This document provides information for a seminary course on Deuteronomy. It includes: - Details on the professor, class times and location - A description of the course focusing on exegesis of the Hebrew text of Deuteronomy and its theology - Three learning objectives covering gaining knowledge of Hebrew vocabulary and grammar, analyzing ideas in Deuteronomy, and developing writing and oral skills - Requirements including assignments, exams, and an exegetical paper - Grading criteria for assignments, exams, and the paper

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Seminar
in
Hebrew
Exegesis:
Deuteronomy
TTOT
732
Advanced
Exegetical
Studies:
Deuteronomy
TTOT
809
Spring
2015
PROFESSOR/CLASS INFORMATION
Glen A. Taylor, B.S. M.Div. Ph.D.
(Course) Title: Seminar in Hebrew Course Code/#: TTOT 732/809
Exegesis: Deuteronomy/Advanced
Exegetical Studies: Deuteronomy
Term: Spring Class Days/Time: F/10:30 am-1:20 pm
Location: Myers 103 Credit Hours/Units: 3 hours
Office Phone: 323-215-5385 Office Location: Feinberg 108
Office Hours: Fridays 9:00 am -10:30 am Meetings with Professor: call for appt
E-Mail: glen.taylor@biola.edu Admin Assistant: Sandra Orr, 562-903-4829
School Website: www.biola.edu Dept. Website: www.talbot.edu
DISABILITY SERVICES
Disability Services exist to assist any student who thinks he or she may need such assistance. Students
desiring accommodations for this class on the basis of physical learning, psychological and/or emotional
disabilities are to contact The Learning Center, which houses both learning assistance and disability
services. The Learning Center is located in the Biola Library, Upper Level, Room U-137, and this
department can be reached by calling 562.906.4542 or by dialing extension #4542 if calling from “on
campus.”
`NON-DISCRIMINATION POLICY
The University deplores the unfair treatment of individuals based on race, gender, socio-economic status,
age, physical disability, or cultural differences, regardless whether such treatment is intentional or simply
resultant from careless or insensitive behavior. Rather, employees and members of the student body
should embrace the expectation of Scripture to love God with all their being and their neighbors as
themselves.
BIOLA UNIVERSITY MISSION STATEMENT
TRUTH~TRANSFORMATION~TESTIMONY
The mission of Biola University is biblically-centered education, scholarship, and service; equipping men
and women in mind and character to impact the world for the Lord Jesus Christ.

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SCHOOL OR PROGRAM MISSION/VISION STATEMENT
The mission of Talbot School of Theology is the development of disciples of Jesus Christ, whose thought
processes, character and lifestyles reflect those of our Lord, and who are dedicated to disciple making
throughout the world.
COURSE DESCRIPTION
TTOT 732 Seminar in Hebrew Exegesis: Deuteronomy/TTOT 809 Advanced Exegetical Studies:
Deuteronomy: This course focuses primarily on readings and exegesis from the Hebrew text of
Deuteronomy with discussion of exegetical methodology, text criticism, background issues (historical and
compositional), hermeneutical issues, and theological issues. For TOT 809 the focus of the course includes
readings and exegesis from the LXX. Special attention is given to the theology that arises from a robust
analysis of the text in the original language. Additionally, attention is given to the critical place of
Deuteronomy in the overarching biblical metanarrative, and most importantly, how God speaks to us
through Deuteronomy. Prerequisite(s): TTOT 705. Note(s): Elective M.Div, M.A., and Th.M. Credit(s): 3.
COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
By the completion of this course including class participation, class assignments (referred to as “Tasks”), class
readings and group interaction, the following objectives and learning outcomes will be assessed and
demonstrated:
IDEA Objective #21: Gaining factual knowledge of biblical Hebrew vocabulary, grammar, syntax, and
their technical nomenclature (Essential).
STUDENT LEARNING OUTCOMES (The learner will demonstrate that he or she has satisfactorily fulfilled
IDEA Objective #21 by being able to):
• Memorize and master a vocabulary of approximately 450-500 biblical Hebrew words (number
does not include variations in verb stem forms and conjugations). Fulfilled by classroom interaction
and Tasks 1, 2, and 3.
• Assess the various parts of speech and the various syntactical patterns correctly and explain their
implications. Fulfilled by classroom interaction and Tasks 1, 2, and 3.
• Translate Deuteronomy 1:1–8; 2:1–8; 4:1–9; 5:1–29; 6:1–9; 7:1–8, 26; 10:12–22; 12:1–9; 15:1–
9; 16:9–17; 17:14–20; 18:9–14; 23:1–9; 29:1–19 accurately. Fulfilled by classroom interaction
and Tasks 1, 2, and 3 (See Learning Tasks below).
IDEA Objective #31: Learn to analyze and critically evaluate various ideas, arguments, and points of
view concerning the meaning of the biblical Hebrew of Deuteronomy (Essential).
STUDENT LEARNING OUTCOMES (The learner will demonstrate that he or she has satisfactorily fulfilled
IDEA Objective #31 by being able to):
• Explain the meaning of selected Hebrew Bible texts in Deuteronomy. Fulfilled by classroom
interaction and Tasks 1, 2, and 3.
• Describe the different points of view concerning selected Hebrew Bible texts in Deuteronomy.
Fulfilled by classroom interaction and Tasks 1 and 3.

