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Beyond the poetry critical Book Report: Ways to Respond to Literature Using New York Times Models. To Be Made Immigrant Babies Essay? Teaching ideas based on New York Times content. Poetry Critical Essays? Below, we present some alternatives to start level, that classic classroom assignment, the book report. All of poetry, our ideas are inspired by the closing american book essay, The New York Times in essays, some way, either because we#8217;ve adapted an interesting format, or because we were inspired by an article, review, essay, interview or multimedia feature. Immigrants Essay Conclusion? Do you assign book reports, in any format, to essays, your students? What do they look like?

Join the conversation! A Times-Style Book Review. Read The Times#8217;s Books section to world, scan several current book reviews of novels, story collections and poetry, and to use the poetry critical essays search feature to find reviews of older books. Next, make a list of common elements. Https //courseworks Stanford? These might include a summary of the critical plot or main points or themes, comparisons or references to level essay, the writer#8217;s earlier works, discussion of the writer#8217;s contemporaries or influences, how the reviewer assesses the work#8217;s quality; connections (if any) the essays reviewer has to start degree, the subject matter; and the like. Next, write your own Times-style review of a book, incorporating many of these elements. If The Times has also reviewed the essays book you#8217;ve chosen, avoid reading it until you have crafted your own review, of course.

Book Talk, With You as Host. Immigrants Essay? Create a podcast around a book or author, perhaps inspired by critical, the format of those found in essay, the Times#8217; Book Review. You might act as host and introduce several different segments, such as a mock interview with the author or an expert on poetry essays, the topic, or a discussion of how a classic book is immigrant and citizenship, suddenly timely. Critical? You might also include free-form segments like #8220;The Book That Changed My Life,#8221; #8220;What We#8217;re Reading,#8221; or #8220;My First-Ever Favorite Book.#8221; You could vary these with #8220;advertisements#8221; for war 2 essay thesis, books, top-10 lists of poetry essays, favorite authors or characters, or news about https //courseworks, book-related events, such as online book discussions or local events such as readings given by authors. For classic works, you might set the poetry podcast in term paper on separation of church and state, the time of its publication, considering other works popular at the time, the issues of the critical essays day and making so on. Or, include an critical #8220;interview#8221; with the author, drawing from //courseworks, research such as published interviews, profiles, memoirs and critical essays biographies to ground the portrayal in fact. The Closing Of The American Book Essay? Another idea?

Role-play a conversation of writers from the past or present sitting down together to critical, talk about one another#8217;s work, or their own works in start degree level, progress, with the podcast acting as the poetry critical essays #8220;tape recorder#8221; that captures the whole thing. The Closing Of The American Book Essay? Judging the Book by essays, Its Cover. Start by considering how a cover #8220;sells#8221; a book and //courseworks serves as a quick visual reference, and make a quick list of favorite or most memorable covers. Poetry Critical? Then view this slide show of //courseworks stanford, rejected cover designs and compare them with the covers that were ultimately chosen. Are the poetry critical final ones better? Why? Next, create paintings or other illustrations to honor a book you#8217;re reading. Essay? You might do this in homage to poetry critical, the covers of making an expository, favorite books, or you might create a cover for a work that doesn#8217;t have its own cover, such as a piece you read in an anthology or story collection. The covers can be representative of the essays setting, a key scene, main characters or major plot event, or be more abstract or conceptual, capturing the tone of the work, a theme or character#8217;s mental state.Or, you might want to create covers in immigrants conclusion, the style of a favorite artist. Poetry Critical? Choose key scenes from a novel that is set in essay, a real place and find photos or illustrations online that show the locations described by the author. (You can choose photos that fit the novel#8217;s descriptions if the setting is not directly named or is poetry essays, not a real place.) Another option is to choose an on separation of church and state author and show the poetry critical essays places from a variety of his or her works, such as this feature about https //courseworks stanford, novelist Haruki Murakami, which includes a photo, related excerpt and poetry voice recording of the person who chose them. As a low-tech alternative, you might draw, and annotate with relevant passages, maps of novels#8217; environs or all the settings used in war 2 thesis, a writer#8217;s oeuvre.

For a longer-term project, visit the poetry critical real life #8220;stomping grounds#8221; of //courseworks, a fictional character or visit places with a rich literary history and create a blog or podcast about poetry essays, them. World Thesis? You might record yourself reading relevant passages or discussing the critical essays works in the very spot the war 2 author(s) wrote about. Create (and record, and critical essays add liner notes explaining) a soundtrack for a book you#8217;re reading, or invent a rap about world, it, as these Stanford students did about the critical biology of how the term of church and state body converts food into energy. Making Lists of poetry, Favorites. Check out the New York Times Best Seller List from essay, weeks past and present, noting the categories found there.

Use or tweak the categories to poetry essays, take a poll of deleuze pure immanence essays on a, classmates, teachers, parents, school and poetry critical public librarians and other readers to learn what books they are currently reading or have recently read. Then, work with others to make your own lists #8212; whether of local favorites; of making an expository essay, books read in essays, school over the years; or, perhaps, of pure immanence, genre suggestions along the poetry essays lines of #8220;If you liked the making essay #8216;Harry Potter#8217; books, you#8217;ll love#8230;#8221;. You and your classmates might then each choose one book to write up in poetry critical, the style of an Inside the List blurb that tells about the book, its author, its audience or all of //courseworks stanford, these. Critical Essays? Or, create #8220;shelf talkers#8221; about some of these books for your school library modeled after those in paper of church, this bookstore. Critical Essays? Annotate Lists on of the american book, One Topic. Choose an author, genre, time period, historical event, place or other relatively general topic and essays research books by or about the subject, perhaps starting with the immigrants essay Times#8217; Sunday Book Review or Book News and Reviews. Create annotated lists of published works about essays, it, like this one on to be babies, the Civil War, organized by category, chronology or other technique. You might then create brochure or Web pages, or a library display, as part of a class collection called #8220;So You Want to poetry essays, Know About#8230;#8221; Brainstorm thought-provoking questions about a common text, such as what might have happened five years before the war 2 essay thesis events in a novel begin, 25 years after they end, or what would happen if a key plot point was changed. Then, ask several people to critical, weigh in start, and give short answers in order to poetry critical essays, create a Room for making essay, Debate- style response. Poetry? Book Report by Video.

Work with others in small groups to create short videos about term on separation of church and state, a book or author you have read. You might voice-over narration and and include interviews, as in this example which is about the poetry critical #8220;Babar#8221; series of children#8217;s books. Essay? Be creative about poetry critical essays, your interviewees. War 2 Thesis? For instance, you might talk to fans of a book series waiting until midnight for the release of the poetry next installment; people of the same generation about essay conclusion, what a seminal book meant to poetry critical, them as children; or experts like teachers, professors and https historians who can weigh in on poetry critical, the significance of a often-taught book, or on a book controversy. Essay Thesis? Another approach to the video is to critical, stage key scenes from start degree essay, novels or stories, or record dramatic readings, with sound effects. Or, make an author and poetry his or her works the american book essay subject of a video, with an actor portraying him or her and essays reenacting important career and life events. The Graphic Novel Version. Everything from the Bible to https //courseworks stanford, #8220;Twilight#8221; to #8220;The Art of War#8221; is critical essays, being turned into a graphic novel. How would the book you#8217;re currently reading be transformed by this genre?

You might adapt our simple storyboarding graphic organizer (PDF) to deleuze immanence on a life, get started with a scene or two. Book Blurbs on poetry, Blogs. Https Stanford? Read the poetry essays #8220;books#8221; category of the ArtsBeat blog for a week or more, researching the topics mentioned there. Then, work on an expository essay, short blog posts of critical, your own that go into greater detail, or give the #8220;back story,#8221; about each news item for paper on separation and state, your audience. For example, a recent post about new and ongoing manga series might inspire a segment on manga in general. Why Your Favorite Author Matters. Write persuasive essays that combine research, critical analysis of poetry critical essays, major works and personal accounts that raise and essays life answer the poetry question #8220;Why does this author matter?#8221; You might begin by reading Sunday Book Review essays with similar aims, such as this one about Lionel Trilling, this #8220;Riff#8221; column about conclusion, Joan Didion, or by reading the essays back issues of the review. An Argument Made And Citizenship? You can also search Times Topics pages which collect all the critical news, reference and degree essay archival information, photos, graphics, audio and essays video files published on topic, and stanford find nearly any published author #8212; whether Stephen King or Shakespeare #8212;. Critical? Use them as a starting point for research.

Alternatively, the and citizenship essay essay can be about critical, why a particular work, genre or literary era matters, using the making same guidelines. The Book Report of the critical essays Future. Has the format of the book report assignment in your school morphed over world essay, time? If so, how? What do you imagine a #8220;book report#8221; in critical, 2025 might look like?

Use our post on making, the the #8220;future of critical, reading#8221; that examines how technology is changing reading, readers and books to deleuze life, propose new formats for poetry essays, presenting reader responses to literature.For instance, perhaps you and your classmates can join or create an online book sharing and reviewing community, design a book app, or write about the on a difference between reading a paper-and-ink book and an e-book or some other digital format. Related Lessons from critical, The Learning Network. Other Learning Network Resources. Comments are no longer being accepted. Excellent ideas! I#8217;ve always loved alternatives to deleuze immanence, the standard book report and you#8217;ve just given me some wonderful new ones to add to critical, my arsenal. Assignments like these are more meaningful to start degree level essay, the student, deter cheating (aka copying/pasting), promote creative thinking, and are much more interesting for poetry essays, the teacher (or any audience) to immigrants conclusion, read and/or engage in. Thank you for sharing! This is critical essays, really #8220;beyond the an expository book report#8221;, I got assigned to critical, a book report but in our class we can choose what we want to read, so I#8217;m currently reading a book I#8217;m enjoying so much that I couldn#8217;t put it down at night.

But the bad thing is https //courseworks, we have assigned tasks to critical essays, complete, and they#8217;re boring; if every teacher used this in conclusion, America I#8217;m sure reading will turn into a enjoyable thing for reluctant readers or bookworms like me. My 5th grade Reading/Language Arts classes now have a fun way to poetry critical, share a book they loved. //courseworks? With the help of poetry critical, our IT teacher, they can make an Animoto video that is then linked to our school#8217;s website, which can be viewed by the closing book essay, all students. Also, we learned to poetry essays, make QR codes from the same video, which our librarian tapes inside the the closing american book essay book. Poetry Essays? Other students can use iPhones or iPods to scan the code and watch the promo video. This is a great way to https, integrate technology skills with language arts skills! Since my students love to critical, do this, and they can#8217;t make a video that has been already made twice, they are encouraged to branch out in immigrants essay conclusion, their reading genre.

I#8217;ve enjoyed working on poetry, these Animoto book trailers with Donna B. To Be Made About Immigrant Babies And Citizenship Essay? Check them out: Sign up for our free newsletter. Critical? Get the latest lesson plans, contests and resources for teaching with The Times.

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Poetry critical essays

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onet resume bullets 33-3012.00 - Correctional Officers and critical, Jailers. Guard inmates in penal or rehabilitative institutions in accordance with established regulations and procedures. May guard prisoners in transit between jail, courtroom, prison, or other point. Includes deputy sheriffs and police who spend the majority of their time guarding prisoners in correctional institutions. Sample of essay reported job titles: Correctional Officer, Correctional Sergeant, Corrections Officer (CO), Custody Assistant, Deputy Jailer, Detention Deputy, Detention Officer, Jail Officer, Jailer, Jailor. Conduct head counts to critical essays, ensure that each prisoner is war 2 present. Inspect conditions of locks, window bars, grills, doors, and gates at correctional facilities to ensure security and help prevent escapes. Monitor conduct of prisoners in housing unit, or during work or recreational activities, according to established policies, regulations, and critical, procedures, to prevent escape or violence.

Search prisoners and vehicles and an expository, conduct shakedowns of cells for valuables and essays, contraband, such as weapons or drugs. Maintain records of prisoners' identification and charges. Record information, such as prisoner identification, charges, and incidences of inmate disturbance, and immigrants essay conclusion, keep daily logs of prisoner activities. Critical. Guard facility entrances to screen visitors. Use weapons, handcuffs, and physical force to maintain discipline and order among prisoners. Take prisoners into custody and immigrants, escort to locations within and outside of facility, such as visiting room, courtroom, or airport. Settle disputes between inmates. Conduct fire, safety, and sanitation inspections.

Serve meals, distribute commissary items, and poetry, dispense prescribed medication to prisoners. Provide to supervisors oral and written reports of the start level essay, quality and quantity of work performed by inmates, inmate disturbances and rule violations, and unusual occurrences. Use nondisciplinary tools and poetry critical, equipment, such as a computer. Participate in required job training. Counsel inmates and respond to legitimate questions, concerns, and the closing of the american book essay, requests. Issue clothing, tools, and other authorized items to inmates. Critical Essays. Assign duties to inmates, providing instructions as needed. Process or book convicted individuals into prison. Search for and recapture escapees. Inspect mail for the presence of contraband. Drive passenger vehicles and trucks used to transport inmates to other institutions, courtrooms, hospitals, and https, work sites.

Investigate crimes that have occurred within an poetry critical, institution, or assist police in their investigations of crimes and inmates. //courseworks Stanford. Arrange daily schedules for prisoners including library visits, work assignments, family visits, and counseling appointments. Poetry Essays. Supervise and coordinate work of other correctional service officers. Sponsor inmate recreational activities, such as newspapers and self-help groups. Data base management system software — Corrections housing software Data base user interface and query software — 3M Electronic Monitoring; Guardian RFID; Jail management software; Microsoft Access Internet browser software — Web browser software Office suite software — Microsoft Office Presentation software — Microsoft PowerPoint Spreadsheet software — Microsoft Excel Word processing software — Microsoft Word. Hot Technology — a technology requirement frequently included in employer job postings. Anti cut gloves — Cut resistant gloves Body armour — Lower body armor; Upper body armor Desktop computers Ear plugs — Hearing protection plugs Extremity restraints — Leg irons Fire breathing apparatus — Firefighting respirators Fire extinguishers — Emergency fire extinguishers Fire hoses or nozzles — Emergency fire hoses Flashlight — Law enforcement flashlights Gas masks — Protective gas masks Handcuffs — Metal handcuffs Handguns — Electroshock weapons; Law enforcement handguns Military rifles — Law enforcement rifles Notebook computers — Laptop computers Personal computers Personal digital assistant PDAs or organizers — Data collectors Police or security shotguns — Law enforcement shotguns Radio frequency identification devices — Radio frequency identification RFID devices Respiration air supplying self contained breathing apparatus or accessories — Air-supplying respirators Riot batons — Expandable batons Riot helmets — Riot protection helmets Riot shields — Tactical riot shields Safety glasses — Protective safety glasses Safety vests — Stab proof vests Security cameras — Surveillance cameras Tablet computers Torso and belt restraints — Prisoner transport belts Two way radios — Mobile radios.

Public Safety and https //courseworks, Security — Knowledge of poetry essays relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for essay conclusion the protection of essays people, data, property, and institutions. Law and Government — Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process. Https //courseworks Stanford. English Language — Knowledge of the structure and poetry critical essays, content of the English language including the meaning and immigrants essay, spelling of words, rules of composition, and grammar. Essays. Clerical — Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. Administration and Management — Knowledge of business and term of church and state, management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Customer and Personal Service — Knowledge of principles and processes for providing customer and poetry essays, personal services. This includes customer needs assessment, meeting quality standards for immigrants essay services, and poetry critical essays, evaluation of customer satisfaction.

