Theological Writing Resources

Meet with the Learning Specialist:

Struggling to start a paper? Feeling overwhelmed with assignments? Want to improve your study habits?

Alan Constant, the Seminary’s Learning Specialist, is here to help you succeed in your academic journey. Whether you’re writing your first seminary paper or navigating time management, Alan can support you one-on-one.

You can meet with Alan:

• In person: Library staff offices, Wright Learning Center room 105
• Online: Schedule a session on Teams

How to Make an Appointment

Visit the Writing & Academic Skills Course on MyLearning to:

• Book an appointment (in person or on Teams)
• Access helpful study resources
• Explore academic tools and tips

Alan Can Help You With:

• Getting started on a writing assignment using brainstorming and pre-writing
• Developing a clear thesis and doing effective research
• Managing writing or test anxiety
• Prioritizing tasks and finding balance with work, study, and life
• Strengthening note-taking, reading, and exam prep skills

---

Writing Shelf Resources:

All books listed in the recommended resources for each paper type below can be found on the Writing Shelf in the Wright Center's historic reading room on the first floor. Look for the books with call numbers starting with WRIT and red stickers on their spines. These books provide more examples and greater detail on specific aspects of writing. They are for in-library use only, but some duplicate copies may be available for check-out in the stacks.

At Austin Seminary, an exegetical paper represents a scholar's interpretation of a biblical text. The quality of an exegetical paper is evaluated based on how well it aligns with our scholarly standards, which include the use of historical-critical methods and other approaches as specified by your professor.

Historical-critical methods aim to address questions such as:

• What is the most accurate version of the Hebrew or Greek text?
• How did the text come into existence?
• How would the original audience have understood its messages?

These questions differ significantly from more personal inquiries like:

• What is my initial reaction to this text?
• How does this text inform an important decision in my life?
• How might I preach a sermon based on this text?

At Austin Seminary, an exegetical paper typically includes:

Translation of the Passage: A translation from the original language, complete with translation notes and comments on textual variants.

Literary Structure Analysis: Examining the passage's literary structure (e.g., is it poetry, a parable, or an argument?).

Contextual Comments: Interpretative comments that consider both the literary structure and the historical context of the text. These are referred to as a "reading" of the text, meaning interpretation. While different scholars may produce varied readings of the same passage, all valuable interpretations will respect the historical and literary aspects of the text.

Your instructor may also require you to use additional interpretive methods, which will be specified in the assignment guidelines. By the time you are tasked with writing an exegetical paper, you will have spent substantial class time discussing biblical texts and practicing the three steps outlined above.

Resources

Croy, N. Clayton. Prima Scriptura: An Introduction to New Testament Interpretation. Baker Academic, 2011. Available on the reserves shelf behind the library services desk: BS2331 .C76 2011; also available as an e-book

Fee, G. D. New Testament Exegesis: A Handbook for Students and Pastors. 3^rd ed. Louisville: Westminster John Knox, 2002. Call number: BS 2331 .F44 2002 and WRIT BS 2331 .F44 2002

Hayes, J. H., and C. R. Holladay. Biblical Exegesis: A Beginner’s Handbook. 3^rd ed. Louisville: Westminster John Knox, 2007. Call number: BS 476 .H35 2007 and WRIT BS 476 .H35 2007; also available as an e-book

Stuart, D. Old Testament Exegesis: A Handbook for Students and Pastors. 4th ed. Louisville: Westminster John Knox, 2009. Call number: BS 476 .S83 2009 and WRIT BS 476 .S83 2009; also available as an e-book

A research paper can take a variety of forms, so it is best to follow the directions given to you by your instructor. Many research papers will contain the following:

Content

• Use of Sources: Go beyond the assigned texts for your course. Scholarly sources, such as journal articles, books, and reference works, should form the foundation of your research. Avoid popular periodicals or websites unless you critically engage with them for a specific purpose. Always cite your sources correctly in the format specified by your instructor.
• Literature Review: This section summarizes the scholarly conversation relevant to your topic. Demonstrate your research by integrating your thoughts with existing academic discussions. Start with a summary of existing literature and then build your argument in response to what others have written.
• Close Reading of Texts: Critically analyze your selected sources. Avoid excessive quotations and try not to use block quotations (over four lines). Use paraphrasing with proper citations. Your instructor is most interested in your analysis and how you apply material from scholarly sources.
• Course Relevance: Ensure your topic is related to the course content and readings you have discussed throughout the semester.
• Critical Methods or Theories: Apply a critical method or theory to support your idea or argument.

