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31
Apply: How to Live Out What You Learn
Video
The final step in studying a passage of Scripture is application. In this step,
our goal is to explore how we will live out the meaning of the passage. Many
approaches have been suggested. Almost all these approaches take the form
of questions. One popular method is to examine a series of nine questions as
they relate to the numerous relationships of your life. Another method of
application is the creation of an application narrative. In this approach, a
contemporary story is crafted to highlight how the meaning of the Bible
passage connects with the similarities of present-day Christians. A third
method of application compares the needs of the biblical passage and my
personal needs to the answer provided by God that meets my needs. This
combination of people’s needs or problems, God’s actions or solutions, and
the people’s response is addressed through the lens of personal and present-
day application. When these three methods are examined, they reveal a
thorough yet complicated plan for making application. Each one will move
the student of God’s Word to the point of application, but they may
experience confusion frequently. There is a simpler application method.
Pastor and Bible scholar Daniel Doriani believes that application must
address the four basic questions that every human being has. According to
Doriani, when the Bible is analyzed, it reveals that there are four types of
questions, and these are the only kinds of questions that Jesus ever
answered. These questions are related to one’s duty, one’s character, one’s
goals, and one’s ability to discern the truth. Application does not need to
address each of these questions. However, the experiences we share as
human beings and the breadth of these questions mean that there will
always be more than one way to live out the meaning of a passage.
Doriani’s simple method of practical application creates a clear way forward
for the student of God’s Word. Doriani addresses his four-question method
and the logic behind using it in two places: Putting the Truth to Work: The
Theory and Practice of Biblical Application and Four Views on Moving beyond
the Bible to Theology.22 We will use Doriani’s four questions as the
framework for learning how to apply the meaning of a biblical text.
Four Questions for Applications
The Question of Duty: What Should I Do?
The question of duty is the call to action and obedience. This question looks
at the meaning of the passage and asks, What are the actions that I must
practice or avoid? Most often, these actions are found within the text. For
example, Paul’s list of the works of the flesh in Galatians 5 creates an action
item for practices to avoid. Similarly, Paul’s emphasis on the inability to earn
righteousness in Gal 2:21 means that any actions that I take out of duty must
not be considered a personal attempt to earn the righteousness that only
God can provide through Christ.
This is often the easiest route of application. The clear dos and don’ts of the
Bible not only provide a general framework for duty, but they also address
how I ought to act toward God and toward other people. However, a few
words of caution should be noted when using the question of duty for
application. First, the question of duty can lead to a legalistic mind-set in
which the Christian life is about following a prescribed list of things to
practice and things to avoid. Balancing the question of personal duty with
the work of Christ is the antidote to this dilemma.
Second, connecting questions of duty to contemporary situations may not
always be easy. There may not be a modern action that corresponds to a
biblical action to avoid. The prohibitions of sexual immorality, hatred, and
drunkenness in Galatians 5 are certainly simple enough. However, is there a
direct one-to-one correlation for Paul’s instructions on eating meat sacrificed
to idols? How about his instructions on the relationship of slaves to masters
and vice versa? Does Paul’s advice to Timothy on stomach pain challenge
our use of medicine as a method to alleviate a similar ailment? Addressing
application through the question of duty must take both of these concerns
into account.
The Question of Character: Who Should I Be?
The question of character addresses the kind of person I should become. This
application question focuses on becoming the type of individual who chooses
to do right. There are two areas of emphasis that should be covered by this
question. First, the question of character acknowledges the work of Christ in
the life of a believer. Christians become like Christ through the work of the
Holy Spirit as believers work out their own salvation with fear and trembling
(Phil 2:12–13). This means that the question of character is about what God
is doing in me through the Holy Spirit. The desire and capacity for obedience
is not something that I can drum up in my own strength. Rather, through the
ongoing work of the Holy Spirit, my desire for obedience will affect my
character.