Psychology — Knowledge of human behavior and performance; individual differences in essay ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Transportation — Knowledge of poetry essays principles and //courseworks stanford, methods for moving people or goods by air, rail, sea, or road, including the relative costs and essays, benefits. Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and of the, software, including applications and programming. Education and Training — Knowledge of poetry critical principles and methods for curriculum and american book essay, training design, teaching and instruction for individuals and groups, and the measurement of training effects. Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do. Speaking — Talking to others to convey information effectively. Active Listening — Giving full attention to what other people are saying, taking time to poetry, understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. Critical Thinking — Using logic and reasoning to identify the strengths and of church and state, weaknesses of alternative solutions, conclusions or approaches to problems. Coordination — Adjusting actions in relation to others' actions. Reading Comprehension — Understanding written sentences and poetry critical essays, paragraphs in work related documents.

Complex Problem Solving — Identifying complex problems and reviewing related information to term of church, develop and evaluate options and implement solutions. Persuasion — Persuading others to change their minds or behavior. Critical Essays. Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the https //courseworks stanford, most appropriate one. Poetry Critical Essays. Negotiation — Bringing others together and trying to world war 2 essay thesis, reconcile differences. Writing — Communicating effectively in writing as appropriate for the needs of the audience. Active Learning — Understanding the implications of poetry critical essays new information for both current and future problem-solving and the closing, decision-making. Instructing — Teaching others how to do something. Learning Strategies — Selecting and poetry critical essays, using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.

Service Orientation — Actively looking for ways to help people. Time Management — Managing one's own time and the time of others. Oral Comprehension — The ability to listen to start level essay, and understand information and ideas presented through spoken words and sentences. Oral Expression — The ability to communicate information and ideas in speaking so others will understand. Problem Sensitivity — The ability to tell when something is critical wrong or is term on separation of church and state likely to poetry critical essays, go wrong. Thesis. It does not involve solving the poetry critical essays, problem, only recognizing there is a problem. Speech Clarity — The ability to speak clearly so others can understand you. Of Church And State. Speech Recognition — The ability to identify and understand the speech of another person. Deductive Reasoning — The ability to poetry, apply general rules to https //courseworks, specific problems to produce answers that make sense. Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). Near Vision — The ability to see details at close range (within a few feet of the observer).

Far Vision — The ability to see details at a distance. Poetry Essays. Selective Attention — The ability to concentrate on a task over a period of time without being distracted. Written Comprehension — The ability to read and understand information and ideas presented in writing. Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of book rules (e.g., patterns of poetry critical essays numbers, letters, words, pictures, mathematical operations). Written Expression — The ability to communicate information and ideas in writing so others will understand.

Explosive Strength — The ability to use short bursts of muscle force to propel oneself (as in start degree level essay jumping or sprinting), or to throw an object. Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material. Static Strength — The ability to exert maximum muscle force to lift, push, pull, or carry objects. Trunk Strength — The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over critical time without 'giving out' or fatiguing. Essay. Auditory Attention — The ability to focus on a single source of poetry critical essays sound in the presence of other distracting sounds. Making An Expository. Dynamic Strength — The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue. Essays. Hearing Sensitivity — The ability to detect or tell the differences between sounds that vary in pitch and loudness. Multilimb Coordination — The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. Perceptual Speed — The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns.

The things to be compared may be presented at world thesis, the same time or one after the other. This ability also includes comparing a presented object with a remembered object. Poetry Essays. Reaction Time — The ability to quickly respond (with the hand, finger, or foot) to world war 2, a signal (sound, light, picture) when it appears. Essays. Response Orientation — The ability to choose quickly between two or more movements in response to paper on separation and state, two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part. Stamina — The ability to exert yourself physically over long periods of poetry critical time without getting winded or out of breath. Time Sharing — The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources. On Separation Of Church And State. Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in poetry critical essays person.

Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and world, conflicts, or otherwise negotiating with others. Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. Essays. Identifying Objects, Actions, and Events — Identifying information by term on separation of church, categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. Making Decisions and Solving Problems — Analyzing information and critical essays, evaluating results to term on separation of church, choose the best solution and solve problems.

Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. Critical. Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job. Inspecting Equipment, Structures, or Material — Inspecting equipment, structures, or materials to term on separation, identify the poetry critical, cause of errors or other problems or defects. Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. Assisting and degree essay, Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to poetry critical essays, others such as coworkers, customers, or patients. Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members. Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. Performing General Physical Activities — Performing physical activities that require considerable use of your arms and world, legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of poetry materials.

Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. Https Stanford. Establishing and Maintaining Interpersonal Relationships — Developing constructive and critical, cooperative working relationships with others, and of the book, maintaining them over time. Critical. Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. Interacting With Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. World War 2. Judging the Qualities of poetry critical Things, Services, or People — Assessing the essay thesis, value, importance, or quality of things or people. Coaching and Developing Others — Identifying the essays, developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. Interpreting the degree level essay, Meaning of Information for Others — Translating or explaining what information means and how it can be used. Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work. Performing for poetry or Working Directly with the Public — Performing for people or dealing directly with the public.

This includes serving customers in restaurants and stores, and receiving clients or guests. Count prison inmates or personnel. Inspect equipment to the closing american book, ensure safety or proper functioning. Maintain surveillance of individuals or establishments. Locate suspicious objects or vehicles.

Search individuals for illegal or dangerous items. Record information about suspects or criminals. Guard facilities. Apprehend criminal suspects. Inspect cargo to identify potential hazards. Use weapons or physical force to maintain security. Escort prisoners to courtrooms, prisons, or other facilities. Inspect facilities for cleanliness. Inspect facilities to poetry critical essays, ensure compliance with fire regulations. Inspect facilities to ensure compliance with security or safety regulations.

Resolve interpersonal conflicts. Drive vehicles to transport individuals or equipment. Discuss performance, complaints, or violations with supervisors. Essay. Attend training to learn new skills or update knowledge. Investigate crimes committed within organizations. Prepare activity or work schedules. Maintain inventories of materials, equipment, or products. Direct operations of correctional facilities. Poetry Essays. Supervise inmate activities.

Contact With Others — 94% responded #x201C;Constant contact with others.#x201D; Deal With Unpleasant or Angry People — 74% responded #x201C;Every day.#x201D; Work With Work Group or Team — 82% responded #x201C;Extremely important.#x201D; Telephone — 84% responded #x201C;Every day.#x201D; Responsible for Others' Health and Safety — 70% responded #x201C;Very high responsibility.#x201D; Face-to-Face Discussions — 70% responded #x201C;Every day.#x201D; Importance of Being Exact or Accurate — 54% responded #x201C;Extremely important.#x201D; Importance of Repeating Same Tasks — 62% responded #x201C;Extremely important.#x201D; Physical Proximity — 52% responded #x201C;Moderately close (at arm's length).#x201D; Indoors, Environmentally Controlled — 63% responded #x201C;Every day.#x201D; Time Pressure — 68% responded #x201C;Every day.#x201D; Coordinate or Lead Others — 50% responded #x201C;Extremely important.#x201D; Deal With External Customers — 60% responded #x201C;Extremely important.#x201D; Deal With Physically Aggressive People — 50% responded #x201C;Every day.#x201D; Impact of Decisions on Co-workers or Company Results — 51% responded #x201C;Very important results.#x201D; Consequence of Error — 56% responded #x201C;Extremely serious.#x201D; Freedom to //courseworks stanford, Make Decisions — 45% responded #x201C;Some freedom.#x201D; Frequency of critical essays Conflict Situations — 39% responded #x201C;Once a week or more but not every day.#x201D; Exposed to Disease or Infections — 51% responded #x201C;Every day.#x201D; Sounds, Noise Levels Are Distracting or Uncomfortable — 36% responded #x201C;Once a week or more but not every day.#x201D; Frequency of Decision Making — 53% responded #x201C;Every day.#x201D; Responsibility for Outcomes and Results — 36% responded #x201C;High responsibility.#x201D; Structured versus Unstructured Work — 30% responded #x201C;Limited freedom.#x201D; Electronic Mail — 49% responded #x201C;Every day.#x201D; Duration of Typical Work Week — 52% responded #x201C;40 hours.#x201D; Letters and Memos — 39% responded #x201C;Once a week or more but not every day.#x201D; Spend Time Using Your Hands to essay, Handle, Control, or Feel Objects, Tools, or Controls — 41% responded #x201C;Continually or almost continually.#x201D; Spend Time Making Repetitive Motions — 35% responded #x201C;More than half the time.#x201D; Spend Time Walking and Running — 35% responded #x201C;Less than half the time.#x201D; Spend Time Sitting — 36% responded #x201C;About half the time.#x201D; Percentage of Respondents. Interest code: REC. Realistic — Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and critical, real-world materials like wood, tools, and stanford, machinery.

Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Enterprising — Enterprising occupations frequently involve starting up and essays, carrying out projects. These occupations can involve leading people and immigrants conclusion, making many decisions. Poetry Critical Essays. Sometimes they require risk taking and often deal with business. Conventional — Conventional occupations frequently involve following set procedures and routines. Essay. These occupations can include working with data and details more than with ideas. Usually there is poetry critical a clear line of authority to follow. Integrity — Job requires being honest and ethical. Stress Tolerance — Job requires accepting criticism and of the american book, dealing calmly and effectively with high stress situations.

Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and poetry essays, avoiding aggressive behavior, even in very difficult situations. Attention to Detail — Job requires being careful about detail and thorough in completing work tasks. Dependability — Job requires being reliable, responsible, and dependable, and fulfilling obligations. Adaptability/Flexibility — Job requires being open to change (positive or negative) and to an expository essay, considerable variety in the workplace. Initiative — Job requires a willingness to take on responsibilities and challenges. Leadership — Job requires a willingness to lead, take charge, and offer opinions and poetry critical, direction. Cooperation — Job requires being pleasant with others on the job and https //courseworks, displaying a good-natured, cooperative attitude. Persistence — Job requires persistence in poetry the face of obstacles. Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. Independence — Job requires developing one's own ways of start degree doing things, guiding oneself with little or no supervision, and depending on poetry critical oneself to get things done.

Analytical Thinking — Job requires analyzing information and using logic to an expository, address work-related issues and problems. Social Orientation — Job requires preferring to work with others rather than alone, and critical, being personally connected with others on https stanford the job. Achievement/Effort — Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. Innovation — Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. Support — Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Relationships — Occupations that satisfy this work value allow employees to essays, provide service to others and on separation of church, work with co-workers in a friendly non-competitive environment.

Corresponding needs are Co-workers, Moral Values and Social Service. Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. Source: Bureau of Labor Statistics 2016 wage data and 2014-2024 employment projections . Projected growth represents the estimated change in poetry essays total employment over the projections period (2014-2024). Projected job openings represent openings due to growth and replacement.

Sources of Additional Information. Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.

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43 Resume Tips That Will Help You Get Hired. When you haven’t updated your resume in critical essays a while, it can be hard to know where to start. What experiences and degree essay accomplishments should you include for the jobs you’ve got your eye on? What new resume rules and poetry trends should you be following? And seriously, one page or two? Well, search no more: We’ve compiled all the resume advice you need into essay, one place. Poetry. Read on for tips and tricks that’ll make sure you craft a winning resume—and help you land a job. The Closing Of The American. Your resume should not have every work experience you’ve ever had listed on it. Poetry Critical Essays. Think of your resume not as a comprehensive list of your career history, but as a marketing document selling you as the making an expository, perfect person for the job. Critical. For each resume you send out, you’ll want to highlight only the accomplishments and https stanford skills that are most relevant to the job at hand (even if that means you don’t include all of your experience).

Job search expert Lily Zhang explains more about what it means to tailor your resume here . 2. But Keep a Master List of All Jobs. Since you’ll want to essays, be swapping different information in degree and out depending on critical, the job you’re applying to, keep a resume master list on world essay thesis, your computer where you keep any information you’ve ever included on a resume: old positions, bullet points tailored for different applications, special projects that only sometimes make sense to critical, include. Then, when you’re crafting each resume, it’s just a matter of cutting and the closing essay pasting relevant information together. Think of poetry, this as your brag file . 3. Put the Best Stuff “Above the Fold” In marketing speak, “above the fold” refers to what you see on the front half of immigrants essay, a folded newspaper (or, in the digital age, before you scroll down on a website), but basically it’s your first impression of essays, a document. In resume speak, it means you should make sure your best experiences and immigrants essay conclusion accomplishments are visible on the top third of your resume. This top section is what the hiring manager is going to see first—and what will serve as a hook for someone to keep on reading. So focus on putting your best, most relevant experiences first—and then check out these five other marketing tricks to get your resume noticed . According to critical essays, Zhang , the only occasion when an world essay thesis, objective section makes sense is poetry essays, when you’re making a huge career change and term paper and state need to poetry essays, explain from the get-go why your experience doesn’t match up with the position you’re applying to.

In every other case? Consider whether a summary statement would be right for war 2 essay thesis you —or just nix it altogether to save space and poetry critical essays focus on making the rest of your resume stellar. There are lots of different ways to organize the information on your resume, but the essay, good old reverse chronological (where your most recent experience is listed first) is still your best bet. Unless it’s absolutely necessary in your situation, skip the skills-based resume—hiring managers might wonder what you’re hiding. The two- (or more!) page resume is a hotly debated topic , but the bottom line is this—you want the critical essays, information here to be concise, and making yourself keep it to one page is a good way to force yourself to do this. If you truly have enough relevant and important experience, training, and credentials to showcase on more than one page of your resume, then go for it. But if you can tell the same story in less space? Do. Conclusion. If you’re struggling, check out these tips for cutting your content down , or work with a designer to see how you can organize your resume to fit more in less space. Can’t figure out how to tell your whole story on one page, or want to be able to include some visual examples of your work?

Instead of trying to have your resume cover everything, cover the most important details on that document, and then include a link to your personal website , where you can dive more into what makes you the ideal candidate. We’ll talk about getting creative in order to stand out in poetry a minute. But the most basic principle of good resume formatting and design? Keep it simple. Use a basic but modern font, like Helvetica, Arial, or Century Gothic. Make your resume easy on hiring managers’ eyes by world war 2 essay thesis using a font size between 10 and 12 and leaving a healthy amount of white space on the page. You can use a different font or typeface for your name, your resume headers, and the companies for which you’ve worked, but keep it simple and keep it consistent. Your main focus here should be on readability for the hiring manager. That being said, you should feel free to… Really want your resume stand out from the sea of Times New Roman?

Yes, creative resumes—like infographics, videos, or presentations—or resumes with icons or graphics can set you apart, but you should use them thoughtfully. If you’re applying through an ATS, keep to the standard formatting without any bells and whistles so the computer can read it effectively. Essays. If you’re applying to making, a more traditional company, don’t get too crazy, but feel free to add some tasteful design elements or a little color to make it pop. No matter what, don’t do it unless you’re willing to poetry essays, put in the time, creativity, and design work to make it awesome. 10. Make Your Contact Info Prominent. You don’t need to include your address on your resume anymore (really!), but you do need to make sure to include a phone number and professional email address (not your work address!) as well as other places the hiring manager can find you on the web, like your LinkedIn profile and Twitter handle. (Implicit in immigrants conclusion this is that you keep these social media profiles suitable for prospective employers.) You’ve heard before that hiring managers don’t spend a lot of time on each individual resume. So help them get as much information as possible, in as little time as possible. Critical. These 12 small formatting changes will make a huge difference. Know that design skills aren’t your strong suit but want your resume to world war 2, look stunning? There’s no shame in getting help, so consider working with a professional resume designer.

This is arguably the most important document of your job search, so it’s worth getting it exactly right! 13. Keep it Recent, Keep it Relevant. Critical. As a rule, you should only show the most recent 10-15 years of your career history and only include the experience relevant to essay, the positions to which you are applying. And remember to poetry critical essays, allocate real estate on term paper on separation and state, your resume according to importance. If there’s a choice between including one more college internship or going into more detail about your current role, always choose the latter (unless a previous job was more relevant to the one you’re applying to). 14.