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• Argue for a particular interpretation of selected Hebrew Bible texts in Deuteronomy. Fulfilled by
classroom interaction and Tasks 1 and 3.
IDEA Objective #28: Developing skill in expressing your understanding/interpretation of the biblical
Hebrew text in writing and orally (Important).
STUDENT LEARNING OUTCOMES (The learner will demonstrate that he or she has satisfactorily fulfilled
IDEA Objective #28 by being able to):
• Write an argumentative or expository exegetical paper on key theological issues arising out of
Deuteronomy. Fulfilled by classroom interaction and Tasks 2 and 3).
• Discuss the results of your exegetical paper in a classroom oral presentation. Fulfilled by
classroom interaction and Tasks 1, 2, and 3.
IDEA Objective #30: Developing a clearer understanding of, and deeper commitment to, a biblical
worldview and relationship with God (Important).
STUDENT LEARNING OUTCOMES (The learner will demonstrate that he or she has satisfactorily fulfilled
IDEA Objective #30 by being able to):
• Explain how Deuteronomy provides the foundation for critical theological themes for the remainder
of the First Testament and New Testament as well as continues to develop major biblical and
narrative themes for the entire Bible. Fulfilled by classroom interaction and Tasks 1, 2, and 3).
• Demonstrate how the God (and his plan for humanity and all creation) revealed in Deuteronomy
transforms life personally and in church and society. Fulfilled by classroom interaction and Tasks 1,
2, and 3.
REQUIRED TEXTS
Required Textbooks (Each of the following books are required and will be used in this course)
Biblia Hebraica Stuttgartensia. (ISBN-13: 978-1598561623)
McConville, J. Gordon. Deuteronomy (InterVarsity, 2002 ISBN-10: 0830825053).
McConville, J. Gordon. Grace in the End: A Study in Deuteronomic Theology (Zondervan, 1993 ISBN-
13: 978-0310514213)
Shmuelof, Abraham. Hebrew Audio Bible, http://depts.washington.edu/bibheb/hebrew_audiobible.html.
*TTOT 809: Rahlfs-Hanhart Septuaginta. (ISBN-13: 978-1598561807)
Optional Textbooks (Each of the following books are optional and may be used as supplemental
resources)
Biblica Hebraica Quinta: Deuteronomy (Deutsche Bibelgesellschaft, 2005).
Buth, Living Biblical Hebrew (Part 1 and 2) www.biblicallanguagecenter.com/books-products/biblical-
hebrew
Green, Practicing Theological Interpretation (Baker, 2011).
Lundbom, Jack R. Deuteronomy: A Commentary (Eerdmans, 2013).
Nelson, Richard D. Deuteronomy (WJK, 2002)
Septuaginta: Vetus Testamentum Greacum Vol 1-12 (Göttingen, 1939- ).

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ACADEMIC HONESTY
Biola University is committed to ethical practice in teaching, scholarship, and service. As such, plagiarism
and other forms of academic dishonesty will not be tolerated. Please see the undergraduate/graduate
student handbook and/or the departmental/program/school policy on academic honesty. It is imperative
that you present all written, oral, and/or performed work with a clear indication of the source of that
work. If it is completely your own, you are encouraged to present it as such, taking pleasure in ownership
of your own created work. However, it is also imperative that you give full credit to any and all others
whose work you have included in your presentation via paraphrase, direct quotation, and/or performance,
citing the name(s) or the author(s)/creator(s) and the source of the work with appropriate bibliographic
information. To do otherwise is to put oneself in jeopardy of being sanctioned for an act or acts of
plagiarism that can carry serious consequences up to and including expulsion from the university.
http://studentlife.biola.edu/campus-life/student-handbook/academic-integrity
http://plagiarism.org/plagiarism-101/overview/
ONLINE AND OTHER COURSE RESOURCES
Throughout the academic term, hard-copy documents or various other resources (electronic or otherwise)
are made available to students registered for this course. Those resources may be presented in class or
could alternately be posted on the university website or in the electronic reserves area of the library’s
catalog for viewing and download. It is the student’s responsibility to make himself or herself aware of
such materials, and to electronically save, physically print, archive, read, reference, and bring such items to
class as necessary or required.
These course resources include, but are not limited to, syllabi, assignment sheets, worksheets, resources, and
the like. Prior to and especially after the beginning of the term, students should take responsibility to
regularly check the university website for the web page corresponding to this course. This will ensure he or
she is in possession of all necessary items for the successful completion of course objectives. If failing to
have such items on hand affects the student’s participation in class, s/he should anticipate that reality
impacting her/his participation score and, potentially, final grade. To access online materials that may be
available, log on to http://www.biola.edu and proceed to the student portal and class web page.
In addition, the Biola Library’s website provides access to thousands of electronic books and journal articles
for your research. The library’s home page is available at: http://library.biola.edu
LEARNING TASKS (Assignments) & ASSESSMENT (Grading)
Description and Weighting of Assignments: The following tasks are not necessarily in sequential dated
order.
Task 1: Assignments 1–10
Due Date: Usually due at the beginning of each class session (see schedule below)
Weighting: The total amount of the 10 assignments is 20% of the final grade
Possible Points: 100 pts per assignment.
Description: Each assignment consists of four parts. First is the reading due for each assignment. Secondly,
there are notes on difficult grammatical/syntactical issues on the assigned Hebrew text. Thirdly, there is a
parsing table of verbs from the assigned Hebrew reading that must be filled in. Finally, there are reflection
questions that cover theological/syntactical/literary issues raised in the text as well as issues of personal
spiritual encounter, engagement, and transformation. The assignments are the building blocks of the course.

