THINK WRITE

“Search me, O God, and know my heart” (Ps. 139:23a).

THINK WRITE
A Theological Handbook for
Critical Thinking,
Research Methodology, and
Academic Writing

Nigel Ajay Kumar

SAIACS Press
2022
 Think Write: A Theological Handbook for Critical Thinking, Research
Methodology, and Academic Writing

SAIACS Press
SAIACS, 363, Doddagubbi Cross Road
Kothanur, Bengaluru–560077, India
www.saiacs.org
saiacspress@saiacs.org

Copyright © Nigel Ajay Kumar, 2022

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopy, recording, or any other, without the prior permission
of the publisher.

ISBN: 978-81-954643-6-4

Cover design and book layout

Nigel Ajay Kumar

Printed and bound by Brilliant Printers, Bengaluru

 CONTENTS
PREFACExv

1. INTRODUCTION 1
1.1 The problem 1
1.1.1 High institutional expectations 2
1.1.2 Students’ personal struggles 5
1.1.3 Limited resources for theological students 6
1.2 The method  7
1.2.1 Limitations: What I am “not” doing  8
1.2.2 The approach adopted for this book  9
1.2.3 Structure of this book 9
1.3 The thesis (of this book) 10
1.4 How to read this book 10
1.5 Conclusion 11

PART ONE: THEORIES AND DEFINITIONS

2. WHAT IS THEOLOGICAL THINKING?  13

2.1 Theological thinking in Christian academia 13
2.1.1 Theology as research 14
2.1.2 Integrating theology and academics 14
2.1.3 The Beirut Benchmarks 15
2.2 Theologically appropriate critical thinking 15
2.2.1 Broad and narrow criteria for judgements and claims 16
2.2.2 Self and society correcting 16
2.2.3 Contextual sensitivity  16
2.3 Theological thinking in research 17
2.3.1 Theological thinking means God is the Subject  17
2.3.2 Theological thinking means having a theological vision 18
2.3.3 Theological thinking means using theological methods 19
2.4 Conclusion 22

3. WHAT IS ACADEMIC RESEARCH?  23

3.1 The uniqueness of academic research 23
3.1.1 Academic research has a unique location 24
3.1.2 Academic research is objective 25
3.1.3 Academic research is critical 25
3.1.4 Academic research is communicative 25

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3.2 Academic research: from information-gathering to
problem-solving25
3.2.1 Research as information-gathering 26
3.2.2 Research as question-answering 26
3.2.3 Research as problem-solving 26
3.3 The purpose of research: engaging with Mabry’s “two models of
research”27
3.4 Assessing research 29
3.4.1 Bad research  29
3.4.2 Good research 29
3.5 Conclusion 30

4. WHAT IS EMPIRICAL RESEARCH?  31

4.1 Understanding empirical research 31
4.2 Research design 32
4.2.1 Quantitative research 32
4.2.2 Qualitative research  33
4.2.3 Mixed-method research 33
4.3 Empirical research for non-empirical disciples  33
4.4 Conclusion 34

5. WHAT IS CRITICAL THINKING?  35

5.1 Research-oriented critical thinking: beyond Bloom’s taxonomy 35
5.2 Taxonomy of research-oriented critical thinking 36
5.2.1 Broadening  36
5.2.2 Understanding  38
5.2.3 Analysing 38
5.2.4 Evaluating 40
5.2.5 Asserting  42
5.2.6 Extending 44
5.3 Conclusion 45

6. WHAT IS ACADEMIC WRITING?  46

6.1 The location of academic writing: the academic community  46
6.2 The aim and purpose of academic writing 47
6.3 The style of academic writing: formal, logical, and evidenced 48
6.4 The structure of academic writing 48
6.4.1 Conceptual structure: problem-method-thesis 48
6.4.2 Written structure: introduction-body-conclusion 49
6.5 The task of academic writing  50
6.6 Conclusion 51

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7. WHAT IS A PROBLEM? 53
7.1 Two categories of problems 54
7.1.1 Practical problems 54
7.1.2 Research problems 54
7.2 Four kinds of research problems 55
7.2.1 The textual research problem 55
7.2.2 The conceptual research problem 56
7.2.3 The contextual research problem 57
7.2.4 The positively stated problem 58
7.3 Statement of the problem 59
7.4 Conclusion 59

