How to Choose Personal Narrative Essay Topics?

How to Choose Personal Narrative Essay Topics?Personal narrative essay topics will always be of immense use to writers of all backgrounds. These topics can range from anything from the family background, childhood activities and experiences, a personal taste and preferences, to a question of life and death. Regardless of your own personal history, it is always worthwhile to explore your own background and how it shaped you.It is not an easy task to choose a topic for an essay. However, you can prepare an outline of the essay topic in a concise manner. This outline can also be used as a starting point to write the essay. An outline is a series of written points or thoughts that relate to a particular theme or topic.If you are having difficulty in writing, you can search the internet for the main points of the topic. You can try to find out more information from friends and relatives as well as friends' parents. Reading books on a subject can also prove beneficial as you can gather use ful tips and perspectives.When you decide to use personal narrative essay topics for your essay, you must ensure that the topics include something that has to do with yourself. For example, if your interest is the environment, you can create an environmental perspective. If you want to talk about your education, you can create a school perspective. Each topic should be chosen with the purpose of informing the reader as to how the writer feels about a particular topic.A fact that you should keep in mind while selecting a topic is that you must keep the factual details consistent throughout the essay. Do not add irrelevant facts. It is easy to come up with essays that are rich in detail but contain weak facts that do not connect with the reader.Personal narrative essay topics can be creative as well as factual in nature. Sometimes the right combination can be found by combining certain facts with creative thinking. Also, you need to reflect on the specific interests and experiences of the person who is creating the essay.Make sure that all the relevant facts are incorporated into the essay so that the essay stays balanced. Always remember that you must make your essay interesting and compelling. Readers are drawn towards essays that are worth reading and reflect the writer's views.

The Themes of Appearance versus True Love in William...

The Themes of Appearance versus True Love in William Shakespeares Much Ado About Nothing True love is a bond shared by few and dreamed of by everyone. The appearance of a relationship may not accurately depict the true reality of the situation. The bond between Claudio and Hero appears far stronger than that of Beatrice and Benedict, yet events of the play provide evidence for the converse. In Shakespeares comedy Much Ado About Nothing, the masked emotions of two couples are evoked through subterfuge. Upon first sight, Beatrice and Benedict seem as if they abhor one another as they exchange several deriding remarks. The skirmish of wits is merely a facade of their underlying attraction to each other, and an ongoing struggle of†¦show more content†¦Then, as further jest, the prince sends Beatrice to call Bene*censored* to dinner. She does, and he falls in love with her brave attempt to restrain herself. Ursula, a gentlewoman to Hero, and Hero herself bait a trap of their own for Beatrice. It is made for her to overhear the fact that Bene*censored* loves her . They speak of how arrogant she is, and how she can always find fault with a man; consequently, Bene*censored* is intimidated out of professing his love. She is also baited, and falls in love with Bene*censored*. A very strong relationship is formed as the couple admits their love for one another; after brief hesitation, Benedict even agrees to kill Claudio, someone he trusted enough to confide in, as a sign of his love for Beatrice. Claudio only saw Hero for a brief moment upon returning from the war, and immediately desires her. Don Pedro agrees to woo the beautiful woman in Claudios name at the upcoming celebration. He succeeds and summons Claudio who proposes to Hero immediately. As soon as Don John hears of the engagement between Hero and Claudio the audience learns of his desire for Hero. In deep resent of his brother and Claudio, Don John accepts Borrachios plan of deceiving Claudio into thinking that Hero is promiscuous for the dual purpose of shaming one of his pre stigious brothers followers and preventing Claudio and Heros marriage. Borrachios plan included having an amorous encounter with