Second, the question of character is about the choices believers make. As I
hear and respond to God’s Word, I am developing the kind of character that
responds appropriately to situations where I am challenged to do what is
right. Thus, as I walk by the Spirit and as the Spirit leads me, I am
empowered by the Spirit to avoid the desires of the flesh. As a result of the
work of the Spirit and the implications of my choices, the fruit of the Spirit is
present in my life (Gal 5:16–26). The question of character addresses the
type of Christlike person I should become through the enabling work of the
Holy Spirit and the character-building choices that I make.
The Question of Goals: What Causes Should I Pursue?
The question of goals examines the things that drive us. What passions
consume our energy? What are the ambitions that shape our lives? What are
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the desires that determine our direction? Our goals or causes ought to be
defined by the Scriptures and God’s calling on our life as Christians. To
ambitiously pursue a cause or goal that runs counter to Scripture ought to be
immediately rejected. Therefore, as we move from meaning to application,
from thinking through the Scripture to living out the Scripture, we ought to
examine the things that drive us. Are they the kinds of motivations that the
Bible would call “good”?
Our goals and causes also ought to line up with God’s call on our lives as
Christians. Are the things we are chasing and expending our energy on the
kinds of things that are becoming of a follower of God? Are they consistent
with the character of Christ? Are they the kinds of things that will result in
hearing the pronouncement, “Well done, good and faithful servant” (Matt
25:21, 23)? Paul’s encouragement not to become tired of doing good
because of the eventual reward of our labor is a challenge to commit
ourselves to the good cause of God. The practice of doing good and working
for the good of the household of faith is the kind of goal that ought to inspire
every Christian (Gal 6:6–10).
The Question of Discernment: How Can I Distinguish Truth from Error?
The final question deals with developing the ability to see things as God sees
them. Discernment is being able to survey the sweep of culture and make a
decision that fits the perspective of God. A discerning person is able to
examine his surroundings and identify the things that are aligned with the
viewpoint of God. It is this person who can determine an appropriate action
without having a list of things to do or things to avoid. He sees life as God
sees it and responds in that manner.
The summons to discernment in Galatians lies in an appropriate response to
Christian liberty. The discerning Christian recognizes the viewpoint of God in
the way he enjoys the freedom he has in Christ. He lives his life as Paul
wanted the Galatians to live their lives. He does not use his freedom as an
opportunity to satisfy the flesh. Instead, he uses his Christian liberty to serve
others through love (Gal 5:13).
Conclusion
Doriani’s four questions are asked, whether consciously or subconsciously,
by every believer. At the heart of each question is a desire that permeates
our being. We want to do right things. We want to be right people. We want
to pursue causes that have eternal significance. We want to see the world as
God sees it.
When we properly apply a passage of Scripture, we are letting God speak to
these desires. His living and active Word is having its way with our lives. We
are being shaped and molded into the image of Christ through the power of
the Holy Spirit as he works through the Word of God.
Video
Study Questions
1.
How does the question of duty provide an avenue for application?
2.
What is one danger in the misuse of the question of duty?
3.
How does the question of character provide an avenue for application?
4.
How does the question of goals provide an avenue for application?
5.
Which of the four application questions do you believe is the most
important to answer when it comes to application? Explain.
40
How to Develop the Main Idea of a Bible Passage
Video
A question you may have at this point is, So, what do I do with all this now?
There is no great value in knowledge for knowledge’s sake. Learning how to
study the Bible more effectively is, however, intrinsically valuable in that
knowing God’s Word is part of knowing God. Our burden, though, with this
book is not merely to help you have a more effective personal quiet time.
While learning to study the Bible effectively can help you grow in the Lord, it
also offers a ministry outlet: learning how to communicate God’s Word more
effectively to others.
This section of the book (chapters 31–33) is designed to help you learn how
to communicate God’s Word to others. In this chapter, we will focus on taking
the material you have amassed in your study of a passage and developing a
main idea and outline that can serve as the basis for a teaching outline,
sermon, or written article.
There are many approaches to developing outlines. This chapter will focus on
developing an expositional outline—that is, one that will be developed from
the text itself. The main idea will be a summary of the content of the text,
and the main points that develop the main idea will also come from the text.