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This is where competency in reading and understanding the Hebrew text develops, as well as understanding
its theological contribution and its spiritual power. You must download and use SBL Hebrew fonts because I
will not be able to read any other type of Hebrew font your software provides. Please download fonts at
http://www.sbl-site.org/educational/BiblicalFonts_SBLHebrew.aspx. The same applies to Greek fonts.
Please download http://www.sbl-site.org/educational/BiblicalFonts_SBLGreek.aspx
Assessment: The purpose of the assignment is for the student to be seriously engaging the Hebrew text
and the secondary literature, and to help me understand where the student is lacking in competency.
Answers are not graded on the basis of “right or wrong.” If all the tasks are satisfactorily completed the
student will receive 100%. If any part of the assignment sheet is marginally carried out or left incomplete
then points will be deducted.
Task 2: Exams and Quizzes
Due Date: There are 9 quizzes given, usually at the beginning of each class. Mid-term: Mar 27; Final: May
22.
Weighting: 40% of final grade
Possible Points: 100 pts for each quiz and each exam.
Description: The 9 quizzes together make up 10% of the total grade. The quizzes, along with the
assignments, are the building blocks for developing fluency in biblical Hebrew. Each quiz will have three
phrases or verses from the reading of the previous assignment, which must be translated. For TTOT 809,
one of these phrases will be a Greek phrase from the LXX (there will be no Greek parsing). Additionally
there will be three verbs from the reading of the previous assignment, which must be parsed. The quizzes
focus on significant Hebrew (or for TTOT 809, Greek) words and phrases.
The Mid-term and the Final Exam are worth 15% each of the total grade. The Mid-term covers
Deuteronomy 1:1–8; 2:1–8; 4:1–9; 5:1–29; 6:1–9; 7:1–8, 26; 10:12–22; 12:1–9 and the Final covers
readings from Deuteronomy 15:1–9; 16:9–17; 17:14–20; 18:9–14; 23:1–9; 29:1–19. The Mid-term
consists of the translation of seven of the more significant Hebrew verses found in Deuteronomy 1:1–8;
2:1–8; 4:1–9; 5:1–29; 6:1–9; 7:1–8, 26; 10:12–22. For TTOT 809 there will be one Greek LXX verse to
translate. There will be no parsing on the exam. There will also be an essay question concerning the
theological significance of Deuteronomy 1–12 for the developing narrative of the entire Bible. The Final
consists of the translation of eight of the more significant Hebrew verses found in Deuteronomy 15:1–9;
16:9–17; 17:14–20; 18:9–14; 23:1–9; 29:1–19. There will also be an essay question concerning the
theological significance of Deuteronomy 12–34 for the developing narrative of the entire Bible. For TTOT
809 there will be two Greek LXX verses to translate. Study guides with more detail about the exams,
including the essay questions, will be posted on Canvas.
Assessment: The purpose of the assessments is to be assured that the student has mastered the
vocabulary, grammar, and syntax of the texts read in Deuteronomy. It is also to be assured that the
student has understood and can continue to analyze the theological significance of Deuteronomy for the
metanarrative of the Bible, and its significance for us personally, for church, and for society. The translation
assessment for quizzes and exams is based on one point for each part of speech. The verb parsing
assessment is based on one point for each correct identification of stem, conjugation,
person/gender/number, root, root meaning, and suffixes. The essays are worth 20% of the exam grade.
The grade is based on how well you understand and articulate the presence of key narrative and
worldview themes (in the readings for Deuteronomy for the Mid-term and in the readings in Deuteronomy
for the Final) explained in class:
• God’s kingship and inbreaking presence 4 pts
• God’s cosmic war 4 pts
• God’s mission 4 pts
• God’s people 4 pts
• God’s glory 4 pts

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Task 3: Exegetical Paper
Due Date: Exegetical Paper: May 8
Weighting: 40%
Possible Points: 100 pts. possible for each
Description: Each student will write a robust argumentative or expository exegetical paper based on the
student’s topic of choice from any part of Deuteronomy.
Exegetical Analysis: You are to write an argumentative or expository exegetical paper. Focus on a single
topic or issue of interest to you that arises from your close reading of any part of Deuteronomy. From this
topic or issue form your thesis statement. Your paper will be based around either proving or explaining
your thesis statement (two past “A” papers will be posted on Canvas for you to see as examples). This
paper is not a sermon. It must seriously discuss the exegetical issues found in Deuteronomy. The paper will
follow the conventional three-part form for writing a research paper, which is as follows:
• Introduction (including thesis statement and explanation of the points of the body of the paper).
• Body of the paper structured around three or more key points that build your argument or make
clear your explanation.
• Conclusion
• Additionally, you will use at least 10 sources including commentaries, peer reviewed journal articles,
articles in edited volumes, theological dictionaries, monographs, etc., in your study of the text. This
does not include lexicons or grammars. Most of your tools should be commentaries evenly divided
between exegetical and theological commentaries, supplemented with key articles and
monographs. Any devotional or one-volume commentaries you choose to use are not included in the
10 sources mentioned above. As you research, where there are variant views, decide which is best
based on good exegetical evidence. If it is not possible to identify a compelling view on an issue,
then discuss the significance of the different views. For TTOT 809 there must be at least 12 sources
and at least three sources should be peer reviewed journal articles.
• Phrase your observations in your own words. While consulting experts (e.g., scholars) for the
details, you need to develop your own critical/analytical abilities and form your own thoughts.
Quotations from your sources are appropriate (direct or paraphrased), but please keep in mind
the following cautions:
• Direct quotations should be used sparingly. They should express something in an unusually succinct or
striking manner. Direct quotations of less than two lines must run in the surrounding text and always
be marked with quotation marks. If the quote is more than two lines it should be set off in a block
quotation, starting a new line, indented, and without quotation marks. Any direct quote,
paraphrase, or even an idea that is not common knowledge in biblical studies, must be documented
properly.
• If it is determined that the paper is plagiarized (i.e., copied from other sources without including
quotation marks and without citing the source), an “F” will be assigned for the course and a notation
given to the Talbot Dean of Faculty.
• It must be at minimum 3500 words (not including bibliography or footnotes), typed (double-spaced,
12-point). You can write more than 3500 words (but not get carried away) but not less. Pages must
be numbered. For TTOT 809 the paper must be 4000 words minimum.
• It should have a standard Turabian style title page (see sample papers posted on Canvas).
• If there are too many stylistic, grammatical, and spelling mistakes, you will be asked to redo the
paper, and the grade will be marked down. If writing a paper is difficult for you, go to the
Learning Center in the library for help. If English is not your native language, please finish early

