Review Which of the following refers to the careful investigation or study of a subject?
Kinh Nghiệm về Which of the following refers to the careful investigation or study of a subject? 2022
Lã Hiền Minh đang tìm kiếm từ khóa Which of the following refers to the careful investigation or study of a subject? được Cập Nhật vào lúc : 2022-11-29 23:02:13 . Với phương châm chia sẻ Bí kíp về trong nội dung bài viết một cách Chi Tiết Mới Nhất. Nếu sau khi tham khảo Post vẫn ko hiểu thì hoàn toàn có thể lại phản hồi ở cuối bài để Tác giả lý giải và hướng dẫn lại nha.Presentation on theme: "BI 5300-2. What Is Research? Research can be defined as a method of study that, through careful investigation of all evidence bearing on a definable problem,"— Presentation transcript:
1 BI 5300-2
- Presentation on theme: "BI 5300-2. What Is Research? Research can be defined as a method of study that, through careful investigation of all evidence bearing on a definable problem,"— Presentation transcript:Which of the following is referred to as a concept that needs to be proven through a thorough study?What terms refers to a careful study that is done to find and report new knowledge?What refers to the information that can be numbers or words that is used in research writing?Is a careful and detailed study of a specific problem concern or issue employing the scientific method?
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What Is Research? Research can be defined as a method of study that, through careful investigation of all evidence bearing on a definable problem, arrives a solution. Research can be defined as a method of study that, through careful investigation of all evidence bearing on a definable problem, arrives a solution. –To research a topic is to collect, organize, evaluate, and present data. –The process cannot take place with analysis and synthesis, for research is more than a
compilation of information.
3 What Is Research? “Research is a (1) systematic search for (2) adequate information to reach (3) objective knowledge of a (4) specific topic.” --Isaac Felipe Azofeifa “Research is a (1) systematic search for (2) adequate information to reach (3) objective knowledge of a (4) specific topic.” --Isaac Felipe Azofeifa 1.
Systematic search 1. Systematic search Requires effort; doesn’t just happen. Requires effort; doesn’t just happen. Researcher must develop and use a clear method and a logical system. Researcher must develop and use a clear method and a logical system. Requires time, energy, thought, effort. Requires time, energy, thought, effort.
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What Is Research? 2. Adequate information 2. Adequate information Research seeks precise answers to the questions being asked. Research seeks precise answers to the questions being asked. Information presented must (1) be from authoritative sources, (2) speak to the problem, and (3) be duly documented. Information presented must (1) be from authoritative sources, (2) speak to the problem, and (3) be duly documented.
5 What Is Research? 2. Adequate information 2. Adequate information Research seeks precise answers to the questions being asked. Research seeks precise answers to the questions being asked. Information presented must (1) be from authoritative sources, (2) speak to the problem, and (3) be duly documented. Information presented must (1) be from
authoritative sources, (2) speak to the problem, and (3) be duly documented.
6 What Is Research? 3. Objective knowledge 3. Objective knowledge –To reach objective knowledge, must have prior knowledge of the topic. –To this prior knowledge, facts will be added. –Research is done with the head and not the heart.
7 What Is Research? 4. Specific Topic 4. Specific Topic –Impossible to do adequate research on a large topic. –The research paper is not an encyclopedia. –A specific, clearly delineated problem is the only one that can be solved.
8 The Research Process In its simplest form, the process to be followed in research is to (1) identify, (2) collect, (2) evaluate, and (4) present. In its simplest form, the process to be followed in research is to (1) identify, (2) collect, (2)
evaluate, and (4) present.
9 The Research Process Identify Identify –Once a topic is selected, one must identify the problem or issue to be tackled. –Issue must be specific, often expressed as a research question.
10 The Research Process Collect Collect –After know exactly what the problem to be solved is, can begin collecting data. –Gather information from many sources. –Organize data in a way that is clear and logical to you and others.
11 The Research Process Evaluate Evaluate –After gathering information, must analyze and evaluate it. –Not all sources are equally valuable.
12 The Research Process Present Present –Must draw conclusions regarding the solution of the problem. –Must write a research report that gives a clear view of the problem, of the information gathered, and of the solution reached.
13 Kinds of Research Most of the different types of papers and assignments in theological education are listed and briefly described in Vyhmeister, pp. 3-4. Most of the different types of papers and assignments in theological education are
listed and briefly described in Vyhmeister, pp. 3-4.
14 Kinds of Research While all these papers are different, these general attributes are expected in any of them. While all these papers are different, these general attributes are expected in any of them.
1.Correct English, including spelling, grammar, syntax and paragraph construction. 2.Clarity of expression. 3.Logical organization.
15 Kinds of Research While all these papers are different, these general attributes are expected in any of them. While all these
papers are different, these general attributes are expected in any of them. 4. Appropriate introduction and summary. 5. Conclusions naturally derived from evidence. 6. Correct format (in most seminaries, this format is Turabian).
16 What Research Is Not 1) Simply a compilation of quotations. 1) Simply a
compilation of quotations. 2) Simply rewriting other people’s words and ideas into a neat description. 2) Simply rewriting other people’s words and ideas into a neat description. 3) A defense or apology of my own convictions. 3) A defense or apology of my own convictions. 4) Polemical. 4) Polemical. 5) The presentation of one’s own opinions. 5) The presentation of one’s own opinions. 6) A sermon. 6) A sermon.