I firmly believe that this is the best place to start. Bible study that is done
well is the foundation for teaching and preaching done well. We will not
abandon that process now!
The Main Idea
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Before developing an expositional outline, it is best to develop the main idea.
In my undergraduate program, my professor taught us how to develop a
“surefire proposition.” Twenty-five years later, I have not forgotten the
process. It is that process that we will follow here.
To develop this “surefire proposition,” we will need to revisit the block
diagram that we developed (chapter 22) on Gal 5:16–18. Here is what the
block diagram looked like:
I say then,
Walk
By the Spirit
And you
Will certainly not carry out the desire
Of the flesh.
For the flesh desires what is
Against the Spirit,
And
The Spirit desires what is
Against the flesh;
These are opposed
To each other,
So that you don’t do what you want.
But
If you are led
By the Spirit,
You are not
Under the law.
Once you have laid out the block diagram for your passage, determine how
many main sections there are in the passage. This will require you to
examine the structural layout of the diagram and think through how these
sections relate to each other. It will look something like this:
Once you have laid out the block diagram and determined the number of
main sections in the passage, there are a few more steps before you can
write out the surefire proposition. First, try to summarize the basic theme of
the verse in a few words. For example, John 3:16 is obviously about God’s
love for the world. We are not looking for something profound but, rather, a
basic summary. You can always polish it later if you like. The theme of this
Galatians passage could be described in a variety of ways, but here’s one
option: “the desires of the flesh.” Again, at this point, an accurate summary
of the theme is more important than something perfectly polished.
After you have nailed down the theme, combine the number of the main
sections and the theme and you have two of the three ingredients for a
surefire proposition. All that is needed now is the appropriate plural noun.
What do I mean by a plural noun? Perhaps it is best to see the surefire
proposition without the plural noun:
In Galatians 5:16–18, there are three ________ regarding the desires of the
flesh.
In the blank, we want to place a plural noun that is based on the three
sections of the passage. We might call them truths, questions, facts,
observations, steps, or something similar. What is important is that the word
be an accurate reflection of what is seen in the text. Whatever you decide to
call them, they become the basis for the main sections of your outline. For
this example, let us put it this way:
In Galatians 5:16–18, we can make three observations regarding the desire
of the flesh.
Building the Outline
Now that the surefire proposition is established, you can develop the rest of
the expositional outline. Remember, the surefire proposition describes the
main idea of the text, and the main points of the outline also come from the
text and develop this surefire proposition. We are doing nothing more than
describing what is going on in the text.
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Our surefire proposition stated that the outline will consist of three
observations regarding the desires of the flesh. To develop this, we need to
return to the three main sections from our block diagram. The first main
section of this passage reads, “I say then, walk by the Spirit and you will
certainly not carry out the desire of the flesh” (Gal 5:16). What observation
could we make that would briefly describe what Paul is saying in relation to
the desire of the flesh? One observation that would sufficiently describe this
portion of the passage could be “Submitting to the desire of the flesh is not
inescapable.”
The second section of the passage is 5:17: “For the flesh desires what is
against the Spirit, and the Spirit desires what is against the flesh; these are
opposed to each other, so that you don’t do what you want.” This section
explains that walking in the Spirit and giving in to the desire of the flesh are
incompatible acts. They are indeed the same act (worship or submission);
one either submits to the rule of the flesh or submits to the rule of the Holy
Spirit. What observation adequately describes this verse? Let’s try this:
“Submitting to both the flesh and the Spirit is not possible.”
The final section of this passage is, “But if you are led by the Spirit, you are
not under the law” (5:18). So the one who submits to the Spirit is the one
who is no longer under the law. In other words, only those who possess the
Spirit can submit to him. And those who are in him are no longer under the
rule of the law. Those who are governed by the flesh, on the other hand,
remain under the law. Thus a third observation that describes this section is,
“Submitting to the Spirit, for the Christian, is natural.”
These three observations serve as the basic structure of the outline. At the
top, you should state your surefire proposition followed by the main points of
your outline. It would look like this:
In Galatians 5:16–18, we can make three observations regarding the desire
of the flesh.