No Relevant Experience? No Worries! Don’t panic if you don’t have any experience that fits the bill. Instead, Zhang explains , focus your resume on poetry critical essays, your relevant and transferrable skills along with any related side or academic projects, and war 2 then make sure to pair it with a strong cover letter telling the narrative of why you’re ideal for the job. No matter how long you’ve been in a job, or how much you’ve accomplished there, you shouldn’t have more than five or six bullets in a given section.

No matter how good your bullets are, the recruiter just isn’t going to get through them. Essays. Check out start degree essay these tips for writing impressive bullet points . You may be tempted to throw in poetry essays tons of world, industry jargon so you sound like you know what you’re talking about, but ultimately you want your resume to critical, be understandable to the average person. Remember that the first person who sees your resume might be a recruiter, an making an expository, assistant, or even a high-level executive—and you want to be sure that it is essays, readable, relevant, and interesting to all of them. Use as many facts, figures, and numbers as you can in your bullet points. How many people were impacted by your work? By what percentage did you exceed your goals? By quantifying your accomplishments, you really allow the hiring manager to picture the level of work or responsibility you needed to the closing of the essay, achieve them. Even if you don’t actually work with numbers, here are some secrets to critical essays, adding more to your resume . People hire performers, so you want to show that you didn’t just do stuff, but that you got stuff done! As you look at world thesis your bullet points, think about how you can take each statement one step further and add in what the benefit was to your boss or your company.

By doing this, you clearly communicate not only what you’re capable of, but also the direct benefit the employer will receive by hiring you. If you’re not sure how to explain your impact, check out these tips for turning your duties into accomplishments . Describing soft skills on a resume often starts to sound like a list of critical essays, meaningless buzzwords, fast. But being a “strong leader” or an world war 2 essay thesis, “effective communicator” are important characteristics you want to poetry critical essays, get across. Think about level essay how you can demonstrate these attributes in your bullet points without actually saying them. Zhang demonstrates here how you can show five different qualities with the same bullet point—try it yourself until you get the result you’re going for! 20. Don’t Neglect Non-Traditional Work. There’s no law that says you can only put full-time or paid work on critical essays, your resume. Of Church And State. So, if you’ve participated in a major volunteer role, worked part-time, were hired as a temporary or contract worker , freelanced, or blogged? Absolutely list these things as their own “jobs” within your career chronology. Poetry. If every bullet in your resume starts with “Responsible for,” readers will get bored very quickly.

Use our handy list of better verbs to mix it up ! Use keywords in your resume: Scan the american book, job description, see what words are used most often, and make sure you’ve included them in your bullet points. Not only is this a self-check that you’re targeting your resume to the job, it’ll make sure you get noticed in poetry critical applicant tracking systems. Term Paper On Separation. Stuck on which words to include? Dump the job description into a tool like TagCrowd , which will analyze and spit out the most used keywords. What words shouldn’t you include? Detail-oriented, team player, and hard worker—among other vague terms that recruiters say are chronically overused . We bet there’s a better way to describe how awesome you are. 24. Poetry Essays. Experience First, Education Second. Unless you’re a recent graduate, put your education after your experience.

Chances are, your last couple of jobs are more important and making an expository relevant to you getting the poetry critical, job than where you went to college. 25. Also Keep it Reverse Chronological. Usually, you should lay down your educational background by essay listing the most recent or advanced degree first, working in reverse chronological order. But if older coursework is more specific to the job, list that first to grab the reviewer’s attention. Critical Essays. Don’t list your graduation dates.

The reviewer cares more about making an expository essay whether or not you have the degree than when you earned it. If you graduated from poetry critical essays college with high honors, absolutely make note of the closing essay, it. While you don’t need to list your GPA, don’t be afraid to poetry critical, showcase that summa cum laude status or the fact that you were in term paper on separation and state the honors college at critical essays your university. 28. Include Continuing or Online Education. Don’t be afraid to include continuing education, professional development coursework, or online courses in your education section, especially if it feels a little light. Kelli Orrela explains , “Online courses are a more-than-accepted norm nowadays, and your participation in them can actually show your determination and motivation to term paper and state, get the skills you need for your career.” Be sure to add a section that lists out all the relevant skills you have for a position, including tech skills like HTML and Adobe Creative Suite and poetry critical any industry-related certifications. Just make sure to skip including skills that everyone is expected to have, like using email or Microsoft Word. Doing so will actually make you seem less technologically savvy. World War 2 Essay Thesis. If you have lots of skills related to critical, a position—say, foreign language, software, and leadership skills—try breaking out one of those sections and essay listing it on its own. Poetry Critical Essays. Below your “Skills” section, add another section titled “Language Skills” or “Software Skills,” and detail your experience there.

Again—we’re going for skimmability here, folks! Feel free to include an “Interests” section on world war 2 essay thesis, your resume, but only poetry essays, add those that are relevant to the job. Are you a guitar player with your eye on https //courseworks stanford, a music company? Definitely include it. But including your scrapbooking hobby for a tech job at a healthcare company? Don’t even think about it. 32. Beware of critical, Interests That Could Be Controversial.

Maybe you help raise money for your church on the reg. Or perhaps you have a penchant for world war 2 thesis canvassing during political campaigns. Yes, these experiences show a good amount of work ethic—but they could also be discriminated against by poetry someone who disagrees with the cause. Zhang explains here how to https //courseworks stanford, weigh the decision of essays, whether to include them or not. Do include awards and accolades you’ve received, even if they’re company-specific awards.

Just state what you earned them for, e.g., “Earned Gold Award for having the company’s top sales record four quarters in a row.” What about personal achievements—like running a marathon—that aren’t totally relevant but show you’re a driven, hard worker? Zhang shares the proper ways to include them. Gaps and Other Sticky Resume Situations. Https. If you stayed at a (non-temporary) job for only a matter of months, consider eliminating it from poetry essays your resume. According to The New York Times ’ career coach , leaving a particularly short-lived job or two off your work history shouldn’t hurt, as long as you’re honest about your experience if asked in an interview. If you have gaps of an expository, a few months in your work history, don’t list the usual start and end dates for each position.

Use years only (2010-2012), or just the number of years or months you worked at poetry essays your earlier positions. If you’ve job-hopped frequently, include a reason for leaving next to each position, with a succinct explanation like “company closed,” “layoff due to degree level essay, downsizing,” or “relocated to new city.” By addressing the gaps, you’ll proactively illustrate the reason for your sporadic job movement and make it less of an issue. Re-entering the workforce after a long hiatus? This is the perfect opportunity for a summary statement at the top, outlining your best skills and poetry accomplishments. Then, get into your career chronology, without hesitating to include part-time or volunteer work. See more tips from Jenny Foss for killing it on your comeback resume. Essay. Don’t try to creatively fill in critical gaps on your resume.

For example, if you took time out of the workforce to making essay, raise kids, don’t list your parenting experience on your resume, a la “adeptly managed the growing pile of poetry critical essays, laundry” (we’ve seen it). While parenting is as demanding and intense a job as any out start level there, most corporate decision makers aren’t going to take this section of your resume seriously. 39. Ditch “References Available Upon Request” If a hiring manager is interested in you, he or she will ask you for references—and will assume that you have them. There’s no need to address the obvious (and doing so might even make you look a little presumptuous!). It should go without saying, but make sure your resume is free and clear of typos. And don’t rely on spell check and grammar check alone—ask family or friends to take a look at it for poetry you (or get some tips from an editor on how to perfect your own work ). If emailing your resume, make sure to always send a PDF rather than a .doc. That way all of the closing of the, your careful formatting won’t accidentally get messed up when the hiring manager opens it on his or her computer. To make sure it won’t look wonky when you send it off, Google’s head of poetry critical essays, HR Laszlo Bock suggests, “Look at it in both Google Docs and making Word, and then attach it to an email and open it as a preview.” Ready to save your resume and send it off? Save it as “Jane Smith Resume” instead of poetry critical essays, “Resume.” It’s one less step the hiring manager has to take. Carve out term and state some time every quarter or so to poetry essays, pull up your resume and make some updates.

Have you taken on new responsibilities? Learned new skills? Add them in. World. When your resume is updated on critical, a regular basis, you’re ready to pounce when opportunity presents itself. Of Church. And, even if you’re not job searching, there are plenty of good reasons to keep this document in tip-top shape. Photo courtesy of Hero Images / Getty Images . Erin Greenawald is a freelance writer, editor, and content strategist who is critical, passionate about //courseworks stanford elevating the standard of writing on the web.

Erin previously helped build The Muse’s beloved daily publication and critical essays led the company’s branded content team. If you’re an individual or company looking for help making your content better—or you just want to go out to tea—get in touch at Hmmm, seems you#39;ve already signed up for an expository this class. While you#39;re here, you may as well check out all the amazing companies that are hiring like crazy right now.

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essays on acts 7 The inscription “The Acts of the Apostles” probably reaches back to the beginning of the second century CE, since it is found in virtually every MS which contains this book, as well as the anti-Marcionite Prologue to Luke (c. 150-80 CE). Although it has been suggested that the wholly anarthrous title ??????? ?????????? could be read “Some of the Acts of Some of the Apostles,” this is really quite artificial to the Greek sense. 1 Suffice it to say, the title is only partially accurate, for only Peter and Paul figure predominantly in poetry critical essays this book for reasons which should become clear when we consider the purpose/occasion of writing. Attestation of Lukan authorship is war 2, found in the Muratorian Canon, the anti-Marcionite Prologue to Luke, Irenaeus, Clement of Alexandria, Origen, Tertullian, Eusebius, and Jerome. These all not only poetry critical essays affirm authorship of the Acts by Luke, but Lukan authorship for term paper and state, the book which bears his name, too. Thus the external evidence is both unanimous and early. “At no time were any doubts raised regarding this attribution to Luke, and certainly no alternatives were mooted. The tradition could hardly be stronger . . .” 2 As with Mark, this unanimous tradition is all the critical essays, more surprising if it were not true since Luke was not an apostle, nor even closely associated with one of the twelve. Caird makes the interesting observation: Not all the traditions of the early Church are to be accepted at their face value, but there are good reasons for accepting this one. . Making! . . a book which was meant for publication must have borne its author’s name from the critical essays, start.

In this respect the literary conventions of the immigrants essay, first century were stricter than ours, which allow an author to hide behind a pen-name. Had it been otherwise, it is hard to see how the name of Luke could ever have been associated with the books which tradition has attributed to him. Luke can scarcely be described as a prominent figure in the annals of first-century Christianity. 3. There is another piece of poetry critical external evidence which corroborates Lukan authorship, viz., Luke-Acts in Codex Cantabrigiensis (D), the fifth century ‘western’ diglot. Studies done on term on separation of church, the singular readings of D (by G. E. Rice, E. J. Epp, etc.) show that it had certain theological tendencies. Among these is an anti-Semitic strain, which is much more prominent than in the Alexandrian or Byzantine MSS. But in particular, the anti-Semitic strain of D is found exclusively in poetry Luke-Acts. That is to say, in the variant readings which are unique to this MS, it betrays an anti-Semitic strain in just these two books. What is to account for this?

Since the MS has all four gospels and Acts, one cannot attribute this phenomenon to the scribe of D—or else he would certainly have been more consistent, making his theological view evident throughout all five books. Nor can we attribute this to Luke himself, for the western text is decidedly inferior and secondary to the Alexandrian, in spite of its antiquity. 4 If the theological slant of D in start degree Luke-acts is not due to Luke himself, nor to the scribe(s) of D, it most likely was created by an earlier scribe who copied only Luke and Acts and did not have the other gospels under the same cover. What is so significant about this is that, as far as we know, the gospels were transcribed as a four-fold unit from the middle of the second century . 5 This would mean that the ancestor of D who copied Luke and Acts in all probability did so before 150 CE. Copyists rarely precede scholars; consequently, one could surmise that patristic writers assumed that Luke and Acts were by poetry critical one author within two or three decades of their publication. 6. There are three pieces of internal evidence which corroborate with the external evidence: the unity of authorship of https //courseworks Luke and Acts, evidence that the author was a traveling companion of Paul, and incidental evidence. 7. a. Unity of Authorship of Luke and Acts 8. There are five arguments which Guthrie uses to show common authorship: (1) Both books are dedicated to the same man, Theophilus; (2) Acts refers to the first treatise, which is most naturally understood as the critical essays, gospel; (3) the books contain strong similarities of start language and style; (4) both contain common interests; (5) Acts naturally follows on from Luke’s gospel . . . It may safely be concluded that the evidence is very strong for linking the two books as the poetry, work of one man, a conclusion which few modern scholars would dispute. 9.

In addition there is a sixth argument that could be used: there are remarkable parallels in structure and content between Luke and Acts. To take but one example, “not only is the closing of the book, Jesus’ journey to Jerusalem parallel to that of poetry Paul, but also the events that take place when the two men reach the city, and after, are similar.” 10 Talbert’s conclusion (which assumes unity of authorship) is that “the conclusion seems irresistible. This architectonic pattern which has Gospel and Acts correspond in content and in sequence at immigrants essay conclusion, many points is due to deliberate editorial activity by the author of poetry critical essays Luke-Acts.” 11 The point is that the architectonic structure of Luke-Acts is so beautifully executed that to deny common authorship is to attribute as much genius to a second, anonymous writer (of Acts) as one should of the first writer (who wrote the gospel). 12. b. Evidence that the essay, Author was a Companion of essays Paul.

The “we” passages in the closing of the american Acts (16:10-17; 20:5-15; 21:1-18; 27:1–28:16), prima facie , suggest a companion of Paul. On this supposition, this particular companion. (1) first joins Paul at Philippi [ sic : Troas]; (2) reappears on Paul’s return visit to essays Philippi; (3) accompanies the apostle on the journey towards Jerusalem and stays with Philip at https stanford, Caesarea, and (4) after Paul’s two years’ imprisonment at Caesarea, during which time there are no definite data regarding the author’s whereabouts, accompanies Paul to Rome and experiences shipwreck with him. Critical! It would also mean that the author could not be any of those companions of Paul who are mentioned by the closing of the book essay name in these sections (Silas, Timothy, Sopater, Aristarchus, Secundus, Gaius, Tychicus, Trophimus). 13. c. Indirect Evidence in Support of Lukan Authorship. There are four main pieces of indirect evidence which support Lukan authorship. First, in Paul’s prison epistles, there are a number of people who were with Paul while he was in critical essays a Roman prison.

There is a definite probability that the of church and state, author of Luke-Acts was one of them. Excluding those already mentioned by name in the “we” sections in Acts, the following names are mentioned: Mark, Jesus Justus, Epaphras, Demas, Luke, Epaphroditus. Second, “in none of the epistles written on poetry critical essays, the second and third journeys (Thessalonians, Galatians (?), Corinthians, Romans) is Luke mentioned, but since none of them was written during a period covered by a we-section this corroborates the tradition.” 14. Third, according to Col. 4:10 and Philemon 24, Luke and Mark were in close contact with one another.

Assuming Markan priority for the synoptic problem, this might explain how Luke got access to Mark’s gospel. 15 But there is more: Acts also betrays a ‘Markan flavor’ in the first few chapters. Fourth, Col. 4:14 calls Luke ‘the beloved physician.’ In 1882 W. K. Hobart wrote his celebrated The Medical Language of St. World Thesis! Luke in which he argued that where Matthew and Mark use common, everyday terms, Luke often used medical terms in describing Jesus’ healings. Critical! This, however, was challenged by H. J. Cadbury almost four decades later (1920), 16 who pointed out that Luke’s language was no different than that of any educated person.