17 What Research Is Not 1) Simply a compilation of quotations. 1) Simply a compilation of quotations. –Quotations are used to document and clarify findings. –Good research and writing demonstrates that one has assimilated and synthesized the material and drawn logical conclusions.
18 What Research Is Not 2) Simply rewriting other people’s words and ideas into a neat description. 2) Simply rewriting other people’s words and ideas into a neat description. –May describe the high school done from an encyclopedia. –At college level need to analyze and organize ideas into
appropriate thought boxes.
19 What Research Is Not 3) A defense or apology of my own convictions. 3) A defense or apology of my own convictions. –May ignore unfavorable evidence. –If a position is tenable, research can defend it. –Can’t allow unsound arguments, even for a good cause.
20 What Research Is Not 4) Polemical. 4) Polemical. –Object to clearly present truth, not to fight others’ positions. –Good research presents truth in such a logical and convincing way that there is no need for harsh language.
21 What Research Is Not 5) The presentation of one’s own opinions. 5) The presentation of one’s own opinions. –Research demands showing facts, data, information. –The reader must be able to follow the logic and evidence to see how conclusions were reached.
22 What Research Is Not 6) A Sermon 6) A Sermon –Research seeks to inform and convince the mind. –Research vocabulary is không lấy phí of superlatives and emotional language.
23 The Value of Research Learning to do research teaches one how to recognize a problem and how to go about solving it. Learning to do research teaches one how to recognize a problem and how to go about solving it. Writing a paper can teach one far more than a teacher
could. Writing a paper can teach one far more than a teacher could. Preparing a quality research paper teaches skills of observation, analysis, synthesis and judgment. Preparing a quality research paper teaches skills of observation, analysis, synthesis and judgment.
24 The Value of Research Finally, the preparation of a research paper gives opportunity for the development of good writing skills. Finally, the preparation of a research paper gives opportunity for the development of good writing skills.
25 Choosing A Topic VERY GENERAL VERY GENERAL –“The Divinity of Christ in the NT” MORE SPECIFIC MORE SPECIFIC –“The Divinity of Christ in the Gospel of John” MUCH BETTER MUCH
BETTER –“Christ as the Bread of Life in John 6”
26 Choosing A Topic Topic goes from Topic goes from –Shallow to Deep –ImpossibletoFeasible
27 Choosing A Topic STEPS in choosing topic STEPS in choosing topic –Reading –Asking Questions –Narrowing Scope Even when topic is assigned, following these steps can result in better topic. Even when
topic is assigned, following these steps can result in better topic.
28 Choosing A Topic Reading Reading –Textbooks –Dictionaries –Encyclopedias Key: Move from general to specific Key: Move from general to specific As read, note information on sources (to find again) As read, note information on sources (to find again) As read, take notes As read, take notes Be especially attentive to questions reading brings up. Be especially attentive to questions reading brings up.
29 Choosing A Topic Asking Questions Asking Questions –Of yourself –Of your peers –Of your professors –Of what you read
30 Choosing A Topic Asking Questions Asking Questions –Can help you determine if you have a good topic –Can narrow the topic & focus on an issue to research
31 Choosing A Topic Asking Questions Asking Questions –Concerning Content Content Feasibility Feasibility
32 Choosing A Topic Asking Questions on content Asking Questions on content –1) Questions on organization of the topic What are its parts? What are its parts? Of what larger whole is this a part? Of what larger whole is this a part? Sources? Sources?
–Subdivisions (outline) of encyclopedia article –Table of contents of a book
33 Choosing A Topic Asking Questions on content Asking Questions on content –2) Questions regarding history of the topic What has been
written on this topic? What has been written on this topic? Is this a controversial topic? Is this a controversial topic? Are lines already drawn between opposing sides over this topic? Are lines already drawn between opposing sides over this topic? What can I add to this history? What can I add to this history?
34 Choosing A Topic Asking Questions on content Asking Questions on content –3) Questions regarding usefulness of topic What good is this topic? What good is this topic? How can I use the results of my research? How can I use the results of my
research? Besides me, who will benefit from my work? Besides me, who will benefit from my work?
35 Choosing A Topic Asking Questions On Feasibility Asking Questions On Feasibility –1) Do I have the necessary sources to do this
research? Heb. word—do I have lexicons, word studies? Heb. word—do I have lexicons, word studies? –2) Am I qualified to do this research? Heb. word—do I know Hebrew? Heb. word—do I know Hebrew?
