BOOK OF THE OLD TESTAMENT- Hosea

A. LOGISTICS? Worth 25 points = 25% of final grade. Length of 1500-2500 words. 1500 words is the basic level, and 2500 is the maximum. For the very best grade, compress as much knowledge and
thought as possible into 2500 words. ? The standard measure for word length is to run the word count on your word processor on the
whole document–heading, works cited, everything. Whatever it says, that’s what we use. Then we’re all using the same form of measurement.
? At the top put (i) your name; (ii) the word count.
B. THE ASSIGNMENT Choose your book. Choose one of the following books of the Old Testament: Genesis, Exodus,
Deuteronomy, Second Samuel, Amos, or Hosea.
Teach your chosen book to someone who has not taken this class. Describe the book, and explain its content and meaning in its original contexts, such as historical, geographical, social, economic,
political, cultural, literary, and religious. (Not all of these will apply to every book.) ? Important: for literary context, include its place in the big picture–the Old Testament
storyline or meta-narrative.
Themes, emphases, main ideas. Include the major themes, emphases, and main ideas found in your
chosen book.
Your target audience. Write this for someone who has not taken this class (not for me). Explain things
clearly in plain English.
? Your audience has an open Bible and has read your chosen book. So you don’t need to give a
systematic survey of the content of that book. For example, if you choose Amos, you can explain the meaning of the messages against surrounding nations without actually repeating all of them, because your audience has already read them in the Bible, or can look them up.
? A good way is to picture someone you know and write to that person. ? One useful format (this is optional) is to write it as a letter to that person. True, it would be a
slightly unusual letter to have citations and a bibliography, but a letter just the same. As Scripture. Include ideas on how your book might relate to later Christian theology, how it may have been misunderstood or misused, and especially how it might be read as Scripture and applied in

practice today.
Functions like an exam. This paper functions more like an exam on foundational course knowledge
than, say, creative thought or writing.
Grading. Because this paper will function as an exam for knowledge and understanding, grading will be based much more on the knowledge and understanding mentioned above than on original research or creative thinking. This means the paper will not be an easy high grade. But it will have other obvious merits, at least for some of you. Grading will of course need to be at my discretion, which means you will need to accept my judgment, because an assignment like this cannot be graded by empirical quantification or bean-counting alone.
? Content. Amount and quality of knowledge, thinking, understanding, and using good
methodology.
? Class knowledge. Input from relevant readings and classroom teaching. Your paper should look like you are actually taking this class and making contact with the subject matter, however fleetingly. ?? Citation. A range of 1-6% can be deducted for shortcomings in citation. ? Bible references and quotes. Inclusion as needed for integrity. Accurate use. Follow the
section on “Using the Bible” (location is listed below). ? Good writing, spelling, grammar, and punctuation. ? Using a modern Bible translation.
C. FURTHER INSTRUCTIONS
Sources. Use the following required sources:
? The textbook, The Old Testament, by Stephen Harris and Robert Platzner. ? The textbook Bible or an equally good modern translation. (Check with me if in doubt.) ? The relevant online readings as given in the Daily Schedule ? Knowledge taught by the instructor in class.
Your own views.
? Feel free to express your own views in addition to (but not instead of) knowledge from the course
Citation. The purpose of accurate citation is not rules or red tape but knowledge integrity. Knowledge is not credible if we do not know or cannot show exactly where it came from. This is especially important because biblical misinterpretation has often been carried into action harmfully. One way to limit this problem is to carefully maintain knowledge integrity through accurate citation of our sources, including the Bible itself. ? System: choose MLA, Turabian, or Chicago (Humanities), whichever one you are familiar
with already.
? Use the standard method for your chosen citation system ? Important: all 3 systems require in-text citation (not just a Works Cited list at the end) ? Cite the online documents which the instructor authored using the format for unpublished

papers
? Give the page numbers for print sources for in-text citation ? Include a Works Cited at the end
?Give a clickable link (URL) in the Works Cited if you use an online source outside Blueline
? You do not need to cite the instructor’s lectures within the body of the paper itself. (It is true that there is a formal way to do this, but it would be a needless burden.) However, include an
entry in the Works Cited like this:

Brubacher, Gordon. Class lectures for Theology 201: “Reading the Old Testament.” Creighton University, Omaha, NE. Spring 2015.
A citation is always in a certain, specific, widely-used form which readers instantly recognize as a citation, in the same way that they instantly recognize a stop sign and know what it means because stop signs are pretty much the same everywhere.
? That form tells readers that a specific source for the info in question is listed in a specific,
known, always-used form in a works cited list at the end ? It is always in parentheses. ? The first word or words of the citation are always exactly the same as the first word or words of the listing for it in the works cited.

