HERITAGE BAPTIST

BIBLE COLLEGE &

SEMINARY

COURSE SYLLABUS

I. Course Information

Course Title : Research Methodology

Course Code : 401/501
Credit Hours : 3 Credits
Class Days : Semester I (2025)
Class Time : (See Class Schedule)
Professor : Prof. Steward Newmai
Email Address : stewardnewmai91@[Link]

II. Course Description

This course provides a foundational understanding of academic writing and research

methodology for both undergraduate and graduate students. It covers a variety of
academic writing forms including book reviews, reading reports, research papers, term
papers, and thesis writing. Students will learn how to think critically, evaluate scholarly
sources, construct academic arguments, and write with clarity, coherence, and academic
integrity.

III. Course Rationale

Academic writing and sound research methodology are essential skills for theological and
academic excellence. This course equips students with the tools needed to effectively
articulate, evaluate, and contribute to scholarly discourse. It prepares them for higher-
level research projects and thesis writing while reinforcing the value of integrity in
scholarship.

IV. Course Objectives

By the end of this course, students will be able to:

1. Apply techniques of academic writing with creativity, clarity, and confidentiality.

2. Develop and demonstrate critical thinking and skillful writing.

HBBC&S—Research Methodology 1 Prof. Stewart Newmai

 3. Exhibit academic competence in research presentation and writing.
4. Evaluate, compare, and analyze scholarly sources and data with discernment.

V. Course Outline

Lesson 1: Introduction

 Overview of research
 Definition of research
 Types of Research (with 3 perspectives):
o Application Perspective
o Objectives Perspective
o Mode of Enquiry
 Three Kinds of Research Questions:
o Conceptual
o Practical
o Applied

Lesson 2: Writing Assignments

 Types of Assignments:
o Book Review
o Reading Reports
o Book Summary
o Term Papers
 Steps in Writing & Submitting Assignments
 How to Make an Outline
o Importance of outlining
o Examples of simple and complex outlines

Lesson 3: Style Guide

 Importance of Style Guide

 Elements of a Style Guide:
o How the Paper is Presented
o How the Paper is Written
o How the Paper is Cited
 Includes:
o Font and formatting standards
o Quotation usage
o Footnotes and bibliography formatting
o Scripture reference rules
o Sample citation formats (Books, Articles, Theses, Interviews, Electronic
sources)

HBBC&S—Research Methodology 2 Prof. Stewart Newmai

Lesson 4: Thesis Writing

 What is Research?
 Elements in a Research Proposal:
o Title
o Objectives
o Statement of the Problem
o Significance
o Operational Definitions
o Existing Knowledge
o Methodology
o Scope and Limitations
o Outline
o Bibliography
 How to Choose a Thesis Topic
 Framing the Thesis Title
 Sources, Survey, and Collection
 Formulating Hypothesis
 Different Research Approaches & Methods:
 Quotations and Formatting Rules
 Typesetting and Formatting Guide
 Footnote & Bibliography Samples

VI. Course Outline

Class 1 Orientation of the Course

Class 2 Lesson 1: Introduction
Overview of research, and Definition
Class 3 Types of Research (with 3 perspectives): Application
Perspective
Class 4 Objectives Perspective, and Mode of Enquiry
Class 5 Three Kinds of Research Questions: Conceptual
Class 6 Practical, and Applied
Class 7 Review of the lessons -1
Class 8 Class Quiz -1-Written
Class 9 Lesson 2: Writing Assignments
Types of Assignments: Book Review
Class 10 Reading Reports, and Book Summary
Class 11 Term Papers
Class 12 Steps in Writing & Submitting Assignments

HBBC&S—Research Methodology 3 Prof. Stewart Newmai

 Class 13 How to Make an Outline: Importance of outlining
Class 14 Examples of simple and complex outlines
Class 15 Review of the lessons -2
Class 16 Class Quiz -2-Written
Class 17 Lesson 3: Style Guide
Importance of Style Guide
Class 18 Elements of a Style Guide: How the Paper is Presented
Class 19 How the Paper is Written, and How the Paper is Cited
Class 20 Includes
Class 21 Review of the lessons -2
Class 22 Class Quiz -2-Written
Class 23 Lesson 4: Thesis Writing
What is Research?
Class 24 Elements in a Research Proposal: Title
Class 25 Objectives, Statement of the Problem
Class 26 Significance, Operational Definitions
Class 27 Existing Knowledge, Methodology
Class 28 Scope and Limitations
Class 29 Outline, Bibliography
Class 30 How to Choose a Thesis Topic
Class 31 Framing the Thesis Title
Class 32 Sources, Survey, and Collection
Class 33 Formulating Hypothesis
Class 34 Different Research Approaches & Methods:
Class 35 Quotations and Formatting Rules
Class 36 Typesetting and Formatting Guide
Class 37 Footnote & Bibliography Samples
Class 38 Review the Lessons
Class 39 Review the Lessons
Class 40 Final Exam

VII. Materials and Methods of Instruction

HBBC&S—Research Methodology 4 Prof. Stewart Newmai

  Lectures and presentations
 Reading assignments
 Class discussions and peer review
 Writing workshops
 Sample paper evaluation and practice
 Instructor feedback and mentoring

VIII. Course Requirements

1. Class Participation and Works (20%)

2. Academic Papers (20%)
3. Final Exam (60%)

IX. Course Grading

A+ (95–100), A (90–94), B+ (85–89), B (80–84), C+ (75–79), C (70–74), D+ (65–69), D (60–
64), F (0–59)

X. Selected Bibliography

Anderson, Jonathan, Berry H. Durston & Millicent Poole (1970), Thesis and Assignment
Writing, Wiley Eastern, New Delhi.
Campbell, William G. (1975), Form and Style In Thesis Writing, Houghton Mifflin Co,
Cambridge, Massachusetts.
Denzin, Normank and Yvonna S. Lincoln, (eds). 1994, “Handbook of Qualitative
Research,” Thausand Oaks/London/New Delhi, Sage.
Kothari, C.R. Research Methodology, Methods and Techniques (1990), Wiley Eastern,
New Delhi.
Joseph, A. Antony (1986), Methodology for Research, Guide for Writing Dissertations,
Theses and Scientific Papers, Theological Publications of India, Bangalore.
Mabry Hunter, P (2004), A Manual for Researchers and Writers of Course Assignments,
Theses, Dissertations and Other Research Reports, The Board of Theological
Education of Senate of Serampore College, Miller’s Road, Bangalore, 560046.
Mauch, James E and Jack W. Birch, (1998), “Guide to the Successful Thesis and
Dissertation- A Handbook for Students and Faculty,” Marcel Dekker, Inc, New York.

HBBC&S—Research Methodology 5 Prof. Stewart Newmai

 LESSON 1- INTRODUCTION

Overview

This guide begins by exploring the purpose of research and what readers typically expect
in a well-written research report. It walks you through how to identify a research question
that is not only meaningful to you but also important to your readers. It then explains how
to gather relevant information from reliable sources, use that information to support your
arguments, and finally, how to plan, draft, and revise your report to present your findings
with sound reasoning and credible evidence.

Start with a plan. Successful research doesn’t happen by accident. You must think ahead,
outline your process, and break the work into manageable steps. Think broadly, but set
small, achievable goals along the way.

Ask significant questions. The best research begins with a question that you genuinely
care about. But also consider your audience: why should they care about your topic? A
strong question engages both you and your readers.

Write as you go. Don’t wait until the end to start writing. Write daily to process your
thoughts, clarify your understanding of sources, and develop your own insights. Getting
your ideas on paper early helps you refine them more effectively.

Present your findings clearly. No matter how good your research is, it must be
communicated well. Readers will evaluate your work based on how clearly, logically,
and convincingly you present your findings. A well-structured report earns their respect
and attention.

If you’re new to research, some of these ideas may feel advanced. But even writing a
short class paper calls for the same kind of thinking used in larger projects. The skills you
develop now—like asking good questions, analyzing information, and writing clearly—
are the same skills experienced researchers once began practicing too.

This guide doesn’t cover every research method used in specialized fields like
psychology, economics, or the sciences. However, it provides a strong foundation in the
habits of mind and planning strategies that apply to research in any field. Whether you're
preparing a simple essay or a complex thesis, these principles will help you approach
your project with confidence and clarity.

DEFINITION

Research is a systematic process of inquiry aimed at discovering, interpreting, or revising

facts, theories, and applications. It involves asking meaningful questions, gathering

HBBC&S—Research Methodology 6 Prof. Stewart Newmai

evidence, and presenting findings in a structured and credible way.

TYPES OF RESEARCH

Types of research can be looked at from three different perspectives:

1. Applications of the findings of the research study

2. Objectives of the study
3. Mode of enquiry used in conducting the study

It is important to note that these categories are not completely separate. A single research
project may fall into more than one type depending on how you look at it. For example, a
research project may be classified as pure or applied research (from the perspective of
application), as descriptive, correlational, explanatory or exploratory (from the
perspective of objectives) and as qualitative or quantitative (from the perspective of the
enquiry mode employed).

Application Perspective

This classification looks at how the research results will be used. It includes two main
types:

a) Pure Research

o Also called basic or fundamental research, this type is mainly focused on building
theories, exploring abstract ideas, and testing hypotheses.
o It may not lead to direct practical results immediately, but it contributes to the
overall body of knowledge in a field.
o Example: A study exploring a new theory of human motivation, or improving
statistical techniques used in research.

b) Applied Research

o This research is practical and problem-focused. It applies research methods to

solve specific issues or inform decisions.
o It is commonly used in fields like education, healthcare, social work, business,
and public policy.
o Example: Studying the effectiveness of a new teaching method in improving
student performance.