I.
Submitting to the desire of the flesh is not inescapable.
v. 16: “I say then, walk by the Spirit and you will certainly not carry out the
desire of the flesh.”
II.
Submitting to both the flesh and the Spirit is not possible.
v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires
what is against the flesh; these are opposed to each other, so that you don’t
do what you want.”
III.
Submitting to the Spirit, for the Christian, is natural.
v. 18: “But if you are led by the Spirit, you are not under the law.”
You should pause here and look at your work so far. Does the surefire
proposition capture the verse or passage in a single sentence? Are the main
points a faithful reflection of the three sections of the text? Do the main
points develop the surefire proposition? If you called the main points
“observations” (or “truths” or “questions”), are your main points actually
observations (or truths or questions)?
Once the surefire proposition and the main points of the outline are
developed, you should see if any of the main points can be developed
further. As you might guess, it is the block diagram that will help you here.
Look at each section and determine where the subsections can be found. It
could look something like this:
Each of these subsections can further develop the main points of your
outline. Just remember: the process is really just a matter of describing what
you see. These subsections, if done correctly, will relate to the main idea that
you have already established. Once you have developed the outline fully,
you have the framework upon which the material gleaned from your
observation steps can hang.
In Galatians 5:16–18, we can make three observations regarding the desire
of the flesh.
I.
Submitting to the desire of the flesh is not inescapable.
v. 16: “I say then, walk by the Spirit and you will certainly not carry out the
desire of the flesh.”
A.
The obedience required in order to avoid the flesh. “walk by the
Spirit”
B.
The result of submitting to the Spirit. “You will certainly not carry
out …”
II.
Submitting to both the flesh and the Spirit is not possible.
v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires
what is against the flesh; these are opposed to each other, so that you don’t
do what you want.”
A. The battle between the flesh and the Spirit described. “For the flesh …”
B. The incompatibility explained. “These are opposed …”
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III.
Submitting to the Spirit, for the Christian, is natural.
v. 18: “But if you are led by the Spirit, you are not under the law.”
A.
The condition: being led by the Spirit. “But if …”
B.
The result: being free from the law (a Christian). “You are not …”
Outlining is part art and part science. The first step to developing sound
expositional outlines is the science of observing what is going on in the
passage. As students of God’s Word, we are first and foremost aiming to
correctly describe the Bible. A well-organized outline is an excellent
foundation for the other steps in the process.
Video
Study Questions
1.
What is the first step in developing an expositional outline?
2.
How is a block diagram instrumental to developing an expositional
outline?
3.
Which is more important in an outline, accuracy or alliteration?
41
How to Incorporate the Fruit of Your Study into Your Outline
Video
Once you have developed your initial outline, you now have the skeletal
framework on which everything else can be built. At this stage in the
development of your lesson plan, sermon, and so forth, it is time to
incorporate the Supporting material gleaned from your study of the passage.
Recall that our passage is Gal 5:16–18: “I say then, walk by the Spirit and
you will certainly not carry out the desire of the flesh. For the flesh desires
what is against the Spirit, and the Spirit desires what is against the flesh;
these are opposed to each other, so that you don’t do what you want. But if
you are led by the Spirit, you are not under the law.” We are going to use the
outline below that we established in the previous chapter, and review all the
possible information that could be incorporated into this outline.
In Galatians 5:16–18, we can make three observations regarding the desire
of the flesh.
I.
Submitting to the desire of the flesh is not inescapable.
v. 16: “I say then, walk by the Spirit and you will certainly not carry out the
desire of the flesh.”
A.
The obedience required in order to avoid the flesh. “walk by the
Spirit”
B.
The result of submitting to the Spirit. “You will certainly not carry
out …”
II.
Submitting to both the flesh and the Spirit is not possible.
v. 17: “For the flesh desires what is against the Spirit, and the Spirit desires
what is against the flesh; these are opposed to each other, so that you don’t
do what you want.”
A. The battle between the flesh and the Spirit described. “For the flesh …”
C.
The incompatibility explained. “These are opposed …”
IV.