The Minister s Black Veil - 1775 Words

The Minister s Black Veil No one is perfect because everyone commits sin. However, there are people in the world who develop hatred towards others for committing mistakes when they themselves have done wrong. In the Puritan society many years ago, Puritans expected their minister to be a very holy human being. A minister was envisioned to be someone who will be a guiding hand for people who have lost their way and who will stand as a role model for others to look up to. If a minister was suspected or proven to have done something disgraceful or unholy, the society may resent him. In the Minister’s Black Veil, by Nathaniel Hawthorne, Reverend Hooper’s alienation represented through the black veil, illustrates how the society surrounding†¦show more content†¦Many years later,â€Å"His health began to fail †¦ experiencing slowness of thought. For months, he refused to seek medical help and died in his sleep on May 19, 1864, at Plymouth, New Hampshire† (Biography.com). All the o bstacles Hawthorne had gone through in his life influenced his writing. He created his characters with a sense of alienation and guilt. The character’s alienation reveals much about the surrounding community. Nathaniel Hawthorne wrote the â€Å"Minister’s Black Veil† as a story about a minister named Mr. Hooper, who was alienated by the people around him for wearing a black veil.This story is also a parable for it displays a moral and spiritual lesson, which is to not judge others for committing mistakes while one should accept his or her own misdeeds. The story started with a sexton pulling at the bell-rope at a meeting house in the village of Milford. Seconds later, a minister known as Reverend Hooper appeared. People who saw him were all astonished to see the minister with a black veil swathed about his forehead.When he delivered his sermon, everyone was more attentive than usual. He spoke about secret sins which initiated the suspicion amongst the congregation that he has committed a shameful act. Later in the day, Reverend Hooper, still wearing the veil, held a funeral service for a young lady. A rumor had started about how the corpse shuddered when the minister lo oked at it up close. After the funeral, Hooper conducted a wedding for

Snap Shot of a Dog Essay Example For Students

Snap Shot of a Dog Essay James Thurber is a famous and popular American writer and artist. His humorous prose and drawing are never gay because the enthusiasm is dampened by melancholy. His fantastic characters are mostly animals whose balance of life is distorted and disturbed by a malignant fate. Snap Shot of a Dog is taken from THE THURBER CARNIVAL which contains his most imp work. Many of his writings and drawings deal with dogs. He understands them and he ahs the gist of being able to communicate his understanding to the reader. This piece is typical of Thurber. It is both humorous and serious as his writings usually are. The story flows along easily and smoothly and the reader has the impression that the writer is talking to him. The writer looks upon the dog sympathetically and at times affectionately. Rex was the name of the authors pet dog. He was no doubt a dog of his own type who was fond of adventures. This account is as such written objectively. The dog has been dead long ago. The memory of the dog is still fresh in the mind of writer when he wrote this story. Rex was a bullterrier. He has a strong built. Indeed he was a beauty. The writer and his two brothers loved it dearly. He was a faithful dog and carried out all the orders of his maters. There was nothing impossible in his world. The writer describes certain qualities of his pet. Though he was strong and pugnacious yet he never started the fight. He had a gentle nature. He never bit anybody through out his life. He only barked at the housebreakers and trespassers. In fact his habit of killing cats was also due to his professional ethics. The writer used the word Homeric to highlight the fighting style of his beloved dog. Rex fighting style was different from other dogs. It always carried a certain amount of energy and a sense of determination. He was as powerful as a wrestler and this accounted for him being a good fighter. He only fought with only those dogs that invited him to do so. His longest fight lasted for many hrs. He had an air of nobility. Their relatives and neighbors envied the masters of Rex. Like typical dogs Rex was also an enemy of cats. He was a tenacious thing and was a stubborn chaser of cats. He was fond of killing them. Rex was a very obedient and fully trained dog. He never ran barking, like other dogs after wagons or automobiles. It was perhaps cause he could catch wagons in his jaws. Rex was aware of his shortcomings and limitations. He knew that there were certain limits to his abilities. Rex was a mighty good swimmer and he enjoyed it immensely he had as much fun in water as any person would have. He was a very tough dog. He was full of the spirit of adventure. Rex was a powerful dog and could lift heavy objects. One night he brought home a chest of drawers that he had found somewhere. He was no thief but he did this to prove his personal power and courage. He was proud of his bravery. He used to have play and have fun. He loved jumping over fences. He was a very good jumper and got great satisfaction by doing it. He could catch a baseball thrown as high as possible. Rex could hold a baseball with ease in his mouth as if it was a chew of tobacco. In the end of the story the writer describes how Rex met his end. Rex even fought against death. One day he was terrible beaten by the owner of some dog. He came home in a dreadful state. He licked the hands of his masters and then fell down; he got up and seemed to be looking for some one. One of his three masters was not at home. He did not come home for an hour. During that hour rex fought against death as he had fought against the strong current alum creek when his third master came home Rex went towards him licked his hand, fell down and never got up. .u8bf4c3966edca034665cb2bcaae0bbca , .u8bf4c3966edca034665cb2bcaae0bbca .postImageUrl , .u8bf4c3966edca034665cb2bcaae0bbca .centered-text-area { min-height: 80px; position: relative; } .u8bf4c3966edca034665cb2bcaae0bbca , .u8bf4c3966edca034665cb2bcaae0bbca:hover , .u8bf4c3966edca034665cb2bcaae0bbca:visited , .u8bf4c3966edca034665cb2bcaae0bbca:active { border:0!important; } .u8bf4c3966edca034665cb2bcaae0bbca .clearfix:after { content: ""; display: table; clear: both; } .u8bf4c3966edca034665cb2bcaae0bbca { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8bf4c3966edca034665cb2bcaae0bbca:active , .u8bf4c3966edca034665cb2bcaae0bbca:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8bf4c3966edca034665cb2bcaae0bbca .centered-text-area { width: 100%; position: relative ; } .u8bf4c3966edca034665cb2bcaae0bbca .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8bf4c3966edca034665cb2bcaae0bbca .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8bf4c3966edca034665cb2bcaae0bbca .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8bf4c3966edca034665cb2bcaae0bbca:hover .ctaButton { background-color: #34495E!important; } .u8bf4c3966edca034665cb2bcaae0bbca .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8bf4c3966edca034665cb2bcaae0bbca .u8bf4c3966edca034665cb2bcaae0bbca-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8bf4c3966edca034665cb2bcaae0bbca:after { content: ""; display: block; clear: both; } READ: Dramatizing the American Dream EssaySurely it was a touching and pathetic finale for such a dutiful and useful animal. The storys name is snap shot of a dog and it actually gives a thumbnail photograph of loyal rex. The qualities described are the common property of all dogs yet the way the writer attributes them to rex makes them special. A dog like any other animal has a peculiar psychology and James Thurber has described this psychology in a very apt manner. Thus the story is a wonderful account of a masters relationship with his dog.

