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RLGA02 - Final Exam Study Guide

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University of Toronto Scarborough
David Perley

RLGA02 – FINAL EXAM STUDY GUIDE C ONTENTS : 1. E XAM FORMAT 2. MATERIAL FROM QUIZ 3. MARKING CRITERIA 4. K EY THEMES FROM C LASSD ISCUSSIONS 5. L IST OFPOSSIBLE FINALE XAM TERMS AND RELEVANT TEXTBOOK PAGES 1. EXAM FORMAT Part I: Terms. Identify and explain the significance of ten (10) of the following (5 marks each = 50) Part II: Short Essays. Answer two (2) out of 3 provided (12 marks each = 24) Part III: Long Essay. You MUST answer this question (26 marks) Total Marks: 100 Duration: 3 hours Notes: Be sure to work out your rough ideas on the blank side of pages. Write in sentences, not point form. 2. ARCHIVED MATERIAL FROM QUIZ NOTE: NONE of the terms from previous quizzes will be on the final. Themes from short-essay questions might be revisited, but in a more ‘global’ and comparative context. See how our quiz themes match up with the 4 themes at the end of this document. Quiz Terms: 1. apocalypse 2. Diaspora3. menorah 4. Passover 5. Tanakh 6. Pentecost 7. canon 8. logos (in a specifically Christian context) Themes from short-essay questions: Final Exam Questions will not focus on these themes – but you can expect material from these topics to be relevant for your exam answers. - The concept of the covenant and correlating themes (e.g., reward/punishment; obedience/disobedience; freedom/slavery; homeland/exile) - Messianism; apocalypticism - Rabbinical Judaism and the idea of a ‘tradition’ - Synoptic gospels; description and historical development 3. MARKING CRITERIA We will work with a criteria file that includes specific information required (as necessary or sufficient). More generally, we are using the following criteria: Terms: 4-5/5 = A+: complete identification; student clearly articulates the term; student relates the term to other concepts in the course; student provides a concrete example (if applicable); student contrasts and compares the term 3.5/5 = B: complete identification; student clearly articulates the term; student makes an attempt to either relate the term to other concepts in the course or provide a concrete example (if applicable) or an attempt at contrasting and comparing 3/5 = C: partial identification; student makes partial attempts to connect with other concepts; good identification but not enough description 2.5/5 = D: Some identification and attempt at articulation of the term; unsuccessful attempts at providing additional context; issues with clarity 2-lower/5 = F: incorrect/insufficient identification; insufficient significance; explanation relies too heavily on ideas outside of course content Short-Essays: 12/12 = A+: high quality writing; succinct and direct approach to the question; clearly identifies (without simply copying the question) which question is being answered; answers completely all components of the question; demonstrates an advanced comprehension of the readings and lecture topics; provides an argued response that goes further than discussed in tutorials/lectures. 11/12 = A-/A: an ‘A’ should both have very few to no technical errors (spelling, general sentence structure) and no substantial errors. Mastery of course content. 10/12 = A-: clear writing; complete response; attempts analysis, comparison, or some “big picture”/critical thinking; able to repeat our discussions of the topic, but may not add anything original, analytic, or evaluative to the discussion. Some mastery of course content. 9/12 = B: Good effort; attempts to respond to all aspects of the question (even if not always successful); does everything well, but does not demonstrate mastery nor independence in navigating through course content. 7-8/12 = C: similar to a B, but less evidence of familiarity/mastery/independent analysis of material; issues with clarity and writing; student provides course content, but it is only formulaic; student does not address all components of the question 6/12 = D: more severe examples of ‘C’ category issues; demonstration of not reading the textbook; demonstration of not attending lectures; short and insubstantial responses (or long- winded and irrelevant responses). 5/12 and lower = F: Student’s writing is unclear, contains a pattern of errors, illegibility, etc.; discussion is not grounded strongly in material resembling lecture/tutorial/course readings; inaccurate presentation of content; apologetic or polemical material (e.g., content should come from our course community and not from an insider’s perspective) Long Essay Concept Map: (total out of 6 marks) – you will be asked to ‘diagram’ your response to the long essay question – try doing rough maps first on the blank sides before MAKING SURE TO DRAW YOUR FINAL CONCEPT MAP IN THE EXAM BOOKLET ON THE LINED-SIDE OF THE PAGES. /3: concepts/ideas are meaningful, specific, relevant /1: links are accurate, brief, have direction /1: visual appearance: 1 point total if - neat and
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