Submitting to the Spirit, for the Christian, is natural.
v. 18: “But if you are led by the Spirit, you are not under the law.”
A.
The condition: being led by the Spirit. “But if …”
B.
The result: being free from the law (a Christian). “You are not …”
Steps of Observation
We have provided a lengthy list of observation steps. However, not every
step will necessarily be relevant to every passage we study. For example,
you will not find anything geographical in the Galatians 5 passage We are
currently looking at. Additionally, there are certain things, like building a
diagram, that have already been done.
Comparing Multiple Translations
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When comparing this passage across several different kinds of Bible
translations, there are several points of comparison worth noting. First, we
will note similarities among key words. Virtually all standard translations use
the words “walk,” “flesh,” “Spirit,” “do,” “led,” and “law.” Second, we need
to note key words that are different across various translations. Those key
words that are different among the translations are “carry out,” “desire,”
“opposed.” These words become the basis for choosing the words for your
word studies later.
Asking Key Questions
The key questions to ask of a passage are “who?” “what?” “where?” “when?”
“why?” and “how?” The “who?” question focuses on three characters in this
passage: “I,” “Spirit,” and “you.” The “what?” questions that need to be
answered are, “What does it mean to walk in the Spirit?” and “What does it
mean to carry out the desire of the flesh?” There are no “where?” topics.
There are also no phrases that deal with time and, thus, no “when?”
questions to be answered. Regarding the “why?” question, there is one key
word in this verse: “for.” Often, when you see this word, it is introducing an
explanation for a previous statement given. Finally, walking in or being led by
the Spirit answers the “how?” of avoiding carrying out the desire of the flesh.
Transitional Words
There are several transitional words to pay attention to in this passage. The
first one is “then.” This word links us to the previous context because it is a
word of conclusion. Paul has been saying something in the previous context
that leads him to conclude with what he says in vv. 16–18. “For” is a word we
have already discussed as a “why?” word. It is also a transition word
introducing an explanation to the previous statement. Finally, the word “but”
is a transitional word. “But” almost always indicates contrast.
Seeing Parts of Speech
When identifying parts of speech, always begin with the verbs. Sentences
revolve around verbs. In this passage, the verbs are “say,” “walk,” “carry,”
“desires,” “opposed,” “do,” “led,” and “are.” Next, you should identify the
nouns in the sentence. Nouns and pronouns that function as subjects are “I,”
“you” (three times), “flesh,” “Spirit,” and “these.” You should determine what
nouns these pronouns refer to. Other key nouns and pronouns are “Spirit,”
“flesh,” “other,” “what,” and “law.” These lists contain key words that we
have already mentioned in this chapter and should, therefore, reinforce the
importance of understanding and being able to explain them. Additionally, by
now, you will notice that certain words are repeated multiple times
throughout the passage. This Is also important.
Understanding Figures of Speech
Are there any figures of speech in this passage? Recall that the way to spot a
figure of speech is to identify a sentence or phrase that doesn’t make sense
when interpreted literally. The most significant figure of speech in this
passage is the word “flesh.” The literal idea of “flesh” is a reference to our
physical bodies. The use of “flesh” here is an example of synecdoche.
Synecdoche is the use of the part to represent the whole or the whole to
represent the part. In this case, “flesh” is a representation of the whole
person. Specifically, here, it is a reference to the person in relationship to the
human default mode of the sin nature. This use of “flesh” is found
throughout Paul’s writings.
Identifying Structure
There are two elements of structure in the passage that are meaningful. The
first is the cause/effect element in the beginning of the passage. Verse 16
gives us a sense of do this (walk in the Spirit) and this will be the result (you
will not give in to the flesh). Cause/effect appears a second time in v. 18,
where the “if” clause related to being led by the Spirit points to the condition
of not being under the law.
A second major structural element in the text is contrast. The most obvious
contrast is seen in the word “but.” However, the contrast of the Spirit versus
the flesh is repeated throughout the passage.
Considering Historical Context
There are no historical references in this passage. But an understanding of
the background of Galatians and the circumstances that caused Paul to write
the letter is still valuable here.