Searching Over Internet Essays - Internet Search Engines, BASE

Searching Over Internet NOTE: To start off this project we clicked on the Explorer Icon on the desktop. Once we were online, we typed the following URL's according to the part of the assignment in which we were to complete. B1. General Searching A. Simple Search -Search Engine: www.hotbot.com -Search Topic: Indians -Search Results: DIRECTORY RESULTS 3 Matches 1 - 3 1. Recreation/ Smoking/ Cigars/ Store Indians 2. Sports/ Baseball/ Major League/ Teams/ Cleveland Indians 3. Regional/ US/ Ohio/ Localities/ C/ Cleveland/ Sports and Recreation/ Sports/ Baseball/ Cleveland Indians B. Complex Search - Search Engine: www.hotbot.com - Search Topic: Indians and Mexicans, or Latins - Search Results:. - DIRECTORY RESULTS 3 Matches 1 - 3 1.LatinoLink: Feedback 99% 7/24/99 http://www.latino.com/feed15.html See results from this site only. 2. United Nations: Women of color and the world: Asian, African, Black, Ebony, Indian, Latin, European, Middle Eastern 97% 7/20/99 http://www.theunitednations.com/ See results from this site only. 3. Mexican-American and Chicanos 93% 9/5/99 http://msstate.edu/archives/history/neighbors/ch7.htm See results from this site only. C. People Search - Search Engine: www.switchboard.com - Click on Find a Person 1.Search Name: Kaliss - Search Results: -Switchboard. Find a Person Results 2 Matches 1-2 Kaliss, Nathan Seely Rd, Otter Creek, ME 04665-9999 -Kaliss, Rebecca B Seely Rd, Otter Creek, ME 04665-9999 - 2. Search Telephone Number: - Previous search had no Phone Searches - Switched Search engine to www.whoswho.com - Click the Search Icon, then on the next page click the ,Telephone Area Code (North America), Then type : 207-288-3730, in the blank provided for you.Click submit query. -Search results: Search Results 2. The area code 207-288-3730 was not found in the database. This entry was the closest in numerical order:Sheldon, Mr. Randal Scot *[emailprotected]* (Area Code: 209) (13 October 1996, 04:56:26) 3. Map and Directions: C. Libraries On The Internet 1. Find List of Libraries a. Went to www.uta.edu, then clicked on LIBRARIES, then click on LIBRARY CATALOGS, then scroll down to Texas Library Catalogs, click it Arlington Public Library /Telnet, click it. Next click on CATALOG.Then click on Click here to connect to the Catalog using Telnet. Once in type "S" to search. Type "C" to search by SUBJECT. . - Search Topic- BARS - SUBJECT SEARCH: bars - #) Heading Titles - - 1) Bars (Drinking establishments) 1 - 2) Bars (Drinking establishments)--California--San Francisco. 1 - 3) Bars (Drinking establishments)--England. 1 - 4) Bars (Drinking establishments)--Fiction. 3 - 5) Bars (Drinking establishments)--Ireland--Mallow--History--Fiction. 1 - - Press N to see the next page of matching titles - Press P to see the previous page of matching titles - - Press 1-5 or press RETURN to do another search: d. Library book search:

Greed Deadly sin of the students Essay Example

Greed Deadly sin of the students Essay Example Greed Deadly sin of the students Essay Greed Deadly sin of the students Essay Greed means want of something and desire to have more than what Is needed. It does not allow anybody to feel satisfied. A person always feels that he has a less than what he deserves. Greed can be affecting many college students and it can be distract the college student from the correct path of study. I agree with that greed is one of the deadly sin of students which is said by Thomas H. Benton in the The Seven Deadly Sins of Student because of the following reason. Firstly, the studying is really important because it helps all people in every step in life. If you study you will earn, learn and know everything by yourself and you will not ever have to depend on someone but because of greed, the students may distract from study and they study for better paying Jobs instead of learning something and gaining knowledge of particular field. The students will pass the exam; achieve a degree without having knowledge of that particular field and get entry level Job that hey do not really desire or which they are not really qualified. : For example, a person who achieves a degree In medical field not for helping people but actually his alma Is to get better paying Job. Moreover, a student who desire for self sufficiency, recognition, or self esteem is also one of the important factor of greediness. A student who wants to show-off that he is an intelligent, clever about that particular subject and achieving higher grade by any means for example, cheating on the exams. However, it becomes a serious problem when the student achieves a good grade by cheating and it affect negatively on the students entire life. Some students are popularizing their papers to get good grades. This type of students are getting good grades not for to achieve something but for the attract attention of the classmates and the professor. 2 Furthermore, the greedy people are always distract from their main path because they always wants different and more from others. It can be affect the student cause they are not remain focused on the particular study and also they want to achieve all at a same time. So, they divert from the main path of study and instead of getting success, they get failure and cannot finished their study. In a nutshell, I agree with the Thomas H. Benton said that the greediness of the student Is one of the deadly sin of the students because the students are earn a degree not for learning but with the alma of getting a better paying Job, students wants to show off by achieving good grade by cheating on the exam or popularize heir paper and also they are divert from the main path of study. Greed Deadly sin of the students By kaushalpate10707 is needed. It does not allow anybody to feel satisfied. A person always feels that he who achieves a degree in medical field not for helping people but actually his aim is student is one of the deadly sin of the students because the students are earn a degree not for learning but with the aim of getting a better paying Job, students wants to show off by achieving good grade by cheating on the exam or plagiarism