Organization and Structure

• Thesis: Your thesis is the central argument of your paper. It should be a statement that requires evidence and analysis to support it. Your thesis should be clear, concise, and placed near the beginning of your paper, usually at the end of the introduction and before the literature review.
• Logical Flow: Organize your ideas clearly and logically. Explain the structure of your paper early on so your reader can follow your argument. Summarize your ideas at the end to remind the reader how you proved your thesis.
• Quotation Management: Introduce and explain all quotations. Never assume a quotation can stand on its own. Always provide context for each quotation and follow it with your analysis, explaining how it relates to your thesis.

Format and Style

• Formatting: Follow the specific style or format your instructor requires, typically the Chicago Manual of Style. Confirm details such as title page requirements and section headers with your instructor.

• Scholarly Tone: Maintain a formal, scholarly tone throughout your paper. Refer to journal articles for examples of appropriate academic tone.

Resources

Research Paper Assignment Calculator (University of Minnesota)

Seven Steps to a Great Research Paper (Trinity College in the University of Toronto)

Badke, William. Research strategies : finding your way through the information fog. Bloomington, IN: IUniverse, Inc., 2014. Call Number: WRIT Z710 .B23 2014

Bolker, Joan. Writing Your Dissertation in Fifteen Minutes a Day: a Guide to Starting, Revising, and Finishing Your Doctoral Thesis. New York: Owl Books, 1998. Call Number: LB2369 .B57 1998 and WRIT LB2369 .B57 1998

Chodorow, Stanley. Writing a Successful Research Paper: a Simple Approach. Indianapolis: Hackett Publishing Co., 2011. Call Number: WRIT PE1408 .C4727 2011 (or SSW Library Call Number PE1408 .C4727 2011)

Kibbe, Michael. From Topic to Thesis: A Guide to Theological Research. InterVarsity Press, 2015.

Murray, Neil, and Geraldine Hughes. Writing up Your University Assignments and Research Projects: A Practical Handbook. Maidenhead: Open University Press, 2008.

Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers. 8th edition. ed. Chicago, Ill.: University Of Chicago Press, 2013. Call Number: REF LB2369 .T8 2013

Reflective writing allows the author to contemplate an experience or text in light of their own life and experiences. This type of writing often promotes self-awareness and self-assessment, helping to expand the author's thinking and practice. While reflective writing is often less formal than an academic research paper, it still requires analysis, critical thinking, and the ability to connect personal reactions to the text or artifact.

Theological Reflective Writing:

Different types of theological reflective writing emphasize the dialogue between reflection and the Christian tradition. For some (O'Connell Killen and DeBeer), theological reflection is the intersection between experience and tradition. For others (Kinast), correlating one's lived experience with the sources of Christian tradition helps to draw out practical implications. Many authors link the development of theological reflection with the history of social justice and liberation theology (Hug and Kinast).

Criteria for Reflective Writing Assignments:

Criteria for reflective writing assignments will vary depending on the goals of your instructor. Even though reflective writing requires you to expound upon your thoughts and experiences, you will still need to relate those thoughts and experiences to the ideas and texts discussed in class. In most types of reflective writing, you will be required to use academic evidence to support your assertions.

Approach to Theological Reflection:

The sources listed below outline various approaches to writing a theological reflection. In general, expect to:

1. Select an experience to reflect upon.
2. Describe that experience.
3. Analyze the experience in light of the Christian tradition or your course's content.
4. Connect your experience and the Christian tradition or your course's content.
5. Discuss how this experience and reflection will impact your future actions.

Questions to Ask Your Instructor:

1. Do I need to integrate outside sources in my reflection? If so, how would you like them to be cited?
2. In this assignment, am I simply reflecting on an experience, or should I also include a discussion of the actions I will take as a result of this reflection?
3. What should the tone of this paper be? Academic? Informal? Is it okay to use first-person pronouns?

Resources

Graham, Elaine and Heather Walton Theological Reflection: Methods, 2nd Edition , 2019.

Hug, James E., S.J. Tracing the spirit: communities, social action, and theological reflection. New York: Paulist Press, 1983. Call Number: BV 4405 .T73 1983 and BX2347.7 .T7 1983

Kinast, Robert L. Let ministry teach: a guide to theological reflection. Collegeville, MN: The Liturgical Press, 1996. Call Number: BV 4164.5 .K56 1996 and WRIT BV 4164.5 .K56 1996

Kinast, Robert L. What they are saying about theological reflection. New York: Paulist Press, 2000. Call Number: BR 118 .K617 2000 and WRITBR 118 .K617 2000

O’Connell Killen, Patricia & John DeBeer. The art of theological reflection. New York: The Crossroad Publishing Company, 1994. Call Number: BR 118 .K615 1994

Walton, Heather. Writing Methods in Theological Reflection. Hymns Ancient and Modern, 2014.

Whitehead, James D. & Evelyn Eaton Whitehead. Method in ministry: theological reflection and Christian ministry. Lanham, MD: Sheed & Ward 1995. Call Number: BV 660.2 .W46 1995 and WRIT BV 660.2 .W46 1995

Wilson, Jim L. and Earl Waggoner A guide to theological reflection : a fresh approach for practical ministry courses and theological field education, 2020.

