PSY 614 Module Nine Reaction Paper RubricPrompt How have leader.docx

PSY 614 Module Nine Reaction Paper Rubric
Prompt: How have leaders wielded power in different ways?
Provide at least two examples and cite sources appropriately;
note whether or not each example promoted leadership
effectiveness and how. Make sure to use the Module Nine
resources to guide your answers. Craft a one- to two-page
response to this prompt.
Format: Double-spaced Word document, 12-point Times New
Roman font, 1-inch margins, APA format. Page length
requirements: one to two pages, not including title page and
references.
Instructor Feedback: Students can find their feedback in the
Grade Center.
Critical Elements
Exemplary
Proficient
Needs Improvement
Not Evident
Value
Leaders and Power
Meets “Proficient” criteria and substantiates claims with
scholarly research
(27-30)
Identifies how leaders have wielded power using specific and
relevant examples
(24-26)
Does not sufficiently identify how leaders have wielded power
using relevant examples
(21-23)
Does not identify how leaders have wielded power
(0-20)
30
Analysis of Leader Effectiveness
Meets “Proficient” criteria and substantiates claims with

scholarly research
(27-30)
Makes and justifies claims about the effectiveness of leadership
related to power using relevant examples
(24-26)
Does not sufficiently make and justify claims about the
effectiveness of leadership related to power using specific and
relevant examples
(21-23)
Does not include claims on leadership effectiveness
(0-20)
30
Organization
Applies highly effective pattern of organization around a logical
flow (introduction, body, and conclusion) to effectively
communicate the main idea of the paper
(18-20)
Applies clear pattern of organization around a logical flow
(introduction, body, and conclusion) to effectively communicate
the main idea of the paper
(16-17)
Does not sufficiently apply clear pattern of organization around
a logical flow (introduction, body, and conclusion) to
effectively communicate the main idea of the paper
(14-15)
Organization of ideas is not evident
(0-13)
20
Articulation of Response
Submission is free of errors related to citations, grammar,
spelling, and syntax and is presented in a professional and easy-
to-read format
(18-20)
Submission has no major errors related to citations, grammar,

spelling, or syntax
(16-17)
Submission has major errors related to citations, grammar,
spelling, or syntax that negatively impact readability and
articulation of main ideas
(14-15)
Submission has critical errors related to citations, grammar,
spelling, or syntax that prevent understanding of ideas
(0-13)
20
Earned Total
Comments:
100%
Southwestern Journal of Theology · Volume 53 · Number 1 ·
Fall 2010
The Significance of the
Biblical Dead Sea Scrolh
Peter W.Flint
Trinity Western University
Langley, British Columbia
[email protected]
Brief Comments on the Dead Sea Scrolls and Their Importance
On 11 April 1948, the Dead Sea Scrolls were announced to the
world
by Millar Burrows, one of Americas leading biblical scholars.
Soon after-
wards, famed archaeologist William Albright made the
extraordinary claim

that the scrolls found in the Judean Desert were "the greatest
archaeological
find of the Twentieth Century." A brief introduction to the Dead
Sea Scrolls
and what follows will provide clear indications why Albright s
claim is in-
deed valid.
Details on the discovery of the scrolls are readily accessible and
known
to most scholars,1 so only the barest comments are necessary.
The discovery
begins with scrolls found by Bedouin shepherds in one cave in
late 1946 or
early 1947 in the region of Khirbet Qumran, about one mile
inland from
the western shore of the Dead Sea and some eight miles south of
Jericho. By
1956, a total of eleven caves had been discovered at Qumran.
The caves yielded various artifacts, especially pottery. The most
impor-
tant find was scrolls (i.e. rolled manuscripts) written in Hebrew,
Aramaic,
and Greek, the three languages of the Bible. Almost 900 were
found in the
Qumran caves in about 25,000-50,000 pieces,2 with many no
bigger than a
postage stamp. While a few scrolls are well preserved, almost
all are damaged
and most are very fragmentary.
In addition to the finds at Khirbet Qumran, several manuscripts
were
discovered at other locations in the vicinity of the Dead Sea,
especially Wadi

Murabba'ât (1951-52), Nahal Hever (1951-61), and Masada
(1963-65).
Thus the term "Dead Sea Scrolls" refers not only to scrolls
discovered at
Qumran (the main site), but also to scrolls from all the sites in
the vicinity
of the Dead Sea.
Scholars divide the Dead Sea Scrolls into two general categories
of
writings: Biblical and Non-Biblical. Of the 950 or so scrolls
found in the
Carnes C. VanderKam and Peter W. Flint, The Meaning of the
Dead Sea Scrolls (San
Francisco: HarperOne, 2002), 3-19.
2The number varies, depending on how the fragments are
counted.
PETER W . F L I N T 16
Judean desert, approximately 240 (about 25% of the total) are
classified as
"Biblical," which constitute our earliest witnesses to the text of
Scripture.
Many of the other (approximately) 700 documents are of direct
relevance to
early Judaism and emerging Christianity. They anticipate or
confirm numer-
ous ideas and teachings found in the New Testament and in later
Rabbinic
writings (the Mishnah and Talmud).3 The earliest scrolls found
at Qumran