Objective and result
? Readers can instantly recognize a citation when they see one. ? Readers can instantly find the source it refers to in the works cited list. ? Readers can easily go and find the real thing for themselves.
How not to do it. Imagine someone writes: “As reported by the Ignatian Solidarity Network, Jesuit leaders are actively engaged seeking humane comprehensive immigration reform.”This example never actually does a citation. Sure, readers can see the words “As reported by the Ignatian Solidarity Network….” but so what? Maybe the writer made it up. Nothing clearly says to readers that they should look for a source in a Works Cited. They might figure that out, and go looking, and connect the dots. But this is making it too hard for them. This is assuming they can read the mind of the writer, or assuming that letting them figure it out is fine as long as enough clues are strewn somewhere in the paper. But this is not fine. Do it right. If you are unsure how to do your citations and works cited list, use MLA style as described by the Purdue U. Online Writing Lab.
? Start with this web page, which has the basics for citation: https://owl.english.purdue.edu/owl/resource/747/02/? For the works cited list, start here: https://owl.english.purdue.edu/owl/resource/747/05/? For anything else, click on the headings along the left side of the Purdue web pages above. Good tip: to find how to do something in citation, just google a search string. For example, to find how to cite an unpublished manuscript (such as the online readings authored by the instructor),

google a search string like “How to cite an unpublished paper in MLA.” Chances are that the exact place on the Purdue website will be on your first screen of hits, because the Purdue website is very widely used as a standard.
Using the Bible. ? When you mention something in the Bible, give support or examples from the Bible to
support what you write.
? Give the Bible “reference” (book, chapter and verse) every time you MENTION anything in
the Bible. Not just when you quote from it. Use the same style as in Harris. ? Sometimes it is good to quote a key passage from the Bible (rather than just giving a
reference), as an example or basis for an important point in your paper.
? When you quote word-for-word from the Bible, do it clearly, with quotation marks around it,
or as a block quote, so the reader knows for sure that it is a quote.
? Use a modern Bible translation for Scripture quotes. Grade penalty of 6% if not. Over-length Papers. A subject that is sure to come up: what do I do about over-length papers?
? The standard measure for word length is to run the word count on your word processor on the
whole document–heading, works cited, everything. Whatever it says, that’s what we use. Then
we’re all using the same form of measurement.
? You might find it a challenge to keep your paper down to the maximum word length. But part of
the assignment is the intellectual discipline of selection and compression. If you can do this well, you will go farther in the world.
? If your paper is over-length it’s not doing the actual assignment as described, so naturally, and in
fairness to the others, I can’t accept it in that form. Here’s what I’ll do, and it’s sheer grace.
? I’ll send you a note that your paper is too long to accept, and give you a chance to shorten it and
re-submit it. I’ll accept that one and grade it, but give it the same small penalty as if it were late. [For how that works, see “Due Dates” in the “Course Information” module.]
? Advice: make an outline, and draft the paper, without watching word count too closely. Go over-
length. Then cut and compress. Might hurt a little! But the result will be your best possible work within the parameters.
Clear writing.How do you know if your paper is clear? Actually, you don’t. In fact, you are the only person in the world who does not know if it is clear. Solution: do what the pros do. After you think you are finished:
? Step one: Read your paper out loud, slowly. Does it sound like clear English? If not, it will
not read like clear English either. Fix it.
? Step two: Now get someone else to do the same. This could hurt a little. It better be a pretty
good friend, or else someone who doesn’t matter. Fix it again.
? Beware of the electronic grinch stealing your grade points. Specifically, beware of your spell checker changing your words into something that you don’t intend, or your computer making other changes. This is a frequent and careless mistake. Proof-read carefully! Assume that
every word is wrong, unless it is actually right.

? Write and proofread well! I look forward to reading your clean, flawless, perfect, intelligent
writing.
Not Ready. What about papers that do not follow the instructions?
? If your paper is too rough, or does not follow major instructions (e.g., no citation or no Bible references), it will be my duty to return it to you as “Not Ready,” that is, not ready yet for me to grade.
? Then you will improve the things required and submit it again. I’ll accept that one and grade it, but give it the same small penalty as if it were late. (For how that works, see “Due Dates” in the “Course Information” module.)

Tips on Getting the Best Grade
“Oh, I didn’t notice that.” Famous last words. Gang, when students question their grade and I point out how they didn’t follow the instructions (sigh), the most common response is, “Oh, I didn’t….”Solution: start noticing. We live in a world where we are more successful if we learn to read, understand, and follow written instructions. Here are the keys to success:
? The first key is to follow the instructions for the paper carefully. Every word. For example, note what the section on “Logistics” says for “the very best grade.” Note what the instructions say for required sources. All the sections in the instructions are for real. In summary, it is important that each paper look like it is for the specific assignment as described, for this specific course. The assigned topic is not a general, wide open free-for-all in which any old source on the internet, or any thoughts you may encounter, or even any traditional teaching in
Christianity, are appropriate. Do the actual assignment as described.
? The second key is one word: more. Bear in mind that the paper functions more like an exam on
foundational course knowledge than, say, creative thought or writing. Cover every relevant section in the required sources. The key here is to stuff the word limit with as much knowledge and detail as possible. A good method is to draft the paper far too long, then compress it. This
is hard work, and it might hurt a little. But that’s how.
? The third key is accuracy. Check everything, make sure of accuracy. Make sure you
understand what you are reading before you write about it. This applies to everything from details like names or dates to whole concepts and main ideas. Yes, this takes time. Naturally, I cannot give a top grade for work with mistakes.
? The fourth key is clean writing. Proofread your paper carefully for grammar and typos. Don’t hesitate to get help from the writing center for this. Many of the best student writers do it.
? Result: win-win. Excellence earns you high grades. Giving earned high grades gives me pleasure.