8. WHAT IS METHODOLOGY?  60
8.1 Difference between methodology and research methods 60
8.2 Methodology in three categories 61
8.2.1 Methodology as the research process 61
8.2.2 Methodology as an engagement framework 63
8.2.3 Methodology as writing plan 68
8.3 Stating your methodology in a dissertation 70
8.3.1 Methodology as theological method  70
8.3.2 Methodology section in a Thesis Proposal 71
8.4 Conclusion 72

9. WHAT IS A THESIS? 73
9.1 Various kinds of theses that address research problems  73
9.1.1 The corrective thesis  73
9.1.2 The constructive thesis 74
9.1.3 The contextual thesis  75
9.1.4 The positively stated thesis 76
9.2 The thesis in academic writing 77
9.2.1 Anticipating the thesis in the introduction 78
9.2.2 Defending your thesis using an argument in the body  78
9.2.3 Stating your thesis in the conclusion 79
9.3 Conclusion 80

10. WHAT IS A QUESTION?  81

10.1 Curiosity questions lead us to a topic  81
10.2 Research questions guide research 82
10.3 Primary questions shape writing 84
10.4 Conclusion 85

11. WHAT IS PLAGIARISM?  86

11.1 Plagiarism as cheating? 86

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11.2 Motivations for plagiarism: intentional, unintentional, and
accidental87
11.2.1 Intentional plagiarism 87
11.2.2 Unintentional plagiarism  88
11.2.3 Accidental plagiarism 88
11.3 Two kinds of plagiarism: direct and indirect  89
11.3.1 Direct plagiarism 89
11.3.2 Indirect plagiarism (semi-plagiarism) 89
11.4 Can we be truly original?  90
11.5 Conclusion 90

12. WHAT IS A STYLE GUIDE?  92

12.1 Importance of a Style Guide 92
12.2 Elements of a Style Guide 93
12.2.1 How the paper is presented 93
12.2.2 How the paper is written 95
12.2.3 How the paper is cited 97
12.3 Conclusion 97

PART TWO: HOW TO START YOUR RESEARCH

13. HOW TO CHOOSE A TOPIC  99

13.1 Choosing a topic for a research paper 99
13.2 Choosing a topic for a Thesis 100
13.2.1 Institutional expectations 100
13.2.2 Departmental expectations 100
13.2.3 Personal expectations 101
13.3 Is your topic researchable? 102
13.3.1 Shifting from a general issue-focus to a narrow scholar-focus103
13.3.2 Narrowing down the topic to an academic problem 103
13.4 Conclusion 104

14. HOW TO RESEARCH 105

14.1 Differentiating between sources 105
14.1.1 Distinguishing sources based on reliability 105
14.1.2 Distinguishing sources based on value 106
14.1.3 Distinguishing sources based on relevance 108
14.2 Where to search for academic sources 109
14.2.1 Using offline libraries 109
14.2.2 Using online libraries 110
14.2.3 Building your own library 111
14.3 Scope: How much is enough?  111
14.4 Research during the writing process 112

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14.5 Conclusion  112

15. HOW TO READ ACADEMICALLY 113

15.1 Smart Reading 113
15.1.1 Attitudes of a smart reader 114
15.1.2 Get the big picture  114
15.1.3 Have realistic goals about technical jargon 115
15.1.4 Problem-method-thesis approach to reading 115
15.1.5 Stages of reading 116
15.1.6 Limits of smart reading 116
15.2 Interrogating the text 117
15.2.1 Descriptive reading 117
15.2.2 Analytical reading 117
15.2.3 Evaluative reading 118
15.2.4 An example of interrogating the text 120
15.3 The importance of reading theologically 121
15.4 Reading online 122
15.5 Conclusion 123

16. HOW TO TAKE NOTES 124

16.1 The note-taking process 124
16.1.1 The principles of good note-taking 124
16.1.2 Bad note-taking practices and correctives 125
16.2 Four types of note-taking 126
16.3 Conclusion 127