36 Choosing A Topic Asking
Questions On Feasibility Asking Questions On Feasibility –3) Do I have enough time to complete research before the due date? Interlibrary loan Interlibrary loan Interviewing someone hundreds of miles away Interviewing someone hundreds of miles away
37 Choosing A Topic Asking Questions On Feasibility Asking Questions On Feasibility 4) Does this research demand costs that I cannot afford? 4) Does this research demand costs that I cannot afford? –Mailing questionnaires
38 Choosing A Topic Narrowing The Topic Narrowing The Topic Delimitations—limits that make the topic better, clearer, more manageable Delimitations—limits that make the topic better, clearer, more manageable Delimiting indispensable—in good research, researcher responsible for turning up and examining every single piece of information on a topic Delimiting indispensable—in good research, researcher responsible for turning up and examining every single piece of information
on a topic
39 Choosing A Topic Narrowing The Topic Narrowing The Topic Think of research as fencing off land and turning every stone. Think of research as fencing off land and turning every stone. If area is too big, don’t have time to turn all the
stones. If area is too big, don’t have time to turn all the stones.
40 Choosing A Topic Narrowing The Topic Narrowing The Topic Types of Delimitation Types of Delimitation –1) Time Research project studying the chronology of kings of Judah could take years Research project studying the chronology of kings of Judah could take years Wiser to do chronology of Josiah Wiser to do
chronology of Josiah Having set the time limitation, no one will ask why you didn’t include other kings Having set the time limitation, no one will ask why you didn’t include other kings
41 Choosing A Topic Narrowing The
Topic Narrowing The Topic Types of Delimitation Types of Delimitation –2) Sources Divorce passages in Matthew 5 and Mark 10 Divorce passages in Matthew 5 and Mark 10 Can’t be called into question as to why didn’t include latest book on divorce Can’t be called into question as to why didn’t include latest book on divorce
42 Choosing A Topic Narrowing The Topic Narrowing The Topic Types of Delimitation Types of Delimitation –3) Aspects Paper in theology of worship— exclude contemporary music
Paper in theology of worship— exclude contemporary music No room for that discussion No room for that discussion –Note—don’t go too far; make sure the delimitations make as much sense to others as to you
43 Planning Research
Define the problem Define the problem Write a proposal Write a proposal Prepare tentative outline Prepare tentative outline
44 Planning Research Basic Steps Basic Steps –Define the problem (issue, research question) –Determine the purpose
–Design a methodology
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Planning Research 1) Define the problem 1) Define the problem –Problem should point to A gap in knowledge A gap in knowledge An unclear situation An unclear situation An unresolved question An unresolved question A lack of information A lack of information An unknown An unknown A specific question to be investigated A specific question to be investigated
46 Planning Research 1) Define
the problem 1) Define the problem –Characteristics Problem must be clearly stated—exactly what is to be researched Problem must be clearly stated—exactly what is to be researched E.g., there is disagreement regarding the exact date of the death of Josiah E.g., there is disagreement regarding the exact date of the death of Josiah
47 Planning Research 1) Define the problem 1) Define the problem –Characteristics Often problem can be expressed in a question in which
a direct answer may be given Often problem can be expressed in a question in which a direct answer may be given E.g., what is the relation between tithing and the receiving of God’s blessings E.g., what is the relation between tithing and the receiving of God’s blessings
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Planning Research 2) Determining the purpose 2) Determining the purpose –Are you going to Analyze? Analyze? Compare? Compare? Reconstruct? Reconstruct? Synthesize? Synthesize? Design a program? Design a program?
49 Planning Research 2) Determining the purpose 2) Determining the purpose –Purpose follows on the heels of the problem E.g., if problem is that there is no information, purpose will be to find information E.g., if problem is that there is no information, purpose will be to find information E.g., there seems to be a
disagreement between two of Jesus’ sayings on peace, purpose will be to find harmony or understand the difference E.g., there seems to be a disagreement between two of Jesus’ sayings on peace, purpose will be to find harmony or understand the difference
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Planning Research 2) Determining the purpose 2) Determining the purpose –Examples of purposes To reconstruct events of a given historical period To reconstruct events of a given historical period To compare two theories To compare two theories To organize certain information To organize certain information To determine the relation between two events To determine the relation between two events
51 Planning Research 2) Determining the purpose 2) Determining the purpose –After completing this step, two things are settled: What the issue is What the issue is What is
being done about it What is being done about it
52 Planning Research 3) Design A Methodology 3) Design A Methodology –How to go about solving the problem –“How am I going to do this?”
53 Planning Research 3) Design A Methodology 3) Design A Methodology –If research is to be done in the library, decide where you are going to start and where you will go next Will you
trace the history first? Will you trace the history first? Will you do the exegesis of your text first? Will you do the exegesis of your text first?
54 Planning Research 3) Design A Methodology 3) Design A Methodology –List the different
steps What will you do What will you do –First? –Second? –Third? –Make sure the steps are completely logical for the problem as presented and the purpose as intended.
55 Planning Research The Proposal The Proposal –Preparing a proposal, even when not
required, is a valuable exercise. –Not only provides a clear guide for the research process, it also become the basis for the introduction to the paper.
56 Planning Research Tentative Outline Tentative Outline –Sometimes asked for early in the research process.
–Even if not, prepare one before proceeding with research. –It is then adjusted by the research findings.