Objectives Perspective

This classification is based on why the research is being conducted—what it aims to

achieve.

HBBC&S—Research Methodology 7 Prof. Stewart Newmai

a) Descriptive Research

o Aims to describe a situation, group, event, or condition in detail.

o It answers the “what is happening” question, without looking into why or how.
o Examples: Describing the literacy rate in a region, or recording public opinion on
a new policy.

b) Correlational Research

o Seeks to find relationships between two or more variables.

o It does not prove cause and effect, but shows whether and how strongly things are
connected.
o Examples: Studying the link between smartphone use and sleep quality, or
between unemployment and mental health.

c) Explanatory Research

o Goes beyond correlation by trying to explain why or how things happen.

o It seeks to establish cause-and-effect relationships.
o Examples: Exploring how stress causes heart disease, or why a certain teaching
strategy improves learning.

d) Exploratory Research

o Used when little or no information is available on a topic.

o It helps researchers understand the basic nature of an issue and decide whether
further, more detailed study is worth pursuing.
o Often done as a pilot study or feasibility study.
o Examples: Exploring social media use among teenagers in rural areas or initial
interviews to see if a topic is researchable.

Mode of Enquiry Perspective

This refers to the approach or method used to collect and analyze data. There are two
broad categories:

a) Structured Approach (Quantitative Research)

o Everything is planned in advance: objectives, research design, sampling, and the

exact questions to be asked.
o It uses numbers and statistics to measure and analyze data.
o Best for studying how much, how many, how often, or finding patterns in large
groups.
o Examples: Surveys, experiments, statistical reports.

HBBC&S—Research Methodology 8 Prof. Stewart Newmai

b) Unstructured Approach (Qualitative Research)

o More flexible and open-ended. The research questions may evolve as the study
progresses.
o Focuses on understanding meaning, experiences, and opinions rather than
counting or measuring.
o Best for exploring complex issues in-depth.

o Examples: Interviews, focus groups, case studies.

c) Choosing Between Quantitative and Qualitative

The decision depends on:

o Your aim – If you're exploring new ideas or understanding experiences, use

qualitative. If you're testing something or measuring it, use quantitative.
o How you will use the results – For creating policies or making decisions, you may
use quantitative. For understanding human behavior, qualitative is often more
useful.
o d) Mixed Methods
o Many researchers combine both approaches to get a more complete
understanding.
o Example: First, use interviews (qualitative) to explore an issue, and then follow it
up with a survey (quantitative) to measure it.

Each type of research serves a different purpose and can be used based on the needs of
the study. Understanding the application, objective, and mode of enquiry helps in
selecting the right research approach. Often, a good research project will draw from more
than one type to create a rich and reliable study.

THREE KINDS OF QUESTIONS THAT RESEARCHERS ASK

Experienced researchers also know that different readers expect them to ask and answer
different kinds of questions. The most common questions in academic work are
conceptual. The ones most common in the professions are practical.

Conceptual Questions: What Should We Think?

A question is conceptual when your answer to “So what”? doesn’t tell readers what to do,
but helps them understand some issue:

a. I am working on the topic of X,

b. Because I want to find out how/why/whether Y, (So what if you do?)
c. So that I can help others understand how/why/whether Z.

HBBC&S—Research Methodology 9 Prof. Stewart Newmai

If you were explaining your research, the conversation might go like this: I'm working on
the topic of risk evaluation.

Why? Because I want to find out how ordinary people evaluate the risk that they will be
hurt by terrorism.

So what if you do? Once I do, we might better understand the bigger question of how
emotional and rational factors interact to influence the way ordinary thinkers think about
risk.

Practical Questions: What Should We Do?

You pose a different kind of question—call it a practical one—when your answer to So

what? tells readers what to do to change or fix some troublesome or at least improvable
situation:

a. I am working on the topic of X,

b. Because I want to find out Y, (So what if you do?)
c. So that I can tell readers what to do to fix/improve Z.

You would explain your work on a practical question like this: I'm working on the topic
of communicating risk effectively.

Why? Because I want to find out what psychological factors cause ordinary Americans to
exaggerate their personal risk from a terrorist attack.

So what if you do? Then I can tell the government how to counteract those factors when
they communicate with the public about the real risk of terrorism.

Practical questions are most common outside the academic world, especially in business.
In academic fields such as health care and engineering, researchers sometimes ask
practical questions, but more often they ask a third kind of question that's neither purely
practical nor purely conceptual: call it an applied research question.

Applied Questions: What Must We Understand before We Know What to Do?

Often, we know we must do something to solve a practical problem, but before we can
know what that is, we must do research to understand the problem better. We can call that
kind of research applied. I want to find out how Americans have changed their daily lives
in response to the terrorist attacks on 9/11.

 Then we can understand the psychological factors that cause ordinary Americans
to exaggerate their personal risk from a terrorist attack.

HBBC&S—Research Methodology 10 Prof. Stewart Newmai

  Then we can understand how to reduce the effects of those psychological factors.
 Then perhaps the government can use that information to communicate more
effectively the real risk from terrorism.

Applied questions are common in academic fields such as business, engineering, and
medicine and in companies and government agencies that do research to understand what
must be known before they can solve a problem.

LESSON 2- WRITING ASSIGNMENTS

Most of the methodology given for writing the thesis can also be used for writing
assignments of course. There are kinds of assignments that can be given to the students at
any educational level. Such as book reviews, reading reports, book summary, term
papers, sample foot notes entries and bibliography so on.

BOOK REVIEW

The book review includes the analysis of the content of the book, evaluating the
methodology used by the author, verifying the data presented, critically looking at the
finding, recommendations and conclusion. The reviewer can also suggest alternative
perceptions and perspectives. It is good to read some book reviews published in journals.
Normally a book review should be between 500 to 1000 words.

Summarized bullet ideas for book review

o Gain intelligent glimpse (quick look) of the book

o Begin with an attention-catching statement
o Write the most important thoughts first
o Highlight author’s treatment of the subject
o Use long and short sentences
o Appreciation to the strengths
o Critical evaluation, comparison
o Recommendations to the readers

Things to Observe:

1. Good things about the book (Strengths)

o Theme
o Purpose
o Presentation

HBBC&S—Research Methodology 11 Prof. Stewart Newmai

 o Unique ideas

Theologica
l
Logical
Practical
2. Weakness of the book (Lacking of writing)

o Poor presentation of the subject

o Clarity of writing
o Readability
o Ignorance of related dimension of the topic
o Lack of source materials
Note:

 The purpose of book review is to convince others about the book

 We do need to give message to others to buy the book
 Review should serve as a guide to the readers

Level of Book Review

Students often confuse a book review with a book report, summary, or critical study. To
clarify, here are four levels of book reviews based on academic expectations:

Level 1: Book Report -A basic summary of the book’s key points with minimal
commentary. This level shows that the student has read the book and can summarize
faithfully using the book’s language. Often used in early studies and literature reviews.

Level 2: Book Reflection -Focuses on the student’s personal response to the book. Rather
than summarizing the entire content, the reflection selects specific themes and shares
insights from a personal, spiritual, or ministerial perspective. Teachers look for how the
book impacts the student.

Level 3: Analytical Book Review -Combines summary with objective analysis and
evaluation.

o Summary: Key points of the book (ideally not more than 50–70% of the review).
o Analysis: Comments on the content in relation to similar works.
o Evaluation: Judges the book based on internal logic and external comparisons—
asking if the author achieves their goals, engages other sources, and contributes
meaningfully to the field.
o Final Comments: Assesses the book’s relevance for its intended audience and
application in academic or ministry contexts.

HBBC&S—Research Methodology 12 Prof. Stewart Newmai

Level 4: Academic Journal Review -A formal, concise review for publication in
scholarly journals.

o Tailored for a specialist audience.

o Balances summary with analytical and relational insights.
o Evaluations are cautious and respectful; junior scholars should focus on the
book’s usefulness.
o Strict word limits and formatting guidelines must be followed.

Understanding these four levels helps students write the appropriate type of book review.
Christian reviewers should also consider how their faith informs their reading and
critique.

READING REPORTS

The reading report of a book includes the following things

o Concise summary of the work

o Overview of argument
o Reasons, methods, and results
o Areas unclear and most convincing
o Expose errors occurred
o Unified presentation; not scattered ideas

BOOK SUMMARY

o The summary is the way you understand the contents and context of the book.
o The summary is writing the contents or framework of the book in your own words

TERM PAPERS

The length of a term paper will be prescribed by the teachers. The marks for each term
paper will be informed to the students. The methodology for writing term papers is same
as the methodology for thesis writing. The writing of a term paper includes the following
things:

o Table of contents
o Introduction
o Name of the term paper (title)
o Name of the course
o Foot notes
o Conclusion
o Bibliographies
o Student’s registration number

HBBC&S—Research Methodology 13 Prof. Stewart Newmai

 o Name of the professor
o Course number
o Page numbers
o Date of submission

To the making of a cover page for a term paper includes the following things:

 Name of the college

 Title of term paper/assignment
 Name of the professor
 Name of the class
 Course number
 Subject
 Due date
 Date of submission
 Expected pages
 Actual pages
 Expected word count
 Actual word count
 Declaration
 Signature
 Name of the student
 Admission/registration number
 Month, date, year

STEPS IN WRITING AND SUBMITTING THE ASSIGNMENT

1. Follow the guidelines regarding taking notes and using foot-notes and end-notes
methods. Check whether foot-notes methods are necessary for an assignment like
writing a Book-Review. Such methods may be necessary for other types of
assignments.
2. The first thing that you need to do is write a tentative outline of the assignment with
main headings and sub-headings.
3. Write your first draft of the assignment and check whether you have worked
logically and systematically according to the outline. Think how the first draft can be
improved further in terms of content, methodology approach, foot-noting or end
noting, style, language, etc.
4. Make the necessary changes and polish the draft. Do not stop till you are confident
and satisfied with the quality of your work. You can ask someone to go through it
and give genuine comments for improvement. Ask yourself whether the final draft
meets the standard required by the professor.
5. Place the Bibliography at the end of your essay. It should be in a proper order. Read
the section on Bibliography in this book-let for guidelines on preparing and writing
the Bibliography.