date from about 250 BC or a little earlier; the latest were copied
shortly be-
fore the destruction of the Qumran site by the Romans in 68
AD.
With respect to the Biblical Scrolls, there are three reasons why
Al-
bright s claim that the scrolls are the greatest archaeological
find of the twen-
tieth century holds true:
l.The Scrolls (including Biblical Scrolls) were Found in the
Land of Israel
Itself.
Prior to the discovery of the Dead Sea Scrolls, virtually no
writings
dated to the Second Temple Period had been found in Israel.
Even the Nash
Papyrus, the oldest Hebrew manuscript fragment known before
the discov-
ery of the scrolls (see below), was discovered in Egypt.
2. The Scrolls are Written in the Three Languages of Scripture.
However important ancient languages such as Latin or Syriac
may be,
or modern languages such as English, French, and German,
biblical scholars
value manuscripts written in the original Hebrew, Aramaic, and
Greek above
all. Most notable in the present context, the Dead Sea Scrolls
include ancient
biblical manuscripts in the original Hebrew and Aramaic
(portions of Dan-
iel) and ancient remnants of the Septuagint in the original

Greek.
3. The Scrolls Include Our Oldest Biblical Manuscripts.
The antiquity of the Biblical Scrolls is of supreme importance
for bib-
lical scholars. Virtually all Hebrew copies of the Hebrew Bible
used today
are based on medieval manuscripts; the oldest Hebrew
manuscript fragment
known before the discovery of the scrolls was the Nash
Papyrus,4 which is
dated at 150-100 BC. All the scrolls found at Qumran date from
the Second
Temple Period, from 250 BC or a little earlier to just before the
destruction
of the Qumran site in 68 AD.
The Biblical Scrolls and the Content of Scripture
The Hebrew Bible consists of 24 books, in three sections: the
Torah
(Gen to Deut), the Nebi'im or Prophets (Josh to the Minor
Prophets), and
the Kethubim or Writings (Pss to Chron). The Protestant Old
Testament
3The Non-Biblical Scrolls may be divided into five categories:
Rules and Regulations
(such as the Community Rule); Poetic and Wisdom Texts (such
as the Hodayot); Reworked or
Rewritten Scripture (such as the Genesis Apocryphon)
Commentaries or Pesharim (such as the
Commentary on Hahakkuk); and Miscellaneous Writings (such
as the Copper Scroll).

4This fragment contains text from Exod 20:2-17 and Deut 5:6-
21.
17 T H E SIGNIFICANCE O F T H E BIBLICAL D E A D SEA
SCROLLS
contains exactly the same texts, but numbering 39 books5 and in
four groups:
the Pentateuch (Gen to Deut), the Historical Books (Josh
through Esth),
Poetry or Wisdom (Job through Song), and the Prophets (Isa
through Mai).
Roman Catholic Bibles contain additional books known as the
Apocrypha,
for a total of 46 books and two additions,6 and Orthodox Bibles
include
more books besides.7
Despite these differences, Jews and Christians believe that the
books
comprising the Hebrew Bible/Old Testament are of ancient
origin, and that
the medieval copies handed down over many centuries existed
before the
Common Era. However, before the discovery of the Dead Sea
Scrolls, it was
very difficult to prove that Numbers, Samuel j o b , or Isaiah,
actually existed
before the early centuries BC, because virtually no texts
survived from the
Second Temple Period, which ended in 70 AD.
However, the scrolls found at Qumran and other sites in the
Judean

Desert include some 240 manuscripts (most very fragmentary)
that are clas-
sified as biblical." This number has actually increased in recent
years, with
the emergence of several scrolls from Cave 4 at Qumran that lay
in private
hands for over 50 years and were known only to a handful of
scholars. Some
have been purchased by institutions and collectors in the U.S.
and Europe:
In 2006, the Institute for Judaism and Christian Origins
in Princeton, New Jersey announced the acquisition of
fragments of Deuteronomy, Nehemiah, and Jeremiah, all
from Cave 4. These are being edited for publication by James
Charlesworth.8
• In 2009, Azusa Pacific University acquired five Dead Sea
Scroll fragments containing text from Leviticus and Daniel,
two from Deuteronomy, and one possibly from Exodus.
These were the main feature in a highly successful exhibit,
"Treasures of the Bible: The Dead Sea Scrolls and Beyond,"
held 21 May-29 August 2010.9
• In January 2010, Southwestern Baptist Theological Seminary
in Fort Worth, Texas announced its acquisition of three
fragmentary Dead Sea Scrolls and an ancient pen used at
Qumran. This collection contains biblical passages from
Exodus, Leviticus, and Daniel; The purchase of three more
Scrolls—two containing text from Deuteronomy and one
with text from Psalm 22—was announced by the Seminary
in October, 2010.
5The higher number is due to the fact that several books
counted separately in the
Old Testament are grouped together in the Hebrew Bible