57 Planning Research Tentative Outline Tentative Outline –Parallelism in form is important Each item must have least two subdivisions Each item must have least two subdivisions All subdivisions of a topic must clearly relate to the overall heading All subdivisions of a topic must clearly relate to the overall heading
58 Choosing A Topic VERY GENERAL VERY GENERAL –“The Divinity of Christ in the NT” MORE SPECIFIC MORE SPECIFIC –“The Divinity of Christ in the Gospel of John” MUCH BETTER MUCH
BETTER –“Christ as the Bread of Life in John 6”
59 Choosing A Topic Topic goes from Topic goes from –Shallow to Deep –ImpossibletoFeasible
60 Choosing A Topic STEPS in choosing topic STEPS in choosing topic –Reading –Asking Questions –Narrowing Scope Even when topic is assigned, following these steps can result in better topic. Even when
topic is assigned, following these steps can result in better topic.
61 Choosing A Topic Reading Reading –Textbooks –Dictionaries –Encyclopedias Key: Move from general to specific Key: Move from general to specific As read, note information on sources (to find again) As read, note information on sources (to find again) As read, take notes As read, take notes Be especially attentive to questions reading brings up. Be especially attentive to questions reading brings up.
62 Choosing A Topic Asking Questions Asking Questions –Of yourself –Of your peers –Of your professors –Of what you read
63 Choosing A Topic Asking Questions Asking Questions –Can help you determine if you have a good topic –Can narrow the topic & focus on an issue to research
64 Choosing A Topic Asking Questions Asking Questions –Concerning Content Content Feasibility Feasibility
65 Choosing A Topic Asking Questions on content Asking Questions on content –1) Questions on organization of the topic What are its parts? What are its parts? Of what larger whole is this a part? Of what larger whole is this a part? Sources? Sources?
–Subdivisions (outline) of encyclopedia article –Table of contents of a book
66 Choosing A Topic Asking Questions on content Asking Questions on content –2) Questions regarding history of the topic What has been
written on this topic? What has been written on this topic? Is this a controversial topic? Is this a controversial topic? Are lines already drawn between opposing sides over this topic? Are lines already drawn between opposing sides over this topic? What can I add to this history? What can I add to this history?
67 Choosing A Topic Asking Questions on content Asking Questions on content –3) Questions regarding usefulness of topic What good is this topic? What good is this topic? How can I use the results of my research? How can I use the results of my
research? Besides me, who will benefit from my work? Besides me, who will benefit from my work?
68 Choosing A Topic Asking Questions On Feasibility Asking Questions On Feasibility –1) Do I have the necessary sources to do this
research? Heb. word—do I have lexicons, word studies? Heb. word—do I have lexicons, word studies? –2) Am I qualified to do this research? Heb. word—do I know Hebrew? Heb. word—do I know Hebrew?
69 Choosing A Topic Asking
Questions On Feasibility Asking Questions On Feasibility –3) Do I have enough time to complete research before the due date? Interlibrary loan Interlibrary loan Interviewing someone hundreds of miles away Interviewing someone hundreds of miles away
70 Choosing A Topic Asking Questions On Feasibility Asking Questions On Feasibility 4) Does this research demand costs that I cannot afford? 4) Does this research demand costs that I cannot afford? –Mailing questionnaires
71 Choosing A Topic Narrowing The Topic Narrowing The Topic Delimitations—limits that make the topic better, clearer, more manageable Delimitations—limits that make the topic better, clearer, more manageable Delimiting indispensable—in good research, researcher responsible for turning up and examining every single piece of information on a topic Delimiting indispensable—in good research, researcher responsible for turning up and examining every single piece of information
on a topic
72 Choosing A Topic Narrowing The Topic Narrowing The Topic Think of research as fencing off land and turning every stone. Think of research as fencing off land and turning every stone. If area is too big, don’t have time to turn all the
stones. If area is too big, don’t have time to turn all the stones.
73 Choosing A Topic Narrowing The Topic Narrowing The Topic Types of Delimitation Types of Delimitation –1) Time Research project studying the chronology of kings of Judah could take years Research project studying the chronology of kings of Judah could take years Wiser to do chronology of Josiah Wiser to do
chronology of Josiah Having set the time limitation, no one will ask why you didn’t include other kings Having set the time limitation, no one will ask why you didn’t include other kings
74 Choosing A Topic Narrowing The
Topic Narrowing The Topic Types of Delimitation Types of Delimitation –2) Sources Divorce passages in Matthew 5 and Mark 10 Divorce passages in Matthew 5 and Mark 10 Can’t be called into question as to why didn’t include latest book on divorce Can’t be called into question as to why didn’t include latest book on divorce
75 Choosing A Topic Narrowing The Topic Narrowing The Topic Types of Delimitation Types of Delimitation –3) Aspects Paper in theology of worship— exclude contemporary music
Paper in theology of worship— exclude contemporary music No room for that discussion No room for that discussion –Note—don’t go too far; make sure the delimitations make as much sense to others as to you
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78 Bibliographic Entries Author Author Hunter, George H. Church for the Unchurched. Nashville: Abingdon, 1996. Hunter, George H. Church for the Unchurched. Nashville: Abingdon, 1996. More Than One Author More Than One Author Anderson, Gerald H., Robert T. Coote, Norman A. Horner, and James M. Phillips. Mission Legacies: Biographical
Studies of Leaders of the Modern Missionary Movement. Maryknoll, NY: Orbis, 1994. Anderson, Gerald H., Robert T. Coote, Norman A. Horner, and James M. Phillips. Mission Legacies: Biographical Studies of Leaders of the Modern Missionary Movement. Maryknoll, NY: Orbis, 1994. Editor Editor McGavran, Donald, ed. The Conciliar-Evangelical Debate: The Crucial Documents, 1964-1976. South Pasedena, CA: William Carey, 1977. McGavran, Donald, ed. The Conciliar-Evangelical Debate: The Crucial Documents,
1964-1976. South Pasedena, CA: William Carey, 1977.