4th Gospel Revision Notes

(18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks) 4th Gospel Revision Notes (18) (ii) Consider critically the extent to which subjectivism poses problems for these concepts. 12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse the contribution made by emotivism to debates about ethical language. (18) (ii) To what extent do the problems of ethical language remain unsolved? (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the religious significance of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). (18) (ii) To what extent are these teachings important for an understanding of the gospel? (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The gospel was written to reveal the nature of Jesus as the Christ. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent may other purposes for the gospel be equally important? (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the reasons why the religious and political authorities put Jesus to death. (18) (ii) To what extent was Pilate responsible for the death of Jesus? (12) (Total for Question 18(a) = 30 marks) OR b) (i) Examine the significance of the religious symbolism contained within the crucifixion narrative of either Luke’s Gospel or the Fourth Gospel. (18) (ii) To what extent does the resurrection narrative add to an understanding of the rest of the gospel? (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Analyse the important features of either Deontology or Virtue Ethic s. (18) (ii) Consider critically how effective the selected theory may be as a guideline for moral living. (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Examine the key ideas of Natural Moral Law. 18) (ii) To what extent do critiques of the link between religion and morality undermine the value of Natural Moral Law? (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine key ideas associated with either justice or law and punishment. (18) (ii) Evaluate the view that objectivity and relativism pose problems for the concept selected in part (i). (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Examine the problems which scholars have identified regarding the use and meaning of ethical language. (18) (ii) To what extent may these problems be solved? 12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Either examine the important features of Luke’s presentation of Jesus’ teaching on the Kingdom of God or examine the key ideas of t he Prologue (Fourth Gospel). (18) (ii) Evaluate the claim that this teaching/these ideas are crucial to the meaning of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘A careful reading of the gospel reveals the purpose the author had for writing it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the view that knowing the purpose of the gospel does not add to our understanding of its meaning. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) ‘It was the religious officials who were responsible for Jesus’ death; the political authorities had nothing to do with it. ’ Examine this claim with reference to either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the view that conflict was crucial to the ministry of Jesus. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) Analyse three examples of religious symbolism in the crucifixion narrative of eith er Luke’s Gospel or the Fourth Gospel. 18) (ii) Evaluate the claim that the resurrection adds little to our understanding of the ministry of Jesus. (12) (Total for Question 18(b) = 30 marks) Ethics EITHER 3 (a) (i) Examine the important concepts of two critiques of the link between religion and morality (18) (ii) To what extent do these critiques succeed in weakening the link between religion and morality? (12) (Total for Question 3(a) = 30 marks) OR (b) (i) Analyse the key features of either Natural Moral Law or Virtue Ethics. (18) (ii) Evaluate the extent to which the selected theory can withstand criticism. (12) (Total for Question 3(b) = 30 marks) EITHER 4 (a) (i) Examine central ideas relating to justice and law and punishment. (18) (ii) To what extent does objectivity pose challenges for imposing punishment? (12) (Total for Question 4(a) = 30 marks) OR (b) (i) Analyse two problems raised by the use and meaning of ethical language. (18) (ii) Evaluate the view that these problems cannot be solved. (12) (Total for Question 4(b) = 30 marks) New Testament EITHER 17 (a) (i) Examine the key religious concepts of either the teachings of Jesus concerning the Kingdom of God (Luke’s Gospel) or the teaching of the Prologue (Fourth Gospel). 18) (ii) Evaluate the claim that these teachings lay down the primary themes of the gospel. (12) (Total for Question 17(a) = 30 marks) OR (b) (i) ‘The Gospel was written to make clear the identity of Jesus. ’ Examine this claim regarding the purpose of either Luke’s Gospel or the Fourth Gospel. (18) (ii) Evaluate the claim that there are also other important purposes for the gospel. (12) (Total for Question 17(b) = 30 marks) EITHER 18 (a) (i) With reference to either Luke’s Gospel or the Fourth Gospel, examine the [pic][? ] |'(*,. /@AGJKY[^_pqrs†¹ Zâ€Å" ¤?  ¬iaiaiaiaiaiOAa ·a ·?  ·aâ„ ¢? A†¦? {†¦A{A{A{†¦g†¦? u†°OJ[? ]QJ[? ]U[pic]^J[? ]mHnHu[pic]h? †ºOJ[? ]QJ[? ]contribution of both the religious and political authorities to the death of Jesus. (18) (ii) Consider critically the claim that it was Pilate who was responsible for the death of Jesus, not the Jewish leaders. (12) (Total for Question 18(a) = 30 marks) OR (b) (i) ‘The religious symbolism of the crucifixion narrative is vital to understanding the whole gospel. ’ Examine the meaning of this claim. (18) (ii) To what extent does the resurrection narrative enhance that understanding? (12) (Total for Question 18(b) = 30 marks)