Yaghjian, Lucretia B. "Teaching Theological Reflection Well, Reflecting on Writing as a Theological Practice." Teaching Theology & Religion 7, no. 2 (April 2004): 83-94.

Book Reviews will depend on the professors’ choices; however most book reviews include some of the following:

1. An introduction to the author and his/her background and history of writing.
2. How this particular book compares to his/her previous books.
3. What books by other authors fall into this category and how does this book compare?
4. What is the thesis of this book? What are the supporting theses?
5. Does the author support his/her thesis? How?
6. Is there anything you disagree with? What? Why?
7. Is there anything that particularly touches you and your life?
8. Will this book be useful to you in your life as a pastor?
9. Would you recommend this book to others? To whom? Why?

Always remember to follow the guidelines for an assignment that are provided by your instructor.

Resources

Writing Theological Book Reviews (Trinity College at the University of Toronto)

Book Reviews (The Writing Center at University of North Carolina)

Introductions

A clear, strong introduction is essential for any writing assignment. Your introduction sets the stage for your reader, providing context and direction. Here's how to craft an effective introduction:

1. Lead-In: Start with something that captures the reader's attention. Options include a relevant quotation, a thought-provoking question, or a startling statement.
2. Thesis Sentence: Clearly state your thesis. This should be a declarative sentence that includes your subject and your attitude or perspective on the subject.
3. Essay Map: Provide an overview of what your paper will cover. This sentence should outline the main topics and the order in which you will discuss them.

Depending on the length and nature of your paper, introductions can vary from one paragraph to several. A good introduction enables your reader to understand the purpose of your paper and what to expect in the following pages.

Conclusions

A solid conclusion helps your reader digest the main points of your paper and understand how you have proven your thesis. Here's how to structure an effective conclusion:

1. Transition: Use a transitional phrase or subheading to signal that you are concluding your paper.
2. Restate Your Thesis: Remind your reader of your main argument by restating your thesis.
3. Synthesize/Summarize Main Points: Review your key arguments or combine points to show how they support your thesis.
4. Final Thoughts: Depending on your assignment, this could include implications for further research, a call to action, or the significance of your findings.

Conclusions can vary in length based on the nature of the assignment, but should always aim to synthesize your main points and demonstrate how you have supported your thesis statement.

Correctly using citations is an important part of using the information you have found in scholarly research. Austin Seminary faculty have approved the Chicago Manual of Style as the official style guide for student work. In addition, some theological writing utilizes the Society of Biblical Literature style for citations and paper formatting. Please check with your professor if you have questions about the style to use for a specific assignment.

Additional tutorials, tools, and other information on citations can be found on the Research Help: Citations page.

Chicago Manual of Style

• Chicago Manual of Style Online: Chapter 14 -- Notes and Bibliography (login required off campus)
• Chapter 14 is where the full "how do I cite this" material is. A quick guide of common citations is also available.
• A print version of the Chicago Manual of Style is available in the historic reading room in the Wright Center (Call number: REF PE1478 .U69 2017). 

Society of Biblical Literature Handbook of Style

The following online resources will help you to cite correctly using the Society of Biblical Literature Handbook of style.

• Kutsko, John F., Bob Buller, Billie Jean Collins, and Society of Biblical Literature. The SBL Handbook of Style. Vol. Second edition. Atlanta, Georgia: SBL Press, 2014.
• Print copies of the SBL Handbook of Style are also available at the Wright Center:
  • Call number: REF PN 147 .S26 2014
  • Call number: REF PE 1478 .S26 1999
  • Call number: PE 1478.S26 1999
• Student Supplement for The SBL Handbook of Style
• SBL Handbook of Style Resources from Baylor University

General tip: It is much easier to proofread if you double or triple space your draft.

Editing: Making changes in content, organization, and flow

Steps:

1. Grab a colored pen.
2. Read your paper slowly out loud.
3. Read what you actually wrote not what you meant to write.
4. If you read something that doesn’t add to your paper, simply cross it out.
5. If you see missing information your reader needs, simply write it on the paper.
6. If you see something (word, phrase, sentence, paragraph) that is misplaced, draw a circle around it and draw an arrow pointing to where you want it moved.

Proofreading: Making changes in spelling, word choice, punctuation, and grammar.

Steps:

1. Grab a colored pen.
2. Read your paper slowly out loud.
3. Read what you actually wrote not what you meant to write.
4. If you see a word that you think might be misspelled or a wrong word choice, put a rectangle around it. (At the end, check all the words at once. Put a check on top of the rectangle if the word is correct; if it is not correct, write the correct choice on top of the rectangle.)
5. Check each sentence for correct end punctuation. Correct all errors on the paper. At this point, check to see if you have used a variety of sentences (simple, compound, complex.)
6. Check for comma errors, and make corrections where needed.
7. Make certain your grammar is correct. Check a college grammar book like Strunk and White (Call number: PE 1408 .S772 2000) 
   and Turabian’s Part III (Call Number: REF LB2369 .T8 2013).