17 As Caird quips, if we should now appeal to Hobart’s tome, “this would make doctors of almost all the writers of antiquity . . Making An Expository Essay! . ” 18 Nevertheless, one should admit that Luke’s terminology is compatible with an educated person, and that a physician would fit this picture well. Further, when one compares Mark 5:26 with Luke 8:43, it is interesting that whereas Mark mentions that the woman had spent her life’s savings on doctors and only grew worse under their care, Luke omits the jab. In sum, the internal evidence certainly has nothing against Lukan authorship, though it clearly falls short of proof. This is all the more reason to essays accept Lukan authorship, for world war 2, this is the unanimous testimony from the fathers: “Granted that an ancient scholar might have deduced from the prologue to the Gospel that the author was not an apostle and from the ‘we’ sections of Acts that he was a companion of Paul, he still would have had no means of putting a name to the author if there had not been a valid tradition connecting the poetry essays, books with the name of Luke.” 19. Assuming that Luke penned the gospel which bears his name, and of the essay the book of Acts, what do we know about him (apart from his occupation)? First, he was probably a Gentile since he is mentioned separately from the “men of the circumcision” in Colossians 4. 20 Second, he may have been from Troas for the ‘we’ sections in Acts begin there. 21 Beyond this there is very little information within the poetry, NT. However, the Anti-Marcionite Prologue to Luke (found not infrequently attached to Latin MSS of the making, gospel) adds some interesting information: (1) Luke was a native of Antioch, (2) he wrote the gospel in Achaea, (3) never married, (4) and died at age 84 in Boetia. since the same source adds other, extremely doubtful information, all of the essays, above is suspect as well.

22. 4. Arguments against Lukan Authorship. There are principally three arguments against Lukan authorship. Many have pointed out the closing of the apparent discrepancies between Paul’s biographical notes in his Hauptbriefe and other secure epistles with the information about Paul given in Acts. Three alleged discrepancies are particularly striking: (1) the number of visits Paul made to Jerusalem given in Acts and that given in Galatians, 23 (2) the make-up of the converts in poetry essays Thessalonica, 24 and (3) Paul’s attitude toward the OT Law. Two points should be mentioned in response: (1) Even if such discrepancies were genuine, this would not necessarily argue against Lukan authorship, though it might say something about his reliability as a historian. Of The! 25 (2) All of the alleged discrepancies are capable of alternative explanations, thus rendering them “an insecure basis for rejecting the tradition.” 26. b. Different Interpretations of the “We” Sections. It is of course possible that the critical, use of the first person plural was a literary convention, or even an uncorrected source which the author had used.

On the the closing american, whole, German and critical American scholars favor either of these options over the prima facie view (especially because of the level, alleged historical discrepancies), while British scholars favor the latter. Concerning the literary convention hypothesis, one wonders why it is employed so little (only in parts of five chapters), and why it begins only in chapter 16. Poetry Essays! As to the diary hypothesis, if Luke used multiple sources for both his gospel and making essay Acts why would we see the ‘we’ sections only poetry critical essays here? Surely he received many first person reports (both written and oral) for the composition of both books. War 2 Essay! 27 This view suggests that he was careful to change the first person plural all the way through both Luke and Acts until Acts 16! Although these views are possible, they raise far more problems than they solve.

This is poetry critical essays, normally considered to be the most severe difficulty for maintaining Lukan authorship of Luke-Acts. The Closing! There are two main difficulties to be dealt with: (1) Paul’s solution to the problem of the OT law; 28 and (2) the speeches attributed to critical essays Paul in Acts. World Essay! 29. (1) A superficial reading of poetry Acts suggests that the Paul of Acts is different from the Paul of the epistles in his handling of the essay conclusion, OT law. In Acts, for example, he has Timothy circumcised, while he denies the necessity of essays circumcision in Galatians. Making An Expository! But two pieces of data must be kept in poetry essays mind here: (a) the reason for Timothy’s circumcision in Acts was related to evangelistic opportunity , while in Galatians he is opposed to circumcision for those who wish to rest on it as essential for salvation . Both of these actions are totally consistent with Paul’s self-portrait in 1 Cor. 9:19-23 (where, for the sake of the gospel, Paul can either accommodate his lifestyle to that of the Jews or that of the Gentiles). (b) The purpose of Acts is different than the term paper on separation of church and state, purpose of the epistles. Whereas Paul is eager to dissociate himself from Judaizers (even with quite colorful language at times!), Luke’s purpose is to present Paul as a good Jew who also was a Christian and that in this one man there was no desire to start riots by inciting his own people.

Hence, Luke presents nascent Christianity as a movement which began very much within Judaism (one might even call it “Messianic Judaism” or “the Nazarene sect of Judaism”) with which other Jews have wrongly taken offense, while Paul is more concerned with reaching the Gentiles. This different perspective/purpose is nicely spelled out by Longenecker: 30. Undoubtedly there are differences between the Paul of his own letters and the Paul of his “biographer,” and undoubtedly Pauline Christianity and early Jewish Christianity were distinguishable entities. But we play much too fast and loose with the evidence when we attempt to drive a wedge between them. Paul writes as an evangelist and pastor to his converts, affirming the essentials of his message within a context of personal humility, whereas Luke writes as an historian and admirer of the apostle, with a sense for the historical unfolding of the gospel and a desire to highlight the heroic. While we must ask for essays, a body of agreement in making an expository the respective portrayals, we cannot reasonably call for identity in critical details or uniformity in viewpoints. 31. (2) Paul’s speeches in Acts do not sound like his letters. Some have argued that Luke’s historiographical model was Thucydides who invented speeches to making add verisimilitude to his narrative. However, this assertion neither does justice to Thucydides nor to Luke.

A careful reading of Thucydides’ statement 32 reveals that he did not invent speeches ex nihilo , but occasionally summarized or put in critical essays his own words what was said on specific occasions. Thus if it is true that Luke patterned his work after those of Thucydides (and we believe it is), he did not invent speeches, though he certainly felt the right to essay conclusion shape them. 33 Still, what is remarkable is that several of the speeches, especially those of Peter and James, have strong verbal parallels with the epistles alleged to be by the same authors (1-2 Peter and James). 34 Further, although most of Paul’s speeches in Acts show little resemblance to his epistles, the one speech given to believers (in Acts 20) does. 35. In sum, Lukan authorship for both the third gospel and Acts has excellent external credentials and corroborative internal evidence. The difficulties to this view, though not altogether trivial, certainly fail to convince one of any other alternative. Indeed, it is precisely because there are theological and historical difficulties between Acts and Paul that the poetry critical essays, argument for degree, Lukan authorship is the most plausible: what later writer (for those who deny Lukan authorship all put Luke-Acts late), who had access to Paul’s letters, would create so many discrepancies in the portrait of his hero, the apostle Paul? 36. A number of factors and presuppositions affect the date of this book.

Among the most important are: (1) authorship; (2) the critical essays, solution to the synoptic problem; (3) whether the Olivet Discourse was truly prophetic or a vaticinium ex eventu ; and especially (4) evidence internal to the book of Acts (i.e., not related to the gospel per se ). Though most scholars date the book c. 80-90, our conclusion is that it should be dated substantially earlier. (1) On the assumption of Lukan authorship, one cannot date this book too late. That is to say, since Luke was certainly an adult when he joined Paul in paper on separation of church his second missionary journey, 37 he would have probably thirty to fifty years to have written this work. However, apart from F. C. Baur’s radical dating of Acts well into the second century, this span poses no problem for any plausible date. (2) In our solution to critical essays the synoptic problem, Matthew and Luke have independently used Mark. It is most probable that Matthew was unaware of Luke’s work and Luke was unaware of Matthew’s. If so, then both were probably written at around the same time. If Matthew is dated c. 60-65 CE, then Luke (and, therefore, Acts) in all probability should be dated similarly. 38. (3) Was the Olivet Discourse a vaticinium ex eventu (a prophecy after the fact)? It is safe to the closing of the american book essay say that the assumption that it was is the single most important reason for overturning an early date (pre-70) for Luke-Acts (as it was for Matthew and Mark).

We have dealt with this in our discussion of Matthew’s date and simply need to summarize our two points here: (a) only a denial of the possibility of predictive prophecy on the lips of Jesus would necessitate a late date; (b) the synoptic gospels are both vague and imprecise in their prophecies assuming that those prophecies were fulfilled in the Jewish War , but if there is more to come, and if the Olivet Discourse was given before 66 CE, then the discourse makes sense. (4) There are several pieces of internal evidence within Acts which are most significant in fixing the date of this two-volume work. Critical! Guthrie lists six, 39 of which the last is the most significant. (a) The absence of reference to important events which happened between AD 60 and 70 . The fall of Jerusalem (66-70), the persecution of Christians by immigrants Nero (64), and the death of James by the Sanhedrin (62) are not mentioned. On this last point, it is a significant silence, for critical, “no incident could have served Luke’s apologetic purpose better, that it was the Jews not the //courseworks stanford, Romans who were the real enemies of the gospel.” 40. (b) The primitive character of the subject-matter . In particular, “the Jewish-Gentile controversy is dominant and all other evidence apart from Acts suggests that this was a vital issue only in the period before the fall of Jerusalem.” 41. (c) The primitive nature of the theology . Poetry! Terms such as “the Christ,” “disciples,” “the Way,” and the reference to making an expository the first day of the critical essays, week for the time when Christian met together to break bread, all imply primitiveness. (d) The attitude of the state towards the church. The government is quite impartial toward the church, a situation which would not be true after 64 CE when Nero’s persecution broke out. It is significant that Luke ends this book by saying that the gospel was able to spread “unhindered” ( ???????? ). (e) The relation of Acts to the Paul ine epistles . Luke shows no awareness of Paul’s literary endeavors.

This would certainly suggest a date which preceded the collection of the Corpus Paulinum . Further, there is the closing of the american, evidence that such a collection existed as early as the 70s CE. Critical! 42 In the least, this suggests that the purpose of Acts was not to reinstate Paul’s letters, as some have suggested. (f) The absence of reference to the death of Paul . The book of Acts, which begins with a bang and dies with a whimper, and which so carefully chronicles the events leading up to the trial of Paul in Rome, gives the distinct impression that Paul’s trial was not yet over. In other words, it is world war 2 essay, very doubtful that this book was written after 62 CE. Two counter reasons are often given as to why Luke would end the book here. [1] He did not want to mention the trial’s outcome. The opinions put forth for this refraint are very numerous—a telling argument against them. Some argue that it would put too much emphasis on the man rather than on critical, his mission; that it would hint at a parallel with the death of Christ, which would be inappropriate; that the readers knew the rest of the story and degree level essay hence Luke did not need to go on; etc. As Guthrie remarks, “It is not sufficient, on the other hand, to propose a theory of the author’s intention without supplying an adequate motive for the intention, and it may be questioned whether this condition has been fulfilled.” 43. [2] Luke intended to write a third volume.

This was the view of Spitta, Zahn, Ramsey, and W. L. Knox. It is based on the use of ?????? in Acts 1:1—a word which, in classical Greek, indicated “first of at least three.” That it does not do so in hellenistic Greek is quite evident from the data supplied in BAGD; further that Luke does not use the superlative as a true superlative is critical, evident from his discussion of the first census of making Quirinius in Luke 2:2: scholars have had enough trouble trying to locate two censuses of Quirinius, let alone three! Further, even if Luke did use ?????? as a true superlative on occasion, why would he break his three-volume work here? This explanation seems a quite desperate expedient. 44. All in all, that Acts ends where it does is a great embarrassment to essays those who do not maintain a pre-64 date.

Robinson, who bases much of his Redating the New Testament on an early (62) date of Acts, argues ably for this view. 45 In particular, he points out that Adolph von Harnack, “whose massive scholarship and objectivity of judgment contrast with so many who have come after him,” is still worth quoting precisely because “on this subject he was forced slowly and painfully to change his mind.” 46 Two snippets from Harnack’s The Date of https //courseworks Acts 47 will have to suffice: “Throughout eight whole chapters St. Luke keeps his readers intensely interested in the progress of the trial of essays St. Paul, simply that he may in the end completely disappoint them—they learn nothing of the final result of the trial!” “The more clearly we see that the trial of St. Paul, and above all his appeal to Caesar, is the https stanford, chief subject of the last quarter of Acts, the essays, more hopeless does it appear that we can explain why the narrative breaks off as it does, otherwise than by assuming that the trial had actually not yet reached its close. Paper On Separation And State! It is no use to essays struggle against this conclusion.” At the same time, one has to ask how much later Acts was than the gospel. In our view, the making an expository, two were virtually simultaneous, since they would no doubt have been written on scrolls. 48 Customarily, the longest usable scroll was about thirty-five feet.

Luke and Acts each would take up well over twenty-five feet, and hence could not at all conveniently be fitted onto one scroll. This fact, coupled with the internal continuity between the two books, 49 strongly suggests that they were meant to be read virtually as a single document, written at almost the same time, bearing the same purpose(s). 50. In conclusion, the following points can be made: (1) Luke depends on Mark and poetry essays therefore should not be dated earlier than the 50s CE. The date of Mark, then, provides the terminu a quo for the date of Luke-Acts. (2) Luke neither knew of Matthew’s work, nor Matthew’s of paper of church Luke’s. If Matthew is dated c. Critical! 60-65, then Luke-Acts was probably written within the same time frame. (3) Luke-Acts was written before the start of the Jewish War because his Olivet Discourse includes vague and not-yet-fulfilled material. (4) Acts is to be dated c. 62 CE, principally because of the ending of the book in which Paul’s trial seems to have been still future. Https! Our conclusion is that Acts was written just before the critical essays, end of Paul’s first Roman imprisonment, c. 61-62 CE. Both the the closing of the american book essay, gospel and Acts are addressed to one Theophilus. He is called “most excellent” ( ???????? ), a term usually indicating some sort of government official, or at least high social rank. 51 It is possible to view the name as symbolic (“lover of God,” or “loved by poetry critical God”), as if the real addressee needed to be incognito for some reason. But since this name was well attested up to three centuries before Luke wrote, it may well have been his real name.

If Theophilus was a Roman official, then he certainly was a Gentile, and term of church the contents of poetry this gospel, as well as the Acts, bear eloquent testimony of a Gentile readership. 52 As we shall see in our discussion of the purpose of Acts, Theophilus was not only a Roman official (in all likelihood), but also was in Rome. Although Luke-Acts is addressed to world war 2 thesis Theophilus, something must be said for the probability that Luke intended to have this work published and consequently envisioned an audience broader in essays scope than one man. His prologue to both the paper and state, gospel and Acts emulates so much the ancient historians’ prefaces that it is quite evident that he wanted the work published. Critical! In this, it is probable, once again, that his intended audience was Roman Gentiles. However, whether they were to be primarily believers or unbelievers is https stanford, more difficult to assess. In fact, whether Theophilus was a believer or not is difficult to assess! 53 The key issue is the meaning of ????????? (“of what you have been informed” or “of what you have been taught”; from ??????? ) in Luke 1:4. The term can refer either to poetry Christian instruction (Acts 18:25; Gal. 6:6) or simply information, even a negative report (Acts 21:21, 24). Thus, even in the key term there is an impasse.

In our view, there is https //courseworks, something of essays a double entendre here: Theophilus is a high-ranking Roman official who is also a Christian. If his name is symbolic, then this is almost certainly the case. 54 But since he seems to be a government official, then he has been “informed” about Christianity. In our understanding of https stanford (one of) the purpose(s) of Acts , Luke was preparing a trial-brief for Paul’s upcoming court hearing. In this case, Luke would certainly want a Roman official who was as sympathetic as he could be, ????????? , then, seems to indicate that Luke wanted to set the poetry critical essays, record straight about the origins of Christianity (thus, information) while “Theophilus” suggests that this particular recipient had been more than informed—he had believed. 55.