79 Bibliographic Entries Committee or Corporate Author Committee or Corporate Author United Nations. Yearbook of the United Nations. Tp New York: Department of Public Information, United Nations, 1992. United Nations.
Yearbook of the United Nations. Tp New York: Department of Public Information, United Nations, 1992. No Author Given No Author Given The Illustrated Bible Encyclopedia. 3 vols. Wheaton, IL: Tyndale, 1980. The Illustrated Bible Encyclopedia. 3 vols. Wheaton, IL: Tyndale, 1980. Edition Edition Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed. Grand Rapids: Eerdmans, 1993. Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed. Grand Rapids: Eerdmans, 1993.
80 Bibliographic Entries Multivolume Works Multivolume Works Balz, Horst, and Gerhard Schneider, eds. Exegetical Dictionary of the New Testament. 3 vols. Grand Rapids: Eerdmans, 1990-1993. Balz, Horst, and Gerhard Schneider, eds. Exegetical Dictionary of the New Testament. 3 vols. Grand
Rapids: Eerdmans, 1990-1993. Series Series Overholt, Thomas W. Prophecy in Cross-cultural Perspective. SBL Sources for Biblical Study, 17. Atlanta: Scholars Press, 1986. Overholt, Thomas W. Prophecy in Cross-cultural Perspective. SBL Sources for Biblical Study, 17. Atlanta: Scholars Press, 1986.
81 Bibliographic Entries Place of Publication Place of Publication The Illustrated Bible Dictionary. 3 vols. Wheaton, IL: Tyndale, 1980. The Illustrated Bible Dictionary. 3 vols. Wheaton, IL: Tyndale, 1980. Publisher Publisher Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed.
Grand Rapids: Eerdmans, 1993. Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed. Grand Rapids: Eerdmans, 1993. Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed. Grand Rapids, Michigan: Wm. B. Eerdmans Publishing Company, 1993. Ferguson, Everett. Backgrounds of Early Christianity. 2 nd ed. Grand Rapids, Michigan: Wm. B. Eerdmans Publishing Company, 1993.
82 Bibliographic Entries Date of Publication Date of Publication Magil, Joseph. The Englishman’s Hebrew-English Old Testament: Genesis-2 Samuel. Tp New York: Hebrew Publishing, 1905; reprint, Grand Rapids: Zondervan, 1974. Magil, Joseph. The Englishman’s Hebrew-English Old Testament: Genesis-2 Samuel. Tp New York:
Hebrew Publishing, 1905; reprint, Grand Rapids: Zondervan, 1974. Charlesworth, James H., ed. The Old Testament Pseudepigrapha. 2 vols. Garden City, NY: Doubleday, 1983-1985. Charlesworth, James H., ed. The Old Testament Pseudepigrapha. 2 vols. Garden City, NY: Doubleday, 1983-1985. Robertson, A. T. Word Pictures in the New Testament. 6 vols. Nashville: Broadman, 1930- 1933. 6:137-180. Robertson, A. T. Word Pictures in the New Testament. 6 vols. Nashville: Broadman, 1930- 1933. 6:137-180.
83 Bibliographic Entries Magazines and Journals Magazines and Journals Bass, Dorothy. “Receiving the Day the Lord Has Made.” Christianity Today, 6 March 2000, 63-67. Bass, Dorothy. “Receiving the Day the Lord Has Made.” Christianity Today, 6 March 2000, 63-67. Costas, Orlando E. “The Mission
of Ministry.” Missiology 14 (1986):463-471. Costas, Orlando E. “The Mission of Ministry.” Missiology 14 (1986):463-471. Merling, David. “The Search for Noah’s Ark.” College and University Dialogue 11, no. 3 (1999):5-8. Merling, David. “The Search for Noah’s Ark.” College and University Dialogue 11, no. 3 (1999):5-8.
84 Bibliographic Entries Chapter in a book edited by another Chapter in a book edited by another Larson, Donald N. “The Viable Missionary: Learner, Trader, Story Teller.” In Perspectives on the World Christian Movement: A Reader, ed. Ralph D. Winter and Steven C. Hawthorne,
444-451. Pasadena, CA: William Carey Library, 1992. Larson, Donald N. “The Viable Missionary: Learner, Trader, Story Teller.” In Perspectives on the World Christian Movement: A Reader, ed. Ralph D. Winter and Steven C. Hawthorne, 444-451. Pasadena, CA: William Carey Library, 1992. Signed article in dictionary or encyclopedia Signed article in dictionary or encyclopedia Jepsen, Alfred. “Heb. Word.” Theological Dictionary of the Old Testament. Edited by G. Johannes Botterweck and Helmer Ringren.