Below you will find common grammar and mechanics errors found in student writing.  Each topic will have a brief explanation of the concept and suggestions for how to avoid the error.

You can either use the hyperlinks below to jump to a section, or just scroll down through the list.

• Basic English Syntax Lesson - Independent vs. Dependent Clauses
• Sentence Errors to Avoid
  • Comma splices
  • Fragments
  • Run-on sentences
• Comma rules based on independent and dependent clauses
• Other places to go for grammar help

Basic English Syntax Lesson

Independent Clause (IC): An independent clause is a clause which can stand alone.

• Subject + Verb = Independent Clause
• Example: John runs fast.

Dependent Clause (DC): A dependent clause is a clause which cannot stand alone.

• Subordinating Word + Subject + Verb = Dependent Clause
• Example: Since John runs fast,

Back to top

Sentence Errors to Avoid

1. Comma splices
2. Fragments
3. Run-on sentences

Comma Splices: Two independent clauses connected by a comma.

Example: I danced all night, I was tired.

Error corrected by:

1. Making a dependent clause of the first clause by adding a subordinating word (since is appropriate here) before the first clause. Example: Since I danced all night, I was tired.
2. Making two sentences by placing a period between the clauses and capitalizing the first letter of the second independent clause. Example: I danced all night. I was tired. 
3. Using a semicolon between the clauses. Example: I danced all night; I was tired.
4. Using a comma and one of the following connectors between the clauses: and, but, or, for, nor, so , yet. Example: I danced all night, so I was tired.

Fragments: Any piece of a sentence which does not form a complete sentence, but especially a dependent clause alone with a period at the end of it.

Example: Because John runs fast.

Error corrected by:

1. Dropping because, making the clause independent. Example: John runs fast. 
2. Adding a comma and an independent clause: , he won. Example: Because John runs fast, he won.

Run-on Sentences: Two independent clauses run together with neither a connector nor any mark of punctuation between them.

Examples:

• a) I danced all night I was tired.
• b) John runs fast he won the race.

Error corrected by:

1. Using a period between the independent clauses and capitalizing the first letter of the second independent clause, making two sentences. Examples: a) I danced all night. I was tired. b) John runs fast. He won the race.
2. Using a semicolon between the two independent clauses.  Examples: a) I danced all night; I was tired. b) John runs fast; he won the race. 
3. Using a comma and a coordinating conjunction between the two independent clauses.  Examples: a) I danced all night, so I was tired. b) John runs fast, and he won the race. 
4. Adding a subordinating word to one of the clauses, making it dependent (and placing a comma after the dependent clause if it is used to introduce the sentence).  Examples: a) Since I danced all night, I was tired. b) Because John runs fast, he won the race. 

 Back to top

Comma Rules based on Independent and Dependent Clauses

These are the comma rules based on Independent and Dependent Clauses:

1)    IC, (and) (or) (but) I

Rule: When you have two independent clauses joined by and, or, but put a comma before the conjunction.

Example: John went to town, and he saw a movie.

2)    DC, IC

Rule: If the dependent clause comes before the independent clause, put a comma between them.

Example: When John went to town, he saw a movie.

3)    IC X DC

Rule: If the independent clause comes before the dependent clause, don’t put a comma between them.

Example: John saw a movie when he went to town.

4)    Introductory Prepositional Phrase

Rule: Put a comma after an introductory prepositional phrase.

Example: In his backpack, John carried six textbooks.

5)    Introductory verb phrase

Rule: Put a comma after an introductory verb phrase.

Example: Carrying too many textbooks in his backpack, John hurt his lower back.

6)    Item, item, item, and item

Rule: Put commas between items in a series.

Example: John carried pens, pencils, paper, notebooks, and textbooks.

7)    , appositive,

Rule: Put commas around an appositive.

Example: John, my good friend, will visit us Saturday.

Back to top

Other places to go for grammar help

Alan Constant, Learning Specialist. By appointment through the Writing & Academic Skills Course on MyLearning, via the contact the library form, or by calling 512-404-4877.

"Part III - Style" in A Manual for Writers of Research Papers, Theses, and Dissertations by Kate Turabian.  Call Number: REF LB2369 .T8 2013.

Browse headings under Grammar and Mechanics on The Online Writing Lab (OWL) at Purdue. 

Additional information regarding how to research can be found on the library Research Help page. 

 If you have questions regarding research or citation, please ask at the Library Services Desk in the Wright Center or contact the library. Both walk-in visits and appointments are welcome.