In our view, the specific occasion which precipitated this two-volume work was Paul’s upcoming court appearance in Rome. In our view, this is part of the initial purpose as well, though it does not encompass the total purpose of Acts. Guthrie argues that “Luke’s primary purpose was historical and this must be considered as the major aim of Acts, whatever subsidiary motives may have contributed towards its production.” 56 Yet, Guthrie quickly adds five alternatives to the purpose of Acts (a narrative of history, a gospel of the Spirit, an apology, a defense for Paul’s trial, and a theological document [either written to address the triumph of essay Christianity or the delay of the parousia]). 57. Yet not all would even agree with Guthrie’s basic premise that the primary purpose was historical in a general sense, the critical essays, real tension concerning the purpose of this work is between history and apologetic. However, more and more would conclude that history and apologetic do not stand in tension, as if an accurate historian could not have an apologetic purpose, or that an apologist could not write accurate history. It has long been recognized that the making essay, historical positivism of critical Ernst Troeltsch of last century is passe—that is, that no history was ever written from an unbiased motive. If this is the case, then to charge Luke with an apologetic motive is not to deny his being an accurate historiographer. There can be no doubt that Luke intends to give a great deal of data concerning the start degree level, early beginnings of the church—much of poetry essays which would not necessarily fit into an apologetic mold. Term On Separation Of Church And State! For example, how does the critical, mention of the selection of the seven “table waiters” (Acts 6) figure into an apologetic piece? A greater problem is the fact that this is a two-part work—and the gospel of degree level essay Luke must be reckoned into the overall scheme.

Nevertheless, there does seem to be a very decidedly apologetic thrust to poetry this work as well. Making An Expository Essay! Several have seen the apologetic tone going in poetry essays different directions: to establish that Christianity is law-abiding, to show that Christianity is a world religion, or even to defend Paul’s apostleship in some way. It is https //courseworks stanford, our contention that Acts is both historical and apologetic, that Luke wrote the work both for Theophilus (as an apologetic piece) and for secondary readers (both for apologetic and historical reasons). But the initial purpose—related to Theophilus—is decidedly apologetic. Specifically—and initially 58 —Acts was written to be a trial brief for Paul. The evidence is as follows: 1. The beginning of Luke, in which Theophilus is addressed as “excellent” ( ???????? ). We have already pointed out that this term is poetry essays, used of government officials. But there is more: the vocative is used almost universally in the papyri only in petitions , as far as my own cursory research reveals (an examination of the immigrants, first two volumes on the papyri in LCL). If this is the case here, then a petition is critical, implied in world essay thesis Luke-Acts, even though none is stated. 2. The ending of the book, which almost certainly dates it as just before the end of Paul’s first Roman imprisonment. This ending would be very strange unless it were meant to critical essays serve as a prompt for Theophilus to do something on Paul’s behalf.

The date of immigrants Acts and the reasons for the book ending here are the most compelling reasons to poetry essays see this work as in some sense a trial brief for Paul. Of The American Essay! A general apologetic could be written at any time; but a trial brief needed to be written now. 3. Poetry Critical Essays! The mention of Paul being under house arrest for “two years” in start degree level Acts 28:30. Although Cadbury made much of this, arguing that after two years a prisoner must either come to trial or be set free, the evidence is not nearly as neat as he supposed. Critical! 59 Nevertheless, one could appeal to the Roman law of a “speedy trial.” The point may be that Luke is reminding Theophilus that Paul’s case is about to be heard and that his defense needs to be prepared. Paper On Separation! Further, as Sherwin-White points out, there is no reason to believe that Paul’s accusers would be allowed to drop their charges. They had to prepare the poetry, best case they could. The “two year” reference probably functions in a sympathetic manner: “Paul has been imprisoned long enough—see what you can do to the closing american book get him out!” 4. The remarkable parallels between Peter and essays Paul attest to an apologetic for Paul.

Even Guthrie admits that “the history before the narrative of Paul’s life and work is somewhat scrappy and gives the impression that the war 2 thesis, author’s purpose is to get to Paul as soon as possible.” 60 C. H. Talbert has argued quite cogently that there is a strong architectonic pattern found in Luke-Acts, in which both books mirror each other, and critical essays both halves of Acts mirror each other. 61 The reason for this seems to be that Peter was already accepted by degree Theolophilus as a legitimate apostle while Paul needed credentials. Luke employed a deja vu approach, showing that Paul was every bit as much an apostle as was Peter—because he performed the same miracles and gave the same messages. Further, as we suggested, the reason Peter would have already been accepted by Theophilus is essays, because he would have had access to Mark’s gospel in which Peter figured prominently. 5. Coupled with the term of church and state, remarkable parallels between these two great apostles is the poetry essays, fact that the last comment about https //courseworks Peter (apart from his message in Acts 15) is his release from poetry critical, certain death in Acts 12 (the narrative then picks up on Paul’s missionary journeys). This may well be intended to prompt Theophilus to “finish the story” for and state, Paul in the same way. 6. Further evidence is seen in the incredible amount of space devoted to the trials/ hearings in which Paul was involved before he came to Rome. The last eight chapters of Acts (Acts 21–28) are devoted to a mere four years of history, while the first twenty chapters cover approximately twenty-four years of history.

The material is more than twice as compact because it now focuses on critical essays, Paul’s trials and material which would be useful in proving his innocence. 7. The use of level ?????? in Acts 1:1 might be a literary device similar to the ending of critical Mark (at 16:8), making the work open-ended. The suggestion of essay many older commentators was that this superlative was used as a true superlative—thus, “first of at least three.” If so, then Acts might have ended where it did simply because Luke intended to critical essays write a third volume. We have already discussed this view and thesis found it wanting. Critical Essays! However, a modification of it has some attractiveness to it: Could it be that Luke intended Theophilus to “write the world, third volume”—that is, do what he could to see that Paul’s ministry continued? Not much can be made of this possibility, however, because it suffers from the same linguistic fate that the older view suffers from, viz., Luke has already shown that he uses this superlative as a comparative, in poetry accord with other Koine writers.

8. Essay Thesis! Finally, although Acts 27 ostensibly does not fit in with the trial-brief idea, recent scholars have pointed out that there was a widespread “pagan belief that survival at a shipwreck proved a man’s innocence.” 62. Taken together, these eight (or at least seven) reasons form a compelling argument that Acts was indeed intended to be a trial brief for Paul. At the same time, one criticism should be mentioned here: If Acts is really intended (in part) to critical essays be a trial brief for Paul, then how does Luke fit into this picture? Since both works really belong together, the purpose of Acts is seemingly the stanford, purpose of Luke-Acts. In response, it need only be mentioned that one of the poetry critical essays, purposes of Acts is the trial brief for term on separation and state, Paul. Poetry Critical! It is true that Luke does not neatly fit into this purpose, though it does fit into the broader picture of apologetic of Christianity before the Roman government. The occasion for Acts necessitated the degree essay, publication of poetry essays Luke, but it did not thereby dictate the purpose of Luke. The theme of Acts is intrinsically bound up with its purpose. In a nutshell, the theme is paper on separation, “The Beginnings of the poetry, Church and the Expansion of the Gentile Mission.”

In volume two of Luke’s work, he picks up where he left off in immigrants the first volume, namely, with the ascension of the Lord (1:9-11). But he begins with a prologue (1:1-2) similar to that in poetry critical essays the first volume. The ascension—recorded only by Luke—becomes a crucial motif for it is necessary if the disciples are to continue the ministry which Jesus began. That is why Luke refers to volume one as detailing what “Jesus began to do and to https //courseworks stanford teach until the day he was taken up into heaven” (1:1-2a). After this brief prologue, the poetry, body of the work commences.

It is possible to organize Luke’s thought in several different ways, all of which have a certain legitimacy. It could be organized personally —that is, centering on Peter and Paul (thus having two halves). It could be organized geographically , from Jerusalem, to Judea and Samaria, and the ends of the the closing of the american essay, earth (cf. 1:8) (thus having three sections). Or it could be organized according to Luke’s progress reports (thus having seven portions). The reason for this variety has to do with Luke’s varied purposes. His work is both historical and apologetic.

And in his apologetics he deals with the legitimacy of Paul, as well as with his mission. Essays! We will look at the book according to the progressive scheme, though recognizing the Luke’s organizational scheme is more multifaceted than that. In the progressive approach, there are seven units of thought, or “books.” In Book One, Luke touches on the birth of the Church in Jerusalem (1:1–2:47). Immediately, he gives us a glimpse of one of his organizational schemes, for the birth of the Church parallels the birth of Christ. This can further be seen in that at Jesus’ baptism, while he is praying, the Spirit descends in essay a physical form and while the poetry essays, disciples are praying, the Spirit again descends in a physical form.

Scores of other parallels can be detected between these two volumes, each of which carries different levels of conviction. 63 although these are significant sub-motifs, in our view they are not the overarching control. This is due to paper on separation and state the fact that it is difficult to organize Luke and Acts (in terms of macro-structure) along the same lines. Critical! Nevertheless, there is something to the architectonic approach to Luke-Acts and we will occasionally interact with it in our argument. This first Book, as we have said, continues the narrative from Jesus’ resurrection until the time of his ascension (1:3-11), a period of forty days. During this time he commissions the apostles to making an expository essay be his witnesses in ever-expanding circles (1:8). After his ascension, there is a ten-day wait—until the day of poetry essays Pentecost (1:12-26). And during this waiting period the apostles likewise commission Matthias to join them as a replacement for Judas (1:15-26). When the immigrants conclusion, day of Pentecost came the apostles were all together (2:1). The Spirit descends on them (2:1-13) like individual flames of fire (2:2-3).

The significance of this may be related to the “already, not yet” of the kingdom. When the Spirit descended on Jesus at his baptism, coupled with the heavenly voice declaring him to be God’s Son, this seemed to be an enthronement of critical sorts (similar to essay the use of the enthronement Psalms in the OT [cf. especially Psalm 2:7!] and essays the motif of the Spirit abiding on the king [cf. Psalm 51]), thus inaugurating the kingdom. Before Jesus’ ascent into making essay, heaven, the question heaviest on poetry critical, the apostles’ minds was, “Lord, are you at this time going to paper on separation and state restore the kingdom to Israel?” (1:6). Jesus’ response was “already, not yet”: when the Spirit comes they would be imbued with the poetry essays, power of the king, though the of the american book, consummation of the kingdom was yet future.

God was surely doing a new work on poetry critical, the day of Pentecost. The apostles spoke in foreign tongues (2:4), though the crowd of pilgrims and residents wondered what this meant (2:5-13). Peter’s sermon explained what had happened and war 2 thesis he seized the moment to gain converts to Jesus of Nazareth (2:14-39). In this message there is an critical essays emphasis on the resurrection of Christ (2:23-32), and on making, the crowd’s guilt in the crucifixion (2:36-37), as well as the promise of the Spirit to those who would repent and believe (2:33-39). Poetry Critical! It is immigrants essay, evident that the Spirit had indeed descended on Peter, for about three thousand people believed his message (2:40-41). Book One concludes with the first progress report, after summarizing the unity and growth of the nascent Church (2:42-47a): “And the Lord added to their number daily those who were being saved” (2:47b). Book Two now deals with the expansion of the Church in Jerusalem (3:1–6:7). Luke arranges the poetry critical, material in an A B A B pattern. Making An Expository! First, Peter heals a crippled man and this act has reverberations (3:1–4:31): he preaches to the crowd (3:11-26), gets arrested along with John (4:1-4), defends himself before the Sanhedrin and essays is released (4:5-22).

All this finds a parallel in the third part of Book Two (5:12-42): the apostles heal people, get arrested and escape (5:17-24), appear before the Sanhedrin (5:25-40), and are released (5:40). Clearly Luke shapes the two episodes to show that though Theophilus had accepted Peter as a messenger from God, the other apostles, deserved the same respect. Coming right after each of these episodes is a vignette on the community of the nascent Church, the first dealing with harsh discipline when wealth distribution was handled deceptively (4:32–5:11), the second dealing with correction when food distribution was handled poorly (6:1-6). In both pericopae, the authority and priorities of the apostles are clearly displayed. Book Two concludes with the summary statement, “So the word of God spread.

The number of disciples in Jerusalem increased rapidly, and a large number of priests became obedient to the faith” (6:7). Start Level Essay! With this addendum on the priests’ conversions, it is as if Luke is poetry, saying that the apostles had now done all they could in https //courseworks Jerusalem. Critical! This is seen in the next section, Book Three, where it is evident that the religious leaders who had not obeyed were not about to. In Book Three we see the extension of the church beyond the walls of Jerusalem, spreading out term paper on separation and state all the way to Judea and Samaria (6:8–9:31). Poetry Essays! This book focuses on degree level essay, three non-apostles: Stephen, Philip, and Saul. What is significant is that these three—more than all of the apostles combined—were instrumental in fulfilling the commission to poetry critical be witnesses in Judea and stanford Samaria (Acts 1:8). Just as the other apostles were seen to critical have all the “power” that Peter had (cf. Acts 1:8a), so these non-apostles were seen to be “witnesses” (cf. Acts 1:8b) every bit as much as the twelve. What is more, Saul is viewed as unwittingly helping to fulfill the Great Commission even before his conversion, for the Church first spread to Samaria and Judea because of term paper of church and state his persecutions (8:1)! This Book’s purpose, then, is to foreshadow both the full apostolic status of Paul and his superiority over all the rest of the original apostles in poetry critical carrying out the stanford, mandate of Acts 1:8.

The first cameo of poetry essays Book Three is of Stephen, the first martyr of the Church (6:8–8:1a). Like the apostles before him, he is arrested because of his miracles and proclamation (6:8-15). But unlike the apostles, his appearance before the Sanhedrin results in his death, not his release. In his defense (7:2-53) he outlines the nation’s history (with a focus on the patriarchs, Moses and David) up until their murder of “the Righteous One” (7:52), thus paralleling Peter’s sermon on the day of Pentecost. Although Stephen was thus every bit as much a witness as was Peter, 64 the world war 2 essay, response to him was different. Essays! With the death of Stephen, Luke is indicating that fruitful ministry in Jerusalem had come to an end. The transition to the second cameo, that of Philip (8:1b-40), is via Saul (8:1): because of his role in Stephen’s death and subsequent role in persecuting the Church, Philip and others “were scattered throughout Judea and //courseworks Samaria” (8:1). Philip, like Stephen, performed miracles and proclaimed Christ (8:4-8). But, unlike Stephen, there was a very positive response to his ministry in Samaria (8:7-8, 12).

But not every response was positive. Even though Philip was very powerful in his preaching, a certain sorcerer named Simon “believed” only to gain the power which he saw in Philip (8:13). Critical Essays! The apostles Peter and John came down from Jerusalem to Samaria to american essay investigate the phenomenal response of the people (8:14). Critical Essays! They laid hands on them, causing them to receive the Spirit (8:15-17). Through this event Simon’s wickedness was exposed (8:18-24), and Peter’s and John’s perspective was enlarged (8:25). Luke then gives two other vignettes about paper Philip’s ministry, showing how the gospel was spreading (8:26-40).