PART THREE: HOW TO WRITE

17. HOW TO MAKE AN OUTLINE 129

17.1 Why do we need an outline? 129
17.2 Examples of outlining 130
17.3 Conclusion 131

18. HOW TO WRITE A REFLECTION PAPER OR AN ESSAY 132

18.1 Thought paper  132
18.2 Reflection paper 132
18.3 The essay 133
18.4 Conclusion 134

19. HOW TO WRITE A BOOK REVIEW 135

19.1 Level one: The book report 135
19.2 Level two: The book reflection 135

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19.3 Level three: The analytical book review  136
19.3.1 Summary of the key points of the book 136
19.3.2 Analytical comments of the book 136
19.3.3 Evaluation 136
19.3.4 Application and final comments 137
19.4 Level Four: A book review for an academic journal 137
19.4.1 Audience 137
19.4.2 Summary versus analysis 138
19.4.3 Evaluation versus application 138
19.4.4 Word length 138
19.5 Conclusion 138

20. HOW TO WRITE A RESEARCH PAPER 139

20.1 The purpose and audience of a research paper  139
20.2 The types of research papers 140
20.3 The research paper thinking process 141
20.3.1 How to broaden and understand 141
20.3.2 How to analyse and evaluate  142
20.3.3 How to assert and apply 143
20.4 The research paper writing process 143
20.4.1 Research papers have a problem, method, and thesis  143
20.4.2 Research papers have a clear outline 144
20.4.3 How to write a research paper introduction 144
20.4.4 The body: develop a thesis-influenced argument 147
20.4.5 How to conclude your paper 149
20.4.6 Final touches: language, format, and citation 150
20.5 Conclusion 150

PART FOUR: DISSERTATION WRITING

21. HOW TO WRITE THE MTH THESIS 152

21.1 The MTh Thesis is more than a research paper 152
21.1.1 Limited purpose and audience of the MTh Thesis 152
21.1.2 Different types of MTh Theses 153
21.2 Critical thinking in the dissertation  154
21.2.1 How to broaden your research 154
21.2.2 How to show that you understand 155
21.2.3 How to analyse 155
21.2.4 How to evaluate 156
21.2.5 How to make your case 160
21.2.6 How to apply 161
21.3 Academic writing structure for the dissertation 161
21.3.1 The dissertation must have a problem, methodology,
and thesis  161
21.3.2 The dissertation must have a clear outline 162
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21.4 The process of writing the MTh Thesis  165
21.4.1 Step 1: Choose a topic 165
21.4.2 Step 2: Make your topic researchable 166
21.4.3 Step 3: Write and defend your Thesis Proposal 166
21.4.4 Step 4: Begin the writing process in consultation with your
supervisor  166
21.4.5 Step 5: ensure that the elements of good writing are included166
21.4.6 Step 6: Write and subject, chapter by chapter 166
21.4.7 Step 7: Editing and proof-reading before final submission 167
21.4.8 Step 8: Finally, incorporate examiner comments 167
21.5 Conclusion 167

22. HOW TO WRITE THE LITERATURE REVIEW  168

22.1 The purpose of a literature review  168
22.1.1 Establish the research viability of the topic 168
22.1.2 Achieve subject competence 169
22.1.3 Establish the research problem 170
22.2 Two incorrect types of literature reviews 170
22.2.1 Incorrect: episodic literature reviews 170
22.2.2 Incorrect: singular literature reviews 171
22.3 Two correct types of literature reviews 171
22.3.1 Correct: general literature review 171
22.3.2 Correct: specific literature review 173
22.4 Conclusion 174

23. HOW TO WRITE THE THESIS PROPOSAL  175

23.1 Basic outline of the Thesis Proposal 175
23.2 Title 176
23.3 Establishing the problem 176
23.3.1 Introduction and personal rationale 177
23.3.2 General literature review and academic rationale  177
23.3.3 Taxonomy 177
23.3.4 Statement of the problem 178
23.4 Establishing the (broader) methodology 178
23.4.1 Preliminary issues: definitions  178
23.4.2 Interpretative framework: which methodology will be used  178
23.4.3 Specific literature review 179
23.4.4 Plan of the paper: scope and limitations 179
23.4.5 Primary and secondary questions  179
23.5 Anticipating the thesis 179
23.5.1 Aim and purpose 180
23.5.2 Hypothesis or focal theory  180
23.5.3 Outline 180
23.6 Select bibliography 181