Evaluating Literary Context
Galatians is a letter by the apostle Paul to a group of churches that he
founded during his first missionary journey. Unfortunately, the believers in
these churches were being influenced by those who would pervert the
gospel. The letter was written to correct this false gospel. In the process, Paul
needed to reestablish his apostolic authority. The letter to the Galatians can
be outlined as follows:
I.
Introduction and defense of Paul’s apostleship (1:1–2:21)
II.
Defense of justification by faith (3:1–4:31)
III.
Defense of Christian liberty and conclusion (5:1–6:18)
The passage we are examining in this chapter is found in the third section, in
which Paul is defending Christian liberty. In this section, Paul argues that the
gospel truly frees us. Any message that returns believers to a yoke of slavery
under the law is counter to the gospel. Before our passage, Paul cautions
against the selfish abuse of this freedom that comes by being in Christ. After
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vv. 16–18, Paul gives two lists: the fruit associated with the flesh and the fruit
of the Spirit.
Our verses, therefore, are framed on one side by Paul’s urging against the
abuse of Christian liberty and on the other side by the external evidence that
demonstrates whether a person is submitted to the flesh or the Spirit.
Conducting Word Studies
Determining which words should be studied further is usually the result of
following the above steps. Beginning with the translation analysis, we note
key words that are similar: “walk,” “flesh,” “Spirit,” “do,” “led,” and “law.”
We also notice key words that vary among translations: “carry out,” “desire,”
and “opposed.”
A second part of the process of observation that might help you identify
terms for your word study is the analysis of the parts of speech. Recall that in
our passage, the verbs are “say,” “walk,” “carry,” “desires,” “opposed,”
“do,” “led,” and “are.” The nouns and pronouns that function as subjects are
“I,” “you,” “flesh,” “Spirit,” and “these.” Other key nouns and pronouns are
“Spirit,” “desire,” “flesh,” “other,” “what,” and “law.”
A third way to identify terms for your word study is to find repeated words.
The words “Spirit,” “flesh,” and “desire” or “desires” are each repeated a
number of times.
Terms in this passage for which word studies would be profitable to
understanding the passage definitely include “walk,” “Spirit,” “flesh,”
“desire(s),” and “opposed.” There are certainly others that could be included,
but this would be an excellent start.
Conclusion
Finally, there is the process of assembling all this information. The best way
to do this is to integrate the information into the outline wherever
appropriate. Using some way of stylistically setting your own comments
apart from the structure of the outline you have already developed, insert
information from the various aspects of your observation analyses. Literary
and historical context can be left out for now, as they fit best as part of the
introduction. Your outline might look something like this. For brevity, only the
first main section is included:
In Galatians 5:16–18, we can make three observations regarding the desire
of the flesh.
I.
Submitting to the desire of the flesh is not inescapable.
v. 16: “I say then, walk by the Spirit and you will certainly not carry out the
desire of the flesh.”
A.
The obedience required in order to avoid the flesh. “Walk by the
Spirit”
Note:
—Paul begins with a command, “walk” (insert word study for the word “walk”
here).
—“by the Spirit” (insert word study here to explain what it means to “walk by
the Spirit.” Include lengthy notes that speak about the act of submitting to
the Holy Spirit).
B.
The result of submitting to the Spirit. “You will certainly not carry
out …”
Note:
—As a believer, sin is not inevitable. This verse conveys the clear idea that
submission to the Holy Spirit results in sin prevention. The opposite could
also be said. Sin is inevitable when the believer is not submitted to the Spirit.
—“desire of the flesh”: (insert word studies on “desire(s)” and “flesh” here).
—Explain “flesh” as a synecdoche.
—Reiterate the cause/effect conveyed by v. 16.
Once you have included all the relevant information from your observational
analysis, look through the passage to see where correlation could be
included. How does your passage fit with the rest of Scripture? Recall the
spiral of correlation and include other passages of Paul’s, appropriate
references to Acts, and references to other New and Old Testament writings.