Translated by John T. Willis. Grand Rapids: Eerdmans, 1974-. 1:292-323. Jepsen, Alfred. “Heb. Word.” Theological Dictionary of the Old Testament. Edited by G. Johannes Botterweck and Helmer Ringren. Translated by John T. Willis. Grand Rapids: Eerdmans, 1974-. 1:292-323.
85 Bibliographic Entries
Dissertation Dissertation Cheatham, Carl Wade. “Social Christianity: A Study of English Nonconformist Social Attitudes, 1880- 1914.” Ph.D. dissertation, Vanderbilt University, Graduate School of Religion, 1982. Cheatham, Carl Wade. “Social Christianity: A Study of English Nonconformist Social Attitudes, 1880- 1914.” Ph.D. dissertation, Vanderbilt University, Graduate School of Religion, 1982.
86 Bibliographic Entries Two or more items by exactly same author Two or more items by exactly same author Dybdahl, Jon. Exodus: God Creates a People. Abundant Life Amplifier. Boise, ID: Pacific Press, 1994. Dybdahl, Jon. Exodus: God Creates a People. Abundant Life
Amplifier. Boise, ID: Pacific Press, 1994. ________. Old Testament Grace. Boise, ID: Pacific Press, 1970. ________. Old Testament Grace. Boise, ID: Pacific Press, 1970.
87 Bibliographic Entries Annotated Bibliography Annotated Bibliography Rouse, Ruth, and Stephen C. Neill,
eds. A History of the Ecumenical Movement. 2 nd ed. With rev. bibliography. 2 vols. Philadelphia: Westminster Press, 1967-1970. Rouse, Ruth, and Stephen C. Neill, eds. A History of the Ecumenical Movement. 2 nd ed. With rev. bibliography. 2 vols. Philadelphia: Westminster Press, 1967-1970. –A survey covering the period from the Reformation to 1968, this is an authoritative work with essays by many scholars in the field. Each volume includes an extensive classified bibliography, an analytical
subject index, and an author index. Vol. 1 covers 1517-1948; vol. 2 covers 1948-1968. Vol. 2 was edited by Harold Fey.
88 Bibliography Charlesworth, James H., ed. The Old Testament Pseudepigrapha. 2 vols. Garden City, NY: Doubleday, 1983-1985. Charlesworth, James H., ed. The Old Testament
Pseudepigrapha. 2 vols. Garden City, NY: Doubleday, 1983-1985. Magil, Joseph. The Englishman’s Hebrew-English Old Testament: Genesis-2 Samuel. Tp New York: Hebrew Publishing, 1905; reprint, Grand Rapids: Zondervan, 1974. Magil, Joseph. The Englishman’s Hebrew-English Old Testament: Genesis-2 Samuel. Tp New York: Hebrew Publishing, 1905; reprint, Grand Rapids: Zondervan, 1974. Robertson, A. T. Word Pictures in the New Testament. 6 vols. Nashville: Broadman, 1930- 1933. 6:137-180. Robertson, A. T. Word
Pictures in the New Testament. 6 vols. Nashville: Broadman, 1930- 1933. 6:137-180.
89 Reading and Taking Notes Reading Reading Bacon--Some books should be tasted; others swallowed. Bacon--Some books should be tasted; others swallowed. Research reading—beyond early exploratory
reading—takes time and thought. Research reading—beyond early exploratory reading—takes time and thought. Search for information and concepts demands concentration, determination, and time. Search for information and concepts demands concentration, determination, and time.
90 Reading and Taking Notes Reading Reading Research reading demands the understanding of--- Research reading demands
the understanding of--- –1) words –2) phrases and sentences –3) paragraphs –4) the chapter (summarize in 3 sentences) –5) the book (summarize in paragraph)
91 Reading and Taking Notes Reading Reading Research reading begins with information about author,
pub., date, etc. Research reading begins with information about author, pub., date, etc. –Back cover, dust jacket, title page & verso, table of contents, introduction (author’s purpose, recognized limitations of work, intended audience, organization of book).
92 Reading and Taking Notes Reading Reading Next, read or browse concluding chapter in which author summarizes and draws conclusions. Next, read or browse concluding chapter in which author summarizes and draws conclusions. Only then are ready for the body toàn thân of
the book. Only then are ready for the body toàn thân of the book. Rules (among others) for reading: Rules (among others) for reading: –Take notes. –Make a schedule and stick to it.
93 Reading and Taking Notes Evaluating Sources Evaluating Sources –1) Who is author? What written, areas of expertise,
etc.? –2) Who is publisher? Learned or popular books? –3) Is the journal recognized as a specialized and serious journal? Time vs. Biblical Archaeology Review vs. Biblical Archaeologist Time vs. Biblical Archaeology Review vs. Biblical Archaeologist
94 Reading and Taking Notes Evaluating Sources
Evaluating Sources –4) Date? 1907 pub. may only be useful to the history of your problem. –5) Author’s purpose? Can safely judge a serious book on basis of its introduction. –6) Style of writing popular or serious? Quoted conversations, colorful language and abundant contractions—suspect. –7) Bibliography? Notes? Extensive? Complete?