HBBC&S—Research Methodology 14 Prof. Stewart Newmai

6. Check the spelling, grammar and punctuation marks before taking a computer
printout.
7. Number the pages in a chronological order.
8. Write the table of content on the first page.
9. Make a cover sheet for the assignment. The name of the student, roll number, class,
year, the name of the professor to whom it is submitted and the name of assignment
should be clearly printed on the wrapper.
10. Keep a printed copy of the same assignment for your file and also the CD disc.

Submitted it on time to the professor either by going in person to the department or

intuition or send it by registered post so as to reach well before the deadline.

HOW TO MAKE AN OUTLINE?

Outlining is another essential skill for academic writing. An outline is the attempt to think
broadly about what you will write before you write it, something like your paper's table
of contents before you actually write your paper. For some, an outline can feel like a
waste of time: why not get straight to writing? However, all academic writers can benefit
from the habit of making an outline before writing anything. We will discuss why an
outline is needed and how it can be an effective tool for academic writing.

Why do we need an outline?

An outline, especially for academic writing, has several uses. First, it helps prepare the
student for the writing task ahead, clarifying their thinking and making a writing plan.
Once you read several sources, you may get an idea of what you want to say. An outline
helps consolidate those ideas and give them direction.

Second, an outline focuses not just on what you want to say, but also on how you will say
it. The outline helps work out the paper's methodology. So, when you specify the points
and sub-points of your paper, the outline helps draw attention to the logic of the argument
and the way the ultimate point will be made.

Third, an outline can identify gaps or errors in writing. When teachers or peers give
feedback on outlines, they might find missing elements in research or identify poor
logical progression. An outline may even reveal that more reading is needed.
Alternatively, an outline can show that you are attempting too much, and you need to
simplify your work.

Fourth, an outline is flexible, allowing us to experiment with our ideas before we start
writing. It permits us to make mistakes and even try new ways of saying things. The
outline process is a time to test new ways of saying what we want to say.

HBBC&S—Research Methodology 15 Prof. Stewart Newmai

Examples of outlining

Earlier, we discussed two structures of academic writing. The conceptual structure was
the problem-method-thesis of the paper. While the written structure was the introduction,
body and conclusion. In this section, we explore how the integration of the written and
conceptual structures would apply to the outline process.

Typically, a simple outline would follow the written structure of introduction-body-

conclusion. This kind of outline works well for simple papers that are descriptive and
information oriented. Assuming that we are studying "the image of God:' a simple outline
would look something like this:

1. Introduction: What is the image of God?

2. Body:
2.1 Point One: What does the Bible say?
2.2 Point Two: What do the scholars say?
3. Conclusion: What should we believe about the image of God, and its
implications for the Church.

The more complex outline will still follow the basic three-point written structure, but the
student will address a particular research problem. The student may also offer more
details on each part that fleshes out the proposed content, keeping in mind the problem
and the anticipated thesis. Assuming again that you have to write a paper on "the image
of God: the following outline could be offered:

1. Introduction
1.1 Literature review: there are three ways of looking at the image of God;
essentialist, theological, and biblical.
1.2 Problem statement: There is confusion in the Church and academia on which
is a view of the image of God valid.
1.3 Methodology: I will be using a comparative approach, comparing the
essentialist, theological and biblical approach, to come up with a possible answer.
1.4 Thesis: I will be proposing a combined approach.

2. Body
2.1 Essentialist Approach
2.1.1 Describing the essential approach
2.1.2 Identifying problems with the essentialist approach
2.2 Theological Approach
2.2.1 Describing the theological approach.
2.2.2 How does the theological approach address the problems of the
essentialist approach?
2.3 Biblical approach
2.3.1 Describing the biblical approach, particularly reading Genesis 1-3.

HBBC&S—Research Methodology 16 Prof. Stewart Newmai

 2.3.2 How does this approach differ from the theological approach?

3. Conclusion
3.1 Proposing a combined approach (between theological and biblical).
3.2 Implications of the combined approach for my local church.

Notice how the introduction, body, and conclusion are integrated with the problem-
method-thesis approach. The problem of the paper is the confusion, the methodology
compares three positions, and the thesis is a combined approach. This is worked out over
three main sections.

While details will vary, learning to adapt the conceptual structure of problem-method-
thesis to the written structure of introduction-body-conclusion, will help most students to
become more systematic in the way they begin and eventually write their papers.

LESSON 3 -STYLE GUIDE

Many seminaries require their students to follow an official Style Guide when submitting
papers and dissertations. The Style Guide is a document that regulates how student
assignments are presented, written, and cited. Typically, the presentation style refers to
which font to use, what the margin and line spaces should be, and even how the cover
page is laid out. The writing style refers to matters such as the use of quotations, phrases,
spellings, and so forth. The citation style refers to the format for footnotes and
bibliographies. While there is no consistent "style" across universities and colleges, your
college or seminary probably has a document that explains its style expectations.
Following your institution's Style Guide is considered a necessary part of academic
writing.

IMPORTANCE OF A STYLE GUIDE

Why is a Style Guide important? Why not let every student come up with their
"individual" way of presenting a paper, much like how handwriting is unique to every
individual? To respond, two things can be said. First, discipline is essential to academics
(and theology). Academic research is not about the expression of individual creativity
and individuality. While there is undoubtedly the need for "finding" and "expressing"
ones voice, that voice is not expressed through rhetoric or even stylistic divergence. As
much as individuality is needed, so is conformity to a code of conduct and style that
marks that academicians are part of one community and share the same language.

Many students may be tempted to ignore the Style Guide, and not recognise why they are
being penalised for using the wrong font, or using the wrong heading format. However,

HBBC&S—Research Methodology 17 Prof. Stewart Newmai

academic style and format are essential even for the future, when submitting articles and
book drafts for publication. Some publishers will refuse to consider work that has not
been correctly formatted.

Second, aesthetics (beauty) has theological value (even if the institution does not overtly
value aesthetics). While most academicians ignore aesthetics,would do well to remember
that God cares about beauty. Structure, style, order can all be seen within God's creative
plan. One need not look down on simple fonts and consistent style in favour of radical
and dramatic creativity. Each can be part of God's beautiful purpose.

In terms of assignments, simplicity and consistency are hallmarks of good design, and a
research paper can benefit from good design principles. The consistency in fonts, margins
and so forth allow academicians to have a shared way of talking about what is important.
Poor use of fonts and format can distract from the strengths of the paper, and even
accentuate its weaknesses. As a result, academic research prioritises an academic
argument that is clearly and precisely expressed with the least amount of fanfare.

ELEMENTS OF A STYLE GUIDE

A Style Guide addresses three issues: how the paper is presented, how the paper is
written, and how the paper is cited.

How the Paper Is Presented

In terms of how the paper is presented, a Style Guide would recommend the font, line
space, heading formats, page numbers, page margins, cover page, and even how the table
of contents and appendices are used. Represented below is a sample of what a typical
Style Guide contains. The following examples are adapted from the SAIACS Style
Guide, 2020.

o Font: Times New Roman (for text, footnotes, and page numbers)
o Biblical Languages Fonts: Use the Unicode font for Greek/Hebrew. When copy-
pasting from Bible software, remove accents marks unless specifically required.
o Font size and line space: 12pt with 1.5 space between the lines.
o Footnote font size: Times New Roman, 10pt single spacing; text aligned left; no
line space between entries.
o Text justification: Align left, with no indent. Leave line space between paras.
o Page margins for assignments: All sides, 1.0 inch (2.54cm).
Margins for dissertation: Inside margin, 1.5 inches; others at 1.0 inch.
o Pagination: The font and size of the page numbers should be the same as the main
text. Place page numbers at the bottom centre.
o Printout: Print assignments on both sides of an A4 paper (save paper!).
o Research paper format: The format of a Research Paper includes three categories:
(i) The Preliminaries, (ii) The Text of the Research Paper, and (iii) the Reference
Material.

These sections occur in the following order, although not every assignment includes all

HBBC&S—Research Methodology 18 Prof. Stewart Newmai

the items listed in each category. (i) The preliminaries Title Page (Cover page)
Table of Contents Preliminary pages are numbered in small Roman numerals: i, ii, iii and
so forth. The Cover page is the first page, but it will not display the page number.

(ii) The main text of the research paper Introduction with the statement of purpose of the
research paper Body of the research paper, appropriately divided into sections
Summary conclusion. The main text and following reference material will use Arabic
numerals, 1, 2, 3 and so forth.

(iii) The reference material Appendix or Appendices (if any) Index or Glossary (if any)
Bibliography

How the Paper Is Written

Spelling: Students are expected to be consistent in the regional spelling they adopt,
however, the UK English regional spelling is preferred.