(notably 1-2 Sam, 1-2 Kings, 1-2
Chron, and the Minor Prophets).
6Tob, Jdt, Add Esth, 1-2 Mace, Wis, Sir, Bar with Ep Jer, and
Add Dan.
7For example, 3 Mace and Pr Man.
8http://www.ijco.org/?categoryId=28681. Accessed 14 October
2010.
9http://www.apu.edu/deadseascrolls. Accessed 14 October 2010.
http://www.ijco.org/?categoryId=28681
http://www.apu.edu/deadseascrolls
PETER W . F L I N T 18
As indicated in the table below, the grand total of all the
biblical scrolls
from all sites in the Judean Desert is 238, comprising 221 from
Qumran and
17 from other sites (5 from Nahal Hever, 5 from Murabba'at, 1
from Sdeir,
and 6 from Masada). The numbers for Qumran include the
Greek biblical
scrolls and the three Aramaic Targums (4QtgLev, 4QtgJob,
HQtgJob).
Book Qumran Other Total
Psalms 37 3 40
Deuteronomy 36 3 39
Genesis 21 4 25
Isaiah 21 1 22
Exodus 19 1 20
Leviticus 17 2 19
Numbers 8 3 11
12 Minor Prophets 8 2 10

Daniel 10 0 10
Jeremiah 7 0 7
Ezekiel 6 0 6
1 8c 2 Samuel 4 0 4
Job 6 0 6
Ruth 4 0 4
Song of Songs 4 0 4
Lamentations 4 0 4
Judges 3 0 3
1 6c 2 Kings 3 0 3
Joshua 2 0 2
Proverbs 2 0 2
Ecclesiastes 2 0 2
Ezra 1 0 1
1 oc 2 Chronicles 1 0 1
Nehemiah 1 0 1
Esther 0 0 0
Total 227 19 246
Adjusted 221 17 238
For the Pentateuch, totals have been adjusted to read eight less,
since
six scrolls from Qumran10 preserve parts of two books and so
have been
counted twice, and the Murabba'at scroll (Mur 1) preserves
portions of three
books (Gen, Exod, and Numb) and so has been counted three
times.
A totally accurate count may not be possible, since the status of
some
manuscripts is not assured: (a) Some texts classified as
"Biblical" may in fact
be abbreviated or excerpted compositions.11 (b)
4QReworkedPentateuch most

likely qualifies as an edition of the Pentateuch, in which case
the five scrolls
involved ^ Q R P - 6 ) should be added to the number of
Pentateuch scrolls,
(c) Two Genesis scrolls (4QGenhl and 4QGenh2) and three
Jeremiah scrolls
104QGen-Exoda, 4QpaleoGen-Exod1,4QExodb 4QExod-Levf,
lQpaleoLev, 4QLev-
Numa.
nFor example, 4QPSs, 4QPs
h, 5QPs, 4QCanta, 4QCantb, and 4QDane.
19 THE SIGNIFICANCE OF THE BIBLICAL DEAD SEA
SCROLLS
(4Q]erb, 40161^, and 4016^) may be parts of two single
manuscripts, (d) It
is not clear whether the Deuteronomy and Exodus segments of
4QDeutJ are
part of the same scroll, (e) The text from Murabba at listed as
Mur 1 (MurGen,
MurExod, MurNum) may constitute one, two, or three
manuscripts.
The list is presented in descending order of manuscripts. Thus
the books
represented by the most scrolls are the Psalms (40, with 37 at
Qumran), fol-
lowed by Deuteronomy (37, with 34 at Qumran), Genesis (25,
with 21 at
Qumran), Isaiah (22, with 21 at Qumran), Exodus (20, with 19
at Qumran),

and Leviticus (17, with 17 at Qumran). The only Old Testament
biblical
book not represented is Esther. (1 Chron is also absent;
however, a piece of 2
Chron was found in Cave 4 at Qumran.)
The fragmentary state of most of the biblical scrolls means that
the
final form of many biblical books cannot be proved; however,
they do indi-
cate that text from every book of the Hebrew Bible/Old
Testament existed
before the destruction of the Qumran site by the Romans in 68
AD. This
confirms the belief of Jews and Christians that the Scriptures
comprising the
Hebrew Bible/Old Testament are of ancient origin, and that the
ancestors
of the medieval copies that were handed down over many
centuries existed
before the Common Era.
The Scrolls Preserve Earlier or Preferable Readings of the
Biblical Text
Several hundred earlier or preferable readings are preserved in
one or
more biblical scrolls over against the traditional Masoretic Text.
Two ex-
amples will be discussed:
1. A Missing Verse from Psalm 145
It is frequendy observed that a verse seems to be missing from
Psalm
145 in the Masoretic Text, since this is an acrostic Psalm, with