Saul’s conversion concludes this third Book (9:1-30). Luke spends much time telling his audience about Saul’s conversion (it is rehearsed three times in the book of Acts), with a special emphasis on the revelation of the essays, risen Lord to Saul (9:4-5) as well as the essay conclusion, Lord’s disclosure to Ananias that Saul had truly converted and would be the “chosen instrument to carry my name before the Gentiles” (9:10-15). Thus Saul is critical essays, seen not only to have a remarkable conversion experience, but also from the first to be the one who would exemplify the level, mandate of Acts 1:8. Book Three, which began with an expanding church because of persecution now concludes with the words, “Then the church throughout Judea, Galilee and Samaria enjoyed a time of peace. Poetry Critical Essays! It was strengthened and encouraged by world war 2 the Holy spirit and it grew in numbers, living in the fear of the poetry essays, Lord” (9:31). To make sure that Theophilus would not be forced to choose between Peter and Paul Luke now demonstrates, in Book Four, that Peter too promoted the Gentile mission (9:32–12:24). Paper On Separation Of Church! But it was not just Peter who promoted this; it was the Lord himself. Luke begins by affirming Peter’s apostleship in that he healed Aeneas (9:32-35) and critical even raised Dorcas from the dead (9:36-43). While in Joppa (where Dorcas had been raised), Peter saw a vision of unclean animals descending from heaven accompanied by degree level a voice which bid him to kill and eat (10:8-23a). The message was clear: the “unclean” Gentiles should not be shut out of the kingdom (10:15, 28).

Peter subsequently went to critical essays the house of a Roman centurion named Cornelius and proclaimed the gospel to him and his friends (10:23b-48). The response of the Gentiles was the same as that of the the closing essay, first hearers on the day of essays Pentecost (10:44-48); the the closing essay, Gentiles even received the gift of the Spirit. Peter was thus convinced that the Gentile mission was from God. Not only critical essays did Peter have to be prepared for the Gentile mission; the Jerusalem church did, too (11:1-18). Since Peter was recognized by all as a legitimate spokesman for God, his recounting of world essay what happened at Cornelius’ house was enough to convince the Jewish believers. Chapter 11 concludes with the account of the essays, birth of the church at Antioch (11:19-30)—a birth which paralleled the birth of the Jerusalem church. To show that there was no animosity between the the closing of the american book essay, two churches, the poetry, Antiochian Christians sent financial aid to the Jerusalem church via Saul and Barnabas (11:27-30). Book Four, which began with peace in Judea and Samaria, now reaches an https //courseworks ironic climax with persecution in Jerusalem (12:1-23). This time, rather than Saul, Herod is the one persecuting the church.

First, he executes James (12:1-2), then arrests Peter (12:3-19). Critical! But Peter miraculously escapes (12:6-11) and Herod dies (12:20-23). This is the last we see of Peter in his evangelistic efforts. 65 The stage is thus set for the comparison and contrast with Paul, the man with whom the immigrants, rest of Acts is poetry essays, concerned. What may be of significance is that there is no parallel with Paul—within the pages of Acts—with Peter’s final arrest and release . It is our conviction that Luke has written his book in such a way to beckon Theophilus to “write the final chapter.” Book Four concludes with the words, “But the word of God continued to increase and spread” (12:24). The Fifth Book addresses the thesis, extension of the poetry critical, Church to Asia Minor, but might just as properly be called “The Book of the Establishment of Paul’s Apostleship” (12:25–16:5). Here we begin to see the deja vu pattern emerge once again. But rather than between Luke and Acts, or Peter and the other apostles, this Book now compares Peter and Paul.

The Fifth Book opens with the //courseworks stanford, commission of critical essays Barnabas and Saul by the Spirit to take their first missionary journey (12:25–13:3). Saul, who was also called Paul (13:9), has his apostleship authenticated on Cyprus and in Pisidian Antioch. On Cyprus (13:4-12), he is of the book, seen to be just as much a “witness” as was Philip—and to have the essays, same power of and state discernment as Peter, for in Paul’s confrontation with a sorcerer (13:6-12 cf. 8:9-13), he, like Peter, pronounces judgment on the man—accompanied by a miraculous blinding. In Pisidian Antioch (13:13-52) Paul is seen to be just as much an orator as Stephen and Peter (13:14b-41). In fact, his message is an amalgamation of both Stephen’s speech and Peter’s sermons. In these first two stories we see that Paul, by critical himself was equal to both Philip and Peter, and then Stephen and Peter. When Paul travels to South Galatia (13:51–14:21a), to the city of Lystra (14:8-18), he is seen to have the same miraculous powers as Peter (cf.

3:1–4:31). The parallels are hard to miss: (1) both Peter and Paul healed a man crippled from birth (3:1-8/14:8-10); (2) there was a positive response from the crowd (3:9-10/14:11-14); (3) both addressed the crowd (3:11-26/14:15-18); (4) both were accompanied by another apostle (John, Barnabas); and (5) both suffered at the hands of the Jews, though Paul’s suffering was far worse (4:1-4/14:19). The Closing Essay! Clearly, Paul was just as much an apostle as was Peter. 66. After a brief return to Antioch (14:21b-28) where the issue of the Gentile mission came to a head (15:1-5), Paul goes up to poetry essays Jerusalem to where the apostles and elders met to consider the matter. Here Paul’s mission is rat i fied by the Jerusalem Council (15:6-21)—a council in which Peter plays a part (15:7b-11).

Paul and Barnabas are selected as letter-bearers (15:22), and are to bring the world, good news of the Council’s decision back to Antioch and elsewhere. Essays! This stands in bold relief against the last time Paul carried a letter for a Council (9:2)! The second missionary journey (15:36–18:22) begins after a brief rest in Antioch, but Paul took Silas instead of Barnabas and Mark because of Mark’s earlier desertion in Pamphylia (15:36-41). On this journey Paul takes the northern route, allowing Barnabas and Mark to retrace their steps by going to Cyprus once again (15:39b). The journey begins with a confirmation of the churches in South Galatia (16:1-4). The Closing Of The Book Essay! On this positive note, Book Five concludes: “So the churches were strengthened in the faith and grew daily in the numbers” (16:5). On Paul’s second missionary journey, his own widening net now extended as far as the Aegean region, the topic with which Book Six (16:6–19:20) is poetry critical essays, occupied. Having established that Paul was an authentic apostle and world that his message was ratified by Peter himself, Luke now concentrates especially on the historical side to his tome.

There is no dichotomy between the history and apologetic of Luke, but the critical essays, emphasis now is on the former, while through Book Five it was on the latter. Still, there are parallels to be seen between Paul and Peter even here (cf. e.g., Paul’s vision to come to Macedonia [16:8b-10] with Peter’s vision of start essay accepting “unclean” Gentiles [10:8-23]; the twelve disciples of John in poetry essays Ephesus speaking in tongues when they receive the Spirit [19:1-7] with the essay conclusion, twelve apostles speaking in tongues on poetry, the day of Pentecost when they receive the making essay, Spirit [2:1-4]; etc.). Paul’s missionary travels take him to Philippi (16:6-40) in Macedonia, where a small church is planted. Luke then records that Paul and Silas bypass Amphipolis and Apollonia (17:1a) because there was no synagogue there. This becomes a motif throughout the rest of Acts: Paul consistently went to the Jews first and then the Gentiles, even till the very end (28:17-28). Yet, equal to this motif, is Jewish hostility wherever the apostle went.

The next stop was the thriving metropolis of Thessalonica (17:1-9), where Paul preached for three Sabbaths before being driven from the city. A short stay at Berea (17:10-14)—again due to persecution initiated by the Jews—resulted in his trek to Athens (17:15-34). After a relatively unsuccessful ministry with the philosophers there, he traveled to Corinth (18:1-18a), where he was able to essays settle down for https //courseworks stanford, the first time because of God’s protection of his ministry (18:5-11). Critical Essays! After a court appearance before the proconsul Gallio, in which the case was dismissed (18:12-18a), Paul returned to Antioch, his home base (18:18b-22). After a very brief stay in war 2 Antioch, Paul began his third missionary journey (18:23–21:16). Critical Essays! He had left Priscilla and Aquila, two of his co-workers, in Ephesus on his return trip to Antioch. Now he returned to Ephesus, by way of the South Galatian region (18:23). Altogether he would stay there almost three years and Ephesus would effectively become what Antioch had been: a base of operations for his missionary endeavors.

Book Six ends with Paul having a successful ministry in Ephesus, though not one lacking in conflict (cf. 19:8-9a, 11-19). but because of a final victory over one opponent, namely, the occult, “the word of the Lord spread widely and grew in power” (19:20). After disclosing some of the missionary endeavors of Paul in the Sixth Book, primarily with a historical purpose in mind, Luke now returns to his apologetic emphasis. But rather than further comparison of Paul with Peter, his primary thrust is to prepare a trial brief for Paul. //courseworks! Since Theophilus was apparently an influential Roman official, and one who had had at least a sympathetic ear toward Christianity, especially in its Petrine forms, 67 he needed to poetry essays have as much information at his disposal which would be helpful in //courseworks stanford court. Book Seven (19:21–28:31) provides just such information. The Book begins with Paul’s announcement to go to Rome (19:21-22) and ends with him getting there. But there is irony seen here, for Acts began with the growth of the church being stimulated by critical the persecutions of Saul the Jew; it closes with the immigrants essay conclusion, Church reaching all the way to Rome because of the imprisonment of Paul the Christian. A riot at Ephesus over the adverse impact Paul’s gospel was having on poetry critical, idolatry (19:22-41) provides the catalyst for Paul to move on. But before he could go to Rome, the capital of the an expository, Gentile world, he felt it necessary to essays go to Jerusalem, the https stanford, capital of the Jewish world. Surely this was in keeping with his own missionary principle, “To the Jew first, and then to the Greek.”

The journey to Jerusalem (20:1–21:16) involves a circuitous route in which Paul comforted his converts along the way. He went through Macedonia and Greece (20:1-6) and came to Troas, where he raised Eutychus from the dead (20:7-12; cf. 9:36-43). From there he sailed for Miletus and met the Ephesian elders for the last time (20:13-38). From Miletus Paul traveled to Tyre (21:1-6) and poetry then to Caesarea (21:7-14). At Caesarea Agabus predicted that Paul would be imprisoned if he went on to Jerusalem (21:10-14). Agabus’ prophecy came true.

When Paul arrived in the closing of the american book essay Jerusalem he was arrested in the temple on trumped up charges of violating the temple by bringing in a Gentile (21:27-36). The recounting of critical essays his conversion (22:1-21) only angered the Jewish crowd more (22:22), which prompted him to seek protection on the basis of his Roman citizenship (22:23-29). There follows a series of an expository trials, all properly documented to reveal Paul’s innocence. First, Paul was brought before the Sanhedrin (22:30–23:10) who almost broke out in a riot themselves (22:30–23:10). A Jewish plot to kill him (23:12-22) led to more protection by the Romans (23:23-30) as they escorted him to Caesarea to be tried before the Roman governor, Felix. Paul was then successively tried before Felix (24:1-26), Festus (24:27–25:12) and Agrippa II (25:23–26:32) over a period of two years.

Ironically, he would have been found innocent but because he had appealed to Caesar (26:22-23), he would have to go to Rome (26:30-32). Most likely, Paul made such an appeal because he believed he would get fairer treatment from the Roman government than from his fellow countrymen. Throughout Acts, in fact, Luke seems to embrace the same position. The voyage to Rome (27:1–28:10) commences with a shipwreck (27:1-44) in which Paul is seen both as survivor and savior. The pagans of the day believed that those who survived shipwrecks must be innocent. 68 Whether or not Theophilus held to this superstition, it could certainly come in handy in poetry the trial.

The book of Acts then concludes with Paul meeting his final destination, Rome (28:11-31). Once there, although in chains, he first proclaims Christ to the Jews (28:16-24), then to the Gentiles (28:25-28). Book Seven ends with Paul imprisoned for start, two years (28:30), though “Boldly and without hindrance he preached the kingdom of God and taught about the Lord Jesus Christ” (28:31). That the outcome of the trial is poetry critical, not mentioned is no accident: it had not happened yet. But like Peter’s angel in chapter 12, Luke wants Theophilus to do what he can to https stanford get Paul out of prison that the gospel might continue to poetry spread.

After all, the Gentiles “will listen” (28:28). Thus in a masterful series of level Seven Books, Luke has not only shown how the critical essays, Church grew from its humble beginnings, but he has also vindicated both Paul’s apostleship and his innocence. His literary labors to get Paul free were successful: the apostle to the Gentiles was released; he ministered for three more years and on separation of church wrote three more epistles before his beheading by Nero in the summer of 64 CE. I. Book One: The Birth of the Church in essays Jerusalem (1:1–2:47) B. Anticipation: From Resurrection to Pentecost (1:3-26) 1. From Resurrection to ascension: Christ’s Forty Day Ministry (1:3-11) a. The Apostles’ Commission (1:3-8) b. The Ascension (1:9-11) 2. From Ascension to Pentecost: The Apostles’ Ten Day Wait (1:12-26) a. Conclusion! Praying in the Upper Room (1:12-14) b. Selecting a Replacement for poetry essays, Judas (1:15-26) C. Realization: The Day of Pentecost (2:1-41) 1. The Descent of the Spirit (2:1-13) a. The Response of the Apostles: Speaking in Tongues (2:1-4) b. The Reaction of the Crowd (2:5-13)

2. The Proclamation of Peter (2:14-39) a. Term Paper Of Church And State! Introduction: Fulfillment of poetry Prophecy (2:14-21) b. Body: Jesus Is the Messiah (2:22-39) 1) Proof: Miracles (2:22-32) a) During His Life (2:22) b) After His Death: Resurrection (2:23-32) 2) Promise: Holy Spirit (2:33-39) 3. The Response of the Crowd (2:40-41) D. Conclusion of making Book One (2:42-47) II.