Quotation Marks: Quotation marks are to be placed outside full stops and commas. Single
quotation marks should be used to indicate quotations within double quotation marks.
Note the juxtaposition of single and double quotes at the close of a sentence. For
instance, “Jeremiah is often referred to as ‘The Weeping Prophet”’ Do not use single
quotation marks (‘ ’) for emphasis. Instead, use italics.

Omitting material within quotations: When you are omitting some portions of a quotation
without changing its meaning, then you must use ellipsis with space before and after the
stops, “...” to indicate that some parts are skipped.

When the portion being omitted follows a full stop, then add the full stop, followed by the
ellipses “Jesus wept.... ‘See how he loved him!”’ (John 11:35-36) When a sentence trails
off, there is no need to include future full stops. For example, “Looking for the
theological approach to religion... there is a strong call from theologians to prioritize the
insider ... voice while doing theology.”

Italics: Italics are used only for foreign words or for emphasis. Thus, in situ (on site,
Latin); hesed (kindness, Hebrew); parousia (arrival, Greek); sanathanadharma (eternal
order, Sanskrit); ummah (community, Arabic); sitz im leben (place in life, German).

Dashes and Hyphens: Distinguish between a hyphen (-) ("first-century writer"), en-dash
(-) (1947-2021), and em-dash (—) ("I know who you are—the Holy One of God!"). The
en-dash is used to indicate a range of numbers in text or footnotes ("20-30 people"). Note
that there is no space on either side of a hyphen, en-dash or em-dash.

Use of capitals: Students can use capitals to refer to God (for instance, "God is good, He
is holy"). Church, in general, can be used in capitals, while local churches are in lower
case. Bible is in capitals, while biblical is in lower case.

Use serial commas: The wrong usage, “God is good, great and powerful.” Correct usage,
“God is good, great, and powerful.”

Gender-inclusive language: Students must use gender-inclusive language in their work.

HBBC&S—Research Methodology 19 Prof. Stewart Newmai

Refer to authors by their appropriate gender. However, when writing in general singular,
"he and she", or "him and her", should be included.

No hate speech: Students should not use hate speech of any kind.

How the Paper Is Cited

Placing footnote numbers with respect to quotation marks: The footnote number
immediately follows punctuation, whether comma, semi-colon, colon or full stop. For
instance, C. S. Lewis asks, “If miracles were not known to be contrary to the laws of
nature, how could they suggest the presence of the supernatural?”

Quoting Scripture: A scripture reference may be accommodated immediately after

quotation marks. For instance, “By faith Abel offered up to God a sacrifice more
acceptable than Cain's.” (Heb. 11:4).

Scripture References (indicating separation and range): Scripture references are separated
by semi-colons when taken from different books. For example, Isa. 34:1; Jer. 31:10; Mal.
1:6.

When taken from the same book, use commas to mark separation. For example, John
3:16, 4:5, 6:6; 1 Pet. 1:4. Note the special case of Psalms when used in the plural. For
example, Pss. 1:3; 12:6.

When indicating a range of verses, use an en-dash (-). For example, Ps. 1:3-6. When
citing a range across chapters and verses, use an em-dash (—). For example, John 8:1–
11:26.

The books of the Bible are generally spelt out when in the running text. For instance,
"The final chapters of Romans offer practical advice to the Church.”

When listing several Bible passages in the running text, then the use of abbreviations is
appropriate. For example, Several NT passages talk about the love of God: John 3:16;
Rom. 5:8, Rom. 8:37-39, and Eph. 2:4-5.

Block Quotations: When quoted material exceeds four lines, the quotation is set off from
the rest of the text in a block. A single tab may be used for this. Please note that:

 Quotation marks are not used for block quotations.

 The font size is reduced to 11pt, while continuing with 1.5 line spacing.
 A footnote number is placed immediately following the punctuation.
 Scripture texts set off in this manner should conclude with punctuation, followed
by the reference in parentheses.

HBBC&S—Research Methodology 20 Prof. Stewart Newmai

 A Sample cover page for Assignment

HERITAGE BAPTIST BIBLE COLLEGE & SEMINARY

The Role of Pastoral Care and Counseling to the Challenges and

Issues of Staff and Students of Bible Seminaries in Tamil Nadu

Submitted to
Prof. Stewart Newmai.

In Partial Fulfillment of the

Requirements of the Course

# 412: PASTORAL CARE & MINISTRY

Submitted by
Luckyson Newmai
Admission #39/21
[Link]. 1st Year
December 10, 2022

HBBC&S—Research Methodology 21 Prof. Stewart Newmai

 Sample preliminary page for a thesis (cover page)

THE CHRIST’S DEATH: THE SIGNIFICANCE IN ACCOMPLISHING

SALVATION TO HUMANITY

A
Thesis presented to
The Faculty of Heritage Baptist Bible College & Seminary
Trichy, Tamilnadu

In Partial Fulfillment of the

Requirements for the Degree
Bachelor of Theology

By
Luckyson Newmai
Admission #39/21
[Link]. 1st Year
December 10, 2022

HBBC&S—Research Methodology 22 Prof. Stewart Newmai

 Second presentation page for a thesis (cover page)

HERITAGE BAPTIST BIBLE COLLEGE & SEMINARY

________________________

A
THESIS PRESENTED TO
THE FACULTY OF HERITAGE BAPTIST BIBLE COLLEGE & SEMINARY
TRICHY, TAMILNADU

_______________________

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE

BACHELOR OF THEOLOGY

____________________

By
Luckyson Newmai
December 10th, 2022

HBBC&S—Research Methodology 23 Prof. Stewart Newmai

 Acceptance page for a thesis

Accepted by the faculty of

HERITAGE BAPTIST BIBLE COLLEGE & SEMINARY

In Partial Fulfillment of the Requirements for the Degree

Bachelor of Theology

_______________
Grade

________________
Guide

__________________
Examining Committee

HBBC&S—Research Methodology 24 Prof. Stewart Newmai

 Declaration page for a thesis (Optional)

DECLARATION

I hereby declare that:

1. This thesis has been my own work in its entirety, and that I myself have done the work
of which it is a record under the guidance of a supervisor.

2. No part of this thesis has been submitted to any other educational institution in any
previous application for any degree.

3. All quotations of four lines or less have been denoted by quotation marks, quotations
of more than four lines have been indented, and the source of information in both cases
have been specifically acknowledged.

Place: Trichy __________________

Date: March 2023 Luckyson Newmai

HBBC&S—Research Methodology 25 Prof. Stewart Newmai

 TABLE OF CONTENTS
Page No
INTRODUCTION……………………………………………………………………...
Purpose or Reasons of Writing……………...…………………………………...
Statement of the Problem / Hypothesis……..……………………………………
Aim/Thesis Statement………….………………………………………………...
Methodology of Writing………………………….……………………………...
Scope & Limitations of Writing………………….……………………………...
Procedure of Writing…………………………….……….....................................
CHAPTERS
1. ETHICS: THE BASIC……………………………………………………………
1.1 Three Definitions of Ethics…………………………………………………
1.1.1 Clinton Gardner………………………….…………………………
1.1.2 Max Stakhouse……………………………………….……………..
1.1.3 J.E. Gustafson…………………………….………………………...
1.2 Ethics and Other Disciplines…………………………………………….….
1.2.1 Theological Discipline………………………………………………
1.2.2 Secular Discipline…………………………………………………..
1.3 Four Modes of Ethical Reflections…………………………………………
1.3.1 Deontological Ethics………………………………………………..
[Link] The Legalistic Absolutist Model………………………………
[Link] The Natural Law Model-Thomas Aquinas………………….
[Link] The Principle Model ……………………………………….….
1.3.2 Teleological Ethics or Consequential Ethics……………………….
[Link] The Futurist of Other-Worldly Model ………………………
[Link] The basileia or Kingdom Model…………………………..
[Link] The Liberation Model………………………………………….
1.3.3 Situational or Contextual Ethics……………………………………
2. BIBLICAL BASIS FOR ETHICAL THINKING…………………………………..
2.1 The Major Ethical Themes in the Old Testament-Creation, Law &
Marriage.

Note:
1. Any Greek or Hebrew used in a level 4 heading remains non-italicized.
2. Should a heading exceed one line, the txt in the lines should be aligned. E.g.,
2.1

HBBC&S—Research Methodology 26 Prof. Stewart Newmai

 LESSON 4 - THESIS WRITING

WHAT IS RESEARCH?

 The research is “A search for an answer to a problem”.

 In other words the research is: “A critical and systematic search for an answer to a
problem in a subject area for the purpose of increasing human knowledge in that
area in a form that is communication and provable.”

ELEMENTS IN A RESEARCH PROPOSAL

A research proposal represents and effort on the part of the writer to set forth a plan or
scheme for undertaking his or her proposed research. The research proposal should be
viewed as a plan for investigating a problem. It should reflect rigorous conceptualization
of what is perceived to be the problem and how the problem will be investigated.

The basic elements that should be followed in a research proposal:

Title

Thesis title is expected not to be too short or to narrow. For example,

 Title: The use of the word Kosmos and Its implications from the Johannine
Literature.
 Title: The Globalization and Its Effects on the Economy of Rural India.
 Title: Pluralism

Objectives

The objectives and goals of the research and the thesis must be given. It can be stated as
following:
 To know more about the problem.
 To refute or correct the precious conclusions and results or to reaffirm the
earlier conclusions.
 To establish new facts.
 To compare and contrast and show the uniqueness, merits and demerits.
 To sort out the problem connected with the issue.
 To contribute new insights on the untouched area of the topic, etc.