The Prophet Hosea. Read the introduction to the Book of Hosea in TOT, 251d-253; and also the online
document “Hosea- Introduction, by Greg Mobley.” ? Now read the Book of Hosea itself, straight through, and absorb the messages in light of the situation at the time. ? How is the book structured? How does it end? ? What are the primary messages of Hosea, and what might have enduring relevance?
Selected Readings in the Book of Hosea.
Part One, Chapters 1-3: The symbolic marriage.
Summary: Hosea marries an unfaithful wife, who is a symbol for the unfaithfulness of the N. Kingdom to their God. Hosea forgives her, which is a symbol for Divine patience and forgiveness, but maybe not endless indulgence. Note 1:4-5: criticism of Jehu’s bloodshed in his fanatical devotion to the Lord.
Part Two, Chapters 4-14: Messages of critique and reform to the Northern Kingdom. The remaining chapters contain messages which critique the N. Kingdom for (i) religious unfaithfulness, especially by going to Canaanite religion; (ii) social injustice; and (iii) trust in the wrong things for national security. Other messages call upon Israel to reform before it is too late, in language of love and compassion by a God who loves His people
like parents love a wayward child.

? 4:1-3 The Lord is inditing the nation (pressing charges) for a whole list of crimes
which result from “no knowledge of God in the land”; many are related to the Ten
Commandments.
? 4:4-10 The Lord holds the religion leaders accountability for leading the nation astray, and they will not be immune from the consequences.

? 6:1-6 A religious service for repentance and reform, which seems to be a satire. The
Lord’s response is, or would be, conflicted about this because it would transient or
insincere, and the Lord wants enduring, long-range commitment rather than lavish sacrifices. ? 7:11 Criticism for placing trust in the wrong things, in this case for changing alliances for security, back and forth between Egypt and Assyria. ? 8:14 Criticism for placing trust in the wrong things, in this case in fortress cities, along with a prediction that it won’t work—they will be destroyed in war. ? 10:13-15 Criticism for placing trust in the wrong things, in this case in the N. Kingdom military power, along with a prediction that it won’t work—they will be destroyed in war just as Shalmaneser V of Assyria has already done to others. ? 11:1-9 Portrait of God as a loving parent who is conflicted between mercy and justice for Israel.
? 13:1-11 Possible outcome A: doom of the Northern Kingdom, with a king who cannot save it.
? 14:1-8 Possible outcome B: positive, if the nation repents. ? 14:9 A final comment, possibly by the editors. Be smart : the outcome is up to you.
The Doom of the Northern Kingdom (2 Kings 15 and 17). Read the online document, “Northern
Kingdom,” p. 8 (from the heading “Assyria Arrives” to the end), along with the passages in 2 Kings listed there. What happens? Why?
The Story of Judah, the Southern Kingdom. We now go to the S. Kingdom, and go back in time to the division between North and South. To understand this period, we need to watch what the prophets say about faith and national policies–both foreign and domestic. Usually the prophets evaluate things by the standards of the covenant, of the desert values, and of well-being for all as the highest
priority. These standards remain relevant to the end of the story in the Promised Land.

The general situation is initial stability because the Davidic dynasty and covenant mean no fighting over who gets the throne. But the mighty Assyrian empire is a growing threat on the horizon, a juggernaut heading this way.

The story of the S. Kingdom is somewhat like that of the North, though with the added factors of Jerusalem and the temple, and with the survival of a remnant beyond the day of doom. Events in the time of the great prophets Isaiah and Jeremiah are the most important and in many ways represent the whole. For a succinct overview of this period, first read TOT, 234d-237.
The Kingdom of Judah (S. Kingdom) in the 700’s.
? For main events in this period read the online document: “Meta-narrative…,” sections “L. Career of Judah….” to “N. Isaiah, King Hezekiah….” ? In the online document “Southern Kingdom,” read the first section titled “Part One: Judah’s Covenant with Death,” along with the readings in Kings and Isaiah mentioned there. ? What happens in the time of King Azariah (783-742? (He is also called Uzziah.)

Isaiah, King Ahaz (735-715) and the International Crisis (2 Kgs 15:32 16:20; Isa 7-8).

? What happens in the time of King Ahaz, and what is the role of the prophet Isaiah? ? What is the message of Isaiah?
Isaiah, King Hezekiah (715-687), and the Assyrian Crisis (2 Kgs 18-19; Isa 36-37).
? What happens in the time of King Hezekiah, and what is the role of the prophet Isaiah? ? In particular, what is the changing message of Isaiah? ? What might be a possible result of the fact that Jerusalem–and only Jerusalem–survived the devastating destruction of the S. Kingdom by the Assyrian army?