Book Two: The Expansion of the poetry critical, Church in Jerusalem (3:1–6:7) A. A Healing by Peter and Its Consequences (3:1–4:31) 1. The Healing of making essay a Man Crippled from Birth (3:1-8) 2. Essays! The Response of the stanford, Crowd (3:9-10) 3. The Message of Peter (3:11-26)

4. The Arrest of critical Peter and John (4:1-4) 5. Peter and John before the Sanhedrin (4:5-22) a. Peter’s Defense (4:5-12) b. The Debate in term paper and state the Sanhedrin (4:13-17) c. The Release of Peter and John (4:18-22) 6. The Thanksgiving of the Saints (4:23-31) B. Poetry Critical Essays! Community and Discipline (4:32–5:11) 1. The Sharing of degree All Possessions (4:32-37)

2. The Deception of Ananias and Sapphira (5:1-11) C. Healings by the Apostles and their Consequences (5:12-42) 1. Healings of the Apostles, Responses of the critical essays, Crowds (5:12-16) 2. The Arrest and Escape (5:17-24) 3. The Apostles before the Sanhedrin (5:25-40) a. The Sanhedrin’s Rebuke (5:25-28) b. The Apostles’ Defense (5:29-32) c. The Debate in the Sanhedrin (5:33-39) d. The Release of the Apostles (5:40) 4. The Rejoicing of the term paper of church, Apostles (5:41-42) D. Community: Distribution and Administration (6:1-6) E. Conclusion of Book Two (6:7) III. Book Three: The Extension of the Church to Judea and Samaria (6:8–9:31)

A. Stephen’s Martyrdom (6:8–8:1a) 1. His Arrest (6:8-15) 2. His Defense (7:1-53) a. The High Priest’s Question (7:1) b. Stephen’s Response (7:2-53) 1) The Patriarchal Age (7:2-8) 2) The Nation in Egypt (7:9-19)

3) The Rejection of Moses by the Nation (7:20-39) a) Moses’ Early Years (7:20-29) b) Moses’ Call by God (7:30-34) c) The Nation’s Rejection in the Wilderness (7:35-39) 4) The Rejection of the Nation by God (7:40-43) 5) The Tabernacle and the Temple (7:44-50) 6) The Rejection of Christ by the Nation (7:51-53) 3. His Death (7:54–8:1a) B. Philip’s Ministry (8:1b-40) 1. Poetry Critical Essays! Setting: the Persecution by Saul (8:1b-3)

2. Philip in Samaria (8:4-25) a. The Activities of Philip (8:4-8) b. The Response of Simon (8:9-13) c. The Coming of Peter and John (8:14-25) 1) The Reception of the Spirit by the closing essay the Crowd (8:14-17) 2) The Wickedness of Simon the Sorcerer Revealed (8:18-24) 3) The Return of the Apostles to essays Jerusalem (8:25) 3. Https //courseworks Stanford! Philip and the Ethiopian on poetry, the Road to Gaza (8:26-39) 4. Philip on the Coast of Palestine (8:40) C. Saul’s Conversion (9:1-30) 1. Setting: On the Road to Damascus (9:1-2) 2. The Conversion of Saul on the Road (9:1-9) 3. The Coming of Ananias in Damascus (9:10-19) 4. The Confrontations with the Jews in Damascus (9:20-25)

5. The Coming of Saul to war 2 essay Jerusalem (9:26-30) D. Conclusion of Book Three (9:31) IV. Book Four: The Extension of the Church to Antioch (9:32–12:24) A. The Preparation of Peter for the Gentile Mission (9:32–10:48) 1. Peter in essays Western Judea: With Aeneas and immigrants essay Dorcas (9:32-43) a. In Lydda: The Healing of Aeneas (9:32-35) b. In Joppa: The Raising of essays Dorcas (9:36-43) 2. Immigrants Essay! Peter in Caesarea: With Cornelius (10:1-48) a. Cornelius’ Vision: Send for poetry critical essays, Peter (10:1-7) b. Peter’s Vision: Receive the Gentiles (10:8-23a) c. Peter at Cornelius’ House (10:23b-48)

1) Setting (10:23b-27) 2) Recounting of start level essay Peter’s Vision (10:28-29a) 3) Recounting of Cornelius’ Vision (10:29b-33) 4) Peter’s Message (10:34-43) 5) The Gentiles’ Response (10:44-48) a) Gift of the Spirit (10:44-46) b) Water Baptism (10:47-48a) c) Fellowship (10:48b) B. Essays! The Preparation of the Leaders of the Jerusalem Church for the Gentile Mission (11:1-18) 1. Making An Expository Essay! The Accusation of the Jewish Believers (11:1-3) 2. The Explanation of Peter (11:4-17) a. Recounting of Peter’s Vision in Joppa (11:4-10) b. Recounting of Peter’s Visit to Cornelius in Caesarea (11:11-16) c. Recognition of the poetry critical, Legitimacy of the Gentile Mission by Peter (11:17) d. Response of the Jewish Believers (11:18) C. Essay! The Preparation of the Church at Antioch for the Gentile Mission (11:19-30) 1. The Birth of the Church in Antioch (11:19-21) 2. The Response of Jerusalem to poetry critical Antioch: The Sending of Barnabas (11:22-24)

3. Barnabas and Saul at Antioch (11:25-26) 4. The Response of Antioch to Jerusalem: The Sending of Barnabas and Saul (11:27-30) a. The prophecy of essay Agabus: Worldwide Famine (11:27-28) b. The Poverty of the Judean Churches: A Collection Taken (11:29-30) D. Herod’s Persecution of the Church at Jerusalem (12:1-23) 1. The Martyrdom of James by Herod (12:1-2) 2. Poetry Essays! The Arrest of Peter by Herod (12:3-19) a. The Arrest and Imprisonment (12:3-5) b. Making An Expository! The Angel and Escape (12:6-11) c. The Response of the Church (12:12-16) d. The Withdrawal of critical Peter (12:17) e. The Reaction of making essay Herod (12:18-19) 3. The Death of Herod (12:20-23) E. Conclusion of Book Four (12:24)

V. Critical Essays! Book Five: The Extension of the Church to Asia Minor (12:25–16:5) A. The Commission of Barnabas and Saul at Antioch (12:25–13:3) [Paul’s First Missionary Journey (13:4–14:28)] B. The Mission of Barnabas and war 2 essay Paul In Asia Minor (13:4–14:28) a. From Antioch to poetry critical Seleucia to Cyprus (13:4) b. On the paper of church, Island of Cyprus (13:5-12) 1) At the Synagogue in Salamis (13:5) 2) At Paphos: Confrontation with Bar-Jesus the Sorcerer (13:6-12) 2. Pisidian Antioch (13:13-52) a. Poetry Critical Essays! From Paphos to Perga in world war 2 thesis Pamphylia: John Mark’s Departure (13:13) b. From Perga to Pisidian Antioch (13:14a) c. In Pisidian Antioch (13:14b-52) 1) Paul’s Message on the Sabbath (13:14b-41) a) Setting (13:14b-15) b) Introduction (13:16) 1] Preparation for Christ in the OT (13:17-22) 2] Proclamation of Christ to the Hearers (13:23-37) d) Application (13:38-41) 2) Initial Jewish Response to Paul’s Message (13:42-43) 3) Later Gentile Response and Jewish Opposition to critical essays Paul’s Gospel (13:44-50)

3. South Galatia: Iconium, Lystra, Derbe (13:51–14:21a) a. In Iconium: Jewish and Gentile Response (13:51–14:5) b. In Lystra and Derbe (14:6-21a) 1) From Iconium to Lystra and Derbe (14:6-7) 2) A Healing in Lystra (14:6-18) a) The Healing of a Man Crippled from Birth (14:8-10) b) The Response of the Crowd (14:11-14) c) The Message of Paul and Barnabas (14:15-18) d) The Stoning of Paul (14:19) 3) Escape to Derbe (14:20-21a) 4. The Closing Of The American Essay! Return to Antioch (14:21b-28) C. The Council at Jerusalem Concerning the Gentile Mission (15:1-35) 1. The Occasion: Judaizers in Antioch (15:1-5) 2. The Meeting of the Apostles and Elders at Jerusalem (15:6-21) a. The Setting (15:6-7a) b. Peter’s Message (15:7b-11) c. Barnabas’ and Paul’s Testimony (15:12) d. James’ Concluding Thoughts (15:13-21) 3. Poetry Essays! The Council’s Letter to Gentile Believers (15:22-35) a. The Selection of Barnabas and Paul as Letter-Bearers (15:22) b. Essay! The Contents of the poetry critical, Letter (15:23-29) c. The Response in making essay Antioch (15:30-35)

D. Critical! The Confirmation of the Churches in Asia Minor (15:36–16:4) [Paul’s Second Missionary Journey [15:36–18:22] 1. The Dispute between Paul and Barnabas over John Mark (15:36-41) a. The Desire to Return (15:36) b. The Discussion over John Mark (15:37-39a) c. Barnabas and Mark Depart for Cyprus (15:39b) d. An Expository Essay! Paul and Silas Depart for Tarsus (15:40-41) 2. In South Galatia (Derbe, Lystra): Timothy Joins Paul and poetry essays Silas (16:1-4) E. Making Essay! Conclusion of Book Five (16:5) VI. Book Six: The Extension of the Church to critical essays the Aegean Area (16:6–19:20) A. Philippi (16:6-40) 1. Throughout the start degree level essay, Phrygian-Galatian Region (16:6) 2. Poetry Critical! To Troas in stanford Mysia (16:7-8a) 3. Paul’s Vision: Come to poetry critical Macedonia (16:8b-10) 4. Troas to Samothrace to Neapolis to world war 2 essay thesis Philippi (16:11)

5. In Philippi (16:12-40) a. The Conversion of Lydia (16:12-15) b. The Exorcism of a Slave Girl (16:16-18) c. The Conversion of poetry critical a Philippian Jailer (16:19-34) 1) Paul and Silas Arrested (16:19-24) 2) An Earthquake: Shackles Released (16:25-28) 3) The Response of the Jailer (16:29-34) d. Immigrants! The Release of Paul and Silas (16:35-40) B. Poetry! Thessalonica (17:1-9) 1. Through Amphipolis and Apollonia (17:1a)

2. In Thessalonica (17:1b-9) a. Paul’s Proclamation in the Synagogue (17:1b-3) b. The Conversion of Some Jews and making an expository essay Greeks (17:4) c. The Hostility of poetry critical other Jews (17:5-9) D. Athens (17:15-34) 1. Discussion in the Agora (17:15-18) 2. Dispute on the Areopagus (17:19-34) a. Start Level Essay! Paul’s Message (17:19-31) b. Essays! The Athenians’ Reaction (17:32-34) E. Corinth (18:1-18a) 1. With Aquila and Priscilla: Tentmaking and Preaching (18:1-4) 2. Making An Expository! With Silas and critical Timothy: Eighteen Months of war 2 thesis Ministry (18:5-11) 3. Before Gallio (18:12-18a) F. Return to Antioch (18:18b-22) 1. Essays! From Cenchrea to Ephesus to Caesarea (18:18b-22a) 2. Arrival in Antioch (18:22b)

G. Ephesus (18:23–19:19) [Paul’s Third Missionary Journey (18:23–21:16)] 1. Https Stanford! Return to the Galatian-Phrygian Region (18:23) 2. Apollos in Ephesus: Forerunner to Paul (18:24-28) a. Apollos’ Arrival in Ephesus (18:24) b. Apollos’ Instruction by Aquila and critical Priscilla (18:25-26) c. Apollos’ Departure for Corinth (18:27-28) 3. In Ephesus (19:1-19) a. With Twelve Disciples of war 2 John (19:1-7) b. In the Synagogue of the Jews (19:8-9a) c. In the poetry critical essays, Lecture Hall of Tyrannus (19:9b-10) d. In Conflict with the Occult (19:11-19) H. Making Essay! Conclusion of Book Six (19:20) VII. Book Seven: The Extension of the poetry essays, Church to Rome (19:21–28:31)

A. The Plan Announced (19:21-22) B. The Riot in Ephesus (19:22-41) 1. The Accusations by the Silversmiths (19:22-27) 2. The Demonstration in the Theater (19:28-34) 3. Term Paper On Separation And State! The Quieting of the Mob by the Town Clerk (19:35-41) C. The Journey to Jerusalem (20:1–21:16) 1. Through Macedonia and Greece (20:1-6)

2. In Troas: The Raising of Eutychus (20:7-12) 3. From Troas to Miletus (20:13-17) 4. Critical! In Miletus: Farewell Message to the Ephesian Elders (20:18-38) a. Paul’s Message (20:18-35) b. The Elders’ Response (20:36-38) 5. Making! From Miletus to Tyre (21:1-6) 6. From Tyre to Caesarea (21:7-14) a. Staying with Philip (21:7-9) b. The Prediction of Agabus (21:10-14) 7. Arrival at poetry critical essays, Jerusalem (21:15-16) D. Paul In Jerusalem (21:17–23:30) 1. Term Paper On Separation And State! The Meeting with James and poetry essays the Elders (21:17-26) 2. The Arrest of Paul in the Temple (21:27-36) 3. The Address of Paul to the Crowd (21:37–22:21) a. The Request to Speak (21:37-40) b. Recounting His Conversion (22:1-11) c. Recounting His Call (22:12-21) 4. The Disclosure of Paul’s Roman Citizenship (22:22-29)

5. Paul before the Sanhedrin (22:30–23:10) a. Confrontation with the High Priest (22:30–23:5) b. Term On Separation! Dispute over the Resurrection (23:6-10) 6. Critical! Night Vision of the Lord (23:11) 7. The Plot to Kill Paul (23:12-22) a. Essay Thesis! The Plot by the Jews (23:12-15) b. The Revelation to the Romans (23:16-22) 8. The Protection of the Romans (23:23-30) a. Protection provided (23:23-24) b. Cover-Letter Written (23:25-30) E. Paul in Caesarea (23:31–26:32) 1. Poetry Critical Essays! A Roman Escort to Caesarea (23:31-35)

2. An Expository! The Trial before Felix (24:1-26) a. Critical! Accusations of the Jews (24:1-9) b. Defense of Paul (24:10-21) c. Adjournment by Felix (24:22-23) d. Intermittent Interviews by Felix (24:24-26) 3. The Trial before Festus (24:27–25:12) a. Term Paper On Separation! Felix Replaced by Festus (24:27) b. Arrival of Festus in Jerusalem (25:1-5) c. Paul before Festus: Appeal to Caesar (25:6-12) 4. Consultation of Festus with Agrippa II (25:13-22) 5. Paul before Agrippa (25:23–26:32) a. The Briefing by Festus (25:23-27) b. The Defense by Paul (26:1-23) 1) Introduction (26:1-3) 2) The Jewish Hope of Resurrection (26:4-8) 3) Paul’s Persecution of Christians (26:9-11) 4) Paul’s Conversion (26:12-18) 5) Paul’s Commission to the Gentiles (26:19-20) 6) Paul’s Arrest in Jerusalem (26:21) 7) Concluding Appeal (26:22-23) c. Interchange between Festus, Paul and Agrippa (26:24-29) d. Paul’s Innocence and the Irony of his Appeal to Caesar (26:30-32)

F. The Voyage to Rome (27:1–28:10) 1. The Shipwreck (27:1-44) a. Setting (27:1-12) 1) From Caesarea to Myra (27:1-5) 2) From Myra to Fair Havens in Crete (27:6-8) b. Warnings of Imminent Shipwreck (27:9-26) 1) The Season: After the Day of Atonement (27:9a) 2) Paul’s Warning (27:9b-12) 3) The Storm (27:13-20) 4) Paul’s Vision (27:21-26) c. Critical Essays! The Shipwreck on Malta (27:27-44) 1) A Foiled Escape by the Sailors (27:27-32) 2) A Last Meal on Board (27:33-38)

3) The Ship Runs Aground (27:39-41) 4) All Safe Ashore (27:42-44) 2. On Malta (28:1-10) a. Paul’s Snake Bite (28:1-6) b. Paul’s Miracles (28:7-10) G. Paul In Rome (28:11-31) 1. Degree Level Essay! Arrival at critical essays, Rome (28:11-16) 2. Paul’s Proclamation to the Jews (28:16-24) 3. Paul’s Proclamation to the Gentiles (28:25-28) H. Conclusion of the closing book Book Seven (28:30-31) 1 In particular, Apollonius’ Canon and its corollary suggest that (1) in Greek, normally both the nomen regens and the nomen rectum either have the article or lack it; and (2) when both lack it, the sense is still usually definite for poetry critical, both (hence, “ The Acts of the Apostles”).

2 Guthrie, 114. For more arguments on Lukan authorship based on external evidence, cf. American Book Essay! our discussion of Luke. 3 G. B. Caird, Saint Luke , 16-17. 4 Cf. the various studies by Hort, Metzger, Aland, Snodgrass, Holmes, and critical essays especially Thomas Geer. 5 So B. M. Metzger, personal conversation (March 1989); cf. also his The Canon of the New Testament and The Text of the conclusion, New Testament . 6 Although ancillary to this paper, this conclusion also helps to establish the Western text as very early—going back deep into the second century ( contra Aland-Aland, Text of the New Testament ). 7 See Guthrie for an expanded treatment, 115-19. This section is merely a distillation of Guthrie’s arguments.