Statement of the Problem

This is a brief statement of the central issue of the subject. In most cases this would be
derived from the title perhaps using some additional words in order to bring out the

HBBC&S—Research Methodology 27 Prof. Stewart Newmai

urgency and relevance of the problem.

 A clear and precise statement of the problem should be given.

 It should be stated clearly what is the importance of problem and the need
for research and study on the problem/topic.
 You need to elaborate the problem by explaining what will be examined,
what will be the focal problem and the major areas which require research
and examination.

Significance of the study

Why this particular study is so important to be undertaken for research project? How it is
relevant to the contemporary readers? How the study skills contribute to the existing
knowledge of the subject? Statement and elaboration of the problem could be used in
writing down the significance of the study. What questions: how this research project is
going to help in my own ministry field? What contribution this will make to intellectual
world? What is the new areas of knowledge this study will contribute to the society?
What is the new area of going to be mostly benefited by this study?

Operational Definitions

The researcher should define the ethical terms or words that are used in title or in the
research works. Terms with various meaning should be given special attention in
operational definition. For example, “Spiritual’, ‘youth’ ‘India culture’ etc. people define
spirituality in different ways. Some people refer youth to the people between 15-25 others
between 15-40, and some others it refers to only of men. But who are in your research?

Exiting knowledge of the subject

The researcher should include the notable results of other studies with adequate
references. The students even say how the research moves and even goes beyond existing
knowledge. The students should make sure what the former studies done on this very
subject. Have these former studies provided any statistical information?

Methodology/Procedure of study

There are number of methods or approaches to study a topic/problem/issue. Some of the

methods such as historical, biblical, philosophical, theological, etc (refer the notes for
more information). Whatever be the methods are going to be used to study the topic
should be mentioned in the thesis proposal. Explain briefly these methods and the reasons
for using them. Also discuss briefly how they will applied to study the topic.

Scope and Limitations

HBBC&S—Research Methodology 28 Prof. Stewart Newmai

The scope of the research should be made clear by stating the limits of inquiry. You need
to set the boundaries and state why you will not be undertaking a particular area or a line
of thinking. Limitations can be set based on historical periods, selected works of a
particular author, geographical regions, language or ethical groups etc.

Outline (A Tentative outline)

Bibliography

A research proposal has to have the main Bibliography of the study, to establish the basic
search of the student for source texts.

Above are the following steps that are necessary to a research proposal.

HOW TO CHOOSE A THESIS TOPIC?

Choosing a thesis topic is sometimes harder than we think, we need to find a topic that
we would be willing to invest 6 months in. it should be something that we really want to
do (no one should force us to choose a topic). There are two related motivations.

Missional motivation for choosing a topic

Here, you could think about where you are going, your ministry (either pastoral church of
mission/evangelism). What are the needs of the context where you heading? What are the
burning questions that need to be addressed? South Asian scholars, they must invest their
time on issues related to poverty (suffering) and religion, because that is our context.
Which is to say that any topic we choose to do must either relate to the sufferings of
people, and or we must show an awareness of the interreligious reality we exit in. There
is some truth in this but we need not keep this binding for us. However, note the
Missional emphasis. Where you are going may often direct your research concerns.

Personal challenges / interests as motivations for research

The other and I think equally legitimate, motivation for research. Here we stop to identify
what are the burning issues that concern us, what are the answers that we really want. Of
course there needs to be some connections to theology, but oftentimes all questions
ultimately lead to or arise from God himself. So if we were to identify the core issues that
concern us, perhaps a topic is there.

Many students are sensitive to the struggles of suicide, additions, family tensions,
forgiveness and doing research on those issues. Other students wanted answers to
difficult questions like predestination, universal salvation, atheism, evil/suffering and
then doing papers related to those. Other students simple enjoyed the challenge of doing

HBBC&S—Research Methodology 29 Prof. Stewart Newmai

something interestingly, like hermeneutics, or literature, or art/movies etc.

All these are legitimate and even excellent reasons for choosing a topic and do not be
afraid to choose it (also it would help to pray about it and seek what God wants as well).

Finally, choosing a topic is different from making it a researchable topic

Ultimately, if you can identify at least two or three issues that would interest you, and
then narrow it down to one, you will have a good start of making your topic into a
research topic. The process of taking a general topic into a research topic is a process in
itself. The process involves in finding the problems in the areas of your interest and doing
a narrowed-down study of those issues. It involves literary reviews (of research already
done etc), plus an assessment of material available.

However before we even get into it all, a general topic of interest must come from your
heart and/or from the heart of your context. So choose well.

Tips to Keep when You Choose the Thesis Topic

o The topic of research should be selected by the researcher based on his/her own
interest.
o The topic selected for research should normally be in the student’s area of
specialization.
o The selection of a topic will also depend upon the availability of materials and
documents. The first thing to do is to survey the availability of books, reports,
records, articles and statistics written on the topic.
o Once the student is assured of the availability of sufficient sources, then the student
gets the confidence to finalize the subject or topic for research.
o In selecting a topic, the following considerations can be kept in mind:
a. The topic could be a problem with which the student is concerned for some
time and needs to be addressed.
b. The student feels that the previous research and writing done on a topic did
not present the facts accurately or adequately and so further research on the
same topic is necessary in order to acquire a better understanding of the
subject or to look at it from a different perspective.
c. New information and interpretations have become available in the recent years
which demand more research and writing on a given topic.
d. New areas where there is no adequate research and writing available.
o Selecting the topic should take into consideration the time limit and other limitations
envisaged. Some thesis need to be submitted in years’ time. Others may have two
years or more. Students are informed well in advance the time limit. So according to
the time available, the area of research and the length of research should be limited.

HBBC&S—Research Methodology 30 Prof. Stewart Newmai

FRAMING THE THESIS TITLE

After selecting the area of research, the next step is to frame the title of the thesis. The
following guidelines should be given attention in framing the title.

1. The title should express clearly the problem that needs to be tackled in the research. It
should be in the form of a statement rather than in the form of a question.

For Example:
Bad Title: what are the Ill-effects of Globalization on Rural India?
Better Title: Globalization and its effects on the economy of rural India.
2. The title can have a main statement with a sub-title. The sub title helps to limit the
problem to a particular historical period, a region or a community. But the title should
have one main statement which will express the subject matter of the research.

For example:
Main Title: Land Reforms in India
Sub-title: with Particular Reference to the Post-Independence Period. Or with
Particular Reference to Mysore District.

3. The title should not be clumsy and confusing. It should be self-explanatory. People
who read the title should understand the meaning of the title.

4. The title, as far as possible, should be of a comprehensive nature. It should indicate

the main areas of research. Otherwise it will convey only a part of the study without
showing its link with the rest of the study.

For Example:
Bad Title: The Study of the Various Components of Indian Context Today.
Better Title: The Social, Political, Economic and Religious Context of the Post-
Independent India.

5. Make the title short and catchy. The will arouse the curiosity and interest of the
readers and they would want to read your thesis.

For Example:
Bad Title: The Critical Study of the Contribution of the Evangelical Fellowship of
India to the Growth of the Evangelical Movement in India and to the Mission of the
Church in India since its Inception in 1950.
Better Title: The Impact of the Evangelical Fellowship of India on the Growth of the
India Church.

HBBC&S—Research Methodology 31 Prof. Stewart Newmai

6. Try to avoid phrases such as ‘A critical Study of…’ or ‘A Critical evaluation of...’ in
the title because your research and writing should be critical whether it is mentioned
in the title or not. But you can include the phrase such as ‘An Empirical Study of..’ or
‘A Comparative Study of...’ or ‘A Literary study of...’ etc. theses phrases convey your
approach to the study of the problem.

7. You have ample time and opportunity to shape and reshape the title during your
survey of materials and sources. Before finalizing the title and getting it approved,
consult your supervisor/guide/mentor and then submit the finalized title. The title
once approved by the institution / University should not be changed.

SOURCES, SURVEYS AND COLLECTION

Survey of the available sources and a critical review of such sources is an important
exercise in research. The available data and resources can influence the kind of
hypothesis one would like to work on. It also helps in making the title of one’s thesis or
paper more precise. The survey of literature informs the researcher what sort of research
has already been conducted in the area of his/her enquiry. The researcher can avoid
duplicating the same and delve into new avenues of enquiry or look for new perspectives
in the same area of research.

Sources of information are generally classified as “Primary sources” and Secondary

sources”. It is not always easy to define and classify primary and secondary sources. The
following tips may help the student in identifying sources.

Primary sources are information given or collected, as it were, “straight from the horses’
mouth”. For example, when a research student engages the head of a village in an
interview regarding the problems faced by the village Aiyikudi, the information received
becomes a primary source. On the other hand, if there is a book called “Problems of
Aiyikudi” available and the student makes use of material from that book which is based
on the research done by the author, that information will be classified as “secondary
source”. Thus, original or primary source is that information collected by a research
scholar through the method of observation, interview, and questionnaire, afield research,
studying stone tablets, or archeological excavations.

The Bible, Vedas, Quran and the writings of Gurus and Saints are classified as primary
source by some, as these scriptures are believed to be divine origin. To read and
understand the original writings of the Bible, Vedas and other scriptures, knowledge of
the Sanskrit, Arabic, Urdu, Pali, Tamil, Marathi, Bengali, etc. are needed. Books written
on the scriptures like commentaries, dictionaries and articles are considered secondary
sources.