These various correlations will deepen your teaching and reinforce the unity
of Scripture.
Video
Study Questions
1.
When adding information from the twelve steps of observation, will
each step yield useful information for your study? Explain.
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2.
Explain why the word “for” in Gal 5:17 is an important transitional
word.
3.
Explain the word “flesh” as a synecdoche.
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How to Form an Introduction and Conclusion to Your Study
Video
After you have designed your structural outline and inserted all the relevant
material as your own personal notes, you should have a lengthy outline to
reference in any setting, whether it be teaching, preaching, or writing. Every
well-developed outline needs a few more components in order to be ready
for the task of communication. Those elements are an introduction, a
conclusion, transition statements, and illustrations.
How to Form an Introduction
Purpose
When writing an introduction, you should keep two purposes in mind. The
first purpose of an introduction is to arouse interest. Your introduction should
be able to answer yes to each of the following questions: Is this worth
listening to? Is this relevant (up-to-date)? Is this practical?
Another purpose of a good introduction is to prepare hearts and minds. Your
listeners or readers need to be prepared to apprehend truth, appreciate the
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importance of the Word of God, and—perhaps most important—accept the
conclusions and the claims that God’s Word makes.
Good Introductions
Like most aspects of communication, introductions can be done well or
poorly. Here are a few characteristics of a good introduction. First, it must be
well prepared. Have you thought through the content of your introduction?
Have you considered how you will write or say it? A second characteristic of a
good introduction is that it must be presented with conviction and
confidence. Third, a good introduction must be simple and transitional. In
other words, it is not the study itself. The introduction can’t “let the cat out of
the bag” and reveal too much. Rather, it should orient the listener or reader
toward the lesson that is to follow. Finally, introductions must be varied. This
is highly important if you are teaching, preaching, or writing regularly. Like
anything, an approach can become boring if it always follows the same track.
Consider these five kinds of introductions: interesting, arresting material (a
quote, statistic, thought-provoking statement), a statement of relevance or
importance, reading the text to be preached, or a simple explanation of how
the text deals with the subject. Your introduction can also incorporate more
than one of these.
Developing an Introduction
Sometimes, developing an introduction can be a challenge. The following are
a few suggestions for finding the material or the inspiration for an
introduction. Sometimes, there is an occasion during which you are teaching
or writing. For example, holidays such as Christmas or Easter are the perfect
occasions from which an introduction can be drawn. Second, the surrounding
context of the passage you are teaching can serve as an appropriate
introduction. This is especially true if you are teaching through a series. In
this case, reviewing the previous week’s lesson can be a sufficient
introduction. Third, the historical background of a book or passage can also
be the perfect backdrop for an introduction. These run the risk of being
boring, but they don’t have to be! Some of the historical background
information in the Bible is riveting. Fourth, if your passage contains
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meaningful geographic references, the introduction could address it. A fifth
approach would be a biographical sketch of a biblical character that is
relevant to the lesson. Lastly, a relevant story could also appropriately
introduce a passage.
Finally, it is important to develop a transition from the introduction to the
main body of your teaching outline. Whatever the makeup of your
introduction, you will need to work on smoothly transitioning to your surefire
proposition. Furthermore, it’s usually helpful for you and your listeners to
indicate where you are going with the passage (e.g., “three observations
regarding the desire of the flesh”).
How to Form a Conclusion
Purpose
If you consider the main part of your lesson as a flight, your conclusion is the
landing. Bad landings (conclusions) can make great flights (lessons)
forgettable. Good conclusions should bring unity and clarity to your lesson.
They should be organized and coherent. Conclusions should be personal as
they draw listeners or readers toward personal decision. Conclusions should
be specific rather than vague and, like introductions, should have variety. But
more than anything else, conclusions need to be well planned.
As with introductions, conclusions can be poor. A few examples of
conclusions to be avoided include touchdown conclusions (“do this and all
your problems will go away”), circling conclusions (that seem to never end),
and detachable (“one size fits all”) conclusions.
