Christ came to earth with a purpose. “Slaves can-

not emancipate themselves” (Tasker 119), but Christ gives man a reason to hope for

freedom. “The liberator from our bondage must come from outside the ranks of enslaved

humanity” (Tasker 120). Christ, who is without sin, is the only one to offer us freedom,

and He has done so. He came “to proclaim freedom for the captives and release from

darkness for the prisoners” (Isaiah 61:1).

40
What is the nature of the freedom available through Christ? True freedom comes from

doing and being that which God created us to do and be. One author has said, “The con-

fusion in what we mean by freedom is only a reflection of our uncertainty concerning

what man is” (Thielicke 10). While we sat at a pizza shop in Siberia, my father explained

this concept by using an analogy similar to that of Susan Macaulay’s fish story.

Consider this story of a fish, swimming in a lake. This fish decided he wanted to

be free from the boundaries of the lake. He hopped out of the water and landed on

the beach. Is he free? He cannot live in the air. His gills flop uselessly.

This is what we are being pressured into doing, as human beings. If we don’t live

according to the way we were made (according to the principles outlined by our

Creator in the Bible), we will soon be in trouble (Macaulay 103).

The first question and answer of The Shorter Catechism specifies the “lake” for which

man was made. “What is the chief end of man?” it asks, and a twofold answer is given,

“Man’s chief end is to glorify God, and to enjoy Him forever” (qtd. in Quine 189). In ef-

fect it says that only when man is living to glorify God will he be fulfilled and really

enjoy life. This is man’s purpose, and when man seeks to live his own way, he is fighting

reality. He is anything but free. Christ came to earth with the task of restoring man to

what he was meant to be.

The Civil War battlefield of Gettysburg is a standing memorial to the price of freedom.

Many men lost their lives in that battle which saw as one of its ends the liberation of

American slaves. The families who mourned the loss of loved ones knew that the cost of

41
freedom is high. The same is true of freedom from slavery to sin. “Freedom will always

cost something; it always requires risk, venture, and willingness to sacrifice…”(Thielicke

7). Christ took the cost for our sins upon Himself. First He left the side of His Father in

heaven and came to earth. Then the human aspect of God incarnate suffered unimagina-

ble agony and pain. He paid the ultimate sacrifice on the cross that men might “have life,

and have it to the full” (John 10:10).

The Bible has a far different answer than the world to the question, “From what are we

seeking freedom?” A. W. Pink suggests that the Biblical answer includes four points.

Spiritual liberty first involves “deliverance from the condemnation of sin, the penalty of

the law, the wrath of God” (Pink, Exposition 45). Christ’s blood justifies us so we might

have restored fellowship with God. Secondly, it offers “deliverance from the power of

Satan” (Pink, Exposition 45). Christ purchased our liberty from Satan that we need not be

under his oppressive control. Thirdly, we are free from sin’s hold on us (Pink, Exposition

45). This involves having the choice between good and evil that was meant from creation.

The fourth point speaks of liberty “from the authority of man” (Pink, Exposition 45). God

desires that we be free from the false ideas of men and free of the world’s hold on us.

One further shackle that Christ broke was the curse of death (De Witt). Because of His

death and resurrection the grave has no power over the liberated soul.

Next, toward what does spiritual liberty free us? “Christians are delivered from the things

just mentioned that they may be free to serve God” (Pink, Exposition 45). That is, they

have returned to doing that for which they were created. That brings us back to man before

42
he fell. In the Garden of Eden man walked and talked with God in perfect fellowship.

Christ restores people to this relationship. He also gives man the desire and the ability to

obey His commands. “Spiritual freedom is not license to do as I please, but emancipation

from the bondage of sin and Satan that I may do as I ought” (Pink, Exposition 45).

The end of the 18th Century was a time of revolution as nations strove for political free-

dom. The American Revolution was built upon the understanding that law and order were

necessary for true freedom. President George Washington put it this way in his inaugural

address, “There is no truth more thoroughly established, than that there exists in the

economy and course of nature, an indissoluble union between virtue and happiness…”

(qtd. in Grant 201). He and the other founding fathers did not throw out law when

proclaiming their freedom from Great Britain. Instead they established the new govern-

ment on the idea that liberty requires boundaries. In a similar manner, true spiritual

freedom involves some restrictions. This doesn’t mean we are slaves to the law, for Christ

set us free from a salvation of works under the law. Still, we are to obey God’s commands.

“Certainly to walk in the law of the Lord is not bondage; but the reverse” (Mauro 164).

The French Revolution with its cry of “Liberty, Equality, Fraternity” followed on the

heels of the American War for Independence. It was not a revolution built on biblical

principles; instead men were seeking liberty apart from any law. They revolted against

law and the result was the reign of anarchy, terror, and death. We can learn a lesson from

this; true freedom involves the maintenance of law. If we think our freedom in Christ

gives us license, we are all wrong. “Shall we go on sinning so that grace may increase?”