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enough to have a native speaker proofread your paper and help you. The faculty has been
instructed to hold all students to the same level of written English skills. One final point to keep in
mind is that when writing a biblical studies academic paper, you should not use contractions, but
rather write out the words (i.e., “is not” instead of “isn’t”).
• You must submit an electronic copy in a Word document. Your title page and bibliography should be
a part of the same electronic document with the body of the paper.
• Notes should be footnotes, following the Turabian style citation. For example, for first time citation:
Gordon J. Wenham, Genesis 16–50 (Dallas: Word, 1994) 103.
For second and subsequent citations:
Wenham, 104.
• It must have a bibliography of sources cited, arranged alphabetically by author’s family name. It
must follow the Turabian style. For example:
Wenham, Gordon J. Genesis 16–50. Dallas: Word, 1994.
• For more detail see “Steps to Researching a Biblical Passage” posted on Canvas.
Assessment: The purpose of the Exegetical Paper project is for you to combine your exegetical skill in
handling the deeply theologically significant Hebrew text of Deuteronomy with strong written rhetorical
skill, focusing on a topic that is of passion for you.
The Exegetical Research Paper (100 pts total) is based on the following rubric:
1. Depth: content, insight, implications, understanding of views of scholarship. This comes from time
spent in prayerful reflection on the text and the secondary literature. 30 pts
2. Argument and logic: making sure your argument has a logical flow beginning with the thesis
statement, continuing on through the body points (that should logically support your thesis
statement), and finishing with the conclusion (that sums up the thesis and the body points). 30 pts
3. Resources: the more resources used the better; minimum should be something like 8 commentaries
and at least 2 other sources (articles, monographs, theological dictionaries, etc). However, the exact
mix of types of sources will depend on the topic you pursue. The use of more than this will receive a
higher grade. This grade also takes into account a correct understanding of the secondary
literature you use. 15 pts
4. Form: graduate level precision in form and attention to detail (mechanics and citation). There should
not be more than 3 mechanical errors per page. 15 pts
5. Organization: following the standard organization of an argumentative work, i.e., introduction and
thesis statement, body (with three or more points), conclusion. 10 pts
Possible Topics for Research Paper
• How do we account for the differences between Deuteronomy 1–3 and its parallels in Exodus and
Numbers?
• Does Yahweh allow for the nations to worship the heavenly bodies (Deut 4:19)?
• What is the relevance of the Ten Commandments for today?
• What is the meaning of ‫רצח‬ in Deut 5:17?

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• What is the historical significance of the central altar law in Deut 12:5?
• What is the significance of the Sabbatical Year (Deut 15) for secular economic policy?
• What is the significance of ‫חרם‬ for Israel and the Canaanite nations?
• What is the significance of Deuteronomy’s unique view of leadership and power (political and
ecclesial) in Deut 17:8–18:22?
• What is the relationship between creation, covenant, and righteousness in Deuteronomy 30 and
Paul’s understanding of the righteousness of God in Rom 10:5–10?
• What does fixing the borders of the peoples according to the number of the sons of God (Deut 32:8)
mean?
• Name Theology: according to Deuteronomy where is Yahweh present?
• What is the relationship between Deuteronomy and the prophets Isaiah, Jeremiah, Micah, Hosea,
and Amos?
• What is the significance of the Numeruswechsel (2nd person singular and 2nd person plural address) in
Deuteronomy?
• What does the Urdeuteronomium consist of?
• Who is the Deuteronomist?
• The Chicken or the Egg: which direction does the influence point between Genesis 15 and
Deuteronomy?
• Which direction does the influence point between Deuteronomy and Deuteronomic portions of
Jeremiah or Ezekiel?
• Which direction does the influence point between Deuteronomy and Deuteronomic portions of Hosea?
• Which direction does the influence point between Deuteronomy and Deuteronomic portions of Amos?
• Does Jesus allude to Deut 28:64 and 32:35 in his discourse in Luke 21:20–31? If so, what is the
significance?
• What is significant about Paul’s use Deut 27–30 and Gen 12 in his argument in Gal 3:6–29?
• How are we to interpret the apparent conflict between law and grace in Deuteronomy?
• What is Deuteronomy’s view of kingship and how does this compare to the New Testament
understanding of the Messiah?
• What is Deuteronomy’s view of the people of God and how does this compare to the New
Testament?
• What is Deuteronomy’s view of Israel’s mission to the nations and how does this compare to the New
Testament?
• What is Deuteronomy’s view of grace and law and how does it contribute to New Testament
understanding?
• How does Deuteronomy contribute to the overarching storyline (metanarrative) of the Bible?
CLASS INFORMATION
1. Class Attendance and Attendance Policy:
Attendance
There is no shortcut to learning language. The key is maximum and consistent daily exposure in a wide
variety of ways. The class time provides four times per week in which to acquire biblical Hebrew in