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23.7 Conclusion 181

24. COMMON SUPERVISOR CONCERNS  182

24.1 Comments related to the research 182
24.2 Comments related to the writing 183
24.3 Comments related to the miscellaneous issues 183
24.4 Sample examiner comments for a Thesis Proposal 184
24.5 Conclusion 186

25. BEYOND THE MTH, TOWARDS THE PHD 187

25.1 Primary research 187
25.2 Exhaustive research 188
25.3 Higher methodological awareness 188
25.4 Original contribution 189
25.5 Conclusion  190

PART FIVE: CITATION GUIDE

26. INTRODUCTION TO CITATION  192

26.1 Two citation systems 192
26.2 Various citation formats 193
26.3 Most common sources: books, articles, and chapters in edited
books194
26.4 Citing electronic (online) sources 194
26.4.1 What type of resource is being used 195
26.4.2 Location: Use of URLs or direct object identifies (DOI) 195
26.4.3 When an online resource is accessed or updated 196
26.5 General rules concerning notes and bibliography 196
26.5.1 Bibliography 196
26.5.2 Footnote 197
26.5.3 Secondary or indirect citations 198
26.6 Citing the Bible 198
26.6.1 Scripture references in the text: full form 198
26.6.2 Scripture references in parenthesis and notes: abbreviations 198
26.7 Using software for citation 199
26.8 Conclusion 199

27. MANUAL FOR FOOTNOTE AND BIBLIOGRAPHY CITATION  200

27.1 Notes and bibliography for books 200
27.1.1 Books with a single author  201
27.1.2 Books with multiple authors 201

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27.1.3 Books with more than three authors 201
27.1.4 Books with corporate author/s 201
27.1.5 Books with an editor or translator  202
27.1.6 Books with no listed author 202
27.1.7 Books with no author, but with an editor, translator or
compiler202
27.1.8 Books with a later edition 203
27.1.9 Reprints 203
27.1.10 Books with a volume number and collected works 204
27.1.11 Commentaries and book series 205
27.2 Notes and bibliography for articles in periodicals and books 205
27.2.1 Articles in academic journals (periodicals) 205
27.2.2 Articles in journals from an online database 205
27.2.3 Articles (chapters) in books 206
27.2.4 Articles in dictionaries/encyclopaedias  206
27.2.5 Articles in magazines and newspapers 207
27.3 Notes and bibliography for ebooks, webpages, and other media 208
27.3.1 Ebooks 208
27.3.2 Web pages and blogs 209
27.3.3 Other media: film, television, and internet media  210
27.4 Notes and bibliography for dissertations and other miscellaneous
sources  211
27.4.1 Unpublished theses and dissertation 211
27.4.2 Interviews and personal communication 211
27.5 Conclusion 212

PART SIX: CONCLUSIONS

28. FINAL SUMMARY 214

28.1 Restating the thesis of this book 214
28.2 A quick 10-point guide  215
28.3 Conclusion (of this summary chapter) 216

29. EPILOGUE 217

29.1 MA phase  217
29.2 MTh Phase 217
29.3 The PhD phase 218
29.3.1 Know the expectations 219
29.3.2 Value of “western” exposure: resources 219
29.3.3 Value of Indian location: contextual relevance 220
29.3.4 Understanding and using the concept of methodology 220
29.3.5 The subject itself, and its impact on current research 220
29.4 Post-PhD phase 220
29.5 Conclusion 221

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Appendix A: Sample Thesis Titles and Outlines 222