43
The Apostle Paul emphatically answers the question, “By no means!” (Romans 6:1, 2).

We are new creatures in Christ, and we are to live for Him (de Dietrich 99). When we

misinterpret liberty as license, we are doing “that which makes us less than fully human

in the God- created intention for humanity” (Kilde 21). That puts us right back in bon-

dage to sin.

Now we return to the fish analogy.

It is all very sad. The fish tried to cash in on something extra. In the end, he had

nothing but death. And the person who lives for self soon finds his life a nightmare.

The body, so pampered and worshiped and served, gets old. The lover leaves. The

car rusts. The career fails, or goes sour. The party is over (Macaulay 103).

Those who insist on doing their own thing and being free of God’s law are sure to meet a

similar end. The fulfillment they seek will always be just ahead of them, or so they think.

In reality they are destroying themselves. There is no freedom in what they are doing.

True liberty will only be attained when they surrender themselves to God. They must be

willing for Him to cleanse them, and they must be willing to accept the terms of

obedience that accompany freedom.

The great “emancipation proclamation” has been made for people young and old of every

nation of the world. It has been made for you. “If the Son sets you free, you will be free

indeed,” Christ declares (John 8:36). Think of yourself as a beached fish struggling for

your next breath. Allow the pierced hands of the Savior to place you in the cool, clear

“lake” for which you were designed. Swim free!

44
 Works Cited

de Dietrich, Suzanne. Free Men, Meditations on the Bible Today. Trans. Olive Wyon.
Philadelphia: Westminster Press, 1961.

De Witt, Dr. John R. The Lord of the Conscience. Tape 22. SYS 104 Christian Doctrine
II. Lakeland, FL: Whitefield College.

Grant, George, comp. The Patriot’s Handbook. Elkton, Maryland: Highland Books, 1996.

Kilde, Rev. John C. Study Guide for “Free in Christ, Free at Last!” videos. Fergus Falls,
MN: Lutheran Center for Christian Living, 1998.

Macaulay, Susan Schaeffer. How to be Your Own Selfish Pig. Elgin, IL: David C. Cook,
1982.

Mauro, Philip. Our Liberty In Christ, A Study In Galatians. Boston: Hamilton Bros.

Pink, Arthur W. Exposition of the Gospel of John. Volume Two. Grand Rapids: Zonder-
van Publishing House, 1956.

- - -. The Sovereignty of God. 6th ed. Carlisle, PA: The Banner of Truth Trust, 1959.

Quine, David. World Views of the Western World, Year II, “The Reformation”. Richard-
son, TX: Cornerstone Curriculum Project, 1998.

Tasker, R. V. G. The Gospel According to St. John. Volume 4. Tyndale New Testament
Commentaries. Grand Rapids: Wm. B. Eerdmans, 1977.

Thielicke, Helmut. The Freedom of the Christian Man. Trans. John W. Doberstein. New
York: Harper & Row, 1963.

45
46
Response / Reaction Paper

Comment: Below is an example of a response or reaction paper. The student has

interacted with the material and offered criticism and comment based on his or her
own studies.

Jean-Paul Sartre

Following in the train of Heidegger and his interest in being, Jean-Paul Sartre worked out

a theory of existentialism that centered around being. Sartre believed that there were two

types of being – being-in-itself and being-for-itself. Being-in-itself was the kind of being

one finds in rocks, earth and basically everything besides man. Man is being-for-itself

and thereby possesses the ability and therefore responsibility of making himself who he

wants to be. Because there is no God, man has no guidance in this endeavor, but is per-

fectly free and ultimately responsible for all his actions. This leads to angst, which is

unavoidable if one is free, and yet for Sartre it is better to be free and depressed than

chained and happy.

Sartre’s description of man as being-for-itself means that man is fundamentally free; un-

like the being-in-itself, which always is what it is, man has the ability to change and

become who he wants to be. Man’s existence preceded his essence thus allowing him to

determine for himself what he wants to be. In fact, because man is this way, it is his re-

sponsibility to define himself. He is fundamentally free; therefore, if he wants to be

anything he must determine that for himself. Sartre said that “Man is nothing else but

what he makes of himself.” Nor could man appeal to God and a higher set of values. Sar-

tre did not believe that God existed; man was therefore forced to decide for himself what

he would do. God did not give guidance, and men who asked for another person’s advice

47
ultimately made the decision themselves. A single person is therefore soley responsible

for all of his own actions. Other people in the end only get in the way; they cannot make

a decision for an individual since his own actions are his own decisions, and oftentimes

other people will seek to make an individual a being-in-itself. That is, they will try to

make him be a certain thing; thereby, taking away his freedom, indeed, his very essence

as a being-for-itself. Sartre therefore said “hell is other people.” Sartre believed that a

man’s fundamental character was his ability to change; and thus, the responsibility of his

own actions rested on him.