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community, which includes audio/lingual, reading, and discussion methods. For this reason attendance is
compulsory.
Policy
You must attend at least 75% of the sessions in order to get credit for the course. You may not miss more
than 4 sessions. You will receive a UW (“unofficial withdrawal”) if you exceed this limit for any reason and
do not withdraw officially from the class. You must check with the registrar to know the deadline for
withdrawing from class without penalty. If you miss more than 3 sessions (unexcused), your final grade will
be lowered one full level (A to B, A- to B-, etc.).
Lateness:
• If you are more than 15 minutes late to class, you are considered absent.
• Three tardies count as one absence.
Responsibility:
• It is your responsibility to notify the professor if there is some specific reason to be late or absent.
• You are also responsible for any information that was communicated during a class session that you
missed or to which you came late.
2. Assignments:
• The assignments are the building blocks of biblical Hebrew acquisition. Completing each assignment
on time allows regular opportunity for acquiring language and performing more competently on
the assessments (quizzes and exams).
• Assignments are due at the beginning of the class period. Late assignments will receive a penalty
of 10% reduction.
3. Turning in Assignments:
Assignments are typically received online by uploading them to Canvas. If there is a problem with
uploading an assignment a hard copy can be turned in at the beginning of class on the day it is due.
4. General Requirements for Written Project:
Talbot is an institution preparing students for a wide variety of ministries globally. Communication is
foundational to any type of ministry to which God has called us. Therefore, excellence in written and oral
communication is essential. The argumentative or expository exegetical paper that you will write has the
goal of excellence in communication clearly in mind. As such, I will interact very closely with your
communication in the paper to make sure that it displays a depth, logic, form, organization, and interaction
with the ideas found in the Bible and the secondary literature that display excellence (see Task 3 above).
Students deficient in writing skills may seek assistance at the Biola Writing Center, which is located on the
middle level of the Biola Library. Your paper should follow the Turabian style. All students should have a
second party proofread their paper because it is difficult, after spending hours of writing and proofing, to
recognize typos and other errors. If you are not a native English speaker you need to finish the paper at
least three days before the due date and have it proofread by a native English speaker so that you can
be assured that you have communicated clearly. In the past there have been very gifted international
students who have received low grades on the paper because I could not understand what was
communicated. There also have been native English speakers in the past who have submitted papers that
were poorly written and difficult to follow. So please have a second party proofread your papers.
5. Professional Courtesy

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Together we are the community of Jesus and each person is made in the image of God. As we relate to
one another in class let us give each other the respect, support, and encouragement that is the hallmark of
life in Spirit.
6. Respect for Divergent Viewpoints
Each student (and professor) is at a different place of personal maturity and educational preparedness.
We all are in a condition in which we only “know in part.” For these reasons, it is expected that each
student exhibit mutual respect, even when divergent viewpoints are expressed in the classroom. We do
not have to agree with one another, but we should seek to demonstrate “loving our neighbor” by listening
and understanding.
7. Technology Use and Classroom Etiquette
Students should refrain from behaviors that negatively affect the teaching environment or its facilities. This
includes any potentially distracting action that could inhibit the primary purposes of the classroom– namely,
learning and personal transformation.
Material presented in the classroom represents the intellectual property of the professor and of others who
may have contributed to the professor’s perspectives. Class meetings may not be recorded by audio
and/or video without the express consent of the professor.
The use of items like laptops, pagers, cell/mobile phones, mp3 players, and all other electronic or digital
devices are matters that are governed in academic environments. Phones and other noise making devices
should be turned off or to silent mode.
8. Computation of Final Grade:
Assignment Sheets 20 %
Exegetical Paper 40 %
Exams and Quizzes 40 %
Total: 100%
9. Final grades will be awarded on the following point system:
A 96–100 % B- 86–87 % D+ 76–77%
A- 94–95 % C+ 84–85 % D 72–75%
B+ 92–93 % C 80–83 % D- 70–71%
B 88–91% C- 78–79% F 69%
GENERAL INFORMATION
1. The GPA System adopted by this professor is:
A 96% B- 86% D+ 76%
A- 94% C+ 84% D 72%
B+ 92% C 80% D- 70%
B 88% C- 78% F 69%
2. Method of Instruction:

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The following methods of instruction will be included in this course:
1. Group work 5. Electronic Presentations
2. Discussion 6. Digital and/or Print Media
3. Lecture 7. Audio Resources
4. Reading 8. Oral Reports
3. Related Bibliography:
Abba, Raymond. “Priests and Levites in Deuteronomy,” VT 27/3 (1977) 257-67.
Alt, Albrecht. Essays on Old Testament History and Religion. Garden City, NY: Double Day Anchor Book,
1966.
Alter, Robert. The Art of Biblical Narrative (Basic Books, 1981).
Anbar, Moshe. “A Conflation of Two Deuteronomic Narratives.” JBL 101/1 (1985) 39-55.
Arnold, Bill T. “Deuteronomy as the Ipsissima Vox of Moses.” JTI 4/1 (2010) 53-74.
______. “The Love-Fear Antinomy in Deuteronomy 5–11.” VT 61 (2011) 551-569.
Baily, Wilma A. “You Shall Not Kill”: The Meaning of ‫רצח‬ in Exodus 20:13,” Encounter 65/1 (2004) 39-53.
Bartholomew, Craig, et al, eds. Behind the Text: History and Biblical Interpretation (Zondervan, 2003).
Bartholomew, Craig, and Michael Goheen, “Story and Biblical Theology,” in Out of Egypt: Biblical Theology
and Biblical Interpretation (Zondervan, 2004).
Begg, Christopher T. “The Tables (Deut. X) and the Lawbook (Deut. XXXI).” VT 33/1 (1983) 96-97.
Berman, Joshua. “CTH 133 and the Hittite Provenance of Deuteronomy 13.” JBL 130/1 (2011) 25-44.
______. “Histories Told Twice: Deuteronomy 1–3 and the Hittite Treaty Prologue Tradition.” JBL 132/2
(2012) 229-250.
Biddle, Mark E. Deuteronomy (Macon, GA: Smyth & Helwyns, 2003).
Blenkinsopp, J. “Deuteronomy and the Politics of Post-Mortem Existence,” VT 45/1 (1995) 1-16.
Block, Daniel I. “Recovering the Voice of Moses: The Genesis of Deuteronomy.” JETS 44/3 (2001) 385-
408.
______. “You Shall Not Covet Your Neighbor’s Wife: A Study in Deuteronomic Domestic Ideology.” JETS
53/3 (2010) 449-474.
Braulik, Georg. “Law as Gospel: Justification and Pardon according to Deuteronomic Torah.” Interpretation
38/1 (1984) 5-14.
______. “The Sequence of Laws in Deuteronomy 12–26,” in A Song of Power and the Power of Song:
Essays on the Book of Deuteronomy (Eisenbrauns, 1993) 313-335.
______. The Theology of Deuteronomy (Bibal, 1994).
Brueggemann, Walter. The Land: Place as Gift, Promise, and Challenge in Biblical Faith. (Fortress, 2002, 2nd
edition)
______. Deuteronomy (Nashville: Abingdon, 2001).
Burnside, Jonathan P. “Exodus and Asylum: Uncovering the Relationship between Biblical Law and
Narrative.” JSOT 34/3 (2010) 243-266.
Carmichael, Calum M. The Laws of Deuteronomy (Cornell, 1974).
Cazelles, Henri, “Passage in the Singular within Discourse in the Plural of Dt 1–4. CBQ 29 (1967) 207-219.
Christensen, Duane, A Song of Power and the Power of Song: Essays on the Book of Deuteronomy
(Eisenbrauns, 1993).

12. 12
______. Deuteronomy 1:1–21:9 (Thomas Nelson, 2001).
______. Deuteronomy 21:10-34:12 (Thomas Nelson, 2002).
Christensen, Duane and Marcel Narucki. “The Mosaic Authorship of the Pentateuch.” JETS 32/4 (1989)
465-471.
Clements Ronald E. God’s Chosen People: A Theological Interpretation of the Book of Deuteronomy (SCM,
1968).
______. Deuteronomy (JSOT, 1989).
Craigie, Peter C. Deuteronomy (Eerdmans, 1976).
Cross, Frank Moore. Canaanite Myth and Hebrew Epic (Harvard University Press, 1973).
Dempster, Stephen. Dominion and Dynasty: A Biblical Theology of the Hebrew Bible (IVP, 2003).
Driver, S. R. Deuteronomy (T&T Clark, 1996 Reprint).
Duke, R. K. “The Portion of the Levite: Another Reading of Deuteronomy 18:6–8,” JBL 106/2 (1987) 193–
201.
Earl, Douglas. “The Christian Significance of Deuteronomy 7,” JTI 3/1 (2009) 41-62.
Gall, August Freiherr von. Der hebräische Pentateuch der Samaritaner (Alfred Töpelmann, 1918). [an
unpointed edition of the Hebrew text; German is not necessary to use it]
Gentry, Peter and S. J. Wellum. Kingdom through Covenant: A Biblical-Theological Understanding of
Covenants (Crossway, 2012).
Goldingay, John. Old Testament Theology: Israel’s Gospel (Vol 1; Downers Grove: InterVarsity, 2003).
Janzen, J. Gerald. “On the Most Important Word in the Shema (Deuteronomy vi 4–5),” VT 37/3 (1987)
280-300.
Jobes, Karen and Moisés Silva, Invitation to the Septuagint (Grand Rapids: Baker, 2000).
Harrelson, Walter J. The Ten Commandments and Human Rights. (Macon, GA: Mercer University Press,
1997).
Hess, Richard. “Writing about Writing: Abecedaries and Evidence for Literacy in Ancient Israel?” VT 56.3
(2006) 342-346.
______. “Questions of Reading and Writing in Ancient Israel?” BBR 19.1 (2009) 1-9.
______. “A New Generation of Deuteronomists?” BBR 19.3 (2009) 417-424.
Hengel, Martin, The Septuagint as Christian Scripture (Grand Rapids: Baker, 2002).
Hundley, Michael. “To Be or Not To Be: A Reexamination of Name Language in Deuteronomy and the
Deuteronomistic History.” VT 59/4 (2009) 533-555.
Hurowitz, Victor. “His Master Shall Pierce his Ear with an Awl (Exodus 21.6): Marking Slaves in the Bible in
Light of Akkadian Sources,” AAJR 58 (1992) 47-77.
Keil, Carl F. and F. Delitzsch. The Pentateuch (Eerdmans, 1986 reprint).
Kitchen, Kenneth. On the Reliability of the Old Testament (Eerdmans, 2003).
Lee, J. A. L. LXX:A Lexical Study of the Septuagint Version of the Pentateuch (Chico, CA: Scholars Press,
1983).
Lemche, Niels P. “The Manumission of Slaves—The Fallow Year—the Sabbatical Year—the Jobel Year,”
VT 26 (1976) 38-59.
Levinson, Bernard M. Deuteronomy and the Hermeneutics of Legal Innovation (Oxford, 1997).
______. “The Hermeneutics of Tradition in Deuteronomy: A Response to J. G. McConville,” JBL 119/2
(2000) 269-286.
______. “The Reconceptualization of Kingship in Deuteronomy and the Deuteronomic History’s
Transformation of Torah,” VT 51/4 (2001) 511-534.
______. “You Must Not Add Anything to What I Commanded You: Paradoxes of Canon and Authorship in
Ancient Israel,” Numen 50/1 (2003) 1-51.
Lindenberger, James M. “How Much for a Hebrew Slave: the Meaning of Mišneh in Deut 15:18,” JBL
110/3 (1991) 479-482.
Lohfink, Norbert. Theology of the Pentateuch: Themes of the Priestly Narrative and Deuteronomy (Fortress,
1994).