95 Reading and Taking Notes Evaluating Sources Evaluating Sources –8)Tables? Graphs? Maps? –9) Table of Contents detailed? Index? (In modern Eng-language books, index is often a mark of a good research source.) –10) Footnotes, bibliography—works recent and writers specialists in field? (Recent work sometimes cites
old works.) –11) Tone of writing? Sober and objective? Emotional? (Language, strong; content, weak)
96 Reading and Taking Notes Evaluating Sources Evaluating Sources –12) Writing clear and easy to read? (Good research writing is simple and straightforward.) –13) Has
source been translated? (Re- edited book deemed significant.) –14) Primary source? Vatican II—documents put out by council. Vatican II—documents put out by council. Book that comments on them is secondary. Book that comments on them is secondary. –These questions? Literary criticism.
97 Reading and Taking Notes Taking Good Notes Taking Good Notes –Manual notetaking –Computer notetaking –Time spent taking proper notes is time saved in total process. –No way to do good research without taking good notes.
98 Reading and Taking Notes Taking Good Notes Taking Good Notes –Note
cards Same size Same size One item per card One item per card Bibliography cards on different size or type or color of paper Bibliography cards on different size or type or color of paper –Filing System Card (divider) (larger, stiffer, different color) for each section of paper envisioned Card (divider) (larger, stiffer, different color) for each section of paper envisioned Take notes as needed as read Take notes as needed as read
99 Reading and Taking Notes Taking Good Notes Taking Good Notes –Parts of the Note Card (heading, text, source) Heading Heading
–Correspond to sections of paper –As change outline, must revise headings –Always written in same place on card (upper right hand corner)
100 Reading and Taking Notes Taking Good Notes Taking Good Notes –Parts of the Note Card (heading, text, source) Text (direct quotation, summary, reaction to) Text (direct quotation, summary, reaction to) –Direct quotations Exact Exact No spelling or punctuation variation
No spelling or punctuation variation Use sic with evident error Use sic with evident error Ellipsis for any omission ( … ) Ellipsis for any omission ( … ) 4 dots for break between sentences. 4 dots for break between sentences.
101 Reading and Taking Notes Taking Good Notes Taking
Good Notes –Parts of the Note Card (heading, text, source) Text (direct quotation, summary, reaction to) Text (direct quotation, summary, reaction to) –Summaries Don’t change sense or thrust of author’s thought Don’t change sense or thrust of author’s thought Label them as summaries. Label them as summaries. –Comments Jot down impressions. Jot down impressions. Give them a heading. Give them a heading. Point to item that triggered reaction. Point to item that triggered reaction. Date them. Date
them.
102 Reading and Taking Notes Taking Good Notes Taking Good Notes –Parts of the Note Card (heading, text, source) Text
(direct quotation, summary, reaction to) Text (direct quotation, summary, reaction to) –Source Author’s name and pages usually. Author’s name and pages usually. Two books by author; two authors by same name Two books by author; two authors by same name
103
Reading and Taking Notes Taking Good Notes Taking Good Notes –Computer Notetaking Subdivide page by 4 or 6 pages. Subdivide page by 4 or 6 pages. Put in appropriate headings, sub-headings. Put in appropriate headings, sub-headings. Be careful with numbers on 2-page notes. Be careful with numbers on 2-page notes. Keep two files once—one bib cards, one content notes. Keep two files once—one bib cards, one content notes. Print, cut up, sort manually. Print, cut up, sort manually. As write
paper, paste quotation from content file. As write paper, paste quotation from content file.
104 Reading and Taking Notes Taking Good Notes Taking Good Notes –Useful advice Keep card to one idea, one reference, one precise
piece of information. Keep card to one idea, one reference, one precise piece of information. Written only on one side (can then be moved without disturbing whole). Written only on one side (can then be moved without disturbing whole). When to quote? When an author expresses an idea with lucidity or in picturesque words, probably should quote. When to quote? When an author expresses an idea with lucidity or in picturesque words, probably should quote. When in doubt, quote. When in doubt, quote.
105 Footnotes: Why, When, How Why? Why? –1) To indicate authority behind statements made, to strengthen researcher’s assertions. –2) To help scholar easily find the materials referred to. –3) to honestly admit intellectual indebtedness to another author.
106 Footnotes: Why, When, How When? When? –Reference note when need to show source of quotation or source of an idea even when expressed in author’s words. –None needed when words are the author’s or are common knowledge.
107 Footnotes: Why, When, How When? When? –Provide information that could disrupt or unnecessarily complicate the text. –Content notes may be used when would enrich or enhance the elaboration of ideas. –If a content note quotes or cites, it must give a source.
108 Footnotes: Why, When, How How? How? –Content notes—be clear, logical, and as short as possible. –Reference appears after the content. Format? Vhymeister, p. 64. Format? Vhymeister, p. 64.
109 Footnotes: Why, When, How Second or Later References Second or Later References –Ref. made to same source twice, consecutively, the 2 nd ref. is given as “ibid.” –Ibid. –Ibid, p. 39. –TWOT, 1:157. –Turabian, A Manual, 46; idem, Student’s Guide, 68.