8 For an additional piece of (external) evidence for common authorship, cf. the last paragraph in our discussion of external evidence. 10 C. H. Essays! Talbert, Literary Patterns, Theological Themes and start essay the Genre of Luke-Acts , 17. Talbert notices, for example, that both Jesus and Paul are well received by the populace; they both enter the poetry critical, temple in a friendly manner; the Sadducees do not believe in the resurrection, but the scribes support Jesus/Paul; they both “take bread, and after giving thanks, break it”; a mob seizes Jesus/Paul; Jesus/Paul is the closing book, slapped by the priest’s assistant; each undergoes four trials. 11 Ibid., 23. Although we would affirm this statement of essays Talbert, there is one caveat : Talbert goes on term paper on separation of church and state, to suggest that Luke created much of his material, while we would argue instead that he selected and arranged it. The purpose for this will be seen when we look at Acts, but suffice it to say here that it would certainly create in critical essays Theophilus a sympathy for Paul. 12 This can be further seen in that the world war 2 essay, gospel itself displays an incredible internal structure, as does Acts. Thus the supposition that two different authors wrote these books means that the mimic is even more brilliant than the original author! 15 This is essays, doubtful, however, since only in c. Conclusion! 60 would Luke have met Mark, if Mark had been in Rome since the mid-50s. Nevertheless, upon meeting him after having employed his gospel to write his own, Luke would have certainly become his friend. Luke’s favorable attitude toward Mark—not just personally but as a reliable source on the life of poetry critical essays Jesus—might be implied in his calling Mark an “assistant” ( ???????? ) in Acts 13:5. “Luke’s term frequently designates a man who handles documents and delivers their content to men . . Immigrants Essay Conclusion! .” (Lane, Mark , 22).

Lane goes on to mention Acts 26:16 where Paul is appointed as a ???????? and poetry witness to the truth, and Luke 1:1-2 where “the evangelist links the servants [ ???????? ] of the word with those who were the eyewitnesses and guarantors of apostolic tradition.” The connection of ???????? with both Mark and Luke’s sources suggests that Mark’s Gospel may well have been one of those sources which Luke used to essay compile his gospel—and one which he himself deeply appreciated. 16 Style and Literary Method of Luke. 17 It has been frequently quipped that Cadbury earned his doctorate by taking away Luke’s! 20 There is another subtle indicator of Luke’s race. In Acts 16, after the beginning of the first “we” section (16:11-17), Luke mentions that he was with Paul in Philippi up to the time that Paul cast out the evil spirit from the servant girl (v. Poetry Essays! 17—“she followed Paul and us”). Then, in 16:19, the https //courseworks, person changes from first to third (“her owners . . . Critical Essays! seized Paul and Silas”). In vv.

20-21, the reason why Paul and making essay Silas were singled out becomes clear: “These men are Jews and they are disturbing the poetry essays, city. They advocate customs which it is not lawful for us Romans to accept or practice.” On the assumption that the war 2 essay, “we” sections should be taken at face value, and critical that Luke was a Gentile, the fact that Luke was not seized makes perfect sense—for the point of vv. 20-21 has its sting in making an expository the fact that Paul and Silas are Jews . (What may further confirm this is that Timothy is not mentioned here [though he might not have been with the missionaries in Philippi] And Timothy was a half-Jew.) In the least, if one wants to deny that Luke was a Gentile, he must explain why the first person plural is used in 16:17, but is immediately switched to third person when the Philippians make their accusation against the missionaries on poetry, the basis of the closing of the book essay their race. 21 Guthrie mistakenly says that Luke was possibly from Philippi, supposing that the ‘we’ sections start there (118-19). 22 However, more than one church father thought that Luke came from Antioch. Even codex D suggests this, for it begins the ‘we’ material at Acts 11:28! 23 We will deal with this issue in our introduction to Galatians. 24 We will deal with this issue in our introduction to 1 Thessalonians.

25 The customary approach in critical circles when faced with such discrepancies is to give the benefit of the doubt to Paul, since his material is autobiographical. No doubt this is partially legitimate, though one ought not discount the fact that Luke is selective in his portraiture of Paul—and, in fact, that Paul is selective in what he wants to say, too! If they make different selections, this does not prove either one at poetry, fault necessarily. 27 One thinks in particular of world essay Luke 2:19 (“Mary kept all these things in her heart”), in essays which Luke probably used the mother of Jesus as his source for the early life of the Messiah. (This is not only suggested by Luke 2:19, but it is of the book essay, corroborated by the highly Semitic Greek of these first two chapters, which disappears once Luke gets to chapter 3.) 28 This also is poetry essays, a historical problem, as we saw earlier, though it is sufficiently difficult to warrant a discussion here. 29 There is another discrepancy (or silence) between Paul and Luke-Acts that has been bantered about at SBL meetings in recent years: the lack of a substitutionary atonement in Luke-Acts (note in particular Luke’s omitting of Mark 10:45), while Paul is quite strong on this point. It may be that either this was not the key to Christ’s death for Luke, even though he embraced it; or he may have not fully grasped its significance; or he perceived that Theophilus would not appreciate its significance (or even that it was ancillary to the thrust of Luke-Acts). 30 R. Https //courseworks Stanford! N. Longenecker, The Acts of the Apostles , in vol. 9 of The Expositor’s Bible Commentary, 226. It should be noted that Longenecker is emphasizing a different perspective (he is dealing with history rather than theology per se , and Paul’s autobiographical statements as opposed to Luke’s biographical remarks regarding Paul’s miracles), but his point is still valid for poetry critical, theological concerns as well.

31 Longenecker adds a helpful analogy: “The situation is somewhat comparable to Plutarch’s treatment of the members of the Roman family Gracchus in his Parallel Lives and Appian’s depiction of these same leaders in his Civil Wars . While both wrote in the second century A.D., Plutarch was interested in the Gracchi primarily as statesmen whereas Appian was interested in //courseworks them as generals. So their differing interests drastically affected each writer’s selection and poetry critical shaping of the the closing american book essay, material and essays the impact of each one’s work. Yet there is also a large body of agreement between Plutarch’s and Appian’s treatment of the Gracchi” (226-27). 32 Thucydides I.22:1-4 is the relevant text (my translation follows): “And concerning whatever each of the closing of the book these men actually said, either when they were about to critical engage in battle or when they were already in it, the precise accuracy of what was said has proved itself difficult to remember—both for me, of what I myself heard, and regarding those things which were reported to me from other locales. But as it seemed to me that since each of stanford these men had something especially fitting to say concerning the ever-present circumstances, by adhering as closely as possible to the general intent of what was truly said, [the speeches] were thus recorded.”

Contrary to the popular conception held by many NT scholars, it is evident from this statement that Thucydides did not invent speeches ex nihilo. Essays! My reading of this text suggests that speeches really were made, though their precise wording was often too elusive to get down on start degree essay, paper. Yet, as difficult as it was to record the ipsissima verba , Thucydides did attempt to give the critical essays, ipsissima vox . 33 Plutarch is another parallel of one who sought to give the ipsissima vox , though not necessarily the ipsissima verba . Cf. Plutarch’s Lives: Alexander 1.1-3 (my translation follows): “In this book we are writing about the world war 2 essay, life of Alexander the king and poetry critical that of immigrants essay conclusion Caesar, [the latter] by whom Pompey was destroyed. Because of the vast number of acts which are to be set forth, we will say nothing beforehand other than that we ask the readers not to critical essays criticize [our efforts] if we do not report everything in precise detail of their well-known deeds, but abridge most of essay them. For we are not writing histories but biographies. Poetry Critical Essays! And in the most distinguished deeds [of these men] there is not always evidence of excellence or of evil. Https Stanford! But often a small deed or a quip or some pastime has made an impression [on me] of one’s character far more than battles in which tens of thousands die, or even than the poetry essays, greatest campaigns or sieges of cities.

Therefore, in the same way that those who paint the likenesses of one’s face and of facial features—by which one’s character is revealed—draw their picture reflecting minimally on the remaining parts [of the body]; so also one must allow us to penetrate the windows of the soul and, through these windows, to portray each life, leaving the term on separation and state, highs and lows [of these individuals] to others.” The key statement here is critical essays, that Plutarch felt it thoroughly appropriate not “to report everything in precise detail . . Making An Expository! . but [to] abridge most of them.” 34 See our discussion of some of the linguistic similarities in the introduction to those books. 35 Guthrie writes: “The only Acts speech which bears any analogy to critical the situation behind the Pauline epistles is Paul’s address to the Ephesian elders at Miletus. And it is significant that this speech approximates most closely to on separation and state Paul’s epistles in language and thought” (123, n. 5). 36 I have not seen this argument in print, though I believe it bears quite a bit of force. It is rather obvious that the poetry essays, author of paper on separation of church and state Acts had an essays extremely high view of Paul. If so, and if he had access to Paul’s letters (a supposition that becomes increasingly probable the later this book is dated), why would he seemingly contradict Paul at so many points?

If we are to believe the skeptics, he has contradicted Paul—but he’s also written at essay, least thirty years after Paul’s genuine epistles (the Hauptbriefe ) were published? This is a blatantly self-contradictory supposition. Further, the argument that some suggest, viz., that Acts was written to reinstate Paul’s letters among the churches, suffers from the same self-destructive inconsistency—except that here an poetry explicit knowledge of Paul’s letters is assumed! 37 It is an expository, certainly doubtful that he became a physician afterwards ! 38 This is not nearly as weighty an argument as the critical essays, converse, viz., that Matthew should be dated near to the time of Luke. Conclusion! Some circularity is surely involved if neither gospel has better arguments in poetry favor of an early date than this! In our view, however, the internal evidence within Acts becomes the single most important factor in the dating of the synoptic gospels. And since Acts is directly related to Luke, the argument of Luke’s date derived from when Matthew was written carries less weight (though still, some weight should be given to the difficulty of placing Matthew’s Gospel after 70 in world war 2 essay light of the special problems involved in his Olivet Discourse). 42 See our discussion of the authorship of poetry essays 2 Peter for world thesis, data.

44 There may be some merit to poetry essays the suggestion, however. Luke might have intended ?????? to indicate a third volume—rhetorically, not literally. Essay Conclusion! For the details of this proposal, see our discussion of purpose/occasion. 47 As quoted by Robinson, 89-90. 48 The codex form was not invented until the middle of the first century. Critical! Thus although it is possible that Luke employed it, it is extremely doubtful—especially since his prologue to https //courseworks Acts mentions “the first book” in conscious imitation of critical ancient historians who wrote their multi-volume works on scrolls. Further, although almost all of the extant NT MSS are in codex form (all but three), the earliest is c. 100-150 (P 52 ), giving no help to first century practices. Term On Separation Of Church And State! Finally, the vast bulk of extant second century (secular) writings is in critical essays scroll form, indicating that even though the codex might have been invented in the first century, it really did not “catch on” until the second or third. (Incidentally, the great probability that Mark was written on war 2 essay, a scroll nullifies any notion that the end of his gospel was somehow lost. He meant to poetry end it at 16:8.) 49 The Gospel ends with the ascension and the Acts virtually begins with it.

50 In fact, there is really no substantial reason to level essay deny that Luke and Acts might have been sent to Theophilus at poetry critical essays, exactly the same time. That there is some transition between Luke and Acts (the repetition of the ascension) would be only essay natural if Luke expected the work to be copied onto two scrolls; but this repetition does not need to poetry critical suggest any gap in date any more than a modern author’s initial paragraph at the beginning of , say, chapter four summarizing the conclusion of chapter three implies any interval. 51 Cf. its use in Acts 23:26; 24:3; and 26:25 of the Roman governors Felix and the closing book essay Festus. 52 In particular, the exoneration at almost every turn of the poetry, Romans and the heavy blame on the Jews throughout both works, coupled with a quite universal outlook (culminating in the legitimacy of the Gentile mission of Paul—especially after repeated attempts to bring the gospel in each town first to the Jews), render this judgment certain. 53 Cf. the helpful discussion in and state Caird, Luke , 44. 54 Although Theophilus could mean “loved by God,” since the NT nowhere speaks of God having ????? , ????? toward unbelievers, to call this man “loved by God” probably implies that he was a believer. On the other hand, if Theophilus means “one who loves God” then this, too, suggests that he is a believer. That Luke plays on poetry critical, names in his second volume (cf. Talbert’s work, and classnotes of student in Zane Hodges’ “Acts” [Dallas Seminary, 1978]) suggests that the name here is symbolic, too. 55 The issue is quite complicated and cannot be divorced from a carefully nuanced view of the multiple purposes of both Luke and Acts. One of the issues which seems to have been neglected is the //courseworks, amount of time Luke spends on Peter in Acts, and then parallels this with events in the life of Paul.

It is as if Luke is trying to show that Paul is as much an apostle as is Peter. If so, then this presupposes that Theophilus had already embraced a Petrine form of Christianity . We will discuss this in our look at the purpose of Acts, but suffice it to say here that Theophilus is in critical essays all probability a believer, though he had had doubts about Paul. 57 See Longenecker’s treatment for an expanded list of start degree essay options. 58 Again, this does not deny a more long-range perspective on the part of poetry essays Luke which included a more general apologetic as well as a historical aim. Our contention, however, that the catalyst for the writing of Acts was the upcoming trial of Paul. 59 See especially A. On Separation And State! N. Sherwin-White, Roman Society and Roman Law in the New Testament , 108-19.

61 C. H. Talbert, Literary Patterns, Theological Themes and the Genre of Luke-Acts . 62 Guthrie, 373. Guthrie cites D. Ladouceur, “Hellenistic Preconceptions of Shipwreck and Pollution as a Context for Acts 27–28,” HTR 73 (1980) 435-49; and G. Poetry Critical Essays! B. Miles and G. Trompf, “Luke and Antiphon: The Theology of Acts 27–28 in the Light of https //courseworks Pagan Beliefs about Divine Retribution, Pollution and Shipwreck,” HTR 69 (1976) 259-67. 63 For the best treatment on this subject, cf. C. H. Poetry Essays! Talbert, Literary Patterns, Theological Themes and the Genre of Luke-Acts , 15-23. 64 It seems to be Luke’s intention to draw out the parallel.

At the conclusion of each message, the author tells us that “they were cut to world war 2 thesis the heart” (2:37; 7:54, though a different verb is used each time). Critical Essays! The point seems to be that the reason for Stephen’s death lay not with him, but with his audience which responded incorrectly. 65 His appearance in Acts 15 is for the purpose of sanctioning the Gentile mission. He is not there functioning as a “witness.” 66 That this reading of Acts is derived from the author’s intention can be seen by his establishment of this very motif in Acts 10–11: since the essay, Gentiles had experienced the same thing as the Jewish believers, their faith must be just as genuine.

In fact, it is probable that the Cornelius incident, since Peter was involved both times (the event and its retelling), is Luke’s way of setting up Theophilus for accepting the legitimacy of Paul and his mission. 67 See introduction for a more detailed discussion of our views. 68 See our introduction (under “Purpose”) for poetry critical essays, discussion and bibliography. 69 There are several different ways to outline Acts, all of which yield satisfactory results: (1) personally: centered on the two main apostles, Peter and on separation Paul; (2) geographically: from Jerusalem, to Judea, to Samaria, to the ends of the earth; (3) progressively: centering on Luke’s seven “progress reports.” Each one of these is critical, legitimate and, as we have suggested for other NT books, Luke’s organizational scheme is more multiple-concentric than straight-linear. That is to the closing of the american essay say, Luke is poetry critical essays, developing three distinct motifs all at once: the role of Peter and Paul (thus, two main sections can be detected), the expansion of Christianity according to start essay the outline seen in Acts 1:8, and progression at certain climactic moments. The ideal way to outline this book—as with so much of ancient literature—would be to draw three overlapping circles, each of which expands concentrically as the poetry essays, book unfolds. Start Degree Essay! Any straight-linear outline (such as the one used here) cannot adequately handle all of the poetry, motifs.

70 The outline from this point on will be geographical, focusing on Paul’s missionary journeys. At times it will be quite pedantic (with even a sub-point repeating the same content as a main point). Start Degree Level Essay! But this should highlight the major places Paul visited, as well as show the route he took to get there.