every verse
beginning with a successive letter of the Hebrew alphabet.
Although there
are 22 letters in this alphabet, Psalm 145 contains only 21
verses: a verse
beginning with nun should come between verses 13 (the mem
verse) and 14
(the samek verse):
Psalm 145:13-14 (MT) Psalm 145:13-14 (KJV)
DnP7J?"73 ¡107!? ^ Π ΰ ^ Ώ Thy kingdom is an everlasting
Ί Η 1 Ί Η " 7 p 3 ^ V E J P P ^ kingdom, and thy dominion
endureth
throughout all generations.
[The verse beginning with nun is missing]
D ^ S â r r W p ΓΠΓΓ ηΰίΟ The LORD upholdeth all that fall,
and
D^SISSPTTOT
5
ÎpiTI raiseth up all those thatbeboweddown.
PETER W.FLINT 20
The Traditional Explanation. The traditional solution is to
consider
the missing nun verse as the result of divine inspiration. Thus
tractate Berak-
hot of the Babylonian Talmud reads:

Rabbi Johanan says: "Why is there no nun in 'asre^- Ps 145)?
Be-
cause 'the fall of Israel's enemies' begins with it. For it is
written:
TaUen is the virgin of Israel, she shall no more rise'
(*ΛΠβΡ n b i n n Dip * p i n Vb ^ 3 3 , Amos 5:2)."
— I n the West this verse is thus interpreted: "She is fallen,
but she shall no more fall. Rise, O virgin of Israel" (y.Ber. 5).
—Rabbi Nahman B. Isaac says: "Even so, David refers to
it by inspiration and promises them an uplifting. For it is writ-
ten: 'The Lord upholds all that fall' ΓΏ)Ό D^Blí *»*? 71, Ps
145:14)" (b.Ber. 4b).
In other words, David, "by the holy spirit" (OlpTi ΓΤΠΠ),
foresaw the
prophecy of Amos concerning the exile, and thus excluded the
nun stanza.
This reasoning may be substantiated by the samek stanza that
follows, which
goes on to predict the return.
How the Septuagint (Greek Old Testament) Translates this
Verse.
However, the Greek Bible (Septuagint) supplies an additional
verse follow-
ing verse 13:
(13) ή βασιλεία σοθ βασιλεία πάντων των αιώνων,
και ή δεσποτεία σοθ εν πάση γενεά καΐ γενεά.
(13b) πιστός κύριος εν τοις λόγοις αύτοΰ
καΐ δσιος εν πασι τοις φ γ ο ι ς αύτοΰ.

(13) Your kingdom is a kingdom of all the ages,
and your dominion is through all generations.
(13b) The Lord is faithful in all his words,
and gracious in all his deeds.
Psalm 145 in the Dead Sea Scrolls. H Q P s
a
is the only scroll to pre-
serve Psalm 145, including a recurring refrain. For verse 13 this
scroll con-
tains not only the mem verse but the missing nun verse as well,
in lines 2-3
of column 17 (underlined in photograph below):
rfopo Von Tom 1 Ί 3 Ή DTTI1»* JIMÖ
God is faithful in his words, and gracious in all his deeds.
SCROLLS
narVoiiï* u*ì»Vv V> tré* i v a w o ην Λ ττ>λ ^ * ^ ι
I n addition to l l Q P s
a
and the Septuagint, t h e nun verse is also found
in one medieval H e b r e w manuscript and the Syriac, b u t
with the second
word as ΓΠΓΡ ( " L O R D " ) .
1 2

M a n y scholars regard it as part of the original
Psalm; it is thus included as v. 13b in most modern English
Bibles, includ-
ing the N e w American Bible, the N e w International Version,
the H o l m a n
Christian Standard Bible, the Revised Standard Version, the N e
w Revised
Standard Version, and the English Standard Version (where it is
bracketed).
2. A M i s s i n g Section from 1 Samuel 10
First Samuel 11 relates that—following Saul's less than
successful ap-
p o i n t m e n t as Israel's K i n g — N a h a s h the A m m o n i
t e besieged Jabesh-gilead.
I n verse 2 Nahash offers to make a treaty with the inhabitants
of the city on
condition that he gouge out their right eyes. This seems cruel
and unusual
punishment indeed because such treatment was reserved for
those w h o had
rebelled or committed insurrection. I n the Masoretic Text there
is no evi-
dence that the inhabitants of the town had acted in this way:

Saul also went to his h o m e at Gibeah, and with h i m went
war-
riors whose hearts G o d had touched. But some worthless
fellows
said, " H o w can this man save us?"They despised h i m and
brought
h i m no present. But he held his peace (1 Sam 10:26-27).
N a h a s h the A m m o n i t e went up and besieged Jabesh-
gilead; and
all the men of Jabesh said to Nahash, " M a k e a treaty with us,
and
we will serve you." But N a h a s h t h e A m m o n i t e said to
them, " O n
this condition I will make a treaty with you, namely that I gouge
out everyone's right eye, and thus put disgrace upon all Israel"
(1
Sam 11:1-2).
However, a much fuller picture emerges w h e n we turn to this
passage
in 4 Q S a m
a
, which was copied about 50 B C . The relevant portion is from
column 10:

1 2
C£ the Apparatus of Biblia Hebraica Stuttgartensia; and Peter
W. Flint, The Dead Sea
Psalms Scrolls and The Book of Psalms. Studies on the Texts of
the Desert of Judah 17 (Leiden:
Brill, 1997),
PETER W.FLINT 22
•ρ If* * * · ^ tnar̂ « ι/«* *m*· V ^ ^„
w
j
MM **
f t t f ,,
H e r e the Samuel scroll contains a longer text and provides
two im-
portant pieces of information. First, it was Nahash's practice to
gouge out
people's right eyes. Second, we are told t h a t 7,000 m e n w h
o had fled from
the Ammonites had actually sought refuge in Jabesh-gilead.
These additional
details provide a logical explanation for the otherwise strange
and cruel be-
havior of N a h a s h in chapter 11.

So far, the longer passage from the Samuel scroll has been
adopted
by one set of translators (additional material from 4 Q S a m
a
printed here in
italicized type):
Saul also went to his home at Gibeah, and with him went war-
riors whose hearts G o d had touched. But some worthless fel-
lows said, " H o w can this m a n save us?" They despised h i m
and
brought him no present. But he held his peace.
Now Nahash, king of the Ammonites, had been grievously
oppressing the Gadites and the Reubenites. He would gouge out
the
right eye of each of them and would not grant Israel a deliverer.
No
one was left of the Israelites across the Jordan whose right eye
Nahash,
king of the Ammonites, had not gouged out. But there were
seven
thousand men who had escaped from the Ammonites and had
entered

Jabesh-gilead.
About a month later,
N a h a s h the A m m o n i t e went up and besieged Jabesh-
gilead; and all the men of Jabesh said to Nahash, " M a k e a
treaty
with us, and we will serve you." But N a h a s h the A m m o n i
t e said
to them, " O n this condition I will make a treaty with you,
namely
that I gouge out everyone's right eye, and thus p u t disgrace u p
o n
all Israel" (1 Sam 10:26-11:2, N R S V ) .
The Biblical Scrolls Preserve Lost Readings with Messianic
Implications
O n occasion, one or more biblical scrolls preserve a reading
that differs
from the traditional Masoretic Text and has messianic or other
implications
that would interest Christian exegetes and scholars. Two
examples will be
presented:

SCROLLS
1. The Original Reading of Psalm 22:16
Psalm 22 begins as follows: "My God, my God, why have You
forsaken
me? Far from my deliverance are the words of my groaning"
(NASB). This
familiar piece has proved significant in both Jewish and
Christian exegesis,
and is quoted several times by Jesus in the Gospels in relation
to his suffer-
ings and death. A difficult reading is found in verse 16 (Hebrew
v. 17) of the
Masoretic text:
4 m ' τ ηκ3 ̂ »pn trino m» D ^ S •»aaao
n
3
τ : - : - τ ·-: τ · |· · · ·· : --: · τ : · τ :
Thus "HNS ("like a lion") is translated from the traditional
Masoretic
Text of this Psalm:
My strength is dried up like a potsherd; and my tongue cleaves
to
my jaws; and you have brought me into the dust of death.
For dogs have surrounded me: the assembly of the wicked have
encompassed me: like a lion are my hands and my feet.
The Septuagint—supported by the later Syriac—translates as
ώρυξαν

χείρας μοθ και πόδος ("They have pierced my hands and feet").
Some
scholars suggest that the Septuagint reading represents a
modification of
the Hebrew "like a lion" ("HNS), in order to make better sense
of the verse.
Another suggestion is that early Christian editors changed the
Greek text in
order to find evidence for Jesus'crucifixion in the Hebrew Bible.
The passage is not preserved in any Psalms scroll found at
Qumran,
but is in the Psalms scroll from Nahal Hever (5/6HevPs), which
reads "They
have pierced (or, dug) (ΤΊΙΟ) my hands and feet."
13
Further confirmation of
this as the preferred reading is found in a few Masoretic
manuscripts from
the Middle Ages, a few editions based on the Masoretic Text,
14
and two
Masoretic manuscripts or editions that have a similar verbal
form (113). This
reading has been adopted by many modern English Bibles,
including the
New American Bible, the New American Standard Bible, the
New Interna-
tional Version, the English Standard Version, the Revised
Standard Version,
the New Revised Standard Version, and the Holman Christian
Standard