Appendix B: Critical Thinking Checklist 239

Appendix C: Academic Writing Checklist 240

Appendix D: Sample Grading Rubric for Thesis Proposals 241

Appendix E: Biblical Abbreviation Chart 244

BIBLIOGRAPHY247

INDEX251

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 PREFACE
This book took over six years to write. It began as supplementary notes for my
MTh research methodology class. Over time, I revisited what I was teaching, and
felt a more substantial and comprehensive handbook was needed for students of
higher theological education.
Since this book emerged out of my MTh teaching experience, much of its
focus is on the needs of MTh students. This is necessary because I could not find
a single book that focussed on intermediate (MTh) theological students. This
book will also be valuable for advanced (PhD) theological students, especially as
it emphasises foundational principles about academic research.
My focus here is primarily on non-empirical research. This choice is largely
because my expertise is in traditional theoretical research. However, many of the
fundamental lessons here apply to all theological students who want to become
better thinkers, researchers, and writers. Contemporary books on field research
methodology tend not to address general issues related to research and writing. I
hope that this specific focus will be a strength for both traditional and empirical
researchers.
I also kept this book intentionally theological, aimed to assist Christian
students from various departments—like Biblical Studies, Theology, History of
Christianity, Pastoral Theology, Missiology, and Religions—in improving their
research and writing skills. The theological focus differs from books on research
methodology that attempt to give a one-size-fits-all system for researchers.
There are very few resources that specifically address theological writers, with
examples from sources that a Christian student would typically read.
While this handbook can be read by keen students who want to improve their
academic ability, it is best read in the classroom or in groups. Here, it would
benefit students immensely if teachers were willing to work through this content
with real-life discussions and actual research examples in journals and books.
Writing while teaching had its own challenges, and that is the major reason
why I could not finish this book sooner. And so, I am incredibly grateful to the
South Asia Institute of Advanced Christian Studies (SAIACS) Centre for South
Asia Research (CSAR), for giving me a writing grant to help me concentrate
solely on completing this book. For that I thank Prabhu Singh, Principal of
SAIACS, Yesan Sellan, coordinator of CSAR, and the SAIACS Press team.
I acknowledge the guidance and friendship of my former colleagues at
SAIACS, especially Ashish Chrispal, Chris Hancock, Ian Payne, Cor Bennema
and Varughese John. I must also mention F. Hrangkhuma, Arun Kumar, Ravi
David, Sukhwant Bhatia, Havilah Dharamraj, Ernest Clarke and Joshua George,

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who graciously shared their notes and departmental guidelines for research and
Thesis writing.
I thank The Gospel Church, Bengaluru, for praying and helping my family
when we were going through a very challenging time during the COVID-19
lockdown. I am also grateful to my parents, my sister Sangeeta, and a few close
friends, for supporting us when we had very little. And, of course, I deeply
appreciate my wife Selena, and my daughter Taarika, for standing by me in my
darkest days, with patience and love.
My wife Selena also edited this book. I must confess that I thought I could avoid
getting an external editor, and simply use careful reading, combined with editing
software, to edit my work. However, Selena’s edits exposed several careless errors
and also helped me make this book clearer to understand. No amount of thanks
is enough for her sacrificial effort.
Finally, I would like to thank my former MTh students at SAIACS, who
challenged me to grow as a learner and become a better teacher. This book is
dedicated to each of them.

Nigel Ajay Kumar

January 2022

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 Chapter One

INTRODUCTION
Higher theological education comes with elevated expectations, which for many
students can be lofty and abstract. South Asian theological colleges insist on
meeting global academic standards. These learning institutions also emphasise
the practical Christian ministerial formation of their programme. In addition,
by the start of their Master of Theology (MTh) degree,1 students are expected
to meet specialised departmental expectations. It is unsurprising, then, that
many students feel overwhelmed when trying to meet academic, departmental,
and theological requirements, often reflected in mediocre or low grades, and
sometimes a failure to complete.
I intend this handbook to help such students. This introductory chapter
explains the problem (what students face), it lays out my methodology (of
how I will address those problems in the chapters that follow), and finally it
states my thesis (the main assertion of this handbook).

1.1 The problem

Typically, higher theological education begins with a research methodology
course in which student struggles become apparent.2 Over ten years of teaching
this preparatory course, mostly to intermediate and advanced students,3 I have
seen how students find it difficult to cope with the gap between the academic
level they are at, compared to the academic level they are expected to be at. The
three sets of problems that such students face are high institutional expectations,
personal struggles, and limited relevant resources.

1
In India, the MTh (Master of Theology) degree is offered to students after they do an MDiv
(Master of Divinity) or BD (Bachelor of Divinity) degree. The MTh is the prerequisite for a PhD
(Doctor of Philosophy) or a DTh (Doctor of Theology) degree. In some places, particularly in
the US, the MTh is called a ThM.
2
The first course may be called “Research Methods,” “Research and Writing,” or something
similar. Some colleges may offer a departmental methodology course, like “Introduction to
New Testament Methodology,” or “Methods in Religion,” for their specialised students instead.
3
I will be referring to the MTh level as intermediate, the MDiv/BD level as beginner, and PhD/
DTh level as advanced.
1