Sartre’s existentialism very clearly leads to despair, although Sartre himself sought to

avoid the harsh reality of his system. Yet, because Sartre placed all of man’s responsibili-

ty for making himself on his own head, he recognized that this would cause a great deal

of despair, or angst. This angst came from the fact that man determined his own destiny

and could not rely on God or others to help him. Sartre thereby leaves men as free beings,

but in despair because of their responsibility and inability to relate to others.

But Sartre has made a fundamental contradiction within his system. He defined man as a

being-for-itself and in this way made man’s essence precede his existence. He is describ-

ing man as a being that cannot be described and so forcing him to be free. Sartre, the

champion of freedom has set boundaries on man’s essence by confining him to a being-

for-itself. Indeed, Sartre cannot describe the human condition at all without turning man

into a being-in-itself. According to his own system, he ought not define man, and yet that

48
is the nature of existentialism; therefore, existentialism is fundamentally self-

contradictory.

Further, Sartre is concerned that man might become a being-in-itself if he does not take

his destiny in his own hands and act. But though Sartre was concerned with the future, he

must have cared very little for the past. If, however, he had looked into the past, he would

have seen that no matter what men do, or don’t do, they inevitably become being-in-

itself. By acting a certain way, they define themselves at a particular moment for the rest

of history. If they look in the past, their actions have already defined them and taken

away their freedom. Sartre had said that a man’s actions make him a being-for-itself, but

on the contrary it seems that when a man acts he inevitably becomes being-in-itself.

Sartre wanted a human being that was completely free and was even willing to bear the

consequences of that freedom. But by defining man as a being-for-itself, Sartre was not

only subjective and arbitrary, he was contradicting himself and placing moral principles

upon men that he had no right to place there.

49
50
51
52

Acknowledgments 23
Address of College 2, 6
Answers to Questions 3
Ascending or Descending
Structure 11
Book Summaries 3
Biographies, writing 8
Chapter Summaries 3
Classical Judicial Structure 12
Chronological Structure 11
Conclusion, writing a 16
Concurrent Courses 5
Course Work Procedures 5
Definitions 21
Discussion or Body 14
– General Tips 20
Electronic Submission 5
Email Address 2
Examples of Work:
– Chapter Summaries 30
– Lecture Summaries 29
– Question and Answers 33
– Research Paper 36
– Response Paper 47
Format for Outlines 14
Format for File Set-up 1
Full-Time Students 5
Generalizations 21
Geographic Structure 11
Grading Standards 4
Honesty (i)
How to write...:
– Answers to Questions 3
– Book Summaries 3
– Chapter Summaries 3, 30
– Lecture Summaries 3, 29
– Outlines 10
– Research Papers 3, 7, 36ff
– Response Papers 25, 47
– Scripture References 1, 20
– Title Pages 2, 11
Index
Internet Address 1 Scripture References 1, 20
Introduction, Writing an 14ff. Sorting Your Course Work 6
Source Citation 1, 4, 23
Journalistic Structure 11 Spelling & Punctuation 1, 4
Structure of Research
Kipling, Rudyard 9 Paper 10ff.
Submissions 6
Language Usage 21ff. Summaries:
Lecture Tapes & CDs 5 – Book 3
Lecture Summaries 3 – Chapter 3
Legibility & Neatness 1 – Lecture 3
Length of Research Paper 18 Syllabus 4
Loss of Course Work 6 Syntax 21
Mailing Addresses 6 Thesis Statement 4, 8ff., 38
Mailing Tips 6 Time Allowance 5
MLA 23 Time Record 5, 51
Title Pages 1, 2, 7, 37
Outline: Topic:
– Example 38 – Selection 7
– Form 13-14 – Importance 7
– Structure 10-12 – Narrowing the Topic 8
Topical Structure 11
Paper Size 1 Transitional Words and
Part-Time Students 5 Phrases 21-23
Phone Number 2 Translating Foreign
Precision 20 Languages 20
Presentation Grades 6
Problem–Solution Structure 12 Web site 1
Proofreading 21 Welcome 1
When to Submit Your Work 5ff
Questions for the Professor 4 Word Processor 1
Quotations: Works Cited page 23, 45
– General Comments 3, 18 Writing Instrument 1
– Introducing: variety 19 Writing Style 1
– Introducing: verbs 19
– Scripture, use of 20
– Signal Phrases 19
– Paraphrases 19
Reaction Papers 25 ff., 47
Research Papers: 7, 36ff
– Length 18
– Tips, general 20
Research Standards 7
Response Papers 25, 47
Resubmission Fee 6
53