Bible.
2. A Significant Reading in Isaiah 53
The Fourth Servant Song in Isaiah 52:13-53:12 is a fascinating
pas-
sage, both for Judaism (which sees the Servant as Israel), and
for Christianity
(which identifies the Servant as Jesus Christ). Towards the end
of the Fourth
"Although the text is fragmentary, the crucial words are
preserved: "[For] dogs are [all
around me]; a gang of evil[doers] encircles me. They have
pierced my hands and my feet."
14
Cf. the Apparatus of BHS and Flint, Dead Sea Psalms Scrolls.
PETER W.FLINT 24
Song, the traditional Masoretic Text, closely followed by the
King James
Version, reads:
Isaiah 53:10-11 (MT) Isaiah 53:10-11 (KJV)
Ο^ΓΓΟΚ ^ Π Π Ϊ Κ 3 Ί f ΒΠ ΠΙΓΓΙ Yet it pleased the LORD to
bruise him;
D ^ T p ^ m í ΤψΤ 15233 ΏψΧ he hath put him to grief: when
thou
: ΓΠ?? 1 T 3 Π1ΓΡ f SOI shalt make his soul an offering for sin,

he shall see his seed, he shall prolong
his days, and the pleasure of the LORD
shall prosper in his hand.
ì n f i a »3fcP 7]$T itfSS bftVO He shall see of the travail of his
soul,
Dnii»1 D^T)1? Ί 3 » Ρ'"5!» p ^ S !
andshallbesatisfied:byhisknowledge
: 730^ ΚίΠ shallmyrighteousservantjustify many,
for he shall bear their iniquities.
How the Septuagint (Greek Old Testament) Translates this
Verse.
The Greek Bible translates verse 11 in quite a free manner, but
includes the
additional word φως ("light"):
από του πόνου της ψυχής αύτοΰ δειξαι αύτω φως και
πλάσαι τη σθνέσει δικαιώσαι δίκαιον ευ δοθλεύοντα
πολλοίς και τας αμαρτίας αυτός άνοίσει
from the pain of his soul, to show him light and fill him with
understanding, to justify a righteous one who is well subject to
many, and he himself shall bear their sins.
Verse 11 appears in three Isaiah scrolls found at Qumran, which
sig-
nificantly impact the meaning of the text. The word "light," not
present in
the Masoretic Text, is found lQIsa

a
, lQIsa
b
, and 4QIsa
d
, which indicates
that the very early Hebrew text used by the Septuagint
translator actually
contained it. The implications for exegesis are intriguing: in the
Masoretic
Text the Servant resigns himself to suffering and death, and is
satisfied since
he is justifying many and will bear their iniquities, but in the
Isaiah scrolls he
will also see "light," which implies new life or (in a Christian
exegesis) resur-
rection. Verses 10-11 read as follows in the Great Isaiah Scroll
(lQIsa
a
):
Isaiah 53:10-11 (lQIsa
a
)
as î n ^ m i ΜΟΊ f sn m m
•pin mí rom wsi am o^n
TÒT I T S mm fam aw
Isaiah 53:10-11 (NIV)

Yet it was the LORD's will to
crush him and cause him to suffer,
and though the Lord makes his life
a guilt offering, he will see his offspring
25 THE SIGNIFICANCE OF THE BIBLICAL DEAD SEA
SCROLLS
and prolong his days, and the will of
the Lord will prosper in his hand.
Μ β Ρ Ι ΤΙΚ ΠΚΤ m»B3 ^ ΰ Ρ ΰ After the suffering of his soul,
he will
ΦΏΤΟ H 3 » p n S ρΉ2Ρ i n m m see the light of life and be
satisfied;
νΌΟ
1
* ΠίΟη ΟΠ13ΠΪ71 by his knowledge my righteous servant
will justify many, and he will bear
their iniquities.
Many modern English translations have adopted this reading on
the
basis of the Isaiah scrolls and the Septuagint, including the New
Interna-
tional Version, the New Revised Standard Version, and the New
American
Bible.
Concluding Comments
Our brief survey and discussion of the biblical scrolls found in

the
Judean Desert has demonstrated the importance of these ancient
texts for
biblical studies, for affirming the ancient content of Scriptures,
and for pre-
serving earlier or preferable readings of the biblical text. Of
special import for
Christian scholars and exegetes are cases where the biblical
scrolls preserve
lost readings that have messianic implications. Two examples of
earlier or
preferable readings were examined, and two others that have
possible mes-
sianic implications; several hundred more are preserved in
various biblical
scrolls. For scholars and students of the Scriptures, the Dead
Sea Scrolls are
indeed "the greatest archaeological find of the Twentieth
Century."
^ s
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copyright holder(s)' express written permission. Any use,

decompiling,
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provisions may be a
violation of copyright law.
This journal is made available to you through the ATLAS
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The design and final form of this electronic document is the
property of the American