Good Conclusions
Building good conclusions takes practice, but there are a few things to keep
in mind. First, conclusions should always keep with the proposition and aim
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of the lesson. The conclusion will be confusing if it charts an entirely new
direction. Second, keep the conclusion brief. Land the plane. Long, drawn-out
conclusions that ramble are a sign of unplanned conclusions. Third,
conclusions should answer the “so what?” question. What is the appropriate
response to this lesson? Finally, a conclusion should be about the entire
lesson, not just the final point. Some conclusions to cultivate include
application conclusions, illustration conclusions, direct appeal conclusions,
and summary conclusions.
Transitions
Anytime you communicate, whether writing or speaking, it’s important to
think through your transitions. Transitions are the “seams” that enable you to
flow naturally from one point to another. Transitional sentences are
necessary for the following reasons: (1) clarification of thought; (2) cohesion
—they are the glue that holds your sermon together; and (3) preaching
efficiency—they keep the sermon moving from point to point.
A well-planned, quality transition should serve as a transporter moving the
listener or reader from one main idea to the next. Good transitions use
bridge words such as “finally,” “not only—but also,” “again,” “in addition to,”
“besides,” “furthermore,” “moreover,” and “on the other hand.” You can also
transition by giving a skillful summary of the previous idea before moving on
to the next idea. Transitions can be boring, especially if you resort to the
same approach every time, so use variety and plan them in advance.
Illustrations
Purpose
Illustrations are an important aspect of any form of communication. They can
be described in multiple ways. Illustrations are analogies used to explain or
apply truth. They are concrete examples used to support general assertions
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in order to reduce the level of abstractions. Illustrations are windows to let
the light of understanding shine on that which is unknown.
Illustrations serve multiple purposes. They can illuminate or clarify a subject,
obtain and hold interest, establish rapport, give rest to the audience when a
topic is particularly weighty, make a truth vivid, strengthen the argument,
bring conviction of sin, persuade, aid memory, add humor, stimulate
imagination, speak to a difficult situation indirectly, or make the message
practical. Illustrations are tangible. They help the listener or reader see truth
in action, aid in making application, show the need for truth or the advantage
of applying truth, show the popularity of a given topic, and demonstrate the
disastrous consequences if the lesson is not applied.
Good Illustrations
A good illustration is fresh, interesting, and up-to-date. You can accomplish
this by drawing from personal experience, firsthand observation, or old
stories provided you deliver them well and give them a new twist. A good
illustration must be convincing and accurate. Avoid errors of fact and errors
of probability. Good illustrations must also be understandable and
interesting. A confusing illustration is particularly problematic since
illustrations are meant to assist in understanding. Illustrations can be
personal, but avoid illustrations that will bring harm or embarrassment to
anyone. Above all, good illustrations must illustrate the point you are
explaining in the passage. What types of illustrations are there? Illustrations
come in a variety of forms: stories, anecdotes, parables/allegories, object
lessons, dramatizations, figurative language, poems, analogies, and
quotations.
Sources for Illustrations
Where can illustrations be found? By far, the best source for illustrations is
the Bible itself. There are numerous reasons that biblical illustrations are the
best. They teach the passage from which the illustration comes plus the
passage you’re interpreting. They honor the God of the Bible. They enlist the
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presence and power of the Holy Spirit as he works through Scripture. They
open the hearts and minds of the hearers in unexpected ways. They give the
speaker added authority. They never wear out and are never out-of-date.
They never arouse adverse criticism. And they show the unity of the Bible.
There are other places, though, besides the Bible from whence illustrations
can be drawn: personal experience, personal observations, nature, sports,
entertainment, biographies, history, missions, literature, science, art,
archaeology, theology, and, of course, your imagination.
Conclusion
After you have a complete and well-developed outline, it’s time to add the
finishing touches. These touches include an introduction, a conclusion, well-
planned transitional statements, and illustrations. These elements will
engage your readers/listeners and aid in their attentiveness and
understanding.
Video
Study Questions
1.
What are the purposes of an introduction?
2.
What are the purposes of a conclusion?
3.
What is the definition of a transition?
4.
What are the purposes of an illustration?
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