Unit rationale, description and aim
This unit is designed to further develop the knowledge and skills acquired in THEL101 New Testament Greek A and continue to open up the world of biblical texts and theological scholarship which is essential to the study of ancient history and theology. Greek is also the language of the Septuagint and a vast array of literatures of people and cultures surrounding the Mediterranean in the post Hellenistic age. Learning ancient Greek therefore enables students to read foundational texts, access the works of central figures in the historic tradition in the original language, and engage in detailed research and interpretive study in theology and biblical studies.
This unit involves a study of Greek through reading and translating texts from the Greek New Testament. Students are further exposed to increasingly more complicated features of Hellenistic Greek. This builds to the main focus of the unit, which is developing understanding of these topics through translation and interpretive activities.
Each week of semester there will be an opportunity to apply Greek knowledge, even after the first hour of study, to translating and investigating a genuine historical object from the ancient world which will demonstrate the value of learning (and continuing to learn) Greek. The purpose of this approach is to illuminate the way in which the Greek that is being learnt has real-world application to interpretive issues or resolving ambiguities in the New Testament text. It is often the case that English translations of the Greek Bible either obscure the clarity of the Greek text or make explicit elements of translation that are only implicit in the original. These historical objects will include, but are not limited to a) ancient coins, b) epigraphic inscriptions, c) papyri, d) ostraca, e) wax tablets, and even f) ancient maps. Exposure to these artefacts provides experience with real historical data which serves to reinforce the learning of the Biblical language. It will also enthu
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate knowledge of New Testament Greek morph...
Learning Outcome 01
Read and translate increasingly complex original G...
Learning Outcome 02
Translate increasingly complex English constructio...
Learning Outcome 03
Identify methods relevant to biblical studies and ...
Learning Outcome 04
Content
Topics will include:
- Special verbs
- Third declension nouns
- Participles
- The Passive and Voices
- The Perfect
- The Subjunctive
- Using Verbs
- Translating increasingly complex text from the New Testament
- Being exposed to a variety of paleographic hands to aid development and recognition
Assessment strategy and rationale
In order to pass this unit, students are required to attempt all assessment tasks and achieve an overall grade of Pass (50% or higher).
The assessment tasks for this unit are designed for students to demonstrate their achievement of each learning outcome.
The unit’s main focus is on building students’ understanding of grammar and syntax, and their capacities in translation. It thus prepares students for more advanced topics in exegetical tasks and critical analysis. The first assessment task aims to embed and test knowledge of developing grammar and syntax. Quizzes are staged to enable students to chart progress and embed knowledge required for the translation-focused assessments.
The second assessment is a Greek Translation Forum which focuses on the application of developing knowledge to specific technical ability in translation at a level appropriate for developing students (including the application of principles of grammar and syntax). It also builds expertise required for the final examination.
The third assessment task is a Greek Composition Forum which places stronger weight on translation ability and seeks to develop confidence through the consistent opportunity to compose a short passage in ancient Greek using the vocabulary and grammatical concepts covered in that week. It simultaneously enables students to apply their knowledge of features of basic Greek grammar and syntax, as well as have an opportunity to translate other students’ compositions.
The fourth assessment task is a final examination and consists of a range of translational and grammatical questions based on topics in THEL101 and THEL208 including sentences, grammatical concepts, cases, gender, prepositions, adjectives, tenses, moods, verbs, pronouns, conjunctions, irregular verbs, third declension nouns, participles, passive and voices, perfect, and the subjunctive. As the final piece of summative assessment in the unit, it is the most complex, enabling students to reflect on their work across both units and demonstrate skills at the appropriate level in translation, linguistic analysis, critical thinking, and communication.
Classes include similar informal tasks (both for individual students and small groups), preparing students for assessment tasks related to translation and grammar and syntax knowledge. The assessment strategy is concerned to provide appropriate scaffolding to enable students to build on their previous knowledge and apply it to new situations. Assessment tasks are therefore closely related to classroom activities, and are clearly related to learning outcomes and associated graduate attributes.
Overview of assessments
Assessment Task 1: Quizzes on Greek morphology, ...
Assessment Task 1: Quizzes on Greek morphology, grammar, and syntax. This assessment enables students to chart and demonstrate knowledge of Greek morphology and basic grammar and syntax.
20%
Assessment Task 2: Translation Forum (Greek to E...
Assessment Task 2: Translation Forum (Greek to English). This assessment enables students to demonstrate basic ability in translation, and also apply knowledge of basic Greek grammar and syntax.
20%
Assessment Task 3: Composition Forum (English to...
Assessment Task 3: Composition Forum (English to Greek). This assessment enables students to demonstrate basic ability in translation, and also apply knowledge of basic Greek grammar and syntax.
20%
Assessment Task 4: The final examination consist...
Assessment Task 4: The final examination consists of a range of translational and grammatical questions. This assessment enables students to demonstrate ability in translation, reflect on the process of translation, and identify, interpret, and communicate features of the texts they are translating.
40%
Learning and teaching strategy and rationale
This unit involves 150 hours of focused learning, or the equivalent of 10 hours per week for 15 weeks. The total number of hours includes structured online learning activities, including activities such as lectures, tutorials, online learning (including group work), video-conferencing, or supervision. The remaining hours typically involve individual reading of texts, memorizing paradigms and increasingly complex vocabulary, research, and the preparation of tasks for assessment.
The unit is normally offered in a fully online mode. Students interact with each other and with academic staff through formally structured and sequenced online learning activities that support the achievement of the learning outcomes. Students are asked to demonstrate understanding of basic vocabulary, grammar, and syntax, integrating new information with existing knowledge. They then apply what they have learned in simple translation exercises. Collaborative and peer learning is also emphasized, as students collaborate and support each other in raising and responding to questions of grammar, syntax, and translation.
THEL208 recognises students as adult learners who engage best when learning outcomes are clear and they are given the opportunity to be responsible for their own learning. In many ways, the student is the one who drives the learning forward, and their active participation in this unit is essential. Formative and summative assessment tasks assist the students to chart and maintain progress throughout the unit. Particularly, informal assessment by instructors and through peer-review in the online environment is designed to give students clear feedback about progress and support them to learn throughout the unit, and staged summative assessment also provides important feedback opportunities. Learning and assessment is thus designed to be a collaborative, engaging and supportive experience, which helps students to develop relevant knowledge, skills, and graduate attributes.