Theological Library Association.
BELOW IS THE STORY BY FLINT (DEAD SEA SCROLL)
READ THE ARTICLE AND ALSO FOR CLARITY REVIEW
THE YOU TUBE VIDEO. THEN LOOK AT THE OUTLINE
QUESTION TO HELP YOU FORMAT AN ARTICLE
ANALYSIS. PER THE TEACHER YOU DON’T HAVE TO
ANSWER OR INCLUDE ALL THE QUESTION IN YOUR
ANALYSIS BUT PICK ALEAST 6 AND ANSWER SO THAT
IT WILL GIVE YOU 4PAGES OF CONTENT. DON’T JUST
PICK 6 OR 7 AND ANSWER THE QUESTIONS. YOU HAVE
TO FORMAT LIKE A PAPER. INCLUDE A TITLE PAGE AND
REFERENCE PAGE . THE REFERENCE CAN BE THE
ARTICLE IM UPLOADING(JUST PUT IN APA). YOU WANT
HAVE TO LOOK FOR OTHER SOURCES. FINALLY REVIEW
THE GRADING RUBRIC AT THE END OF OUTLINE
BEFORE YOU SUBMIT TO ME TO MAKE SURE YOU
INCLUDING EVERYTHING THE TEACHER ASKED SO
THAT I CAN GET A GOOD GRADE. BELOW IS
ARTICLE,OUTLINE,AND RUBRIC
THE ARTICLE CAN BE FOUND ONLINE IN A PDF. HERE IT
IS
The Significance of the Biblical Dead Sea Scrolls BY PETER W
FLINT
Project #2 ( THIS QUESTION WILL HELP OUTLINE BUT
YOU DON’T HAVE TO PICK ALL AND ANSWER IN THE
PAPER PICK ABOUT 6 TO INCLUDE TO GIVE YOU FOR
PAGES. USE DETAIL AND EXAMPLES WHEN YOU
ANSWER FOR SOME

Article Analysis
The purposes of a critical review are to provide a summary and
an evaluation of a chapter in a book, a book, or a journal article.
Writing a critical review requires the reviewer to read a chapter,
book, or article closely so that he or she can present a
reasonable and fair evaluation of the chapter, book, or article.
The following steps with related questions are designed to
facilitate a close reading for the purposes of increasing reader
comprehension skills and critical evaluation of a written text.
Please read the article below to be reviewed. The article is
available on Moodle. The bibliographic entry for the article
appears below (APA format). Follow the steps below to help
you complete this assignment.
Flint, P.W. (2010). The Significance of the Biblical Dead Sea
Scrolls. Southwestern Journal of Theology, 53(1), 15-25.
1. All good writing has a controlling thesis or main point that
connects all the details and facts. In some instances,
hypotheses, theses, main points, or purposes are not clearly
stated. Identify then state as accurately as possible the author’s
main thesis or purpose.
a. What is the author’s thesis or purpose?
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
b. Is the purpose clearly stated or implied?
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
2. When beginning an analysis of a chapter in a book or an
article, determine whether the author is addressing one or more
of the following questions. Who? When? Where? Why? How?
Determine whether the question is clear and well stated, and
whether the question and the thesis or purpose is related
directly to each other.

a. What is the key question the author is seeking to answer?
_____________________________________________________
________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
b. Determine whether the question and thesis or purpose
directly related to each other.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
3. What are the main point(s) presented in the chapter, book, or
article? To identify the main point or points the reader must
learn to use some helpful tools: headings, subheadings, the topic
sentences of a paragraph, summary sentences, supporting
sentences, and transitional statements. Present a summary of the
main point(s) with illustrations from the text (use more space if
necessary).
Point:
_____________________________________________________
____________________________
Support:
_____________________________________________________
_______________________
Support:
_____________________________________________________
_______________________ 2
Conclusion:
_____________________________________________________
_______________________
Point:

_____________________________________________________
____________________________
Support:
_____________________________________________________
_______________________
Support:
_____________________________________________________
_______________________
Conclusion:
_____________________________________________________
_______________________
Point:
_____________________________________________________
____________________________
Support:
_____________________________________________________
_______________________
Support:
_____________________________________________________
_______________________
Conclusion:
_____________________________________________________
_______________________
4. Determine the line of reasoning the author used to support his
or her main point. Some devices for understanding an author’s
line of reasoning are terms and definitions, examples,
classifications and listings, comparison and contrast, cause and
effect. What line of reasoning did the author use in explaining
how he or she is arrived at his or her main conclusions? Provide
references from the article to support your answer.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________