Secondary sources are those which are based and dependent upon information which
have been drawn from the primary sources by another. For example, when a student

HBBC&S—Research Methodology 32 Prof. Stewart Newmai

writing an assignment on Indian Christian theology depends on the book by the same
name written by Robin Boyd to know about M. M. Thomas’ view on Salvation then that
information is considered as a secondary source. On the other hand, if the student uses a
book written by M. M. Thomas himself, where he has clearly explained his view on
salvation. Then it is considered as a primary of information.

Survey and collection

The primary and secondary sources need to be surveyed and studied in depth before
beginning to write the thesis. To survey the sources, the following steps are needed.

1. Visit libraries to find out all sources available on your topic. Look up the table of
contents of the books. Flip through the pages of the books; check the content of the
chapters and also the index at the end. If these books and journals have information
on your topic. Then note down the names of the authors, title of the books, catalogue
numbers etc. for checking them out later.

2. If you are looking for unpublished materials on your topic. Then consult the librarians
to give you permission to visit the archives and look into the documents and records.
Usually these documents are not allowed to be checked out of the archives. While
you are in the archives take notes of the content of the documents for your research.
Sometimes photocopying may be allowed.

3. Your thesis topic or assignment may be about a community or a tribe or on the history
of a church or an institution. Apart from what is available in print it is necessary to go
to the place where the people live and meet them or their leaders and conduct an
interview to collect fist-hand data. Field research is important to gain first-hand
knowledge about the people or institution on which you are doing a research to make
more than one trip to this field and stay with the people for a week month or even
three months.

4. These days, it is possible to get information through the interest. It is a common

practice in the business world to set up websites by which information is decimated to
a large number of people instantaneously and without much cost. The computer and
internet facilities are becoming more and more user friendly and most people can now
afford to make use of them.

5. Read the book reviews written in journals, newspapers and magazines. This gives
information about the books published on the topic of your research. Many journals,
newspapers and weekly magazines include a brief note about new books in the
market. In addition to reading these reviews, it is good to look into the year Book and
Abstracts published on various topics from time to time.

HBBC&S—Research Methodology 33 Prof. Stewart Newmai

 6. If you need statically data, then you need to go to the offices of the respective
departments such as public works Department (PWD), Forest Department, High ways
Dept, Collector’s office, family planning of India office, Diocesan office, Missionary
organizations, etc have statistics related to their work. Approach the concerned officer
with your identity card and a request letter to use the records and collect data for your
academic research. They may give you permission to use their records.

FORMULATING HYPOTHESIS

Formulating a hypothesis is an important step in writing a thesis. A hypothesis means in

general a ‘presupposition’ or ‘assumption’ or ‘proposition or a ‘statement of the
problem’. Some guides insist that the students should have at least one main hypothesis
for their thesis. Some may even go to the extent of suggesting one hypothesis for each
chapter. All the hypothesis of the thesis depends upon the nature of the subject under
research and the methods used for the study. It is necessary to have a hypothesis because
it guides the student to focus on the problem of research. Hypothesis makes the study to
be specific.

Beginning with a Hypothesis

After surveying the sources and materials collected, students can formulate their main
hypothesis. For example if a student was writing a thesis on land reforms in India with a
particular reference to Mysore district, the student can make assumptions that the bills
and policies of land reforms of the govt. Of India did not bring much change in the
pattern of land holdings in India. The student may assume that the land reform is a failure
and rich land lords are still holding large estates and poor peasants who worked for them
are still landless. If this is the assumption or presupposition, then the hypothesis will read:
the land reform did not bring about an equitable distribution of land to middle income
and poor people in Mysore district. The rich and the powerful are still the owners of vast
lands. The researcher must go on to prove or disprove the hypothesis by presenting his
arguments and evidences.

Working on the hypothesis

Once a hypothesis has been formulated, the next step is to work toward proving or
disproving the hypothesis. It happens as the student starts collecting information,
analyzing the data and interpreting the collected data. The student must be careful to go
about his research systematically by building the arguments chapter by chapter keeping in
view the main hypothesis of the research.

Changing the hypothesis

Normally, after careful research, the researcher will gather enough data and evidence to

HBBC&S—Research Methodology 34 Prof. Stewart Newmai

prove the hypothesis right. But it need not be the case always. True research is always a
critical study or a journey into the unknown similar to doing and experiment in a lab or in
the field. The student, therefore should come with an open mind and not be biased. The
data should not be analyzed subjectively. The research must be objective. Some of the
data collected and analyzed may contradict the hypothesis.

A hypothesis is essential for any research but at the same time the researcher must be
willing to modify the hypothesis after critical examination and interpretation. The student
can state and explain this contradiction in the including chapter of the thesis.

DIFFERENT RESEARCH APPROACH AND METHODS

Thesis writing is an academic exercise. Research, which precedes the writing, should be
undertaken using certain methods or approaches. And finally when the presentation of the
thesis is made it should be in an appropriate format and in a good literary style using
foot-notes. There are several methods and approaches in each discipline of study. Within
the same discipline of study, a problem could be approached from different perspectives.
The following list gives some idea about the various methods and approaches the
students can think of using in their research and writing.

1. Biblical Methods: Studying and interpreting the texts in the Bible can be done by
using various methods. Some of the popular ways of interpreting the Bible are-literal
interpretation, allegorical interpretation, Metaphorical interpretations etc.

 Exegetical Methods: it includes the study of the context of the text, source of the
text, literary style. Meaning of words, identifying theological issues/concepts and
deriving the meaning of the entire text and relating it to present day context.

 Higher-Critical Method: it includes the approaches of Historical analysis. Form-

critical study, Textual criticism, source criticism, and Traditio-Historical
criticism. Each of these approaches has its own techniques.

 Perspectives: A Biblical topic could be approached from a particular perspective

such as Environmental perspective, Feminist perspective, Ethical perspective,
Political perspective, etc. In dealing with these topics, exegesis of the texts related
to the topic.

2. Theological Perspectives: Theological methods not only use biblical methods but also
various other approaches such as perspectives of Liberation theology, Dalit Theology,
Tribal Theology, Feminist Theology Historical Theology, etc.

3. Sociological Methods: Sociological general is defined as the study of a society, its

structure, relationship between people and social units. To analyze a society, methods

HBBC&S—Research Methodology 35 Prof. Stewart Newmai

developed by social scientists are used.

4. Historical Methods: History is generally a record of the event happened in a place or

community or institution or nation. It is written in the form of a story or report by an
individual or a group of people. So it is always an interpretation of those who write the
story or repot. Such interpretation can be verified as true or not by analyzing the data,
statistics and reports; studying the ruins of the places’ archeological evidences, stone
tablets; interviewing the communities again, etc.

5. Psychological Methods: This method deals with study of the thinking and behavior of
human beings. If your topic of research is related to the field of psychology, then try to
study the various methods of psychology and use the appropriate approach to write your
thesis.

6. Literary Approach: Literary approach includes the analysis of style, grammar, form,
content, genre, etc. this approach can also be used in theological studies.

7. Philosophical Methods: Western Philosophies, Indian Philosophies, eastern

philosophies have their own theories and approaches. Students who are interested in
writing their thesis in the field of religion and philosophy should select the appropriate
methodology or philosophical system to analyze or compare.

8. Communication Methods: Today, communications has grown into a separate

discipline and is offered by educational institutions as a study in itself. Visual
communication approaches, Journalism has its own methods, symbolic actions, images
etc. Read books on these aspects of communication to find out more of their methods and
approaches.

Using the methods

The students should keep the following guidelines in selecting and using the methods.

 Assess the information you have gathered so far. What approach or method will suit
best in analyzing the data and why? Can you think of studying the same topic by
using a different method? How will it open up new dimensions in research pertaining
to your topic?
 Selecting a method with which you are familiar. Otherwise you have to learn the new
method before using it in your research.
 If you are going to use a new method with which you are not well versed, then it is
good to read books on such new methods and get the basic know-how of using these
methods. Consult scholars and professors in this field of research and learn from them
the new methods, approaches and techniques.

HBBC&S—Research Methodology 36 Prof. Stewart Newmai

 If you are doing a comparative study, then think about the methods you will be suing
in comparing the issues or problems of your thesis. Use the methods consistently
throughout the study.

QUOTATIONS

Whenever you directly cite or paraphrase anyone else’s words or thoughts, you must
include a citation of the work. If the quotation is four lines or fewer, the quotation should
run into your text and be enclosed by quotation marks. Indicate that you are citing a
source by placing a superscript number at the end of the sentence.

For Example:

According to Gunther Barth in Bitter Strength: A History of the Chinese in the

United States, 1850-1870, “The term coolie which originally designated any hired
laborer, porter, or carrier came to describe one pressed into service by coercion.” 1

Quotation Marks

Quotation marks are to be placed outside full stops and commas. Single quotation marks
should be used to indicate quotations within double quotation marks. Note the
juxtaposition of single and double quotes at the close of a sentence.
For Example: “Jeremiah is often referred to as ‘The weeping Prophet.’”

A question mark belongs outside the quotation marks unless it is part of the quoted
material.
For Example:

Why does C. S. Lewis claim “Nothing can seem extraordinary until you have
discovered what is ordinary”?
C. S. Lewis asks, “If miracles were not known to be contrary to the laws of
nature, how could they suggest the presence of the supernatural?”

Semi-colons and colons belong outside quotation marks.