13. 13
Longman, Tremper III, et al. A Biblical History of Israel (WJK, 2003).
Lundbom, Jack R. “The Inclusio and other Framing Devices in Deuteronomy i-xxviii,” VT 46 (1996) 296-315.
______. Deuteronomy (Eerdmans, 2013).
Marcos, Natalio F. The Septuagint in Context: Introduction to the Greek Version of the Bible (Atlanta: SBL,
2000).
Mays, Andrew D. H., Deuteronomy (Eerdmans, 1979).
McBride, S. D. “The Yoke of the Kingdom: An Exposition of Deuteronomy 6:4–5,” Int 27/3 (1973) 273-
306.
McCarthy, Dennis J. “Notes on the Love of God in Deuteronomy and the Father-Son Relationship between
Yahweh and Israel,” CBQ 27 (1965) 144-147.
______. Treaty and Covenant (Pontifical Biblical Institute, 1978).
McConville, J. Gordon. Law and Theology in Deuteronomy (JSOT, 1984).
______. “Narrative and Meaning in the Books of Kings,” Biblica 70/1 (1989) 31-49.
______. Grace in the End: A Study in Deuteronomic Theology (Zondervan, 1993).
______. “1 Kings VIII 41-53 and the Deuteronomic Hope,” VT 42/1 (1992) 67-79.
______. “Deuteronomy’s Unification of Passover and Massot: A Response to Bernard M. Levinson,” JBL
119/1 (2000) 47-58.
______. Deuteronomy (IVP, 2002).
______. “Biblical Law and Human Formation,” PT 14/5 (2013) 628–640.
McConville, J. Gordon and J. G. Millar. Time and Place in Deuteronomy (JSOT, 1994).
Merrill, Eugene. Deuteronomy (B&H Publishers, 1994)
Millar, J. Gary. Now Choose Life: Theology and Ethics in Deuteronomy (Eerdmans, 1998).
Miller, Patrick D. “The Most Important Word: The Yoke of the Kingdom,” Iliff Review 41/3 (1984) 17-29.
______. Deuteronomy (JKP, 1990).
Nelson, Richard D. Deuteronomy (WJK, 2002).
Nicholson, Ernest W. “The Centralization of the Cult in Deuteronomy,” VT 13/4 (1963) 380-389.
______. Deuteronomy and Tradition (Fortress, 1967).
______. “The Decalogue as the Direct Address of God,” VT 27/4 (1977) 422-433.
Noth, Martin. The Deuteronomistic History (Sheffield Academic, 2002).
Olofsson, Staffan, Translation Technique and Theological Exegesis: Collected Essays on the Septuagint Version
(Winona Lake, IN: Eisenbrauns, 2009).
Oosthuizen, Martin J. “The Deuteronomic Code as a Resource for Christian Ethics.” Journal of Theology for
Southern Africa 96 (1996) 44-58.
Pitkänen, Pekka. Central Sanctuary and the Centralization of Worship in Ancient Israel (Gorgias, 2003).
Polzin, Robert. Moses and the Deuteronomist (Seabury, 1980).
Rendtorff, Rolf. Problem of the Process of Transmission in the Pentateuch (T&T Clark, 1990).
Richter, Sandra L. The Deuteronomistic History and the Name Theology (De Gruyter, 2002).
______. “The Place of the Name.” VT 57/3 (2007) 342-366.
Sailhamer, John. The Pentateuch as Narrative (Zondervan, 1992).
Schenker, Adrian, ed., The Earliest Text of the Hebrew Bible: The Relationship between the Masoretic Text and
the Hebrew Base of the Septuagint Reconsidered (Atlanta: SBL, 2003).
Tigay, Jeffrey. Deuteronomy (JPS, 1996).
Tsevat, Matitiahu. “The Hebrew Slave According to Deuteronomy 15:12–18,” JBL 113/4 (1994) 587-595.
Ulrich, Eugene, ed. The Biblical Qumran Scrolls: Transcriptions and Textual Variants (Brill, 2010).
Van Seters, John. “The Law of the Hebrew Slave: A Continuing Debate” ZAW 119/1(2007) 169-183.
______. “The Law of the Hebrew Slave.” ZAW 108/4 (1996) 534-546.
Veijola, Timo. “Höre Israel! Der Sinn und Hintergrund von Deuteronomium vi 4–5,” VT 42/4 (1992) 528-
541.