110 Organizing The Paper Summary and Conclusions Summary and Conclusions –Summarizes the findings and draws conclusions. –Summary brief—only as long as needed to bring the issues into focus. –Remember that many paper/dissertation readers never read more than the
introduction and summary/conclusions. Everything you want readers to know about your research must be in those two places. Vhymeister, p. 84.
111 Organizing The Paper Body (organization methods) Body (organization methods) –Chronological (historical topics) –Spatial (geographical)—reporting research on ancient city –Comparative—comparing beliefs concerning death in two world religions –Cause-to-effect—study of rapid growth of Christianity in ___________ –Unfolding method—ceremonies of Israelite
tabernacle
112 Writing the Paper Research English Research English –Uses simple, concise, and clear language. –Impersonal, objective, formal, dignified, factual and unabiased. –Avoid: passive voice, “the writer,” “the researcher,” “we.” –Use: active voice; write naturally,
directly. Not: “I decided to limit this paper…” Not: “I decided to limit this paper…” “The natural limits of the topic determined…” “The natural limits of the topic determined…”
113 Writing the Paper Research English Research
English –Well-written paper will not contain as many adverbs and adjectives as nouns and verbs. –Research language is standard, not colloquial; it never uses slang. –Religion students tempted to use sermonic language rather than research language.
114 Writing the Paper The
Paragraph The Paragraph –Paper only as strong as the weakest paragraph. –P. should be all about one topic. Length determined by how much has to be said about the matter. Length determined by how much has to be said about the matter. If paragraph fills more than one computer screen, it is suspect. If paragraph fills more than one computer screen, it is suspect. One sentence not a paragraph. One sentence not a paragraph. Unity and coherence key elements. Unity and coherence key elements.
115 Writing the Paper The Paragraph The Paragraph –Sample Expository Paragraphs –Vyhmeister, p. 94f. Transitions and Introductions Transitions and Introductions –Vyhmeister, p. 96f.
116 Writing the Paper The Writing Process The Writing Process –Allow time to write one complete section in one sitting; no need to “get the feel of things” again. –Let 1 st draft rest a day or so. –With 2 nd draft a reader or
listener becomes an important tool—friend or spouse.
117 Writing the Paper The Writing Process The Writing Process Revising (Looking For) Revising (Looking For) –1. Flow of ideas –2. Coherence –3) Bridges (from one topic to another; no abrupt changes of thought)
–4) Logic of organization –5) Weak spots or omissions –6) Awkward sentences –7) Unnecessary words
118 Steps In Exegetical Process 1) Determine the Canonical Process 1) Determine the Canonical Process –Understand how
the passage fits in the Bible as a whole. –Understand the kind of Biblical literature the text is part of. –Understand the context of the text within the book.
119 Steps In Exegetical Process 2) Establish The Text 2) Establish The Text
–Determine as accurately as possible the original text. –Tools: Hebrew Bible, Greek Testament, Textual commentary on Greek NT, comparison of various translations.
120 Steps In Exegetical Process 3) Establish The Translation 3) Establish The
Translation –What does the original text say? –To answer, take into account vocabulary and grammar. –Tools: dictionaries & grammars, Logos Research Systems, BibleWorks 5, www.biblestudytools.com
121 Steps In Exegetical Process 4) Establish The Meaning 4)
Establish The Meaning –What does the passage mean? –Study the syntax (structure) of the sentences; look for any element that might modify the first, direct and obvious translation of a passage. –Investigate the meaning of important words.
122 Steps In Exegetical Process 5) Establish the Historical and Geographical Context 5) Establish the Historical and Geographical Context –What was happening the time
this passage was written that might explain the text? –Social, political and economic conditions. –Geography and climate. –Biblical archaeology.
123 Steps In Exegetical Process 6)
Establish the Original Theological Meaning 6) Establish the Original Theological Meaning –What did the passage mean to those who first heard or read it? –At this point, read commentaries to check you conclusions.
124 Steps In Exegetical Process 7) Establish the Application for Today 7) Establish the Application for Today –Apply the doctrinal meaning to today’s church or individual Christian. –This step not required in a
theoretical paper, but is a necessary step for teaching and preaching.
125
Which of the following is referred to as a concept that needs to be proven through a thorough study?
In science, a hypothesis is an idea or explanation that you then test through study and experimentation.What terms refers to a careful study that is done to find and report new knowledge?
Research is defined as the creation of new knowledge and/or the use of existing knowledge in a new and creative way so as to generate new concepts, methodologies and understandings.What refers to the information that can be numbers or words that is used in research writing?
Quantitative Information – Involves a measurable quantity—numbers are used. Some examples are length, mass, temperature, and time. Quantitative information is often called data, but can also be things other than numbers. Qualitative Information – Involves a descriptive judgment using concept words instead of numbers.Is a careful and detailed study of a specific problem concern or issue employing the scientific method?
Research is a careful and detailed study into a specific problem, concern, or issue using the scientific method. Research in common parlance refers to a search for knowledge. One can also define research as a scientific and systematic search for pertinent information on a specific topic. Tải thêm tài liệu liên quan đến nội dung bài viết Which of the following refers to the careful investigation or study of a subject?
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