_____________________________________________________
_________________________________
5. What are the most important concepts, ideas, or terms a
reader would have to understand in order to evaluate the
author’s line of reasoning?
a. Provide a list of unfamiliar concepts, idea, or terms with the
author’s meaning of these concepts, ideas, or terms.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
b. If the author did not provide definitions of key concepts or
terms, list the concept or term, consult a dictionary or
encyclopedia, and then provide a definition the key concepts or
terms.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
6. What consequences are likely to follow if people take the
author’s line of reasoning seriously? List any possible
consequences.
a.___________________________________________________
__________________________________ 3
b.___________________________________________________

_________________________________
c.___________________________________________________
__________________________________
7. If people fail to take the author’s line of reasoning seriously,
what are the consequences? List any possible consequences.
a.___________________________________________________
__________________________________
b.___________________________________________________
_________________________________
c.___________________________________________________
__________________________________
8. Formulate a conclusion for the review. The conclusion of a
critical review of a chapter in a book, a book, or an article
consists of three parts: a) a restatement of your overall
assessment for the chapter, book, or article; b)
recommendations for the author, c) and recommendations for
other readers.
a. What is your overall assessment of the chapter, book, or
article? Provide your assessment and a listing any strengths or
weaknesses of the chapter, book, or article that supports the
assessment.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
b. Recommendations for the author:
What would you advise the author to change for future editions
of the chapter, book, or article?
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________

_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
b. Recommendations for other readers:
Would you recommend this chapter in a book, book, or article
to potential readers? Explain why you would or would not
recommend the chapter, book, or article to someone else.
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
_____________________________________________________
_________________________________
Please remember that a grade of “A” means that a student has
done exceptional work. If a student does good work, but not
excellent, the grade will be a “B.” Average work earns a grade
of “C.” Work deemed unacceptable will be returned to the
student for revision and resubmission. 4
Research Project #2 Grading Rubric
The Research Project will be graded using the following
standards:
1. Student was able to identify the main point, thesis, and the
purpose of the article.
Score 5 Excellent: Student clearly identified the thesis and
purpose of the article
4 Satisfactory: Student generally identified the thesis and
3 Acceptable: Student hinted at the thesis and purpose of the
article
2 Needs improvement: Student identified only the thesis or the
1 Unacceptable: The work did not meet the level of quality

expected in this course.
2. Student was able to determine how the author developed his
or her argument.
Score 5 Excellent: Student clearly identified how the author
developed his or her argument.
4 Satisfactory: Student generally identified how the author
3 Acceptable: Student hinted at how the author developed his or
her argument.
2 Needs improvement: Student implied how the author
3. Student supports his or her analysis with sufficient, credible,
and information from the article.
Score 5 Excellent: Student presents sufficient information that
supports or opposes the argued position
4 Satisfactory: Student presents satisfactory information that
supports or opposes the argued position
3 Acceptable: Student presents below satisfactory information
that supports or opposes the argued position
2 Needs Improvement: Student presents unsatisfactory
information that supports or opposes the argued position
4. Student was able to determine the strengths and or
weaknesses of the article.
Score 5 Excellent: Student clearly determined the strengths and
or weaknesses of the article.
4 Satisfactory: Student generally determined the strengths and
or weaknesses of the article.
3 Acceptable: Student hinted at the strengths and or weaknesses
of the article.
2 Needs Improvement: Student did not determine the strengths
and or weaknesses of the article.

5. Student was able to use Grammar, Spelling, Usage, and
Punctuation correctly.
Score 5 Excellent: sentence structure, spelling, and punctuation
correct
4 Satisfactory: few errors in sentence structure, spelling, and
punctuation
3 Acceptable: multiple errors sentence structure, spelling, and
punctuation
2 Needs Improvement: Significant errors sentence structure,
spelling, and punctuation
6. APA Format
Score 5 Excellent: It follows all APA guidelines and includes
proper font, margins, spacing, and formatting for the overall
paper and for both citations and references.
4 Satisfactory: if there are no more than one or two minor
formatting errors of different types
3 Acceptable: if there are no more than three or four formatting
rules of different types
2 Needs Improvement: if major formatting errors are present
throughout (This could include missing
citations, references, or title page, or this could include using a
format other than APA)
7. Overall Assessment
Score 5 Excellent: Student demonstrated superior understanding
of the material.
4 Satisfactory: Student demonstrated above average
understanding of the material.
3 Acceptable: Student demonstrated an average understanding
of the material.
2 Needs Improvement: Student demonstrated some
understanding of the material

___________ Total Score Please remember that a grade of “A”
means that a student has done exceptional work. If a student
does good work, but not excellent, the grade will be a “B.”
Average work earns a grade of “C.” Work deemed unacceptable
will be returned to the student for revision and resubmission
THE NUMBERS UNDERNEATH EACH SECTION IS HOW
THE TEACHER WILL GRADE BASED OFF CONTENT . FOR
EXAMPLE FOR OVERALL ASSEMENT YOU WILL GET A
5,4,3,2, OR 1

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