14. 14
Von Rad, Gerhard. Deuteronomy (Westminster, 1966)
Vogt, Peter T. Deuteronomic Theology and the Significance of Torah (Eisenbrauns, 2006).
Weinfeld, Moshe. Deuteronomy and the Deuteronomic School (Oxford, 1972).
______. Deuteronomy 1–11 (Doubleday, 1991).
Wenham, Gordon J. “Deuteronomy and the Central Sanctuary.” In A Song of Power and the Power of Song:
Essays on the Book of Deuteronomy (Winona Lake: Eisenbrauns,1993) 94-108.
Wevers, John W. Text History of the Greek Deuteronomy (Vandenhoeck & Ruprecht, 1977).
______. Notes on the Greek Text of Deuteronomy (Scholars Press, 1995).
Work, Telford. Deuteronomy (Baker, 2009).
Wright, Christopher J. H. God’s People in God’s Land (Eerdmans, 1990).
______. Deuteronomy (Hendrickson, 1996).
______. The Mission of God: Unlocking the Bible’s Grand Narrative (IVP, 2006).
______. Old Testament Ethics for the People of God (IVP, 2011).
4. Posting of Final Grades:
The professor does not post, calculate, or provide final grades to individual students. Final grades
are delivered by the Registrar’s Office. However, the student can track their grades unofficially on
the course website on Canvas, including their final grade after all assignments, quizzes, exams, and
papers, have been graded.
5. Report Delay:
In virtually every case that students do not meet the course requirements and when required course
tasks are not submitted to the professor, such students should anticipate receiving a failing grade. In
rare and unusual situations (e.g., serious illness of the student or illness or death of a student’s
immediate family), the student may formally request a report delay (RD) through the Vice Provost’s
Office. Details can be found in the student handbook.
http://studentlife.biola.edu/campus-life/student-handbook/absences

15. 15
6. Course Calendar
While the course calendar is intended to provide you with an overview of the semester’s schedule, the professor
reserves the right to make adjustments to the schedule to responsively meet the needs of this class.
DATE TOPIC ASSIGNMENTS DUE (Task Name/Number)
1/30 Introduction to the Course; Deuteronomy:
Introduction, Structure, Theology
2/6 Deuteronomy 1:1–8; 2:1–8;
Defining Deuteronomic Theology
Assignments: AS 1
Listening: Shmuelof: Deut 1:1–8; 2:1–8
Reading:
• Deut 1:1–8; 2:1–8 (Hebrew Bible)
• Deut 1–2 (native language Bible)
• McConville Grace 9-14
TTOT 809: Deut 1:1–8; 2:1–8 (LXX)
2/13 Deuteronomy 4:1–9; 5:1–9;
Dating Deuteronomy
Assignments: AS 2
Quizzes: Q1
Listening: Shmuelof: Deut 4:1–9; 5:1–9
Reading:
• Deut 4:1–9; 5:1–9 (HB)
• Deut 3–5 (NLB)
• McConville Grace 45-64
TTOT 809: Deut 4:1–9; 5:1–9 (LXX)
2/20 Deuteronomy 5:10–29;
Deuteronomic Idea in Biblical Scholarship Part
1
Assignments: AS 3
Quizzes: Q2
Listening: Shmuelof: Deut 5:10–29
Reading:
• Deut 5:10–29 (HB)
• McConville Deuteronomy 21-32
• McConville Grace 15-24
TTOT 809: Deut 5:10–29 (LXX)
2/27 Deuteronomy 6:1–9; 7:1–8, 26;
Deuteronomic Idea in Biblical Scholarship Part
2
Assignments: AS 4
Quizzes: Q3
Listening: Shmuelof: Deut 6:1–9; 7:1–8, 26
Reading:
• Deut 6:1–9; 7:1–8, 26 (HB)
• Deut 6–7 (NLB)
• McConville Grace 25-44
TTOT 809: Deut 6:1–9; 7:1–8, 26 (LXX)

16. 16
3/6 Deuteronomy 10:12–22; 12:1–9;
Deuteronomic Idea in Joshua–2 Kgs
Assignments: AS 5
Quizzes: Q4
Listening: Shmuelof: Deut10:12–22; 12:1–9
Reading:
• Deut 10:12–22; 12:1–9 (HB)
• Deut 8–12 (NLB)
• McConville Deuteronomy 32-57
TTOT 809: Deut 10:12–22; 12:1–9 (LXX)
3/13 Missions Conference/No Class
3/20 Review
Lectio Divina
Assignments: AS 6
Quizzes: Q5
3/27 Midterm Exam
4/3 Good Friday/No Class
4/10 Easter Break/No Class
4/17 Deuteronomy 15:1–9; 16:9–17;
Deuteronomic History in Modern Scholarship
Assignments: AS 7
Reading:
Listening: Shmuelof: Deut 15:1–9; 16:9–17
• Deut 15:1–9; 16:9–17 (HB)
• Deut 13–16 (NLB)
• McConville Grace 65-102
TTOT 809: Deut 15:1–9; 16:9–17 (LXX)
4/24 Deuteronomy; 17:14–20; 18:9–14;
Deuteronomic Theology
Assignments: AS 8
Quizzes: Q6
Listening: Shmuelof: Deut 17:14–20; 18:9–
14
Reading:
• Deut 17:14–20; 18:9–14 (HB)
• Deut 17–20 (NLB)
• McConville Grace 103-144
TTOT 809: Deut 17:14–20; 18:9–14 (LXX)
5/1 Deuteronomy 23:1–9; 29:9–14;
Deuteronomic Theology and the New
Testament
Assignments: AS 9
Quizzes: Q7
Listening: Shmuelof: Deut 23:1–9; 29:9–14
Reading:
• Deut 23:1–9; 29:9–14 (HB)
• Deut 21–25 (NLB)
• McConville Grace 145-162
TTOT 809: Deut 23:1–9; 29:9–14 (LXX)

17. 17
5/8 Deuteronomy 30:1–6; 31: 9–13; 33:1–7;
Biblical Hebrew Poetry
Exegetical Research Paper Due
Assignments: AS 10
Quizzes: Q8
Listening: Shmuelof: 30:1–6; 31: 9–13;
33:1–7
Reading:
• Deut 30:1–6; 31: 9–13; 33:1–7 (HB)
• Deut 26–34 (NLB)
TTOT 809: Deut 30:1–6; 31: 9–13; 33:1–7
(LXX)
5/15 Review Quizzes: Q9
5/22 Final Exam