Placing footnote numbers with respect to quotation marks

The footnote number immediately follows punctuation, whether comma, semi-colon,

colon or full stop. If the footnote number must be placed at the end of a quote, it must be
placed immediately after the close quotation marks.
For Example:

Why does C.S. Lewis claim “Noting can seem extraordinary until you have

HBBC&S—Research Methodology 37 Prof. Stewart Newmai

 discovered what is ordinary”4 ?
C. S. Lewis asks, “if miracles were not known to be contrary to the laws of nature,
how could they suggest the presence of the supernatural?”6

Quoting Scripture

A Scripture reference may be accommodated immediately after quotation.

For Example: “By faith Abel offered up to God a sacrifice more acceptable than Cain’s”
(Heb. 11:4)

Block Quotations

If the quotation is five lines or longer, set the quotation off as a block quotation, without
quotation marks. The block quotation should be single spaced, leaving a blank line before
and after. Indent the entire quotation as far as you indent the first line of the paragraph.
For Example:
The Chinese immigrant as sojourner is the model set up by Gunther Barth in Bitter
Strength: A History of the Chinese in the United States, 1850-1870. Barth states:

In the 1850’s and 1860’s a tidal wave of Chinese surged into California in pursuit
of a dream. The newcomers came with a vision; they would make money to return
to China with their savings for a life of ease, surrounded and honored by the
families which their toil had sustained. Their goal kept the Chinese apart from the
flood of other immigrants who came to America as permanent residents.2

In the mode of the sojourner, many of the Chinese men who came to the United States to
find work left their families in China.

When quoted material exceeds four lines, the quotation is set off from the rest of the text
in a block.

A single tab may be used for this. Please note that

1. Quotation marks are not used for block quotations.
2. The font size is reduced to 11, while continuing with 1.5 spacing.
3. A footnote number is placed immediately following the punctuation.
4. Scripture texts set off in this manner should conclude with punctuation, followed
by the reference in parentheses.

Italics
 Italics are used only for foreign words and for emphasis. Thus, Ibid, from the
Latin ibidem, means “in the same place.”
 According to the BTC&S Style Guide, italics are used only for foreign words and
for emphasis.

HBBC&S—Research Methodology 38 Prof. Stewart Newmai

Scripture References: Indicating Separation and Range

Scripture references are separated by semi-colons when taken from different books.
For Example: Isa. 34:1; Jer. 31:10
When taken from the same book, use commas to mark separation.
For Example: Jn. 3:16, 4:5, 6:6; 1 Pet. 1:4
Note special case of Psalms when used in the plural
For Example: Pss. 1:3; 12:6
When indicating range of text use a hyphen.
For Example: Ps. 1:3-6

Dashes and Hyphens

Please distinguish between hyphens (e.g., first-century writer) and dashes (e.g., “I know
who you are-Holy one of God!”). Note that there is no space on either side of hyphen of a
hyphen or dash.

TYPE-SETTING FORMAT

Page set-up and other specifications for main Text

General Formatting

Margins: At least 1 inch all around each page (374).

Typeface: Use a readable typeface such as Times Roman or Palatino and be consistent
throughout the entire document. Use at least 10 or 12 point font.
Spacing: Double-space all text except the following, which should be single-spaced:
• Title page
• Block quotations
• Table titles and figure captions
• Footnotes or endnotes
• Bibliographies or reference lists
Title Page
• Course papers should begin with a title page. The title page is the only front
matter needed for a course paper.
• Do NOT put a page number on the title page.

Page numbers
Page numbers can be placed in any of the following locations: centered in the
footer, centered in the header, or flush right in the header. Choose one of these
locations and be consistent.

HBBC&S—Research Methodology 39 Prof. Stewart Newmai

For an assignment
Font: Times of New Roman
Font Size: 12
Spacing: 1.5
Margins: Top, bottom and sides 1.0” inch
Text: Align Left
Paragraphs: Start each paragraph flush with left margin (no indent). Leave a line
space between paragraphs.
Pagination: place page numbers at the bottom centre.

Footnotes and Endnotes

• Each time you paraphrase or cite a source directly, you must include either:
• a citation for that source in a correspondingly numbered footnote at the
bottom of the page
• A list of endnotes at the end of your paper.
• Notes are indented like all other paragraphs in the body of the paper.
• Begin each note with its reference number, preferably not as a subscript but as
regular text.
• Put a period and a space between the number and the text of the note.
• Footnotes and endnotes are single spaced with one blank line between notes.

Font size 10; single spacing; flush against left margin; text aligned left; no line
space between entries.

For Example:
1.
Estelle Lau, Paper families: Identiy, Immigration Administration, and
Chinese Exclusion (Durham: Duke University Press, 2006), 20.
2.
Gunther Barth, Bitter Strength: A History of the Chinese in the United
States, 1850-1870 (Cambridge: Harvard University Press, 1964), 51.
3.
Barth, 51.
4.
John Higham, Strangers in the Land: Patterns of American Nativism,
1860-1925 (New York: Anthem, 1970), 9.

Bibliography
1. In addition to the footnote or endnote for each source, you also list all of your
sources at the end of the paper in the bibliography.
2. The form of citations in your bibliography differs from the footnote or
endnote form.
3. Label the first page Bibliography at the top of the page, do not repeat the title
on subsequent pages.
4. Leave two blank lines between the title and the first item listed and one blank
line between items.
5. Bibliographic entries use hanging indentation.

HBBC&S—Research Methodology 40 Prof. Stewart Newmai

 6. Arrange the list alphabetically by the last name of the author or editor.

Font size 12; 1.5 spacing

Arrange in the following order:
1. Primary sources
2. Secondary sources
2A. books
2B. Articles
2C. Unpublished work
2D. Electronic/Online Sources
Within the category, arrange authors alphabetically; indent after the first line of any given
entry. If there are multiple works by a single author, arrange the works in ascending order
according to year of publication, i.e., starting with the earliest publication.

For Example:

Barth, Gunther. Bitter Strength: A History of the Chinese in the United

States,[Link]: Harvard University Press, 1964.
Higham, John. Strangers in the Land: Patterns of American Nativism, 1860-1925.
New York: Anthem, 1970.
Lau, Estelle. Paper families: Identiy, Immigration Administration, and Chinese
Exclusion. Durham: Duke University Press, 2006.

 THE SAMPLES OF FOOTNOTE & BIBLIOGRAPHICAL ENTRIES

In the examples below, style entries are in the following order: footnote, abbreviated
footnote, bibliography. For some examples, the abbreviated footnote is assumed as
understood. The footnote numbering is random in the examples below.

I. BOOKS

1. Single Author

35
Jesudason Baskara Jeyaraj, Christian Ministry: Models of Ministry and Training
(Bangalore: Theological Book Trust, 2002), 288.
42
Jayaraj, Christian Ministry, 314.
Jayaraj, Jesudason Baskar. Christian Ministry: Models of Ministry and Training.
Bangalore: Theological Book Trust, 2002.
64
Andrew Wingate, The Church and Conversion, (Delhi: ISPCK, 1997), 232.
72
Wingate, The Church and Conversion, 34.
Wingate, Andrew. The Church and Conversion. Delhi: ISPCK, 1997.

HBBC&S—Research Methodology 41 Prof. Stewart Newmai

2. Two / Three Author(s)

37
K. Daniel and Joshua. M, The Biblical Faith and its Impact on Church and
Society (Delhi: ISPCK, 2008), 207.
43
Daniel, The Biblical Faith and its Impact on Church and Society, 265.
Daniel, K and Joshua, M. The Biblical Faith and its Impact on Church and
Society Delhi: ISPCK, 2008.

3. More than Three Authors

23
Ebe Sunder Raj and Others. Management of Christian Services in India: A
Handbook for Christian Managers and Leaders (Chennai: Christian Institute of
Management, 2004), 371.
52
Raj and Others, Management of Christian Services in India, 24.
Raj, Ebe Sunder and Others. Management of Christian Services in India: A
Handbook for Christian Managers and Leaders. Chennai: Christian Institute of
Management, 2004.

4. Editor (s)
37
Siga Arles and Others (eds), Biblical Theology and Missional Education in Asia
(Bangalore: Theological Book Trust, 2005), 406.
43
Arles and Others (eds), Biblical Theology and Missional Education, 510.
Arles, Siga and Others (eds). Biblical Theology and Missional Education in Asia.
Bangalore: Theological Book Trust, 2005.

5. Edition: edition number, revised, enlarged, etc.

65
D.G. Dunn James, The Theology of Paul, 2nd edn (Michigan: Willian B.
Eerdman Publishing Company, 1998), 325.
69
James, The Theology of Paul, 87.
James, D.G. Dunn. Theology of Paul. 2nd edn. Michigan: William B. Eerdman
Publishing Company, 1998.

6. Revised, Enlarged etc.

54
Alvin Plantinga, Warranted Christian Belief, rev. and [Link]. edn (Oxford, N.Y.:
Oxford University Press, 2000), 417.
58
Plantinga, Warranted Christian Belief, 185.
Plantinga, Alvin. Warranted Christian Belief. Rev. and enl. edn. Oxford, N.Y.:
Oxford University Press, 2000.

7. A Translated Work

72
Vincent, The Apocripha, trans. W. T. Robert (Michigan: William B. Eerdman

HBBC&S—Research Methodology 42 Prof. Stewart Newmai

 Publishing Company, 1987), 498.
81
Vincent, The Apocrypha, 498.
Vincent. The Apocripha. Trans. W. T. Robert. Michigan: William B. Eerdman
Publishing Company, 1987.

8. A Work in a Series

45
Justin Pagolu, Theological Education in India, JOTEAM 855 (Manakala:
United Bible Society, 1998), 8.
48
Pagolu, Theological Eduction in India, 43.
Pagolu, Justin. Theological Eduction in India. JOTEAM 855. Manakala: United
Bible Society, 1998.

9. A Multi-volume Work

65
John MacArthur, Acts 1 – 15, WBC, vol. 13 (Dallas, Tex.: Word, 1998), 83 –
87.
74
MacArthur Acts 1 – 15, 8.
MacArthur, John. Acts 1 – 15. WBC. Vol. 15. Dallas, Tex.: Word, 1989.

10. A Titled Volume in a Multi-volume Work

23
Robert Eric Frykenberg, Christians and Missionaries in Asia: 1900 – 1970,
vol.2 (Michigan: William B. Eerdman Publishing Company, 2003), 516.
42
Frykenberg, Christians and Missionaries in Asia, 55.
Frykenberg, Robert Eric. Christians and Missionaries in Asia: 1900 – 1970. Vol.
2 of Main Currents in Indian Thought. 3 Vols. Michigan: William B. Eerdman
Publishing Company, 2003.

11. An Author Citing Another Author

32
Joseph Mattam, Emeging Indian Missiology Context and Concept (Kashmere:
ISPCK, 2006), cited in JosepheValiamaagalam, The Complete Missionary
Methodology in English (Bangalore: Theological Book Trust, 1998), 108.
35
Mattam, Emerging Indian Missiology, 108.
Valiamangalam, Joseph. The Complete Missionary Methodology in English.
Bangalore: Theological Book Trust, 1998.

12. No Author

56
[n.a.], Recommendations for the Presentation of Thesis (London: British
Standards Institution, 1972), 45.
67
[n.a.], Recommendations, 6.
[n.a.], Recommendations for the Presentation of Thesis. London: British

HBBC&S—Research Methodology 43 Prof. Stewart Newmai

 Standards Institution, 1972.

13. No Date

78
Thomas Peterson, Biblical Theology of Mission (London: Nicolls, [n.d.]), 104.
83
Peterson, Biblical Theology of Mission, 54.
Peterson, Thomas. Biblical Theology of Mission. London: Nicolls, [n.d.].

14. No Place

12
K. Daniel, The Biblical Faith and its Impact on Church and Society ([n.p.]:
ISPCK, 2008), 207.
41
Daniel, The Biblical Faith and its Impact on Church and Society, 76.
Daniel, K. The Biblical Faith and its Impact on Church and Society. [n.p.]:
ISPCK, 2008.

15. No Publisher

82
Stephen Koshi, Missional Approaches in Asia (New Mineola, N.Y.: [[Link].],
1998), 105–112.
93
Koshi, Missional Approaches in Asia, 54.
Koshi, Stephen. Missional Approaches in Asia. Mineola, N.Y.: [[Link].], 1998.

16. A Work in Vernacular

78
[Link] and T.P. Varghese (eds), AairathionnuPrasangangal: O.M.
Rajukutty (One Thousand and One Sermons: O. M. Rajukutty) (Ranni:
Evangelical Press, 1989), 73.
42
Thomas and Varghese, AairathionnuPrasangangal, 28.
Thomas , M.A. and Varghese, T.P. (eds). AairathionnuPrasangangal: O.M.
Rajukutty (One Thousand and One Sermons: O. M. Rajukutty). Ranni:
Evangelical Press, 1989), 73.

II. ARTICLES

1. An Article in a Book

32
Alastair Campbell, “Dying with Christ: The Origin of a Metaphor,” in Stanley
E. Porter and Anthony R. Cross (eds), Baptism in the New Testament Church
(England: Shefffield Academic Press, 1999), 273.
43
Campbell, “Dying with Christ,” 114 – 180.
Campbell, Alastair “Dying with Christ: The Origin of a Metaphor,” in Stanley E.
Porter and Anthony R. Cross (eds), Baptism in the New Testament Church
(England: Shefffield Academic Press, 1999. 65 – 74.

HBBC&S—Research Methodology 44 Prof. Stewart Newmai

2. An Article in a Journal

65
Thomas John, “Mission Education: An Approach to Contemporary India,”
JOTEAM 01 (2010) 43.
74
John, “Mission,” 43.
John, Thomas. “Mission Education: An Approach to Contemporary India.”
JOTEAM 01 (2010) 40 - 43.

3. An Article in an Encylopaedia or Dictionary

46
Crowell Collier, “Missionary Movement,” CEBI 349.
23
Crowell Collier, “Missionary Movement,”352.
Collier, Crowell. “Missionary Movement,” in Bruce. M and Kelvin . D (eds),
CEBI. 16 Vol of 21 Vols. Britain: Crowell-collier Publishing Copany, 1996. 348 –
349.

4. Dictionary

Gerhard Kittle (ed), “apostoellw” TDNT 1:398.

67

Kittle, “apostoellw” 411.

83

Kittle, Gerhard (ed). “apostoellw” TDNT. Trans. Geoffrey W. and Bromiley.

Vol.1. Grand Rapids, Mich.: Eermans, 1964. 397 – 398.

5. An Article in a Newspaper

34
Kishwar Desai, “Waiting for real human leaders,” Deccan Chronicle, Bengaluru
edn, 22 August 1999, 10.
65
Desai, “Waiting for real human leaders,” 10.
Desai, Kishwar. “Waiting for real human leaders,” Deccan Chronicle. Bengaluru
edn. 22 August 1999. 10.

III. THESES/DISSERTATIONS

9
S. L. Herrilian, Biblical Perspective of the Role of Woman: Ministry in Church
and Home ([Link]. Thesis, South India Baptist Bible College, Coimbatore, 2005),
48.
23
Herrilian, Biblical Perspective of the Role of Woman, 52.
Herrilian , S. L. Biblical Perspective of the Role of Woman: Ministry in Church
and Home. MTh. Thesis. South India Baptist Bible College, Coimbatore, 2005.

IV. INTERVIEWS, CLASSNOTES

21
John Douglas, “Theological Education in Mission,” (SAIACS, Bangalore,
Interview, 15 April 2010).

HBBC&S—Research Methodology 45 Prof. Stewart Newmai

 34
Douglas, Interview.
Douglas, John. “Theological Education in Mission.” SAIACS. Bangalore.
Interview. 15 April 2010.

7
Binu C. Paul, “Christian Philosophy,” (Lecture Notes, SIBBC, Coimbatore,
September, 2005).
13
Paul, “Christian Philosophy,” Lecture Notes.
Paul, Binu C. “Christian Philosophy.” Lecture Notes. SIBBC. Coimbatore.
September, 2005.

V. ELECTRONIC SOURCES

7
Dan Jarrell, “Cultivating An 1-Squard Heart,” [CD-ROM] (Little Rock:
Fellowship Bible Church, 1996).
12
“Cultivating An 1-Squard Heart,” Fellowship Bible Church.
Dan Jarrell. “Cultivating An 1-Squard Heart.” [CD-ROM] Little Rock: Fellowship
Bible Church, 1996.

8
“Evangelism,” The Oxford English Dictionary, 2nd edn [CD-ROM] (Oxford:
Oxford Univ. Press, 2002).
15
“Evangelism,” Oxford English Dictionary.
“Evangelism,” The Oxford English Dictionary, 2nd edn [CD-ROM] Oxford:
Oxford UP, 2002.

Online Journals/Magazine from Full-text Database, with printCounterpart

9
W. Derek Suderman, “Modest or magnificent? Lotus versus Lily in Canticles,”
CBQ 67/1 (2005) 42-58.
15
Suderman, “Modest or Magnificent?,”50
Suderman, W. Derek. “Modest or magnificent? Lotus versus Lily in Canticles,”
CBQ 67/1 (2005) 42-58.

Electronic Journal

10
Jodee L. Kawasaki and Matt R Raven, “Computer-Administered Surveys in
Extension,” Journal of Extension 33/1 (1995) 1-25,
[Link] (accessed 23 january 2005), 27.
16
Kawasaki and Raven, “Computer-Administered Surveys in Extension,” 36.

Kawasaki Jodee L., and Matt R Raven. “Computer-Administered Surveys in

Extension,” Journal of Extension 33/1 (1995) 1-25,
[Link] (accessed 23 January 2005).

HBBC&S—Research Methodology 46 Prof. Stewart Newmai

Electronic Book

In general, electronic book citations follow the format given for print books with
the addition of URL. Following is an example of a chapter cited from an e-book.

11
Peter J. Bryant, “The Age of Mammals,” in Biodiversity and Conservation,
April 1999, [Link] (accessed 11 May
1999).
18
Bryant, “The Age of Mammals.”
Bryant, Peter J. “The Age of Mammals,” in Biodiversity and Conservation. April
1999, [Link] (accessed 11 May
1999).

Web Page

Use of this category as source is not recommended. Use with caution and discrimination.
Include as much of the following as can be determined: author of the content, title of the
page, title or owner of the site, URL, and access date. Sometimes authors are not
identified. The owner of the site may stand in for the author.

1.
Craig Marks, “How to Build Paper Airplanes,” Paper Airplanes,
[Link] (accessed June 1, 2006).

Marks, Craig. “How to Build Paper Airplanes.” Paper Airplanes.

[Link] (accessed June 1, 2006).

HBBC&S—Research Methodology 47 Prof. Stewart Newmai